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DBQ 1: NEOLITHIC REVOLUTION & ANCIENT CIVILIZATIONS

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Part A Grading Rubric: 4 pts. = Fully respond to entire question in clear sentence form; correct grammar, mechanics, punctuation, etc. 3 pts. = Responds to most of the question in sentence form; correct grammar, mechanics, punctuation, etc. 2 pts. = Responds to part of the question in sentence form; may not have correct grammar, mechanics, punctuation, etc. 1 pt. = Responds to minimal aspects of the question not in sentence form; may not have correct grammar, mechanics, punctuation, etc.

Name: _______________________________________ Period: ___________ Historical Context

Early civilizations arose in the river valleys of Mesopotamia, Egypt, China, India, and Crete several thousand years following the beginning of the Neolithic Revolution (10,000 – 4,000 BCE). These earliest civilizations made important and lasting contributions to humankind.

! Directions: The following questions are based on the accompanying documents

in Part A. As you analyze each document, take into account both the source of the document and the author’s point of view. Be sure to do each of the following steps:

1. Carefully read the document-based question. Consider what

you already know about this topic. How would you answer the question if you had no documents to examine?

2. Read each document carefully, underlining key phrases and

words that address the document-based question. You may also wish to use the margin to make brief notes. Answer the questions that follow each document before moving on to the next document.

3. Based on your own knowledge and on the information in the

documents, formulate a thesis that directly answers the questions.

4. Organize supportive and relevant information into a brief

outline.

5. Write a well-organized essay proving your thesis. You should present your essay logically. Include information both from the documents and from your own knowledge beyond the documents.

Answer the Following Question in Part B

Question: How did the advent of agricultural methods during and after the Neolithic Revolution positively and negatively affect people based on their gender and class in the ancient world (Mesopotamia, Egypt, Mycenae, China)? The following documents provide information about the developments and achievements of several ancient civilizations. Examine each document carefully. In the space provided, answer the question or questions that follow each document. This will help you to set up your responses to your chosen question.


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Part A Short-Answer Questions

Document 1

From Food Gathering to Food Producing

…Paleolithic [humans] could not control their food supply. So long as they relied on foraging, hunting, fishing, and trapping, they were dependent on the natural food supply in a given area to keep from starving. But while Paleolithic [humans] continued their food-gathering pattern of existence in Europe, Africa, and Australia, groups of people in the Near East began to cultivate edible plants and to breed animals. Often described as the “first economic revolution” in the history of [humankind], this momentous change from a food-gathering to a food-producing economy initiated the Neolithic Age. Paleolithic man was a hunter; Neolithic man became a farmer and herdsman…

Source: T. Walter Wallbank, et al., Civilization: Past and Present, Scott, Foresman and Company

1. According to the authors of this passage, what is one significant change that

occurred between the Paleolithic Age and the Neolithic Age?

Score


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Document 2

Source: Mysteries of Catalhoyukl, Science Museum of Minnesota, www.smm.org/catal (adapted)


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2. Based on this comic, state two effects of the Neolithic Revolution. (1)

Score

(2)

Score

CONTINUE TO PAGE 5


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Document 3

Changes in Reproduction During the Neolithic Period

Under hunting and gathering, the need to carry children on the daily round of gathering and on the periodic moves of the whole camp had led to very low birth rates. Women could not afford to have more than one child who required carrying at a time, so birth were spaced every three or four years… With a fixed village life based on agriculture, the child did not have to be carried once it was a few months old, and the greater the number of children, the greater the area of land that could be cleared and cultivated in the future. The premium was on larger families. Source: C. Harman, A People’s History of the World, London, Chicago and Sydney Bookmarks Publications

3. According to the author, what change occurred between hunter-gatherer

societies and the Neolithic Period that allowed for families to expand in size?

Score


6

Document 4a Document 4b

Venus Figurine (24,000 – 19,000 BCE) Mycenaean Horned God (1,600 – 1,100 BCE)

Fertility Statuette God of War/Nature (?)

4. These statues are from two different time periods. The first is from the Neolithic Era, and the other is from the settled, ancient world of the Mycenaeans. These statues also depict two different cultural/religious beliefs. What are two differences between these statues/statuettes?

(1)

Score

(2)

Score


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Document 5

Hierarchy and Division in Hammurabi’s Code (c. 1754 BCE)

6. If any one steal the property of a temple or of the court, he shall be put to death, and also the one who receives the stolen thing from him shall be put to death. 8. If any one steal cattle or sheep, or donkeys, or a pig or a goat, if it belongs to a god or to the court, the thief shall pay thirty times the amount; if they belong to a freed man or the king, he shall pay ten times the amount; if the thief has nothing with which to pay, he shall be put to death. 14. If any one steal the minor son of another, he shall be put to death. 22. If any one is committing a robbery and is caught, then he shall be put to death. 110. If a “sister of a god” open a tavern, or enter a tavern to drink, then this woman shall be burned to death. 202. If any one strike the body of a man higher in rank than he, he shall receive sixty blows with an ox-whip in public. 230. If a builder build a house for some one, and does not construct it properly, and the house which he built fall in and kill the son of the owner of the house, the son of the builder shall be put to death. 282. If a slave should say to his master: “You are not my master,” and if the courts convict him, his master shall cut off his ear.

