Topic 1

Early settlements

CATALHOYUK

THE ANCIENT RIVER VALLEY CIVILIZATIONS

Unit 2: topic 1 - Curriculum Guide

Topic 1 Overview...................................................................................................................................................................................................1

Unit 2: Topic 1: Goal, GLE's & Description..........................................................................................................................................................2

Essential Content - GLEs
Ancillary Content - GLEs

Homework: What Did You Learn in Unit 1?......................................................................................................................................................3

Student Strategies................................................................................................................................................................................................4

Thinking Like a Historian
R.A.C.E. Strategy for Reading

Lesson Activity: Vocabulary Words - Homework.............................................................................................................................................5

Lesson Activity: Longitude and Latitude..........................................................................................................................................................6

Unit 2: Topic 1 - Introduction..............................................................................................................................................................................7

Lesson Activity: Building Context - Let's Think Before We Start...................................................................................................................8

Lesson Activity: Source 1 - Primitive Culture and Civilization by Carlton J. H. Hayes.................................................................................9

Lesson Activity: Building Context P.E.R.S.I.A. Graphic Organizer..................................................................................................................10

Lesson Activity: Lesson Activity: Developing a Claim/Case Study...............................................................................................................11

Lesson Activity: Catalhoyuk Case Study - Example modeled by Teacher...................................................................................................12

Lesson Activity: Catalhoyuk Case Studies......................................................................................................................................................13

Building Context/Developing a Claim - Preparing to Write............................................................................................................................14

Summative Assessment/Example of Essay Layout.........................................................................................................................................15

Extended Response Rubric.................................................................................................................................................................................16

Unit 2 - Topic 1: Overview

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Topic 1 Description: Students will apply the definitions of "civilized" and "pre-civilized" as they examine the findings from the archeological site of Catalhoyuk. Students will make their own determination as to whether this society meets the "civilized" standard based on the evidence.

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Unit 2 Description: Students explore how physical geography and location supported the growth of ancient civilizations; the characteristics of those civilizations; and how their achievement influenced other cultures. Students are investigating different types of maps and understanding the difference between physical and political maps as well as the physical characteristics of the land where people chose to settle. Students will explore how physical geography, natural/non-renewable resources and location supported the growth of ancient civilizations, the characteristics of those civilizations, and how their achievements influenced other cultures.

Unit 2 - Topic 1: Goals, GLE's & Description

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Topic 1: Goal

For students to write a multi-paragraph essay to answer the question: To what extent was Catalhoyuk a civilization? Students will be asked to compose a thesis/claim and use evidence in their writing.

Topics (GLEs) for the unit & pacing:

Approximately 7 Weeks

Topic 1: Approximately 5 Class Periods

Connections to the Unit Claim

Students will apply the definitions of "civilized" and pre-civilized" as they examine the findings from the archaeological site of Catalhoyuk. Students will make their own determination as to whether this society meets the "civilized" standard based on the evidence.

Claim

How do geography and environment impact civilization?

Sub-Claim Question

How did geography and environment shape the development of early settlements.

ESSENTIAL CONTENT

6.2.1 - Analyze the relationship between geographical features and early settlement patterns using maps and globes

Use maps and globes to compare geographical features, early human migration routes, and areas of settlement to draw conclusions about the relationship between settlement patterns and geographical features.

6.2.2 Examine how the achievements of early humans led to the development of civilization

6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and graphs

6.4.1 - Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world

Describe the changes in climate conditions from the Ice Age through the Bronze Age, including ways the Ice Age affected early humans.
Describe the characteristics of different climate zones and explain how physical features, the environment, and climate conditions affected early human migration, settlement, and developing civilizations.
Explain how early humans and developing civilizations adapted to their environment, such as Otzi the Iceman, Catalhoyuk, or Jarmo.
Explain the relationship between geography and the development of agriculture in early settlements.
Explain how different physical features and climate conditions were beneficial and detrimental to early humans, and how they contributed to the success or failure of early human groups and developing civilizations.

