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Early Humans
Chapter 1, Section 1, page 8
Chapter 1, Section 1 Objectives
• After this lesson, students will be able to:
– describe how Paleolithic people adapted to their
environment and invented many tools to help them
survive.
– explain how people in the Neolithic age began farming,
building communities, producing goods, and trading.
What is History? – page 8
History - noun (plural histories)
1. the study of past events.
2. the past considered as a whole.
3. the past events connected with someone or
something.
4. a continuous record of past events or trends.
Who studies the past? – page 8
• Historians are people
who study and write
about the past.
• We are all historians to
some extent.
Why do we study History? – page 8
• History helps us to:
– understand people and
societies
– understand change
– develop skills
• History helps us to
understand the present
and plan for the future.
How do we study History? – page 8
• Measuring Time
– calendars
• Western calendar
– based on the birth of
Jesus
• other calendars
• Dating Events
–
–
–
–
B . C.
“before Christ”
A .D.
“Anno Domini”
B.C.E. “Before Common Era”
C. E .
“Common Era”
How do we study History? – page 8
• Periodization
– the business of identifying and recognizing patterns of
change and continuity through time
– imprecise dating
Our Course!
Early Humans – page 9
• Prehistory – the time before people developed
writing (before c. 3000 B.C.)
Tools of Discovery – page 9
• Archaeology – study of ancient cultures through
remains (archaeologists)
– artifact – an object made by a human, like a weapon,
pottery, or tool
– fossils – traces of plants and animals preserved in
rock
Tools of Discovery – page 9
What do archaeologists
study?
How do they
Human and animal
bones, seeds, trees
Organize artifacts
based on similarities
Pottery, tools, weapons
Surveys on foot;
photos from air; sonar
underwater; ground
penetrating radar
Mounds, pits, canals
Plot locations on maps
Look for change over time
Excavate
Date the object
gather data?
How do they interpret
findings?
Compare in relation to
other objects
Tools of Discovery – page 9
• Anthropology – the study of humankind,
especially culture and development
Who Were the Hunter-Gatherers? – page 10
• Stone Age
– Paleolithic → “Old Stone Age” (2.5 million ago to
c. 8000 B.C.)
– nomads – people who regularly move from place to
place
– life centers on the search for resources (food)
– advances like the development of spoken language,
technology, art, religion (?)
Who Were the Hunter-Gatherers? – page 10
• Chauvet Cave, present-day France
Adapting to the Environment – page 10
• “Where you live affects how you live.”
• Ice Age (c. 100,000 to 8,000 B.C.)
– fire is the key to survival
– technology – tools an methods that help humans
perform tasks (stone, wood, and bone)
Neolithic Times – page 13
• Neolithic → “New Stone Age” (8,000 to 4,000
B.C.)
Why Was Farming Important? – page 13
• Agricultural Revolution (a.k.a. Neolithic Revolution)
– domestication of plants and animals (domesticate
means “tame”)
– begins in different places at different times
– happens gradually over time
– hunting/gathering → a settled, agrarian lifestyle
– most important event in human history?
Why Was Farming Important? – page 13
Why Was Farming Important? – page 13
FARMING
CIVILIZATION!!
STEADY SUPPLY OF
FOOD
SPECIALIZATION
POPULATION
INCREASE
GROWTH OF
VILLAGES
(SETTLED LIFE &
GREATER SECURITY)
The Benefits of a Settled Life – page 15
• specialization – the development of different
jobs
– only possible because of the steady supply of food
provided by agriculture
• Bronze Age – c. 3000 to 1200 B.C.
– copper + tin = bronze
Ötzi the Iceman – page 12
Comparing the
Neolithic and Paleolithic Ages – page 14
Paleolithic
Neolithic
Description of Art and
Crafts
Cave paintings, usually of
animals
Pottery and carved objects
out of wood; shelters and
tombs
How Food Was Obtained
Hunting and gathering
Farming and herding
Adaptations
Use of fire; language;
simple tools and shelter
More advanced houses
and places of worship;
specialization; use of
copper and bronze
Work of Women and Men
Women gathered food and
cared for children; men
hunted
Women cared for children
and took care of the
household; men herded,
farmed, and protected the
village
Chapter 1, Section 1 Questions
1. Who are archaeologists and what do they study?
2. Why were Paleolithic people nomads?
3. Give two examples of jobs that came about
because of specialization.
4. Why do some historians consider the agricultural
revolution to be the most important event in human
history? (Explain what came about because of the
agricultural revolution.)
Mesopotamian Civilization
Chapter 1, Section 2, page 16
Chapter 1, Section 2 Objectives
• After this lesson, students will be able to:
– identify the important contributions that the people of
Sumer made to later peoples.
– explain how the Sumerian city-states gave way to later
empires, such as the Babylonian Empire.
Mesopotamian Civilization – page 17
• Civilizations are complex societies.
– characteristics:
•
•
•
•
•
•
cities
organized government
art
religion
class division
writing system
GOVERNMENT
CITIES
ART
CIVILIZATION
CLASS DIVISION
RELIGION
WRITING
SYSTEM
Mesopotamian Civilization – page 17
• Why did the characteristics of civilization develop?
– cities → populations on the rise; safety/security; trade
centers
– art → result of specialization and food adequacies
– government → decision makers to keep order and
make plans for food supplies and building projects
– religion → keeps things running smoothly
– class divisions → result of wealth and positions of
power
– writing systems → developed to keep records and pass
on ideas
Why Were River Valleys Important? – page 17
• Early civilizations are centered near rivers.
– Why?
