H.H.

Shaikh Khalifa Bin Zayed AI Nahyan

President of the United Arab Emirates

"Extens ive knowledge a nd modern sc ience must be

acquired. The educat iona l process we see today is an
ongoing esca lating cha llenge w hich requires hard work.
We s ucceeded in ente ring the third millennium, w hile
we are more confident in ourselves."

Quotes from H.H. Shaikh Khalifa Bin Zayed AI Nahyan '

Contents

Chapter Seven:

The Falaj and the Growth of Towns and Villages .....................10

Lesson 1: Iron Ag e and Impact 15
Lesson 2: The Foloj and the Importance of Water in the UAE 22
Lesson 3: Emerging Towns and Oases 28
Lesson 4: Croft Traditions Around 1000BCE 38
Lesson 5: Religion and Ritual of the Iron Age 43

Chapter Eight:

The Came l and the Transformation of the Desert .................. 48

Lesson 6: Wild Camels in the UAE 54
Lesson 7: The Domestication of Camels 62
Lesso n 8: The Benef its of the Camel 67
Lesson 9: Muweiloh 75
Lesson 10: The End of the Iron Age and Chapter 8 Review 81

Chapter Nine:
The Rise of Empires .................................................................. 86
Lesson 11: Assyria and the Arab ian Gulf 93
Lesso n 12: The Persian Empire 98
Lesson 13: A lexander the Great 102

•
 Chapter Ten:
The UAE and Arabia at the Dawn of lslam............................. 108
Lesson 14: The Significance of Mleiha 114
Lesson 15: Coins and Trade 119
Lesson 16: Mleiha: A New Soc i ety? 124

Chapter Eleven:
The UAE and Maritime Trade at the Dawn of Islam ............... 130
Lesson 17: Ed-DAR and the Arab ian Gulf 137
Lesson 18: Dibba 142

Chapter Twelve:

The Coming of Islam ............................................................... 148

Lesson 19: The Coming of Islam 155
Lesson 20: Trade and Development of J ulfar 161

"": ,...,-· l"."'"'F •'1'..-. ...- - --- • -• ---_- .. ' ' ' ., . • ·, ,

7 Contents
 .

Introduction
Dear students

"The young people must follow and ask about history and review it, whether history, the
middle or the distant, so that they know what has happened to this country and how it
has been exper ienced by the generations that have been living in the country," said Sheikh
Zayed bin Sultan AI Nahyan -peace be upon his soul-. "If I believe that someone who does
not know his past, he certainly does not know his present, but if one knows his past, one
must know his present and know what he must calculate from the future."

The book (The Emirates: Our History) explore the ancient past UAE and it's in the depth of
history for thousands of years, to the present with the great achievements of our nation
under the leadership of His Highness Sheikh Khalifa Bin Zayed AI Nahyan, President of the
State, His Highness Sheikh Mohammed bin Rashid AI Maktoum, the Vice President, Prime
Minister and Ruler of Dubai,and His Highness She ikh Mohamed bin Zayed A I Nahyan, Crown
Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces, and their
Highnesses the Rulers of the UAE.

We are pleased to present to you the Activity Book that is associated with the Textbook (The
Emirates: Our History) to be a valuable source of information and expertise; to highlight the
stages of historical development of the United Arab Emirates.

In preparing and developing the Act ivity Book, we have based on severa l basic principles
that have been our main guiding lines.

0 The Federal Strategy, the State Vision 2021 and its National Agenda.

0 The National Standard Framework for Curriculum Standards and Evaluation 2014.

0 The founding builder document of the United Arab Emirates 2014.

And thanks to the authors of the book (The Emirates: Our History) and the book of its
activities, and the designers, reviewers, and institutions who have contr ibuted to the
issuance of this value book dedicated to introducing the generations to the history of our
beloved country.

And with your efforts, dear colleagues, and students, we will build our bright future, with
confidence and determination, and provide an integrated environment for creativity and
innovation that generates and embraces ideas to achieve the vision of the United Arab
Emirates to be one of the best countries in the wor ld by 2021.

May God grants success...

Social studies and education curricula team

•
 Forward
Since its founding as a nation nearly half a century ago, the United Arab Emirates has been
blessed with progress, benefiting from the visionary efforts of our founding fathers. The
UAE now stands among the most advanced nations of the world . Our advances can be
better understood in the context of our past and the efforts of the generations that have
come before us.
The Emirates: Our Histor y charts the journey from the past to the prese nt, and serves as a
va luable resource to study how the UAE has evolved to become the nation that it is today.
This book presents the latest insights and discoveries of historians and archaeologists and
tra ces our roots to the earliest known inhabitants from artefacts that date back to 125,000
years ago.
Studying our history illustrates essential lessons about the past that are still relevant
to our present . Understanding history deepens our appreciation of how our ancestors
faced adversity with ingenuity, like designing the 'falaj' irrigation system that transformed
agriculture over 3,000 years ago. Harnessing our natural resources was evident even 5,000
years ago, with the emergence of copper mining. And our orientation towards trade,
reflected in our prese nt-day pos itioning as a global trading hub,can be traced even earlier
to 7,000 years ago at the Neolithic village on the island of Marawah, where the earliest
evidence for pearling in the wor ld has also been discovered. More recently, in the twentieth
century, the challenges faced by the pearling industry bear timely lessons about the nature
of change and disruption, and the importance of preparedness and resilience.
just as studying history illuminates change, it also highlights the values that transcend
millennia. Our faith in Islam was adopted nearly 1,500years ago and is stillcore to our society,
influencing the very fabr ic of our culture and traditions. Studying our history also lends
perspective on how even thousands of years ago, acceptance and peace already played
an important role in defining and shaping our interactions with those of other cultures and
faiths. Studies of our past also reveal to us the way in which women have always played an
important role in our soc iety.
It is my hope that all of us- especia lly our youth - study and appreciate the rich legacy of
our nation's history, and in so doing deepen their understanding of the va lues that def ine us
and the challenges and opportunities faced by those that came before us. Let us take heed
of the wise advice of our nation's father, the late Sheikh Zayed bin Sultan AI Nahyan who
observed, "...The present is only an extens ion of the past. He who does not know his past
cannot make the best of his present and future, for it is from the past that we learn."
As we work together to realize the potential of our great nation, let us learn as much as
possible from our history so that in unity, we can look to the future with confidence,
anticipation and determination.
Mohamed bin Zayed AI Nahyan
Chapter Seven:
The Falaj and the
Growth of Towns and
Villages
Read the text. Underline or highlight important details.

Growth of Towns and Villages

Around 1000 BCE many new towns and villages emerged across the UAE. New ways for
obtaining water were discovered and the population increased quickly. New and distinctive
craft technologies also emerged. Even though the period is called the Iron Age (1300-300
BCE), iron was never common in the UAE at this time, and bronze working remained one of
the key industries of this period.

The Falaj
For many years, archaeologists were puzzled as to why so many villages and towns emerged
around 1000 BCE. Some argued that it reflected the impact of trade with other regions in
the Arabian Gulf. However, the evidence for this was limited. Finally, scientists realized that
it was a new technology, the falaj that was key to understanding what happened in the Iron
Age.

AI Ain Oasis Ancient Irrigation Channel

The falaj taps underground water and brings it to the surface through a long human-made
tunnel. The water can be used for drinking and for growing crops. Although it was initially
thought that aflaj (plural of falaj) first developed in Iran sometime around 700 BCE, many
scholars now doubt that they existed in Iran at this early date. In fact, excavations by UAE
archaeologists in al-Ain uncovered several aflaj that date to about 1000 BCE. At the moment,
these are the earliest known aflaj in the wor ld.
 It is not surprising that people in the UAE seem to have been the first to make a falaj. They
had been living in this arid region for thousands of years. They knew where water was
located underground and how the water level changed whe n rainfall occurred. During the
Umm an-Nar (Chapter 5) and Wadi Suq (Chapter 6) periods, they dug wells and were able
to draw water to the surface with simple pulley devices.

Around 1000 BCE,there was a slight reduction in rainfall in the UAE. The level of water under
the ground probably dropped and became more difficult to reach. At the coastal town of
Muweilah in Sharjah, people used new types of we lls that tapped the fresh water that lay
above salty water. Even these sources would have eventually been affected by declining
rainfall. The inland springs would have dried up. In this situation, people needed waterfrom
deeper underground and a system to transport it to the surface. The falaj system was the
solution. Itwas to remain one of the most remarkable features of agriculture and village life
throughout the UAE.

Emerging Towns and Oases

The falaj had a big impact on human life in the region. Aro und 1000 BCE, new villages and
towns grew in the UAE interior, especially around ai-Ain and on the edges of the ai-Hajar
Mountains. Archaeologist s working in al-Ain since the 1970s have discovered many buildings
at sites like Hili. These were probably all part of a single ancient town. The houses were
made from mudbrick and mortar and contained different rooms for storage, living, and
sleeping. Most people probably used the roof of the building as a second floor for storage,
or for sleeping when it was too hot.

The construction of houses in the Iron Age relied upon knowledge of which materials to
use in mudbricks and how to design buildings so they would last. Some of these buildings
were still standing when they were found by archaeologists nearly 3000 years later! The
knowledge of how to build in mudbrick was passed on from generation to generation. The
mudbrick houses that existed in ai-Ain, Fujairah, Dubai or Sharjah 100 years ago are, in
many ways, the result of this initial mastery of construction.

Some of the buildings in ai-Ain were not houses, but served a special function. One such
building, called Hili 14, was a large fort that may have been used for trading or as a place of
refuge during warfare. Other special buildings have central rooms with wooden columns.
These buildings probably served as a central place whe re people traded or perhaps met to
discuss problems with the leaders of the town. These have been found at Muweilah, Bithna,
and Rumeilah. In some ways, they may have been like the traditional majlis that is still used
today in the UAE.

12 Social Studies
 Craft Traditions
The growth of inland towns and villages around 1000 BCE was accompanied by new crafts
and industry. New types of highly decorated pots were made in areas like ai-Ain. Some
pots were for everyday funct ions like storage and eating. Others seem to have had a quite
specific, possibly religious, function (see below). Bronze working was also very important
and new centers emerged that specia lized in making a wide variety of weapons and tools.
In some areas, bronze production occurred away from the mountains that provided the
copper. This was undoubtedly because the camel (see Chapter 8) allowed goods to be
moved across the landscape. Softstone vessel s continued to be made, but in new shapes
and decorative patterns. Some new shapes contained multiple compartments that may
have been used for stor ing precious ointments or jewelry.

Religion and Ritual

The earliest evidence for ritual and religion in the UAE is found at this time. In the absence of
any texts, archaeology provides the only clues to these practices and beliefs. Ceramic pots
decorated with snakes are found at a number of places, often in a building that contains
a single long room and columns. Bronze snakes are also found in these rooms, often with
carved features. At the ancient village of ai-Qusa is in Dubai, dozens of such bronze snakes
were found along with snake-decorated pots.

The sa me types of objects are found in similar buildings across the entire country, though
the exact ritua l in which these objects were used is unknown. This suggests that there was
some type of religion practiced by people throughout the region. On the is land of Bahrain,
a s imilar practice appears to have taken place. Snakes were ritually killed there and placed
in vessels under the floors of rooms in a palace at Qala'at al- Bahrain.

The representation of snakes found in the UAE at this time see ms to be of a very spec ific
type. The triangular head and occasiona l horns suggest the Horned Desert Viper. This is a
very common snake in the UAE today and can be found in most of the desert areas of the
country.It willstrike and bite very quickly if disturbed. Although its venom is poisonous, it can
rarely deliver enough to kill a human. How this particular snake became involved in religion
in the UAE remains unknown, though the rituals associated with it were widespread . This
suggests that people in the UAE shared common ideas about religion and belief.

Iron Age Burials

Although many Iron Age villages and towns are known, tombs from this period are rare.
Evidence of people being buried in single tombs has been found at ai-Qusais in Dubai.
Highly decorated pots, softstone vesse ls, and bronze weapons were placed in these tombs
as offer ings. These tombs are obvious ly different to the communal tombs that had been
used previously.

The Iron Age was a period of many new ideas. New technologies like the falaj meant that
oases flourished. The domestication of the camel led to increased trade and opened up the
deser t for human occupation. In many ways this combinat ion laid the foundat ion of the
traditiona l economy of the UAE, especially since mastery of the seas had already occurred
in the Bronze Age or even earlier. How society understood the supernatural world also
changed and led to new rituals, reflecting community and a common identity.

A Typical Iron Age Dinner

During the Iron Age food was mostly the same as it had been earlier. People ate sheep,
goats, and cattle and hunted wild animals like gaze lles and oryx. They obtained milk from
domesticated animals, now including the camel. They continued to catch f ish and collect
shellfish along the coast. The use of the falaj changed the crops that could be grown. There
is evidence that sesame was cultivated, and this could be used for making oil or flour. When
mixed with dibs, sesame flour would make an excellent dessert! The herb basil and other
plants were grown and cultivated in the small gardens made possible with the falaj.