6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement

6.4.3 Explain the connection between physical geography and its influence on the development of civilization.

Explain how geography influences human settlement and the rise of civilization.
Explain which geographical features are beneficial and which are detrimental to civilization (use factors such as stability, climate, location, and resources including proximity to water).

ancillary content

6.1.1 - Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:

Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product

6.1.3 Analyze information in primary and secondary sources to address document-based questions

Homework: What Did You Learn in Unit 1?

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Directions for Homework: Before we start this new unit, take a minute to write about what you have learned so far. Use complete sentences in your writing. Try to fill these pages with the new knowledge you have gained. Celebrating YOU, Because YOU ARE SOMEBODY!!! Don't forget it.

Student Strategies - Thinking Like a Historian & R.A.C.E.

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Lesson Activity: Vocabulary Words - HOMEWORK

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civilized primitive

culture nomadic

agricultural political

specialization barter

surplus social

pre-civilized economic

migrate

Hopefully, you will recognize some of these words, as we have used them before. Click on the link above (VOCABULARY) to go to Quizlet.

Test words:

civilized, primitive, pre-civilized

Directions: Open your NOTEBOOK and complete the vocabulary for a HOMEWORK assignment. You will not be tested on all words, but you need to know them for content. The definitions are there for you in Quizlet. Click on the Picture in the middle of this page to go there.

Lesson Activity: Longitude and Latitude

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In your NOTEBOOK you will find a lesson on Longitude and Latitude. Open your notebook, you will find the Globe Lesson after your Vocabulary words. If you cannot finish in class, you may do it at home or on your time. This is meant to be a learning activity for map skills. We will be looking at many different maps moving forward. This is important for you to learn and understand. This will be a fun activity. First look at 2 links that have been hidden in the Globes on the map. One will take you to Google Earth and the other shows you the coordinates. At the bottom of the video about Longitude and Latitude you will find a plotting game. Try it.

Go to your NOTEBOOK to watch video and to complete the tasks.

NOTE: YOU CANNOT WATCH THE VIDEO OR PLAY THE GAME HERE ON THIS PAGE. You will go to your NOTEBOOK.

Directions: You will go to your NOTEBOOK to watch this video and to complete the tasks.

Unit 2: Topic 1 - Instruction

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In the last unit we examined the impact of climate and environment on the development of civilizations. We also learned how changing climate encouraged the Agricultural Revolution and allowed early humans to begin establishing permanent settlements. In this Topic, we will examine one of the earliest settlements, Catalhoyuk. We will determine whether or not it was a civilization.

Lesson Activity 1: Building Context - Let's Think Before We Start

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-When you think of the word 'civilized' what images or words come to mind?

- What would these cultures look like?

- What images or words come to mind when you hear the term "primitive" or "pre-civilized"?

- What would these cultures look like?

SHOW ME WHAT YOU GOT!! I've shown you some of my ideas.

Take a few minutes to write or draw something in your NOTEBOOK that reminds you of the word "CIVILIZED." HINT: The word civilization comes from the word civilized. Your turn.

What images or words can you think of for the word "primitive" or pre-civilized?

What are some words you think about when you see these words? Let's see if you can think of a few. This should not take more than 5 minutes to complete in your NOTEBOOK.

Out of Control

Law and Order

Homes

Caves

What do you think. Share with us your pictures and words.

Lesson Activity 2: Source 1 - Primitive Culture and Civilization by Carlton J. H. Hayes

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Source 1: PRIMITIVE CULTURE AND CIVILIZATION by Carlton J. H. Hayes (1929)

At this point it might be worthwhile to pause a moment to think about two terms that have been used and will be used again in discussing ancient history. The terms are primitive (very simple) and civilized. Primitive and civilized describe kinds of human culture. (Culture is the way of life of a people, including their skills and techniques or learned and shared human behavior.)

Primitive and civilized do not describe whether men are happy or unhappy in their primitive or civilized state, or whether they are morally good or evil. The terms, therefore, are not used to praise or blame. They are used only to describe. What we will see is that the difference between the primitive and the civilized lies in the nature of their cultures.

This man may be wearing shorts, but he is living a primitive way of life. He has created a spear for fishing and in the background you can see that he has started building his home. This is a "modern day" man living in a PRIMITIVE way.

