Pr01b_Why is Egypt the “Gift of the Nile”? (Text Narration)

To view the presentation that is associated with this text narration, click here.

Cover Slide #1: Pyramids of Giza before a setting Sun.
Slide #2: Satellite image of where we are focusing our attention in this presentation- Egypt.
Slide #3: Satellite image of the Red Sea basin. Highest population densities exist along the banks of the Nile River. The river’s mouth (where it spills into a larger body of water- Mediterranean Sea) is in the North. The river’s source (where the waters begin to accumulate and flow- Ethiopia) is in the South. All rivers flow from their source to their mouth. Take a moment to notice the Nile’s Delta (a triangular shaped area near a river’s mouth).
Slide #4: In this satellite image of modern Egypt at night, it becomes quite clear that now, as before, Egypt is The Gift of the Nile. Most of the population is concentrated on the river’s banks and in the delta.
Slide #5: In this image, the delta is ‘greenish’. While the color of the image could have been altered by the camera, it should still convey to you that this area has always been and continues to be the most fertile portion of Lower Egypt.
Slide #6: Close-up of the Nile delta. If you look closely, you’ll see the thin lines that are tributaries from the main Nile water flow. Population densities in this area have always been very high. Today, the area suffers from overpopulation and ‘exhaustion’ of the soil.
Slide #7: A map showing most of the Nile’s length. The Northern portion of the Nile within modern day Egypt, was referred to as ‘Lower Egypt’. The portion of the Nile in the Southern section of modern day Egypt was referred to as ‘Upper Egypt’. These two areas were once independent and sometimes antagonistic kingdoms. The term ‘Lower’ and ‘Upper’ are based on the flow of the Nile river. ‘Lower’ refers to the portion near the river’s mouth. ‘Upper’ refers to the portion near the river’s source.

The two kingdoms were united by force. The unifier was a powerful king of Upper Egypt named Narmer (‘Menes’ is another name associated with this king).
Slide #8: A chronology of Ancient Egypt.
Slide #9: The Narmer Palette. A stone with carvings etched in it. The large human figure is believed to be Narmer. As monarch of both kingdoms, after his conquest, he is shown wearing the crown of Upper Egypt on one side of the palette and the crown of Lower Egypt on the other side.
Slide #10: Images of the crowns and accoutrements of Ancient Egypt. Do you see how the crowns of Upper & Lower Egypt had merged to create the crown of the unified kingdom of Egypt? It’s this unified kingdom that we are most familiar with. This is the kingdom of the pharaohs (divine kings) of Ancient Egypt.
Slide #11: Ramses II being crowned as Pharaoh of Upper & Lower Egypt.
Slide #12: The Rosetta Stone. A piece of a larger stone stelae. It contained a royal announcement that was written in three languages: Demotic, Greek, and Hieroglyphics. This piece was found by a soldier of Napoleon’s army and it aided in the decipherement of Hieroglyphics.
Slides #13 through 22: Comparison chart of Egyptian pyramids. Pyramids were tombs for the Pharaoh. It was an important part of the Egyptian religion. It is from this tomb that the pharaoh would rule as Osiris in the afterlife. The tomb was often constructed in a “step-like” fashion, then the sides were smoothed-over with white limestone blocks. The sections of the pyramid that look like steps are called ‘Mastaba’. That word means ‘Bench’ or ‘Step’ in Arabic. A completed pyramid dating to the ‘Old Kingdom’, like those in Giza, would appear smooth on all sides.

Looting (robbery) of the tombs was always a problem plaguing the tomb builders. Hidden passages and rooms within the tomb was an attempt to thwart the looters.

Slides #23: The left image is a stone sarcophagus. A sarcophagus is a container that often holds smaller sarcophagi and coffins. The wealthier the individual, the more elaborate the sarcophagus.
The right image is of Ramses II (Ramses the Great). One of the greatest of all Egyptian pharaohs and the same pharaoh of the Moses stories. Ramses II ruled for several decades and was a prodigious builder. Many of the ruins we envision in our minds of ancient Egypt were probably built by him.
Slides #24: An artist’s drawing of how Ramses II may have looked like.
Slides #25: This female image sporting a feather in her headdress is known as “Maat”. She was an Egyptian deity responsible for weighing the heart of a (deceased) person against the weight of a feather. If the heart proved lighter than the feather, then that person had lived a righteous life. The Ka (soul) would be permitted to continue it’s “earthly life” in the realm of the afterlife. If the heart weighed more than the feather, then the person’s heart bore the weight of misdeeds committed during earthly life. The heart would be cast into the mouth of a beast and the Ka would be eternally in torment.
Slides #26: This is your outline map of Egypt after it’s fully annotated.

