Film Festival 3 and 5th Period

Aim: What was Roman Law? Period 3 and 5

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaMmZlYjgzYmQtN2Y4MC00OGNmLWIxNDEtMjk0NDQwMjE5ZGM1&hl=en&authkey=CK_fnPsI

Notes:
Roman Law


Twelve Tables (451BC) – Laws were written down and placed in Rome’s marketplace (the Forum).

All free citizens had the right to be treated equally by the legal system

Applied only to Roman citizens

Continued

Law of Nations – new rules to settle disputes between citizens and onenon-citizens. (was for newly expanded territories)

People were seen as innocent until proven guilty

Rule of Law – Law applies to everyone

Continued

Why was it necessary for Rome to create the Law of Nations?

Rome Expands

Romans conquered all of Italy

Carthage – enemy of Rome (located in the Med. Sea) (Off the coast of North Africa)

Ruled a great trading empire

Continued

Punic Wars

Fought over Sicily ( the war lasted 20 years)

Rome eventually took Sicily

Carthage expanded into southern Spain

Romans helped the people of Spain to rebel

Hannibal Carthage’s General attacked the Romans in Italy (assembled a large force)

Eventually Carthage gave up Spain to Rome

Carthage had to give up its navy and pay a large fine

Aim: How did geography play an important role in the rise of the Roman Republic? Period 3 and 5

 https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaYjRkZjQ5YTYtYWIzYy00ZTJjLTlhYTMtMDFiYzUxNjdjYjgz&hl=en&authkey=CJj-0-wL


 https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaY2I2Y2FjZDAtZGUyZS00YjYxLTkxNGQtMTk4MTkyZTAzM2Yw&hl=en&authkey=CKT-tuwM
Notes:
Geography of Italy


Is a peninsula

Alps mountains located across the top

Apennines mountain range runs north to south

Had good farmland

Mild climate and rich soil

Tiber River gave Rome its source of water

Rome was built on seven hills



How did Rome begin?

Story of Romulus and Remus

The Aeneid – story of Trojan hero Aineas leaves Troy and founded Rome

Historians are not sure how Rome began



Early Influences

Greeks and Etruscans played a role in shaping Rome

Etruscans – lived North of Rome

Moved South and took control of Rome

Were metalworkers

Enslaved people to do their heaviest work

Rome became wealthy and powerful



Answer the following question

Have you heard the phrase “winning hearts and minds?” What does the quote mean?





The Romans conquered and won the hearts and minds of people

Birth of the Roman Republic

509BC – Rome was established

Republic- a leader is not a king or queen but someone put in office by citizens with the right to vote

Citizens have the power







Continued

Rome was surrounded by enemies

Romans were excellent soldiers

Soldiers organized into small legions (smaller groups)

Romans built roads between towns

Romans gave full citizenship to some people

They could vote and serve in the gov’t

Romans granted other peoples the status of allies

As a result the Romans grew stronger

Quiz on Greece and Alexander Period 3 and 5

Aim: Was Alexander a true leader or a great conqueror? Period 3 and 5

Do Now:

1. How did Greek Independence end?
2. What two kingdoms did Alexander defeat?
3. How large was Alexander's Empire?
4. How did Alexanders Empire end?
   

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaZGFmM2ZiMjMtNmIyZi00YWNiLThlNzgtMzRkZDhjYzZhMWQx&hl=en&authkey=CJ3q0-AJ

Alexander the Great conquers Persia and Egypt and extends his empire to the
Indus River in northwest India. Philip Builds Macedonian Power

Macedonia
• Macedonia—kingdom of mountain villages north of Greece
• King Philip II—ruler, brilliant general; dreams of controlling Greece
• Macedonians call themselves Greek; rest of Greece does not

Philip’s Army
• Philip creates well-trained professional army; plans to invade Greece

Conquest of Greece
• 338 B.C. Macedonians defeat Greece; 336 B.C. King Philip murdered
• His son named king of Macedonia—becomes Alexander the Great

Alexander’s Early Life
• Tutored by Aristotle; inspired by the Iliad; has military training
• Becomes king when 20 years old; destroys Thebes to curb rebellion

Invasion of Persia
• 334 B.C. Alexander invades Persia; quick victory at Granicus River
• Darius III—king of Persia, assembles army of 50,000–75,000 men
• Alexander defeats Persians again, forces King of Persia to flee

Conquering the Persian Empire
• Alexander marches into Egypt, crowned pharaoh in 332 B.C.
• At Gaugamela in Mesopotamia, Alexander defeats Persians again
• Alexander captures cities of Babylon, Susa, and Persepolis
• Persepolis, the Persian capital, burned to the ground
• Ashes of Persepolis signal total destruction of Persian Empire

Alexander in India
• Alexander fights his way across the deserts of Central Asia to India
• Alexander conquers Indus Valley area in 326 B.C.
• Reluctantly returns to Babylon, dies in 323 B.C.

Alexander’s Legacy
• Alexander melds Greek and Persian cultures; wife is Persian
• Empire becomes three kingdoms: (1) Macedonia, Greek city-states;
• (2) Egypt; (3) old Persia, also known as Seleucid kingdom

Guest Presentation period 3 and 5

HW #2-3 Period 3 and 5

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaMGViMzVjZjUtYmVhNC00Mzk1LTk4NzQtODA0NWRkNDdhOTI2&hl=en&authkey=CM7lyO4N

Aim: What was Greece’s Golden Age? Period 3 and 5

Do Now:
What were Pericles three goals for Athens?
1.
2.
3.
What is a democracy?
Why was the Parthenon built?
What was the purpose of Greek Comedies?

http://www.scribd.com/full/23946867?access_key=key-rtjd1s23au0p8rw6w84
Do Now 2:
What is a philosopher?
Who was Socrates?
Plato?
Aristotle?
What is a Golden Age?
Who is your Math. Science, and Art teacher?
Athens in know for _____________.
Sparta is know for ______________.

