TEACHER S GUIDE - Mafhoum · 2013. 7. 3. · Artifacts Artifacts are objects that are made by,...

February 16 – September 2, 2002

Embark on a fascinating journey to the ancient Near East and encounter some of the world's oldest cultures. From the earliest farming settlements 10,000 years ago to medieval times, learn why historic Syria was a birthplace of civilizations and a center for trade, metallurgy, religion and writing.

TEACHER’S GUIDE
FERNBANK MUSEUM OF NATURAL HISTORY767 Clifton Road, N.E. Atlanta, Georgia 30307-1221 USA 404 929 6300 fax 404 378 8140 www.fernbank.edu/museum

TEACHER’S GUIDE

What’s Inside … Introduction to the Material Learning about civilizations and cultures Page 3 Archaeology Page 4 Why Syria? Page 5 Who has influenced Syria? Page 6 How the exhibition is organized Page 7 Pre-Visit Activities Page 8

During Your Visit Page 9

Post-Visit Activities Page 10

Resources Page 14

Appendix I. Crossword Puzzle and Key Page 15 II. Simplified Word Search and Key Page 17

III. Word Search and Key Page 19 IV. Mosaic Pattern Template 1 V. Map of Modern Syria Page 22 VI. Artifact Photo Page 23 VII. Scavenger Hunt for Students Page 24

Glossary Page 25

Ancient Empires, Syria : Land of Civilizations Teacher’s Guide � FERNBANK MUSEUM OF NATURAL HISTORY

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INTRODUCTION TO THE MATERIAL Learning About Civilizations and Cultures

Q: What is civilization? “A relatively high level of cultural and technological development” “The cultural characteristic of a particular time or place” — Webster’s Dictionary “A culture that has developed a system of government, religion and learning” — Macmillian/McGraw-Hill Dictionary Q: What is culture? A culture is a way of life belonging to a group of people �� how they live �� what they believe Q: What can we learn about cultures and civilizations? We can learn about: �� what types of houses they live in and what buildings they use �� what kinds of food they eat �� how they obtain food (hunting, gathering, farming, domestication of animals) �� what kinds of clothing they wear �� how they work together �� what activities they do �� what written languages they use �� where they live �� what kind of government they have �� what religious beliefs and practices they have �� what everyday life is like �� what special events they celebrate

Q: How would you answer these questions? 1. Describe your culture today.

2. What would you put in a time capsule that represents your culture today?

3. Can an individual be part of more than one culture?


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4. If someone came here in 2000 years, how would our culture be described? What would be the clues to our culture?

5. How can we learn about cultures that do not have a written language?

6. How are important ideas and skills passed from parents to children? Is it done differently today?

7. What types of things were passed on to you by your family that were not written down?

Archaeology

Q: What do archaeologists study to learn about ancient cultures and civilizations? Archaeology is the scientific study of the physical traces of past human behavior which are used to learn about ancient cultures. Archaeologists use a number of types of physical evidence when studying a culture: Artifacts Artifacts are objects that are made by, used, or modified by people, such as tools, pottery, textiles, and cave paintings. Artifacts can help answer questions about:

�� how people lived �� what activities they did �� how they obtained food �� what kinds of clothing they wore �� what kinds of technology they had

Burial Sites Burial Sites help archaeologists learn about:

�� the culture’s religious beliefs and practices �� physical characteristics of the people as well as their health and diseases by studying

their bones �� warfare �� animals which were sacrificed at the time of a burial and included in the

burial site �� food and other items left in the site believed to help in the person’s travel to an afterlife or

another world


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Physical Structures Parts of physical structures and buildings of a culture are often still standing today. Many of the buildings have features that help to tell the story of a culture. These structures can help answer questions about:

�� where people lived �� what buildings materials they used �� how buildings were constructed �� what religious beliefs the people had and how they worshipped

Written Records Written records can be used when studying a culture. The ancient peoples who lived in the area that is now Syria developed one of the earliest written languages. These documents answer questions about

�� what type of government they had �� how people traded goods and services �� what type of calendar they used

Why Syria?