FilmQ01b2_Beginnings of Civilization: River Valley Civilizations (Ancient Egypt: The Gift Of The Nile)

Timeline: 4th-2nd Millennium BCE (Neolithic, Bronze Age, Iron Age)
FQ: How did environment and religion permeate ancient Egyptian daily routines?

Main Idea
Much of what remains of ancient Egypt is dripping with religious significance. Is it possible that this society placed so much emphasis on the importance of faith that it dedicated huge quantities of resources and human labor to ensure that traces of its faith was preserved for all eternity? Themes addressed in this lesson (geography, political systems, and culture) will remain important when studying the river valley societies of Mesopotamia, the Indus, and the Huang He.

I: The Nile River
A. Ancient Egypt was referred to by Herodotus as “the gift of the Nile”. How would you describe the Nile’s importance to Egypt based on this reference? Be prepared to offer evidence in support of this description.

B1. News accounts of a flood often instills a sense of sadness because of the loss of life and property damage that may result. Why was the flooding of the Nile river rarely viewed in such a manner?

B2. Didn’t people living along the banks lose their homes?

B3. Unlike the Tigris-Euphrates rivers, the Nile observed a natural ‘routine’ that contributed to Egyptian civilization. Identify this special characteristic. Ponder how it contributed to the greatness of Ancient Egyptian civilization. (1)

C. What do the terms ‘Upper’ and ‘Lower’ Egypt refer to?

II: Kingship (Monarchy) (2)
A. The Narmer Palette is an artifact that helped archaeologists (Egyptologists) reveal ‘secrets’ of the Egyptian view of Kingship. (3)

How did the palette’s images offer an account of the formation of an Egyptian kingdom we’ve come to know?

B. Recent archaeological finds notwithstanding, there is a record of 31 Egyptian dynasties that spanned ~3000 years. Identify the three chronological divisions historians use to categorize these dynasties. (3)

III: Pyramids & the Passage into Eternity
A. All ancient Egyptians are believed to have adhered to a universal concept. The concept explains how all things coexist in a ‘harmonious order’. Identify the term used to represent this concept.

B. How might you explain the divinity of the Pharaoh? How did this monarch acquire that trait?

C. Which concern may have contributed to the use of pyramids as tombs and then their eventual abandonment? (4)

D. Why were tombs filled with valuables and supply of daily necessities if the monarch was dead?

E1. Describe what the Ka is and its role in Egyptian religious beliefs.

E2. What are the requirements to keep the Ka from being ‘lost’.

E3. Why would the need for mummification be a logical ‘parallel belief’ in an Egyptian faith that holds the concept of ‘Ka’ and ‘Maat’ as important? (5)

E4. By the 16th C. Egyptian mummies became targets of looters. How did looters reap wealth by desecrating these corpses? (6)

F. How did a stone pyramid evolve from a single mud-brick Mastaba? (7)

G. Why were the tombs in the Valley of the Kings as appropriate as tombs placed in pyramids?
——————————————————————————————————–

Vocabulary
1. Ponder: To think about and consider the importance of a thing or idea.
2. Kingship: That which makes one a king. Qualities or roles that is befitting a monarch.
3. Within the decade of the 1990s, archaeological finds in Egypt indicate that there may have been a king (Pharaoh) of a unified Egypt that predates Narmer.
4. By familiarizing yourself with the ancient Egyptian creation myth (Ex.: Atum), you’ll be introduced to the significance of the ‘pyramidal shape’ as a divine symbol.
5. The myth of Osirus is an example of how myths answer questions concerning matters lost to time.
6. Looter: In this context, anyone who enters a tomb (‘breaking in’) for the purpose of stealing items of material or spiritual value.
7. Mastaba: Arabic for ‘Step’ or ‘Bench’.

Resources
● Handouts: Stars Said to Tell Age of Pyramids and assorted myths.
● PBS Video: PYRAMID, hosted by David Macaulay. ©1988. A Unicorn Projects, Inc. Production. [~30 min. for edited version]

P01_HGS-Early Civiliztions

Fall HGS Research Project

Introduction and Phase I (Mindmap of Early Civilizations)

I. The purpose of this research project is to…
– Practice academic research skills.
– Continue familiarization with research data manipulation.
– Sharpen skills with computer applications in the gathering, analysis, and presentation of findings (data).
– Familiarize with and exploit the organizational features of mind mapping using Mindmeister.

