FLORIDA . The Story Continues CHAPTER 4, Ancient Egypt and Kush (4500 BC–AD 400) PEOPLE 2500 BC–AD 100: The Deptford culture emerges in the northern and northwestern regions of Florida. Regional cultures developed as Florida’s people became more settled. Styles of pottery were an important regional di erence. Archaeologists use pottery to organize archaeological sites into cultural groups. e Deptford culture developed in what is now North and Northwest Florida. e culture’s pottery was charac- terized by a checked design stamped into coiled clay. Most of the people in the northwestern region lived along the coast near salt marshes and streams. e people in the northern region lived along rivers and streams. ey all shed and hunted for food. Around 100 BC the Deptford culture began burying their dead in sand mounds. e dead were buried with special items such as copper panpipes, ear spools, and decorative pottery. Copper is not native to Florida. is leads archaeologists to believe that the Deptford people engaged in trade with other cultures of the Southeast. PEOPLE c. 1000 BC: The Belle Glades culture emerges around Lake Okeechobee. e Belle Glades culture devel- oped in the grasslands around the Kissimmee River basin and Florida. .The Story Continues Lake Okeechobee in southern Florida. By about 500 BC the people were constructing mounds, circular ditches, canals, and other earthworks. Archaeologists believe that many of the See Chapter 1 earthworks were constructed to control seasonal ooding in the increasingly wet environment. e people appear to have grown corn as early as 400 BC, but the practice stopped around Photo credits: AD 500, most likely because the land became too wet. 81 FL1 6-8_SFLAESE607337_C04_SC.indd 1 2/25/11 8:44:50 AM groups. When a village became too large, PEOPLE c. 500 BC: The Glades culture lives in southern Florida. one or more groups formed new villages. People of the Glades culture lived in the Somewhere around 100 BC the people Everglades and among the mangrove began constructing sand mounds to forests and inlets along Florida’s south- bury their dead. e St. Johns people ern coast. ey lived by shing and buried their dead with exotic trade goods hunting and by gathering plants. eir from elsewhere in the Southeast. diet included whales, star sh, sharks, crabs, rays, cray sh, sail sh, and marlin. ey also hunted deer, rabbit, raccoons, PEOPLE c. AD 200: The Cades Pond reptiles, and birds. Lacking a lot of stone, culture develops in the north About 1,800 the people made bows and arrows and central region of Florida. years ago the Cades Pond people settled other tools from wood and shell. in villages along the lakes, wet prairies, and marshes in what is now Alachua County. Based on the bones and shells PEOPLE c. 100 BC: The St. Johns culture constructs sand burial mounds found at various sites, archaeologists for their dead. e people of the St. believe the people relied heavily on the Johns culture lived in the drainage area wetland resources of the area. eir diet of the St. Johns River from Brevard consisted of such wetland animals as County northward to Jacksonville. Each snails, clams, sh, frogs, turtles, snakes, village had one or more leaders that alligators, and water birds. ey also ate helped organize ceremonies and other land animals such as black bears, rab- activities. Archaeologists believe that bits, opossums, squirrels, and fox. villages were organized into kinship Unpacking the Florida Standards <… Read the following to learn what this standard says and what it means. See FL8–FL29 to unpack all of the standards related to this chapter. Benchmark SS.6.G.2.4 Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies. Examples are Egypt, Rome, Greece, China, Kush. Florida. .The Story Continues What does it mean? Identify the ways in which geography shaped the cultures and governments of ancient civilizations. See Chapter 1 SS.6.E.1.2, SS.6.E.1.3, SS.6.E.3.2, SS.6.E.3.3, SS.6.G.2.2 See pages FL35, FL36, and FL42 for content specifically related to these Chapter 4 Photo credits: standards. 