Unit One : Ancient Civilisations

Subject One :
Part One : Reading
The Indus Valley Civilization(also known as the Harappan Civilization) is one of the oldest societies we
know of including over 2,600 known archaeological sites located in what is now Pakistan and Western India.
The earliest settlements of the Harappans were in Baluchistan,Pakistan, beginning about 3,500 B.C. Early
Harappan sites built mud brick houses and carried on long-distance trade.
The mature Harappan sites were located along the Indus ans Sarasvati rivers. Citadels were built at sites
such as Harappa and Mohenjo-Daro with carved stone gateways and fortification walls. Around the citadels,
there was an extensive range of water reservoirs. Trade with Mesopotamia, Egypt and the Persian Gulf was in
evidence between 2,700 and 1,900 B.C.
Mature Harappan society had three classes, including a religious elite, a trading class and a class of poor
workers. Art of the Harappan includes, among other things, bronze figures of men, women and animals.
The Harappan Civilization ended between about 2,000 and 1,900 BC resulting from a combination of
environmental factors such as flooding and climatic changes, tectonic activity, and the decline of trade with
western societies.
A/ Comprehension & Interpretation :
1. Choose the right answer :
a. expositive b. narrative c. argumentative
2. Say whether the following statements are TRUE or FALSE :
a. Both the early and the mature Harappans were traders.
b. Early Harappans’ houses were made of mud brick.
c. The mature Harappan society was composed of two classes.
d. The Harappan Civilization ended because of environmental factors.
3. Answer the following questions according to the text :
a. Where was the Indus Valley Civilization located ?
b. Describe the citadels built by the mature Harappans.
c. What was placed around the Harappans ?
d. Why did the Harappan Civilization end ?
4. In which paragraph are Harappan works of art mentioned ?
B/ Text Exploration :
1. Match each word with its appropriate definition :

Words Definitons
1. citadel a. the terminal period of something.

2. elite b. fortress or strongly fortified building.

3. decline c. privileged minority.

2. Which nouns can be derived from the following words ?

religious- environmental- mature- archaeological
3. Rewrite the second sentence so that it means the same as the given one :
1. a. The Indus lifestyle and the Egyptian one were not the same.
b. ………………………different from……………………………………..
2. a. The mature Harappans lived in the same society but they did not belong to the same social class.
b.Although……………………………………………………………………………………………..
3. a. This archaological site was destroyed by looters. It was not protected by the local authorities.
b……………………………………………….because………………………………………………
4. Fill in the gaps with one of the following words :
raised- were- and- grew
The Harappan people………….crops such as wheat, rice and cotton. They……………cattle, buffalo, sheep,
goats………..chickens. Camels, horses and elephants …………..used as transport.
5. Classify the following verbs according to the pronunciation of their final « ed » :
located- settled- carried – developed – ended

/t/ /d/ / id /

Part Two : Written Expression

Topic : You have been asked to write a short article about the Roman ruins of Timgad for your school
magazine. Use the following notes :
* situated in the Aures Mountains near Batna.
* altitude of 1,070 m
* Roman city built in the second century AD
* Arch of Trajan and its forum, libraries, baths and many private homes
* busy city with shops, market
* declared UNESCO World Heritage in 1982

Subject Two :
Part One : Reading
The Persian Empire was created by Cyrus II, known as Cyrus the Great in the mid-sixth century BC (from
550 to 330 BC).The ruling dynasty over this empire was the Achaemenids (i.e Cyrus the Great and his
family). The Persian Empire included all of what is now Iran, and in fact Persia was the official name of Iran
until 1935. At its height, the Achaemenid Empire had conquered Asia as far as the Indus River, Greece, and
North Africa including what is now Egypt and Libya.
Because the Achaemenid Empire was so extensive, many languages were required for the administration.
The primary languages used included Old Persian (what the rulers spoke), Elamite (that of the original
peoples of central Iraq) and Akkadian (ancient language of the Assyrians and Babylonians). Old Persian had
its own script, developed by the Achaemenid rulers and based partly on cuneiform wedges while Elamite and
Akkadian were typically written in cuneiform.
 In 330 BC, Macedonian Greeks led by Alexander The Great overthrew the Achaemenids and established
what was called the Seleucid Empire. The Seleucids were in turn followed by the Parthian and Sassanid
dynasties. The Sassanids were defeated by Arab caliphs in the mid 7 th century AD and by 651, the Persian
Empire was ended.
A/ Comprehension & Interpretation :
1. Choose the right answer : The text is about :
a. the Achaemenids b. the Greeks and the Arab caliphs. c. the Ancient Persian Empire.
2. Reorder the following ideas according to their occurrence in the text :
a. The end of the Persian Empire.
b. Achievements of Cyrus the Great and his family.
c. The different languages used in the Achaemenid Empire.
3. Answer the following questions according to the text :
a. Which parts of the world were conquered by the Achaemenid Empire at its height ?
b. How was Iran called until 1935 ?
c. What was the difference between Old Persian and Elamite ?
d. Who defeated the Achaemenids ?
4. Who or What do the underlined words refer to in the text ?
* This empire §1=……………………………… * that § 2=……………………………….
* Its § 2=………………………………………
B / Text Exploration :
1. Find in the text words whose definitions are the following :
a.ruling family for several generations/ succession of rulers from the same family §1→……………………
b. most important level §1→…………………………..
c. Muslim rulers § 3→…………………………………
2. Complete the following table :