Iron Age swords

Around 1300 BCE, short bronze swords begin to be used in the UAE. Previous weapons had
included only lances, spears, and arrowheads .The new sword had a distinctive handle with
an easy grip.The short length of the blade suggests that it was used in a similar fashion to
a dagger for short, thrusting attacks at close range. Their appearance in the UAE might
suggest new forms of organized combat. It is also possible that the swords were status
symbols that could be worn easily and were rarely used in actual combat. In the event
of combat, shields would also have been used. In the last few hundred years in the UAE,
these have been made from hardened animal skins surrounded by a wood covering .These
possibly existed in the Iron Age , too, but have not survived at archaeo logical sites.
Lesson 1: Iron Age and Impact

Learning Objectives

In this lesson you will

@ Identify the characteristics of the Iron Age.

0 Explain the significance and impact of the Iron Age on social and historica l events.

0 Appreciate the role technology plays in histor ical and cultural developments.

Introduction:

In previous lessons and chapters in your textbook leading up to Chapter 7, you have become
aware of the influence of environmental discover ies and adaptation to environmental
conditions by people, which shaped their lives. This is true 'for human settlements all over
the wor ld, including the area we know today as the UAE. Mineral discove ries and ways of
applying technologies to use and shape items from the natura l wor ld have always been
part of human development and the growth and change in settlements.

You have also learnt that people from different communities came into contact with one
another and engaged in activities such as trade, so that they could acquire things they
wanted or needed from other places, in exchange for things they produced in their own
area. This meant that there was also exchange of technology and culture, whic h shaped
the lives of people. In many cultures and settlements, resources were precious or scarce,
and those who controlled the resources also controlled the society.

In this first lesson covering Chapter 7 in your textbook , you will start to think about the
process of historical change, spec ifically how tec hnologicaldevelopments that were tak ing
place in parts of the wor ld, were influenced by the discovery of iron. Although iron was not
an important part of our own history in the UAE at the time, its discovery and techno logies
that were used to shape and use it would ultimately have an impact on all human
settlements, including the UAE. You will also develop a clear perspective on the importance
of technological developments in changes in human societies and culture, which will help
you to understand how villages and towns in the UAE grew as a result of techno logy.

" .

15
 Task!:

You w ill read in your textbook that iron was not common in the UAE during the period
generally known as the 'Iron Age'. Archaeologists and histor ians are still not sure why this
is case.

However, in other parts of the world, in the broader Middle East, however, iron was used
more widely after 1000 BCE and had an effect on how the UAE ultimately developed. We
are going to provide some additional informat ion about iron to help you understand the
context of the Iron Age in other parts of the Middle East.

Read the following information about iron and the Iron Age, as well as the Introduction in
your text and answer the questions.

Iron Age
The Iron Age was the third historical and cultural stage in what is sometimes called the
'three-age' period - Stone Age -Bronze Age --Iron Age .. As the name indicates, it was
characterized by the discovery and use of specif ic technologies to shape and use the
mineral, iron. In some parts of the wor ld the use of iron replaced the importance of bronze
in the making of tools, weapons and other implements used in human societies, because it
proved to be a more durable materialfor making things such as blades and armor.The Iron
Age was recognized at differ ent times in different parts of the world, as iron discoveries and
technologies to utilize iron did not occur at the same time.

Iron has some advantages over bronze in terms of durability and hardness. But it also
required The earliest known artefacts made of iron are beads that were found in northern
Egypt, in burial grounds at Gerzeh,which is a prehistoric Egyptian cemetery located on the
west bank of the Nile River.When archaeologists analyzed the beads, they discovered that
the people of the time had the technological knowledge and skills to hammer the iron into
very thin sheets, and then shape it into tubes to fashion the beads. These were made into
necklaces with other semi-precious stones and minerals. One conclusion drawn is that the
people of the area presumed the iron to be of va lue, hence it was used to adorn the necks
of significa nt deceased members of the soc iety.

Iron plays an important part in how metals are classified. Metals that contain iron are called
'ferrous' and metals that do not contain iron are called 'non-ferrous'. Many of the metals we
know today are actua lly alloys - this means that they are made up of two or more minerals
or metals. As tec hnology develops, people f ind new ways to combine minerals to make
alloys that are suitable for different kinds of uses. For example, bronze is an alloy of copper
and tin.

During the Bronze Age, people knew how to heat the metal to be able to alter its physical
properties and shape it into specific forms. Bronze and copper could also be physically
hammered (the use of force) to make implements, without needing to smelt it. Iron cannot
be shaped through physical force alone; it needs to be heated at very high temperatures
(the process of smelting) and then physically shaped into desired forms. Techno logies that
developed during the Iron Age included the deve lopment of more sophisticated kinds of
furnaces, making use of larger bellows to fuel the furnaces, in order to maintain higher
temperatures required to sme lt iron in comparison to copper or bronze.

Iron of itself is not an ideal metal for making tools and implements, as it rusts easily when
it comes into contact with oxygen and water. The Iron Age is actually characterized by
improved metal work ings (notably, the higher-temperature smelting) and technology
that combined iron with carbon to make the alloy, steel. Carbon was introduced to the
alloy through burning charcoal in the furnaces during the smelting process.The process of
purifying or producing metals based on their physical properties is called metallurgy. We
can thus say that developments in metallurgical technologies during the Iron Age enabled
the production of metal alloys and items that had superior properties to those used before
the Iron Age .

Steelis a durable alloy that has properties ideal for making implements that are intended to
be strong and to last for a long time. A long time after the Iron Age, the use of steel was an
important part of the Industrial Revolution, in which mass-production of goods in factories
led to a whole new economy and massive growth of cities in Europe.

In our modern times, steel has been an important part of the economic and infrastructura l
development of the UAE, even though iron itself actually played a limited role in the UAE
during the Iron Age. Technologies that developed during that time have impacted on the
UAE as we know it today.

The Iron Age was significant for several reasons. First, people discovered that iron deposits
were common in many areas; it was a very accessible mineral compared to copper or
bronze. Because iron deposits were widespread, larger numbers of people had access to
tools and implements containing iron; most villages in Europe had a blacksmith who could
make tools containing iron. The tools could be used on a larger scale for agriculture. By
contrast, during the copper and bronze ages, fewer people in fewer sites had access to the
minerals, so the ability to make implements was a source of power for those who could
access it. The ready availability of iron broke down some of the power hierarchies related
to access to a useful resource, and enabled activities like tilling soil for planting crops to

Chapter Seven 17
 improve for many people, providing them with potentially greater self- sufficiency. Second,
iron work ing technologies enabled people to make tools and weapons that would have a
great impact on warfare. Steel blades and armor were much stronger and more durable
than those fashioned from bronze.

Make sure you understand the meanings of the fo llowing words (your teacher may help
you, or you can use a dictionary) before you answer the questions.

implements durable armor furnace bellows

adorn alloy rust metallurgy hierarchies

infrastructure accessible blacksmith self-sufficiency

1. During which years Before the Common Era (BCE) is the Iron Age acknowledged to have
taken place?

2. The Iron Age is associated with different dates for different parts of the wor ld. For
example, it is said to have occurred more recently in China than in Europe, Africa and
the Middle East. In our modern times, do you think the discovery of a useful new mineral
or techno logy would be marked by large intervals of use in different parts of the world?
Explain your answer.

3. Write down one significant event, related to technology, which occurred in the UAE at
the time of the Iron Age.

4. Write down a word that is associated with the word 'iron'.

5. Think about how metals are broadly classified. What does the classif ication method
imply about iron?

•
6. What does the discovery of iron beads at Gerzeh imply about the importance of iron to
the people w ho inhabited that area at the time?

7. Think about items you use in everyday life that contain metal (for exa mple, your mobile
phone, the construction materials used in your classroom, your f amily cars). Explain
how you think metallurgy has played a role in producing these things.

8. Write down one significant difference between copper and bronze , and iron, in terms of
their availability and distribution as natural resources.

9. List two industries or aspects of society that were most influenced by advances during
the Iron Age.

10. In what ways did the availability and distribution of iron possibly impact on social
organisation and power, in parts of the world that were significantly impacted by the
Iron Age?

11. Explain the connection between technological developments and historical change.
Write your answer in about five sentences .
 Task 2:

You have read that the Gerzeh s ite in Egypt is an important archaeologica l site because
it contains the earliest known artefacts (beads) that are made of iron, and indicates that
this part of the wor ld used Iron Age techno logies.

I@ Use a search engine or other sources of information to find out more about Gerzeh.
You may work with a partner or in a small group.

0 Use the informat ion you find to colour or highlight the blocks below that are true about
Gerzeh.

Archaeo logists base the ir
findings on nine beads
located at the Gerzeh site.
-
Another type of artefact
found at the Gerzeh site was
pottery.
The closest oasis to the Gerzeh is in southern Egypt,
Gerzeh site is Faiyum relatively far away from the
Oasis. Nile Delta.
The source of the iron
The group associated with
found in the beads is
the Gerzeh site is called the
believed to be meteoric
Naqada culture.
(from a meteor).

Gold and lapis lazuli were

The beads were excavated
The beads found at Gerzeh included as part of the
from a shallow grave at
were round in shape . remains of beaded iron
the Gerzeh site.
necklaces found at Gerzeh.

Assessment:

Summarize what you have learnt today in five bullet points.

•
 Turn to the person sitting next to you. Take it in turns to use each of the following prompts
to tell one another things you have learnt about the Iron Age:

0 One important thing that Ithink was especia lly important about the Iron Age was ...

0 Tec hnology was important during the Iron Age because ...

0 Two interesting things about iron are ... and ...

0 At the time of the Iron Age, an important thing that was happening in the area we
know today as the UAE was ...

@ I would like to know more about ...

< ' ' ',( •_:,: -;:;,,r; '• -: : .:: ; ,' y"., I' . ·- ' , - ,• ' .• ,- •"
, ........ - -- '·""'' '. _.,..,._ ·, ,. • .' ' "''" • , . -.

D9.RJ¢r ·. 21
• -- - - - .. • ,_ • , ... 4 -- ,;. ...... - - • - -
 •••

Lesson 2: The Falaj and the Importance of Water in the

UAE
Learning Objectives

In this lesson you will:

@ Interpret a diagram to explain the difference between underground and surface water
sour ces and processes involved in the water cycle.

0 Accou nt for the influence or climatic changes such as rainfall on settlements.

r@ Explain the use of the fa laj.

@ Desc ribe the structure and technology used in aflaj.

Introduction:
In Lesson 1 you explored so me of the characteristics of the Iron Age, espec ially the idea that
techno logical developments and innovation impact on histor ical events and people's way
of life.

Usage Rank Usage Rank Usage Rank

washing vehicles drinking irrigating crops

flushing toilets showering washing dishes

wash ing clothes cleaning homes manufacturing

construction cooking bathing pets

In this second lesson cove ring Chapter 7, you will explore the importance of water, and
learn about an important deve lopment that happened in the UAE during the Iron Age - the
falaj , which impacted on people's survivaland activities in the UAE.You will explore how the
ability to access and channel water s howed technological sop histication at the time, and
begin to cons ider what this meant for the settlement patterns of the UAE.

As you work through this lesson, you should think about the relationships between people
and the environment, espec ially how people rely on environmental resources to meet
their needs, but also how changes in the environment affect how people access and use
resources, and how they organize their communities and soc ieties.
 Task I:

Work with a partner. Study the following list of uses of water. There is space for you to
add additional examples if you wish. Think about how important each use is to human
surv iva l. Rank the uses of water from most important to least important. Number '1'
would be most important. In other words, if the supply of water was severe ly rationed or
reduced, what would be the most critical uses of water?

Task 2:
.·, 3':: •../ ••

Work w ith a partner. Study the following diagram about how the water cycle works, and
then answer the questions that follow.

Notes:

0 Transpiration: is the process by which plants absorb water from the soil, draw it up
through their stems and leaves, and then release water in the form of water vapor into
the atmosphere. Evaporation: is the process by which water changes state from liquid
to gas (water vapor) through the process of heating.

0 Condensation: is the process by which water vapor changes state from a gas to a liquid
through the process of cooling.

0 Precipitation: is when water is deposited from the atmosphere onto the earth's surface
in the form of rain, fog, hail, snow and dew.
 .-·

@ An aquifer: is an underground source of water stored in porous rocks or chambers,

which gets recharged with water when there is infiltration of surface water into the
ground after precipitation.

@ The water table: is the levelat which underground water is at a point of saturation- the
area below this level is saturated with water.

Answer the quest ions.

1. Write down the three main processes that must occur for water to move through the
atmosphere.

2. Would you expect a higher rate of transpiration to occur in an arid environment such
as the UAE, or a tropical rainforest area such as the Amazon Rainforest? Explain your
answer.

3. The UAE has a hot climate with generally high daytime temperatures. What does this
suggest about rates of evaporation from surface water features such as oases, lakes,
and rivers in our area?

4. There is little rainfall in the UAE compared to many other places on earth. What does
this suggest about rates of condensat ion, cloud formation, and precipitation?

5. Describe what happens to the level of the water table when the amount of rainfall
decreases.

24 Social Studies
6. Throughout its history, the UAE has experienced periods during which there were
changes in the climate- including increased and dec reased rainfall. This had an impact
on human settlements and way of life.Explain how you think the water table impacts on
water availability in a place such as the UAE.

