Name: ____________________________AP World History 101Era 1 – Foundations (to 600 B.C.E)KEY CONCEPT 1.3: Early Agricultural Societies and Empires in the Foundations Era

Standard – 4.0 3.5 3.0 Less than 3.0

Analyze cause and effect relationships in a historical context

60 – 55.5 Points

55 – 50 points

49.5- 40 39 points or less

Part of assignment Your grade Mr. Wood’s gradeFilling out the Note Packet and graphic organizer to the best of your ability

/10 /10

Multiple Choice answers and reasons /6 /6Written Paragraphs/take home test /40 44 /40 44Website Questions /4 /4Total score and Standard Grade /60 /60

Historical Context

Humans and The EnvironmentThe environment shapes human societies, and as populations grow and change, these populations in turn shape their environments

Cultural Developments and InteractionsThe development of ideas, beliefs, and religions illustrates how groups in society view themselves, and  the interactions of societies and their beliefs often have political, social and cultural implications

GovernanceA variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, governments obtain, retain, and exercise power in different ways and for different purposes.

Economic SystemsAs societies develop, they affect are affected by the ways that they produce, exchange, and consume goods and services

Social Interactions and OrganizationsThe processes by which societies group their members and the norms that govern the interactions between these groups and individuals influence political, economic, and cultural institutions and

Technology and InnovationHuman adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.

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organizations.

Part I- State Building, resources and hierarchy

Vocabulary State- Definition Which theme of history and why

Hierarchy-

Definition Which theme of history and why

Diffusion –

Definition Which theme of history and why

River Valley-

Definition Which theme of history and why

Systematic Agriculture-

Definition Which theme of history and why

Take notes on the following reading from AP Worldipedia

The first states emerged within core civilizations.

The states that emerged in core civilizations welded great power over people's lives and came to reinforce the inequalities that first developed with the advent of agriculture. A state is single political system or government presiding over a group of people or societies. It can be a single city under one leader, or a cluster of cities and communities under a king. It can be a modern democratic nation or a totalitarian regime. States sometimes included people who did not

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willingly chose to live under their government, as in conquered people living in an empire. What the best form of a state should be and its role in the lives of its people has been debated throughout the history of civilization. Only in recent history have some people come to believe the state's function is to protect their freedoms, guard their property, and create the conditions for the individual to freely flourish as he or she wishes. The individualism inherent in this modern view did not exist in the pre-modern world. Indeed, many of our most cherished beliefs--equality, personal liberty, and tolerance--were not as valued by our ancestors. 

Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

Take notes for the AP Worldipedia reading:

Hierarchy in Early Agricultural Societies A hierarchical society, with the leader at the top, the intermediate elites and bureaucrats, and finally the masses of agricultural labors at the base, was thought to be essential to an orderly and secure civilization. This has its literal embodiment in the pyramids of Egypt rising, as it were, from the harsh chaos of the North African desert.  These hierarchies as well as the power of the leader were most often sanctioned by religion in the ancient world. A close relationship existed between the power of the state and religious belief. Ancient kings adorned themselves with images of divine approval and performed their duties with a mixture of ceremonial and religious rites. Their decrees, military victories and laws were portrayed as being somehow connected with a higher, spiritual cause. Not until the European Enlightenment would politics be shorn from religion, and both given separate domains in public life.

Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

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Directions: - Do the OPTIC steps to analyze and interpret both of the Maps below.

Overview- Look at the entire visual image- write 1-2 strong details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.Parts- Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?Title- turn the title into a question

I learned that - Name 2-3 major ideas or concepts that you learned from this map

Context – Explain how this visual is connected to the context

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Resources and Weapons

Resources in Early Agricultural Societies The earth's natural resources are not distributed equally. Thus it was only natural that some states were better situated geographically to compete with others and become successful. We have seen that the discovery of bronze was a great boost to the production of better tools and weapons; it led to larger agricultural yields and more advanced tools. The problem with bronze, however, was that it was brittle and would sometimes break upon contact with armor, bones or rocks. Soon, man learned to make a superior metal: iron. The production of this metal was more complex than that of bronze. Whereas bronze could be produced on an open fire, such fires were not hot enough to produce iron. Man learned to dramatically increase the temperature of fires by blasting air into the coals. This fed the fire more oxygen than it would get from a normal burn. With such fires, iron could be smelted. Iron weapons stayed sharp and easily shattered bronze weapons. Armies brandishing these weapons had a significant advantage over armies using stone or other metals. Because its production required additional technological skills, iron-making skills were kept secret by those who first learned how to make it. But it was iron that allowed for the first major wars of territorial expansion. 

Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

Hittites and iron

It was the Hittites who first learned to manufacture iron. The methods of iron production were guarded so carefully the Hittites cut out the tongues of those who knew how to make it in order to prevent this technology from falling into the hands of their enemies. Armed with iron weapons, the Hittites were able to expand their civilization and project their power on surrounding people. Imperial conquest had begun. 

Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

Mesopotamia Hittites Iron Weapons- https://www.youtube.com/watch?v=bRC0TDDodBA

Write notes here

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INVENTION OF THE CHARIOTThe chariot then became a moving platform from which soldiers could shoot at enemies. Arrows and javelins were the main weapons used by the fighter on board, while a second person drove the chariot. The tactic was to move constantly, in and out of the battle, shooting from a distance. There is no clear explanation as to why humans invented the chariot first, before riding the horse directly, which seem more straight-forward to us. A chariot was obviously more expensive than the horse alone, and chariots could not enter or properly manoeuver in landscapes where a mounted horse can, such as hills, marshes or forests. We know people tried mounting horses very early, since we have found drawings depicting it, but those seem rare experiments that did not seem to work. The most common scholarly suggestion is that horses at that time were weaker than in the present, unsuitable for supporting a man and only after a very long period of constant, selective breeding, did a stronger horse come into being. Horses started consistently to be mounted roughly a millennium and a half after the chariot was invented.

Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

The Compound BowThe “compound bow”, invented sometime during the second millenium BCE, was the final ingredient for the rise of a deadly ensemble. Bow and arrow were much older, and the innovation of the compound bow was the use of two types of materials, inside and outside the bow, which gave it considerably more power. Compound bows were able to accurately hit a target 300 m away, and penetrate an armour 100 m away. It was the preferred weapon of charioteers and later horseback riding societies. Its power is reflected in the fact that these bows were last used in war as recently as the 19th century CE by the Chinese, well into the fire arms age. We have scarce knowledge of what happened with the communities in the steppe once the chariot was invented. We can assume that war intensified - and some evidence about it does exist -, and those who first or better grasped the new invention stormed their neighbours, sizing valuable hunting and pasturing land rights. We truly understand the impact of the chariot only when this new form of warfare came out of the steppes and into the settled, agricultural, civilized lands.Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

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Egyptian Warfare (Part 3/4)- https://www.youtube.com/watch?v=8sagKSrlhAQWatch from the beginning to 4:50

Use the OPTIC steps below for the visual

Overview- Look at the entire visual image- write 1-2 strong details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.Parts- Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?

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Relief orthostat (stone slab at base of wall) of war chariot from Sam'al (Turkey), west side of citadel gate; Basalt; Late Hittite period (9th cent BCE); Museum of the Ancient Orient, Istanbul Archaeological Museums.

Title- turn the title into a question

I learned that - Name 2-3 major ideas or concepts that you learned from this map

Context – Explain how this visual is connected to the context

Development of Empires

When powerful cities began to conquer and impose their rule over other communities a new type of political system was born, the empire. Empires grow primarily through military conquest, absorbing land and people into their domain against the will of those conquered. Consequently, empires are likely to be composed of regions with different religious, ethnic, and linguistic traditions. Conquered groups of people rarely accept their foreign domination peacefully. Centrifugal forces threatened empires, creating fault lines between cultural and ethic zones. Thus the diversity inherent in empires presented new challenges in maintaining political and social order in the ancient world. Such states had to devise techniques for holding their vast domains together.Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

Diffusion of New TechnologiesThe interaction civilizations had with pastoral nomads often provided the links for the diffusion of new technologies. New weapons and modes of transportation spread from one area to another. As hard as the Hittites tried to conceal their method of iron production, this skill spread to others. When the Assyrians learned iron metallurgy they applied its use more effectively than the Hittites and their army became very feared in the ancient world. In Africa, the Bantu people used iron to facilitate their migration across the continent, spreading this new technology as they moved. Turn the title/heading into a question