Pericles as Leader
• Skillful politician, inspiring speaker, respected general
• Dominates life in Athens from 461 to 429 B.C.

Stronger Democracy
• Pericles hires more public officials; creates direct democracy
• Direct democracy—citizens rule directly, not through representatives

Athenian Empire
• Takes over Delian League; uses money to strengthen Athenian fleet
• Sparta and other cities resent Athenian power
Pericles’ Plan for Athens

Glorifying Athens
• Pericles buys gold, ivory, marble; hires artisans to beautify Athens
Glorious Art and Architecture

Architecture and Sculpture
• Pericles builds the Parthenon—a large temple to honor goddess Athena
• Within temple, sculptor Phidias crafts 30-foot statue of Athena
• Sculptors create graceful, strong, perfectly formed figures
• Classical art—values harmony, order, balance, proportion, beauty

Drama and History
Tragedy and Comedy
• Greeks invent drama as an art form; includes chorus, dance, poetry
• Two forms of drama: tragedy and comedy
• Tragedy—tells story of heroes’ downfall; themes of love, hate, war
• Comedy—makes fun of politics and respected people; slapstick humor
• Greek dramatists include Aeschylus, Euripides, Aristophanes

History
• Historians Herodotus and Thucydides record and study past events

Athenians and Spartans Go to War
War Begins
• 431 B.C. city-states Sparta and Athens at war—Peloponnesian War

Peloponnesian War
• Sparta has better army, Athens has better navy
• Plague strikes Athens in 430 B.C., kills many—including Pericles
• Sparta and Athens sign truce in 421 B.C.

Sparta Gains Victory
• 415 B.C. Athens renews war, attacks Syracruse; is defeated in 413 B.C.
• Athens and allies surrender to Sparta in 404 B.C.

Philosophers Search for Truth
Rise of Great Philosophers
• After the war, rise of philosophers—thinkers, "lovers of wisdom"
• Believe universe is subject to absolute and unchanging laws
• People could understand these laws through logic, reason
• Sophist philosopher Protagoras questions the existence of Greek gods

Socrates
• Socrates—believes in questioning, self-examination of values, actions
• Convicted of corrupting young people; sentenced to death in 399 B.C.


Plato
• Plato—student of Socrates; writes The Republic—an ideal society
• In 387 B.C., establishes Athens school, the Academy; lasts 900 years
• His writings dominate European philosophy for 1,500 years

Aristotle
• Aristotle—student of Plato; uses rules of logic for argument
• His work provides the basis for scientific method, still used today
• Tutors 13-year-old prince who becomes Alexander the Great

Guest Presentation period 6

Aim : What was life like in Sparta? Period 3 and 5

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaMTVjOGM4MzMtZTU3ZC00MzczLTljODItZDVjMWJhYjk3MWJm&hl=en&authkey=CICloKwJ

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaYmM5MTdiNTAtOWE3Ni00OGE2LWI2MjgtMDM0NjIzNjUzZjIz&hl=en&authkey=CPSb8dYM

Spartan military


Boys and men were trained for war

Age 7 – training began

Age 20 – Men entered the military

Men stayed in the military till 60 yrs of age





“And he who falls among the champions and loses his own sweet life, So blessing with honor his city, his father, and all his people.” How does the poet view death in battle?

Women in Sparta

Girls were trained in sports, running, wrestling, and throwing the javelin

They were freer than other Greek women



Sparta’s Government

Was an oligarchy

Oligarchy- government in which ruling power belongs to a few people

The government discouraged foreign visitors

The government banned travel abroad except for military reasons

Frowned on people who studied literature and art

They knew less about science and trade

Played a key role in defending Greece

Why did the Spartan government want its young people to be physically fit?

Activity

Compose your own poem or song about Spartan warriors. You may work with another partner. Use your notes and the textbook to help you with your poem. You will also recite the poem or song in front of the class

HW #1-3 Period 3 and 5

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaOGI3Zjg4MjUtOTI4OS00OWQzLTgxMzEtM2NiZmZiNTMxNWQ2&hl=en&authkey=COGdoqkM

Aim: How did the geography of Greece affect its civilization? Period 3 and 5

Task #1: On sheet:

1. Look up a map of Ancient Greece in your textbook.  What page is it on?
2. How did you find the map?
3. Color the area of Greece in ORANGE
4. Color the water in BLUE
5. Label Aegean Sea, Mediterranean Sea
6. Label Crete
7. Color Crete in RED
8. Make a compass rose
9. Label Athens, Mycenae, Knossos, Thebes, Tiryns
10. What is Greece made up of?

How does the geography of Greece affect:
Jobs?  Fishermen & traders
Food?  Fish, Olives, Mountain goat meat & milk, Lamb meat & sheeps milk
Contact?  Contact was very limited with each other because they were so separate from each other.  Often they fought with each other - not united.

 https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaZWYwNTRiODAtNjc5YS00NTI4LTg3MDktMjhmNjc2YmYyZmNi&hl=en&authkey=CLi2lrIO

https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B0bwsNpW7pxaNWU0MjI5YjctN2RkNy00ODU5LTlhZGYtMzJkMDkyMWVhNTcz&hl=en&authkey=CMjC8OgH

Roman Gladiators

AIM: WHAT WAS LIFE LIKE FOR ROMAN GLADIATORS?