Task 3:

The falaj was a significant innovation for providing a reliable water supply in the UAE.
We are now going to consider the importance of the fa laj in greater detail. Read the
information under the heading 'The Falaj ', in the text. Then complete the se ntences by
filling in the correct word in each case. A list of terms has been provided for you to work
from.

Iron Age archaeologists Aflaj villages

technology evidence rid settlements underground declined
trade agricultur e ai-Ain innovation deeper climate

An important question that have asked about the UAE during the

was why so many and towns seemed to grow at this time. One
idea was that increased with other peoples around the Arabian Gulf caused
settlements to increase in population and size.

Eventually it became evident that the used to build aflaj was the reason for
the growth of . Archaeological shows that the ear liest _ _
seem to have been built in . The logical reason given for inhabitants of the UAE
building aflaj was that they were accustomed to surviving in a very climate.
They had knowledge about water sources. An important event that likely led
to the of the falaj was a change in that occurred around lOOOBCE ,
when rainfall .Aflaj were built because the people of the time needed to access
ground water from underneath the earth.

An aspect of life that was impacted most positively by the falaj was _ _

Chapter Seven 25
 • =•

Task4:

You have learnt about the importance of the falaj in the way of life of people in the UAE ,
especia lly when they experienced climate change. Now you will consider how the aflaj
were actually built.

Read the following sentences and wr ite them in the most logica l order, to descr ibe the
technology used to build the falaj.

0 Closer to the areas where the water w ill be used for irrigation, s maller channels are
built to spread out from the main channel, allowing water to reach indiv idua l gardens
or planted areas.

0 Some channels would run along the surface of the earth, allowing water to be carried
to where it was needed.

0 A 'mother we ll', or main we ll, is dug deep into the earth to reach the underground
water supply, from a higher point than the area it will eventually provide water to.

@ The flow and speed of flow of water relies on gravity. Water flows from the highest point
to lowest point of the landscape.

@ Long channels are built horizontally underground, near the water table or aquifer,
leading from the main well to the areas where the water is needed.

0 Shafts are built from the surface of the earth to the level of the main channel every
fifty meters (or more). This was so that the channels could be cleaned or maintained if
necessary.

Working with a Source:

You have learned about primary and secondary sources, and their importa nce in history.
This could be a primary source, as it shows a photograph of a falaj in a modern time period.
Consider the surroundings around the falaj channel. Also think about what you have learnt
about the water cycle, and processes such as evaporation and transpiration.

Activity:

Pretend that you were a water care consultant to a community in al-Ain during the Iron Age.
Design a poster checklist that shows people how they should care for their aflaj to ensure a
reliable, clean, free-flowing water supply in the surface channels

26 Social Studies
Assessment

Part 1:

Choose any three of the following keywords and explain to a partner what you have learned
about the concept during this lesson.

climate change
falaj ground water water cycle technology
during Iron Age

Part 2:

Make a mind map or graphic organizer that summaries the key points you have learned
in this lesson, and how they connect to one another. Use colour and symbo ls, and be as
creative as possible. You may like to use the outline below as a starter.
Lesson 3: Emerging Towns and Oases

Learning Objectives

In this lesson you will:

0 Identify characteristics of key areas of settlement growth in the UAE during the Iron
Age.

@ Describe the character istics of Iron Age homes in the UAE.

0 Plan two Iron Age meals based on what people in the UAE ate at that time.

0 Make a link between the past and the present through the UNESCO World Heritage Site

0 A I A in Oasis, or the use of computer generated imagery (CGI) in modern arc haeology.

0 Simulate a community problem-solving meeting for an Iron Age issue.

Introduction:
In lesso ns 1 and 2 for Chapter 7, you explored technologies that were developing during the
Iron Age , especia lly, in the case of the UAE, the innovation known as the falaj. You began
to think about how a climatic change, such as reduced rainfall, could impact in a se rious
way on people's lives in an arid place such as the UAE. Sometimes the problems presented
to them allow people to come up w ith amaz ing inventions or innovations to so lve the
problems. The innovat ive solutions may lead to other benefits or consequences as we ll.

In this lesson you will learn more about the growth of settlements and oases around the
areas where aflaj were constructed in the UAE. The more secure availabil ity of water for
irrigation and domest ic use made the aflaj an ideal stimulus for more people to settle and
build their homes and communities in these areas.
 Task!:

The Growth of Settlements in the UAE

You wi ll a lso need an atlas or physica l ma p of the UAE. If you have access to the Internet,
you could a lso use Google Earth. Your teac her wi ll assist you with this. Use the map pro-
vid ed a nd follow the instructions .

Part 1: Map Work

a. Look at the location of the key Iron A ge settlements of the UAE on the map on page 52 of
your textbook. Create a key to re-draw these settlements and places onto the blank map
outline of the UAE below.

b. Now refer to an atlas or Google Earth and look up the physical featur es (mountains ,
rivers, etc.) in the same area. Create your own key to draw and indicate these on the map.

c. Indicate al-A in on your map, which you originally used in your workbook covering Chapter
1, along with other settlements that do not appear on the Iron Age map

Part 2:Work with a partner.

a. Ta lk about and describe the physical landscape of the UAE and how you think it influenced
the deve lopment of settlements from the Iron Age.

b. Think about the aflaj that were built. What role do you think they played in the settlement
of people in the north-eastern part of the UAE?

•
 •••

c. Write down at least five sentences to summarize your ideas.

. .
Task 2: .· ·
:· -, )

Answer the questions

1. What was the most obvious evidence that the falaj impacted on life in the UAE?

2. Think about what you learnt previously about the structure of the aflaj. In what way
do you think the location of the ai-Hajar Mountains may have been connected to the
success of the aflaj?

3. Name one important archaeological site that has revealed clues about settlements in
the past.

4. What evidence exists that may indicate that people were growing and storing grains at
that time?

•
5. Why have the remains of the houses lasted as long as they have? Think about how they
were constructed, as well as about the nature of the environment in which they were
built. You may need to do some research to help you answer this question.

6. What was significant about the building at Hili 14? Disc uss how this site indicates that
people were living in larger groups by this time, or coming into regular contact with one
another in groups.

7. In which parts of the UAE does it seem probable that people met with the leaders of their
settlements to disc uss issues related to their community?

Healthy Nutrition in a Growing Settlement:

Read the information in the textbook ('A Typical Iron Age Dinner') . The falaj, as you have
learnt, enabled people of the time to add foods their diets that they had not commonly
eaten in that area before the Iron Age. Diet impacts on the health and cultural practices
of a community (and culture impacts on dietary patterns). Agricultural activities also play
a key role in how people organize themse lves and their lifestyles . Water obtained from the
aflaj made it possible for people living in these settlements to expand the range of plants
they could include in their diet.

Pretend that you are a person in charge of a household in a settlement at ai-Ain during the
Iron Age. You are going to host a visiting group of traders for two days. They will stay with
you, and you will feed them one main meal during eac h of the two days.

Part 1: Design a Menu

Design a menu plan for two main meals, using a range of ingredients from the information
provided in your text. Try to keep healthy dietary guidelines in mind, espec ially eating as
broad a range of fresh food as possible. You must include sesame as a component of at
least one of your meals. Your plan must include the list of ingredients used, the nutritional
profile of each type of food (for example, its mineral or vitamin content and how it benefits
health) as well as one recipe outline you will use to prepare each meal. You may need to
search for more information.

Meall Meal 2

Title of dish/es to be served

Ingredients, including nutritional

profile of each ingredient.
[Example: Sesame seeds contains
the minerals copper,
calcium, magnes ium, iron and
z inc. These minerals are good for
building healthy bones and teeth.]

Recipe outline

Part 2: Plan a Menu

Tabulate the similarities and differences between what people ate in the Iron Age, and what
you eat today. If there is a difference, try to give a reason for the difference (for example,
processing technologies in modern times have enabled people to eat a greater variety of
processed foods today, compared to the Iron Age.)
 Iron Age Current

Similar types of foods eaten

Different types of foods

eaten (with reasons)

Task 4:

Making Connect ions Between Past and Present:

Inthe following two tasks you willfind out some information that helps you to understand the
close connections that we have with our history and heritage, through ways of preserving
them in the present.

"The AI Ain UNESCO World Heritage Site"

Iron Age settlements are one component of the designation of World heritage Site status
by UNESCO. Do some research to find out about the AI Ain Oasis Wor ld Heritage Site? Then
answer true or false for each of the following statements. If the statement is false, write it
out so that it is correct.

........,....---. .- •-.- p··

. "- ... . - - -.,.. --,- · ,. ........... - ..: .-..-'!'".,-ill:..-..,.-'":--.- .

Chapter Seven 33
-'··- - -· ...._ - - • • - - • = - .... -
'
""'""',..
1. The ancient site of AI Ain was declared a World Heritage Site in 2010.
2. The name of the site is AIAin Oasis.
3. In 2016 the site was officially opened to private visitors holding permits only.
4. People can visit the site to experience what life was like for people who had settled at the
oas is before the Iron Age.
5. There is an educationa l Eco-Centre at the site.
6. There are around 147 000 date palms at the site.
7. Date farming is still actively practiced at the site, and is based on sustainable farming
practices.
8. The site is recognized by UNESCO as being of importance because it is one of the earliest
examples of evidence of people moving from a hunting and gathering kind of lifestyle to
a nomadic lifestyle characterized by permanent settlements and irrigated agriculture.
 Task 5:
'' .

Using Computer Generated Imagery to Visualize the Past.

Look up information about the 'reconstruction' of the interior of a columned building at

Muweilah. Computer generated imagery, or CGI, is a technology being used inc reasingly
in our modern world for many purposes . In this case, it has been used to c reate a visual
impression of w hat a structur e might have looked like during the Iron Age, based on
arc haeological finds and know ledge.

Searchfor information aboutanyother example of the use ofCGIin preserving or enhancing

historical or arc haeological knowledge.Then complete a graphic organizer to summarize
five key interesting facts you found out about the use of CGI and the context in which it was
used.

Activity: Group Work

Work in a group of five .

Pretend that you are members of the community at Muweilah, Bithna, or Rumeilah.You have
arranged to meet your leader in the center room of one of the large community buildings in
your town. You would like the leader to help you solve a problem. The problem is that some
people in the town are using more water from the aflaj than others, to irrigate their crops
of basil, other vegetables, and sesame. Some people have also been seen wasting water.

You feel that this is unfair, and that the leader needs to draw up a policy that solves the
problem, which the community must follow for 'fair water use'. You know that the leader
prefers it when people come to him with possible solutions to the problem they have
identified; he is a very busy man!
 Brainstorm your problem and come up with at least two solutions using the Six Thinking
Hats method. Writ e down some of your ideas as part of your preparation for meeting the
leader.

White hat

(What do we know about the situation?

What are the facts? What are the causes of
the problem?)

Gree n hat

(What new ideas or solutions can we think

of to solve the problem?)

Ye llow hat

(What are the positive, feasib le aspects of

the solutions we have come up with?)

Red hat

(What are the negative or unfeasible

aspects of the so lutions we have come up
with?)

Blue hat

(What is our overa ll goa l,and what solutions

have we come up with so far?)

Black hat

(Which solution are we going to present to

the leader?- Your group may need to vote!)

.,""': · .... •'" - .

36 Social Studies
_..,...,...,. .k:<.-... - - •
 Assessment : l
Choose any three of the learning objectives outlined at the beginning of this lesson and
wr ite four to five sentences for each one, outlining what you have learnt.

1. .".. ........"..........".........".. ......"....".... "."......"......""...."........"....""...""...."...".""....".".."".".."

2. ...."""'................."""....................."..............".............. ........'".......................... ..."........."..........

3..."..... "...."."...."."..."...""...................".. ......". ................"...........". ...."...."......."......""....."....."

4.......................... ........................................................... ..................................................................

5. ... ......."..."............"'". ......"....................... ...."......"".. ..........."................................. ...."........... . ..

1. .."........"....."......."...."...."""...."...."..."."......."..".""....."......""..."......"....."... ".""....""....."....

2. .......".................."........""...."....."......".. ..""...."".......". . ...".."..... ...."......"....."......"........". ..."..

3................. . ...... ....................". ...."...."......"......"........... . ...".....""...""............".......".......".".."....

4. ". .""""..."...."....""......""...".. ...".. .....". .."".."""......".....""......"...."..........."."....."..".."....."... .

5. ."......"". ."......"...."......"". ..........."....".....""....""....""....."."."""..."....""........"..."...............". .

1. .............". ............................ . ........................". ..."'"......................... .............. "........."'... ....... ".....

2. .".."........."...".. ...".. "........."...........".....".."..."......."..."..". ..."........ ....".. ...."....."....."... ...."....."

3.... .............."."."....."..".."."".."""..... ......."...". ...""".""".".".....".. ...".. "..".. ..."."..."......".. "..". .

4........................... ...................................................... .................... ...... .............................. . .............

5................................................................................. ......................................................... ....... ......

 • =+

Lesson 4: Craft Traditions Around lOOOBCE

Learning Obje ctives

In this lesson you will:

Outline the purpose of crafts in a society.

