timesaving tools teaching transparencies · pdf filechapter 2 resources timesaving tools ... 1...

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Chapter 2 Resources Timesaving Tools Interactive Teacher Edition Access your Teacher Wraparound Edition and your classroom resources with a few easy clicks. Interactive Lesson Planner Planning has never been easier! Organize your week, month, semester, or year with all the lesson helps you need to make teaching creative, timely, and relevant. Use Glencoe’s Presentation Plus! multimedia teacher tool to easily present dynamic lessons that visually excite your stu- dents. Using Microsoft PowerPoint ® you can customize the presentations to create your own personalized lessons. The following videotape programs are available from Glencoe as supplements to Chapter 2: • Cleopatra: Destiny’s Queen (ISBN 1-56501-454–5) • The Great Pharaohs of Egypt (ISBN 0-7670-0273–3) • King Tut (Volumes 1 and 2) (ISBN 1-56501-236–4) • Great Pyramids of Giza and Other Pyramids (ISBN 0–7670-0207–5) • Tomb of the Gods: The Great Pyramid (ISBN 0-7670-0081-1) To order, call Glencoe at 1–800–334–7344. To find classroom resources to accompany many of these videos, check the following home pages: A&E Television: www.aande.com The History Channel: www.historychannel.com R R 34A TEACHING TRANSPARENCIES TEACHING TRANSPARENCIES Chapter Transparency 2 L2 Graphic Organizer Student Activity 2 Transparency L2 What I Know What I Want to Find Out What I Learned How Can I Learn More Graphic Organizer 2: K-W-L-H Chart CHAPTER TRANSPARENCY 2 Western Asia and Egypt (3500–500 B.C.) 12 1 2 3 4 5 6 7 8 9 11 10 Map Overlay Transparency 2 L2 Ancient Egypt N E S W 35°N 40°E 30°N 25°N 20°N 30°E 35°E Mediterranean Sea Red Sea Nile River Nile D elta 0 100 100 200 mi. 0 200 km 1600 B.C. Beginning of New Kingdom 1800 B.C. End of Middle Kingdom 2050 B.C. Beginning of Middle Kingdom 2200 B.C. End of Old Kingdom 2700 B.C. Beginning of Old Kingdom 3000 B.C. Narmer unites two kingdoms. Capital established at Memphis 4000 B.C. Egypt divided into upper and lower kingdoms 5000 B.C. Nomadic hunter-gatherers settle in Nile Valley 1500 B.C. 2000 B.C. 4000 B.C. 5000 B.C. 3000 B.C. Map Overlay Transparency 2 Enrichment Activity 2 L3 Copyright © by The McGraw-Hill Companies, Inc. Name Date Class Enrichment Activity 2 deposited rich silt on the land, making it good farmland. The Seasons of the Nile DIRECTIONS: Answer the questions below in the space provided. 1. What is the main idea of the selection? _____________________________________________ 2. From what you have read about Egyptian civilization, how necessary was an abundant labor force to prepare the fields for planting? _______________________________________ 3. Why do you think kings derived their power from their ability to predict the flood? 4. Why do you think land closer to the river was more valuable? ________________________ 5. From what you have read about Egyptian religion, briefly describe the role water in general, and the Nile in particular, might have played in the religion of ancient Egypt. Ancient civilizations developed near rivers. When the rivers flooded, they T he behavior of the Nile determined the seasons for farmers in ancient Egypt. There were really three seasons: inundation, receding waters, and drought. Inundation was the period during which the Nile flooded. Afterwards, the flood waters receded, withdrawing from the fields. Farmers plowed the land and planted their crops during this time. Drought was the dry period, when farmers harvested their crops. Knowing in advance how much the Nile would flood was an important role of govern- ment, and much of the kings’ power came from their ability to accurately predict the extent of the floods. Good flooding meant abundant harvests; a low flood could mean famine. As Egyptian civilization progressed, it became possible to move farther upstream to measure the source of flooding and get earlier information on the extent of the year’s flood. Egyptian farmers devised a series of dams, levees, and canals to control the flooding river. They built levees around villages to keep water out. They constructed earthen dams in fields after the flood to keep water in long enough to enrich the soil. They dug canals and then punctured the dams to allow water to flow into fields as needed. As a final method of irrigation, they carried water by hand to distant fields not reached by the floods. The value of land—how heavily it was taxed—was determined by its proximity to the river. Lowland fields that flooded naturally were the most prized. Those farther inland that needed to be flooded through irrigation were taxed at a lower rate. Primary Source Reading 2 L2 Name Date Class Copyright © by The McGraw-Hill Companies, Inc. Finding Tutankhamen’s Tomb P opular interest in ancient Egypt soared with the discovery in 1922 of the sealed tomb of the young ruler Tutankhamen. Though “King Tut” was actually a minor figure in history, the discovery influenced fashion, jewelry, home decoration, and even popular music. Sensational newspapers warned of a “curse” on those who had opened the tomb. Well hidden in the rocks of the Valley of the Kings, near Thebes, Tutankhamen’s tomb was unusual because it was almost untouched by van- dals or grave robbers. Magnificent works of art and useful objects, rich with gold and gems, were found with the young pharaoh. Veteran British archaeol- ogist Howard Carter had spent more than ten years searching for the tomb of Tutankhamen. The find was a last-chance triumph, for Carter’s sponsor, Lord Carnarvon, was ready to abandon the project. This reading is from Carter’s own story of what he saw when he first opened Tutankhamen’s tomb. At this point, workers at the dig had spent weeks clearing out blocked-up stairways and passages cut into the rock cliffs where royal tombs were placed. Guided Reading In this selection, read to learn what Carter discovered in Tutankhamen’s tomb. The day following (November 26th) was the day of days, the most wonderful that I have ever lived through. . . . Throughout the morning the work of clearing continued, slowly . . . on account of the delicate objects that were mixed with the filling [in the passageway]. Then, in the middle of the afternoon, 30 feet down from the outer door, we came upon a second sealed doorway . . . behind it was the answer to the question. . . . With trembling hands I made a tiny breach in the upper left hand corner [of the door]. Darkness and blank space, as far as an iron testing-rod could reach, showed that what- ever lay beyond was empty. . . . Widening the hole a little, I inserted the candle and peered in. . . . At first I could see nothing, the hot air escaping from the chamber causing the candle flame to flicker, but presently, as my eyes grew accustomed to the light, details of the room within emerged slowly from the mist, strange animals, statues, and gold—everywhere the glint of gold. For the moment—an eternity it must have seemed to