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LOCKPORT CITY SCHOOL DISTRICT SOCIAL STUDIES PROGRESS MONITORING GRADE 6 . The Sixth Grade Social Studies Program in the Lockport City School District is to present our students with a variety of experiences utilizing the text book, maps, graphs, time lines, library research, and hands-on activities to develop and enhance both social studies skills and literacy skills, all aligned with and an extension of the NYS Standards. STUDY GUIDE 2 Students in 6th grader will continue the study of early world history with an introduction of Early River Civilization. EARLY WORLD HISTORY WITH AN INTRODUCTION TO MESOPOTAMIA AND THE FERTILE CRESCENT Early Man Hunter-gatherers – people who hunt animals and gather wild plants to provide for their needs o Migration - movement from one place to the next o Ice Age – a long cold-weather period when huge sheets of ice covered one-third of the Earth o culture – way of life o artifacts – a human made object, especially from long ago o society – organized group of people living and working under an established set of rules and traditions Early Farmers o domesticate – to tame living things for people’s use o economy – the way people use resources to meet their needs o livestock – domesticated animals such as cattle, sheep and pigs o nomads – people who move from place to place o agriculture – the raising of domesticated plants and animals o environment – surroundings o maize – corn o subsist – survive Location (Mesopotamia and the Fertile Crescent) Fertile Crescent – Eastern shore of Mediterranean Sea, in Asia, shape of a crescent moon Mesopotamia – land between the Tigris and Euphrates Rivers civilization – centralized society with developed forms of religion, ways of governing, and learning New Inventions to protect against floods technology – the skills and knowledge to make products or meet goals dikes – to block water canals – to lead water back to river Architecture and Religious Belief: the ziggurat large mud brick temple as tall as seven stories shrine stood at highest level constructed to please the gods was the center of activity in each city Study Guide – 6 Social-Q1-V12008 The Role of Government government – an organized system that groups use to make laws and decisions city-state – includes city/village and farmland around it; each had own leader and government monarchy – one person had complete authority to rule in peacetime and lead soldiers in time of war purpose of government – to make and enforce laws needed to keep order Economy surplus – extra supply surplus allowed for division of labor – some people working on other things able to barter/trade with others Society/ Social Class Highest – kings, priests, leaders Middle – merchants, craft workers, managers Lower – unskilled workers, slaves Vocabulary: o social classes – groups with different levels of importance o merchants – people who bought and sold good for a living o scribe – a person who wrote things for others Innovations – new ways of doing things measurement of land – acre measurement of wheat and barley – quart cargo boats with sails writing – cuneiform or wedged shaped symbols Causes of Conflict fought over farmland and water rights no natural boundaries separated city-states city states set up pillars to mark boarders, neighboring city-states knocked down pillars to claim new land wars started over land disputes Vocabulary o conquer – take over o empire – conquered land of many people and places governed by one ruler o emperor – ruler of the empire Hammurabi promoted trade built and maintained dikes and canals Code of Laws o taxation – people pay taxes to support the government; all people had to pay their share o Code of Hammurabi – “An eye for an eye” o equal justice (fair treatment under the law) was introduced but limited to equality within each social class Israelites, Phoenicians, and Lydians Monotheism – belief in one God Abraham Ten Commandments - Judaism, Christianity, and Islam all adopted them Development of the alphabet and coined money Study Guide – 6 Social-Q1-V12008 Practice Questions: Correct responses are marked with an asterisk (*) 1. The period of time after people first lived on the Earth but BEFORE people developed a system of writing is called a. civilization. b. history. c. pre-history.* d. the Paleolithic Age. 2. As bands of early Paleolithic people grew in number, they had to a. migrate to new areas to find food.* b. learn how to domesticate the woolly mammoth. c. invent new kinds of money. d. create a legal system. 3. Which development of early people made it possible for them to settle in one place and develop villages? a. farming and herding* b. building fires c. language d. creating clothing from animal skins. 4. Which of the following locations was best for growing crops and raising livestock? a. a desert b. a forest c. the tundra d. a river valley* 5. The development of agriculture meant that a. early people had to become nomads. b. there was no longer a need to build fires. c. crops could be grown in the desert. d. people were no longer limited to only the food they could find or hunt.