Every First Sentence- Read the first sentence from the paragraph and put the most important information

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Every last Sentence- Read the last sentence from the paragraph and put the most important information

Summary – Read the whole paragraph and summarize the most important details below

The Story of Africa: Early History- Skills and Tools- http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/2chapter4.shtml

Bantu is the word widely used as a description of a body of people originally based in west or central Africa who, over the course of three thousand years, moved to populate east and southern regions. It's not clear how the Bantu gained their skills in iron working. The great smelting tradition of the Kushite Kingdom of Meroe(around 500 BC) did not spread either further west or towards the south, although we do not know this for sure.

In West Africa, the knowledge of iron working may have come from the Phoenicians who in 800 BC founded the colony of Carthage on the North African coast. The skills may have crossed the Sahara desert with the Berber nomads who dominated much of the North African plains. It has also been suggested that iron smelting may have started in Africa itself, without any outside influences, but so far none of the theories are conclusive. What we do know is that iron smelting was established in Nigeria, central Niger and southern Mali by around 500-400 BC, spreading to other parts of West Africa by 1000 AD.

Overview- Look at the entire visual image- write 1-2 strong details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.Parts- Focus on the parts of the visual (read labels, look for symbols, study the

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details). Write 2-3 details about what the individual parts/symbols mean or represent?

Title- turn the title into a question

I learned that - Name 2-3 major ideas or concepts that you learned from this mapContext – Explain how this visual is connected to the context

Part II- Public Projects, Writing and Laws

Humans and The EnvironmentThe environment shapes human societies, and as populations grow and change, these populations in turn shape their environments

Cultural Developments and InteractionsThe development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social and cultural implications

GovernanceA variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, governments obtain, retain, and exercise power in different ways and for different purposes.

Economic SystemsAs societies develop, they affect are affected by the ways that they produce, exchange, and consume goods and services

Social Interactions and OrganizationsThe processes by which societies group their members and the norms that govern the interactions between these groups and individuals influence political, economic, and cultural institutions and organizations.

Technology and InnovationHuman adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences.

VocabularyPublic and Civic ProjectsDefinition Which theme of history and why

Code of Law- Definition Which theme of history and why

Writing and Literacy-Definition Which theme of history and why

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Public ProjectsThe vast amount of resources civilizations garnered enabled them (Early Agricultural Civilizations) to fund public and civic projects such as temples, defensive walls, roads, irrigation and sewage systems. Sewage disposal networks have been unearthed at some of the oldest cities. In the city of Lothal in the Indus River valley, a complex sewage system had a main line running through the city with smaller lines connecting to it. Projects of this nature require planning and organization to a degree that can only be carried out by a government. Road construction is another example of the state marshaling resources for projects that advance the good of city. Note that the formation of a large gathering of settled people in one area (a city) necessitated a complex government to organize needed services such as irrigation, sewage systems, and roads. 

Not all public work projects were undertaken for practical urban purposes. The close relationship between the state and religion meant that governments supported the construction of temples and religious monuments. The city-states and empires of Mesopotamia constructed large temples called ziggurats. Religious practice centered around these large buildings, to which people brought offerings of animals, vegetables, fruits and butter. Here priests would offer sacrifices, both human and animal, which were thought to secure the good will of the gods. The ziggurat could perform social and military functions as well. In the temple schools children learned religion, mathematics, geometry and other subjects. Being accessible only by three long sets of stairs, the top of the ziggurat provided safety during times of flooding and invasion. The man hours required to construct a monumental building of this size had to be organized by a central government. To expend so much human labor for this project also testifies to the tremendous surplus of agriculture this civilization could produce. Thus monumental building served to showcase the wealth and power of the status.

EGYPTIAN PYRAMIDS - HTTP://WWW.HISTORY.COM/TOPICS/ANCIENT-HISTORY/THE-EGYPTIAN-PYRAMIDS/PRINT

Built during a time when Egypt was one of the richest and most powerful civilizations in the world, the pyramids—especially the Great Pyramids of Giza—are some of the most magnificent man-made structures in history. Their massive scale reflects the unique role that the pharaoh, or king, played in ancient Egyptian society. Though pyramids were built from the beginning of the Old Kingdom to the close of the Ptolemaic period in the fourth century A.D., the peak of pyramid building began with the late third dynasty and continued until roughly the sixth (c. 2325 B.C.). More than 4,000 years later, the Egyptian pyramids still retain much of their majesty, providing a glimpse into the country’s rich and glorious past.

