CHAPTER 4 • OBJECTIVE First Age of Empires, Analyze the development of the first large empires in Africa and 1570 B.C.–200 B.C. Asia between 1570 B.C. and 200 B.C. Previewing Main Ideas Previewing Main Ideas Throughout history, states have used new EMPIRE BUILDING Groups from Africa to China sought to conquer other groups and spread their influence across vast regions. These societies built ideas and new technology to control the world’s first great empires. other groups of people. The first large Geography On the map, locate the Nile, Tigris, and Euphrates rivers, where empires developed along the Nile River, many of the early empires arose. Why do you think the empire builders in southwest Asia, and in eastern China. fought over these regions? Accessing Prior Knowledge CULTURAL INTERACTION For a long period, Egypt ruled Kush and the two cultures interacted. When the Kush Empire conquered Egypt, therefore, the Ask students to discuss what they Kushites adopted many Egyptian cultural values and ideas. know about empires. Remind them Geography Study the map and time line. What other cultures might have adopted Egyptian values? that empires (political units in which several peoples are controlled by a RELIGIOUS AND ETHICAL SYSTEMS After the warring states period, single ruler) differ from nation-states Chinese philosophers developed different ethical systems to restore China’s social order. (political units in which most people Geography How might China’s location have affected the spread of the share one cultural identity). Discuss ethical systems that began there? whether developments in transportation and communication make creating an empire easier or harder today than in the past. INTERNET RESOURCES • Interactive Maps Go to classzone.com for: Geography Answers • Interactive Visuals • Research Links • Maps • Interactive Primary Sources • Internet Activities • Test Practice Primary Sources Current Events EMPIRE BUILDING The river valleys VIDEO Patterns of Interaction: • • The Rise of the Persians and • Chapter Quiz were fertile areas, and the rivers fostered the Inca transportation and trade.

CULTURAL INTERACTION Egyptian culture might have influenced Assyrian, Persian, Mycenaean, Minoan, Greek, and Roman cultures.

RELIGIOUS AND ETHICAL SYSTEMS Chinese ethical systems probably didn’t spread to empires in Africa or southwest Asia because of the distance and natural barriers separating China and these other empires.

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TIME LINE DISCUSSION

Explain that the time line covers a period when 3. During this period in history, events in Persia 4. Persia eventually ruled all of the land con- large empires were developing for the first time. and Greece were occurring that would bring trolled by the Assyrian Empire. Approximately 1. How many years passed between the estab- the two cultures into conflict. What was how long after the rise of the Assyrian Empire lishment of the New Kingdom in Egypt and happening in Greece? (In 750 B.C., Greek did the Persian Empire flourish? (300 years) the conquest of Egypt by Kush? (819 years) city-states were beginning to establish 5. When the Minoan civilization on the 2. In what year did the Qin Dynasty colonies. In 334 B.C., Alexander was starting Mediterranean island of Crete ended, what to build an empire.) collapse? (202 B.C.) empire existed nearby? (Egypt)

86 Chapter 4 CHAPTER 4

History from Visuals

Interpreting the Map Ask students to describe the region in which the Assyrian, Kush, and Persian empires developed. (They developed in a band stretching from southwestern Asia through northeastern Africa.) Point out that one region was ruled by three different empires. Discuss what might have made this land so valuable. (The northern part of the Nile River valley was ruled by Kush, Assyria, and Persia. The land was fertile.) How do you think the Qin Dynasty’s dis- tance from the other empires affected its development? (It probably developed more independently, with fewer cultural influences from the outside.) Extension Have students compare the locations of these empires with the loca- tions of civilizations that were described in Chapter 2. (Assyria, Kush, and the Qin Dynasty developed in the same river val- leys where earlier civilizations developed. The Persian Empire included the Indus River near its eastern border.)

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RECOMMENDED RESOURCES

Books for the Teacher Lazo, Caroline. The Terra Cotta Army of 800-342-0236. Faced with an encroaching David, A. Rosalie. Discovering Ancient Egypt. Emperor Qin. New York: New Discovery, empire, what should a leader do? New York: Facts on File, 1994. 1993. The Story of Shi Huangdi and the army of Egypt: Journey to the Global Civilization. clay figures. Mackey, Sandra. The Iranians: Persia, Islam, Films for the Humanities & Sciences, 2000. and the Soul of a Nation. New York: Dutton, O’Conner, David. Ancient Nubia: Egypt’s Rival 800-257-5126. A broad perspective on ancient 1996. Iranian civilization from Cyrus the Great to in Africa. Philadelphia: U of Penn, 1994. Egyptian society. the present. An illustrated companion to an exhibit compiled The Great Wall: In Search of History. VHS. by the University Museum of Archaeology Social Studies School Service, 1997. Books for the Student and Anthropology. 800-421-4246. Debunks widely held myths Freeman, Charles. The Legacy of Ancient Egypt. Videos and Software about the Great Wall of China while filling in New York: Facts on File, 1997. historical details. Decisions, Decisions Series: Ancient Empires. CD-ROM. Tom Snyder Productions, 1997. Teacher’s Edition 87 Armed guards from CHAPTER 4 • INTERACT the new empire battle bandits who were How will the empire planning to attack the caravan, which carries a fortune in exotic help you or harm you? goods. Interact with History As a merchant traveling with your camel caravan, your life has become increasingly difficult. Bandits and thieves roam Objectives the roads, attacking traders like you. A new military empire • Set the stage for studying the is advancing through your region, putting down the outlaw first empires. bands. However, the military empire is also imposing • Help students recognize the costs and harsh laws and heavy taxes on the regions it conquers. benefits of empires.

EXAMINING the ISSUES Answers • An empire would impose government rule on lands that were lawless and Merchants traveling in caravans, such as this therefore dangerous to cross. This rule one, cross the Fertile could make travel and trade safer. Crescent and travel the Silk Roads from China. An armed cavalry • An empire might impose high taxes, escort protects the caravan, bringing a harsh laws, religious discrimination, and new sense of order restrictions on cultural traditions. and safety to merchants and travelers. Discussion Ask students what they remember about conquests involving earlier civilizations such as the Sumerians, Egyptians, and Hittites. (Sumerians were conquered by Akkadians, Babylonians, and others, but they contributed greatly to the cultures that replaced them. Egyptians were con- quered by the Hyksos, but later regained power. The Hittites blended with the people they conquered.)

EXAMINING the ISSUES

• Why might a merchant welcome the expansion of a strong empire? • How might the empire oppress the region? In small groups, answer the questions, then report back to the class. In your discussion, remember what you’ve learned about military conquest and the behavior of such groups as the Sumerians, Egyptians, and Hittites. As you read about the empires in this chapter, consider how the winners treat the people under their power and how the conquered people respond. 88 Chapter 4

WHY STUDY THE FIRST AGE OF EMPIRES?

• Countries today still try to control other regions, • The monuments created during Egypt’s New just as the empires of Egypt, Nubia, Assyria, Kingdom continue to impress people today with Persia, and China did. their strength and beauty. • People balance their need for a strong govern- • Southwest Asia still includes a mixture of religious ment that promotes safety and economic growth and ethnic groups, which are often in conflict. with their hope for low taxes and few restric- • The accomplishments of rulers such as tions. People in the first empires also balanced Ashurbanipal and Nebuchadnezzar continue to these concerns. inspire pride among Iraqis. • Countries continue to shift in relative power, just • Zoroastrianism exists today, and its influence can as they did in the past. People today debate also be seen in Judaism, Christianity, and Islam. whether the United States will someday decline • People still study Confucianism and Daoism to in power, as the Egyptians, Persians, and Qin find guidance and wisdom. Dynasty did. 88 Chapter 4 LESSON PLAN 1 Enameled tile frieze (7th century B.C.) The Great Wall of China OBJECTIVES • Understand why the Hyksos were able to invade Egypt. The Egyptian and Nubian Empires • Identify key events in the history and decline of Egypt’s New Kingdom.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe the Kushite conquest of Egypt. • Summarize the achievements of Meroë. CULTURAL INTERACTION Two Neighboring civilizations today • Hyksos • Nubia empires along the Nile, Egypt participate in cultural exchange • New • Ramses II and Nubia, forged commercial, as well as conflict. Kingdom • Kush cultural, and political • Hatshepsut • Piankhi FOCUS & MOTIVATE connections. • Thutmose III • Meroë Egypt both invaded other lands and was invaded. Discuss what conditions, if any, SETTING THE STAGE As you learned in Chapter 2, Egyptian civilization (Possible developed along the Nile River and united into a kingdom around 3100 B.C. might justify an invasion. During the Middle Kingdom (about 2080–1640 B.C.), trade with Mesopotamia Answer: humanitarian needs) and the Indus Valley enriched Egypt. Meanwhile, up the Nile River, less than 600 miles south of the Egyptian city of Thebes, a major kingdom had developed in INSTRUCT the region of Nubia. For centuries, the Nubian kingdom of Kush traded with Egypt. The two kingdoms particularly influenced each other culturally. Nomadic Invaders Rule Egypt

TAKING NOTES Nomadic Invaders Rule Egypt Critical Thinking After the prosperity of the Middle Kingdom, Egypt descended into war and vio- Following Chronological Order • How did the invasion of Egypt by the lence. This was caused by a succession of weak pharaohs and power struggles Use a time line to Hyksos demonstrate the importance among rival nobles. The weakened country fell to invaders who swept across the identify important Isthmus of Suez in chariots, a weapon of war unknown to the Egyptians. These events in the history of military technology? (Hyksos used Asiatic invaders, called Hyksos (HIHK•sohs), ruled Egypt from about 1640 to of Egypt and Nubia. chariots, a form of military technology new to the Egyptians.) 1570 B.C. The Hyksos invasion shook the Egyptians’ confidence in the desert 1570 B.C. A.D. 350 barriers that had protected their kingdom. • Summarize how the conditions of Hebrews Migrate to Egypt During the Hyksos rule, some historians believe Egyptian Aksum Hebrews in Egypt changed between New defeats that another Asiatic group, the Hebrews, settled in Egypt. According to the Bible, Kingdom Meroe 1800 B.C. and 1200 B.C. (Hebrews Abraham and his family first crossed the Euphrates River and came to Canaan established entered Egypt around 1800 B.C., were around 1800 B.C. Then, around 1650 B.C., the descendants of Abraham moved enslaved sometime after 1600 B.C., and again—this time to Egypt. Some historians believe that the Hyksos encouraged left before 1200 B.C.) the Hebrews to settle there because the two groups were racially similar. The Egyptians resented the presence of the Hyksos in their land but were powerless In-Depth Resources: Unit 1 to remove them. • Guided Reading, p. 66 (also in Spanish) Expulsion and Slavery Around 1600 B.C., a series of warlike rulers began to restore Egypt’s power. Among those who helped drive out the Hyksos was Queen Ahhotep (ah•HOH•tehp). She took over when her husband was killed in battle. TEST-TAKING RESOURCES The next pharaoh, Kamose (KAH•mohs), won a great victory over the hated Test Generator CD-ROM Hyksos. His successors drove the Hyksos completely out of Egypt and pursued them across the Sinai Peninsula into Palestine. According to some Biblical Strategies for Test Preparation scholars, the Hebrews remained in Egypt and were enslaved and forced into hard Test Practice Transparencies, TT12 labor. They would not leave Egypt until sometime between 1500 and 1200 B.C., the time of the Exodus. Online Test Practice First Age of Empires 89

SECTION 1 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 66 • Guided Reading, p. 66 Voices from the Past Audio CD • History Makers: Hatshepsut, p. 81 • Building Vocabulary, p. 70 Power Presentations CD-ROM Formal Assessment • Reteaching Activity, p. 84 Electronic Library of Primary Sources • Section Quiz, p. 52 Reading Study Guide, p. 33 • “The Kushite Takeover” Reading Study Guide Audio CD ENGLISH LEARNERS classzone.com In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • Guided Reading, p. 31 In-Depth Resources: Unit 1 Reading Study Guide (Spanish), p. 33 • Literature: “Ozymandias,” p. 78 Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources • “The Kushite Takeover” Teacher’s Edition 89 CHAPTER 4 • Section 1 The New Kingdom of Egypt After overthrowing the Hyksos, the pharaohs of the New Kingdom (about 1570–1075 B.C.) sought to strengthen Egypt by building an empire. As you may recall, an empire brings together several peoples or states under the control of one The New Kingdom of Egypt ruler. Egypt now entered its third period of glory in the New Kingdom. During this time, it was wealthier and more powerful than ever before. Equipped with bronze weapons and two-wheeled chariots, the Egyptians Critical Thinking Vocabulary became conquerors. The pharaohs of the 18th Dynasty (about 1570–1365 B.C.) set A dynasty is a series • Why would a ruler encourage trade up an army including archers, charioteers, and infantry, or foot soldiers. of rulers from a sin- gle family. rather than making war? (Possible Hatshepsut’s Prosperous Rule Among the rulers of the New Kingdom, Answers: Trade is less expensive; troops Hatshepsut (hat•SHEHP•SOOT), who declared herself pharaoh around 1472 B.C., may be needed elsewhere; failed wars was unique. She took over because her stepson, the male heir to the throne, was a might weaken the ruler’s power.) young child at the time. Unlike other New Kingdom rulers, • Look at the photograph on page 91. Hatshepsut spent her reign encouraging trade rather than What similarities are there between this just waging war. The trading expedition Hatshepsut ordered to the Land of monument and others that you are Punt (poont), near present-day Somalia, was particularly familiar with? (Possible Answer: Like successful. Hatshepsut sent a fleet of five ships down the Mount Rushmore and the Taj Mahal, Red Sea to Punt in search of myrrh, frankincense, and fra- the Great Temple was designed to be grant ointments used for religious ceremonies and in cos- awe inspiring and long lasting.) metics. In addition to these goods, Hatshepsut’s fleet brought back gold, ivory, and unusual plants and animals. Thutmose the Empire Builder Hatshepsut’s stepson, History Makers Thutmose III (thoot•MOH•suh), proved to be a much more warlike ruler. In his eagerness to ascend to the throne, Hatshepsut Thutmose III may even have murdered Hatshepsut. Between Hatshepsut the time he took power and his death around 1425 B.C., What made Hatshepsut unusual among reigned 1472–1458 B.C. Thutmose III led a number of victorious invasions eastward rulers of Egypt? (She was female. Also, Hatshepsut was an excellent ruler of into Palestine and Syria. His armies also pushed farther she focused more on trade than war.) outstanding achievement who made south into Nubia, a region of Africa that straddled the upper Egypt more prosperous. As male After declaring herself pharaoh, Nile River. Egypt had traded with Nubia and influenced the pharaohs had done, Hatshepsut Hatshepsut had sculptors depict her as a planned a tomb for herself in the region since the time of the Middle Kingdom. man, clothed and bearded like a king. Valley of the Kings. Carved reliefs on Egypt was now a mighty empire. It controlled lands the walls of the temple reveal the around the Nile and far beyond. In addition, it drew bound- glories of her reign. less wealth from them. Contact with other cultures brought The inscription from Hatshepsut’s Egypt new ideas as well as material goods. Egypt had never obelisk at Karnak trumpets her glory before—nor has it since—commanded such power and and her feelings about herself: A. Possible Rubric Presentations should I swear as Re loves me, as my wealth as during the reigns of the New Kingdom pharaohs. Answers Conquest • include an accurate title. father Amon favors me, as my The Egyptians and the Hittites The Egyptians’ conquest brought Egypt riches and cultural • display photos of goods. nostrils are filled with satisfying of parts of Syria and Palestine around 1400 B.C. brought influences; it also life, as I wear the white crown, them into conflict with the Hittites. The Hittites had moved • present information clearly. as I appear in the red crown, . . . brought conflict into Asia Minor around 1900 B.C. and later expanded south- In-Depth Resources: Unit 1 as I rule this land like the son with conquered of Isis. ward into Palestine. peoples. • History Makers: Hatshepsut, p. 81 After several smaller battles, the Egyptians and Hittites clashed at Kadesh around 1285 B.C. The pharaoh, Recognizing INTERNET ACTIVITY Create a photo Ramses II (RAM•SEEZ), and a Hittite king later made a Effects exhibit on the trading expeditions to Punt. Include pictures of murals of treaty that promised “peace and brotherhood between us What were goods collected. Go to classzone.com forever.” Their alliance lasted for the rest of the century. some of the politi- for your research. cal and economic An Age of Builders Like the rulers of the Old Kingdom, effects of Egypt’s who built the towering pyramids, rulers of the New Kingdom conquests?