0 Explain the purpose of forms of craft in UAE soc iety around lOOOBCE.

0 Sort information about the Iron Age crafts into cause and effect.

0 Write a detailed descript ion about an artefact from the Iron Age.

@ Design and make a craft work that reflects an aspect of culture in the UAE in the present.

Introduction:

In lesson 3 for Chapter 7, you learnt that settlements became more permanent during the
Iron Age , especia lly around ai-Ain, where the aflaj provided the means to be able to plant,
irrigate and grow crops. You learnt that people built houses that had several rooms, and
also that they stored things in their houses .

In this lesso n you w ill explore and learn more about the crafts that people made during the
Iron Age, and you will examine the range of purposes for the crafts that were produced. You
will practise making connections between changes that happen in soc iety, and how these
changes are reflected in the evidence of their way of life.

What is the Role of Crafts in Society?

Most soc ieties in the world produce different kinds of art and crafts, for example, paintings,
pottery, decorative items, embroidery, leathe rwork, paper crafts, weaving, ceramics and
wood crafts.

.
•
 Taskl:

Work in a group. Brainstorm all the functions or purposes for crafts that you can think of.
Why are crafts important to people in a society or community? Write down your ideas
below.

Task 2:
-. . ..

The Purposes of Crafts in the Iron Age:

Re-read the information, under the heading 'Craft Traditions', including the information
about Iron Age swords.

Part 1:

Read each of the following ideas drawn from the text. In each case, decide if the idea is a
cause (a reason that led to something else to have occurred), or an effect (the outcome of
a cause). Write each statement in one of the columns below. Try to match each cause to
one effect.

•
 • =•

Communities may
People owned Sometimes people
Camels were have had socia l
personal effects may have fought in
domesticated . hierarchies of
such as jewe llery. battles.
status.
Some short-hand led Shields made of
People possibly There may have
weapons made may hardened animal
needed to store been conflict among
have been symbols of skins and wood, for
grains groups of people.
power or status. protection.
-
Softstonevesse ls
were made with Goods could be
New kinds of weapons multiple Sturdy pots were made inone place
were made. made. and transported to
compartments for anotherplace.
storage. - -

Cause Effect
-

40 Social Studies
 Part2

Based on what you have read, write five sentences to descr ibe changes that seem to have
been occurring in the Iron Ages settlements at al-Ain and Muweilah,based on the evidence
presented.

1. ........................................................................................................................................ ..............

2. ... ........ ................. .................. ................. .............. . ................ .................................... ....................

3.................................... .................................. ....................................... ..........................................

4. ........................................................................................................ ..............................................

5..................... ............................ ................................... . ......................... .........................................

Activity:

Making Craft Work to Represent Culture in the Present

Think about how the culture and characteristics of our way of life have changed from the
Iron Age to the present .

Design a piece of craft work (such a pot,as these are still popular in our culture today), Plan
and sketch your design here:

· ,.,.-;._
.
-

Chapter Seven 41
 • =•

The values of our society/culture :: My design:

The symbols that are most important to us:

What futur e cultures and societies might

like to know about us :

Use plasticine, or modelling clay to make your craft work.

Assessment :
Write four news headlines that could have appeared in the Iron Age Times of the UAE,
drawing attention to key events that were taking place at the time.

1. 0 • • 0 . 0 0 0 ••

0 0. 0. 0 0 0 0 0 0 0. 0 0
0. 0 0 0 . 0 • •• 0 0 0.

0 0 0 0 0 0. 0. 0 0
0. 0 0 ••• 0 0 0 0 • •••• •• 0 0 • •• 0 0 0 0 0 0. 0 0 • • • 0 0 0 0 0 0 •• 0 0. 0 0 •• •• • 0 0 0 0 0 0. 0 0 0 ••• 0 0 0 0 . 0 . 0. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0. 0. 0 0 0

2. ······················································································································································

3................................ ................................... ....................................................................................

4..................... ............................................................................. ........................................... ..........

Lesson 5: Religion and Ritual of the Iron Age l
Learning Objectives
@ Explain the significance of religion and religious rituals in society.
0 Locate key archaeological sites from the Iron Age on a map.

@ Consider a range of hypotheses about the role of a snake in ritual and present an
opinion.

0 Describe Iron Age burials and compare these rituals to modern burial rituals.

@ Outline the key learning points about the Iron Age in the UAE, based on artefacts and
other archaeo logical evidence.

Introduction:

In the previous lessons, you learnt that new types of craft, tools and weapons were being
made in the UAE during the Iron Age.

In this lesson you will explore the role of artefacts in religion and ritual in the Iron Age.

The Symbolism of the Snake in Iron Age Artefa cts and Rituals:

Re-read the information in your textbook, under the heading 'Religion and Ritual'.

Part 1:

Read each of the following stateme nts/questions . For each one, wr ite down two or three
sentences to say what you think about the statement and its question prompt.
1. One hypothesis about the significance of the snake in Iron Age rituals is that the snake
was revered and wors hipped. What do you think about this hypothesis?
2. It is thought that the snake may have represented knowledge to the people of the time.
What characteristics of the snake do you think could have led to this idea?

3. Snakes may have been a symbo l of prosperity in Iron Age culture. What aspects of the
evidence presented could reflect this idea?

Part 2: Your Opinion

Write a 100-word paragraph to report on your own opinion about the symbolism of the
snake in Iron Age culture.
Task 2:True or False

Place a tick next to each of the statements in the following list that is correct.

1. Many tombs have been found in Iron Age villages.

2. There seems to have been a greater emphasis on individual status in
death at ai-Qusais.
3. Weapons were placed inside the tombs as offer ings.

4. The remains of corpses were placed inside clay pots.

5. Mass graves had been used to bury people prior to this period.

Activity:
•' . .

Each group will be allocated one of the following topics:

0 Topic 1: The importance of the falaj

@ Topic 2: Characterist ics of Iron Age settlements and homes

@ Topic 3: The purpose and form of crafts in the Iron Age
@ Topic 4: Iron Age rituals and burials

You have ten minutes to produce a one-minute creative film clip that presents the key
learning points about this topic.

You may like to use a short documentary format, a poem, a song, a dramat ization, or any
other format you wish.

Your teacher will help you set this up.

You should allocate roles and responsibility for each member in the group. These may be:
1. script writer
2. fact checker
3. time keeper
4. director
5. presenteris
6. camera person
 0 ••

Assessment:

Part 1: Letters to our ancestors

Write a 150- to 200-word letter to an ancestor of yours who could have lived during the Iron
Age.

Outline the following in your letter:

0 What you know about the time they lived, based on artefacts found

0 What you would like to know more about, in relation to their way of life

@ Three major changes that have happened in the UAE from the Iron Age to the present
time, that you think they might find interesting.
Part 2:

Your teacher will give you two slips of paper. Respond to each of the follow ing questions by
wr iting one sentence on eac h slip of paper. ·

Write one important thing you learned in Write one question you still have about
today's lesson. content from today's lesson. (What more
would you like to know?)
 • =•

Chapter Eight:
The Camel and the
Transformation of the
Desert
Read the text. Underline or highlight important information.

Wild Camels in the UAE

For about 10,000 years, people in the UAE had shared the landscape with large herds of
wild camels. At Mleisa, in the Baynunah area of western Abu Dhabi, the remains of one suc h
herd living 6,000 years ago were recently discovered by archaeologists. Their skeletons lay
in an area of the dese rt that once contained a small lake. A rchaeo logists wo rking at the
site believe they had been hunted. An average adult camel could supply enough meat for
many people. Meat was not the only thing supplied by these wild camels, their skin could be
used for making a variety of objects, including shields. Their bones could be carved to make
simple needles and other tools.

Archaeologists have also found evidence for the hunting of w ild camels at ai-Sufouh in
Dubai. Over many year s, hundreds of camels were killed at this place. The wild camels
probably came to the location every year to eat the salty plants that grew around the edge
of a lagoon. People waited and then attacked the camels with metal weapons and large
rocks.

Rather than transport the dead camels, people cut the meat on site and ate what they
could. They would have cooked the rest of the meat before bringing it home. There is no
doubt that hunting wild camels was very important . It not only provided food but also
helped people learn where the camels liked to graze, what they ate, and how they behaved.
This knowledge would have been very important when camels were finally domesticated
some time later.

The Extinction of Wild Camels?

The hunting of wild camels continued for many years. There is some evidence that by
about 1000 BCE wild camels began to become rare. We do not know when the wild camel
became completely extinct, but as far as we know there are no wild dromedary camels
living anywhere in the world today. In other parts of Arabia, and even in Australia, there
are thousands of camels that live in the desert and are not owned or controlled by anyone .
These camels are, however, feral , not wild. People in the UAE herded sheep, goats, and
cattle for thousands of years. These animals were domesticated, which means they wer e
the result of selective breeding and control by humans. When these animals return to the
wild, they cannot go back to how they were before domestication. We use the term 'feral'
to describe them . Today in the UAE one can see many examples of feral donkeys in the
mountains.

' .
 • =•

The Domesticat ion of the Camel

The date of camel domestication remains an unsolved archaeological mystery. We know
for certain that by 1000 BCE, domesticated camels were present in the UAE. But we do not
know if these were domest icated in the UAE or were introduced from elsewhere in Arabia.
It is, however, clear that some of the earliest evidence for the presence of domest icated
camels in the wor ld is found in the UAE. This is supported by recent genetic evidence taken
from camels wor ldwide.

The evidence is found in the thousands of animal bones that have been recovered from
archaeological sites in ai-A in, Umm an-Nor, and at Tell Abraq. The study of these bones
shows that the number of hunted wild camels decreases towards 1000 BCE. After 1000
BCE, the number of camel bones increases but the bones are smaller. A reduction in bone
size has been observed when other animals were domest icated. Therefore, scientists have
concluded that domesticated camels were present in the UAEjust after 1000 BCE, or about
3000 years ago.

Other evidence for the appearance of domesticated camels includes decorative artifacts
like the cera mic figur ines found throughout the UAE. The best-preserved exa mple comes
from the ancient town of Muweilah in Sharjah. This figurine shows a camel carry ing either
a load of goods upon its back or a saddle. If it is a saddle, it is a very simple example that
consists of a box placed over the hump of the anima l. The figurine is painted with black
and red lines that probably represe nt the type of decorat ion w ith which the camel was
adorned. In any case, the figurine, which might simply have been a child's toy, tells us that
the camel was clearly domesticated and used by people for transport.

The Benefits of the Camel

Once the domesticated camel appeared in the UAE, it changed lives forever. The camel
supplied much needed milk. Previously, people had consumed milk from cattle, sheep, and
goats. Camels, however, provided much greater quantities of milk than either sheep or
goats. There is also some evidence that camel milk is more nutritious than cow's milk.

The camel could also live and thrive in the desert . For thousands of years, people focused
on living in the interior oases like ai-Ain, in the mountains, or on the coast, like Umm an-
Nor Is land. The desert became more difficult for humans after the climate became drier
around 4000 BCE. With the domesticated camel, people had the ability to live in the desert
and exploit its resources. Camel pastoralism (the herding and grazing of camels in the
desert) was now possible. The camel also permitted people to travel and transport goods
across the entire country in a manner that was previously not possible. This created a more
connected economy and led to an expansion of towns and villages in the deserts.

•
 Dromedary, Bactrian, and Hybrid Camels
There are two types of domesticated camels today: the dromedary camel (Camelus
l
dromedarius) and the Bactrian camel (Camelus bactrianus) .

•
Dromedary Camel Bactrian Camel

The dromedary has only one hump and is ideally suited to the environment of Arabia. It
stores fat in its hump and can consume large amounts of water and then not drink for
weeks. The Bactrian camel, found in Centra l Asia, is larger than the dromedary and has
two humps. Like the dromedary, it can carry heavy loads across large distances. However, it
does not tolerate the hot and dry desert as well as the dromedary. Although both types live
in quite different environments, it is possible to crossbreed them to make a hybrid. People
were doing this about 2,000 years ago in the UAE and producing a super-camel that could
carry very heavy weights and survive in a wide variety of temperatures.

Genetics and Camels

Recently, scientists have studied the genetics of the world's population of dromedary
camels. They compared the results with the genetics recovered from the bones of w ild
camels found on archaeological sites in the UAE.Their results suggest that the wild camels
which lived in the UAE were the original camels from which all domesticated dromedaries
derive. Although not yet confirmed, this makes it possible that the first domestication of
camels took place in the UAE.

Archaeologists, Archeozoologists, and Archeobotanists

Archaeology is more than digging up old objects. Today, scientists study all the
archaeological evidence to determine how people lived in the past. An archaeologist is
now normally trained in many skills but also has to rely on other special ly trained scie ntists.
Archeozoologistsstudyanimal bonestoworkoutwhatpeop leateandwhattheenvironment
was like in the past. Archeobotanists study plant remains to understand the types of crops
people grew and what wild plants existed. Other specialists study human skeletons to work
out what the daily life of people was like.The combination of all of these skills gives a better
understanding of how our ancestors lived.

Muweilah
One such town is now known by the name of Muweilah and is located in Sharjah, near
the modern-day airport. Excavation here has revea led a large settlement dating from
about 1000 to 750 BCE. The complete camelfigurine (see page 62) was found in one of the
buildings of this town.

