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 discus- sion 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.

26

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.)

27

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 City-States in Mesopotamia culture in the Fertile Crescent. • 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

MTS. US History from Visuals TAUR M E T S ig Z E O r AG KUWAIT Interpreting the Map Mediterranean up P is R hr O R O at iv S Sea es T e M Have students compare the map on R A r O SAUDI ARABIA i U ve M N Sumer r I T page 27 with the political and physical 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 sur- rounding 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 neigh- boring 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.

Religion Literature Architecture Inventions Instructions Have students work in pairs and make a No natural No protection Built walls All rights reserved.

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 Gilgamesh poem that tells the the earth. Enlil made general decisions, . (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 grant- ed 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 cul- ture. 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 Babylonian Empire In about 2000 B.C., nomadic warriors known as Amorites a city-state? 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?

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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 rein- forced 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 Akkad, I collected the scattered In-Depth Resources: Unit 1 Babylonian Empire, which had become much smaller, fell code advance The Code of peoples thereof, and I procured civilization? • Primary Source: from food and drink for them. In to the neighboring Kassites. Over the years, new groups 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 Pyramids on the Nile the development of Egyptian culture. • 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

Name Date

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 ani- mals, 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.”

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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 lime- stone. 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?

Instructions Explain to students that Egyptian tomb paint- • What might the figures be standing on? All rights reserved.

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) hieros gluph, Ptolemy V. The Ptolemies were a Greek words and 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 peo- ple 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 them- selves 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-010203-0044-0049 8/2/03 11:07 AM Page 44

LESSON PLAN 3 OBJECTIVES Camel rider at Giza Pyramids Chinese Han Dynasty tile painting • Describe the impact of geography on in Egypt the Indus Valley culture. Planned Cities on the Indus • Describe Indus Valley cities and culture. • List theories about the decline of the Indus Valley civilization. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

INTERACTION WITH The culture of India today has • subcontinent • Harappan FOCUS & MOTIVATE ENVIRONMENT The first Indian its roots in the civilization of the • monsoon civilization civilization built well-planned early Indus cities. Point to the chalkboard. Ask what some- cities on the banks of the one can learn about our culture from this Indus River. artifact. Explain that archaeologists have The great civilizations of Mesopotamia and Egypt rose little more than this from the Indus SETTING THE STAGE and fell. They left behind much physical evidence about their ways of life. This Civilization. (Possible Answers: use tools, is the case in what today is the area known as Pakistan and part of India where have schools, people can write) another civilization arose about 2500 B.C. However, historians know less about its origins and the reasons for its eventual decline than they do about the origins INSTRUCT and decline of Mesopotamia and Egypt, because the language of the culture has not been translated. The Geography of the Indian TAKING NOTES The Geography of the Indian Subcontinent Subcontinent Drawing Conclusions Use the graphic organizer Geographers often refer to the landmass that includes India, Pakistan, and Bangladesh as the Indian . A wall of the highest mountains in the Critical Thinking to draw conclusions about subcontinent Indus Valley civilizations. world—the Hindu Kush, Karakorum, and Himalayan ranges—separates this • What made the Indus Valley a good region from the rest of the Asian continent. place for a civilization? (Mountains and Indus Valley Rivers, Mountains, and Plains The world’s tallest mountains to the north and Cities fact deserts protected the people; rivers a large desert to the east helped protect the Indus Valley from invasion. The provided water and fertile soil.) Language fact mountains guard an enormous flat and fertile plain formed by two rivers—the • Was the geography of Mesopotamia or Trade fact Indus and the Ganges (GAN•jeez). Each river is an important link from the inte- Egypt more like that of the Indus rior of the subcontinent to the sea. The Indus River flows southwest from the Valley? Explain. (Mesopotamia; the Himalayas to the Arabian Sea. Much of the lower Indus Valley is occupied by the floods were unpredictable.) Thar Desert. Farming is possible only in the areas directly watered by the Indus. The Ganges drops down from the Himalayas and flows eastward across northern In-Depth Resources: Unit 1 India. It joins the Brahmaputra River as it flows to the Bay of Bengal. • Guided Reading, p. 23 (also in Spanish) The Indus and Ganges and the lands they water make up a large area that stretches 1,700 miles across northern India and is called the Indo-Gangetic Plain. Like the Tigris, the Euphrates, and the Nile, these rivers carry not only water for TEST-TAKING RESOURCES irrigation, but also silt, which produces rich land for agriculture. Test Generator CD-ROM Below the Indo-Gangetic Plain, the southern part of the subcontinent is a peninsula that thrusts south into the Indian Ocean. The center of the peninsula is Strategies for Test Preparation a high plateau cut by twisting rivers. This region is called the Deccan (DEK•uhn) Test Practice Transparencies, TT6 Plateau. The plateau is framed by low mountain ranges called the Eastern and Western Ghats. These mountains keep moist air from reaching the plateau, mak- Online Test Practice ing it a dry region. A narrow border of lush, tropical land lies along the coasts of southern India. 44 Chapter 2

SECTION 3 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 23 • Guided Reading, p. 23 • Science and Technology: Early Water Engineering, • Building Vocabulary, p. 25 Power Presentations CD-ROM p. 39 • Reteaching Activity, p. 42 Electronic Library of Primary Sources Formal Assessment Reading Study Guide, p. 17 • from “Indus Culture” • Section Quiz, p. 22 Reading Study Guide Audio CD classzone.com ENGLISH LEARNERS GIFTED AND TALENTED STUDENTS In-Depth Resources in Spanish In-Depth Resources: Unit 1 • Guided Reading, p. 19 • Science and Technology: Early Water Engineering, Reading Study Guide (Spanish), p. 17 p. 39 Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources 44 Chapter 2 • from “Indus Culture” wh10te-010203-0044-0049 8/2/03 11:07 AM Page 45

Monsoon Winter Ancient India, 2500–1500 B.C. 40°N CHAPTER 2 • Section 3

H KUS Dry monsoon winds DU IN KARAKOR (October to May) H AM M Wet monsoon winds T S (June to September) KHYBER . PASS r Indus Valley civilization e iv History from Visuals R BOLAN PASS Harappa s u Interpreting the Map d H In Kalibangan IN I D O M Have students study the topography of -G Mohenjo- A A N G L Daro E A ancient India. What was the geography T Y IC A THAR PL S G AI R. of the Indus Valley like? (mountains, DESERT a n N aputra g e s R rahm i ver B rivers, plains) Extension Have pairs of students go Monsoon Summer INDIA through the first half of the section titled

G “The Geography of the Indian Arabian o da 20°N Sea vari Subcontinent.” Partners should locate on Rive DECCAN r PLATEAU S 0 200 Miles the map the different areas mentioned in K T rishn ver A a Ri H G the text. W 0 400 Kilometers

E N S R T Bay of E E

R T S N Bengal SKILLBUILDER Answers A G E H 1. Human-Environment Interaction the A

T

S 80°E Hindu Kush, Karakoram, and Himalaya

100°E mountains and the Thar Desert 2. Movement They blow across Asia and over the Himalayas before reaching the GEOGRAPHY SKILLBUILDER: Interpreting Maps Indian subcontinent. 1. Human-Environment Interaction What landforms presented natural barriers around the Indus Valley? 2. Movement Why do the winter monsoon winds carry so little moisture?