the others standing by—I was struck dumb with amazement. When Lord Carnarvon, unable to stand the suspense any longer, inquired anxiously, “Can you see anything?”, it was all I could do to get out the words, “Yes, wonderful things!” Then widening the hole a lit- tle further, so that we both could see, we insert- ed an electric torch [flashlight]. . . . Gradually the scene grew clearer, and we could pick out individual objects. First, right opposite to us . . . were three great gilt couches, their sides carved in the form of monstrous ani- mals [leopards] . . . with heads of startling real- ism. . . . Next, on the right, two statues caught and held our attention: two life-sized figures of a king in black, facing each other like sentinels, gold kilted, gold sandalled. . . . These were the dominant objects that caught the eye at first. Between them, around them, piled on top of them, there were countless oth- ers—exquisitely painted and inlaid caskets [boxes with lids]; alabaster vases, some beauti- fully carved . . . ; strange black shrines, from the open door of one a great gilt snake peeping out; bouquets of flowers or leaves; beds; chairs beau- tifully carved; a golden inlaid throne; . . . on the left a confused pile of overturned chariots, glis- tening with gold and inlay; and peeping from behind them another portrait of a king. . . . Presently it dawned upon our P RIMARY S OURCE READING2 APPLICATION AND ENRICHMENT APPLICATION AND ENRICHMENT History Simulation Activity 2 L1 Introduction by host (30 seconds): Ideas of topics to be discussed in talk (3–4 minutes): Questions from host or audience (1 minute): Copyright © by The McGraw-Hill Companies, Inc. HANDOUT MATERIAL Talking Heads—Planning Worksheet Select one of these pairs for your talk show. Phoenician alphabet inventor and Ashurbanipal Moses and Zoroaster Egyptian merchant and Persian road engineer Nebuchadnezzar and Solomon Phoenician sailor and Chaldean stargazer Actors Props Master Audience members with questions Other Host Director Publicity Name Date Class 2 H ISTORY S IMULATION A CTIVITY Historical Significance Activity 2 L2 Copyright © by The McGraw-Hill Companies, Inc. Name Date Class Hammurabi’s code was a great innova- tion of Mesopotamian civilization. The code provided the first consistent rule of law. It contained nearly 300 legal provisions and established a social order based on the rights of the individual. The government and the community were made responsible for the welfare of all citizens, including enslaved persons. The code was carved on a black stone monument, eight feet high, for public view. Societies today continue to recognize the importance of well-developed systems of law. Much of the success of American democracy is due to the Constitution, which set up a framework for government and the rule of law, stating that all citizens are created equal and are equal in the eyes of the law. Hammurabi’s code included hundreds of punishments for very specific offenses and was based on the principle that “the strong should not harm the weak.” For example, the death penalty was handed out as pun- ishment for theft, which included entering the palace or temple treasury, purchasing goods from minors or slaves, selling stolen goods, falsely claiming ownership of goods, or kidnapping. However, a person could not be convicted of theft unless the goods in question could be found in his or her possession. Although the punishments have changed over time, contemporary codes of law still contain penalties for robbery. In the United States today, robbery is punishable by a fine, a prison sentence, or both. Before the code of Hammurabi, the strong were able to harm the weak without fear of consequences. Mesopotamians and Babylonians often took justice into their own hands based on a desire for revenge. But what are the actual consequences and implications of taking the law into one’s own hands? Hammurabi’s code, and such modern codes as the U.S. Constitution, sug- gest that individual rights under the law are crucial to the survival of a civilization. Put yourself in the following situation: You have been robbed. You know who robbed you. You know where they live. And you know when they won’t be home and no one around will see you coming or going into their house. You have two choices: enter their house and reclaim your stolen goods, or go to the police with the information. Historical Significance Activity 2 The Code of Hammurabi ! DIRECTIONS: Write a brief essay about what action you would take, explaining why you chose that option and what the consequences would be. Cooperative Learning Activity 2 L1/ELL Copyright © by The McGraw-Hill Companies, Inc. Name Date Class The Influence of Geography Cooperative Learning Activity 2 BACKGROUND The lands of ancient Mesopotamia and ancient Egypt gave rise to two distinct and remarkable cultures. Each civilization drew upon—and worked to meet the chal- lenges of—the geography of its own region. Geographical features affected the emergent cultures of each group in a variety of ways. Geography takes into consid- eration features such as climate, rainfall, topography, fertility, and physical features such as mountains, lakes, rivers, and so on. In this activity, you will investigate and draw conclusions about specific impacts of geography on culture and then share results with the rest of your group to compare the two cultures. Results will be pre- sented to the class. GROUP DIRECTIONS 1. As a group, use the information in your textbook’s Chapter 2 and any other sources available to make a chart listing the geographical features of Mesopotamia and Egypt. 2. Have a recorder label each of two sets of four note cards each with the titles: Agriculture Religion Government Economy Use two colors of note cards; one color for Egypt and the other color for Mesopotamia. Divide the cards among the group members. 3. Each student, using one of the note cards, describes how that aspect of culture was affected by the geography of the area. 4. Completed cards should be reviewed by the group, revised as agreed, and then attached to a chart for presentation to the class. ORGANIZING THE GROUP 1. Decision Making/Group Work Make sure that the group appoints a group leader for this activity. As a group, bring together the members’ findings about the geographical features of Egypt and Mesopotamia. Decide collectively which factors are the most significant for each region and list these for the group’s ref- erence. Note factors that are the same and different for the two regions. 2. Individual Work Using the note card provided to you, use the group’s list of geographical features to make notes about the aspect of culture for the particu- lar region assigned to you. 3. Group Work/Decision Making Share your research with your group. Together, decide what information to include in your summary and how to organize and present it. Share the responsibility for editing and preparing final content for a chart among members of the group.