Muweilah grew rapidly as trade between the coast and the desert increased . Initially people
lived in campsites, probably made from areesh . Then mudbrick buildings were built. After
900 BCE, the people of the town dug a massive ditch and wa ll for protection. Perhaps they
feared an attack.The irfears were wellfounded. About 100years later the town was attacked
and burned to the ground. Although most people seem to have escaped , some died as the
wa lls of the town collapsed around them. Why it was attacked remains a mystery. It might
have been an invasion by a foreign army or simply the result of conflict between two local
towns. It is clear, however, that at the time it was destroyed Muweilah was very wea lthy.

The destruction of Muweilah preserved many amazing artifacts for archaeologists to find
thousands of years later. These include hundreds of ceramic vessels, bronze weapons and
tools, and even iron objects . Thousands of dates that had just been picked from the trees
were burned when the attack occurred.

Included amongst the finds from Muweilah were some spectacu lar and unusual objects.
These include a large incense burner with a figurine of a bull. The incense burner was
placed on the ground and, as the incense burned, the smoke would have travelled through
the holes and into the room. Other incense burners contain figurines of camels, showing
how important this animal was to the inhabitants of Muweilah. The use of incense became
increasingly common dur ing the Iron Age and began a tradition that is still an important
part of local UAE culture.

Muweilah is just one example of the many desert villages and towns that grew after the
camel was domest icated. Others have now been discovered in the middle of the desert
throughout the UAE and Oman. The people living in these places traded goods across the
UAE and into the rest of Arabia. At this time people of the UAE began to trade with areas of
Yemen and Oman for f rankincense and other aromat ics. Eventually this overland camel-
borne trade extended across the Middle East, and cities such as Palmyra in Syria emerged
along desert trade routes. This marks the beginning of a new stage in the history of the UAE,
as we will see in the next chapter.
 The End of the Iron Age
Around 600 BCE, the number of towns and villages throughout the UAE began to decline.
We are not sure why this happened. The ove r-use of the falaj system in the inland oases
might have led to increased difficulties obtaining water. Regardless of the cause, only a few
towns and villages in ai-A in oasis and on the coast continued to be occupied after 600 BCE.
By 300 BCE most of these were abandoned.

A lthough the Iron Age came to an end by 300 BCE, in many ways the influence of what
happened during that time is still felt today. The use of the camel and the fa laj are two of
the most characteristic features of the Iron Age. They laid the foundation for thousands of
years of growth and human settlement throughout the country.
Lesson 6: Wild Camels in the UAE

Learning Objectives

In this lesson you will:

I@ Describe the role of w ild camels in the lives of people living in the UAE abo ut 10,000
years ago.

@ Explore the characteristics of camels that made them suited to the desert environment.

@ Consider the conditions that may have caused wild camels to beco me extinct.

Introduction:

In Chapter 7 you learnt about the growth of settlements in the UAE during the Iron Age,and
how this was stimulated by the building of aflaj that enab led people to irrigate crops and
settle in one place w ith greater water and food security. You also learnt that the cultivation
of crops played an increasing role for people in the UAE as part of the s low process of
change in lifestyles.They also seem to have expressed a supernatural aspect of their lives.
As you work through this chapter, you w ill learn about more ways in which the way of life
of people in the UAE changed towards the end of the Iron Age. One significant change was
that people learnt how to domesticate camels, and this enabled them to become more
mobile across the harsh dese rt conditions, in a sense 'taming' the desert conditions so that
they could move more f reely to trade and build settlements.

In this lesson you will explore the context of the w ild camels that existed in Arabia at the
time, and how people engaged with them.

Re-read the information in your text under the heading 'Wild Camels in the UAE'.
 Task I:

Interaction between People and Camels

Fill in the missing words in the following sente nces, based on what you have read.

Mleisa is a place near in Abu Dhabi. It is south-east of and very

close to the coastline where the UAE meets the .Archaeo logists w ho discovered
the remains of camel in this area, estimate that a of camels had
lived there around years ago. This area has undergone change since that time,
because there is no longer a there, as there had once been. The camels may
have died as a result of being by people. believe that hundreds of
camels died inthis way. This evidence shows that people ate in those times. They
went there because they had learned that camels went there, probably to eat _
at the edge of a . The tools that people used for this practice included large
_ and metal _

Camels were useful to people in other ways as well. Their skin could be dried and used to
make , and their could be used to make and tools. It
may have been diff icult to hunt the wild anima ls, as they had not yet become _

Task 2:

Write a bullet-point s ummary to outline some of the challenges you think Iron Age people
would have had, hunting the wild came ls.Think about the weapo ns they used, the camels
themse lves, and the environmen t in which they hunted.

.... -r -·--,·-.,...." - ..;" _ ·----··-.--·,.-- . ... - ·-- -.- ·-- - .

Chapter Eight 55
. . .. _
 Task3:
I

Underline or highlight important information.

Physical Characteristics of the Camel that Make it Suited to the Desert

The camel has exceptiona lly good senses of sight and sound. The camel has a flap over its
nostrils that it can raise to be able to detect odors from a fair ly long distance away. It can
close the flap when there is a dust stor m, enabling it to prevent desert sand from entering
its nostrils. Another adaptation the camel has as protection against dust is a double set of
eyelashes to protect its eyes.

The camel is able to survive by eating thorny desert scrub vegetat ion. lts upper lip is divided.
This allows the camel to investigate or touch its potential source of food, before it ingests
the food.

Temperatur es can become extremely high in the desert, and sand becomes very hot. This is
an impediment to most other types of anima ls, whose paws would burn if they wa lk across
the hot sa nd. However, the came l has broad feet that are cove red in fibr ous tissue that
enables it to walk ac ross rough, rocky s urfaces , as well as very hot, soft, sandy surfaces .
The structure of the foot allows the camelto remain stable while wa lking across the desert,
instead of sinking into the sand.

It is a common misconception that camels store water in their humps, and that this is why
they can go for many days without drinking water. However, this is not true. The camel has
extreme ly well adapted physiological processes to enable it to use water efficiently, and
to ingest water irregularly. One adaptation is that the camel has kidneys that can tolerat e
water that is brackish and salty - the quality of which would be dangerous for humans to
drink. The kidneys are able to process and remove salts from the water before it enters the
bloodstream, w ith no detrimental effect to the camel.

In human beings, a state of dehydration leads to the blood becoming thick, as it loses
water through sweat ing, which makes it harder for the heart to pump the blood around the
body. The came l's blood, by contrast, retains its consistency even when the camel has not
ingested wate r for severa l days . This is a unique adaptation that enables it to survive in the
desert. Camels also lose very little water because their normal body temperature during the
hottest time of the day is quite high, so the need to sweat to coolthe body in relation to the
temperature of the environment only occurs during this time of day, thus limiting the time
the animal loses water through sweat.

•
The camel's skin is a further adaptat ion to the harsh desert climate. The camel sheds fur
in the s ummer, but it always retain a layer of fur that insulates the camel's body very well
against extreme temperatures.

The hump is, arguab ly, the most physically unique aspect of the camel. Unlike other
mammals, which tend to have subcutaneous fat distributed more or less evenly across their
bodies, the camel has a concentration of fat under the skin of the hump. This seems to
prevent the camelfrom becoming overheated in extreme temperatures.

Task4:

Match each of the following numbers on the 'bingo board' with one of the cards that
follow. Your teacher will read out the statements for each number. You need to listen very
carefully!

2 3

Camels are unlikely to be The camel may be aware of Came ls can ingest water
affected by sand storms in the presence of other camels even from the most brackish
the desert some distance away. sources.

6
4
5
A camel that is deprived of
Camels can traverse long
The camel has a unique water for a long time w ill
distances of desert where
physical character istic that not suffer the same effects
there are no oases or other
allows it to deflect heat of dehydration as a human
water sources
would.

8 9
7
The came l can withstand far It is unlikely that the came l
The camel is unlikely to fall
higher temperatures than would ingest a plant or
or stumble when wa lking
people, without losing much other material that may be
through thick sand.
wate r thr ough sweat. dangerous for its health.
 The camel's kidneys are
able to filter out salts and
The camel a doub le set of
supply its bloodstream with The camel has nose flaps .
eyelashes.
appropr iately constituted
water.

The camel's blood retains The came l's foot is wide, with
The camel has a divided lip a specific consistency, even fibrous tissue that enables
that allows it to investigate when the blood volume it to retain stability when
vegetation before ingesting contains less water than walk ing through different
it. usual. conditions.

The camel's normal body

The camel's hump has
temperature is higher than
a high concentration of The camel has well
that of a human, so it does
subcutaneous fat that deve loped senses of sight
not need to sweat to cool
seems to prevent heat from and hearing.
down until the very hottest
affecting the camel's body
part of a day.

TaskS:

Why did the Wild Camels Become Extinct?

For each of the following statements, decide if you think the statement is definite ly not true,
unlikely to be true, likely to be true, or is definitely true. In each case, you need to write a
sentence to explain your response, underneath the statement.

Def i nite l y Unlikely to Likely to be Definitely

not true be true true true
1. Wild camels were in
abundance by the end of the
Iron Age .

Reason:

•
 Definitely Unlikely to Likely to be Definitely
not true be true true true

2. People hunted w ild camels as

a normal way of life during the
Iron Age .

Reason:

f-- -
3. There are no w ild dromedary
camels left in the wor ld.

Reason:

4. Thousands of camels live in

different desert environments in
the world today.

Reason:
 Activity 1:

You have learnt that camels played an important part in the dietary practices of Iron Age
people. Read the following scenar io and do some calculations to answer the questions. The
men of thr ee families (totaling 22 people) of a village near Baynunah decide to go to the
small lake and hunt came ls to provide food for the ir families.

They do not live far from the lake, but they decide they will take some raw meat back to the
village for the wome n to cook, and they will cook some on site themselves and take it back
to the village. The adult camels they w ish to hunt weigh roughly 400kg each.Of this, total
mass, roughly half is made up of the bones and hard tissue of the camel, and roughly half
is made up of flesh that can be eaten.

The re people in the village eat about 300 grams of meat, on average, on days when meat
is available.
1. Using the information provided, work out how many meals of 300 grams the camel
flesh would provide for.
2. Now work out how many days the camel would provide meat for all 22 of the villagers.
3. Do you think the meat would last for the length of time for which it can provide a daily
meal of 300g of protein for each of the family members? Discuss what you think the
three families should do with any additional meat that may spoil before they can eat it.

Do your work here:

 Assessment:

Make a poster that illustrates the relationship between camels and people in the Iron Age.
Try to include as many key learning points as you can. Your poster should contain colour,
and a mix of words and pictures or images.

Write a 200-word article for your school magazine in which you disc uss the importance of
the camel as an important aspect of heritage for the UAE. Your article should have a title,
and be wr itten in paragraphs.

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Chapter Eight 61
- ... . - . .. '- - -- . .... - . .- .. -·- - - -'
Lesson 7: The Domestication of Camels

Learning Objectives

In this lesson you will:

0 Explore evidence of the domestication of the camel in the UAE.

0 Describe scientific processes and sk ills that enable the interpretation of evidence from
the past.

0 Sort and identify characteristics of different types of camels that we re domesticated in

the UAE. Research and write a report about dromedary camels in a different part of the
world from the UAE.

Introduction

In the last lesson you learnt about the w ild camels that became an integral part of the life of
people living in the UAE before the Iron Age. Camels are well suited to the harshness of the
desert climate, and their characteristics have enabled people to make use of them for food
and other things they needed as they settled during the Iron Age.

In this lesson yo u will learn more about the domestication of the wild camels, and how
this changed the lives of people in the UAE. Domestication enabled people to harness the
unique characteristics of camels to suit their growing transport and trade activities.

Task!:
Re- read the information in the textbook, under the heading 'The Domestication of the
Camel'. Answe r the questions .
1. What is the best conclusion that archaeologists can make about when and where
camels were domesticated?
2. What type of evidence has come to light that s upports your response in question 1?

3. Which part of the came ls is studied genetically?

4. At w hic h three sites has evidence been found for the early presence of domesticated
camels in the UAE?

5. What changes have been noted about camel remains after lOOOBCE compared to
before lOOOBCE? How did scientists draw conclusions about the change?

6. What type of artefact provided additional evidence of the domesticat ion of camels?
 7. What was possibly the main use for camels during this period?

The Role of Science and Skills in Interpreting Archaeo logical Evidence

Heredity is about the passing on of physicaland other characteristics between generat ions,
from biological parents to offspring. The study of heredity and var iations in inherited
characteristics is called genetics. The smallest funct ional unit of heredity is called a gene.
Scientific advancements have enab led scientists to study the genes of animals and people
using samples of their remains. This is an example of how historical knowledge may change
as science provides tools and ways of studying the past.

Readthe informationinsections 'GeneticsandCamels' and 'Archaeologists,Arch eozoologists

and Archeobotanists'.

1. Scientists have studied a s pecific

a. populations
type of came l genetically.

2. Camels from different __

b. Archeozoo logists
were studied by scientists.

3. A scientist w ith a specialization in

c. taken
studying the genetics of animals

4. One piece of information that

an can help to f ind is what d. dromedary
people ate long ago.
5. Current evidence seems to indicate
that camels were to other e. Archeobotanists
parts of the wor ld from the UAE.

