glencoe world history: journey across time - sps186.org brief summary of each selection is included....

Blackline MasterPosterTransparencyMusic Program

CD-ROMAudio ProgramDVDVideocassette

1A

Unit ResourcesNote: The following materials may be used when teaching Unit 1.

Chapter and section level support materials can be found on the chapter and section resource pages.

Reading List Generator

CD-ROM

The Glencoe BookLink CD-ROM is a database that allows youto search more than 15,000 titles to create a customizedreading list for your students.

■ Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

■ The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

■ A brief summary of each selection is included.

Leveled reading suggestions for this unit:

For students at a Grade 5 reading level:■ The Awesome Egyptians, by Terry Deary and Peter

Hepplewhite

For students at a Grade 6 reading level:■ The Death of Enkidu: from The Epic of Gilgamesh

For students at a Grade 7 reading level:■ Genesis 6–9: The Flood: from the Tanakh

To order this CD-ROM, call Glencoe at 1-800-334-7344.

• Timed Readings Plus in Social Studies help students increasetheir reading rate and fluency while maintaining compre-hension. The 400-word passages are similar to those foundon state and national assessments.

• Reading in the Content Area: Social Studies concentrates onsix essential reading skills that help students better compre-hend what they read. The book includes 75 high-interestnonfiction passages written at increasing levels of difficulty.

• Reading Fluency helps students read smoothly, accurately,and expressively.

• Jamestown’s Reading Improvement, by renowned readingexpert Edward Fry, focuses on helping build your students’comprehension, vocabulary, and skimming and scanning skills.

• Critical Reading Series provides high-interest books, eachwritten at three reading levels.

To order these products, call Glencoe at 1-800-334-7344.

ASSESSMENT

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

ADDITIONAL RESOURCESADDITIONAL RESOURCES

Writing Process Transparencies L1

Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 1Glencoe World History Primary Source DocumentLibrary CD-ROMFocus on World Art PrintsOutline Map Resource BookWorld Desk MapWorld Art and Architecture TransparenciesWorld Music: Cultural TraditionsWorld Music: A Cultural LegacyGlencoe World Literature LibraryReading in the Content AreaTeaching Strategies for the World History Classroom(Including Block Scheduling Pacing Guides)Inclusion Strategies for the Middle School SocialStudies Classroom

Unit 1 Test Form A L2

Unit 1 Test Form B L2

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTION

Step Into World History Activity 1

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Each chapter in this unit contains special reading strategies. The followingpreview will help you teach these reading skills to your students.

CCHAPTERHAPTER 1:1: Get Ready to Read!

“Getting into” a project, task, or hobby can sometimes be the most difficultpart of an otherwise enjoyable experience. In the same way, students who areasked to read a chapter without being given a preview can find the contentoverwhelming. Walking students through the chapter by skimming headingsand pointing out illustrations, captions, main ideas, new vocabulary, or topicsof interest can make students comfortable with the text and better preparethem for reading. This skills spread will teach students how to skim the basiccomponents of the book.

CCHAPTERHAPTER 2:2: What Do You Predict?

When students learn to predict what is coming next in a text, they becomeactive participants rather than passive observers in the process of reading.Having students make predictions, as they read silently and as they discussthe content, engages their cognitive processing in ways that will have long-term positive effects on their abilities to comprehend and remember whatthey have read. Predictions can be in the form of questions, hypotheses, antic-ipation guides, or small group discussions. This exercise teaches students tomake predictions based on the Main Ideas found in each section.

CCHAPTERHAPTER 3:3: Finding the Main Idea

As students develop skimming and previewing skills, they will be preparedto engage the text more actively. The next step in the process of understand-ing textual content is to determine the purpose for a given paragraph, or find-ing the main idea. This skills spread will teach students that main ideas arethe most important ideas in a paragraph, section, or chapter. Supportingdetails further develop the main idea by providing facts or examples. Theexercise will demonstrate how to visually organize main ideas and support-ing details through graphic organizers.

Use the SkillBuilder Handbook on pages 902–919 to help students practice important skills.

1B

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UUNITNIT OOVERVIEWVERVIEW

Unit 1 starts with early humansand traces how they developedcivilizations.

UUNITNIT OOBJECTIVESBJECTIVES

After studying this unit, stu-dents should be able to

1. describe the impact of farm-ing on the development ofearly civilizations;

2. analyze the development ofEgypt’s empire;

3. describe important events inthe history of Israel.

Each civilization that you will study in this unit madeimportant contributions to history.

• The Mesopotamians developed writing.• The Egyptians created papyrus.• The Israelites’ scripture influenced the religions of Europe.

8000 B.C. 5000 B.C. 2000 B.C.8000 B.C. 5000 B.C. 2000 B.C.

Hammurabi standsbefore a god

EarlyCivilizations

FirstCivilizations

FirstCivilizations

Cha p ter 1

AncientEgypt

AncientEgypt

Chap ter 2

AncientIsraelitesAncient

Israelites

Chap ter 3

c. 1790 B.C.Hammurabi intro-duces code of laws

c. 5000 B.C.Hunter-gatherers settleNile River valley

c. 2540 B.C.Egyptians complete building of GreatPyramid

c. 1500 B.C.QueenHatshepsutbecomes pharaoh

c. 2000 B.C.Abraham enters Canaan

Pyramids at Giza, Egypt

c. 8000 B.C.Farming begins insouthwest Asia

Abraham leadsIsraelites to Canaan

c. 3200 B.C.Sumerians inMesopotamiadevelop writing

(t)Reunion des Musees Nationaux/Art Resource, NY, (c)John Heaton/CORBIS, (b)Tom Lovell/National Geographic Society Image Collection

If time does not permitteaching each chapter in thisunit, you may use theReading Essentials andStudy Guide summaries.

Direct students to the multiple-tier time line on these pages. Explain that it tells when differentempires in different places thrived. Ask volunteers to come to the world map and take turns locating each of the places identified on the time line as other students point out the location on the maps in their texts. Point out that civilizations grew around the same time in different places around the world. L1

TIME LINE ACTIVITYTIME LINE ACTIVITY

INTRODUCING

UNIT 1

INTRODUCING

UNIT 1

Explain to students that all civilizations—both past andpresent—have certain things in common. For example, alldeveloped governments tohelp meet the needs of theirpeople. Discuss with studentsthe needs addressed by gov-ernments today. Ask whetherstudents think governmentswould have provided the sameservices thousands of yearsago. L1

0000-0003_3937 4/19/04 12:06 PM Page 98

1000 B.C. 750 B.C. 500 B.C. 250 B.C. A.D. 100 1000 B.C. 750 B.C. 500 B.C. 250 B.C. A.D. 100

N

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W E

1,000 km0Mercator projection

1,000 mi.0 60°E30°E0° 90°E

EQUATOR

RedSea

PersianGulf

Black Sea

INDIANOCEAN

Caspian Sea

Indus R.

Nil

eR.

Euphrates R.

TigrisR

.

A F R I C A

A S I A

Chapter 2Chapter 2

Chapter 3Chapter 3Chapter 1Chapter 1

c. 1000 B.C.King David rules Israel

c. 612 B.C.Chaldeans captureAssyrian capital

c. 1000 B.C.Kush breaks free of Egypt

728 B.C.Kush conquersEgypt

168 B.C.Maccabean revolt

A.D. 70Romansdestroy templein Jerusalem

Jews ledinto exile

Kushite king Taharqa

Chapter 1Chapter 2Chapter 3

Ancient Jerusalem

c. 744 B.C.Assyria expandsinto Babylon

1

Hanging gardens of Babylon

586 B.C.ChaldeanscaptureJerusalem

Lion statue honoring Kushite king Aspalta

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1

World HistoryPrimary SourceDocument LibraryCD-ROM

Use the World History PrimarySource Document Library CD-ROM to access primarysource documents related to theworld’s first civilizations.

INTRODUCING

UNIT 1

INTRODUCING

UNIT 1

Teaching Tip The goals of theNCLB Act include a strongemphasis on reading. Usingmodeling in your class willhelp students become betterreaders. For example, pointout to students that thereare many vocabulary termsin the first section of thisbook. Read aloud a sentencecontaining a vocabularyterm. Then demonstratehow to use other words in asentence as clues to themeaning of a new term.Complete the model by ask-ing volunteers to read aloudother sentences containingvocabulary terms. Ask eachvolunteer to think aloud ashe or she uses the context todetermine a possible mean-ing for the vocabulary term.

English Learners: To help students understand that important events occurred around the world at the same time, have them make a list of all the events on the time line by breaking them into 200-year intervals. Rather than group them by civilization, have students group them by date.

Visual/Spatial: Have students take a simple outline map of the region covered in this unit. Then havethem mark the time line events on the map to illustrate where they took place.

Gifted and Talented: Have students research several events on the time line from different cultures.Then have them write a short description of each event and present it to the class.


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The unit preview provides ageneral layout of the regionsand significant figures in theunit.

PPREVIEWINGREVIEWING GGEOGRAPHYEOGRAPHY

Ask students to answer the following questions using themap.

1. What major bodies of waterare shown? (MediterraneanSea, Black Sea, Red Sea,Caspian Sea, Persian Gulf)

2. Which continents arelabeled? (Africa, Asia)

2

Ruled c. 1792–1750 B.C.Babylonian kingChapter 1, page 22

Ruled c. 1503–1482 B.C.Egyptian pharaoh

Chapter 2, page 63

c. 3300 B.C.Iceman found in

the Alps Chapter 1, page 12

AFRICAAFRICA

RedSea

Mediterranean SeaIshtar Gate1

See First CivilizationsChapter 1

Sumerian figures2

See First CivilizationsChapter 1

5

3

4

2

INTRODUCING

UNIT 1

INTRODUCING

UNIT 1

PPREVIEWINGREVIEWING

Ask students the followingquestions using the biographies.

1. Which of the people pic-tured ruled Egypt?(Hatshepsut, Ramses II)

2. Who ruled Babylon?(Hammurabi)

3. Could Ruth and Naomihave known King David?Why or why not? (probablynot, because Ruth and Naomiwere alive approximately 90years before David was born)

Refer to People to MeetActivities in the UnitResources Books.

PREVIEWING

Use the following descriptions to explain the images on the map.

The Ishtar Gate of Babylon was builtin approximately 575 B.C. One of eightgates, it was the main entrance to

the city.

These marble Sumerian votive statuesdate from c. 2500 B.C. They were prob-ably placed on an altar to stand in for

the donor who brought them to honor the gods.

1 2

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Organizing Information Have stu-dents complete a table like theone below to organize informa-tion about the people discussedon these pages. (Answers areprovided.) L1/ EL

3

Ruled 1279–1213 B.C.Egyptian ruler

Chapter 2, page 66

Ruled c. 1000–962 B.C.King of Israel

Chapter 3, page 88

c. 1100 B.C.Israelite womenChapter 3, page 99

ASIAASIA

CaspianSea

PersianGulf

3 Egyptian sphinx

See Ancient EgyptChapter 2

4 Kushite pyramids

See Ancient EgyptChapter 2

5 Western Wall

See Ancient IsraelitesChapter 3

21

3

INTRODUCING

UNIT 1

INTRODUCING

UNIT 1

Clue Ruler

Ruled Egypt from1279–1213 B.C. Ramses II

Ruled Israel King David

Two loyal Israeli Ruth and Women Naomi

Found in the Alps Ötzi

Began her Rule ofEgypt in 1892 B.C. Hatshepsut

King of Babylon Hammurabi

The Great Sphinx at Giza, near theGreat Pyramid, was carved out of natural rock.

The kingdom of Kush built many pyra-mids based on the Egyptian style.

The Western Wall in Jerusalem is aremnant of the retaining wall of theSecond Temple.

PREVIEWING

Creating a Map Provide studentswith a copy of a map of theregion covered in Unit 1 fromthe Outline Map ResourceBook.

• Have students number eachof the historical figuresshown in the People to Meetfeature.

• Have students use the tableof contents to find maps ofthe civilizations covered.Then have them label theirmaps with the number ofeach figure in the appropri-ate location.

• For names with little geo-graphic descriptions on thisspread, suggest that studentslook up the page reference tolearn more about that figure.L1

3

4

5

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Note: The following materials may be used when teaching Chapter 1.Section level support materials are shown at point of use in the margins of the Teacher Wraparound Edition.

Teaching strategies have been coded with suggested ability levels. However, most are suitable for all levels.

