The Peopling of the Explain the Origins, Development, and Achievements of Early World, Prehistory–2500 B.C

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CHAPTER 1 • OBJECTIVE The Peopling of the Explain the origins, development, and achievements of early World, Prehistory–2500 B.C. human beings. Previewing Main Ideas Previewing Main Ideas The main ideas highlighted here charac- INTERACTION WITH ENVIRONMENT As early humans spread out over the world, they adapted to each environment they encountered. As time terize human existence from prehistory progressed, they learned to use natural resources. through the present. They introduce stu- Geography Study the time line and the map. Where in Africa did human dents to basic themes that will help life begin? reveal patterns and connections among SCIENCE AND TECHNOLOGY The earliest peoples came up with new ideas historical events throughout the ages. and inventions in order to survive. As people began to live in settlements, Accessing Prior Knowledge they continued to develop new technology to control the environment. Geography Early humans began to migrate about 1.8 million years ago. Ask students to discuss what they already What paths did these migrations take? know about early human beings. As a ECONOMICS Early humans hunted animals and gathered wild plant foods starting point, you might ask if they have for 3 to 4 million years. Then about 10,000 years ago, they learned to tame read or seen the film version of Jean animals and to plant crops. Gradually, more complex economies developed. Auel’s book The Clan of the Cave Bear. Geography Early settlement sites often were near rivers. Why might they have been located there? Geography Answers

INTERACTION WITH ENVIRONMENT Human life began in Eastern Africa. INTERNET RESOURCES • Interactive Maps Go to classzone.com for: SCIENCE AND TECHNOLOGY Early • Interactive Visuals • Research Links • Maps human migrations led to southern Africa; • Interactive Primary Sources • Internet Activities • Test Practice • Primary Sources • Current Events through western Africa and into southern • Chapter Quiz Europe; and into Asia, splitting toward Europe and across Asia.

ECONOMICS Rivers provide water for households, transport, and agriculture.

TIME LINE DISCUSSION

Make sure that students appreciate the 2. Based on the images included in the time draw from these facts? (The emergence of immense period of time covered by early line, what types of evidence do scientists have more developed humans took place at an human history—almost 4 million years. Impress of early humans’ appearance and activities? increasing rate.) on them that the end of this period is still (physical remains such as footprints and 4. What can you infer from the gold bull associ- 4,500 years ago. bones and objects such as calendars ated with the city of Ur? (The Sumerian peo- 1. Point out that the names of the first two ages and tools) ple had developed the ability to work with of human history, Paleolithic and Neolithic, 3. How much time elapsed between the emer- metals other than bronze.) include the word part -lith, which means gence of the first hominids and Homo “stone.” Ask students what part stone might erectus? (2.4 million years) Between Homo have played in the lives of early humans. erectus and Neanderthals? (1.4 million years) (Early humans used stone as tools to make Between Neanderthals and Cro-Magnons? other tools and artifacts.) (160,000 years) What conclusion can you

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History from Visuals

Interpreting the Map Have students locate the places where human migrations began. Point out that those places are near the equator, hilly, and close to rivers or large bodies of water. Ask how such geographic features might have helped early humans thrive. (They offer a consistently warm climate, abundant food and water year-round, and resources for making tools.) Ask students to discuss how the climate of human sites along the northern migration routes might have differed from that of equatorial Africa. How might people have had to alter their environment to survive? (They might have cut down forests to build fires and create permanent shelters, hunted animals for food and clothing, and built areas to store food during the winter.)

RECOMMENDED RESOURCES

Books for the Teacher Books for the Student Videos and Software Lewin, Roger. Bones of Contention. 2nd ed. Art and Civilization: Prehistory. Social Studies The Cavemen: In Search of History. VHS Social Chicago: U of Chicago P, 1997. Disagreements School Service, 2000. 800-421-4246. Studies School Service, 1997. 800-421-4246. among the Leakeys and other scholars about Wenke, Robert J. Patterns in Prehistory: Neanderthal’s World. VHS. Films for the human origins. Humankind’s First Three Million Years. New Humanities & Sciences. 800-257-5126. Palmer, Douglas, Barry Cox, ed. R. J. G. Savage, York: Oxford University Press, 1999. Origins of Mankind. CD-ROM. Society for Visual and Brian Gardiner. The Simon & Schuster Education, 1994. 800-829-1900. Travel back in Encyclopedia of Dinosaurs and Prehistoric time to meet our prehistoric ancestors. Creatures. New York: Simon & Schuster, 1999. Smith, Bruce D. The Emergence of Agriculture. New York: Freeman, 1999.

Teacher’s Edition 3 CHAPTER 1 • INTERACT How would these tools help early humans survive? Interact with History You have joined a team of scientists on an expedition to an ancient site where early Objectives humans once lived. The scientists’ goal is to • Set the stage for studying early human search for evidence that might unlock the development. mysteries of the past. • Help students understand early You’re an eyewitness to their astounding discovery—human-made tools about 5,000 humans’ need to survive and how they years old. They belonged to the so-called met that need. Ice Man, discovered in 1991. (See History The remnants of a backpack in Depth, page 15.) EXAMINING the ISSUES

Answers • They needed to providethe food and shelterEXAMINING for themselves andISSUES their families and protect themselves from predators. • The dagger would help them hunt animals, the axe would enable them A birch-bark container to chop wood to build fires and shelters, the container would allow them to store water, and the backpack would provide a means of transporting essential items.

Discussion Ask students to discuss the tools and inventions that have changed people’s lives over the past 100 years or even An axe during the past 10 years. (They may mention computers, telephones, automo- biles, motion pictures.) Have them imagine how much change the invention of A dagger and its sheath the axe would have made in the lives of early peoples. EXAMINING the ISSUES

• What did early humans need to do to survive? • What physical actions would these tools help humans do? As a class, discuss these questions. In your discussion, think about recent tools and inventions that have changed people’s lives. As you read about the ancestors of present-day humans, notice how early toolmakers applied their creativity and problem-solving skills.

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WHY STUDY THE PEOPLING OF THE WORLD?

• Strategies like those that early humans devel- • The importance of religion and art in the lives oped to survive in a harsh environment can help of prehistoric humans underscores the basic modern people cope with the demands of a rap- values and aspirations that link us to our idly changing world. early ancestors. • The skills early humans developed and perfected, such as agriculture, the domestication of animals, and social organization, laid the foundation for modern culture.

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LESSON PLAN 1 Cave painting of Tassili n’ Ajjer, Algeria, Acacia silhouettes at sunset. OBJECTIVES 2nd century B.C. Amboseli National Park, Kenya • Describe key scientific findings about human origins. Human Origins in Africa • List human achievements during the Stone Age.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Trace emergence of modern humans. • State discoveries about early humans. INTERACTION WITH The study of early human • artifact • Neolithic ENVIRONMENT Fossil evidence remains and artifacts helps in • culture Age shows that the earliest humans understanding our place in • hominid • technology originated in Africa and spread human history. • Paleolithic • Homo FOCUS & MOTIVATE across the globe. Age sapiens Explain that investigating early human history is like putting together a jigsaw SETTING THE STAGE What were the earliest humans like? Many people have asked this question. Because there are no written records of prehistoric peoples, puzzle with many of the pieces missing. scientists have to piece together information about the past. Teams of scientists Ask students what activities they have use a variety of research methods to learn more about how, where, and when done that involved piecing together evi- early humans developed. Interestingly, recent discoveries provide the most dence and drawing conclusions. (Possible knowledge about human origins and the way prehistoric people lived. Yet, the Answers: mystery games, reading detec- picture of prehistory is still far from complete. tive stories, going on treasure hunts) Scientists Search for Human Origins TAKING NOTES Categorizing Use a INSTRUCT Written documents provide a window to the distant past. For several thousand diagram to list advances years, people have recorded information about their beliefs, activities, and of each hominid group. important events. Prehistory, however, dates back to the time before the inven- Scientists Search for tion of writing—roughly 5,000 years ago. Without access to written records, sci- Human Origins entists investigating the lives of prehistoric peoples face special challenges. Hominid Group Scientific Clues Archaeologists are specially trained scientists who work like Critical Thinking detectives to uncover the story of prehistoric peoples. They learn about early peo- Cro-Magnons • What challenges do archaeologists face? ple by excavating and studying the traces of early settlements. An excavated site, (locating dig sites and sifting through called an archaeological dig, provides one of the richest sources of clues to the large amounts of dirt to find remains) prehistoric way of life. Archaeologists sift through the dirt in a small plot of land. • Which geographic characteristics of East They analyze all existing evidence, such as bones and artifacts. Bones might Africa may have helped preserve reveal what the people looked like, how tall they were, the types of food they ate, diseases they may have had, and how long they lived. Artifacts are human-made hominid remains? (the hot, dry climate objects, such as tools and jewelry. These items might hint at how people dressed, and active volcanoes) what work they did, or how they worshiped. In-Depth Resources: Unit 1 Scientists called anthropologists study culture, or a people’s unique way of • Guided Reading, p. 1 (also in Spanish) life. Anthropologists examine the artifacts at archaeological digs. From these, they re-create a picture of early people’s cultural behavior. (See Analyzing Key Concepts on culture on the following page.) TEST-TAKING RESOURCES Other scientists, called paleontologists, study fossils—evidence of early life pre- Test Generator CD-ROM served in rocks. Human fossils often consist of small fragments of teeth, skulls, or other bones. Paleontologists use complex techniques to date ancient fossil remains Strategies for Test Preparation and rocks. Archaeologists, anthropologists, paleontologists, and other scientists Test Practice Transparencies, TT1 work as a team to make new discoveries about how prehistoric people lived. Online Test Practice The Peopling of the World 5

SECTION 1 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 1 • Guided Reading, p. 1 Voices from the Past Audio CD • Skillbuilder Practice: Interpreting Maps, p. 5 • Building Vocabulary, p. 4 • History Makers: Mary Leakey, p. 15 • Reteaching Activity, p. 18 Power Presentations CD-ROM Formal Assessment Reading Study Guide, p. 5 World Art and Cultures Transparencies • Section Quiz, p. 5 Reading Study Guide Audio CD • AT1 French Cave Sculpture Electronic Library of Primary Sources GIFTED AND TALENTED STUDENTS ENGLISH LEARNERS • from “The Cro-Magnons” In-Depth Resources: Unit 1 In-Depth Resources in Spanish classzone.com • Primary Source: from Lucy, p. 8; Lascaux Cave • Guided Reading, p. 11 Painting, p. 10; from “Window on the Stone Age,” p. 11 • Net Activity: Cave Art • Skillbuilder Practice: Interpreting Maps, p. 14 • Literature: from The Clan of the Cave Bear, p. 12 Reading Study Guide (Spanish), p. 5 Electronic Library of Primary Sources Reading Study Guide Audio CD (Spanish) • from “The Cro-Magnons” Teacher’s Edition 5 wh10te-010101-0005-0013 8/2/03 9:34 AM Page 6

CHAPTER 1 • Section 1

Culture CULTURAL DATA Analyzing Key Concepts In prehistoric times, bands of humans that lived near one another began to Annual movie attendance, develop shared ways of doing things: common ways of dressing, similar 1998–2000 (per person)* 5.0 hunting practices, favorite animals to eat. These shared traits were the first Culture 2.9 beginnings of what anthropologists and historians call culture. Make sure students understand that Culture is the way of life of a group of people. Culture includes common every human culture exhibits all of the practices of a society, its shared understandings, and its social organization. 0.3 elements listed in the chart, but in By overcoming individual differences, culture helps to unify the group.

unique variations. * UNESCO, last update 3/03 You might want to give examples of Components of Culture Marriage rates, 1999 some of the shared understandings from Common Practices Shared Understandings Social Organization (per 1,000 population)* American culture, such as symbols—flag, • what people eat • language • family 8.6 6.0 eagle—and values—individualism, charity. • clothing and • symbols • class and caste structure 5.1 adornment Regarding the learning of culture, point • religious beliefs • relationships between • sports individual and community out that preliterate people—early humans • values • tools and technology • government U.S.Japan Finland • the arts and children—learn almost exclusively • social customs • economic system * Monthly Bulletin of Statistics, • political beliefs by observation and imitation. Direct • work • view of authority United Nations, October 2001 teaching begins to play a part as Divorces, 1996 language develops. Ask which social (as % of marriages)* group shown in the diagram they think is How Culture Is Learned 65% most important in transmitting culture. People are not born knowing about culture. Instead, they must learn 49% culture. Generally, individuals learn culture in two ways. First, they observe Why? (Possible Answer: the family, 6% because it is a lifelong influence) and imitate the behavior of people in their society. Second, people in their society directly teach the culture to them, usually through spoken Russia U.S. Turkey or written language. * Human Development Report, United Nations, 2000

Average family size, 1980–1990* Connect to Today Media Government 7.0 1. Forming and Supporting Opinions 5.1 Possible Answer: symbols, because of Religious 2.6 the tradition of displaying flags as a Institutions Algeria Peru U.S. sign of patriotism Family * UNESCO, last update 8/17/01 2. Making Inferences The extremely low School divorce rate shows that religious beliefs may play an important role in the lives of Turkish people. Friends Workplace 1. Forming and Supporting Opinions Observation and Imitation In U.S. culture, which shared Tip for English Learners understanding do you think is the Direct Teaching most powerful? Why? Explain to students that, though the word See Skillbuilder Handbook, page R20. culture means “the way of life of a group 2. of people,” when it is used as a word Making Inferences Judging from the RESEARCH LINKS For more on culture, go to classzone.com divorce rate in Turkey, what part, as in the word agriculture, it means components of culture do you think “to grow or raise.” are strong in that country? Why? 6 Chapter 1

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Abstract Ideas Class Time 20 minutes Task Giving examples of shared cultural understandings Idea Example Purpose To connect abstract ideas to students’ concrete experience symbols national flags Instructions Create a chart like this one on the board with many of the values respect for elders abstract concepts from the feature and a few examples filled in. Have religious beliefs worship of one god students work in pairs to discuss the concept and give concrete examples of each. Encourage students to include examples from their own cultural heritage.

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Early Footprints Found In the 1970s, archaeologist Mary CHAPTER 1 • Section 1 Leakey led a scientific expedition to the region of Laetoli in Tanzania in East Africa. (See map on page 10.) There, she and her team looked for clues about human origins. In 1978, they found prehistoric footprints that resembled those of modern humans preserved in volcanic ash. These footprints History Makers were made by humanlike beings now called australopithecines (aw•stray•loh•PIHTH•ih•synz). Humans and other The Leakey Family creatures that walk upright, such as australopithecines, are What characteristics do you think made called hominids. The Laetoli footprints provided striking the Leakeys such successful fossil evidence about human origins: hunters? (scientific knowledge, patience, perseverance) In the 1930s, in the PRIMARY SOURCE The Leakey Family What do these footprints tell us? First, . . . that at least The Leakey family has had a Olduvai Gorge of East Africa, Mary and 3,600,000 years ago, what I believe to be man’s direct ancestor tremendous impact on the study of Louis Leakey found the oldest group of walked fully upright. . . . Second, that the form of the foot was human origins. British anthropologists stone tools then known. These remains exactly the same as ours. . . . [The footprints produced] a kind Louis S. B. Leakey (1903–1972) and of poignant time wrench. At one point, . . . she [the female Mary Leakey (1913–1996) began led the Leakeys to identify the hominid hominid] stops, pauses, turns to the left to glance at some searching for early human remains in fossil they found nearby much later as possible threat or irregularity, and then continues to the north. East Africa in the 1930s. Their efforts Homo habilis. Their granddaughter, This motion, so intensely human, transcends time. turned what was a sideline of science MARY LEAKEY, quoted in National Geographic into a major field of scientific inquiry. Louise, is following in her family’s Mary became one of the world’s footsteps. Nearly 70 years after her The Discovery of “Lucy” While Mary Leakey was working renowned hunters of human fossils. grandparents’ groundbreaking discover- in East Africa, U.S. anthropologist Donald Johanson and his Their son Richard; Richard’s wife, Maeve; and Richard and Maeve’s ies, she and her mother Maeve made an team were also searching for fossils. They were exploring daughter Louise have continued the equally important one. They unearthed a sites in Ethiopia, about 1,000 miles to the north. In 1974, family’s fossil-hunting in East Africa 3.5-million-year-old skull that suggests Johanson’s team made a remarkable find—an unusually com- into the 21st century. plete skeleton of an adult female hominid. They nicknamed that our ancestors may have descended her “Lucy” after the song “Lucy in the Sky with Diamonds.” from more than one species, not just Drawing RESEARCH LINKS For more on the Conclusions She had lived around 3.5 million years ago—the oldest Leakey family, go to classzone.com one, as was previously thought. Why were the hominid found to that date. discoveries of In-Depth Resources: Unit 1 Hominids Walk Upright Lucy and the hominids who left hominid footprints History Makers: Mary Leakey, p. 15 and “Lucy” their footprints in East Africa were species of australopithecines. Walking upright important? helped them travel distances more easily. They were also able to spot threatening A. Possible Answer animals and carry food and children. They provided clues These early hominids had already developed the opposable thumb. This means about human pre- that the tip of the thumb can cross the palm of the hand. The opposable thumb was history and evi- The Old Stone Age Begins dence that earliest crucial for tasks such as picking up small objects and making tools. (To see its hominids may have importance, try picking up a coin with just the index and middle fingers. Imagine Critical Thinking lived in Africa. all the other things that cannot be done without the opposable thumb.) • Why did the Leakeys think that Homo The Old Stone Age Begins habilis used tools? (They found tools near the human fossils.) The invention of tools, mastery over fire, and the development of language are some of the most impressive achievements in human history. Scientists believe • What skills developed by Homo erectus these occurred during the prehistoric period known as the Stone Age. It spanned a enabled them to successfully migrate vast length of time. The earlier and longer part of the Stone Age, called the Old great distances from their origins? Stone Age or Paleolithic Age, lasted from about 2.5 million to 8000 B.C. The old- (their creation of language to plan, est stone chopping tools date back to this era. The New Stone Age, or Neolithic communicate, and work cooperatively; Age, began about 8000 B.C. and ended as early as 3000 B.C. in some areas. People their use of fire; and their skill in who lived during this second phase of the Stone Age learned to polish stone tools, making sophisticated tools) make pottery, grow crops, and raise animals. In-Depth Resources: Unit 1 The Peopling of the World 7 • Primary Source: from Lucy, p. 8

CONNECTIONS TO SCIENCE

Dating Fossils Tell students that scientists use various methods to determine the age of scientists must measure the decay of other chemical elements, such as prehistoric remains. One way of dating organic remains (including material radioactive potassium (K-40). K-40 is useful in dating very old rocks from dead animals and plants) is radiocarbon dating. Every living thing because it decays so much more slowly than C-14 does—1.3 billion vs. absorbs a small amount of radioactive carbon (C-14). When it dies, it stops 5,730 years. It is used specifically to date volcanic materials, such as those absorbing C-14, and what was absorbed begins to decay. By measuring in the areas where many early human remains have been found. how much C-14 in organic remains has decayed compared with the C-14 Interested students may want to do research on how scientists are using present in air, scientists can learn when the plant or animal died. For dat- radiocarbon dating in a variety of situations. ing remains more than 50,000 years old, such as those of Lucy, however,

Teacher’s Edition 7 CHAPTER 1 • SECTION 1

Australopithecines ilis • 4 million to 1 million B.C. • 2.5 million to • found in southernHomo and erectus 1.5 million B.C. eastern Africa • found in East Africa History from Visuals • brain size 500 cm3 (cubic centimeters) • brain size 700 cm3 • first humanlike creature to walk upright • first to make stone tools Interpreting the Time Line Explain that overlap in the shaded lines 4 million years ago 3 million years ago indicates that two hominid species coex- Homo habilis isted. Have students describe the major Australopithecines differences between the skulls of the australo-pithecine and the Cro-Magnon. (Cro-Magnon has a larger brain case, flatter face, more prominent chin, and Much of the Paleolithic Age occurred during the period in the earth’s history flatter brow ridge.) known as the Ice Age. During this time, glaciers alternately advanced and retreated as many as 18 times. The last of these ice ages ended about 10,000 years ago. By the beginning of the Neolithic Age, glaciers had retreated to roughly the same area they now occupy. More About . . . Homo habilis May Have Used Tools Before the australopithecines eventually vanished, new hominids appeared in East Africa around 2.5 million years ago. In Hominid Brains 1960, archaeologists Louis and Mary Leakey discovered a hominid fossil at Olduvai (OHL•duh•vy) Gorge in northern Tanzania. The Leakeys na med the fossil To help students appreciate the volume Homo habilis, which means “man of skill.” The Leakeys and other researchers of hominid brains, inform them that there found tools made of lava rock. They believed Homo habilis used these tools to cut are about 30 cubic centimeters (cm3) in meat and crack open bones. Tools made the task of survival easier. an ounce. So the australopithecine brain Homo erectus Develops Technology About 1.6 million years ago, before Homo occupied about 17 ounces—a little more habilis left the scene, another species of hominids appeared in East Africa. This than a pint—and the Cro-Magnon brain, species is now known as Homo erectus, or “upright man.” Some anthropologists about 1.5 quarts. believe Homo erectus was a more intelligent and adaptable species than Homo habilis. Homo erectus people used intelligence to develop technology—ways of applying knowledge, tools, and inventions to meet their needs. These hominids gradually became skillful hunters and invented more sophisticated tools for digging, scraping, and cutting. They also eventually became the first hominids to migrate, or move, from Africa. Fossils and stone tools show that bands of Homo B. Answer to erectus hunters settled in India, China, Southeast Asia, and Europe. control animals The Dawn of Modern Humans According to anthropologists, Homo erectus was the first to use fire. Fire pro- and to adapt to vided warmth in cold climates, cooked food, and frightened away attacking ani- new regions Critical Thinking mals. The control of fire also probably helped Homo erectus settle new lands. • Why do you think Homo sapiens were Homo erectus may have developed the beginnings of spoken language. Recognizing named “wise men”? (because of their Language, like technology, probably gave Homo erectus greater control over the Effects How did environment and boosted chances for survival. The teamwork needed to plan hunts large brains) Homo erectus use and cooperate in other tasks probably relied on language. Homo erectus might have • Why did Cro-Magnons, rather than fire to adapt to the named objects, places, animals, and plants and exchanged ideas. environment? Neanderthals, become the ancestors of modern humans? (Cro-Magnons more The Dawn of Modern Humans successful at adapting to environment) Many scientists believe Homo erectus eventually developed into Homo sapiens— Electronic Library of Primary Sources the species name for modern humans. Homo sapiens means “wise men.” While • from “The Cro-Magnons” they physically resembled Homo erectus, Homo sapiens had much larger brains.

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DIFFERENTIATING INSTRUCTION:GIFTED AND TALENTED STUDENTS

Stone-Age Tools Class Time 45 minutes Have students research the tools used by either Homo habilis or Homo Task Researching and modeling hominid tools erectus. Then ask them to draw or make a model of a specific tool and Purpose To better understand the role of tools in hominid development write a paragraph describing how they think it was made and what it was used for. Have them share their creations with the class. Instructions Toolmaking represented a huge leap forward in the development of human beings, since tools enabled early people to meet their survival needs more successfully. Homo habilis, who first appeared about 2.5 million years ago, was thought to be the first hominid to make and use stone tools. Homo erectus was an even more accomplished toolmaker.

8 Chapter 1 CHAPTER 1 • SECTION 1 Homo erectus

• 1.6 million 200,000 to 30,000 B.C. 40,000 to 8000 B.C. to 30,000 B.C. found in Europe and found in Europe • found in Africa, Southwest Asia brain size 1,400 cm3 Asia, and Europe brain size 1,450 cm3 fully modern humans • brain size 1,000 cm • first to have ritual burials created art

1 million years ago Present

2 million years ago Homo erectus

Neanderthal Cro-Magnon

Scientists have traditionally classified Neanderthals and Historyin Cro-Magnons as early groups of Homo sapiens. However, Depth in 1997, DNA tests on a Neanderthal skeleton indicated that Time Line of Planet Earth Neanderthals were not ancestors of modern humans. They Time Line of Planet Earth were, however, affected by the arrival of Cro-Magnons, who Imagine the 102 stories of the Refer students back to the time line on may have competed with Neanderthals for land and food. Empire State Building as a scale for pages 2 and 3. Help them appreciate Neanderthals’ Way of Life In 1856, as quarry workers a time line of the earth’s history. that, as immense as those nearly 4 mil- Each story represents about 40 were digging for limestone in the Neander Valley in million years. Modern human lion years of early human history may Germany, they spotted fossilized bone fragments. These beings have existed for just a tiny seem, they make up a minuscule were the remains of Neanderthals, whose bones were dis- percentage of the life of this planet . moment in the history of the earth. covered elsewhere in Europe and Southwest Asia. These people were powerfully built. They had heavy slanted brows, Present Scientists think that the disappearance well-developed muscles, and thick bones. To many people, of dinosaurs about 65 million years ago created the opportunity for mammals— the name “Neanderthal” calls up the comic-strip image of a 40,000 years ago club-carrying caveman. However, archaeological discoveries Cro-Magnons appear. eventually including humans—to flourish. reveal a more realistic picture of these early hominids, who 200,000 years ago Have students research and report to 1 billion Neanderthals appear. lived between 200,000 and 30,000 years ago. years ago the class on mammals that may have Evidence suggests that Neanderthals tried to explain and 4 million years ago coexisted with early human beings. control their world. They developed religious beliefs and Australopithecines appear. performed rituals. About 60,000 years ago, Neanderthals held a funeral for a man in Shanidar Cave, located in north- 65 million years ago 2 billion Dinosaurs disappear; eastern Iraq. Some archaeologists theorize that during the years ago first mammals appear. funeral, the Neanderthal’s family covered his body with More About . . . flowers. This funeral points to a belief in a world beyond the grave. Fossil hunter Richard Leakey, the son of Louis Neanderthals 240 million years ago and Mary Leakey, wrote about the meaning of this First dinosaurs appear. Although most Neanderthals lived in 3 billion Neanderthal burial: years ago caves, many lived in the open in large, shelters made of animal hides, bark, or PRIMARY SOURCE 3.5 billion years ago leaves placed over a wooden frame. Their The Shanidar events . . . speak clearly of a deep feeling for First single-cell the spiritual quality of life. A concern for the fate of the life appears. primary sources of food were the small human soul is universal in human societies today, and it was 4 billion years ago and medium-sized animals (goats and evidently a theme of Neanderthal society too. small deer) they hunted. RICHARD E. LEAKEY, The Making of Mankind 4.4 billion years ago Earth is formed. In-Depth Resources: Unit 1 Neanderthals were also resourceful. They survived harsh The Clan of the Cave Bear Ice Age winters by living in caves or temporary shelters made • Literature: from , p. 12 The Peopling of the World 9

Name ______Date ______

CHAPTER 1 Section 1 (pages 5–13) TERMS AND NAMES artifact Remains, such as tools, jewelry, and other human-made Human Origins objects DIFFERENTIATING INSTRUCTION:STRUGGLING READERS culture People's way of life in Africa hominid Human or other creatures that walks upright BEFORE YOU READ Paleolithic Age Old Stone Age Neolithic Age New Stone Age In this section, you will read about the earliest humans. technology Ways of applying AS YOU READ knowledge, tools, and inventions to meet needs Use the time line below to take notes on the earliest Homo sapiens Species name for Summarizing Ideas humans. modern humans

3.5 million years ago 16 million years ago Class Time 30 minutes Have students discuss the concepts of belief in the soul Hominids live in East Africa Task Summarizing ideas in text and a primary source and life after death. Why do they think Neanderthals 25 million years ago 40,000 years ago

believed in an afterlife? (Students may mention ideas Scientists Search for Human In the early 1970s, archaeologists in East Africa found the footprints of humanlike beings, called Purpose To better understand the importance of Shanidar Origins (pages 5–7) australopithencines. Humans and other creatures How do scientists learn about that walk upright, such as australopithecines, are such as dreaming of the dead or fear of losing touch early humans? called hominids. These footprints were about 3.5 million years ago. Instructions Have students read the paragraph that pre- People can learn about the past by using written Because these early beings walked upright, they records. But these records cover only the last 5,000 could travel long distances more easily than four- with them.) Refer students to the Reading Study Guide for years or so of human life. To learn about the time footed ones. They could also use their free arms to before written records, scientists called archaeolo- carry food, tools, and children. They also had an cedes Richard Leakey’s statement from The Making of gists use special skills and tools. opposable thumb that could move across the palms of Archaeologists work at places called digs. They their hands and touch their other ﬁngers. The oppos- more help in understanding Section 1. uncover artifacts: tools, jewelry, or other things able thumb allowed them to pick up and hold objects. made by people. Archaeologists also dig up bones— the bones of ancient humans and of the animals Analyzing Key Concepts: Culture

Mankind and then reread the statement itself. Ask them © McDougal Littell Inc. All rights reserved. Culture is the way of life of a group of people. that lived with them. Some of these bones have become fossils, meaning they have survived over 1. What were the ﬁrst humanlike beings, and where time because they were preserved in stone. By were they found? studying bones and artifacts, scientists learn about to work in pairs to summarize the excerpt in their own the culture, or way of life, of early humans. words. A sample summary follows: CHAPTER 1THE PEOPLING OF THE WORLD 5 The funeral at Shanidar shows that Neanderthals Reading Study Guide had religious feelings very much like those of modern people. Teacher’s Edition 9 wh10te-010101-0005-0013 8/2/03 10:28 AM Page 10

CHAPTER 1 • SECTION 1 of wood and animal skins. Animal bones found with Neanderthal fossils indicate the ability of Neanderthals to hunt in subarctic regions of Europe. To cut up and skin their prey, they fashioned stone blades, scrapers, and other tools. The Neanderthals survived Comparing for some 170,000 years and then mysteriously vanished about 30,000 years ago. How were Neanderthals simi- Cro-Magnons Emerge About 40,000 years ago, a group of prehistoric humans lar to people today? called Cro-Magnons appeared. Their skeletal remains show that they are identical C. Answer to modern humans. The remains also indicate that they were probably strong and Neanderthals held generally about five-and-one-half feet tall. Cro-Magnons migrated from North religious beliefs and Africa to Europe and Asia. performed rituals Cro-Magnons made many new tools with specialized uses. Unlike such as funerals. Neanderthals, they planned their hunts. They studied animals’ habits and stalked their prey. Evidently, Cro-Magnons’ superior hunting strategies allowed them to survive more easily. This may have caused Cro-Magnon populations to grow at a slightly faster rate and eventually replace the Neanderthals. Cro-Magnons’ advanced skill in spoken language may also have helped them to plan more difficult projects. This cooperation perhaps gave them an edge over the Neanderthals.