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The region that the ancient Greek geographers called “Syria” has played a central role in our human past. This historic land is situated at the very heart of the Fertile Crescent where archaeologists have discovered some of the earliest evidences of human habitation outside of Africa. Also found in Syria are the remains of some of the world’s oldest cities and earliest written documents, including the first alphabet. Throughout time, Syria was always strategic territory to conquering empires because of its central location and position on major trade routes. The Assyrians, Babylonians, Persians, Greeks and Romans, among others, ruled this region at one time or another–each leaving behind remnants of their civilization. The archaeological treasures featured in this exhibition illustrate the story of our human past and help us better understand who we are today.


Who has influenced Syria? Over the millennia, different cultural groups have interacted with Syria through trade or conflict. Because of its strategic location on the Mediterranean, a host of different empires occupied the country. This fluid mix of people helped create a highly sophisticated society. A few of the major influences on Syrian language, culture, religion and government were: Amorites Hurrian 3000-1200 BC (Bronze Age) Hittites

Aramaeans Assyrians 1200-330 BC (Iron Age) Babylonians

Persians

Greeks 330-64 BC

Romans 64 BC – AD 324

Byzantine Empire AD 324-640

Umayyad Caliphate AD 661-750

Abbaisid Caliphate AD 750-110

Seljuk Turks Christian Crusaders AD 1100-1260

Mongols

Mamluks AD 1260-1516

Ottoman Turks AD 1516-1920

French Colony AD 1920-1946

Independence AD 1946


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How is the Exhibition is Organized? The exhibition is arranged in four segments, each with a separate theme.

Eve -Ev ving Socie provides an overview of key changes in human society from prehistoric through medieval times.

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The opening segment of the exhibition provides a geographical orientation and historical overview. The journey begins with a re-creation of an archaeological dig, reminding visitors that the objects and information featured in the exhibition results of more than a century of archaeological research in Syria. Near the

entrance, a large timeline diagrams the long sweep of history, and the objects on display in tfirst segment takes one on a walk through time, from the Stone Age, through ancient and classical times, to the eve of the Renaissance.

A Many-Face ed Economy explores specific features of technology and

commerce that formed the basis of prehistoric, ancient, classical and medieval societies. This section of the exhibition explores the interplay between technology, economy and lifestyle. The beginnings of agriculture brought about radical changes in human

society, such as the need for tools. Over the centuries humans learned to fashion different kinds of materials into tools, weapons and objects of beauty. Agricultural surpluses and the need for materials to make tools and weapons led to the development of transport and trade. Finally, there was the necessity to keep records that led to writing. Featured in this section are some of the world’s oldest examples of writing and other objects related to an ancient economy.

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A enues of Thought examines the role of symbolism and religion from

earliest times to the advent of monotheism. Syria has been a crossroad of religious thought from earliest times, and the

third segment of the exhibition traces the development of religion through the rise of the three great monotheistic religions—Judaism, Christianity and Islam. Ancient gods and goddesses are represented, as well as tomb sculptures illustrating burial practices and beliefs. The Crusades are also part of the story and are represented by a fresco from a Crusader castle. Jews, Christians and Muslims contributed to Arab culture during medieval times, although the population of Syria was predominantly Muslim. Religious artifacts from medieval times are also on display.

A Scholarly Heritage deals with the Near Eastern roots of modern science. The last section of the exhibition focuses on the achievements of Middle Eastern science. Between the ninth and fifteenth centuries AD, Arab scholars distinguished themselves in medicine, pharmacology, chemistry, astronomy, geometry and

mathematics. These scholars preserved and built upon the Greco-Roman heritage, and eventually passed it on to the west. The centerpiece of this segment is a priceless collection of medieval manuscripts from Arab scientists and physicians. Other items relating to Arab science, such as a beautiful astrolabe dating approximately AD 1500, are also featured.


PRE-VISIT ACTIVITIES Discussion topics

I. Look at maps and photos of present day Syria. Have students locate major geographical features (mountains, bodies of water, etc). Why did early peoples settle in certain areas? Why was this area an ideal trading center?

II. Give each student or group of students a culture to research. Create a timeline of these cultures and discuss the significance of each.

