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Unit Two River Civilizations Part One: The Sumerians The Big Idea! With the collapse of the Neolithic farming towns, people had to move to a more reliable source of water. But what to do with too much water? In order to control nature people really had to work together. So, they developed complex governments and religions to organize people. EU What you will learn this unit! EU1 Historical Connections EU2 Rise and Fall of Societies We will examine Sumerian law to see if we can build a better discipline system for our school. “The Code” Project Persuasive Essay We will see how the development of Governments and religions both helped create more successful cities, and lead to their downfall. Terms and concepts from Sumer (See attached Vocab Sheet) Textbook Reading Class Lectures Mid Unit Content Test Use textbook and class notes to define words Textbook readings Mid Unit Historical Literacy Test You will write another quick persuasive essay based on your reading from EU1 Class practice and model revision. I will grade your final revised paper Group use of Class time Group task completion. Reflection Self Reflections Class Observations Self Assessment. EU3 Historical Literacy EU4: Information Literacy EU 5 Persuasive Writing EU 6 Work Habits We will continue our work with summarizing and this time we will add details. How you will learn it How you will be assessed Environmental Disasters in Cradle of Civilization Reading World History One Reading Assignment One Putvain Unit Two Reading Group One Chap 3 Sec 1 Reading Group Two Chap 2 Sec 3 Reading Group Three Packet Outline by Section Outline by Section Outline by Section Ad din g the Det ails In this assignment you will be working on adding the supporting detail to your Main Ideas. Here are some answers to commonly asked questions: How much should I write in my details? Very little: they are just written as bullets of information. Remember, these are notes – so abbreviating and short hand are great. The goal is to work fast. What information should I write down: Your details are not just random pieces of information. They are the they are the who, what, where, why, and how of the topic. We call them “Supporting Details” because they “support” the main idea. How many Details should I write? It depends on the reading and the amount of information it has in it and whether or not you are outlining each paragraph or each section. o If your reading has so much information that you are outlining each paragraph, then the general rule is that you want to have a detail for each sentence. However, keep in mind that one sentence might already be covered by your main idea. And, its not to say that every sentence of info needs to be recorded. You might also be able to combine sentences together. In general – you don’t want more details then you have sentences in the paragraph. o If your reading is a little less detailed so that you are outlining a whole section, then a good rule of thumb to go by is two or three details for each paragraph in the section. o In the end, the best way to gauge whether or not you have enough detail is to check and see if it gives you enough information to answer your questions later. How should I set up my TMD: I will not give you a handout this time: you can just put it on a blank piece of paper in your notebook. But I recommend you use the template below to organize your outline. African Beginnings (Topic:_________________________) Main Idea Supporting Details: Or the abbreviated version P1 T______________ MI - - - - … (Remember you will have as many detail bullets as necessary) Historical Literacy Vocab: Sumer You will be expected to know what the following terms are in your final unit test. Identify what each word is and why it is significant using your reading, class notes, or both. This is an ongoing assignment. Work on it each day to add in the new terms that you have learned. Feel free to use a separate sheet of paper in your notebook, but tell me here if that where it is so I can see it to grade it. . Fertile Crescent Mesopotamia Hierarchy Polytheistic Ziggurat Scribe Levees City-State Theocracy Priest King Social Stratification Cuneiform Code of Hammurabi Retribution Restitution Reform Codify Civil Law Criminal Law Salinization Empire Sargon I The Akkadians The Amorites Rise And Fall of Societies: Lecture Review Tool. Lecture Outline: Use this outline to help review information from the lecture. I have filled in the topic for you. You should fill in the main ideas and the details. There are as many places for Main Ideas as there are Main Ideas in the lecture - but use as many details as you need. Lesson One: Topic Controlling Nature M.I. 1: _____________________ Details: - - - - - - M.I. 2: _________________________ - - - - - - Lesson Two: Topic Government and Religion M I: __________________________________________________ - - - - M I: ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - Lesson Three: Topic Technology and Resources