Step back in time to explore the

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Step back in time to explore the"

Transcription

1 Teacher s Guide KIDS Dear Educator, Step back in time to explore the magnificent ancient civilizations of the Sumerians, the Babylonians, and the Assyrians! While reading KIDS, your young historians will learn about the fascinating topics at right. This Teacher s Guide is filled with activity ideas and blackline masters to help your students enjoy and learn more from. Select or adapt the activities that suit your students needs best. Thank you for making KIDS a part of your classroom. Sincerely, KIDS P.S. We would love to hear from you! your comments and ideas to WHAT S IN MESOPOTAMIA 2 3 Cradle of Civilization The rise of civilization in the land between two rivers 4 5 Sumerians, Babylonians, Assyrians, and More The three dominant civilizations in from 3500 to 539 B.C. PAGES 6 7 Day to Day What was it like to live in? 8 9 Gods and Demons Spirits, deities, and religious beliefs The Hanging Gardens of Babylon A beautiful illustration and explanation of one of the Seven Wonders of the World Those Accomplished ns The wheel, the arch, written records, astronomy, and other ancient accomplishments The Legendary Gilgamesh and the Origins of Writing The ruler who is the hero of ancient stories, plus how writing began! How we Know What we Know Rediscovering through archaeological digs Student Activities Famous n match, map identification, an acrostic, and resources IN THIS TEACHER S GUIDE Meeting the Standards World History: Era 2 Early Civilizations and the Emergence of Pastoral Peoples, BCE National Standards for History 2 Prereading Activities 3 Get Set to Read (Anticipation Guide) 4 Discussion and Writing Questions 5 6 It s in the Reading (Reading Comprehension) Visit to find out more about how KIDS meets state and national standards. 7 Everything Visual (Graphic Skills) 8 Cross-Curricular Extensions 9 12 Answer Keys to Blackline Masters... KIDS 149 Fifth Avenue, 12th Floor New York, NY T: F: MESOPOTAMIA 1

2 B Discussion To get students thinking about how this topic relates to their interests and lives, ask: Why do people study ancient civilizations? What can we learn that could be useful in today s world? What questions do you have about? Concept map PREREADING ACTIVITIES efore distributing KIDS, students prior knowledge and set a purpose for reading activate with these activities. Explain to students that they will be reading. Ask: What are some words that are related to? List students responses on the board. (See box below for some terms they may suggest.) After creating a list, ask students to group the words into categories, such as People or Civilizations. Create a concept map by writing on the board and circling it. Write the categories around the circle and draw lines between the ideas to show connections. Then write the words from the list around the appropriate categories. Encourage students to add more words to the concept map as they read. Tigris River Euphrates River Fertile Crescent cradle of civilization Assyria Babylonia KEY TERMS Sumer Persian Gulf Ur cuneiform Akkadian Gilgamesh Get Set to Read (Anticipation Guide) Copy and distribute the Get Set to Read blackline master (page 3 of this Teacher s Guide). Explain to students that this Anticipation Guide will help them find out what they know and what misconceptions they have about the topic. Get Set to Read is a list of statements some true, some false. Ask students to write whether they think each statement is true or false in the Before Reading column. Be sure to tell students that it is not a test and they will not be graded on their answers. The activity can be completed in a variety of ways for differentiated instruction: Have students work on their own or in small groups to complete the entire page. Assign pairs of students to focus on two statements and to become experts on these topics. Ask students to complete the Before Reading column on their own, and then tabulate the class s answers on the chalkboard, on an overhead transparency, or on your classroom computer. Review the statements orally with the entire class. If you predict that students will need assistance finding the answers, complete the Page Number column before copying Get Set to Read. Preview Distribute and model how to preview it. Examine titles, headings, words in boldface type, pictures, charts, and captions. Then have students add new information to the Concept Map chart. If students will only be reading a few pages at one sitting, preview only the selected pages. BE WORD WISE WITH POWER VOCABULARY! You have exclusive access to additional resources including Power Vocabulary blackline masters for every available KIDS title! These activities introduce students to 15 specialized and general-use vocabulary words from each KiDS title. Working with both types of words helps students develop vocabulary, improve comprehension, and read fluently. Follow the links from your Teacher s Toolbox CD-ROM and find your title to access these valuable resources: Vocabulary cards Crossword puzzle Word find Matching Cloze sentences Dictionary list KIDS... KIDS 149 Fifth Avenue, 12th Floor New York, NY T: F: MESOPOTAMIA 2

3 KIDS Name Date Get Set to Read What do you know about? In Before Reading, write true if you think the statement is true. Write false if you think the statement is not true. Then read KIDS. Check back to find out if you were correct. Write the correct answer and the page number where you found it. CHALLENGE: Rewrite each false sentence in a way that makes it true. Before Reading After Reading Page Number 1. lay between two rivers, the Tigris and the Ur. 2. Farmers used river water to irrigate their fields. 3. The first civilization developed in Sumer. 4. The cities of Nineveh and Nimrud were built by Assyrian soldiers. 5. The only abundant building material was mud bricks. 6. n temples were called baru. 7. The Hanging Gardens of Babylon were built by Nebuchadnezzar II. 8. ns were the first to make bronze. 9. ns wrote on wood tablets. 10. Archaeology in began in MESOPOTAMIA 3