Modern day example of the Pygmy people living in the forest. What do these pictures tell you about primitive living?

The Characteristics of a Primitive Society

A primitive group controls a small area of land. If the tribe is nomadic, it will occupy a few miles of pasture land in one season and might migrate to another locality for the next season. If the tribe is settled, it may control a single river valley, while across the hills in the next valley another tribe will live.

A primitive group is illiterate (unable to read or write). Writing systems are found necessary only by more developed societies than those at the primitive level. Simple systems of pictograms (picture writing) may exist in a primitive society, but there is no body of written literature (books). The legends of the past are transmitted orally (told) and it is amazing how close to the truth such traditions can be preserved over many centuries.

A primitive society blends religion, warfare, and daily life into a social organization in which a few leaders stand out. There may be separate leadership for war and religion. A close unity among gods, men, and nature is felt by primitive groups. This unity expresses itself in customs that represent an ancient and successful adaptation of the group to its particular natural environment.

The primitive economy is based on the nomadic tribe or the agricultural village and trade is by barter (trade).

The Characteristics of a Civilized Society

The first characteristic of a civilized society is the city as a political, social, and cultural entity. The very word civilization comes from the Latin civis, meaning citizen of the civitas, city.

Modern day example of a big city

Directions: Get your NOTEBOOK out and complete the task assigned in it. Titled: Lesson Activity 2: Source 1 - Primitive Culture and Civilization

Agriculture exists in a civilized society. In fact, agriculture was the first development of every civilization in ancient times. Agriculture also exists in a primitive society, but in a civilized society the farmlands and the farm villages are less important to the city. The people of the farmlands reflect the culture of the city to a greater or lesser degree depending on their wealth and on the communications existing between the farming areas and the city.

A civilized society is large in population. A primitive society may be large or small. The Egyptian Old Kingdom, for example, had from one to several million people instead of a few thousand who lived in the same territory in earlier times.

A civilized society controls a large territory. The size of the territory will grow greater or smaller along with the ups and downs of the civilization’s history, but at all times it will include many more square miles than a primitive society. Before Egypt was united, many small tribal groups occupied the land. Following unification, one people, the Egyptians, occupied the Nile Valley, the Nile delta, and other territory beyond.

The institutions of a civilization are so developed that they can be studied separately from one another. In other words, we can make separate studies of Egyptian government, Egyptian economy, Egyptian arts, Egyptian science, and so on. Specialization of labor also occurs in a civilized society in which artisans (workers) and craftsmen can work independent of farming largely due to surplus agriculture. In a primitive society these institutions are so mixed together that one cannot be treated separately from the others. Labor specialization does not exist in a primitive culture that is dependent on gathering, producing, or hunting for food.

Civilizations are literate (able to read and write). They have writing systems to keep their records and to transmit their literature, history, science, and everything else having to do with their way of life.

A civilization understands the use of metals and is capable of extracting them from the earth. Primitive groups may use metals, such as gold, that are found on the earth’s surface and can be shaped easily, but generally primitive man will depend on tools and weapons of wood or stone that can be fashioned directly from nature.

Thus, it is evident that when we say that one society is primitive and another is civilized, we are not saying which is better, or happier, or best adjusted for the good of its people.

Lesson Activity 3: Building Context P.E.R.S.I.A. Graphic Organizer

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Students please open your NOTEBOOK and complete the following chart, the P.E.R.S.I.A. Graphic Organizer, #1. The chart cannot be completed until you have read Source 1 and reviewed the pictures. This will help you to fill out your chart.

Notice that each culture has the same set of categories. That means they both have a social category, an artistic category, etc. You have to determine if this exist in each culture.

You may not be able to fill in all the boxes because some of the information may not be in this source.

After you complete the chart reflect on what elements make up a pre-civilized vs. a civilized culture at the bottom of the form. This will help you to organize your thinking as you apply the findings about Catalhoyuk to these definitions.

