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= = = = = Dear Mr. Baskin, = = My L.E.G.S Test is right below, my Door In The Wall test is a paper version (I gave it to you), and my Place In The Sun Test is now revised and is on The Place In The Sun page on the navigation bar. = = -Alexa = = = = 5 1/2 points off of 122 is 116 1/2. Fantastic! = Name: __Alexa Ryan__ Humanities Date: May 21, 2012 6-C ** Student-Created, Open-Resource Examination on Law, Empire, Government, and Society in Ancient Mesopotamia, Egypt, Greece, Rome, and the Middle Ages ** ** Essential Question: “ **// How have past civilizations organized their society, established governments and laws, and expanded their empires in order to provide stability, security, and growth?” // __ Overview/Directions: __ This is a learning examination. It is not a quiz. It is not a test. It is a long, multi-day “open-book” examination. It is designed to have you master many key ideas in and insights into the history of Western Civilization. It requires you to do research on the HumantiesDigitalClassroom wiki, to read, to discuss, to learn, and to write—in short, to study and understand. This examination begins your preparation for the Humanities final examination next month, since about half of the Humanities final examination covers government, law, and society. It will take students both class time and homework time over four to seven days to finish this examination. Patience, persistence, resourcefulness, and responsibility will win the day. The ideas in this examination are challenging. The length of the examination is challenging. However, because it is an open-book examination, it is not at all difficult to earn a grade of 100 or better. In fact, it is easy to earn a grade better than 100 if you use the resources, you finish the entire test and you hand it in. This open-PowerPoint/Inspiration exam consists of four “specialty” sections—one on Society, one on Government, one on Law, and one on War & Empire. Each section has five parts: one on each of the five civilizations. Each of those parts has short, fact questions and longer thinking questions that relate to the essential question of the thematic unit. Short-response questions are each worth 1 point. Long-response questions are each worth 5 points. Long-response questions have at least five lines provided for the response. There are 82 short-response questions, and 8 long-response questions. Since 82 plus 40 is 122, a perfect score is 122. Students will be permitted to choose one partner with whom to work, of if they want to work alone, they may. The teacher reserves the right to assign students to exam partners. You may do this test with one partner—no more. You may not do this test with two, or more, other people. You may not divide the test in half, wherein each partner does half. That is not permitted. Three class periods will be devoted to the test. About half of the test must be done outside of class. You may do this test on paper or digitally. You should use the student-created PowerPoint, Inspiration, and Word documents saved to the Humanities Digital Classroom wiki to successfully complete this examination. However, if you wish, you may use the __Our World__ book to complete the test. That will not be an efficient use of time, though. Short-response questions do not have to be answered in complete sentences. Sometimes one or two words or a phrase will be all that is required. Longer-response questions must be answered in complete sentences with at least six sentences. Answer every question. Do not skip any. This test may be handed in no later than Tuesday, May 29. It may be handed in on paper or digitally before Tuesday, May 29, either by e-mail or by uploading to a student’s wiki. A blank copy of the test appears on the top of the HDC wiki. Yours, Mr. Baskin A.Ancient Mesopotamia/Society Read the following laws from The Code of Hammurabi. Then, answer the questions that follow. //Questions 1-6 are based on this list of laws//. put out. he shall receive sixty blows [hits] with an ox whip. 1.According to Law 195, we can see that in Mesopotamian society, in each household, the __father__ was the head of each family. 