Do Now:  Why are violent video games, movies & TV shows so popular?  Do you think we are in a violent obsessed society?  Explain

Task #1: As you are watching the scenes from Gladiator, answer the following:

1.     Describe the Colosseum.

2.     Describe the gladiator. What type of gladiator is he? How do you know? (What is he wearing? What type of weapons is he using?)

3.     Describe what happened during the event. Who or what other than the gladiator was present?

4.     Describe the spectators. How do they react? How many are in the arena? What role do they play?

5.     Where is the emperor? What role does he play in the games?

Task #2: As you look at “You Wouldn’t Want to be a Roman Gladiator!,”  describe the life and training of a Roman Gladiator:

http://www.salariya.com/web_books/gladiator/index.html

HW 1-3 Due 12/08/10

Once again, we are going into the world of food.  Select an Ancient Roman recipe.  Print it out.  Show how one ingredient is still used today.  Discuss where it came from, how it is packaged and used today.  You must bring it in to show the class.  For extra credit, prepare the dish and sample it for the class

http://www.squidoo.com/ancient-food-rome

http://www.historyforkids.org/learn/romans/food/romanfood.htm

http://www.roman-colosseum.info/roman-life/ancient-roman-recipes.htm

Or you can search on Google.  You must show what website the recipe came from.

HW 10-2 Due Monday 11/22

1.  What areas did Alexander the Great take over?
2.  Philip's goal was to conquer Persia.  Why did Alexander continue his campaign of conquest after this goal had been reached?
3.  Do you think Alexander was worthy of the title "great?" Explain in 3-4 sentences.

HW 9-2

Due Wednesday

1.  What impact did nearness to the sea have on the development of Greece?
2.  What was life like for a little boy in Sparta?
3.  What was Athens' biggest accomplishment?  How did this accomplishment affect life today?

Exam on Religion Essay

Exam Multiple Choice and DBQ

Religion Exam

Review for Exam

Exam on Major world religions.

HW#8-2

1. What does the term Halal mean?

2. Why is pork and pork products forbidden in the Islamic faith? 3. Why must Muslims avoid eating lard, gelatin, rennet and whey? 3. Explain why alcohol in any form is not permitted in the Islamic faith. (even some vanilla extracts for cooking have over 50% alcohol.) 4, How do Muslims fast during Ramadan?

Aim: What is Islam?

Do Now :
1. Who is Cat Stevens (Yusuf Islam)?
2. Who is Mohammad?
3. What is Mecca?




http://http//www.regentsprep.org/Regents/global/themes/beliefsystems/islam.cfm



Do Now: Please list in correct Chronological Order from oldest to youngest Islam Judaism, Christianity. Also please explain if each is polytheistic or monotheistic.

Notes:
1. Allah- One god of Islam
2. Muhammad- the Arab prophet who founded Islam and recited the holy book the Quran.
3. Islam - religion based on the belief in Allah.
4. Muslim- follower of the religion of Islam.
5. Mosque- place of worship for Muslims
6. Hajj- Pilgrimage to mecca every Muslim must make once in their lives.
7. Quran- holy book of Islam.
8. Sharia- Islamic body of laws.

HW#7-2

1. What are the main differences between Catholicism and Protestantism?  
2. Why did the Romans persecute Jews and Christians?
3. Why did the emperor Constantine convert to Christianity? 
4. How did Christianity spread throughout the world?

Aim: How was Christianity a "gift" of the Roman Empire?

Do Now:
1. Who is Jesus?
2. Who is Judas?
3. Who is occupying the land of Judea?
4. Who will crush them if they go too far?

http://www.regentsprep.org/Regents/global/themes/beliefsystems/christianity.cfm


Notes:
1. Jesus- leader and founder of the Christian faith.
2. Apostle- follower of Jesus.
3. Paul- apostle who spread Christianity through the Roman Empire.
4. Diaspora - the dispersal of the Jews out of Palestine.
5. Bishop-head of churches in one area.
6. Pope- head of the Roman Catholic church
7. Constantine- Roman emperor who ended the persecution of Christians.

Worksheets for Christianity

New 5-2 - Due Monday 11-8

HW#5-2

1.       What does it mean to keep kosher?

2.       What animals and sea creatures cannot be eaten by Jewish people who keep kosher?

3.       To what extent does keeping kosher call for a separation of milk and meat?

6-2 Due Monday 11-8

HW#5-2

1.       Why doesn’t a Buddhist eat meat?

2.       If Buddhists don’t eat meat how do they get their protein?

3.       Is Karma considered before a Buddhist eats?

4.       Is it OK for a Buddhist to eat something that someone else killed?

Old 5-2

HW#5-2

1.       What is a dynasty?

2.       How does the dynastic cycle in ancient China work?

3.       Why is the mandate of heaven important?

4.       How does the mandate of heaven compare with the idea of divine right?

HW#6-2

1.       Why doesn’t a Buddhist eat meat?

2.       If Buddhists don’t eat meat how do they get their protein?

3.       Is Karma considered before a Buddhist eats?

4.       Is it OK for a Buddhist to eat something that someone else killed?

Worksheets for Judaism

Aim: What is Judaism?

Do Now: Where did Judaism begin?

Vocabulary:
1. Prophet- person claiming to have a message from god
2. Descendant- offspring such ad children and grandchildren.
3. Monotheism- Belief in one god
4. Ten Commandments- code of behavior Jews and Christians live by.
5. Torah - sacred book of the Jewish people.
6. Israel- ancestral and modern home of the Jewish people created in 1947.
7. Diaspora- the dispersal of the Jewish people by the Romans.

http://video.google.com/videosearch?q=prince+of+egypt&hl=en&emb=1&aq=f#

http://video.google.com/videosearch?q=hebrew+crunk+&hl=en&emb=1&aq=f#

HW#4-2 Due Monday 11-1

Please choose a Chinese dish. Bring in the recipe as well as one spice used in the dish. Explain the part of China that makes this dish. Explain how the spice you have brought in is is grown , packaged  and traded.   

