Heritage STudies 6 (4th Edition)

Follows the theme of Creation, Fall, and Redemption through- out the course of history. Students will learn to recognize this pattern in ancient civilizations in Africa, Asia, Europe, and the Americas. All course materials work together to teach students to analyze and evaluate the civilizations they study.

Subject kits include a Teacher’s Edition, Student Text, Student Activities Manual, Tests, and Tests Answer Key.

Power Kings ruled the people, and Developing Student Historians soldiers kept order. Social Classes Government officials, priests, and priestesses also A person’s role in society was r Life in had power over people. For example, priests and Citizenship eflected Key Themes of Civilization by his social class. The king, priestesses controlled much of the land. People lived in a monarchy, government officials, and priests were • Justice Some city-states wanted mo but they had some rights the most re power and developed powerful. Farmers, fisherm • Power strong armies to fight for mo similar to living in a democracy. en, merchants, re farmland and water. traders, and skilled w For example, slaves could hold orkers made up the • Citizenship Sumer property or start a business, middle class, which was the The goal of this course is not just to show students the facts of history. It also largest class of people. Slaves made up th • Environment Justice Arts, Sciences, and Written Language even though they were in the e lowest lowest class. They c class of people. Sumerians had laws and contracts Craftsmen made drums, t ould even ambourines, reed pipes, and purchase their own freedom. to ensure that business agreements stringed instruments. Potters created decorative pot were kept. There were Artisans fashioned gold jewe tery. written laws of lry that had blue gemstones. Religion Features of a Civilization retribution for people who broke laws The Sumerians developed th or contracts. Citizens pressed char e arch and the column. They Sumerians were committ teaches students how to understand history by analyzing primary sources ges included domes on towers ed to • Organized cities and against the offender, and the . They built canals and dikes to polytheism. They built ziggurats as government courts irrigate crops, and they made sailboats. They used wheels, saw that retribution w temples. The ziggurat was thought as exacted. studied astronomy, developed a number system, and u • Social classes sed to link heaven and earth. It was a geometry. They also practiced medicine. stairway that led up to the • Job specializatio Specialized Jobs gate of n Sumerians developed cuneiform writing. Written works the god’s dwelling place in heaven. • Arts, sciences, an Sumerians farmed, fishe d written d, herded, included stories, proverbs, and poems. language mined, and traded. They also and judging those sources by comparing them to the teachings of the Bible. • Religion held positions as rulers, priests, government officials, scribes, Environment The cuneiform on this brick identifies and teachers. Other Sumerians Sumer sat on a fertile plain Ur-Nammu as the builder of th were architects, math with the Tigris and Euph e ematicians, rates temple: “For his lady Inanna, Ur- scientists, sailors, or soldiers. Rivers flowing down from the Nammu, the mighty man, t mountains. he king of Ur, the king of Sumer and Akkad, Students also develop map-reading skills, study world religions, and analyze built her temple.” cultural influences. This clay cylinder, found at the temple in Ur, records the rebuilding of the ziggurat. Jean-François Champollion A religious The Rosetta stone was processional Egyptologist the key to unlocking the What: makes its Egyptian language. 1790–1832 Mesopotamians When: way from The Rosetta stone was bought goods Artifacts Where: France the temple. the key to unlocking the Instead of attending through a barter As with most civilizations, knowledge about the Egyptian language. Jean-François Champollion Old Kingdom comes from artifacts. Because the a traditional school, system. Artifacts What: Egyptologist EgyptiansAs with were most so civilizations,careful to preserve knowledge things about for the Champollion was tutoredWhen: by 1790–1832his afterlife,Old Kingdom a large comesnumber from of objects artifacts.serve survived. Because things Egypt’sforthe the . Egypt’s olderWhere: brother. France This hot,Egyptians dry climate were was so careful also important to pre in preserving ar-- tifacts. Regions with high humidity cause artifactsserving arto brotherInstead soon of realized attending afterlife, a large number of objects survived athat traditional Champollion school, had decayhot, moredry climate quickly. was In also Egypt, important however,idity causein preancient artifacts food to nt food Champolliona gift for learning was items,tifacts. clothing, Regions and with colored high hum paintings have survived. tutoredlanguages. by Byhis the age As decaya result, more more quickly. has been In Egypt, learned however, about have theancie ancientsurvived. bout the ancient ofolder nineteen, brother. Champollion This Egyptianitems, clothing,civilization and than colored any other.paintings had received a Doctor of AsThe a result,largest more artifacts has inbeen Egypt learned are structuresa such brother soon realized es such Lettersthat Champollion degree. By age had as theEgyptian great pyramids civilization and than the any Sphinx. other. The paintings This relief depicts ings twenty,a gift forhe had learning mastered inside theThe pyramids largest artifacts reveal ain great Egypt deal are aboutstructur the Ur-Nammu making ut the thirteenlanguages. languages. By the He age was dailyas life the of great the Egyptians.pyramids and In additionthe Sphinx. to pyramids,The paint appointed the curator of an offering to the ion to pyramids, of nineteen, Champollion 30 the pharaohsinside the erected pyramids storehouses, reveal a great beautiful deal abo palaces, the Egyptian department at moon god Nanna. had received a Doctor of and temples.daily life Mostof the of Egyptians. these buildings In addit are located in the Louvre in Paris. He was e located in Letters degree. By age the citiesthe pharaohs of Memphis erected and storehouses, Thebes. beautiful palaces, a skilled French historian twenty, he had mastered Historiansand temples. have Most learned of these much buildings about