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Page 1: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileChapter 2 Resources Timesaving Tools ... 1 2 3 4 5 6 7 8 9 11 10 ... warned of a “curse” on those who had opened the tomb

Chapter 2 ResourcesTimesaving Tools

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

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape programs are available from Glencoe as supplements to Chapter 2:

• Cleopatra: Destiny’s Queen (ISBN 1-56501-454–5)• The Great Pharaohs of Egypt

(ISBN 0-7670-0273–3)• King Tut (Volumes 1 and 2) (ISBN 1-56501-236–4)• Great Pyramids of Giza and Other Pyramids

(ISBN 0–7670-0207–5)

• Tomb of the Gods: The Great Pyramid(ISBN 0-7670-0081-1)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany many of thesevideos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

34A

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 2 L2

Graphic Organizer StudentActivity 2 Transparency L2

What I Know What I Wantto Find Out What I Learned How Can I

Learn More

Graphic Organizer 2:K-W-L-H ChartCHAPTER TRANSPARENCY 2

Western Asia and Egypt (3500–500 B.C.)

12

1

2

3

4

56

7

8

911

10

Map OverlayTransparency 2 L2

Ancient Egypt

N

E

S

W

35°N

40°E

30°N

25°N

20°N

30°E 35°E

Mediterranean Sea

Red Sea

NileRiver

Nile Delta

0 100

100

200 mi.

0 200 km

1600 B.C.

Beginning of New Kingdom

1800 B.C.

End of Middle Kingdom

2050 B.C.

Beginning of Middle Kingdom

2200 B.C.

End of Old Kingdom

2700 B.C.

Beginning of Old Kingdom

3000 B.C.

Narmer unites two kingdoms. Capital established at Memphis

4000 B.C.

Egypt divided into upper and lower kingdoms

5000 B.C.

Nomadic hunter-gatherers settle in Nile Valley

1500B.C.

2000B.C.

4000B.C.

5000B.C.

3000B.C.

Map Overlay Transparency 2

Enrichment Activity 2 L3

Copyright ©

by The M

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ompanies, Inc.

Name Date Class

★ Enrichment Activity 2 ★★

deposited rich silt on the land, making itgood farmland.

The Seasons of the Nile

DIRECTIONS: Answer the questions below in the space provided.

1. What is the main idea of the selection? _____________________________________________

2. From what you have read about Egyptian civilization, how necessary was an abundantlabor force to prepare the fields for planting? _______________________________________

3. Why do you think kings derived their power from their ability to predict the flood?

4. Why do you think land closer to the river was more valuable? ________________________

5. From what you have read about Egyptian religion, briefly describe the role water ingeneral, and the Nile in particular, might have played in the religion of ancient Egypt.

Ancient civilizations developed nearrivers. When the rivers flooded, they

The behavior of the Nile determined the seasons for farmers in ancient Egypt. Therewere really three seasons: inundation, receding waters, and drought. Inundation

was the period during which the Nile flooded. Afterwards, the flood waters receded,withdrawing from the fields. Farmers plowed the land and planted their crops duringthis time. Drought was the dry period, when farmers harvested their crops.

Knowing in advance how much the Nile would flood was an important role of govern-ment, and much of the kings’ power came from their ability to accurately predict the extentof the floods. Good flooding meant abundant harvests; a low flood could mean famine. AsEgyptian civilization progressed, it became possible to move farther upstream to measurethe source of flooding and get earlier information on the extent of the year’s flood.

Egyptian farmers devised a series of dams, levees, and canals to control the floodingriver. They built levees around villages to keep water out. They constructed earthen dams infields after the flood to keep water in long enough to enrich the soil. They dug canals andthen punctured the dams to allow water to flow into fields as needed. As a final method ofirrigation, they carried water by hand to distant fields not reached by the floods.

The value of land—how heavily it was taxed—was determined by its proximity to theriver. Lowland fields that flooded naturally were the most prized. Those farther inlandthat needed to be flooded through irrigation were taxed at a lower rate.

Primary Source Reading 2 L2

Name Date Class

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Finding Tutankhamen’s Tomb

Popular interest in ancient Egypt soared with the discovery in 1922 ofthe sealed tomb of the young ruler Tutankhamen. Though “King Tut”was actually a minor figure in history, the discovery influenced fashion,

jewelry, home decoration, and even popular music. Sensational newspaperswarned of a “curse” on those who had opened the tomb.

Well hidden in the rocks of the Valley of the Kings, near Thebes,Tutankhamen’s tomb was unusual because it was almost untouched by van-dals or grave robbers. Magnificent works of art and useful objects, rich withgold and gems, were found with the young pharaoh. Veteran British archaeol-ogist Howard Carter had spent more than ten years searching for the tomb ofTutankhamen. The find was a last-chance triumph, for Carter’s sponsor, LordCarnarvon, was ready to abandon the project.

