OBJECTIVE

Students will understand that agriculture was imperative to all aspects of the birth of civilization.

Students will make energy balls for a healthy snack.

ESSENTIAL QUESTIONS

How does agriculture shape civilization and food culture?

MATERIALS NEEDED

Mesopotamia Powerpoint

Agriculture and Cooking in Mesopotamia Worksheet

Sunflower seeds

Dates

Mortar and pestles

Barley

Paper plates for date balls

PROCEDURE

Introduction: Using powerpoint…

• What does civilization mean? What do civilizations have?
  • City, government, religion, social distinction, artistic expression, writing
• What is the difference between a farm and a natural environment full of edible plants?
  • (next slide) It is believed that the people of Mesopotamia were the first people to domesticate crops and animals. They started with grasses. What part of the grass do people eat? (show barley slide) The seed! Wheat, corn, rice, barley. 
• How might growing food have changed how people lived? (Think – Pair – Share)
  • Could they move around? Sedentary.
  • What did they need to design for their crops? Irrigation system
  • What did a stable food source mean? More people! Living in the same space -> needed a system of rules
    • Surplus meant opportunities for economic specialization: farmers, merchants, artisans, social distinction
  • (show barley cuneiform slide): ask: What does this slide show us? Trade surplus required record-keeping (counting agricultural and manufactured goods). This crop literally changed the world! We are going to grow barley this spring. (show next slide of cuneiform)
• (Show next slide – recipes) Written language meant that recipes were written down: today we are going to make a recipe from the oldest known cookbook in the world. These recipes can give us a lens into what they were growing as well as what they were eating! 
• Show recipes: discuss limitations of knowledge about recipes due to limitations of translation of ancient text.
  • What kind of implements would have been used to make these recipes?
  • Why are there no avocados, potatoes, or bananas in these recipes?
  • Sumerians were limited by the plants that grew in their native region, which grew based on climate. Mesopotamia was hot and dry with a mild region, and only the land flooded by the river was fertile enough for crops and livestock. Dates and pistachio trees grow in hot, dry climates  – a good reason to grow them there and not to grow them here on Martha’s Vineyard. What are some things that are easier to raise or harvest here than they would have been in Mesopotamia? Leafy greens! Seafood! 

Activity: Discuss mersu recipe. We have limited information. How should we make it?

• Pass out plates for students to roll their mersu into a ball
• Ask students: do you guys like to cook? Could you make these at home?
• Discuss pistachio/date ball making at home with food processor. Use any nut or seed and raisins or dates! 

Wrap up: Hand out note cards for students to write down recipes to take home.