M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - Lesson Four: Topic: Sumerian Collapse (Do a M.I for each slide) M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - M.I. ____________________________________________________ - - - - World History One Information Literacy Assessement Summarizing Test Putvain Unit Two Name Environmental Disasters in the Cradle of Civilization Grading Rubric EU 5 Reading for understanding Topic/Main Idea/ Supporting Details (T.M.D.) 95 Topics are accurate, and brief. Main ideas are accurate and written as facts. Details are short and to the point. Details answer all of the W questions about the section 85 Almost, but you need to… 75 You’ve got the idea, but you still need to work on… Environmental Disasters in the Cradles of Civilization Agriculture was probably the most important invention in human history. It enabled the rise of world civilizations. But many ancient societies repeatedly chose short-sighted food production practices that spoiled their environments and undermined their civilizations. The Sumerian Puzzle The Tigris and Euphrates rivers begin in the mountains of Turkey and flow south for more than a thousand miles through modern-day Iraq to the Persian Gulf. Known in ancient times as Mesopotamia, the lands between these two rivers lacked adequate rainfall for agriculture. But people could always use water from the rivers for their crops. By 5000 B.C., many small farming villages flourished near the banks of the two great rivers. The farmers dug simple ditches to irrigate their fields of wheat, barley, and vegetables. The resulting increase in the food supply led to a population explosion. Several hundred years later, independent city-states like Ur arose. They had populations ranging from 10,000 to 50,000 people. By 3000 B.C., the city-states of southern Mesopotamia had formed the world's first civilization, called Sumer. The Sumerians developed a complex class system that included priests, rulers, a government bureaucracy, craft workers, merchants, laborers, soldiers, and peasants who worked the fields. The rulers organized major building projects in the cities. They constructed canals for a large irrigation system that opened more land for growing food crops. The Sumerians also developed the world's first writing system. In the early 20th century, archaeologists in Mesopotamia puzzled over the barren desert that had once been a rich and powerful civilization. "What happened to Sumer?" they asked themselves. Over the centuries, silt carried by the Tigris and Euphrates built up the stream beds. Eventually, the surrounding farmlands were below the level of the rivers. The Sumerians constructed levees to contain the rivers, which worked except during major floods. The irrigated water went to the fields, where it often collected on the surface. The hot Mesopotamian sun evaporated the standing water and left behind layers of salt. The soil also became waterlogged in places. This caused the water table to rise, bringing more salt to the surface. One clay tablet with Sumerian writing recorded that "the earth turned white." The only solution to this salt problem, called salinization, was for the Sumerians to leave the land unwatered and fallow for several seasons to allow 65 We need to work on… the water table to fall. The scarce rains would then slowly draw the salt down below the soil cultivation zone. The Sumerian farmers knew that leaving the land alone for a while was the right thing to do. But the rulers of Sumer had based their wealth and power on the skills and labor of an ever-growing population. Therefore, they ordered the farmers to continue irrigating and planting the damaged land to produce more food. Wheat is less tolerant of salt than barley. Based on clay tablet records, barley gradually replaced wheat in the Sumerian diet. Soon, the yields of barley and the other crops decreased steadily. The Sumerian people began to suffer from hunger, which led to malnutrition and disease. The shortsighted demands of the Sumerian rulers led to the collapse of their civilization. The rulers could no longer feed and pay for large armies. Peasant revolts and warfare among the Sumerian city-states erupted over control of remaining fertile farmlands. Finally, in 2370 B.C., the Akkadian Empire from the north conquered a weakened Sumer. By 1800 B.C., agriculture in southern Mesopotamia had almost disappeared, leaving an impoverished people who lived on a desolate and poisoned land. The world's first civilization had created a monumental environmental disaster. Another Version of the Same Story Mesopotamia was known as the land between two rivers, the Tigris to the north and the Euphrates to the south. Rains were seasonal in this area, which meant that the land flooded in the winter and spring and water was scarce at other times. Farming in the region depended on irrigation from the Tigris and Euphrates Rivers. Many resources in Mesopotamia were scarce or absent, which stimulated trade in the region in ancient times. Supported by