This reading is from Carter’s own story of what he saw when he firstopened Tutankhamen’s tomb. At this point, workers at the dig had spentweeks clearing out blocked-up stairways and passages cut into the rock cliffswhere royal tombs were placed.

Guided Reading In this selection, read to learn what Carter discovered in Tutankhamen’s tomb.

The day following (November 26th) was theday of days, the most wonderful that I have everlived through. . . . Throughout the morning thework of clearing continued, slowly . . . onaccount of the delicate objects that were mixedwith the filling [in the passageway]. Then, in themiddle of the afternoon, 30 feet down from theouter door, we came upon a second sealeddoorway . . . behind it was the answer to thequestion.

. . . With trembling hands I made a tinybreach in the upper left hand corner [of thedoor]. Darkness and blank space, as far as aniron testing-rod could reach, showed that what-ever lay beyond was empty. . . . Widening thehole a little, I inserted the candle and peeredin. . . . At first I could see nothing, the hot airescaping from the chamber causing the candleflame to flicker, but presently, as my eyes grewaccustomed to the light, details of the roomwithin emerged slowly from the mist, strangeanimals, statues, and gold—everywhere theglint of gold.

For the moment—an eternity it must haveseemed to the others standing by—I was struckdumb with amazement. When Lord Carnarvon,unable to stand the suspense any longer,

inquired anxiously, “Can you see anything?”, itwas all I could do to get out the words, “Yes,wonderful things!” Then widening the hole a lit-tle further, so that we both could see, we insert-ed an electric torch [flashlight]. . . .

Gradually the scene grew clearer, and wecould pick out individual objects. First, rightopposite to us . . . were three great gilt couches,their sides carved in the form of monstrous ani-mals [leopards] . . . with heads of startling real-ism. . . . Next, on the right, two statues caughtand held our attention: two life-sized figures of aking in black, facing each other like sentinels,gold kilted, gold sandalled. . . .

These were the dominant objects that caughtthe eye at first. Between them, around them,piled on top of them, there were countless oth-ers—exquisitely painted and inlaid caskets[boxes with lids]; alabaster vases, some beauti-fully carved . . . ; strange black shrines, from theopen door of one a great gilt snake peeping out;bouquets of flowers or leaves; beds; chairs beau-tifully carved; a golden inlaid throne; . . . on theleft a confused pile of overturned chariots, glis-tening with gold and inlay; and peeping frombehind them another portrait of a king.

. . . Presently it dawned upon our

P R I M A R Y S O U R C E R E A D I N G 2

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 2 L1

Introduction by host (30 seconds):

Ideas of topics to be discussed in talk (3–4 minutes):

Questions from host or audience (1 minute):

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

HANDOUT MATERIAL

Talking Heads—Planning Worksheet

Select one of these pairs for your talk show.

Phoenician alphabet inventor and Ashurbanipal Moses and Zoroaster

Egyptian merchant and Persian road engineer Nebuchadnezzar and Solomon

Phoenician sailor and Chaldean stargazer

❐❐

❐❐

Actors Props Master Audience memberswith questions

Other

Host Director Publicity

Name Date Class

2H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 2 L2

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Name Date Class

Hammurabi’s code was a great innova-tion of Mesopotamian civilization. The codeprovided the first consistent rule of law. Itcontained nearly 300 legal provisions andestablished a social order based on therights of the individual. The governmentand the community were made responsiblefor the welfare of all citizens, includingenslaved persons. The code was carved ona black stone monument, eight feet high,for public view.

Societies today continue to recognize theimportance of well-developed systems oflaw. Much of the success of Americandemocracy is due to the Constitution,which set up a framework for governmentand the rule of law, stating that all citizensare created equal and are equal in the eyesof the law.

Hammurabi’s code included hundreds ofpunishments for very specific offenses andwas based on the principle that “the strongshould not harm the weak.” For example,the death penalty was handed out as pun-ishment for theft, which included enteringthe palace or temple treasury, purchasinggoods from minors or slaves, selling stolengoods, falsely claiming ownership of goods,or kidnapping. However, a person could

not be convicted of theft unless the goodsin question could be found in his or herpossession. Although the punishments havechanged over time, contemporary codes oflaw still contain penalties for robbery. In theUnited States today, robbery is punishableby a fine, a prison sentence, or both.

Before the code of Hammurabi, thestrong were able to harm the weak withoutfear of consequences. Mesopotamians andBabylonians often took justice into theirown hands based on a desire for revenge.But what are the actual consequences andimplications of taking the law into one’sown hands? Hammurabi’s code, and suchmodern codes as the U.S. Constitution, sug-gest that individual rights under the laware crucial to the survival of a civilization.

Put yourself in the following situation:

• You have been robbed.• You know who robbed you.• You know where they live.• And you know when they won’t be

home and no one around will see youcoming or going into their house.

• You have two choices: enter their houseand reclaim your stolen goods, or go tothe police with the information.

Historical Significance Activity 2

The Code of Hammurabi

!

DIRECTIONS: Write a brief essay about what action you would take, explaining why youchose that option and what the consequences would be.

Cooperative LearningActivity 2 L1/ELL

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Name Date Class

The Influence of Geography

★ Cooperative Learning Activity 2 ★★

BACKGROUNDThe lands of ancient Mesopotamia and ancient Egypt gave rise to two distinct andremarkable cultures. Each civilization drew upon—and worked to meet the chal-lenges of—the geography of its own region. Geographical features affected theemergent cultures of each group in a variety of ways. Geography takes into consid-eration features such as climate, rainfall, topography, fertility, and physical featuressuch as mountains, lakes, rivers, and so on. In this activity, you will investigate anddraw conclusions about specific impacts of geography on culture and then shareresults with the rest of your group to compare the two cultures. Results will be pre-sented to the class.