The term’s research requirement is to be tackled in school (in-class on Fridays that are not prescheduled for exams) and out of school (home, museum, library, etc.). The project will be divided into phases that have deadlines. Each phase will focus on a component (a distinct product) of our term topics. As each phase is completed, you’ll receive a grade, from Mr.V, for that product.

II. Construction of a Mindmap of Early Civilizations
Students will construct a mind map using their Mindmeister accounts. The mind map will serve dual roles as a:
A. Research primer.
B. Study tool for exams later in the term.

1. This is a group activity.
2. Each group member must be assigned a task to complete and be accountable for.
3. The mind map being constructed must fully exploit all the application features available and accessible to the student on mindmeister.
4. The mind map must reflect the concepts, imagery, overlapping relationships, and factual content that support and enrich the knowledge of the central idea.
5. It’s expected that the mind map will contain: text, images, relevant iconography, and Internet links. All sources must be cited.
6. Completion
– A student within each group will be the ‘Owner’ of the map. That student will share the mind map with Mr.V using Mr.V’s DOE email address (avalent5[AT]schools.nyc.gov). The map ‘Owner’ will also share the map with each member in the group.
– Every group member, and Mr.V, must have “Can Edit” access to the mind map.
– The mind map must be labeled in the following fashion: Pd#_Early Civilizations-Grp# (Ex.: 08_Early Civilizations-02).
– Remember, the label of the mind map has to be inserted in two places within Mindmeister’s interface. One place is the central node. The other place is in the mind map’s profile.

Resource
Modern Language Association (MLA) citation resources
– Purdue’s Online Writing Lab (https://owl.english.purdue.edu/owl/resource/747/01/ ())
– EasyBib Citation Generator (http://www.easybib.com)

Pr00_How to upload images to Mindmeister Free Accounts (Visual Guide)
MM00_History Sources and Research Primer

A01d_Ch.04: Beginnings of Civilizations- First Age of Empires

A01d_Ch04: Beginnings of Civilization- First Age of Empires 1570 – 200 BCE

Purpose
Along with class lessons and activities, this assignment will help us address this essential question: How did the first large empires in Africa and Asia develop between 1570 B.C.E. and 200 B.C.E.?

The topics discussed in this unit will wind and weave through the following historical themes:

CULTURAL INTERACTION
For a long period, Egypt ruled Kush and the two cultures interacted. When the Kush Empire conquered Egypt, therefore, the Kushites adopted many Egyptian cultural values and ideas.

RELIGION AND ETHICAL SYSTEMS
After the warring states period, Chinese philosophers developed different ethical systems to restore China’s social order.

Given
-Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task
Refer to the instructions for A01, they apply here as well.

Task
Section 01: The Egyptian and Nubian Empires Read pages 89 – 94. On page 94…

– Hyksos
– Hatshepsut
– Thutmose III
– Nubia
– Ramses II
– Kush
– Meroë

Section 02: The Assyrian Empire Read pages 95 – 98. On page 98…

– Assyria
– Nineveh
– Ashurbanipal
– Medes
– Chaldeans
– Nebuchadnezzar

Section 03: The Persian Empire Read pages 99 – 103. On page 103…

– Cyrus
– Darius
– Xerxes
– Satrap
– Royal Road
– Zoroaster

Section 04: The Unification of China Read pages 104 – 109. On page 109…

– Confucius
– Filial Piety
– Daoism
– Legalism
– I Ching
– Yin and Yang
– Qin Dynasty
– Shi Huangdi

AN01b_Ch.02: Beginnings of Civilizations- Early River Valley Civilizations

AN01b_Ch02: Beginnings of Civilizations- Early River Valley Civilizations (Cradles of Civilization)

Timeline: 4th – 3rd Millennium BCE (Neolithic => Bronze Ages)
FQ: What’s so special about the “Cradles of Civilization”?

Main Idea
All civilized societies share common traits. Historical context contributes to the development of societal traits. If the context within which a society develops is similar to that of another society, then there is a high probability that both will share several common traits. Beginning with the early river valley civilizations, we can easily identify the common traits of those and succeeding civilizations.