lucrative trade with its neighbors, Mesopotamia grew to become a powerful empire. Mashkan-shapir was a typical Mesopotamian city, located about 20 miles from the Tigris River and connected to the river by a network of canals. Despite a flourishing civilization, Mashkan-shapir was abandoned within only 20 years of its settlement. What could have caused this rapid demise? Poisoned fields: A contributor to collapse Along with factors such as war and changes in the environment, scientists now believe irrigation techniques played an important role in Mashkan-shapir's collapse. The same process that allowed farming in this region also eventually made it impossible to farm. Irrigation has a Catch-22: if irrigation water is allowed to sit on the fields and evaporate, it leaves behind mineral salts; if attempts are made to drain off irrigation water and it flows through the soil too quickly, erosion becomes a problem. Scientists believe that Mashkan-shapir's collapse was caused in part by destruction of the fields by mineral salts. When mineral salts concentrate in the upper levels of the soil, it becomes poisonous for plants. In Mesopotamia, irrigation was essential for crop production. The rivers were higher than the surrounding plain because of built-up silt in the river beds, so water for irrigation flowed into the fields by gravity. Once the water was on the fields, it could not readily drain away because the fields were lower than the river. As the water evaporated, it not only left its dissolved mineral salts behind, but also drew salts upward from lower levels of the soil. Over time, the soil became toxic and would no longer support crops. By about 2300 B.C., agricultural production in Mesopotamia was reduced to a tiny fraction of what it had been. Many fields were abandoned as essentially useless. Mesopotamian cuneiform tablets tell of crop damage due to salts. World History One - Name Work Habit Assessment Putvain Unit Two Work Completion Assignment On Time Late Didn’t do I don’t know Challenges or Problems? Reading Assignment One Textbook Reading Vocab Prep Lecture Outline Summarizing Assessment: Environmental Disaster in Cradle of Civilization Code of Hammurabi Worksheet Retribution, Restitution, Reformation School Discipline Persuasive Essay If you have successfully completed your work on time, tell me about one strategy that you have used to help you maintain your work completion. If you haven’t consistently had work in on time, what is the one biggest thing that stands in your way? Individual Work Completion Grade: Work Completion 95 All assignments completed on time or when checked 85 One might be late 75 Several late – or one missing 65 Multiple late or missing assignments 85 2nd place 75 Third place 65 4th place Group Work Completion Grade: Work Completion 95 Class with fewest missing assignments Were you a contributor to the success or failure of your group to achieve the work completion goal? How do you feel about that? What did you do to help encourage others to achieve the goal? Did it work? What might work better next time? Use of Class Time Circle any of the following descriptors that apply to your use of class time this unit. I participate too much and don’t give others a turn to share I participate a couple times a class I make sure I am in class on time and stay the whole time I’ve had to leave class once or twice I only participate if directly called on. I make a habit of leaving class everyday if I can. I do not talk to anyone in class I might talk to the people around me, but usually only about the class material I visit with other people about things not related to class I have all the materials I need when I come to class I might have to borrow a writing utensil I regularly forget my bag and all my material In class I am able to concentrate just on the material in class Other people try to distract me with things that are going on outside of class I often distract myself from what is going on in class because of issues outside of class Look at the descriptions you have above. Based on what you circled what kind of effect is this having on your ability to learn? Which areas have you made progress on this unit? Which areas do you want to work on? Be specific about what you might do. EU 6 Work Habits Individual Class Participation Grade 95 Balanced Participation; Engaged – but give others a chance too. 85 75 65 Problems with one area Problems with two areas Problems with multiple areas Have all materials needed to be prepared Least Check Marks 2nd Place 3rd Place 4th place Work Habit Assessment sheet Completely and thoroughly filled out. New Learning is evident Filled out, but may not show where you have learned new things about yourself May not be complete or accurately reflect work done or needed goals Assessment sheet not taken seriously. No new growth. Ready to go – when Mr Putvain talks – you are ready to listen. Respectful of others learning Group Class Participation Grade Thoughts?: Reflection One word answers Final Work Habit Grade: ___________