III. What are artifacts? Where are they found?

IV. The exhibit contains pottery, metalwork and textiles. How are each made? What materials are used? How did the people obtain these materials?

V. What is the role of an archaeologist? What tools do they use?

Vocabulary Answers are located in glossary. Adze Catacomb Mesopotamia Alchemy Cuneiform Moslem Alloy Dromedary Motif Arab El Sarcophagus Baal Ethnographic Talisman Caliph Fertile Crescent Tell Capital Ishtar Tesserae Cartouche Lexical Ziggurat Activity Mini Archeological Dig

Background: The year is 3002 and your students will assume the role of archeologists. They will excavate the remains of a 21st century building.

Materials: Large plastic containers Sand Household items (i.e. spoon, thimble, remote control, egg separator) Paintbrushes

Set-up: Fill plastic containers with sand and bury the household item.


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Have students uncover the buried “artifacts” and determine what was the purpose of each item. Break students into small groups and use the paintbrushes to dig up their artifact. Once the artifacts have been uncovered the fun really begins. Encourage the students to look at the item from the standpoint of an archeologist in the year 3002 who has never seen an object like this and answer the following questions.

�� What was the purpose of this item?

�� What type of building did it come from?

�� Was it affordable to everyone?

�� Was it a type of currency?

�� Was it one of a kind?

�� How was it made?

Short on time? Skip the excavation and simply hand out household items for the students to discuss. DURING YOUR VISIT Finally, field trip day has arrived and your students will no doubt be excited to encounter the ancient cultures they have learned about in the classroom. Please remind your students of the tremendous value of these artifacts and ask them to be on their best behavior. Also, please inform both your students and chaperones of the exhibition rules in advance. Fernbank Museum has established the following rules for this special exhibition:

�� No photographic or video equipment. Lockers are available on Entry Level. �� No food or drink. �� Do not touch the artifacts or cases – alarms will sound. �� Please mute cell phones and pagers.

To keep your students focused on the artifacts, you may choose to give them a pencil and a Scavenger Hunt to complete as they walk through the exhibition. The Scavenger Hunt is located on page 23; the answer key is below: Answer Key for Student Scavenger Hunt 1. begins 1 million BC ends AD 1577 2. a king from Mari 3. opinion - answers will vary 4. silver and iron (it had fabric but it has disintegrated) 5. rabbit, pig, hedgehog, ostrich; food, trade, religion,

pet, etc. 6. cuneiform 7. 4; they might be toys, models, etc.

8. yes; a bull 9. master, warrior, threw thunderbolts, protected

Ugarit, ensured prosperity, ensured soil remained fertile, etc.

10. yes; scalpel, hook, etc. 11. cotton, linen, wool 12. astronomy 13. opinion - answers will vary


POST-VISIT ACTIVITIES Discussion Topics

I. What was your favorite part of the exhibition? What was your least favorite part of the exhibition? Why?

II. Is it easy to learn the story of a culture from looking at artifacts?

III. Is it acceptable to disturb ancient burial sites for the sake of science? Why or why not?

IV. How has trade historically affected the lives of the people who live in what is now Syria?

V. What role has religion played in the government and the lives of the people of this region during the last 3000 years?

VI. Did past peoples have to deal with any environmental issues that we still have to address today? (over-hunting, over-grazing, graffiti)

Activities I. What is it?

Background: Students will examine a picture of an artifact from the exhibition and try to determine what it is and how it was used.

Materials: Overhead projector Transparency of artifact photo (appendix VI)

Setup: Display overhead photo and have small groups of students discuss possible uses for the item.

Have each group present one possible purpose for the item.

Answer: The object was originally thought to be a representation of a deity, but researchers now believe it was a tool called a “twinning device” used in cloth making. It was found in Syria and dates back to 2800 BC. NOTE: This activity is a nice follow-up to the Archaeological Dig described in the Pre-Visit Activities on pages 8-9.


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II. Make your own alphabet

Background: The people of Mesopotamia were the first to use written language. Students will attempt to create their own symbols to represent speech.

Materials: Paper Pencil Cuneiform chart

Setup: Show students a sample of cuneiform. Discuss different ways language is written. For example, hieroglyphs use picture symbols, English uses letters that represent sounds, etc.