Examples of Catalhoyuk Art

Lesson Activity 4: Developing a Claim/Case Studies

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Now that we have worked on defining the term "civilized" and "pre-civilized" by categorizing their characteristics on your P.E.R.S.I.A. Graphic Organizer #1, we will not look at Catalhoyuk, a 9,000-year-old Neolithic archaeological site in Modern Turkey. You will learn about this community by reviewing images, videos, and texts. Your task is to categorize what you read and see on the blank P.E.R.S.I.A. Graphic #2. Remember the goal of this lesson is to apply our definitions from the previous activity to the findings of the archaeological site of Catalhoyuk: according to the evidence, is Catalhoyuk a civilized or pre-civilized culture?"

Our Question is: Is Catalhoyuk a civilized or pre-civilized culture? Use evidence to support your claim.

I will review one text and one image source with you in order for you to understand what information can be gathered from the image and the text. Please record the information that I give you in your P.E.R.S.I.A. Graphic Organizer #2.

You will need to write information onto your Graphic Organizer #2. You will need your NOTEBOOK.

Before we start investigating the Case Studies, let's watch a couple of

videos about Catalhoyuk.

Catalhoyuk and the Dawn of Civilization

Çatalhöyük and the Dawn of Civilization.mp4

Ancient Civilization - #2 Catalhoyuk

Ancient Civilizations #2 Catal Huyuk.mp4

What do we do when we watch a video? Yes, you are correct, get your NOTEBOOK out and complete a 3-2-1 Share Writing Form.

I am including a couple of extra videos that you are welcome to enjoy on your own time. Use the videos that your teacher instructs you to use in order to complete the task you will work on in this lesson. (Early Finishers)

Catalhoyuk Mound Formation.mp4

Catalhoyuk Nat Geo.mp4

Lesson Activity 5: Catalhoyuk Case Study - Example Modeled by Teacher

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We have completed 2 activities that can be used in this section of the Catalhoyuk topic. There is a Scavenger Hunt in On-course that can be used as a way to learn the material in several different ways. Your teacher will make this decision. If you would like to do either for fun, talk to your teacher.

Directions and Explanation for Case Studies: "Why should I do this," you ask? Let me explain: This Case Study will help you to understand how systems of communication and trade helped create new forms of social organization and new belief systems. Use the "Think Like a Historian" method of inquiry to ask questions while you read the case studies, evaluate primary sources, analyze and interpret data, and develop interpretations defended by the evidence you will find. Your teacher may have you work in groups, or chat rooms to find the hidden facts or have you work on certain cases. Your teacher will let you know. If you want to do them all, I'm sure your teacher will be excited to see your work.

These Case Studies will help you to understand what a civilization is and what pre-civilization is. You will need these skills throughout the rest of this text. After you make your determination as to whether this society meets the "civilized" standard based on the evidence.

I've worked this, and it is really fun. Make it a game, try to determine where the information fits in your chart.

Either or Both. Teacher's Choice.

Directions: You will need your NOTEBOOK open and be ready to record the information you discover in your "Case Studies." You will use the P.E.R.S.I.A. Graphic Organizer #2.

This is page 1 of the form you will complete in your NOTEBOOK. Make sure you comlete all pages.

This is what your Case Studies will look like going forward.

Catalhoyuk Case Study: Example 1/Modeled

Text Source: C.C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit: http://www.pfaf.org/user/Plant.aspx?LatinName=Hordeum+hexastichon:

Directions: Read the following passage about this early Neolithic village. Do not forget to look at the images that go along with it. Use your "schema" (schema is the file cabinet in your brain, it is where you save the information you learn, it is your prior knowledge of a subject). Discuss in group or chat room what information can be used in one or more of the P.E.R.S.I.A. categories and write down as many examples as possible. Be prepared to share your findings with the class. You will classify your answers as either pre-civilized or civilized.

Catalhoyuk's economy was well advanced Neolithic, based on simple irrigation agriculture, cattle breeding, trade, and industry. Of importance is the evidence for cereal hybridization of bread-wheat and six-row naked barley, whose seeds may have been enlarged by the practice of irrigation.

My explanation of why I chose the categories that I did and my interpretation of the case.