I. Vocabulary (Refer to Crossword Puzzle: Pu01b)

II. Cradles of Civilization
The development of settled communities near rivers by early Man was the beginning of a process culminating in the great river valley civilizations. Early Man quickly realized that rivers could provide the essential elements for survival, but also improve the chance of prosperity. During the Neolithic Age, these settled communities grew in population, acreage, and complexity with the ‘nurturing’ qualities of the rivers.

A. Mesopotamia = Sumer (Case Study)
B. Nile = Ancient Egypt (Case Study)

The Fertile Crescent is a crescent-shaped region containing the comparatively moist and fertile land of otherwise arid and semi-arid S-W Asia, the Nile Valley and Nile Delta.

Map_Fertile Crescent (Wikimedia)

C. Indus = Harappa, Mohenjo-Daro
D. Huang He = Han

III. Attributes of a Civilized Society

A. Presence of a Government: Organize the people of a society to ensure its survival.
B. Urban Population (Presence of Cities): High population density
C. Communication: Roads, Trade Routes, Oral & Literary Data Recording (Language)
D. Commerce: Markets, Resources, Mediums Of Exchange
E. Hierarchy: Specialization and diversification of jobs and/ or social roles.

IV. Challenges
A society may show over time it’s ability/ inability to adapt to changes. These changes may come to pass in a variety of ways. Among these we would include…

A. Societal Cohesion The hierarchical structure is unable to maintain the relationships between the classes (groups) in the society.
B. Invasion: An outside group forcefully engulfs the society and replaces institutions with it’s own, alien, institutions.
C. Environmental/ Geography/ Topography: A natural force overwhelms the society’s ability to withstand the destruction (Hurricanes, Floods, Earthquakes, etc.).

1. Unique topography: The physical characteristics of a territory can influence the development of a civilization.
2. Limitations of River Systems: The vital nature of water goes a long way in explaining why river valleys are the first to nurture civilizations. Traits of the river will influence the development of the civilization.
3. Extremes of Climate/ Weather: Anyone living in California or Florida knows that along with pleasant weather/ climatic conditions comes occasional extremes of the same. Such extremes could mean total destruction if the civilization does not adequately prepare (See Minoan civilization of Crete).

Resources
– World History: Patterns of Interaction textbook
– Pu01b_River Valley Civilizations

Pu01b_River Valley Civilizations

Pu01b_River Valley Civilizations

East – West

3. The process for preserving human corpses developed by ancient Egyptians.
7. A person trained from an early age to serve as a ‘recorder’ of information for the rulers in Ancient Egyptian and Mesopotamian society. They would be amongst the very few who can read/ write (literate).
9. The political organization that the ancient Egyptian civilization developed into.
10. A massive Mesopotamian structure that marked the center of city-states and was the focal point of civic rituals.
13. The location of ancient Egypt’s great complex of monumental structures.
14. The mythical identity of the ancient Egyptian monarch after he dies and is entombed.
15. In Mesopotamian city-states, this top political figure was divinely chosen. Thus, he was not considered a god.
20. This is the topographic description of the land that dominates Mesopotamia. It was a major disadvantage since it didn’t defend against invasion and exacerbated floods. It aided farming.
22. The boy-king whose tomb opened the eyes of the world to the wonders of ancient Egyptian civilization.
25. The mythical identity of the ancient Egyptian monarch while serving as monarch.
26. A group of agricultural villages.
28. Arabic word for ‘step’ or ‘bench’.
29. A period of transition. Often marked by social unrest, war, famine, pestilence, etc.
30. Greek for ‘Land between two rivers.’

North – South

1. The terrain surrounding the Nile and Tigris-Euphrates river valleys was dominated by this. It did provide some defense against invasion.
2. Ancient Egypt’s written (phonetic) language.
4. These were unpredictable and a major disadvantage of Mesopotamian life.
5. This geographic feature contributed to ancient Egypt’s culture as well as its ability to flourish as a civilization. (2 words)
6. A crescent-shaped region containing the comparatively moist and fertile land of otherwise arid and semi-arid S-W Asia, the Nile Valley and Nile Delta. 2 words
8. The political nature adopted by the cities of Mesopotamia. 2 words
9. Roughly translates as ‘soul’ or ‘double’ in the ancient Egyptian language.
11. The river system upon which the great cities of Mesopotamia depended for it’s existence. 2 words
12. Egyptian Pharaoh often referred to as “The Great”. Ruled for 67 years and is believed, by some to be the monarch who confronted a Hebrew prophet in a biblical story. (Two words)
16. This period marks the third and final segment of Egyptian history. (2 words)
17. Period in Egyptian history that witnessed the construction of the Giza pyramids. (2 words)
18. Ancient Egypt’s monumental structures.
19. This social group resided at the bottom of the Egyptian hierarchy.
20. Generally accepted title for the king of ancient Egypt.
21. An area at the southern portion of Mesopotamia, where the Tigris-Euphrates empties into the Persian Gulf (Mouth of the Tigris-Euphrates)
23. Egypt’s monumental structures were built for this purpose.
24. One of the most basic of technological innovations. Transportation then and now can hardly be imagined without this object.
27. The ancient Egyptian goddess responsible for overseeing universal balance. The Egyptian monarch is responsible for maintaining this balance via good leadership and conduct.