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.
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.. ..-.: - :-yo: .,.\"'"""' .....-r
"
.... ...--· ..
... ......
....r ;!Jt""!l!" """oli ;:-,..,,,,.. ..._ T ....,,·.J.,-:
.:r-... - · ... · •
- . ' ' ;-::-

6 - '· Social Studies

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 Task 3:

Characteristics of Different Types of Camels that were Domesticated

Read the information from the text in section 'Dromedary, Bactrian and Hybrid Camels.
Summarize the characteristics of the two main camel under the headings in the table below.
r--
Scientif ic Place or habitat Other unique
Physica lfeatures
name best suited to char-acter istics

Dromedary

Bactrian

How do we know that people of the UAE had some relatively sop histicated knowledge of
domesticating camels so suit their needs?

Chapter Eight 65
 • :wy

Task 4:

You are going to research the history, uses and conditions of camels in another part of the
world from the UAE, for example Australia. Use any sources that are available to you. Try
to make connections betwee n what you know about camels in the UAE and camels in the
other part of the world you have chosen to study

Write a report on your findings . You could use the following headings in your report.
1. Title
2. Rationale (purpose of your report)
3. Key findings (what?/where?/how?/when?)
4. Conclus ions

Unscramble the letters in the following words to identify key words from this lesson.

1. YEDRODARM
2. CIRBANAT
3. ISOTAOCEMNDIT
4. SICTEEGN
5. HARBIOSAEATNOCT
6. UGERIIFN
7. ROTSNTAPR
8.1EECNVDE

Assessment:

Write two to three sentences in response to each of the objectives at the start of this lesson.

••
Lesson 8: The Benefits of the Camel

Lesson Objectives

In this lesson you will:

@ List the benefits of the camel to people once they were domesticated.

@ Investigate camel pastoralism and how it became a feature of people's way of life in
the desert.

.@ Compare the use and benefits of camels in the past to modern times.

Introduction

In the last lesson you learnt about a very important development that for ever changed the
lives of people living in the UAE around 3000 years ago - the domestication of the camel.
Camels still play an important role in the lives of people of the UAE today, because they
have proven to be extremely useful work animals that could help people settle and live in
the harsh desert conditions in a variety of ways.

In this lesson you will explore the benefits of the camel in greater detail, specifically their role
in transport and 'opening up' the desert for settlement and trade .

.,... "* -)i ·.:. . •

\l:a.t.•:.!-L r#(ll'l-· ·
T. _.l: . : ·
' ' .'

Re-read the information in the text under the heading 'The Benefits of the Camel'. Fill the
gaps in the following sentences.
1. ___ was an important part of the diet of people in the UAE around
__ years ago.

2. It is believed that milk from came ls is to drink than milk from

3. A camel could be of greater _ to a family than or

, because it could provide a greater of milk for their
needs than other types of animals.
4. Prior to __ the camel, people were to living near oases
or at the coast. This was because they needed to _ close to water and
___ routes across the sea.

•
 5. An important change that made life more in the desert was that the
_ became drier.

6. When camels became domesticated, they helped people to be able to _

resources in the more eas ily than before.
7. After camels were domesticated, they could be and grazed on desert

8. For the first time, people were able to travel and _ across the w hole

9. Camel _ enabled people to increase the size of such as

villages and _

Task 2:
...! -

Writ e a paragraph of around 150 words in which you explain the benefits of the camel to
people of the UAE around 3000 years ago. You must make reference to how their lives
changed from before camels were domest icated to after camels were domesticated. You
must also refer to at least two aspects of daily life that changed.

.
••
 Task 3:

Read the text. Underline or highlight important information.

Camel Pastoralism

Pastoralism is a form of agriculture in which animals (also called livestock) are raised
and herded. In the past, pastoralism happened after certain types of animals were
domesticated by people. People could raise and breed the animals, and make use of
them as resources - supplying food, textiles,trans port, and a form of wealth. People
who keep animals in this way are called pastoralists.

In the past, this kind of activity was often nomadic, because farmers had to move
from place to place to locate grazing vegetation and water for the animals. In many
ways this was environmentally sustainable, because the land could regenerate and
new vegetation could grow after the animals had been moved to another place.

People who practice pastoralism need to know about the type of animals they are
herding, and the needs of the animal. They also need to have knowledge of the
environment. For example, if a large herd of camels is grazed in one area, espec ially
over a long period of time,they may deplete the meagre vegetation completely, w hich
may take a long time to regenerate because the desert environment is sensitive to
conditions such as reduced rainfall.

There is one key difference between pastoralism and pastoralfarming (which involves
the growing of crops in one area). Pastoralism requires the farmer to adapt to the
environment, and act in concert with changes in the environment, suc h as seasonal
changes and availability of grazing, whereas pastora l farming is characterized by the
farmer imposing changes on the environment by controlling the soil, types of crops
grown, and the irrigation of crops.

Camel pastoralism has occurred in differe nt parts of the world, inc luding the UA E,
most of Ar abia, India and Pakistan, and Africa. ln all of these areas, camel pastoralism
enabled people to access parts of a harsh environment, including desert land and
mountainous regions which they could not access readily before. This allowed for
new settlements to be established,as well as transport and trade.

Choose a perspective or aspect to focus on, for exa mple, the physical environment,
conditions suitable for herding camels, social aspects of pastoralism, or economic aspects
of pastoralism. (These are merely examples; there may be others you can think of.) Write a

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Chapter Eight 69
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 bullet list summary of at least six key points on the perspective you have chosen, captur ing
the key ideas you have found out. It must be clear that you have focused on finding out
about one aspect or perspective only.

1. ............. ..................................... .............................................................................................. ......

2.............................................. ....................................... ..................................................................

3. ............ ............ ......................................................................... .............. .............. ........................ .

4.................................... ............................................................... ....................................................

5........................................................................................................... ..... .............................. . ........

Read the text. Underline or highlight important information .Answer the questions that
follow.

Camel Trains or Caravans

When camels were domesticated, it became possible to use them to transport people and
goods across the desert. There is a description that camels are 'ships of the desert'. When
people wanted to use camels to travel or transport things, they had to train them to obey
certain rules. For example, the camels could be tied together and trained to walk in single
file, to make sure they did not wander off or break the 'train' or caravan.

There would be at least one man responsible for walking on foot to lead the carava n, while
each expedition also needed to be managed by someone who was in charge of the people
and journ ey. In desert conditions, it would be very important for people to follow the rules
so that the journey could be completed as safely and efficiently as possible. The camels
could be loaded with fairly heavy loads of cargo that could be traded once the caravan
reached its destination.

Camel caravans, are still used in some parts of the world where it is difficult to build roads
to accommodate other forms of modern transport. People in the UAE used caravans to
develop new routes to new places to trade and interact with other communities. They could
also settle in new places inland, and use the camels to travel between different sites. This
had a great impact on the lives of people living in the UAE, as trade routes could even be

I
opened up into other parts of Arabia .

Camel Racing

Fast forward 3000 years, and camels are still an important feature of life for people in the
UAE, but the camel benefits people in other way s. Routes across the desert can now be
made by motorized vehicles, as roads have been established.There is no longer a need to
use camels for transporting goods.

In the textbook you read that the use of camel transport 'created a more connected
economy'. In the past, economic activities were simple: people produced things to sell and
buy. Services were simple, and large parts of people's lives were concerned with survival
and maintaining the community in a hars h environment. In modern times, we have more
complex economies - there are many more services that people can offer and purchase, for
example, banking, education,and medical services.An other aspect of life that has changed
is that many people have more time to pursue leisure activities.These are activities, hobbies
or sports that people do in their spare time, to help them relax or socialize with friends.

Inthe modern UAE, camels have become a significant and traditional part of people's leis ure
pursuits- through camel racing. People can buy and own camels that are bred and trained
purely for racing. There are national and international racing competitions in which owners
can enter their camels, competing for large cash prizes, and participating for the enjoyment
of the sport. In fact, camel racing has become an integral aspect of Emirati culture.

Camels start racing from about the age of three. They are able to race competitively for
between two and three years. Camels are trained strictly, and are fed a specific diet that
provides optimum nutrition for their health and strength. The training can be done by the
camel owner himself, or by professional camel trainers, who are paid a fee for this service .
There are 15 racing tracks throughout the UAE, and races are organized between November
and April. The racing facilities are sophisticated and large,and attract many visitors eager
to watch the races at weekends.

Technology plays a part in modern camel racing. In the past, child jockeys were used to
train young camels, as their body weight is lighter than that of adults. This practice was
outlawed in 2002, as the UAE upholds standards for protecting human rights. Instead, small
robots are now used to train young camels, while professional jockeys train older camels
for competition. The robots are controlled remotely through computer technology by the
trainer or owner. This means that the owner invests in a form of technology needed to train
the camel competitively- something that is definitely different to the past!
2. Describe at least two roles that individual people would have had to perform, in a camel
carava n in the past. Then identify two other roles not mentioned in the text, that you
think needed to be performed.

3. Discuss at least two reasons why you think camel racing is a s ignificant national sport
in the UAE today.

4. Explain how you think the economy of the UAE has changed, reflected in the use and
benefits of the camel 3000 years ago until now. Give examples from the text.
 This is a drama exercise. Try to be creative in using properties and space!
0 Work in groups of four or five.
@ Plan and act out a scene that shows preparation for a journey across the desert using
the family's camel, and being part of a caravan, during the Iron Age.
0 Choose a route that the caravan w ill follow, and make reference to it during your
presentat ion.
0 Each member of the group must play a role.
0 Your scene should be two to three minutes in length

Assessment

Part 1: Summarize

Summarize your understanding of the ways in which camels changed the lives of people in
the UAE by listing key points about life before the domestication of camels, and lif e after the
domestica tion of camels.

Way of life in the UAE before the domestica- Way of life in the UAE after the domestica-
tion of camels tion of camels

.- ' .
•r ..,, ·
. - - ,
Chapter Eight 73 :
Part 2: Write an Article

Write a feature article of about 300 words for your school news paper about the historical
importance of camels to people in the UAE. You must refer to domestication in your feature
article.

A feature article has these characteristics:

0 It has a headline that attracts attention.

@ It may have sub-headings.

0 The main purpose is to inform.

0 It may present the author's personal opinion about an issue, but this is balanced w ith
facts about the issue.

0 The introduction introduces the topic c learly and makes a clear statement about it that
will be explored further in the article.

0 It is wr itten in a narrative style (like a story).

@ The language is usually formal.

Lesson 9: Muweilah

Lesson Obje ctives

In this lesson you will:

0 Ident ify the features and history of Muweilah.

0 Explain the significance of artefacts found at Muweilah.

0 Map possible trade routes between Muweilah and Syria that may have been established
during the Iron Age .

0 Evaluate the Muweilah site in terms of the UNESCO criteria for World Heritage Site
status.

0 Debate w hat may have happened at Muweilah when it was destroyed.

Introduction

In the last lesson you learnt about how people living in the UAE transformed the ir lives in the
desert by domesticating the came l and using it to travel and establish trade routes.

Inthis lesson you will learn about Muweilah, an ancient town in Sharjah that was established
as people traded goods between the coast and the desert, and consider what may have
happened there.

Task I:

Re-read the information in your text under the heading 'Muwei/ah' . Answer the questions.
1. Where is Muweilah located?
2. How many years do archaeologists believe the settlement existed for?
3. Why did Muweilah grow rapidly?
4. Describe how the construction of buildings changed over time.
5. Why do archaeologists think that the people of Muweilah may have experienced security
concerns?
6. Why do you think there may have been sec urity risks at Muweilah at that time?
7. How was the town eventua lly destroyed?
8. What happened to the people who lived at Muweilah w hen it was attacked?
 • wy

9. List important artefacts that were found at Muweilah.

10. lWhich other places did the people of Muweilah travel to, for trade?

Tasl< 2:

Use an atlas or online map application. Indicate the UAE, Oman, Syria, Saudi Arab ia and
Yemen on the map outline below.

Then create a key to indicate the location of Muweilah in the UAE, and Palmyria Palmyra
(also called Tadmur) in Syria. Consider the physical and geographical features of these
parts of the wor ld.

Then use dotted lines to indicate what you think may have been routes used by the people
of both towns to travel to the other town for trade.

76 Social Studies
 Task 3:

Read the text. Underline or highlight important information.

The importance of artefacts found at Muweilah

You have learnt that an incense burner with a bull f igurine was found at Muweilah. The
burning of incense indicates that the people of the UAE were able to access incense through
trade. Incense has remained an important part of life for people in the UAE. Incense was
made primarily from frankincense and myrrh - gum residues from trees, which were
produced in Arab ia. When frankincens e is processed into incense and burned, it produces
a white smoke that is fragrant. Incense may be used to purify the air in the area in which it
is burned. It has also come to be used in religious rites .

In the UAE incense is a symbol of hospitality, and incense will be passed around if a visitor
comes intothe home.ltis also believed to evo ke emotional res ponses in people during s pecial
occasions and in places where it is burned.Some people use incense during meditation and
prayer, to purify the mind and bring a state of alertness. It is often burned to sanctify a space
in which people will perform prayers. During Ramadan and Eid, especially, huge volumes
of incense are traded in the UAE and other parts of the Middle East for religious purposes .