ARCTIC OCEAN History from Visuals Early Human Migration, 1,600,000–10,000 B.C.

Interpreting the Map Arctic Circle Heidelberg, Germany Malta, Russia Have students identify the colors associ- 600,000 years ago 15,000 years ago Diuktai Cave, Russia Mladec, Czech Rep. 14,000 years ago 33,000 years ago ated with fossil sites and migration routes NORTH AMERICA of Homo erectus and Homo sapiens. EUROPE ASIA Ubeidiya, Israel 1 million years ago 40°N Then have them locate the earliest fossil Lantian, China Meadowcroft 700,000 years ago Blackwater Draw, U.S. sites for each human species. 11,000 years ago Rockshelter, U.S. PACIFIC OCEAN 12,000 years ago Qafzeh, Israel Liujiang, China Tighenif, Algeria 92,000 years ago Tropic of Cancer Extension Have small groups discuss 700,0000 years ago 67,000 years ago reasons that Homo sapiens might have ATLANTIC AFRICA OCEAN s Homo erectus fossil site had for migrating so far. What climates n i g Tabon Cave, Philippines i r 30,000 years ago Homo sapiens fossil site and terrains did these people encounter? O Lake Turkana, Kenya 0° n Homo erectus migration route a 1.6 million years ago m What difficulties did they probably face? u Trinil, Indonesia Homo sapiens migration route H Pedra Furada, Brazil f o 700,000 years ago Extent of the last glacier, 18,000 B.C. 12,000–30,000 Students may wish to consult an Atlas a e years ago r INDIAN OCEAN

A Extent of land areas 18,000 B.C. for more information about climate AUSTRALIA Tropic of Capricorn SOUTH Klasies River Mouth, AMERICA and terrain. South Africa 160 ° E 160 ° W 100,000 years ago 120 ° W 0 ° 80 ° E Monte Verde, Chile Lake Mungo, Australia 12,000–33,000 years ago 40 S 0 2,000 Miles 38,000 years ago °

SKILLBUILDER Answers 0 4,000 Kilometers 1. Movement Europe and Asia 2. Human-Environment Interaction Homo Famous Finds 1960 At Olduvai Gorge, Tanzania, Louis Leakey finds 2-million-year-old stone tools. sapiens developed the survival skills CHAD 1974 In Ethiopia, Donald Johanson finds “Lucy,” a 3.5-million-year-old hominid skeleton. needed to adapt to many different 1978 At Laetoli, Tanzania, Mary Leakey finds 3.6-million-year-old hominid footprints. ETHIOPIA environments. 1994 In Ethiopia, an international team of scientists finds 2.33-million-year-old hominid jaw. 2002 In Chad, scientists announce discovery of a possible 6-million-year-old hominid skull. GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Movement To what continents did Homo erectus groups migrate after leaving Africa? Interactive This map is available in an TANZANIA 2. Human-Environment Interaction What do the migration routes of Homo sapiens reveal about their survival skills and ability to adapt? interactive format on the eEdition. 10 Chapter 1

Name Date

CHAPTER SKILLBUILDER PRACTICE Interpreting Maps 1 The map on page 10 of your textbook shows early human migration routes. To interpret the information depicted in the map, ﬁrst study the compass rose, SKILLBUILDER PRACTICE: INTERPRETING MAPS Section 1 scale, and legend. The compass rose shows direction, the scale indicates distance, and the legend explains what the colors and symbols represent. Then answer the questions below. (See Skillbuilder Handbook)

1. In what directions did Homo erectus migrate from Kenya in east Africa to Indonesia? ______Using Map Tools ______2. To what continents did Homo sapiens migrate from Asia? ______

______

Class Time 15 minutes Ask students to point out the legend, compass rose, and 3. What is the approximate distance Homo erectus traveled as they migrated from Ubeidiya, Israel, to Lantian, China? ______scale on this map. Then ask the following questions: ______Task Using map tools to interpret a map 4. What environmental factors may have inﬂuenced migration routes?______

______Purpose To practice reading maps 1. What is the northernmost Homo erectus fossil site on 5. a. On what continents are fossil sites of Homo erectus located?______this map? (Heidelberg, Germany) b. On what continents are there fossil sites of Homo sapiens? ______Instructions Three helpful tools for understanding maps ______

c. What do the dates of these sites reveal about the chronology of early are the legend, the compass rose, and the scale. The leg- 2. About how many miles did people migrate from human migration? ______

Mladec, Czech Republic, to Malta, Russia? (about 6. What conclusions can you draw about early humans from the information

end shows at a glance what each color or symbol repre- © McDougal Littell Inc. All rights reserved. presented in the map? ______sents. The compass rose shows the map’s orientation by 6,000 miles) ______

pointing to the north. The scale indicates how much Have students use the Skillbuilder Practice Sheet for 4 Unit 1, Chapter 1 actual distance is represented on the map. See Skillbuilder more practice. In-Depth Resources: Unit 1 Handbook, pages R25–R26, for further explanation.

10 Chapter 1 wh10te-010101-0005-0013 8/2/03 9:36 AM Page 11

New Findings Add to Knowledge CHAPTER 1 • SECTION 1 Scientists are continuing to work at numerous sites in Africa. Their discoveries change our views of the still sketchy pic- Chad Discovery ture of human origins in Africa and of the migration of early In 2002, an humans out of Africa. international Connect to Today Fossils, Tools, and Cave Paintings Newly discovered fos- team of scientists announced the Chad Discovery sils in Chad and Kenya, dating between 6 and 7 million years discovery of a 6- old, have some ape-like features but also some that resemble to 7-million-year- A primary “bone of contention” hominids. Study of these fossils continues, but evidence sug- old skull in between scientists who believe that the gests that they may be the earliest hominids. A 2.33-million- northern Chad. Toumai skull is from a hominid and those year-old jaw from Ethiopia is the oldest fossil belonging to The skull is similar in size to a the line leading to humans. Stone tools found at the same site modern chimpanzee, with a similar who believe it is from an ape is scars left brain capacity. (See photo.) by the neck muscles on the skull. From suggest that toolmaking may have begun earlier than previ- The team reported that the skull, ously thought. nicknamed Toumai, or “hope of life,” the size and position of these scars, New discoveries also add to what we already know about was the earliest human ancestor so scientists can determine how the creature prehistoric peoples. For example, in 1996, a team of far discovered. Its date is, in fact, held its head. Those in the hominid millions of years older than the researchers from Canada and the United States, including a camp believe the scars show that the high school student from New York, discovered a previous oldest-known hominid. The skull dates from the time that creature habitually held its head upright Neanderthal bone flute 43,000 to 82,000 years old. This dis- scientists believe the ancestors of like other bipeds. Those in the ape camp covery hints at a previously unknown talent of the humans split from the great apes. Neanderthals—the gift of musical expression. The finding Whether the skull is actually human say that, although it could hold its head on cave walls of drawings of animals and people dating back or ape will require further study. upright—as any ape can—this was not its as early as 35,000 years gives information on the daily activ- normal position. ities and perhaps even religious practices of these peoples. Early humans’ skills and tools for surviving and adapting to INTERNET ACTIVITY Create a TV news the environment became more sophisticated as time passed. special on the Chad skull. Include conflicting theories on its origin. Go to As you will read in Section 2, these technological advances classzone.com for your research. would help launch a revolution in the way people lived. Rubric Successful news reports should • give background on the discovery. • explain the conflicting theories clearly.

SECTION1 ASSESSMENT

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. ASSESS • artifact • culture • hominid • Paleolithic Age • Neolithic Age • technology • Homo sapiens SECTION 1 ASSESSMENT USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING Have students answer the questions 2. Which advance by a hominid 3. What clues do bones and 6. RECOGNIZING EFFECTS Why was the discovery of fire so group do you think was the artifacts give about early important? individually and then discuss with a most significant? Explain. peoples? 7. MAKING INFERENCES Why will specific details about the partner the location of the information 4. What were the major physical appearance and the customs of early peoples in the text. achievements in human history never be fully known? during the Old Stone Age? 8. SYNTHESIZING How do recent findings keep revising Formal Assessment Hominid Group 5. How did Neanderthals and knowledge of the prehistoric past? • Section Quiz, p. 5 Cro-Magnons differ from earlier 9. WRITING ACTIVITY INTERACTION WITH ENVIRONMENT Cro-Magnons peoples? Write a persuasive essay explaining which skill— toolmaking, the use of fire, or language—you think gave RETEACH hominids the most control over their environment. Use the Reteaching Activity for Section 1

CONNECT TO TODAY CREATING AN ILLUSTRATED NEWS ARTICLE to review the main ideas of the section. Research a recent archaeological discovery. Write a two-paragraph news article about the find In-Depth Resources, Unit 1 and include an illustration. • Reteaching Activity, p. 18 The Peopling of the World 11

ANSWERS

1. artifact, p. 5 • culture, p. 5 • hominid, p. 7 • Paleolithic Age, p. 7 • Neolithic Age, p. 7 • technology, p. 8 • Homo sapiens, p. 8 2. Sample Answer: Australopithecines—upright the first people to perform ritual burials. 9. Rubric Essays should walking, opposable thumb; Homo erectus— Cro-Magnons made specialized tools, planned • consist of two paragraphs. toolmaking, mastery of fire, language; their hunts, had advanced language skills. • focus on one of the topics—toolmaking, the Neanderthals—burial rituals, building of shel- 6. Fire provided warmth, cooked food, could use of fire, or the development of language. ters; Cro-Magnons—advanced hunting and frighten away predators, and probably helped • provide examples to support the topic. language skills. in settling new lands. CONNECT TO TODAY 3. the age, size, possibly the sex, and how long 7. They lived so long ago that there is not Rubric The news article should ago they lived enough evidence remaining to allow specula- • have a headline. 4. invention of tools, mastery of fire, develop- tion about their appearance or customs. • be in a journalistic style. ment of language 8. by providing more accurate dates regarding • include an illustration. 5. Both had larger brains than earlier people. the origins of hominids and scientific evidence • present information in an unbiased way. Neanderthals had religious beliefs and were for their classification into different species Teacher’s Edition 11 CHAPTER 1 • SECTION 1

Cave Paintings History Art through Cave paintings created by primitive people are found on every Cave Paintings at continent. The oldest ones were made about 35,000 years ago. Tassili n’Ajer, Algeria Cave paintings in Europe and Africa often show images of These paintings depict women, children, and OBJECTIVES hunting and daily activities. In the Americas and Australia, on cattle. Located in Algeria, the Tassili n’Ajer the other hand, the paintings tend to be more symbolic and SEEL ZHEER • Compare cave paintings from around (tah• •ee nah• ) site contains more than less realistic. 15,000 images. They depict shifts in climate, the world. Scholars are not sure about the purpose of cave paintings. animal migrations, and changes in human life. • Suggest the meaning they might have They may have been part of magical rites, hunting rituals, or The oldest paintings date back to about 6000 B.C. Images continued to be painted until an attempt to mark the events during various seasons. Another had for the people who created them. around the second century A.D. theory is that cave paintings (especially the more realistic FOCUS & MOTIVATE ones) may simply be depictions of the surrounding world. Ask students what they think the artists who created these paintings were trying RESEARCH LINKS For more on cave paintings, go to classzone.com to communicate. Have them discuss how the paintings make them feel. How do they explain the fact that no cave paintings have been found in North America? (Possible Answer: The Americas were not settled until later in human history.) INSTRUCT

Critical Thinking • What similarities do you see among the cave paintings? (All show features of humans or animals—or both.) • What do you think the hands in the Cave Paintings at Cuevas de las Manos in Argentina Cuevas de las Manos (Cave of the Hands) is located in the Rio Pinturas ravine, Cuevas de las Manos paintings repre- northeast of Santa Cruz, Argentina. Its rock walls display numerous hand sent? (Possible Answer: the signatures paintings in vivid colors. The Tehuelches (tuh•WEHL•cheez) people created the of the artists; a message indicating paintings between 13,000 and 9,500 years ago. The cave is about 78 feet deep and, at the entrance, about 48 feet wide and 32 feet high. “I was here” or “This belongs to me”)

RECOMMENDED RESOURCES

Books Videos Bahn, Paul G., and Desmond Morris. The Lascaux: Prehistoric Cave Art. VHS. Social Studies Cambridge Illustrated History of Prehistoric Art. School Service. 800-421-4246. Cambridge: Cambridge UP, 1998. Prehistoric art The Caves of Altamira. VHS. Films for the from around the world is described and analyzed Humanities & Sciences. 800-257-5126. in this extensive work. Numerous color photo- Software graphs are included. Native American Rock Art of the Southwest. Beltram, Antonio, ed. Cave of Altamira. New York: CD-ROM. Clearview. 800-253-2788. Abrams, 1999. Clottes, Jean, David Lewis-Williams. The Shamans of Prehistory: Trance and Magic in the Painted Caves. New York: Abrams, 1998. 12 Chapter 1 CHAPTER 1 • SECTION 1

More About . . .

African Art Many of the rock paintings in Algeria were completed in prehistoric times, when large animals, such as the elephants, rhinoceroses, and giraffes depicted in the paintings, roamed what is now the Sahara. The region was much wetter then than it is today. Abundant lakes, streams, forests, and grasslands enabled such animals—as well as the people who painted them—to thrive there.

Replica of Lascaux Cave Painting, France More About . . . Discovered in 1940 , the Lascaux (lah•SKOH) cave contains more than 600 painted animals Cave Painting and symbols. These works were probably created between 15,000 and 13,000 B.C.In Prehistoric artists made their paints from 1963, the cave was closed to the public. The natural sources. They used three basic high volume of visitors and the use of artificial lighting were damaging the paintings. A colors—yellow, black, and red—which they partial replica of the cave was created and is obtained from clay, charcoal, and miner- visited by about 300,000 people a year. als such as iron. The artists often chose to paint animals on natural swellings or protrusions on the cave walls, giving the pictures a three-dimensional effect. World Art and Cultures Transparencies • AT1 French cave sculpture In-Depth Resources: Unit 1 • Primary Sources: Lascaux Cave Painting, p. 10, “Window on the Stone Age,” p. 11

1. Analyzing Motives Why do you think primitive peoples used the walls of caves for their paintings? Australian Aboriginal Cave Painting See Skillbuilder Handbook, page R15. This Aboriginal cave painting is in Kakadu (KAH•kuh•doo) National Park, Australia. Aboriginal people have lived in this area for at least 2. Comparing and Contrasting How 25,000 years. The painting depicts a Barramundi (bahr•uh•MUHN•dee) are these paintings similar to or fish and a Dreamtime spirit. In the Aboriginal culture, Dreamtime is a different from public murals created supernatural past in which ancestral beings shaped and humanized today? the natural world. 13

CONNECT TO TODAY: ANSWERS

1. Analyzing Motives 2. Comparing and Contrasting They provided a good surface for painting, since prehistoric people did Murals today often have a social or political message rather than not have canvas or paper. The walls in caves were protected from the spiritual significance. They usually have a more modern style and weather, which is one reason they have been preserved for us to enjoy. brighter colors and may be intended to beautify a neighborhood or Also, paintings on cave walls were often hard to find, making them ideal inspire its residents. for secret ceremonies.

Teacher’s Edition 13 LESSON PLAN 2 OBJECTIVES Cave painting of Tassili n’ Ajjer, Algeria, Acacia silhouettes at sunset. • List technological and artistic achieve- 2nd century B.C. Amboseli National Park, Kenya ments of the Paleolithic Age. • Describe the Neolithic Revolution. Humans Try to Control Nature • Explain the growth of villages. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

FOCUS & MOTIVATE ECONOMICS The development New methods for obtaining • nomad • slash-and- Ask students what experiences they have of agriculture caused an food and the development of • hunter- burn farming increase in population and the technology laid the foundations gatherer • domestication had or know about where it was neces- growth of a settled way of life. for modern civilizations. • Neolithic sary to find food and shelter in the wild. Revolution What were the problems? (staying warm SETTING THE STAGE By about 40,000 years ago, human beings had become and dry, finding food) How could the fully modern in their physical appearance. With a shave, a haircut, and a suit, a tasks be made easier? (Possible Answers: Cro-Magnon man would have looked like a modern business executi ve. work with others, use tools) However, over the following thousands of years, the way of life of early humans underwent incredible changes. People developed new technology, artistic skills, INSTRUCT and most importantly, agriculture. Early Advances in TAKING NOTES Early Advances in Technology and Art Outlining Use an outline Technology and Art to organize main Early modern humans quickly distinguished themselves from their ancestors, ideas and details. who had spent most of their time just surviving. As inventors and artists, more advanced humans stepped up the pace of cultural changes. Critical Thinking Humans Try to • Why might hunter-gatherers have had Control Nature Tools Needed to Survive For tens of thousands of years, men and women of the Old Stone Age were nomads. Nomads were highly mobile people who moved to live a nomadic life? (Once they used I. Early Advances in Technology and Art from place to place foraging, or searching, for new sources of food. Nomadic up the available food, they would have A. groups whose food supply depends on hunting animals and collecting plant to find new sources.) B. foods are called hunter-gatherers. Prehistoric hunter-gatherers, such as roving • In what ways was the invention of tools II. The Beginningsg of bands of Cro-Magnons, increased their food supply by inventing tools. For Agriculture a technological revolution? (Tools example, hunters crafted special spears that enabled them to kill game at greater enabled people to meet their survival distances. Digging sticks helped food gatherers pry plants loose at the roots. needs efficiently, leaving time to Early modern humans had launched a technological revolution. They used stone, bone, and wood to fashion more than 100 different tools. These expanded develop artistic expression.) tool kits included knives to kill and butcher game, and fish hooks and harpoons In-Depth Resources: Unit 1 to catch fish. A chisel-like cutter was designed to make other tools. Cro- • Guided Reading, p. 2 (also in Spanish) Magnons used bone needles to sew clothing made of animal hides. • History Makers: The Ice Man, p. 16 Artistic Expression in the Paleolithic Age The tools of early modern humans explain how they met their survival needs. Yet their world best springs to life TEST-TAKING RESOURCES through their artistic creations. Necklaces of seashells, lion teeth, and bear claws adorned both men and women. People ground mammoth tusks into polished beads. Test Generator CD-ROM They also carved small realistic sculptures of animals that inhabited their world. Strategies for Test Preparation As you read in the Cave Paintings feature, Stone Age peoples on all continents created cave paintings. The best-known of these are the paintings on the walls Test Practice Transparencies, TT2 and ceilings of European caves, mainly in France and Spain. Here early artists Online Test Practice drew lifelike images of wild animals. Cave artists made colored paints from 14 Chapter 1

SECTION 2 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) In-Depth Resources: Unit 1 STRUGGLING READERS eEdition CD-ROM • Guided Reading, p. 2 In-Depth Resources: Unit 1 Power Presentations CD-ROM • Geography Application: Catal Huyuk, p. 6 • History Makers: The Ice Man, p. 16 • Guided Reading, p. 2 World Art and Cultures Transparencies • Building Vocabulary, p. 4 Formal Assessment • AT1 French cave sculpture • Reteaching Activity, p. 19 • Section Quiz, p. 21 Critical Thinking Transparencies Reading Study Guide, p. 7 • CT1 Patterns of Living: Paleolithic Period to the ENGLISH LEARNERS Reading Study Guide Audio CD Neolithic Revolution In-Depth Resources in Spanish Electronic Library of Primary Sources • Guided Reading, p. 12 GIFTED AND TALENTED STUDENTS • from “Iceman” • Geography Application: Catal Huyuk, p. 15 Electronic Library of Primary Sources classzone.com Reading Study Guide (Spanish), p. 7 • from “Iceman” 14 Chapter 1 charcoal, mud, and animal blood. In Africa, early artists engraved pictures on rocks CHAPTER 1 • Section 2 or painted scenes in caves or rock shelters. In Australia, they created paintings on large rocks.

The Beginnings of Agriculture The Beginnings of Agriculture Vocabulary For thousands upon thousands of years, humans survived by hunting game and Edible means “safe gathering edible plants. They lived in bands of 25 to 70 people. The men almost to be eaten.” certainly did the hunting. The women gathered fruits, berries, roots, and grasses. Critical Thinking Then about 10,000 years ago, some of the women may have scattered seeds near a • What advantages did domestication of regular campsite. When they returned the next season, they may have found new animals offer Neolithic people? (a read- crops growing. This discovery would usher in the Neolithic Revolution, or the ily available source of meat and labor) agricultural revolution—the far-reaching changes in human life resulting from the • How did the development of agriculture beginnings of farming. The shift from food-gathering to food-producing culture lead to the establishment of villages? represents one of the great breakthroughs in history. (With a stable, stationary source of Causes of the Agricultural Revolution Scientists do not know exactly why the food, larger groups of people could set- agricultural revolution occurred during this period. Change in climate was proba- tle in an area, offering each other bly a key reason. (See chart on page 17.) Rising temperatures worldwide provided cooperation and protection.) longer growing seasons and drier land for cultivating wild grasses. A rich supply of grain helped support a small population boom. As populations slowly rose, Critical Thinking Transparencies hunter-gatherers felt pressure to find new food sources. Farming offered an attrac- • CT1 Patterns of Living: Paleolithic Period to tive alternative. Unlike hunting, it provided a steady source of food. the Neolithic Revolution Early Farming Methods Some groups practiced slash-and-burn farming, in which they cut trees or grasses and burned them to clear a field. The ashes that remained fertilized the soil. Farmers planted crops for a year or two, then moved to another area of land. After several years, trees and grass grew back, and other farmers repeated the process of slashing and burning.

Historyin Depth

The Neolithic Ice Man The Neolithic Ice Man In 1991, two German hikers made an accidental It took more than ten years for scientists discovery that gave archaeologists a firsthand look at the technology of early toolmakers. Near to come up with their current theory of the border of Austria and Italy, they spotted the how the Ice Man died. Earlier theories mummified body of a prehistoric traveler, preserved suggested that the Ice Man died of expo- in ice for some 5,000 years (upper right). Nicknamed the “Ice Man,” this early human sure to the cold—hypothermia—or that he was not empty-handed. The tool kit found near was killed by a severe blow to his chest. him included a six-foot longbow and a deerskin They now believe that he was shot in the case with 14 arrows. It also contained a stick with an antler tip for sharpening flint blades, a small back with an arrow. After pulling out the flint dagger in a woven sheath, a copper ax, and a shaft, he ran as far as he could in his medicine bag. weakened condition, finally dying on the Scientific research on the body (lower right) concluded that the Ice Man was in his 40s when side of the mountain. Scientists hope that he died in the late spring or early summer from removing the arrowhead from the Ice an arrow wound. Scientists also determined that Man’s shoulder will conclusively reveal in the hours before his death, he ate wild goat, red deer, and grains. The Ice Man is housed in a the secret of his death—and life. special museum in Bolzano, Italy.

The Peopling of the World 15

Name ______Date ______

CHAPTER 1 Section 2 (pages 14–18) TERMS AND NAMES nomad Person who wanders from place to place Humans Try to hunter-gatherer Person whose food DIFFERENTIATING INSTRUCTION: STRUGGLING READERS supply depends on hunting animals Control Nature and collecting plant foods Neolithic Revolution Agricultural revolution that occurred during the BEFORE YOU READ Neolithic period In the last section, you read about the earliest humans. slash-and-burn farming Early farming method that some groups In this section, you will read about the development of used to clear ﬁelds agriculture and a settled way of life. domestication Taming of animals Identifying Main Ideas and Supporting Details AS YOU READ Use the web below to take notes on changes in human culture.