Catalhoyuk Case Study: Example 1/Model

Now let me explain why I chose those categories and those sentences. Remember that the information can or will fit into more than one category.

Political: some type of government overseeing the growing of crops and irrigation. Government is Political. Government decides who they traded with and regulated price for social stability (the social classes being able to afford the products). (CIVILIZED)

Economic: Well advanced economy, based on simple irrigation agriculture, cattle, breeding, trade & industry. (CIVILIZED)

Environmental: The environment is affected by the way the irrigation is planned out (how the flow of water is directed). Items produced for trade. People altering the landscape to produce the food.(CIVILIZED)

Intellectual: Seeds may have been enlarged by the practice of irrigation. The people planned out irrigation systems to grow their crops, so I can infer that they were "thinking" about what they were doing in order to get the desired outcome, animal breeding, and irrigation (CIVILIZED)

Social: Trade, because trade involves formal or informal social gathering of a particular group of people. People working together to harvest food and raise animals (CIVILIZED)

I DO: So, I have completed the first Case study. Please ask questions if you do not understand.

WE DO: If the teacher is working with students on Zoom class using chat rooms or in the classroom.

Now, YOU DO, complete the Case Studies assigned to you by your teacher. Students may choose to do all of them or only what the teacher assigns. You will go to your NOTEBOOK in order to complete your graphic organizer.

Barley, grown by the people

Irrigation systems were carefully designed, which says they were intelligent

People trading in the market

Lesson Activity 6: Catalhoyuk Case Studies

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Catalhoyuk Case Study #1

Catalhoyuk Case Study: #1 or (Group 1)

Directions: Read the following passage about this early Neolithic village. In your group discuss what information can be used in one or more of the P.E.R.S.I.A. categories and write down as many examples as possible. Be prepared to share your findings with the class.

Text Source: C.C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit: http://www.pfaf.org/user/Plant.aspx?LatinName=Hordeum+hexastichon:

Houses at Catalhoyuk were built to a standardized rectangular plan, covering 25 square meters of floor space, including a large living room and smaller storeroom. Access into houses was by ladder, through a hole in the roof. Houses were closely built, one against the other: there were no streets, lanes, or alleys. All communication must have taken place either at roof level or in communal courtyards which offered some open space. Ruined or abandoned houses also provided extra space, but these seem to have served mainly as rubbish disposal sites or as toilets. Furniture in the houses was built of mudbrick and consisted of platforms for work or sleeping. At one end of the room a hearth, a flat-domed oven, and wall niches provided the essentials of a kitchen. Çatalhöyük or Çatalhöyük (pronounced "cha-tal hay OOK") is not the oldest site of the Neolithic era or the largest, but it is extremely important to the beginning of art.

Catal Hoyuk: The First City - House Structure

Catal Hoyuk - Reconstruction Interior of a House

Catalhoyuk Case Study #2

Top Photo: Adult and Child buried together under floor of home Botton Photo: Adult buried in fetal position under floor of home

Think: What do you see buried under the house?

Does this explain where family members were buried?

Catalhoyuk Case Study: # 2 or (Group 2)

Directions: Read the following passage about this early Neolithic village. In your group discuss what information can be used in one or more of the P.E.R.S.I.A. categories and write down as many examples as possible. Be prepared to share your findings with the class.

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit: see below.

The presence of numerous burials at Çatalhöyük afford the best view of Neolithic demography. The average lifespan was 34.3 years for men and 29.8 years for women. Some individuals were buried at ages over 60, however: they would have been the elders, maintaining the continuous traditions of the community. Statistics provided a sort of “family profile” for Çatalhöyük: the average number of children born per woman was 4.2; and as the death rate was 1.8 per mother, the surviving ratio was 2.4 children per family. In terms of population growth, this rate of survival would have represented a population boom if unchecked--an increase of at least 528 times over eight hundred years. If Çatalhöyük had begun with 50 people in the earliest excavated level, there would have been over 25,000 by the last settlement. But this is not the case. There is evidence for significant increases, but the population of Çatalhöyük never exceeded 5000 or 6000.