Monsoons Seasonal winds called monsoons dominate India’s climate. From October to February, winter monsoons from the northeast blow dry air westward across the country. Then, from the middle of June through October, the winds shift. These monsoons blow eastward from the southwest, carrying moisture from the ocean in great rain clouds. The powerful storms bring so much moisture that flood- ing often happens. When the summer monsoons fail to develop, drought often A. Answer the wet causes crop disasters. and dry cycles of the monsoons Environmental Challenges The civilization that emerged along the Indus River faced many of the same challenges as the ancient Mesopotamian and Egyptian civilizations. Identifying Problems • Yearly floods spread deposits of rich soil over a wide area. However, the What environ- floods along the Indus were unpredictable. mental challenge • The rivers sometimes changed course. did the farmers of • The cycle of wet and dry seasons brought by the monsoon winds was the Indus Valley face that the unpredictable. If there was too little rain, plants withered in the fields and Sumerians and people went hungry. If there was too much rain, floods swept away whole Egyptians did not? villages.

Early River Valley Civilizations 45

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Specialized Vocabulary Class Time 45 minutes Word Meaning Example Task Identifying and using key vocabulary subcontinent A large area of land that is India because it is cut Purpose To develop skill in using specialized vocabulary words part of a continent but is off from Asia by Instructions Have students work in pairs or small groups to gain under- also separated from the mountains standing of the specialized vocabulary used in this section to describe the continent geography of the Indus-Ganges Plain. Have students make lists of the monsoon A wind that changes direction. Winds that bring rain words they need to know; then have them make a chart listing the word, Can also mean a heavy rain. or dry air the meaning, and an example to help make the meaning clear. Some of the words that might need explanation are the following: plateau Land that is high and flat Parts of the south- subcontinent, monsoon, plateau, peninsula, plain. west in the United States Teacher’s Edition 45 CHAPTER 2 • Section 3 Civilization Emerges on the Indus Historians know less about the civilization in the Indus Valley than about those to the west. They have not yet deciphered the Indus system of writing. Evidence comes largely from archaeological digs, although many sites remain unexplored, Civilization Emerges on and floods probably washed away others long ago. At its height, however, the civ- the Indus ilization of the Indus Valley influenced an area much larger than did either Mesopotamia or Egypt. No one is sure how human settlement began in the Indian sub- Critical Thinking Earliest Arrivals continent. Perhaps people who arrived by sea from Africa settled the south. • What do the planned cities of the Indus Northern migrants may have made their way through the Khyber Pass in the Hindu Valley people tell us about their cul- Kush mountains. Archaeologists have found evidence in the highlands of agricul- ture? (high level of cooperation, strong ture and domesticated sheep and goats dating to about 7000 B.C. By about central government) 3200 B.C., people were farming in villages along the Indus River. • Why were the oven-baked bricks of the Planned Cities Around 2500 B.C., while Egyptians were building pyramids, peo- Indus Valley people superior to the sun- ple in the Indus Valley were laying the bricks for India’s first cities. They built dried bricks of the Sumerians? (They strong levees, or earthen walls, to keep water out of their cities. When these were were regular in size, making building not enough, they constructed human-made islands to raise the cities above possi- ble floodwaters. Archaeologists have found the ruins of more than 100 settlements easier and more durable.) M A map of the along the Indus and its tributaries mostly in modern-day Pakistan. The largest cities citadel portion were Kalibangan, Mohenjo-Daro, and Harappa. Indus Valley civilization is some- of Mohenjo- times called Harappan civilization, because of the many archaeological discover- Daro shows ies made at that site. an organized One of the most remarkable achievements of the Indus Valley people was their More About . . . pattern of buildings and sophisticated city planning. The cities of the early Mesopotamians were a jumble The Ancient City of Harappa streets. of buildings connected by a maze of winding streets. In contrast, the people of the Indus laid out their cities Local people have long known of the site on a precise grid system. Cities featured a fortified of the ancient city of Harappa. In fact, area called a citadel, which contained the major build- many of the bricks have been carried off ings of the city. Buildings were constructed of oven- to use in contemporary structures. baked bricks cut in standard sizes, unlike the simpler, Archaeologists began excavating the site irregular, sun-dried mud bricks of the Mesopotamians. "College" in 1920. They have found huge granaries Early engineers also created sophisticated plumb- ing and sewage systems. These systems could rival any and public buildings that suggest the gov- Granary urban drainage systems built before the 19th century. ernment was geared mainly toward the The uniformity in the cities’ planning and construction economy and administration. Most of the suggests that the Indus peoples had developed a strong site has yet to be examined. Stair central government. Harappan Planning Harappa itself is a good example of this city planning. The city was partially built on mud-brick platforms to protect it from flooding. A thick brick wall about three and a half miles long sur- rounded it. Inside was a citadel, which provided pro- tection for the royal family and also served as a temple. Tower The streets in its grid system were as wide as 30 feet. Walls divided residential districts from each Assembly other. Houses varied in size. Some may have been Hall three stories high. Narrow lanes separated rows of houses, which were laid out in block units. Houses fea- tured bathrooms where wastewater flowed out to the street and then to sewage pits outside the city walls. Fortifications 46 Chapter 2

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Indus Valley Cities Class Time 45 minutes Task Understanding the challenges of city planning Indus Valley City New City Purpose To develop deeper understanding of the Indus culture Walls or islands to avoid Streets and parking Instructions To help students understand the achievement of good city floods Houses and shops planning, have them list the elements the Indus Valley people included in Streets in a grid Schools their city plans. Then have them start planning a new city near where they Special protection for Government buildings live. What are the elements of a city today? important buildings Have students compare the essential parts of their modern-day city with Parks Plumbing and sewer systems the Indus Valley city. What are the similarities and differences? Garbage collection and Students who need more help with this section can use the Reading Study sanitation Guide, pp. 17–18. Here are some sample lists: 46 Chapter 2 CHAPTER 2 • Section 3

Plumbing in Mohenjo-Daro From the time people began living in cities, they have faced the Science & Technology problem of plumbing: how to obtain clean water and remove human wastes? In most ancient cities, people retrieved water from a river or a Plumbing Facts central well. They dumped wastes into open drainage ditches or carted • The ancient Romans also built OBJECTIVE them out of town. Only the rich had separate bathrooms in their homes. sophisticated plumbing and • Explain why the plumbing systems built By contrast, the Indus peoples built extensive and modern-looking sewage systems. Aqueducts by the Indus people were so advanced. plumbing systems. In Mohenjo-Daro, almost every house had a private supplied Roman cities with bathroom and toilet. No other civilization achieved this level of water. convenience until the 19th and 20th centuries. The toilets were neatly • In the 17th century, engineers INSTRUCT built of brick with a wooden seat. Pipes connected to each house installed a series of water wheels to pump water for the Tell students that the plumbing system carried wastewater into an underground sewer system. fountains of Versailles, the discovered at Mohenjo-Daro is unusual palace of French king Louis XIV. because, although it dates back thou- The water was pumped from a RESEARCH LINKS For more on river three miles away. This sands of years, it has a very modern feel. water and waste management was the largest water-supply go to classzone.com Remind students that even at the turn of system powered by machine the 20th century, many rural and urban rather than gravity. • The flush toilet was patented in homes in the United States did not have 1775 by Alexander Cumming, a indoor plumbing. British mathematician and watchmaker.