2.According to which law, can we tell that Mesopotamian society believed in charity for the needy, including women whose husbands were missing? Law __134__ 3.According to which law can we tell that Mesopotamian society had adoption of children? Law __185__ 4.According to which law or laws can we tell that Mesopotamian society had businesses and merchants? Law __7__ 5.According to which law can we tell that Mesopotamian society had different social classes of higher and lower rank which seem to have been treated differently? Law __202__ // The answer to question 8 and 9 may be found by looking at // // the PowerPoints [PPTs] and notes on Society and Government in both Humanities classes, created by Lauren Feeley, Angel Nieves, Agatha Correa, and Caitlyn Elliott. // // ONLY ANSWER EITHER NUMBER 6 OR 7, __NOT BOTH__. // 6.According to the “Bull of Heaven” chapter from __The Epic of Gilgamesh__ or the Peace side of the Standard of Ur how can we tell that the Mesopotamians had a society based on specialization of labor? What were at least seven jobs in Mesopotamian society? [Long response] __ We can tell that the Mesopotamian’s had a society based on specialization of labor because the King of Mesopotamia is at the top of the social pyramid. The King gives orders to the scribes. So, on the top, there are the King, the scribes, and the musicians. Then, in the middle there are herders of sheep, goat, and cattle. Then, on the bottom, there are slaves carrying grain on their backs and leading animals around. The seven jobs in the Mesopotamians had were Artisans and Tradesmen which receive the carcass. Butchers then received the meat, the Bronze workers received the hooves, the Jewelers and Craftsmen received the horns made of lapis lazuli. There were also Furriers who received the pelt and Ivory workers who received the teeth. __ 7.In what way does the Peace side of the Standard of Ur show the social pyramid of Ancient Sumer? _ _ [Continued on the next page.] _ _ _ _ _ _ B.Ancient Egypt/Society The answers to questions 1 and 2 may be found in either Humanities class’ PPT’s. The answers to questions 3 and 4 may be found in the period 8 and 9 PPT created by Kayla Toohey. 1.Who is at the top of the Egyptian social pyramid? __Pharaoh__ 2.What are three jobs—responsibilities-- of the pharaoh? __ The three jobs of the Pharaoh are governing the kingdom, keeping the kingdom prosperous, and expanding the customs of local governments. __ 3. Who is at the bottom of the Egyptian social pyramid? __ Slaves and farmers are at the bottom of the social pyramid. __ 3.According to Karla Galbo’s PPT (per. 8/9) on Ancient Egyptian Society, how specifically might Egypt’s craftsmen have served the pharaoh? __ The Craftsmen made statues and other objects in his honor. Craftsmen also made jewelry to sell in markets. __ C. Ancient Greece/Society 1. Briefly describe the upper-class Athenian. __ The upper class Athenian people must be a citizen and they cannot have a job. They must be free from economic tasks such as trading. A Athenian must get slaves to attend his material concerns which include his property and fortune. __ What were some of the types of jobs done by middle-class Athenians? __ The middle class Athenians were merchants, contractors, manufacturers, managers, tradesman, craftsman, and artists. __ 3. Briefly describe the people of the lower class in Athens. __ The lower class of Athenians was made up of freeman, who used to be slaves. __ D. Ancient Rome/Society 1.Into what two groups were citizens of Ancient Rome divided? __ The two groups that were citizens of Ancient Rome were Plebeians and Patricians. __ 2.Describe one group listed in the answer to question 1. __ Patricians were part of the noble family and they had slaves that served them. __ 3.Describe the other group. __ The Plebeians were commoners __ or slaves __. __ Name two types of people in Rome who could not participate in the Roman government. __ Women could not vote or be a witness in court, unless she was a vestal. Also, slaves were not allowed to promote the rights of a family to remain united or of individuals to be treated to health by their owners. __ E. The Middle Ages/Society 1.For whom did serfs work, and what kind of work did serfs do? __ Serfs worked for their lord’s and farmed their land. __ 2.Describe the homes and living conditions of serfs. __ Serfs lived with their animals in small huts that had one window stuffed with stray in the winter. __ 3.What was the name of the set of rules that knights lived by? __ The Knights lived by the rule of the Code Of Chivalry. __ 4.Whom, or what, was the life of a Catholic monk dedicated to serving? __ The daily life of a monk was dedicated to worship, reading, and manual labor. __ 5.What are the responsibilities of noblemen or vassals? In other words, whom or what were they dedicated to serving? __The responsibilities of a nobleman or vassal were to guard the gates that go into the village. They also protected the King and fought in wars.__ A.Ancient Mesopotamia/Government 1. What is a city-state? Any city that is located in a state. 2. What type of government did the Mesopotamians have? __Sumer had a monarchy which is a government ruled by only one ruler.