4A

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average students

L3 CHALLENGING activities for above-average studentsENGLISH LANGUAGE activitiesEL

STANDARDIZED ASSESSMENT SKILLS

SPANISH RESOURCESSPANISH RESOURCES

MULTIMEDIAMULTIMEDIA

ExamView® Pro Testmaker CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1Interactive Tutor Self-Assessment CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMStudentWorks Plus™ CD-ROM (with Audio Program)TeacherWorks CD-ROMVocabulary PuzzleMaker CD-ROMWorld History: Journey Across Time Video ProgramWorld History Primary Source Document Library CD-ROM

Spanish Reading Essentials and Study GuideSpanish Guided Reading Activities Spanish Quizzes, Tests, and Authentic Assessment(with Rubrics)Spanish Take-Home Review Activities

Geography and History Activity 1 L2

People to Meet Activity 1 L2

Economics Activity 1 L2

Citizenship and Service Learning Activity 1 L2

Standardized Test Skills Practice Workbook Activity 1 L2

Critical Thinking Skills Activity 1 L2

INTERDISCIPLINARY CONNECTIONSINTERDISCIPLINARY CONNECTIONSTEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

Graphic Organizer Transparencies with TeachingStrategy and Student Activity L2

Cause-and-Effect Transparencies with TeachingStrategy and Student Activity L2

Then and Now Transparencies with TeachingStrategy and Student Activity L2

In-text Map Transparency with Teaching Strategyand Student Activity L1

Map Transparencies with Overlay, TeachingStrategy, and Student Activity L2


Differentiated Instruction Activity 1Time Line Activity 1Primary Source Reading 1 (with Document-BasedQuestions) Inclusion Strategies for the Middle School SocialStudies ClassroomStudentWorks Plus™ CD-ROM (with Audio Program)

READING SUPPORTREADING SUPPORT

Take-Home Review Activity 1 L2

World Literature Reading 1 L2

Workbook Activity 1 L1

Reading Strategies for the Social Studies ClassroomL1/ EL

ASSESSMENT

Authentic Assessment Activity 1 L1/

Chapter 1 Test Form A L2

Chapter 1 Test Form B L2

ExamView® Pro Testmaker CD-ROM

EL

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4B

MMULTIMEDIA RRESOURCESRREPRODUCIBLE RRESOURCES

*Also available in Spanish

SECTION RESOURCESSECTION RESOURCES

DDAILY OOBJECTIVES

Section 3The First Empires

1. Assyria’s military power andwell-organized government builta vast empire in Mesopotamia.

2. The Chaldean Empire builtimportant landmarks inBabylon and developed the first calendar with a seven-day week.

Reproducible Lesson Plan 1–3

Daily Lecture and DiscussionNotes 1–3

Vocabulary Activity 1–3

Active Reading Note-TakingGuide 1–3

Guided Reading Activity 1–3*

Section Quiz 1–3*

Reading Essentials and StudyGuide 1–3*

Daily Focus Skills Transparency 1–3

Interactive Tutor Self-Assessment CD-ROM


Presentation Plus! CD-ROM

Vocabulary PuzzleMaker CD-ROM

Section 2Mesopotamian Civilization

1. The people of Sumer, an earlyMesopotamian civilization,invented writing and madeother important contributions tolater peoples.

2. Sumerian city-states gave wayto empires, including theBabylonian Empire underHammurabi.






Section Quiz 1–2*






Glencoe BookLink CD-ROM

Section 1Early Humans

1. Paleolithic people adapted totheir environment and inventedmany tools to help themsurvive.

2. In the Neolithic Age, peoplestarted farming, building com-munities, producing goods, andtrading.






Section Quiz 1–1*






Glencoe BookLink CD-ROM

TIME MANAGEMENTTIME MANAGEMENTUnit Chapter Section 1 Section 2 Section 3 ChapterIntroduction Introduction Wrap-Up

1 Day 1 Day 2 Days 2 Days 1 Day 1 Day

Block Scheduling Activities that are suited to use within the block scheduling framework are identified by:

Assign the Chapter 1 Reading Essentials and Study Guide.*


4C

R

R

Videotape programs are available from Glencoe as sup-plements to the chapters.

To order, call Glencoe at 1-800-334-7344. To find class-room resources to accompany many of these videos,check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDS

In addition to the Differentiated Instruction strategies, the fol-lowing resources are suitable for students with special needs:

• ExamView® Pro Testmaker CD-ROM allows teachers to tailor tests by reducing answer choices.

• StudentWorks Plus™ CD-ROM (with Audio Program) includesthe entire narrative of the student edition so that less-proficient readers can listen to the words as they read them.

• The Reading Essentials and Study Guide provides the samecontent as the student edition but is written two grade levels below the textbook.

• Guided Reading Activities give less-proficient readers point-by-point instructions to increase comprehension as theyread each textbook section.

• Differentiated Instruction Activities include a stimulatingcollection of readings and activities for students of all levels.

Use our Web site for additional resources. All essentialcontent is covered in the Student Edition.

You and your students can visit jat.glencoe.com, the Web site companion to World History: Journey AcrossTime. This innovative integration of electronic and printmedia offers your students a wealth of opportunities.The student text directs students to the Web site for thefollowing options:

• Chapter Overviews• Self-Check Quizzes• Homework Helper

• Student Web Activities• Textbook Updates

Answers to the student Web activities are provided foryou in the Web Activity Lesson Plans. Additional Webresources and Interactive Tutor puzzles are also available.

TEACHER’SCORNER

Index to National Geographic Magazine:The following articles relate to this chapter:

• “Baghdad Before the Bombs,” by Alexandra Boulat, June 2003.

• “The Face,” by Rick Gore, August 2002.

• “Dawn of Humans,” by André Keyser, May 2000.

National Geographic Society Products:To order the following, call National Geographic at 1–800–368–2728

• PicturePack: Ancient Civilizations: The Fertile Crescent(Transparencies)

• National Geographic Atlas of the World (Book)

Access National Geographic’s new dynamic MapMachine Web siteand other geography resources at:

www.nationalgeographic.comwww.nationalgeographic.com/maps

Meeting NCSS StandardsWorld History: Journey Across TimeThe following standards are highlighted in Chapter 1:

Section 1 Culture: A, B, C, HTime, Continuity, and Change: E, FPeople, Places, and Environments: B, HScience, Technology, and Society: A, B

Section 2 Individual Development and Identity: BPower, Authority, and Governance: AScience, Technology, and Society: A, B, C

Section 3 People, Places, and Environments: G, IPower, Authority, and Governance: D, F, G, IScience, Technology, and Society: A

State and Local ObjectivesVIII

VI

III

VIII

VI

IV

VIII

III

II

I


4D

The Chapter Culminating Activity will help students orga-nize and learn the important information from the chapter.Begin the chapter with this activity, and have students com-plete it as a culminating activity.

CCREATING A PPHOTO-E-ESSAY

Purpose The old adage “A picture is worth a thousand words”can be proven with a photo-essay. Students—especially stu-dents with limited verbal skills—have the opportunity to useart to impart a great deal of information in a small amount ofspace. The photo-essay students create will provide themwith a visual summary of the chapter’s main ideas.

Introduction to Modeling

1. Direct students’ attention to a photograph or other imagein their textbooks. Have students spend five minutes iden-tifying information imparted by the photograph. Point outthat visual communications can put a lot of informationinto a small space.

2. Provide each student with three sheets of 81⁄2” � 11” paperand have students use their rulers to draw on each an

CCHAPTERHAPTER CCULMINATINGULMINATING AACTIVITYCTIVITY

8” � 10” square. As students read each section of thischapter, ask them to think of a photograph that wouldillustrate that section. Have them draw that photographonto one of their papers. Explain that the border is the picture frame, and students can decorate that, too.

Planning Ahead

Timesaving ToolsTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Editionand your classroom resources with a few easy clicks.

• Interactive Lesson Planner Organize your week, month, semester, oryear with all the lesson helps you need to make teaching creative andrelevant.

Use Glencoe’s Presentation Plus! multi-media teacher tool to easily presentdynamic lessons that visually excite yourstudents. Using Microsoft PowerPoint®

you can customize the presentations tocreate your own personalized lessons.

Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, review key vocabulary terms, and identify main ideas. Every chapter contains a foldable activity, with additional chapter activities found in the Reading and Study Skills Foldables booklet.You can use the foldablesas they are presented, ormodify them to suit theneeds of your individualclass.

Dinah Zike’sFoldables

All-In-One Planner and Resource Center

3. When students have completed their three sections andtheir three photographs, have volunteers share theirphoto-essays with the class. Ask the volunteers to explainwhat each photo is meant to say about its section.

004A-004D_3937 4/19/04 1:29 PM Page 7

c. 3000 B.C.Bronze Agebegins

c. 1792 B.C.HammurabirulesMesopotamia

612 B.C.Nineveh captured;Assyrian Empirecrumbles

3000 B.C. 2000 B.C. 1000 B.C.3000 B.C. 2000 B.C. 1000 B.C.

Ruins of a ziggurat in Iraq

TheThe FFirstirstCCivilizationsivilizations

Geo

rg G

erst

er/P

hoto

Res

earc

hers

4

INTRODUCING

CHAPTER 1

INTRODUCING

CHAPTER 1

Analyzing Geography As a class, look at each of the maps in this chapter. For each, have studentsidentify any bodies of water present. Then have students work in pairs and skim the chapter, lookingfor water-related words—such as rivers and other bodies of water, floods and flooding, and irrigation—in the text. Point out that these water-related words appear frequently. Ask: Why do you thinkwords related to water appear so often in a chapter about early civilizations? (Students shouldindicate that access to water is necessary for a civilization to develop. As a result, settlements of all sizeshad to assure a water source and develop ways to use water effectively.) L1/ EL

PURPOSE FOR READINGPURPOSE FOR READING

World History: Journey Across TimeVideo ProgramTo learn more about early civi-lizations, students can view theChapter 1 video in the WorldHistory: Journey Across TimeVideo Program.

MindJogger VideoquizUse the MindJogger Videoquizto preview Chapter 1 content.

Available in DVD and VHS

As students read the chapter,have them keep a list of themany technological advancesmade during the era described.Ask students to identify someof the technologies that, intheir opinion, most affected theway people lived. (Studentsmay cite farming technologies, thecreation of bronze or iron, themaking of pottery and cloth, andso on.) L2

Refer to Activity 1 in theAuthentic Assessment section of the Quizzes, Tests,and Authentic Assessment(with Rubrics) booklet.

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Chapter PreviewSome of the first civilizations arose in southwest Asia. The

people of these civilizations gradually learned how to farmand developed systems of government, writing, and religion.

View the Chapter 1 video in the World History: JourneyAcross Time Video Program.

Chapter Overview Visitjat.glencoe.com for a previewof Chapter 1.

Compare and Contrast Make this foldable to help you compare and contrast the ancient civilizations of Mesopotamia.

Reading and WritingAs you read the chapter,write notes under eachappropriate tab of yourfoldable. Keep in mindthat you are trying tocompare thesecivilizations.

Step 1 Fold a sheet of paperin half from side to side.

5

Fold it so the leftedge lies about inch from the

right edge.

12

This will makethree tabs.

The First Civilizations

EarlyHumans

Mesopo-tamia Empires

Early HumansThe earliest humans hunted animals and gatheredplants for food. When farming developed, peoplesettled in towns and cities.

Mesopotamian CivilizationIn early Mesopotamian civilizations, religion andgovernment were closely linked. Kings created strict laws to govern the people.

The First EmpiresNew empires arose in Mesopotamia around 900 B.C.These civilizations included the Assyrians and theChaldeans. They used powerful armies and ironweapons to conquer the region.

Step 2 Turn the paper andfold it into thirds.

Step 3 Unfold and cutthe top layer only alongboth folds.

Step 4 Label as shown.

5

Ziggurats The ruins of the ziggurat in the photo are from the ancient city of Nippur, which lies about100 miles south of Baghdad. Because Nippur was a religious center, rather than a capital city, it wasspared much of the destruction that occurred in other Mesopotamian cities. Nippur has providedarchaeologists with a wealth of artifacts, including tens of thousands of cuneiform clay tablets, alongwith pottery, jewelry, and bronze artifacts. The clay tablets found here have contained governmentand business records, textbooks, and literary works. It is believed Nippur was inhabited for almost6,000 years, finally being abandoned around A.D. 800.

MORE ABOUT THE PHOTOMORE ABOUT THE PHOTO

INTRODUCING

CHAPTER 1

INTRODUCING

CHAPTER 1

Introduce students to chap-ter content and key termsby having them accessChapter Overview 1 atjat.glencoe.com

CCHAPTERHAPTER PPREVIEWREVIEW

After reading Chapter 1, students will be able to

1. explain how learning tofarm changed the way earlypeoples lived;

2. describe the development ofthe first major civilizationsin Mesopotamia’s river valleys;

3. describe the rise and fall ofthe Assyrian and ChaldeanEmpires.

Purpose Students use thisfoldable to compare andcontrast the ancient civi-lizations of Mesopotamia.As students read each sec-tion, they should takenotes under the appropri-ate label on the foldable.

Have students com-plete Reading and StudySkills Foldables Activity 1.

Dinah Zike’sFoldables

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Early HumansPaleolithic people adapted to

their environment and invented many toolsto help them survive.Reading Focus What do you view as thegreatest human achievement? Sending people tothe moon, perhaps, or inventing the computer?Read to learn about the accomplishments ofpeople during the Paleolithic Age.

History is the story ofhumans . . .

Tools of Disovery

1–Read the mainheadings in large redtype. Theyshow themain topicscovered inthe sectionor chapter.

4–Under each mainhead, read the sub-heads in blue type.Subheads break downeach main topic intosmaller topics.

3–The ReadingFocus helps you tomake a connectionbetween what youmight alreadyknow and what youare about to read.

2–The under each mainhead tells you the“big picture.” Itsummarizes themain point ofwhat you areabout to read.

As you skim, also

look at pictures,

maps, and charts.

PreviewingPreviewing

Get Ready to Read!Before you read, take time to preview the chapter. This will give youa head start on what you are about to learn. Follow the steps belowto help you quickly read, or skim, Section 1 on page 9.

6

Readers are much more likely to become engaged in text when a purpose has been clearly set for thereading. Good readers generally set a purpose without consciously thinking about it, but poor readersmay need some help. For example, before reading the subsection on Mesopotamian religion entitled“Gods and Rulers,” ask students why they think the Sumerians might have built temples. For the sub-section “Why Was Writing Important?,” ask students how civilization might have been different ifpeople had never developed a writing system. Such questions not only generate interest but also pro-vide a technique for students to get actively engaged in the reading. L1/ EL

SETTING A PURPOSESETTING A PURPOSE

Explain that previewing, likewatching a preview for amovie, sets expectations andgives readers an idea of what iscoming. This mental “hook” onwhich they can hang newinformation is an importantstep in comprehending infor-mation in the text. Model forstudents how to “walkthrough” a chapter beforebeginning to read or study it.Point out to them the mainhead, main idea, reading focus,and subheads as described inGet Ready to Read! Then havestudents flip through the firstsection of Chapter 1 to see howthis structure is carried outthroughout the book.

