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Name: Chandler Murphy
Humanities
Date: 5/21/12
6-C
Student-Created, Open-Resource Examination on Law, Empire, Government, and
Society in Ancient Mesopotamia, Egypt, Greece, Rome, and the Middle Ages
Essential Question: “How have past civilizations organized their society, established
governments and laws, and expanded their empires in order to provide stability, security,
and growth?”
Overview/Directions:
This is a learning examination. It is not a quiz. It is not a test. It is a long, multi-day
“open-book” examination. It is designed to have you master many key ideas in and
insights into the history of Western Civilization. It requires you to do research on the
HumantiesDigitalClassroom wiki, to read, to discuss, to learn, and to write—in short, to
study and understand. This examination begins your preparation for the Humanities
final examination next month, since about half of the Humanities final examination
covers government, law, and society.
It will take students both class time and homework time over four to seven days to
finish this examination. Patience, persistence, resourcefulness, and responsibility will
win the day. The ideas in this examination are challenging. The length of the
examination is challenging. However, because it is an open-book examination, it is not
at all difficult to earn a grade of 100 or better. In fact, it is easy to earn a grade better
than 100 if you use the resources, you finish the entire test and you hand it in.
This open-PowerPoint/Inspiration exam consists of four “specialty” sections—one on
Society, one on Government, one on Law, and one on War & Empire. Each section has
five parts: one on each of the five civilizations. Each of those parts has short, fact
questions and longer thinking questions that relate to the essential question of the
thematic unit. Short-response questions are each worth 1 point. Long-response
questions are each worth 5 points. Long-response questions have at least five lines
provided for the response. There are 82 short-response questions, and 8 long-response
questions. Since 82 plus 40 is 122, a perfect score is 122.
Students will be permitted to choose one partner with whom to work, of if they want to
work alone, they may. The teacher reserves the right to assign students to exam
partners. You may do this test with one partner—no more. You may not do this test
with two, or more, other people. You may not divide the test in half, wherein each
partner does half. That is not permitted.
Three class periods will be devoted to the test. About half of the test must be done
outside of class. You may do this test on paper or digitally. You should use the studentcreated PowerPoint, Inspiration, and Word documents saved to the Humanities Digital
Classroom wiki to successfully complete this examination. However, if you wish, you
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may use the Our World book to complete the test. That will not be an efficient use of
time, though.
Short-response questions do not have to be answered in complete sentences.
Sometimes one or two words or a phrase will be all that is required. Longer-response
questions must be answered in complete sentences with at least six sentences. Answer
every question. Do not skip any.
This test may be handed in no later than Tuesday, May 29. It may be handed in on paper
or digitally before Tuesday, May 29, either by e-mail or by uploading to a student’s wiki.
A blank copy of the test appears on the top of the HDC wiki.
Yours,
Mr. Baskin
I. Society
Ancient Mesopotamia/Society
Read the following laws from The Code of Hammurabi. Then, answer the questions that
follow. Questions 1-6 are based on this list of laws.
Law 7: If a “purchaser” does not bring the merchant and witnesses from whom he
bought something, and its owner brings witnesses who identify it, then the “purchaser”
is a thief and shall be put to death, and the owner receives [gets] the stolen article.
Law 122: If anyone gives to another person silver, gold, or anything else to keep, he shall
show everything to some witness, draw up a contract, and then hand it over for
safekeeping.
Law 134: If anyone [a man] is captured in war and there is not sustenance [food] in his
house, if then his wife goes to another house [to get food], this woman shall be held
blameless [innocent] of a crime.
Law 185: If a man adopts a child and to his [own] name as a son, and rears [raises] him,
this grown son cannot be demanded back again.
Law 195: If a son strikes his father, his hand shall be hewn [cut] off.
Law 197: If a man puts out the eye of another man, his eye shall be
put out.
Law 202: If anyone strikes the body of a man higher in rank than he,
he shall receive sixty blows [hits] with an ox whip.
According to Law 195, we can see that in Mesopotamian society, in each household, the
Father was the head of each family.