Tools and Art Class Time 30 minutes and discuss the importance of the developments they Fish Hooks have listed. A partial web diagram is shown here. Task Using a graphic organizer to clarify ideas Farming Farming Methods Changes in Villages Human Purpose To understand the advances of the Culture

Early Advances in Technology They found food by hunting and gathering nuts, and Art (pages 14–15) berries, and roots. The Cro-Magnon people, who Neolithic Revolution Tools and Art What came later, made tools to help them in their search. advances occurred in These early modern humans used many tools— technology and art? more than 100 different ones. They used stone, The first humans had faced a struggle for survival. bone, and wood. They made knives, hooks, and For thousands and thousands of years, they had bone needles. Instructions Have students work in pairs to fill in the web needles Cro-Magnon people also created works of art, two concerns: finding food and protecting themselves. They used fire, built shelters, made clothes, including paintings. Thousands of years ago, Stone and developed spoken language. These areas of life Age artists mixed charcoal, mud, and animal. blood are all part of culture. Human culture changed to make paint. They used this paint to draw pic- diagram on page 7 of the Reading Study Guide. Ask them tures of animals on cave walls and rocks. over time as new tools replaced old and people © McDougal Littell Inc. All rights reserved. tested new ideas. Later some modern humans 1. In what ways did Cro-Magnon people change increased the pace of change. human culture? The people who had lived in the early part of to identify the main ideas about changes during the the Old Stone Age were nomads. They moved from place to place. They were hunter-gatherers. Neolithic Revolution listed in the three ovals Then have Farming Changes Farming CHAPTER 1THE PEOPLING OF THE WORLD 7 Methods Villages them read the guide and answer the questions, looking in Human Reading Study Guide for examples to support each of those main ideas. Have planted wheat, sheep, Culture them share their completed web diagrams with the class seeds cattle Teacher’s Edition 15 CHAPTER 1 • Section 2 Domestication of Animals Food gatherers’ understanding of plants probably spurred the development of farming. Meanwhile, hunters’ expert knowledge of wild animals likely played a key role in the domestication, or taming, of animals. They tamed horses, dogs, goats, and pigs. Like farming, domestication of animals came slowly. Stone Age hunters may have driven herds of animals into rocky More About . . . ravines to be slaughtered. It was then a small step to drive herds into human-made enclosures. From there, farmers could keep the animals as a constant source of Robert Braidwood food and gradually tame them. Archaeologist Robert Braidwood and his Not only farmers domesticated animals. Pastoral nomads, or wandering herders, wife Linda worked together as a team tended sheep, goats, camels, or other animals. These herders moved their animals looking for evidence of early human to new pastures and watering places. beings and their cultures in the Middle Agriculture in Jarmo Today, the eroded and barren rolling foothills of the Zagros East. As a fitting end to their lifelong Mountains in northeastern Iraq seem an unlikely site for the birthplace of agricul- partnership, they both died of natural ture. According to archaeologist Robert Braidwood, thousands of years ago, the environmental conditions of this region favored the development of agriculture. A. Possible Answer causes on January 15, 2003—he, at 95 Braidwood implies Wild wheat and barley, along with wild goats, pigs, sheep, and horses, had once and she, at 93 years old. that the way early thrived near the Zagros Mountains. peoples adjusted to In the 1950s, Braidwood led an archaeological dig at a site called Jarmo. He changes in order to concluded that agricultural settlement was built there about 9,000 years ago: survive is an example to follow. PRIMARY SOURCE More About . . . We found weights for digging sticks, hoe-like [tools], flint-sickle blades, and a Analyzing wide variety of milling stones. . . . We also discovered several pits that were Primary Sources probably used for the storage of grain. Perhaps the most important evidence of Early Agriculture Why do you In 1968, archaeologists were excavating all was animal bones and the impressions left in the mud by cereal grains. . . . think Braidwood The people of Jarmo were adjusting themselves to a completely new way of life, believes that we a 7,000-year-old farming village in the just as we are adjusting ourselves to the consequences of such things as the can learn from Zagros Mountains. They uncovered steam engine. What they learned about living in a revolution may be of more early peoples? several long-necked, narrow-mouthed than academic interest to us in our troubled times. ROBERT BRAIDWOOD, quoted in Scientific American clay jars. The jars were filed away in a museum until 1996, when an The Jarmo farmers, and others like them in places as far apart as Mexico and archaeological chemist tested the liquid Thailand, pioneered a new way of life. Villages such as Jarmo marked the begin- residue and determined that it was ning of a new era and laid the foundation for modern life. wine—the oldest wine ever discovered. Villages Grow and Prosper The changeover from hunting and gathering to farming and herding took place not once but many times. Neolithic people in many parts of the world independently Villages Grow and Prosper developed agriculture, as the map at the right shows. Farming Develops in Many Places Within a few thousand years, people in many Critical Thinking other regions, especially in fertile river valleys, turned to farming. B. Possible Answer • Why might agriculture not have devel- • Africa steadier food sup- The Nile River Valley developed into an important agricultural center ply; safer, more sta- oped in the interior of Africa? (the for growing wheat, barley, and other crops. ble way of life; inhospitable climate and terrain) • China About 8,000 years ago, farmers along the middle stretches of the more leisure time • What evidence suggests that Catal Huang He (Yellow River) cultivated a grain called millet. About 1,000 years Huyuk was a prosperous agricultural later, farmers first domesticated wild rice in the Chang Jiang River delta. Making • Mexico and Central America Farmers cultivated corn, beans, and squash. village? (remains of products such as Inferences • Peru Farmers in the Central Andes were the first to grow tomatoes, sweet What advan- mirrors, jewelry, and knives as well as potatoes, and white potatoes. tages might farming religious shrines) and herding have From these early and varied centers of agriculture, farming then spread to over hunting and In-Depth Resources: Unit 1 surrounding regions. gathering? • Geography Application: Catal Huyuk, p. 6

16 Chapter 1

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Analyzing Motives Class Time 45 minutes Some students may wish to research a present-day society such as the Task Researching present-day societies ! Kung San of Africa, the Yanomamo of South America, or the Aborigines Purpose To understand why some groups did not develop agriculture of Australia. Tell students to look at geography, climate, availability of food, and other factors that might have influenced the people’s decision not Instructions Many people did not begin farming until thousands of years to farm. after agriculture began. Others, like some Native American groups in North and South America, never developed agriculture, even though they were acquainted with the practice. Have students work in pairs or small groups to research a group of people that did not develop agriculture. Have students prepare a brief report explaining why they think the people of this group continued as hunter-gatherers.

16 Chapter 1 Agriculture Emerges, 5000–500 B.C. E E CHAPTER 1 • Section 2 120 80

History from Visuals

Interpreting the Map ASIA 0 1,000 Miles Point out the information in the map key. EUROPE 0 2,000 Kilometers Then ask students to identify the rivers along which agriculture developed and to AN 40 N MAK e KLI T H .) name the major crop in each area. (Nile— A ER g R T ES n E D a w u lo u Jarmo H l wheat; Euphrates and Tigris—barley; p e h Ti (Y r gr at is Indus—rice; Huang He—soybeans) Where es R Pan-po Jericho R . . N . R s i else did agriculture emerge in 5000 B.C.? l u e d CHINA A n SAHARA R R I . D A (Tehuacán Valley in North America) E B I SE A INDIA R N Interpreting the Graphs Have students AFRICA T compare the two graphs and notice that each gives different information about the same time period. How did global temperature and world population INDIAN OCEAN NORTH W change over time? (They both increased.) SONORAN AMERICA 80 DESERT ATLANTIC Extension Have students find out what OCEAN Major crops Sorghum Wheat animals were domesticated at the earliest Tropic of Cancer Bananas Grapes agricultural sites. Suggest that they con- Tehuacan Soybeans Valley N Barley Olives A sult a historical atlas for the information. M Agriculture by 5,000 B.C. I B Corn Potato Agriculture by 3,000 B.C. (Nile, Euphrates, and Tigris—cattle, sheep, D E KALAHARI Agriculture by 2,000 B.C. PACIFIC S goats, pigs; Huang He—pigs, dogs) 0 Equator E DESERT Cotton Rice R Agriculture by 500 B.C. OCEAN T SOUTH AMERICA SKILLBUILDER Answers 1. Map a major river

E 2. Chart Population rose sharply because S Tropic of Capricorn E Agricultural Revolution

0 1,000 Miles D

A of increased food supply.

M 0 2,000 Kilometers A Temperature Population C

T A 60 150 Post- 125 58 Agricultural 100 Revolution 56 Interactive This map is available in an Agricultural beginnings of 75 Revolution 54 agriculture interactive format on the eEdition. 50

(in Fahrenheit) Hunting- 52 Students can see how agriculture spread 25 gathering last ice age around the world era by era. 50 0 stage Global Temperature Average 2025 1015 15 (in millions) Population World 2025 1015 15 L A Neolithic grindstone and vessel Years Ago (in thousands) Years Ago (in thousands) used to grind grain Source: Ice Ages, Solving the Mystery Source: A Geography of Population: World Patterns SKILLBUILDER: Interpreting Maps and Charts 1. Map What geographic feature favored the development of agricultural areas before 5000 B.C.? 2. Chart What effect did the agricultural revolution have on population growth? Why?

The Peopling of the World 17

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Reading Graphs Class Time 20 minutes Ask what changes are similar in both graphs. (Both global temperature Task Analyzing and reading graphs and world population increased from 25,000 to 1,000 years ago.) Have Purpose To understand graphic information students discuss how an increase in these two factors might have been related. (Possible Answer: Increasing temperatures created a better envi- Instructions Have students work together in small groups to discuss and ronment for both humans and the animals and plants they relied on for analyze the graphs in the map inset labeled Agricultural Revolution. food to thrive.) Explain that the vertical axis runs along the side of each graph and measures temperature in the first graph and population in the second graph. The horizontal axis is at the bottom of each graph and measures time. Make sure they understand that both horizontal axes measure time over the same period and that this makes comparing the two graphs very easy.

Teacher’s Edition 17 CHAPTER 1 • Section 2 Catal Huyuk In 1958, archaeologists discovered the agricultural village now known as Catal Huyuk (chuh•TUL hoo•YOOK), or the “forked mound.” It was located on a fertile plain in south-central Turkey (about 30 miles from modern-day Konya), near a twin-coned volcano. Catal Huyuk covered an area of about 32 acres. At its peak 8,000 years ago, the village was home to 5,000 to 6,000 people who More About . . . lived in about 1,000 dwellings. These rectangular-shaped houses were made of brick and were arranged side-by-side like a honeycomb. Catal Huyuk Catal Huyuk showed the benefits of settled life. Its rich, well-watered soil pro- M A 9,000-year-old Archaeologists have found many objects baked-clay figurine duced large crops of wheat, barley, and peas. Villagers also raised sheep and cattle. at Catal Huyuk that were purely decora- found in Catal Catal Huyuk’s agricultural surpluses supported a number of highly skilled workers, tive. These objects include clay or stone Huyuk such as potters and weavers. But the village was best known at the figures of both people and animals time for its obsidian products. This dark volcanic rock, which looks like glass, was plentiful. It was used to make mirrors, jewelry, and and daggers with carved bone handles. knives for trade. Excavations also revealed interesting facts Catal Huyuk’s prosperity also supported a varied cultural life. about the inhabitants’ houses. They had Archaeologists have uncovered colorful wall paintings depicting ani- Vocabulary no doors and were apparently entered mals and hunting scenes. Many religious shrines were dedicated to a Shrines are places on ladders through holes in the roof. mother goddess. According to her worshipers, she controlled the where sacred relics are kept. The space under the floor was used as supply of grain. a burial ground. The new settled way of life also had its drawbacks—some of the same that affected hunter-gatherer settlements. Floods, fire, drought, and other natural disasters could destroy a village. Diseases, such as malaria, spread easily among people living closely together. Jealous neighbors and roving nomadic bands might attack and loot a wealthy village like Catal Huyuk. Despite problems, these permanent settlements provided their residents with opportunities for fulfillment—in work, in art, and in leisure time. As you will learn in Section 3, some early villages expanded into cities. These urban centers would become the setting for more complex cultures in which new tools, art, and crafts were created.

ASSESS SECTION2 ASSESSMENT SECTION 2 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • nomad • hunter-gatherer • Neolithic Revolution • slash-and-burn farming • domestication Have students work in pairs to locate information in the text and answer USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING the questions. 2. Which effect of the 3. How did Cro-Magnon’s new 6. MAKING INFERENCES What kinds of problems did Stone development of agriculture tools make survival easier? Age peoples face? Formal Assessment was the most significant? 4. What factors played a role in 7. SUMMARIZING In what ways did Neolithic peoples • Section Quiz, p. 6 Humans Try to the origins of agriculture? dramatically improve their lives? Control Nature 5. What were the first crops 8. HYPOTHESIZING Why do you think the development of I. Early Advances in grown in the Americas? agriculture occurred around the same time in several Technology and Art different places? RETEACH A. SCIENCE AND TECHNOLOGY B. 9. WRITING ACTIVITY Write a two- Use the Critical Thinking Transparency to II. The Beginningsg of paragraph opinion paper on the most significant review the main ideas of the section. Agriculture consequences of the Agricultural Revolution. Critical Thinking Transparencies • CT1 Patterns of Living: Paleolithic Period to CONNECT TO TODAY CREATING A CHART the Neolithic Revolution Use text information on Jarmo and Catal Huyuk to make a chart listing the tools, weapons, and other artifacts that archaeologists today might find at an ancient site of a In-Depth Resources: Unit 1 farming settlement. • Reteaching Activity, p. 19 18 Chapter 1

ANSWERS

1. nomad, p. 14 • hunter-gatherer, p. 14 • Neolithic Revolution, p. 15 • slash-and-burn farming, p. 15 • domestication , p. 16 2. Sample Answer: Better tools, artwork. Most 6. providing enough food, improving methods of 9. Rubric Essays should important: increased population, established hunting and farming, finding appropriate loca- • consist of two paragraphs. settlements, domesticated animals. tions to settle, and coping with natural disas- • focus on what the student believes to be the 3. Better spears and fish hooks increased the ters and war most significant consequence of the agricul- food supply, cutters could fashion new tools, 7. They were able to provide more food, better tural revolution. and needles could sew clothes. shelter and clothing, and time for artistic and • provide examples to support the choice. 4. climate change, rich supply of grain, need to religious expression. CONNECT TO TODAY support larger population 8. Global warming trends resulted in longer Rubric Charts should 5. corn, beans, squash, tomatoes, sweet growing seasons, and a rich supply of grain • list artifacts that might be found as noted in potatoes, and white potatoes helped support a population boom. The rise the text. in population also put pressure on hunter- • explain the use or significance of the artifacts. gatherers to find new food sources. 18 Chapter 1 wh10te-010103-0019-0023 8/2/03 9:28 AM Page 19

LESSON PLAN 3 OBJECTIVES • Explain how villages grew into cities. Civilization • List the characteristics of civilization. CASE STUDY: Ur in Sumer • Describe how the city of Ur exemplifies early civilizations. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

SCIENCE AND TECHNOLOGY Contemporary civilizations share • civilization • cuneiform FOCUS & MOTIVATE Prosperous farming villages, the same characteristics typical • specialization • Bronze Age Have students discuss why people like food surpluses, and new of ancient civilizations. • artisan • barter technology led to the rise of • institution • ziggurat to live in cities. (more people, different civilizations. • scribe jobs, more things to do) Why would early peoples want to live in cities? (all the Agriculture marked a dramatic change in how people SETTING THE STAGE reasons given plus more protection lived together. They began dwelling in larger, more organized communities, such as farming villages and towns. From some of these settlements, cities gradually from enemies) emerged, forming the backdrop of a more complex way of life—civilization. INSTRUCT Villages Grow into Cities TAKING NOTES Summarizing Use a chart Villages Grow into Cities Over the centuries, people settled in stable communities that were based on agri- to summarize characteristics culture. Domesticated animals became more common. The invention of new of the civilization at Sumer. tools—hoes, sickles, and plow sticks—made the task of farming easier. As peo- Critical Thinking Characteristics ple gradually developed the technology to control their natural environment, they • Why would an increase in population reaped larger harvests. Settlements with a plentiful supply of food could support 1. complicate social relationships? (more 2. larger populations. 3. possibilities for conflict, need for more As the population of some early farming villages increased, social relation- 4. definition of roles and cooperation) ships became more complicated. The change from a nomadic hunting-gathering 5. • What purposes did religious rituals way of life to settled village life took a long time. Likewise, the change from village life to city life was a gradual process that spanned several generations. serve in the lives of early village dwellers? (a sense of belonging and Economic Changes To cultivate more land and to produce extra crops, ancient people in larger villages built elaborate irrigation systems. The resulting food of control over the environment) surpluses freed some villagers to pursue other jobs and to develop skills besides In-Depth Resources: Unit 1 farming. Individuals who learned to become craftspeople created valuable new • Guided Reading, p. 3 (also in Spanish) products, such as pottery, metal objects, and woven cloth. In turn, people who became traders profited from a broader range of goods to exchange—craftwork, grains, and many raw materials. Two important inventions—the wheel and the sail—also enabled traders to move more goods over longer distances. TEST-TAKING RESOURCES Social Changes A more complex and prosperous economy affected the social Test Generator CD-ROM structure of village life. For example, building and operating large irrigation sys- Strategies for Test Preparation tems required the labor of many people. As other special groups of workers formed, social classes with varying wealth, power, and influence began to emerge. Test Practice Transparencies, TT3 A system of social classes would become more clearly defined as cities grew. Online Test Practice Religion also became more organized. During the Old Stone Age, prehistoric people’s religious beliefs centered around nature, animal spirits, and some idea of an afterlife. During the New Stone Age, farming peoples worshiped the many gods and goddesses who they believed had power over the rain, wind, and other forces of CASE STUDY 19

SECTION 3 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 3 • Guided Reading, p. 3 Power Presentations CD-ROM Formal Assessment • Building Vocabulary, p. 4 Geography Transparencies • Section Quiz, p. 7 • Reteaching Activity, p. 20 • GT1 Cities of the Ancient Middle East Reading Study Guide, p. 9 World Art and Cultures Transparencies ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish • AT2 Upper Sumerian Artifacts • Guided Reading, p. 13 GIFTED AND TALENTED STUDENTS Critical Thinking Transparencies Reading Study Guide (Spanish), p. 9 In-Depth Resources: Unit 1 • CT37 Chapter 1 Visual Summary Reading Study Guide Audio CD (Spanish) • Connections Across Time and Cultures, p. 17 Electronic Library of Primary Sources Electronic Library of Primary Sources CD-ROM • from “The Royal Cemetery at Ur” • from “The Royal Cemetery at Ur” classzone.com Teacher’s Edition 19 wh10te-010103-0019-0023 10/16/03 4:01 PM Page 20

CHAPTER 1 • Section 3 nature. Early city dwellers developed rituals founded on these earlier religious beliefs. As populations grew, common spiritual values became lasting religious traditions.

How Civilization Develops How Civilization Develops Most historians believe that one of the first civilizations arose in Sumer. Sumer was located in Mesopotamia, a region that is part of modern Iraq. A civilization is often defined as a complex culture with five characteristics: (1) advanced cities, Critical Thinking (2) specialized workers, (3) complex institutions, (4) record keeping, and (5) • What major fact shows the importance advanced technology. Just what set the Sumerians apart from their neighbors? of religion to the Sumerians? (central Advanced Cities Cities were the birthplaces of the first civilizations. A city is more position of the temple in their daily life) than a large group of people living together. The size of the population alone does not • What was the relationship of religion, distinguish a village from a city. One of the key differences is that a city is a center of government, and trade in Sumer? trade for a larger area. Like their modern-day counterparts, ancient city dwellers (completely interconnected) depended on trade. Farmers, merchants, and traders brought goods to market in the cities. The city dwellers themselves produced a variety of goods for exchange. In-Depth Resources: Unit 1 Specialized Workers As cities grew, so did the need for more specialized work- • Connections Across Time and Cultures: From ers, such as traders, government officials, and priests. Food surpluses provided the Ancient to Modern Communities, p. 17 opportunity for specialization—the development of skills in a specific kind of work. An abundant food supply allowed some people to become expert at jobs besides farming. Some city dwellers became artisans—skilled workers who make goods by hand. Specialization helped artisans develop their skill at designing jewelry, fashioning metal tools and weapons, or making clothing and pottery. The wide range of crafts artisans produced helped cities become centers of trade. Global Patterns Complex Institutions The soaring populations of early cities made government, or a system of ruling, necessary. In The Incan System of civilizations, leaders emerged to maintain order among peo- Record Keeping ple and to establish laws. Government is an example of an The Incan civilization was unusual in institution—a long-lasting pattern of organization in a community. Complex institutions, such as government, religion, other ways besides the way it kept and the economy, are another characteristic of civilization. records. The Inca’s greatest cities grew With the growth of cities, religion became a formal insti- high in the Andes Mountains, and tution. Most cities had great temples where dozens of although they had a fine system of roads, priests took charge of religious duties. Sumerians believed they never used the wheel for transporta- The Incan System that every city belonged to a god who governed the city’s of Record Keeping tion. Ask students to research the Inca activities. The temple was the hub of both government and Early civilizations other than Sumer Drawing religious affairs. It also served as the city’s economic center. and find details about Incan life that illus- also developed record keeping. The Conclusions trate the other four characteristics of civi- empire of the ancient Incan civilization There food and trade items were distributed. Why were cities stretched along the western coast of Record Keeping As government, religion, and the economy essential to the lization: advanced cities, specialized growth of civiliza- South America. Though the Inca had became more complex, people recognized the need to keep workers, complex institutions, and no writing system, they kept records tions? records. In early civilizations, government officials had to advanced technology. using a quipu, a set of colored strings A. Answer Cities tied with different-size knots at various document tax collections, the passage of laws, and the stor- were the centers of intervals (see photo). Each knot age of grain. Priests needed a way to keep track of the calen- trade, worship, and government and represented a certain amount or its dar and important rituals. Merchants had to record accounts multiple. The colors of each cord offered a broad of debts and payments. range of jobs in Tip for English Learners represented the item being counted: Most civilizations developed a system of writing, though which people could people, animals, land, and so on. Point out that words civilization and some devised other methods of record keeping. Around specialize. specialization are formed by adding the The quipucamayoc, officials who knew how to use the quipu, kept 3000 B.C., Sumerian scribes—or professional record suffix –ation, meaning action or process, records of births, deaths, marriages, keepers—invented a system of writing called cuneiform to the verbs civilize and specialize (after crops, and historical events. (KYOO•nee•uh•FAWRM), meaning “wedge-shaped.” (Earlier dropping the final e). Others that follow Sumerian writing consisted of pictographs—symbols of the this pattern are sterilize, naturalize.

CT MCDOUGAL LITTELL Critical Thinking: 20 Chapter 1 80 World History: Patterns of Interaction Charts (Horizontal and Vertical)

Chart (Horizontal) DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Name ______Date ______

CHAPTER 1 Section 3 (pages 19–23) TERMS AND NAMES civilization Culture with advanced cities, specialized workers, complex Civilization: Case Study: institutions, record keeping, and improved technology Eliciting Prior Knowledge Ur in Sumer specialization Development of skills in a speciﬁc kind of work artisan Skilled worker that makes BEFORE YOU READ goodsChart by hand (Vertical) In the last section, you read about the development institution Long-lasting pattern of of agriculture and a settled way of life. organization in a community scribe Professional record keeper Class Time 30 minutes Then have them choose a large city in your state In this section, you will read about factors leading cuneiform Wedge-shaped writing to the rise of civilizations. developed in Sumer AS YOU READ Bronze Age Time when people began using bronze and give examples of each characteristic. They Use the chart below to take notes on how barter Trading goods and services Task Charting the characteristics of a modern city civilizations develop. without money ziggurat Pyramid-shaped monument; part of a temple in Sumer Purpose To help students understand the key might mention complex institutions such as hos- FEATURES OF CIVILIZATION EXAMPLES FROM UR concept of civilization pitals, schools, and churches and synagogues, for 1. Advanced Cities example. Have students discuss how this modern 2. © McDougal Littell Inc. All rights reserved. Instructions Display Critical Thinking Transpar- 3. city differs from the civilization that developed ency CT80: Charts (Horizontal and Vertical). Ask 4. in Sumer. 5. students to list the five characteristics of civiliza-

Villages Grow into Cities (pages 19–20) gate the land, bringing water to new areas. People Give students the Reading Study Guide for invented the wheel for carts and the sail for boats. What changed as vi1lages grew These new inventions made it easier to travel tion. Write their answers as the headings of the © McDougal Littell Inc. All rights reserved. into cities? between distant villages and to trade. Critical Thinking Life became more complex as the villages Over time, farmers developed new tools—hoes, began to grow. People were divided into social Section 3 as an example. sickles, and plow sticks. These helped them grow even more food. They decided to plant larger areas classes. Some people had more wealth and power Transparencies rows (horizontal) or columns (vertical) of than others. People began to worship gods and of land. The people in some villages began to irri- the charts. CHAPTER 1THE PEOPLING OF THE WORLD 9 Reading Study Guide 20 Chapter 1 wh10te-010103-0019-0023 8/2/03 9:28 AM Page 21

objects or what they represented.) The scribe’s tool, called a CHAPTER 1 • Section 3 stylus, was a sharpened reed with a wedge-shaped point. It was pressed into moist clay to create symbols. Scribes baked their clay tablets in the sun to preserve the writing. People soon began to use writing for other purposes besides record keeping. They also wrote about their cities’ More About . . . dramatic events—wars, natural disasters, the reign of kings. Thus, the beginning of civilization in Sumer also Cuneiform signaled the beginning of written history. Early writing took the form of Improved Technology New tools and techniques are pictographs—pictures expressing words. always needed to solve problems that emerge when large Complex words, such as slave woman, groups of people live together. In early civilizations, some were expressed by the Sumerians by farmers harnessed the powers of animals and nature. For combining the signs for “mountain” and example, they used ox-drawn plows to turn the soil. They “woman,” since most of their slaves came also created irrigation systems to expand planting areas. from the mountains. In time, signs were Sumerian artisans relied on new technology to make their tasks easier. Around 3500 B.C., they first used the pot- generalized to represent ideas as well as ter’s wheel to shape jugs, plates, and bowls. Sumerian met- things. So, for example, the sign for “star” alworkers discovered that melting together certain amounts also came to mean “sky,” “heaven,” or of copper and tin made bronze. After 2500 B.C., metal- “god.” Eventually, signs became even workers in Sumer’s cities turned out bronze spearheads by more abstract, standing merely for the thousands. The period called the Bronze Age refers to sounds. The Sumerian word for “water,” the time when people began using bronze, rather than cop- ▲ The wedge- for example, sounded the same as per and stone, to fashion tools and weapons. The Bronze Age started in Sumer shaped symbols of cuneiform are the word for “in,” so it was used to around 3000 B.C., but the date varied in other parts of Asia and in Europe. visible on this clay tablet. express both.

Specialized Workers Civilization • merchants • teachers Analyzing Key Concepts As the history of Sumer demonstrates, • soldiers • metalworkers civilization first developed in cities. In • priests • government officials Civilization fact, the very word civilization comes • potters • farmers from the Latin word for citizen. However, • scribes • weavers Have students identify the five character- the development of cities is only one istics of civilization. (complex institutions, aspect of civilization. Many scholars Complex Institutions Record Keeping define civilization as a complex culture • Formal governments • Cuneiform tablets— specialized workers, record keeping, with officials and laws records of business with five characteristics. The graphic • Priests with both CHARACTERISTICS transactions, advanced technology, and advanced organizer to the right shows how Sumer religious and political OF CIVILIZATION historical events, cities) Encourage them to discuss the displayed these five characteristics. power customs, and in Sumer traditions • A rigorous education relationships among these characteristics. system for training of scribes SKILLBUILDER Answers SKILLBUILDER: Advanced Cities Advanced Technology 1. Making Inferences the selling of cloth; Interpreting Graphics • Uruk—population of By around 3000 B.C.: pottery; grain and produce; metal 1. Making Inferences Judging from the about 50,000, which • The wheel, the plow, and doubled in two centuries information on this graphic, what the sailboat probably in utensils, tools, and weapons • Lagash—population of daily use economic activities probably took place in about 10,000 to 50,000 • Bronze weapons and body 2. Drawing Conclusions Complex institu- Sumerian cities? • Umma—population of armor that gave Sumerians tions need specialized workers. Since 2. Drawing Conclusions What is the about 10,000 to 50,000 a military advantage over relationship between the development of their enemies they, in turn, were trained in complex specialized workers and the development institutions such as schools and tem- of complex institutions? ples, those two aspects of civilization developed together. CASE STUDY 21

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Sumerian Poetry Class Time 45 minutes Gilgamesh continues on to seek immortality. The epic includes the story of Task Researching the Epic of Gilgamesh a great flood, much like the one that Noah survives in the biblical account. Purpose To appreciate Sumerian literary achievements Have students research the Epic of Gilgamesh and share their favorite Instructions One of the oldest epic poems in world literature is the Epic of parts of the poem with the class. Suggest that they also research the cloth- Gilgamesh. Parts of the poem were composed in Mesopotamia before ing of the time and stage a dramatic reading of several passages in cos- tume. They might also like to present the Gilgamesh and biblical versions 2000 B.C., and for centuries, the poem was well-known throughout the region. The epic tells the story of the Sumerian king, Gilgamesh, who of the great flood for the class to compare and contrast. oppresses his people and must fight Enkidu, a being created by the gods In-Depth Resources: Unit 1 to be their champion. Gilgamesh defeats Enkidu and makes friends with • Literature: from The Epic of Gilgamesh, p. 34 him. They have many adventures together before Enkidu dies and

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CHAPTER 1 • Section 3 CASE STUDY: URINSUMER Civilization Emerges in Ur Ur, one of the earliest cities in Sumer, stood on the banks of the Euphrates River Civilization Emerges in Ur in what is now southern Iraq. Some 30,000 people once lived in this ancient city. Ur was the site of a highly sophisticated civilization. Critical Thinking After excavating from 1922 to 1934, English archaeologist Leonard Woolley and his team unraveled the mystery of this long-lost civilization. From archaeological B. Possible Answer • What types of finds might have Food surpluses evidence, Woolley concluded that around 3000 B.C., Ur was a flourishing urban civ- provided evidence of Ur’s advanced allowed residents to ilization. People in Ur lived in well-defined social classes. Rulers, as well as priests civilization? (remains of houses, tem- develop skills other and priestesses, wielded great power. Wealthy merchants profited from foreign trade. than farming; ples, irrigation ditches, tools, weapons, Artists and artisans created lavish jewelry, musical instruments, and gold daggers. sparked a need musical instruments, jewelry) Woolley’s finds have enabled historians to reconstruct Ur’s advanced culture. for advanced tech- • What are some disadvantages of barter? nology; allowed An Agricultural Economy Imagine a time nearly 5,000 years ago. Outside the Ur’s economy to (isn’t exact, quarrels could develop) mud-brick walls surrounding Ur, ox-driven plows cultivate the fields. People are flourish; provided World Art and Cultures Transparencies working barefoot in the irrigation ditches that run between patches of green plants. diverse trade With stone hoes, the workers widen ditches to carry water into their fields from the goods. • AT2 Upper Sumerian artifacts reservoir a mile away. This large-scale irrigation system was developed to provide Geography Transparencies Ur with food surpluses, which keep the economy thriving. The government offi- Analyzing Causes • GT1 Cities of the Ancient Middle East cials who direct this public works project ensure its smooth operation. How did Ur’s agricultural way of Life in the City A broad dirt road leads from the fields to the city’s wall. Inside, city Electronic Library of Primary Sources life foster the devel- dwellers go about their daily lives. Most live in windowless, one-story, boxlike • from “The Royal Cemetery at Ur” opment of civiliza- houses packed tightly along the street. A few wealthy families live in two-story tion there? houses with an inner courtyard. Down another street, artisans work in their shops. A metalworker makes bronze by mixing molten copper with just the right quantity of tin. Later, he will hammer the bronze to make spearheads—weapons to help Ur’s well-organized armies

History from Visuals 1. Ziggurat A massive temple 2. Court of Nanna Sacred place of Ur’s moon god The City of Ur 2 3. Home of the High Priestess Place where a woman with As Woolley was excavating Ur, he uncov- great religious authority lived ered geological evidence that the area 5 4. Surrounding Wall Defense for protecting Ur residents 1 once suffered a great flood. This flood 5. Temple and Treasury Administrative centers in Ur might have been the basis of the biblical 6. Royal Cemetery Burial site of the queen and king of Ur story of the great flood, which Noah 4 escaped by building an ark. 3 The white lines indicate the shape of the original Explain that in this aerial photograph 6 ziggurat, which once shadows provide clues to elevations and rose as high as 80 feet. depressions in the land and ruins.