To help students make sense ofthe structure of the text, havethem use colored pencils towrite down the major compo-nents of the text. Major head-ings, for example, could bewritten in blue, subheadings ingreen, main ideas in red, cap-tions in purple, and titles ofgraphs in black. L1

READING

SOCIAL STUDIES

READING

SOCIAL STUDIES

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7

Skim Section 2 on your own. Writeone thing in your notebook that youwant to learn by reading this chapter.

Use each main head, the main ideas, and thesubheads in Section 2 of this chapter to createa study outline.

Read to WritePreview by Skimming

First EmpiresThe

Skim all of the main heads and main ideas in Section 3starting on page 26. Then, in small groups, discuss theanswers to these questions.• Which part of this section do you think will be most

interesting to you?• What do you think will be covered in Section 3 that

was not covered in Section 2?• Are there any words in the Main Ideas that you

do not know how to pronounce?• Choose one of the Reading

Focus questions to discussin your group.

7

The outlines students create will be useful in learning the major concepts in the chapter. However,there is beneficial information contained in other features too. Time constraints may make it difficultto study important illustrations, drawings, and captions in the chapter. This material may be the keythat unlocks difficult concepts for students. After students have created their outlines, encouragethem to study the visual aids in the chapter. To encourage careful analysis of nonprint features, havestudents write captions and display them on the board or have caption contests with awards for mostcreative, funniest, most descriptive, or “most like a textbook” caption. L1/ EL

READ TO WRITEREAD TO WRITE

Classifying Use the same colorsto “walk through” each chapterbefore you begin so studentspractice classifying types ofinformation. Other colors candesignate sections used lessfrequently, such as biographies.

Clarifying As students note theheadings, ask if they havequestions about words or con-cepts that they would likeexplained prior to the reading.

Responding Take time to allowstudents to respond in groupsor pairs to the questions in thePractice It! section. This is avaluable way of making per-sonal connections to the text.

READING

SOCIAL STUDIES

READING

SOCIAL STUDIES

Interactive Chapter Walls For eachsection in the chapter, post theheadings and subheadings onlarge posters using the desig-nated colors. This will focusstudents on ideas they want toinvestigate. The same tech-nique can be repeated for otherchapters. Such chapter wallscan be interactive if you leavespace under each heading andencourage students to writeappropriate comments or cre-ate drawings that are relevantto the subject. L1

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Early Humans

What’s the Connection?Today people live in towns and

cities of various sizes and make theirliving in different ways. Read to findout how early humans lived bymoving from place to place, formingsettlements, and exploring differentways to provide for themselves andtheir families.

Focusing on the • Paleolithic people adapted to their

environment and invented manytools to help them survive. (page 9)

• In the Neolithic Age, people startedfarming, building communities,producing goods, and trading.(page 13)

Locating PlacesJericho (JEHR• ih•KOH)Çatal Hüyük

(chah•TAHL hoo•YOOK)

Building Your Vocabularyhistorian (hih•STOHR•ee•uhn)archaeologist

(AHR•kee•AH• luh• jihst)artifact (AHR•tih•FAKT)fossil (FAH•suhl)anthropologist

(AN•thruh•PAH• luh• jihst)nomad (NOH•MAD)technology (tehk•NAH• luh• jee)domesticate (duh•MEHS•tih•KAYT)specialization

(SPEH•shuh• luh•ZAY•shuhn)

Reading StrategyDetermine Cause and Effect Draw a diagram like the one below. Use it to explain how early humans adaptedto their environment.

c. 8000 B.C.Jerichofounded

c. 6700 B.C.Çatal Hüyüksettled

c. 3000 B.C.Bronze Agebegins

8000 B.C. 6000 B.C. 4000 B.C. 2000 B.C.8000 B.C. 6000 B.C. 4000 B.C. 2000 B.C.

8 CHAPTER 1 The First Civilizations

Effect:

Effect:

Effect:

Cause:

Cause:

Cause:

Jericho

¸CatalH¨uy¨uk

8

CHAPTER 1

SECTION 1, 8–15

CHAPTER 1

SECTION 1, 8–15

SSECTIONECTION OOVERVIEWVERVIEW

This section describes theworld’s earliest humans andrelates their change fromnomadic hunters to farmers.

Reproducible Masters• Reproducible Lesson Plan 1–1• Daily Lecture and Discussion Notes 1–1• Vocabulary Activity 1–1• Active Reading Note-Taking Guide 1–1• Guided Reading Activity 1–1• Section Quiz 1–1• Reading Essentials and Study Guide 1–1

Transparencies• Daily Focus Skills Transparency 1–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMGlencoe BookLink CD-ROM


Project Daily FocusSkills Transparency 1–1and have students answerquestions. Discuss theirresponses.

Preteaching Vocabulary:Historians, or people whostudy and write about the past,use many tools to learn aboutthe past. For example, they usewritten records, physicalremains such as buildings androadways, and artifacts, oritems left behind by humans.

Answers to Graphic: warmweather: little clothing; coldweather: use of caves as shel-ter; discovery of fire: protectionand ability to cook foods tomake them healthier andlonger-lasting; Ice Age: changeof diet, built sturdier shelters,made warmer clothing

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9

CHAPTER 1

SECTION 1, 8–15

CHAPTER 1

SECTION 1, 8–15

PRESERVINGArchaeologists may use plaster to make a form or an imprint of

something they have found.BELOW THE SURFACE

Layers of soil are deposited one on

top of another. In gen-eral, the farther the

layer is below the sur-face, the older its soil

and artifacts are.

CLEANINGArtifacts must be handled and

cleaned carefully, often with soft brushes or other instruments.

LOOKING FOR FRAGMENTSThis scientist uses a wire mesh

screen to sift the soil to discover small fragments

of artifacts.

GRIDSGrids like these help archaeologistsrecord and map any artifacts found.

Early HumansPaleolithic people adapted to their

environment and invented many tools to help themsurvive.

Reading Focus What do you view as the greatesthuman achievement? Sending people to the moon, perhaps, or inventing the computer? Read to learnabout the accomplishments of people during thePaleolithic Age.

History is the story of humans in thepast. It tells what they did and what hap-pened to them. Historians (hih• STOHR• ee•uhns) are people who study and write aboutthe human past. They tell us that historybegan about 5,500 years ago, when peoplefirst began to write. But the story of peoplereally begins in prehistory—the time beforepeople developed writing.

Tools of Discovery What we know aboutthe earliest people comes from the thingsthey left behind. Scientists have worked to uncover clues about early human life.Archaeologists (AHR • kee • AH • luh • jihsts)hunt for evidence buried in the groundwhere settlements might once have been.They dig up and study artifacts (AHR • tih •FAKTS)—weapons, tools, and other thingsmade by humans. They also look for fossils(FAH • suhls)—traces of plants or animals that have been preserved in rock.Anthropologists (AN • thruh • PAH • luh • jihsts)focus on human society. They study howhumans developed and how they related to one another.

Historians call the early period ofhuman history the Stone Age. The namecomes from the fact that people during thistime used stone to make tools and weapons.

Archaeological DigArchaeological DigArchaeologists use special techniques and tools when carryingout a dig. Artifacts are photographed or sketched and their locations are mapped and noted. Soil is passed through a meshscreen to collect small fragments of tools or bone. What typesof artifacts do archaeologists look for?

Language Tell students they aregoing to play a game of cha-rades. Have small groups eachchoose one of the activitiescommon to people duringPaleolithic times. For example,a group could choose making afire, gathering berries, or hunt-ing with spears. Then haveeach group perform its cha-rade, while others in the classspeculate on the activity beingportrayed. Point out that with-out language, it is much moredifficult to communicate eventhe simplest ideas. L1/ EL

Using Word Parts Point out to students that there are other words that begin with paleo- or neo-.Organize students into small groups and provide each group with a dictionary. Have groups find andmake a list of three words that begin with paleo- and three words that begin with neo-. Have groupsalso write the definition for each word they choose and share their words and definitions with theclass. (Possible answers: paleoanthropology, paleobiology, paleobotany; neoclassic, neocolonialism,neocortex) As students read the chapter, have them continue to look up words they do not under-stand. L2

READING THE TEXTREADING THE TEXT

Use Daily Lecture andDiscussion Notes 1–1 foran outline of key conceptsfound in the section.

Daily Lecture andDiscussion Notes 1–1

More About the ArtMore About the Art

Archaeologists often findsome of their most usefulinformation in locationsused by earlier people asgarbage dumps. Theseareas provide clues aboutwhat people ate, wore, andused for tools.

Caption Answer:weapons, tools, and otherthings made by humans

0004-0015_3937 4/19/04 1:59 PM Page 9

Paleolithic Cave Paintings

The oldest examples of Paleolithic art arecave paintings found in Spain and France.Most of the paintings are of animals. The paintings show that Paleolithic artistsoften used several colors and techniques.They sometimes used the uneven surface ofthe rock to create a three-dimensional effect.

What does this cave painting tell us aboutlife in the Paleolithic Age?


Painting of bison in Spanish cave

who regularly move from place to place.They traveled in bands of 30 or so membersbecause it was safer and made the searchfor food easier.

Men and women did different taskswithin the group. Women stayed close to thecampsite, which was typically near a streamor other water source. They looked after thechildren and searched nearby woods andmeadows for berries, nuts, and grains.

Men hunted animals—an activity thatsometimes took them far from camp. Theyhad to learn the habits of animals and maketools for the kill. At first, they used clubs ordrove the animals off cliffs. Over time,Paleolithic people invented spears, traps,and bows and arrows.

Adapting to the Environment The waythat Paleolithic people lived depended onwhere they lived. Those in warm climatesneeded little clothing or shelter. People incold climates sought protection from theweather in caves. Over time, Paleolithicpeople created new kinds of shelter. Themost common was probably made of ani-mal hides held up by wooden poles.

Paleolithic people made a life-changingdiscovery when they learned to tame fire.Fire gave warmth to those gathered aroundit. It lit the darkness and scared away wildanimals. Food cooked over the fire tastedbetter and was easier to digest. In addition,smoked meat could be kept longer.

Archaeologists believe that early humansstarted fires by rubbing two pieces of woodtogether. Paleolithic people later made drill-like wooden tools to start fires.

What Were the Ice Ages? Fire was a keyto the survival of Paleolithic people duringthe Ice Ages. These were long periods ofextreme cold. The last Ice Age began about100,000 B.C. From then until about 8000 B.C.,

The earliest part of the period is thePaleolithic or Old Stone Age. Paleolithicmeans “old stone” in the Greek language.Paleolithic times began roughly 2.5 millionyears ago and lasted until around 8000 B.C.

Who Were the Hunter-Gatherers? Try toimagine the world during the Stone Age,long before any roadways, farms, or vil-lages existed. Early humans spent most oftheir time searching for food. They huntedanimals, caught fish, ate insects, and gath-ered nuts, berries, fruits, grains, and plants.

Because they hunted and gathered,Paleolithic people were always on the move.They were nomads (NOH • MADS), or people

Michael Holford

CHAPTER 1

SECTION 1, 8–15

CHAPTER 1

SECTION 1, 8–15

Verbal/Linguistic: Organize students into small groups, and have each group list on a sheet of paperthe vocabulary terms for this section. Ask groups to skim the section for definitions. When the groupshave finished, have them compare their definitions for each term.

Auditory/Musical: Point out to students that the vocabulary terms in this section may seem to belong. Read aloud each term, emphasizing its syllables. Then have students repeat the words.

Gifted and Talented: Have students write a paragraph using all the vocabulary words.

Refer to Inclusion Strategies for the Middle School Social Studies Classroom in the TCR.


10

Have students write an articledescribing the invention oftools by people in Paleolithictimes. Tell them to write thearticle as if they were magazinewriters visiting an archaeologi-cal site. L2

Some of the most famouscave paintings are in theLascaux Cave inDordogne, France. Theywere discovered in 1940by four teenage boys.About 600 drawings andpaintings adorn thecave’s walls. In 1948 thecave was opened to thepublic. However, visi-tors’ lights began todamage the art, fadingits colors and exposing it to bacteria. In 1963 the cave was closed toprotect it.

Answer:Paleolithic people hunted animals for foodand other necessities.They also began to createart.

Use Vocabulary Activity 1–1to review important terms inthe section.

Reading Support L1/ EL

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CHAPTER 1

SECTION 1, 8–15

CHAPTER 1

SECTION 1, 8–15thick ice sheets covered parts of Europe,Asia, and North America.

The Ice Age was a threat to human life.People risked death from the cold and alsofrom hunger. Early humans had to adapt by changing their diet, building sturdiershelters, and using animal furs to makewarm clothing. The mastery of fire helpedpeople live in this environment.

Language, Art, and Religion Anotheradvance in Paleolithic times was the devel-opment of spoken language. Language madeit far easier for people to work together andto pass on knowledge.

Early people expressed themselves notonly in words but in art. They crushed yel-low, black, and red rocks to make powdersfor paint. Then they dabbed this on cavewalls, creating scenes of lions, oxen, pan-thers, and other animals.

Historians are not sure why these cavepaintings were created. They may have hadreligious meaning. Early people also mighthave thought that painting an animal wouldbring good luck in the hunt.

The Invention of Tools Paleolithic peoplewere the first to use technology (tehk• NAH•luh• jee)—tools and methods to help humansperform tasks. People often used a hardstone called flint to make tools. By hittingflint with a hard stone, they could make itflake into pieces with very sharp edges. Tomake hand axes or hunting spears, theytied wooden poles to pieces of flint thatwere the right shape for the tool.

Over time, early people grew moreskilled at making tools. They crafted smallerand sharper tools, such as fishhooks andneedles made from animal bones. Theyused needles to make nets and baskets andto sew hides together for clothing.