AN01a3b_Ch01: Civilization and the Development of Writing- The Historic Period.

AN01a3b_Ch01: Civilization and the Development of Writing- The Historic Period.

Timeline: ~10000 BP – 2200 BP (Neolithic Age to Iron Age)
FS: How does writing reflect the needs and diversity of Humanity?

Main Idea
The Neolithic Age witnessed a transformation of Human communal living. Small, wandering bands began to take advantage of the knowledge and climate that encouraged a sedentary life over a nomadic one. As more and more decided to cast their fortunes into a common cause for survival, their agricultural output made village life possible. As the fledgling village communities grew, the resulting complexity of living together presented challenges. Among these was the need to record information for posterity as well for the use of others that were somewhere else.

I. Vocabulary (Refer to Crossword Puzzle)

II. Attributes of a Civilized Society
These sectors are generally identified as:
A. Presence of a Government (Institutions, Bureaucracies, etc.)
A system has to be devised to efficiently organize the community to successfully meet challenges to the common good.

Categories would include, among others, … (1)
1. Monarchy
2. Oligarchy
3. Autocracy
4. Republic

Table 1: Communal Projects

B. Urbanization

The growth of the community (soon to be a ‘society’) is expected to accelerate as learners to meet and overcome challenges. The growth will come from increasing births and migration. Once the community exceeds the norms of a village, it enters into the category of Town/ City.
1. Presence of Cities/ Towns
2. Increasing Population Density (Rising # of people per unit of land)

C. Presence of Communication System

What constitutes a ‘communication system’ can be quite diverse. It would be safe to say that any civilization would offer examples that reflect the diversity.

Examples would include…
1. Road Network (Travel, Transport)
2. Oral Data Transmission (Oral Tradition)
3. Literary Data Recording (Literary Tradition)
4. River Network (Travel, Transport)

D. Commercial Activity

Commercial activity is one of those actions that Humans must have participated in from the very beginning. In it’s simplest form, commercial activity permits Humans to acquire the things they need, from others, that they could not acquire on their own.

1. Presence of Markets
2. Gathering Resources
3. Create/ develop a Medium Of Exchange
4. Build and Maintain Ports (transport, distribution)

E. Social Striation (hierarchies based on specialization)

In Plato’s Republic, the philosopher describes the various developmental stages a community of people pass through before a polis is reached. One of those stages is when a community of people forms to meet common challenges.

1. Evidence of Social Striation
2. Specialization of community roles.
3. Diversification of jobs
4. Hierarchies: Classes, Castes, Groups, etc.

III. Writing and Civilized Society

Increasing complexity makes the success of any developing community problematical. ‘Writing’ expanded the depth and breadth of the planning that’s necessary for civilization-building.

Every segment of a fully developed civilization has writing as a essential data collection and transmission tool. We would find it strange indeed if we participate in our daily activities and NOT encounter written language.

IV. Developmental Trends in Writing

Table 2: Suggestion for the evolution of phonetic letters. Another variation is explained in the BBC video “The story of how we got our alphabets.” (2)

Written language attempts to parallel oral language. This could be phonetically based where the written form attempts to reproduce the ‘sound’ of the spoken language. On the other hand, it could be ideographically based where the written form attempts to reproduce the ‘thought, idea or sentiment’ of the spoken language.

A. Case Study: Chinese as an Ideographic Language

Chinese Ideogram: Tree/ Wood

 

Chinese Ideogram: Forest

Given the difficulty of accurately isolating an ‘idea’ or ‘thought’ in a character, the interpretation and pronunciation of the character can vary somewhat.