Have students create their own language using pictures, letters, or symbols and create some type of key. For example: ^ * # ! = A B C D ��= Good morning

III. Personal Seal

Background: Many people in ancient Mesopotamia could not write, therefore seals were used in place of signatures.

Materials: Clay that will harden overnight Toothpicks Wax or non-hardening clay

Newspaper Waxpaper

Setup: Desks should be covered in newspaper because this activity is a little messy.

Students should use the wet clay to create a flat circle about the diameter of a half dollar coin and about half an inch thick on the wax paper (to prevent the clay from sticking to the newspaper). Using the toothpick, create a pattern on one side of the circle (large geometric patterns work best. Allow the clay to dry for at least 12 hours on wax paper, then flip the seal and allow to dry for another 12 hours. Use the “seal” to press the design into warm wax or soft, non-hardening clay.


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IV. Cuneiform Tablet/Envelope

Background: The people of Mesopotamia had no formal system of mail. Letters had to be sent

by messenger or with a passing traveler.

Materials: Clay that will harden overnight Chopsticks, plastic knives or old pencil Newspaper Waxpaper Personal seal from above (optional)

Setup: Desks should be covered in newspaper because this activity is a little messy.

How to Make the Letter: Students should put half of their clay in a sealed plastic bag. With remaining half, students should make a flat rectangle approximately 2 inches by 3 inches and about half an inch thick on the wax paper (to prevent the clay from sticking to the newspaper). Now it is time to write a message. Students may want to use a pencil or plastic knife to write in the alphabet they created or they may want to use a chopstick to try cuneiform. Messages can be “signed” with the personal seal. Allow the letter to dry for 12 hours on waxpaper, then flip and allow to dry for an additional 12 hours. How to Make the Envelope: After the letter has dried, roll out the clay that was stored in the plastic bag on a piece of waxpaper. It should be approximately 4 inches by 4 inches. Now wrap the clay all the way around the letter, so that no part of the letter shows. Do not try the close the envelope, simply fold the clay over the letter like a taco shell. The envelope can also be “signed” with the personal seal. Allow the envelope to dry on waxpaper and present it to a friend or family member. The person should break the envelope in order to read the message inside. NOTE: Make sure to clean the seal with a toothpick after it is used.


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V. Mosaic Patterns

Background: A popular decoration for temples and other important buildings was mosaic cones or tiles. These designs have been found in buildings that are over 3000 years old.

Materials: Mosaic template (included) Colored pencils, crayons or markers

Students should use a blank mosaic template to create intricate designs. Geometric patterns may be used or students may create their own. VI. Time Capsule

Background: Students can preserve objects that will eventually become “artifacts”.

Materials: 2-liter bottle Scissors Thick tape Permanent marker “Artifacts”- favorite objects, magazines, newspapers, etc.

Setup: Students should think about what objects define the time period, their school, and themselves.

Cut the top off of the 2-liter bottle and fill it with the “artifacts” and a description of how the items are used. Then, tape the top back on and write your name, age and the date. Now find a hiding place at home for the time capsule (don’t bury it because moisture can destroy the artifacts, instead hide it in the back of a closet or attic). Don’t look at your time capsule for at least one year. When you open it, notice how your likes and dislikes have changed.


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RESOURCES http://www.ancientscripts.com/ - Cuneiform and other early writing systems.

http://www.odci.gov/cia/publications/factbook/geos/sy.html - CIA factbook about modern Syria.

http://almashriq.hiof.no/general/600/640/646/costumes_of_the_Levant/ - Clothing of historic Syria.

http://lcweb2.loc.gov/frd/cs/sytoc.html - Library of Congress’ country study of Syria – includes history.

http://atheism.about.com/library/islam/countries/bl_SyriaAncient.htm?iam=howstuffworks_SKD&terms=syria - Summary of Syria’s history.

http://almashriq.hiof.no/base/others.html - List of useful links.

http://syria.arabicnet.com/ - Syrian Ministry of Tourism Official Site

http://www.albany.edu/jmmh/vol1no1/teach-islamic.html - Information for teaching Islamic civilization.