Noun Verb Adjective

……………………………. …………………………….. different

force ……………………………... ………………………………

……………………………. Establish ………………………………

…………………………….. ……………………………… conquerable/ conquering

3. Ask questions that the underlined words answer :

a. The Achaemenid rulers used Old Persian.
b. Cyrus the Great ruled over the Persian Empire for 20 years.
c. Cyrus the Great ruled over the Persian Empire for 20 years.
d. In 330 BC, Macedonian Greeks overthrew the Achaemenids.
4. Rewrite sentence B so that it means the same as sentence A :
1. A. The Achaemenids built the Royal Road to allow access to their conquered cities.
B. The Royal Road…………………………………………………………………………………………
2. A. They invaded the country.Then, they started changing people’s traditions and beliefs.
B. As soon as……………………………………………………………………………………………….
5. Reorder the following sentences to get a coherent paragraph :
* but many literary works of this period have been lost.
* but only 35 volumes still exist.
* The Roman Empire was one of the ancient world’s most literate cultures.
* For example, Livy, a Roman historian wrote a history of Rome called From The City Having Been Founded
in 144 volumes.
6. Underline the silent letters in each of the following words :
height- while- scholar- build
Part Two : Written Expression
Topic : Write an essay discussing the following question :
« What is needed to build an empire ? »
You can use the following notes :
* ambitious and strong chief
* being a strategist
* powerful army
* courageous and loyal soldiers
* ideological and philosophical ideas.

Subject Three :
Part One : Reading
When man first appeared on the Earth, there was no economic life to speak of : hunting wild animals and
finding shelter against beasts and weather, alike were the sole activities of our ancestors.
When the battle for survival had been won,however, the wandering tribes began to settle down and the
making of tools and weapons as well as the art of tilling the soil were gradually mastered by Man. This
specialization led to a form of exchange, barter (i.e exchanging goods). Then, little by little people stopped
bartering and used gold or silver to pay for the goods they bought.
Trade was already brisk at the dawn of History : the Egyptians, the Assyrians, The Greeks, to name a few,
were hardly travellers and the Mediterranean Sea was, rather than a barrier, a bond between these seafaring
peoples. During the Middle Ages, the economic centres were the cities, the biggest of which were the scene of
huge annual fairs. It was at that time that corporations and guilds were organised.
With the discoveries and inventions of the late 15 th century, there began the evolution of techniques, which
later became a revolution ; the pace of which has gathered so much speed these last few decades that it can
change the way of life from one generation to the next.
A/ Comprehension & Interpretation :
1. Choose the right answer :
A. In the past, people :

a. used to exchange their goods as a means of payment.

b. were just wandering about
c. did not hunt to survive.
B. During the Middle Ages, cities were the scene of :
a. battles. b. livestock markets. c. artistic exhibitions.
2. Reorder the ideas according to their occurrence in the text :
a. Thousands of years ago, trade was already flourishing.
b. Cavemen used to hunt and to protect themselves from animals and bad weather.
c. Changes in people’s lifestyles may occur because of technological revolution.
d. The bases of agriculture were mastered gradually.
3. Answer the following questions according to the text :
a. What did the wandering tribes do after they had settled down ?
b. What form of payment did people use at first ?
c. What did people use instead, later on ?
4. In which paragraph is it mentioned that gradually goods were paid with precious metals ?
5. The gneral idea of the text is :
a. The evolution of people’s life through time.
b. How discoveries and inventions have changed people’s life.
c. How the Greeks used to live.
B/ Text Exploration :
1. Find in the text words that are opposite in meaning to the following :
a. lost §2≠………………………… c.tiny §3≠…………………………..
b. uncourageous §3≠…………………………. d. dispersed §4≠…………………………….
2. Divide the following words into roots and affixes :

