Today in Western Civ, Devin taught the class again.  He went over all the notes that we took on LO3.   This part of the chapter mainly focuses on the difference between the Athenians and the Spartans.  Athens had a very strong Navy and Spartans had a strong army.  The Athenians used triremes which were huge sips that were used to ram into things and destruct them.  The Athens had a free way of living because they lived in a democracy.  They still had a really good Navy but weren't like Sparta that trained their sons to go into the army at age 7.  The Spartans lived in an oligarchy government which meant a certain group of people ruled and made decisions.  Even the Spartan women were trained and worked out to be strong enough to have a child.  The men that voted in Greece were landowners, women were not allowed to vote. 

Today in Mr. Schick’s class, we learned about Greece’s geography.  Greece had very skilled sailors and poor natural resources.  It was difficult to unite the ancient Greeks because of terrain.  They developed small and independent communities.  Because of their lack of resources, they had to go to other places to get what they needed.  The Spartans hated the Athenians and even teamed up with the Persians to fight them.  They did not have a lot of fertile land, only ¼ of the land was fertile for farming.  The Greeks would eat grains, grapes, and olives.  Greece was a huge supplier of olives and made wine from the grapes.  The average temperature in the winter was 48 degrees and 80 degrees in the summer.  The lack of resources lead to Greek Colonization.  