1 In their private baths, people More About . . . took showers by pouring pitchers of water over Plumbing Facts their head. Rome was the only ancient city that had 2 Wastes drained through clay a reliable and plentiful supply of water. pipes into brick sewers running By A.D. 97, approximately 1,800 years after below the streets. These sewers had manholes, through which the decline of the Indus Valley civilization, sanitation workers could about 85 million gallons of water were inspect the drains and clean out the muck. supplied to the city each day through 9 aqueducts. More aqueducts were added later. In addition to Rome, another 200 cities in the Roman colonies con- structed aqueducts. The aqueducts were amazing engineering feats that brought 1. Making Inferences What does the attention the Indus people gave to water over many miles. A few of these, the plumbing and sewer systems including the Aqua Virgo in Rome, still suggest about their culture? provide water. See Skillbuilder Handbook, Page R10. In-Depth Resources: Unit 1 2. Comparing and Contrasting Find out how water is supplied and • Science and Technology: Early Water wastewater disposed of in your Engineering, p. 39 home or community. How does the system in your home or community compare with what was used in Mohenjo-Daro? 47

CONNECT TO TODAY: ANSWERS

Making Inferences Comparing and Contrasting 1. The Indus people valued personal cleanliness and social sanitation. They 2. Encourage students to contact the local water department or sewage realized that establishing a citywide waste disposal system would be facility to find answers to the question. They may also find answers by more effective than leaving waste disposal up to individuals. They may contacting local building contractors or plumbers. Encourage students have known that poor sanitation could spread disease. to create diagrams to compare the water and waste systems in their community and in Mohenjo-Daro.

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CHAPTER 2 • Section 3 Harappan Culture Harappan culture spread throughout the Indus valley. Like the Egyptian and Mesopotamian civilizations you have studied, the culture was based on agriculture. Artifacts help to explain some aspects of the culture. Harappan Culture Language Like the other two river valley civilizations, the Harappan culture ▼ Harappan seals developed a written language. In contrast to cuneiform and hieroglyphics, the show an elephant Harappan language has been impossible to decipher. This is because, unlike the Critical Thinking (top), an Indian • Why does the discovery of toys indicate rhinoceros (middle), other two languages, linguists have not found any inscriptions that are bilingual. and a zebu bull The Harappan language is found on stamps and seals made of carved stone used that the Indus people were relatively (bottom). for trading pottery and tools. About 400 symbols make up the language. prosperous? (If they were not prosper- Scientists believe the symbols, like hieroglyphs, are used both to depict ous, they could not take the time to an object and also as phonetic sounds. Some signs stand alone and oth- Clarifying make toys.) ers seem to be combined into words. What is the main reason • What can you conclude from the fact Culture The Harappan cities show a remarkable uniformity in religion Harappan language that fertility images and representations and culture. The housing suggests that social divisions in the society has not been of Shiva, a mother goddess, are part of were not great. Artifacts such as clay and wooden children’s toys deciphered? later Indian civilization? (Some parts of suggest a relatively prosperous society that could afford to produce B. Answer No bilingual texts have the Indus culture were adopted by nonessential goods. Few weapons of warfare have been found, suggest- ing that conflict was limited. been found to help later peoples.) in the translation of The presence of animal images on many types of artifacts suggests the symbols. Electronic Library of Primary Sources that animals were an important part of the culture. Animals are seen on • from “Indus Culture” pottery, small statues, children’s toys, and seals used to mark trade items. The images provide archaeologists with information about ani- mals that existed in the region. However, some of the seals portray beasts with parts of several different animals—for example, the head of Tip for Struggling Readers a man, an elephant trunk and tusks, horns of a bull, and the rump of a Explain to students that Hindu is a noun tiger. As in the case of the Harappan language, the meaning of these that has two meanings. It may refer to a images has remained a mystery. person who is a native of India, especially Role of Religion As with other cultures, the rulers of the Harappan northern India. It may also refer to some- civilization are believed to have close ties to religion. Archaeologists think that the culture was a theocracy. But no site of a temple has been one who practices the Hindu religion. found. Priests likely prayed for good harvests and safety from floods. Many Indians follow Hinduism. Here the Religious artifacts reveal links to modern Hindu culture. Figures show reference is to the religion. what may be early representations of Shiva, a major Hindu god. Other figures relate to a mother goddess, fertility images, and the worship of the bull. All of these became part of later Indian civilization. Trade The Harappans conducted a thriving trade with peoples in the region. Gold and silver came from the north in Afghanistan. Semiprecious stones from Persia and the Deccan Plateau were crafted into jewelry. The Indus River provided an excellent means of trans- portation for trade goods. Brightly colored cotton cloth was a desirable trade item since few people at the time knew how to grow cotton. Overland routes moved goods from Persia to the Caspian Sea. The Indus River provided a link to the sea. This access allowed Indus Valley inhabitants to develop trade with distant peoples, including the Mesopotamians. Seals probably used by Indus merchants to identify their goods have been found in Sumer. Ships used the Persian Gulf trade routes to bring copper, lum- ber, precious stones, and luxury goods to Sumer. Trading began as early as 2600 B.C. and continued until 1800 B.C.

48 Chapter 2

Name Date

CONNECTIONS ACROSS TIME AND CULTURES THEMATIC CONNECTION: CHAPTER River Civilizations in the INTERACTION WITH 2 Ancient World ENVIRONMENT DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 4 As you have read in Chapters 1 and 2, human societies formed civilizations in fertile river valleys. People in Mesopotamia, Egypt, South Asia, and China depended on rivers to maintain their lives. These widely separated river civilizations all faced similar challenges. Compare the river systems in various civilizations by answering the questions below.

1. Accurately predicting the yearly floods was one of the challenges civilizations faced. River Civilizations What other problems were caused by the yearly floods? River ______

Problem Solution 2. Describe several solutions early civilizations devised to meet the challenge of Class Time 30 minutes Civilization growing crops during times of drought and to determine ownership of flooded fields. ______

3. Irrigation canals had to be constantly tended because they could fill up with silt. Task Comparing river civilizations A report on Mesopotamia stated, “Stoppage of canals by silt depopulated villages Egypt Yearly floods Predictable floods and cities more effectively than the slaughter of people by an invading army.” What do you think this statement means? ______Purpose To understand how river civilizations developed brought rich soil, so ______4. Irrigation canals would often fill up with silt during times of war. Why do you think this would happen?______Instructions Have students compare the river civilizations were welcome. People ______5. How did the environment of the Indus Valley river civilization differ from that of Mesopotamia, Egypt, South Asia, and China that they placed buildings away All rights reserved. of Mesopotamia and Egypt? What was the effect of this environmental difference? ______

6. What lessons do you think modern-day farm societies can learn from the experiences of the ancient river civilizations? ______studied in Chapters 1 and 2. These river civilizations all from flooded areas. © McDougal Littell Inc. faced similar problems, and they came up with a variety ______Couldn’t work Farmers were kept busy of solutions. Have pairs of students research one of the Early River Valley Civilizations 35 during parts building the pyramids. civilizations. Each pair should create a chart of the prob- of the year In-Depth Resources: Unit 1 lems and solutions the people of each civilization faced. Here is a sample chart. Give interested students the Connections Across Time and 48 Chapter 2 Cultures worksheet for more information. wh10te-010203-0044-0049 8/2/03 11:11 AM Page 49

Indus Valley Culture Ends CHAPTER 2 • Section 3 Around 1750 B.C., the quality of building in the Indus Valley cities declined. Gradually, the great cities fell into decay. The fate of the cities remained a mystery until the 1970s. Then, Indus Valley Culture Ends Vocabulary satellite images of the subcontinent of India tectonic plates: revealed evidence of shifts in tectonic plates. Critical Thinking moving pieces of The plate movement probably caused earth- • Why would the Indus people leave their the earth’s crust quakes and floods and altered the course of the Indus River. cities because of the environmental Some cities along the rivers apparently suf- changes? (Farmers could no longer fered through these disasters and survived. raise the surplus food needed to Others were destroyed. The shifts may have support a city population.) caused another river, the Sarswati, to dry up. • Why were satellite images needed to Trade on this river became impossible, and end the mystery of what happened to cities began to die. Harappan agriculture, too, the Indus people? (No written history would have been influenced by these events. It is likely that these environmental changes pre- or other facts exists to explain the disappearance.) C. Possible Answer vented production of large quantities of food. change in river’s Furthermore, Harappan agriculture may have course; sudden suffered as a result of soil that was exhausted catastrophe such by overuse. This too, may have forced people to as a flood or leave the cities in order to survive. earthquake Other factors had an impact on the Indus subcontinent. As Chapter 3 explains, the Analyzing Causes Aryans, a nomadic people from north of the Hindu Kush mountains, swept into ▲ The bearded What factors the Indus Valley around 1500 B.C. Indian civilization would grow again under the figure above may have con- influence of these nomads. At this same time, farther to the east, another civiliza- might be a tributed to the Harappan god decline of the Indus tion was arising. It was isolated from outside influences, as you will learn in or perhaps a Valley civilization? Section 4. priest king.