90 Chapter 4

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding Connotations: The Word Empire Class Time 15 minutes Star Wars movies, the empire is evil. Baseball teams and other sports fran- Task Comparing the meanings of empire in various contexts chises are sometimes referred to as empires. The Roman Empire is often and languages praised, but the Soviet Empire is usually condemned. An Internet search Purpose To understand the connotation of empire may produce several examples. Consider how empire is translated into other languages. Note if it can be translated several ways. What connota- Instructions Have students make a list of movies, quotations, and other tions do each of these words carry? contexts in which they have heard the word empire. Discuss whether each usage carries a positive or negative connotation. For example, in the

90 Chapter 4 CHAPTER 4 • Section 1 EGYPT SAUDI ARABIA

Nile Abu Simbel

More About . . .

Ramses II Ramses was a braggart who wanted writ- ers to depict him as a superman. For example, an official account of the Battle of Kadesh describes how he charged a Hittite force of 2,500 chariots “alone by himself, none other with him” and routed it single-handedly. He did not always get such respect. In 1881, when his mummy was moved to Cairo, the inspector taxed it as imported dried fish.

erected grand buildings. In search of security in the afterlife—and protection from ▲ Four statues of grave robbers—they hid their splendid tombs beneath desert cliffs. The site they Ramses II The Empire Declines chose was the remote Valley of the Kings near Thebes. Besides royal tombs, the guarded the entrance to the pharaohs of this period also built great palaces and magnificent temples. Indeed, the Great Temple at Critical Thinking royal title pharaoh means “great house” and comes from this time period. Abu Simbel. • How did attacks on Egypt’s power Ramses II, whose reign extended from approximately 1290 to 1224 B.C., stood out among the great builders of the New Kingdom. At Karnak, he added to a mon- from the east and from the west differ? umental temple to Amon-Re (AH•muhn RAY), Egypt’s chief god. Ramses also (The Palestinian tribes in the east were ordered a temple to be carved into the red sandstone cliffs above the Nile River at rebelling against Egyptian rule, while Abu Simbel (AH•boo SIHM•buhl). He had these temples decorated with enormous Libyans from the west were raiding.) statues of himself. The ears of these statues alone measured more than three feet. • What evidence supports the idea that Egypt’s decline was political but not The Empire Declines cultural? (Both the Libyans and the The empire that Thutmose III had built and Ramses II had ruled slowly came apart Nubians adopted Egyptian culture.) after 1200 B.C. as other strong civilizations rose to challenge Egypt’s power. Shortly after Ramses died, the entire eastern Mediterranean suffered a wave of invasions. Invasions by Land and Sea Both the Egyptian empire and the Hittite kingdom were attacked by invaders called the “Sea Peoples” in Egyptian texts. These invaders may have included the Philistines, who are often mentioned in the Bible. More About . . . Whoever they were, the Sea Peoples caused great destruction. The Egyptians faced other attacks. In the east, the tribes of Palestine often The Sea Peoples rebelled against their Egyptian overlords. In the west, the vast desert no longer In one particular battle, the Egyptians served as a barrier against Libyan raids on Egyptian villages. defeated the Sea Peoples thanks to Egypt’s Empire Fades After these invasions, Egypt never recovered its previous superior technology. The Egyptians used power. The Egyptian empire broke apart into regional units, and numerous small bows and arrows to cut down Sea kingdoms arose. Each was eager to protect its independence. Peoples before they could use their Almost powerless, Egypt soon fell to its neighbors’ invasions. Libyans crossed the desert to the Nile Delta. There they established independent dynasties. From swords and spears. around 950 to 730 B.C., Libyan pharaohs ruled Egypt and erected cities. But instead

First Age of Empires 91

Name Date

CHAPTER LITERATURE SELECTION “Ozymandias” 4 by Percy Bysshe Shelley DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 1 This poem by English poet Percy Bysshe Shelley (1792–1822) refers to Egyptian pharaoh Ramses II, whose Greek name is Ozymandias. During his reign, Ramses II had several temples built that were adorned with massive statues of himself. The temple where he was buried, the Ramesseum, featured an inscription similar to the one in the poem and a 1,000-ton statue of Ramses II. What is Shelley’s opinion of Ramses II and his monuments?

I met a traveler from an antique land Who said: Two vast and trunkless legs of stone Interpreting Literature: “Ozymandias” Stand in the desert. Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them and the heart that fed; Class Time 30 minutes describes the land: “antique,” “boundless and bare,” And on the pedestal these words appear: “My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!” Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare Task Reading and discussing the poem “Ozymandias” “lone and level sands.” Also note his description of the The lone and level sands stretch far away. Percy Bysshe Shelley, “Ozymandias.” Reprinted in An Introduction to Poetry (Boston: Little, Brown, statue: “shattered visage,” “lifeless things,” “decay,” 1966), 253–254. Purpose To analyze the portrayal of a ruler in poetry Research Options 1. Using Visual Stimuli Find photographs of 2. Drawing Conclusionsp Use the Internet, a archaeological artifacts associated with Ramses print or on-line encyclopedia, or a book about “wreck.” Discuss whether Shelley viewed Ramses II as a II. Then choose and copy a photograph that you ancient Egypt to find out more about Ramses II. think best illustrates this poem. Then discuss with classmates whether you agree Instructions Ramses II was the subject of a poem by the with Shelley’s view of the pharaoh in this poem. great builder. (Yes—The ancient inscription can still be English poet Percy Bysshe Shelley. This poem is included read. No—The monuments, though once impressive, were

in In-Depth Resources: Unit 1. © McDougal Littell Inc. All rights reserved. destroyed long ago.) Have a student read the poem aloud. Discuss the meaning of the poem with the class. Note how Shelley 78 Unit 1, Chapter 4 In-Depth Resources: Unit 1

Teacher’s Edition 91 CHAPTER 4 • Section 1 of imposing their own culture, the Libyans adopted the Egyptian way of life. When the Nubians came north to seize power, they too adopted Egyptian culture.

The Kushites Conquer the Nile Region The Kushites Conquer the For centuries, Egypt dominated Nubia and the Nubian kingdom of Kush, which lasted for about a thousand years, between 2000 and 1000 B.C. During this time, Nile Region Egyptian armies raided and even occupied Kush for a brief period. But as Egypt fell into decline during the Hyksos period, Kush began to emerge as a regional Critical Thinking power. Nubia now established its own Kushite dynasty on the throne of Egypt. • Explain how the power of the Hyksos The People of Nubia Nubia lay south of Egypt between the first cataract of the Nile, strengthened Kush. (Invasions by the an area of churning rapids, and the division of the river into the Blue Nile and the Hyksos weakened Egypt, which allowed White Nile. Despite several cataracts around which boats had to be carried, the Nile Kush to emerge as a regional power.) provided the best north-south trade route. Several Nubian kingdoms, including Kush, • How did the Nile River influence the served as a trade corridor. They linked Egypt and the Mediterranean world to the inte- rior of Africa and to the Red Sea. Goods and ideas flowed back and forth along the relationship between Egypt and Nubia? river for centuries. The first Nubian kingdom, Kerma, arose shortly after 2000 B.C. (They were closely connected because The Interaction of Egypt and Nubia With Egypt’s revival during the New of trade along the Nile River.) Kingdom, pharaohs forced Egyptian rule on Kush. Egyptian governors, priests, Electronic Library of Primary Sources soldiers, and artists strongly influenced the Nubians. Indeed, Kush’s capital, • “The Kushite Takeover” Napata, became the center for the spread of Egyptian culture to Kush’s other African trading partners.

More About . . .

Nubian Transportation Egyptian Influence on Nubian Culture To get boats past the cataracts, Nubians Nubia was heavily influenced by Egypt. This influence is particularly constructed slipways along the river apparent in Nubian religious practices and burial traditions. But even banks—troughlike roads filled with mud. though the Nubians adopted Egyptian ways, they didn’t abandon their Pyramids Unlike the Egyptian pyramids, the pyramids of Nubia Logs embedded every 18 inches or so in cultural identity. In many of these religious and funeral practices, the had steeply sloping sides and were the slippery substance rotated easily, Nubians blended Egyptian customs with their own traditions. probably designed with a flat top. allowing the Nubians to drag their boats around the cataracts.

Historyin Depth

Egyptian Influence on Nubian Culture Ask students to list similarities and differences between Egyptian and Nubian customs. (Both worshiped many gods, Temples This stone ram, representing the built pyramids, and built statues. The Egyptian god Amen, lay at the entrance to a Nubians had some distinctive gods, built Nubian temple dedicated to that god. Although steeper pyramids with flat tops, and the Nubians worshiped many Egyptian gods, Amen’s temple was located near another made statues with distinctive features.) dedicated to Apedemak, a Nubian god.

92 Chapter 4

COOPERATIVE LEARNING

Researching Nubian Culture Class Time 45 minutes Have each group research the period and answer the following questions: Task Finding and sharing information about Nubian culture • Was the economy strong during this period? Why or why not? Purpose To understand how people in Nubia lived • What political group was in power? Instructions Divide students into five heterogeneous groups. Assign each • What religion was practiced? group one period of Nubian culture: • What was special or distinctive about art from this period? What • the Kerma period, 2000 B.C. to 1200 B.C. materials were used? • the independence period, 1200 B.C. to 751 B.C. • What was everyday life like? How do we know? • the age of Piankhi, 751 B.C. to 671 B.C. Information sources include “Kingdom of Kush,” National Geographic, • the Assyrian period, 671 B.C. to 250 B.C. November 1990. Groups should then share what they have learned with the class. • the age of Meroë, 250 B.C. to A.D.150 92 Chapter 4 Kushite princes went to Egypt. They learned the Egyptian language and wor- CHAPTER 4 • Section 1 shiped Egyptian gods. They adopted the customs and clothing styles of the Egyptian upper class. When they returned home, the Kushite nobles brought back royal rituals and hieroglyphic writing. With Egypt’s decline, beginning about 1200 B.C., Kush regained its indepen- More About . . . Making dence. The Kushites viewed themselves as more suitable guardians of Egyptian Inferences values than the Libyans. They sought to guard these values by conquering Egypt Why might the and ousting its Libyan rulers. Royal Women in Nubia Kushites have Piankhi Captures the Egyptian Throne In 751 B.C., a Kushite king named In Nubia, kings inherited their royal viewed themselves as guardians of Piankhi overthrew the Libyan dynasty that had ruled Egypt for over 200 years. He status through their mothers. One king Egyptian values? united the entire Nile Valley from the delta in the north to Napata in the south. listed seven generations of female ances- B. Possible Answer Piankhi and his descendants became Egypt’s 25th Dynasty. After his victory, tors to prove he was royal enough to Nubian nobles Piankhi erected a monument in his homeland of Kush. On the monument, he had rule. At Meroë, women sometimes ruled received their edu- words inscribed that celebrated his victory. The inscription provided a catalog of cation in Egypt. independently. When they returned the riches of the north: home, they carried back Egyptian styles PRIMARY SOURCE and ideas. Then the ships were laden with silver, gold, copper, clothing, and everything of the Northland, every product of Syria and all sweet woods of God’s-Land. His Majesty sailed More About . . . upstream [south], with glad heart, the shores on his either side were jubilating. West and east were jubilating in the presence of His Majesty. PIANKHI, monument in Cairo Museum Nubian Clothing Nubians added their own twist to the clothing styles of Egypt. They wore leather garments brightly decorated with beads sewn in diamond patterns. They

Statues These figurines represented Nubian slaves. Kush Empire, 700 B.C. adorned their leather caps with animal They were buried with Nubian kings and meant to serve figures cut out of mirrorlike mica. Royalty

them in death. The figurines reflect traditional Egyptian Mediterranean Sea 40

30 E wore caps decorated with cobras in front

style. The human faces, however, reveal Nubian features. E E

20 and headbands with streamers hanging LOWER Memphis 30N behind. They also wore stacks of EGYPT ARABIAN UPPER EGYPT bracelets on their arms and up to ten N i DESERT le R rings on a hand. iv Thebes e R r e WESTERN d Tropic of Cancer

DESERT S e NUBIA a Kush Empire 20N (at its greatest extent) Napata History from Visuals Egyptian Empire (at its greatest extent) cataract Meroë Interpreting the Map

W What geographic features might have lim- h B i l t u 0 500 Miles e e ited the expansion of the Kush Empire?

N N

i

l i e l 0 1,000 Kilometers e (Kush was between deserts on the east and west, the sea to the north, and mountains to the south.)