Aim: What is Buddhism?

Do Now:
1.What is Buddhism?
2. In what ways are Buddhism and Hinduism similar?
www.regentsprep.org/Regents/global/themes/beliefsystems/buddhism.cfm
Notes:
1. Reincarnation- Belief that the soul is reborn
2. Karma- good or bad deed.
3. Siddhartha Gautama- founder of Buddhism
4. Enlightenment- Wisdom
5. Nirvana- Buddha's word for release from selfishness and pain.

Aim: What is Hinduism?

Do Now:


www.regentsprep.org/Regents/global/themes/beliefsystems/hinduism.cfm

Notes:
1. Hinduism is NOT a polytheistic religion Hindu's believe in one divine entity. All the gods are facets of this one god
 2. Hindus believe that each' person has a soul.
3. Hindus believe in reincarnation- the soul is born again into another body
after death.
4. Karma- what good or bad deeds.
5. Caste System- is a rigid class structure based on Hinduism which is found in India.

Aim: How did the civilization develop in the Yellow River Valley?

Do Now: Complete worksheet

Notes:
1) Dynasty - series of rulers from the same family
2) Mandate of Heaven - Divine right (god's will) to rule
3) loess - fertile soil
4) Feudalism - Medieval Political system based on the relationship between lords to vassals

Aim: How did the civilization develop in the Yellow River Valley?

Notes:
1. Bureaucracy- Organization of government into agencies and departments.
2. Yin and Yang - powers that govern the natural rhythms of life and must be balanced.

River Dynasties in China: pages 50-56




1. Complete the following timeline:



____________________________________________________________________________

_________B.C. ___________B.C. 1500 BC

Ur is a flourishing Eygptian pyramids China builds its first cities

City and

Indus valley cities built



2. Part of the reason for the endurance of China’s civilization is China’s__________________________.



3. Name 6 of the geographic barriers that isolated China:

a.

b.

c.

d.

e.

f.

4. What are the 2 major rivers of China?



5. Almost ____________of China’s land mass is either __________________or ______________________.

6. Where is most of the arable (suitable for farming) land located in China?



7. What was the attitude of the Chinese towards people who lived outside their civilization?



8. The Chinese saw their country as the center of the world and they called it the

___________________________________.

9. The English name for the Huang He River is the _____________________________.

Why is it called that?

10. The catastrophic effects of the flooding of the Huang He is why it is sometimes called

__________________________________________.

11. Humans have inhabited China for _________________________.





12. What was the first dynasty to come to power in China?

The dates of the Shang Dynasty are:___________________________________.

13. What are 2 important reasons why we have a lot of information about the Shang?



14. Which had greater value in Chinese culture, the individual or the group?

15. Duties were owed most of all to which 2 authorities?______________________and

____________________.

16. What was the most important virtue in Chinese society?



17. ____________controlled the family property and made decisions, while women were

treated as_______________________.

18. What was the only way a woman could improve her status?



19. The family in China was closely connected to _______________________.



20. Who had the power to bring good fortune or disaster to a Chinese family?



21. How did Chinese regard the spirits of the ancestors?





22. What was the relationship between the written and spoken language of China?



23. What was the advantage of their system of writing?



24. What was a major disadvantage of the Chinese system of writing?



25. Just to be barely literate, Chinese had to learn______________characters and to be a scholar required learning _______________characters.



26.. What effect did the Chinese system of writing have on their culture?



27. What group formed a special class in Chinese society?

Aim: How did geography affect the development of China?

Task 1:
On map, label:
Mongolia
Huang He River
Yangtze River
Himalaya Mountains
Gobi Desert
Pacific Ocean
East China Sea
South China Sea

Task #2
What physical features served as barriers that kept China from the outside world?

Task #3
Create a book about the yellow River
Page 1: Title
Page 2: Drawing of the Yellow River
Page 3: How did the river get its name?
Page 4: How does the river affect life?

HW#3-2

1.       What is a natural barrier?

2.       Why is the yellow river yellow?

3.       Explain the problems faced by the people living in the yellow river valley?

HW #2-2

1.       What is the difference between a monsoon and a hurricane?

2.       What is a subcontinent?

3.       How does the Indus civilization compare to modern day Manhattan?

4.       Explain what became of the Indus River Civilization.

Aim: How did culture develop in the Indus Valley Civilization?

Do Now:
(1) Complete DBQ's 1-3
(2) Complete questions 1-4

Task#1: Map
Open textbook to page 191
Label India, Bangladesh & Pakistan
Label the Thar Desert, Himalaya Mountains, Ganges & Indus Rivers

Subcontinent: large landmass that is part of a continent that sticks out and is geographically considered and politically independent

Monsoons: Seasonal Winds that come twice a year
October - hot dry air
May - humid air, brings a lot of rain

Indus Valley Civilizations:
Main cities: Mohenjo-Daro & Harappa
Little is known about this civilization - all we know is
1. They had indoor plumbing
2. They had well-planned cities - grid pattern similar to modern cities like New York

We do not know what happened to the Indus Valley civilization, possible natural disasters or invasion by the Aryans led to their downfall

HW #1-2

Please choose an Indian dish. Bring in the recipe as well as one spice used in the dish. Explain the part of India that makes this dish. Explain how the spice you have brought in is grown , packaged  and traded.   