Egypt ar from and linguist. He was also 31 recordsthe written cities of on Memphis papyrus and. The Thebes. word paper comes thethirteen founder languages. of scientific He was Historians have learned much about Egypt comes from from the word papyrus. The papyrus. The plant word grewpaper Egyptology.appointed the His curatorlinguistic of the Egyptian department at along recordsthe banks written of the on Nile papyrus and. The was papyrus used to plant make grew skills and the discovery of from the word papyrus to make the Louvre in Paris. He was baskets, boats, and rope. Egyptian scribes and priests the Rosetta stone enabled along the banks of the Nile and was usedes and priests used it for thousands of years to keep records, write te hima to skilled read EgyptianFrench historian baskets, boats, and rope. Egyptian scrib letters, and record stories. Papyrus was light and thinand thin hieroglyphics.and linguist. He was also used it for thousands of years to keep records, wri the founder of scientific and could be stored easily. Many ancient civilizationsnt civilizations letters, and record stories. Papyrus was light Egyptology. His linguistic used papyrus from Egypt until the Middlee Middle Ages. Ages. and could be stored easily. Many ancie Archaeologists believe that the Sphinx skills and the discovery of onu- used papyrus from Egypt until th Archaeologists believe that the Sphinx the Rosetta stone enabled papyrus Paper made from the stems of the papyrus was built to guard the pyramids. engraved to was built to guard the pyramids. Thehim stoneto read was Egyptian the lower part of an upright m plant. Paper made from the stems of the papyrus The Rosetta Stone V. The inscrip- papyrus to ex- menthieroglyphics. called a stele. This stele had been Ancient Egyptian writing is called hieroglyphics. record a decree of Pharaoh Ptolemy Papyrus-Makingplant. Process dardized, People drew pictures of the ideas they wanted tion was written in Egyptian hieroglyphics, common- Papyrus-Making Process press in language. The pictures becames to spell stan names. C to Egyptian, and Greek. The Rosetta Stone The Rosetta stone became theGreek key to was unlock a and some could be used as letter used Evaluating Ancient Civilizations Ancient Egyptian writing is called hieroglyphics. Theing stone the was Egyptian the lower language. part of Since an upright monu- This kind of writing was used from about 3000 B t until People drew pictures of the ideas they wanted to ex- ment called a stele. This stele had been engraved to AD 1100, longer than any other form of writingilization known language, it was used to translate the Egyp- press in language.ancient times. The pictures became standardized, recordtian a symbolsdecree of and Pharaoh words. Ptolemy However, V. it The was successfully inscrip no - slice & soak and some Forcould many be usedcenturies as letters after tothe spell Egyptian hieroglyphics. names. civ But tion 1822was written that Jean-François in Egyptian Champollionhieroglyphics,ics on common the stone. e for historians and slice & soak This kinddeclined, of writing no one was was used able from to read about 3000 BC Sea.to Egyptian,translated and Greek.several of the hieroglyph AD 1100,in 1799, longer a largethan blackany other stone form was foundof writing in the used town of TheThe Rosetta Rosetta stone stone becamemade it possiblthe key to unlock- in ancientmodern-day times. Rosetta, near the Mediterranean ing thearchaeologists Egyptian language. to read EgyptianSince Greek hieroglyphics. was a In the first chapter, students are introduced to four key themes of For many centuries after the Egyptian civilization known language, it was used to translate the Egyp- A system of writing made of picture layer & declined,hieroglyphics no one was able to read hieroglyphics. But tian symbols andWhat words. are However, the names it ofwas the not two until areas pound in 1799, asymbols. large black stone was found in the town of 1822 that Jean-Françoiswhere Egyptians Champollion settled successfully along the Nile? modern-day Rosetta, near An ancient the Mediterranean rock stele or monumentSea. translated several Explainof the hieroglyphics how these areas on get the their stone. layer & Rosetta stone The Rosetta stonename. made it possible for historians and pound carved with Egyptian hieroglyphics, Greek, and archaeologists to readWhy Egyptian were the pyramidshieroglyphics. in the valley of hieroglyphicsanother A systemscript; used of writing as a key made to decipher of picture Egyptian hieroglyphics; discovered in the Egyptian town of Giza built? symbols. - world history: justice, power, citizenship, and environment. Every Rosetta in 1799. Egyptologist who trans Rosetta stone An ancient rock stele or monument What are the names of the two areas cut & harvest Jean-François Champollion cut & harvest carved with Egyptian hieroglyphics, Greek, and where Egyptians settled along the Nile? 57 lated the hieroglyphics on the Rosetta stone in 1822. another script; used as a key to decipher Egyptian Explain how these areas get their hieroglyphics; discovered in the Egyptian town of name. Rosetta in 1799. peel peel Why were the pyramids in the valley of Jean-François Champollion Egyptologist who trans- Giza built? civilization faces challenges related to these themes. How a civi- lated the hieroglyphics on the Rosetta stone in 1822.

56 57 56 lization responds to those challenges influences how it should be remembered. This course teaches students to use the Bible to Student Text and Teacher’s Edition evaluate how civilizations have responded to these issues. The Student Text provides a colorful, age-appropriate infor- mational text about ancient civilizations in Africa, Asia, Europe, and the Americas. Maps, graphs, charts, photographs, and illustrations enhance learning. The Teacher’s Edition provides questions that will help you guide the students in understand- ing the material and developing critical-thinking skills. Many of the 180 lessons in this book include teacher helps, background information, and activities. Student Activities Manual The Student Activities Manual is a consumable companion to the Student Text, providing a variety of pages to aid the students’ understanding. Additionally, the History TimeLine in- cluded at the end of the book offers a comprehensive overview of the people and events of history from Creation to AD 2000.