__Food shortages_ caused Mesopotamians to move to the river valley.

__Uncontrolled water supply____ caused Mesopotamians to build irrigation systems.

__Conflict_____ and ___cooperation__ over water caused Mesopotamians to live in larger communities.

10. Draw and label a Sumerian city-state. Include

A river

The location of crops

The design and location of an irrigation system

At least three other features and why they were developed

See the graphic organizer at the beginning of Chapter Four. Also remember to include a wall (protection), houses (protection), wells (for drinking water), or doors placed high (protection).

Chapter Four Interactive Notebook

4.3 Food Shortages in the Hills

Problem: Enough food could not be produced in the foothills of the Zagros Mountains.

            Solution: People moved out of the foothills and onto the plains.

4.4 Uncontrolled Water Supply in the River Valley

            Problem: There was an uncontrolled water supply in the plains.

Solution: The Sumerians created irrigation systems with levees, canals, dams, and reservoirs.

4.5 Difficulties in Building and Maintaining a Complex Irrigation System

            Problem: The irrigation system had to be maintained.

Solution: People were forced to work together. As they worked together, they formed larger communities.

4.6 Attacks by Neighboring Communities

            Problem: Cities fought over the right to use water.

            Solution: Sumerians built walls and moats around their cities.

Students did the Prereading Handout (see J194 Handouts), which will be used as we begin to read each chapter of the book, as well as the red and blue vocabulary words. Their work should be in their HISTORY notebook.

Chapter Four Vocabulary

Mesopotamia: in ancient times, the geographic area located between the Tigris and Euphrates Rivers

Sumer: an area in the southern part of Mesopotamia, where cities first appeared

city-state: an early city that was like a small, independent country with its own laws and government

irrigation system: a means of supplying land with water

Sumerians: ancient people who lived in the geographic region of Sumer

levee: a wall of earth built to prevent a river from flooding its banks

Chapter Four Notes

4.1 Introduction

4.2 Mesopotamia: A Difficult Environment

4.3 Food Shortages in the Hills

4.4 Uncontrolled Water Supply in the River Valley

4.5 Difficulties in Building and Maintaining a Complex Irrigation System

4.6 Attacks by Neighboring Communities

4.7 From Small Farming Villages to Large City-States

4.8 Chapter Summary

In this chapter, you have learned how villages in Mesopotamia grew into large cities. The people of Mesopotamia had to solve a series of problems in order to live successfully in their challenging environment. Their solutions to these problems gradually led them to build the large communities we call city-states.

Living in cities led to a new way of life. In the next chapter, you will take a closer look at the culture that developed in the Sumerian city-states.

Chapter Three: From Hunters and Gatherers to Farmers

Chapter Three Study Guide

1. The Neolithic Age, also called the New Stone Age, began with what discovery?

Farming

2. What was the greatest benefit when people began farming?

They had a stable food supply

3. If you were building a place to live during the Neolithic Age, what would be the best way to protect yourself from animal attacks?

Put doorways high up in the walls

4. Why did people live in larger communities during the Neolithic Age than in earlier times?

They could grow enough food to support more people

5. True or False: In Paleolithic times, people spent most of the time finding enough food to live.

True

6. If you were a Neolithic trader, what most likely happened as you traveled and traded?

You found out how other groups lived

7. What was not a result of people developing specialized skills?

Moving more often in search of food

8. In Chapters One and Two, you learned about different types of experts who study the past. What type of expert would be most interested in studying trade routes?

Geographer

9. What discovery began the Neolithic Age? What discovery ended it?

Began with farming and ended with the discovery of metal tools

10. Building permanent structures had many effects. What are three major changes (list only three of the five) that came about because people began living in permanent shelters?

1. greater comfort

2. larger communities

3. population growth

4. development of new jobs / specialty skills

5. trade

Chapter Three Interactive Notebook

3.3 Creating a stable food supply

In Paleolithic times, the food supply…was hunted animals and gathered plants.

What are two important facts about the food supply in the Neolithic Age?

They learned they could grow their own food by collecting and planting the seeds of plants. They learned to domesticate animals like sheep, goats, cattle, and mules.

Why are these facts important?

Learning to farm—growing food and raising animals—created a stable food supply.

3.4 Making Permanent Shelters

In Paleolithic times, shelter…was temporary, usually found in caves or tents.

What are two important facts about shelter in the Neolithic Age?

Houses were made of mud mixed with stones and tree branches. Houses had several rooms. Food was stored under the floor. There was a cooking pit in the floor.

Why are these facts important?

Permanent shelters protected them from weather and animals, made life more comfortable, allowed new ways of cooking, and let them form larger communities.

3.5 Establishing Communities

In Paleolithic times, communities…were bands of 20 to 60 who wandered from place to place.

What are two important facts about communities in the Neolithic Age?

Communities allowed them to do different jobs. Communities allowed them to work together to do a task faster.

Why are these facts important?

In communities, people could invent ways to make their lives safer and more comfortable. They could defend themselves more easily.

3.6 Developing New Jobs

In Paleolithic times, jobs…mostly involved finding food for survival.