4 DISCUSSION & WRITING QUESTIONS se the following questions as oral discussion starters or for Ujournaling. For additional in-class discussion and writing questions, adapt the questions on the reading comprehension blackline masters on pages 5 and 6. KIDS Pages 2 3 The map on page 3 shows where lies. Ask: Was anyone born in this part of the world? Does anyone have relatives who came from or still live in this area? Has anyone visited this area of the world? What are the language, culture, history, and geography of this area? Pages 4 5 Why do you think these early civilizations developed along rivers? What are the advantages and disadvantages of living near a river? Pages 6 7 Schools don t exist in every society, and even in those societies that have schools, not everyone is allowed to attend. Ask: What purpose do you think schools serve? Do you think they are important to a society? Why? What kinds of things do you think ought to be taught in school? What kinds of things shouldn t be taught in school? Explain. Pages 6 7 On page 7 is a chart showing the various professions of people living in and their relative importance to the society. On the top were kings followed by landowners and government officials. Then came merchants followed by small farmers and hunters. On the lowest level were military captives and debtors. Ask: In the society in which we live today, whom do you think would be on the topmost rung? Who do you think would rank below these people? And below them? Why would you place people in the rungs that you did? Pages 8 9 Different cultures celebrate the New Year at different times. In the Babylonian times, a New Year s festival was held near the spring equinox. Ask: Why do you think some civilizations might celebrate a new year at springtime? Pages Have you ever visited a magnificent garden? What made the garden so great? What features of the Hanging Gardens of Babylon would lead people to consider it one of the seven wonders of the world? Give students the chance to develop a board game with the information that they learned in a KIDS issue. Pages Which of the accomplishments shown or listed on pages do you think is the most significant? Why do you think the fact that the ns compiled laws is considered an accomplishment? Why is keeping written records considered an accomplishment? Pages Why do you think the earliest writing kept track of business transactions? What other ways do people use writing today? Why do you think the n pictographs changed through the years? Looking at the chart on page 15, what are some ways the pictographs changed? Pages Would you like to be on an archaeological dig in the n area? Why or why not? What do you think is the hardest part of the job?... KIDS 149 Fifth Avenue, 12th Floor New York, NY T: F: MESOPOTAMIA 4

5 KIDS Name Date It s in the Reading After reading KIDS, choose the best answer for each question. Fill in the circle. Find your answers on the pages shown in the book icon next to each question. 1. In what order did civilization grow in? A. from villages to cities to hunters and gatherers B. from cities to villages to hunters and gatherers C. from hunters and gatherers to villages to cities D. from cities to hunters and gatherers to villages Who wanted to make justice appear in the land? A. Sargon the Great B. Hammurabi C. Nebuchadnezzar II D. Ashurbanipal II At what level of n society would a jeweler have been? A. 1 B. 2 C. 3 D All of the following statements are facts except. A. Sargon the Great united northern and southern B. Babylonians celebrated an 11-day New Year s festival C. baru examined the organs of animals looking for signs D. demons brought sandstorms, killed babies, and carried the plague The Hanging Gardens may have been built. A. as one of a series of gardens B. as a disguise for a large military fort C. to help irrigate farmers fields D. to look like a mountain with forests MESOPOTAMIA 5

6 It s in the Reading (continued) 6. We still use the following n inventions except for. A. inflatable animal skins as boats B. the arch in building C. stringed instruments in music D. place value in mathematics The books in Ashurbanipal s library in Nineveh were. A. baskets on shelves B. clay tablets in baskets C. clay spheres filled with tokens D. clay tablets in clay envelopes Why was Sarzec s discovery important? A. It proved that Sumer had existed. B. Scholars could now read Sumerian. C. It proved that Sumerians invented stringed instruments. D. It showed that Assyrians were great engineers How do we know about the civilizations of? Do you think this information is important to people today? Why or why not? MESOPOTAMIA 6

7 KIDS Name Date Everything Visual Maps can show a lot of information in a small space. Different maps show different kinds of information. Some maps show roads. Some show countries. Some show mountains and lakes. Study the map on pages 4 5. Answer the questions. 1. What cities were near the Euphrates River? What cities were near the Tigris River? 2. Why are most of the cities near one or the other of these rivers? 3. How can you tell that the land around the rivers is more fertile than the land away from the rivers? 4. What body of water do the Tigris and Euphrates rivers empty into? 5. Which of the three major civilizations was closest to the Gulf of Persia? Which was farthest away? 6. Which civilization built the city of Nineveh? 7. How can the map help you understand why the civilizations of were invaded and conquered so often? 8. What would be a good title for this map? Why? MESOPOTAMIA 7

8 H CROSS-CURRICULAR EXTENSIONS ave students try these activities to expand their knowledge and interest in. Geography, History, Language Arts Have students draw their own maps of the area known as the Fertile Crescent, as seen on page 3. They should put in the present-day countries, their capitals, the major rivers and mountains, bodies of water, and other defining details. Then, each student should choose one country to research. Students should write a report that includes information about the country s geography, culture, language, people, and so on. You may also want students to include any current newspaper clippings that mention the countries or areas. Art, History, Language Arts Throughout the issue, there are pictures of clay tablets with writing, cuneiform, and pictures on them. If clay is available, have students create a clay tablet. They can then use chopsticks, toothpicks, and sticks to write their own cuneiform or draw pictures on the tablet that tell a story. (Students may use the chart on page 15 as a basis for their writing.) If there is no clay, have students draw a tablet on paper and write on the tablet. Students should then exchange tablets and try to translate the stories. Art On page 12 of the issue is a picture of a board game played by ns. However, the rules have not been found. Have students work in groups and do one of the following: 1) Make up rules for the board game, as well as directions on how people might play the game; 2) Create an original board game and include directions on how to play it, as well as a picture of the game. Language Arts, Art Have students create a fictional hero, halfhuman, half-god, similar to Gilgamesh, who is featured on pages 14 and 15 of the issue. The hero should accomplish some great feats, each of which can be illustrated in a manner similar to that on pages 14 and 15. Geography, Math The Tigris and Euphrates rivers feature prominently in this issue on. Have students find out the length of these rivers and other rivers of the world. Then they can do some math problems with these numbers, such as: How much longer is one than the other? How many times longer is one than the other? How much longer or shorter is each river than the Nile? the Mississippi? the Amazon? and so on. KIDS Add KIDS to your book baskets along with fiction and nonfiction books on the same topic. Language Arts, History Have students look carefully at the illustration on pages 2 and 3 of the issue. Students should use their imaginations and come up with their own story to explain what is going on. Students do not have to relate it to, but they should try to include details about what they think the people are doing, why they are doing it, and when the event took place KIDS 149 Fifth Avenue, 12th Floor New York, NY T: F: MESOPOTAMIA 8