81 FL2 6-8_SFLAESE607337_C04_SC.indd 2 2/28/11 10:04:45 AM CHAPTER 4 4500 BC–AD 400 Ancient Egypt and Kush Essential Question How was the success of the Egyptian civilization tied to the Nile River? Florida Next Generation Sunshine State Standards MA.6.A.3.1 Write and evaluate mathematical expressions that correspond to given situations. SS.6.E.1.2 Describe and iden- tify traditional and command economies as they appear in different civiliza- tions. SS.6.E.1.3 Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship). SS.6.E.3.2 Categorize products that were traded among civilizations, and give examples of barriers to trade of those products. SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners. SS.6.G.2.2 Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civiliza- tions. SS.6.G.2.4 Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies. SS.6.G.2.5 Interpret how geographic boundaries invite or limit interaction with other regions and cultures. SS.6.G.3.1 Explain how the physical landscape has affected the devel- opment of agriculture and industry in the ancient world. SS.6.G.3.2 Analyze the impact of human populations on the ancient world›s ecosystems. SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures. SS.6.G.5.1 Iden- tify the methods used to compensate for the scarcity of resources in the ancient world. SS.6.G.5.3 Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations. SS.6.W.1.1 Use time- lines to identify chronological order of historical events. SS.6.W.1.2 Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods. SS.6.W.1.3 Interpret primary and secondary sources. SS.6.W.2.4 Com- pare the economic, political, social, and religious institutions of ancient river civilizations. SS.6.W.2.5 Summarize important achievements of Egyptian civilization. SS.6.W.2.6 Determine the contributions of key figures from ancient Egypt. SS.6.W.3.18 Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity’s development in Ethiopia. c. 4500 BC Agricultural FOCUS ON WRITING CHAPTER communities EVENTS develop in Egypt. Riddles In ancient times, according to legend, a sphinx—an imaginary creature like the one whose sculpture is found in Egypt—demanded the 4000 BC answer to a riddle. People died if they couldn’t answer the riddle WORLD correctly. After you read this chapter, you will write two riddles. The EVENTS answer to one of your riddles will be “Egypt.” The answer to your other riddle will be “Kush.” 82 CHAPTER 4 6-8_SNLAESE607337_C04O.indd 82 1/25/11 1:38:17 PM This photo shows The Egyptian an ancient temple of Empire Is Born Ramses II, one of Egypt’s most powerful rulers. c. 3100 BC c. 2300 BC c. 730–700 BC c. AD 350 Menes unites Upper The kingdom of c. 1237 BC Kush conquers Egypt Aksum and Lower Egypt, estab- Kush sets up its Ramses the and establishes the destroys lishing the First Dynasty. capital at Kerma. Great dies. 25th Dynasty. Meroë. 3000 BC 2000 BC 1000 BC 400 AD c. 3500 BC c. 1200 BC c. 1027 BC c. 500 BC AD 330 The Sumerians create The Olmec form the The Chou Buddhism Constantinople the world’s first first urban civilization Dynasty begins begins to becomes the writing system. in the Americas. in China. develop in India. capital of the Roman Empire. ANCIENT EGYPT AND KUSH 83 6-8_SNLAESE485829_C04O.indd 83 7/9/10 3:47:05 PM Reading Social Studies Society Science and Politics Economics Geography Religion and Culture Technology Focus on Themes As you read this chapter, and then how Kush conquered and ruled Egypt. You you will learn about the ancient kingdoms of Egypt will learn how the economies of these kingdoms, and Kush. You will see that the geography of the based on trade, grew strong. Finally you will learn areas helped these kingdoms to develop. You will about the importance of religion to the people of also learn how Egypt conquered and ruled Kush both of these ancient societies. Causes and Effects in History Focus on Reading Have you heard the saying, “We have to un- derstand the past to avoid repeating it”? That is one reason we look for causes and effects in history. Identifying Causes and Effects A cause is something that makes another thing happen. An effect is the result of something else that has happened. Most historical events have a number of causes as well as a number of effects. You can understand history better if you look for causes and effects of events. 1. Because the Egyptians had captured and destroyed the city of Kerma, the kings of Kush ruled from the city of Napata. (p. 109) Sometimes writers use Cause words that signal a cause Effect or an effect.