__ B.Ancient Egypt/Government // To answer these questions, first consult Kayla Toohey’s PPT, and then consult Brianna Cardillo’s and Marissa Brown’s PPT. // 1.Who was the first pharaoh and what was his great accomplishment? __ Menes was the first Pharaoh and his great accomplishment was that he and his army overthrew the King of Lower Egypt __ 2.What are two meanings of the word “pharaoh.” __ The two meanings of the word “Pharaoh” are a great place in which the ruler of Egypt lives and all the rulers of Egypt were called Pharaohs. __ 3.Though the Pharaoh did have a chief vizier, what were Pharaoh’s own chief responsibilities in the kingdom? __ The Pharaoh had jobs such as governing the Kingdom, making sure it stayed prosperous, accepted and in many cases, expanded the customs of local governments, trade, and religion. __ 4.List four jobs of the vizier. 1)The Vizier is in charge of most things in the palace. 2)He manages water supplies 3)Behaviors of soldiers 4)Visitors entering the palace 4.What was the effect on pharaoh’s power when he replaced regional leaders with governors? __The Pharaohs power increased when he took control over Egypt’s government by replacing regional leaders with governors.__ C.Ancient Greece/Government // To answer this section, refer either to Chandler Murphy’s or Tim Callery’s presentations. // 1.Athens’ original government was an oligarchy. What is an oligarchy? __An oligarchy is a type of government that has more than one leader and rich and powerful people governing it.__ 2. Who served in the Assembly and how often did the Assembly meet? __The assembly met about every 9 days.__ 3.What was the role, or job, of the Assembly in Athens? __ The role, or job, of the Assembly of Athens was to direct a democracy where more citizens, or a person who has rights and responsibilities to their country. __ 4.What was the Council of 500 in Athens, or what was its function or job? __The Council of 500 is like our Senate today. They propose laws and decrees for the assembly to vote on.__ 5.How did a citizen get to serve in the Council of 500 and for how long did he have to serve? __A deme with fifty people was organized by ten Athenian districts were randomly chosen. The people in the council were paid to do this, but they could only be in the council twice in their lifetime.__ 6.Describe and explain five traits of Athens that Pericles says are unique to Athens, in his Funeral Speech. [Long response question.] __Pericles’ Funeral Speech says that Athenian people were some of the best treated, and most equal people in the world. Athens should be a leader in the Revolutionary ideas and systems to help make their city-state great. This could give great opportunities in life that other Greek citizens couldn’t have. Opportunity is one for new ideas, products, systems, and other things that are welcome. This equally gives Athens the ability to be involved politically.__ D.Ancient Rome/Government 1.What does the Latin word “republic” mean? __A public thing__ 2.Explain how a government that is republic works. Use the words “elect” and “representatives” in your explanation. __ A republic works politically. Everyone has a vote in their government. People can elect any representative they want and whoever has more votes, becomes the representative. __ 3.What social class controlled the Roman Senate? A representative 4.What was the most powerful branch of the Roman government, and what did that branch do? __The Senate was the most powerful branch and it controlled Rome’s patricians. The Senate also chose how Rome would act towards other governments. The Senate was the person that passed the laws.__ 5.What did the Tribunes to help the plebeian citizens who had elected them? __In return for electing the Tribunes, the tribunes made sure the plebeians__ had fair trials. 5.In Ancient Rome, there were two Consuls. What did each Consul do? __ The consuls served as Rome’s army commanders and most powerful judges. They also proposed new laws for the Roman people. __
 * I. Society **
 * Law 7 ** : If a “purchaser” does not bring the merchant and witnesses from whom he bought something, and its owner brings witnesses who identify it, then the “purchaser” is a thief and shall be put to death, and the owner receives [gets] the stolen article.
 * Law 122 ** : If anyone gives to another person silver, gold, or anything else to keep, he shall show everything to some witness, draw up a contract, and then hand it over for safekeeping.
 * Law 134 ** : If anyone [a man] is captured in war and there is not sustenance [food] in his house, if then his wife goes to another house [to get food], this woman shall be held blameless [innocent] of a crime.
 * Law 185 ** : If a man adopts a child and to his [own] name as a son, and rears [raises] him, this grown son cannot be demanded back again.
 * Law 195 ** : If a son strikes his father, his hand shall be hewn [cut] off.