THE PHARAOH IN EGYPTIAN SOCIETYDuring the third and fourth dynasties of the Old Kingdom, Egypt enjoyed tremendous economic prosperity and stability. Kings held a unique position in Egyptian society. Somewhere in between human and divine, they were believed to have been chosen by the gods to serve as mediators between them and the people on earth. Because of this, it was in

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everyone’s interest to keep the king’s majesty intact even after his death, when he was believed to become Osiris, god of the dead. The new pharaoh, in turn, became Horus, the falcon-god who served as protector of the sun-god, Ra.Ancient Egyptians believed that when the king died, part of his spirit (known as “ka”) remained with his body. To properly care for his spirit, the corpse was mummified, and everything the king would need in the afterlife was buried with him, including gold vessels, food, furniture and other offerings. The pyramids became the focus of a cult of the dead king that was supposed to continue well after his death. Their riches would provide not only for him, but also for the relatives, officials and priests who were buried near him.

THE GREAT PYRAMIDS OF GIZANo pyramids are more celebrated than the Great Pyramids of Giza, located on a plateau on the west bank of the Nile River, on the outskirts of modern-day Cairo. The oldest and largest of the three pyramids at Giza, known as the Great Pyramid, is the only surviving structure out of the famed seven wonders of the ancient world. The oldest and largest of the three pyramids at Giza, known as the Great Pyramid, is the only surviving structure out of the famed seven wonders of the ancient world. It was built for Khufu (Cheops, in Greek), Sneferu’s successor and the second of the eight kings of the fourth dynasty. Though Khufu reigned for 23 years (2589-2566 B.C.), relatively little is known of his reign beyond the grandeur of his pyramid….…Approximately 2.3 million blocks of stone (averaging about 2.5 tons each) had to be cut, transported and assembled to build Khufu’s Great Pyramid. The ancient Greek historian Herodotus wrote that it took 20 years to build and required the labor of 100,000 men, but later archaeological evidence suggests that the workforce might actually have been around 20,000. Though some popular versions of history held that the pyramids were built by slaves or foreigners forced into labor, skeletons excavated from the area show that the workers were probably native Egyptian agricultural laborers who worked on the pyramids during the time of year when the Nile River flooded much of the land nearby.

ЩΉӨ BЦIᄂ Ƭ ƬΉΣ PYЯΛMIDƧ- https://www.youtube.com/watch?v=k2118KSUSF8Watch the video and take a few notes below (just 4-5 notes will be enough)

Do the OPTIC Steps for the two images below:

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The pyramids of Egypt are themselves

representative of hierarchical and stratified societies.

As the buying and selling of goods became more involved, people needed a systematic way to remember information. Complex financial exchanges required a means to record quantities, previous agreements, exchange values and contracts. From trade writing was born. The ability to use written symbols to record quantity and meaning is a giant stride in the development of civilization. Previously, small communities retained their collective memories and celebrations through oral traditions; legends, lore, and their meanings were memorized and passed on through stories told to the younger generations. This method works well in small agricultural villages, but oral traditions are not sufficient enough to provide large urban populations with a common identity, or social "glue," to hold them together. Writing inaugurated an information revolution in which stories and records could be disseminated much faster and with greater accuracy. What began as a need to keep records of trade paved the way for written laws, precise communication

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Overview- Look at the entire visual image- write 1-2 strong details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.Parts- Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?

Title- turn the title into a question

I learned that - Name 2-3 major ideas or concepts that you learned from this mapContext – Explain how this visual is connected to the context

that did not depend on memory, literary traditions, and a treasure trove of written documents that have given historians a window into the past. 

It seems that the Middle East is where writing began. The Sumerians, in southern Mesopotamia (modern day Iraq), were the first to develop written language, probably around 3500 B.C.E.. Their system of writing, cuneiform, began as literal representations of quantity and pictures. Later these gradually took on abstract characters and became phonetic. After Egypt had contact with Mesopotamia, they too developed a system of writing called hieroglyphs. This written language was only deciphered in modern times when Napoleon discovered the Rosetta Stone during his invasion of Egypt in 1798. 