SKILLBUILDER: Interpreting Visual Sources SKILLBUILDER Answer Forming Opinions Why did the Nubians combine Forming Opinions They didn’t want to Egyptian culture with elements of their own culture? lose their own culture; they wanted to assert their political authority over Egypt. First Age of Empires 93

Name ______Date ______CHAPTER 4 Section 1 (pages 89-94) TERMS AND NAMES Hyksos Invaders that ruled Egypt from 1640 to 1570 B.C. The Egyptian and New Kingdom Period after the DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Hyksos rulers Nubian Empires Hatshepsut New Kingdom ruler who encouraged trade Thutmose III Warlike ruler; stepson BEFORE YOU READ of Hatshepsut In the last section, you read about the religion of the Nubia Region of Africa bordering ancient Hebrews. Egypt In this section, you will read about the interaction of Egypt Ramses II Pharaoh and great builder of Egypt and Nubia. Comparing and Contrasting Empires Kush Nubian kingdom AS YOU READ Piankhi Kushite king who forced the Use the time line below to take notes on changes in Egypt Libyans out of Egypt and Nubia. Meroë Home and trading center of Class Time 30 minutes the Kush kingdom 1570 B.C. 1075 B.C. A.D. 350 Beginning of the New Kingdom Task Comparing the Egyptian and the Nubian empires Egypt Nubia Purpose To understand the similarities and differences Both 1200 B.C. 250 B.C. between two empires • enslaved the • traded along • had a Nomadic Invaders Rule Egypt pharaohs began some conquests of their own. (page 89) The time from 1570 to 1075 B.C. is called the Hebrews the Nile River capital at New Kingdom. In this third period, Egypt was Who were the Hyksos? richer and more powerful than ever. Instructions Pair students and have one of them draw a Hatshepsut was one of the rulers of the New At the end of its second period of glory, power strug- gles weakened Egypt. New invaders, the Hyksos, Kingdom. She encouraged trade. Her stepson, • defeated by the Napata arrived. They had the chariot. Egyptians had never Thutmose III, was a much more warlike ruler. He • defeated by seen this war machine before. The Hyksos ruled and other pharaohs of this New Kingdom brought Egyptian rule to Syria and Palestine in the east. Venn diagram with sections for Egypt and Nubia. As the © McDougal Littell Inc. All rights reserved. Egypt for many years. Some historians believe that the Hyksos encouraged the Hebrews to settle there. They also moved south into Nubia. This was a part Assyrians Around 1600 B.C., a series of warlike rulers of Africa near where the Nile began. Egypt had • began to restore Egypt’s power. Eventually, the traded with Nubia and influenced the region since the Libyans defeated the the time of the Middle Kingdom. two students scan the text together, have them write Hyksos were driven completely out of Egypt. The • used The pharaohs of the New Kingdom did not down traits of each empire in the appropriate section of Libyans CHAPTER 4FIRST AGE OF EMPIRES 33 hieroglyphic the diagram. An example is at right. writing Reading Study Guide Students who need more help with the text may use the Reading Study Guide for this section. Teacher’s Edition 93 CHAPTER 4 • Section 1 However, Piankhi’s dynasty proved short-lived. In 671 B.C., the Assyrians, a war- like people from Southwest Asia, conquered Egypt. The Kushites fought bravely, but they were forced to retreat south along the Nile. There the Kushites would experience a golden age, despite their loss of Egypt. M This ring, bearing More About . . . the head of a Kushite guardian The Golden Age of Meroë god, was found Mummies inside a Meroë After their defeat by the Assyrians, the Kushite royal family eventually moved queen’s pyramid. It south to Meroë (MEHR•oh•EE). Meroë lay closer to the Red Sea than Napata did, Both the Libyans and the Kushites dates from the late and so became active in the flourishing trade among Africa, Arabia, and India. (See adopted the Egyptian practice of mummi- first century B.C. the map on page 93.) fication. Embalmers used salt com- The Wealth of Kush Kush used the natural resources around pounds, spices, and resins to preserve Meroë and thrived for several hundred years. Unlike Egyptian and dry a corpse for mummification. They cities along the Nile, Meroë enjoyed significant rainfall. And, stuffed it and wrapped it in linen. The unlike Egypt, Meroë boasted abundant supplies of iron ore. As process took 70 days. Mummification, a result, Meroë became a major center for the manufacture of combined with the dry climate and short- iron weapons and tools. In Meroë, ambitious merchants loaded iron bars, tools, and age of air in the burial chambers, has spearheads onto their donkeys. They then transported the preserved these bodies to the present. goods to the Red Sea, where they exchanged these goods for jewelry, fine cotton cloth, silver lamps, and glass bottles. As the mineral wealth of the central Nile Valley flowed out of The Golden Age of Meroë Meroë, luxury goods from India and Arabia flowed in. The Decline of Meroë After four centuries of prosperity, from about 250 B.C.to Critical Thinking A.D. 150, Meroë began to decline. Aksum, another kingdom located 400 miles to • Which groups of people in Meroë the southeast, contributed to Meroë’s fall. With a seaport on the Red Sea, Aksum benefited most from the city’s Red Sea came to dominate North African trade. Aksum defeated Meroë around A.D. 350. trade? (merchants and the wealthy who Centuries earlier, around the time the Kushite pharaoh sat on the Egyptian used luxury items) throne, a new empire—Assyria—had risen in the north. Like Kush, Assyria came • What geographical factor contributed to dominate Egypt. to the decline of Meroë? (Meroë did not have a seaport on the Red Sea, but Aksum did. This gave Aksum an SECTION1 ASSESSMENT advantage in controlling trade.) TERMS &NAMES 1. For each term or name, write a sentence explaining its significance. ASSESS • Hyksos • New Kingdom • Hatshepsut • Thutmose III • Nubia • Ramses II • Kush • Piankhi • Meroë USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING SECTION 1 ASSESSMENT 2. Which empire was invaded 3. How did the New Kingdom of 6. DRAWING CONCLUSIONS What role did geography play in more often? Why? Egypt become so powerful and Egypt’s rise and fall? Have students work in pairs on the wealthy? 7. MAKING INFERENCES How did trade help both Egypt and questions and note the location of 1570 B.C. A.D. 350 4. What cultural aspects of Nubia maintain their dominance in the Nile region? Egyptian civilization did the the answers. 8. HYPOTHESIZING What might have happened if the Egyptian Aksum Kushites adopt? Kushites had imposed their own culture on Egypt? New defeats Formal Assessment 5. Why was Kush able to thrive 9. WRITING ACTIVITY CULTURAL INTERACTION How did Egypt Kingdom Meroe • Section Quiz, p. 52 after losing Egypt to the and Nubia strengthen each other at various times in their established Assyrians? histories? Support your ideas in a one-paragraph analysis. RETEACH Review the headings in the section. Have CONNECT TO TODAY CREATING A TIME LINE students state a main idea for each. Research to learn about the collapse of the Soviet Union—a modern-day empire—in 1991. In-Depth Resources: Unit 1 Create a time line of the events that led to the collapse. • Guided Reading, p. 66 94 Chapter 4 • Reteaching Activity, p. 84 ANSWERS

1. Hyksos, p. 89 • New Kingdom, p. 90 • Hatshepsut, p. 90 • Thutmose III, p. 90 • Nubia, p. 90 • Ramses II, p. 90 • Kush, p. 92 • Piankhi, p. 93 • Meroë, p. 94

2. Sample Answer: 1472 B.C. Hatshepsut Kingdom conquered new lands, traded new 9. Rubric Analyses should becomes pharaoh; 1285 B.C. Battle of Kadesh; ideas and material goods, and built • explain how Egypt and Nubia strengthened 1290–1224 B.C. Ramses II rules; 1200 B.C. splendid monuments. each other’s empires. Sea Peoples attack; 1200 B.C. Kush regains 4. religion, language, customs, clothing • discuss the cultural interaction between Egypt independence; 950–730 B.C. Libyans rule; 5. Kush moved its capital to Meroë and bene- and Nubia. 671 B.C. Assyrians rule Egypt. Egypt was fited from the region’s significant rainfall and • support ideas with details from the textbook. invaded most often; weak pharaohs, strong abundant supplies of iron ore. CONNECT TO TODAY civilizations nearby. 6. location on the Nile helped agriculture and Rubric Time lines should 3. Under pharaohs such as Hatshepsut, trade, opened it to attacks by sea • list events in the fall of the Soviet Union. Thutmose III, and Ramses II, the New 7. provided wealth to both societies • present entries in chronological order. 8. Kushites might have faced rebellions. 94 Chapter 4 LESSON PLAN 2 Enameled tile frieze (7th century B.C.) The Great Wall of China OBJECTIVES • Analyze the sources of Assyrian military strength. The Assyrian Empire • Evaluate Assyrian achievements. • Trace the Assyrian decline. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

EMPIRE BUILDING Assyria Some leaders still use military • Assyria • Medes FOCUS & MOTIVATE developed a military machine force to extend their rule, stamp • Sennacherib • Chaldeans What makes a military force powerful and established a well-organized out opposition, and gain wealth • Nineveh • Nebuchadnezzar administration. and power. • Ashurbanipal today? (many soldiers, new weapons, willingness to fight)

SETTING THE STAGE For more than two centuries, the Assyrian army advanced across Southwest Asia. It overwhelmed foes with its military strength. INSTRUCT After the Assyrians seized control of Egypt, the Assyrian king Esarhaddon proclaimed, “I tore up the root of Kush, and not one therein escaped to submit to A Mighty Military Machine me.” The last Kushite pharaoh retreated to Napata, Kush’s capital city. Critical Thinking A Mighty Military Machine TAKING NOTES • What natural resources did Assyria need Analyzing Causes Use Beginning around 850 B.C., Assyria (uh•SEER•ee•uh) acquired a large empire. to keep its empire strong? (iron ore and a chart to identify the It accomplished this by means of a highly advanced military organization and causes of the rise and copper for weapons and armor) state-of-the-art weaponry. For a time, this campaign of conquest made Assyria decline of Assyrian • What advantages did the Assyrian the greatest power in Southwest Asia. power. military demonstrate? (advanced The Rise of a Warrior People The Assyrians came from the northern part of Assyrian Power technology, planning, engineering Mesopotamia. (See the map on page 96.) Their flat, exposed land made them Causes Causes for skill, discipline) easy for other people to attack. Invaders frequently swept down into Assyria from for Rise Decline • Why would resettlement prevent later the nearby mountains. The Assyrians may have developed their warlike behavior Need to Hated by rebellions? (Resettled people are often in response to these invasions. Through constant warfare, Assyrian kings even- defend conquered tually built an empire that stretched from east and north of the Tigris River all againstg people scattered far from the land and attacks the way to central Egypt. One of these Assyrian kings, Sennacherib language they know. Therefore, it is (sih•NAK•uhr•ihb), bragged that he had destroyed 89 cities and 820 villages, difficult for them to fight back.) burned Babylon, and ordered most of its inhabitants killed. In-Depth Resources: Unit 1 Military Organization and Conquest Assyria was a society that glorified mil- • Guided Reading, p. 67 (also in Spanish) itary strength. Its soldiers were well equipped for conquering an empire. Making • Literature Selection: “The Destruction of use of the ironworking technology of the time, the soldiers covered themselves Sennacherib,” p. 79 in stiff leather and metal armor. They wore copper or iron helmets, padded loin- • History Makers: Sennacherib, p. 82 cloths, and leather skirts layered with metal scales. Their weapons were iron swords and iron-pointed spears. Advance planning and technical skill allowed the Assyrians to lay siege to enemy TEST-TAKING RESOURCES cities. When deep water blocked their passage, engineers would span the rivers with pontoons, or floating structures used to support a bridge. Before attacking, the Test Generator CD-ROM Assyrians dug beneath the city’s walls to weaken them. Then, with disciplined orga- Strategies for Test Preparation nization, foot soldiers marched shoulder to shoulder. The foot soldiers approached Test Practice Transparencies, TT13 the city walls and shot wave upon wave of arrows. Meanwhile, another group of troops hammered the city’s gates with massive, iron-tipped battering rams. Online Test Practice First Age of Empires 95

SECTION 2 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) • Primary Source: from Assyrian Capture of Jerusalem, In-Depth Resources: Unit 1 p. 74 STRUGGLING READERS • Guided Reading, p. 67 • Literature: “The Destruction of Sennacherib,” p. 79 • Geography Application: Babylon, p. 72 In-Depth Resources: Unit 1 • Connections Across Time and Cultures, p. 83 • History Makers: Sennacherib, p. 82 • Guided Reading, p. 67 Electronic Library of Primary Sources • Building Vocabulary, p. 70 Formal Assessment • “An Assyrian Palace” • Geography Application: Babylon, p. 72 • Section Quiz, p. 53 • Reteaching Activity, p. 85 Reading Study Guide, p. 35 ENGLISH LEARNERS eEdition CD-ROM Reading Study Guide Audio CD In-Depth Resources in Spanish Power Presentations CD-ROM • Guided Reading, p. 32 Electronic Library of Primary Sources • Geography Application: Babylon, p. 36 GIFTED AND TALENTED STUDENTS • “An Assyrian Palace” Reading Study Guide (Spanish), p. 35 In-Depth Resources: Unit 1 classzone.com Teacher’s Edition 95 CHAPTER 4 • Section 2 Assyrian Empire, 650 B.C. When the city gates finally splintered, the Assyrians showed no mercy. They killed or enslaved their vic- lack Se C B a a tims. To prevent their ene- History from Visuals s

40 ° E p i mies from rebelling again, a n the Assyrians forced cap- Interpreting the Map 40°N S

ANATOLIA e

a tives to settle far away in the . S Have students use the scale to measure T M S empire’s distant provinces TAURU Nineveh the distances from Nineveh to Babylon T i Medes and dependent states. CYPRUS SYRIA Ashur g E r MESOPOTAMIA i u s (about 550 miles) and from Nineveh to p Z hr R A PHOENICIA Sidon at . G Mediterranean es R ASIA Memphis. (about 900 miles) Tyre R O Sea PALESTINE . The Empire Babylon S Jerusalem Persians BABYLONIA M Expands SKILLBUILDER Answers Chaldeans TS Memphis . Between 850 and 650 B.C., ARABIAN P EGYPT e 1. Location about 1,500 miles r DESERT s the kings of Assyria R ia 2. Location It extends along the Nile to e n defeated Syria, Palestine, SAHARA d G ulf and Babylonia. Eventually, Thebes, which had belonged to the Thebes S e the Assyrians ruled lands Egyptian and then the Kushite empires. a r e v 500 Miles i 0 that extended far beyond R e il the Fertile Crescent into GEOGRAPHYN SKILLBUILDER:0 Interpreting1,000 Maps Kilometers Anatolia and Egypt. The Empire Expands 1. Location What is the approximate distance between Nineveh and Thebes? Assyrian Rule At its 2. Location What is the southernmost part of the peak around 650 B.C., the Critical Thinking Assyrian Empire and to what other empire did it previously belong? Assyrian Empire included • What policies indicate that Assyria ruled almost all of the old centers through force? (It would destroy cities of civilization and power in and exile residents if the people Southwest Asia. Assyrian officials governed lands closest to Assyria as provinces and refused to pay taxes.) made them dependent territories. Assyrian kings controlled these dependent regions • How were Sennacherib and by choosing their rulers or by supporting kings who aligned themselves with Assyria. The Assyrian system of having local governors report to a central authority became Ashurbanipal similar? (Both contributed the fundamental model of administration, or system of government management. greatly to Assyrian culture.) In addition, the military campaigns added new territory to the empire. These addi- In-Depth Resources: Unit 1 tional lands brought taxes and tribute to the Assyrian treasury. If a conquered people • Primary Source: from Assyrian Capture of refused to pay, the Assyrians destroyed their cities and sent the people into exile. Jerusalem, p. 74 Such methods enabled the Assyrians to effectively govern an extended empire. Some of Assyria’s most fearsome warriors earned reputations as Electronic Library of Primary Sources Assyrian Culture great builders. For example, the same King Sennacherib who had burned Babylon • “An Assyrian Palace” also established Assyria’s capital at Nineveh (NIHN•uh•vuh) along the Tigris River. This great walled city, about three miles long and a mile wide, was the largest city of its day. In the ruins of Nineveh and other Assyrian cities, archaeologists found finely More About . . . carved sculptures. Two artistic subjects particularly fascinated the Assyrians: brutal military campaigns and the lion hunt. The Duties of Assyrian Kings Nineveh also held one of the ancient world’s largest libraries. In this unique library, King Ashurbanipal (AH•shur•BAH•nuh•PAHL) collected more than 20,000 Assyrian kings consulted diviners for clay tablets from throughout the Fertile Crescent. The collection included the advice. If the omens were really bad, the ancient Sumerian poem the Epic of Gilgamesh and provided historians with much king had to die. On such occasions, the information about the earliest civilizations in Southwest Asia. The library was the king stepped down and a substitute died first to have many of the features of a modern library. For instance, the collection for him. was organized into many rooms according to subject matter. The collection was also cataloged. Europeans would not use a library cataloging system for centuries.