Ancient Egyptians Food, Cooking Practices and Utensils

The staple food was bread and beer, supplemented by onions or other vegetables and dried fish.

"They eat loaves of bread of coarse grain which they call cyllestis. They make their beverage from barley, for they have no vines in their country.They eat fish raw, sun-dried or preserved in salt brine."
Herodotus, Histories 2,77

Meat was not eaten often by the fellahin( fellahin is a peasant , farmer or agricultural laborer in the Middle East .) Growing domesticated animals for the sole purpose of meat production was (and still is) expensive. People sometimes supplemented their diet by hunting and fowling and by gathering wild fruit and roots.

In the Tale of Sinuhe the protagonist, who had become a tribal chief, recounts:
" Loaves were made for me daily, and wine as daily fare, cooked meat, roast fowl, as well as desert game. For they snared for me and laid it before me, in addition to the catch of my hounds. Many sweets were made for me, and milk dishes of all kinds. "
Tale of SinuheM. Lichtheim Ancient Egyptian Literature, Vol. 1, p.227

Temples, apart from having estates of their own where they raised animals, were also given large numbers of cattle by kings and rich officials. A part of these meat offerings was distributed to the needy.

When Seti I (c.1318 - 1304 BCE) sent a thousand troops to the Silsileh quarry he
.... increased that which was furnished to the army in ointment, ox-flesh, fish and plentiful vegetables without limit. Every man among them had 20 deben of bread daily, 2 bundles of vegetables, a roast of flesh and two linen garments monthly.....
Silsileh quarry stelaJ.H. Breasted Ancient Records of Egypt part III § 207

Even after the increase without limit, less than two kilos of often stale bread for hard-working quarrymen might seem less than lavish. The menu of the king's messenger was not quite as basic: .... That which he had: good bread, ox-flesh, wine, sweet oil, (olive) oil, fat, honey, figs, [....], fish and vegetables every day.
Silsileh quarry stelaJ.H. Breasted Ancient Records of Egypt part III § 208

Malnutrition was not rare, though the caloric intake may have been sufficient most of the time.


Cooking
The kitchen was often a corner of the courtyard or on the flat roof; at any rate it was open to the air and generally just lightly roofed with branches. Cooking was done in clay ovens as well as over open fires. Wood was burnt as fuel, and sometimes charcoal, even though it was scarce. The quantities of charcoal mentioned in the Harris papyrus or the diary of Medinet Habu were small. It was transported in baskets or sacks. For lighting the fire a special kind of wood was imported from the south. It was very precious and even an important temple such as the one at Karnak was allotted only sixty pieces a month.

The sailor in the Tale of the Shipwrecked Sailor found it on his island in the Red Sea
"And on the third day I dug a pit and kindled a fire in it on which I made first of all a burnt offering to the gods, and then cooked meat and fish for myself. Food was baked, boiled, stewed, fried, grilled, or roasted. But other than that very little is known about its preparation. They certainly used salt (Hmat) and oil and probably onions, radishes and garlic as well to add flavour to their other foods. The Egyptian names of a few condiments are known - provided they have been identified correctly - eg. cumin [2] (tpnn - tepenen), dill (jms.t - ameset), coriander (Saw - shaw), vinegar (HmD - hemedj) and lettuce seeds [7]. Mustard was also grown in Egypt [3] possibly as early as the Middle Kingdom, [9] cinnamon and rosemary were among Ramses III's gifts to the temples, Pliny the Elder thought the Egyptian wild marjoram superior to cunila. They drank beer or, more rarely, wine and may also have steeped their meat and fish in them. For sweeteners they used honey, syrup made of unfermented grape juice, and fruit such as raisins, dates, figs, carob and the like. The root of the chuba, a plant growing in the marshes of the Delta, also had a nice sweet

Utensils
What is known about kitchen utensils and equipment stems from the items that have been found in tombs. Storage jars, bowls, pots, pans, ladles, sieves, and whisks were all used in the preparation of food. The kitchen tables on which the meat and fish were cut up had three or four legs, but most preparations were made with the dishes on the floor and the cooks crouching or sitting on the ground beside them.
Most of the commoners used dishes that were made of clay, while the tableware of the wealthy was often made of bronze, silver, and gold. The food was eaten with the tips of the fingers and the diners cleaned their hands in little water bowls at the end of the repast.

DBQ's Egypt

Name:______________________ Date:____/_____/_____
Document 1.
" The basic Egyptian meal was beer, bread, and onions, which the peasants ate daily, probably as a morning meal before they left to work in the fields or on works commanded by the pharaohs. Another simple meal would be eaten in the cool of the evening, probably boiled vegetables, bread, and beer; possibly wild fowl...The wealthy would expect to eat two or three meals a day comprising vegetables, wild fowl, fish, eggs, and beef. Butter, milk, and cheese were also easily obtainable. Dessert would consisted of fruit--grapes, figs, dates, and watermelons. In a Saqqara tomb of the Second Dynasty, a full meal was found that had been laid out for an unnamed noble. It included pottery and alabaster dishes containing a porridge of ground barley, a spit-roasted quail, two cooked lamb's kidney's, pigeon casserole, stewed dish, barbecued beef ribs, triangular loaves of bread made from ground emmer, small round cakes, a dish of stewed figs, a plate of sidder berries, and cheese, all accompanied by jars that had once contained wine and beer. In the Old Kingdom, the Egyptians are around a small table a few inches high, using their fingers to eat. Normally dishes were placed in the center of the table, and each person sitting around dipped bread or a spoon into it. The lower classes continued this form of eating in the New Kingdom, but the upper classes then preferred to sit on tall cushioned chairs. Servants brought around water in small bowls to that guests could wash their hands before and during the meal."---Food in the Ancient World, Joan P. Alcock [Greenwood Press:Westport CT] 2005 (p. 181-2)
What were the main ingredients in the Egyptian diet?


