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https://website-cdn.wakelet.com/wake/Udrwck-Z_0u0CfHVbeIww

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Intro to G.R.A.P.E.S, GRAPES of Mesopotamia

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Citizens-

On this page you can learn about the characteristics of a civilization and how our civilization has each characteristic.

Priya the Leader

The Arts consists of weapons, everyday objects, buildings, and music. Craftspeople, musicians, and architects create these for us. The image to the left is a lyre, like the ones you might have seen in your village. We use lyres and other musical instruments to entertain each other and our gods. All of our wonderful art is beautiful!

We have improved our old tools to make wheels and arches. The image to the left includes two wheels. Do you remember what happened before we invented wheels? We had to drag things around on sledges, and they would sometimes get stuck in mud. Once we invented the wheel, we could get around in carts with all of our belongings safely. We invented the arch to help make our buildings stronger and more beautiful. Our technology has rewarded us greatly!

A stable food supply is important because it will give us enough food to eat. We have created irrigation systems and plows for us to do that. Irrigation systems are used to control a water supply. We have used canals, dams, and reservoirs to help us do that. Plows are used to make spaces in the soil for seeds. We have a stable food supply because of these things!

We have communicated in many different ways throughout our lives. We first used pictographs, which are pictures of real-world objects and people used to explain something. Now we use cuneiform, which are wedge shaped characters. We used to have 2,000 characters, but now we have about 700, because it was too confusing with so many characters! To the left is an image of cuneiform characters.

Religion is a very important characteristic of a civilization. It's important because it has told everyone what to do in our everyday life, such as doing chores and preparing offerings for gods. We have expressed our religious beliefs by building statues and ziggurats. The image to the left is a ziggurat.

There are many jobs in the government. Some are making laws, collecting taxes, building temples, maintaining irrigation systems, and patrolling canals. All of these things are important for keeping everything in order, and everyone safe. If no one controlled the irrigation system, there wouldn't be enough water and the water could flood the city-states. If there weren't any laws, everything would be out of control.

To learn about social structure, visit the social structure page on this website.

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Important Characteristics of a Civilization - The Sumerian Times

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Citizens- On this page you can learn about the characteristics of a civilization and how our civilization has each characteristic. Priya the Leader The Arts consists of weapons, everyday objects, buildings, and music. Craftspeople, musicians, and architects create these for us. The image to the left is a lyre, like the ones you might have seen in your village.

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https://docs.google.com/presentation/d/1dTLB-RrXdJDv9V3piA9yAu3inN9Tg7FAVeTQBK35Qaw/edit#slide=id.p9

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Reading material with all details of GRAPES

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Reading material with all details of GRAPES

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https://www.sutori.com/en/story/grapes-of-ancient-mesopotamia--7anME3yfMHUeohnBnfuedaeU

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Sources and credits:

https://www.britannica.com/topic/cuneiform

https://sites.google.com/site/theancientmesopotamiaproject/geography

http://www.history.com/topics/ancient-history/hammurabi

https://www.livescience.com/39393-code-of-hammurabi.html

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(geography, religion, achievements, politics, economics, social structure) Mesopotamia is a historic regional area located in Asia. It covers Iraq, Iran, and Syria as well as parts of Turkey and Kuwait. It is situated within the Tigris and Euphrates river system Mesopotamia began around 3500 B.C.E to 500 B.C.E Mesopotamia fell around 539 B.C.E when the Achaemenid Empire conquered it.

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https://studylib.net/doc/7566387/theme-chart-grapes-mesopotamia

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G.R.A.P.E.S. Theme Chart for
Mesopotamia / Sumer, Chapter 3
Geography

Tigris and Euphrates Rivers flooded so the used
levees to help with the flooding - to water crops

Poked holes in levees to water crops - canals

No stone or timber - used mud bricks for
building

Desert - modern day Iraq
Religion

Ziggurat - home of the gods
o So tall to get them closer to heaven

Only priests could enter the top level of the
ziggurat

Had over 3000 gods - to represent forces of
nature

Only on earth to serve gods

Each city-state had own god

Thought there were only male gods at first but
then female gods
Achievements

City states were a city with a wall around and
then farmland on the outside

Ziggurat was in the middle, then upper, middle,
and on the edge the lower class houses

Made statues, pottery,

Had bronze gates (bronze a new metal)

Cuneiform (writing

Invented the wheel

360 degree circle

60 min hour, 60 sec. min.