The dead were buried either in communal graves beneath the floors or platforms of their houses or in shrines. Burial practices were unusual, for it seems that the dead were exposed to vultures, insects, and rodents prior to their final internment. After excarnation, the skeletal remains were wrapped in cloth, mats, or baskets and interred beneath the floor of the houses. While most bodies were not provided with burial gifts, the dead were adorned with their personal ornaments: necklaces, armlets, bracelets, and wristlets of stone, shell, lead, or copper beads; with the males there were weapons, Red ochre was often washed over the bodies prior to internment. Special attention was given to the skull, which was often separated from the body and placed against the wall in some of the shrines. Communal graves beneath the floors of the houses were often reopened to admit a new burial. The corpses were disturbed, but disarticulated skulls were carefully arranged within the chamber. One had cowries set into the eye sockets, a detail directly reminiscent of practices at Tell Ramad and Jericho.

Catalhoyuk Case Study #3

Çatalhoyük Case Study: #3 or (Group 3)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit: Map of Prehistoric sites. http://www.drshirley.org

Agriculture and animal domestication produced a wide range of nutrients. Domestic emmer and einkorn provided starch; legumes such as peas, vetch, and vetchling provided protein; and crucifers, acorns, pistachios, and almonds yielded vegetable fats. Dogs and cattle had been domesticated by the time of the earliest excavated levels. Sheep were also commonly present, but they were still wild. (Goats were not native to the region, and they are rarely present.)

Çatalhöyük Compared to Nearby Regions: The foods produced in Çatalhöyük, Jericho, and Jarmo are each distinct and representative of a different environment. Specific adaptations within different environments set the conditions for domesticating and utilizing resources in the earliest Neolithic communities. Goats and barley have been found throughout the Palestinian Levant, and sheep and goats provided the principle meat supply in the Zagros Mountains. Çatalhöyük and other Neolithic sites of Anatolia relied on cattle and wheat as the dominant domesticates.

Catalhoyuk Case Study #4

Çatalhöyük Case Study: #4 or (Group 4)

Directions: Read the following passage about this early Neolithic village. In your group discuss what information can be used in one or more of the P.E.R.S.I.A. categories and write down as many examples as possible. Be prepared to share your findings with the class.

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit: http://en.wikipedia.org/wiki/ and http://endangeredanimalsinturkey.blogspot.com/

A rich variety of plants and animals were utilized beyond those cultivated or domesticated. Many animals were hunted for skins or to provided a dietary change from beef. These included onager, boar, red roe deer, fallow deer, bear, wolf, and lion or leopard; freshwater fish and birds (including griffon vultures) and eggshells were also included in the diet. Some of the fruits we know were used are crabapple, juniper berries, and hackberry. It also seems reasonable to assume foods were used that leave no archeological trace: dairy products like milk, butter, cheese, and yogurt; green and root vegetables; onions, beverages like fruit juices, hackberry wine, and beer; and also grapes, pears, walnuts, figs, and pomegranates, all of which grow wild in Anatolia.

Catalhoyuk Case Study #5

Çatalhöyük Case Study: #5 or (Group 5)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit: http://en.wikipedia.org/wiki/Obsidian

Anatolia’s economy must have depended heavily upon trade as well as agriculture. As we have seen, Anatolian obsidian was used throughout much of the Near East for the production of stone implements. Two groups of obsidian-producing volcanoes dominate the Anatolian plateau: a central Anatolian group a the northeastern end of the Konya Plain and an eastern Anatolian group around Lake Van. This clearly desirable material for the production of stone implements found its way across the Taurus Mountains of eastern Turkey as early as the Upper Paleolithic. By 6500 B.C.E., trade in obsidian provides an excellent case for the presence of regional exchange in a single commodity.

Çatalhöyük Compared to Nearby Regions: Anatolian obsidian was only one article of exchange. Perishables such as foodstuffs, skins, and textiles must also have been traded, and another important commodity exchanged was information. Within each of the three major spheres of interaction--Anatolia, Palestine, and the Zagros--food producing technology as well as religious concepts were shared. Information also traveled well beyond regional boundaries. The developments in these principal spheres affected the more distant regions of North Africa and Turkmenistan, where sites from about 6500 B.C.E suggest at least secondary influence, if not direct contact with these three areas of primary development.