http://www.hejleh.com/countries/syria.html - The country and people of Syria.

http://religion.rutgers.edu/vri/ - Virtual religion index – great tool to compare major world religions.

http://almashriq.hiof.no/base/syria.html - Links, photos and history of Syria.

http://www.zompist.com/kit.html - The language construction kit.

http://www.upennmuseum.com/cuneiform.cgi - See your initials in cuneiform.

http://www.penncharter.com/Student/index.html - Virtual Mesopotamian museum.

www.asia.si.edu - on-line guide and lesson plans on Islamic art from the Smithsonian


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http://www.ancientscripts.com/

http://www.odci.gov/cia/publications/factbook/geos/sy.html

http://almashriq.hiof.no/general/600/640/646/costumes_of_the_Levant/

http://lcweb2.loc.gov/frd/cs/sytoc.html

http://atheism.about.com/library/islam/countries/bl_SyriaAncient.htm?iam=howstuffworks_SKD&terms=syria

http://atheism.about.com/library/islam/countries/bl_SyriaAncient.htm?iam=howstuffworks_SKD&terms=syria

http://almashriq.hiof.no/base/others.html

http://syria.arabicnet.com/

http://www.albany.edu/jmmh/vol1no1/teach-islamic.html

http://www.hejleh.com/countries/syria.html

http://religion.rutgers.edu/vri/

http://almashriq.hiof.no/base/syria.html

http://www.zompist.com/kit.html

http://www.upennmuseum.com/cuneiform.cgi

http://www.penncharter.com/Student/index.html

http://www.asia.si.edu/

ACROSS 1. A shallow carving of figures or forms on a flat background, as in sculpture. 4. One of the small squares of stone or glass used in making mosaic patterns. 7. Wedge-shaped written characters of the languages of the ancient Near East, such as Sumerian and Babylonian. 9. A combined form of two or more met-als, or of a metal with a nonmetal, some-times using an inferior ingredient with a more costly one. 11. A carved stone coffin. 12. A mound, especially in the Middle East, made up of the remains of a succession of previous settlements.

DOWN 2. An ax like tool with a curved, sharp-edged head set crosswise to the handle, used for shaping large pieces of wood. 3. In architecture, the uppermost part of a column or pillar. 5. The religion, legal codes, peoples, or culture of Islam, a monotheistic religion based on the teachings of the prophet Muhammad and recorded in the Koran. 6. Semitic peoples that originated in Arabia and now form the dominant population in that and other Middle Eastern countries. 7. A spiritual and political leader in some Mus-lim countries. 8. The land between the Tigris and Euphrates; site of several ancient civilizations. 10. Fertility god worshiped by certain ancient Semitic peoples.

Ancient Empires


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ACROSS 1. A shallow carving of figures or forms on a flat background, as in sculpture. 4. One of the small squares of stone or glass used in making mosaic patterns. 7. Wedge-shaped written characters of the languages of the ancient Near East, such as Sumerian and Babylonian. 9. A combined form of two or more met-als, or of a metal w ith a nonmetal, some-times using an inferior ingred ient with a more costly one. 11. A carved stone coffin. 12. A mound, especially in the M iddle East, made up of the remains of a succession of previous settlements.

DOWN 2. An ax like tool with a curved, sharp-edged head set crosswise to the handle, used for shaping large p ieces of wood. 3. In architecture, the uppermost part of a column or pillar. 5. The religion, legal codes, peoples, or culture of Islam, a monotheistic religion based on the teachings of the prophet Muhammad and recorded in the Koran. 6. Sem itic peoples that originated in Arab ia and now form the dominant population in that and other Middle Eastern countries. 7. A sp iritual and political leader in some Mus-lim countries. 8. The land between the Tigris and Euphrates; site of several ancient civilizations. 10. Fertility god worshiped by certain ancient Semitic peoples.