96 Chapter 4

Name ______Date ______CHAPTER 4 Section 2 (pages 95–98) TERMS AND NAMES Assyria Powerful empire in northern Mesopotamia The Assyrian Empire Sennacherib Assyrian king and DIFFERENTIATING INSTRUCTION: STRUGGLING READERS empire builder Nineveh Assyria's capital on the BEFORE YOU READ Tigris River In the last section, you read about Egypt and Nubia, Ashurbanipal Assyrian king who In this section, you will read about the Assyrians, the gathered writing tablets from many people who took over Egypt. lands Medes People who helped to destroy AS YOU READ the Assyrian empire Use the chart below to take notes on Assyria. Chaldeans People who helped to destroy the Assyrian empire Negotiating with Assyria Nebuchadnezzar Chaldean king who rebuilt Babylon

ASSYRIA Class Time 45 minutes to imagine that they are merchants, soldiers, priests, or Military might defended themselves first; then conquered others Task Writing a persuasive letter other citizens of a city-state that is threatened by Assyria Purpose To understand and use historical information under Sennacherib. Have students write brief letters to A Mighty Military Machine city walls to weaken them. They used heavy battering the ruler, urging the ruler to either resist or cooperate (pages 95–96) rams to knock down the wooden gates of the city. about Assyria The Assyrians conquered almost everything in Who were the Assyrians? their path. They usually killed or enslaved those For a time, Assyria was the greatest power in they defeated. Some Assyrian kings bragged about with the Assyrians. They can use the facts on the board as Southwest Asia. The Assyrians began as a farming their cruelty toward people they captured. people in the northern part of Mesopotamia. Because Sometimes conquered peoples would revolt. Instructions On the chalkboard, write information their homes were open to attack, they formed a Assyrians wanted to stop these rebellions and dom- strong fighting force. Soon they turned to conquest. inate the peoples. They forced groups of captives they write. Assyrian kings, including the fierce Sennacherib, to leave their homelands. Then the captives were built an empire that stretched from east and north of too far away to cause trouble. the Tigris River all the way to central Egypt. 1. What made the Assyrians such a strong provided by students about the policies of the Assyrian © McDougal Littell Inc. All rights reserved. The Assyrians used many different methods to fighting force? win their battles. Their soldiers carried strong iron- Students who need more help with the text can use the tipped spears and iron swords. They used large Empire toward smaller states. (powerful military, numbers of men with bows. They dug tunnels under Reading Study Guide activity for this lesson. advanced technology, require tribute) Then ask students CHAPTER 4FIRST AGE OF EMPIRES 35 Reading Study Guide

96 Chapter 4 CHAPTER 4 • Section 2

Assyrian Sculpture This relief shows ferocious Assyrian warriors attacking a fortified city. A relief is a sculpture that has figures standing Analyzing Primary Sources out from a flat background. The Assyrian war machine included a variety of weapons and methods of attack. Assyrian Sculpture 1 Ladders How well do you think this relief repre- Assyrian archers launched waves of arrows against opponents defending the city walls. Meanwhile, Assyrian sents Assyrian life? (War was frequent for 1 troops threw their ladders up against the walls and began Assyrians, but most Assyrians did not their climb into the enemy’s stronghold. 2 fight in battles every day.) 2 Weapons Troops were armed with the best weapons of the time, iron- SKILLBUILDER Answers tipped spears, as well as iron daggers and swords. They were 1. Making Inferences Possible Answers: also protected with armor and large shields. 3 confidence, pride, loyalty 3 Tactics 2. Making Inferences Possible Answers: The Assyrians were savage in their treatment of defeated fear, hatred opponents. Those who were not slaughtered in the initial attack were often impaled or beheaded, while women and children were sometimes murdered or sold into slavery.

4 Tunnels 2 The Assyrian army used sappers—soldiers who dug tunnels to Interactive This image is available in sap, or undermine, the foundations of the enemy’s walls so an interactive format on the eEdition. 4 that they would fall. Students can highlight elements of SKILLBUILDER: Interpreting Visual Sources the relief and read explanations of its 1. Making Inferences What emotions might the relief have significance. inspired in the Assyrian people? 2. Making Inferences How might the Assyrians’ enemies have reacted to the sculpture? The Empire Crumbles The Empire Crumbles Critical Thinking Ashurbanipal proved to be one of the last of the mighty Assyrian kings. Assyrian power had spread itself too thin. Also, the cruelty displayed by the Assyrians had • How did the causes of Assyria’s success earned them many enemies. Shortly after Ashurbanipal’s death, Nineveh fell. also cause its downfall? (Military expan- sion and harsh rule made Assyria dom- Decline and Fall In 612 B.C., a combined army of Medes (meedz), Chaldeans A. Possible Answer (kal•DEE•uhnz), and others burned and leveled Nineveh. However, because the inant, but these also led it to spread its This cruel empire clay writing tablets in Nineveh’s library had been baked in a pottery oven, many power thinly and to create enemies.) would have no survived the fire. • How did the destruction of Nineveh mourners; it would Most people in the region rejoiced at Nineveh’s destruction. The Hebrew be dispersed, and help future historians? (Fires that no one would care. prophet Nahum (NAY•huhm) gave voice to the feelings of many: burned the city glazed the tablets.)

PRIMARY SOURCE Analyzing Primary And it shall come to pass, that all they that look upon thee shall flee from thee, and Sources say, Nineveh is laid waste: who will bemoan her? Whence shall I seek comforters for Tip for Gifted and What was thee? . . . Thy shepherds slumber, O king of Assyria: thy nobles shall dwell in the dust: Talented Students Nahum’s opinion thy people is scattered upon the mountains, and no man gathereth them. on the collapse of NAHUM 3:7, 18 (Bible) Babylon was known for its splendor. the Assyrian Empire? Today, the adjective Babylonian refers to Rebirth of Babylon Under the Chaldeans After defeating the Assyrians, the great luxury or extravagance. Chaldeans made Babylon their capital. Around 600 B.C., Babylon became the center First Age of Empires 97

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Using Descriptive Words Class Time 20 minutes If time permits, discuss the connotations of the words used—their shades Task Listing nouns, adjectives, or verbs of meaning. What is the difference between calling someone aggressive Purpose To show understanding of a visual primary source and improve and calling that person savage? academic vocabulary 1) Assyrian, army, attack, opponents, stronghold Instructions Have students work in pairs to write down several English 2) troops, armor, shield, dagger, defense words that identify a name, describe a trait, or label an action associated with each of the four numbered items highlighted on the relief showing 3) savage, enraged, behead, enslave Assyrian warriors. An example is shown at right. Encourage students to use 4) undermine, destroy, collapse, defenses dictionaries. For each word, students should discuss its meaning and how to use it in a sentence.

Teacher’s Edition 97 CHAPTER 4 • Section 2 of a new empire, more than 1,000 years after Hammurabi had ruled there. A Chaldean king named Nebuchadnezzar (NEHB•uh•kuhd•NEHZ•uhr) restored the city. Perhaps the most impressive part of More About . . . the restoration was the famous hanging gardens. Greek scholars later listed them The Fall of Babylon as one of the seven wonders of the ancient Protecting Babylon was an 11-mile-long world. According to legend, one of outer wall built by order of Nebuchadnezzar’s wives missed the flow- Nebuchadnezzar. When Persia, under ering shrubs of her mountain homeland. To please her, he had fragrant trees and Cyrus, attacked the city in 539 B.C., the shrubs planted on terraces that rose 75 Babylonians had enough food stockpiled feet above Babylon’s flat, dry plain. to last four years. According to legend, Indeed, the entire city was a wonder. Its Cyrus noticed that the Euphrates River walls were so thick that, according to one ran under the wall. He had a canal dug report, a four-horse chariot could wheel ▲ This is an artist’s from the river to some nearby marshes. rendering of the around on top of them. To ensure that the world knew who ruled Babylon, the king This drained enough water to let his men legendary hanging had the bricks inscribed with the words, “I am Nebuchadnezzar, King of Babylon.” gardens of Babylon. wade under the great wall. Pro-Persian The highest building in Babylon was a great, seven-tiered ziggurat more than 300 Slaves watered the feet high. It was visible for miles. At night, priests observed the stars from the top of Babylonians then opened the inner gate plants by using this tower and others in the city. Chaldean astronomers kept detailed records of how for them. hidden pumps that drew water from the the stars and planets seemed to change position in the night sky. They also concluded In-Depth Resources: Unit 1 Euphrates River. that the sun, moon, Earth, and five other planets belonged to the same solar system. • Geography Application: Babylon, p. 72 The Chaldeans’ observations formed the basis for both astronomy and astrology. • Connections Across Time and Cultures: Nebuchadnezzar’s empire fell shortly after his death. The Persians who next Empires of Southwest Asia, p. 83 came to power adopted many Assyrian military, political, and artistic inventions. The Persians would use the organization the Assyrians had developed to stabilize the region. ASSESS SECTION 2 ASSESSMENT SECTION2 ASSESSMENT Have students work through the assess- ment items in pairs, except for item 9. TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Assyria • Sennacherib • Nineveh • Ashurbanipal • Medes • Chaldeans • Nebuchadnezzar Formal Assessment • Section Quiz, p. 53 USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Why did the Assyrians develop 3. What methods did the 6. FORMING OPINIONS Do you think the Assyrians’ almost into a great military power? Assyrians use when they exclusive reliance on military power was a good strategy RETEACH Why did their power decline? attacked enemy cities? for creating their empire? Why or why not? 4. What contributions to 7. MAKING INFERENCES Why might the Assyrian warrior Write the words Successes and Failures Assyrian Power government administration and kings have had such a great interest in writing and on the chalkboard. As students review Causes Causes for culture did the Assyrians make? reading? for Rise Decline the section, have them suggest examples 5. Why did the people in the 8. COMPARING In what ways were King Ashurbanipal and Need to Hated by region rejoice when the King Nebuchadnezzar similar? of each for Assyria. Discuss what other defend conquered againstg people Assyrian Empire was defeated? 9. WRITING ACTIVITY EMPIRE BUILDING Write a one- empires can learn from these examples. attacks paragraph essay on how developments in technology Use the Reading Study Guide for Section influenced the rise and decline of the Assyrian Empire. 2 to review the main ideas of the section. • Reading Study Guide, p. 35 CONNECT TO TODAY CREATING A POSTER Research an instance when a modern ruler used excessive force to govern or put down In-Depth Resources: Unit 1 opposition. Create a poster that tells about and illustrates the ruler and the event. • Reteaching Activity, p. 85 98 Chapter 4

ANSWERS

1. Assyria, p. 95 • Sennacherib, p. 95 • Nineveh, p. 96 • Ashurbanipal, p. 96 • Medes, p. 97 • Chaldeans, p. 97 • Nebuchadnezzar, p. 98 2. Sample Answer: Rise—1. Need to defend 4. a system of governors who reported to a • discuss whether reliance on military against attacks; 2. Ironworking technology; central authority; impressive library technology aided the empire’s decline. 3. Advanced planning. Decline—1. Hatred by 5. The Assyrians were cruel rulers. • use specific details to support ideas. conquered; 2. Overextension. Assyrians 6. Yes—created empire. No—power spread thinly, CONNECT TO TODAY became powerful because exposed land failed to inspire loyalty. Rubric Posters should made them easy to attack, so they had to 7. Possible Answer: wanted exploits recorded • concentrate on one modern ruler. develop warlike behavior; power declined 8. Both built huge monuments. • provide clear, accurate information. because of many enemies. 9. Rubric Essays should • include relevant visuals. 3. weakened city walls and then attacked those • mention ironworking technology. • cite sources. within them

98 Chapter 4 LESSON PLAN 3 Enameled tile frieze (7th century B.C.) The Great Wall of China OBJECTIVES • Explain the rise of the Persian Empire. The Persian Empire • List features of the Persian government. • Describe Zoroastrianism.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES FOCUS & MOTIVATE EMPIRE BUILDING By Leaders today try to follow the • Cyrus • satrap Ask students, What are some reasons for governing with tolerance and Persian example of tolerance • Cambyses • Royal Road a powerful ruler to show tolerance or wisdom, the Persians and wise government. • Darius • Zoroaster established a well-ordered compassion? (Possible Answers: moral empire that lasted for 200 years. duty, inspires respect and obedience, may require fewer soldiers to The Medes, along with the Chaldeans and others, SETTING THE STAGE enforce rule) helped to overthrow the Assyrian Empire in 612 B.C. The Medes marched to Nineveh from their homeland in the area of present-day northern Iran. Meanwhile, the Medes’ close neighbor to the south, Persia, began to expand its INSTRUCT horizons and territorial ambitions. The Rise of Persia The Rise of Persia TAKING NOTES Comparing and Critical Thinking The Assyrians employed military force to control a vast empire. In contrast, the Contrasting Use a Persians based their empire on tolerance and diplomacy. They relied on a strong diagram to identify the • How would growing prosperity among military to back up their policies. Ancient Persia included what today is Iran. similarities and Persia’s neighbors help Persia? (could differences between The Persian Homeland Indo-Europeans first migrated from Central Europe Cyrus and Darius. buy more minerals) and southern Russia to the mountains and plateaus east of the Fertile Crescent • How did Cyrus compare to around 1000 B.C. This area extended from the Caspian Sea in the north to the Sennacherib? (both led conquests, but Persian Gulf in the south. (See the map on page 101.) In addition to fertile farm- Cyrus Only Cyrus treated conquered with respect) land, ancient Iran boasted a wealth of minerals. These included copper, lead, Both gold, silver, and gleaming blue lapis lazuli. A thriving trade in these minerals put • Why did Cyrus pray at the temples of the settlers in contact with their neighbors to the east and the west. Darius Only the conquered? (inspired loyalty from At first, dozens of tiny kingdoms occupied the region. Eventually two major local people, as shown in quotation powers emerged: the Medes and the Persians. In time, a remarkable ruler would from Ezra) lead Persia to dominate the Medes and found a huge empire. In-Depth Resources: Unit 1 Cyrus the Great Founds an Empire The rest of the world paid little attention • Guided Reading, p. 68 (also in Spanish) to the Persians until 550 B.C. In that year, Cyrus (SY•ruhs), Persia’s king, began • Literature: “Babylon,” p. 80 to conquer several neighboring kingdoms. Cyrus was a military genius, leading his army from victory to victory between 550 and 539 B.C. In time, Cyrus con- World Art and Cultures Transparencies trolled an empire that spanned 2,000 miles, from the Indus River in the east to • AT8 Persian drinking horn Anatolia in the west. Even more than his military genius, though, Cyrus’s most enduring legacy was his method of governing. His kindness toward conquered peoples revealed a TEST-TAKING RESOURCES wise and tolerant view of empire. For example, when Cyrus’s army marched into Test Generator CD-ROM a city, his generals prevented Persian soldiers from looting and burning. Unlike other conquerors, Cyrus believed in honoring local customs and religions. Strategies for Test Preparation Instead of destroying the local temple, Cyrus would kneel there to pray. Test Practice Transparencies, TT14 Online Test Practice First Age of Empires 99