What was the everyday meal of the average Egyptian?


How did the Ancient Egyptians eat their meals?


Document 2
The sailor in the Tale of the Shipwrecked Sailor found it on his island in the Red Sea "And on the third day I dug a pit and kindled a fire in it on which I made first of all a burnt offering to the gods, and then cooked meat and fish for myself. Food was baked, boiled, stewed, fried, grilled, or roasted. But other than that very little is known about its preparation. They certainly used salt (Hmat) and oil and probably onions, radishes and garlic as well to add flavor to their other foods. The Egyptian names of a few condiments are known - provided they have been identified correctly - eg. cumin [2] (tpnn - tepenen), dill (jms.t - ameset), coriander (Saw - shaw), vinegar (HmD - hemedj) and lettuce seeds [7]. Mustard was also grown in Egypt [3] possibly as early as the Middle Kingdom, [9] cinnamon and rosemary were among Ramses III's gifts to the temples, Pliny the Elder thought the Egyptian wild marjoram superior to cunila. They drank beer or, more rarely, wine and may also have steeped their meat and fish in them. For sweeteners they used honey, syrup made of unfermented grape juice, and fruit such as raisins, dates, figs, carob and the like. The root of the chuba, a plant growing in the marshes of the Delta.

1. What did the Egyptian use to sweeten their food?

2. What herbs were used by the Egyptians?

3. What were the major vegetables of the Egyptians?

Aim: Why is Mesopotamia called the Fertile Cresent?

Do Now: Using your maps. Please explain:
1. Why is Mesopotamia called the fertile crescent?
2. Describe the the land between two rivers.
3. What two rivers are we discussing?
4. How is it important to a great civilization?
5. List what it can provide.
6. List possible problems.

Notes:
1. 3500 B.C. - Mesopotamia developed earliest civilization. People learned to control and adapt to their environment.
2. Mesopotamia means "the land between two rivers" the Tigris and the Euphrates rivers in the Middle East. (Modern Day Iraq)
3. Mesopotamia became know as the fertile crescent because of it;'s shape and the excellent quality of soil for farming.
4. The people who settled in this region were the Sumerians.
5. This region became a "crossroads." It provided open access to different cultures and allowed the spread and sharing of different ideas, also know as cultural diffusion.

Vocabulary
1. Silt - rich soil carried by flooding waters that make the land fertile
2. Hierarchy- a system of ranking people based on their Jobs, birth, beliefs or social standing.
3. Poly - meaning many
4. Theistic-meaning of or about god
5. Polytheistic- belief in more than one god

HW #8

In at least 5 sentences why are people fighting over Mesopotamia (modern day Iraq)today?

What was the food of Mesopotamia?

Do Now: Quiz

Notes:
Food of Mesopotamia
Mesopotamia was one of the earliest centers of urban civilization in the area of modern Iraq and eastern Syria between the Tigris and Euphrates rivers. Mesopotamia is Greek for "Between the rivers." Their region developed the first writing, the first calendar, and the first wheel. One cause of this amazing progress was its abundance of food.

Mesopotamia's richness in food always attracted its poorer neighbors. Mesopotamia has a very rough history, one that is in a pattern of penetration and invasion. Mesopotamia, even though one of the most advanced areas of the time, was very susceptible to the power of its enemies. The river valleys and plains of Mesopotamia were open to attack from the rivers, the northern and eastern hills, and the Arabian Desert and Syrian steppe to the west. Despite all of the troubles and challenges that Mesopotamia faced, it was strong and prevailed through the many hard times that it faced for many centuries.

A common crop that was grown annually in Mesopotamia was flax. Flax was used by the Mesopotamians in the production of nets, cloth, linseed oil, meal, and even many pharmaceuticals. Flax played a very important role in Mesopotamian agriculture and commerce as a result of its many uses. Another very popular food source for the Mesopotamians were the two rivers that surrounded the ancient land. From the Tigris and Euphrates the Mesopotamians were able to pull many different types of fish and other aquatic animals, and wildfowl of all sorts could be found in the wet marshes that bordered both of the rivers.

Date palms were also a very important food source to the Mesopotamians. These palms grew in southern Mesopotamia by the river marshes and supplied fibers, fodder, wood, and rich food. Products from these palms were very important to Mesopotamian trade and help make Mesopotamia a very rich and powerful leader in international trade.

Even though Mesopotamia was for the most part very dry and hot, the Tigris and the Euphrates irrigated the soil on its banks and produced a lot of very fertile soil that was used to grow many other types of crops. Some of these other crops included leeks, onions, lentils, wheat, and barley. Each of these crops were readily available to the Mesopotamians and were consumed at a very common rate. As well as leeks, lentils, and other types of crops, many spices, herbs, and fruits such as the fig were available. Grapes were also very important to the Mesopotamians and were used in the production of wine. The olive tree, which was native to the Mesopotamian area, was very useful as well. It was valued throughout Mesopotamia and its surrounding areas for its oil which was used to make medicines, perfume bases, lamp fuel, and most of all for cooking.

The Mesopotamians made good use of the resources that were available to them and were very productive. The growth and trade of the food in the area contributed a lot to this productiveness and help Mesopotamia to become a very powerful leader.

Aim: What made Sumer a great civilization?

Do Now: List four facts about the Neolithic Revolution
1.
2.
3.
4.