* 6. The first animal that was domesticated by early people was probably the a. sheep b. dog* c. water buffalo d. saber toothed tiger 7. Which of the following was the result of a food surplus in Mesopotamia? a. warfare and violence decreased b. a division of labor allowed different people to do different jobs in the city-state* c. hunting and gathering was no longer allowed d. Sumer broke up into independent city-states 8. Who among the following is most remembered for creating the first written collection of laws? a. Solomon b. Hammurabi* c. Moses d. Sargon Study Guide – 6 Social-Q1-V12008 9. Cuneiform was a. a grain crop grown in the Fertile Crescent b. the highest rank of soldier in Sargon’s army c. a system of writing used in Sumer* d. the step-shaped Sumerian temple 10. Farmers in Sumer used canals to a. prevent invasions by outsiders. b. take their crops to the cities. c. keep rivers within their banks. d. drain floodwater off the land.* Study Guide – 6 Social-Q1-V12008 EARLY WORLD HISTORY WITH AN INTRODUCTION TO EGYPT Geography of Egypt and the Importance of the Nile River Vocabulary: o desertification – the change of fertile land into desert o delta – a triangle-shaped area of islands and marshes at the mouth of a river o silt – fine bits of rock and soil o cataract - waterfall The Nile River o Provided water for people and animals o The rich soil surrounding the Nile allowed early people to begin farming o Overflowed its banks each year leaving behind fertile silt for farming o Provided a way to travel / helped to unite Upper and Lower Egypt The Nile River’s effect on the development of the Egyptian civilization o developed 365 day calendar to keep track of the flooding cycle o developed a system of dams, dikes, and canals o developed irrigation methods o Religion turned to the gods for help with floods/droughts used stories about gods to explain events in nature Re/Amon-Re – created the world and other gods Osiris – taught people to farm The flood cycle contributed to the belief in life after death The Dynasties of Egypt Vocabulary o dynasty – series of rulers from the same family o pharaoh – Egyptian king o edict – command o hieroglyphics – a system of writing in which pictures or symbols stand for sounds, whole words or ideas o papyrus – a paper-like material on which Egyptians wrote, made from reeds that grew in the marshes of the Nile delta o pyramid – burial place for the dead, often a pharaoh or leader o peasant – a person who lives on and farms the land o mummy – a preserved body o obelisk – a large stone pillar Periods o Early Period (Dynasties 1-3) believed Pharaoh was a god in human form Pharaoh decided almost everything about the people’s lives Left written records (hieroglyphics on papyrus) / Rosetta Stone (discover in 1798, allows modern people to read hieroglyphics) o The Old Kingdom – “Age of the Pyramids” (Dynasties 4-8) 2625 B.C. – 2130 B.C. Built strong tombs to protect body for afterlife (mummy) Step pyramid Great pyramid at Giza o The Middle Kingdom 1980 B.C. – 1539 B.C. Study Guide – 6 Social-Q1-V12008 Conquered much of Nubia to the south Prisoners of war were used as slaves Slaves had some rights (could own personal items, hold government jobs, earn freedom) Rise of the middle class (craft workers, scribes, merchants) – could own land Hyksos kings (dynasty 15) – introduced the horse-drawn chariot and composite bow The New Kingdom 1539 B.C. – 1075 B.C. Conquered lands from Syria to Nubia Hatshepsut – female pharaoh Amenhotep and Nefertiti – encouraged Egyptians to worship only one god, the Aton Tutankhamen o Kush Egypt’s Rival Vocabulary o annex – to take over o independence – complete freedom o trading network – group of buyers and sellers Nubia o people lived in bands, independent of each other, no king controlled all the bands o civilization began to develop around 2000 B. C. / developed advanced technology o came in contact with Egyptian during the Middle Kingdom / trade o Egypt annexed northern Nubia, known as Wawat Kush o regained independence by end of Middle Kingdom, lost it again during New Kingdom, and eventually regained it o Kerma – capital and trading center, later relocated to Napata o By 750 B.C. took over Upper Egypt and eventually claimed pharaoh’s throne (Dynasty 25 – Kushite Dynasty) o After leaving Egypt, set up new capital at Moroë o built temples and pyramids o invented own alphabet and system of writing o created a trading network o made iron products Practice Questions: Correct responses are marked with an asterisk (*) 1. Which of the following did the ancient Egyptians call the “giver of life”? a. the Kush b. the pyramid c. the pharaoh d. the Nile River* 2. All power and authority in the government of Egypt belonged to the a. middle class. b. the pharaoh.* c. the scribes. d. the farmers and laborers. Study Guide – 6 Social-Q1-V12008 3. Which of the following was a result of the annual flooding of the Nile River? a. Invaders were able to attack Egypt by using boats along the river. b. Famines were caused because crops could not be grown. c. Cities were built far from the river in higher mountain areas. d. New water and silt made the soil fertile and suitable for growing crops.* 4. Some lasting contributions of the Egyptians were a. motorized tanks and cars. b. the calendar, medicines and measurement using math.* c. cuneiform writing, the wheel and the sailboat. d. fire, stone tools, and the use of animals skins for clothing. 5. Egyptian hieroglyphics were a. a system of writing in which pictures or symbols are used.* b. a favorite food grown along the Nile River. c. the names of the temples used to honor the many gods. d. the wrapped, preserved bodies of the dead. Study Guide – 6 Social-Q1-V12008