Ancient Empires

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TEACHER’S KEY


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T J C J T T L E W C D S A O V E N Q U E A D H A Q U C I N F S K E L N B R T O G F O M T A Q J U C M E A U A S Z C A G L P M X X S C I H G S P Z T Y S A H A K O E P F R G D T O M D W S E M A O R J O W I K P E R I U B L C L D C J R I Z O H O F V H R D H L O E L M Q S C M U C A L I P H O N L M Q E L E J S T H M K Z S Y N I U M A D C A R T O U C H E V N T H D A L L E T T C T U G B W K R T R N A M S I L A T C G V A S E Y K P A A F S J C E M Q X E P F

ALCHEMY ALLOY AMULET CALIPH CARTOUCHE CATACOMB CUNEIFORM DROMEDARY

FERTILE CRESCENT KILN MESOPOTAMIA MOTIF SARCOPHAGUS TALISMAN TELL ZIGGURAT


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T J C J T T L E W C D S A O V E N Q U E A D H A Q U C I N F S K E L N B R T O G F O M T A Q J U C M E A U A S Z C A G L P M X X S C I H G S P Z T Y S A H A K O E P F R G D T O M D W S E M A O R J O W I K P E R I U B L C L D C J R I Z O H O F V H R D H L O E L M Q S C M U C A L I P H O N L M Q E L E J S T H M K Z S Y N I U M A D C A R T O U C H E V N T H D A L L E T T C T U G B W K R T R N A M S I L A T C G V A S E Y K P A A F S J C E M Q X E P F

ALCHEMY (14 over, 11down) ALLOY (5, 7) AMULET (1, 6) CALIPH (2, 10) CARTOUCHE (1, 12) CATACOMB (10, 1) CUNEIFORM (3, 1) DROMEDARY (15, 6)

FERTILE CRESCENT (15, 15) KILN (12, 7) MESOPOTAMIA (13, 11) MOTIF (5, 11) SARCOPHAGUS (2, 11) TALISMAN (8, 14) TELL (4, 13) ZIGGURAT (12, 8)

TEACHER’S KEY


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T F M E T M H Q Y C P G I T F O Y C Y L Z N Z R A A Y Y I O X U S L G F I I R E B D E M O H R T P T L M H A Y H S D A X A S L C P F A U A O A L T S P Z J I D I G U A I S M I L G D G W A A C B R B E C K Y L R G E I E R G D E R B A K M D M A Q A P I C S R A N T I G A S T I H Z O L C I N S M O S C E U O Z N R A L N Q R O S E K A U A P S E N C X K F C N O U D K Z N N X B M F H H L M E L S O M I R L V Y M E S O P O T A M I A N Z M Y T Z F O D I A D E M E L N G T T T R B C A Y M Y V Y P A R T A S A I U E R R E E R M C A A R A B O B J G P S L S L E P N E E Z W O L I M A F H A K L S B M U F A M H F X K P K S P C C H D I X Y A M M E O C I V H I T T I T E H C U O T R A C A L L T U I E A R E S S E T K Y E O I L N G A O W R I S N A B A T E A N S R D A S G P M Z Z E E R F A C O Q Q Y D V S X N A V C Z

ADZE AGGLOMERATION ALABASTER ALCHEMY ALLOY AMULET ARAB ASSYRIAN BAAL BASALT CALIPH CAPITAL CARTOUCHE

CATACOMB CUNEIFORM DIADEM DROMEDARY ENIGMATIC ETHNOGRAPHIC FERTILE CRESCENT GYPSUM HITTITE HYPOGEA ISHTAR KILN LEXICAL

MADRASA MAMLUK MESOPOTAMIA MOSLEM MOTIF MYCENAEANS NABATEANS SARCOPHAGUS SATRAPY TALISMAN TELL TESSERAE ZIGGURAT


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T F M E T M H Q Y C P G I T F O Y C Y L Z N Z R A A Y Y I O X U S L G F I I R E B D E M O H R T P T L M H A Y H S D A X A S L C P F A U A O A L T S P Z J I D I G U A I S M I L G D G W A A C B R B E C K Y L R G E I E R G D E R B A K M D M A Q A P I C S R A N T I G A S T I H Z O L C I N S M O S C E U O Z N R A L N Q R O S E K A U A P S E N C X K F C N O U D K Z N N X B M F H H L M E L S O M I R L V Y M E S O P O T A M I A N Z M Y T Z F O D I A D E M E L N G T T T R B C A Y M Y V Y P A R T A S A I U E R R E E R M C A A R A B O B J G P S L S L E P N E E Z W O L I M A F H A K L S B M U F A M H F X K P K S P C C H D I X Y A M M E O C I V H I T T I T E H C U O T R A C A L L T U I E A R E S S E T K Y E O I L N G A O W R I S N A B A T E A N S R D A S G P M Z Z E E R F A C O Q Q Y D V S X N A V C Z