•
•
•
•
food (irrigation for agriculture and fishing/hunting)
water supply
transportation
trade
Why Were River Valleys Important? – page 17
The Rise of Sumer – page 18
• Mesopotamia – Greek for “the land between the
rivers”
– the Tigris and Euphrates Rivers
– a.k.a.: the “cradle of civilization”
– in an area referred to as the Fertile Crescent
The Rise of Sumer – page 18
The Rise of Sumer – page 18
The Rise of Sumer – page 18
• physical characteristics –
– hot, dry climate
– desert, rocky mountains
• limited resources (building materials)
– no natural borders
– rivers flooded unpredictably → a blessing and a curse
• flooding left behind fertile soil
• unpredictability could be dangerous (RELIGION!)
• solution: build dams, channels, and walls as irrigation
systems (a system meant to bring water to crops)
The Rise of Sumer – page 18
What Were City States? – page 19
• Sumer – early civilization in southern Mesopotamia
that became prosperous around 3000 B.C.
– made up of city-states – independently governed
cities and the territory they control
– prominent city-states – Ur, Uruk, Lagash, Umma
Gods and Rulers – page 19
• polytheistic – more than one god, in the case of
Mesopotamia, thousands of gods
– deities over parts of the universe (e.g. sky or earth), natural
phenomena (e.g. flooding), & human activities (e.g. metal
working or basket weaving)
– multitude of good and bad demons
• Priests were very powerful.
• Concept of afterlife was not very pleasant.
• ziggurat (“mountain of god”) – grand temple with a
shrine at the top, like a giant square wedding cake
Gods and Rulers – page 19
What Was Life Like in Sumer? – page 20
• Class Divisions
– upper class (kings, priests,
government officials,
landholders)
– middle class (artisans
[skilled workers who
made metal products,
cloth, or pottery],
merchants, farmers, &
fishers)
– lower class (slaves)
• Generalities
– Small mud-brick houses
– women had some rights
– most were farmers
Why Was Writing Important? – page 20
• cuneiform – (means
“wedge-shaped”)
Sumerian system of
writing made up of
wedge shaped markings
– wedge shaped marks cut
into damp clay tablets with
a sharpened reed
– scribes – record keepers,
often went on to become
government officials
Sumerian Literature – page 20
• Epic of Gilgamesh –
– world’s oldest known
story (c. 2100 B.C.)
– follows Gilgamesh, a hero
who travels around the
world performing great
deeds
Advances in Science and Math – page 21
• Other important Sumerian inventions include:
– the wagon wheel
– the plow
– the sailboat
– they were among the first to use bronze
– mathematical concepts (geometry)
– number system based on 60 (time and 360° circle)
Sargon and Hammurabi – page 23
• Sargon of Akkad–
– king who conquered all of
Mesopotamia
– set up the first empire (a
group of many different
lands under one ruler)
• Babylonian Empire
– Amorites invaded
Mesopotamia (2000 B.C.)
– capital at Babylon
Sargon and Hammurabi – page 23
• Hammurabi
– Babylonian king
– best known for creating a
legal code – the Code of
Hammurabi
– covered many aspects of
daily life
– “eye for an eye…” – some
of the time (no equality
before the law)
Sargon and Hammurabi – page 23
• The Code of Hammurabi
21. If any one break a hole into a house (break in
to steal), he shall be put to death before that hole
and be buried.
22. If any one is committing a robbery and is
caught, then he shall be put to death.
195. If a son strike his father, his hands shall be
[cut] off.
Sargon and Hammurabi – page 23
• The Code of Hammurabi
196. If a [noble-]man put out the eye of another
[noble-]man, his eye shall be put out.
198. If he put out the eye of a freed man, or break
the bone of a freed man, he shall pay one gold
mina.
199. If he put out the eye of a slave, or break the
bone of a man’s slave, he shall pay one-half of its
value.
Chapter 1, Section 2 Questions
1. What is a civilization? What factors does it
include?
2. What is a city-state?
3. What is cuneiform? What were the record keepers
trained to use it called?
4. What did Hammurabi do that was noteworthy?
The First Empires
Chapter 1, Section 3, page 26
Chapter 1, Section 3 Objectives
• After this lesson, students will be able to:
– describe how Assyria’s military power and wellorganized government allowed it to build a vast empire
in Mesopotamia.
– discuss the important landmarks built in Babylon by the
Chaldean Empire and the development of the first
calendar with a seven day week.
The Assyrians – page 27
• created a military empire
in Mesopotamia and
Egypt
• Sennacherib moved
capital to Nineveh
– Library of Nineveh
• glorified military strength
The Assyrians – page 27
• Why were they able to
conquer?
– large, well organized
army (including cavalry and
chariots)
– iron weapons
• How did they manage their
territory?
– strong-arm rule
– use of provinces, or
political districts
– roads
The Chaldeans – page 29
• 612 B.C. – Medes and
Chaldeans burn Assyrian
capital at Nineveh
• rebuilt capital at Babylon
• King Nebuchadnezzar
– built the Hanging
Gardens, one of the Seven
Wonders of the Ancient
World, to please his wife
(Herodotus?)
• replaced by the Persians
The City of Babylon – page 30
• Babylon
– extremely rich city
• caravans – groups of
traveling merchants
• walls so thick “a four horse
chariot could drive on them”
– science
• astronomy – study of the
stars (astronomers)
• sundials
Chapter 1, Section 3 Questions
1. Why was the Assyrian army a powerful fighting
force? (two reasons)
2. What is a province?
3. Who most likely built the Hanging Gardens? Why
did he build them?