ANCIENT
CIVILIZATIONS
CHAPTER 2
The Fertile Crescent
Chapter 2, Section 1
Land Between Two Rivers
Day 1
Chapter 1 Objectives:
Students will:
•Found out how geography made the
rise of civilization in the Fertile
Crescent possible.
•Learn about Sumer‘s first cities.
•Learn about the two most important
empires in Mesopotamia.
Essential Question:
• What were the beginnings of
human society?
• How has geography shaped the
patterns of history?
Geography Standard 1-4
History Standard 4
Warm Up:
Read Map Master page 33
Complete the questions under Identify and Apply Information
Agenda:
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Warm Up
Read pgs. 34-39
Watch Petra: Secrets of the Read City – Discovery School
Read Farming in Mesopotamia page 40 & 41
Homework:
Finish farming booklet
Farming in Mesopotamia
You’re going to create a Mesopotamian Farming
manual
 You will have a total of 6 steps, describe the
steps in order and next to each description draw
a picture that represents the step.
Steps to Farming in Mesopotamia
1.
Local officials decided when to open flood
gates
2.
Animals grazed in soil to trample ground and
eat weeds
Steps to farming in Mesopotamia
1.
2.
3.
4.
5.
6.
Local officials decide when to let water flow
onto crops
Farmers let animals graze in soil to trample
and eat weeds.
Farmers break up the soil using hand tools
Spread seeds and plow
Plant seeds
Harvest the plants
Chapter 2, Section 1
Land Between Two Rivers
Day 2
Chapter 1 Objectives:
Students will:
•Found out how geography made the
rise of civilization in the Fertile
Crescent possible.
•Learn about Sumer‘s first cities.
•Learn about the two most important
empires in Mesopotamia.
Essential Question:
• What were the beginnings of
human society?
• How has geography shaped the
patterns of history?
Geography Standard 1-4
History Standard 4
Warm Up:
Please get out your farming booklet and one sheet of paper,
clear your desk of everything else! 
Agenda:
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
Warm Up
Mesopotamia: The Development of Written Language
(united Streaming)
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Questions
Mesopotamia: From Nomads to Farmers
Questions
(united Streaming)
Vocabulary
Mesopotamia: The Development of Written Language
city-state
Definition: A self-governing state consisting of a city and
surrounding territory
Context: Nippur was the most important city-state in Sumer.
cuneiform
Definition: The system of writing used by the ancient Sumerians
Context: Cuneiform writing looks more like symbols than pictures.
demon
Definition: An evil spirit
Context: According to Sumerian legend, Gilgamesh killed the
demon Huwawa with the help of the sun god.
Vocabulary
Mesopotamia: The Development of Written Language
epic
Definition: A long poem telling the deeds of a hero and often centering on the ideals of a
nation or culture
Context: The Epic of Gilgamesh teaches us to enjoy the time we have on Earth.
immortality
Definition: The quality or state of having an endless life
Context: Gilgamesh was unable to achieve immortality, but he was able to leave behind a
legacy through the work he had done during his lifetime.
Mesopotamia
Definition: An ancient land located where we find the modern country of Iraq
Context: Mesopotamia means, “land between the rivers” and got its name because it was
located between the Tigris and Euphrates rivers.
Nippur
Definition: A major city-state in the ancient Sumerian region of Mesopotamia
Context: Nippur was a busy trading center in Sumer and its most important religious city.
Vocabulary
Mesopotamia: The Development of Written Language
scribe
Definition: A person paid to write, especially in ancient times
Context: Mesopotamian scribes worked closely with the priests and kings.
stylus
Definition: A hard, pointed writing tool cut from a reed
Context: Sumerian scribe wrote with styluses they made from reeds.
Sumerians
Definition: Residents of Sumer, a region of the ancient land of Mesopotamia
Context: The Sumerians developed many inventions, such as the wheel and the plow.
tablet
Definition: A flat slab – often of clay or stone – suitable for an inscription
Context: The Sumerians etched symbols into wet clay tablets to create a permanent
document of their activities.
Questions
Mesopotamia: The Development of Written Language
1.
What was the importance of scribes in
Mesopotamia?
2.
Why did the scribes have greater access to the
priests and kings than other people in the citystates?
3.
How long did it take to train a scribe?
4.
What is the name of the training school where
scribes learn how to write?
Vocabulary
Mesopotamia: From Nomads to Farmers
ancestors
Definition: People in one’s family, from whom one is descended
Context: Your ancestors include your grandparents, great grandparents, and
great-great grandparents.
.
cuneiform
Definition: The system of writing used by the ancient Sumerians
Context: Cuneiform writing consists of characters with wedge-shaped parts.
domestication
Definition: The taming of wild animals to use for farming or to be kept as
pets
Context: The domestication of sheep and goats helped the Mesopotamians
become farmers.
Euphrates River
Definition: One of the rivers that borders what was the land of Mesopotamia.