According to which law, can we tell that Mesopotamian society believed in charity for
the needy, including women whose husbands were missing? Law 134
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According to which law can we tell that Mesopotamian society had adoption of
children? Law 185
According to which law or laws can we tell that Mesopotamian society had businesses
and merchants? Law 7
According to which law can we tell that Mesopotamian society had different social
classes of higher and lower rank which seem to have been treated differently? Law 202
Comprehension Questions (Choose either number 6 or 7)
The answer to question 6 and 7 may be found by looking at
the PowerPoints [PPTs] and notes on Society and Government in both Humanities
classes, created by Lauren Feeley, Angel Nieves, Agatha Correa, and Caitlyn Elliott.
ONLY ANSWER EITHER NUMBER 6 OR 7, NOT BOTH.
According to the “Bull of Heaven” chapter from The Epic of Gilgamesh or the Peace side
of the Standard of Ur how can we tell that the Mesopotamians had a society based on
specialization of labor? What were at least seven jobs in Mesopotamian society? [Long
response]
According to the “Bull of Heaven” chapter in The Epic of Gilgamesh, and the
Peace Side of the Standard of Ur, and the PowerPoints/notes there was specialization of
labor, with different jobs. One job was the artisans and tradesmen, who received the
carcass from the “Bull of Heaven”, artisans made things, like craftsmen. Another job was
the butcher, who received the meat, from the “Bull of Heaven”, to feed the town.
Bronze workers took another job in Mesopotamian society, they got the hooves from
the “Bull of Heaven”, to make bronze works. A fourth job was the jewelers or craftsmen,
who made crafts, and received the horns of the bull made of lapis lazuli. Another job in
Mesopotamian society was the furriers, who got the pelt from the bull, and made fur
coats and other clothing. A sixth job is the ivory workers, who received the teeth made
of ivory from the bull, and worked with ivory. Three more specialized labor jobs are
farmers, shepherds, and herders, who all worked on the farmers. Therefore,
specialization of labor is shown in the “Bull of Heaven” chapter, in The Epic of
Gilgamesh, and the peace side of the Standard of Ur, and the PowerPoints/notes we can
tell that Mesopotamians had specialization of labor. We can tell this, because it’s
mentioned that everybody has a different job, and gets a different material for his/her
job.
OR
In what way does the Peace side of the Standard of Ur show the social pyramid of
Ancient Sumer?
Ancient Egypt/Society
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The answers to questions 1 and 2 may be found in either Humanities class’ PPT’s. The
answers to questions 3 and 4 may be found in the period 8 and 9 PPT created by Karla
Galbo.
Who is at the top of the Egyptian social pyramid? Pharoah
What are three jobs—responsibilities-- of the pharaoh?
The responsibilities of the pharaoh are he had religious duties, he ruled the land, he
kept the order of the country, and to defeat the country’s enemies.
3. Who is at the bottom of the Egyptian social pyramid?
Slaves and farmers
4. According to Karla Galbo’s PPT (per. 8/9) on Ancient Egyptian Society, how specifically
might Egypt’s craftsmen have served the pharaoh? The craftsmen might specifically help
the pharaoh by making crafts for him, in his honor, and by just making crafts for him not
particularly in his honor.
C. Ancient Greece/Society
1. Briefly describe the upper-class Athenian.
The upper-class Athenians had to be a citizen, not have a job, be free from economic
matters, such as trading, and he must get slaves or others to attend to his material
concerns, such as his property or fortune.
2. What were some of the types of jobs done by middle-class
Athenians? Some of the jobs done by middle-class Athenians would be merchants,
contractors, manufacturers, managers, tradesmen, craftsmen, and artists.
3. Briefly describe the people of the lower class in Athens.
The lower class of Athens was made up of freemen who had once been slaves, and
these people were most of the time non-citizens.
D. Ancient Rome/Society
Into what two groups were citizens of Ancient Rome divided?
Plebeians and patricians
Describe one group listed in the answer to question 1. The patricians were upper-class
Romans, who were part of the noble family, and had slaves.
Describe the other group. Plebeians were the ordinary citizens, or slaves.
Name two types of people in Rome who could not participate in
the Roman government. Women and slaves
E. The Middle Ages/Society
For whom did serfs work, and what kind of work did serfs do?
The slaves worked for the nobles, and they worked the lord’s land by farming on it.
Describe the homes and living conditions of serfs. The living conditions of serfs were
poor, they lived with their animals in a small hut, with one window that was stuffed with
stray during the winter.