B. Case Study: Ancient Egyptian as a Phonetic Language

 

Anc. Egyptian Phonetic Alphabet

Table 3: This is a clearer example of the ancient Egyptian phonetic alphabet. (3)
A less-attractive example is offered by NOVA’s Pyramid website. (cited below)

V. Myths
Among the earliest orally transmitted data are Myths. Since myths were already ancient by the times civilizations developed, they carried great cultural importance. That importance earmarked myths as prime candidates for recording when writing became feasible. In written form, myths acquired immortality and represent some of the oldest and most sacred of religious texts.

The last table, Table 4, provides a peak into the media and writing tools that written languages require to meet the challenges of developing civilizations.

 

Table 4: Writing Media and Implements.

Resources
– Pr01a3b Presentation and text-based narration.

– Chinese Gov’t efforts to change language (2 May 09) http://roomfordebate.blogs.nytimes.com/2009/05/02/chinese-language-ever-evolving/?th&emc=th
– Update: http://www.nytimes.com/2009/10/22/nyregion/22chinese.html
– Why are these 32 symbols found in ancient caves all over Europe? http://www.ted.com/talks/genevieve_von_petzinger_why_are_these_32_symbols_found_in_ancient_caves_all_over_europe
– Pyramids. PBS’ NOVA. http://www.pbs.org/wgbh/nova/pyramid/hieroglyph/hieroglyph4.html (http://www.pbs.org/wgbh/nova/pyramid/hieroglyph/hieroglyph4.html) Accessed 13 August 2016.

-Talking Leaves and Lightning Paper. Lexicon Valley podcastEpisode #22. Development of the Cherokee written language. http://www.slate.com/articles/podcasts/lexicon_valley/2012/12/lexicon_valley_on_sequoyah_a_native_american_who_invented_an_alphabet_for.html

 

A01d_Ch.04: Beginning of Civilization- First Age of Empires 1570 – 200 BCE

A01d_ Ch04-Beginnings of Civilization: First Age of Empires 1570 – 200 BCE

Purpose
Along with class lessons and activities, this assignment will help us address this essential question: How did the first large empires in Africa and Asia develop between 1570 B.C.E. and 200 B.C.E.?

The topics discussed in this unit will wind and weave through the following historical themes:

CULTURAL INTERACTION
For a long period, Egypt ruled Kush and the two cultures interacted. When the Kush Empire conquered Egypt, therefore, the Kushites adopted many Egyptian cultural values and ideas.

RELIGION AND ETHICAL SYSTEMS
After the warring states period, Chinese philosophers developed different ethical systems to restore China’s social order.

Given
-Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
-Refer to the course calendar for due dates.

Task
Refer to the instructions for A01, they apply here as well.

A01d Section 01: The Egyptian and Nubian Empires
Terms, Names, Places
– Hyksos
– Hatshepsut
– Thutmose III
– Nubia
– Ramses II
– Kush
– Meroë

A01d Section 02: The Assyrian Empire
Terms, Names, Places
– Assyria
– Nineveh
– Ashurbanipal
– Medes
– Chaldeans
– Nebuchadnezzar

A01d Section 03: The Persian Empire
Terms, Names, Places
– Cyrus
– Darius
– Xerxes
– Satrap
– Royal Road
– Zoroaster

A01d Section 04: The Unification of China
Terms, Names, Places
– Confucius
– Filial Piety
– Daoism
– Legalism
– I Ching
– Yin and Yang
– Qin Dynasty
– Shi Huangdi

A01b_Ch.02: Beginnings of Civilization- Early River Valley Civilizations 3500 – 450 BCE

Purpose
Along with class lessons and activities, this assignment will help us address this essential question: How did early peoples organize their societies and build advanced civilizations?

The topics discussed in this unit will wind and weave through the following historical themes:

INTERACTION WITH ENVIRONMENT
The earliest civilizations formed on fertile river plains. These lands faced challenges, such as seasonal flooding and a limited growing area.

POWER AND AUTHORITY
Early civilizations developed bronze tools, the wheel, the sail, the plow, writing, and mathematics. These innovations spread through trade, wars, and the movement of peoples.

SCIENCE AND TECHNOLOGY
Projects such as irrigation systems required leadership and laws—the beginnings of organized government. In some societies, priests controlled the first governments. In others, military leaders and kings ruled.


Given
-Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
-Refer to the course calendar for due dates.

Task
Refer to the instructions for A01, they apply here as well.