Context: The Euphrates River bordered Mesopotamia to the west.
Vocabulary
Mesopotamia: From Nomads to Farmers
. journal
Definition: A record of personal experiences and thoughts kept on a regular
basis
Context: Writing a journal can help you understand yourself.
levee
Definition: Earthen dams constructed to hold back floodwaters
Context: A levee system helped the Mesopotamians farm their most fertile
land.
Mesopotamia
Definition: An ancient land located where we find the modern country of Iraq
Context: Mesopotamia means, “land between the rivers” and got its name
because it was located between the Tigris and Euphrates rivers.
Vocabulary
Mesopotamia: From Nomads to Farmers
. Nippur
Definition: A major city-state in the ancient Sumerian region of Mesopotamia
Context: Nippur was a busy trading center in Sumer and its most important
religious city.
scribe
Definition: A person paid to write, especially in ancient times
Context: The job of a scribe was considered important in Sumer.
stylus
Definition: A hard, pointed writing tool cut from a reed
Context: Sumerians pressed the point of a stylus into wet clay in order to
write.
Vocabulary
Mesopotamia: From Nomads to Farmers
.
Sumerians
Definition: Residents of Sumer, a region of the ancient land of Mesopotamia
Context: Sumerians developed a culture whose members farmed and traded
instead of hunting and gathering to make a living.
Tigris River
Definition: One of the rivers that borders what was the land of Mesopotamia
Context: The Tigris River bordered Mesopotamia to the east.
Questions
Mesopotamia: From Nomads to Farmers
1.
2.
3.
4.
5.
6.
Why did the ancient Sumerians look for new ways
to produce their food?
How did growing crops and domesticating animals
like sheep and goats allow the Sumerians to build
cities and live in one place all year long?
What does the word “Mesopotamia” mean?
Between which rivers did Mesopotamia lie?
Why did the soil of the Mesopotamian region of
Sumer grow such good crops?
What problem at first made farming difficult there
and how did the Sumerians solve it?
Questions
Mesopotamia: From Nomads to Farmers
7.
8.
9.
10.
11.
12.
13.
14.
In what other way did the Sumerians control the rivers?
What important farming tool did the Sumerians invent?
What else did the Mesopotamians invent?
What do we call their system of writing?
What tools did the Mesopotamians use for writing?
What did the Sumerians put into writing before any other
society?
What was the name of the temple where Sumerians
believed their gods lived?
Of what material were the houses in Sumerian cities made?
Chapter 2 Section 2
Babylonia and Assyria
Chapter 1 Objectives:
Students will:
•Found out how geography made the
rise of civilization in the Fertile
Crescent possible.
•Learn about Sumer‘s first cities.
•Learn about the two most important
empires in Mesopotamia.
Essential Question:
• What were the beginnings of
human society?
• How has geography shaped the
patterns of history?
Geography Standard 1-4
History Standard 4
Warm Up:
Use page 42 to help you define the following words – Empire,
Caravan, Bazaar
Agenda:
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Warm Up
Read pgs. 42-44
Have the students create a Venn Diagram like the one found on page 42.
List appropriate details in the “Babylonia” circle.
Read pgs. 45-46
List appropriate details in the “Assyrians” circle.
Answer #1 & #2 in class on page 44
Homework:
Write the key terms from pg 42 in complete sentences
Babylonia v. Assyria Venn
Diagram
Mesopotamia Empires
Babylonia
Assyria
Babylonia v. Assyria Venn
Babylonia
Assyria
Babylonia v. Assyria Venn
Babylonia
Assyria
1. Wanted to get
rich
2. Warriors
3. Learning was
important
4. Grand cities
Babylonia v. Assyria Venn
Babylonia
1. Roads
Assyria
2. Caravans
1. Wanted to get
rich
3. Markets
2. Warriors
4. Hammurabi
3. Learning was
important
5. Rich from Trade
6. Geometry
4. Grand cities
Babylonia v. Assyria Venn
Babylonia
1. Roads
Assyria
1. Skilled Warriors
2. Caravans
1. Wanted to get
rich
3. Markets
2. Warriors
4. Hammurabi
3. Learning was
important
4. Chariots
4. Grand cities
5. Expert archers
5. Rich from Trade
6. Geometry
2. Battering ram
3. Ninevah
6. Libraries
Chapter 2 Section 3
The Legacy of Mesopotamia
Chapter 1 Objectives:
Students will:
•Found out how geography made the
rise of civilization in the Fertile
Crescent possible.
•Learn about Sumer‘s first cities.
•Learn about the two most important
empires in Mesopotamia.
Geography Standard 1-4
History Standard 4
Essential Question:
• What were the beginnings of
human society?
• How has geography shaped the
patterns of history?
Warm Up:
In this section you will learn of the advances made by the Mesopotamians,
including the art of writing.
How would your lives would different without writing?
