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Mr. Baskin
Name: _____________________
Humanities
Date: ______________________
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. Longresponse 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 student-created PowerPoint, Inspiration, and
Word documents saved to the Humanities Digital Classroom wiki to successfully complete this
examination. However, if you wish, you 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
A.
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.
1.
According to Law 195, we can see that in Mesopotamian society, in each household, the father
was the head of each family.
2.
According to which law, can we tell that Mesopotamian society believed in charity for the needy,
including women whose husbands were missing? Law 134
3.
According to which law can we tell that Mesopotamian society had adoption of children? Law 185
4.
According to which law or laws can we tell that Mesopotamian society had businesses and
merchants? Law 7 and Law 122
5.
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? Law202
Comprehension Questions (Choose either number 8 or 9)
The answer to question 8 and 9 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 .
6.
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]
Their were at least seven jobs in Mesopotamian society, some of the jobs were Artisans & Tradesmen,
Butchers, Bronze Workers, Jewelers & Craftsmen, Furriers, Ivory Workers. We can tell that Mesopotamia
had a society based on specialization of labor, because of the jobs that they had then. Merchants,
contractors manufacturers, managers, tradesmen, craftsmen, and artists.
OR
7.
In what way does the Peace side of the Standard of Ur show the social pyramid of Ancient Sumer?
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[Continued on the next page.]
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B.
Ancient Egypt/Society
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 Kayla Toohey.
1.
Who is at the top of the Egyptian social pyramid? Pharaoh
2.
What are three jobs—responsibilities-- of the pharaoh? Three jobs that the pharaoh has was
making sure it stayed prosperous, accepted and in many cases, expanded the customs of local
governments, trade, and religion.
3.
Who is at the bottom of the Egyptian social pyramid?
The lower classmen’s and the slaves
4. According to Karla Galbo’s PPT (per. 8/9) on Ancient Egyptian Society, how specifically might Egypt’s
craftsmen have served the pharaoh? They would build goods such as necklaces, and so on.
C. Ancient Greece/Society
1. Briefly describe the upper-class Athenian To be a member of upper class in Athens you must be a
citizen, and you cannot have a job
What were some of the types of jobs done by middle-class
Athenians?__ For example merchants, contractors manufacturers, managers, tradesmen, craftsmen,
and artists
4.
Briefly describe the people of the lower class in Athens.
The lower class was made up of freedom, and at one time in their life they lived as slaves. Most of the
people were non-citizens of Athens, so the best they could actually be is a middle classmen.
D. Ancient Rome/Society
1.
Into what two groups were citizens of Ancient Rome divided?
They were divided into the Plebeians and the Patricians
2.
Describe one group listed in the answer to question 1. The Plebeians were normal people or
considered slaves, and the Patricians were part of a noble family which meant they had slaves.
3.
Name two types of people in Rome who could not participate in
The Roman government. The people that couldn’t participate were the woman of Rome and the slaves
of Rome. Also the kids couldn’t either.
E. The Middle Ages/Society
1.
For whom did serfs work , and what kind of work did serfs do?
The serfs were farmers and they also hunted animals, serfs worked for the pharaoh.
2.
Describe the homes and living conditions of serfs.
They lived with animals that were in huts.
The serfs lived near a farm, but if the serfs die the land or house will be split between the wife and the
husband.
3.
What was the name of the set of rules that knights lived by?
The knight lived by a lot of rules, for example the knight took an oath or fealty. Knights had to
demonstrate courage and skill they gathered to test their strength and skill on horsebacks.
4.
Whom, or what, was the life of a Catholic monk dedicated to serving?
They served god, prayed, and taught religion. They accepted the poor into their monasteries, and took
care of the sick or wounded.
5.
What are the responsibilities of noblemen or vassals? In other words, whom or what were they
dedicated to serving?
A nobleman's job in the Middle Ages was to guard the gates that go into his village. Also the noblemen
protected the king. Noblemen fought in wars. Another word for a nobleman was a vassal
II. Government
A.
Ancient Mesopotamia/Government
1. What is a city-state? _ A self-govern city often with surrounding lands and villages. _
2. What type of government did the Mesopotamians have?
__monarchy, one ruler__________________
B.
Ancient Egypt/Government
To answer these questions, first consult Kayla Toohey’s PPT, and then consult Brianna Cardillo’s and
Marissa Brown’s PPT.
1.
Who was the first pharaoh and what was his great accomplishment? The first pharaoh was Menes
was the first pharaoh._________________________________________________________
2.
What are two meanings of the word “pharaoh? A great place in which the rulers of Egypt live 2. all
the rulers of Egypt were called pharaohs.