SECTION3 ASSESSMENT ASSESS

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 3 ASSESSMENT • subcontinent • monsoon • Harappan civilization Have students work in pairs and USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING take turns asking and answering the 2. What is one conclusion you 3. What problems can monsoons 6. DRAWING CONCLUSIONS What evidence suggests Indus questions. can draw about the Indus cause? Valley cities were run by a strong central government? Valley civilization? 4. How were the planned cities of 7. SYNTHESIZING What skills would the construction of Formal Assessment the Indus Valley different from planned cities require? Explain. Indus Valley • Section Quiz, p. 22 other early cities? 8. MAKING INFERENCES How were the people of the Indus Cities fact 5. What reasons are suggested for Valley connected to Mesopotamia? the disappearance of the Indus Language fact 9. WRITING ACTIVITY INTERACTION WITH ENVIRONMENT RETEACH Valley civilization? Write a comparison of how Sumerians, Egyptians, and Trade fact the people of the Harappan civilization made use of Use the map on page 45 to review the their environment. Then identify which group you think geography of the Indus Valley civilization made better use of what they had. and the movement of people and trade.

INTERNET ACTIVITY Reading Study Guide, p. 17 (also in Spanish) Use the Internet to research Harappan seals. Make some sketches of INTERNET KEYWORD In-Depth Resources: Unit 1 what you see. Then create a sketch of a seal that might have been Harappan seals found in a ruin in an Indus Valley civilization. • Reteaching Activity, p. 42 Early River Valley Civilizations 49

ANSWERS

1. subcontinent, p. 44 • monsoon, p. 45 • Harappan civilization, p. 46 2. Cities—Central planning, advanced plumbing 5. Tectonic plate shifts altered the course of • show what standards were used. and sewage systems. Language—Written with rivers, which changed agriculture and trade. • support the choice with examples. symbols and phonetic sounds. Trade—Thriving 6. planned cities, standard building materials, CONNECT TO TODAY trade by river, overland, and sea. Conclusion: sanitation systems Rubric The sketch should The Indus Valley civilization had a high level of 7. central government, standard building materi- • incorporate animals or other creatures seen in culture and organization. als, engineering and architectural skills Harappan seals. 3. They can dump excessive rain, causing flood 8. They were linked through the Indian Ocean • have markings similar to those seen in damage, or they may not come, causing trade. They also could go overland. the seals. crop failures. 9. Rubric The comparison should • be presented in an artistically pleasing manner. 4. They were laid out on a grid and had • include examples from each civilization. sewers; other cities had winding streets and lacked sewers. Teacher’s Edition 49 wh10te-010204-0050-0055 8/2/03 11:11 AM Page 50

LESSON PLAN 4 OBJECTIVES Camel rider at Giza Pyramids Chinese Han Dynasty tile painting • Explain the effects of geography on in Egypt cultural development in China. • Describe the growth and structure of River Dynasties in China the Shang Dynasty. • Describe Shang family structure, MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES religion, and technology. • Summarize the rise and fall of the POWER AND AUTHORITY The The culture that took root during • loess • dynastic Zhou Dynasty. early rulers introduced ideas ancient times still affects • oracle bone cycle about government and society Chinese ways of life today. • Mandate of • feudalism that shaped Chinese civilization. Heaven FOCUS & MOTIVATE Invite students to share what they already SETTING THE STAGE The walls of China’s first cities were built 4,000 years know about China. (Possible Answers: ago. This was at least a thousand years after the walls of Ur, the great pyramids near Japan, large populations, once of Egypt, and the planned cities of the Indus Valley were built. Unlike the other ruled by emperors) three river valley civilizations, the civilization that began along one of China’s river systems continues to thrive today.

INSTRUCT TAKING NOTES The Geography of China Following Chronological The Geography of China Order On a time line, Natural barriers somewhat isolated ancient China from all other civilizations. To identify major events in China’s east lay the Yellow Sea, the East China Sea, and the Pacific Ocean. early Chinese dynasties. Mountain ranges and deserts dominate about two-thirds of China’s landmass. Critical Thinking In west China lay the Taklimakan (TAH•kluh•muh•KAHN) Desert and the icy • Based on the first paragraph under “The event 1 event 3 15,000-foot Plateau of Tibet. To the southwest are the Himalayas. And to the Geography of China,” what can you pre- > north are the desolate Gobi Desert and the Mongolian Plateau. event 2 dict you will learn about early Chinese River Systems Two major river systems flow from the mountainous west to the civilizations? (Possible Answers: little Pacific Ocean. The Huang He (hwahng•HUH), also known as the Yellow River, contact with other civilizations, not is found in the north. In central China, the Chang Jiang (chang•jyhang), also much farmland) called Yangtze (yang•SEE), flows east to the Yellow Sea. The Huang He, whose • How did China’s environmental chal- name means “yellow river,” deposits huge amounts of yellowish silt when it lenges compare to those of the Indus overflows its banks. This silt is actually fertile soil called loess (LOH•uhs), which is blown by the winds from deserts to the west and north. civilization? (Both had unpredictable, disastrous floods. China’s natural barri- Environmental Challenges Like the other ancient civilizations in this chapter, China’s first civilization developed in a river valley. China, too, faced the dan- ers more effectively limited trade.) gers of floods—but its geographic isolation posed its own challenges. In-Depth Resources: Unit 1 • The Huang He’s floods could be disastrous. Sometimes floods devoured • Guided Reading, p. 24 (also in Spanish) whole villages, earning the river the nickname “China’s Sorrow.” • Because of China’s relative geographic isolation, early settlers had to supply their own goods rather than trading with outside peoples. TEST-TAKING RESOURCES • China’s natural boundaries did not completely protect these settlers from Test Generator CD-ROM outsiders. Invasions from the west and north occurred again and again in Chinese history. Strategies for Test Preparation China’s Heartland Only about 10 percent of China’s land is suitable for farm- Test Practice Transparencies, TT7 ing. Much of the land lies within the small plain between the Huang He and the Online Test Practice 50 Chapter 2

SECTION 4 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 24 • Guided Reading, p. 24 Power Presentations CD-ROM Formal Assessment • Building Vocabulary, p. 25 World Art and Cultures Transparencies • Section Quiz, p. 23 • Reteaching Activity, p. 43 • AT5 Chinese bronze Reading Study Guide, p. 19 Critical Thinking Transparencies ENGLISH LEARNERS Reading Study Guide Audio CD In-Depth Resources in Spanish • CT2 Environmental Factors Shape River Valley Civilizations • Guided Reading, p. 20 GIFTED AND TALENTED STUDENTS Electronic Library of Primary Sources Reading Study Guide (Spanish), p. 19 In-Depth Resources: Unit 1 • “Building a Town,” from Shih ching Reading Study Guide Audio CD (Spanish) • Connections Across Time and Cultures: River Civilizations in the Ancient World, p. 38 classzone.com Electronic Library of Primary Sources 50 Chapter 2 wh10te-010204-0050-0055 8/2/03 11:12 AM Page 51