Contrast How are fossilsand artifacts different?

CHAPTER 1 The First Civilizations 11

Tools One of the most importantadvances of prehistoric people was thecreation of stone tools. Tools madehunting, gathering, building shelter,and making clothing much easier.

The first tools were made ofstones. Early humans quickly learnedthat grinding, breaking, and shapingthe stones to create sharp edgesmade them more useful.

As technology advanced, peoplebegan making specific tools such asfood choppers, meat scrapers, andspear points. In time, people learnedthat hitting a stone in a particularway would produce a flake—a long,sharp chip. Flakes were similar toknives in the way they were used.

Flaking tools froma larger stone

Stonetools

Connecting to the Past1. Why do you think early people chose

stones to make their first tools?

2. How were flakes created?

Am

eric

an M

useu

m o

f N

atur

al H

isto

ry

Comparing and Contrasting Tell each student to compare and contrast Paleolithic and Neolithictimes by copying this sentence:

“Paleolithic people ____, while people of Neolithic times ____.”

Ask students to create a two-column graphic organizer and fill in the details of each era under theappropriate headings. Students might consider topics such as patterns of migration, influence ofgeography and agriculture, economic development, and evidence from archaeology. L2

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITY

How Do We Know How Old Things Are?On Earth, all living thingscontain carbon andradioactive carbon-14.When a living thing dies,carbon-14 starts to decay.Because carbon-14 decaysat a measurable rate, scien-tists can determine howlong something has beendead.

Answer: Fossils are traces ofplants and animals. Artifactsare weapons, tools, and otherthings made by humans.

Answers:

1. Stones were easy to fash-ion into tools.

2. by chipping stone piecesuntil they flaked into theright shape

0004-0015_3937 4/19/04 2:04 PM Page 11

Scientists have determined thatÖtzi the iceman was 5’21/2” tall.He was probably in his mid-40s, which was very mature forpeople of that time. Today, Ötziis kept in a refrigerated room atthe South Tyrol Museum ofArchaeology in Bolzano, Italy,because the body was foundjust inside that country’s bor-der. Visitors can view himthrough a little window there.

Have students imagine theyare going hiking. Have themmake a list of the things theywould take with them. How dotheir lists compare with theitems with which Ötzi trav-eled? (Answers should includehiking equipment, food, and otheritems for survival.) L1/

Answers will vary, but stu-dents should list things peoplecarry and what clues thoseitems would provide.

EL

Use the Glencoe BookLink CD-ROM to create customized reading lists based on your students’interests and reading levels. Below is an example based on content in this chapter. Also, see theSuggested Readings on pages 944–946 of the Appendix.

• Baumann, Hans. In the Land of Ur: The Discovery of Ancient Mesopotamia. Discover Mesopotamiathrough archaeologists’ eyes. For thousands of years the region was dotted with temples andpalaces, but today it is a desert wasteland.

• Khashoggi, Soheir. Mirage. A privileged daughter in a Middle Eastern family attempts to flee tothe United States to escape an arranged marriage.

RECOMMENDED READINGRECOMMENDED READINGReading

List GeneratorCD-ROM

ÖTZI THE ICEMANc. 3300 B.C.

In A.D. 1991 two hikers near the border between

Austria and Italy discovered the frozen body of a man.

The man was called “Ötzi” after the Ötztaler Alps, the

mountains where he was found. Scientists studied

Ötzi’s body, his clothes, and the items found with him

to uncover clues about his life and death. One of the

first amazing facts scientists learned was that Ötzi

lived 5,300 years ago, during the Neolithic Age.

Ötzi was dressed warmly because of the cold

climate. He was wearing a fur hat and a long grass cloak.

Under the cloak was a leather jacket that was well-made but

had been repaired several times. To keep his feet warm, he had

stuffed grass in the bottom of his leather shoes. Scientists studied the tools and supplies

Ötzi was carrying and decided that he planned to be away from home for many months.

A bow and arrows, copper ax, and backpack were among the supplies found near Ötzi’s

body. Experts believe Ötzi was a shepherd who traveled with his herd. Ötzi probably

returned to his village only twice a year.

From recent tests, scientists have learned more about the last hours of Ötzi’s life.

Shortly before he died, Ötzi ate a type of flat bread that is similar to a cracker, an herb or

other green plant, and meat. Pollen found in Ötzi’s stomach showed that he ate his last

meal in the valley, south of where he was found. When Ötzi finished eating, he headed up

into the mountains. Eight hours later, he died. Scientists

believe that Ötzi’s last hours were violent ones. When

found, he clutched a knife in his right hand. Wounds on

his right hand suggest that he tried to fight off an

attacker. His left shoulder had been deeply pierced by an

arrow. Some scientists think Ötzi may have wandered

into another tribe’s territory. Ötzi is now displayed at

the South Tyrol Museum of Archaeology in Bolzano, Italy.

Scientists created thisreproduction to show whatÖtzi may have looked like.

If scientists 5,300 years from now discovered

the remains of someone from our time, what

might they conclude about our society? This copper ax, along with thebow and arrows that you can seeabove, were Ötzi’s main weapons.

(tr)Giansanti Gianni/CORBIS Sygma, (bl)Kenneth Garrett

12

004-015_CH01_MSWHTE_869371 9/9/04 7:07 PM Page 12

13

CHAPTER 1

SECTION 1, 8–15

CHAPTER 1

SECTION 1, 8–15

Neolithic TimesIn the Neolithic Age, people started

farming, building communities, producing goods,and trading.

Reading Focus Did you know that, today, more than athird of the world’s people work in agriculture? Read tolearn how farming began and how it changed the world.

After the last Ice Age ended, peoplebegan to change their way of life. They beganto domesticate (duh• MEHS• tih• KAYT), or tameanimals and plants for human use. Animalsprovided meat, milk, and wool. They alsocarried goods and pulled carts.

In addition, people also learned how togrow food. For the first time, people couldstay in one place to grow grains and vegeta-bles. Gradually, farming replaced huntingand gathering.

This change in the way people livedmarked the beginning of the Neolithic Age,or New Stone Age, which began about 8000 B.C. and lasted until about 4000 B.C.

Why Was Farming Important? Historianscall the changes in the Neolithic Age thefarming revolution. The word revolutionrefers to changes that greatly affect manyareas of life. Some historians consider thefarming revolution the most importantevent in human history.

Farming did not begin in one region andspread. People in different parts of theworld discovered how to grow crops atabout the same time. In Asia, people grewwheat, barley, rice, soybeans, and a graincalled millet. In Mexico, farmers grew corn,squash, and potatoes. In Africa, they grewmillet and a grain called sorghum.

Mercator projection2,000 km0

2,000 mi.0

EQUATOR

TROPIC OF CAPRICORN

TROPIC OF CANCER

EQUATOR

90°W 30°W 30°E 90°E 150°E

0°

30°S

60°S

30°N

60°N

PACIFICOCEAN

PACIFICOCEAN

ATLANTICOCEAN

INDIAN OCEAN

N

S

W E

NORTHAMERICA

SOUTHAMERICA

AFRICA

ASIAEUROPE

AUSTRALIA

OATSRYE

Farming developed in many regions of the world.1. According to the map, what crops were grown

in North America? 2. On which two continents did barley and

wheat grow?Find NGS online map resources @ www.nationalgeographic.com/maps

Barley

Beans

Cocoa

Coffee

Cotton

Emmer

Flax

Maize

Millet

Oats

Olives

Onions

Peanuts

Peppers

Potatoes

Rice

Rye

Soybeans

Squash

Sugarcane

Sunflowers

Sweet potatoes

Tea

Tomatoes

Vanilla

Wheat

Yams

KEY

OATS RYE

Early Farming 7000–2000 B.C.


CCONNECTINGONNECTING AACROSSCROSS TTIMEIME

The well-planned layout ofÇatal Hüyük made it possibleto keep the city clean even witha rising population. Have stu-dents consider how well orga-nized their own community is.What kinds of services areavailable to keep the areaclean? L1/ EL

Answers:

1. sunflowers, beans,cocoa, maize, squash,sweet potatoes, toma-toes, vanilla

2. Africa and Asia

ArchitectureThe houses at Çatal Hüyükwere built close together.Any space between housesoften was used as a garbagedump. The houses did nothave doors. Instead, archae-ologists believe people usedladders to enter from theroofs. The dead often wereburied below the floor of ahouse. Babies usually wereburied wearing jewelry, butthe bodies of adults wereaccompanied by few suchgoods.

Art Direct students’ attention to the cave painting on page 10. Point out that the things drawn onthe cave walls had importance in the everyday lives of early peoples. Organize students into smallgroups. Have each group discuss what kinds of items could be drawn on a wall to tell somethingabout our lives today. Then supply each group with a large square of butcher-block paper, and havegroup members work together to decorate a “wall” that tells something about our present-day cul-ture. Ask groups to share their completed “walls” with the class. You may wish to mount the “walls”around the classroom. L2

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITY

004-015_CH01_MSWHTE_60316 8/2/04 7:40 AM Page 13

Paleolithic AgePaleolithic Age

People hunted animals and gathered nuts, berries, and grains.

Neolithic AgeNeolithic Age

Description of Art and Crafts

How Humans Obtained Food

How Humans Adapted

Paleolithic people painted cave walls. They usually painted animals.

People learned to make fire, created a language, and made simple tools and shelters.

People began to farm in permanent villages. They continued to raise and herd animals.

Neolithic people made pottery and carved objects out of wood. They also built shelters and tombs.

People built mud-brick houses and places of worship. They specialized in certain jobs and used copper and bronze to create more useful tools.

Work of Women and Men

Women gathered food and cared for children. Men hunted.

Women cared for children and performed household tasks. Men herded, farmed, and protected the village.

Comparing the Neolithic and Paleolithic AgesComparing the Neolithic and Paleolithic Ages


Humans made great advances from thePaleolithic Age to the Neolithic Age.1. How did the work of men change from the

Paleolithic Age to the Neolithic Age?2. Describe What advances were made in

toolmaking between the Paleolithic andNeolithic Ages?

The Growth of Villages People whofarmed could settle in one place. Herdersremained nomadic and drove their animalswherever they could find grazing land.Farmers, however, had to stay close to theirfields to water the plants, keep hungry ani-mals away, and harvest their crops. Theybegan to live in villages, where they builtpermanent homes.

During the Neolithic Age, villages werestarted in Europe, India, Egypt, China, and

Mexico. The earliest known communitieshave been found in the Middle East. One ofthe oldest is Jericho (JEHR • ih • KOH) in theWest Bank between what are now Israel andJordan. This city dates back to about 8000 B.C.

Another well-known Neolithic commu-nity is Çatal Hüyük (chah • TAHL hoo •YOOK) in present-day Turkey. Little of itremains, but it was home to some 6,000 peo-ple between about 6700 B.C. and 5700 B.C.They lived in simple mud-brick houses thatwere packed tightly together and decoratedinside with wall paintings. They used otherbuildings as places of worship. Along withfarming, the people hunted, raised sheepand goats, and ate fish and bird eggs fromnearby marshes.

(l)Michael Holford, (r)Ron Sheridan/Ancient Art & Architecture Collection

14

CHAPTER 1

SECTION 1, 8–15

CHAPTER 1

SECTION 1, 8–15

Assign Section 1 Review ashomework or as an in-classactivity.

Have students use theInteractive Tutor Self-Assessment CD-ROM toreview the section.

Answers:

1. from hunting to herd-ing, farming, and pro-tecting the village

2. They developed copperand bronze tools.

Understanding ChartsUnderstanding Charts

Science Teaches Us About Ötzi For a long time, scientists thought that Ötzi had remained frozenfrom the time he died until he was discovered in modern times. Then scientists studying the bodyrealized that layers of fat under the corpse’s skin had turned into another substance—a substancesometimes called grave wax. Fat turns to this wax only when a body lies in water. As a result, scien-tists now believe it possible that at one time the body unfroze and the grave wax formed.Interestingly, grave wax hardly decays. This helps explain why the body was in such good shape after5,000 years.

EXTENDING THE CONTENTEXTENDING THE CONTENT

Assign Section 1 Quiz toassess mastery of the mate-rial found in the section.

Assessment L2

Assign Guided ReadingActivity 1–1 to help studentsorganize the information inthe section.


Assign Reading Essentials and Study Guide 1–1 tohelp students review sectionmaterial.


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CHAPTER 1

SECTION 1, 8–15

CHAPTER 1

SECTION 1, 8–15

Reading SummaryReview the

• Early humans were nomads whomoved around to hunt animalsand gather food. They built shelters and used fire to survive.In time, they developed languageand art.

• During the farming revolution,people began to grow crops and domesticate animals,which allowed them to settle in villages.

1. Who are archaeologists andwhat do they study?

2. How did domesticating animalshelp the Neolithic people?

Critical Thinking3. Determine Cause and

Effect Draw a diagram like theone below. List some of theeffects that farming had onpeople’s lives.

4. Explain Why were Paleolithicpeople nomads?

5. Compare Compare the tech-nology of the Paleolithic Agewith that of the Neolithic Age.

6. Analyze Why was the abilityto make a fire so important?

7. PreviewingCreate a three-column chart.In the first column, write whatyou knew about early humansbefore you read this section.In the second column, writewhat you learned after reading.In the third, write what youstill would like to know.

What Did You Learn?

Homework Helper Need help with the material in this section? Visit jat.glencoe.com


The Benefits of a Settled Life The shift to settled life brought Neolithic peoplegreater security than they had ever known.Steady food supplies meant healthy, grow-ing populations. With a bigger population,there were more workers to produce a bigger crop.

Because villagers produced more thanenough to eat, they began to trade theirextra foodstuffs. They traded with peoplein their own communities and also withpeople who lived in other areas.