3. Though the Pharaoh did have a chief vizier, what were Pharaoh’s own chief responsibilities in the
kingdom? making sure it stayed prosperous, accepted and in many cases, expanded the customs of local
governments, trade, religion._____________________________
4. List four jobs of the vizier? Manages water supplies, behaviors of soldiers, visitors entering the palace,
being a judge, conducting behavior of government officers, farming in the
kingdom._____________________________________ _____________________
_________________________________________________________
4.
What was the effect on pharaoh’s power when he replaced regional leaders with governors?
The pharaoh increased his power or control over Egypt’s government by replacing regional leaders with
governors
C.
Ancient Greece/Government
To answer this section, refer either to Chandler Murphy’s or Tim Callery’s presentations.
1.
Athens’ original government was an oligarchy. What is an oligarchy? An oligarchy is a system of
government in which the richest and most powerful citizens rule over the city or country.
2.
Who served in the Assembly and how often did the Assembly
Meet? The Assembly was where any citizen could speak up and talk about things that they wanted to
change; from the price of rugs, to an important military campaign, to the strictness and existence of
laws.
3.
What was the role, or job, of the Assembly in Athens?
They helped pass the law.
4.
What was the Council of 500 in Athens, or what was its function or job? They composes to help
pass the law.
5.
How did a citizen get to serve in the Council of 500 and for how
long did he have to serve? They were chosen randomly and they can serve 2 years.
6.
Describe and explain five traits of Athens that Pericles says are unique to Athens, in his Funeral
Speech. [Long response question.]
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D.
Ancient Rome/Government
1.
What does the Latin word “republic” mean? A form of government in which citizens elect to speak.
2.
Explain how a government that is republic works. Use the words “elect” and “representatives” in
your explanation.
The Twelve Tables were established in 450-451 B.C. because the plebeians successfully protested
against unfair application of unwritten “laws” by the patricians. The Twelve Tables were not new laws
created, but they were a recording of the unwritten laws that already had been in existence for many
years before. They would elect representatives that would run.
3.
What social class controlled the Roman Senate? __ patricians.
4.
What was the most powerful branch of the Roman government,
and what did that branch do? The most powerful branch was senator, the senator was the person who
passed their laws, and controlled by Rome’s patricians.
5.
What did the Tribunes to help the plebeian citizens who had
elected them? The tribunes went to the senate to help them pass the law worked to protect the rights
of the plebeians in a Roman Government.
____________________________________________________
____________________________________________________
5.
In Ancient Rome, there were two Consuls. What did each Consul do? The consuls served as Rome’s
army commanders and most powerful judges, and they propose new laws for the Roman people.
E.
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.
1.
Explain how the feudal system worked. Be sure to use the words “lord,” “fief,” “land,” “vassal,”
“service,” “knight,” “oath,” “exchange.” [Long response]
Feudalism is a system of government that was created around 800 A.D. So the kings could better control
their lands, they divided it into fiefs which are land a king or other powerful landowner would give to
nobles or vassals. Knights are trained soldiers given land in exchange for military service. Knights lived by
a code of chivalry. Knights had to know music and poetry and have good manners. Knights were
expected to be a good Christian and to protect the church.
____________________________________________________
2.
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?
In 1215 King John of England was forced by his vassals to sign the Magna Carta, It stated that the king
couldn’t violate the rights of free men and women by setting unfair taxes, take their goods, or labor.
3.
According to the 14 th “law “in the Magna Carta, if the king had to raise taxes, what is the only
action the King could take, legally? One way the Magna Carta limited the King’s powers was by taking
away the rights for him to raise taxes without consulting with the archbishops, bishops, abbots and earls
first.
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 6 0. 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.]
Say more. Sumarize all of the key, numbered laws.
In other words the Magna Carta protected the rights of citizens because its rights that you shouldn’t
break or else you go to jail. Such as no sheriff can take someone’s resources unless he first pays for it,
No sheriff can take the property of a free person against their will, no can be arrested and imprisoned
unless there is proof from reliable witness The king’s sheriffs will never take anyone’s land or property
as long as the person who owes a debt can pay. All of the local customs and liberties of towns, such as
London, shall be free. All of these freedoms in our kingdom shall be followed by men in our kingdom,
whether they are priests or not. In other words, the laws apply to men. The Magna Carta is a good thing
because it is just all rights that you have.
III. Law
A. Ancient Mesopotamia/Law
1.
What was the Code of Hammurabi? A code of law is a written collection of the laws that apply to
the people ruled by one government.
In what language was Code of Hammurabi. written? They
2.
didn’t say
What was one punishment for stealing in Ancient
Mesopotamia?__ They were put to death and buried in the house where they stole from.
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?
The class that was most valued was the upper class.
5. In general, what does the expression, “An eye for an eye”
mean? The expression, “An eye for an eye” means watch what you do, somebody is always watching.
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.]
The penalties were harsh for many reasons; they were harsh because they wanted to keep their goods
safe and good. The high class people of Mesopotamia were very concerned about losing their
possessions to some low class man. It was either you were lazy and did something wrong or you were
accused of doing something wrong... The consequences were usually death.