▲ Aerial photograph of Ur taken in 1930. Interactive This visual can be viewed in an interactive format on the eEdition.

22 Chapter 1

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Civilization in Ur Class Time 20 minutes Word Meaning Task Using a dictionary to enhance reading comprehension excavating digging up Purpose To understand the text and build vocabulary unraveled solved Instructions Have students read through the information on the page. flourishing successful and growing Ask them to discuss what they understand about the civilization in Ur in their own words. Then have them work in pairs or small groups to list wielded had any words whose meanings were unclear and look up the words in a irrigation watering the land dictionary. When they have finished, combine their lists into a chart such as this one. reservoir place where water is stored To reinforce what students have learned, have them read “Civilization Emerges in Ur” on page 10 of the Reading Study Guide. 22 Chapter 1 wh10te-010103-0019-0023 8/2/03 9:29 AM Page 23

defend the city. As a potter spins his potter’s wheel, he CHAPTER 1 • Section 3 expertly shapes the moist clay into a large bowl. These artisans and other craftworkers produce trade goods that help Ur prosper. Iraq’s Ancient Treasures at Risk Ur’s Thriving Trade The narrow streets open into a broad The ziggurat at Ur was damaged during the Persian Gulf War of 1991. Connect to Today avenue where merchants squat under awnings and trade In that conflict, Iraq parked military farmers’ crops and artisans’ crafts. This is the city’s bazaar, planes near the ziggurat, hoping or marketplace. Coins are not used to make purchases coalition forces would not risk Iraq’s Ancient Treasures at Risk because money has not yet been invented. But merchants harming the ancient structure. While Encourage students to research the sec- and their customers know roughly how many pots of grain it was not attacked, bombs caused ond war in the Persian Gulf. Suggest that a farmer must give to buy a jug of wine. This way of trad- large craters nearby, and it was hit by stray machine gun fire. they evaluate the events in terms of the ing goods and services without money is called . barter During the 2003 war, the Iraqi war’s effects both on the archaeological More complicated trades require a scribe. He carefully National Museum in Baghdad was past and the future of the area. forms cuneiform signs on a clay tablet. The signs may show attacked by looters. Many of the how much barley a farmer owes a merchant for a donkey. treasures of the area’s ancient civilizations were either looted The Temple: Center of City Life Farther down the main or destroyed. avenue stands Ur’s tallest and most important building—the temple. Like a city within a city, the temple is surrounded More About . . . by a heavy wall. Within the temple gate, a massive, tiered The Religion of Ur structure towers over the city. This pyramid-shaped monument is called a ziggurat (ZIHG•uh•RAT), which means “mountain of god.” On the exterior of the ziggurat, The Sumerians worshiped many gods, a flight of perhaps 100 mud-brick stairs leads to the top. At the peak, priests con- and each Sumerian city had its own duct rituals to worship the city god who looms over Ur. Every day, priests climb patron god. Ur was the earthly home of these stairs. They often drag a goat or sheep to sacrifice. The temple also houses the moon god, Nanna. Ur was also the storage areas for grains, woven fabrics, and gems—offerings to the city’s god. birthplace of the biblical patriarch Sumerians had elaborate burial rituals and believed in an afterlife. Abraham, who laid the foundations for An early city, such as Ur, represents a model of civilizations that continued to arise throughout history. While the Sumerians were advancing their culture, civi- Judaism, the first monotheistic religion. lizations were developing in Egypt, China, and elsewhere in Asia. ASSESS SECTION3 ASSESSMENT SECTION 3 ASSESSMENT

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Have students work in pairs to locate • civilization • specialization • artisan • institution • scribe • cuneiform • Bronze Age • barter • ziggurat information in the text and answer the questions. USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which characteristic is 3. How did the social structure of 6. DRAWING CONCLUSIONS How did life in Sumer differ Formal Assessment the most important for village life change as the from life in a small farming community of the region? • Section Quiz, p. 7 development of a economy became more 7. RECOGNIZING EFFECTS Why was writing a key invention civilization? Why? complex? for the Sumerians? 4. What role did irrigation systems 8. MAKING INFERENCES In what ways does the ziggurat of RETEACH Characteristics play in the development of Ur reveal that Sumerians had developed an advanced civilizations? 1. civilization? Use the Guided Reading worksheet for 2. 5. What are the key traits of a 9. WRITING ACTIVITY ECONOMICS Choose a person from Ur Section 3 to review the main ideas of the 3. civilization? 4. who has a specialized skill, such as an artisan, a trader, or section and Critical Thinking Transparency 5. a scribe. Write an expository essay explaining that person’s contribution to the economic welfare of the city. CT37 to review the chapter as a whole. In-Depth Resources, Unit 1 INTERNET ACTIVITY • Guided Reading, p. 3 Use the Internet to create a chart showing the ten largest cities in the INTERNET KEYWORD world, their populations, and the continent on which they are located. city population Critical Thinking Transparencies • CT37: Chapter 1 Visual Summary CASE STUDY 23

ANSWERS

1. civilization, p. 20 • specialization, p. 20 • artisan, p. 20 • institution, p. 20 • scribe, p. 20 • Cuneiform, p. 20 • Bronze Age, p. 21 • barter, p. 23 • ziggurat, p. 23 2. Sample Answer: 1. advanced cities institutions, record keeping, advanced • focus on a single individual with a 2. specialized workers 3. complex institutions technology specialized skill. 4. record keeping 5. advanced technology 6. Life in Sumer offered more diversity in social • explain how that skill might contribute to Possible Answer: technology is most impor- classes, jobs, and available goods. Ur’s economy. tant because saves labor, ensures survival. 7. It enabled record keeping and the beginning 3. Social classes became more defined and reli- of written history. gion became more organized. 8. Ur’s engineers had the advanced technology Rubric Charts should 4. They allowed farmers to produce food sur- to design a complex building, and religion • have three columns: city name, population, pluses, freeing some villagers to pursue other played an important role in their lives. and continent. jobs and skills. 9. Rubric Essays should • include ten rows. 5. advanced cities, specialized workers, complex • consist of two paragraphs. • organize the information clearly. Teacher’s Edition 23 CHAPTER 2 • OBJECTIVE Early River Valley Analyze the process by which early peoples organized their societies Civilizations, 3500 B.C.–450 B.C. and built advanced civilizations. Previewing Main Ideas Previewing Main Ideas Remind students that they will be learn- INTERACTION WITH ENVIRONMENT The earliest civilizations formed on fertile river plains. These lands faced challenges, such as seasonal flooding ing about very early societies. These peo- and a limited growing area. ple had few models upon which to build Geography What rivers helped sustain the four river valley civilizations? their civilizations. Their response to their environment, to organizing their social POWER AND AUTHORITY Projects such as irrigation systems required leadership and laws—the beginnings of organized government. In some system, and to finding technological solu- societies, priests controlled the first governments. In others, military leaders tions to everyday problems formed a and kings ruled. foundation for most of the societies that Geography Look at the time line and the map. In which empire and river followed them. valley area was the first code of laws developed? Accessing Prior Knowledge SCIENCE AND TECHNOLOGY Early civilizations developed bronze tools, the wheel, the sail, the plow, writing, and mathematics. These innovations spread Ask students what they know about large through trade, wars, and the movement of peoples. rivers and the lands that border them. Do Geography Which river valley civilization was the most isolated? What factors contributed to that isolation? many people live by these rivers? Why? How would their lives be different if they did not have the rivers? Guide a discussion of how people’s lives might have INTERNET RESOURCES been even more closely tied to rivers in • Interactive Maps Go to classzone.com for: Interactive Visuals Research Links Maps the past. • • • • Interactive Primary Sources • Internet Activities • Test Practice • Primary Sources • Current Events Geography Answers • Chapter Quiz INTERACTION WITH ENVIRONMENT The Tigris, Euphrates, Nile, Indus, Huang He, and Chang Jiang helped sustain the river valley civilizations.

POWER AND AUTHORITY The first code of laws was developed by the Babylonian Empire in Mesopotamia.

SCIENCE AND TECHNOLOGY China was the most isolated civilization. It was sepa- rated from others by the Himalayas, deserts, and ocean.

TIME LINE DISCUSSION

Discuss the concepts of B.C. (before Christ) and 2. What famous code of laws was developed in 4. Point out that the period shown on this time A.D. (anno Domini; in the year of the Lord). Anno 1792 B.C.? (Hammurabi’s code of laws) line covers about 3,000 years, yet only five Domini marks the beginning of the Christian era 3. The earliest event shown on the time line events are shown. Ask students why they in Western Civilization. occurred how many years before the present? think the time line is limited to these few 1. How many years passed between the devel- (The city-states of Mesopotamia developed events. (Possible Answer: Although many opment of the first city-states and the forma- about 5,000 years before the present.) events occurred during this time, most are not tion of China’s Zhou Dynasty? (About 2000 of enough significance to list along with the years passed.) founding of empires.)

26 Chapter 2 CHAPTER 2

History from Visuals

Interpreting the Map Have students look at the region where each civilization is located. Do they observe any similarities among these regions? Then ask students to describe the locations of cities within each region. Have students speculate about why all the cities are located near rivers. (Possible Answers: Similarities—near a large body of water, rivers run through them. Location—cities are located by rivers; rivers provide fresh water and transportation.) Extension Ask students to use the atlas in the front of their books to identify the modern nations that now occupy the places where the four River Valley civilizations developed. (The Nile River Valley is now part of Egypt. The area of the Tigris and Euphrates civilization is now mainly in Iraq, with parts in Kuwait, Turkey, Syria, and Iran. The area of the Indus Valley civilization is now in Pakistan and India. The Huang He and Chang Jiang civilizations are now entirely within China.)

RECOMMENDED RESOURCES

Books for the Teacher Books for the Student Videos and Software Cotterell, Arthur, ed. The Penguin Encyclopedia Time-Life Book Editors. What Life Was Like On The Birth of Civilization: 6000 B.C.–2000 B.C. of Ancient Civilizations. New York: Viking, 1989. the Banks of the Nile. Alexandria, Virginia: Social Studies School Service, 1985. Roaf, Michael. Cultural Atlas of Mesopotamia Time-Life, 1997. This book describes daily life in 800-421-4246. and the Ancient Near East. New York: Facts On ancient Egypt from 3050 B.C. to 30 B.C. Cradles of Civilization. CD-ROM. Society for File, 1990. Lerner Geography Department. Street Smart!: Visual Education, 1995. 800-624-1678. Cities in Ancient Times. Minneapolis: Lerner, Nile: River of Gods. VHS and DVD. Films for the 1994. Humanities & Sciences, 1994. 800-257-5126.

Teacher’s Edition 27 CHAPTER 2 • INTERACT Why do communities need laws? Interact with History The harvest has failed and, like many others, you have little to eat. There are animals in the temple, but they are protected by law. Your cousin Objectives decides to steal one of the pigs to feed his family. You believe that laws • Help students understand daily life in should not be broken and try to persuade him not to steal the pig. But he ancient times. steals the pig and is caught. • Help students make connections with The law of the Babylonian Empire—Hammurabi’s Code—holds people responsible for their actions. Someone who steals from the temple must people and events in history. repay 30 times the cost of the stolen item. Because your cousin is unable to pay this fine, he is sentenced to death. You begin to wonder whether there EXAMINING the ISSUES are times when laws should be broken.

Possible Answers 1 The Babylonian ruler 2 A scribe records the • Laws should promote good behavior Hammurabi, proceedings against Mummar. accompanied by his because the main purpose of laws is to 3 Mummar pleads for mercy. EXAMINING the ISSUES judges, sentences help people live together. Laws should Mummar to death. punish bad behavior because people will only learn to live peacefully together if they know they will be punished for doing something wrong. • yes, because by stating people’s responsibilities and duties, laws help define people’s roles in a society

Discussion Have students consider what their school environment would be like if there were no rules. Would they like coming to school under those conditions? Would a lack of rules help or hinder them in getting an education?

EXAMINING the ISSUES

• What should be the main purpose of laws: to promote good behavior or to punish bad behavior? • Do all communities need a system of laws to guide them? Hold a class debate on these questions. As you prepare for the debate, think about what you have leaned about the changes that take place as civilizations grow and become more complex. As you read about the growth of civilization in this chapter, consider why societies developed systems of laws. 28 Chapter 2

WHY STUDY EARLY RIVER VALLEY CIVILIZATIONS?

• Today, as in the time of the early river valley • People still debate the purpose of law, whether civilizations, rivers flood and drought damages it is to punish the lawbreaker or to encourage crops. People must continue to adapt to the lawful behavior. environment and the natural cycles. • Religion played a key role in the political power • Nations continue to develop trade with other of the early river valley civilizations. People today nations while seeking ways to protect them- continue to discuss the role that religion should selves from invasion and takeovers by other, play in our government and political system. more powerful countries.

28 Chapter 2 LESSON PLAN 1 Camel rider at Giza Pyramids Chinese Han Dynasty tile painting OBJECTIVES in Egypt • Summarize how geography affected culture in the Fertile Crescent. City-States in Mesopotamia • Describe city-states and how other cultures learned about them.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe Sumerian religious beliefs, social structure, and technology. INTERACTION WITH The development of this • Fertile • cultural ENVIRONMENT The earliest civilization reflects a settlement Crescent diffusion • Explain the influence of Sumer on civilization in Asia arose in pattern that has occurred • Mesopotamia • polytheism later civilizations. Mesopotamia and organized repeatedly throughout history. • city-state • empire into city-states. • dynasty • Hammurabi FOCUS & MOTIVATE SETTING THE STAGE Two rivers flow from the mountains of what is now Turkey, down through Syria and Iraq, and finally to the Persian Gulf. Over six The people of Mesopotamia faced thousand years ago, the waters of these rivers provided the lifeblood that allowed unpredictable flooding and drought. the formation of farming settlements. These grew into villages and then cities. Ask how the unpredictability of the weather affects students’ lives. Geography of the Fertile Crescent TAKING NOTES (Possible Answers: changes in outdoor A desert climate dominates the landscape between the Persian Gulf and the Identifying Problems plans; difficulty getting to and from and Solutions Use a Mediterranean Sea in Southwest Asia. Yet within this dry region lies an arc of chart to identify Sumer's school or other activities) land that provided some of the best farming in Southwest Asia. The region’s environmental problems curved shape and the richness of its land led scholars to call it the Fertile and their solutions. Crescent. It includes the lands facing the Mediterranean Sea and a plain that INSTRUCT Problems Solutions became known as Mesopotamia (MEHS•uh•puh•TAY•mee•uh). The word in Geography of the Fertile Greek means “land between the rivers.” 1. 1. The rivers framing Mesopotamia are the Tigris (TY•grihs) and Euphrates 2. 2. Crescent (yoo•FRAY•teez). They flow southeastward to the Persian Gulf. (See the map on 3. 3. page 30.) The Tigris and Euphrates rivers flooded Mesopotamia at least once a Critical Thinking year. As the floodwater receded, it left a thick bed of mud called silt. Farmers • How did floods make farming difficult? planted grain in this rich, new soil and irrigated the fields with river water. The (Farmers didn’t know when to plant; results were large quantities of wheat and barley at harvest time. The surpluses floods might destroy crops.) from their harvests allowed villages to grow. • Why did the Sumerians need leadership People first began to settle and farm the flat, Environmental Challenges and organization? (Many workers are swampy lands in southern Mesopotamia before 4500 B.C. Around 3300 B.C., the people called the Sumerians, whom you read about in Chapter 1, arrived on the needed to build large projects. Groups scene. Good soil was the advantage that attracted these settlers. However, there need a leader to organize projects.) were three disadvantages to their new environment. In-Depth Resources: Unit 1 • Unpredictable flooding combined with a period of little or no rain. The • Guided Reading, p. 21 (also in Spanish) land sometimes became almost a desert. • With no natural barriers for protection, a Sumerian village was nearly TEST-TAKING RESOURCES defenseless. • The natural resources of Sumer were limited. Building materials and other Test Generator CD-ROM necessary items were scarce. Strategies for Test Preparation Test Practice Transparencies, TT4

Early River Valley Civilizations 29 Online Test Practice

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 21 • Guided Reading, p. 21 Voices from the Past Audio CD • History Makers: Hammurabi, p. 36 • Building Vocabulary, p. 25 Power Presentations CD-ROM Formal Assessment • Reteaching Activity, p. 40 Geography Transparencies • Section Quiz, p. 20 Reading Study Guide, p. 13 • GT2 Fertile Crescent Civilizations Reading Study Guide Audio CD ENGLISH LEARNERS Electronic Library of Primary Sources In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • from The Code of Hammurabi • Guided Reading, p. 17 In-Depth Resources: Unit 1 classzone.com Reading Study Guide (Spanish), p. 13 • Primary Sources: Assyrian Letters, p. 29; from The Code of Hammurabi, p. 30 Reading Study Guide Audio CD (Spanish) • Literature: Proverbs, p. 33; Gilgamesh, p. 34 Electronic Library of Primary Sources Teacher’s Edition 29 wh10te-010201-0029-0034 8/2/03 10:58 AM Page 30

C a s CHAPTER 2 • Section 1 The Fertile Crescent, 2500 B.C. p 40°N Present-day Persian Gulf 50° i 4 a 0 °E E n

30°E S ANATOLIA e a IRAQ IRAN

S. S MT History from Visuals TAURU M E S T O ig Z E r AG KUWAIT up P is R Interpreting the Map Mediterranean h O R ra O t T iv S Sea es e M Have students compare the map on R A r O SAUDI ARABIA i M U ve N r I T page 27 with the political and physical Sumer SYRIAN A A Fertile Crescent I N S maps of Asia in the World Atlas at the Direction of flow DESERT Agade AKKAD of the Tigris and Babylon Kish front of this book. Ask what portion of Jordan River SUMER Euphrates Umma In 2500 B.C., the Persian Gulf Mesopotamia is in Iraq. (almost all of Dead Lagash P was larger than it is today. Uruk e Sea r ° s 30 N Over time the Tigris and Mesopotamia) Guide a discussion of Ur i a Euphrates have joined together modern Iraq. EGYPT n G and filled in this shallow area. r u e ARABIAN DESERT The ancient coastline is shown v l i f

R above with a blue line.

SKILLBUILDER Answers e l i 1. Location Southwest Asia between the N R e 0 250 Miles Zagros Mountains and the Syrian and d S e 0 500 Kilometers Arabian deserts a 2. Place silting

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Where are the Tigris and Euphrates River valleys found? More About . . . 2. Place What is the most likely cause of the change in the Persian Gulf coastline?

Sumerian Building Materials Solving Problems Through Organization Over a long period of time, the people The first Sumerian houses were simple of Sumer created solutions to deal with these problems. structures made from reed bundles. Later, • To provide water, they dug irrigation ditches that carried river water to their A. Answer Sumerians built houses of sun-dried mud fields and allowed them to produce a surplus of crops. irrigation ditches to bricks. Sumerians were constantly repair- • For defense, they built city walls with mud bricks. channel available ing their houses because rain wore down • Sumerians traded their grain, cloth, and crafted tools with the peoples of the water, city walls for mountains and the desert. In exchange, they received raw materials such as defense, trade for the mud bricks. stone, wood, and metal. scarce goods These activities required organization, cooperation, and leadership. It took many people working together, for example, for the Sumerians to construct their large Summarizing Sumerians Create City-States irrigation systems. Leaders were needed to plan the projects and supervise the dig- What are three solutions to the ging. These projects also created a need for laws to settle disputes over how land environmental Critical Thinking and water would be distributed. These leaders and laws were the beginning of challenges of • How did Sumer’s location in the organized government—and eventually of civilization. Mesopotamia? Fertile Crescent allow the civilization to have specialized workers? (Surplus Sumerians Create City-States food allowed some people to do The Sumerians stand out in history as one of the first groups of people to form a civilization. As you learned in Chapter 1, five key characteristics set Sumer apart other work.) from earlier human societies: (1) advanced cities, (2) specialized workers, (3) com- • Why didn’t the priests establish dynas- plex institutions, (4) record keeping, and (5) improved technology. All the later ties? (When war became common, peoples who lived in this region of the world built upon the innovations of military leaders took over.) Sumerian civilization. Geography Transparencies • GT2 Fertile Crescent Civilizations 30 Chapter 2

CONNECTIONS ACROSS TIME AND CULTURES

Irrigation Methods Class Time 45 minutes water had the right to it over those who came later. Eventually, this Task Researching water rights and issues “First-in-Time, First-in-Right” doctrine became part of the Colorado Purpose To learn how water availability continues to affect societies today Constitution. However, new priorities, such as the growth of cities, have brought these old laws into question. Instructions Explain that the question of how to distribute a limited amount of water to many users remains an important and often controver- Have students research current controversies over water rights. Students sial issue in many places. An intense contemporary debate over water might focus on an individual state or a city, such as Denver or Los Angeles. rights is taking place in the western United States. Alternatively, students might investigate the general topic of water rights. Have students share their findings with the class. In Colorado, water rights first evolved in 1859 during the Colorado Gold Rush. Miners needed water. Rules developed: the first miners to use the

30 Chapter 2 wh10te-010201-0029-0034 8/2/03 10:59 AM Page 31

By 3000 B.C., the Sumerians had built a number of cities, each surrounded by CHAPTER 2 • Section 1 fields of barley and wheat. Although these cities shared the same culture, they developed their own governments, each with its own rulers. Each city and the surrounding land it controlled formed a city-state. A city-state functioned much as an independent country does today. Sumerian city-states included Uruk, Kish, Lagash, Umma, and Ur. As in Ur, the center of all Sumerian cities was the walled More About . . . temple with a ziggurat in the middle. There the priests and rulers appealed to the gods for the well-being of the city-state. The Ancient City of Ur Priests and Rulers Share Control Sumer’s earliest governments were controlled The city of Ur was located about by the temple priests. The farmers believed that the success of their crops depended 220 miles south of present-day Baghdad. upon the blessings of the gods, and the priests acted as go-betweens with the gods. Ur may be the world’s most ancient city. In addition to being a place of worship, the ziggurat was like a city hall. (See page In fact, Ur means “city” in the Sumerian 22 for a ziggurat.) From the ziggurat the priests managed the irrigation system. and Akkadian languages. Biblical history Priests demanded a portion of every farmer’s crop as taxes. identifies the city as the home of In time of war, however, the priests did not lead the city. Instead, the men of the Abraham, who is known as the father of city chose a tough fighter who could command the city’s soldiers. At first, a com- mander’s power ended as soon as the war was over. After 3000 B.C., wars between prophets by Muslims, Jews, and Analyzing Causes cities became more and more frequent. Gradually, Sumerian priests and people Christians. The British discovered the How did mili- gave commanders permanent control of standing armies. ▼ Iku-Shamagen, ruins of Ur, and excavations were begun tary leaders gain In time, some military leaders became full-time rulers. These rulers usually King of Mari, a by the British Museum in 1919. One of power in the passed their power on to their sons, who eventually passed it on to their own heirs. city-state in the great discoveries was the ancient city-states? Sumer, offers Such a series of rulers from a single family is called a dynasty. After 2500 B.C., B. Answer prayers to the ziggurat. It was excavated and much of it many Sumerian city-states came under the rule of dynasties. Frequent wars led gods. still stands. Sumerians to give The Spread of Cities Sumer’s city-states grew prosperous from military leaders the surplus food produced on their farms. These surpluses allowed control of standing Sumerians to increase long-distance trade, exchanging the extra armies; these leaders eventually food and other goods for items they needed. took political power. By 2500 B.C., new cities were arising all over the Fertile Crescent, in what is now Syria, northern Iraq, and Turkey. Sumerians exchanged products and ideas, such as living in cities, with neighboring cultures. This process in which a new idea or a product spreads from one culture to another is called cultural diffusion. Sumerian Culture Sumerian Culture The belief systems, social structure, technology, and arts of the Critical Thinking Sumerians reflected their civilization’s triumph over its dry and • Why did the Sumerians think that harsh environment. ziggurats and sacrifices would keep A Religion of Many Gods Like many peoples in the Fertile the gods happy? (The sacrifices and Crescent, the Sumerians believed that many different gods con- ziggurats proved that the Sumerians trolled the various forces in nature. The belief in more than one god worshiped the gods.) is called polytheism (PAHL•ee•thee•IHZ•uhm). Enlil, the god of storms and air, was among the most powerful gods. Sumerians • How were the Sumerian social classes feared him as “the raging flood that has no rival.” Demons known different from those in the United as Ugallu protected humans from the evil demons who caused dis- States today? (U.S. lacks kings, nobility, ease, misfortune, and misery. and slaves; priests are not in the Sumerians described their gods as doing many of the same things highest ranking class.) humans do—falling in love, having children, quarreling, and so on. In-Depth Resources: Unit 1 Yet the Sumerians also believed that their gods were both immortal and all-powerful. Humans were nothing but their servants. At any • Primary Source: Assyrian Letters, p. 29 moment, the mighty anger of the gods might strike, sending a fire, a • Literature: from Proverbs, p. 33; from flood, or an enemy to destroy a city. To keep the gods happy, the The Epic of Gilgamesh, p. 34 Early River Valley Civilizations 31

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CHAPTER 2 GUIDED READING City-States in Mesopotamia DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 1

A. Identifying Problems and Solutions As you read about the Sumerians, ﬁll in the chart below to explain how they solved problems they faced. The Problems The Solutions

1. With ﬂooding of the rivers unpredictable, how could farmers water their ﬁelds Understanding Environmental Problems during the dry summer months?

2. With no natural barriers, how could Class Time 30 minutes villagers protect themselves? Problems Effect Effect 3. With limited natural resources, how could Sumerians get the materials Task Creating a chart showing effects of the environment for tools and buildings? Floods Rich soil Large crops 4. How should the Sumerian city-states be ruled?