Ancient China, 2000–200 B.C. CHAPTER 2 • Section 4 40°N Extent of Shang Dynasty (Approximate) The Huang He, or Yellow Extent of Zhou Dynasty (Approximate) River, is named for the color of its silt. This silt nurtured Border of modern China T early development of Chinese E R N History from Visuals civilization and is still a vital E S O D R resource today. B I T G O H Interpreting the Map C PACIFIC H

I e N OCEAN Have students study the map of ancient ) TAKLIMAKAN H Anyang A Yellow g w n lo P ua el L Sea China. Why is the area of the Shang and DESERT H Y Zhengzhou A ( I N r Zhou dynasties striped? (to show that e CHINA Luoyang iv Hao Yangzhou R both dynasties ruled there) Q I N L I N G H ang PLATEAU OF Ji s I Panlongcheng g iver u M TIBET n R ) d a e SKILLBUILDER Answers n A h tz I L C g A an (Y 1. Location They rise in the western G Y a A n S g mountains and flow east across the e s R iver Jiang Xi North China plain to the Pacific Ocean. INDIA 100°E 120°E 2. Region eastern China between Huang 80°E Yellow silt gives the Huang He a He and Chang Jiang rivers distinctive color.

0 500 Miles

0 1,000 Kilometers

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Describe the location of the Huang He and Chang Jiang in terms of where they begin and end. 2. Region What area did the Shang and Zhou dynasties control?

Chang Jiang in eastern China. This plain, known as the North China Plain, is China’s heartland. Throughout China’s long history, its political boundaries have expanded and contracted depending on the strength or weakness of its ruling fam- ilies. Yet the heartland of China remained the center of its civilization. Civilization Emerges in Shang Times Civilization Emerges in Shang Times Fossil remains show that ancestors of modern humans lived in southwest China Critical Thinking about 1.7 million years ago. In northern China near Beijing, a Homo erectus skele- • How might Yu’s flood-control and irriga- ton was found. Known as Peking man, his remains show that people settled the tion projects help settlements grow? river valley as much as 500,000 years ago. (Reducing flood damage would help The First Dynasties Even before the Sumerians settled in southern Mesopotamia, more permanent settlements grow. early Chinese cultures were building farming settlements along the Huang He. Around 2000 B.C., some of these settlements grew into China’s first cities. Irrigation would allow farmers to grow According to legend, the first Chinese dynasty, the Xia (shyah) Dynasty, emerged surplus food to support cities.) about this time. Its leader was an engineer and mathematician named Yu. His flood- • Why did the Chinese build houses of control and irrigation projects helped tame the Huang He and its tributaries so that wood instead of clay like the settlements could grow. The legend of Yu reflects the level of technology of a soci- Sumerians? (Forests provided materials. ety making the transition to civilization. The Sumerians did not have forests.) About the time the civilizations of Mesopotamia, Egypt, and the Indus Valley fell to outside invaders, a people called the Shang rose to power in northern China.

Early River Valley Civilizations 51

CT MCDOUGAL LITTELL Critical Thinking: 78 World History: Patterns of Interaction Concept Web DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Detail

Supporting Identifying Main Ideas and Details Idea

Class Time 35 minutes Detail Task Creating a concept web Fought many Northern MAIN Purpose To better understand main ideas and wars China IDEA details about the Shang Dynasty

Pair students. Have them reread the last paragraph All rights reserved. Shang Dynasty,

of “The First Dynasties” section and all of the “Early © McDougal Littell Inc. – Cities” section (pages 51–52). Show Critical Thinking 1700 B.C. 1027 B.C. Transparency CT78. Ask students to create their own concept webs about the Shang Dynasty. A sample Left written Lived in Critical Thinking Transparencies concept web is shown at right. records walled cities

Teacher’s Edition 51 wh10te-010204-0050-0055 8/2/03 11:12 AM Page 52

CHAPTER 2 • Section 4 The Shang Dynasty lasted from around 1700 B.C. to 1027 B.C. It was the first family of Chinese rulers to leave written records. The Shang kings built elaborate palaces and tombs Lady Hao’s Tomb that have been uncovered by archaeologists.The artifacts Lady Hao was a wife of king Wu Ding, reveal much about Shang society. Historyin Depth a Shang ruler, during the 1200s B.C. Her relatively small grave contained Early Cities Among the oldest and most important Shang some 460 bronze artifacts, 750 jade cities was Anyang (ahn•YAHNG), one of the capitals of the Lady Hao’s Tomb objects, and more than 6,880 cowry Shang Dynasty. Unlike the cities of the Indus Valley or Lady Hao’s tomb was located in Anyang shells. Also found in the tomb beside Fertile Crescent, Anyang was built mainly of wood. The city Lady Hao’s coffin were the remains in north China. Anyang was the Shang of 16 people and 6 dogs. stood in a forest clearing. The higher classes lived in Dynasty’s last capital. Lady Hao’s tomb Writings found in other places timber-framed houses with walls of clay and straw. These was undisturbed at the time it was exca- reveal a remarkable figure in Lady houses lay inside the city walls. The peasants and crafts- Hao. On behalf of her husband, people lived in huts outside the city. vated in 1976 and yielded an extraordi- she led more than one military The Shang surrounded their cities with massive earthen nary variety of artifacts. Moreover, Lady campaign, once with a force of 13,000 troops. She also took charge walls for protection. The archaeological remains of one city Hao’s tomb was small compared to some of rituals dedicated to the spirits include a wall of packed earth 118 feet wide at its base that royal tombs. The 16 bodies in the tomb of Shang ancestors, a duty reserved encircled an area of 1.2 square miles. It likely took 10,000 were sacrificed. Sacrifices were often pris- for the most distinguished members men more than 12 years to build such a structure. Like the of the royal family. oners of war but sometimes servants pyramids of Egypt or the cities of the Indus Valley, these who volunteered. walls demonstrate the Shang rulers’ ability to raise and con- Comparing trol large forces of workers. What did Shang INTERNET ACTIVITY Create a cities have in com- multimedia presentation about Lady Shang peoples needed walled cities because they were constantly waging war. The chariot, one of the major tools mon with those of Hao’s tomb and its contents. Go to Sumer? classzone.com for your research. of war, was probably first introduced by contact with cul- A. Answer city Rubric Presentations should tures from western Asia. Professional warriors underwent walls for protection • describe items from Lady Hao’s tomb. lengthy training to learn the techniques of driving and • explain why these items were placed in shooting from horse-drawn chariots. the tomb. • present information clearly and The Development of Chinese Culture concisely. In the Chinese view, people who lived outside of Chinese civilization were barbar- ians. Because the Chinese saw their country as the center of the civilized world, their own name for China was the Middle Kingdom. The culture that grew up in China had strong unifying bonds. From earliest The Development of Chinese times, the group seems to have been more important than the individual. A person’s Culture chief loyalty throughout life was to the family. Beyond this, people owed obedience and respect to the ruler of the Middle Kingdom, just as they did to the elders in their family. Critical Thinking Family The family was central to Chinese society. The most important virtue • How did the rights of women in China was respect for one’s parents. The elder men in the family controlled the family’s compare to those of women in Sumer property and made important decisions. Women, on the other hand, were treated as and Egypt? (Women in Sumer and inferiors. They were expected to obey their fathers, their husbands, and later, their Egypt had rights almost comparable own sons. When a girl was between 13 and 16 years old, her marriage was to those of men. Chinese women had arranged, and she moved into the house of her husband. Only by bearing sons for few rights.) her husband’s family could she hope to improve her status. • How did Chinese religion reinforce Social Classes Shang society was sharply divided between nobles and peasants. the centrality of the family in Chinese A ruling class of warrior-nobles headed by a king governed the Shang. These noble social life? (Because ancestors were families owned the land. They governed the scattered villages within the Shang Vocabulary lands and sent tribute to the Shang ruler in exchange for local control. tribute: payment spirits who could help living family made to keep peace members, people respected and clung Religious Beliefs In China, the family was closely linked to religion. The Chinese believed that the spirits of family ancestors had the power to bring good fortune to their families.) 52 Chapter 2

CT MCDOUGAL LITTELL Critical Thinking: 74 World History: Patterns of Interaction Compare and Contrast DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Comparing Cultures Class Time 35 minutes Ancient China Modern U.S. Task Comparing ancient Chinese and modern Items Being Compared American culture Family • Group more • Individual has Purpose To understand differences in culture important than more rights

Divide students into small groups. Have them reread the individual • Women have All rights reserved.