Notes:
1. City States- cities and the surrounding territories
2. Artisans - Skilled workers
3. Ziggurats- Mesopotamian temples
4. Cuniform- Sumerian writing made up of wedge -shaped sign
5. Scribe - sumerian writer
6. Priest King- Sumerian governmental and religious leader

DBQ Food of Mesopotamia

Name:______________________ Date:____/_____/_____

Document 1.
"The raw materials of the Sumerian diet...were barley, wheat and millet; chick peas, lentils and beans; onions, garlic and leeks; cucumbers, cress, mustard and fresh green lettuce. By the time Sumer was succeeded by Babylon a special delicacy had been discovered that was dispatched to the royal palace by the basketful. Truffles. Everyday meals probably consisted of barley paste or barley cake, accompanied by onions or a handful of beans and washed down with barley ale, but the fish that swarmed in the rivers of Mesopotamia were a not-too-rare luxury. Over fifty different types are mentioned in texts dating before 2300 BC, and although the number of types had diminished in Babylonian times, the fried-fish vendors still did a thriving trade in the narrow, winding streets of Ur. Onions, cucumbers, freshly grilled goat, mutton and pork (not yet taboo in the Near East) were to be had from other food stalls. Meat was commoner in the cities than in the more sparsely populated countryside, since it spoiled so quickly in the heat, but beef and veal were everywhere popular with people who could afford them...although most beef is likely to have been tough and stringy. Cattle were not usually slaughtered until the end of their working lives...Probably tenderer and certainly more common was mutton. The incomers who had first put the Sumerian state on its feet were originally sheep herders..."---Food in History, Reay Tannahill [Three Rivers:New York] 1988 (p. 47)

What were the main ingredients in the Sumerian diet?


What was the everyday meal of the average Mesopotamian?


What reason is given for the beef being so tough and stringy?


Document 2
"Mesopotamian food is known from archaeology and written records on cuneiform tablets, including bilingual Sumerian-Akkadian word lists. These sources indicate the importance of barley bread, of which many kinds are named, and barley and wheat cakes, and grain and legume soups; of onions, leeks and garlic; of vegetables including chate melon, and of fruits including apple, fig and grape; of honey and cheese; of several culinary herbs; and of butter and vegetable oil. Sumerians drank beer often, wine seldom if at all; wine was better known in northern Mesopotamia and in later items. Animal foods included pork, mutton, beef, fowl including ducks and pigeons, and many kinds of fish. Meats were salted; fruits were conserved in honey; various foods, including apples, were dried. A kind of fermented cause is identified in Akkadian texts."---Food in the Ancient World From A-Z, Andrew Dalby [Routledge:London] 2003 (p. 216)
1. What did the Mesopotamians use to sweeten their food?

2. How did the Sumerians preserve their food? Why did they need to preserve the food they grew or slaughtered?


Document 3
"The staple crop of ancient farmers around the world was always grain...In Mesopotamia, the chief crop was barley. Rice and corn were unknown, and wheat flourished on a soil less saline than exists in most of Mesopotamia. Thus barley, and the bread baked from its flour, became the staff of life. Mesopotamian bread was ordinarily coarse, flat, and unleavened, but a more expensive bread could be baked from finer flour. Pieces of just such a bread were...found in the tomb of Queen Puabi of Ur, stored there to provide her spirit with sustenance in the afterlife. Bread could also be enriched with animal and vegetable fat; milk, butter, and cheese; fruit and fruit juice; and sesame seeds....The gardens of Mesopotamia, watered by irrigation canals, were lush with fruits and vegetables...Among the fruits were apples, apricots, cherries, figs, melons, mulberries, pears, plums, pomegranates, and quinces. The most important fruit crop, especially in southern Mesopotamia, was the date. Rich in sugar and iron, dates were easily preserved. Like barley, the date-palm thrived on relatively saline soil and was one of the first plants farmers domesticated...As for vegetables, the onion was king, along with its cousin, garlic. Other vegetables included lettuce, cabbage, and cucumbers; carrots and radishes; beets and turnips; and a variety of legumes, including beans, peas, and chickpeas...Curiously, two mainstays of the Mediterranean diet--olives and grapes...were seldom found in Mesopotamian cuisine...to appreciate Mesopotamian daily life our imagination must breath in the pungent aroma of the seasonings that once rose from ancient stoves and filled the air...Coriander, cress, and sumin; fennel, fenugrek, and leek; marjoram, mint, and mustard; rosemary and rue; saffrom and thyme...Cumin...Sheep played an important role in the Mesopotamian economy...Like goats and cows, ewes produced milk that was converted into butter and cheese, but sheep were also slaughtered for meat. Beef was in short supply...pork from pigs [supplemented]...Game birds, deer, and gazelle were hunted as well. On farms, domesticated geese and ducks supplied eggs...and from canals and private ponds, came some 50 types of fish, a staple of the Mesopotamian diet. Generally, meats were either dried, smoked, or salted for safekeeping, or they were cooked by roasting, boiling, broiling, or barbecuing."---Handbook of Life in Ancient Mesopotamia, Stephen Bertman [Facts on File:New York NY] 2003 (p. 291-293)
What herbs were used by the Mesopotamians?



What were the major vegetables of the Mesopotamians?



Why were these vegetable and legumes used?

Six criteria in order to be considered for domestication:

Animals
According to evolutionary biologist Jared Diamond, animal species must meet six criteria in order to be considered for domestication:

Hereford cattle, domesticated for beef production.

1. Flexible diet — Creatures that are willing to consume a wide variety of food sources and can live off less cumulative food from the food pyramid (such as corn or wheat), particularly food that is not utilized by humans (such as grass and forage) are less expensive to keep in captivity. Carnivores by their very nature only feed on meat, which requires the expenditure of many animals, though they may feed on sources of meat not utilized by humans, such as scraps and vermin.