LO3 Notes

Citizens and Communities: The Greek City-Sate

• ·         The tribal communities of the Dark Ages began to develop into city-states
• ·         Greek city-states were small places, generally consisting of no more than a town a few square miles of surrounding countryside. 
• ·         Athens and Sparta were the same size as a couple of the U.S. counties and were giants among city-states.
• ·         Athens and Sparta were the early Greeks
• ·         Athens population reached as 250,000
• ·         The town was built around a hill called an acropolis
• ·         An acropolis is a high fortified citadel religious center of an ancient Greek town.
• ·         Both fortresses and temples were important to the Greek city-states.
• ·         In their small size, their competitiveness, and their reliance on community gods and goddesses, Greek city-states were much the same as those of the Sumerians or Phoenicians, but they differed in on important in one important respect: for the Greeks, the city-state was a community in which all of its members had a share and in which all were entitled to participate to a greater or lesser extent.
• ·         The Greek language is the first to be known to have had a specific word for a member of community: citizen
• ·         The Greek city-states developed at exactly the time that the Assyrians were reaching got power westward from Mesopotamia, but Greece was protected by many miles of land and sea.
• ·         Citizens who could afford to serve as hoplites equipped themselves with bronze helmets and armor, round shields, long spears with iron blades, and short iron swords.
• ·         A hoplite was a heavily armed and armored citizen- soldier of ancient Greece.
• ·         They fought in formidable shock units of several hundred men known as phalanxes.
• ·         Phalanxes were a unit of several hundred hoplites, who closed ranks by joining shields when approaching the enemy.
• ·         In the earliest times of classical Greek civilization, the communities that would become city-states were ruled by kings.
• ·         The development of citizen armies, monarchy gave to new forms of government that distributed power more widely among male citizens.
• ·         A monarchy is a state in which supreme power is help by a single, usually heredity ruler.
• ·         One of these forms was oligarchy- a state in which supreme power is held by a small group.
• ·         Big commercial cities needed navies as well as armies and depended in wartime on even the poorest citizens as oarsmen in the triremes.
• ·         Triremes are massive fighting vessels with three banks of oars, used to ram or board enemy ships.
• ·         In these large city-states, social conflicts sometimes led to the emergency of tyranny- the rule of a tyrant or self-proclaimed dictator who held power partly by force.
• ·         But tyranny was often only a passing phase on the way to democracy.
• ·         Democracy- a form of government in which all adult male citizens were entitled to take part in decision making
• ·         By the eighth century B.C., Spartans were a minority of landholders, ruling over a majority of helots.
• ·         Helots- non citizens forced to work for landholders in ancient city-state of Sparta.
• ·         Girls were required to participate in drills and exercises that were designed to develop them into healthy child bearing women. 
• ·         The freedom of Sparta women aroused both admiration and disapproval among other Greeks, depending on how they thought it affected the power of the city-state
• ·         To the Athens, the Spartan life was not worth living.
• ·         Sparta was a tightly controlled society, and the Athenians were proud to their free way of life.
• ·         Athens was also a warlike community
• ·         The Athenian homeland was the Peninsula of Attica in the central region of mainland Greece.
• ·         Over the next three centuries, Athens grew to be the wealthiest and one of the most powerful of Greek cities.
• ·         It had fertile land that allowed them to produce wine and oil, this helped them to become a trading and manufacturing center.
• ·         The disputes were usually between increasingly powerful and wealthy aristocrats
• ·         Aristocrats- members of prominent and long established Athenian families.
• ·         The boys were trained for physical fitness with sports as young and when they were eighteen, they would join the military for two years.
• ·         The girls got an education, particularly if they were sent off to live for a few years before marriage.- weren’t as important
• ·         Athenians passed through several stages of political growth.
• ·         The first was the Persian wars, in which Athenians led the Greek city0states to victory.
• ·         This was followed by the Golden Age (460-430 B.C.)
• ·         This was a period of high confidence, power, and achievement.
• ·         This was cut short by the second war, the Peloponnesian War between Athens and Sparta. 
• ·         Sparta defeated them
• ·         Athens still continued a democracy to 338 B.C.
• ·         In the sixth century B.C. the Persians conquered a realm that stretched from the border of India to the Nile and the Aegean.
• ·         The leader of democratic Athens after the victory over Persia was another aristocrat, Pericles.
• ·         In Athenian democracy, ultimate government power rested in the Assembly of adult male citizens.
• ·         All major decisions were made there: for peace or war, for sending out expeditions, for spending public money, and for every other aspect of public affairs.
• ·         Ostracism- banishment for ten years by a majority vote of the Athenian Assembly.
• ·         The hundred thousand or so slaves in Athens were also a very diverse group, not all of them were living lives of total subjection and powerlessness.
• ·         Fine and Noble citizens were gave talented slaves education and kept them as tutors to their sons, state owned salves worked as clerks in government offices and even as policemen.
• ·         Aliens were people from outside of Greece, from elsewhere,
• ·         The Athenian laws and customs concerning women, aliens, and slaves were not a special feature of democracy.
• ·         They were local versions of traditional values and practices that the Athenians shared with most of the world at the time.
• ·         Near the end of Athens Golden Age, Pericles spoke at the funeral of citizen soldiers fallen in the Peloponnesian War against Sparta.
•       He turned the speech into a famous proclamation of the values of Athenian democracy

Today in West Civ, Mr. Schick told us that he will not be here for class on Monday.  He let some people audition to teach the class and go over the notes we took with the sub.  A lot of people wanted to teach the class, especially Devin and Barwick.  Barwick got to teach the class for a little bit and I thought that she did a good job.  Austin and Scott got to teach the class too.  They way that he made them teach the class was by reading off of their blog.  They had to read all of the notes that they took on LO1 from the text book.  Some people had some good notes and some others didn’t.  Barwick’s blog was really hard to read because it was like a bright lime green, but she still read it.  

Today in Western Civ, Mr. Schick went over the test that we took.  I thought that I did really well but I did not.  As we went over the test, I realized all the mistakes that I made.  Some of the questions were hard and some were really easy.  Now that I have taken Mr. Schick's first test for West Civ, I now know what to expect for the next test.

Today in Mr. Schick's class, we played a game called "The Pyramid Challenge".  It was the most frustrating game I have ever played.  to make it even worse, Mr. Schick made it a competition.  Whoever finished first god a 20/20 and whoever did not finish had to do it at home.  I didn't finish in class so I had to do it at home but I eventually figured it out.  I am pretty sure that i get a 15/20 which is a C but that's ok because I have a good grade in the class.  Towards the end of the class, you could tell that everyone was getting frustrated because they game was so confusing.  I have played this game before, last year at St. Margaret, but for some reason I couldn't figure it out this time.  At least I finished the game and a C is a lot better than getting a 0 for the assignment.