Calendar based on moon

Invented sailboat

Invented plow

Cradle of Civilization (first civilization)

Oldest written records were Sumerian

Their ideas were copied and improved by others

Rise:
o Neolithic Revolution caused villages to
start because people could stay in one
place - then villages developed into
civilizations (Sumer)
o Specialization (jobs) started
o Writing developed
o Sargon I - pushed the civilization to
become larger
o Hammurabi - pushed it even farther
and wrote down laws (Code of Laws)
Politics

Hammurabi was best known for Code of Laws -
given to rule each city-state

Priests were kings, hereditary (parent to child)

At the beginning each city-state had an
independent government

Sargon I (from Akkad)- ruled for 50 years - he
united city-states - worlds first EMPIRE
o Akkadian become the language
o Pushed civilization to become larger
o When he died empire fell

Hammurabi (Babylon) - ruled for 40 years
o Golden Age of Babylon
o Improved city-states
o Made judges to give punishments
o Upper class punished harsher
o Increased trade
o When he died Mesopotamia fell and
divided into small city states
Economy

Fisherman/ farmers

Government officials / priests

Merchants / shop keepers

Artisans / metal workers

Scribes / teachers (went to school to learn to be
one)

Pottery makers (artisans)

Traders with the rest of the world
o Cuneiform (writing) - keep track of
trade
Social Systems

Upper class - priests and merchants (trader)

Middle class - government officials, shop
keepers, artisans (skilled workers)

Lower class - farmers, unskilled workers,
fisherman

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Free essays, homework help, flashcards, research papers, book reports, term papers, history, science, politics

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https://prezi.com/vwo0mzk--pjt/grapes-mesopotamia/

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Geography Some of their gods included...An/Anu:Father of gods, Enlil:God of the Air, Nanna/Sin:Moon God, Utu/Shamash:Sun God Created irrigation system: They had started to get pretty good at farming and needed a better and faster way to water their crops, so they created and

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History of Ancient Mesopotamia G.R.A.P.E.S. Chart

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Activity Overview

In this activity students will break down what they have learned about ancient Mesopotamia in a G.R.A.P.E.S. Chart. There are many different acronyms that can be helpful when analyzing ancient civilizations and this one is widely used. However, teachers may use whatever they prefer and can simply change the titles in the template.

Using a G.R.A.P.E.S. Chart to organize information about ancient Civilizations is a useful tool to enhance students' analysis of the characteristics and contributions of a society. Going further and including visuals helps students to better retain the details of each category.

When learning about ancient Civilizations, students may need teachers to provide a variety of resources. The use of diverse resources such as primary sources, videos, songs, readings from textbooks, encyclopedias and literature can be helpful for students to gain an accurate and complete picture of the time period. Students can use graphic organizers to write notes about the different categories as they learn.

Students Can Collaborate!

Teachers may wish for students to work together on this lesson which is possible with Storyboard That's Real Time Collaboration feature! With Real Time Collaboration, students can work on the same storyboard at the same time which is perfect for this lesson! As teachers know, collaborating on assignments allows students to think on a deeper level while increasing their communication and problem-solving skills. Collaboration can also help cut down on the time it takes to complete a storyboard. While there is no set limit to the number of users who can work on a storyboard at once, we recommend five users or fewer for optimal performance. All of our assignments default to individual. To make this lesson collaborative, teachers must enable collaboration for the assignment within the "Edit Assignment" tab.