9 KIDS ANSWER KEY Name Date Get Set to Read What do you know about? In Before Reading, write true if you think the statement is true. Write false if you think the statement is not true. Then read KIDS. Check back to find out if you were correct. Write the correct answer and the page number where you found it. CHALLENGE: Rewrite each false sentence in a way that makes it true. Before Reading After Reading Page Number 1. lay between two rivers, the Tigris and the Ur Euphrates. 2. Farmers used river water to irrigate their fields. 3. The first civilization developed in Sumer. 4. The cities of Nineveh and Nimrud were built by prisoners of the soldiers Assyrians. 5. The only abundant building material was mud bricks. 6. n temples were called baru ziggurats. 7. The Hanging Gardens of Babylon were built by Nebuchadnezzar II. 8. ns were the first to make bronze. 9. ns wrote on wood clay tablets. 10. Archaeology in began in False True True False True False True True False False p. 2 p. 3 p. 4 p. 5 p. 6 p. 8 p. 10 p. 13 p. 15 p. 16 MESOPOTAMIA 9

10 KIDS ANSWER KEY Name Date It s in the Reading After reading KIDS, choose the best answer for each question. Fill in the circle. Find your answers on the pages shown in the book icon next to each question. 1. In what order did civilization grow in? A. from villages to cities to hunters and gatherers B. from cities to villages to hunters and gatherers C. from hunters and gatherers to villages to cities (sequence) D. from cities to hunters and gatherers to villages Who wanted to make justice appear in the land? A. Sargon the Great B. Hammurabi (details) C. Nebuchadnezzar II D. Ashurbanipal II At what level of n society would a jeweler have been? A. 1 B. 2 C. 3 (draw conclusions) D All of the following statements are facts except. A. Sargon the Great united northern and southern B. Babylonians celebrated an 11-day New Year s festival C. baru examined the organs of animals looking for signs D. demons brought sandstorms, killed babies, and carried the plague (fact and fiction) The Hanging Gardens may have been built. A. as one of a series of gardens B. as a disguise for a large military fort C. to help irrigate farmers fields D. to look like a mountain with forests (inference) MESOPOTAMIA 10

11 It s in the Reading (continued) 6. We still use the following n inventions except for. A. inflatable animal skins as boats (inference) B. the arch in building C. stringed instruments in music D. place value in mathematics The books in Ashurbanipal s library in Nineveh were. A. baskets on shelves B. clay tablets in baskets (draw conclusions) C. clay spheres filled with tokens D. clay tablets in clay envelopes Why was Sarzec s discovery important? A. It proved that Sumer had existed. (cause and effect) B. Scholars could now read Sumerian. C. It proved that Sumerians invented stringed instruments. D. It showed that Assyrians were great engineers How do we know about the civilizations of? Do you think this information is important to people today? Why or why not? Answers will vary, but students should note that archaeologists and other scientists and scholars are responsible for everything we know about. Students should state their opinion about the importance of this knowledge to modern people and provide reasons that support their opinion. MESOPOTAMIA 11

12 ANSWER KEY Name Date KIDS Everything Visual Maps can show a lot of information in a small space. Different maps show different kinds of information. Some maps show roads. Some show countries. Some show mountains and lakes. Study the map on pages 4 5. Answer the questions. 1. What cities were near the Euphrates River? What cities were near the Tigris River? Babylon, Uruk, and Ur were near the Euphrates River. Nineveh and Nimrud were near the Tigris River. 2. Why are most of the cities near one or the other of these rivers? The land nearest the rivers was the most fertile for growing. The people used the water from the rivers for farming, drinking, and washing. The rivers provided a way to travel. 3. How can you tell that the land around the rivers is more fertile than the land away from the rivers? The map shows the area nearest the rivers as a darker green, with a lighter green for the area between and on either side of the rivers. Green is often used to show land that is wet enough to grow plants. The map shows the areas away from the rivers as light to medium brown, which indicates that these areas are dry, perhaps even desert. 4. What body of water do the Tigris and Euphrates rivers empty into? The Tigris and Euphrates rivers empty into the Persian Gulf. 5. Which of the three major civilizations was closest to the Gulf of Persia? Which was farthest away? Sumer was the closest; Assyria was the farthest away. 6. Which civilization built the city of Nineveh? Nineveh was a city in Assyria. 7. How can the map help you understand why the civilizations of were invaded and conquered so often? Answers will vary. Possible answer: In a region that was mostly dry land or desert, the fertile land between and around the Tigris and Euphrates rivers, as well as the rivers themselves, would have been coveted by many groups of people. Also, there were many groups living in what was a relatively small region. As some groups became stronger than others, they would have tried to expand their territory and control. 8. What would be a good title for this map? Why? Answers will vary. Possible answer: The Civilizations of. This would be a good title because the map shows the locations of the three major civilizations and their cities, plus several other kingdoms, in. MESOPOTAMIA 12

You ll have leverage as you guide

You ll have leverage as you guide Teacher s Guide Simple Machines Dear Educator, You ll have leverage as you guide students in the exploration of simple machines. In KIDS DISCOVER Simple Machines, your young scientists will learn about

More information

Mesopotamia is the first known civilization. Mesopotamia means land between two rivers. This civilization began on the plains between the Tigris and

Mesopotamia is the first known civilization. Mesopotamia means land between two rivers. This civilization began on the plains between the Tigris and Mesopotamia Review Mesopotamia is the first known civilization. Mesopotamia means land between two rivers. This civilization began on the plains between the Tigris and Euphrates Rivers. This curving strip

More information

The Fertile Crescent:

The Fertile Crescent: The Fertile Crescent: The Land Between Two Rivers Chapter 2, Section 1 Objectives In this section you will: Find out how geography made the rise of civilization in the Fertile Crescent possible. Learn

More information

Ancient Kingdoms of the Nile

Ancient Kingdoms of the Nile Ancient Kingdoms of the Nile How did geography influence ancient Egypt? What were the main features and achievements of Egypt s three kingdoms? How did trade and warfare affect Egypt and Nubia? The Egyptian

More information

Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C. (B.C.E.)

Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C. (B.C.E.) Era I: Human Origins and Early Civilizations, Prehistory to 1000 B.C. (B.C.E.) Ancient River Valley Civilizations Ancient River Valley Civilizations WHI.3 The student will demonstrate knowledge of ancient

More information

The Rise of Civilization

The Rise of Civilization Lesson 2 The First Civilization MAIN IDEAS Culture Food surpluses, new technology, and advanced social organization led to a complex way of life. It is called civilization. Government A new type of government

More information

Why do historians classify ancient Sumer as a civilization?

Why do historians classify ancient Sumer as a civilization? Ancient Sumer Why do historians classify ancient Sumer as a civilization? P R E V I E W Scientists sometimes describe a society or a group of humans as highly civilized. Explain what you think it means

More information

Mesopotamia Unit. By: Vicki Silva and Maureen Savage. Sixth Grade Del Rey Elementary

Mesopotamia Unit. By: Vicki Silva and Maureen Savage. Sixth Grade Del Rey Elementary Mesopotamia Unit By: Vicki Silva and Maureen Savage Sixth Grade Del Rey Elementary Brief Description of Unit Ancient Mesopotamia, cradle of civilization, was the site of the earliest known civilization.

More information

Name and Date: Text: HISTORY ALIVE! The Ancient World

Name and Date: Text: HISTORY ALIVE! The Ancient World 5.1 Introduction The rise of Sumerian city-states began around 3500 B.C.E. In this chapter, you ll take a closer look at life in Sumer. Like an archaeologist, you ll consider evidence to try to answer

More information

7 URUK CIVILIZATION 950L

7 URUK CIVILIZATION 950L 7 URUK CIVILIZATION 950L URUK THE WORLD S FIRST BIG CITY By Cynthia Stokes Brown, adapted by Newsela Between the Tigris and Euphrates rivers, the soil was rich and easy to farm. It is there that the world

More information

Ancient Civilizations

Ancient Civilizations Ancient Civilizations Description The social studies curriculum for sixth grade introduces students to the study of the world s ancient civilizations. In addition to opportunities for content-area integration,

More information

7th Grade World Civilization Objectives

7th Grade World Civilization Objectives 7th Grade World Civilization Objectives Unit One Beginning of Human Civilization Unit Students will explain the historic development and achievements of the early civilizations. Explain how geography played

More information

Exploring Four Empires of Mesopotamia

Exploring Four Empires of Mesopotamia Exploring Four Empires of Mesopotamia This timeline shows four empires that ruled Mesopotamia during a period of almost 1800 years. This timeline shows four empires that ruled Mesopotamia during a period

More information

Systems of Transportation and Communication Grade Three

Systems of Transportation and Communication Grade Three 1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation

More information

Fry Instant Words High Frequency Words

Fry Instant Words High Frequency Words Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group

More information

Fry Instant Word List

Fry Instant Word List First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he

More information

Assessment: The Legacy of Ancient Greece

Assessment: The Legacy of Ancient Greece Name Date Assessment: The Legacy of Ancient Greece Mastering the Content Circle the letter next to the best answer. 1. Which of these words best belongs in the empty box in this chart? A. Festival B. Musical

More information

ANCIENT MESOPOTAMIAN & SUMERIAN SEALS, SCRIPTS & TABLETS

ANCIENT MESOPOTAMIAN & SUMERIAN SEALS, SCRIPTS & TABLETS Sumerian) & ANCIENT MESOPOTAMIAN & SUMERIAN SEALS, SCRIPTS & TABLETS History & Ancient Mesopotamian & Sumerian Stamps & Seals Permission granted to reproduce for individual use only. 2006 Enrichment4You.com

More information

The Babylonian Number System

The Babylonian Number System By Mark Swanson The Babylonian Number System Essential Questions: Why did the Babylonians use a number system based on 60 instead of 10? How did the Babylonian number system work? How was the Base 60 number

More information

Teacher s Masters California Education and the Environment Initiative. History-Social Science Standards 6.2.6. and 6.2.8. Egypt and Kush: A Tale of

Teacher s Masters California Education and the Environment Initiative. History-Social Science Standards 6.2.6. and 6.2.8. Egypt and Kush: A Tale of 6 Teacher s Masters California Education and the Environment Initiative History-Social Science Standards 6.2.6. and 6.2.8. Egypt and Kush: A Tale of Two Kingdoms California Education and the Environment

More information

The Rise of Civilizations

The Rise of Civilizations Page 1 of 6 The Rise of Civilizations Thousands of years ago, several societies in different parts of the world changed from hunting and gathering to farming. Some began to produce surpluses of food. Those

More information

KS2: Baghdad AD 900 (6 lessons)

KS2: Baghdad AD 900 (6 lessons) KS2: Baghdad AD 900 (6 lessons) Contents Include: An Introduction to Mesopotamia Building Baghdad The House of Wisdom The Mongol Attack on Baghdad in 1258 This pack of lessons has been designed for Key

More information

Ancient Greece Exercises 1

Ancient Greece Exercises 1 Ancient Greece Exercises 1 1 A N S W E R T H E Q U E S T I O N S I N Y O U R O W N W O R D S! When and where did civilization in the eastern Mediterranean Sea begin? Who were the Dorians and where did

More information

Assessment: The Ancient Egyptian Pharaohs

Assessment: The Ancient Egyptian Pharaohs Name Date Mastering the Content Assessment: The Ancient Egyptian Pharaohs Circle the letter next to the best answer. 1. Why is King Tut one of the most well- known pharaohs? A. Tut lived and ruled for