Agenda:
Warm Up

Read pgs. 47-51
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Writing Activity

Hammurabi’s laws activity
Homework:
Guided Reading Handout

Law 1
In your own words:
If you kidnap someone then you will be put to
death.
Law 1
In your own words:
If you kidnap someone then you will be put to
death.
How is the law similar:
You will still be punished if you kidnap
someone
Law 1
In your own words:
If you kidnap someone then you will be put to
death.
How is the law similar:
You will still be punished if you kidnap
someone
How is the law different:
Today you will not be put to death for
kidnapping someone
Writing Activity
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
Read the quote on page 50
What do you think will happen to the gardeners
according to Hammurabi’s Code, even after they
pay for the dates?
What do you think should happen to the
gardeners? Write a law for what should happen to
the gardeners (the ones who stole)
What do you think should happen to the person
who knew about the stealing (write a law)
Writing Activity
I.
II.
III.
IV.
V.
What will happen to the gardeners according to
Hammurabi, even after they pay for the dates?
What do YOU think should happen to the
gardeners?
You write a law for what the gardeners have done.
What do YOU think should happen to the person
who knew about the stealing?
You write a law for what should happen to the
person who knew about the dates being stolen.
Chapter 2 Section 4
Mediterranean Civilizations
Chapter 1 Objectives:
Students will:
•Found out how geography made the
rise of civilization in the Fertile
Crescent possible.
•Learn about Sumer‘s first cities.
•Learn about the two most important
empires in Mesopotamia.
Geography Standard 1-4
History Standard 4
Essential Question:
• What were the beginnings of
human society?
• How has geography shaped the
patterns of history?
Warm Up:
What happens to a story as it is retold over a long period of time?
What important development changed the way stories were told?
Agenda:
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Warm Up
Read pgs. 52-57
Map Master questions pg. 53 & 55
Phoenician video (united streaming 2 min)
Ancient Middle east (u.s. 5 min)
Decode the Phoenician activity
Homework:
Chapter 2 Section 5
Judaism
Chapter 1 Objectives:
Students will:
•Found out how geography made the
rise of civilization in the Fertile
Crescent possible.
•Learn about Sumer‘s first cities.
•Learn about the two most important
empires in Mesopotamia.
Geography Standard 1-4
History Standard 4
Essential Question:
• What were the beginnings of
human society?
• How has geography shaped the
patterns of history?
Warm Up:
What is Monotheism (hint: see pg.55)
Agenda:
 Warm up
 Read 60-64
 Notes for Chapter 2
 Writing Activity page 64
Homework:
Complete writing activity on page 64
Chapter 2 Notes
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Summary
Stretching from the coast of the Mediterranean
Sea in present day Israel to the Persian Gulf, the
Fertile Crescent was the birthplace of many
early civilizations.
The Tigris and Euphrates Rivers provided ideal
conditions for human settlement, with the first
civilizations rising in Mesopotamia, or the land
between the rivers.
Chapter 2 Notes
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Section 1: Land Between Two Rivers
Mesopotamia lay between the Tigris and
Euphrates rivers. These two rivers and the rich,
fertile soil drew people to the region.
The early people of Mesopotamia became
farmers and then builders of cities. The most
successful and advanced cities were the citystates of Sumer.
Chapter 2 Notes
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Section 2: Babylonia and Assyria
After the fall of Sumer, the biggest and most
important civilizations were the empires of
Babylonia and Assyria.
These civilizations built grand cities where
culture and learning were highly valued.
Chapter 2 Notes
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Section 3: The Legacy of Mesopotamia
The Mesopotamians were probably the first to
develop two of the key components of almost
all civilizations—a system of writing and a set
of written laws.
Chapter 2 Notes
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Section 4: Mediterranean Civilizations
Phoenicia developed into a great sea power with trade
routes throughout the Mediterranean region.
These trade routes brought great wealth and knowledge
to the Phoenicians.
The Phoenicians developed a system of writing with an
alphabet of 22 letters. This alphabet formed the basis
of the alphabets that many nations use today.
Chapter 2 Notes
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Section 5: Judaism
To the Israelites, history and religion were
closely joined and were recorded in the Torah.
The Israelites' beliefs developed into the religion
we know today as Judaism. Judaism, still one of
the world's major religions, had an important
early influence on two later religions, Christianity
and Islam.
Chapter 2 Review
(3 days) The Fertile Crescent
Chapter 1 Objectives:
Students will:
•Found out how geography made the
rise of civilization in the Fertile
Crescent possible.
•Learn about Sumer‘s first cities.
•Learn about the two most important
empires in Mesopotamia.
Essential Question:
• What were the beginnings of
human society?
• How has geography shaped the
patterns of history?
Geography Standard 1-4
History Standard 4
Warm Up:
Get out your book, study guide, and your notes
for this chapter! 
Agenda:


Warm Up
Study Guide
Mrs. Miller’s
Class
RULES!!!