Use the text to correct the statements.

1. Incense was made primarily from flowers grown in Arabia.

2. Incense was an important part of life in the UAE from before the Iron Age.

3. Incense is poisonous and should be burned outside.

4. Incense is mainly used in personal meditation rituals.

 5. Incense trade decreased during Ramadan.

Muweilah is of great significance to the people of the UAE, and represents a key part of its
history. Does Muweilah meet criteria to be classified a UNESCO World Heritage Site?

0 Work in small groups of thr ee or four.

0 Imagine that you have been tasked by the government to evaluate the site of Muweilah
in terms of making an application to UNESCO to have it classified as a Wor ld Heritage
Site.

@ Use the following criteria that UNESCO uses, to evaluate the site.
0 For each c riterion, you must decide if Muweilah meets the criterion or not.
0 You must provide an explanation for your response in each case .
UNESCO criteria Yes/No Explanation

Represents a masterpiece of human creative

genius
Ex hibit an important interchange of human
va lues, over a span of time or within a cultura l
area of the world, on development s in
architecture or technology, monumenta l arts,
town- planning or landscape design
Bears a unique or at least exceptiona ltestimony
to a cultural tradition or to a civilization which is
living or which has disappeared
Is an outstanding example of a type of building,
architectural or techno logical ensemb le or
landscape which illustrates (a) significant
stage(s) in human history

•
0
 UNESCO criteria Yes/No Explanation

Is an outstanding example of a traditional y'

human settlement, land-use, or sea -use which

is represe ntative of a culture (or cultures),
or human interaction w ith the environment
especially w hen it has become vulnerable under
the impact of irreversible change
- --
Is directly or tangibly associated with events
or living traditions, with ideas, or with beliefs,
w ith artistic and literary works of outstanding
universal significance.
(Source: https://w hc.unesco.org/en/c riter ia/)

r-
UNESCO criteria Yes/No Explanat ion
-
Contains superlative natural phenomena
or areas of exceptional natural beauty and
aesthetic importance
-----
Is an outstanding example representing major
stages of earth>s history, including the record of
life, significant on-going geological processes
in the development of landforms, or significant
geomorphic or physiograp hic features

Is an outsta nding example representing

significant on-going ecological and biological
processes in the evolution and development
of terrestrial, fresh water, coastal and marine
ecosystems and communities of plants and
animals
Contains the most important and significant
natural habitats for in-situ conservation of
biological diversity, including those containing
threatened species of outstanding unive rsal
va lue from the point of view of science or
conservation

Chapter Eight 79
 Activity:

0 You are going to participate in a class debate.

0 The teacher will help you set up two teams.

0 One team is to propose the statement in the topic, giving supporting reasons.

0 The other team is to oppose the statement, rebutting the proposing team and
presenting an alternative argument.

0 Try to draw on your knowledge of the Iron Age history of the UAE as much as you can,
including the fact that this region was trading with local and international parties, and
appears to have been wea lthy at the time it was attacked and destroyed .

Topic (also called the motion)

Muweilah is an example of an IronAge town that was attacked by people from a neighboring
town because it had riches they wanted.

Assessment

Make a graphic organizer to illustrate key learning points about Muweilah and the history
of the UAE from this lesson.

••
Lesson 10: The End of the Iron Age and Chapter 8 Review

Lesson Objectives

In this lesson you will:

0 Think about why towns and villages declined between 600BCE and 300BCE in the UAE.

@ Review your learning from the four lesso ns associated with Chapter 8 of your textbook.

0 Consider how perspectives play a role in understanding historical events.

Introduction

In the last four lessons you explored the domestication of the camel by people of the
UAE during the Iron Age. You learnt about different types of camels, and how they
became important resources for people. One of the most important consequences of the
domestication of the camel was increased trade and settlement in parts of the desert that
had been inaccessible prior to this development.

In this lesson- the final one for Chapter 8 - you will consider reasons for the decline of towns
and villages in the UAE around 600 BCE, and understand how this was the end of a 'chapter'
of history in the UAE. You will also review your learning from the previous four chapters.

One of the skills that is important in history is understanding that events may be interpreted
from the point of view of different perspectives- 'the eye of the beholder', as it were. In
this lesson you will have an opportunity to consider historical events from different possible
perspectives.

Taskl:

The information in the textbook tells us that the end of the Iron Age in the UAE was also
marked by a decline in the settlements that had developed during the Iron Age. Historians
are not sure why this happened, but they have one possible hypothesis. A hypothesis is
a proposed explanation about someth ing that is based on limited evidence, with the
intention of investigating the issue further. The limited evidence is used as the starting
point to find out more, and any new evidence that comes to light will either prove the
hypothesis to be true,or to disprove it. Historians who study evidence from long ago may
develop a hypothesis, and if more evidence is revealed, they may be able to prove that
their idea of what happened is true, or they may find a different explanation.

"·. <

. . ' '

Chapter Eight 81
 One hypothesis to explain the decline of the settlements in the UAE between 600 BCE and
300BCE is that the aflaj may have become over-used, with the result that people struggled
to get water.

Work in a small group. Think of any other possible hypothesis or reason that may have led to
the decline of these settlements. Try to use w hat you know about the Iron Age , the climate,
or any other factor you have covered in your studies to date,to come up with another idea.
1. Write down your hypothesis.
2. Explain why you think this may have been another reaso n for the decline in the
settlements .
3. Desc ribe what sorts of sources,artefacts or evidence you think would be needed to test
your hy pothesis.

.
•
 Task 2:

Write 100 to 150 words to explain the significance of the artefact in our understanding of
the way of life of people of the UAE in the Iron Age

0 Write a script of dialogue that could take place between a grandfather or grandmother
and a grandchild in modern times .

0 The dialogue must be a conversat ion between the two family members regarding the
history of ancestors who lived in the UAE many years ago.

0 The grandchi ld asks questions and the grandparent answers them.

0 The grandchild is interested in how the domest ication of the camel by the ancestors in
the Iron Age has shaped the culture and way of life of modern people of the UAE.

0 The grandparents talks in 'paragraphs' and narrative style, giving a lot of detail

Grandchild
Grandparent
Grandchild
Grandparent
Grandchild
Grandparent
Grandchild
Grandparent

.r:· . .,_
"".,..- ...... r • . - -

Chapter Eight 83
 Grandchild
Grandparent
Grandc hild
Grandparent

Your teacher is going to set up learning stations around the class.

@ Work in a group with two other students.

0 You will have two minutes at eac h station. In those two minutes, you write as many
bullet points as you can remember about the topic before moving to the next station.

0 You must wr ite your group name at the bottom of your response.

Differences between Bactrian and dromedary camels

Evidence that shows camels were first domesticated in the UAE

Three spec ialized scientists that work with archaeo logical evidence

Benefits of camels to Iron Age people

Features of Muweilah settlement

. .
TaskS:

Imagine that you were a trader from Syria, and you had travelled to the UAE to trade
goods, around 700BCE . You travelled by camel caravan and came upon the Muweilah
ruins en-route to the coast. You were surprised to find it abandoned. Write a 150-word
diary entry in whi ch you desc ribe what you saw and experienced at the site. Explain what
you have learnt about the people of the region by wa lking among the ruins of this town.

.
:
 Activity:

Unscramble the words in column 1 and match to meanings in column 2

Words to Unscramble Meanings

SLHIDE This is a type of artefact.

It is possible that this happened to wild

UHTDNE
camels.

They specialize in understanding what types

TIOTNXENIC
of crops people ate in the past.
-- -
The skin of the camel was very useful for
GFNUIREI
making this item.

It is clear from evidence uncovered that

HSBAA NOEOTATCIR
people did this to w ild camels.

Assessment:

Make a short film clip of about one to two minutes, using your mobile device, in which you
present the key learning points of the lesson in a creative format - this could be a short
documentary, the performance of a song you have wr itten; a dramatic performance, or
any other format
Chapter Nine:
The Rise of Empires
Read the text. Underline or highlight important details.

Assyria and the Arabian Gulf

The falaj and the domesticat ion of camels allowed a prosperous society to flourish in the
UAE and other parts of Arabia. It is not surprising, then, that the major empires of the time
turned their attention towards the Arabian Gulf. The first of these was the Assyr ian Empire.
With its capital in northern Mesopotamia, this empire ruled the Middle East until 612 BCE.
The Assyr ian kings expanded their empire towards Syria, Palestine, Turkey, and Iran. j ust
before 700 BCE, they turned their attention toward the Arab ian Gulf. Historical evidence
shows that the Assyrian king Sargon received gifts f rom a king of Dilmun (modern Bahrain),
indicating the existence of relations of some kind between these two areas.

Ruins of the Palace of Sargon (Salmanazar Human-headed five-legged Assyrian

II) Khorsabad, vintage engraved illustration. (Mesopotamian) centauroid, winged bull or
Magasin Pittoresque (1882). winged lion from the palace complex Sargon II in
Khorsabad.

In 689 BCE another Assyrian king, Sennacher ib,attacked Babylon insouthern Mesopotamia.
The subsequent war was long and difficult, and Sennacher ib ultimately punished the
people of Babylon who resisted his attacks . In an inscription he states: 'After Ihad destroyed
Babylon, had smashed the gods thereof, and had struck down its people w ith the sword,
and the ground of that city might be carried off, I removed its ground and had it carried to
the Euphrates and on to sea (the Arabian Gulf). Its dust reached Dilmun. The Dilmunites
saw it, and terror of the splendor of Assur fell upon them, and they brought their audience
gift. With their audience gift, they sent workme n levied from their lands, carriers of the head-
pad, bronze spades and bronze wedges, tools they use for work in the country, in order to
help demolish Babylon'.

There is probably a fair amount of exaggeration in this text. It does tell us, however, that
the Assyrian kings were interested in the Arabian Gulf. It also tells us details of the economy
of the Arabian Gulf. For example, bronze tools were included in the gifts sent by the king of
 Dilmun. Dilmun is modern-day Bahrain, which had no copper with which to make bronze.

It is almost certa in that the copper came from the UAE and Oman. Infact, at this time many
bronze hoes and agricultural implements are made in the UAE and Oman. Some of these
were probably exported to Bahrain.

The region featur es again in Assyrian texts from around 640 BCE. In an inscription of
the Assyrian king Assurban ipal, a local leader who lives in 'lski in the region of Qade' is
mentioned. lski is almost certainly the modern town of lzki in Oman. Qade is one of the
ancient names given to the whole region of the UAE and Oman. Even though the inscription
mentions a 'leader', itis likely that he was only one of many who lived in the various falaj-fed
towns and villages that existed at that time. However, this particular 'leade r' was clearly
important enough to come to the attention of the most powerful king of the time.

These very brief mentions in historical texts do not mean that Assyria controlled any part
of the UAE or the Arabian Gulf at this time. They do suggest, however, that people in these
regions were engaged in trade across the Arab ian Gulf. Copper coming from the UAE was
particular ly important. Even though iron was increasingly common throughout the Middle
East, copper remained a vita l commodity and it was important for the Assyr ian kings to
have had access to these materials.

The Persian Empire

The Assyrian Empire ended in 612 BCE, when the capita lof Ninevehwas destroyed byAssyr ia's
enemies. For a brief time after that, Babylon emerged as a dominant power. However, in
539 BCE, Babylon was captured by a Persian, or Ac haemenid, king called Cyrus the Great.
Cyrus was the founder of the Persian Empire, which at the height of its power controlled
lands stretching from Pakistan to Libya.

Map of Persian Empire

88 Social Studies
I
I
The Persian Empire was based in Fars in modern-day Iran. There the Persian kings built
large palaces and gardens . They carved lengthy inscriptions about their conquests and
the power of their empire. The Persian kings called the region of the UAE 'Maka' and its
inhabitants the 'Maciya' . Two such kings, Darius and Xerxes ,claimed that this region was
under their control from about 520 BCE to 480 BCE.

Despite these claims of control, there is no archaeological evidence for a Persian presence
in the UAE . The pottery, metal objects, and stone vessels used at this time were largely the
same as in earlier centuries . There is some evidence fo r increased trade between parts of
Iran and the UAE at this time, but such trade was always a feature of life in the Arabian Gulf.

The Pers ian claim of control at that time was typical of ancient empires. Such claims of
control were important as they demonstrated the king's power both within the empire
and within his own court. In reality, the people living in the UAE at that time would have
continued their lives muc h as before.

The Persians and the Falaj

When the Pers ian Empire ended around 330 BCE, it left little trace in the UAE. However,
it is possible that interaction with the UAE led to developments within Iran. It was often
assumed by ancient writers and even recent scholars that the falaj developed in Persia and
was subsequently s pread around the empire by the Persian kings. However, archaeological
evidence from the UAE suggests otherw ise. We have see n in Chapter 7 that there is very
good evidenc e that the falaj was developed in the UAE by about 1000 BCE, which is much
earlier than any known examples from Pers ia. It is possible that the Persians learned this
irrigation system from those living on the Arabian s ide of the Arabian Gulf, perhaps during
the period of the Persian Empire or even before.