A01b Section 01: City-States in Mesopotamia
Terms, Names, Places

– Fertile Crescent
– Mesopotamia
– City-State
– Polytheism
– Empire
– Hammurabi

A01b Section 02. Pyramids on the Nile Read pages 35 – 41. On page 41…
Terms, Names, Places
– Delta
– Narmer
– Pharaoh
– Theocracy
– Pyramid
– Mummification
– Hieroglyphic
– Papyrus

A01b Section 03. Planned Cities on the Indus Read pages 44 – 49. On page 49…
Terms, Names, Places
– Subcontinent
– Monsoon
– Harappan civilization

A01b Section 04. River Dynasties in China Read pages 50 – 55. On page 55…
Terms, Names, Places
– Oracle bone
– Mandate of Heaven
– Dynastic cycle

Creaky joints, sick leave, endless paperwork: Ancient Egyptian health care sounds surprisingly familiar.| Washington Post

Creaky joints, sick leave, endless paperwork: Ancient Egyptian health care sounds surprisingly familiar.

http://www.washingtonpost.com/news/to-your-health/wp/2014/11/22/creaky-joints-sick-leave-endless-paperwork-ancient-egyptian-health-care-sounds-surprisingly-familiar/?Post+generic=%3Ftid%3Dsm_twitter_washingtonpost

Stanford scholar Anne Austin examines the skeletal remains of ancient Egyptians found in the burial sites of Deir el-Medina. (Courtesy of Anne Austin)

When archaeologist Anne Austin began to explore an ancient Egyptian village where residents were beneficiaries of what she calls “the world’s first documented health-care plan,” she was immediately struck by one thing in particular.

“There was definitely a lot of paperwork we still don’t understand the purpose of, or why it has the level of detail that it does,” Austin told The Post, noting that exacting documentation of worker sick days, for example, is not always reflected by a deduction in their pay. “It seems like they were documenting things because they had to record them, but not necessarily because they planned to use the information.”

Endless stacks of medical paperwork serving no particular purpose, you say?

Sounds familiar.

Tedious bureaucracy wasn’t the only parallel Austin found between ancient Egyptian health care and the modern world.

The more the Stanford scholar dug into the lives of the highly skilled craftsmen hired to build tombs for Egyptian pharaohs, not far from the modern city of Luxor, the more similarities she found. Workers who spent their weeks away from home in a village now called Deir el-Medina could take “paid sick leave” or “visit a clinic for a checkup,” Austin said. During the 19th dynasty of Egypt and the 12th (1292-1077 BCE), when workers were primarily housed in the area, there were even two separate health-care networks at Deir el-Medina, Austin told the Stanford News. The first was a “professional state-subsidized network” for workers; the other was a private network for family and friends.

“What surprised me was seeing the ways people who were associated with the workmen were provided for,” Austin said. “There is evidence to suggest work men would get time off to take care of wives and daughters when they were menstruating.”

“For decades,” according to a Stanford news release, “Egyptologists have seen evidence of these health-care benefits in the well preserved written records from the site.” But Austin was the first to lead a “detailed study of human remains at the site.”

Despite many of the workers being skilled artists who were well-treated and compensated with rations, Austin — a postdoctoral scholar in Stanford’s history department and a specialist in osteo-archaeology — was able to determine that the grueling work took a serious toll on the men’s bodies.

Making the weekly hike from their family homes to a temporary work camp in Deir el-Medina was equivalent to climbing the Great Pyramid of Giza, due to steep changes in elevation. Their daily trek, with gear and equipment, into the Valley of the Kings and back, was the same as descending and ascending a 36-story building, Austin said. Today, the distance is about 1,000 stone steps.

“Arthritis is something you could easily see in the bones,” Austin said. “It was mostly concentrated in the workers’ knees and ankles.”

And yet, despite access to “uniquely comprehensive health care,” workers didn’t always take advantage of it, Austin said. One man continued working despite suffering from a condition known as osteomyelitis, the result of a blood-borne infection. Austin was able to determine the man had the condition by studying his mummified remains.

“The remains suggest that he would have been working during the development of this infection,” Austin told Stanford News. This suggested that the man might have felt pressure to continue. “Rather than take time off, for whatever reason, he kept going,” she said.

Austin plans to return to Egypt in March to continue to studying mummified remains. She aims to explore a new tomb and identify new diseases that ancient Egyptian workers may have suffered from.