Pyramid Challenge 

Today in Mr. Schick’s class, we took a test and now we are moving onto a new section. 

The First European Civilization- The Greeks

2200-400 B.C.

·        Within classical Greek civilizations there appeared ideas, art forms, and types of government whose influence on western civilization has lasted down to the present day.

·        The Greeks began as one of many European barbarian peoples, they had a unique way of life, based on farming and warfare that was widespread in Western Europe. 

·        Barbarian is a term used to describe the distinctive way of life based on farming, warfare, and tribal organization that became widespread in Europe beginning around 2500 B.C.

·        Over three thousand years up to the time of the Persian Empire, civilization has spread from its Sumerian and Egyptian homelands right across southwestern Asia, and other regions of civilization had also arisen in India, China, and the Western Hemisphere.

·        Even before the historic encounter, the way of life of the peoples of Europe had undergone many changes and advances.

·        By 4000 B.C., farming and village life had spread throughout the continent

·        By 3500 B.C., there were peoples in Western Europe who were numerous and well organized enough to construct ceremonial monuments consisting of circles and rows of huge upright boulders.

·        Megaliths are massive rough cut stones used to construct monuments and tombs.

·        The most impressive single early European achievement was the Stonehenge, a huge open-air monument built by a prosperous farming and trading people in the West of England.

·        From 2500 B.C. onward, Indo-European peoples moved into Europe just as they did into Asia Minor and Persia.

·        The peoples of the region began to speak languages of Indo-European origin that were the distant ancestors of Greek and Latin.

·        When a leading warrior died, his horses and chariot, his bronze swords and daggers. And his gold and silver drinking cups would all go to the grave with him.

·        Next to the warrior would lie his wife, with her jewelry and her fine textiles and utensils so that she could go fulfilling into the afterlife.

·        They lived in villages or in big farmsteads that housed several related families.

·        Groups of villages or farmsteads formed tribes and held together common interests, traditions, and real or mythical ties of kinship.

·        Tribes are a social and political unit consisting of communities held together by common interests, traditions, and real or mythical ties of kinship.

·        Tribes formed loose alliances under warrior kings or queens of exceptionally powerful tribes.

·        Europe became to be inhabited by peoples who spoke mostly Indo-European languages, who were skilled in farming, metal working, trade and warfare.

·        Over a period of three thousand years from 2000 B.C. right down to A.D. 1000, the European barbarian peoples came into contact with civilization.

·        The first such European barbarian people to make contact with civilization were the Greeks.

·        The Greeks developed a distinctive civilization of their own which was the first to emerge in Europe, and the first that counts as definitely “Western”. 

Short Answer A: Name and describe three technological innovations or inventions of the Ancient Egyptians.

One invention of the Ancient Egyptians was the calendar which was made by astronomers.  The calendar was split into twelve equal months to make up a year.  Another invention were the pyramids.  They were huge tombs that took advanced engineering to build.  One last invention was the hieroglyphics which was a form of writing that used symbols to stand for letters.    

Short Answer B: Describe three important features of the Egyptian pyramids.

One important feature of the Egyptian pyramids was that they were storage for the pharaohs and their valuable items.  To make sure that their bodies were safe and were preserved for the afterlife, they would make a secret entrance hidden behind one stone making it impossible to find.  One last feature of the pyramids was that they were built from stones that weighed over 5000 pounds each.  