GROUP DIRECTIONS1. As a group, use the information in your textbook’s Chapter 2 and any other

sources available to make a chart listing the geographical features ofMesopotamia and Egypt.

2. Have a recorder label each of two sets of four note cards each with the titles:

Agriculture ReligionGovernment Economy

Use two colors of note cards; one color for Egypt and the other color forMesopotamia. Divide the cards among the group members.

3. Each student, using one of the note cards, describes how that aspect of culturewas affected by the geography of the area.

4. Completed cards should be reviewed by the group, revised as agreed, and thenattached to a chart for presentation to the class.

ORGANIZING THE GROUP1. Decision Making/Group Work Make sure that the group appoints a group

leader for this activity. As a group, bring together the members’ findings aboutthe geographical features of Egypt and Mesopotamia. Decide collectively whichfactors are the most significant for each region and list these for the group’s ref-erence. Note factors that are the same and different for the two regions.

2. Individual Work Using the note card provided to you, use the group’s list ofgeographical features to make notes about the aspect of culture for the particu-lar region assigned to you.

3. Group Work/Decision Making Share your research with your group. Together,decide what information to include in your summary and how to organize andpresent it. Share the responsibility for editing and preparing final content for achart among members of the group.

0034A-0034D C02 TE-Nat/FL©05 2/1/04 9:17 PM Page 34

Page 2: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileChapter 2 Resources Timesaving Tools ... 1 2 3 4 5 6 7 8 9 11 10 ... warned of a “curse” on those who had opened the tomb

34B

Chapter 2 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 2 L2

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Name ____________________________________ Date ________________ Class __________

Then In the prologue to his code of laws,Hammurabi said he wanted to prevent thestrong from oppressing the weak. Nonetheless,his laws punished the crimes of the lowlymore harshly than those of the rich and power-ful. His code, however, did provide someprotection to such vulnerable groups as con-sumers, debtors, poor workers, and slaves.

The Code of Hammurabi included laws toprevent merchants from selling shoddy goodsand moneylenders from charging exorbitantinterest. For example, if a boat builder sold apoorly made boat, he had to fix its defects athis own expense. If a carelessly built house col-lapsed and killed its owner, the builder wasexecuted. Moneylenders who increased theinterest rates on a loan they had already madehad to forfeit all payments on that loan.

Although Hammurabi’s laws did little toimprove the lot of slaves, they did allow thema few rights. For example, slaves could marryfree persons, borrow money, conduct business,and buy their freedom. Mesopotamian lawsalso prohibited the enslavement of some typesof workers. Sometimes, the head of a house-hold hired out his wife and children to workoff his debts. Hammurabi limited these depen-dents’ period of servitude to three years.

Now In modern democracies, laws that pro-tect consumers and workers address issuesthat arose in the late nineteenth century. Atthat time, factory owners and the heads oflarge corporations gained more power thancraftspeople and small business owners hadever had.

In the early 1900s, President TheodoreRoosevelt began a campaign to control power-ful corporations. He also recognized the rightsof labor unions to bargain for the fair treat-ment of workers. In the late 1930s and early1940s, President Franklin Delano Rooseveltestablished agencies that regulated big busi-ness and strengthened the power of laborunions.

Today various agencies and commissionscontinue to enforce existing laws and makenew ones. A policy known as affirmative actionseeks to end discrimination against womenand members of ethnic minorities in the work-place. The Federal Trade Commission (FTC)prevents businesses from using unfair meth-ods of competition and from cheatingconsumers. The Occupational Safety andHealth Administration (OSHA) insures thatworking conditions are safe. The Food andDrug Administration (FDA) safeguards ourfood and medicine.

As technology continues to advance, newproblems in consumer protection arise. Inrecent years, consumers have sued manufac-turers because these manufacturers solddangerously defective tires and cars. Otherconsumers have tried to prevent the sale ofgenetically-altered foods.

Linking Past and Present Activity 2

Regulating Business

Critical Thinking

Directions: Answer the following questionson a separate sheet of paper.1. Drawing conclusions: How might the

women and children hired out to pay thedebts of the head of a household haveended up as slaves?

2. Making inferences: Why do you think thechange from small businesses to large cor-

porations gave business owners morepower over consumers and workers?

3. Synthesizing information: Speculate onthe status of slaves in Mesopotamia. Thendo library or online research to learn howMesopotamians obtained and treated theirslaves. Write a brief essay on your findings.

Time Line Activity 2 L2

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Time Line Activity 2

Western Asia and EgyptDIRECTIONS: The ancient civilizations of Egypt, Mesopotamia, India, and China covered aperiod of 3,000 years. Use the time line below to complete the sentences or answer the ques-tions that follow.

4000 B.C. 3000 B.C. 2000 B.C. 1000 B.C.

1. The Old Kingdom began in and endedin .

2. Sargon I assumed power in Akkad in .

3. During which kingdom did Queen Hatshepsut come topower?

4. Which is older, the Indus River valley civilization or the Middle Kingdom of Egypt?

5. King Menes united Egypt in .

6. Sumerian cities emerged in southern Mesopotomia around .

7. How many years did the Middle Kingdom last?

8. How many years are there between the beginning of the Old Kingdom and the begin-ning of the New Kingdom?

9. Cuneiform was invented in .

10. How many years separate the rule of Menes from the rule of Ramses II?

.

.

.

.

.

.

.

.

..