Purpose To understand how the environment affected Long periods Crops failed to Built irrigation 5. What could be done to please the gods and earn their protection in life? the Sumerians without rain grow system B. Categorizing Facts and Details List examples of Sumerian culture in the boxes below.

chart like the one shown to identify how the Sumerians defenses from invaders around cities © McDougal Littell Inc. C. Determining Word Meaning On the back of this paper, identify Hammurabi, responded to various environmental problems. the characteristics of an empire, and the process of cultural diffusion. Few natural Did not have Made bricks and 18 Unit 1, Chapter 2 For students who may need additional help, use the resources materials to traded with Guided Reading Worksheet for Section 1. build houses and other regions In-Depth Resources: Unit 1 walls

Teacher’s Edition 31 CHAPTER 2 • Section 1 Sumerians built impressive ziggurats for them and offered rich sacrifices of animals, food, and wine. Sumerians worked hard to earn the gods’ protection in this life. Yet they expected little help from the gods after death. The Sumerians believed that the souls of the dead More About . . . went to the “land of no return,” a dismal, gloomy place between the earth’s crust and the ancient sea. No joy awaited Sumerian Gods and Goddesses souls there. A passage in a Sumerian poem describes the fate Two other important Sumerian deities of dead souls: “Dust is their fare and clay their food.” were Enki and Ninhursag. Enki, the Some of the richest accounts of Mesopotamian myths Vocabulary god of wisdom, helped Enlil arrange and legends appear in a long poem called the Epic of epic: a long heroic poem that tells the the earth. Enlil made general decisions, Gilgamesh. (See a selection from the Gilgamesh epic on page 83.) story of a historical but the creative and resourceful Enki or legendary figure With civilization came the begin- handled the details. Ninhursag was the Life in Sumerian Society ning of what we call social classes. Kings, landholders, and mother-goddess and the earth goddess some priests made up the highest level in Sumerian society. who protected all living things. Wealthy merchants ranked next. The vast majority of ordi- nary Sumerian people worked with their hands in fields and workshops. At the lowest level of Sumerian society were the slaves. Some slaves were foreigners who had been captured in war. Others were Sumerians who had been sold into slav- More About . . . ery as children to pay the debts of their poor parents. Debt slaves could hope to eventually buy their freedom. Cuneiform Tablets L This gold and Social class affected the lives of both men and women. Archaeologists have found whole libraries lapis ram with a Sumerian women could work as merchants, farmers, or artisans. They could hold shell fleece was of cuneiform tablets among Sumerian found in a royal property in their own names. Women could also join the priesthood. Some upper-class ruins. Some of the recovered tablets are burial tomb. women did learn to read and write, though Sumer’s written records mention few early grammar and biology textbooks. female scribes. However, Sumerian women had more rights than women in many later Others are engraved with epic tales, love civilizations. poems, laws, a farmer’s manual, medical Sumerian Science and Technology Historians believe that Sumerians invented the wheel, the sail, and the plow and that they were among the first to use bronze. treatments, hymns, proverbs, and essays. Many new ideas and inventions arose from the Sumerians’ practical needs. • Arithmetic and geometry In order to erect city walls and buildings, plan irrigation systems, and survey flooded fields, Sumerians needed arithmetic and geometry. They developed a number system in base 60, from which stem the modern units for measuring time (60 seconds = 1 minute) and the 360 degrees of a circle. • Architectural innovations Arches, columns, ramps, and the pyramid shaped the design of the ziggurat and permanently influenced Mesopotamian civilization. The First Empire Builders • Cuneiform Sumerians created a system of writing. One of the first known maps was made on a clay tablet in about 2300 B.C. Other tablets contain Critical Thinking some of the oldest written records of scientific investigations in the areas of • Why did the Akkadians and other astronomy, chemistry, and medicine. invaders adopt Sumer’s culture? (Sumer had an advanced civilization, wealth, The First Empire Builders and skills that the invaders wanted.) From 3000 to 2000 B.C., the city-states of Sumer were almost constantly at war with one another. The weakened city-states could no longer ward off attacks from • In what ways is Hammurabi’s Code like the peoples of the surrounding deserts and hills. Although the Sumerians never our laws today? (The laws are uniform, recovered from the attacks on their cities, their civilization did not die. Succeeding applying to all people. They cover all sets of rulers adapted the basic ideas of Sumerian culture to meet their own needs. aspects of culture.) 32 Chapter 2

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CHAPTER LITERATURE SELECTION from The Epic of Gilgamesh 2 Archaeologists excavated 12 cuneiform tablets containing the story of Gilgamesh, a cruel and powerful king in ancient Sumer. One of the world’s oldest DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 1 epics, this poem centers around Gilgamesh’s heroic yet fruitless quest to achieve immortality. In this excerpt from Tablet XI, Per-napishtim, a man who was granted immortality because he saved humankind from a great ﬂood, explains to Gilgamesh how he prepared for the deluge brought about by angry gods. As you read, think about the steps Per-napishtim takes in order to survive the ﬂood.

ll that was necessary I collected together. AOn the fifth day I drew its design; In its middle part its sides were ten gar high; Analyzing Poetry Ten gar also was the extent of its deck; I added a front-roof to it and closed it in. I built it in six stories, thus making seven floors in all; The interior of each I divided again into nine partitions. Beaks for water within I cut out. Class Time 45 minutes Have them explain: I selected a pole and added all that was necessary. Three (variant, five) shar of pitch I smeared on its outside; three shar of asphalt I used for the inside (so as to make it water-tight). . . . The ship sank into water two thirds of its height. With all that I possessed I filled it; Task Analyzing an excerpt from the Epic of Gilgamesh • what is happening when the excerpt begins with all the silver I had I filled it; with all the gold I had I filled it; with living creatures of every kind I filled it. Then I embarked also all my family and my relatives, cattle of the field, beasts of the field, and the uprighteous people—all them I embarked. A time had Shamash appointed, (namely): Purpose To explain what is happening in the excerpt • who the speaker is ‘When the rulers of darkness send at eventide a destructive rain, then enter into the ship and shut its door.’ This very sign came to pass, and The rulers of darkness sent a destructive rain at eventide. I saw the approach of the storm, Instructions Ask students to read the selection from the • how the speaker feels about events and I was afraid to witness the storm; I entered the ship and shut the door. I intrusted the guidance of the ship to Purur-bel, the boatman, the great house, and the contents thereof. All rights reserved. As soon as early dawn appeared, Epic of Gilgamesh on page 83 of their text or on pages • what actions the speaker takes there rose up from the horizon a black cloud, within which the weather god (Adad) thundered, and Nabu and the king of the gods (Marduk) went before. The destroyers passed across mountain and dale (literally, country). Dibbara, the great, tore loose the anchor-cable (?).

34–35 of In-Depth Resources: Unit 1. Then have them © McDougal Littell Inc. There went Ninib and he caused the banks to overﬂow; • what happens in the end the Anunnaki lifted on high (their) torches, and with the brightness thereof they illuminated the universe. write a short analysis of the selection. Suggest that stu- The storm brought on by Adad swept even up to the heavens, Have students summarize and discuss their analyses dents think about the speaker’s tone, and what the Early River Valley Civilizations 31 before the class. speaker’s words and actions reveal about him. In-Depth Resources: Unit 1

32 Chapter 2 Sargon of Akkad About 2350 B.C., a conqueror named Sargon defeated the CHAPTER 2 • Section 1 city-states of Sumer. Sargon led his army from Akkad (AK•ad), a city-state north of Sumer. The Akkadians had long before adopted most aspects of Sumerian culture. Sargon’s conquests helped to spread that culture even farther, beyond the Tigris-Euphrates Valley. By taking control of both northern and southern Mesopotamia, Sargon created More About . . . the world’s first empire. An empire brings together several peoples, nations, or previously independent states under the control of one ruler. At its height, the Sargon of Akkad Akkadian Empire loosely controlled land from the Mediterranean Coast in the west Sargon of Akkad was a renowned military Contrasting to present-day Iran in the east. Sargon’s dynasty lasted only about 200 years, after leader and ruler who became the subject How does an which it declined due to internal fighting, invasions, and a famine. of epic tales and poems. One of the tales empire differ from In about 2000 B.C., nomadic warriors known as Amorites a city-state? Babylonian Empire tells how he became king: Sargon’s C. Possible Answer invaded Mesopotamia. Gradually, the Amorites overwhelmed the Sumerians and mother was too poor to take care of her A city-state controls established their capital at Babylon, on the Euphrates River. The Babylonian son, so she put him in a basket and let only a city and its Empire reached its peak during the reign of Hammurabi, from 1792 B.C.to him drift down the Euphrates River. surrounding 1750 B.C. Hammurabi’s most enduring legacy is the code of laws he put together. territory, whereas Sargon was rescued by an irrigator, who Hammurabi’s Code Hammurabi recognized that a single, uniform code of laws an empire controls raised him and trained him to be a gar- many peoples, would help to unify the diverse groups within his empire. He collected existing nations, or states. rules, judgments, and laws into the Code of Hammurabi. Hammurabi had the code dener. A goddess fell in love with Sargon engraved in stone, and copies were placed all over his empire. and made him king.

Analyzing Primary Sources Hammurabi’s Code of Laws The image at the right shows the top of a pillar that had Hammurabi ‘s Code engraved Hammurabi’s Code of Laws on it. Hammurabi’s law code prescribed punishments ranging from fines to death. Point out that the laws are simply stated Often the punishments were based on the social class of the victim. Here are some examples of the laws: and the punishments clear. Ask students what the advantage was in allowing most PRIMARY SOURCE crimes to be settled by the payment of a 8. If a man has stolen an ox, a sheep, a pig, or a boat that belonged to a fine. (Since the government had to pay temple or palace, he shall repay thirty times its cost. If it belonged to a the victim, the fines helped compensate private citizen, he shall repay ten times. If the thief cannot pay, he shall be put to death. the government for the expense while 142. If a woman hates her husband and says to him “You cannot be with punishing the lawbreaker.) me,” the authorities in her district will investigate the case. If she has been chaste and without fault, even though her husband has Answers to Document-Based Questions neglected or belittled her, she will be held innocent and may return to 1. Making Inferences The lives of people her father’s house. 143. If the woman is at fault, she shall be thrown into the river. from the higher classes were thought 196. If a man put out the eye of another man, his eye shall be put out. to be of greater value. 198. If he puts out the eye of freed man or break the bone of a free man, he shall pay one gold mina. 2. Forming Opinions Knowing the sever- 199. If he put out the eye of a man’s slave, or break the bone of a man’s ity of the punishments might prevent slave, he shall pay one-half of its value. people from breaking the law. CODE OF HAMMURABI, adapted from a translation by L. W. King Electronic Library of Primary Sources • from The Code of Hammurabi DOCUMENT-BASED QUESTIONS 1. Making Inferences Why might the punishments for the crimes be based on social class? 2. Forming Opinions What do you think the value was in making the punishments for the crimes known to all?

Early River Valley Civilizations 33

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Hammurabi’s Code Class Time 30 minutes Now have students work in pairs to discuss each code. Ask them to write a Task Restating a primary source present-day example to illustrate each. Have students meet in a group to Purpose To understand a primary source discuss their understanding of each law and to share their examples. Read number 8 from Hammurabi’s Code aloud to students, and then dis- If students need additional practice in understanding Hammurabi’s Code of cuss its meaning. Guide students in creating a present-day example. For Laws, have them skim pages 30–31 of In-Depth Resources: Unit 1. instance, if someone steals a car that belongs to the President, the thief must pay 30 times its cost as a penalty.

Teacher’s Edition 33 CHAPTER 2 • Section 1 The code lists 282 specific laws dealing with everything that affected the community, including family relations, business conduct, and crime. Since many people were merchants, traders, or farmers, for example, many of the History laws related to property issues. Additionally, the laws Makers sought to protect women and children from unfair treat- ment. The laws tell us a great deal about the Mesopo- Hammurabi tamians’ beliefs and what they valued. How do you think the people of Babylon Although the code applied to everyone, it set different felt about the Code of Hammurabi? (Most punishments for rich and poor and for men and women. It D. Answers It probably liked the code because it frequently applied the principle of retaliation (an eye for established a uni- an eye and a tooth for a tooth) to punish crimes. form law code for brought the rule of law to the society.) The prologue of the code set out the goals for this body his empire; it reinforced the idea that Many of the punishments in the Code of of law. It said, “ To bring about the rule of righteousness in Hammurabi are severe. Ask students to Hammurabi government had a the land, to destroy the wicked and the evil-doers; so that responsibility to its ? –1750 B.C. learn more about the Code of the strong should not harm the weak.” Thus, Hammurabi’s citizens. The noted lawgiver Hammurabi was Hammurabi. Then have them write a also an able military leader, diplomat, Code reinforced the principle that government had a paragraph explaining why they think the and administrator of a vast empire. responsibility for what occurred in society. For example, Recognizing idea of “an eye for an eye” is a good or Hammurabi himself described some if a man was robbed and the thief was not caught, the Effects of his accomplishments: poor basis for laws. government was required to compensate the victim. How did As for the land of Sumer and Nearly two centuries after Hammurabi’s reign, the Hammurabi’s law In-Depth Resources: Unit 1 Akkad, I collected the scattered Babylonian Empire, which had become much smaller, fell code advance peoples thereof, and I procured civilization? • Primary Source: from The Code of to the neighboring Kassites. Over the years, new groups food and drink for them. In Hammurabi, p. 30 abundance and plenty I pastured dominated the Fertile Crescent. Yet the later peoples, • History Makers: Hammurabi, p. 36 them, and I caused them to dwell including the Assyrians, Phoenicians, and Hebrews, would in peaceful habitation. adopt many ideas of the early Sumerians. Meanwhile, a similar pattern of development, rise, and fall was taking place to the west, along the Nile River in Egypt. Egyptian RESEARCH LINKS For more on Hammurabi, go to classzone.com civilization is described in Section 2.

ASSESS SECTION1 ASSESSMENT

SECTION 1 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Have students work in pairs to answer • Fertile Crescent • Mesopotamia • city-state • dynasty • cultural diffusion • polytheism • empire • Hammurabi the questions. Encourage volunteers USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING to share their charts for item 2 with 2. Which of the problems you 3. What were the three 6. DETERMINING MAIN IDEAS How was Sumerian culture the class. listed required the most environmental challenges to spread throughout Mesopotamia? complex solution? Explain. Sumerians? 7. RECOGNIZING EFFECTS Why is the development of a Formal Assessment 4. How did the Sumerians view written code of laws important to a society? Problems Solutions • Section Quiz, p. 20 the gods? 8. ANALYZING CAUSES How did the need to interact with 1. 1. 5. What areas of life did the environment lead to advances in civilization? Hammurabi’s Code cover? 2. 2. 9. WRITING ACTIVITY POWER AND AUTHORITY What RETEACH advantages did living in cities offer the people of ancient 3. 3. Mesopotamia? Do modern cities offer any of the same Have students use the Reading Study advantages? Write a compare-and-contrast essay Guide for Section 1 to review the main supporting your answer with references to the text. ideas of the section. CONNECT TO TODAY WRITING A STATUS REPORT Reading Study Guide, p. 13 Research the South East Anatolian Water Project in Turkey. The project will place dams on the Tigris and Euphrates rivers. Create a map and write a status report that summarizes the In-Depth Resources: Unit 1 current status of the project. • Reteaching Activity, p. 40 34 Chapter 2

ANSWERS

1. Fertile Cresent, p. 29 • Mesopotamia, p. 29 • city state, p. 31 • dynasty, p. 31 • cultural diffusion, p. 31 • polytheism, p. 31 • empire, p. 33 • Hammurabi, p. 33

2. Sample Answer: Problems—Floods/climate, 7. It reinforced the role of government in society CONNECT TO TODAY no natural barriers, limited resources. and clearly established uniform laws and Rubric The status report should Solutions—Irrigation ditches, walled cities, penalties for crimes. • include a map showing the project area. trade with other groups. 8. It led to the development of technology • have a summary paragraph on the current 3. unpredictable floods with a dry climate, few to solve problems and organization to status of the project. natural defenses, few natural resources implement solutions. • use standard grammar and punctuation. 4. They saw them as immortal and all-powerful 9. Rubric The essay should and ready to punish them at any time. • identify advantages of city living such as 5. family relations, business conduct, and crime wealth, and diversity of employment. 6. Sargon of Akkad spread the culture through • list similar advantages with today’s cities. his conquests and the building of an empire. • include references from the text. 34 Chapter 2 wh10te-010202-0035-0043 8/2/03 11:00 AM Page 35

LESSON PLAN 2 Camel rider at Giza Pyramids Chinese Han Dynasty tile painting OBJECTIVES in Egypt • Summarize the effect of geography on the development of Egyptian culture. Pyramids on the Nile • Explain how Egypt united into a kingdom.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe ancient Egyptian religion, social structure, and technology. SCIENCE AND TECHNOLOGY Many of the monuments built • delta • pyramid Using mathematical knowledge by the Egyptians stand as a • Narmer • mummification • Explain the decline of the Old Kingdom. and engineering skills, Egyptians testament to their ancient • pharaoh • hieroglyphics built magnificent monuments to civilization. • theocracy • papyrus honor dead rulers. FOCUS & MOTIVATE As students think about the great SETTING THE STAGE To the west of the Fertile Crescent in Africa, another river makes its way to the sea. While Sumerian civilization was on the rise, a sim- Egyptian pyramids, ask them what monu- ilar process took place along the banks of this river, the Nile in Egypt. Yet the ments in this country they have seen and Egyptian civilization turned out to be very different from the collection of how they felt about them. (Possible city-states in Mesopotamia. Early on, Egypt was united into a single kingdom, Answers: Statue of Liberty, Washington which allowed it to enjoy a high degree of unity, stability, and cultural continu- Monument, St. Louis Arch. Feel patriotic, ity over a period of 3,000 years. impressed by the size and grandeur.) The Geography of Egypt TAKING NOTES Summarizing Use a web INSTRUCT From the highlands of East Africa to the Mediterranean Sea, the Nile River flows diagram to summarize northward across Africa for over 4,100 miles, making it the longest river in the Egyptian achievements. The Geography of Egypt world. (See the map on page 36.) A thin ribbon of water in a parched desert land, the great river brings its water to Egypt from distant mountains, plateaus, and Critical Thinking lakes in present-day Burundi, Tanzania, Uganda, and Ethiopia. Egypt’s settlements arose along the Nile on a narrow strip of land made fer- Eggyptian • How did the Egyptians organize their Achievements tile by the river. The change from fertile soil to desert—from the Black Land to lives around the Nile River? (timed their the Red Land—was so abrupt that a person could stand with one foot in each. crops by the floods, suffered drought or The Gift of the Nile As in Mesopotamia, yearly flooding brought the water and damages when floods were higher or rich soil that allowed settlements to grow. Every year in July, rains and melting lower than usual) snow from the mountains of east Africa caused the Nile River to rise and spill • How is the Nile Delta like the land over its banks. When the river receded in October, it left behind a rich deposit of where the Euphrates enters the Persian fertile black mud called silt. Gulf? (Both were made by silt deposits.) Before the scorching sun could dry out the soil, the peasants would prepare their wheat and barley fields. All fall and winter they watered their crops from a In-Depth Resources: Unit 1 network of irrigation ditches. • Guided Reading, p. 22 (also in Spanish) In an otherwise parched land, the abundance brought by the Nile was so great that the Egyptians worshiped it as a god who gave life and seldom turned against TEST-TAKING RESOURCES them. As the ancient Greek historian Herodotus (hih•RAHD•uh•tuhs) remarked in the fifth century B.C., Egypt was the “gift of the Nile.” Test Generator CD-ROM Environmental Challenges Egyptian farmers were much more fortunate than Strategies for Test Preparation the villagers of Mesopotamia. Compared to the unpredictable Tigris and Test Practice Transparencies, TT5 Euphrates rivers, the Nile was as regular as clockwork. Even so, life in Egypt had its risks. Online Test Practice Early River Valley Civilizations 35

SECTION 2 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 • from The Tomb of Tutankhamen • Guided Reading, p. 22 • Guided Reading, p. 22 • Skillbuilder Practice, p. 26 • Building Vocabulary, p. 25 • Geography Application, p. 27 • Reteaching Activity, p. 41 eEdition CD-ROM • History Makers: Tutankhamen, p. 37 • Skillbuilder Practice, p. 26 Power Presentations CD-ROM • Geography Application, p. 27 World Art and Cultures Transparencies ENGLISH LEARNERS Reading Study Guide, p. 15 • AT3 Great Sphinx In-Depth Resources in Spanish Reading Study Guide Audio CD • Guided Reading, p. 18 • AT4 Egyptian tomb painting • Skillbuilder Practice, p. 21 GIFTED AND TALENTED STUDENTS Electronic Library of Primary Sources • Geography Application, p. 22 In-Depth Resources: Unit 1 classzone.com Reading Study Guide (Spanish), p. 15 • Primary Source: Sphinx of Amenemhet III, p. 32 Reading Study Guide Audio CD (Spanish) Teacher’s Edition 35 wh10te-010202-0035-0043 8/2/03 11:01 AM Page 36

CHAPTER 2 • Section 2 Ancient Egypt, 3000–2000 B.C.

Mediterranean The Mighty Nile Sea The Landsat image (left) shows the History from Visuals Nile Nile flowing into its delta. An Delta outline of the continental United States (right) shows the length of Interpreting the Map the Nile’s course. The actual length Point out the map key, and have students of the Nile with all its twists and SINAI turns is more than 4,100 miles. Region of use it to locate the Great Pyramids and Great Pyramids the Nile Valley. Ask: In which direction do Prevailing winds River current W E the prevailing winds blow? (to the south) A E Nile Valley S S T E Extension Have students note the T R E R N distance from the Mediterranean to the R N e i N l First Cataract. Ask why a scale can’t be e d

D D

E used to accurately measure the Nile’s E S R S S i E v e

E length. Next, ask why a comparison of e

R a r

R T

the Nile’s length with the width of the T First United States is helpful. (The Nile’s Cataract curves make it longer than the straight- line distance from source to mouth. Comparison makes it easier to see the

size of the area.) GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Movement In which direction does the Nile flow? SKILLBUILDER Answers 2. Location Describe the location of Upper Egypt and Lower Egypt. 1. Movement The Nile flows north. 2. Location Lower Egypt lies to the north • When the Nile’s floodwaters were just a few feet lower than normal, the near the Mediterranean Sea and Upper amount of fresh silt and water for crops was greatly reduced. Thousands of Egypt lies to the south. people starved. • When floodwaters were a few feet higher than usual, the unwanted water In-Depth Resources: Unit 1 destroyed houses, granaries, and the precious seeds that farmers needed for • Geography Application: Egypt and the Nile planting. Delta, p. 27 • The vast and forbidding deserts on either side of the Nile acted as natural barriers between Egypt and other lands. They forced Egyptians to live on a very small portion of the land and reduced interaction with other peoples. Tip for English Learners However, the deserts shut out invaders. For much of its early history, Egypt was Contrasting spared the constant warfare that plagued the Fertile Crescent. What was the main difference Fan out is an idiom meaning to “spread Upper Egypt and Lower Egypt Ancient Egyptians lived along the Nile from the between the flood- apart.” Here, it describes how the river mouth well into the interior of Africa. River travel was common, but it ended at the ing of the Nile and divides into many branches, which spread point in the Nile where boulders turn the river into churning rapids called a cataract that of the rivers in apart in a fan shape, or like the spread (KAT•uh•rakt). This made it impossible for riverboats to pass this spot, known as Mesopotamia? A. Answer Nile fingers of a hand. the First Cataract, to continue upstream south to the interior of Africa. Between the First Cataract and the Mediterranean lay two very different regions. flooding occurred with greater Because its elevation is higher, the river area in the south is called Upper Egypt. It regularity than is a skinny strip of land from the First Cataract to the point where the river starts the flooding of to fan out into many branches. To the north, near the sea, Lower Egypt includes the the Tigris and Nile delta region. The delta begins about 100 miles before the river enters the Euphrates. Mediterranean. The delta is a broad, marshy, triangular area of land formed by deposits of silt at the mouth of the river. 36 Chapter 2

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CHAPTER HISTORYMAKERS Tutankhamen 2 The Boy King Section 2 “At ﬁrst I could see nothing . . . but presently, as my eyes grew accustomed to COOPERATIVE LEARNING the light, details of the room within emerged slowly from the mist, strange animals, statues, and gold—everywhere the glint of gold.”—Howard Carter, recall- ing the discovery of Tutankhamen’s tomb

hrust into the mantle of power at the age of and other sacred buildings that had fallen to decay. Tnine or ten, Tutankhamen reigned as pharaoh, He even changed his name to Tutankhamen to or king, of Egypt for only ten years, before dying at show his reverence for the old gods. Tradition and the young age of 18. His most important action was order returned to Egyptian society. Soon after, to restore ancient Egyptian religion. He was sel- however, the boy king died. The Tomb of Tutankhamen dom remembered except by scholars who special- Though Tutankhamen had an important impact ized in Egyptian history—until November 26, 1922. on Egypt, his reign was obscure to most people That day, archaeologist Howard Carter and George until Carter and Herbert brought his tomb to light. Herbert, a British nobleman, uncovered the tomb The rulers of ancient Egypt built elaborate tombs of this boy king and found such vast riches that he to house their bodies after death. Some were pyra- became the most famous pharaoh of all. mids of stone. Others were cut into rock in the Class Time 45 minutes topics to research: Who was Tutankhamen; The discovery Tutankhamen came to the throne in a difficult famous Valley of the Kings. These tombs were time in Egyptian history. His father had tried to filled with gold, jewels, and other treasures for the radically change the land’s religion. He moved the pharaoh to enjoy in the afterlife. Over the years, capital of the kingdom away from Memphis. He however, robbers entered these burial places and of the tomb; Opening the tomb; Inside the tomb; abandoned the sacred city of Thebes. He declared took most objects of value. Archaeologists had long Task Making a presentation on the discovery and that the god Aten was the only god of Egypt, hoped to find a tomb that was intact. replacing all others. The pharaoh had even changed Carter and Herbert’s find provided that chance. his own name to Akhenaten to honor the new god. The entrance to Tutankhamen’s tomb had been The changes plunged Egypt into chaos. The covered over by workers who built a later tomb. As Importance of the discovery. Using their research, have pharaoh paid little heed to running his kingdom, a result, his burial place had lain forgotten—and contents of the tomb of Tutankhamen and the people suffered. Later, after his death, he full of dazzling riches—for thousands of years. One was angrily called the “criminal of Akhetaten,” the spectacular treasure was the death mask of the name of his new capital city. king, a beautiful piece of solid gold. And the tomb each group prepare and deliver a live “broadcast.” Akhenaten died after 17 years of rule. Soon revealed a wealth of other objects: “beads, boxes, afterward, a new name appeared on the scene: stools, chariots, bows, arrows, shoes, gloves, under- Purpose To learn more about the discovery of the tomb Tutankhaten, the son of Akhenaten. He became wear, food . . . and much more besides.” Today king of a land in turmoil. many of these objects are displayed in museums. Records show that under the young king, Egypt They give not just archaeologists, but all people, an Encourage them to use diagrams, illustrations, and live launched attacks on Nubia to the south and on Asia opportunity to observe the glory of ancient Egypt. to the east. However, the boy ruler probably did All rights reserved. Instructions Divide students into groups of three or four. not lead these military actions. Two older figures— Questions an official named Ay and the general Horemheb— may have guided the country during the young 1. Recognizing Effects How had Akhenaten’s rule interviews with participants in the discovery. affected Egypt? pharaoh’s reign. Both ruled Egypt after his death. The young king’s main accomplishment was not 2. Drawing Conclusions Why was it significant military but religious. He put an end to his father’s that Tutankhamen changed his name? Point out that the discovery of the tomb of Tutankhamen © McDougal Littell Inc. experiment with the new religion of Aten. He 3. Making Inferences Not all the objects in moved the religious center of the kingdom back to Tutankhamen’s tomb were made of gold or jew- Remind students that the Internet is a rich source of infor- Thebes and restored worship of the ancient gods. els. Why might archaeologists want to study was one of the great archaeological events of the Tutankhaten also worked to restore the temples shoes, boxes, or food? mation about Tutankhamen. Simply using the name as a 20th century. Have students prepare a TV news broadcast 34 Unit 1, Chapter 2 key word will bring up a large number of resources. to report this story to the class. Have them read In-Depth Resources: Unit 1 Tutankhamen, p. 37 of In-Depth Resources: Unit 1, to gain background. Then have them divide up the following 36 Chapter 2 wh10te-010202-0035-0043 8/2/03 11:01 AM Page 37

The Nile provided a reliable system of transportation CHAPTER 2 • Section 2 between Upper and Lower Egypt. The Nile flows north, so northbound boats simply drifted with the current. Southbound boats hoisted a wide sail. The prevailing winds Scorpion King of Egypt blow from north to south, carrying sailboats In 1999 Egyptologists discovered a against the river current. The ease of contact made possible series of carvings on a piece of rock Egypt Unites into a Kingdom by this watery highway helped unify Egypt’s villages and about 18 by 20 inches. The tableau scene has symbols that may refer to promote trade. a king named Scorpion. Critical Thinking The rock shows a figure carrying a • Why was Narmer a particularly effective Egypt Unites into a Kingdom staff. Near the head of the figure is a ruler? (created a crown that combined scorpion. Another artifact, a Egyptians lived in farming villages as far back as 5000 B.C., macehead, also shows a king with those of the Upper and Lower king- perhaps even earlier. Each village had its own rituals, gods, the scorpion symbol. Both artifacts doms; moved the capital to Memphis, and chieftain. By 3200 B.C., the villages of Egypt were suggest that Egyptian history may go where the two kingdoms met) under the rule of two separate kingdoms, Lower Egypt and back to around 3250 B.C. Some Upper Egypt. Eventually the two kingdoms were united. scholars believe the Scorpion is the • How did building the pyramids show There is conflicting historical evidence over who united earliest king to begin unification of the power of the Egyptian pharaohs? Egypt, represented by the double (Only very powerful leaders could get Upper and Lower Egypt. Some evidence points to a king crown shown below. called Scorpion. More solid evidence points to a king people to to build one.) named Narmer. The king of Lower Egypt wore a red crown, and the king of Upper Egypt wore a tall white crown shaped like a bowl- Connect to Today ing pin. A carved piece of slate known as the Narmer Palette shows Narmer wearing the crown of Lower Egypt on one Scorpion King side and the crown of Upper Egypt on the other side. Some The Scorpion King may have made scholars believe the palette celebrates the unification of another contribution to history. The crown of crown of crown of Upper Egypt around 3000 B.C. Upper Egypt Lower Egypt and Lower Egypt Scorpion King’s tableau, and other related Narmer created a double crown from the red and white discoveries, may represent the world’s crowns. It symbolized a united kingdom. He shrewdly settled his capital, Memphis, first writing, extending recorded Egyptian near the spot where Upper and Lower Egypt met, and established the first Egyptian dynasty. Eventually, the history of ancient Egypt would consist of 31 dynasties, span- history back to between 3300 B.C. and ning 2,600 years. Historians suggest that the pattern for Egypt’s great civilization was 3200 B.C. If this is correct, it would set during the period from 3200 to 2700 B.C. The period from 2660 to 2180 B.C., predate Sumerian writing, which has known as the Old Kingdom, marks a time when these patterns became widespread. long been thought to be the world’s Pharaohs Rule as Gods The role of the king was one striking difference between oldest writing. Egypt and Mesopotamia. In Mesopotamia, kings were considered to be represen- tatives of the gods. To the Egyptians, kings were gods. The Egyptian god-kings, called (FAIR•ohz), were thought to be almost as splendid and powerful pharaohs Vocabulary Note: The Greek root as the gods of the heavens. This type of government in which rule is based on reli- word -theo- gious authority is called a theocracy. The pharaoh stood at the center of Egypt’s religion as well as its government and Point out the word theocracy and explain that it is formed from the Greek Making army. Egyptians believed that the pharaoh bore full responsibility for the king- Inferences dom’s well-being. It was the pharaoh who caused the sun to rise, the Nile to flood, root -theo-, which means “god.” Here, it Why were and the crops to grow. It was the pharaoh’s duty to promote truth and justice. is combined with another Greek root, Egypt’s pharaohs Builders of the Pyramids Egyptians believed that their king ruled even after his unusually powerful -crac-, which means “govern.” The rulers? death. He had an eternal life force, or ka, which continued to take part in the gov- resulting word means “rule by god,” or B. Answer They erning of Egypt. In the Egyptians’ mind, the ka remained much like a living king a “religious government.” Point out that were believed to in its needs and pleasures. Since kings expected to reign forever, their tombs were students have already learned another be gods as well as even more important than their palaces. For the kings of the Old Kingdom, the rest- word using this Greek root, polytheism, temporal rulers. ing place after death was an immense structure called a pyramid. The Old Kingdom was the great age of pyramid building in ancient Egypt. which means “belief in many gods.”