Words prefixes roots suffixes

survival

invention

eneconomical

disloyal

3. Rewrite sentence B so that it means the same as sentence A :

1. a. He said : « The unit will be used to measure the value of all goods. »
b.He said……………………………………………………………………………………………………….
2. a. He asks me : « What do you know about the Egyptian Civilization ? »
b. He asks me………………………………………………………………………………………………….
3. a. Exchanges between countries were possible because means of transport developed.
b. If means of transport had not ………………………………………………………………………………
4. Give the correct form of the verbs in brackets :
a. The 19th century (to see)………….the birth of the Bourgeoisie class.
b. They (to learn)………………..a lot about ancient civilizations so far.
c. Many works of art (to be)………achieved during the Enlightenment.
5. Reorder the following words to get a meaningful sentence :
of- became-to-materials-because-necessary-find-raw-sources-pressure-it-economic-new-of.
…………………………………………………………………………………………………………………
6. Classify the following words according to their stressed syllable :
economic- revolution- battle- activity

First syllable Second syllable Third syllable

Part Two : Written Expression (05 pts)

Topic : Give examples of some discoveries or inventions and say how they have changed people’s life.
You can use the following notes :
* discovery of anaesthesia.
* painless operations for patients
* discovery of penicillin
* many lives saved
* creation of the internet by different people among them Elmer Shapiro and Steve Carr
* keeps people in touch.

Subject Four :
Part One :
The Inca were native American people who established an extensive empire over the Andes in South America
in 15th century, shortly before the conquest of the New World by the Europeans. The name also applies to each
supreme ruler of that empire and, broadly, to all subject peoples on the Inca Empire.
The Inca were originally a small warlike tribe inhabiting the south highland region of Peru. About 1100 AD,
they began to move into the valley of Cuzco, where for roughly the next 300 years, they raided and, whenever
possible, imposed tribute on neighbouring peoples. Until the mid-15th century, however, the Inca did not
undertake any major expansion. Expansion really began under the eighth ruler, Viracocha Inca, who lived in
the early 15th century, and who, in 1437, extended the empire outside the Cuzco area.
Among the most impressive features of the Inca civilisation were the temples, places, public works, and
strategically placed fortresses such as Machu Picchu ; other irrigation canals, and aqueducts. Bronze was
widely used for tools and ornaments.
Religion was highly formalized. The supreme Inca God was Viracocha, creator and ruler of all living things.
Other major deities were the Gods of sun, stars, weather and the goddesses of the moon, earth, and sea. Inca
ceremonies and rituals were numerous and frequently elaborate, and were primarily concerned with
agriculture and health matters, particularly the growing and harvesting of food crops and cures for various
illnesses. The Inca poduced a rich body of folklore and music, of which fragments survive.
A. Comprehension & Interpretation :
1. Give the general idea of the text.
2. Are the following sentences TRUE or FALSE ?
a. Inca means both « the ruler » and « the people ».
b. Tribute was imposed on the Inca by neighbouring countries.
c. The Inca worshipped one God only.
3. In which paragraph is it mentioned that the Inca were skilled in war ?
4. Reorder the following ideas according to their occurrence in the text :
a. The most impressive features of the Inca civilization.
b. The origins of the Inca.
c. Religion and the Gods worshipped.
d. The expansion of the empire.
5. Answer the following questions according to the text :
a. Did the Inca undertake any major expansion before the first half of the 15th century ?
b. What were the Inca famous achievements ?
c. What were the Inca ceremonies concerned with ?
B/ Text Exploration :
1. Find in the text words that are opposite in meaning to the following :
a. foreign §1≠………………………. c. peaceful § 3≠…………………………….
b. poor §3≠…………………………. d. few §4≠…………………………………..
2. Complete the table with appropriate information :

Verbs Nouns Adjectives

To extend ………………………………. ……………………………..

………………………………. decision ……………………………..