ADZE (1 over, 4 down) AGGLOMERATION (17 ,20)ALABASTER (9, 11) ALCHEMY (18, 18) ALLOY (13, 5) AMULET (16, 17) ARAB (1, 14) ASSYRIAN (9, 13) BAAL (12, 15) BASALT (14, 6) CALIPH (1, 8) CAPITAL (7, 16) CARTOUCHE (15, 17)

CATACOMB (15, 5) CUNEIFORM (11, 9) DIADEM (1, 12) DROMEDARY (19, 9) ENIGMATIC (2. 9) ETHNOGRAPHIC (7, 12) FERTILE CRESCENT (15, 15) GYPSUM (1, 5) HITTITE (1, 17) HYPOGEA (7, 1) ISHTAR (13, 1) KILN (16, 6) LEXICAL (20, 1)

MADRASA (12, 3) MAMLUK (6, 1) MESOPOTAMIA (2, 11) MOSLEM (16, 10) MOTIF (19, 19) MYCENAEANS (16, 10) NABATEANS (4, 19) SARCOPHAGUS (2, 4) SATRAPY (8, 13) TALISMAN (10, 3) TELL (13, 12) TESSERAE (9, 18) ZIGGURAT (12, 8)

TEACHER’S KEY


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Mosaic Template



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Artifact from Ancient Empires, Syria: Land Of Civilizations (see page 10 for related activity).


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1. Find the timeline at the introduction of the exhibit. In what year does it begin? In what year does it end? _______________________________________________________________

Ancient Empires - Student Scavenger Hunt

Section 1: Ever-Evolving Society 2. Can you find a smaller version of the giant

statue at the entrance to the museum? Who is this man?_________________________

__________________________________ 3. Find a round, smooth stone face.

Archaeologists cannot decide if this face represents a human or a bird of prey. What do you think it depicts? Why?_________

_________________________________ 4. Find the helmet that includes a face mask.

What material was used to make this piece of armor? _________________________

_________________________________

Section 3: Avenues of Thought 8. Can you find a creature in this section that

is part human/part animal? What is the animal? __________________________

9. Find a figurine of the god Baal (hint: he has

a gold head). What were some of his characteristics? _____________________

_________________________________ _________________________________ _________________________________ 10. Look at the different pieces of fabric that

are included in the exhibit. What different materials were used? ________________

_________________________________

Section 2: Many-Faceted Economy 5. Notice how many animals are represented

in this section of the exhibit. Why might have animals been important to ancient peoples? __________________________

_________________________________ 6. Find the written tablets. What is this

ancient writing called? ______________ Sketch a sample of this form of writing on

the back of this sheet of paper. 7. How many wagons can you find in this

exhibit? Why do you think they are so small? ___________________________

_________________________________

Section 4: A Scholarly Heritage 11. Look at the collection of surgical

instruments. Are any of these items still used today? ________________

_____________________________ 12. Find a round, gold-colored instrument

called an astrolabe. In what science was the tool used? ____________________

________________________________ 13. What was your favorite item in the exhibit? Why? ___________________ _______________________________ _______________________________ _______________________________