3100 Sumerians inventcuneiform.

3100 Menes unites Egypt.

2700 Old Kingdom begins.

2500 Indus River civiliza-tion begins.

2300 Sargon I assumes power in Akkad.

2200 Old Kingdom ends.

2050 Middle Kingdom begins.

1800 Middle Kingdom ends.

1600 New Kingdom begins.

1600 Hittites create empire. 1480 Queen Hatshepsutcomes to power.

1000 New Kingdomcollapses.

1200 Rule of Ramses IIbegins.

Reteaching Activity 2 L1

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Western Asia and Egypt

The history of Egypt goes back more than 5,000 years. It is rich with military, engineering,and medical accomplishments. Today, researchers are still uncovering the mysteries of earlyegyptian civilization.

DIRECTIONS: Each of the events listed below occurred during one of Egypt’s kingdoms. Writeeach event in the correct box.

Great Pyramid is built.

Egypt becomes the most powerful state in the Middle East.

Pharaohs provide for the public welfare.

Egypt conquered by Hyksos.

Queen Hatshepsut rules.

Dates from 2200 b.c. to 1800 b.c.

Canal connecting Red Sea and Nile constructed.

Akhenaton founds new religion.

Thutmose III conquers an empire.

Egypt captures Nubia.

Tutankhamon restores old Egyptian gods.

Practice of burying mummies in tombs begins.

Fortresses built to protect Nubia.

Ramses II reigns for 67 years.

Reteaching Activity 2‘

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Old Kingdom

New Kingdom

Middle Kingdom

Vocabulary Activity 2 L1

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Western Asia and Egypt: 3500–500 B.C.DIRECTIONS: Match each term with its definition by writing the correct letter on the blank.

Vocabulary Activity 2f

1. a king or queen of ancient Egypt

2. a political unit including a nation and conqueredareas

3. government in which the same person is both the religious leader and the political leader

4. a small kingdom

5. massive stepped tower

6. picture writing developed in ancient Egypt

7. Persian governor

8. a group of government officials

9. worship of many gods

10. process of slowly drying a dead body

11. a city that functions as an independent country

12. a succession of rulers from the same family

13. a type of writing used in ancient Mesopotamia

A. monarchy

B. dynasty

C. theocracy

D. bureaucracy

E. pharaoh

F. empire

G. polytheism

H. hieroglyphics

I. city-state

J. cuneiform

K. ziggurat

L. mummification

M. satrap

14. DIRECTIONS: In the space below write a paragraph using at least five of the termsabove.

Chapter 2 TestForm A L2

Chapter 2 TestForm B L2

Performance AssessmentActivity 2 L1/ELL

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★ Performance Assessment Activity 2

Use with Chapter 2.

Western Asia and Egypt

BACKGROUNDThe civilizations that existed in different parts of the world thousands of years

ago developed their own cultures, religions, and governments. Despite their uniquecultures, however, the civilizations of ancient Egypt, Mesopotamia, Persia, and theAssyrian Empire. were similar in some ways. These civilizations helped lay the foun-dations for the global civilization that exists today.

TASKWork with three classmates to research similarities and differences among the

four ancient civilizations covered in the chapter. The format should be to present a“time-travel” interview show in which the four of you meet, each representing a civilization, to explore your similarities and differences.

AUDIENCEYour audience is your classmates and teacher.

PURPOSEThe purpose is to analyze and synthesize the information you have read

about ancient civilizations to better understand the uniqueness and similarities of civilizations.

PROCEDURES

1. Form a team with three other students. Select one of the four civilizations (Egypt,Mesopotamia, Persia, Assyrian Empire) so that each is represented.

2. Conduct research, classifying information according to categories such as:government, religion, writing, home life, architecture, arts, achievements, and geography.

3. Share your research with your teammates. Organize your information accordingto agreed-upon categories.

4. Write your presentation so that you present the information about your civiliza-tion and compare and contrast it to those of your teammates.

5. Rehearse your presentation with your teammates. Together, write a summary thatdraws some generalizations about current civilization from your material.Possible themes include the development of government, writing, family life, and architecture.

6. Present your work to the class.

ExamView® ProTestmaker CD-ROM

Mapping History Activity 2 L2

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The Kingdoms of the Fertile CrescentThe Fertile Crescent, which ran between the Tigris and Euphrates Rivers, was thesite of a number of advanced cultures.

DIRECTIONS: The map below shows the kingdoms of the Fertile Crescent. Usethe map to answer the questions and complete the activities that follow. Use aseparate sheet of paper.

Mapping History Activity 2

1. Which city-state lies closest to the Persian Gulf?

2. Which city-state lies closest to the Mediterranean Sea?

3. In which kingdom were the city-states of Ur and Uruk located?

4. Use the map scale to add the following information to the map:

a. The city of Kish was 50 miles east of Babylon.

b. Issin was 100 miles southeast of Babylon.

c. Addab was 75 miles due east of Issin

d. Larsa was 200 miles downriver from Babylon.

e. The cities you added to the map were part of which empire?

ARABIAN PENINSULA

ASIA MINOR

Eridu

Babylon

Uruk Ur

Eridu

Babylon

Uruk Ur

EblaCyprus

35°E

35°N

30°N

MediterraneanSea

NileRiver

Euphrates River

Tigris River

Euphrates River

Persian Gulf

RedSea

DeadSea

30°E 40°E 45°E 50°E

Tigris River

Lambert Conic Conformal Projection

0 100

100

200 miles

0 200 kilometers

Sumer, c. 3000 B.C.

Akkad, c. 2200 B.C.

Babylonia, c. 1800 B.C.