……………………………….. ………………………………. successful

3. Rewrite sentence B so that it means the same as sentence A :

1. A. If I were you, I would read books about ancient civilizations.
B. You’d better…………………………………………………………………………………………
2. A. I think that we should learn from the earlier civilisations.
B. It’s high time………………………………………………………………………………………...
3. A. Viracocha Inca became a ruler. He extended the empire outside the Cuzo area.
B. As soon as……………………………………………………………………………………………
4. Fill in the gaps with th following words so that the text makes sense :
Inhabitants- than- empires – south- American- as- culture- Peru.
The Inca……………..people built one of the largest and wealthiest………………in the western hemisphere
during the mid 1400. Located on the western coast of…………………America, the empire extended
more……………. 400 km and included regions of present day Colombia, Ecuador,…........., Chili, Bolivia and
Argentina.
The city of Cuzco, situated in southern Peru, served…………….the Inca capital.
5. Classify the following words according to their final « ed » :
concerned- included- lived- produced

/t/ /d/ / id /

Part Two : Written Expression

Write a composition of 100 words about one of the following topics :
Topic One : How can people contribute to preserve their cultural heritage ? Use the following notes :
* respect customs.
* organise exhibitions
* write books
* organize regular festivals
* remind children of the glorious past of their ancestors.
Topic two : Do you think that the study of the past teaches us many things ? Give the arguments to defend
your point of view.

Subject Five :
Part One : Reading
I believe that there are five major factors that predispose societies and civilisations to collapse. The first is
the damage that the inhabitants on an environment inflict on it, which depends both on their behaviour and on
the inherent fragility or flexibility of the environment.
The second factor is climate change : sudden changes in climate conditions such as drought can accelerate
a society’s capacity of resistence. Climate change is an aspect of human society not something invented. It is
a massive, human-driven climate change which is likely to play an increasing role. According to
archeologists, it is the climate change that might have been the cause behind the collapse of the Maya
civilization.
The third factor is hostile neighbours. Although it is not always the root cause, the hostility of neighbours
can precipate societies into destruction. Like change in climate, external attacks can push a society into
collapse but only if it was already decaying.
 Fourth comes the loss of support from friendly neighbours when direct subvention or mutual beneficial
trade is retired.
Fifth is an unhelpful response from the society to its own problems. A variety of societies have faced
similar problems. Some have reacted unsuccessfully and have either disappeared from the earth (the Easter
Islanders, the Greenland Norse…..for example) or are in crisis (Haiti, Rwanda………).
A. Comprehension & Interpretation :
1. Circle the right answer : The text is about :
a. The stuy of antiquities.
b. The collapse of the Maya civilization.
c. How societies choose to fail or survive.
2. Say whether the following statements are TRUE or FALSE :
a. Society’s decay is due to the influence people have on environment.
b. Natural disasters often bring about withdrawal or indifference.
c. Unfriendly neighbours can’t lead to devastation
d. Some societies disappeared because they did not resolve their difficulties.
3. Answer the following questions according to the text :
a. What do archeologists think about the climate change ?
………………………………………………………………………………………………………………….
b. Can hostility make reciprocal trade possible ?
………………………………………………………………………………………………………………….
c. Is help a beneficial factor ? Explain
………………………………………………………………………………………………………………….
4. Who or What do the underlined words refer to in the text ?
a. the first §1 :………………………….. b. it § 2 :………………………………………
B. Text Exploration :
1. Vocabulary :
a) Find in the text words closest in meaning to the following :
*conduct=………………………. * vanished=……………………………
*reaction=………………………. * devastation=………………………...
b) Find in the text words opposite in meaning to the following :
* rise ≠ ……………............ * friendship ≠……………………….
* strength ≠……………….. * different ≠…………………………
2. Grammar :
A) Give the correct form of the verbs in brackets :
a. Athenians (to think)………………..of themselves as stars shining over Greece.
b. Pharaohs (to be)………………powerful rulers.
c. The pyramis (to be)………………buit during the new kingdom.
B) Express it differently :
1.a) Some years ago, this place was a historical monument. Now, it is a field of ruins.
b) Some years ago, this place………………………………………………………………………
2. a) After many hard months, Tarik Ibn Ziad was capable of crossing the straits of Gibraltar.
b) After many hard months,………………………………………………………………………
3. a) Last year, they were obliged to leave the country.
b) Last year, they…………………………………………………………………………………
3. Discourse :
1. The sentences below are jumbled. Reorder them to get a coherent paragraph :
*but in vain, he realised that it was impossible.
*J.F Champollion studied Egyptian hieroglyphics.
* by using the Coptic language.
* He thought that he could decode this system.
* A system consisting of picture-like signs.

Subject Six :
Part One : Reading