People began to practice specialization(SPEH • shuh • luh • ZAY • shuhn), or the develop-ment of different kinds of jobs. Because noteveryone was needed for farming, somepeople had the time to develop other typesof skills. They made pottery from clay tostore their grain and other foods. They usedplant fibers to make mats and to weave

cloth. These craftspeople, like farmers, also took part in trade. They exchanged the things they made for goods they did not have.

In late Neolithic times, people contin-ued to make advances. Toolmakers createdbetter farming tools, such as the sickle forcutting grain. In some places, people beganto work with metals. At first they used cop-per. They heated rocks to melt the copperinside and then poured it into molds fortools and weapons.

After 4000 B.C., craftspeople in westernAsia mixed copper and tin to form bronze.Bronze was harder and longer lasting thancopper. It became widely used between3000 B.C. and 1200 B.C., the period known asthe Bronze Age.

Compare How did thePaleolithic and Neolithic Ages differ?

Cause:Farming begins

Effect:

Effect:

Effect:

EENRICHNRICH

Some scientists consider theNeolithic era the beginning ofcivilization. Have studentswrite a short paragraphdescribing what they think agroup of people needs to beconsidered a civilization. L2

RRETEACHETEACH

Remind students that farmingmade such an important differ-ence in human life that scien-tists call the beginning of thefarming era a “revolution.” Askstudents to defend this label. L2

Answer: During the PaleolithicAge, people were nomadichunters and lived in smallgroups. In the Neolithic Age,people learned to farm, settledin villages, and began to develop other jobs and trade.

Ask students to summarize theimpact of farming on thehuman race. L1/ EL

To help students understandsection material, have themvisit Homework Helper atjat.glencoe.com

SECTION 1 REVIEW ANSWERSSECTION 1 REVIEW ANSWERS

1. Archaeologists are scientistswho hunt for, dig up, andstudy artifacts.

2. Animals supplied meat, milk,and wool. They also carriedgoods and pulled carts.

3. People had a steady supplyof food; people settled in vil-

lages and worked at jobsother than farming; peoplebegan to trade.

4. They moved around to huntanimals and gather otherfoods.

5. Paleolithic: stone, bone, andwooden tools and weapons;

Neolithic: metal tools andweapons

6. Fire kept humans warm,scared animals away, andwas used to cook food.

7. Charts should reflect infor-mation from the text.

0004-0015_3937 4/19/04 2:12 PM Page 15

MesopotamianCivilization


What’s the Connection?In Section 1, you learned about

early humans settling in towns.Some settled in Mesopotamia, anarea called the “cradle of civilization.”

Focusing on the • Civilization in Mesopotamia began

in the valleys of the Tigris andEuphrates Rivers. (page 17)

• Sumerians invented writing andmade other important contributionsto later peoples. (page 20)

• Sumerian city-states lost powerwhen they were conquered byoutsiders. (page 23)

Locating PlacesTigris River (TY•gruhs)Euphrates River (yu•FRAY•teez)Mesopotamia

(MEH•suh•puh•TAY•mee•uh)Sumer (SOO•muhr)Babylon (BA•buh• luhn)

Meeting PeopleSargon (SAHR•GAHN)Hammurabi (HA•muh•RAH•bee)

Building Your Vocabularycivilization

(SIH•vuh• luh•ZAY•shuhn)irrigation (IHR•uh•GAY•shuhn)city-stateartisan (AHR•tuh•zuhn)cuneiform (kyoo•NEE•uh•FAWRM)scribe (SKRYB)empire (EHM•PYR)

Reading StrategySequencing Information Use adiagram to show how the first empirein Mesopotamia came about.

3000 B.C.City-states arise in Sumer

c. 2340 B.C.Sargon conquersBabylon

c. 1792 B.C.Hammurabi rulesMesopotamia

3000 B.C. 2250 B.C. 1500 B.C.3000 B.C. 2250 B.C. 1500 B.C.

city-states formed

UrukBabylon

16

CHAPTER 1

SECTION 2, 16–23

CHAPTER 1

SECTION 2, 16–23


This section describesMesopotamia, one of theregions where the world’s ear-liest civilizations developed.


Preteaching Vocabulary: Havestudents find and review thedefinition of civilization in thesection. Explain thatMesopotamia is often calledthe “cradle of civilization.”Discuss with students themeaning of that phrase.

Answers to Graphic: City-statesformed and began fightingwith each other; fighting weak-ened the city-states; theAkkadians, led by Sargon, tookover Mesopotamia and set upan empire.



MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMGlencoe BookLink CD-ROM


0016-0025_3937 4/19/04 2:50 PM Page 16

17

Illustrating Culture Remind stu-dents that Sumer’s people weredivided into three differentsocial classes. Organize stu-dents into small groups. Directthe groups to think of a way toillustrate these classes. Forexample, a group might draw arough ziggurat and assign toeach of its tiers one of Sumer’ssocial classes. Have groupsshare their illustrations withthe class. L2

CHAPTER 1

SECTION 2, 16–23

CHAPTER 1

SECTION 2, 16–23

500 km0Lambert Azimuthal Equal-Area projection

500 mi.0

N

S

W E

30°N

30°E 40°E 50°E

Red

Sea

Mediterranean Sea

DeadSea Persian

Gulf

Tigris

R.

Nile

R.

Ca

spianSea

Jordan R.

AncientShoreline

EuphratesR

.

ASIA MINOR

SYRIANDESERT

NILEDELTA

A R A B I A ND E S E R T

EGYPT

MESOPOTAMIA

A S I A

Nineveh

Babylon

Ur

Susa

Eridu

Uruk

Jerusalem

Tyre

Giza

ByblosSidon

Ancient Mesopotamia

Mesopotamia’s CivilizationCivilization in Mesopotamia began in

the valleys of the Tigris and Euphrates Rivers.

Reading Focus Do you live in a region that receivesplenty of rain or in a region that is dry? Think abouthow that affects you as you read how the Sumerians’environment affected them.

Over thousands of years, some of theearly farming villages developed into civi-lizations. Civilizations (SIH • vuh • luh • ZAY •shuhns) are complex societies. They havecities, organized governments, art, religion,class divisions, and a writing system.

Why Were River Valleys Important? Thefirst civilizations arose in river valleysbecause good farming conditions made it

easy to feed large numbers of people. Therivers also made it easy to get from one placeto another and to trade. Trade provided away for goods and ideas to move fromplace to place. It was no accident, then, thatcities grew up in these valleys and becamethe centers of civilizations.

As cities took shape, so did the need fororganization. Someone had to make plansand decisions about matters of commonconcern. People formed governments to dojust that. Their leaders took charge of foodsupplies and building projects. They madelaws to keep order and assembled armies tofend off enemies.

With fewer worries about meeting theirbasic needs, people in the river valleys hadmore time to think about other things. Theydeveloped religions and the arts. To pass on


A number of great civilizationsdeveloped in Mesopotamia.1. Into what body of water do the

Tigris and the Euphrates Rivers flow?2. Why do you think the region of

Mesopotamia was so well suitedfor the growth of civilization? Sculpture of chariot

from Mesopotamia

Fertile CrescentKEY

Hirmer Verlag

Outlining With students’ help, write on the board a master outline of this section. As students readthrough the section, have them volunteer one or two key words for each outline entry. The key wordsshould be significant enough to provide clues about the contents of that particular portion of the sec-tion. When study of the section is completed, have students use the outline and its key words toreview the section’s content together. L1/ EL


Answers:

1. the Persian Gulf2. The rivers provided

good farming condi-tions and easy tradeopportunities.





0016-0025_3937 4/19/04 2:51 PM Page 17

information, they invented ways of writing.They also created calendars to tell time.

Early civilizations shared another fea-ture—they had a class structure. That is,people held different places in societydepending on what work they did and howmuch wealth or power they had.

The Rise of Sumer The earliest-known civ-ilization arose in what is now southern Iraq,on a flat plain bounded by the Tigris River(TY • gruhs) and the Euphrates River (yu•FRAY•teez). This area was called Mesopotamia (MEH•suh • puh • TAY • mee • uh), which is Greek for“the land between the rivers.” Mesopotamialay in the eastern part of the Fertile Crescent,a curving strip of land that extends from theMediterranean Sea to the Persian Gulf.

Mesopotamia had a hot, dry climate. In the spring, the rivers often flooded, leaving behind rich soil for farming. Theproblem was that the flooding was veryunpredictable. It might flood one year, butnot the next. Every year, farmers worriedabout their crops. They came to believe theyneeded their gods to bless their efforts.

Over time, the farmers learned to builddams and channels to control the seasonalfloods. They also built walls, waterways,and ditches to bring water to their fields. Thisway of watering crops is called irrigation(IHR • uh • GAY • shuhn). Irrigation allowed thefarmers to grow plenty of food and supporta large population. By 3000 B.C., many citieshad formed in southern Mesopotamia in aregion known as Sumer (SOO • muhr).

18

Sumerian ZigguratSumerian Ziggurat

The top of the ziggurat was considered to be a holy place, and the area aroundthe ziggurat contained palaces and royal storehouses. The surrounding wallshad only one entrance because the ziggurat also served as the city’s treasury.How did people reach the upper levels of the ziggurat?

Statues of Sumerianspraying

Scala/Art Resource, NY

18

CHAPTER 1

SECTION 2, 16–23

CHAPTER 1

SECTION 2, 16–23

The City of Ur today sitslifeless in the desert, per-haps 10 miles from theEuphrates River. Thousandsof years ago, when the citywas built, the river ranmuch closer to the site.Over time, the river’s pathhas changed, moving it far-ther and farther from Ur.

Visual/Spatial: Have students study the images of Sumerian cities in this section. Lead a discussionin which students relate what the pictures illustrate about life during that time.

Auditory/Musical: Ask a volunteer to read aloud the subsection titled “What Was Life Like inSumer?” After the reader is finished, lead a discussion in which students identify the class distinctionsthat help distinguish Sumer as a civilization.

English Learners: Review with students the role of irrigation in early Mesopotamian civilizations.Have students write in their own words a definition for the word irrigation.




Discuss with students theimportance of natural resourcesto the civilizations of ancientMesopotamia. Mention thatconflicts often arose over whocontrolled and used theseresources. Ask students toresearch the present-daynations that are part of theMesopotamian region. Havethem use this information tofacilitate a class discussionabout recent or ongoing con-flicts over natural resources inthe region. Also, have themdiscuss United States’s involve-ment in the region. L3


Sumerians believed thatcities were the property ofthe gods. Therefore, a zig-gurat would be dedicatedto a city’s most importantgod or goddess.

Caption Answer: themain stair to the top, sidestairs to the upper levels

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19

CHAPTER 1

SECTION 2, 16–23

CHAPTER 1

SECTION 2, 16–23


These ruins are from theSumerian city-state of Uruk.What was a city-state?

What Were City-States? Sumerian citieswere isolated from each other by geography.Beyond the areas of settlement lay mudflatsand patches of scorching desert. This terrainmade travel and communication difficult.Each Sumerian city and the land around it became a separate city-state. It had itsown government and was not part of anylarger unit.

Sumerian city-states often went to warwith one another. They fought to gain gloryand to control more territory. For protec-tion, each city-state surrounded itself with awall. Because stone and wood were in shortsupply, the Sumerians used river mud astheir main building material. They mixedthe mud with crushed reeds, formed bricks,and left them in the sun to dry. The hard

waterproof bricks were used for walls, aswell as homes, temples, and other buildings.

Gods and Rulers The Sumerians believedin many gods. Each was thought to havepower over a natural force or a humanactivity—flooding, for example, or basketweaving. The Sumerians tried hard toplease the gods. They built a grand templecalled a ziggurat (ZIH • guh • RAT) to the chiefgod. The word ziggurat means “mountainof god” or “hill of heaven.”

With tiers like a giant square weddingcake, the ziggurat dominated the city. Atthe top was a shrine, or special place ofworship that only priests and priestessescould enter. The priests and priestesseswere powerful and controlled much of theland. They may even have ruled at one time.

A portion of the RoyalStandard of Ur, a deco-rated box that showsscenes of Sumerian life

(l)Nik Wheeler/CORBIS, (r)Michael Holford

Analyzing Information Organize students into small groups. Direct the groups to use what theyhave learned from this section to prove or disprove this statement: With the rise of cities came aneed for government. As groups brainstorm, draw on the board a two-column chart, with one columntitled “Agree” and the other titled “Disagree.” Ask a representative from each group to put a checkmark in the appropriate column and explain the thought processes that led the group to that answer.L3


Have students write a para-graph identifying some of theresponsibilities of the govern-ments of early civilizations. L2

Geography Over thousands ofyears, the separate mouths ofthe Tigris and Euphrates Riversgradually came together toform a swampy, single streamemptying into the Persian Gulf.Ask students to consider how ariver changing its coursewould affect a civilization.

Also, discuss with students theimpact of the rivers on present-day countries. Point out thatthe Tigris and Euphrates arethe only major sources of fresh-water in the Mesopotamianregion. Ask students to pointout difficulties countries mightface with limited water sup-plies. Have students researchways in which the UnitedNations and United States havetried to help settle the disputesover water resources. L3


While many ancient ziggu-rats have been destroyedor are in ruins, some havebeen preserved or recon-structed. These includeziggurats at Ur, ChoqaZanbil, and Nanna.

Caption Answer: an inde-pendent city with its owngovernment

0016-0025_3937 4/19/04 2:55 PM Page 19

A Skilled PeopleSumerians invented writing and made

other important contributions to later peoples.

Reading Focus Do you like to read? If so, you owe adebt to the Sumerians, because they were the first toinvent writing. Read about this achievement and others.

The Sumerians left a lasting mark onworld history. Their ideas and inventionswere copied and improved upon by otherpeoples. As a result, Mesopotamia has beencalled the “cradle of civilization.”