N

S

EW

Kingdom of the Fertile Crescent

World Art and MusicActivity 2 L2

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The long history of ancient Egypt is usuallydivided into three periods: the Old Kingdom, the

Middle Kingdom, and the New Kingdom. The pyra-mids were built during the Old Kingdom, whichlasted from about 2700 B.C. to 2200 B.C.

The pyramids are truly immense. The GreatPyramid of Khufu is 756 feet (230 meters) along eachside of its base and 481 feet (147 meters) high. This isabout the height of the Washington Monument. Thepyramids are not “buildings” in the usual sense. Theyare not structures with floors and rooms inside,

intended for human occupants. Instead, these mas-sive structures are solid masses of limestone blocks,which originally were covered with an additionallayer of smooth white limestone. The Great Pyramidscontain several passages, two large chambers, anunderground chamber, smaller rooms, corridors, anair shaft chambers for ventilation. There is no frontdoor.

Unlike the prehistoric cave paintings—where histo-rians know how the art was made but not why—historians think they know why the Egyptians built

Egyptian PyramidsSouth of Cairo, Egypt, huge monuments rise out of the sandy desert. They

are commonly known as the Egyptian pyramids. The pyramids ensure that theEgyptian pharaohs and the great Nile civilization will never be forgotten–orfully understood.

DIRECTIONS: Read the passage below about these massive structures. Thenanswer the questions in the space provided.

WoWorld Art and Music Activity 2

Pyramids at Giza, Egypt

History and GeographyActivity 2 L2

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The first cities built by the ancient rivervalley civilizations, with their storehousesof food and treasures, often were temptingtargets for their neighbors. How could acity defend itself against raiding nomadicbands and the armies of competing cities?

Ancient city dwellers in the valley of theTigris and Euphrates Rivers faced the dan-ger of catastrophic floods, invasions bytheir enemies, and attacks by hungry citi-zens of outlying areas. Building walls, then,was crucial to the defense of the first cities,

Sumerian City Planning

TempleArea

Houses

WestHarbor

North Harbor

Houses

Fortress

Canal

CityWall

Palaces

RoyalMausolea

Euph

rate

s Ri

ver

N

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City Plan, Ur

and all Sumerian cities—including Ur,Uruk, and Eridu—were walled. Of all theheroic deeds of Gilgamesh, the god-king ofSumerian epic, building the walls aroundUruk—probably about 2700 B.C.—was hismightiest achievement. His people slavedfor decades building more than 8 miles(almost 13 kilometers) of city walls withmore than 900 semicircular turrets.

Sumerian workers constructed the innercore of their walls from millions of sun-dried bricks made from river mud, and

HISTORY AND GEOGRAPHY ACTIVITY 2★

Between the time of its first settlement next to the Euphrates Riveraround 4500 B.C. and its total abandonment in the 300s B.C., theSumerian city of Ur was rebuilt and restored several times. Thisplan reflects the city in about 1800 B.C.

People in World History Activity 2 L2

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Splendid you rise in heaven’s lightland,/O livingAton,/creator of life! . . . /O Sole God beside whom thereis none! You made the earth as you wished, you alone.

From “The Great Hymn to the Aton,” from thereign of Akhenaton

Few leaders in human history have hadsuch a profound impact on their countriesas did Amenhotep IV. For centuries beforehis rule, the people of Egypt had thrivedunder a polytheistic religion—the worshipof many gods. Their religious beliefs influ-enced every part of Egyptian life; family,social, economic, and governmental occa-sions were all intertwined with the roles ofthe many Egyptian gods. Imagine theresult, then, when their new leader,Amenhotep IV, underwent a religious con-version, changed his name, and thenchanged life throughout Egypt.

Amenhotep changed his name toAkhenaton, which means “spirit of Aton” or“Aton is pleased.” Aton was the god of thesun, and Akhenaton declared that Aton wasthe only god. A basis of this belief was that allliving things depended on the sun for life.Akhenaton further declared that he wasAton’s son and his representative on earth.Akhenaton’s personal belief in this new reli-gion was absolute and fervent. And as leaderof Egypt, he had the power to impose hisbeliefs on all the people of the Nile. Suddenly,

Egypt no longerpracticed polythe-ism, but monothe-ism—the worshipof a single god.

Adherence toEgypt’s new reli-gion was mandato-ry and strict: noexceptions werepermitted.Akhenaton even built a new capital, calledAkhenaton, in honor of Aton. Akhenatonordered that every monument dedicated toAmon, previously Egypt’s greatest god, bedestroyed.

Akhenaton’s loyal supporter during thisrevolution was Nefertiti, his wife andqueen of Egypt. Today, Nefertiti is oftenthought of as one of the most beautifulwomen in history. We know what Nefertitilooked like because she was the subject ofmany sculptures. A painted limestone bust,today at the Berlin Museum, is perhaps themost famous. Much more important, how-ever, was Nefertiti’s support of Akhenaton.She was a firm believer in the new religionand played an important role in its cere-monies. Together, Nefertiti and Akhenatonruled during what has been called theAmarna Revolution, one of the periods ofgreatest change in Egyptian history.

Amenhotep IV (Akhenaton) (died c. 1354 B.C.) and Nefertiti (c. 1372–1350 B.C.)

People in WoWorld History: Activity 2 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.

1. For what is Amenhotep IV famous?

2. What role did Nefertiti play in this change in Egyptian life?

3. CRITICAL THINKING Making Generalizations. Resentment from the priests of the oldreligion and the common people led to the rejection of Akhenaton’s religion after his

Critical Thinking SkillsActivity 2 L2

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One of the key tools of archaeologistsand historians is their ability to ask search-ing questions. These questions determinethe entire nature of their investigation. Agood case is the discovery of a bakery andof the mini-pyramids on workers’ graves.