Early River Valley Civilizations 37

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Interpreting Similes and Metaphors Class Time 30 minutes Then explain that the authors use another figure of speech as well, the Task Understanding similes and metaphors simile. In the third paragraph, the author describes “a tall white crown Purpose To broaden understanding of the text shaped like a bowling pin.” This figure of speech uses “like” to make the comparison. Draw a bowling pin on the board and explain how it is like Instructions Read the following line from the first full paragraph on this the crown. Tell students that metaphors and similes help readers see an page: “The ease of contact made possible by this watery highway helped unfamiliar idea more clearly by comparing it to something common. Have unify Egypt’s villages and promote trade.” Explain that “watery highway” is students discuss other figures of speech in this section: ribbon of water, a metaphor—a figure of speech that compares two things that have some- gift of the Nile, regular as clockwork. thing in common by saying one thing is another. Discuss the meaning of this metaphor with students.

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CHAPTER 2 • Section 2 These magnificent monuments were remarkable engineering achievements, built by people who had not even begun to use the wheel. Unlike the Sumerians, however, the Egyptians did have a good supply of stone, both granite and limestone. For the Great Pyramid of Giza, for example, the limestone facing was quar- ried just across the Nile. Each perfectly cut stone block weighed at least 2 1/2 tons. Egyptian Culture Some weighed 15 tons. More than 2 million of these blocks were stacked with pre- cision to a height of 481 feet. The entire structure covered more than 13 acres. Critical Thinking The pyramids also reflect the strength of the Egyptian civilization. They show • How did the Egyptian belief in an that Old Kingdom dynasties had developed the economic strength and technologi- afterlife compare to that of the cal means to support massive public works projects, as well as the leadership and Sumerians? (Egyptians—Afterlife in government organization to carry them out. a beautiful Other World if the soul was found to be pure. Sumerians—Gods Egyptian Culture ignored them after death, afterlife With nature so much in their favor, Egyptians tended to approach life more confi- dently and optimistically than their neighbors in the Fertile Crescent. Religion lived in a dismal, gloomy place.) played an important role in the lives of Egyptians. • What evidence can you give that the Religion and Life Like the Mesopotamians, the early Egyptians were polytheistic, Egyptians believed in an afterlife? believing in many gods. The most important gods were Re, the sun god, and Osiris (embalmed bodies, built pyramids and (oh•SY•rihs), god of the dead. The most important goddess was Isis, who repre- other tombs, filled the tomb with items sented the ideal mother and wife. In all, Egyptians worshiped more than 2,000 gods Vocabulary dead would need in next life) and goddesses. They built huge temples to honor the major deities. deities: gods or goddesses In-Depth Resources: Unit 1 In contrast to the Mesopotamians, with their bleak view of death, Egyptians believed in an afterlife, a life that continued after death. Egyptians believed they • Primary Source: Sphinx of Amenemhet III, would be judged for their deeds when they died. Anubis, god and guide of the p. 32 underworld, would weigh each dead person’s heart. To win eternal life, the heart • History Makers: Tutankhamen, p. 37 could be no heavier than a feather. If the heart tipped the scale, showing that it was World Art and Cultures Transparencies heavy with sin, a fierce beast known as the Devourer of Souls would pounce on the • AT3 Great Sphinx impure heart and gobble it up. But if the soul passed this test for purity and truth, it would live forever in the beautiful Other World. Electronic Library of Primary Sources People of all classes planned for their burials, so that they might safely reach the • from The Tomb of Tutankhamen Other World. Kings and queens built great tombs, such as the pyramids, and other Egyptians built smaller tombs. Royal and elite Egyptians’ bodies were preserved by mummification, which involves embalming and drying the corpse to prevent it from decaying. Scholars still accept Herodotus’s description of the process of mummification as one of the methods used by Egyptians. More About . . . PRIMARY SOURCE Herodotus First, they draw out the brains through the nostrils with an iron hook. . . . Then Analyzing Primary Sources Herodotus (484?–425? B.C.) was the with a sharp stone they make an incision in the side, and take out all the bowels. . . . Then, having filled the belly with pure myrrh, cassia, and other What does author of the first great narrative history perfumes, they sew it up again; and when they have done this they steep it in this description of Western Civilization. He traveled widely natron [a mineral salt], leaving it under for 70 days. . . . At the end of 70 days, suggest about they wash the corpse, and wrap the whole body in bandages of waxen cloth. the Egyptians’ in the Persian Empire, which then knowledge of the HERODOTUS, The History of Herodotus included Egypt, and learned as much as human body? he could about the history of the places Attendants placed the mummy in a coffin inside a tomb. Then they filled the C. Possible he visited. The History is a detailed histor- tomb with items the dead person could use in the afterlife, such as clothing, food, Answer They knew about internal ical account of these places and is still cosmetics, and jewelry. Many Egyptians purchased scrolls that contained hymns, organs and how considered an important source of infor- prayers, and magic spells intended to guide the soul in the afterlife. This collection to extract and of texts is known as the Book of the Dead. preserve them. mation about the early history of western Asia and Egypt.

38 Chapter 2

AT MCDOUGAL LITTELL 4 Egyptian tomb painting DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Egyptian Tomb Painting Class Time 45 minutes have them answer the following questions: Task Researching symbols • What animals are shown in the painting? Purpose To analyze and learn about the symbols used in • What symbolic meaning might the various animals an Egyptian tomb painting have?

Copyright © British Museum. ings give us much insight into the daily and spiritual lives • Why are they standing on it? © McDougal Littell Inc. of the Egyptians. The paintings depict events in the dead • What are the two figures holding in their hands? Why? person’s life and tell stories of their beliefs. The pictures Then assign them to work in pairs and research some of are also rich in symbols, which help tell the story of the the symbols they find in the painting. Have students pre- World Art and Cultures painting. Show Transparency AT4, Egyptian tomb painting, Transparencies pare a group presentation for the class. and have students discuss it as a group. You might 38 Chapter 2 wh10te-010202-0035-0043 8/2/03 11:03 AM Page 39

CHAPTER 2 • Section 2

The ancient Egyptians Pyramids and Mummies mummified the body so the soul could return to it later. Egyptian Etched into some of the stones of the pyramids are the embalmers were so skillful that Historyin Depth nicknames of the teams of workers who built them—“the modern archaeologists have found mummies that still have Vigorous Gang,” “the Enduring Gang,” and “the Craftsman hair, skin, and teeth. Gang,” for example. Just as construction workers today leave OBJECTIVE their marks on the skyscrapers they build, the pyramid builders • Understand Egyptian beliefs that scratched messages for the ages inside the pyramids. led to building pyramids and Who were the pyramid builders? Peasants provided most This solid gold death mask of the pharaoh Tutankhamen mummifying bodies. of the labor. They worked for the government when the Nile covered the head of his mummy. was in flood and they could not farm. In return for their The mask, which weighs 22.04 service, though, the country provided the workers with food pounds, is part of a popular INSTRUCT exhibit in the Egyptian Museum in and housing during this period. Cairo, Egypt. Tell students that the Egyptians believed so strongly in life after death that they needed to build great pyramids as resting places for the kings. Cultures throughout history have developed a great variety of burial practices. Ask students to discuss modern burial practices and compare them to those of the ancient Egyptians.

The largest of the pyramids is the Great These clay vessels are called Pyramid (right background) at Giza, Canopic jars. After preparing the completed about 2556 B.C. The diagram mummy, embalmers placed the shows how the interior of a pyramid looks. brain, liver, and other internal organs of the mummy in these jars. Interactive These images are available in an interactive format on eEdition. Students can view the tomb chamber and close-ups of many of the objects.

SKILLBUILDER Answers 1. Making Inferences Possible Answer: They attach a great deal of importance to the afterlife in their belief system. 2. Comparing and Contrasting Answers will vary widely based on the students’ level of knowledge and background, but their answers should be supported with specific examples.

SKILLBUILDER: Interpreting Visual Sources 1. Making Inferences What does the elaborate nature of Egyptian burials suggest about their culture? 2. Comparing and Contrasting In what ways are modern burial practices similar to those of the ancient Egyptians? How are they different? 39

SKILLBUILDER PRACTICE: INTERPRETING VISUAL SOURCES

Examining Visual Sources Class Time 20 minutes 2. What does the diagram of the interior of the pyramid tell you about the Task Using visuals to learn about ancient culture ancient Egyptian culture? (It had highly skilled engineers. Protecting the Purpose To practice the skill of interpreting visual sources burial chamber of the pharaoh was a priority.) Visual sources such as the details of the death mask, Canopic jars, the dia- 3. What else can you learn from the visuals about ancient Egypt? (Possible gram of the pyramid, and even the mummy itself reveal much about the Answers: They were skilled craftspeople. They were highly organized to times and culture in which these were created. Have students examine the undertake and complete the building of pyramids and the preparing of artifacts from the tomb and read the captions. Then ask these questions: the body for the afterlife. They were very religious. The pharaohs had great wealth.) 1. What can you tell about the Egyptians’ attitude about death by looking at the visuals? (They had great reverence for the dead and were See In-Depth Resources: Unit 1, Skillbuilder Practice, p. 26. Also see willing to go to great extremes to preserve the wealth and the body of Skillbuilder Handbook, p. R22 the pharaoh.) Teacher’s Edition 39 wh10te-010202-0035-0043 8/2/03 11:03 AM Page 40

CHAPTER 2 • Section 2 Life in Egyptian Society Like the grand monuments to the kings, Egyptian society formed a pyramid. The king, queen, and royal family stood at the top. Below them were the other members of the upper class, which included wealthy landowners, government offi- Life in Egyptian Society cials, priests, and army commanders. The next tier of the pyramid was the middle class, which included merchants and artisans. At the base of the pyramid was the Critical Thinking lower class, by far the largest class. It consisted of peasant farmers and laborers. In the later periods of Egyptian history, slavery became a widespread source of • Why was a good education important labor. Slaves, usually captives from foreign wars, served in the homes of the rich in ancient Egypt? (Reading and writing or toiled endlessly in the gold mines of Upper Egypt. allowed people to move to a higher The Egyptians were not locked into their social classes. Lower-and middle-class social class.) Egyptians could gain higher status through marriage or • How might the Egyptians’ knowledge of success in their jobs. Even some slaves could hope to earn mummification have contributed to their freedom as a reward for their loyal service. To win the their knowledge of medicine? (In the highest positions, people had to be able to read and write. Once a person had these skills, many careers were open in process of performing mummification, The Rosetta Stone the army, the royal treasury, the priesthood, and the king’s they learned about the body and its In 1799, near the delta village of Rosetta, some French soldiers found court. organs. This helped them cure the body a polished black stone inscribed with Women in Egypt held many of the same rights as men. as well.) a message in three languages. One For example, a wealthy or middle-class woman could own version was written in hieroglyphics and trade property. She could propose marriage or seek (top inset). A second version was in divorce. If she were granted a divorce, she would be a simpler form of hieroglyphics, and Comparing the third was in Greek (both are entitled to one-third of the couple’s property. How was the status of women shown in the bottom inset). Egyptian Writing As in Mesopotamia, the development Historyin Depth Since ancient Greek was a well- similar in Egyptian of writing was one of the keys to the growth of Egyptian and Sumerian known language, it provided clues to civilization. Simple pictographs were the earliest society? the meaning of the hieroglyphics. The Rosetta Stone D. Answer Women Still, deciphering the Rosetta Stone form of writing in Egypt, but scribes quickly developed in both societies The text on the Rosetta Stone was took many years. In 1822, a French a more flexible writing system called hieroglyphics could own property written in 196 B.C. during the reign of scholar named Jean François (HY•ur•uh•GLIHF•ihks). This term comes from the Greek and had many Champollion (shahm•paw•LYAWN) Ptolemy V. The Ptolemies were a Greek words hieros and gluph, meaning “sacred carving.” rights. finally broke the code of the As with Sumerian cuneiform writing, in the earliest dynasty, placed on the Egyptian throne by hieroglyphics. form of hieroglyphic writing, a picture stood for an idea. Alexander the Great in 332 B.C. Ptolemy V For instance, a picture of a man stood for the idea of a man. had the stone engraved in an effort to In time, the system changed so that pictures stood for solidify his power with the Egyptian sounds as well as ideas. The owl, for example, stood for an priests. The text establishes a cult to m sound or for the bird itself. Hieroglyphs could be used Ptolemy and prescribes how the priests almost like letters of the alphabet. should maintain it. The text then defines Although hieroglyphs were first written on stone and the priests’ privileges, specifically their clay, as in Mesopotamia, the Egyptians soon invented a economic benefits. better writing surface—papyrus (puh•PY•ruhs) reeds. These grew in the marshy delta. The Egyptians split the reeds into narrow strips, placed them crosswise in two layers, dampened them, and then pressed them. As the papyrus dried, the plant’s sap glued the strips together into a paperlike sheet. Egyptian Science and Technology Practical needs led to many Egyptian inventions. For example, the Egyptians developed a calendar to help them keep track of the time between floods and to plan their planting season. Priests observed that the same star—Sirius—appeared above the eastern horizon just before the floods came. 40 Chapter 2

Name ______Date ______

CHAPTER 2 Section 2 (pages 35–41) TERMS AND NAMES delta Marshy area at the mouth of a river Pyramids on the Nile Narmer King of Upper Egypt who DIFFERENTIATING INSTRUCTION: STRUGGLING READERS united Upper and Lower Egypt pharaoh Egyptian ruler thought of as BEFORE YOU READ a god In the last section, you read about the city-states that arose theocracy Government in which the in Mesopotamia. ruler is considered to be a divine figure In this section, you will learn about early civilization along pyramid Resting place for Egyptian the Nile. kings after death AS YOU READ mummification Process by which a body is preserved after death Use the web below to show how Egypt was unified, what Organizing Information hieroglyphics Egyptian writing system its culture was like, and how it fell. papyrus Plant used to make a paper Women like material Class Time 30 minutes Unification Culture: Built Menes brings Lower Egypt and Upper had some Egypt together Task Making a cluster diagram pyramids rights Egypt Purpose To review and synthesize information

Fall: Assign each student one of the following topics: geogra- Culture phy, unification, culture, society. Then have each student All rights reserved. The Geography of Egypt (pages 35–37) grew food and began to build their own culture. They worshipped the Nile as a life-giving god. What was the key feature of early For many centuries, the people of Egypt lived Egypt’s geography? in two kingdoms, Upper Egypt and Lower Egypt.

create a cluster diagram like the one shown to record © McDougal Littell Inc. Another civilization arose along the banks of the Upper Egypt extended north from the Nile’s ﬁrst Nile River of East Africa. The Nile flows to the area of rapids, or cataracts, to the Nile delta. The North, toward the Mediterranean Sea. It, too, delta is a broad, marshy, triangular area of rich information from the text about his or her topic. Each Belief Worshiped floods each year. The waters leave rich soil on the land. Lower Egypt began here and continued river banks. There the people of ancient Egypt north to the Mediterranean, just 100 miles away. completed diagram should have at least six connected in afterlife many gods CHAPTER 2EARLY RIVER VALLEY CIVILIZATIONS 15 circles. Have students meet in groups to share their Reading Study Guide diagrams. Students who need additional help with the text may use Reading Study Guide, p. 15. 40 Chapter 2 wh10te-010202-0035-0043 8/2/03 11:03 AM Page 41

They calculated the number of days between one rising of the star and the next as CHAPTER 2 • Section 2 365 days—a solar year. They divided this year into 12 months of 30 days each and E. Answer system added five days for holidays and feasting. This calendar was so accurate that it fell of written numbers, short of the true solar year by only six hours. hieroglyphics, Egyptians developed a system of written numbers for counting, adding, and sub- geometry, pyra- tracting. The system would have helped to assess and collect taxes. Scribes used an Invaders Control Egypt mids, stone early form of geometry to survey and reset property boundaries after the annual floods. columns, accurate Mathematical knowledge helped Egypt’s skillful engineers and architects make accu- Critical Thinking calendar, medicine rate measurements to construct their remarkable pyramids and palaces. Egyptian archi- • How was the rule of the Hyksos like tects were the first to use stone columns in homes, palaces, and temples. that of the Akkadians and Amorites Summarizing Egyptian medicine was also famous in the ancient world. Egyptian doctors What were the of Mesopotamia? (All of them were knew how to check a person’s heart rate by feeling for a pulse in different parts of main achievements invaders who took over the established the body. They set broken bones with splints and had effective treatments for of the ancient civilization.) Egyptians? wounds and fevers. They also used surgery to treat some conditions. • How did the pharaohs of the Middle Invaders Control Egypt Kingdom improve life for the common people? (improved trade, transporta- The power of the pharaohs declined about 2180 B.C., marking the end of the Old Kingdom. Strong pharaohs regained control during the Middle Kingdom tion, and irrigation and created new (2040–1640 B.C.) and restored law and order. They improved trade and transporta- farmland) tion by digging a canal from the Nile to the Red Sea. They built huge dikes to trap and channel the Nile’s floodwaters for irrigation. They also created thousands of new acres of farmland by draining the swamps of Lower Egypt. The prosperity of the Middle Kingdom did not last. In about 1640 B.C., a group from the area of Palestine moved across the Isthmus of Suez into Egypt. These people were the Hyksos (HIHK•sahs), which meant “the rulers of foreign lands.” The Hyksos ruled much of Egypt from 1630 to 1523 B.C. Egypt would rise again for a new period of power and glory, the New Kingdom, which is discussed in Chapter 4. During approximately the same time period as the Old Kingdom and Middle Kingdom existed in Egypt, civilization was emerging in the Indus River Valley.

SECTION2 ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 2 ASSESSMENT • delta • Narmer • pharaoh • theocracy • pyramid • mummification • hieroglyphic • papyrus Have pairs of students quiz each other on USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING the terms from the Terms & Names list. 2. Which of the Egyptian 3. How did being surrounded by 6. DRAWING CONCLUSIONS Which of the three natural achievements do you consider deserts benefit Egypt? features that served as boundaries in ancient Egypt was Then have them work together to answer the most important? Explain. 4. How did the Egyptians view most important to Egypt’s history? Explain. the questions. the pharaoh? 7. RECOGNIZING EFFECTS What impact did Egyptian Formal Assessment 5. Why did Egyptians mummify religious beliefs have on the lives of Egyptians? bodies? 8. COMPARING AND CONTRASTING How were cuneiform • Section Quiz, p. 21 Eggyptian Achievements and hieroglyphic writing similar? different? 9. WRITING ACTIVITY SCIENCE AND TECHNOLOGY Select an Egyptian invention or achievement. Write a paragraph RETEACH about how your selected achievement changed the Egyptians’ life. Have students use the Guided Reading worksheet for Section 2 to review the

CONNECT TO TODAY CREATING A LANGUAGE main ideas of this section. Devise a set of symbols to create a language. Write several sentences and have classmates In-Depth Resources: Unit 1 try to decipher the message. • Guided Reading, p. 22 • Reteaching Activity, p. 41 Early River Valley Civilizations 41

ANSWERS

1. delta, p. 36 • Narmer, p. 37 • pharaoh, p. 37 • theocracy, p. 37 • pyramid, p. 37 • mummification, p. 38 • hieroglyphics, p. 40 • papyrus, p. 40 2. Sample answer: pyramids, mummification, 6. River—Fertile soil, transportation. 9. Rubric The paragraph should hieroglyphic, written numbers, calendars, Cataract—Limited outside contact, invaders. • identify and explain the achievement. medicine; students may say that numbers and Desert—Obstacle to outside contact, • explain the impact of the achievements. calendars were most important because of to invasion. • use standard grammar and punctuation. their lasting effects. 7. Religion was important. Egyptians focused on CONNECT TO TODAY 3. The deserts shut out invaders; spared the afterlife, as seen in their temples, tombs, Rubric The language should Egyptians from constant warfare. and mummification. • have a set of symbols. 4. They viewed the pharaoh as a god who had 8. Both used symbols for ideas and sounds. • include an explanation of the symbols. full responsibility for the kingdom. Cuneiform was written on clay. Hieroglyphic • have a sample of the message. 5. Bodies were mummified to preserve them was written on clay and stone, later on • show the deciphered message. for the afterlife. papyrus sheets.

Teacher’s Edition 41 CHAPTER 2 • Section 2

▼ Games Work and Play in Games were popular with all classes of Egyptian society. The Social History board shown below is for the game senet—also depicted in Ancient Egypt the painting. Players threw sticks or knuckle bones to move their pieces through squares of good or bad fortune. A player For ancient Egyptians, life often involved hard work. When won by moving all his or her pieces off the board. OBJECTIVES the weather was good, most worked in the fields, producing • Describe aspects of daily life among the food for their families and for export. During flood season, thousands of these farmers were called upon to help build ancient Egyptians. the pharaohs’ temples. • Understand what was important to But life was not all about work. Archaeological digs the Egyptians. offer evidence that both upper-class Egyptians and the common people found ways to enjoy themselves. FOCUS & MOTIVATE RESEARCH LINKS For more on life in Ask students to list some leisure and ancient Egypt, go to classzone.com work activities in the United States today. Invite students to speculate on how these activities might be like those in ancient Egypt. (Possible Answers: Many Egyptians, like modern Americans, probably spent their time earning a living. Some were able to enjoy themselves with friends, play, and watch games and other entertainment.) INSTRUCT

Critical Thinking • Compare the Egyptians’ use of cosmetics to that of Americans today. (American women use makeup for ▲ beauty and protection. Men and Farmers This detail from a tomb women use lotions and sunblock for painting shows Egyptian healing the skin and sun protection.) farmers at work. Egyptians •What can you conclude about how hard grew enough wheat and barley to have food reserves the Egyptians had to work to survive? for themselves and for export (They played games, kept pets, and to other civilizations. They built public works, which shows that also grew fruit and vegetables in irrigated fields. they did not have to spend all their time growing food to survive.)

42 Chapter 2

RECOMMENDED RESOURCES

Books Video Isler, Martin, and Dieter Arnold. Sticks, Stones, This Old Pyramid: Nova. VHS. Social Studies & Shadows: Building the Egyptian Pyramids. School Service, 1992. 800-421-4246. Presents Norman, OK: U of Oklahoma P, 2001. Provides the building of a “model” pyramid and computer- step-by-step detail of how the pyramids were generated animation sequences to reveal the constructed. architecture of the giant originals. McNally, Robert Aquinas, and Robert M. Schoch. Voyages of the Pyramid Builders: The True Origins of the Pyramids from Lost Egypt to Ancient America. New York: Tarcher, 2003.

42 Chapter 2 CHAPTER 2 • Section 2

MORE ON WORK • Surgeons Ancient Egypt had More About . . . skilled surgeons. Written evidence shows that Egyptian Surgeons surgeons knew how to stitch cuts and set broken bones. Some of the procedures used by ancient Some Egyptian mummies Egyptian surgeons are still in use today, even show evidence of being operated on. We know the such as applying pressure to a cut to stop names of about 150 the bleeding. Although physicians knew a physicians—2 of them great deal about the body and its organs, ▲ were women. Cosmetics Papyrus Growers A large they were confused by the heart and Ancient Egyptians used cosmetics for both work and play. They protected field • industry was built around the brain, believing their functions were workers from sun and heat and were used to enhance beauty. Egyptian men harvesting of papyrus. Papyrus and women applied makeup, called kohl, to their eyes. They made kohl from was used to make the material reversed from what we now know. minerals mixed with water. They also soaked flowers and fragrant woods in oil Egyptians wrote on. Scrolls of and rubbed the oil into their skin. The dark eye makeup softened the glare of various sizes could be made the sun. The oils protected their skin from the dry air. Egyptians kept their One mathematics papyrus was cosmetics in chests such as the one shown above. 15 feet long and 3 inches wide. MORE ON PLAY More About . . . ▼ Temple Builders The artist’s colorful drawing of what the Karnak Temple Complex might have • Pets Egyptians kept various animals as pets. Nobles would looked like explains why Egyptian pharaohs needed thousands of laborers to Pets even have their pets build their temples. Some historians believe the laborers may have been part mummified and buried with Cats, especially, were popular. They of a rotating workforce drafted from the agricultural classes around Egypt—a them. A single pet cemetery were kept as long ago as 1500 B.C. Cats form of community service. The photo at lower left shows the temple as it is was discovered that contained today. Although faded and eroded, the temple still inspires awe. controlled rat and mice populations and 1,000,000 bird mummies. • Royal Dogs The Pharaoh protected the family’s grain supply. In hound was very popular in time, they became comparable to minor ancient Egypt. Artifacts from gods. It became a crime to kill a cat; the 4000 B.C. show images of the breed. Today, a Pharaoh hound punishment was death. When a cat died, puppy bred for competition the owners mourned it and shaved can cost up to $1,500. their eyebrows in the traditional sign of respect.

1. Making Inferences From what you have read here, what inferences can you make about Egyptian society? See Skillbuilder Handbook, page R10.

2. Comparing and Contrasting How are the work and leisure activities of ancient Egypt different from those in the United States today? How are they similar? 43

CONNECT TO TODAY: ANSWERS

1. Making Inferences 2. Comparing and Contrasting Possible Answer: The lower and upper classes of Egyptian society had Possible Answer: Games are still popular. Cosmetics are still used, but common interests, but the two classes were not equal. not necessarily for the same practical reasons the Egyptians used them. The U.S. government employs a large number of people as did the Egyptians. However, the United States does not conscript its workers nor does it focus on the same types of projects. Agriculture is still a vital part of the U.S. society and economy, but the methods of producing crops are very different.

