Due Date: 9/27/19 Name: Prehistory Unit Lesson Four: Empire Mania in Mesopotamia!

Day One: Sargon, Hammurabi, and the Akkadian and Babylonian Empires Read Pages 42 and 43 What is the difference between a city-state and an empire?

Who was Sargon?

How was Babylon founded?

Who was Hammurabi?

What was the Code of Hammurabi?

What does the phrase an eye for an eye mean?

Watch, “Sargon the Great” and “The Rise and Fall of Sumer and the Akkadian Empire” Take notes while watching the videos on information regarding Sargon and the Akkadian Empire.

Sargon the Great The Rise and Fall of Sumer and the Akkadian Empire

Watch, “Hammurabi” Take notes while watching the videos on information regarding Hammurabi, his Code, and the Babylonian Empire.

Hammurabi

Activity Create a meme for Sargon(left) and Hammurabi(right) that’s based on your learning about both historical figures.

Are you Team Sargon or Team Hammurabi? Explain.

Day Two: The Assyrians Read Pages 44 and 45 What was the Assyrian Empire?

What were some elements of the Assyrian Army?

Why were people scared of the Assyrians?

How did the Hittites influence the Assyrians?

How did the Assyrians govern such a large empire?

Who was Ashurbanipal?

Geographic Reasoning 1. 2.

Watch, “The Assyrian Empire – Ted Talk” Fill in the blank The height of the Assyrian Empire occurred during the __________ century BCE. Assyria’s political history began much earlier in the ________________ Age. The heartland of the Assyrian Empire lies geographically within the borders of the modern nation-state of ______. Often, when a new Assyrian king came to power, he would ________________________. The Assyrian king Ashurbanipal is famous for his ____________.

Open Response What are some of the strategies that Assyrians devised to hold together a large territory made up of many different cultural groups?

The deportation of defeated populations served several purposes, including breaking local ties. What other purposes might have been fulfilled by moving people around the Empire?

Why might learning and scholarship have been considered so important to the Assyrian kings?

Activity Draw three emojis to represent the Assyrian Empire. Explain how each emoji represents them.

Day Three: The Neo-Babylonians (Chaldeans) Read Pages 46 and 49 How were the Chaldeans able to take control over the Assyrians?

Who were the Chaldeans? Who were their leaders?

What evidence does the text provide that describes the greatness of Babylon? Include at least five examples.

Why did the Chaldean Empire fall?

Who were the Persians?

Watch, “The Neo Babylonian Empire” As you watch the video, write down three facts, two questions, and the main idea of the video.

Facts Questions Main Idea 1. 2. 3.

1. 2.

Activity Create a postcard for the city of Babylon. Include three things that you learned and are unique to the city.

Read Pages 50 & 51 Compare and Contrast The Cod of Ur-Nammu and The Code of Hammurabi.

What was the overall impact of these codes of law on a developing society?

Assessment: Create a Code of Law for West End Middle

Your assessment for this lesson will involve creating a set of ten laws for West End Middle. They will be written in the same form as the laws of Hammurabi’s Code. Be creative and remember to include laws for all aspects of school life, just like Hammurabi’s Code included laws for all areas of Mesopotamian life. Refer to the criteria below to see

how you will be graded and to ensure you meet the expectations for this assignment.

Criteria - Must include 10 Laws, along with punishments (5 points for each law = 50 points) - Follow the if, then statements of Hammurabi’s Code (5 points for each law being correctly written = 50 points) - Add elements such as a title and images to make it visually appealing as if it were posted throughout the school.