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B. Ancient Egypt/Law
1.
What were some punishments meted out [given] for stealing
from Pharaoh? Any person who shall take any person or who stole a slave belonging to Pharaoh was
punished by beating him with two hundred hits and five open wounds.
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? vizier.__
C. Ancient Greece/Law
1.
Though Chandler Murphy points out in his PPT that there were eight courts in Ancient Athens.
What were the two most important courts? The People’s Court- Democratic Court- Faced with less
important crimes
2.
The Areopagus- Before Democracy- “High Court”- Faced with more important cases.
3.
4.
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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D.
Ancient Rome/Law
1.
Why were the Twelve Tables written down? In other words, what
forced Rome’s patricians to write the laws down? The reason why the twelve tables were written was to
keep clean all justice.
2.
In what location were the Twelve Tables placed in the city of
Rome? _The Twelve Tables were posted in the Forum, part of the market, part town square, and the
place where citizen’s presented their cases before the judges.
3.
Who enforced Rome’s laws? The people who enforced the laws were treated as upper class.
Middle Ages/Law
1. Accorrding to the Magna Carta, what may a sheriff not to with a
person’s property, unless….?________________________________
_______________________________________________________
2.
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
A.
Ancient Mesopotamia/War & Empire
1.
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?
_Assyria, and Babylonia________________________________________________
2.
What is the name of the written language that permitted the Mesopotamians to communicate
long distances across the empire? The cuneiform tablet
3.
What is the name of the Mesopotamian king who built dams across the Euphrates River and who
created the Mesopotamian Empire? ___ Babylonia_ ______
4.
Trade goods traveled across Mesopotamia. What positive
effect did this have on Mesopotamia? The positive it had was that they became more powerful.
__________________________________________________
5.
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.
B.
Ancient Egypt/War & Empire
Consult Joseph Walsh’s and Taylor Reilly’s and Brandon Hodges’ PPT’s on the Empire of Ancient Egypt.
1.
To what lands did Egyptian/ trade expeditions go? And what
goods did the Egyptians obtain? Nubia
2.
What are the start and end dates of Egypt’s New Kingdom? 1560 BC 1279 BC
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.)
_______ RAMESSES II ___
C.
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.
1.
When was the Persian War fought? The Persian War was fought between 500-470 B.C.
2.
What is the name of the type of Athenian ship that decisively helped [made a huge difference] the
Athenian navy? _____________________Trireme_____________________________
3.
What was the outcome of the Persian War? Who won?_____
____ Athens ___________
4.
Who were the combatants [sides fighting each other] in the Pelopponesian War, and over what
were they fighting?
The battles were fought because king Xerxes sensed that the city states of Greece was growing too
powerful.
How long did the Pelopponesian War last?_ 431 B.C. and ended in 404
B.C._____
5.
List one or two negative consequences of the Peloponnesian
War. One negative consequence was when he war started that’s when the plague hit town.
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6.
What two military improvements did King Phillip II of Macedonia introduce to his army? Philip's
goal was to conquer all of Greece and one battle improvement was phalanxes, and the second was
Calvary.__________________
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7.
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?_alexandra was 20 and died when he
was 33.______________
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8.
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? Hellenism was the Greek idea
to blend cultures with the Asians and the Africans. This spread cultures around Africa, Asia, and
Greece. _________________________
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D.
Ancient Rome/War & Empire
1.
According to Kristian Shala and Alexa’s Ryan’s PPT summary,
how many centuries did the Roman Empire last? Rome lasted approximately 12 Centuries.
__________
_________________________________________________
2.
List two or three jobs of Rome’s soldiers.
Doesn’t Show
3.
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?
_________ Julius Caesar___
4.
During approximately what year was the Roman Empire at its largest, or greatest, size? ___14
AD___
5.
List at least five warring tribes that invaded the Roman Empire. Doesn’t Show
_________________________________________________
6.
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]
___Rome empire started to crumble, for example, the Roman Empire owned a lot of land and lost that
land because of their army’s small size and barbarian mercenary presence. They lost their land because
they were greedy for more land and their army gave up and it was also small.
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E.
The Middle Ages/War & Empire
1.
What lands did Charlemagne’s grandfather Charles Martel
conquer?_____________________________________________
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2.
What did Charlemagne believe his holy mission was?_ Charlemagne's mission or goal was to
restore the might and grandeur of the old Roman Empire.______
____________________________________________________
3. Charlemagne conquered German, Italy, and _France__.
4. The Pope crowned king or emperor of the Holy Roman _ Empire, also known as the Frankish Empire.
6.
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 horseback from atop their horse? hammer
6. Control over what Middle Eastern city were the Crusades fought?_ Arab__
7. Against whom, in general, did the crusaders fight? Then they fought the Arab soldiers who were
defending the walls of the town.
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