Teacher’s Edition 43 wh10te-010303-0072-0076 8/12/03 7:37 AM Page 72

LESSON PLAN 3 OBJECTIVES The Hindu god Krishna surrounded by 4th-century mosaic, The Pisces • Describe Minoan civilization. his milk carriers; from Rajasthan, India Synagogue, Tiberias, Israel • Identify contributions of the Phoenicians. Seafaring Traders • Summarize the extent and impact of ancient world trade. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

ECONOMICS Trading societies Traders spread knowledge of • Minoans • King Minos FOCUS & MOTIVATE extended the development of reading and writing, including • Aegean Sea • Phoenicians civilizations beyond the Fertile an ancient form of the alphabet • Knossos Explain that students will learn about two Crescent region. that we use today. cultures engaged in international trade. Ask for some examples of items in their Buddhism spread to Southeast Asia and to East Asia lives that come from other countries. SETTING THE STAGE mainly through Buddhist traders. In the Mediterranean, the same process took (Possible Answers: portable electronics, place: traders in the region carried many new ideas from one society to another. television sets, clothing, sneakers) They carried new ways of writing, of governing, and of worshiping their gods.

INSTRUCT TAKING NOTES Minoans Trade in the Mediterranean Comparing Identify accomplishments that A powerful seafaring people, the Minoans (mih•NOH•uhnz) dominated trade in Minoans Trade in the were Minoan and those the eastern Mediterranean from about 2000 to 1400 B.C. They lived on Crete, a Mediterranean that were Phoenician in large island on the southern edge of the Aegean Sea (ee•JEE•uhn). The Minoans the following chart. produced some of the finest painted pottery of the time. They traded that pottery, Critical Thinking along with swords, figurines, and vessels of precious metals, over a large area. Minoan Phoenician • What role did geography play in Minoan Along with their goods, Minoans also exported their art and culture. These 1. 1. included a unique architecture, burial customs, and religious ritual. Minoan cul- culture’s influence on Greek culture? 2. 2. ture had a major influence on Greece, for example. Trading turned Crete into a (Crete was located close to Greece in 3. 3. “stepping stone” for cultural exchange throughout the Mediterranean world. the Aegean Sea.) Unearthing a Brilliant Civilization Archaeologists in the G R E A • Why would historians use art to draw e ANATOLIA late 19th and early 20th centuries excavated Knossos, the E g C e a E n conclusions about Minoan society? (art Minoan capital city. There, they found the remains of an S e tells a great deal about any culture; advanced and thriving culture. It must have been a peaceful a Knossos few or no written records available) one as well, since Minoan cities did not seem to need forti- CRETE fications to protect them. The archaeologists named the civ- Mediterranean Sea In-Depth Resources: Unit 1 ilization they found in Crete Minoa after King Minos • Guided Reading, p. 46 (also in Spanish) (MY•nuhs). According to legend, Minos was a king who owned a half-human, half-bull monster, called the Minotaur (MIHN•uh•TAWR). He kept the monster locked inside a labyrinth, a complicated maze from which no one could escape. TEST-TAKING RESOURCES The excavation of Knossos and its painted walls produced much information Test Generator CD-ROM about Minoans. The wall paintings, as well as the official seals and vases, show the Minoans as graceful, athletic people who loved nature and beautiful objects. Strategies for Test Preparation They also enjoyed sports such as boxing, wrestling, and bull leaping. Test Practice Transparencies, TT10 Many Minoan artworks depict women and their role in religious ceremonies. The art suggests that women held a higher rank than in most neighboring cul- Online Test Practice tures. A great Mother Earth Goddess seems to have ruled over the other gods of Crete. Also, priestesses took charge of some shrines, aided by male assistants. 72 Chapter 3

SECTION 3 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide (Spanish), p. 27 GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 1 Reading Study Guide Audio CD (Spanish) In-Depth Resources: Unit 1 • Guided Reading, p. 46 • Primary Source: Dolphin Fresco from Knossos, p. 54 • Skillbuilder Practice: Forming and Supporting STRUGGLING READERS Electronic Library of Primary Sources Opinions, p. 49 In-Depth Resources: Unit 1 • “Hanno’s Voyage” • History Makers: Herodotus, p. 60 • Guided Reading, p. 46 Formal Assessment • Building Vocabulary, p. 48 • Section Quiz, p. 38 • Skillbuilder Practice: Forming and Supporting eEdition CD-ROM Opinions, p. 49 Power Presentations CD-ROM ENGLISH LEARNERS • Reteaching Activity, p. 64 Electronic Library of Primary Sources In-Depth Resources in Spanish Reading Study Guide, p. 27 • “Hanno’s Voyage” • Guided Reading, p. 26 Reading Study Guide Audio CD World Art and Cultures Transparenciees • Skillbuilder Practice, p. 28 • AT7 The Palace of Knossos 72 Chapter 3 classzone.com wh10te-010303-0072-0076 7/31/03 10:12 AM Page 73

CHAPTER 3 • Section 3

Bull Leapers of Knossos The wall painting to the right captures the death-defying jump of a Minoan bull leaper in mid-flight. Many works of Social History Minoan art show young men performing incredible acrobatic leaps over the horns Bull Leapers of Knossos of angry bulls. In one case, the gymnast Have students think about similar sports jumps over the bull’s horns, makes a somersault off its back, and lands in other cultures. (Possible Answers: behind its tail. Spanish bullfighting, American rodeos) In another gymnastic feat, some team Explain that bulls symbolized a deep link members hang on to the horns of a bull, using their bodies to cushion its horns between Minoans and nature. Ask stu- and to force its head low, while another dents what they think bull leaping indi- team member jumps over its back. cated about that relationship. (The What was the reason for this bull leaping? Was it a sport? Just a “fun” Minoans may have linked the bull’s activity? An initiation for young warriors? strength, size, and vitality with the power Or a religious ritual? Most likely it was of natural forces such as earthquakes. all of these things. They may have sought to control or communicate with these natural forces through their relationship with the bull.) The Minoans sacrificed bulls and other animals to their gods. In at least one In-Depth Resources: Unit 1 case, a young man was sacrificed. Excavation of a mountain temple revealed the bones of a 17-year-old boy on an altar, along with the skeletons of three priests. • Primary Source: Dolphin Fresco from The positions of the skeletons suggest that the priests carried out the human sacri- Knossos, p. 54 fice just before the building collapsed. World Art and Cultures Transparencies Minoan Culture’s Mysterious End The Minoan civilization finally ended about • AT7 The Palace of Knossos 1200 B.C. The reasons for its end are unclear. Could it have been the result of some natural disaster? Did the island become overpopulated? Or was it overrun by invaders? The civilization had withstood previous disasters. In about 1700 B.C., a great disaster, perhaps an earthquake, destroyed most Minoan towns and cities. The Minoans rebuilt the cities with equal richness. Then in 1470 B.C. a series of earth- Phoenicians Spread Trade quakes rocked Crete. The quakes were followed by a violent volcanic eruption on the neighboring island of Thera. Imagine the shaking of the earth, the fiery vol- and Civilization A. Answer seagoing, artistic, canic blast, then a huge tidal wave, and finally a rain of white volcanic ash. advanced, peaceful The disaster of 1470 B.C. was a blow from which the Minoans never fully recov- Critical Thinking ered. This time, the Minoans had trouble rebuilding their cities. Nonetheless, • What was an advantage of Phoenicia Minoan civilization did linger on for almost 300 years. After that, invaders from Summarizing being a collection of city-states? (hard Greece may have taken advantage of their weakened condition to destroy them. What adjectives for invaders to control Phoenicia) Some Minoans fled to the mountains to escape the ruin of the kingdom. Crete’s might describe • Did the Minoans or the Phoenicians Minoan civilization? influence as a major sea power and cultural force was over. have a greater influence on other cul- Phoenicians Spread Trade and Civilization tures? Why? (Possible Answer: the Phoenicians, because they traveled About 1100 B.C., after Crete’s decline, the most powerful traders along the Mediterra- nean were the Phoenicians (fih•NIHSH•uhnz). Phoenicia was mainly the area now farther and the alphabet’s influence known as Lebanon. Phoenicians never united into a country. Instead, they founded a lasted longer) number of wealthy city-states around the Mediterranean that sometimes competed In-Depth Resources: Unit 1 with one another. The first cities in Phoenicia, such as Byblos, Tyre, and Sidon, were • History Makers: Herodotus, p. 60 important trading centers. Electronic Library of Primary Sources People and Ideas on the Move 73 • “Hanno’s Voyage”

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Understanding Causes Class Time 20 minutes Possible Cause Example Task Making a chart of possible causes Natural disaster possible earthquake (1700 B.C.) Purpose To understand the decline of Minoan civilization earthquake (1470 B.C.) Instructions Pair a struggling reader with a more able reader. Have them volcanic eruption on neighboring island (1470 B.C.) read “Minoan Culture’s Mysterious End” to identify possible causes of the tidal wave (1470 B.C.) decline of Minoan civilization and create a chart to identify specific examples cited. Here is a sample chart: Overpopulation None given

Overrun by from Greece, about 1200 B.C. invaders

Teacher’s Edition 73 CHAPTER 3 • Section 3 The Phoenicians were remarkable shipbuilders and seafarers. They were the first Mediterranean people to venture beyond the Strait of Gibraltar. Some scholars believe that the Phoenicians traded for tin with inhabitants of the southern coast of Britain. Some evidence exists for an even more remarkable feat—sailing around the continent of Africa by way of the Red Sea and back through the Strait of Gibraltar. Such More About . . . a trip was not repeated again for 2,000 years. The Greek historian Herodotus (hih•RAHD•uh•tuhs) relates the feat: Byblos The town of Byblos exported papyrus PRIMARY SOURCE (in Greek byblos, byblinos) to Greece. The Phoenicians set out from the Red Sea and sailed the southern sea [the Indian Ocean]; whenever autumn came they would put in and sow the land, to whatever part Over time, the Greek byblos came to of Libya [Africa] they might come, and there await the harvest; then, having gathered in mean “book.” The Christian scriptures the crop, they sailed on, so that after two years had passed, it was in the third that they were originally written on papyrus. The rounded the Pillars of Heracles [Strait of Gibraltar] and came to Egypt. There they said (what some may believe, though I do not) that in sailing round Libya they had the sun term byblos was used to refer to them. on their right hand [in reverse position]. Eventually, it changed to the English HERODOTUS, in History, Book IV (5th century B.C.) word bible. Commercial Outposts Around the Mediterranean Alphabets—Ancient and Modern The Phoenicians’ most important city-states in the eastern Mediterranean were Sidon and Tyre, both Phoenician Greek English known for their production of red-purple dye, and More About . . . 〈 A Byblos, a trading center for papyrus. (See map on 〉 B ⌫ C page 59.) Phoenicians built colonies along the north- Dyers of Phoenicia ⌬ D ern coast of Africa and the coasts of Sicily, Sardinia, ⌭ E and Spain. The colonies were about 30 miles apart— The name of the entire Phoenician civi- F about the distance a Phoenician ship could sail in a lization comes from the purple dye it G ⌮ day. The greatest Phoenician colony was at Carthage ⌯ made so famous. The Greek poet Homer H (KAHR•thihj), in North Africa. Settlers from Tyre used the word phoenix to refer to a dark ⍜ ⌱ I founded Carthage in about 814 B.C. red or purplish-brown color. The Greeks J The Phoenicians traded goods they got from ⌲ applied the term to the people who K other lands—wine, weapons, precious metals, ivory, ⌳ L developed a beautiful purple dye from ⌴ M and slaves. They also were known as superb crafts- ⌵ N people who worked in wood, metal, glass, and ivory. snails. What the Phoenicians called them- ⌶ Their red-purple dye was produced from the murex, selves may never be known. ⌷ O ⌸ P a kind of snail that lived in the waters off Sidon and Tyre. One snail, when left to rot, produced just a Q drop or two of a liquid of a deep red-purple color. ⌹ R ⌺ S Some 60,000 snails were needed to produce one ⌻ T pound of dye, which only royalty could afford. History from Visuals ⌼ U ␾ Phoenicia’s Great Legacy: The Alphabet As mer- Interpreting the Chart V chants, the Phoenicians needed a way of recording W transactions clearly and quickly. So, the Phoenicians Explain that although the Phoenicians left ⌾ X ␺ developed a writing system that used symbols to out some vowel sounds in their alphabet Y represent sounds. The Phoenician system was pho- (u, y), the vowels, a, e, i, and o appear as Z ⍀ netic—that is, one sign was used for one sound. In sounds that can stand alone. fact, the word alphabet comes directly from the first two letters of the Phoenician alphabet: aleph and beth. As they traveled around the Mediterranean, SKILLBUILDER Answers SKILLBUILDER: Interpreting Charts 1. Comparing Possible Answer: a, k, m, o 1. Comparing Which letters show the most the Phoenicians introduced this writing system to 2. Making Inferences One language similarity across the three alphabets? their trading partners. The Greeks, for example, 2. Making Inferences Why might one language adopted the Phoenician alphabet and changed the might have fewer sounds. have fewer letters in its alphabet than another? form of some of the letters. 74 Chapter 3

Name Date

CHAPTER SKILLBUILDER PRACTICE Forming and 3 Supporting Opinions SKILLBUILDER PRACTICE: FORMING AND SUPPORTING OPINIONS Section 3 As you read about people and events in history, you form opinions. To support these opinions, you can cite facts, visual evidence, quotes, and other types of information you have found. Use the information in the passage below to form an opinion about Minoan civilization. Fill in the chart by writing your opinion of Minoan society and listing details to support your opinion. (See Skillbuilder Handbook)

The Minoans were known throughout the The Minoans became rich from overseas trade Mediterranean world for their arts and crafts, that extended as far south as Egypt and as far east especially their paintings and ﬁne pottery. They as Syria. To keep records, they used various forms The Phoenicians’ Greatest Contribution also crafted tools and weapons from bronze. of writing, one of which was an early form of Minoan paintings depict both men and women Greek. With their great wealth, the Minoans built hunting from chariots and participating in royal sprawling palaces with large courtyards and a maze and religious ceremonies. Women also engaged in of paved corridors, hallways, rooms, and baths the popular sport of bull-leaping. According to one with indoor plumbing. Some palaces even housed historian, “Minoan society apparently permitted storerooms, a theater, and work areas. Around the Class Time 20 minutes opinion. (Possible Answer: Trade accelerated exchange of women considerable freedom and equality.” palaces clustered prosperous towns connected by good roads.

Task Developing opinions and supporting them with facts ideas, culture, and goods; spread technology; and helped Opinion: and details bring about advanced techniques of sailing and naviga- Supporting details: tion. The alphabet created an accurate method of recorded. Purpose To gain a better understanding of Phoenician v ghts reser ing business transactions, helped foster Greek civilization, i civilization All r and enabled many countries to develop written history, cDougal Littell Inc. M

Instructions Ask students what they believe was the © literature, and law.) Phoenicians’ greatest contribution—trade or a written For more help, use the Skillbuilder Practice activity for alphabet? Have them write a brief statement citing facts People and Ideas on the Move 49 this lesson. from the text and their own research to support their In-Depth Resources: Unit 1

74 Chapter 3 CHAPTER 3 • Section 3

Phoenician Trade The Patterns of Ancient Trade, 2000–250 B.C. anub D e R. Phoenicia was located in a Ancient trade route EUROPE C Phoenician trade route a Historyin Depth s great spot for trade because Black S p Aral ea i a Sea n g He S n it lay along well-traveled 40 N ANATOLIA a 40 N e ) u a w H lo A l I E e routes between Egypt and Y C u ( I ph ASIA N R. ra E t Asia. However, the ATLANTIC OCEAN es OBJECTIVES O AFRICA N . G H

i R a P l s n Phoenicians did more than e u ge d s R. • Analyze ancient trade routes. EGYPT Persian n R I

. Gulf just trade with merchants Tropic of Cancer 0 1,000 Miles R Tropic of e d Cancer • Identify reasons for trading success. 20 N S who happened to pass E 20 N

0 e 2,000 Kilometers a through their region. The Arabian 80 Bay of Sea Bengal OCEAN E E E PACIFIC

Phoenicians became expert 0 E E 60 INSTRUCT 20 sailors and went looking for 100 40 opportunities to make money. INDIAN OCEAN 120 Have students look at the map. Ask them what geographic features helped deter- Merchant Ships mine where routes were established. Phoenician sailors developed (Connecting seas and rivers made water the round boat, a ship that Foreigners routes possible; land routes followed was very wide and had a wanted cedar, rounded bottom. This shape an aromatic mountain passes and valleys.) created a large space for wood that cargo. grew in Phoenicia.

Phoenician ships often were decorated with More About . . . horse heads. This wicker fence runs around the The Cedars of Lebanon outer edge of the The cedar wood exported by the upper deck. Phoenicians was highly valued as a building material. It was easy to work with and resistant to rot and insect damage. The Bible tells of the Jewish kings David and Solomon building their temples out of cedar wood from Lebanon (Phoenicia).

These pottery jars with pointed SKILLBUILDER Answers bottoms are called 1. Drawing Conclusions Unlike most amphorae. They held oil or wine. other trade goods, logs float. Towing the logs freed up cargo space. 2. Making Inferences It kept trade goods The most desired Phoenician trade from falling overboard in rough waters. item was dyed red-purple cloth.

SKILLBUILDER: Interpreting Visuals 1. Drawing Conclusions Why would traders find it helpful to tow the cedar logs instead of storing them inside the ship? 2. Making Inferences What purpose does the wicker fence serve? 75

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Creating a Board Game Class Time 35 minutes As students create, evaluate, and revise their games, encourage them to Task Creating and revising a board game keep the following points in mind. Purpose To learn more about Minoan and Phoenician civilizations • Does the game show knowledge of Minoan or Phoenician civilization? Instructions Divide students into two groups. One group will create a • Does it provide clear directions and rules? board game about the Minoans and the other group will do the same • Does it offer rewards and penalties for right and wrong answers? about the Phoenicians. The games should require knowledge about each • Is it visually pleasing and well organized? civilization to score points or advance on the board. There should be penalties for not knowing the right answers (lose a turn or points, go back a number of squares). The two groups will show each other their games, receive comments and suggestions, and revise the games.

Teacher’s Edition 75 CHAPTER 3 • Section 3 Few examples of Phoenician writing exist. Most writings were on papyrus, which crumbled over time. However, the Phoenician contribution to the world was enormous. With a simplified alphabet, learning was now accessible to more people. Phoenician trade was upset when their eastern cities were cap- Ancient Trade Routes tured by Assyrians in 842 B.C. However, these defeats encouraged exiles to set up city-states like Carthage to the west. The Phoenician Critical Thinking homeland later came under the control of the Babylonians and of • How would traders carry information the Persian empire of King Cyrus I. One of their most lasting con- about Buddhism to the Mediterranean tributions remains the spread of the alphabet. region? (via an overland route through Phoenician inscription from Ancient Trade Routes Afghanistan and Central Asia) a sarcophagus • Why would sailors traveling from East Trading in ancient times also connected the Mediterranean Sea with other centers Africa to India have the easiest trip dur- of world commerce, such as South and East Asia. Several land routes crossed Central Asia and connected to India through Afghanistan. Two sea routes began by ing the spring and summer? (Monsoon crossing the Arabian Sea to ports on the Persian Gulf and the Red Sea. From there, winds blow from the southwest then.) traders either went overland to Egypt, Syria, and Mediterranean countries, or they continued to sail up the Red Sea. To cross the Arabian Sea, sailors learned to make Vocabulary use of the monsoon winds. These winds blow from the southwest during the hot monsoon: a wind Tip for Gifted and Talented months and from the northeast during the cool season. that affects climate To widen the variety of their exports, Indian traders used other monsoon winds by changing direc- Students tion in certain to travel to Southeast Asia and Indonesia. Once there, they obtained spices and seasons. A sarcophagus is a kind of stone coffin. other products not native to India. The word literally means “flesh eating.” Though traveling was difficult in ancient times, trading networks like those of The name comes from a type of lime- the Phoenicians ensured the exchange of products and information. Along with their goods, traders carried ideas, religious beliefs, art, and ways of living. They stone that the Greeks used for coffins helped with the process of cultural diffusion as well as with moving merchandise. because they thought it would speed up Phoenician traders made crucial contributions to world civilization. At the same the decomposition of bodies. time, another eastern Mediterranean people, the Jews, were creating a religious tradition that has lasted more than 3,000 years. This is discussed in Section 4. ASSESS SECTION3 ASSESSMENT SECTION 3 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Have students work in pairs to list • Minoans • Aegean Sea • Knossos • King Minos • Phoenicians main points for their answers to the critical thinking questions before they USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which of these achievements 3. What did the excavations at 6. MAKING INFERENCES What might have caused the write them. do you think was the most Knossos reveal about Minoan collapse of Minoan culture? Formal Assessment important? Why? culture? 7. COMPARING What were some similarities between the 4. Where did the Phoenicians Minoans and Phoenicians in terms of trade? Minoan Phoenician • Section Quiz, p. 38 settle and trade? 8. ANALYZING PRIMARY SOURCES Go back to Herodotus’ 1. 1. 5. Why did the Phoenicians account of a voyage around Africa on page 74. What 2. 2. develop a writing system? words show his doubt? Why was he doubtful? RETEACH 3. 3. 9. WRITING ACTIVITY ECONOMICS The Phoenicians founded Review the importance of the Minoan many city-states. These city-states often competed. Do you think it would have made more sense to cooperate? and Phoenician civilizations using the Write a brief essay explaining your opinion. Reading Study Guide.

Reading Study Guide, p. 27 (also in Spanish) CONNECT TO TODAY MAKING A DATABASE How might a commonly or widely accepted language make business and trade easier to In-Depth Resources: Unit 1 transact? Make a database of bulleted points showing the ways a widely known language • Reteaching Activity, p. 64 (such as English) would make it easier to conduct business around the world. 76 Chapter 3

ANSWERS

1. Minoans, p. 72 • Aegean Sea, p. 72 • Knossos, p. 72 • King Minos, p. 72 • Phoenicians, p. 73

2. Sample Answer: Alphabet, because of far- 7. Both traded in the Mediterranean, exchanging CONNECT TO TODAY reaching consequences. Possible Answers: goods and new ideas. Rubric Databases should list reasons such as Minoan—Traders (2000–1400 B.C.), bull 8. “some may believe, though I do not”; such a • easier to communicate. leapers, pottery. Phoenician—City-states, dye, trip had never been done before. • easier to learn a common system. alphabet. 9. Rubric Essays should give reasons for • business transactions more efficient. 3. was an advanced, thriving culture • cooperation, such as pooling resources for For help creating and refining databases, 4. around the Mediterranean greater profitability. refer students to the Skillbuilder Handbook in 5. to keep business records • competition, such as keeping traders on their their textbooks. 6. overpopulation, natural disaster, invaders toes, making them better merchants.

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LESSON PLAN 4 The Hindu god Krishna surrounded by 4th-century mosaic, The Pisces OBJECTIVES his milk carriers; from Rajasthan, India Synagogue, Tiberias, Israel • Summarize the history and beliefs of the ancient Hebrews. The Origins of Judaism • Explain the historical and cultural importance of the Exodus.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe Israel under Saul, David, and Solomon. RELIGIOUS AND ETHICAL From this tradition, Judaism, the • Palestine • covenant SYSTEMS The Hebrews religion of the Jews, evolved. • Canaan • Moses • Describe Israel’s destruction and the maintained monotheistic Judaism is one of the world’s • Torah • Israel Hebrews’ exile in Babylon. religious beliefs that were major religions. • Abraham • Judah unique in the ancient world. • monotheism • tribute FOCUS & MOTIVATE SETTING THE STAGE The Phoenicians lived in a region at the eastern end of the Mediterranean Sea that was later called Palestine. The Phoenicians were not Refer students to the map on page 78. the only ancient people to live in Palestine. The Romans had given the area that Ask them what they know about Israel name after the Philistines, another people who lived in the region. Canaan today. (Possible Answer: There is a Jewish (KAY•nuhn) was the ancient home of the Hebrews, later called the Jews, in this state of Israel in the same general area.) area. Their history, legends, and moral laws are a major influence on Western culture, and they began a tradition also shared by Christianity and Islam. INSTRUCT The Search for a Promised Land TAKING NOTES The Search for a Promised Following Ancient Palestine’s location made it a cultural crossroads of the ancient world. By Chronological Order Land land, it connected Asia and Africa and two great empires, both eager to expand. Use a time line to show To the east lay Assyria and Babylonia and to the west Egypt. Palestine’s seaports major Hebrew leaders opened onto the two most important waterways of that time: the Mediterranean and one fact about each. Critical Thinking and the Red seas. The Hebrews settled in Canaan, which lay between the Jordan • In what ways are the Torah and the River and the Mediterranean Sea. In fact, Hebrews often used the word Canaan 2000 B.C. Vedas similar? (both are our main to refer to all of ancient Palestine. According to the Bible, Canaan was the land Abraham: source of knowledge about an ancient God had promised to the Hebrew people. father of people—Hebrews and Aryans; both con- Jewish people. From Ur to Egypt Most of what we know about the early history of the Hebrews sidered sacred) is contained in the first five books of the Hebrew Bible. Jews call these books • How might their monotheism have the Torah (TAWR•uh) and consider them the most sacred writings in their tradi- caused problems for the Hebrews? (Not tion. Christians respect them as part of the Old Testament. honoring local gods may have caused In the Torah, God chose Abraham (AY•bruh•HAM) to be the “father” of the Hebrew people. God’s words to Abraham expressed a promise of land and a pledge: conflict with local religious leaders.) In-Depth Resources: Unit 1 PRIMARY SOURCE • Guided Reading, p. 47 (also in Spanish) Go from your country and your kindred and your father’s house to the land that I will show you. I will make of you a great nation, and I will bless you, and make your name great. TEST-TAKING RESOURCES Genesis 12:1–2 Test Generator CD-ROM Abraham was a shepherd who lived in the city of Ur, in Mesopotamia. The Strategies for Test Preparation Book of Genesis tells that God commanded him to move his people to Canaan. Around 1800 B.C., Abraham, his family, and their herds made their way to Test Practice Transparencies, TT11 Canaan. Then, around 1650 B.C., the descendants of Abraham moved to Egypt. Online Test Practice People and Ideas on the Move 77

SECTION 4 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 • from Genesis and Exodus, King James Bible • Guided Reading, p. 47 • Guided Reading, p. 47 • Geography Application: Early Eastern Mediterranean • Building Vocabulary, p. 48 Civilizations, p. 50 • Geography Application, p. 50 eEdition CD-ROM Formal Assessment • Reteaching Activity, p. 65 Power Presentations CD-ROM • Section Quiz, p. 39 Reading Study Guide, p. 29 Electronic Library of Primary Sources Reading Study Guide Audio CD ENGLISH LEARNERS • from Genesis and Exodus, King James Bible In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS Critical Thinking Transparencies • Guided Reading, p. 27 In-Depth Resources: Unit 1 • CT3 Time Machine: Major Religions, 2500 B.C.—A.D. 552 • Geography Application, p. 29 • Primary Source: The Ten Commandments, p. 55 Reading Study Guide (Spanish), p. 29 • Connections Across Time and Cultures: Religions in classzone.com Reading Study Guide Audio CD (Spanish) the Ancient World, p. 61 Teacher’s Edition 77 wh10te-010304-0077-0083 7/31/03 10:00 AM Page 78

CHAPTER 3 • Section 4 The God of Abraham The Bible tells how Abraham and his family roamed for many years from Mesopotamia to Canaan to Egypt and back to Canaan. All the while, their God, whose name was Yahweh, watched over them. Gods worshiped by other people were often local, and were associated with a specific place. Moses and the Exodus Unlike the other groups around them, who were polytheists, the Hebrews were monotheists. They prayed to only one God. Critical Thinking Monotheism (MAHN•uh•thee•IHZ•uhm), a belief in a single • Look at the map. What advantages god, comes from the Greek words mono, meaning “one,” and the- were there from Canaan’s position ism, meaning “god-worship.” The Hebrews proclaimed Yahweh as a cultural crossroads? (exposure as the one and only God. In their eyes, Yahweh had power over all peoples, everywhere. To the Hebrews, God was not a physical to new ideas and trade) What about being, and no physical images were to be made of him. (pressure from two disadvantages? The Hebrews asked Yahweh for protection from their enemies, expanding empires) just as other people prayed to their gods to defend them. • How would you compare the roles of According to the Bible, Yahweh looked after the Hebrews not so judges and prophets in Hebrew society? much because of ritual ceremonies and sacrifices but because (Judges and prophets both interpreted Abraham had promised to obey him. In return, Yahweh had law. Judges were also military leaders.) promised to protect Abraham and his descendants. This mutual promise between God and the founder of the Hebrew people is Electronic Library of Primary Sources called a covenant (KUHV•uh•nuhnt). • from Genesis and Exodus, King James Bible ▲ This statue of Moses was carved by Moses and the Exodus Michelangelo. The Bible says the Hebrews migrated to Egypt because of a drought and threat of a famine. At first, the Hebrews were given places of honor in the Egyptian kingdom. Later, however, they were forced into slavery. History from Visuals “Let My People Go” The Hebrews fled Egypt—perhaps between 1300 and 1200 B.C. Jews call this event “the Exodus,” and they remember it every year during the Interpreting the Map Have students study the geographic features of Canaan and the surrounding areas. Ask them why Canaan would be a Canaan, the Crossroads, 2000–600 B.C. prime target for outside invaders. (invaders would want control of important waterways, expand their empires)

Kingdom of Judah, 922 B.C. C lack Se a Kingdom of Israel, 922 B.C.