Pictures of Obsidian

Catalhoyuk Case Study #6

Çatalhöyük Case Study: #6 or (Group 6)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credits: Kim McVey, Çatal Höyük site, July 2014

Besides being the center of production for the raw material needed for stone tools, Anatolia also developed a notable technology for using this resource. The chipped stone industry of Çatalhöyük was easily the most elegant in the Near East. Over fifty types of implements have been identified, including arrowheads with tangs and barbs, flint daggers, and obsidian mirrors. The bone industry is equally rich and varied: finds have included awls, needles, beads, pendants, and elaborately carved dagger hafts, fishhooks, hairpins, and belt buckles.

Catalhoyuk Case Study #7

Çatalhöyük Case Study: #7 or (Group 7)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations:

The Near East and Mesoamerica. Photo Credit: see below The ceramic products of the earliest inhabitants (ca. 6500 B.C.E.) consist of simple oval bowls, handled jars, and flat-based vessels. Many shapes betray their ancestry in basket and wood prototypes. The ceramics are handmade, burnished to a dark polish, or covered with a red wash. A single piece of the distinctive “white ware” of the limestone variety so typical of Tell Ramad indicates contact with Syria by about 6000 B.C.E.

The importance of cattle at Çatalhöyük can be seen from decorations on the interior wall of houses, where elaborate bulls’ heads project from, are carved into, or are painted onto wall surfaces.

Catalhoyuk Case Study #8

Çatalhöyük Case Study: #8 or (Group 8)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit:

Along with the chipped-stone and ceramic technologies, Çatalhöyük also developed metals. Lead pendants occur by 6000 B.C.E., copper beads by 5800 B.C.E., and slag from a later level indicates smelting and extraction of copper from ore by 5500 B.C.E. . The use of azurite and malachite for painting indicates the manipulation of minerals for cosmetic and decorative purposes.

Catalhoyuk Case Study #9

Beading/Jewelry of Catal Hoyuk

Weaving of Catal Hoyuk

Architecture of Catal Hoyuk

Çatalhöyük Case Study: #9 or (Group 9)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit:

Trade and industry, with specialized part-time craftsmen (metal, architecture, weaving, flint and obsidian, woodcarving, beadmaking, and production of clay and stone statuettes), were all clearly features of Çatalhöyük. It is not likely, however, that the craftsmen at Çatalhöyük were full-time specialists. It is worthwhile distinguishing between part-time and full-time specialization of labor. Full-time specialists earn their subsistence by labor expended in the production of non-agricultural activities. The products of their labor, nevertheless, assure the exchange of work for subsistence goods (above all, food).

At Çatalhöyük, it is unlikely that the subsistence base allowed for the production of an agricultural surplus large enough to support full-time craftsmen. It seems more reasonable to assume that artisans skilled in the production of particular goods were able to exchange their economic position through their trade while still depending largely on their own agricultural production. The evidence at Çatalhöyük suggests that the economy had progressed beyond kin-organized production but had not yet specialized in either surplus agricultural production or full-time commodity production.

Catalhoyuk Case Study #10

Çatalhöyük Case Study: #10 or (Group 10)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credit: http://en.wikipedia.org/wiki/%C3%87atal_H%C3%BCy%C3%BCk

The numerous “shrines” at Çatalhöyük depicting painted scenes and plaster reliefs elude our ready understanding. Some archaeologists have suggested that these shrines were places where cultic practices were undertaken by “priests” in a separate quarter of the community.

Benches and platforms, often holding one to seven pair of auroch horns, are set against the plaster walls of the shrines. In some instances, bulls’ horns molded over with plaster protrude from the walls. Scenes in the shrines depict women giving birth to bulls’ or rams’ heads. Modeled plaster reliefs depict female forms, possibly deities, while male counterparts are represented by symbols: the bull, the ram, and less commonly the stag, leopard and boar. There are other forms of symbolism: female breasts containing lower jaws of boars; fox and weasel skulls, or reproductions of griffon vultures--scavenger animals associated with death. It has been suggested that the scenes represent a concentration of symbolism dealing with aspects of fertility, fecundity, and death. That explanation seems reasonable. It is not difficult to imagine an early farming community concerned with the primary aspects of fertility, both human and agricultural.