 * Law 197 ** : If a man puts out the eye of another man, his eye shall be
 * Law 202 ** : If anyone strikes the body of a man higher in rank than he,
 * Comprehension Questions ** (Choose either number 8 or 9)
 * OR **
 * II. Government **

E.The Middle Ages/Government // To answer the first question--a longer response question--read the Government PPTs by Rose Iannuzzi and Alyssa Piesco, and by Emily Maher and Danielle Jessup, and also review the Society PPTs created by Kelli McKenna in periods 1/2 and by Lindsay Palmaffy during periods 8/ 9. // // 1. // Explain how the feudal system worked. Be sure to use the words “lord,” “fief,” “land,” “vassal,” “service,” “knight,” “oath,” “exchange.” [Long response] __ Feudalism was a system of government created around 800 A.D. It was a way to keep peace in the lands of Europe and to help control their lands, the kings divided them up into fiefs. A wealthy educated class included nobles, which are the lords and ladies of the manor. Vassals are a type of noble which is a skilled worker. They followed an oath of fealty to their king. This means that the nobles have to promise to be loyal to the king, to fight for him in war and to help keep the peace. Knights are trained soldiers that are given land in exchange for military service. They fight for their king and the land. __ // 2. //// To answer the following questions first read the Law PPT and Inspiration map created by Kayla Bugeya and Joseline Alvarez in the period ½ class, and Milton Lanza’s PPT. If need be, go back to the Government PPT’s by Rose Ianuzzi and Alyssa Piesco, and Emily Maher and Danielle Jessup. // Why did the nobles force King John to sign the Magna Carta? __ The nobles forced King John of England to sign the Magna Carta because the king could not violate the rights of free men and women by setting unfair taxes, taking their goods, and labor. One of the laws states that “No Sherriff can take someone’s resources unless he first pays for it.” So, King John’s vassals forced him to sign the Magna Carta because he took their rights, goods, and labor. __ 3.According to the 14th “law “in the Magna Carta, if the king had to raise taxes, what is the only action the King could take, legally? __ According to the 14th law in the Magna Carta, if a king needs to raise his taxes, he will request a meeting at a fixed date and place of the archbishops, abbots, and earls. __ 4. Use Milton Lanza’s excellent PowerPoint presentation in the period 8/9 section on Law in the Middle Ages. Read his summaries of **laws 9, 20, 21, and 28, 38, 39 and 6**0. Use his translations to explain how the Magna Carta protected the rights of citizens. In other words, what benefits or protections did the citizens—in this case, the nobles—get from the Magna Carta? [Long response.] __ Law #’s 9, 20, 21, 28, 38, and 60 state that the Magna Carta has to protect the rights of citizens. In law #9, it states that the kings sheriffs are not allowed to take anyone’s land and property. Law #20 says that if a free person is to be punished for a crime, the punishment must match the crime. If the crime is not serious, there will be no serious punishment, but if the crime is serious, the punishment can be serious. Law #21 tells us that nobles can only be tried by other nobles and the punishment of the crime must accord the crime. Law #28 says that no sheriff can take anyone’s resources unless he pays for it and Law #39 states that no one can be imprisoned for a crime, unless he is judged guilty. Lastly, Law #60 tells us that all of the freedoms or laws in our kingdom apply to men. All of these laws state that citizens should be treated well. They deserve their own rights. __ A. Ancient Mesopotamia/Law 1.What was the Code of Hammurabi? __ The Code Of Hammurabi was laws that were found all over his empire. About 200 of them were written in cuneiform. __ 2.In what language was Code of Hummurabi written? __Cuneiform__ 3.What was one punishment for stealing in Ancient Mesopotamia? __One punishment for stealing in Ancient Mesopotamia was “If anyone breaks into a house to steal, he shall be put to death there and buried there.__ 4. One can see in the Code of Hammurabi, that one type—or one or two classes—of people were more valued than women or poor people? Which class or group was most valued? __ Men and rich people were valued more than women or poor people. __ 5. In general, what does the expression, “An eye for an eye” mean? __ The expression “An eye for an eye” means that if you put out the eye of another Freeman, they shall put out your eye. __ 6. The Mesopotamians had harsh penalties for stealing, for helping runaway slaves, and for misusing water. Knowing that their economy was based on agriculture, why do you think that the penalties were so harsh for destruction of property or for theft or for dishonesty, etc.? For this response, please review the PPT created by Sabrina Patriciello, with Katherine Maurno’s help, in the period 8/9 class. [Long response.] __ I think the penalties were so harsh because the Mesopotamians needed to protect these goods. They needed to protect these goods because if everyone took some there would not be as much and the amount of goods would become scarce. When people stole things they were punished because they took goods when they weren’t allowed to. They were given severe punishments because Mesopotamia needed to keep their amount of food balanced so that they would not run out and starve. __ B. Ancient Egypt/Law 1.What were some punishments meted out [given] for stealing from Pharaoh? __The Pharaoh gave out the punishment of being beaten by 200 hits and five open wounds.