Why Was Writing Important? The peopleof Sumer created many things that still affectour lives today. Probably their greatest

invention was writing. Writing is impor-tant because it helps people keep recordsand pass on their ideas to others.

People in Sumer developed writ-ing to keep track of business deals andother events. Their writing was calledcuneiform (kyoo • NEE • uh • FAWRM). Itconsisted of hundreds of wedge-shaped marks cut into damp claytablets with a sharp-ended reed.Archaeologists have found thousandsof these cuneiform tablets, telling usmuch about Mesopotamian life.

Only a few people—mostly boys fromwealthy families—learned how to write.After years of training, they became scribes(SKRYBS), or record keepers. Scribes heldhonored positions in society, often going onto become judges and political leaders.

Sumerian Literature The Sumerians alsoproduced works of literature. The world’soldest known story comes from Sumer. It iscalled the Epic of Gilgamesh (GIHL • guh •MEHSH). An epic is a long poem that tells thestory of a hero. The hero Gilgamesh is aking who travels around the world with afriend and performs great deeds. When his

Later, kings ran the government. Theyled armies and organized building projects.The first kings were probably war heroes.Their position became hereditary. That is,after a king died, his son took over.

What Was Life Like in Sumer? WhileSumerian kings lived in large palaces, ordinary people lived in small mud-brickhouses. Most people in Sumer farmed. Some,however, were artisans (AHR • tuh • zuhns), orskilled workers who made metal products,cloth, or pottery. Other people in Sumerworked as merchants or traders. They trav-eled to other cities and towns and tradedtools, wheat, and barley forcopper, tin, and timber—thingsthat Sumer did not have.

People in Sumer weredivided into three socialclasses. The upper classincluded kings, priests, andgovernment officials. In themiddle class were artisans,merchants, farmers, and fish-ers. These people made up the largest group. The lowerclass were enslaved peoplewho worked on farms or inthe temples.

Enslaved people wereforced to serve others.Slaveholders thought of them as property.Some slaves were prisoners of war. Otherswere criminals. Still others were enslavedbecause they had to pay off their debts.

In Sumer, women and men had separateroles. Men headed the households. Onlymales could go to school. Women, however,did have rights. They could buy and sellproperty and run businesses.

Explain How did Mesopo-tamians control the flow of the Tigris andEuphrates Rivers?


Sumeriancuneiform


20

CHAPTER 1

SECTION 2, 16–23

CHAPTER 1

SECTION 2, 16–23

LiteratureThe Epic of Gilgamesh isabout an actual king, theking of Uruk in Babylonia.The stories of his life—bothtruth and myth—were writ-ten in cuneiform onto 12clay tablets. Unbelievably,these 12 tablets were found,damaged but readable, inthe ruins of a library thathad been destroyed byPersians. Have studentsresearch information aboutthe Epic of Gilgamesh, eitheron the Internet or at thelibrary. Then have themwrite a short paragraphdescribing its importance.

Have students create a list ofall the times this week thatthey used writing to communi-cate. Then ask them to write aparagraph explaining theimportance of writing in theirdaily lives. L1/ EL

Answer: They built dams andchannels to control seasonalfloods. They also used irriga-tion—walls, waterways, andditches that brought water totheir crops.

Mathematics Have students research the history of mathematics in Sumeria, including why theSumerians developed mathematical concepts and any important contributions to the math we usetoday. Besides the number system based on 60, students should find that the Sumerians also usedmultiplication tables, tables of squares and square roots, and reciprocals. You may wish to have stu-dents create arithmetic problems for other students to solve based on their research. For example,students may create problems dealing with time, such as “How many hours is 420 minutes?” Havestudents share their research and problems with the class. L2

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITY

0016-0025_3937 4/19/04 2:57 PM Page 20

21

CHAPTER 1

SECTION 2, 16–23

CHAPTER 1

SECTION 2, 16–23

Today, both boys and girls go to school. They study reading,writing, and mathematics, but also

many other subjects. As studentsadvance in their education, they have

a great number of career choices and areable to choose the career that fits their talents.

In what way is education different today than it was in Mesopotamia?

Education

In ancient Mesopotamia, only boys fromwealthy and high-ranking families went to theedubba, which means “tablet house.” At theedubba—the world’s first school—boysstudied reading, writing, and mathematicsand trained to be scribes. For hours every day, they copied the signs of thecuneiform script, trying to master hundreds of wordsand phrases.

Mesopotamian cuneiform tablet

Students today

friend dies, Gilgamesh searches for a way tolive forever. He learns that this is possibleonly for the gods.

Advances in Science and Math TheMesopotamians’ creativity extended totechnology too. You read earlier aboutSumerian irrigation systems. Sumeriansalso invented the wagon wheel to helpcarry people and goods from place to place.Another breakthrough was the plow, whichmade farming easier. Still another inventionwas the sailboat, which replaced musclepower with wind power.

Sumerians developed many mathemati-cal ideas. They used geometry to measurefields and put up buildings. They also created a number system based on 60. Wehave them to thank for our 60-minute hour,60-second minute, and 360-degree circle.

In addition, Sumerian people watchedthe skies to learn the best times to plantcrops and to hold religious festivals. Theyrecorded the positions of the planets andstars and developed a 12-month calendarbased on the cycles of the moon.

Identify What kind of writ-ten language did the Sumerians use?

CHAPTER 1 The First Civilizations 21(l)Mesopotamian Iraq Museum, Baghdad, Iraq/Giraudon/Bridgeman Art Library, (r)Will Hart/PhotoEdit

Answer: Possible response:Students today include bothboys and girls. Many moresubjects are studied today.

Answer: cuneiform






Assessment L2

Exploring Citizens’ Rights Remind students that during Sumerian times, only a few Sumerians wereallowed to become scribes. In the United States today, we take for granted that everyone has theopportunity to learn to read and write. Ask students to imagine that because there are not enoughplaces in school for every student, not everyone can attend. Now organize students into groups, andhave each group brainstorm reasons why its members should be allowed to go to school. Have onemember from each group present that group’s list of reasons to the class. L2

See the Citizenship and Service Learning Activities in the Unit Resource Books for more participatory projects.

CITIZENSHIP AND YOUCITIZENSHIP AND YOU

0016-0025_3937 4/19/04 2:58 PM Page 21

HAMMURABIReigned c. 1792–1750 B.C.

Hammurabi was a young man when he succeeded

his father, Sinmuballit, as king of Babylon. When

Hammurabi became king, Babylon was already a

major power in Mesopotamia. During his reign,

however, Hammurabi transformed Babylon from

a small city-state into a large, powerful state.

He also united Mesopotamia under one rule.

Hammurabi called himself “Strong King of Babel.”

Hammurabi was directly involved in the ruling of

his kingdom. He personally directed projects, such as

building city walls, restoring temples, and digging and

cleaning irrigation canals. A great deal of planning

went into his projects. City streets, for example, were

arranged in straight lines and intersected at right

angles, much like the way our cities are planned today.

One of Hammurabi’s goals was to control the

Euphrates River because it provided water for

Babylon’s farms and trade routes for cargo ships.

However, other kings also wanted control of the river. One of Hammurabi’s rivals in

the battle for the Euphrates was Rim-Sin of Larsa. During Hammurabi’s last 14 years

as king, he and his soldiers fought against Rim-Sin and other enemies. Hammurabi

actually used water to defeat Rim-Sin and his people. He sometimes did this by

damming the water and releasing a sudden flood, and sometimes by withholding

water needed for drinking and for crops.

After defeating his enemies, Hammurabi ruled briefly over a unified

Mesopotamia. Hammurabi soon became ill, and his son, Samsuiluna, took over

his duties and was crowned king after his death. Because of Hammurabi’s great

efforts, however, the center of power

in Mesopotamia shifted from the

south to Babylon in the north,

where it remained for the next

1,000 years.

Hammurabi

Do any nations currently have law codes that

resemble Hammurabi’s? Use the Internet and

your local library to identify countries with law

codes that you think are somewhat fair but

somewhat cruel.

akg-images

Use the Glencoe BookLink CD-ROM to create customized reading lists based on your students’interests and reading levels. Below is an example based on content in this chapter. Also, see theSuggested Readings on pages 944–946 of the Appendix.

• The Death of Enkidu: From the Epic of Gilgamesh. Excerpt from the epic.

• Hickox, Rebecca. The Golden Sandal. Maha, a young Iraqi girl, is rescued from her evil stepmotherwith the aid of a little red fish.

• Landau, Elaine. The Babylonians. One of the great empires of the ancient world arose in Babylon.

RECOMMENDED READINGRECOMMENDED READINGReading

List GeneratorCD-ROM

Much of what we know aboutHammurabi’s acts as kingcomes from an unusual source.At that time, people inMesopotamia gave a name toeach year, with each namereflecting a recent kingly act.By looking at the names of theyears during Hammurabi’sreign, we can learn about whathe accomplished as ruler ofBabylon.

Discuss with students howcontrol of the region’s watershelped Hammurabi maintaincontrol of the region. How didit help Hammurabi that Larsawas downriver from Babylon?(Students may say thatHammurabi could withhold waterfrom Larsa or release dammedwater to cause flooding in Larsa.)L2

Answers will vary, but stu-dents should give specificexamples of current laws andreasons for their opinions.

22

016-023_CH01_MSWHTE_869371 9/13/04 1:59 PM Page 22

23

CHAPTER 1

SECTION 2, 16–23

CHAPTER 1

SECTION 2, 16–23

Reading SummaryReview the • In time, farming villages devel-

oped into civilizations with governments, art, religion, writ-ing, and social class divisions.The first city-states developed in Mesopotamia.

• Many important ideas and inven-tions, including writing, the wheel,the plow, and a number systembased on 60, were developed inthe region of Mesopotamia.

• Several empires, including theBabylonian Empire, took controlof Mesopotamia.

1. What is a civilization?

2. What was the Code ofHammurabi?

Critical Thinking3. Summarize Information

Draw a chart like the one below.Use it to list the achievementsof Mesopotamian civilization.

4. Geography Skills How wasthe geography of Mesopotamiasuited for the growth of population and creation of a civilization?

5. Science Link Why did theSumerians record the positionsof stars and planets anddevelop a calendar?

6. Persuasive Writing Imagineyou are living in a city-state in ancient Sumer. Write a letterto a friend describing whichMesopotamian idea or inventionyou believe will be the mostimportant to humanity.

What Did You Learn?



Sargon and HammurabiSumerian city-states lost power when

they were conquered by outsiders.Reading Focus Have you heard of the Roman Empire,the Aztec Empire, or the British Empire? The rise and fallof empires is an important part of history. Read on tolearn about the first empires in the world.

Over time, conflicts weakened Sumer’scity-states. They became vulnerable to attacksby outside groups such as the Akkadians (uh•KAY • dee • uhnz) of northern Mesopotamia.

The king of the Akkadians was namedSargon (SAHR • GAHN). In about 2340 B.C.,Sargon conquered all of Mesopotamia. He setup the world’s first empire. An empire (EHM •PYR) is a group of many different lands underone ruler. Sargon’s empire lasted for morethan 200 years before falling to invaders.

In the 1800s B.C., a new group of peoplebecame powerful in Mesopotamia. Theybuilt the city of Babylon (BA • buh • luhn) bythe Euphrates River. It quickly became acenter of trade. Beginning in 1792 B.C., theBabylonian king, Hammurabi (HA• muh• RAH•bee), began conquering cities to the north andsouth and created the Babylonian Empire.

Hammurabi is best known for his lawcode, or collection of laws. (See pages 24 and25.) He took what he believed were the bestlaws from each city-state and put them inone code. The code covered crimes, farmingand business activities, and marriage and thefamily—almost every area of life. Althoughmany punishments in the Code ofHammurabi were cruel, his laws mark animportant step toward a fair system of justice.

Explain Why was Sargon’sempire important?

Achievements ofMesopotamian Civilization

Answer: It was the world’sfirst empire.


RRETEACHETEACH

Ask small groups of studentsto write down five class rules.Then discuss how fairness isencouraged by having a writ-ten list of rules. L1/ EL


1. a complex society withcities, an organized govern-ment, art, religion, a systemof writing, and class divisions

2. a set of laws that theBabylonian leaderHammurabi established forhis empire

3. irrigation, writing, wheel,

plow, sailboat, use of geome-try to measure fields anderect buildings, number system based on 60, the 12-month calendar

4. Mesopotamia was located inthe valley of the Tigris andEuphrates Rivers. These riversoften flooded, leaving behind

rich soil for farming, whichmade it easier to feed largenumbers of people.

5. to learn the best times toplant crops and hold reli-gious festivals

6. Answers will vary. Students’letters should contain validreasons for their choice.

EENRICHNRICH

Have groups look through thelocal government pages of thetelephone book. Ask them todiscuss which services theythink are most important. L2



Have students review theSumerian technologies thatchanged the world. L2

0016-0025_3937 4/19/04 3:00 PM Page 23

Whether Hammurabi’s lawswere fair or cruel, the culturebenefited from having a writ-ten code that applied to every-one. Ask students to thinkabout what it would be like tolive in a society with no writ-ten rules.

24

Hammurabi’s Laws:Fair or Cruel?

Around 1750 B.C., King Hammurabi

wrote 282 laws to govern the people of

Babylon. Historians and scholars agree

that these ancient laws were the first to

cover all aspects of society. However,

historians and scholars do not agree

whether Hammurabi’s laws were fair or

cruel.Those who see the laws as just and

fair give the following reasons. They

say the laws

• stated what all people needed to

know about the rules of their

society

• brought order and justice to society

• regulated many different activities,

from business contracts to crime.