The social hierarchy of the ancient Egyptians was understandably ruled by the Pharaoh.  The pharaoh was at the top of the social hierarchy meaning they were the wealthiest people.  They were religious and political leaders of the Egyptian people.  They owned all land, made laws, collected taxes, and protected Egypt from foreigners.  After the pharaohs came the “White Kilt Class” which were the priests, physicians, and engineers.  After them in the social hierarchy was the soldiers, than the scribes, merchants, artisans, farmers, and slaves.  This hierarchy was based on wealth and importance in what they did for the kingdom of Egypt. 

The soldiers in Egypt used wooden weapons like bow and arrows and spears with bronze tips to protect the pharaoh.  Scribes kept records, stories, poems, and described anatomy.  Merchants were people who used the barter system to trade.  They would accept bags of grain as payment.  Artisans carved statues that showed military battles and scenes in the afterlife.  Farmers raised wheat, barley, lentils, and onions.  They benefited from the irrigation of the Nile River.  The slaves and servants helped the wealthy with household and child raising duties.  All of these Egyptians lives revolved around the Nile River because it provided all the things that they needed to thrive. 

The Nile River is an unusual river because it flows south to north.  At the end of the river is a delta.  A delta is a broad, marshy triangular area of fertile silk.  The soil was so rich and nutrient which made it easy to grow food.  They used the Nile River for drinking, irrigation, and transportation.  The Nile would flood every July and leave behind rich soil every October.  They never were prepared for the floods, but then realized that it flooded the same time every year.  They would prepare for the flood before it happened so than their crops wouldn't get ruined.  The Egyptians eventually figured out how to build boats with sails so they could travel along the Nile River.  The Nile River was a huge importance in the Egyptians lives and without it they wouldn't have developed all of these inventions that we have today.  

In western civ today, Mr. Schick talked to the class about the plans for Thursday and Friday.  We are supposed to get a lot of snow and most likely will be off those two days. We have to do assignments from all the classes that we have those two days so we don’t have to make up that day.  Hopefully I won’t lose power so I can check my teacher’s websites for their assignment that they have posted for me to do.  Also in class today, we watched a video about Egyptian people and just reviewed over what we have been learning.  Mr. Schick has pushed the test date back to Monday instead of today so it gives me a little more time to study.  Hopefully, we will have school on Monday so we don’t have to make up any more days of school and so we don’t have to do a ton of work at home.  I think that I am going to lose power because my neighborhood always loses power so my weekend should be fun trying to make up all of the work from Thursday and Friday. 

In west civ today, Mr. Schick was not here.  Instead, we had Mrs. Snook as a sub and she helped us figure out what we were supposed to do for the class time.  During class, I reviewed my notes for the test on Wednesday.  The test is going to be on Prehistory, Mesopotamia, and ancient Egypt.  I think I am going to do well on this test because I learned a lot about ancient Egypt in middle school.  Some of it is new information for me but I think that I will be able to learn it quickly.  Because of this, I think I am going to do well on the test.  But, it is also my first test with Mr. Schick so I don’t know how it is going to be set up.  Hopefully, I will do well and know the material well enough to know what to expect for the test tomorrow even if it is my first test with a new teacher and a new class. 

In Western Civilization today, we learned about the five aspects of how Egyptians lived.  The five aspects are geography, daily life, pharaohs, gods and goddesses, and pyramids.  Geography has to do with the Nile River and how it was used for drinking, irrigation, and transportation.  Every July it floods, and every October it leaves behind rich soil.  The delta is a broad, marshy triangular area of fertile silk that is formed at the end of the Nile River.  Managing the river required technological breakthroughs in irrigation.  The pyramids were giant monuments devoted to the pharaohs and is where the pharaohs were buried and protected.  The oldest monumental statue in the world is the great Sphinx of Giza.  It was built in 2555-2532 B.C.  There were many different classes in Egypt from the highest to the lowest.  Servant and slaves being at the bottom were people who helped the wealthy with household and child raising duties.  Farmers raised wheat, barley, lentils, and onions.  They benefitted from irrigation of the Nile.  Artisans carved statues and reliefs showing military battles and scenes in the afterlife.  Merchants used the barter system and accepted bags of grain for payment.  Later, the coinage system came about for buying things.  Scribes kept records, stories, wrote poetry, described anatomy, and medical treatments.  Soldiers used wooden weapons like bow and arrows with bronze tips and rode in chariots.  The upper class was known as the “white kilt class” which were the priests, physicians, and engineers.  Pharaohs were religious and political leaders of Egyptian people.  They were often called “Lord of Two Lands” and “High Priest of Every Temple”.  They owned all land and made laws, collected taxes, and defended Egypt from foreigners. 