What are two important facts about jobs in the Neolithic Age?

Jobs in the Neolithic Age included weaving, basket making, toolmaking and trading. People got better at their jobs because they were more focused on doing one thing.

Why are these facts important?

Working at just one job gave people the chance to find better ways of doing things. When everyone had different jobs, it gave them more variety in their communities.

3.7 Beginning to Trade

In Paleolithic times, trade…was rarely conducted.

What are two important facts about trade in the Neolithic Age?

People traded to get resources they did not have. Traders traveled hundreds of miles to trade.

Why are these facts important?

The growth of trade allowed people to make use of more resources and helped spread knowledge and ideas.

Chapter Three Vocabulary

Stone Age: the first period of prehistoric human culture, from about 2 million years ago to around 3000 B.C.E.

Paleolithic Age: the first period of the Stone, called the Old Stone Age, from about 2 million years ago to around 8000 B.C.E.

Neolithic Age: the later part of the Stone Age, called the New Stone Age, from 8000 to 3000 B.C.E.

domesticate: to train a wild animal to be useful to humans

agriculture: the business of farming

trade: the business of buying and selling or exchanging items

ore: a mineral mined for its valuable uses

Chapter Three Notes

3.1 Introduction

3.2 From Old Stone Age to New Stone Age

3.3 Creating a Stable Food Supply

3.4 Making Permanent Shelters

3.5 Establishing Communities

3.6 Developing New Jobs

3.7 Beginning to Trade

3.8 Chapter Summary

In this chapter, you learned how the development of farming changed people’s lives. For the first time, people had a stable supply of food. As a result, they could build permanent shelters and communities. They created new jobs and traded for the resources they needed. In the next chapter, you will explore another dramatic change: the building of large cities.

Chapter Two: Early Hominids

Chapter Two Study Guide

1. What is the earliest known hominid?

Australopithecus afarensis

2. What could Lucy do that gorillas could not do?

Carry her children in her arms

3. In one location, researchers found the bones of more than one Handy Man. What is the best conclusion you can reach based on their finding?

Handy Man probably lived in groups.

4. You are digging at an archeological site and find a knife with a sharp, thin blade. What does your finding show?

That Neanderthals lived there

5. Researches have found that Upright Man was tall and thin, had strong bones, stood up straight, and walked and ran. Based on these traits, what would you expect researchers to discover about Upright Man?

Their remains are on more than one continent.

6. Which type of hominid first used fire?

Homo erectus

7. Early modern humans invented the spear thrower. What did this invention enable them to do that earlier hominids could not do?

To kill animals from a distance

8. Scientists have found Neanderthal burial mounds and Neanderthal bones that had broken and then healed. Because of these findings, what did they believe about Neanderthals?

They had a sense of community.

9. Use the list below to answer this question:

a. Australopithecus afarensis

b. early modern humans

c. Handy Man

d. Neanderthals

e. Upright Man

In what order did these hominids appear?

a, c, e, d, b

10. Scientists have located the remains of five groups of hominids in different parts of the world. Choose three of the groups of early hominids from this list. Put the letter of each group you choose on all the continents that group lived on.

a. Australopithecus afarensis / Lucy and her relatives: Africa

b. Early modern humans: Africa, Asia, Europe, Australia, Americas

c. Handy Man: Africa

d. Neanderthals: Africa, Europe, Asia

e. Upright Man: Africa, Asia, Europe

11. Complete the table with information about each group of hominids listed.

Chapter Two Interactive Notebook

Sections 2.2 and 2.3

1. Australopithecus afarensis is the name of the hominid.
2. Color the box under 4 million years B.C.E.
3. Australopithecus afarensis walked upright on two feet.
4. Because these hominids walked on two feet, they could use their arms to carry food, defend themselves and protect their children.

Sections 2.4 and 2.5

1. Homo habilis is the name of the hominid.
2. Color the box under 2 million years B.C.E.
3. Homo habilis lived in groups. They were able to make simple tools from rocks.
4. Using simple tools, Homo habilis were able to get more food from the animals they hunted. By living in groups, they were able to hunt and protect themselves better.

Sections 2.6 and 2.7

1. Homo erectus is the name of the hominid.
2. Color the box between 2 million and one million years B.C.E.
3. Homo erectus knew how to make fire. Homo erectus developed the hand ax.
4. Because Homo erectus used fire, they were able to cook their food. Fire also kept them warm, so they could live in areas with cold weather. Fire also gave them protection from animals. The hand ax may have helped them build shelters.

Sections 2.8 and 2.9

1. Homo sapiens neanderthalensis is the name of the hominid.
2. Color the box before today.
3. Neanderthals took care of their sick and injured. They crafted spears for hunting.
4. Because Neanderthals took care of their sick and injured, they lived longer, and older members could share their knowledge with younger group members. And better tools, like spears, made them better hunters.

Sections 2.10 and 2.11

1. Homo sapiens sapiens is the name of the hominid.
2. Color the small box under today.
3. Homo sapiens sapiens created complex tools like bows and arrows, fishhooks, and paintbrushes.
4. Homo sapiens sapiens’ complex tools allowed them to hunt for more food in safer ways. They also used tools to make paintings and other art forms.