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What was the name of the set of rules that knights lived by? The Code of Chivalry
Whom, or what, was the life of a Catholic monk dedicated to serving? The life of a
catholic monk was dedicated to serving god.
What are the responsibilities of noblemen or vassals? In other words, whom or what
were they dedicated to serving? The noblemen or vassals are dedicated to serving the
king.
II. Government
Ancient Mesopotamia/Government
1. What is a city-state? A self-governing nation
2. What type of government did the Mesopotamians have? A monarchy
Ancient Egypt/Government
To answer these questions, first consult Kayla Toohey’s PPT, and then consult Brianna
Cardillo’s and Marissa Brown’s PPT.
Who was the first pharaoh and what was his great accomplishment?
Menes was the first pharaoh, and his great accomplishment was he overthrew the king
of Lower Egypt and his army.
What are two meanings of the word “pharaoh”? Two meanings of the word pharaoh are
the ruler of Egypt or great palace.
3. Though the Pharaoh did have a chief vizier, what were Pharaoh’s own chief
responsibilities in the kingdom? The pharaoh’s chief responsibilities were religion
(religious duties) and to govern the kingdom.
4. List four jobs of the vizier. Four jobs the vizier had were he opened and closed rooms
in the palace, ran the activities of the army, overseeing visitors to the palace, and
managing Egypt’s district governors.
5.What was the effect on pharaoh’s power when he replaced regional leaders with
governors? He increased his power when he replaced regional leaders with governors.
Ancient Greece/Government
To answer this section, refer either to Chandler Murphy’s or Tim Callery’s presentations.
Athens’ original government was an oligarchy. What is an oligarchy? An oligarchy is a
government in which the most rich and powerful people in the city rule.
Who served in the Assembly and how often did the Assembly
meet? The citizens served in the Assembly and the Assembly met every nine days.
What was the role, or job, of the Assembly in Athens?
The role or job of the Assembly was to vote about issues that concerned their city.
What was the Council of 500 in Athens, or what was its function or job?
The Council of 500 was a council of 500, and it mainly prepared the agenda for the
Assembly’s meetings, it also proposed laws for the Assembly to vote on.
How did a citizen get to serve in the Council of 500 and for how
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long did he have to serve? A citizen got to serve in the Council of 500 from a random
lottery among their tribe, 50 people were selected from each tribe, there was 10 tribes.
He served for one year on the council.
Describe and explain five traits of Athens that Pericles says are unique to Athens, in his
Funeral Speech. [Long response question.]
In Pericles’ Funeral Speech he addresses how Athens is unique from any other
city-state. One line that states this is because they have a democracy, and they give all
citizens power. Another reason is because the government tries to reward its citizens,
by having public service merit awards. A third reason this statement is true is the
condition of the man, rich or poor, has the same rights as anyone else. Another reason
that this statement is true is they accept new products and ideas, so everyone has equal
rights. Finally, to explain this all Pericles says that Athens is unique from any other citystate is all citizens have equal rights.
Ancient Rome/Government
What does the Latin word “republic” mean? The Latin word republic means “the public
affair”
Explain how a government that is republic works. Use the words “elect” and
“representatives” in your explanation.
A government that is a republic works by the citizen assembly electing representatives
that ran for government.
What social class controlled the Roman Senate? Patricians
What was the most powerful branch of the Roman government,
and what did that branch do? The senate is the most powerful branch of the
government, it chose how Rome would act against other governments.
What did the Tribunes to help the plebeian citizens who had
elected them? The Tribunes protected the rights of Plebeians, and the Tribunes were
elected by the citizen assembly.
In Ancient Rome, there were two Consuls. What did each Consul do?
One of the Consuls served for one year as the army commanders, the other was the
most powerful judge.
The Middle Ages/Government
To answer the first question--a longer response question--read the Government PPTs by
Rose Iannuzzi and Alyssa Piesco, and by Emily Maher and Danielle Jessup, and also
review the Society PPTs created by Kelli McKenna in periods 1/2 and by Lindsay Palmaffy
during periods 8/ 9.