2. Reasonably fast growth rate — Fast maturity rate compared to the human life span allows breeding intervention and makes the animal useful within an acceptable duration of caretaking. Large animals such as elephants require many years before they reach a useful size.

3. Ability to be bred in captivity — Creatures that are reluctant to breed when kept in captivity do not produce useful offspring, and instead are limited to capture in their wild state. Creatures such as the panda, antelope and giant forest hogs are territorial when breeding and cannot be maintained in crowded enclosures in captivity.

4. Pleasant disposition — Large creatures that are aggressive toward humans are dangerous to keep in captivity. The African buffalo has an unpredictable nature and is highly dangerous to humans. Although similar to domesticated pigs in many ways, American peccaries and Africa's warthogs and bushpigs are also dangerous in captivity.

5. Temperament which makes it unlikely to panic — A creature with a nervous disposition is difficult to keep in captivity as they will attempt to flee whenever they are startled. The gazelle is very flighty and it has a powerful leap that allows it to escape an enclosed pen. Some animals, such as Domestic sheep, still have a strong tendency to panic when their flight zone is crossed. However, most sheep also show a flocking instinct, whereby they stay close together when pressed. Livestock with such an instinct may be herded by people and dogs.

6. Modifiable social hierarchy — Social creatures that recognize a hierarchy of dominance can be raised to recognize a human as the pack leader.

Aim: What changes marked the Neolithic Revolution?

Do Now: Read the Dawn of History worksheet. Highlight 5 important facts. Circle the answers to the questions.

Notes:
Specialization: development of occupations.
Neolithic Age: The "New Stone Age" when people changed from food gatherers to food producers.
Domesticated: tamed
Revolution: change
Neolithic Revolution: two important discoveries were growing foods and herding animals.

HW # 7

Which role or job would you prefer in Old Stone Age society: hunter or gatherer? Explain your choice. Please use at least 5 complete sentences.

Aim: Why is the Paleolithic Age called the “Old Stone Age?”

Do Now: Worksheet Read to Learn – Reading Essentials Highlight all important facts. Circle the answers to the 2 questions at the bottom

Notes-
Pre-history – study of man before written history
Paleolithic Age- The first age in which people lived. It began about 2.3 million years ago.
Nomad- a wanderer

Aim: How can we describe the features of civilization?

Do Now: (In your textbook locate and define)
1. What is a the code of Hammurabi ?
2. What are the 12 tables of Rome?
3. How are they similar how are they different?

Notes-
Culture – the way a of life for a group of people
Cultural diffusion: the spread of ideas and technology from one place to another
Ethnocentrism- the belief that one culture is at the center or most important
Cultural bias- prejudice towards one culture

Aim: How do the five themes of geography influence History?

Do Now: 1. Complete organizing your thoughts 5 themes of Geography web.
2. What is the difference between absolute location and relative location?


















Notes-

Review Exam

HW# 4 Create your own amusement park. Due Tuesday Sept 28th

Create your own amusement park. 
You need
1. a name
2. at least 10 rides, 4 concession stands, 3 or 4 souvenir shops, 3 bathrooms, a customer service center, a ticket gate and parking lot.
3. a physical map of the park. a legend and compass rose. 
4. a slogan for your park.
5. park information explaining necessary services, hours and ticket prices.

HW #5 Food Item Presentation Due Friday 10/1/10

To keep this course ‘hands on’ you are required, to bring in a food item, picture or drawing for discussion. This should be something of distinct ethnic origin from a particular world region outside of the United States. Depending on the chosen item, you could bring enough for everyone to have a small sample. You need to explain this item to the class: where it comes from (region, environment, relative location), what it is, how it is used, how it is made (if it is a processed food), and so on.

Aim: Who makes our economic decisions?

Aim: Who makes our economic decisions?

Do Now: Explain how some tasks are best performed when people work together

Task 1: What is economics?

3 Basic Questions of Economics:
1. What goods & services should be produced?
2. How should we produce them?
3. For whom should we produce them?

Task 2: Using the worksheet & the 3 Basic Questions, define each of the following economies:
Traditional Economy, Market Economy, Command Economy, and Mixed Economy

Traditional Economy - people produce based on what they need to survive
Market Economy - Decides what to produce based on what people would buy
Command Economy - Government tells what to produce, cost and own the factories
Mixed Economy - individual makes some decisions, and government makes some decisions

Task 3: In pairs, evaulate each economy on its pros and cons

Aim: Culture

HW # 3 Due Wednesday 22nd

What economic system would be easier for you to live under capitalism or communism? Please explain your answer giving examples in a few sentences.

Aim: What are different forms of government?

Notes-
Democracy- people have the right to vote for the leader
Monarchy – king or queen is the ruler
Dictatorship-Absolute ruler
Oligarchy –Government in which a few people rule
Communist – classless equal society where the people own the means of production
Socialism- state or collective ownership of industry and the government takes care of the people welfare and social security.
Totalitarian/Absolute- total rule and control over people and media

Aim: How do we study the past?

Do Now:
Read the article and answer the questions

1. What is the purpose of the garbage project?
2. If someone from the garbage project were to look into your garbage what      would they find?
3. How would the garbage help them to understand how you live in 2010?

HW # 2 Due Monday 20th

Watch a news program.
1. List the name, time, and channel of the program.
2. Choose one story briefly explain the story.
3. Does the program use Primary or Secondary sources?
4. What theories presented?
5. Is this program biased?
6. Who are they looking to have watch the program?