__ 2. According to Kaylor Toohey’s PPT on Law and Government of Ancient Egypt (period 8/9), in Egypt who was the chief legal officer and judge in the kingdom? __The Vizier was the chief legal officer and judge in the kingdom.__ C. Ancient Greece/Law 1.Though Chandler Murphy points out in his PPT that there were eight courts in Ancient Athens. What were the two most important courts? Cratos __and Areopagus were the two most important courts.__ 2.Carefully read the tenth slide of Tim Callery’s Government and Law PPT on Ancient Greece. Read the green and blue Lycurgus quotes and read Tim’s explanation of those quotes. Then, answer the following question: // “In a democracy how, or why, would the laws tend to encourage peace, order and lawfulness within a community? Think. Who wrote the laws in Athens? Who passed the laws in Ancient Athens? So, why would there tend to be peace and order and lawfulness in the polis [the city-state/the community]?” // [Long response] __ In a democracy, the laws would tend to encourage peace, order and lawfulness within a community by allowing the two highest classes to have a share in the government. The lowest two classes were called Thetes and did not have a vote or share in the government. The laws in Athen were written by the government. The highest two classes would take their vote as to if the law was fair or to make or undo a law. If everyone agreed on this law the government would pass the law. This allowed Athen’s government to have peace, order and lawfulness because the people are the ones who have to stick to the law and not break it. By everyone except the Thetes being able to say their share the government was understanding by the peoples thoughts and let them help decide what the laws should be. They were the ones who have to live with the laws but if a law is unfair then they should have a say in it. This is fair because the people get to help decide what the laws are going to be. __ D.Ancient Rome/Law 1.Why were the Twelve Tables written down? In other words, what forced Rome’s patricians to write the laws down? __The laws were written down because they were a recording of the unwritten laws that had already been in existence for many years before.__ 2.In what location were the Twelve Tables placed in the city of Rome? __The Twelve Tables of Rome were placed in the Forum.__ 3.Who enforced Rome’s laws? __The Consuls who were the head of the army and the head of the judges.__ And the governors. E. The Middle Ages/Law 1. Accorrding to the Magna Carta, what may a sheriff not to with a person’s property, unless….? __The Sherriff may not take anyone’s land or property as long as the person who owes a debt can pay.__ 2.According to the Magna Carta, what must the general relationship or connection be between a crime and the punishment assigned to the person who committed that crime? __ The punishment for a crime must accord the crime. If the crime is serious, the punishment can be serious. __ A.Ancient Mesopotamia/War & Empire 1.Besides Sumer itself, what are the names of the other two important empires in the region of Mesopotamia that “reigned” along the Tigris and Euphrates? __ The names of the two important empires were Babylonia and Assyria. __ 2.What is the name of the written language that permitted the Mesopotamians to communicate long distances across the empire? __Cuneiform was the name of the written language that permitted the Mesopotamians to communicate long distances across the empire.__ 3.What is the name of the Mesopotamian king who built dams across the Euphrates River and who created the Mesopotamian Empire? __Hammurabi was Babylonia’s king and he built dams across the Euphrates river.__ 4.Trade goods traveled across Mesopotamia. What positive effect did this have on Mesopotamia? __The positive effect that this had was that it made Mesopotamia more powerful.