Chapter Two Vocabulary

hominids: a prehistoric human

capabilities: skills

anthropologist: a scientist who studies human development and culture

remains: a dead body

biped: a two-footed animal

migrate: to move from one geographic region to another

land bridge: a piece of land connecting two continents

Chapter Two Notes

2.1 Introduction

2.2 Australopithecus Afarensis: Lucy and her Relatives

2.3 Lucy and her Relatives: Walking on Two Feet

2.4 Homo Habilis: Handy Man

2.5 Handy Man: The Toolmaker

2.6 Homo Erectus: Upright Man

2.7 Upright Man: Traveling with Fire

2.8 Homo Sapiens Neanderthalensis: Neanderthals

2.9 Neanderthals: A Sense of Community

2.10: Homo Sapiens Sapiens: Early Modern Humans

2.11 Early Modern Humans: he First Artists

2.12 Chapter Summary

In this chapter, you learned about five hominid groups and their different capabilities. Each change along the way—from walking upright to creating better tools—was a key step in the development of early modern humans.

The next chapter looks at another dramatic change. Early hominids gathered or hunted their food. Next, you will discover how life changed when people learned to grow their own food.

Chapter One: Investigating the Past

Chapter One Vocabulary

ancient history: the study of the distant past, from the earliest humans through the first great civilizations

archeologists: an expert who studies the past by examining objects that people have left behind

historians: an expert who studies and records the past

geographers: an expert who studies and creates maps of Earth’s natural and humanmade features

artifact: an object made or used by people in the past

prehistoric: before written history

ritual: relating to a ceremony, such as a religious ceremony

Chapter One Notes

1.1  Introduction

1.2  Detectives Who Study the Past

1.3  Cave Art: Treasures of the Past

1.4  Cave Painting of a Human

1.5  Cave Painting of Animals

1.6  Cave Painting of Shapes and Handprints

1.7  Spear Thrower

1.8  Clay Sculptures

1.9  Cave Art Tools

1.10          Chapter Summary

In this chapter, you have learned how archeologists, historians, and geographers are like detectives who solve the mysteries of the past: they ask questions, study the evidence for clues, and form hypotheses. You have also studied examples of prehistoric cave art to find clues about how people lived long ago.

No one knows for sure why these colorful images and sculptures were created. Some might simply have been decorations. Others might be records of important events. Or, they may have been used in rituals or to influence or honor the spirit world.

Scientists are always learning more about the distant past. Are you ready to join them by studying clues and weighing the evidence? In the next chapter, you will explore the first hominids and how they lived.

Geography Challenge One

Answers the questions in complete sentences. Label the map on the opposite page as directed.

1. (Use the world map on pages 378 and 379) What is the name of the horizontal line that divides Earth’s Northern and Southern Hemispheres? What vertical (up and down) line divides the Eastern and Western Hemispheres? Label those two lines and all four hemispheres.

The horizontal line that divides the Northern and Southern Hemispheres is the equator. The vertical line divides the Eastern and Western Hemispheres is the prime meridian.

2. (Use the world map on pages 378 and 379) What are the names of the seven continents? Label them on the map.

The seven continents are North America, South America, Antarctica, Australia, Africa, Asia and Europe.

3. (Use the world map on pages 378 and 379) What are the names of the four oceans? Label them on your map.

The four oceans are the Atlantic, Indian, Pacific, and Arctic.

4. (Use the regional map on page 3) On which continent have the oldest fossils of early hominids been found? On the world map, label one location where fossils were found, and lightly shade the continent.

The oldest fossils of hominids were found on the continent Africa.

5. (Use the regional map on page 3) Identify three Neolithic towns. In your map key, create a label and symbol (or color) for Neolithic towns. Use it to draw and label at least two Neolithic towns on your map.

Three Neolithic towns are Catal Hoyuk, Jarmo, and Jericho.

6. (Use the regional map on page 3) Identify three Sumerian city-states. In your map key, create a label and symbol (or color) for Sumerian city-states. Use it to draw and label at least two Sumerian city-states.

Three Sumerian city-states are Ur, Kish, and Lagash.

7. (Use the regional map on page 3) Identify two early empires. In your map key, create a label and symbol (or color) for early empires. Use it to draw the boundaries of these two early empires.

Two early empires were the Babylonian Empire and Akkadian Empire.

8. (Use the regional map on page 3) Near what two rivers are the majority of Neolithic towns, Sumerian city-states, and early empires located? Draw and label them.

Most Neolithic towns, Sumerian city-states, and early empires were located near the Tigris and Euphrates rivers.

14 September 2009

There are four oceans:

Atlantic Ocean

Arctic Ocean

Indian Ocean

Pacific Ocean

There are seven continents:

Asia

Africa

Antarctica

Australia

Europe

North America

South America

The earth is divided into four hemispheres: Northern, Southern, Eastern, and Western. The imaginary line that goes around the center of the earth is the equator.

The imaginary lines that go up and down the earth are degrees of longitude.

The imaginary lines that go around the earth are the degrees of latitude.