Remember this animal. This is a Auroch. This is the animal they killed and took the horns for their walls.

The horns hung on their walls

Catalhoyuk Case Study #11

Çatalhöyük Case Study: #11 or (Group 11)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Photo Credits: Fig 1 and 2 Arneson, Sarah. “Painting Reconstruction.” at the Çatal Höyük site, 2014. jpg. Fig. 3 C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica.p. 87 Fig. 4-6 Thayer, Bret “Hunting Scene Reconstruction.” at the Çatal Höyük site, 2014.

Wall paintings within the shrines are executed in monochrome or polychrome mineral and vegetable-based paints. They vary from decorative panels of textile-like patterns to scenes of vultures flying over headless human corpses. There are also landscape scenes with erupting volcanoes and scenes of the chase in which deer are hunted with bow and arrow by men wearing leopard-skin clothes. The evidence indicates that the same shrine rooms were used over a span of several years. In many cases, paintings had been renewed by fresh plaster and new scenes.

polychrome: being of many or various colors. Decorated or executed in many colors, as a statue, vase, or mural

monochrome: image is composed of one color

Catalhoyuk Case Study #12

Çatalhöyük Case Study: #12 or (Group 12)

Text Source: C. C. Lamberg-Karlovsky and Jeremy A. Sabloff, Ancient Civilizations: The Near East and Mesoamerica. Interview: Ian Hodder, Stanford University, interview at Çatal Höyük site Turkey, 23 July 2014. Photo Credit: http://www.telesterion.com/catal3.htm

Evidence for class differentiation as well as differential accumulation of wealth comes from the graves of the dead associated with the shrines. Unlike the bodies found under houses, the dead found in shrines were often buried with valuable objects: ceremonial flint daggers, polished stone bowls, cosmetic sets and obsidian mirrors (indicating females too achieved high status), bone belt fasteners, polished mace-heads and arrow quivers, wooden boxes, baskets, metal beads, and rings.

However, not all archaeologists agree with the position that social classes existed at this site. Ian Hodder the leading archaeologist at the site since 1993, believes that Çatalhöyük was an egalitarian community based on the uniform shape and sizes of the houses.

Definition: Egalitarian Communiy: relating to or believing in the principle that all people are equal and deserve equal rights and opportunities.

Building Context/Developing a Claim - Preparing to Write

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Students, it might be worthwhile for us to discuss what we do not know about Catalhoyuk as much as what we do know. Much of the information provided is conjecture (guess, surmise, belief, based on incomplete information) by archaeologists. History continues to be written as new techniques are used in this field. As Ian Hodder, the current lead archaeologist of Stanford University put it, "What we have uncovered here is just the beginning. There are several other tells (mounds) waiting to be excavated by future archaeologists. This makes this site and the field of archaeology so exciting." After examining the artifacts and reading the sources, there are still things we do not know about this place. Can you think of anything? Do you still have questions? If you still have questions, perhaps that will lead you to the things that we do not know.

One question I still have is: Did they have one ruler that led them or did they work together for a common goal because of their belief that all people were equal and deserved equal rights and opportunities?

Develop Your Claim

Summative Assessment

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Students, you will use the information from your case study findings, in addition to PERSIA Graphic Organizer #1 and #2 to compose an essay. The essay will address the initial guiding question: To what extent was Catalhoyuk a civilization? You have been working on determining your claim, so state your claim and use specific evidence to support it. Please refer to the Extended Response Rubric to guide you in your writing. This rubric will be used to grade your writing as well. Below you will find an Essay Outline Form to help you write.

Introduction Paragraph: Can we use the established standards for civilization of today in determining whether Catalhoyuk was a civilized society or not? (You may use this as your first (hook) sentence, if your teacher says it is ok) Based on the images and sources reviewed... (Now you continue writing)

Extended Response Rubric

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