SECTION 3 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 • “Customs of the Persians” • Guided Reading, p. 68 • Guided Reading, p. 68 Formal Assessment • Building Vocabulary, p. 70 • Section Quiz, p. 54 • Reteaching Activity, p. 86 eEdition CD-ROM Reading Study Guide, p. 37 Power Presentations CD-ROM ENGLISH LEARNERS Reading Study Guide Audio CD World Art and Cultures Transparencies In-Depth Resources in Spanish • AT8 Persian drinking horn • Guided Reading, p. 33 GIFTED AND TALENTED STUDENTS classzone.com Reading Study Guide, p. 37 In-Depth Resources: Unit 1 Patterns of Interaction Video Reading Study Guide Audio CD (Spanish) • Primary Source: “To the Fire” from the Zend-Avesta, p. 75 • The Rise of the Persians and the Inca • Literature: “Babylon,” p. 80 Teacher’s Edition 99 CHAPTER 4 • Section 3 Cyrus also allowed the Jews, who had been driven from their homeland by the Babylonians, to return to Jerusalem in 538 B.C. Under Persian rule, the Jews rebuilt their city and temple. The Jews were forever grateful to Cyrus, whom they considered one of God’s anointed ones. The Hebrew prophet Ezra tells of Cyrus’s kindness: Vocabulary Note: Word Meanings PRIMARY SOURCE A. Answers kind- Students may not know that begrudge This is the word of Cyrus king of Persia: The Lord the God of heaven has given me all ness toward con- means “to envy; to believe that another the kingdoms of the earth, and he himself has charged me to build him a house at quered peoples; does not deserve something.” Other Jerusalem in Judah. To every man of his people now among you I say, God be with him, looting by troops and let him go up to Jerusalem in Judah, and rebuild the house of the Lord the God of forbidden; local reli- English words formed this way include Israel, the God whose city is Jerusalem. gions honored behead, beset, and becalm. EZRA 1: 2–3 (Bible)

Cyrus was killed as he fought nomadic invaders on the eastern border of his Summarizing What are some empire. According to the Greek historian Arrian, his simple, house-shaped tomb examples of Cyrus’s Persian Rule bore these words: “O man, I am Cyrus the son of Cambyses. I established the tolerant method of Persian Empire and was king of Asia. Do not begrudge me my memorial.” governing? Critical Thinking • What reasons may explain the revolts Persian Rule under Darius? (defense of religion and The task of unifying conquered territories fell to rulers who followed Cyrus. They culture; death of Cambyses made succeeded by combining Persian control with local self-government. empire unstable) Cambyses and Darius Cyrus died in 530 B.C. His son Cambyses (kam•BY•seez), • Do you think the revolts were justified? named after Cyrus’s father, expanded the Persian Empire by conquering Egypt. Explain your reasoning. (Yes—People However, the son neglected to follow his father’s wise example. Cambyses scorned the Egyptian religion. He ordered the images of Egyptian gods to be burned. After have a right to defend their religious ruling for only eight years, Cambyses died. Immediately, widespread rebellions traditions and oppose foreign rule. broke out across the empire. Persian control had seemed strong a decade earlier. It No—The revolts hurt the stability of a now seemed surprisingly fragile. productive empire.) Cambyses’s successor, Darius (duh•RY•uhs), a noble of the ruling dynasty, had Electronic Library of Primary Sources begun his career as a member of the king’s bodyguard. An elite group of Persian soldiers, the Ten Thousand Immortals, helped Darius seize the throne around 522 • “Customs of the Persians” B.C. Darius spent the first three years of his reign putting down revolts. He spent ▼ Sculpted figures bring gifts to the next few years establishing a well-organized and efficient administration. Darius. The relief Having brought peace and stability to the empire, Darius turned his attention to More About . . . sculpture, located conquest. He led his armies eastward into the mountains of present-day in the ancient Afghanistan and then down into the river valleys of India. The immense Persian Persian capital of The Accession of Darius Persepolis, dates Empire now extended over 2,500 miles, embracing Egypt and Anatolia in the west, part of India in the east, and the Fertile Crescent in the center. Darius’s only failure Mystery surrounds Darius’s taking of the from around the sixth century B.C. was his inability to conquer Greece. Persian throne. According to official Persian histories, an impostor seized the throne. He claimed to be Cambyses’ brother Bardiya, the legitimate heir. Darius realized the hoax, rushed home, and saved the Persian Empire by taking over. Greek historians said the imperson- ator was so good that he fooled Bardiya’s own mother. Modern historians suspect the “fraud” actually was Bardiya.

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DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Advertising Persia Class Time 40 minutes • places to stay Task Creating a poster to advertise the virtues of the Persian Empire to • roads potential visitors and investors • what type of money is accepted Purpose To represent the traits of the Persian Empire visually • the ruler of the empire Instructions Divide the class into small groups. Have each group reread • local governments the “Persian Rule” section of the text, look at the images in Section 3, and • historical notes of interest brainstorm information they might present in a promotional poster to Groups can then present and explain their posters to the class. attract tourists to Persia from throughout the ancient world. Posters might include information about:

100 Chapter 4 Persian Empire, 500 B.C. Persian Empire under Cyrus, 530 B.C. CHAPTER 4 • Section 3 Persian Empire under Cambyses, 522 B.C. Aral Persian Empire under Darius, 500 B.C. Sea Former Assyrian Empire l a c k S e a 40 ° E C The Royal Road B CA a UC s AS p US MACEDONIA M i TS. a History from Visuals ARMENIA n

40°N S LY D I A e SOGDIANA ANATOLIA a Interpreting the Map GREECE Sardis . T TS Ask students to compare the size of the AURUS M Nineveh USH T MEDIA K empire under each of the three rulers. E BACTRIA U M SYRIA Ashur i D e CYPRUS u g IN d p r H i h i te r s (large under Cyrus, larger under a Z PARTHIA r te R ra s A n Sidon R . PERSIA ean PHOENICIA . G Sea R Cambyses, largest under Darius) As a Tyre BABYLONIA O S PALESTINE class, identify the modern countries that Babylon Susa M Jerusalem O U . N R include land within the territory ruled by T Persepolis Memphis CHALDEA A IN Darius. (Libya, Egypt, Israel, Jordan, S s EGYPT ARABIAN P u

N d e n i r I Lebanon, Syria, Turkey, Greece, le DESERT s R ia SAHARA . R n GEDROSIA Macedonia, Bulgaria, Romania, Ukraine, e G d u S lf Georgia, Armenia, Azerbaijan, Iraq, e Thebes a 500 Miles 0 Tropic of Cancer Kuwait, Iran, Uzbekistan, Turkmenistan,

0 1,000 Kilometers Arabian INDIA Tajikistan, Afghanistan, Pakistan) Sea SKILLBUILDER Answers GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region Egypt 1. Region What part of the ancient world did Cambyses add to the Persian Empire? 2. Region Compare the map of the Persian Empire with that of the Assyrian Empire on 2. Region Western Egypt beyond the page 96. What areas did the Persians rule that the Assyrians did not? Nile River, the southeastern edge of Macedonia, and a region from the Mediterranean and Black seas to the Provinces and Satraps Although Darius was a great warrior, his real genius lay Indus River in administration. To govern his sprawling empire, Darius divided it into 20 provinces. These provinces were roughly similar to the homelands of the different groups of people who lived within the Persian Empire. Under Persian rule, the peo- ple of each province still practiced their own religion. They also spoke their own language and followed many of their own laws. This administrative policy of many Interactive This image is available in an groups—sometimes called “nationalities”—living by their own laws within one interactive format on the eEdition. empire was repeatedly practiced in Southwest Asia. Students can view the regions added to Although tolerant of the many groups within his empire, Darius still ruled with the Persian Empire by each ruler and get absolute power. In each province, Darius installed a governor called a satrap more information about the Royal Road. (SAY•TRAP), who ruled locally. Darius also appointed a military leader and a tax collector for each province. To ensure the loyalty of these officials, Darius sent out inspectors known as the “King’s Eyes and Ears.” Two other tools helped Darius hold together his empire. An excellent system of Tip for English Learners roads allowed Darius to communicate quickly with the most distant parts of the Point out the phrase “roughly similar” in empire. The famous Royal Road, for example, ran from Susa in Persia to Sardis in Anatolia, a distance of 1,677 miles. Darius borrowed the second tool, manufactur- the first paragraph on this page. Explain ing metal coins, from the Lydians of Asia Minor. For the first time, coins of a that, in this case, roughly means “about standard value circulated throughout an extended empire. People no longer had to or approximately.” It does not mean weigh and measure odd pieces of gold or silver to pay for what they bought. The “harshly or angrily.” network roads and the wide use of standardized coins promoted trade. Trade, in turn, helped to hold together the empire.

First Age of Empires 101

Name Date

CHAPTER HISTORYMAKERS Herodotus 3 Father of History DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 3 “This is the demonstration of the research of Herodotus of Halicarnassus.” —Herodotus, opening line of the Histories

erodotus was one of the first people to try to describes the Persian invasions and the Greeks’ Hexplain the past. For this, he became known unexpected victory. The first third relates the rise as the “father of history.” Many historians have of Persia. The middle third details the beginning of been uncomfortable about that label, because the the Persian-Greek conflict up to the Battle of history written by Herodotus has many flaws. Marathon. The last third chronicles the massive Nevertheless, with his Histories, Herodotus created invasion launched by Persian leader Xerxes in Comparing Herodotus and Xenophon a new form of study. Indeed, the name of this 480–479 and the ultimate Persian defeat. The work field—history—was coined by him. In his native includes much more, however. Herodotus presents Greek, it means “inquiries” or “research.” a great deal of background information on the roots Not much is known about the life of this of Persian and Greek society before the two peoples first historian. He was born about 484 b.c. in ever clashed. In addition, the portion called Book Halicarnassus, a city in Asia Minor that was settled Two is a long and detailed passage about Egypt. It Class Time 45 minutes could not cross the street without finding something inter- by Greeks. His family was well-off but suffered at includes accounts of Egyptian history as well as his the hands of the tyrant who ran the government of observations of life and customs in that land. that city. They were forced to leave for an island To many historians, though, Herodotus’ book is while Herodotus was still young. Later in life, he frustrating. He pays little attention to chronology— returned to his home to help overthrow the tyrant, the sequence of events over time. He also includes esting.” Xenophon passed through Persia as a soldier and many stories that bring in unbelievable elements, Task Sharing anecdotes from historical works but he did not stay. Herodotus has been described as curious. One including the actions of the gods. later writer called him “a man who could not cross With these problems, what makes the work a the street without finding something interesting.” history? First, Herodotus keeps his eye on the story wrote of his trip in the Anabasis. Have students read por- He traveled a great deal throughout the area, going that he wants to tell. Despite wandering off to as far as the Black Sea, Syria, Babylon, Palestine, cover side topics, he still conveys the main events. Purpose To appreciate accounts by early historians and Egypt. The reason for this travel is unknown. Second, he tells his story with some objectivity. He He may have been engaged in trade, a common is able to distance himself from the persons whose enough pursuit for Greeks of his time. Whatever the actions he describes and comment on them in a fair tions of each account and share anecdotes from them reason, he constantly asked questions of the people way. Third, although he was, for the most part, a he met. In this way he gained understanding of the poor judge of sources, he did attempt to assess their Instructions The Greek historians Herodotus and customs and traditions of people in other lands. reliability. Fourth, he does try to offer insights about About 450, he went to live in Athens, where he the causes and effects of events, even though his with the class. became close friends with the famous playwright analysis is somewhat naive and superficial. Finally, Sophocles. Later, he moved to a Greek colony in he accomplishes all these goals with a graceful and southern Italy. He lived there until the end of his charming writing style. Xenophon each wrote contemporary accounts of Persia life, which was some time around 420 b.c. Scholars are unsure when Herodotus began Questions writing his history, how long it took, or in what 1. Making Inferences Why do you think Herodotus For background information about Herodotus, use the order the parts were written. It is clear that he was would call his work “researches” or “inquiries”? already at work on it when he lived in Athens. 2. Recognizing Point of View If Herodotus was a around the time of Darius. Herodotus traveled widely, and © McDougal Littell Inc. All rights reserved. There are reports that he read parts of it aloud Greek, was it possible for him to be completely while he lived in that city. objective in his history? Explain. Herodotus’ main purpose was to tell the story of History Makers activity from Chapter 3, Section 3. 3. Making Generalizations What do you think the conflict between Persia and the Greek city-states are the characteristics that make a piece of writ- his nine-book History gives a lively account of what he in the early years of the fifth century b.c. His book ing a history? saw and heard. A later writer called him “a man who 60 Unit 1, Chapter 3 In-Depth Resources: Unit 1

Teacher’s Edition 101 CHAPTER 4 • Section 3

The Royal Road Global Impact One of the ways in which societies build and maintain empires is by establishing systems of communication and transportation. The The Royal Road Royal Road, built by the rulers of the Persian Empire, To help students appreciate the Persian connected Susa in Persia to Sardis in Anatolia. achievement, have them pick a place about 1,600 miles from their present location—the approximate length of the

Royal Road—and research how they L This four-horse chariot dates would get there, what it would cost, how from the 6th to 4th centuries B.C. long it would take, and what services and It is the type of vehicle that would have traveled the Royal Road in amenities they would use. Then have stu- the time of Darius. The studs on dents subtract one element of modern the wheels were designed to help travel at a time and imagine how each prevent the chariot from slipping. subtraction would change their journey.