Alexander the Great

The conquests of Alexander the Great are famous throughout history. He brought the
Pers ian Empire to an end in 330 BCE. Ancient texts describe his destruction of the Persian
capital of Persepolis, which had been known for its riches. Alexander 's victories are often
attributed to his tactical genius and his bravery as a military commander. However, in some
areas the Persian Empire was already quite weak when he invaded.

Alexander the Great was intrigued by the Arabian Gulf and sent his admiral, Nearchus, to sail
from the Indus River back to Susa in southwest Iran. The purpose of the trip was clearly stated
by the ancient historian Arrian. He writes that Nearchus 'had not been sent to navigate the
Ocean, but to reconnoitr e the coast lying on the Ocean, and the inhabitants of the coast, and
its anchorages, and its water supplies, and the manners and customs of its inhabitants, and
what part of the coast was good for growing produce and what part was bad'.

••
 --

In other words, this was a reconnaissance mission. There is some evidence from ancient
texts that, following Nearchus'journ ey, Alexander the Great started to build an even larger
fleet.His objective,according to Arrian, was to colonize the coastalareas of the ArabianGulf,
which would have included the UAE. He sent three expeditions from Babylon down the Gulf
to gather further information.The second of these was led by a sailor called Andr osthenes,
who had sailed with Nearchus. He produced an ancient account, called a periplus, of his
journey that was known to ancient wr iters but is now lost. From what we do know of it, it
seems likely that Androsthenes sailed all the way down the A rabian Gulf and through the
Straits of Hormuz . A lthough we w ill never know with certainty, it is ver y poss ible that these
Greek sailors stopped along the coast of the UAE, perhaps at Abu Dhabi or the creek in
Dubai. They would have reported back to A lexander what they saw and the interactions
they had with the local people.

As a result of the information from these naval journeys, A lexander may have planned
an invasion of Arabia, perhaps for resources . We know that he took a great interest in
frankincense and other aromatics that were available in Oman and Yemen. Alexander died
before any action could be taken, injun e of 323 BCE. The invasion of Ar abia, never occurred,
and Alexander's empire was divided up by his generals and successo rs.

In the subsequent centuries, the influence of Mediterranean powers like Greece and then
Rome increased in the UAE. Port c ities like Dibba and ed-Dur conducted long distance trade
across the Indian Ocean and received goods from Rhodes, Athens and Rome. At the same
time, major changes in the c ulture of the UAE reflected developments w ithin Arabia. The
following chapters examine these developments in detail.

Languages of the Pre-Islamic Period 1: Aramaic

Arama ic belongs to a larger group of languages common ly used in Syria , Palestine and
parts of Iraq in the second andf irst millennium BCE.Inthe early first millennium BCE, Arama ic
began to be written in a script derived from the Phoenician alphabet.By the seventh century
BCE Arama ic was so w idespread that it became what linguists refer to as a lingua franca
-a language that could be understood across different regions (as English is today) . It was
adopted by the Nee-Babylonian Empire (625-539 BCE) as its administrative language
and script. Under the Persian Empire (538-332 BCE) which followed, Aramai c retained this
position and was even more widely used throughout the ancient Middle East and Egypt.
After the end of the Persian Empire, Arama ic was replaced by Greek as the language of
government, but Aramaic continued to flourish among the people across the Middle East
and even spread into centra l and southern Asia. It was used in the UAE by the late third
century BCE, most likely due to its spread during and just after the Persian Empire. It is not
impossible,however, that it was spoken during the earlier IronAge but was not written down
at that time. Today, Arabic is the language spoken across most of the Middle East, but there

- "•
- -· . ""

90 Social Studies
are some villages in Syria and northern and southern Iraq where versions of Aramaic are
still spoken.

Languages of the Pre-Islamic Period II: Ancient South Arabian

The original alphabet was invented sometime in the early second millennium BCE. Soon
afterwards it split into two families of alphabets. One was the North West Semitic branch
from which all except one of the alphabets used today are derived. The other was the South
Semitic branch which was used in antiquity throughout Arabia and Jordan and southern
Syria. The only survivor of this branch is the script used in Ethiopia. In ancient north and
centralArabia there were many sc ripts from this branch whichwere used by people in oases
and also by nomads. But in ancient South Arabia (modern Yemen and Dhofar) one script
(musnad) developed for carving inscriptions and another (zabOr) for writing documents
(letters, legal documents, contracts, etc.) . Large numbers of these documents were cut on
the stalks of palm-leaves and other sticks. There were four major kingdoms in ancient South
Arabia -Saba', Qataban, Ma'ln, and H. ad. Ramawt -and both the musnad and the za bOr
scripts were used in all of them. The earliest exa mple we have is from 902 BCE and the latest
is from 558 CE. The occurrence of the musnad at Mleiha in the UAE in the late third and early
second centuries BCE, where it was also used to write other languages, indicates increasing
contact with the area of Yemen dur ing that period.

Who was Arrian?

We know a great deal about the exploits of Alexander the Great because of an ancient
wr iter called Arr ian. A lthough of Greek origin, Arr ian was born in a province of the Roman
Empire in modern day Turkey around 86 CE. He wrote an account of Alexander the Great's
conquests and expedition into Persia. It must be remembered that Arrian was wr iting his
history many centuries after the events it describes.We know, however, that he had several
important older works to rely on, many of which are no longer in existence. One of these
was a book wr itten by Ptolemy, one of Alexander's genera ls, which likely contained accurate
details of the events that were to change the face of the Middle East.

Who was Alexander the Great?

Alexander Ill of Macedon, also known as A lexander the Great, succeeded his father Philip
II as king of Macedon in 336 BCE. At j ust 20 years of age, he was placed in charge of one
of the most experienced armies of the day. In 334 BCE he invaded Turkey, w hich marked
the westernmo st edge of the Persian Empire. In battles at lssus in southern Turkey, and
Gaugame la in northern Iraq, he defeated the armies of Darius Ill, ruler of the Persian Empire.
After Gaugamela, he moved south and took Babylon- the ancient seat of Mesopotamian
power. By 330 BCE, he had captured the Pers ian capital of Persepolis. Although the power
of the Persian Empire was effectively at an end, he continued to move east crossing across
 Iran and into Pakistan. The Indus River marked the most eastern boundary of his conquests,
at which point his soldiers, tired from years of combat and fear ing what lay further east,
refused to continue . He turned his armies back and headed towards Babylon. Back in
Babylon, he died in june 323 BCE, perhaps poisoned by one of his genera ls or succumbing
to illness contracted during his campaigns .

•
Lesson 11: Assyria and the Arabian Gulf

Learning Objectives

In this lesson you w ill:

0 Explore the nature of empires.

0 Disc uss the growing relationship between the Assyr ian emp ire and the Arab ian Gulf.

0 Consider different pers pectives about a historica l event.

0 Explore the nature of trade between the Assy rians and places such as the UAE.

Introduction

The Iron Age ended around 300BCE, and in Chapter 8 you learnt that some settlements
in the UAE had declined by then, although the reasons for this are not clear. However, the
domestication of the camel had played a key role in changing people's relationship to the
desert and to people living in other regions .

In the three lesso ns covering Chapter 9 in your textbook (of which this is the first) , you will
learn more about empires that engaged with the UAE,and key events of the next historical
period in the history of the UAE.

An empire is a group of countries, regions or states that is governed by one leader (who may
be referred to as an empero r) or sovere ign government. The leader or government may
have claimed those places through warfare or military dominance and aggression. The
countries or states that form part of the empire may be diverse in terms of demograph ics,
culture and language s spoken. The ruler may attempt to impose aspects of the ruling
country's culture onto the subjects.The ruling nation usually intends to exploit the resources
held by the states it has claimed supremacy over.

Chapter Nine 93
 0 ••

J., ."'

Tsk l:
<i"C! .... • •

Read the information in the textbook under the heading 'Assyria and the Arabian Gulf'
and answer the questions.
1. Why did the Arabian Gulf draw the attention of major empires such as Assyr ia? _
2. What seems to indicate that there were friendly relations between Dilmun and Assyr ia?

3. How would you describe the character of King Sennacherib, based on evidence
presented? _
4. Why had Sennac herib received a gift from Dilmun, according to his own account of
events? _
5. How have historians deduced that the bronze tools used in Dilmun must have had a
connection to the UAE? _
6. Explain what the descript ion in this section suggests about the econom ic context of
Arabia and the Middle East. _

There is an old saying - 'History is told from the point of view of the conquerors'.
Sennac herib's words quoted in the textbook may serve as an example of what this means.
Sennacherib's words contain examples of emotive language. This means that his diction is
chosen in such a way that the message conveys a strong emotional message, intended to
influence the reader or listener to respect him and his deeds in destroying Babylon.

Write down exarl}ples of emotive language, or emotionally charged words and terms from
Sennacherib's description of events .

94 Social Studies
Now write out the events in such a way that the emotive language is removed and the
passage seems factual, like a report.

You could use a search engine and key words such as 'Sennacherib' or 'Se nnacherib and
Babylon' to look up information. Describe one different perspective of the nature of events
that took place.
 0 ••

Task 3:

The MythicalLamassu

Look at the photograph in your text showing the mythical creatures that appear to be
guarding the entrance to the palace of Sargon II in Mesopotamia. These mythical beasts
are thought to have been called Lamassu. Searc h for more information about the mythical
Lamassu. You could consult sources online by enter ing 'lamassu' into a search engine.

Imagine that you are a head guide at the Palace of Sargon II in Mesopotamia. Use the
information you have found out about the Lamassu to write a script that could be used to
guide visitors to the palace and explain the features and significance of the creatures to
them.

Task4:

Evidence from around 640 BCE

Re- read the information in the text f rom the paragraph starting w ith 'The region features
again inAssyrian texts from around 640BCE 'totheend of '...enough to come to the attention
of the most power ful king of the time'

Description Person
Made an impression on Assurbanipal Iski
A town in the Qade district lzki
A town in Oman Qade
A king of Assyria A UAE leader
Included Oman and the UAE Assurbanipal

••
 Write out sentences that connect the matching pairs.

1. .......................................................................................... ........................................ ................... .

2. ......... ..................................................................................................................................... ........

3........................................................... .............. ................. . .............................. ............................. .

4. ......................... ......................... ................................ .................. ..................................................

5. .................. ................................................... .......................................... ...................................... .

Assessment

Write two to three sentences to explain what you have learnt about eac h of the learning
objectives stated at the start of the lesson.

- --· . . . ...... . . -. --
-

Chapter Nine 97
. .
 0 ••

Lesson 12: The Persian Empire

Learning Obj ectives

In this lesson you will:

0 Reflect on the connection between the Persian Empire and the Arab ian Gulf.

0 Consider effects of the rise of the Persian Empire.

0 Examine perspectives on the extent of dominance and influence of the Persian Empire
around the UAE and Arabian Gulf.

Introduction

In the last lesson you explored the idea of empires, learnt about the Assyr ian Empire, and
how it turned attention to the Arab ian Gulf, especially under King Sennacher ib. You also
thought about how historical events may be presented from different perspectives.

In this lesson you w ill continue learning about the rise of empires by studying the Persian
Empire, and its connection to the UAE. You will also learn about two major languages that
characterized the Pre-Islamic Period.

Taskl:

The Rise of the Persian Empire

On the map outline that provided, create a key and labels to indicate the areas that were
controlled by Persia at the height of its empire.

. -

98 Social Studies
 Task 2:

Write words to fill the gaps in the following sentences. You can choose from the words in
the box.

Persian Empire Nineveh conquests UAE 612 Pakistan

B a by lo n Libya palaces yrus the Great
-------------- ----
The capital of Assyr ia, , was destroyed in BCE.
was a significant power for a while after that. _ was an Ac haemenid king
who captured Babylon and founded the . At the height of its power, Persia
controlled lands between and . Persian kings became well known for their
luxurious and gardens. The Persians recorded their by carving
insc riptions. There are some evidence regarding the growth of trade between and
the Persian Empire.

, I'.. • ' •

Task 3:

The Persians and the Falaj

Re-read the information in the text under the heading 'The Persians and the Falaj'.
1. Write a bullet-point summary to outline how the fa laj was developed in the UAE

2. Searc h for another source that presents evidence or a point of view about this issue.
Summarize the point of view, and provide detail about the source.

. .

Chapter Nine 99
 3. Now choose one perspective that is supported by the evidence you located, and wr ite a
short speech that a leader could have delivered to their people, convincing them of the
truth of the evidence.

Task 4:

Complete the Check list using information from the text.

Ancient South
Statement Aramaic
Arabian
Languages During the Pre-Islamic Periods
Written as a scr ipt from early first millennium BCE
Developed into two alphabets in early second
millennium BCE
Musnad was used in South Arabia for carving
inscriptions
ZabOr was used for wr iting documents
Influenced by the Phoenician alphabet
Only one branch of South Semitic still exists today

100 Social Studies

 Was replaced by Greek as an officia l language after
the end of the Persian Empire
The earliest example of usage is from 902 BCE
May have been spoken befor e becoming a written
language, in the early Iron Age
Became a lingua franca within six centuries
Was used as an administrative language
'---

Assessment

Write a 200-word summary of the key learning points from this part of Chapter 9.