• Few rights for more rights ______first five paragraphs of “The Development of Chinese © McDougal Littell Inc.

Culture.” Show Critical Thinking Transparency CT74. Ask women • Characteristics ______groups to create their own charts to compare culture in Conclusions: Social Classes Shang-era China with culture in the United States today. Critical Thinking Transparencies A sample chart is shown at right. Religious Beliefs

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or disaster to living members of the family. The Chinese did CHAPTER 2 • Section 4 not regard these spirits as mighty gods. Rather, the spirits were more like troublesome or helpful neighbors who demanded attention and respect. Every family paid respect to the father’s ancestors and made sacrifices in their honor. Through the spirits of the ancestors, the Shang consulted More About . . . the gods. The Shang worshiped a supreme god, Shang Di, as well as many lesser gods. Shang kings consulted the gods Chinese Writing through the use of oracle bones, animal bones and tortoise The Chinese written language has shells on which priests had scratched questions for the gods. changed so little since 200 B.C. that a After inscribing a question on the bone, a priest applied a Chinese person living today can read the hot poker to it, which caused it to crack. The priests then writing of ancestors who lived over 2,000 interpreted the cracks to see how the gods had answered. years ago. Of course, there are many In the Chinese method of writing, Development of Writing more characters today—over 50,000, in each character generally stands for one syllable fact. New characters are constantly being or unit of language. Recall that many of the Egyptian hiero- glyphs stood for sounds in the spoken language. In contrast, created. Sometimes existing characters there were practically no links between China’s spoken lan- are combined to make a new character. guage and its written language. One could read Chinese with- out being able to speak a word of it. (This seems less strange ▲ when you think of our own number system. Both a French person and an American The earliest evidence of can understand the written equation 2 + 2 = 4. But an American may not understand Chinese writing the spoken statement “Deux et deux font quatre.”) is seen on The Chinese system of writing had one major advantage. People in all parts oracle bones B. Answer People of China could learn the same system of writing, even if their spoken languages like this one found in the whose spoken lan- were very different. Thus, the Chinese written language helped unify a large and guages were differ- city of Anyang. ent could read the diverse land, and made control much easier. written language. The disadvantage of the Chinese system was the enormous number of written characters to be memorized—a different one for each unit of language. A person needed to know over 1,500 characters to be barely literate. To be a true scholar, one Recognizing Effects needed to know at least 10,000 characters. For centuries, this severely limited the How did writing number of literate, educated Chinese. As a general rule, a nobleperson’s children help unite China? learned to write, but peasant children did not.

Chinese Writing

The earliest writing systems in the world—including to the pictographic writing found on Shang oracle Chinese, Sumerian, and Egyptian—developed from bones. As you can see in the chart below, the ancient pictographs, or simplified drawings of objects. The pictographs can still be recognized in many modern writing system used in China today is directly related Chinese characters.

ox goat, sheep tree moon earth water field heaven to pray

Ancient symbol

Modern character

Early River Valley Civilizations 53

Name Date

East Asia

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS 2,000 Kilometers 1,000 Miles 0 Chinese Language Groups 0 Class Time 30 minutes listed under different names. Have students use library Task Identifying and comparing Chinese language groups resources or the Internet to learn where these languages Purpose To learn about Chinese languages are spoken, how many native speakers they have, and how they differ from English and from each other. Explain that the Chinese have seven major spoken lan- Students can use the outline map of East Asia to record guages. The main one is Mandarin, which is spoken by All rights reserved. the location of the language groups. Have students share

about 835 million people and might be considered the © McDougal Littell Inc. their findings with the class. national language. The others are Cantonese, Xiang, Gan,

Hakka, Min, and Wu, although students may find these Outline Maps 19 Geography Skills and Outline Maps

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Strong dynasty CHAPTER 2 • Section 4 establishes peace New dynasty gains and prosperity; it is In time, dynasty power, restores considered to have declines and peace and order, and Mandate of Heaven. becomes corrupt; claims to have taxes are raised; Mandate of Heaven. Zhou and the Dynastic Cycle power grows weaker. Dynastic Cycle in China

Critical Thinking Dynasty is overthrown Disasters such as through rebellion and floods, famines, • How might the Mandate of Heaven bloodshed; new Old dynasty is seen as peasant revolts, affect how a king ruled? (Possible dynasty emerges. having lost Mandate and invasions occur. of Heaven; rebellion Answer: A king might try to rule wisely is justified. and well to keep his mandate.) • How does coined money improve trade? (easy to carry, doesn’t spoil or Zhou and the Dynastic Cycle wear out, easier to barter) Around 1027 B.C., a people called the Zhou (joh) overthrew the Shang and estab- • How could the feudal lords justify a lished their own dynasty. The Zhou had adopted much of the Shang culture. grab for power? (could claim that king Therefore, the change in dynasty did not bring sweeping cultural change. no longer had Mandate of Heaven) Nevertheless, Zhou rule brought new ideas to Chinese civilization. To justify their conquest, the Zhou leaders declared that the In-Depth Resources: Unit 1 Mandate of Heaven final Shang king had been such a poor ruler that the gods had taken away the • Connections Across Time and Cultures: River Shang’s rule and given it to the Zhou. This justification developed over time into a Civilizations in the Ancient World, p. 38 broader view that royal authority came from heaven. A just ruler had divine Vocabulary Electronic Library of Primary Sources approval, known as the Mandate of Heaven. A wicked or foolish king could lose mandate: a com- CD-ROM the Mandate of Heaven and so lose the right to rule. The Duke of Shao, an aide of mand or instruction the Zhou leader who conquered the Shang, described the mandate: from a higher • “Building a Town,” from Shih ching authority

PRIMARY SOURCE Heaven, unpitying, has sent down ruin on Yin [another name for Shang]. Yin has lost the Mandate, and we Zhou have received it. I dare not say that our fortune would continue Tip for English Learners to prosper, even though I believe that heaven favors those who are sincere in their Remind students that a cycle is a circle. intentions. I dare not say, either that it would end in certain disaster. . . . The Mandate of Heaven is not easy to gain. It will be lost when men fail to live up to The root word is used to form many the reverent and illustrious virtues of their forefathers. words, such as bicycle, motorcycle, DUKE OF SHAO, quoted in The Chinese Heritage cyclone, and recycle. A cycle might be used to describe any series of events that The Mandate of Heaven became central to the Chinese view of government. Floods, riots, and other calamities might be signs that the ancestral spirits were dis- is repetitive or seems to go in a circle. pleased with a king’s rule. In that case, the Mandate of Heaven might pass to The seasons form a cycle, for example, another noble family. This was the Chinese explanation for rebellion, civil war, and as does the process of generations of the rise of a new dynasty. Historians describe the pattern of rise, decline, and Synthesizing people being born and dying. replacement of dynasties as the dynastic cycle, shown above. According to Chinese beliefs, Control Through Feudalism The Zhou Dynasty controlled lands that stretched what role did the far beyond the Huang He in the north to the Chang Jiang in the south. To govern Mandate of Heaven this vast area, it gave control over different regions to members of the royal family play in the dynastic and other trusted nobles. This established a system called feudalism. Feudalism is cycle? a political system in which nobles, or lords, are granted the use of lands that legally C. Answer The belong to the king. In return, the nobles owe loyalty and military service to the king Mandate of Heaven helped explain and protection to the people who live on their estates. Similar systems would arise the cycle of rise, centuries later in both Japan and Europe. decline, and At first, the local lords lived in small walled towns and had to submit to the replacement of superior strength and control of the Zhou rulers. Gradually, however, the lords grew dynasties. stronger as the towns grew into cities and expanded into the surrounding territory. 54 Chapter 2