King Hammurabi wrote an intro-

duction to his list of laws. In that

introduction, he says that the laws

were written to be fair. His intention

was “to bring about the rule of

righteousness in the land, to destroy

the wicked and evil-doers, so that

the strong should not harm the

weak. . . .”

Some of the laws reflect that

fairness.• Law 5: If a judge makes an error

through his own fault when trying

a case, he must pay a fine, be

removed from the judge’s bench,

and never judge another case.

• Law 122: If someone gives some-

thing to someone else for safe-

keeping, the transaction should

be witnessed and a contract

made between the two parties.

• Law 233: If a contractor

builds a house for

someone and the

walls start to fall,

then the builder

must use his

own money

and labor to

make the

walls secure.

Fair

24

Stone monument showing Hammurabi (standing) and his code

Réu

nion

des

Mus

ées

Nat

iona

ux/A

rt R

esou

rce,

NY

24

DDEFININGEFINING TTERMSERMS

Have students working in pairsuse dictionaries to find the def-initions of the words fair andcruel. Have pairs determinewhether unfair and cruel meanthe same thing. L2

CCOMPARISONOMPARISON

Draw on the board and havestudents copy this graphicorganizer. As they read the pas-sage, direct them to write lawsthat are either fair or cruel inthe appropriate blanks.(Answers may vary.) L2

Hammurabi’s Code

Fair Laws Cruel Laws

Hammurabi’s Code In his code, Hammurabi addressed many everyday concerns. For example, heincluded laws to help regulate the economy. These laws addressed such money issues as prices andtariffs on certain items, as well as salaries to be paid. Law #257 said, “If any one hire a field laborer,he shall pay him eight gur of [grain] per year.” Other laws in the code dealt with family issues. Law #185 prevented a man from taking his son back from someone else who had already adopted him,reared him to adulthood, and given him his name. Still other laws addressed the punishments forcriminal behavior. Law #25 was straightforward: “If fire breaks out in a house, and someone . . . takethe property of the master of the house, he shall be thrown into that self-same fire.”

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25

CruelSome historians and scholars think

Hammurabi’s laws were cruel and

unjust. They say the laws

• called for violent punishments, often

death, for nonviolent crimes

• required different punishments for

accused persons of different social

classes

• allowed no explanation from an

accused person.

Some of the laws reflect this cruelty.

• Law 3: If someone falsely accuses

someone else of certain crimes, then

he shall be put to death.

• Law 22: If someone is caught in the

act of robbery, then he shall be put

to death.

• Law 195: If a son strikes his father,

the son’s hands shall be cut off.

• Law 202: If someone strikes a man

of higher rank, then he shall be

whipped 60 times in public.

25

Cuneiform tablet with the text of theintroduction to the Code of Hammurabi

Checking for Understanding1. Why do some people think

Hammurabi’s laws were fair? 2. Why do others think the laws

were cruel? 3. Were the laws fair or cruel? Take

the role of a historian. Write abrief essay that explains how you view Hammurabi’s laws.Be sure to use facts to supportyour position. You can compareHammurabi’s laws to our modern laws to support yourargument.

Louv

re,

Par

is/B

ridge

man

Art

Lib

rary

1. The laws stated what people needed to knowabout the rules of society. They also broughtorder to society and regulated activities.

2. The laws often called for violent punish-ments, frequently death. Punishments forbreaking the laws varied according to a per-son’s social class.

3. Responses will vary. Most students probablywill see Hammurabi’s laws as unjustly crueland harsh. They may point to examples inour modern laws to show how laws todayare more fair in fitting the punishment tothe crime.

25

DDEBATE THEEBATE THE IISSUE

Organize a class debate on thisquestion: Which word—fairor cruel—better describesHammurabi’s Code of Laws?Assign small groups one of thepoints of view, making sure tohave an equal number ofgroups supporting each side.Tell them to prepare for thedebate by reviewing the lawsmentioned in the text. Also,students should research moreof Hammurabi’s laws either inlibrary resources or on theInternet. The more laws theyare able to find, the better ablethey will be to support theirarguments. Remind them touse their graphic organizers toorganize their thoughts.

Once students are ready, con-duct the debate. At the end, askstudents to vote on who hadthe stronger argument.

When the debate is finished,point out that in the code,crimes against slaves aretreated differently—and morelightly—than crimes againstfree people. Ask whether thischanges their opinions. L3

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First Empires


What’s the Connection?In Section 2, you learned about the

empires of Sargon and Hammurabi.Later empires—those of the Assyriansand the Chaldeans—used theirmilitary power in new ways.

Focusing on the • Assyria’s military power and well-

organized government helped it build a vast empire in Mesopotamiaby 650 B.C. (page 27)

• The Chaldean Empire built importantlandmarks in Babylon and developedthe first calendar with a seven-dayweek. (page 29)

Locating PlacesAssyria (uh•SIHR•ee•uh)Persian Gulf (PUHR•zhuhn)Nineveh (NIH•nuh•vuh)Hanging Gardens

Meeting PeopleNebuchadnezzar

(NEH•byuh•kuhd•NEH•zuhr)

Building Your Vocabularyprovince (PRAH•vuhns)caravan (KAR•uh•VAN)astronomer

(uh•STRAH•nuh•muhr)

Reading StrategyCompare and Contrast Complete a Venn diagram like the one belowlisting the similarities and differencesbetween the Assyrian Empire and theChaldean Empire.

Assyrians Chaldeans

The

c. 900 B.C.Assyrians controlMesopotamia

612 B.C.Nineveh captured;Assyrian Empirecrumbles

539 B.C.Persians conquerChaldeans

900 B.C. 700 B.C. 500 B.C.900 B.C. 700 B.C. 500 B.C.

Nineveh

Babylon

26

CHAPTER 1

SECTION 3, 26–30

CHAPTER 1

SECTION 3, 26–30


This section discusses theAssyrian and ChaldeanEmpires.



MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMVocabulary PuzzleMaker CD-ROM



Preteaching Vocabulary: Discusswith students how governing alarge area is often easier whenthe area is organized intosmaller government units, sim-ilar to states and counties inthe United States. In theancient Assyrian Empire, thesesmaller government units werecalled provinces.

Answers to Graphic: Assyrians:iron weapons; ferocious war-riors; large empire; capital wasNineveh; divided empire intoprovinces; built roads; brutallaws. Chaldeans: capital wasBabylon; constructed HangingGardens; expanded trade;advanced astronomy. Both:lived in Mesopotamia; largearmy; built temples andpalaces.

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27

CHAPTER 1

SECTION 3, 26–30

CHAPTER 1

SECTION 3, 26–30

The Assyrians Assyria’s military power and well-

organized government helped it build a vast empirein Mesopotamia by 650 B.C.Reading Focus Today, many countries have armedforces to protect their interests. Read to find out howthe Assyrians built an army strong enough to conquerall of Mesopotamia.

About 1,000 years after Hammurabi, anew empire arose in Mesopotamia. It wasfounded by a people called the Assyrians(uh •SIHR •ee •uhns), who lived in the northnear the Tigris River. Assyria (uh•SIHR•ee•uh) had fertile valleys that attracted outsideinvaders. To defend their land, the Assyriansbuilt a large army. Around 900 B.C., theybegan taking over the rest of Mesopotamia.

Why Were the Assyrians So Strong? TheAssyrian army was well organized. At itscore were groups of foot soldiers armedwith spears and daggers. Other soldierswere experts at using bows and arrows. Thearmy also had chariot riders and soldierswho fought on horseback.

This fearsome and mighty force was thefirst large army to use iron weapons. Forcenturies, iron had been used for tools, butit was too soft to serve as a material forweapons. Then a people called the Hittites(HIH•TYTZ), who lived northwest of Assyria,developed a way of making iron stronger.They heated iron ore, hammered it, andrapidly cooled it. The Assyrians learnedthis technique from the Hittites. They pro-duced iron weapons that were strongerthan those made of copper or tin.

The Assyrians at WarThe Assyrians at War

When attacking a walled city, the Assyrians used massive war machines.The wheeled battering ram was powered by soldiers. It was covered to protect the soldiers inside, but it had slits so they could shoot arrows out.What other methods did Assyrian soldiers use to attack cities?

Direct students’ attention to thepicture of the Assyrians at war.Have them write the introduc-tion they would use if theywere describing the battle to anaudience. L2

Using Context Clues Point out to students that they are going to read about the rise and fall of twoempires in the region of Mesopotamia. Have students read the main ideas and heads that follow. Askthem to write a short list of things that they expect those subsections will discuss. When they havefinished the section, have them compare their lists with what they actually read and evaluate howaccurate they were. L2





The Assyrians alsodestroyed the landsaround a defeated city.They burned crops,destroyed dams, and cutdown trees.

Caption Answer: usedladders to scale walls, tun-neled beneath walls, shotarrows



0026-0033_3937 4/19/04 3:15 PM Page 27


east to Egypt’s Nile River in the west. Thecapital was at Nineveh (NIH •nuh •vuh) onthe Tigris River.

Assyrian kings divided the empire intoprovinces (PRAH • vuhn • suhs), or politicaldistricts. They chose officials to govern

each province. These officials collectedtaxes and enforced the king’s laws.

Assyrian kings built roads to join allparts of their empire. Government sol-diers were posted at stations along theway to protect traders from bandits.Messengers on government business usedthe stations to rest and change horses.

Life in Assyria The Assyrians lived muchlike other Mesopotamians. Their writ-

ing was based on Babylonianwriting, and they worshipedmany of the same gods. Theirlaws were similar, but lawbreak-ers often faced more brutal andcruel punishments in Assyria.

As builders, the Assyriansshowed great skill. They erectedlarge temples and palaces thatthey filled with wall carvingsand statues. The Assyrians alsoproduced and collected litera-

ture. One of the world’s firstlibraries was in Nineveh. It held 25,000

tablets of stories and songs to the gods.Modern historians have learned much aboutancient civilizations from this library.

Assyria’s cruel treatment of people ledto many rebellions. About 650 B.C., theAssyrians began fighting each other overwho would be their next king. A group ofpeople called the Chaldeans (kahl • DEE •uhns) seized the opportunity to rebel. Theycaptured Nineveh in 612 B.C., and theAssyrian Empire soon crumbled.

Explain Why were theAssyrian soldiers considered brutal and cruel?

The Assyrians were ferociouswarriors. To attack cities, they tun-neled under walls or climbedover them on ladders. Theyloaded tree trunks onto mov-able platforms and used themas battering rams to knockdown city gates. Once a city was captured,the Assyrians set fire to its buildings. Theyalso carried away its people and goods.

Anyone who resisted Assyrian rule waspunished. The Assyrians drove people fromtheir lands and moved them into foreignterritory. Then they brought in new settlersand forced them to pay heavy taxes.

A Well-Organized Government Assyriankings had to be strong to rule their largeempire. By about 650 B.C., the empire stretchedfrom the Persian Gulf (PUHR•zhuhn) in the

40°E40°N 300 km0

Lambert Azimuthal Equal-Area projection

300 mi.0

N

S

W E

Nile

R.

Tig ris

R .

Euph rate s R.

MediterraneanSea

RedSea

A R A B I A ND E S E R T

MESOPOTAMIA

ASIAMINOR

EGYPT

TyreJerusalem

Thebes

Nineveh

Babylon

The Assyrians conquered landsfrom Mesopotamia to Egypt.1. What major rivers were part of

the Assyrian Empire? 2. What geographical features may

have kept the Assyrians fromexpanding their empire to thenorth and south?

Assyrian Empire

Assyrianwinged bull

Assyrian EmpireKEY

Boltin Picture Library

28

CHAPTER 1

SECTION 3, 26–30

CHAPTER 1

SECTION 3, 26–30

Answers:

1. the Tigris, Euphrates,and Nile Rivers

2. mountains to the north,desert to the south

Answer: They punished any-one who resisted their rule,drove people from their lands,and made settlers pay taxes.

Verbal/Linguistic: Have each student research one of the Seven Wonders of the Ancient World andwrite a paragraph describing it. Tell them to make sure they use descriptive words in their paragraphs.Have volunteers read aloud their paragraphs as others identify the descriptive words used.

Kinesthetic: Have each student use papier-mâché, clay, cardboard, or another medium to create athree-dimensional image of one of the Seven Wonders of the Ancient World.

Gifted and Talented: In addition to creating three-dimensional images, have students prepare ashort report to present their project to the class.




Discuss with students why theHanging Gardens of Babylonmay have been considered awonder of the ancient world.Have them research and list theother six ancient wonders.Then have small groups con-sider what they would includeon a list of the Seven Wondersof the United States. L1/ EL





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CHAPTER 1

SECTION 3, 26–30

CHAPTER 1

SECTION 3, 26–30

The ChaldeansThe Chaldean Empire built important

landmarks in Babylon and developed the first calen-dar with a seven-day week.Reading Focus What landmarks exist in your town or the nearest city? Read to learn some of the speciallandmarks that made the Chaldean capital of Babylonfamous.

The Chaldeans wanted to build anempire. Led by King Nebuchadnezzar (NEH •byuh•kuhd•NEH•zuhr), they controlled all ofMesopotamia from 605 B.C. to 562 B.C.

The City of Babylon Most of the Chaldeanswere descendants of the Babylonian peoplewho made up Hammurabi’s empire about1,200 years earlier. They rebuilt the city ofBabylon as the glorious center of theirempire.

Babylon quickly became the world’slargest and richest city. It was surroundedby a brick wall so wide that two chariots

Hanging GardensHanging Gardens

Web Activity Visit jat.glencoe.com and clickon Chapter 1—Student Web Activity to learn more about the first civilizations.

could pass on the road on top. Built into thewall at 100-yard (91.4-m) intervals weretowers where soldiers kept watch.

Large palaces and temples stood in thecity’s center. A huge ziggurat reached morethan 300 feet (91.4 m) into the sky. Anothermarvel, visible from any point in Babylon,was an immense staircase of greenery: theHanging Gardens at the king’s palace.