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GLOSSARY Alloy - A combined form of two or more metals, or of a metal with a non-metal, sometimes using an inferior ingredient with a more costly one. Brass is an alloy of zinc and copper. Adze - An ax like tool with a curved, sharp-edged head set crosswise to the handle, used for shaping large pieces of wood. Agglomeration - A gathered mass or cluster of objects. Alchemy - A medieval study and practice of chemistry, especially to produce gold from base metals, yield eternal life, or find a single cure for all disease. Amulet - A charm or talisman worn for good luck or to ward off evil. Arab - A diverse group of people living throughout the Middle East who all speak Arabic and are the descendants of Amorite, Canaanite, Phoenician and Aramaean peoples. Their main religion is Islam, but Arabs also practice other religions including Christianity. Assyrian - They inhabited one of the most powerful empires in the ancient Near East. Assyria was first established as an empire in the second millennium BC. Its strongest period was from 911-609 BC. The Assyrian Empire formed the largest political configuration the Near East had ever seen and did so by conquering and assimilating neighboring peoples. Baal - Fertility god worshiped by certain ancient Semitic peoples. Many separate groups of people in ancient Syria had different versions of Baal, suggesting that he had special significance for human existence. He was often lord over the fertile land, over a mountain, or over a city. Bas-relief - A shallow carving of figures or forms on a flat background, as in sculpture. Basalt - A dense, dark-colored igneous rock created by lava flow. Caliph - A spiritual and political leader in some Muslim countries. Capital - In architecture, the uppermost part of a column or pillar. Cartouche - Oval enclosure of a royal name written in hieroglyphics. Catacomb - An underground burial tunnel, lined by recesses for the tombs. Cuneiform - First known form of writing recorded on wet clay tablets with a wedge-shaped reed pen. Diadem - A crown or headband symbolizing royal status.


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Dromedary - An African or Asian camel with one hump. El - El resided on a sacred mountain and was usually considered the leader of all the other gods. He possessed wisdom that allowed him to be right about everything and had the power to cure diseases. Often El was credited with human creation. Enigmatic - Puzzling, mysterious. Ethnographic - Dealing with the description of a culture. Fertile Crescent - A region of the Middle East arching across the northern part of the Syrian Desert and extending from the Nile Valley to the Tigris and Euphrates rivers. The civilizations of Egypt, Phoenicia, Assyria, and Babylonia developed in this area, which was also the site of numerous migrations and invasions. Gypsum - A mineral that resembles chalk and is used to make plaster of Paris. Hittite - An ancient people who established a strong empire in east central Anatolia from about 2000 to 1200 B.C. Hypogea - An ancient subterranean burial chamber, such as a catacomb. Ishtar- The Assyrian and Babylonian goddess of love, fertility, the planet Venus and later, war. Kiln - Oven where pottery is heated to very high temperatures.

Lexical - Of or concerning a collection of words, especially those of a particular language, considered apart from their uses in syntactical structures. Madrasa - A building or group of buildings used for teaching Islamic theology and religious law, typically including a mosque. Mamluk - Turkish mercenaries who came from Egypt around AD 1260 to drive the crusaders out of Syria. Mesopotamia - The land between the Tigris and Euphrates Rivers; site of several ancient civilizations. Motif - A recurrent theme or design in an artistic work. Moslem - The people of Islam, a monotheistic religion based on the teachings of the prophet Muhammad as set forth in the Koran. The word Moslem can also refer to the religion, legal codes, or culture of this people.


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Nabateans - An Arab culture in southern Syria following the decline of the Seleucid Empire (130 BC). They took over the ancient city of Edom and built a wealthy kingdom controlling all the trade routes from the south. Sarcophagus - A carved stone coffin.

Satrapy - A province of the ancient Persian Empire controlled by a satrap or governor.

Sin - Babylonian moon god.

Soothsayer - One who has or claims to have the ability to predict the future and foretell events; seer. Syriac - A former Aramaic language now used liturgically in some eastern Christian churches. Tabernacle - A place of worship. Talisman - An object, often worn or carried as an ornament, that is believed to protect, or give one supernatural powers. Tesserae - One of the small squares of stone or glass used in making mosaic patterns. Tell - Artificial mountain made by layers of inhabitation over centuries. Ziggurat - A terraced, pyramidal tower of the ancient Assyrians and Babylonians.


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TEACHER S GUIDE - Mafhoum · 2013. 7. 3. · Artifacts Artifacts are objects that are made by,...

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Transcript of TEACHER S GUIDE - Mafhoum · 2013. 7. 3. · Artifacts Artifacts are objects that are made by,...