A Ride Along the Royal Road

Connect to Today ASIA 1. Possible Answer: Ruler could hear EUROPE The Road news from distant territories while it Black Sea The road was 1,677 miles in length. There were 111 was still fresh and send orders quickly. post or relay stations spaced about 15 miles apart 2. Possible Answers: railroads, freeways, along the road. Other roads branched off the main Sardis ANATOLIA road to distant parts of the empire. Internet, telephone M e dit err anea n Sea Susa The Ride Relay stations were equipped with fresh horses for AFRICA Show the video to investigate empires SOUTHWEST the king’s messengers. Royal messengers could cover in history. ASIA the length of the Royal Road in seven days. Normal Arabian travel time along the road was longer. A caravan, for • The first segment examines the Sea example, might take three months to travel the 0 500 Miles Persians, who controlled much of the whole distance. ancient world from the 500s to the 0 1,000 Kilometers 300s B.C. • The second segment introduces stu- dents to the Inca, who in the 1400s Patterns of Interaction and 1500s built a “land of the four Building Empires: The Rise of the Persians and the Inca quarters” that rivaled the Roman Strong road networks like the Royal Road enabled empires to expand and maintain control over people and places. Like the Persians, the Inca of South 1. Recognizing Effects How would the Empire in size. America created a road system thousands of miles long. These roads allowed Royal Road enable a ruler to Enrich the lesson with primary source the Inca to extend their rule over as many as 16 million people. Empires maintain power in the empire? and visual literacy activities included throughout history have shared characteristics such as efficient See Skillbuilder Handbook, Page R6. communication systems, effective leaders, and powerful armies. in the Teacher’s Resource Book that 2. Comparing What systems of accompanies the videos. communication and transportation 102 Chapter 4 today might be compared to the Royal Road of the Persians? DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Comparing Means of Contact Class Time 30 minutes Persia Today Improvements Task Comparing communication and transportation systems of the Persian Empire with those of today Chariots Cars Faster, safer Purpose To understand how changes in technology affect politics and everyday life Messengers Telephone, Faster, less expensive, Internet, mail available to more people Instructions Have students make a chart comparing the communication and transportation systems used in the Persian Empire with those used Royal Road Highways Faster, more widespread today. Discuss how these systems have changed over time and what effect these changes have had on political unity. Consider whether today’s sys- Caravans Trucks, Faster, different goods tems are more useful in uniting people. supertankers available

102 Chapter 4 The Persian Legacy CHAPTER 4 • Section 3 By the time of Darius’s rule, about 2,500 years had passed since the first Sumerian city-states had been built. During those years, people of the Fertile Crescent had endured war, conquest, and famine. These events gave rise to a basic question: Why should so much suffering and chaos exist in the world? A Persian prophet named The Persian Legacy Zoroaster (ZAWR•oh•AS•tuhr), who lived around 600 B.C., offered an answer. Zoroaster’s Teachings Zoroaster taught that the earth is a battleground where a Critical Thinking great struggle is fought between the spirit of good and the spirit of evil. Each per- • Do you think that as much suffering son, Zoroaster preached, is expected to take part in this struggle. The Zoroastrian exists today as in the time of Zoroaster? religion teaches a belief in one god, Ahura Mazda (ah•HUR•uh MAZ•duh). At the end of time, Ahura Mazda will judge everyone according to how well he or she (Yes—We still have hunger and wars. B. Answer fought the battle for good. Traces of Zoroastrianism—such as the concept of Satan No—Medicine is better, government is Zoroastrianism and a belief in angels—can be found in Judaism, Christianity, and Islam. less brutal.) shared the idea of a After the Muslim conquest of Persia in the A.D. 600s, the Zoroastrian religion • Compare the number of gods in final judgment, as well as the view declined. Some groups carried the faith eastward to India. Zoroastrianism also was Egyptian religion and in Zoroastrianism. that people had an important influence in the development of Manichaeism (man•i•KEE•IHZ•uhm), (Egyptians had many gods, but free will to choose a religious system that competed with early Christianity for believers. The cult of Zoroastrians have only one.) good or evil. Mithra, a Zoroastrian god, spread westward to become a popular religion among the military legions in the Roman Empire. Today, modern Zoroastrians continue to In-Depth Resources: Unit 1 Comparing observe the religion’s traditions in several countries including Iran and India, • Primary Source: “To the Fire” from the What ideas and where its followers are called Parsis. Zend-Avesta, p. 75 world view did Political Order Through their tolerance and good government, the Persians Zoroastrianism share with other brought political order to Southwest Asia. They preserved ideas from earlier civi- religions? lizations and found new ways to live and rule. Their respect for other cultures helped to preserve those cultures for the future. The powerful dynasty Cyrus estab- lished in Persia lasted 200 years and grew into a huge empire. Likewise in China, as you will learn in Section 4, great empires arose that dominated the region.

SECTION3 ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 3 ASSESSMENT • Cyrus • Cambyses • Darius • satrap • Royal Road • Zoroaster Have students answer the questions, then USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING compare answers with a partner. 2. Which of the differences 3. How did Cyrus treat the 6. MAKING INFERENCES What do the words that appeared between Cyrus and Darius do peoples he conquered? on Cyrus’s tomb suggest about his character? Formal Assessment you consider most important? 4. What methods and tools did 7. DRAWING CONCLUSIONS How did the Royal Road help • Section Quiz, p. 54 Why? Darius use to hold together his Darius maintain control over his people? empire? 8. DEVELOPING HISTORICAL PERSPECTIVE What events led 5. What did Zoroaster teach? to the development of Zoroastrianism? RETEACH Cyrus Only 9. WRITING ACTIVITY EMPIRE BUILDING Write an expository Both essay explaining how Darius’s methods of administration Use the Guided Reading to review this Darius Only gave stability to the Persian Empire. In your essay, section and chapter. consider such topics as the structure of the empire, the policy of tolerance, and the role of the satrap. In-Depth Resources: Unit 1 • Guided Reading, p. 68

INTERNET ACTIVITY • Reteaching Activity, p. 86 Use the Internet to find information on modern Zoroastrianism. INTERNET KEYWORD Create a chart to present your findings. Zoroastrianism

First Age of Empires 103

ANSWERS

1. Cyrus, p. 99 • Cambyses, p. 100 • Darius, p. 100 • satrap, p. 101 • Royal Road, p. 101 • Zoroaster, p. 103 2. Sample Answer: Cyrus only—Founded 4. empire divided into provinces, with satrap, • include specific details to support ideas. empire, let Jews return to Jerusalem. general, and tax collector in each; roads; • be organized logically. Darius only—Seized power, introduced standardized coins coins of standard value. Both—Ruled fairly, 5. Earth is a battleground between good expanded empire. Most important and evil. Rubric Charts should difference—Cyrus was a kinder ruler; 6. Cyrus was forthright and modest. • indicate where most followers live. unusual for that time. 7. allowed rapid communication and control • summarize beliefs of Zoroastrians. 3. ordered army not to burn or loot, honored 8. war, conquest, and famine • note any special rites or celebrations. local customs and religions 9. Rubric Essays should • cite sources. • discuss key features of the government.

Teacher’s Edition 103 LESSON PLAN 4 OBJECTIVES Enameled tile frieze (7th century B.C.) The Great Wall of China • Summarize Confucian ideas about the family and about society. • Identify ethical systems of this period. The Unification of China • Describe the rise and fall of the Qin Dynasty. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

RELIGIOUS AND ETHICAL The people, events, and ideas • Confucius • I Ching FOCUS & MOTIVATE SYSTEMS The social disorder that shaped China’s early history • filial piety • yin and yang of the warring states contributed continue to influence China’s • bureaucracy • Qin Dynasty Discuss how well people respect author- to the development of three role in today’s world. • Daoism • Shi Huangdi ity today. (Students may give examples of Chinese ethical systems. • Legalism • autocracy respect or lack of respect for parents, The Zhou Dynasty, as you read in Chapter 2, lasted for at government officials, and older people.) SETTING THE STAGE least eight centuries, from approximately 1027 to 256 B.C. For the first 300 years of their long reign, the Zhou kings controlled a large empire, including both east- INSTRUCT ern and western lands. Local rulers reported to the king, who had the ultimate power. By the latter years of the Zhou Dynasty, the lords of dependent territories Confucius and the began to think of themselves as independent kings. Their almost constant con- Social Order flict, which is known as “the warring states period,” led to the decline of the Zhou Dynasty. Critical Thinking TAKING NOTES Confucius and the Social Order • From reviewing the basic relationships Recognizing Effects Toward the end of the Zhou Dynasty, China moved away from its ancient values Confucius considered important, what Use a web to indicate how the chaos of the of social order, harmony, and respect for authority. Chinese scholars and philoso- can you infer about his attitude toward warring states affected phers developed different solutions to restore these values. women? (He was less concerned with the philosophy, politics, Confucius Urges Harmony China’s most influential scholar was Confucius women than with men.) and cities of China. (kuhn•FYOO•shuhs). Born in 551 B.C., Confucius lived in a time when the Zhou • How did the creation of a bureaucracy Philosophy Dynasty was in decline. He led a scholarly life, studying and teaching history, promote equality? (government jobs music, and moral character. open to all who became educated, not Chaos of the Confucius was born at a time of crisis and violence in China. He had a deep just the wealthy) warring states desire to restore the order and moral living of earlier times to his society. Confucius believed that social order, harmony, and good government could be In-Depth Resources: Unit 1 Politics Cities restored in China if society were organized around five basic relationships. • Guided Reading, p. 69 (also in Spanish) These were the relationships between: 1) ruler and subject, 2) father and son, 3) husband and wife, 4) older brother and younger brother, and 5) friend and friend. A code of proper conduct regulated each of these relationships. For exam- TEST-TAKING RESOURCES ple, rulers should practice kindness and virtuous living. In return, subjects Test Generator CD-ROM should be loyal and law-abiding. Three of Confucius’s five relationships were based upon the family. Confucius Strategies for Test Preparation stressed that children should practice filial piety, or respect for their parents and Test Practice Transparencies, TT15 ancestors. Filial piety, according to Confucius, meant devoting oneself to one’s parents during their lifetime. It also required honoring their memory after death Online Test Practice through the performance of certain rituals.

104 Chapter 4

SECTION 4 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 1 In-Depth Resources: Unit 1 eEdition CD-ROM • Guided Reading, p. 69 • Guided Reading, p. 69 Power Presentations CD-ROM Formal Assessment • Building Vocabulary, p. 70 Geography Transparencies • Section Quiz, p. 55 • Skillbuilder Practice: Analyzing Causes and Recognizing Effects, p. 71 • GT4 Empires of the World, 1570–202 B.C. ENGLISH LEARNERS • Reteaching Activity, p. 87 World Art and Cultures Transparencies In-Depth Resources in Spanish Reading Study Guide, p. 39 • AT9 Chinese army figures • Guided Reading, p. 34 Reading Study Guide Audio CD Critical Thinking Transparencies • Skillbuilder Practice: Analyzing Causes and • CT40 Chapter 4 Visual Summary GIFTED AND TALENTED STUDENTS Recognizing Effects, p. 35 classzone.com Reading Study Guide (Spanish), p. 39 In-Depth Resources: Unit 1 • Primary Sources: from Intrigues of the Warring Reading Study Guide Audio CD (Spanish) States, p. 76; from the Analects by Confucius, p. 77 104 Chapter 4 In the following passage, Confucius—the CHAPTER 4 • Section 4 “Master”—expresses his thoughts on the concept:

PRIMARY SOURCE Confucius Ziyou [a disciple of Confucius] asked about filial piety. 551–479 B.C. The Master said: “Nowadays people think they are Tip for English Learners dutiful sons when they feed their parents. Yet they also Confucius was born to a feed their dogs and horses. Unless there is respect, poor family. As an adult, he Explain that Confucianism is not a reli- where is the difference?” earned his living as a gion because it is not based on beliefs teacher. But he longed to CONFUCIUS, Analects 2.7 put his principles into about a god or gods. Confucius wanted to reform Chinese society by action by advising political leaders. Finally, at around showing rulers how to govern wisely. Impressed by age 50, Confucius won a Vocabulary Confucius’s wisdom, the duke of Lu appointed him post as minister in his home state. According to History Makers legend: a story minister of justice. According to legend, Confucius legend, he set such a virtuous example that a handed down from so overwhelmed people by his kindness and courtesy purse lying in the middle of the street would be Confucius and Laozi earlier times, espe- that almost overnight, crime vanished from Lu. untouched for days. cially one believed Which philosopher would you rather have When the duke’s ways changed, however, Confucius After Confucius resigned his post as to be historical minister, he returned to teaching. He as a teacher? (Students might prefer became disillusioned and resigned. considered himself a failure because he had Confucius’s kindness or Laozi’s emphasis Confucius spent the remainder of his life teach- never held high office. Yet Confucius’s ideas ing. His students later collected his words in a book have molded Chinese thought for centuries. on nature.) called the Analects. A disciple named Mencius Laozi Confucius was one of many wandering (MEHN•shee•uhs) also spread Confucius’s ideas. sixth century B.C. scholars who served rulers during the Confucian Ideas About Government Confucius Although a person named late Zhou period. For example, one king said that education could transform a humbly born Laozi is credited with had about 1,000 philosophers living in person into a gentleman. In saying this, he laid the being the first philosopher his capital. They had no duties except to groundwork for the creation of a bureaucracy, a of Daoism, no one knows trained civil service, or those who run the govern- for sure whether he really debate and discuss ideas. Confucius was existed. Legend has it that noted for his concrete advice: “People ment. According to Confucius, a gentleman had Laozi’s mother carried him four virtues: “In his private conduct he was courte- in her womb for 62 years must have sufficient to eat; there must ous, in serving his master he was punctilious [pre- and that he was born with white hair and be a sufficient army; and there must be cise], in providing for the needs of the people he wrinkled skin. Laozi’s followers claimed that he confidence of the people in the ruler.” was a contemporary of Confucius. gave them even more than their due; in exacting Laozi offered more abstract thoughts: service from the people, he was just.” Education Unlike Confucius, however, Laozi believed that government should do as little as possible “Exterminate the sage, discard the became critically important to career advancement and leave the people alone. Laozi thought that wise, and the people will benefit in the bureaucracy. people could do little to influence the outcome Confucianism was never a religion, but it was an of events. Daoism offered communion with a hundredfold.” ethical system, a system based on accepted princi- nature as an alternative to political chaos. ples of right and wrong. It became the foundation for Chinese government and social order. In addi- RESEARCH LINKS For more on Confucius and tion, the ideas of Confucius spread beyond China Laozi, go to classzone.com Other Ethical Systems and influenced civilizations throughout East Asia.

Other Ethical Systems Critical Thinking • Explain the line quoted from Laozi, In addition to Confucius, other Chinese scholars and philosophers developed ethical “When there is no desire, all things are systems with very different philosophies. Some stressed the importance of nature, others, the power of government. at peace.” (People need to reduce their desires so they can live in peace.) What Daoists Seek Harmony For a Chinese thinker named Laozi (low•dzuh), who may have lived during the sixth century B.C., only the natural order was important. The religion includes this idea? (Buddhism; natural order involves relations among all living things. His book Dao De Jing see chart on p. 69) (The Way of Virtue) expressed Laozi’s belief. He said that a universal force called • Explain how the I Ching was similar the Dao (dow), meaning “the Way,” guides all things. Of all the creatures of nature, to the teachings of Confucius. (Both First Age of Empires 105 provided guidance on ethics.)