The dissemination of systems of writing is a perfect example of the interaction of early societies in the ancient world. Writing technology spread into new areas from locations in which it had independently developed. Sometime after writing was discovered by the Sumerians, a group of people called Akkadians migrated into the city-states of Sumer in Mesopotamia. They spoke a Semitic language that would later be called Babylonian, and was related to Hebrew, the language of the ancient Jews. This spoken language was completely different from their Sumerian hosts, but they had no system to record it. Consequently, the Akkadians borrowed the cuneiform writing system from the Sumerians and adapted it to their spoken language. Because cuneiform became phonetic it could be adapted to any spoken language. Soon, eight languages in the ancient world had borrowed cuneiform to record their spoken languages, including Assyrian, Armenian, and Persian. Developing later and completely independent from Mesopotamia and Egypt, Chinese writing retained the basic elements of its pictorial characteristics as it evolved. In some instances, a semblance of the original image may still be seen in some Chinese characters.

Once systems of writing had been developed it became possible for civilizations to create laws and legal codes. Perhaps the best example of an ancient legal code is the Code of Hammurabi developed by the Babylonians. It is not coincidental that the Babylonians were the first to create a codified system of laws. They were one of the earliest empires in history and consequently needed some uniformity and order imposed by a central government over an increasingly diverse population (remember the definition and nature of empires above). Moreover, the Babylonians adopted cuneiform from the Sumerians of Mesopotamia. Cuneiform was more versatile and efficient than pictorial systems of writing, thus allowing for a more literate public. The Code of Hammurabi was created as a way to make the laws known to the population, not only to institute limitations on people's lives but also to protect people from arbitrary rule and give them legal leverage. The preamble to the Code of Hammurabi states that Babylonian (rather then the more academic Sumerian) was to be the language spoken in the courts and in which the laws were written. Because they were inscribed on large black columns across the empire, all people would know what the law required of them.  

More importantly Hammurabi's Code reinforced the social and gender hierarchies of Babylonian civilization. The law imposed different penalties for the same crime committed by people of different social status. The penalty for thief, for

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example, could be a fine for someone of the upper class and a much harsher penalty, such as dismemberment or death, for someone of the lower class. Thus the inequalities that naturally formed with surpluses of agriculture were standardized and perpetuated in laws that were made known to everyone in the empire. That is not to say that laws were wholly exploitative and unjust. In the Babylonian Empire, a slave had the right to sue his or her master for unfair treatment. We have records for such cases in which slaves won against their masters. The laws of an empire brought uniformity to a new type of political state that was inherently diverse in its ethnic and cultural constitution. The image on the left depicts a stele, or carved stone column, on which the Code of Hammurabi was enscribed. These were placed across the breadth of the empire to disseminate the laws to all people. Note the picture on top of the stele which depicts Hammurabi receiving the laws from the Babylonian sun god Shamash. People are more likely to follow laws if they believe the laws are of divine origin.

- Use the HAPPy steps to analyze the stimulus that Mr. Wood will hand out

H- Historical Situation-Read the source information and explain what was going on at this time

A- AudienceWho is the speaker writing for? Does the audience “side” with the speaker?

P- PurposeCan you summarize in one sentence, the main idea, argument, or persuasion in the doc?

P- Point of ViewWhat’s the speaker’s POV?How does this person view the world, do they have an opinion or bias?

For each question, you will earn 1 point for your evidence that has to come from the stimulus and/or your packet (at least 2-3 details and 1 point for having the correct answer.

1. Your answer Your reason- using evidence for

the stimulus or from our chapter packet

Your groups answer Your groups reason

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2. Your answer Your reason- using evidence for

the stimulus or from our chapterYour groups answer Your groups reason

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3. Your answer Your reason- using evidence for

the stimulus or from our chapterYour groups answer Your groups reason

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Website discussion

Was the Code of Hammurabi good or bad for Early Societies?

For your paragraph you will need to do the following

- Clearly state your argument of the Code of Hammurabi – ___/1 point - Give 4-5 strong details and reasons to defend you argument in a paragraph ___/3 Points

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