__ 5.According to David Cannizarro’s and Marc Marrone’s PPT on War & Empire in Ancient Mesopotamia, what can we learn about how the Mesopotamians fought war from the war side of the Standard of Ur? Use Marc’s and David’s slide, read what they wrote, carefully observe the war side of the Standard of Ur, and write your own description how war was fought, with what weapons, etc. __ War was fought in Mesopotamia and it started around 4,000 B.C. and it took place for 2,000 years. The weapons and tools that were used were axes, hammers, sickles, daggers and chains. Sumerians also made jewelry, awls and chisels. The socketed axe became an important battle weapon for 2,000 years but the chariot was the most important weapon in Mesopotamia. Large animal and human bones were used as awls to make leather and small animal and human bones were used to make utensils and needles. Bones were also used as jewelry. Beads, rings, and bracelets were some of the jewelry made for the Mesopotamians. __ B.Ancient Egypt/War & Empire // Consult Joseph Walsh’s and Taylor Reilly’s and Brandon Hodges’ PPT’s on the Empire of Ancient Egypt. // 1.To what lands did Egyptian/ trade expeditions go? And what goods did the Egyptians obtain? __Trade expeditions were sent to Greece and the Fertile Crescent. Kush gave the Egyptians gold, copper, and precious stones. Nubia gave Egypt gold and Punt gave them gold, perfume, ivory, incense, and apes.__ 2.What are the start and end dates of Egypt’s New Kingdom? __ The start and end dates of Egypt’s New Kingdom are 1550 B.C. and 1079 B.C. __ 3. Which Egyptian Pharaoh reigned the longest during the New Kingdom and was considered the strongest? (He is the Pharaoh in __ A Place in the Sun __, had red hair—we saw his mummy!—was the Pharaoh of the Hebrew Exodus from Egypt, and is considered the greatest “builder” of the Ancient World.) __ Ramses __ II __ was the Egyptian Pharaoh that reigned the longest during the New Kingdom and was considered the strongest. __ C.Ancient Greece/War & Empire // To answer these questions use both Humanities class’ excellent PPTs created by Davi Bendavid and Ray Huang, and by Matteo Cosentino and Devan Fredericks. // 1.When was the Persian War fought? __The Persian War was fought between 500-470 B.C.__ 2.What is the name of the type of Athenian ship that decisively helped [made a huge difference] the Athenian navy? __The Trireme ship was the Athenian ship that helped the Athenian navy.__ 3.What was the outcome of the Persian War? Who won? __The Greeks defeated the Persian empire in 470 B.C.E.__ 4.Who were the combatants [sides fighting each other] in the Pelopponesian War, and over what were they fighting? __ Athens and the Peloponnesian League were the combatants and they were fighting over Peloponnesus. __ 5.How long did the Pelopponesian War last? __The Peloponnesian War lasted 27 years.__ 6.List one or two negative consequences of the Peloponnesian War. __Two negative consequences of the Peloponnesian War are losing the war and the land that they could have owned. Also, they lost precious grain and farmland during the war.__ 7.What two military improvements did King Phillip II of Macedonia introduce to his army? __The two military improvements King Phillip II introduced were to conquer all of Greece and to improve battle by having phalanxes and Calvary.__ 8.At what age did Alexander the Great begin his conquest for empire, shortly after the assassination [murder] of his father, Philip? And at what age did Alexander die? __Alexander the Great began his conquest for empire between 331 B.B. and 323 B.C. and he died at 31 years old in Babylon in 323 B.C.__ 9.One of Alexander the Great’s two teachers—really, they were personal tutors—was the Greek philosopher Aristotle. Alexander loved everything Greek. In fact, the story goes that Aristotle gave Alexander a copy of Homer’s __Iliad__. Reportedly, Alexander slept with Homer’s __Iliad__ under his pillow at night. Alexander is credited with spreading Hellenism. What is Hellenism? __Hellenism was the Greek idea to blend cultures with the Asians and the Africans.__ D.Ancient Rome/War & Empire 1.According to Kristian Shala and Alexa’s Ryan’s PPT summary, howmany centuries did the Roman Empire last? __ The Roman Empire lasted approximately 12 centuries. __ 2.List two or three jobs of Rome’s soldiers. __ 1) Fight in the War against Pompey’s army __ __ 2) Protect their Roman Empire __ 3.Who is the famous Roman general who rose from consul to military governor of Gaul, who crossed the Rubicon River in 49 B.C., thereby starting a civil war, four years later declared himself emperor [dictator], only to be stabbed to death in the Senate building one year later, in 44 B.C. on March 15? __ Julius Caesar was the famous Roman general who became the military governor of Gaul, who crossed the Rubicon River, declared himself emperor, and was stabbed to death in 44 B.C. __ 4.During approximately what year was the Roman Empire at its largest, or greatest, size? In 100 B.C. the Roman Empire was at its largest or greatest size. 5.List at least five warring tribes that invaded the Roman Empire. 1) The Ostrogoths 2) The Visigoths 3) The Burgundians 4) The Vandals 5) The Franks 6.According to the summary at the end of Ronan Whelan’s and Eric Johansen’s Roman Empire notes (done with help from Tim Callery), why did Rome’s Empire start to crumble?  [Long response]  __According to the summary at the end of Ronan Whelan’s and Eric Johansen’s Roman Empire notes (also done with help from Tim Callery) Rome’s Empire started to crumble because they were greedy for more land and their army gave up. The army was also small and the Barbarians attacked the Western Roman Empire. The Empire started to crumble because the army gave up and faught no more and they were very small. They were greedy for more land and wanted more but soon realized their army was small and they could not fight against the Barbarians. The Barbarians started to attack them and took all of their land only leaving Rome with a tinier amount of land.__  E.The Middle Ages/War & Empire  1.What lands did Charlemagne’s grandfather Charles Martel conquer? __Charles Martel conquered Germany, France, and Italy.__ 2.What did Charlemagne believe his holy mission was? __Charlemagne’s holy mission was to restore the might and grandeur of the Old Roman Empire, except by ruling with Christian, German power.__ 3. Charlemagne conquered German, Italy, and __France__. 4. The Pope crowned king or emperor of the Holy __Roman__ Empire, also known as the Frankish Empire. 5. Go to Nico Vasquez’ and Chris Barnett’s PPT on War & Empire in the Middle Ages. Click on the brown screen that describes weapons of war to make the page readable. Read over the list. Besides heavy swords, what tool usually used for building was, in fact, used to knock down armor-wearing opponents on horse back from atop their horse? __Hammer__ 6. Control over what Middle Eastern city were the Crusades fought? __Jerusalem was the Middle Eastern city where the Crusades fought.__ 7. Against whom, in general, did the crusaders fight? __ The Crusaders fought primarily against the Muslims. __ = Roman Empire PowerPoint = = Mrs. Frisby and the Rats of NIMH Questions =
 * III. Law **
 * IV. War & Empire **

= A Place In The Sun Test = = = Question 1: 8

Question 2: 8

Question 3: 8 Question 4: 4 out of 8. What threat does Senmut make? Who gives in to Senmut's threat? Why? Re-read the text passage.

Question 5: 4 out of 8. Why, exactly, are Ramses II and his son Merneptah happy that Senmut made the statue of Sekhmet?

Question 6: 4 out 8. What job will Senmut have in this life?

Question 7: 0 points. What job will Senmut have in the Afterlife? Question 8: 8 points.

Short-Response: 6 out 12. Name the traits that he showed along the way, from the beginning to the middle to the end.

Social Pyramid Essay: 24 points.

Alexa: Overall grade is a 74. Make revisions to raise the grade to a 100. Mr. Baskin 5/27/12 = = = = = =

= = = = = L. E. G. S Questions I Did For Homework 5/2/12 = = __Empire__ = = 1) In what jobs did Julius Ceasar serve before he became a dictator? (p. 233) = = Julius Ceasar was elected Consul of Rome and the year later, became a military governor of Roman Gaul. = = 2) In what type of family was Ceasar born, and when was he born? (p. 233) = = Julius Ceasar was born into a patrician family in 100 B.C. = = 3) Who was Pompey to Ceasar? (p. 233) = = Ceasar's main enemy was Pompey, who was another powerful general. = = 4) What is a dictator? (p. 233) = = A dictator is someone who rules with absolute power. = = 5) What changes did Julius make in Rome and Roman life? (p. 234) = = Ceasar gave land to his soldiers and grain to poor citizens. He also increased the number of people in the Senate and granted Roman citizenship to many people not born in Rome. He ordered a new and more accurate calndar and named the month of his birth "July." = = 6) When, and why, was Julius Ceasar assassinated? (p. 234) = = Julius Ceasar was assassinated on March 15, 44 B.C. He was stabbed to death by his enemies. THey did this because they were frightened of him growing power and popularity and they felt he was destroying the traditions of the Roman Republic. = = 7) Who was Octivian to Julius Ceasar? (p. 234) = = Octivian was Julius Ceasar's grand-nephew and adopted son. = = 8) Who was the first emperor of Rome? (p. 232) = = Augustus was the first emperor of Rome. = = 9) What was the Pax Romana? (p. 234) = = The Pax Romana was a period of peace for the Roman Empire that began with the rule of Augustus in about 27 B.C. and lasted around 200 years. = = 10) List the many benefits to Rome of life during the Pax Romana. (p. 234 and 238) = = When Augustus was the emperor, the government became more efficient. There were new roads, buildings and water systems. Bread was available for all of the people to eat every day and goods moved freely within the empire. Goods were shipped to Rome from all over the Mediterranean region. Romans were able to cook in pots from Spanish copper and the wealthy could wear clothes made from Greek wool, Egyptian linen, or even Chinese silk. = = 11) What role did the cencus and did army soldiers have in controlling the Roman Empire? (p. 235) = = A cencus of people were taken away every 5 years and the army soldiers had to fight in arenas.If people were taken away every 5 years and the army soldiers had to fight, the Roman Empire would be decreasing population, popularity, and power. = = =