Today in Mr. Schick's class we learned about the earliest form of writing.  The earliest form of writing was called hieroglyphics established in 3100 B.C.  These were carving and painting that told stories about the pharaohs.  Shorthand versions of the characters were developed that were easier to write called the hieratic script.  This script was done with ink on papyrus which was a paper like material made from the stems of a papyrus plant.  Astronomers created a calendar that had a total of 365 days of the solar year.  They eventually got people who understood the way that the body worked and how sicknesses worked.  Around 3100 B.C. they started to develop transportation in the Nile River.  They made a wooden sailboat with a sail on it so they could transport on the river more easily.  Pyramids weren’t just built for the way that they looked, they were built for storage and tombs for the Pharaohs and their valuables.  The pyramids are the biggest buildings ever built that were devoted to religious beliefs and ways.  The pyramids are still in Egypt today. 

        Today in Mr. Schick’s class, we learned about how the Egyptians lived.  They made things without technologic tools like pyramids that are still in Egypt today.  They also made other things like boats and sail boats to go in the Nile River. Everything was centered on the Nile River meaning that it provided many elements that they needed to survive.  The Egyptians were never prepared for the Nile floods and eventually realized that it flooded at the same time every year and started to prepare for the floods.  A pharaoh was a powerful ruler who was in charge of everything.  The Egyptians relied on a harmony and balance called “maat”.  Pharaohs were married to many wives, usually their own sisters.  These wives were only meant for financial and social successes in the palace.  When a pharaoh died, they would wrap them up and try to preserve their bodies.  They also buried them with gold and other valuable things that were often dug up and stolen by thieves.  Pharaohs were portrayed as an animal head on a human body or vice versa.  Egyptians believed in an afterlife were all souls would justify themselves and be sent to an afterlife paradise or to the jaws of a monster.     

Land of the Pharaohs: Egypt

·        In the Neolithic Age the people of Nile moved toward civilization like Sumer.

·        Egyptian civilization was more stable than Mesopotamia.

·        The Egyptian civilization grew in a thin strip of fertile land where the Nile crosses the North African desert.

·        Egypt runs along the lower parts of the Nile’s four thousand mile course from Central Africa to the Mediterranean.

·        Egypt was divided into two sections called the Ancient Egypts.

·        Upper Egypt is a narrow strip of fertile land that is 5 thousand miles in length.

·        Lower Egypt is a fan-shaped pattern of waterways formed by the Nile.

·        Labor and life depended off of its annual flooding and receding, and the gift of the Nile to provide the wealth for the earliest Egyptian civilization.

·        The two lands were unified under a single king around 3100 B.C.

·        This king is known as a pharaoh, a ruler of ancient Egypt.

·        The Egyptians recognized no hard and fast boundary between humans and gods.

·        The Egyptians believed that the pharaoh had to be obeyed as a man given power by the gods and ventured as a god among them.

·        The pharaoh had awesome responsibility and power.

·        Every pharaoh was identified in three different ways with three country’s ruling deities.

·        Thousands of priests served the gods and goddesses daily in the hundreds of temples along the two lands. 

·        All of Egypt was deemed to belong to the pharaoh as his personal property.

·        At the highest level, the pharaoh maintained a vast household that was also his central administration.

·        Pharaohs took serious responsibility that came with their power.

·        There was a god who made women pregnant and a god that they gave birth.

·        The pharaoh had many wives

·        Most of them were high official’s daughters and foreign rulers that they had family ties with.