Explain how the feudal system worked. Be sure to use the words “lord,” “fief,” “land,”
“vassal,” “service,” “knight,” “oath,” “exchange.” [Long response]
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To answer the following questions first read the Law PPT and Inspiration map created
by Kayla Bugeya and Joseline Alvarez in the period ½ class, and Milton Lanza’s PPT. If
need be, go back to the Government PPT’s by Rose Ianuzzi and Alyssa Piesco, and Emily
Maher and Danielle Jessup.
Why did the nobles force King John to sign the Magna Carta?
_________________________________________________
_________________________________________________
According to the 14th “law “in the Magna Carta, if the king had to raise taxes, what is the
only action the King could take, legally?
_________________________________________________
_________________________________________________
4. Use Milton Lanza’s excellent PowerPoint presentation in the period 8/9 section on
Law in the Middle Ages. Read his summaries of laws 9, 20, 21, and 28, 38, 39 and 60.
Use his translations to explain how the Magna Carta protected the rights of citizens. In
other words, what benefits or protections did the citizens—in this case, the nobles—get
from the Magna Carta? [Long response.]
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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____________________________________________________
____________________________________________________
III. Law
A. Ancient Mesopotamia/Law
What was the Code of Hammurabi? ______________________
___________________________________________________
In what language was Code of Hummurabi written?__________
What was one punishment for stealing in Ancient
Mesopotamia?________________________________________
____________________________________________________
4. One can see in the Code of Hammurabi, that one type—or one
or two classes—of people were more valued than women or poor people? Which class
or group was most valued?
____________________________________________________
___________________________________________________
5. In general, what does the expression, “An eye for an eye”
mean? _____________________________________________
____________________________________________________
___________________________________________________
6. The Mesopotamians had harsh penalties for stealing, for helping runaway slaves, and
for misusing water. Knowing that their economy was based on agriculture, why do you
think that the penalties were so harsh for destruction of property or for theft or for
dishonesty, etc.? For this response, please review the PPT created by Sabrina Patriciello,
with Katherine Maurno’s help, in the period 8/9 class. [Long response.]
___________________________________________________
____________________________________________________
___________________________________________________
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___________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
B. Ancient Egypt/Law
What were some punishments meted out [given] for stealing
from Pharaoh?________________________________________
_________________________________________________
2. According to Kaylor Toohey’s PPT on Law and Government of Ancient Egypt (period
8/9), in Egypt who was the chief legal officer and judge in the
kingdom?_________________________
C. Ancient Greece/Law
Though Chandler Murphy points out in his PPT that there were eight courts in Ancient
Athens.
What
were
the
two
most
important
courts?
_____________________________________
Carefully read the tenth slide of Tim Callery’s Government and Law PPT on Ancient
Greece. Read the green and blue Lycurgus quotes and read Tim’s explanation of those
quotes. Then, answer the following question:
“In a democracy how, or why, would the laws tend to encourage peace, order and
lawfulness within a community? Think. Who wrote the laws in Athens? Who passed the
laws in Ancient Athens? So, why would there tend to be peace and order and lawfulness
in the polis [the city-state/the community]?”
[Long response]
_______________________________________________________
_______________________________________________________
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_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Ancient Rome/Law
Why were the Twelve Tables written down? In other words, what
forced Rome’s patricians to write the laws down?_______________
_______________________________________________________
In what location were the Twelve Tables placed in the city of
Rome? ____________________________________________
Who enforced Rome’s laws? ________________________
___________________________________________________
E. The Middle Ages/Law
1. Accorrding to the Magna Carta, what may a sheriff not to with a
person’s property, unless….?________________________________
_______________________________________________________
According to the Magna Carta, what must the general relationship
or connection be between a crime and the punishment assigned to
the person who committed that crime?
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_______________________________________________________
_______________________________________________________
IV. War & Empire
Ancient Mesopotamia/War & Empire
Besides Sumer itself, what are the names of the other two important empires in the
region of Mesopotamia that “reigned” along the Tigris and Euphrates?
_________________________________________________
What is the name of the written language that permitted the Mesopotamians to
communicate
long
distances
across
the
empire?___________________________________________
What is the name of the Mesopotamian king who built dams across the Euphrates River
and who created the Mesopotamian Empire? _____________________________
Trade goods traveled across Mesopotamia. What positive
effect did this have on Mesopotamia? __________________
__________________________________________________
According to David Cannizarro’s and Marc Marrone’s PPT on
War & Empire in Ancient Mesopotamia, what can we learn
about how the Mesopotamians fought war from the war side
of the Standard of Ur? Use Marc’s and David’s slide, read
what they wrote, carefully observe the war side of the
Standard of Ur, and write your own description how war
was fought, with what weapons, etc.