More information

The Neolithic Revolution

The Neolithic Revolution The Neolithic Revolution The archaeologist took out his small brush and carefully removed the remaining dirt from the fragment of human skull. To help him reconstruct the life of the ancient human, he

More information

CH10 Practice Test 2015

CH10 Practice Test 2015 Name Date Mastering the Content Circle the letter next to the best answer. CH10 Practice Test 2015 1. An important way historians learn about ancient Kush is through A. Syrian trade agreements. B. Sumerian

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Unit 4 Lesson 8 The Qin and Han Dynasties

Unit 4 Lesson 8 The Qin and Han Dynasties Unit 4 Lesson 8 The Qin and Han Dynasties Directions Read the False statements below. Replace each underlined word with one from the word bank that makes each sentence True. Word Bank Ying Zheng army copper

More information

Teacher s Guide: Building the Pyramids of Ancient Egypt

Teacher s Guide: Building the Pyramids of Ancient Egypt Teacher s Guide: Building the Pyramids of Ancient Egypt Recommended Grade Level: 5 8 (also applicable to grades 9 12 for students requiring significant support in learning) Suggested Time: About 50 60

More information

Mesopotamia. The 'Ram in a Thicket' From Ur, southern Iraq, 2600-2400 BC. Visit resource for teachers Key Stage 2

Mesopotamia. The 'Ram in a Thicket' From Ur, southern Iraq, 2600-2400 BC. Visit resource for teachers Key Stage 2 The 'Ram in a Thicket' From Ur, southern Iraq, 2600-2400 BC Visit resource for teachers Key Stage 2 Contents Before your visit Background information Resources Gallery information Preliminary activities

More information

Ancient Greece Lesson Plan By: Cery Kheav I. Purpose: II. Objectives: III. Procedure:

Ancient Greece Lesson Plan By: Cery Kheav I. Purpose: II. Objectives: III. Procedure: Ancient Greece Lesson Plan By: Cery Kheav I. Purpose: The purpose of this lesson plan is to help students understand the significant contributions Ancient Greece has on society in terms of the architecture,

More information

Social Studies DRAFT #10 Sixth Grade

Social Studies DRAFT #10 Sixth Grade Social Studies DRAFT #10 Sixth Grade Critical Outcome: Students will demonstrate geography skills, explain ancient cultures of the River Valley and Mediterranean Civilizations, and analyze current events,

More information

LESSON PLANS for Interdisciplinary Unit: Ancient Egypt

LESSON PLANS for Interdisciplinary Unit: Ancient Egypt LESSON PLANS for Interdisciplinary Unit: Ancient Egypt Content Area: English Language Arts Developed by: D. Washington Unit Objective(s): TSWBAT analyze the social, political, and economic facets of life

More information

Mansa Musa s Pilgrimage Grade Seven

Mansa Musa s Pilgrimage Grade Seven Ohio Standards Connection: Geography Benchmark A Identify on a map the location of major physical and human features of each continent. Indicator 2 On a map, identify places related to the historical events

More information

Teacher s Guide For. Ancient History: The Greek City-State and Democracy

Teacher s Guide For. Ancient History: The Greek City-State and Democracy Teacher s Guide For Ancient History: The Greek City-State and Democracy For grade 7 - College Programs produced by Centre Communications, Inc. for Ambrose Video Publishing, Inc. Executive Producer William

More information

Course Outline World History & Geography (Social Science 6)

Course Outline World History & Geography (Social Science 6) FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT Course Outline World History & Geography (Social Science 6) Date: March 2002 Proposed Grade Level(s): 6 Grading: A-F Prerequisites: 6 th Grade Standing BRIEF COURSE

More information

Egypt, Nubia, and Kush

Egypt, Nubia, and Kush For students reading at Literacy Level R/40, including: Grade 4 readers Grade 5 8+ students reading below level English-language learners at TESOL Level 5 Social Studies Level R/40 Skills & Strategies

More information

The Gift of the Nile: Part 1: Analyzing Documents

The Gift of the Nile: Part 1: Analyzing Documents The Gift of the Nile: Part 1: Analyzing Documents and Primary Sources What role did Geography play in the everyday life of Ancient Egyptians? Today in class, you will have the opportunity to look at different

More information

7 WHERE AND WHY DID THE FIRST CITIES APPEAR?

7 WHERE AND WHY DID THE FIRST CITIES APPEAR? 7 WHERE AND WHY DID THE FIRST CITIES APPEAR? In this three-part video David Christian explains how the rise of agriculture led to the formation of the world s first large-scale civilizations. Fueled by

More information

Year 2 History: Ancient Egypt Resource Pack

Year 2 History: Ancient Egypt Resource Pack Year 2 History: Ancient Egypt Resource Pack This pack includes the following lessons: Locating Egypt The River Nile Archeology Hieroglyphics Pharaohs Every effort has been made to seek permission for the

More information

Egypt Lesson Plan 7: Touring Ancient Egypt

Egypt Lesson Plan 7: Touring Ancient Egypt Egypt Lesson Plan 7: Touring Ancient Egypt Introduction: This lesson focuses on the importance of geographic features and the abundance of natural resources that helped ancient Egypt become the world s

More information

Woolooware High School YEAR 7 EGYPT HOMEWORK NAME: CLASS: TEACHER: HOMEWORK #

Woolooware High School YEAR 7 EGYPT HOMEWORK NAME: CLASS: TEACHER: HOMEWORK # Woolooware High School YEAR 7 EGYPT HOMEWORK NAME: CLASS: TEACHER: HOMEWORK # H0MEWORK # I THE RIVER NILE The river Nile is one of the world's great rivers. It begins its long journey in Africa, as two

More information

Study Guide for Ancient Greece

Study Guide for Ancient Greece Name: Class: Date: Study Guide for Ancient Greece The Romans so admired them, that they adopted many of their cultural ideas. Even today, Greek art, ideas, and mythology still play an important role in

More information

Month Content Skills Essential Questions Assessment Standards/PA Common Core Historiography/Primary and Secondary Sources

Month Content Skills Essential Questions Assessment Standards/PA Common Core Historiography/Primary and Secondary Sources Month Content Skills Essential Questions Assessment Standards/PA Historiography/Primary and Secondary Sources Historiography Understand the origins of history. Understand the importance of history. What

More information

Period #1: Technological and Environmental Transformations, c. 8,000 B.C.E. - 600 B.C.E. Study Guide by Key Concepts

Period #1: Technological and Environmental Transformations, c. 8,000 B.C.E. - 600 B.C.E. Study Guide by Key Concepts Note: the question numbers are my own customization, and do NOT reflect official College Board designation. Ask yourself the question in the left column. Your answer should come close to the middle column.