·        A women couldn’t hold the full authority of a pharaoh

·        Hatshepsut reigned as king shortly after 1500 B.C.

·        Women as well as men were entitled to benefit from the pharaoh’s rule

·        Daughters inherited property equal to the son’s, and wives could divorce their husbands.

·        Daughters could not inherit government and temple positions.

·        Many Egyptian deities form the Stone Age were originally conceived in the form of animals.

·        The sky god was a god with the head of a falcon.

·        The pharaoh was portrayed as a great sphinx, a human head on a lion’s body.

·        Egyptian priests and rulers often speculated that there lay a single divine power, one god who created all others, one who ruled, protected, and nourished all nations of the world.

·        It was believed that only the pharaoh was immortal, though he could confer everlasting life on his close associates.

·        A time of troubles at the end of the Old Kingdom after 2200 B.C. inspired a creative new idea: local administrators who held power independently of the pharaoh came to expect that they would also live independently of him after death. 

·        By 1800 B.C. Egyptians believed that the soul of every person that died had to stand before Osiris, the ruler of the underworld, for judgment.

·        If a soul passed the judgment, it was passed to everlasting life in a garden of paradise, but if it didn’t it was thrown into the crocodile jaws of a monster.

·        The earliest Egyptian writing is called the hieroglyphs, established in 3100 B.C.

·        They were carvings and paintings intended to honor the pharaohs

·        They were actual pictures or real life or mythical creatures and objects.

·        Soon after the hieroglyphics, shorthand versions of the characters were developed that were easier to write called the hieratic script.

·        It was used by priests and general literary and record keeping purposes.

·        In 700 B.C. an even faster use of writing developed called demotic script.

·        The hieratic and demotic scripts were not chiseled into stone but were done with ink on papyrus- a paper like material made from the stems of a papyrus plant.

·        Most of the Egyptian’s literary writing served religious purposes, like tales of gods and books of rituals and spells to aid the passage of the soul to the afterworld.

·        Surviving texts explain how land surveyors and architects computed the areas and fields, the volumes of various shapes, and the properties of pyramids.

·        Astronomers created a calendar with twelve equal months of thirty days and five free days at the end to make up 365 days of the solar year. 

·        They also understood nothing of germs or infections and believed that their sicknesses were caused by demons entering the body.

·         They also made system procedures for handling illnesses, wrote books about diseases, and established medical libraries and schools.

·        They wanted to created water transportation

·        By 3100 B.C. they made wooden canoes with masts and sails to catch the wind.

·        They used river sailboats by 2500 B.C.

·        They made the best known tombs known as giant royal pyramids. 

·        Pyramids are a massive structure with sloping sides that met at an apex, used as royal tomb in ancient Egypt.

·        The great age of pyramid building was in the early centuries of Egyptian civilization, and the largest of them was built by order on King Khufu who ruled in 2650 B.C.

·        The Great Pyramid measures 476 feet high and 760 feet on each side of its base.  The temple of Amon at Karnak was begun 1503 B.C. and completed 1300 B.C.

·        It is the largest constructed building ever.

·        In 2200 B.C. a series of weak pharaohs allowed local officials to gain independent hereditary power in the regions that they controlled.

·        Egypt remained in turmoil until 2050 B.C. when a dynasty from the up river city of Thebes brought the whole country under its rule to form the Middle Kingdom

·        Internal conflict was renewed about 1800 B.C.

·        Semitic immigrant tribes known as Hyksos were able to move into Lower Egypt and the Middle Kingdom came to an end

·        Native Egyptian pharaohs continued to rule Upper Egypt from Thebes, and in 1600 B.C. they were able to defeat the Hyksos rulers and bring the nation into its imperial era, the New Kingdom.

·        After the New Kingdom, Egypt often became a victim of invaders from Africa, Mesopotamia and Europe.

·        In 525 B.C. Egypt became a province of the empire of Persia

·        From 335 B.C. it was ruled by the Greeks

·        In 30 B.C. it was conquered by the Romans.

