Ancient Mesopotamia
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Stripes Team
L. Nabulsi
All information in this PowerPoint came from
Banks, J. World Adventures in Time and
Place. New York: McGraw-Hill, 2001.
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Timeline
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4000 BC – Mesopotamia
3000 BC - Ur
2300 BC – Kish
1800 BC – Babylon
1250 BC - Canaan
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Vocabulary
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Plateau
Drought
Fertile Crescent
Tigris River
Euphrates River
Mesopotamia
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Geography of the Fertile
Crescent
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This is a direct quote so it needs quotation marks around it. The period goes outside the
Parentheses which give the documentation information.
If you used this quote in a paper, however, you would indent it because
of its length, over 25 words.
Read Aloud
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• “For six days and seven nights the wind
blew, flood and tempest [storm]
overwhelmed the land; when the seventh
day arrived the tempest [and] flood…blew
themselves out. The sea became calm, the
…wind grew quieter, the flood held
back….Silence reigned, for all mankind
returned to clay” (Banks 104).
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NOTE: clay” (Bank 104).
The Big Picture
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• The Fertile Crescent was located
northeast of Egypt and was developing at
the same time as Egypt.
• It is called a crescent because it is shaped
“like a quarter moon” (Banks, 104).
• Modern countries that are located in the
Fertile Crescent are Lebanon, Israel,
Syria and Iraq.
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The land of two rivers
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• The Tigris River and the Euphrates River
made the rocky, desert a fertile valley.
• These rivers compare to the Nile in the way
they affected the lives of the people near the
river both positively and negatively (Banks,
104).
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Between Two Rivers
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pp. 105-107
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Between two rivers
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• The area between the two rivers was called
Mesopotamia, which is its meaning in
Greek.
• Present day Iraq.
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From Mountains to the Sea
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• Mountains – Taurus Mountains – the source of the
two rivers in present-day Turkey
• Flow from mountains through canyons to valleys
below
• Extend to a plateau in “present-day Iraq”
(Banks 105).
• Plateau –
• Southern Iraq – land is lower where rivers
eventually empty into the Persian Gulf
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Flood
• Mesopotamians “depended on river deposits of
silt” (Banks 105).
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• Farmers challenged
– Flooding not regular
– Often at harvest time
– Cost crops and lives
– Farms needed protection
– Crops needed watering
– South Mesopotamia experienced droughts
– Northern Mesopotamia had sufficient water but
not large areas of
fertile soil
- Less silt in the North than in the South
- South known for fertile fields
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Maps that might help
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Assignment
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Take a piece of paper. Divide it in half horizontally.
On the back of the paper, put your name, Social Studies,
Fertile Crescent, date
On the front which has a line halfway down the page
horizontally, draw the map of the Nile on page 71 in the
upper half of the page. Give an arrow to indicate the flow
of the river. Determine from a world map the longitude and
latitude. Mark these degrees on the map. Color the map
and code the colors. On the lower half of that same page,
draw a map of the Fertile Crescent as seen on p. 105.
Indicate the longitude and latitude. Color code the map.
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In Class Assignment: Can you compare
the impact of the Nile River with the
Tigris
and
Euphrates?
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• I. Compare/contrast geography and effect of two rive cultures, the Nile River Valley and
the Fertile Crescent
– A. River
Outline Information from VENN diagram
• 1. Nile
• 2. Tigris and Euphrates
– B. Source
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Nile Source
– mountains
in Africa
• 2. Fertile Crescent source – Taurus Mountains
– C. Flow
• 1. Nile – south to north
• 2. T and E – north to south
D. Empties
1. Nile – Mediterranean Sea
2. T and E – Persian Gulf
– E. Carries silt
– F. Effect on people
• 1. Nile – predictable so they could plan where to live and when to harvest
• 2. Fertile Crescent – unpredictable causing loss of life
– g. Effect on land
• 1. Nile – fertile land along the river which allowed for the development of land the
length of the river
• 2. Fertile Crescent
– a. North as water but not much silt or land area
– b. South had land area and silt but no water
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From River to Field
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PROBLEMS:
Fall – Planting season in south; no water
Spring – Harvest time, but floods came.
SOLUTIONS
Built “water-control and irrigation systems”
(Banks 106).
• See page 106 and
http://www.mesopotamia.co.uk/geography/challen
ge/cha_set.html
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Farming in Ancient Mesopotamia
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• Crops grown in Mesopotamia
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Barley
Wheat
Beans
Onions
Lettuce
Cucumbers
Spice plants
Date Palm
Apple
Pomegranate
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Animals
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Sheep
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Goats
Cattle
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Milk
Wool
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Work animal
Milk
Leather
Meat
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Wild animals
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Jackals
Lions
Why it matters
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• Uninviting area of the world developed into
one of the “earliest civilizations developed”
(Banks 107).
• Geography – the Tigris and Euphrates
Rivers made the civilization
• Farmers solving problems –
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– managing the geography- made it work
– Over producing lead to growth.
Assignment- Cause/Effect
Problem/solution
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• Journal Topic: You are a farmer in the North visiting in
the South during the flooding season. Make a speech to the
leaders of the south showing how the ability of man to
handle the problems of the geography will result in
prosperity for the farmers. Outline by listing each problem
and then give the solution. Write
• Greet your audience and tell the purpose of your speech.
• Give the problems
• Give the solution
• End with a call for action
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Research
• Find information about devastating three floods
along the Mississippi River.
• What
season
the1011
year did they happen?
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• What was destroyed?
• What are other effects?
• What was learned from these floods?
• What adjustments were made?
• Did this culture handle the situation as well as the
Egyptian and Mesopotamians did?
• Place this information on a chart.
• Write a five paragraph paper. Use MLA template.
Document and have a works cited page.
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Location
When
Effects
Learned
Adjustments
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Flood 1
Flood 2
Flood 3
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Outline for paper
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Introduction
– Give historical background about Egypt and Mesopotamia
– Floods still exist
– Thesis: Modern man does/not learn and conquer nature the way ancient man did.
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Development
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– Flood One – Topic sentence what/where and if anything learned simply stated
• Where
• When
• Effects
• Learned
• Adjustments
• Evaluate
– Flood Two - Topic sentence what/where and if anything learned simply stated
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• When
• Effects
• Learned
• Adjustments
• Evaluate
Flood Three - Topic sentence what/where and if anything learned simply stated
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Where
Where
• When
• Effects
• Learned
• Adjustments
• Evaluate
Conclusion – Who learned the most from nature and prospered
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Grade for this unit
• 1. Answer the questions on page 107. Answer in
complete sentences. (10 points- in class)
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Draw
the0001
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of the
Nile and Fertile Crescent
as indicated. (25 points – in class)
• 3. Make a Venn diagram comparing/contrasting
the Egypt and Mesopotamia. (10 points – in class)
• 4. Write a journal entry (part of notebook grade)
• 5. Make a chart for the research. ( 25 points – in class)
• 6. Write the paper from the chart: MLA, Outline,
five paragraph paper with documentation, work
cited page. (100 points – in class)
• 7. Ticket Outs – (10 points each)
• 8. Test – (100 points)
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Timeline
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• January 25 – Read pp. 104-107l do study questions on p.
107
• January 29 – Go over PP in class, TO 1, Venn Diagram.
• February 2 – TO 2, Write journal (outline, write rough
draft, peer evaluation, correct errors)
• February 6 – TO 3 -Do research on floods, make charts
• February 8 – TO 4 -Write outline for paper; fill in and
document as you go (last para. #) or “Word in title” para.
#).
• February 12 – TO 5 – Test ; Read pp. 108- 115 and do
questions p. 115.
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