B a E

° s p B.C. SKILLBUILDER Answers 40 Assyrian Empire, 650 i a n Babylonian Empire, 600 B.C. 1. Movement Euphrates River 40°N S Wanderings of Abraham ANATOLIA e 2. Location strategic position for trade a Route of Hebrews out of Egypt ° Mediterran 0 Nineveh between Africa and Asia, harbors on E Ashur T

° A u i

35 N I ph g C ASSYRIA r I r Mediterranean and Red seas E a i s CYPRUS ° N SYRIA te ASIA E S E s R

35 e R O . a CANAAN N H I . In-Depth Resources: Unit 1 P T Babylon Jerusalem S Mediterranean Sidon Damascus E Uruk Raamses L BABYLONIA 0 500 Miles Sea A • Geography Application: Early Eastern Tyre ISRAEL P Ur Memphis Ezion-geber Mediterranean Civilizations, p. 50 Samaria Persian 0 1,000 Kilometers Jordan Gulf Jerusalem River N R Raamses il e Dead e d ARABIA GEOGRAPHY SKILLBUILDER: Sea EGYPT R . Thebes S Interpreting Maps e a 1. Movement Along what waterway did Abraham . Sinai JUDAH 30°N R Peninsula begin his wanderings away from his native city? e Ezion-geber l Interactive This image is available in an i 0 100 Miles 2. Location How did Canaan’s location make it a N Mt. Sinai 20°N true crossroads of the eastern Mediterranean? interactive format on the eEdition. 0

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Analyzing Covenants Class Time 20 minutes God Hebrews Task Reading and making a chart Purpose To understand the meaning of the covenant between God and 1st Covenant To protect To obey God the Hebrews Abraham and his Instructions Pair less proficient readers with able readers. Ask them to descendants read “The God of Abraham” section on this page. Suggest they make a 2nd chart showing what God and the Hebrews promised each other when they made a covenant. Tell students to keep their chart and add to it after they Covenant have read the section titled “A New Covenant” on page 79. Students’ charts might look like this:

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CHAPTER 3 • Section 4

The Ten Commandments The Ten Commandments are the ten orders or laws given by God to Moses on Mount Sinai. These orders serve as the basis for Jewish laws. Analyzing Primary Sources PRIMARY SOURCE The Ten Commandments

1. I am the Lord thy God. . . . Thou shalt have no The Ten Commandments appear twice in other gods before me. the Torah, the first time in the book of 2. Thou shalt not make unto thee any graven image. . . . Exodus and the second time in the book 3. Thou shalt not take the name of the Lord thy God of Deuteronomy. Deuteronomy means in vain. . . . “copy of the law.” Many of the Hebrew 4. Remember the Sabbath day to keep it holy. laws are repeated in Deuteronomy, the 5. Honor thy father and thy mother. . . . 6. Thou shalt not kill. fifth and final book of the Torah. Ask stu- 7. Thou shalt not commit adultery. dents, Which two commandments are 8. Thou shalt not steal. stated in a positive form? (The fourth 9. Thou shalt not bear false witness against thy and the fifth.) neighbor. Answers to Document-Based Questions 10. Thou shalt not covet . . . anything that is thy neighbor’s. 1. Comparing The first four command- Deuteronomy 5:6-22 ments concern the Hebrews’ relationship with God.

DOCUMENT-BASED QUESTIONS 2. Contrasting The last six command- 1. Comparing Do the first four commandments concern themselves ▲ Tradition dictates that the Torah ments concern the Hebrews’ relation- more with the Hebrews’ relationship with God or with one another? be written on a scroll and kept at 2. Contrasting What do the last six commandments have in common the synagogue in an ornamental ship with one another. that distinguishes them from the first four? chest called an ark.

festival of Passover. The Torah says that the man who led the Hebrews out of slav- Tip for Struggling Readers ery was named Moses. It is told that at the time of Moses’ birth, the Egyptian Point out to students that in this context pharaoh felt threatened by the number of Hebrews in Egypt. He thus ordered all “tablet” means a flat writing surface. In Hebrew male babies to be killed. Moses’ mother hid her baby in the reeds along A. Answer The ancient times, people wrote on tablets of the banks of the Nile. There, an Egyptian princess found and adopted him. Though Hebrews worshiped wax or stone. Tablet comes from the only one God. raised in luxury, he did not forget his Hebrew birth. When God commanded him to Yahweh was not lead the Jews out of Egypt, he obeyed. same root as table. It is this meaning of only the God of the word that is connected to a writing A New Covenant While the Hebrews were traveling across the Sinai (SY•ny) Hebrews, but of all pad, sometimes called a tablet. This kind peoples. Yahweh Peninsula, Moses climbed to the top of Mount Sinai to pray. The Bible says he fulfilled promises to spoke with God. When Moses came down from Mount Sinai, he brought down two of tablet is not a pill to swallow. the Hebrews in a stone tablets on which Yahweh had written the Ten Commandments. covenant. These commandments and the other teachings that Moses delivered to his people became the basis for the civil and religious laws of Judaism. The Hebrews believed Contrasting that these laws formed a new covenant between God and the Hebrew people. God How did the promised to protect the Hebrews. They promised to keep God’s commandments. religion of the The Land and People of the Bible The Torah reports that the Hebrews wandered Hebrews differ from many of the reli- for 40 years in the Sinai Desert. Later books of the Bible tell about the history of gions of their the Hebrews after their wanderings. After the death of Moses, they returned to neighbors? Canaan, where Abraham had lived. The Hebrews made a change from a nomadic, tribal society to settled herders, farmers, and city dwellers. They learned new tech- nologies from neighboring peoples in ancient Palestine. People and Ideas on the Move 79

Name Date

CHAPTER PRIMARY SOURCE The Ten Commandments 3 from The New English Bible DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 4 According to the Bible, God revealed the Ten Commandments to the Hebrew leader Moses at Mount Sinai. These commandments, which have been preserved in the Old Testament in Exodus 20: 1–17 and Deuteronomy 5: 6–21, established a code of ethical conduct that became the basis for the civil and religious laws of Judaism. How should people behave responsibly, according to the Ten Commandments?

he Lord came down upon the top of Mount that is in them, and on the seventh day he rested. TSinai and summoned Moses to the mountain- Therefore the Lord blessed the Sabbath day and top, and Moses went up. The Lord said to Moses, declared it holy. Influence of the Ten Commandments “Go down; warn the people solemnly that they Honour your father and your mother, that you may must not force their way through to the Lord to see live long in the land which the Lord your God is him, or many of them will perish. Even the priests, giving you. who have access to the Lord, must hallow them- You shall not commit murder. selves, for fear that the Lord may break out against You shall not commit adultery. them.” Moses answered the Lord, “The people You shall not steal. Class Time 30 minutes state laws. (murder, theft, libel) Which commandments You shall not give false evidence against your cannot come up Mount Sinai, because thou thyself didst solemnly warn us to set a barrier to the neighbour. mountain and so to keep it holy.” The Lord there- You shall not covet your neighbour’s house; you fore said to him, “Go down; then come up and shall not covet your neighbour’s wife, his slave, his have been laws in some parts of the United States in the bring Aaron with you, but let neither priests nor slave-girl, his ox, his [donkey], or anything that Task Researching laws and making a time line people force their way up to the Lord, for fear that belongs to him. he may break out against them.” So Moses went When all the people saw how it thundered and the down to the people and spoke to them. lightning ﬂashed, when they heard the trumpet God spoke, and these were his words: sound and saw the mountain smoking, they trem- past? (“blue laws” that forbade certain activities on I am the Lord your God who brought you out of bled and stood at a distance. “Speak to us yourself,” Purpose To make connections between ancient and con- Egypt, out of the land of slavery. they said to Moses, “and we will listen; but if God You shall have no other god to set against me. speaks to us we shall die.” Moses answered, “Do You shall not make a carved image for yourself nor not be afraid. God has come only to test you, so Sundays, adultery) the likeness of anything in the heavens above, or on that the fear of him may remain with you and keep the earth below, or in the waters under the earth. you from sin.” ed. temporary laws v You shall not bow down to them or worship them; from The New English Bible (Cambridge University Press, for I, the Lord your God, am a jealous god. I pun- 1970), 81–87. Reprinted in Peter N. Stearns, ed., ish the children for the sins of the fathers to the Documents in World History, vol. 1 (New York: ghts reser i third and fourth generations of those who hate me. HarperCollins, 1988), 26–27.

Have each student choose a particular present or past law All r But I keep faith with thousands, with those who Instructions Have students complete the primary source love me and keep my commandments. Discussion Questions You shall not make wrong use of the name of the Determining Main Ideas Lord your God; the Lord will not leave unpunished the man who misuses his name. 1. According to these laws, how should the Hebrew and create a time line showing changes in the laws or people act toward the Lord? Remember to keep the Sabbath day holy. You have cDougal Littell Inc.

M six days to labour and do all your work. But the sev- 2. How should the Hebrews act toward others? activity for this section. Ask individual students to research © enth day is a Sabbath of the Lord your God; that 3. Comparing and Contrasting How do the reli- day you shall not do any work, you, your son or gious teachings represented in the Ten Command- penalties for the crimes throughout U.S. history. your daughter, your slave or your slave-girl, your ments differ from the religious beliefs reﬂected in encyclopedias or on the Internet which of the Ten cattle or the alien within your gates; for in six days by the hymns you read from the Rig Veda? the Lord made heaven and earth, the sea, and all

Commandments are enforced by current U.S. federal and People and Ideas on the Move 55 In-Depth Resources: Unit 1

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CHAPTER 3 • Section 4 When the Hebrews arrived in Canaan, they were loosely organized into twelve tribes. These tribes lived in separate territories and were self-governing. In times of emergency, the Bible reports that God would raise up judges. They would unite the tribes and provide judicial and military leadership during a crisis. In the course of time, God chose a series of judges, one of the most prominent of whom was a More About . . . woman, Deborah. Hebrew Women Hebrew Law Deborah’s leadership was unusual for a Hebrew woman. The roles of men and women were quite separate in Hebrew society. Women could not offi- Hebrew tradition records the feats of ciate at religious ceremonies. In general, a Hebrew woman’s most important duty many strong women besides Deborah. In was to raise her children and provide moral leadership for them. a later period, Esther became the queen The Ten Commandments were part of a code of laws delivered to Moses. The code of a Persian king. She persuaded the king included other rules regulating social and religious behavior. In some ways, this code to cancel an order to kill all the Jews. The resembled Hammurabi’s Code with its attitude of “an eye for an eye and a tooth for a tooth.” However, its strict justice was softened by expressions of God’s mercy. The feast of Purim celebrates her story. code was later interpreted by religious teachers called prophets. These interpretations tended to emphasize greater equality before the law than did other codes of the time. B. Answer to wor- The prophets constantly urged the Hebrews to stay true to their covenant with God. ship God and to Analyzing Key Concepts The prophets taught that the Hebrews had a duty to worship God and live justly treat other human with one another. The goal was a moral life lived in accordance with God’s laws. beings fairly Judaism In the words of the prophet Micah, “He has told you, O mortal what is good; and what does the Lord require of you but to do justice, and to love kindness, and to Point out the major themes of Summarizing walk humbly with your God?” This emphasis on right conduct and the worship of Jewish scripture: recounting history, What does one God is called ethical monotheism—a Hebrew idea that has influenced human Hebrew law require codifying and interpreting laws, and behavior for thousands of years through Judaism, Christianity, and Islam. of believers? gathering writings.

SKILLBUILDER Answers 1. Contrasting both contain Jewish law; Bible contains history and other writ- Judaism The Sacred Writings of Judaism ings; Talmud contains interpretation of Judaism is the religion Sacred Writings Contents the law (Gemara) of the Jewish people. Hebrew Bible Torah 2. Hypothesizing Possible Answer: In Judaism, one of the • first five books of the Bible religious poetry about the Jews and most important ways for • recounts origins of humanity and Judaism a person to please God is • contains basic laws of Judaism their history to study the scriptures, or Prophets Critical Thinking Transparencies sacred writings, and to live • stories about and writings by Jewish according to what they teach. teachers • CT3 Time Machine: Major Religions, • divided into Former Prophets and Latter Many Jews keep a scroll of an 2500 B.C.–A.D.552 Prophets important scripture passage in a • recounts Jewish history and calls for mezuzah (a holder attached to a repentance and obedience doorpost) like the one shown here. Writings More About . . . • a collection of various other writings • includes poetry, history and stories, and philosophical writings called wisdom The Mezuzah SKILLBUILDER: Interpreting Charts 1. Contrasting What is contained in the Hebrew literature The scripture verses in the mezuzah Bible that is not in the Talmud? What is in the Talmud Mishnah begin, “Hear, O Israel, the Lord our God is Talmud that is not in the Hebrew Bible? 2. Hypothesizing What kind of poetry would you • written versions of Jewish oral law one Lord.” With these words, Jews begin expect to find in the Hebrew Bible? Explain what Gemara the prayer that affirms their faith. Many you think the subjects or themes of the poems • explanations and interpretations of the might be. Mishnah Jews touch or kiss the mezuzah each time they enter or leave their homes as a sign of reverence. 80 Chapter 3

CT MCDOUGAL LITTELL Critical Thinking: 80 World History: Patterns of Interaction Charts (Horizontal and Vertical) CONNECTIONS ACROSS TIME AND CULTURES Chart (Horizontal)

Ancient Roots of Modern Culture Class Time 20 minutes Culture (arts, sports). Have students think about items in Chart (Vertical) Task Filling in a chart each category that are still in use or have served as the Purpose To identify how ancient cultures have helped basis for modern versions. Tell them to rely on the whole chapter for their answers. Go through the chart, asking the ed. shape the Western world v

class to call out the ancient item, its direct connection to ights reser Instructions Use the horizontal chart transparency All r modern life, and the people who developed it. For exam- cDougal Littell Inc. M

(CT80) and a grease pen or list the following categories © ple, Hebrew law influenced religious and secular laws of on the chalkboard: Law, Religious Beliefs, Technology, Jews, Christians, and Muslims. Language, Economics (trade, agriculture, manufacturing), Critical Thinking Transparencies

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The Kingdom of Israel CHAPTER 3 • Section 4 Canaan—the land that the Hebrews believed had been promised them by God— combined largely harsh features such as arid desert, rocky wilderness, grassy hills, and the dry, hot valley of the Jordan River. Water was never plentiful; even the numerous limestone formations soaked up any excess rainfall. After first settling in The Kingdom of Israel the south-central area of ancient Palestine, the Hebrews expanded south and north. Saul and David Establish a Kingdom The judges occasionally pulled together Critical Thinking the widely scattered tribes for a united military effort. Nonetheless, the Philistines, • How were the roles of Saul and David another people in the area, threatened the Hebrews’ position in ancient Palestine. similar and different in establishing the The Hebrews got along somewhat better with their Canaanite neighbors. Eventually, the only large tribe left of the 12 tribes was the tribe of Judah. As a kingdom of Israel? (Saul took the first result, Hebrews came to be called Jews, and their religion, Judaism. step by defeating Israel’s enemies. From about 1020 to 922 B.C., the Hebrews united under David solidified the kingdom and set three able kings: Saul, David, and Solomon. The new king- the stage for growth under Solomon.) dom was called Israel (IHZ•ree•uhl). For 100 years, Israel • How did the split in the kingdom of enjoyed its greatest period of power and independence. Israel affect each part of the kingdom? Saul, the first of the three kings, was chosen largely (Neither part was as strong without because of his success in driving out the Philistines from the the other.) central hills of ancient Palestine. Saul is portrayed in the Bible as a tragic man, who was given to bouts of jealousy. After his death, he was succeeded by his son-in-law, David. King David, an extremely popular leader, united the tribes, History Makers established Jerusalem as the capital, and founded a dynasty. Solomon Builds the Kingdom About the year 962 B.C., King Solomon David was succeeded by his son Solomon, whose mother Ask students how Solomon’s wisdom was Bathsheba. Solomon was the most powerful of the might be applied to contemporary family Hebrew kings. He built a trading empire with the help of his King Solomon issues. (Possible Answer: in child custody friend Hiram, the king of the Phoenician city of Tyre. 962?–922? B.C. cases in divorce) Ask students to develop Solomon also beautified the capital city of Jerusalem. The In the Bible, Solomon prays to God crowning achievement of his extensive building program in for “an understanding mind,” which the plot of a short story they might write God grants him. to illustrate their ideas. How do they Jerusalem was a great temple, which he built to glorify God. Soon after, the story goes, two C. Possible The temple was also to be a permanent home for the Ark of women and a baby boy were think Solomon would have resolved Answers Poor the Covenant, which contained the tablets of Moses’ law. brought before him. Each woman the issue? communications claimed the baby was hers. After would have made it The temple that Solomon built was not large, but it hearing their testimony, Solomon difficult for the king gleamed like a precious gem. Bronze pillars stood at the declared, “Divide the living boy in to enforce his laws. temple’s entrance. The temple was stone on the outside, two; then give half to the one and Geographical dis- while its inner walls were made of cedar covered in gold. half to the other.” tance meant little The main hall was richly decorated with brass and gold. One said: “Please, my lord, give contact between Solomon also built a royal palace even more costly and her the living boy; certainly do not Israel and Judah, so kill him!” However, the other woman they would have more magnificent than the temple. accepted: “It shall be neither mine different ways of The Kingdom Divides Solomon’s building projects nor yours; divide it.” thinking. required high taxes and badly strained the kingdom’s Solomon knew that the woman finances. In addition, men were forced to spend one month who would give up the child to save Drawing out of every three working on the temple. The expense and it was the real mother. Conclusions forced labor caused much discontent. As a result, after How might Solomon’s death, the Jews in the northern part of the king- RESEARCH LINKS For more on King geographical dis- Solomon, go to classzone.com tance make the split dom, which was located far from the south, revolted. By of Israel and Judah 922 B.C., the kingdom had divided in two. Israel was in the more likely? north and Judah (JOO•duh) was in the south.

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DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

King Solomon’s Temple Class Time 40 minutes What do scholars think the temple looked like? Can students find more Task Researching and drawing or creating a model information about Phoenician architecture of the period? Then have stu- Purpose To visualize a wonder of ancient architecture dents work individually or in their groups to create a drawing or scale model of the temple to show the class. Ask them to explain why they Instructions Tell students that Solomon asked for help in designing his depicted the temple as they did. temple and its furnishings from his friend Hiram, king of Tyre. Hiram sent Phoenician designers and craftspeople to create the building. Divide students into groups of three or four. Have them use the Internet or encyclopedias to research the temple and palace of Solomon. For example, what building materials do scholars believe were available to ancient Hebrews?

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CHAPTER 3 • Section 4 The next 200 years were confusing for the two kingdoms of Israel and Judah. Sometimes they fought each other; sometimes they joined together to fight common enemies. Each of the kingdoms had periods of prosperity, followed by low periods of conflict and decline.

The Babylonian Captivity The Babylonian Captivity Disaster finally struck as the two kingdoms lost their independence. In 738 B.C., Critical Thinking both Israel and Judah began paying tribute—peace money paid by a weaker power • Why might a stronger power accept to a stronger—to Assyria. By paying tribute, Israel and Judah hoped to ensure that tribute from a weaker state rather than the mighty Assyrian empire would not attack. But this tribute was not enough and attacking and annexing it? (Possible in 725 the Assyrians began a relentless siege of Samaria, the capital of Israel. By Answer: wars are expensive, troops 722, the whole northern kingdom had fallen to the Assyrians’ ferocious assault. could be used elsewhere) The southern kingdom of Judah resisted for another 150 years before it too was • What can you conclude about the destroyed. The destruction of Judah was to come at the hands of the Babylonians. After conquering Israel, the Assyrians rapidly lost power to a rising Babylonian relative strength of Israel and Judah? D. Answer Their empire. The great Babylonian king Nebuchadnezzar (nehb•uh•kuhd•NEHZ•uhr) religion was more (Judah was stronger because it ran the Egyptians out of Syria and ancient Palestine, and he twice attacked important to their remained independent longer Jerusalem. The city finally fell in 586 b.c. Solomon’s temple was destroyed in the lives than even the defense of their than Israel.) Babylonian victory. Many of the survivors were exiled to Babylon. During the exile capital. in Babylon, the Bible describes how the prophet Ezekiel urged his people to keep their religion alive in a foreign land. Then about 50 years after the fall of Judah, another change in fortune occurred: Making Inferences in 539 B.C., the Persian king Cyrus the Great conquered Babylon. The next year, The temple was Cyrus allowed some 40,000 exiles to return to Jerusalem to rebuild the temple. rebuilt before the Many, however, stayed in Babylonia. walls of Jerusalem. Work on the second temple was completed in 515 B.C. The walls of Jerusalem What does this fact indicate about the were rebuilt in 445 B.C. Soon, however, other empires dominated the region—first Jews after the the Persians, then the Greeks, and then the Romans. These new empires would take Babylonian control both of ancient Palestine and the destiny of the Jewish people. captivity?

ASSESS SECTION4 ASSESSMENT SECTION 4 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Have pairs of students work together to • Palestine • Canaan • Torah • Abraham • monotheism • covenant • Moses • Israel • Judah • tribute make flash cards of the important terms and names of the section. Let students USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING take turns quizzing their partners. 2. Which of these leaders do you 3. Where did Abraham and his 6. DEVELOPING HISTORICAL PERSPECTIVE What were the think was the most important? family originally come from? main problems faced by the Hebrews between 2000 B.C. Formal Assessment Why? 4. What were some of the and 700 B.C.? • Section Quiz, p. 39 achievements of Solomon? 7. ANALYZING ISSUES What were some of the factors that 2000 B.C. 5. What was the Babylonian made Canaan a good place to settle for the Hebrews? Captivity? 8. COMPARING In what ways are the laws delivered to Abraham: RETEACH father of Moses similar to Hammurabi’s Code? Jewish people 9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS What Use the Visual Summary to review the might have been the advantages of monotheism? Write main ideas of this section and chapter. a paragraph in which you support your opinions. Critical Thinking Transparencies

• CT39 Chapter 3 Visual Summary CONNECT TO TODAY CREATING A PIE GRAPH In-Depth Resources: Unit 1 What are some of the important monotheistic religions in the world today? Create a pie graph in which you show the relative size of various monotheistic religions. • Reteaching Activity, p. 65 82 Chapter 3

ANSWERS

1. Palestine, p. 77 • Canaan, p. 77 • Torah, p. 77 • Abraham, p. 77 • monotheism, p. 78 • covenant, p. 78 • Moses, p. 79 • Israel, p. 81 • Judah, p. 81 • tribute, p. 82

2. Sample Answer: 1300 B.C. Moses (most 6. migration; slavery; conflicts over land; worship 9. Rubric Paragraphs should important because he led the Hebrews out of other gods; high taxes; kingdom split, paid • clearly express an opinion. of Egypt); 1200 B.C. Deborah; 1020–922 B.C. tribute to other nations; conquered by Assyria • support the opinion with examples from the Saul, David, Solomon. 7. seaports, strategic position between Africa text and/or other sources. 3. from Ur, a city in Mesopotamia and Asia CONNECT TO TODAY 4. He built a trading empire, beautified 8. both written codes of law, had rules regulat- Rubric Pie graphs should Jerusalem, and made Israel powerful. ing social and religious behavior, attempted to • include important religions, labeled. 5. After Jerusalem fell in 586 B.C., many of the guarantee justice • show their relative size. survivors were exiled to Babylon.

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Using Primary and Secondary Sources CHAPTER 3 • Section 4

The Flood Story Different Perspectives The tale of a devastating flood appears among the legends of ancient peoples throughout the world. In some versions, the story of the flood serves to explain how the world came to be. In others, the flood is heaven’s punishment for evil deeds committed by humans. OBJECTIVE • Explore reasons for the similarities and A PRIMARY SOURCE B PRIMARY SOURCE C PRIMARY SOURCE differences among different versions of The Torah The Epic of Gilgamesh The Fish Incarnation the flood story. Only one man, Noah, found favor in In this Mesopotamian legend, of Vishnu the Hebrew God Yahweh’s eyes. Utnapishtim, like Noah, escapes a The Hindu god Vishnu, in his first worldwide flood by building an ark. Ea, earthly incarnation, took the form of INSTRUCT And God said to Noah, “I have the god of wisdom, warns Utnapishtim Matsya, the fish, and saved humankind. Ask students to keep the following ideas determined to make an end of all flesh, of the coming catastrophe in a dream. in mind. for the earth is filled with violence One day, as the sage Manu was because of them. . . . Make yourself an O man of Shurrupak, son of Ubara- praying at the river Ganges, a small fish • Though the stories are similar, some of ark of cypress wood. . . . And of every Tutu; tear down your house and build asked for his protection. Manu put the their differences are striking. In the bib- living thing, of all flesh, you shall bring a boat, abandon possessions and look fish in an earthen jar, but soon the fish lical version, for example, God promises two of every kind into the ark . . . they for life. . . . was too big for the jar. So Manu put it shall be male and female. “. . . I loaded into [the boat] all that I had into the river, but soon it outgrew the never to send another flood to destroy The rain fell on the earth forty days of gold and of living things, my family, river. So Manu put the fish in the humankind. In the Hindu tradition, the and forty nights. . . . At the end of forty my kin, the beast of the field both wild ocean. . . . history of the world is cyclical. Another days Noah opened the window of the and tame. . . . The fish told Manu there would be great flood could again sweep away ark . . . and . . . sent out the dove . . . For six days and six nights the winds a great deluge [flood]. He advised and the dove came back . . . and there blew, torrent and tempest and flood Manu to build a large boat and take . . . most of humanity. in its beak was a freshly plucked olive overwhelmed the world. . . . When the the seeds of various kinds of plants, • In age, the Mesopotamian version pre- leaf; so Noah knew that the waters seventh day dawned the storm from and one of each type of animal. When cedes the Hebrew version. Because the had subsided from the earth. . . . the south subsided, the sea grew calm, the deluge came, the fish said, he Then God said to Noah, “Go out of the flood was stilled; I looked at the would take the ark . . . to safety. Hindu myth was transmitted orally and the ark. . . . Bring out with you every face of the world and there was Sure enough, when the deluge written down only much later, it is diffi- living thing that is with you. . . . I silence, all mankind was turned to clay occurred, the fish was there. Manu tied cult to date its origins. establish my covenant with you, that ...... I opened a hatch and the light fell the boat to the horns of the fish. . . . The never again shall there be a flood to on my face. Then I bowed low, I sat fish then pulled the boat through the In-Depth Resources: Unit 1 destroy the earth.” down and I wept, the tears streamed waters until it reached a mountain peak. down my face, for on every side was • Connections Across Time and Cultures: the waste of water. Religions in the Ancient World, p. 61

D PRIMARY SOURCE Interactive This feature is available Anonymous in an expanded interactive format on This art dates from the fifth 1. Based on Source A, what promise the eEdition. century A.D. It shows Noah does God make to mankind? and his ark in the Hebrew 2. What are some of the differences flood story. In the picture, among the gods in Sources A, B, Noah is welcoming back and C? Inclusion Tip the dove he had sent out 3. What are some of the similarities from the ark at the end of 40 among the flood stories in For students who have difficulty reading days. The dove is carrying in Sources A, B, and C? primary sources, audio excerpts are avail- 4. its beak an olive leaf. In Source D, what is the dove able on the eEdition. bringing to Noah and what might it represent? 83

DOCUMENT-BASED QUESTIONS: ANSWERS

1. God promises that never again will he allow a 3. The gods warn mankind of an impending flood. flood to destroy all of humanity. Based on divine guidance, a virtuous man builds 2. In the stories of Gilgamesh and Vishnu, the god a boat to escape the flood. Humankind is saved who saves each is one among many gods; in the by divine intervention. story of Noah, the God who saves him is the 4. The dove is bringing an olive leaf that might rep- only God. resent dry land.

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