More information

Currency and Exchange Rates

Currency and Exchange Rates Grade Five Currency and Exchange Rates Overview Students share the book The Story of Money, by Betsy Maestro, to learn about exchange and barter, the functions of money, currency, and spending money. Students

More information

Ancient Egypt Scavenger Hunt

Ancient Egypt Scavenger Hunt Ancient Egypt Scavenger Hunt Name: As an archaeologist preparing for an expedition to explore a newly discovered pyramid, you are trying to learn as much as you can about the Ancient Egyptian civilization.

More information

Chapter 3: Early People of Ohio

Chapter 3: Early People of Ohio Chapter 3: Early People of Ohio Standards * History-Describe the earliest settlements in Ohio including the prehistoric peoples. * People in Societies- 1. Describe the cultural practices and products of

More information

Superstars Building Fry List Fluency

Superstars Building Fry List Fluency Sight Word Superstars Building Fry List Fluency By Jennifer Bates http://finallyinfirst.blogspot.com/ How I use this program I developed this program because I noticed many of my students were still trying

More information

The Beginnings of Civilization along River Valleys

The Beginnings of Civilization along River Valleys TODAY s OBJECTIVES: Summarize how geography affected the cultural development in the Fertile Crescent. Describe city-states and how other cultures learned from them. Describe Sumerian religious beliefs,

More information

Egypt Unit Project Topics (Newspaper Articles & Visual Presentations)

Egypt Unit Project Topics (Newspaper Articles & Visual Presentations) Egypt Projects 1 Egypt Unit Project Topics (Newspaper Articles & Visual Presentations) Your project topic is meant to be used for a newspaper article. Every student will write 1 newspaper article. Each

More information

Lecture 9 Ancient Near East Cultures: Sumeria, Babylonia, Judea

Lecture 9 Ancient Near East Cultures: Sumeria, Babylonia, Judea 1 Lecture 9 Ancient Near East Cultures: Sumeria, Babylonia, Judea The ancient Near East cultures, known as Mesopotamian civilization are largely based on Semitic populations that existed between the Tigris

More information

Unit 5 Lesson 3 The Early Hebrews

Unit 5 Lesson 3 The Early Hebrews Unit 5 Lesson 3 The Early Hebrews Lesson 3 The Early Hebrews Directions Fill in the Blank Read each sentence. Fill in the blank with the word from the word pair that best completes each sentence. 1. After

More information

27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5!

27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! 1 27 Before, During, and After Reading Activities with Graphic Organizers to be used with nonfiction passages for students in Grades 2 5! - These activities and graphic organizers can be: - used by teachers

More information

T.H.I.E.V.E.S. A Pre Reading Strategy

T.H.I.E.V.E.S. A Pre Reading Strategy T.H.I.E.V.E.S. A Pre Reading Strategy 1 2 Description Strategy: THIEVES THIEVES is a pre-reading strategy that sets the purpose for reading using an easily remembered acronym. Students learn how to steal

More information

A Look into Our Backyard: Canadian Landforms

A Look into Our Backyard: Canadian Landforms March 2013 A Look into Our Backyard: Canadian Landforms Shirley Cheung (Shirley_Cheung724@gmail.com) Grade 2/3 Steve Collins EDCP 331 University of British Columbia Our Classroom: Shirley s Classroom My

More information

PUSD High Frequency Word List

PUSD High Frequency Word List PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.

More information

AP World History Class Notes, Bentley Brief Edition Ch 1 The Foundations of Complex Societies September 14, 2010

AP World History Class Notes, Bentley Brief Edition Ch 1 The Foundations of Complex Societies September 14, 2010 This first chapter of Traditions and Encounters sets the stage for the drama of world history by tracing the development of humans from their earliest appearance on earth through the rise of important

More information

Find out about the everyday life of the ancient Egyptians. Learn about writing in ancient Egypt.

Find out about the everyday life of the ancient Egyptians. Learn about writing in ancient Egypt. Find out about the everyday life of the ancient Egyptians. Learn about writing in ancient Egypt. Discover advances made by the Egyptians in science and medicine. hieroglyphs pictures and other written

More information

Material AICLE. 5º de Primaria.: History Through the Ages (Solucionario)

Material AICLE. 5º de Primaria.: History Through the Ages (Solucionario) Material AICLE. 5º de Primaria.: History Through the Ages (Solucionario) 3 SOLUTIONS Activity 2. Read and complete the chart Historical sources Oral Written Graphic Materials - Songs - Books - Theatre

More information

Mr. Fritzsche's Fourth & Fifth Grade Book Projects

Mr. Fritzsche's Fourth & Fifth Grade Book Projects Mr. Fritzsche's Fourth & Fifth Grade Book Projects It's time to put your reading comprehension skills to work. This year, you will be expected to read and do projects for six if you books in fourth grade

More information

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts

More information

KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM

KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM Roman Empire Lesson: Social Studies, Grade(s) 07 Geography of Rome Culture and Society Duration: 2 Weeks Lesson Lesson Plan Mon Geography of Rome Introductory Clip from Professor Arizona/ KWL Chart for