CONNECTIONS ACROSS TIME AND CULTURES

Manifest Destiny and the Mandate of Heaven Class Time 15 minutes People began using the phrase “manifest destiny” to justify U.S. expansion. Task Comparing quotations Manifest destiny did not benefit everyone. Native Americans lost their Purpose To analyze and evaluate arguments used to justify a leader’s or a lands or died fighting to keep them. Have students compare the quote nation’s actions from the Duke of Shao with the quote from the magazine editor. Ask: How did these ideas relieve people of responsibility? (could claim that a higher Explain to students that throughout history, different groups have used the power was on their side) idea of destiny, Providence, or God’s will, to justify their actions. In the 1840s, thousands of settlers from the United States moved west to new territories. A magazine editor described this movement as “the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions.”

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Peoples who had been hostile toward the lords gradually accepted CHAPTER 2 • Section 4 their rule and adopted Zhou ways. As a result, the local lords became less dependent on the king. More and more, they fought among themselves and with neighboring peoples for wealth and territory. Improvements in Technology and Trade The Zhou Dynasty pro- More About . . . duced many innovations. • Roads and canals were built to stimulate trade and agriculture. Zhou Warfare • Coined money was introduced, which further improved trade. • Blast furnaces that produced cast iron were developed. The breakdown of Zhou society severely Zhou cast iron production would not be matched in Europe until affected peasant farmers. Some were the Middle Ages. The Zhou used iron to create weapons, especially forced to fight for the nobles. This meant dagger-axes and swords. They also used it for common agricultural fewer people were available to work on tools such as sickles, knives, and spades. Iron tools made farm work the farms. At the same time, those who easier and more productive. The ability to grow more food helped stayed on the farms had to work doubly Zhou farmers support thriving cities. ▲ These Chinese hard to cover the costs of outfitting sol- A Period of Warring States The Zhou ruled from around 1027 to coins are made of diers and paying the heavy taxes that 256 B.C. The Zhou empire was generally peaceful and stable. Gradually, however, bronze. Their shape resembles a funded the wars. Many peasants lost Zhou rule weakened. In 771 B.C., nomads from the north and west sacked the Zhou digging tool such their land because they could not pay capital and murdered the Zhou monarch. A few members of the royal family escaped as a hoe or spade. and set up a new capital at Luoyang. these taxes. However, the Zhou kings at Luoyang were almost powerless, and they could not control the noble families. The lords sought every opportunity to pick fights with neighboring lords. As their power grew, these warlords claimed to be kings in their own territory. As a result, the later years of the Zhou are often called “the time of the warring states.” Amidst the bloodshed, traditional values collapsed. The very heart of Chinese civilization—love of order, harmony, and respect for authority—had been replaced with chaos, arrogance, and defiance. As you will learn in Chapter 4, the dynastic cycle was about to bring a new start to Chinese civilization. ASSESS SECTION4 ASSESSMENT SECTION 3 ASSESSMENT

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Ask students to write answers to the • loess • oracle bone • Mandate of Heaven • dynastic cycle • feudalism questions. Then have them meet in a group to share and discuss their answers. USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which event do you think was 3. Between which two rivers is 6. RECOGNIZING EFFECTS In your judgment, what are the Formal Assessment a turning point in Chinese the heartland of China found? benefits and drawbacks of the belief that the group was • Section Quiz, p. 23 history? 4. What family obligations did a more important than the individual? Chinese person have? 7. COM PAR I NG How did the social classes in Shang society 5. How is the dynastic cycle differ from those in Egyptian society? event 1 event 3 RETEACH connected to the Mandate of 8. ANALYZING MOTIVES Do you think that the Zhou > Heaven? Dynasty’s downfall resulted from its method of control? Use the Critical Thinking Transparencies event 2 Why or why not? to guide students in a review of the 9. WRITING ACTIVITY POWER AND AUTHORITY Study the dynastic cycle. Then write a letter to the editor section and the chapter. suggesting that the current ruler should be replaced. Critical Thinking Transparencies • CT2 Environmental Factors Shape River CONNECT TO TODAY CREATING A POSTER Valley Civilizations Research the Three Gorges Dam Project in China. The project will place dams on the Chang • CT38 Chapter 2 Visual Summary Jiang. Create a poster showing the locations of the dams, some statistics about them, and an explanation of the project’s purpose. In-Depth Resources: Unit 1 Early River Valley Civilizations 55 • Reteaching Activity, p. 43

ANSWERS

1. loess, p. 50 • oracle bone, p. 53 • Mandate of Heaven, p. 54 • dynastic cycle, p. 54 • feudalism, p. 54

2. Sample Answer: About 2,000 B.C—First 6. Benefits—Parents respected, strength in num- 9. Rubric Letters should Chinese cities built. 1700 B.C—Shang come to bers. Drawbacks—Individuals less important, • state a position and give reasons for it. power (turning point because of cultural inno- few rights for women. • call for action. vations). 1027 B.C.—Zhou come to power. 7. Both had small upper class and large lower CONNECT TO TODAY 771 B.C.—Zhou Dynasty collapses. class; Chinese rulers warrior-kings; Egypt’s Rubric Posters should include 3. Huang He and Chang Jiang considered gods; artisans and peasant • a map of dam locations. 4. to respect and obey elders; women were to classes similar. • a statement of the project’s purpose. obey male relatives 8. Yes—Great distance between ruler and ruled, • graphs, charts, or other statistical information. 5. The Mandate of Heaven explained why events greedy lords, chaotic warfare. No—Zhou in the dynastic cycle happened. ruled 300 years, downfall caused by invaders, not feudalism

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CHAPTER 2 ASSESSMENT Chapter 2Assessment

TERMS & NAMES TERMS & NAMES River Dynasties in China Section 4 (pages 50–55) Briefly explain the importance of each of the following to early 16. What was the great advantage of the Chinese written 1. Fertile Crescent, 6. hieroglyphics, river valley civilizations from 3500–450 B.C. language? p. 29 p. 40 1. Fertile Crescent 5. pharaoh 17. Explain the dynastic cycle in China. 2. city-state, p. 31 7. Harappan 2. city-state 6. hieroglyphics 3. polytheism, p. 31 civilization, p. 46 3. polytheism 7. Harappan civilization CRITICAL THINKING 4. empire, p. 33 8. Mandate of 4. empire 8. Mandate of Heaven Heaven, p. 54 1. USING YOUR NOTES Sumer Egypt 5. pharaoh, p. 37 Create a Venn diagram to Similar- ities MAIN IDEAS indicate differences and similarities in religious City-States in Mesopotamia Section 1 (pages 29–34) beliefs among these China MAIN IDEAS 9. What is the Fertile Crescent and why is it called that? ancient civilizations.