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CHAPTER PRIMARY SOURCE from the Analects 4 by Confucius DIFFERENTIATING INSTRUCTION: STRUGGLING READERS Section 4 The Analects, a collection of the teachings of Confucius, was compiled by his stu- dents in about 400 B.C. In this excerpt the “Master”—Confucius—expresses his views on being a gentleman. What values and attitudes does Confucius promote?

he Master said, If a gentleman is frivolous, he and formal. When the ruler is present it is wary, Twill lose the respect of his inferiors and lack but not cramped. firm ground upon which to build up his education. When the ruler summons him to receive a First and foremost he must learn to be faithful guest, a look of confusion comes over his face and to his superiors, to keep promises, to refuse the his legs seem to give beneath his weight. Understanding the Analects friendship of all who are not like him. And if he When the guest has gone, he reports the close finds he has made a mistake, then he must not be of the visit, saying, “The guest is no longer looking afraid of admitting the fact and amending his ways. back.” Tzu-kung asked about the true gentleman. The On entering the Palace Gate he seems to shrink Master said, He does not preach what he practises into himself, as though there were not room. If he till he has practised what he preaches. halts, it must never be in the middle of the gate, Class Time 40 minutes List difficult words and their definitions on the board. The Master said, A gentleman can see a ques- nor in going through does he ever tread on the tion from all sides without bias. The small man is threshold. As he passes the Stance a look of confu- biased and can see a question only from one side. sion comes over his face, his legs seem to give way The Master said, A gentleman in his dealings under him and words seem to fail him. While, with the world has neither enmities nor affections; holding up the hem of his skirt, he ascends the (frivolous—silly or unimportant; covet—want or desire; but wherever he sees Right he ranges himself Audience Hall, he seems to double up and keeps in Task Summarizing an excerpt from the Analects his breath, so that you would think he was not beside it. The Master said, A gentleman takes as much breathing at all. On coming out, after descending trouble to discover what is right as lesser men take the first step his expression relaxes into one of satis- fretful—worried or troubled) Ask each group to explain the to discover what will pay. faction and relief. At the bottom of the steps he The Master said, A gentleman covets the repu- quickens his pace, advancing with an air of majestic Purpose To understand the traits that Confucius praised tation of being slow in word but prompt in deed. dignity. On regaining his place he resumes his atti- The Master said, A gentleman who is widely tude of wariness and hesitation. versed in letters and at the same time knows how from Confucius, The Analects of Confucius, Arthur Waley, meaning of the part they studied. Then create a Do’s and to submit his learning to the restraints of ritual is trans. (London: George Allen and Unwin, Ltd., 1938). not likely, I think, to go far wrong. Reprinted in Peter N. Stearns, ed., Documents in World Instructions Divide students into small groups. Assign The Master said, A true gentleman is calm and History, Vol. 1 (New York: HarperCollins, 1988), 36–37. at ease; the Small Man is fretful and ill at ease. Don’ts chart on the board. List qualities that Confucius At home in his native village his manner is sim- Activity Options ple and unassuming, as though he did not trust 1. Summarizing Written Texts Write a list of do’s himself to speak. But in the ancestral temple and at and don’ts based on these teachings of each group a few paragraphs from the primary source Court he speaks readily, though always choosing his Confucius. Share your list with the class. words with care. 2. Synthesizing With a partner, role-play a discus- At Court when conversing with the Under believed a gentleman should seek and those he thought sion about the nature of a true gentleman Ministers his attitude is friendly and affable; when between Confucius and his student Tzu-kung. conversing with the Upper Ministers, it is restrained

excerpt from the Analects, which can be found in © McDougal Littell Inc. All rights reserved. should be avoided. In-Depth Resources: Unit 1. Encourage students to use dictionaries to help them understand difficult words. First Age of Empires 77 In-Depth Resources: Unit 1

Teacher’s Edition 105 CHAPTER 4 • Section 4 according to Laozi, only humans fail to follow the Dao. They argue about questions of right and wrong, good manners or bad. According to Laozi, such arguments are pointless. In the following, he explains the wisdom of the Dao:

PRIMARY SOURCE More About . . . The Dao never does anything, Analyzing Primary yet through it all things are done. Sources Legalism What do you If powerful men and women Legalists were among the first people to think is the Daoist could center themselves in it, attitude toward argue that government should be based the whole world would be transformed being a powerful on laws rather than upon the virtue of a by itself, in its natural rhythms. person? People would be content A. Possible Answer ruler. Further, they advocated that laws with their simple, everyday lives, in harmony, and free of desire. Daoists think that a should apply to all citizens equally, from powerful person is When there is no desire, the poorest peasants to the wealthiest out of balance with all things are at peace. nobles. Legalism resulted in harsh and nature and too con- LAOZI, Dao De Jing, Passage 37 cerned with worldly unpopular government in China, but its things. commitment to the rule of law is widely The philosophy of Laozi came to be known as Daoism. Its search for knowl- edge and understanding of nature led Daoism’s followers to pursue scientific stud- held today. ies. Daoists made many important contributions to the sciences of alchemy, astronomy, and medicine. Legalists Urge Harsh Rule In sharp contrast to the followers of Confucius and Laozi was a group of practical political thinkers called the Legalists. They believed that a highly efficient and powerful government was the key to restoring order in society. They got their name from their belief that government should use the law to end civil disorder and restore harmony. Hanfeizi and Li Si were among the founders of Legalism. The Legalists taught that a ruler should provide rich rewards for people who car- ried out their duties well. Likewise, the disobedient should be harshly punished. In History from Visuals practice, the Legalists stressed punishment more than rewards. For example, any- one caught outside his own village without a travel permit should have his ears or Interpreting the Chart nose chopped off. Reading the chart column by column The Legalists believed in controlling ideas as well as actions. They suggested provides an overview of each system. that a ruler burn all writings that might encourage people to criticize government. Reading row by row highlights the con- trasts between systems. Discuss whether Chinese Ethical Systems the systems are mutually exclusive. (Students should consider whether a Confucianism Daoism Legalism person could hold two or more views in • Social order, harmony, and good • The natural order is more • A highly efficient and powerful the same row at the same time.) government should be based on important than the social order. government is the key to social family relationships. • A universal force guides all things. order. • Respect for parents and elders is • Human beings should live simply • Punishments are useful to SKILLBUILDER Answers important to a well-ordered and in harmony with nature. maintain social order. society. • Thinkers and their ideas should 1. Comparing Confucianism • Education is important both to be strictly controlled by the the welfare of the individual and government. and Legalism to society. 2. Synthesizing Possible Answer: Confucianism, because it avoids the SKILLBUILDER: Interpreting Charts Daoist emphasis on natural order and 1. Comparing Which of these three systems stresses the importance of government and a well-ordered society? 2. Synthesizing Which of these systems seems to be most moderate and balanced? Explain. the Legalist emphasis on punishment and control

106 Chapter 4

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Applying Chinese Ethical Systems Class Time 45 minutes Then divide the class into three groups and assign each group a school of Task Applying Chinese ethical systems to contemporary problems Chinese philosophy to represent. Each group should research its philoso- Purpose To understand how traditional ideas apply today phy and prepare to explain how it is the one best able to solve the prob- lem selected by the class. Hold a class debate. Each group should specify Instructions Have the class select a current social problem, such as: members to present its position to the class, to question other groups, and • pollution • homelessness • terrorism to respond to questions. • cheating • crime

106 Chapter 4 After all, it was for the prince to govern and the people to obey. Eventually, CHAPTER 4 • Section 4 Summarizing Legalist ideas gained favor with a prince of a new dynasty that replaced the How did the Zhou. That powerful ruler soon brought order to China. Legalists think that I Ching and Yin and Yang People with little interest in the philosophi- a society could be made to run well? cal debates of the Confucians, Daoists, and Legalists found answers to More About . . . B. Answer life’s questions elsewhere. Some consulted a book of oracles called Government should I Ching (also spelled Yi Jing) to solve ethical or practical problems. Yin and Yang use law to end civil Readers used the book by throwing a set of coins, interpreting the results, disorder and and then reading the appropriate oracle, or prediction. The I Ching (The Book Have students make a list of dualities, ▲ restore harmony; of Changes) helped people to lead a happy life by offering good advice and simple Traditional such as good/evil, day/night, or ideas should be yin-and-yang controlled by common sense. symbol odd/even. Point out that computer government. Other people turned to the ideas of ancient thinkers, such as the concept of yin software is written in a binary system, and yang—two powers that together represented the natural rhythms of life. Yin 0/1 (off/on). represents all that is cold, dark, soft, and mysterious. Yang is the opposite—warm, bright, hard, and clear. The symbol of yin and yang is a circle divided into halves, as shown in the emblem to the upper right. The circle represents the harmony of yin and yang. Both forces represent the rhythm of the universe and complement The Qin Dynasty Unifies each other. Both the I Ching and yin and yang helped Chinese people understand China how they fit into the world. Critical Thinking The Qin Dynasty Unifies China ▼ Although a • How were Shi Huangdi’s policies similar In the third century B.C., the Qin Dynasty (chihn) replaced the Zhou Dynasty. It tyrant, Shi to those of the Persian ruler Darius? emerged from the western state of Qin. The ruler who founded the Qin Dynasty Huangdi is (Both built roads, standardized the employed Legalist ideas to subdue the warring states and unify his country. considered the founder of currency, and centralized power.) A New Emperor Takes Control In 221 B.C., after ruling for over 20 years, the Qin unified China. • Was Shi Huangdi justified in requiring ruler assumed the name Shi Huangdi (shihr hwahng•dee), which means “First The word Qin is Emperor.” The new emperor had begun his reign by halting the internal battles that the origin of peasants to work on the Great Wall? had sapped China’s strength. Next he turned his China. (No—Unfair. Yes—For the good attention to defeating invaders and crushing resis- of society.) tance within China to his rule. Shi Huangdi’s armies attacked the invaders north of the Huang He and south as far as what is now Vietnam. His victories doubled China’s size. Shi Huangdi was determined More About . . . to unify China. Shi Huangdi acted decisively to crush political Shi Huangdi opposition at home. To destroy the power of rival After barely escaping three attempts on warlords, he introduced a policy called “strengthen- his life, the First Emperor launched a ing the trunk and weakening the branches.” He com- quest for immortality. He summoned manded all the noble families to live in the capital magicians to his palace, hoping they city under his suspicious gaze. This policy, accord- could give him an elixir. He scoured the ing to tradition, uprooted 120,000 noble families. Seizing their land, the emperor carved China into 36 land for the eight immortals who were administrative districts. He sent Qin officials to said to know the secret of eternal life. He control them. avoided the public and moved secretly To prevent criticism, Shi Huangdi and his prime through tunnels connecting his palaces. minister, the Legalist philosopher Li Su, murdered Finally, he had several thousand life-size hundreds of Confucian scholars. They also ordered terra-cotta soldiers and horses built and “useless” books burned. These books were the works buried to protect him after death. of Confucian thinkers and poets who disagreed with the Legalists. Practical books about medicine and World Art and Culture Transparencies farming, however, were spared. Through measures • AT9 Chinese army figures First Age of Empires 107

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CHAPTER SKILLBUILDER PRACTICE Analyzing Causes and 4 Recognizing Effects Section 4 SKILLBUILDER PRACTICE: ANALYZING CAUSES AND RECOGNIZING EFFECTS In 221 B.C., the Qin Dynasty replaced the Zhou Dynasty that had ruled China for about 800 years. To learn more about the causes and effects of the decline of the Zhou Dynasty, read the passage below. As you read, notice that causes and effects can be both short-term and long-term and that effects can turn into causes. Then complete the cause-and-effect diagram below. (See Skillbuilder Handbook)

Nobles Gain Power The Zhou Dynasty set up The Qin Dynasty Emerges Beginning around a feudal state. Local areas were ruled by nobles 456 B.C., feudal states were at constant war with one who pledged their loyalty to the king and raised another. The number of feudal states decreased, Identifying Results and Consequences armies to keep order and protect the kingdom. but those that survived became more powerful. For the first 300 years, the Zhou Empire remained During this “warring states” period, traditional peaceful and stable. Chinese values collapsed. Chaos, disobedience, and Beginning in 771 B.C., China expanded into the bloody warfare replaced love of order, harmony, Chang Jiang basin. As a result of expansion, strong and respect for authority. Powerless to end the nobles began to use their armies to take over the fighting and restore order, the Zhou Dynasty finally Class Time 45 minutes 2. What Legalist idea may have influenced the action lands of weaker nobles and consolidate their power. collapsed in 256 B.C. A power struggle followed As their power grew, the warlords claimed to be between the kings of the remaining feudal states. kings in their own territory. Without the loyalty and In 221 B.C., the ruler of Qin conquered his rivals, protection of their feudal nobles, the Zhou Dynasty seized control of China, and started a new dynasty. Task Finding and analyzing cause-and-effect relationships most? (A strong and efficient central government is the weakened. 1. Cause: Period of peace ends; China expands into Chang Jiang basin. in the text key to social order.) 2. Effect/Cause:

3. Effect/Cause: Powerful warlords gain power and set themselves up as kings of Purpose To practice recognizing effects 3. What effect did the action have? How successfully did it their territories. 4. Effect: carry out the idea behind it? (Breaking the power of Instructions Examining cause-and-effect relationships 5. Cause: Feudal states continue to war against each other. warlords and establishing central control was success- 6. Effect/Cause:

helps historians see how events are related and the © McDougal Littell Inc. All rights reserved. ful in creating a strong government.) 7. Effect/Cause: Unable to restore order, the Zhou Dynasty collapses. results and consequences of an event. Ask students the 8. Effect: following questions: For additional practice, students can use the Skillbuilder First Age of Empires 71 1. What is one specific action Shi Huangdi took to achieve Practice for this lesson. In-Depth Resources: Unit 1 social order? (He seized the land of the nobles.)

Teacher’s Edition 107 CHAPTER 4 • Section 4

The Great Wall of China Historyin From the Yellow Sea in the east Depth to the Gobi Desert in the west, the Great Wall twisted like a dragon’s tail for thousands of OBJECTIVE miles. Watch towers rose every 200 to 300 yards along the wall. • Understand why the Great Wall was built. In the time of Shi Huangdi, hundreds of thousands of peasants collected, hauled, and dumped millions of tons of INSTRUCT stone, dirt, and rubble to fill the Ask students to name other large-scale core of the Great Wall. public projects. (the pyramids in Egypt; Slabs of cut stone on the outside roads in the Roman and Qin empires; of the wall enclosed a heap of the U.S. highway system) pebbles and rubble on the inside. Each section of the wall rose to a height of 20 to 25 feet.

History from Visuals

Interpreting the Map How did China’s defenses compare to those of Egypt? (Both were on a seacoast and had mountains on one side.)