GRAPES Chart

G: Geography

1. Where was ancient Mesopotamia located?

2. What physical features did it have?

3. What was the climate like?

4. What natural resources were present?

5. How does the location or environment affect the development of ancient Mesopotamia civilization? (How does where they live affect how they live?)

R: Religion

1. What type of religion did ancient Mesopotamians practice?

2. Who were the religious leaders?

3. Who were their god(s)/goddess(es)?

4. How did people worship?

5. Were there any unique burial practices or beliefs about the afterlife?

A: Achievements

What were some key inventions or contributions of ancient Mesopotamia in the areas of:

P: Politics

1. What type of government did ancient Mesopotamia have?

2. Who were the leaders?

3. How were decisions made?

4. What role did people play in the government?

5. What was the structure of the government?

E: Economics

1. What were ancient Mesopotamia's natural resources? What did they make and grow?

2. With whom did ancient Mesopotamia trade? What were their imports and exports?

3. What jobs were available?

4. What type of currency exists?

S: Society

1. What were the social classes of ancient Mesopotamia?

2. What were the roles of men, women and children?

3. What groups have rights and what rights do they have?

4. What groups don't have rights?

5. What were people's daily lives like?

Please note: Further activities utilize spider maps to expand on each category. By focusing on just one category, students are encouraged to include more information. Students can come together after they've created their storyboards to share what they've learned. The full G.R.A.P.E.S. Chart can be used as a pre or post assessment as well.

Due Date:
Objective: Create a chart that describes the different aspects of ancient Mesopotamia: Geography, Religion, Achievements, Politics, Economy and Social Structure.
Student Instructions:

1. Click "Start Assignment".

2. Write a 1-3 sentence description of each cell.

3. Create an illustration that represents each category using appropriate scenes, characters, and items. To find images that relate to ancient Mesopotamia, type "Mesopotamia" into the search bar.

4. Save and exit when you're done.

Lesson Plan Reference

Common Core Standards

[ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

[ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

[ELA-LITERACY/WHST/6-8/2/B] Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Create a storyboard that highlights the following: geography, religion, achievements, politics, economy, and social structures.

Text and images include a clear explanation of the 6 important categories: geography, religion, achievements, politics, economy, and social structure.

Text and images include an explanation of important facts, but the explanation may lack clarity or there may be some inaccuracies.

Text and images do not explain important facts. Information is mostly missing or inaccurate.

Student clearly shows effort to convey the facts through appropriate scenes, characters, items, symbols or infographics. Illustrations clearly show that time, care and effort have been put in.

Student attempts to convey facts through use of graphics, but the depiction may be confusing, disordered, or lack some detail.

Student does not clearly convey facts and the depictions are inaccurate or inappropriate.

Student uses exemplary spelling and grammar. There are no errors.

Student makes one or two minor errors in spelling and grammar.

Student makes multiple errors in spelling and grammar.

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History of Ancient Mesopotamia G.R.A.P.E.S. Chart

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In this activity, students will analyze Ancient Mesopotamian society, geography, religion, and more using the G.R.A.P.E.S. acronym to guide them.

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1. https://www.youtube.com/watch?v=aWCMSjxkazk&pp=ygUmbWVzb3BvdGFtaWFuIGNpdmlsaXphdGlvbiBjbGFzcyA2IGljc2U%3D

2. https://www.youtube.com/watch?v=EHkAGKgoyGo&pp=ygUmbWVzb3BvdGFtaWFuIGNpdmlsaXphdGlvbiBjbGFzcyA2IGljc2U%3D

3. https://www.youtube.com/watch?v=QeZKNjo-exs&pp=ygUmbWVzb3BvdGFtaWFuIGNpdmlsaXphdGlvbiBjbGFzcyA2IGljc2U%3D

4. https://www.youtube.com/watch?v=NqOC17D3k5M&pp=ygUibWVzb3BvdGFtaWFuIGNpdmlsaXphdGlvbiBmb3Iga2lkcw%3D%3D

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Who Were The Mesopotamians? | Class 6 - History | Learn With BYJU'S