·        The last great temples of the Nile were built after 250 B.C. by Greek kings acting as Egyptian pharaohs.

From Prehistory to Civilization, 3000-1200 B.C.

·         “Language, Religion, Art, Technology, Farming, Family Life, and Village Communities- all these basic features of human existence originated in prehistoric times.”

·         Prehistory is the millions of years in which human beings appeared on the earth, spread across the planet, and advanced in organization and skills.

·         This earliest development led around 3000 B.C. to the rise of the first civilizations. 

·         The achievements of these first civilized people began to spread to their neighbors.

·         In these ways, by 1200 B.C., there came into existence and international region of civilization, with many local versions of Mesopotamian and Egyptian traditions.

·         Compared with the age of the human race, civilization is a very recent development.  The beginnings of the prehistoric era can be only approximately dated, for prehistoric began with human race itself.

·         Excavations of fossils showed that the earliest human like species appeared in East Africa. 

·         Over hundreds of thousands of years, new species evolved that gradually took on the various physical features and mental capacities that are unique to the human race.

·         Humans began to walk on two legs, thereby releasing their hands to make and use tools and weapons. 

·         Human’s body hair began to thin out and their digestions weakened, so that they needed clothing, cooking, and fire. 

·         Their brains grew larger, making language and abstract thoughts, as well as complex manual and physical skills.

·         About 200,000 years ago, probably in southwest Africa, there appeared a human species that seemingly possessed more of these features than any other, and over tens of thousands of years it replaced all of them.

·         As the various human types developed and spread, their tools were mainly chipped from durable stone, so many of them have survived more or less undamaged down to the present. 

·         The earliest and longest prehistoric period is called the Paleolithic Age.

·         This era began with the earliest human types.

·         Neolithic Ages the time when stone tolls became stronger, sharper, and more specialized for different jobs.

·         Throughout the Paleolithic Age, all human beings lived as migratory, hunters, fishers, and gathers of edible plants, sheltering in caves, in temporary huts, or in open if the climate was favorable. 

·         To find food, protect themselves, and rear their children, they would usually have combined into small bands of perhaps twenty to thirty people. 

·         Most likely there was a rough division labor between men and women.

·         Men would have been mainly responsible for hunting, for making the tools and weapons.

·         Women would also have been mainly responsible for taking care of young children.

·         As well as struggling to provide food and shelter for themselves and their offspring, early humans seem to have sought to understand and explain the natural and their own destiny.

·         The Neolithic advances in tool making were only part of much wider alterations in human ways of life.

·         Agricultural revolution is the giant step involved in cultivation of plants, the taming of animals, and the appearance of many new skills and technologies.

·         The agricultural revolution took place several places throughout the world. 

·         Looking for crops required permanent settlements, and around 6000 B.C. the first agricultural villages appeared in southwestern Asia.

·         Each house with its living and storage space would have belonged to a family group of men, women, and children. 

·         The equipment, animals, plants, and supplies also had sections of field.

·         Polytheism is the belief in many gods. 

·         Villagers from smaller settlements would come to pay their respects to the powerful gods and goddesses.

·         Neolithic villages grew the organized governments of later times, and far-flung networks of Neolithic village’s trade and travel provide the routes along which civilization would one day spread.

·         Study of traditional farming societies also suggest that the agricultural revolution was accompanied by a lasting shift in the pattern of relations between men and women.

·         Men were the main suppliers of food.

·         Women worked in households.

·         Domesticated animals were a far more important resource than wild ones.

·         This change obliged women to concentrate on tasks that could be accomplished in and around the home and that could be combined with looking after young children.

·         Within village communities, women from prominent families could expect deference from men of humbler families.

·         Agricultural revolution spread outward from its region of origin including to Europe.

·         Humans were ready for the next cultural leap.

·         The earliest known civilizations was the land of Mesopotamia and Egypt in 3500 B.C.