9. region that stretches from the eastern 10. Name three disadvantages of Sumer’s natural 2. HYPOTHESIZING environment. end of the Mediterranean, through POWER AND AUTHORITY Think about a massive public project 11. What circumstances led to the beginning of organized Mesopotamia, to the northern end of that might be done today, such as building a large dam. In government? terms of government power and authority, how would this be the Persian Gulf; so called for its similar to the building of the pyramids? How would it be Pyramids on the Nile Section 2 (pages 35–43) different? shape and fertile soil 12. Why did the Egyptians build pyramids? 10. unpredictable floods; small, defense- 13. Herodotus remarked that Egypt was the “gift of the Nile.” 3. DRAWING CONCLUSIONS What did he mean by this? SCIENCE AND TECHNOLOGY Why was it necessary to develop less region; limited natural resources writing before civilization could advance? Planned Cities on the Indus Section 3 (pages 44–49) 11. To overcome environmental disadvan- 4. MAKING INFERENCES 14. What does the uniformity of Indus Valley cities tell us tages, Sumerians needed to construct about their government? What reasons might be suggested for the location of civilizations along river valleys? irrigation systems, build protective 15. What evidence exists to show that Indus Valley civilizations walls, and conduct trade. These proj- traded with Sumer? 5. COMPARING ects required organization, coopera- How was a theocracy different from a government run by warrior-kings? tion, and leadership, which were the beginnings of organized government. 12. as tombs for kings 13. Without the Nile, Egyptian civilization Early River Valley Civilizations would not have been possible in the arid land of Egypt. Sumer Egypt Indus Valley China 14. that it was strong and centralized Environment • Tigris and Euphrates • Nile flooding predictable • Indus flooding • Huang He flooding flooding unpredictable unpredictable unpredictable 15. Seals used by Indus Valley merchants • Natural barriers: deserts • No natural barriers • Nile an easy • Natural barriers: • Natural barriers: were found in Sumer. • Limited natural transportation link mountains, deserts mountains, deserts 16. People in all parts of China could resources • Monsoon winds • Geographically isolated communicate using the same writing Power and • Independent city-states • Pharaohs rule kingdom • Strong centralized • Community and Authority governed by monarchs as gods government family important system even if their spoken languages • City-states united into • Pharaohs built pyramids • Planned cities • Sharp social divisions were different. first empires • Mandate of Heaven 17. A dynasty rises and prospers. Science and • Cuneiform • Hieroglyphics • Writing (not yet • Writing Eventually, it becomes corrupt and Technology • Irrigation • Pyramids deciphered) • Silk declines. Disasters occur, and the • Bronze • Mathematics, geometry • Cities built on precise grid • Coined money 45º dynasty is seen as having lost divine • Wheel, sail, plow • Medicine • Plumbing and • Cast iron sewage systems approval. The dynasty is overthrown and a new dynasty rises and prospers. 56 Chapter 2

CRITICAL THINKING 1. Differences Sumer—Bleak concept of afterlife. 3. to keep records of tax payments, laws, and history Egypt—Pharaohs were gods. China—Ancestral 4. provided fertile soil, food, water, transportation spirits, oracle bone predictions. 5. Theocratic rulers built their power around religion. Similarities—Polytheism, belief in afterlife. Warrior-kings depended on approval of people 2. Similarities—Requires organization, government (but needed the help of priests). funds, and engineering knowledge; employs laborers. Differences—Paid for by government, done by private contractors; higher levels of technology today.

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CHAPTER 2 ASSESSMENT

Use the quotation and your knowledge of world history to Use the map and your knowledge of world history to answer questions 1 and 2. answer question 3. Additional Test Practice, pp. S1–S33 World Climate Regions STANDARDS-BASED 40 ° E

120 ° E ASSESSMENT 80 ° E The Lord of Fishes, He Who Makes the marsh birds to Go Caspian Sea Upstream. There are no birds which come down because Black Sea e of the hot winds. He who makes barley and brings emmer H 40°N 1. The correct answer is letter C. A is not E g u an p T u [a kind of wheat] into being, that he may make the h i H r g correct because there are no volcanoes a r . H Anyang Mediterranean t is R e IM temples festive. If he is sluggish, then nostrils are stopped Sea s R s R . u A ng . L Jia d A g in Egypt. B is not correct because n Y n up, and everybody is poor. If there be thus a cutting down Ur I a N Memphis AS h i l C e Mohenjo-Daro monsoons occur in India, not in Egypt. in the food offerings of the gods, then a million men R . Tropic of Cancer perish among mortals, covetousness is practiced, the entire Red Sea D is not correct because there is no land is in a fury, and great and small are on the execution- South mention of a fish kill. Arabian China block. . . . When he rises, then the land is in jubilation, Bay of 0 1,000 Miles Sea Sea then every belly is in joy, every backbone takes on laughter, Bengal 2. The correct answer is letter B. A and C 0 2,000 Kilometers and every tooth is exposed. are not correct because they occur “Hymn to the Nile,” from Ancient Near Eastern Texts 3. How is the location of Anyang different Tropical-wet when the Lord of Fishes is absent from from the other cities shown? Tropical-dry Semidesert the land. D is not correct because 1. What natural phenomenon does the Lord of the Fishes A. It is located in the Western Desert there is no mention of the pharaoh. represent? hemisphere. Mediterranean A. volcanic action B. It is not located in a river valley. Humid subtropical 3. The correct answer is D. A is not cor- Continental B. monsoons C. Its climate is tropical. rect because Anyang is located in the Subarctic C. the annual flooding of the Nile D. Its climate is not dry. Mountain Eastern Hemisphere. B is not correct D. a major fish kill because it is located in a river valley. 2. Why are the people happy when the Lord of the Fishes comes to C is not correct because it is not them? located in a tropical zone. A. The wars they fight will be over. TEST PRACTICE Go to classzone.com B. They will have food to eat. • Diagnostic tests • Strategies C. Corruption will stop. • Tutorials • Additional practice Formal Assessment D. There will be a new pharaoh. • Chapter Test, Forms A, B, and C, pp. 24–35 Test Generator ALTERNATIVE ASSESSMENT • Form A in Spanish 1. Interact with History On page 28, you looked at the justice of Hammurabi’s Code. Creating a Multimedia Presentation Now that you have read about the development of four Using the Internet, the library, or government resources, civilizations, think about how laws differ from place to place. research the street structure of Washington, D.C., or Boston, How have they developed and changed over time? What the structure of your hometown streets. Identify their similarities do you see between Hammurabi’s Code and the similarities and differences. Then research/work with a team laws you live under today? How are they different? Discuss your to present your findings in a multimedia presentation. opinions with a small group. • Which cities have a grid system? Which do not?

2. WRITING ABOUT HISTORY • What evidence is there of planning in the cities? INTERACTION WITH ENVIRONMENT Write four poems, one for • What are the obvious similarities and differences of the two each civilization in the chapter. Include some reference to how locations? each civilization interacted with the environment. Consider the following: • the effect of the environment on life in the area • responses to the environment by the people

Early River Valley Civilizations 57

ALTERNATIVE ASSESSMENT 1. Sumerian cities had their own codes of law. 2. Rubric Poems should Rubric Presentations should Hammurabi created a single code of law. • use creative phrases to express ideas • explain the structure of the hometown and Over time, laws in most nations have about each civilization. selected other city. become more humane. Similarities—Both • describe the relationship between each • point out similarities and differences. reinforce the idea that a government has a civilization and the environment. • identify the sources of the information. responsibility for what happens in society. • show effort and imagination. Difference—Hammurabi’s Code set different • have a title and legend. punishments for rich and poor, men and women.

Teacher’s Edition 57