More information

Ancient Egypt. Jody Field Ellen O'Rourke Wheaton-Warrenville CUSD 200

Ancient Egypt. Jody Field Ellen O'Rourke Wheaton-Warrenville CUSD 200 Ancient Egypt An Instructional Unit Resource Guide for the Fifth Grade Curriculum Based on Principles of Universal Design and Differentiated Instruction Jody Field Ellen O'Rourke Wheaton-Warrenville CUSD

More information

Local Government and Leaders Grade Three

Local Government and Leaders Grade Three Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

More information

Ancient China. Vocabulary. 15. Terracotta Army collection of seven thousand life-sized sculptures made from pottery in the tomb of Shi Huangdi

Ancient China. Vocabulary. 15. Terracotta Army collection of seven thousand life-sized sculptures made from pottery in the tomb of Shi Huangdi Ancient China 1. Analects the collected sayings and teachings of Confucius 2. Bronze Age (3300 1200 B.C.) time when people made weapons and tools from bronze 3. calligraphy artistic form of ancient Chinese

More information

Section 1- Geography and the Early Greeks

Section 1- Geography and the Early Greeks Name: Class: Date: 6 th Grade World History Chapter 8 Study Guide: Ancient Greece Section 1- Geography and the Early Greeks 1) Complete the chart below to show how geography shaped the lives of early Greeks.

More information

Overview. Summary. Writing Skills

Overview. Summary. Writing Skills Overview Summary Background Information Two Cultures Meet Native American and European By Ann Rossi By the 1400s, Native Americans had been living in the Americas for more than 10,000 years. Europeans

More information

What clues do my past interests and accomplishments give about my future?

What clues do my past interests and accomplishments give about my future? Artifacts and Autobiography 3 Introduction The BIG Idea What clues do my past interests and accomplishments give about my future? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Recognizing our Artifacts

More information

Guided Reading Level Ī - -

Guided Reading Level Ī - - A Friend to the Pilgrims Guided Reading Level Ī - - No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic,

More information

Our Earth, Our Resources

Our Earth, Our Resources UNIT 4 Essential Question: How can we take the best care of our Earth? Objectives Our Earth, Our Resources Unit Resource Guide Social Studies Resources Identify and describe the physical characteristics

More information

CELEBRATE MARTIN LUTHER KING, JR. DAY LESSON PLAN FOR GRADES K 2

CELEBRATE MARTIN LUTHER KING, JR. DAY LESSON PLAN FOR GRADES K 2 CELEBRATE MARTIN LUTHER KING, JR. DAY LESSON PLAN FOR GRADES K 2 Book/Text Set: Celebrate Martin Luther King, Jr. Day with Mrs. Park s Class / Who Was Martin Luther King, Jr.? by Alma Flor Ada and F. Isabel

More information

Note Taking Study Guide CIVILIZATIONS OF MESOAMERICA

Note Taking Study Guide CIVILIZATIONS OF MESOAMERICA SECTION 1 Note Taking Study Guide CIVILIZATIONS OF MESOAMERICA Focus Question: What factors encouraged the rise of powerful civilizations in Mesoamerica? A. As you read People Settle in the Americas, complete

More information

Bible Fact or Fiction Did God Really Write the Bible?

Bible Fact or Fiction Did God Really Write the Bible? Bible Fact or Fiction Did God Really Write the Bible? Key Faith Foundation: All Scripture Is Inspired by God Key Scriptures: 2 Timothy 3:14-17; 2 Peter 1:19-21 Bible basis for teachers 2 Timothy 3:14-17;

More information

Assignment Discovery Online Curriculum

Assignment Discovery Online Curriculum Lesson title: Reflections of Ancient Greece Grade level: 5-6, with an adaptation for older students Subject area: Ancient History Duration: Two or three class periods Assignment Discovery Online Curriculum

More information

SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE.

SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE. SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE. A. COMPARE THE ORIGINS AND STRUCTURE OF THE GREEK POLIS,

More information

Vocabulary for English Language Learners Dr. Mariela M. Páez

Vocabulary for English Language Learners Dr. Mariela M. Páez The Experts Speak Vocabulary for English Language Learners Dr. Mariela M. Páez Model Lesson Among the most effective strategies for teaching vocabulary words to students is through read-alouds of interesting

More information

What, Whyand How. of children s learning in primary school. The. Information for parents. Third and fourth classes. Junior and senior infants

What, Whyand How. of children s learning in primary school. The. Information for parents. Third and fourth classes. Junior and senior infants The What, Whyand How of children s learning in primary school Junior and senior infants First and second classes Third and fourth classes Fifth and sixth classes Overview 1 Introduction As a parent you

More information

Second Grade Ancient Greece Assessment

Second Grade Ancient Greece Assessment Second Grade Ancient Greece Assessment 1a. Which letter is labeling the Mediterranean Sea: A or B? A B 1b. Which body of water is labeled with an A? A 1c. Label the Mediterranean Sea. Then, answer the

More information

The Interconnectedness of Ancient Peoples Map Study Janet Cuenca Parkway Northeast Middle School St. Louis County, Missouri

The Interconnectedness of Ancient Peoples Map Study Janet Cuenca Parkway Northeast Middle School St. Louis County, Missouri The Interconnectedness of Ancient Peoples Map Study Janet Cuenca Parkway Northeast Middle School St. Louis County, Missouri Level: Grade 7 Length of Unit: Intermittent days throughout the school year,

More information

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information:

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information: III. Mystery Clue Game for second grade Social Studies Susan Wilson 1. Important Background Information: Activity Title: Mystery Clue Game for Barter and Money Economies Bibliography: Mitgutsch, A. (1985).

More information

Counting Change and Changing Coins

Counting Change and Changing Coins Grade Two Counting Change and Changing Coins Content Standards Overview Students share the book The Penny Pot, by Stuart J. Murphy, to learn about choices, producers and consumers, and counting money.