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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____________________________________________________
___________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Ancient Egypt/War & Empire
Consult Joseph Walsh’s and Taylor Reilly’s and Brandon Hodges’ PPT’s on the Empire of
Ancient Egypt.
To what lands did Egyptian/ trade expeditions go? And what
goods did the Egyptians obtain? _________________________
_________________________________________________
What are the start and end dates of Egypt’s New Kingdom?
____________________________________________________
3. Which Egyptian Pharaoh reigned the longest during the New Kingdom and was
considered the strongest? (He is the Pharaoh in
A Place in the Sun, had red hair—we saw his mummy!—was the Pharaoh of the Hebrew
Exodus from Egypt, and is considered the greatest “builder” of the Ancient World.)
___________________________________________________
Ancient Greece/War & Empire
To answer these questions use both Humanities class’ excellent PPTs created by Davi
Bendavid and Ray Huang, and by Matteo Cosentino and Devan Fredericks.
When was the Persian War fought?_____________________
What is the name of the type of Athenian ship that decisively helped [made a huge
difference]
the
Athenian
navy?
__________________________________________________
What was the outcome of the Persian War? Who won?_____
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__________________________________________________
Who were the combatants [sides fighting each other] in the Pelopponesian War, and
over what were they fighting?
____________________________________________________
____________________________________________________
____________________________________________________
How long did the Pelopponesian War last?_______________
List one or two negative consequences of the Peloponnesian
War.______________________________________________
__________________________________________________
What two military improvements did King Phillip II of Macedonia introduce to his army?
__________________
_________________________________________________
At what age did Alexander the Great begin his conquest for empire, shortly after the
assassination [murder] of his father, Philip? And at what age did Alexander
die?_______________
__________________________________________________
One of Alexander the Great’s two teachers—really, they were personal tutors—was the
Greek philosopher Aristotle. Alexander loved everything Greek. In fact, the story goes
that Aristotle gave Alexander a copy of Homer’s Iliad. Reportedly, Alexander slept with
Homer’s Iliad under his pillow at night. Alexander is credited with spreading Hellenism
What is Hellenism?_________________________
__________________________________________________
Ancient Rome/War & Empire
According to Kristian Shala and Alexa’s Ryan’s PPT summary,
how many centuries did the Roman Empire last?__________
_________________________________________________
List two or three jobs of Rome’s soldiers.
_________________________________________________
___________________________________________________
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Who is the famous Roman general who rose from consul to military governor of Gaul,
who crossed the Rubicon River in 49 B.C., thereby starting a civil war, four years later
declared himself emperor [dictator], only to be stabbed to death in the Senate building
one year later, in 44 B.C. on March 15?
___________________________________________________
During approximately what year was the Roman Empire at its largest, or greatest, size?
____________________________
List
at
least
five
warring
tribes
that
invaded
Empire.__________________________________________
the
Roman
_________________________________________________
According to the summary at the end of Ronan Whelan’s and Eric Johansen’s Roman
Empire notes (done with help from Tim Callery), why did Rome’s Empire start to
crumble?
[Long response]
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
[Continued on next page.]
____________________________________________________
____________________________________________________
The Middle Ages/War & Empire
What lands did Charlemagne’s grandfather Charles Martel
conquer?_____________________________________________
____________________________________________________
What did Charlemagne believe his holy mission was?_______
____________________________________________________
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3. Charlemagne conquered German, Italy, and _____________.
4. The Pope crowned king or emperor of the Holy___________ Empire, also known as
the Frankish Empire.
5. Go to Nico Vasquez’ and Chris Barnett’s PPT on War & Empire in the Middle Ages.
Click on the brown screen that describes weapons of war to make the page readable.
Read over the list. Besides heavy swords, what tool usually used for building was, in fact,
used to knock down armor-wearing opponents on horse back from atop their
horse?____________
6.
Control over what Middle
fought?_______________________
Eastern
city
7. Against whom, in general, did the crusaders fight?
__________________________________________________
were
the
Crusades