5. According to this primary source, how do you know that ancient Mesopotamia

was a society that relied on hierarchies and a division between groups of people (e.g., class, gender)?

(1)

Score

(2)

Score


8

Document 6a

Document 6b

Document 6c


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6. Above, there are three different groups of workers from Ancient Egyptian hieroglyphs. Explain what these three different groups are (craftsman, priest, farmer), from the images above, and provide a one-sentence justification for each (i.e., how do you know that they are in that group).

(1)

Score

(2)

Score

(3)

Score

CONTINUE TO PAGE 10


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Document 7

Peasant Life in the Zhou Dynasty

Under the Zhou Dynasty, from the 11th century BCE, kings delegated much of their power to 100 or so local rulers…. [Administrative] direction regulated ‘common peasants in their daily life’ – not just their work, but also their ‘marriages, festivals and assemblies.’ The peasant was told each year what crop to plant, when to sow and when to harvest. They could be ordered to leave their winter home for the fields, or to leave the fields and shut themselves up in their home. Source: C. Harman, A People’s History of the World, London, Chicago and Sydney Bookmarks Publications

7. According to this document, was life as a peasant under the Zhou Dynasty

officials controlling or liberating? Use at least one example to explain your response.

Score


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Document 8

8. Using the image above, explain how Mycenaean towns/cities, like this rendition, were well-organized and divided based on group affiliation.

Score


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Part B Essay Directions: Write a well-organized essay that includes an introduction paragraph, several supporting paragraphs (3-5), and a conclusion paragraph. Use evidence from at least four documents in your essay. Support your response with relevant facts, examples, and details. Include additional outside information where necessary. Historical Context:

From the Neolithic Revolution (10,000 – 4,000 BCE) to the development of ancient civilizations, agriculture allowed ancient peoples to coalesce in established towns and cities. In these towns and cities, a division of labor expanded when there was a surplus of food, with each group being responsible for some other aspect of living (e.g., farmers, artisans, merchants, priests, lords, kings). This change in lifestyle created new challenges for societies, which became stratified on the basis of gender and class.

Task: Using the information from the documents and your knowledge of world history, write an essay in which you response to the question below: Question: How did the advent of agricultural methods during and after the Neolithic Revolution positively and negatively affect people based on their gender and class in the ancient world (Mesopotamia, Egypt, Mycenae, China)?

Guidelines: In your essay, be sure to

" Develop all aspects of the task " Incorporate information from at least four documents " Incorporate relevant outside information " Support the theme with relevant facts, examples, and details " Use logical and clear plans of organization, including an introduction

and a conclusion paragraph that are more than a simply restatement of the theme of your essay


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Essay Grading Rubric – Part B

8 pts. 6 pts. 4 pts. 2 pts. Introduction and Conclusion

Clearly stated thesis that connects all related ideas; well-organized introduction and conclusion; conclusion appropriately summarizes main points of the essay.

Clearly stated thesis that connects two related ideas; inconsistencies exist between the introduction and conclusion and the body of the paper.

Thesis is factual introduction and/or conclusion is incomplete; writer does not adequately introduce the subject or summarize the main points.

One of the following is missing: - Thesis - Introduction - Conclusion

Contents Demonstrates complete knowledge of the subject matter. Has identified, defined, and provided examples of key ideas throughout.

Demonstrates complete knowledge of the subject. Has identified and defined key ideas but has not provided relevant examples throughout.

Demonstrates complete knowledge of the subject. Has identified key ideas but has not defined the ideas or provided relevant examples.

Demonstrates knowledge of some of the key ideas, however has excluded significant key ideas, definitions, and/or examples.

Analysis Relationship between key ideas are clearly stated and the significance of those relationships is presented.

Relationships between key ideas are clearly stated, however the significance of those ideas is unclear.

Vague relationships between key ideas are presented.

Incorrect relationships between key ideas are presented.

Organization Information addressed all themes presented in the thesis, introduction, and conclusion; is logical, eloquent, and relevant.

Information presented is relevant to the theme presented in the thesis; sequence of ideas does not reflect thesis, introduction, and/or conclusion.

Information presented is relevant to the question or assignment, however it is not relevant to the thesis.

The organization of the essay does not reflect the themes necessary to address the thesis or question.

Grammar and Mechanics

Exemplary use of grammar, language, and spelling.

Minor errors in grammar, language, or spelling.

Grammar, language, and spelling errors detract from the reader’s ability to read the essay.

Poor use of grammar, language, and spelling. Meaning of the essay is compromised.

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