These terraced gardens showcased largetrees, masses of flowering vines, and otherbeautiful plants. A pump brought in waterfrom a nearby river. Nebuchadnezzar builtthe gardens to please his wife, who missedthe mountains and plants of her homelandin the northwest.

The Hanging Gardens of Babylon were considered one of the Seven Wonders of the Ancient World. A complex irrigation system brought water from the EuphratesRiver to the top of the gardens. From there,the water flowed down to each of the lower levels of the gardens. What othersights made Babylon a grand city?

Ruins of the Hanging Gardens

Gia

nni D

agli

Ort

i/CO

RB

IS

Applying Information The Hanging Gardens of Babylon were famous for the wonderful plants theycontained. King Nebuchadnezzar, who had the gardens made for his wife, put plants there that wouldremind his wife of her home in the mountains of Media (in northwestern Iran). Have studentsresearch the geography of northwestern Iran and make a catalog of the plants that may have existedin the Hanging Gardens. Then have students make a catalog of plants that Nebuchadnezzar mighthave placed in the Hanging Gardens had his wife come from the students’ own region. L3


29


Assessment L2


Some archaeologistsbelieve that the ruins ofthe Hanging Gardens havebeen found. Others doubtthat the gardens ever existed.

Caption Answer: the mas-sive wall, the tall ziggurat



Objectives and answers tothe student activity can befound in the Web ActivityLesson Plan feature atjat.glencoe.com

0026-0033_3937 4/19/04 3:17 PM Page 29

Reading SummaryReview the

• Using cavalry and foot soldiersarmed with iron weapons, theAssyrians created a large empirethat included all of Mesopotamia and extended into Egypt.

• The Chaldeans built a largeempire that included Babylon,the largest and richest city in the world at that time.

1. Why was the Assyrian army a powerful fighting force?

2. What were some of theaccomplishments of Chaldeanastronomers?

Critical Thinking3. Summarize Information

Draw a chart like the onebelow. Use it to describe the city of Babylon under the Chaldeans.

4. Analyze How did theAssyrians set up a well-organized government?

5. Conclude Why do you thinkthe Assyrians took conqueredpeoples from their lands andmoved them to other places?

6. Science Link What differenttypes of knowledge and skillswould the Babylonians need to build the Hanging Gardens?

7. Descriptive Writing Write aparagraph that might be foundin a travel brochure describingthe beauty of ancient Babylon.

What Did You Learn?



Babylon under Chaldeans

the Persian Gulf and the MediterraneanSea, it became rich from trade.

Babylon was also a center of science.Like earlier people in Mesopotamia, theChaldeans believed that changes in the sky revealed the plans of the gods. Theirastronomers (uh • STRAH • nuh • muhrs)—peo-ple who study the heavenly bodies—mapped the stars, the planets, and thephases of the moon. The Chaldeans madeone of the first sundials and were the first tohave a seven-day week.

Why Did the Empire Fall? As time passed,the Chaldeans began to lose their power.They found it hard to control the peoplesthey had conquered. In 539 B.C. Persiansfrom the mountains to the northeast cap-tured Babylon. Mesopotamia became partof the new Persian Empire.

Identify What were theHanging Gardens of Babylon?

One Greek historian in the 400s B.C.described the beauty of Babylon. He wrote,“In magnificence, there is no other city thatapproaches it.” Outside the center ofBabylon stood houses and marketplaces.There, artisans made pottery, cloth, baskets,and jewelry. They sold their wares to pass-ing caravans (KAR • uh • VANZ), or groups oftraveling merchants. Because Babylon waslocated on the major trade route between

The Ishtar Gate was at the main entrance to ancient Babylon. Describe the wall that surrounded Babylon.

S. Fiore/SuperStock

30

CHAPTER 1

SECTION 3, 26–30

CHAPTER 1

SECTION 3, 26–30

EENRICHNRICH

The Chaldeans named constel-lations that we still can identifytoday. Ask students to identifyheavenly objects they haveread about. L1/ EL

Answer: terraced gardens atthe king’s palace that could beseen from any point in Babylon



1. It had a well-organized armywith advanced weapons.

2. mapped stars, planets,phases of the moon; createdsundial and seven-day week

3. world’s largest and richestcity; surrounded by a mas-sive wall; large palaces and

temples with a tall ziggurat;Hanging Gardens; on a majortrade route

4. divided empire into provinces,chose provincial officials tocollect taxes and enforce laws

5. Possible answer: It wouldmake it more difficult for

conquered people to rise upagainst the Assyrians.

6. Students’ answers will varybut should utilize informa-tion from the text.

7. Answers will vary but shouldinclude relevant facts.

Ask students to describe twomain points about the Assyriansand Chaldeans. L1

RRETEACHETEACH

Have students identify and dis-cuss some of the contributionsof the Assyrians. L2

Caption Answer: Thebrick wall was wideenough at the top for twochariots to ride on and hadtowers every 100 yards.

0026-0033_3937 4/19/04 3:18 PM Page 30

The First Empires

Mesopotamian Civilization

Early Humans

Section

Section

Section

Vocabularyhistorian archaeologist artifact fossil anthropologistnomad technology domesticate specialization

Vocabularycivilizationirrigationcity-state artisancuneiformscribeempire

Vocabularyprovince caravan astronomer

Focusing on the • Paleolithic people adapted to their environment and invented many tools

to help them survive. (page 9)

• In the Neolithic Age, people started farming, building communities, produc-ing goods, and trading. (page 13)

Focusing on the • Civilization in Mesopotamia began in the

valleys of the Tigris and Euphrates Rivers.(page 17)

• Sumerians invented writing and made otherimportant contributions to later peoples.(page 20)

• Sumerian city-states lost power when theywere conquered by outsiders. (page 23)

Focusing on the • Assyria’s military power and well-organized government helped it build a

vast empire in Mesopotamia by 650 B.C. (page 27)

• The Chaldean Empire built important landmarks in Babylon and developedthe first calendar with a seven-day week. (page 29)


Sumerian figurines


31

CHAPTER

REVIEW

CHAPTER

REVIEW

PPREVIEWREVIEW/R/REVIEWEVIEW

Vocabulary Activity Have stu-dents identify the time periodand civilization related to eachterm, if possible.

Vocabulary PuzzleMakerCD-ROM


CCONDENSEONDENSE

Chapter 1 GuidedReading Activities

StudentWorks Plus™ CD-ROM (with Audio Program)

RRETEACHETEACH

Differentiated InstructionActivity 1

Chapter 1 ReadingEssentials and Study Guide

Write a Paragraph Have students write a paragraph explaining the connection between early civi-lizations and Mesopotamia. Direct them to use as many of the vocabulary terms as possible in theirparagraphs. Use the following rubric to assess students’ work:

• L1 students should include one or two vocabulary terms and should identify Mesopotamia’s earlycivilizations.

• L2 students should include additional vocabulary terms and explain why this region was the site ofearly civilizations.

• L3 students should also include a detailed description of Mesopotamia.

READ TO WRITEREAD TO WRITE

CHAPTER CULMINATING

ACTIVITY

Have students finish theChapter CulminatingActivity from page 4D.

Suggestions for rubrics maybe found in the Quizzes,Tests, and AuthenticAssessment (with Rubrics)booklet.

026-033_CH01_MSWHTE_60316 8/10/04 4:58 PM Page 31


Previewing Get Ready to Read!Choose the best answer.15. In this textbook, to make a connection

between what you know and what you areabout to read, you should look at the ___.

a. Reading Tipb. Reading Focusc. main head

d. subhead

16. What is the purpose of a subhead?

a. to break down a large topic intosmaller topics

b. to show the main topic covered in a section

c. to summarize the “big picture”d. to help you study for a test

To review this skill, see pages 6–7.

Section 2 • Mesopotamian Civilization7. Where were the first civilizations in

Mesopotamia?8. How did Sumerian city-states lose power?

Section 3 • The First Empires9. What helped Assyria build an empire in

Mesopotamia?10. What scientific advancement did the

Chaldeans make?

Critical Thinking11. Explain Why do you think Mesopotamia

is sometimes called the “cradle of civilization”?

12. Analyze Why was the switch from hunt-ing and gathering to farming importantenough to be called the farming revolution?

13. Describe What rights did women have inthe city-states of Sumer?

14. Predict How successful do you think theAssyrian army would have been if it hadnot learned how to strengthen iron?

Review Vocabulary1. Write a brief paragraph that describes and

compares the following terms. historian archaeologist artifact

fossil anthropologist

Indicate which of the following statements aretrue. Replace the word in italics to make falsestatements true.

___ 2. An artisan kept records in cuneiform.___ 3. Assyrian kings divided their empire

into political districts called provinces.___ 4. A civilization is a group of many differ-

ent lands under one ruler.

Review Main IdeasSection 1 • Early Humans

5. How did Paleolithic people adapt to theirenvironment?

6. What were the major differences betweenpeople who lived in the Paleolithic periodand those who lived in the Neolithicperiod?

32

CHAPTER

ASSESSMENT AND ACTIVITIES

CHAPTER


12. Farming allowed early humans to settleinto villages, which was a new way of liv-ing that led to the rise of civilizations.

13. They could buy and sell property and run businesses.

14. Answers will vary. Students should notethat the Assyrians still would have beenpowerful because of their strategies andruthlessness.

15. b16. a

Geography SkillsGeography Skills17. Africa

18. Australia

MindJogger VideoquizUse the MindJogger Videoquizto review Chapter 1 content.

Available in DVD and VHS

Review VocabularyReview Vocabulary1. Paragraphs will vary but

should reflect informationin the chapter.

2. scribe3. true4. empire

Review Main IdeasReview Main Ideas5. They adapted to the envi-

ronment by making toolsand clothes and by usingfire.

6. People who lived in thePaleolithic period werehunters and gatherers.Neolithic people werefarmers and traders whobuilt communities.

7. in the valleys of the Tigrisand Euphrates Rivers

8. Conflicts weakened themand they became vulner-able to attacks by outsiders.

9. its military power andwell-organized government

10. mapped the stars, planets,and phases of the moon;created the sundial; usedthe seven-day week

Critical ThinkingCritical Thinking11. Some of the earliest known

civilizations arose in Mes-opotamia and had a greateffect on world history.

0026-0033_3937 4/19/04 3:20 PM Page 32

Mercator projection2,000 km0

2,000 mi.0

EQUATOR

30°E 90°E 150°E

0°

30°S

30°N

60°N

150,000–200,000years ago

50,000years ago

25,000years ago

100,000years ago

40,000years ago

N

S

W E

AFRICA

ASIAEUROPE

AUSTRALIA

Spread of Early Humans


Geography SkillsStudy the map below and answer the follow-ing questions.17. Location On what continent was the

earliest fossil evidence of humans found?18. Movement Based on fossil evidence,

where did early humans go first, Europe or Australia?

19. Analyze Which three continents are notshown on this map? How do you thinkearly humans reached those continents?

Read to Write20. Persuasive Writing Suppose you are a

merchant in Çatal Hüyük. A new group ofpeople wants to trade with you and theother merchants in the village. You thinktrading with them is a good idea, but othermerchants are not so sure. Write a shortspeech you could give to convince them.

21. Using Your Use your Chapter 1foldable to create an illustrated time line.Your time line should extend from the date Jericho was founded to the fall of the Chaldean Empire. Create drawings orphotocopy maps, artifacts, or architectureto illustrate your time line. Use your timeline as a study tool for the Chapter Test.

Using Technology22. Using the Internet Use the Internet

to locate a university archaeology department Web site. Use the informationon the site to create a summary thatdescribes current research. Include location of archaeological sites and relevant discoveries.

Linking Past and Present23. Analyzing Information Imagine you are a

nomad who travels from place to place tohunt and gather food. What things wouldyou carry with you to help you survive?Make a list of items to share and discusswith your classmates.

Analyze

The following passage is from a poemcalled “The Mesopotamian View ofDeath” that was written by an unknownMesopotamian mother. Hark the piping!My heart is piping in the wilderness

where the young man once went free.He is a prisoner now in death’s kingdom,

lies bound where once he lived.The ewe gives up her lamb

and the nanny-goat her kid.My heart is piping in the wilderness

an instrument of grief.

—”The Mesopotamian View of Death,”Poems of Heaven and Hell from Ancient

Mesopotamia, N.K. Sanders, trans.

24. To what does the mother comparedeath’s kingdom?

25. What is the “instrument of grief”?

Self-Check Quiz To help you prepare forthe Chapter Test, visit jat.glencoe.com

Movement ofearly humans

KEY

33

19. North America, South America,Antarctica; early humans may have trav-eled from Asia to North America, thendown to South America. Students maymention a land bridge connecting Asiaand North America, or a boat route.Explorers from different nations sailed toAntarctica many centuries later.

Read to WriteRead to Write20. Speeches will vary but may include the

following advantages: getting rid of extrafood and supplies, getting food and sup-plies you do not already have, and learn-ing advancements from the new group.

21. Time lines and illustrationsshould be based on students’ foldables.

CHAPTER


CHAPTER


Ask: In your opinion,which civilization dis-cussed in this chapter hashad the most impact oncivilization today? Why?(Answers will vary butshould be supported by detailsfrom the text.)

Using TechnologyUsing Technology22. Answers should describe

current research at archaeological sites.

Linking Past and PresentLinking Past and Present23. Lists will vary. Students

should place only necessi-ties on the list.

Have students visit the Website at jat.glencoe.com toreview Chapter 1 and takethe Self-Check Quiz.

24. a prison25. the mother’s heart

0026-0033_3937 4/19/04 3:21 PM Page 33

glencoe world history: journey across time - sps186.org brief summary of each selection is included....

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