SKILLBUILDER Answers 1. Making Inferences provided early warning of attacks 2. Drawing Conclusions radar, satellites, sonar, military bases, radios N The Qin Dynasty, 221–202 B.C. 40

100 MONGOLIA

Qin Dynasty E KOREA Extent of Zhou Dynasty (Approximate) e More About . . . Great Wall Anyang H Yellow ng Sea ua H e Reasons for the Great Wall 0 500 Miles Wei H Luoyang East Hao Ch'ang-an China 0 1000 Kilometers (Xi'an) Sea Some scholars believe China was not in Although Shi Huangdi built the earliest g n TIBET a unified wall, the wall as it exists today dates Ji H ng danger from invaders when the Great I ha from the later Ming Dynasty (1368–1644). M A C L A Taiwan Wall was built. They suggest that Shi Y A S

120 Jiang Huangdi knew that without employment i E N SKILLBUILDER: Interpreting Visual Sources X 20 the soldiers in his large army might cause 1. Making Inferences What were the benefits of the watch INDIA towers along the wall? trouble. Building the Great Wall kept BURMA South 2. Drawing Conclusions What modern structures serve the V China I Bay of ( A E N T Sea them busy. It prevented foreign incur- same purpose as the watch towers? N N Bengal A A M M sions until Genghis Khan punched his ) way through 14 centuries later. 108 Chapter 4

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Comparing Large-Scale Projects Class Time 35 minutes What? Where? Why Built? Task Comparing large-scale projects of different times and cultures Purpose To see patterns and connections between different Hanging Gardens Babylon For beauty, historical periods maybe to please queen Instructions Ask students for examples of other large-scale projects. Great Wall China For defense, maybe to Encourage them to think about cultures they have already studied. They to keep soldiers busy may also want to look through their textbooks for images of monuments. Remind students of more recent large projects as well. For example, the Taj Mahal India Internet was originally ARPANET, created for U.S. military and scientific Panama Canal Central America communication. Create a chart of students’ findings. An example is at right.

108 Chapter 4 such as these, Shi Huangdi established an autocracy—a government that has CHAPTER 4 • Section 4 unlimited power and uses it in an arbitrary manner. A Program of Centralization Shi Huangdi’s sweeping program of centralization included the building of a highway network of more than 4,000 miles. Also, he set the same standards throughout China for writing, law, currency, and weights and measures—even down to the length of cart axles. This last standard made sure that Inclusion Tip all vehicles could fit into the ruts of China’s main roads. Students who have difficulty understand- Under Shi Huangdi’s rule, irrigation projects increased farm production. Trade ing the conflict over centralization under blossomed, thanks to the new road system. Trade pushed a new class of merchants Shi Huangdi may benefit from seeing a into prominence. Despite these social advances, harsh taxes and repressive gov- Recognizing model. Use a baseball-size ball of clay to ernment made the Qin regime unpopular. Shi Huangdi had unifiedChina at the Effects stand for the central government and What were expense of human freedom. the positive and three smaller balls to represent regions of Great Wall of China Scholars hated Shi Huangdi for his book burning. Poor peo- negative effects of ple hated him because they were forced to work on the building of a huge defen- the country. Connect the balls with wire Shi Huangdi’s rule? sive wall. Earlier, Zhou rulers had erected smaller walls to discourage attacks by short enough to support the weight of C. Answer He uni- the smaller balls. Discuss what happens fied the empire and northern nomads. Shi Huangdi determined to close the gaps and extend the wall boosted trade, almost the length of the empire’s border. Enemies would have to gallop halfway to as the wire gets longer or the smaller transportation, and Tibet to get around it. balls get heavier, and how these changes communication. He The Great Wall of China arose on the backs of hundreds of thousands of peas- symbolize longer lines of control or more used slave labor, ants. The wall builders worked neither for wages nor for love of empire. They faced murdered people to powerful regional governments. stifle criticism, and a terrible choice: work on the wall or die. Many of the laborers worked on the wall burned books. and died anyway, victims of the crushing labor or the harsh winter weather. The Fall of the Qin The Qin Dynasty lasted only a short time. Though fully as cruel as his father, Shi Huangdi’s son proved less able. Peasants rebelled just three years after the second Qin emperor took office. One of their leaders, a peasant from the land of Han, marched his troops into the capital city. By 202 B.C., the harsh Qin Dynasty gave way to the Han Dynasty, one of the longest in Chinese history. While the Chinese explored the best ways to govern, ancient Greece also was experimenting with different forms of government, as you will read in Chapter 5. ASSESS SECTION4 ASSESSMENT SECTION 4 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Divide students into small groups and • Confucius • filial piety • bureaucracy • Daoism • Legalism • I Ching • yin and yang • Qin Dynasty • Shi Huangdi • autocracy have them answer the questions. Then USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING ask groups to take turns presenting 2. Which aspect of Chinese life 3. How did Confucius believe that 6. HYPOTHESIZING How would followers of the three answers to the class. Discuss whether any was most affected by the social order, harmony, and philosophical traditions in China react to the idea that chaos created by the warring good government could be “all men are created equal”? groups answered questions differently. states? restored in China? 7. ANALYZING CAUSES Why did Shi Huangdi have his critics Formal Assessment 4. What did the Legalists see as murdered? Philosophy • Section Quiz, p. 55 the key to restoring order? 8. MAKING INFERENCES Would a ruler who followed 5. What measures did Shi Confucian or Daoist ideas have built the Great Wall? Chaos of the Huangdi take to crush political Whyor why not? warring states RETEACH opposition at home? 9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS Politics Cities Write a comparison-contrast paragraph in which you Use the Visual Summary to review this discuss the three Chinese ethical systems. section and chapter.

CONNECT TO TODAY PREPARING AN ORAL REPORT Critical Thinking Transparencies Research to find out about the Great Wall today. Prepare an oral report in which you explain • CT40 Chapter 4 Visual Summary what the Great Wall looks like today and what it is used for. Geography Transparencies First Age of Empires 109 • GT4 Empires of the World, 1570–202 B.C.

ANSWERS

1. Confucius, p. 104 • filial piety, p. 104 • bureaucracy, p. 105 • Daoism, p. 106 • Legalism, p. 106 • I Ching, p. 107 • yin and yang, p. 107 • Qin Dynasty, p. 107 • Shi Huangdi, p. 107 • autocracy, p. 109 2. Sample Answer: Philosophy—Confucius, 5. ordered noble families to live in the capital, 9. Rubric Paragraphs should Legalists, and Laozi offered solutions. divided China into districts, murdered scholars • compare advantages of the systems. Politics—Shi Huangdi enforced centralization. and burned books • contrast disadvantages. Cities—People moved there for protection. 6. Possible Answer: None of the traditions • use specific detail to support ideas. Most affected: philosophy (long-term effects) emphasized equality, so all might have CONNECT TO TODAY 3. organize society around five basic rejected it. Rubric Oral reports should relationships 7. afraid that they might gain followers who • describe appearance and function of the 4. efficient, powerful government would challenge his rule Great Wall today. 8. No, because the ruler would not have been as • include visuals to enhance presentation. ruthless or controlling.

Teacher’s Edition 109 CHAPTER 4 ASSESSMENT Chapter 4 Assessment

TERMS & NAMES TERMS & NAMES The Unification of China Section 4 (pages 104–109) For each term or name below, briefly explain its connection 17. Around what five basic relationships did Confucius believe 1. Ramses II, p. 90 7. Zoroaster, to the history of the first age of empires between 1570 and society should be organized? 2. Kush, p. 92 p. 103 200 B.C. 18. Why did Shi Huangdi have the Great Wall built? 3. Assyria, p. 95 8. Confucius, 1. Ramses II 6. Royal Road 2. Kush 7. Zoroaster 4. Ashurbanipal, p. 104 3. 8. CRITICAL THINKING p. 96 9. Daoism, p. 106 Assyria Confucius 4. Ashurbanipal 9. Daoism 1. USING YOUR NOTES Leader Successes Failures 5. Cyrus, p. 99 10. Shi Huangdi, EMPIRE BUILDING 5. Cyrus 10. Shi Huangdi Thutmose III 6. Royal Road, p. 107 Create a table and list the successes and Sennacherib p. 101 failures of the leaders Cyrus MAIN IDEAS discussed in this chapter.

MAIN IDEAS The Egyptian and Nubian Empires Section 1 2. DRAWING CONCLUSIONS Answers will vary. (pages 89–94) RELIGIOUS AND ETHICAL SYSTEMS Religious and ethical systems 11. How did the Kushites treat Egyptian culture after they in Persia and China arose in response to what similar 11. They imitated it because they saw conquered Egypt? conditions? themselves as the guardians of 12. When did Kush experience a golden age? 3. DEVELOPING HISTORICAL PERSPECTIVE Egyptian values. The Assyrian Empire Section 2 (pages 95–98) How have Cyrus’s and Sennacherib’s contrasting ruling styles probably affected their legacies? 12. when the Kushites moved to Meroë 13. How did Assyria acquire its empire? 13. by developing a strong army that used 14. What were the positive achievements of the Assyrian 4. RECOGNIZING EFFECTS Empire? CULTURAL INTERACTION What positive results occur when highly advanced organization and cultures interact? What negative results might there be? weapons to conquer other peoples The Persian Empire Section 3 (pages 99–103) 15. What is Cyrus’s enduring legacy? 5. SYNTHESIZING What similar purpose was served by the Persians’ Royal Road 14. They built Nineveh, the largest city 16. How far did Darius extend the Persian Empire? of its day; they created finely carved and by the Great Wall of China? sculptures; they developed one of the ancient world’s largest libraries. 15. his kind and tolerant method of governing 16. He extended it over 2,500 miles, First Age of Empires embracing Egypt and Anatolia in the EMPIRE west, part of India in the east, and BUILDING the Fertile Crescent in the center.

17. around the relationships between Egypt 1570–1075 B.C. Nubia 751 B.C.–A.D. 350 Assyria 850–612 B.C. Persia 550–330 B.C. China 221–202 B.C. ruler and subject, father and son, • Pharaohs set up a • Nubia and Egypt • Assyria used a • Persian kings were • Ethical systems laid husband and wife, older brother and professional army. interacted and sophisticated military tolerant. the groundwork for younger brother, and friend and friend • Pharaohs invaded spread their culture organization to • Kings permitted a a strong central territories in Africa through trade. conquer an empire. high degree of local government. 18. He wanted to prevent attacks by and Southwest Asia. • The kings of Nubia • The empire engaged self-government. • The Qin Dynasty foreign enemies. • Egypt drew vast conquered Egypt in brutal treatment of • The empire was defeated invaders, wealth from the and maintained the its conquered peoples. divided into 20 crushed internal lands it controlled. Egyptian way of life. • Kings used harsh provinces. resistance, and • Nubia established taxes to control united China. trade among Africa, conquered peoples. • China initiated a Arabia, and India. sweeping program of centralization.

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CRITICAL THINKING Answers will vary. 4. Positive results—Cultures engage in trade, 1. All leaders strengthened the military. Darius and exchange ideas, and learn from each other. Shi Huangdi promoted economic growth. Cyrus Negative results—One culture may attack another established stable rule, whereas Shi Huangdi’s or become too dependent on it. harsh policies created unrest. 5. Both helped strengthen the central government. 2. They arose in response to the chaos in the world. 3. Cyrus is viewed as a tolerant ruler, while Sennacherib is viewed as a cruel one.

110 Chapter 4 CHAPTER 4 ASSESSMENT

Use the quotation and your knowledge of world history to Use the relief below depicting King Ashurbanipal and his answer questions 1 and 2. queen at a garden party and your knowledge of world Additional Test Practice, pp. S1–S33 history to answer question 3. STANDARDS-BASED ASSESSMENT Guide the people with governmental measures and control or regulate them by the threat of punishment, and the people will try to keep out of jail, but will have no sense of 1. The correct answer is letter C because honor or shame. Guide the people by virtue and control or Confucius suggests that people gain a regulate them by li [moral rules and customs], and the sense of honor and respect when they people will have a sense of honor and respect. CONFUCIUS, Analects 2.3 are guided by virtuous example. Letter A is not correct because Confucius

1. Which phrase best describes Confucius’s belief about human does not suggest that people are natu- nature and lawful behavior? rally moral. Letter B is not correct A. People are naturally moral and can control their behavior on because Confucius says that people their own. controlled by fear will have no sense B. People are best controlled by fear. of honor or shame. Letter D is not cor- C. People learn good behavior by example. 3. What characteristic of the Assyrians does this relief seem to rect because Confucius never suggests D. People cannot be controlled by any means. reflect? A. that people cannot be controlled by 2. Which of the following rulers might have held a similar belief? their love of luxury B. their military might any means. A. Shi Huangdi C. their administrative organization B. Cyrus 2. The correct answer is letter B because D. their love of learning C. King Ashurbanipal Cyrus set a good example by governing D. Ramses II his people with tolerance and kind- ness. Letter A is not correct because TEST PRACTICE Go to classzone.com Shi Huangdi used fear to rule China. • Diagnostic tests • Strategies Letter C is not correct because King • Tutorials • Additional practice Ashurbanipal was a cruel, ruthless leader. Letter D is not correct because Ramses II was more interested in ALTERNATIVE ASSESSMENT splendid tombs than in his people’s 1. Interact with History sense of honor. Creating a Web Site Recall your discussion of the question on page 88: “How will 3. The correct answer is letter A because the empire help you or harm you?” You thought about the Create a Web site on the first empires for a museum exhibit. advantages and disadvantages of empire before studying the Choose one of these empires to research: Assyria, Kush, the relief shows the king and queen rise of the first great empires. Now that you’ve read the chapter, Persia, or Qin. Consider including: eating and drinking in a sumptuous rethink the advantages and disadvantages of empire. Discuss • art, artifacts, and maps setting while servants attend to their the following questions with a small group: • a description of the empire with dates, location, and rulers needs. Letters B, C, and D are not • Do empires benefit conquered peoples? • information on major events and conflicts correct because the Assyrians’ military • Do empires impose penalties on those they conquer? • the rise and fall of the empire might, administrative organization, • Which outweighs the other—the benefits or the penalties? • a discussion of the empire’s legacy and love of learning are not evident in 2. WRITING ABOUT HISTORY • a list of Web sites used in your research Study page 108, which deals with the Great Wall of China. the relief. Imagine that you are one of the workers who built the Great Wall. Write three journal entries describing the following: • the work you carry out on the Great Wall Formal Assessment • your experiences • Chapter Test, Forms A, B, and C, pp. 56–70 • your impressions Test Generator • Form A in Spanish First Age of Empires 111

ALTERNATIVE ASSESSMENT 1. Advantages of empire include encourage- 2. Rubric Journal entries should Rubric Web sites should ment of trade and protection from • express the point of view of a worker on • focus on the Assyrian, Kush, Persian, or enemies, bandits, and local power struggles. the Great Wall. Qin empire. Disadvantages include heavy taxation, • emphasize the demanding labor and harsh • include information on the empire’s rulers, mandatory public works service, eclipsing working conditions. major events, rise and fall, and legacy. of local cultures, and concentration of power • include art, artifacts, and maps. in the hands of people who do not have to answer to their subjects for their actions. • provide a list of Web sites used to research Students should support their conclusion the empire. with examples.

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