More information

Grade 4: Module 2A: Unit 1: Lesson 5 Mid-Unit 1 Assessment: Inferring with Pictures and Text

Grade 4: Module 2A: Unit 1: Lesson 5 Mid-Unit 1 Assessment: Inferring with Pictures and Text Grade 4: Module 2A: Unit 1: Lesson 5 Mid-Unit 1 Assessment: Inferring with Pictures and Text This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt

More information

ACKNOWLEDGMENTS. Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy.

ACKNOWLEDGMENTS. Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy. CURRICULUM FOR SOCIAL STUDIES GRADE 6 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Christine H. Salcito, Director of Curriculum and Instruction

More information

Kidzone KG and 1st Grade Small Group. Sunday, April 12, 2015

Kidzone KG and 1st Grade Small Group. Sunday, April 12, 2015 Sunday, April 12, 2015 Kidzone KG and 1st Grade Small Group TEACHER BIBLE STUDY Parable of the Talents Matthew 25:14-30; Luke 19:11-27 Matthew and Luke both record parables from Jesus. In Matthew 25, Matthew

More information

Assessments- Timeline Quiz Reading Quiz Unit 1 Test

Assessments- Timeline Quiz Reading Quiz Unit 1 Test Unit 1: Concepts of World History, Timelines, Prehistory, Neolithic Revolution, & Rise of Civilizations Characteristics of Civilizations Sumer, Egypt, Babylon, Phoenicia, Assyria, Persia, India, China

More information

SCHEHERAZADE LESSON PLAN. Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade

SCHEHERAZADE LESSON PLAN. Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade Content focus: Music Visual Arts Language Arts History/Social Sciences SCHEHERAZADE LESSON PLAN Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade

More information

THE LOST PEOPLE OF MESA VERDE by Elsa Marston. The Anasazi lived peacefully on the mesa for 800 years. Then they disappeared.

THE LOST PEOPLE OF MESA VERDE by Elsa Marston. The Anasazi lived peacefully on the mesa for 800 years. Then they disappeared. THE LOST PEOPLE OF MESA VERDE by Elsa Marston The Anasazi lived peacefully on the mesa for 800 years. Then they disappeared. In the dry land of southwestern Colorado a beautiful plateau rises. It has so

More information

Leading up to the New Testament

Leading up to the New Testament Leading up to the New Testament In this lesson, we will look at the history of Israel. We will also pay attention to the growing Jewish expectation for coming of a Messiah and developments in the Jewish

More information

Alligator Egg Hunt Activity. 4 th & 5 th Grade Curriculum

Alligator Egg Hunt Activity. 4 th & 5 th Grade Curriculum Alligator Egg Hunt Activity 4 th & 5 th Grade Curriculum 1 Reading Exercise Background Material Alligator Egg Collection Alligators used to be an endangered species, but now alligators are a thriving species

More information

The Mayan Civilization. Clip Art

The Mayan Civilization. Clip Art The Mayan Civilization Clip Art Before the Mayans Before the Mayans, a group of people called the Olmecs lived in Mesoamerica Mesoamerica Middle America Stretches from central Mexico to Central America

More information

Ancient Greece: Teacher s Guide

Ancient Greece: Teacher s Guide Ancient Greece: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Ancient History Lesson Duration: 2 or 3 class periods Program Description Warring city-states flourished into centers of culture 2,500

More information

I. ABSTRACT II. III. IV.

I. ABSTRACT II. III. IV. Teaching About Magnets in Kindergarten Grade Level or Special Area: Kindergarten Written by: Lori Dawn Montanez, Swallows Charter Academy, Pueblo West, CO Length of Unit: Five lessons (approximately two

More information

Created specifically for the needs of early math learners in Grades K 2

Created specifically for the needs of early math learners in Grades K 2 For Grades K 2 Real learning, real math, really fun! Created specifically for the needs of early math learners in Grades K 2 Developed by a highly experienced team of teachers, educational writers, animators,

More information

Differentiated Instruction & Understanding By Design Lesson Plan Format

Differentiated Instruction & Understanding By Design Lesson Plan Format Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Data Analysis Subject Matter Emphasis and Level: Math, 5 th grade Author: Jolene (Oftedahl) Thompson School District: Mitchell

More information

PABLO PICASSO PRE-READING QUESTIONS. 1. What kind of art do you like? 2. Do you have a favorite artist?

PABLO PICASSO PRE-READING QUESTIONS. 1. What kind of art do you like? 2. Do you have a favorite artist? Pablo Picasso PABLO PICASSO PRE-READING QUESTIONS 1. What kind of art do you like? 2. Do you have a favorite artist? 3. Have you seen a painting by Picasso? 4. Have you heard of a style of painting called

More information

History : Medium Term Plan Autumn Year 3 Stone Age to Iron Age

History : Medium Term Plan Autumn Year 3 Stone Age to Iron Age History : Medium Term Plan Autumn Year 3 Stone Age to Iron Age NC13 : KEY ELEMENTS KEY SKILLS NC AIMS a f Chronological understanding Using Terminology a, f Ordering and Sequencing Knowledge and Understanding

More information

American Symbols and Patriotism

American Symbols and Patriotism Grade 5 Social Studies Unit: 07 Lesson: 03 Suggested Duration: 2 days Lesson Synopsis: American Symbols and Patriotism Students learn about Mt. Rushmore and review United States symbols. Students review

More information

GRADE 6 Ancient Cultures to 1600

GRADE 6 Ancient Cultures to 1600 GRADE 6 Ancient Cultures to 1600 Standard 6-1: The student will demonstrate an understanding of the transition of humans from nomadic to settled life in the cradles of civilization. 6-1.1 Analyze the hunter-gatherer

More information

ACTIVITY 3.1 The Neolithic Agricultural Revolution

ACTIVITY 3.1 The Neolithic Agricultural Revolution ACTIVITY 3.1 The Neolithic Agricultural Revolution Between 10,000 and 3000 B.C.E., people in several areas around the earth developed new agricultural methods and machines, such as the plow pulled by horses

More information