Critical Thinking Skills Activity 2 Formulating Questions

Egyptologists realized that there were manyquestions they had never asked about theEgyptian working class. Imagine that youare undertaking a research project on theEgyptian bakery at Saqqara.

1. How much flour did the bakery consume each day?

2. How did the Egyptians store their loaves of bread after they bought them?

3. Where did the clay for the bread molds come from?

4. How many people worked in the bakery?

5. What other kinds of foods did the Egyptians eat?

6. Where did the bakery get its firewood?

7. How many people did the bakery feed each day?

8.

9.

10.

DIRECTIONS: Read the following information and list of questions that follow. Decide whichquestions would help you focus your research. Put a check mark next to each question youthink would do so. Then write three more questions that you would ask about the bakery.

How did the Egyptians bake their bread? Clues to the baking processwere taken from bas-reliefs depicting the life of the Egyptian working

class found in a tomb near Saqqara. To get a sense of life as a commonman, a team of specialists, led by University of Chicago archaeologist MarkLehner, re-created the ancient bread-making process. The first step was tocreate the clay molds. For this they turned to a local tradesman, MohammedTaha. Within a week he made 66 bread mold tops and bottoms with hisfoot-driven potter’s wheel. To obtain emmer, a twin-kerneled form of wheatthe Old Kingdom Egyptians used, the team located a man in California whocollects and grows ancient grains. According to Edward Wood, a retiredpathologist who now specializes in growing exotic sourdough yeast cultures,“The Old Kingdom Egyptians didn’t know about yeast—they thought breadrose miraculously.” To collect free-floating native yeast spores, Wood left anopen container of wet flour on his hotel balcony for a week. The dough wasthen placed into the clay molds and buried in hot coals. After an hour and40 minutes, a perfect loaf of emmer bread was ready for tasting.

Standardized Test PracticeWorkbook Activity 2 L2

Standardized Test Practice

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Name __________________________________ Date ____________________ Class ____________

Reading Objective 5: The student will analyze information in a variety of written texts in order to makeinferences and generalizations.

So that relationships can be seen, a chart or table is often used to organize data. A table, forexample, may show population trends over a period of time. After studying the data in a table, youwill be able to analyze trends or patterns. Information in a chart may compare several elements ofseveral items. Charts are good for organizing and comparing data.

★ Practicing the SkillUse the information in the chart below to complete the activity that follows.

ACTIVITY 2Interpreting Charts and Tables

★ Learning to Interpret Charts and TablesUse the following guidelines to help you interpret data in tables and charts.

• Read the chart’s title to determine itssubject.

• Read each column’s heading and each row’slabel.

• Study the data vertically in each column andhorizontally across the rows.

• Identify relationships and contrasts and drawconclusions.

Characteristics

Expansion

Contributions

PoliticalInnovations

EconomicActivities

Phoeniciansc. 1100 B.C.

Established coloniesaround theMediterranean Sea

Improved alphabet of22 characters for recordkeeping

Established aconfederation of city-states

Businesspeople and navigators

Israelitesc. 1000 B.C.

Exiled in Babylon

Stressed the concept ofthe worth of the individual

12 tribes were unitedunder one king

Farmers and herders

Persiansc. 600 B.C.

Conquered the areafrom the Nile River tothe Indus River

Built cities and anetwork of roads;stressed bravery and honesty

King ruled over entireempire and governorsover provinces

Encouraged tradeamong peoples of theempire

Selected Peoples of Ancient Southwest Asia

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. enabled large numbers of people to live together, thusmaking possible the emergence of civilization

2. basic units of Sumerian civilization

3. Semitic people

4. a collection of 282 laws

5. dominated by men

6. belief in many gods

7. built in the time of the Old Kingdom

8. “ten lost tribes”

9. established one of the world’s first libraries

10. created the largest empire the world had yet seen

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. A theocracy is a government in which A. leaders rule by divine authority, making the king an agent of the gods.B. the military ruled the people and the highest ranking officer was the king.C. the ruler was elected by a vote of the people and ruled for a term of ten years.D. there is no single ruler, but rather a council of elders that makes all the laws.

12. Around 2340 B.C., Sargon, the leader of the Akkadians, A. overran the Sumerian city-states and set up the largest empire in world history.B. established the world’s first city-states and led by divine authority.C. overran the Sumerian city-states and set up the first empire in world history.D. was overthrown by the Sumerian city-states in a long and bloody war.

13. The invention of cuneiform, which is believed to be the oldest writingsystem, is credited toA. Osiris and the ancient Egyptians.B. the Sumerians, and dates from about 3000 B.C.C. the Phoenicians, and dates from 1700 B.C.D. Sargon and the Akkadian Empire.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 2 Test, Form B

Column B

A. the Code ofHammurabi

B. the pyramids

C. city-states

D. patriarchal

E. abundance of food

F. Assyrians

G. Kingdom of Israel

H. Akkadians

I. polytheistic

J. Persians

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. had an alphabet of 22 different signs represented thesounds of their speech

2. creators of the first Mesopotamian civilization

3. a government by divine authority

4. a large political unit or state, usually under a single leader,that controls many peoples or territories

5. “wedge-shaped” writing

6. fertile Egyptian land

7. the first Indo-Europeans to make use of iron

8. the religion of the Israelites, which later influencedChristianity and Islam

9. used terror as an instrument of warfare

10. ruled by Cyrus the Great

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Farming in ancient Mesopotamia resulted in an abundance of food, whichA. often rotted, causing unsanitary conditions and a rise in illness and disease.B. enabled large numbers of people to live together, thus making possible the

emergence of civilization.C. drew large numbers of people to the area, causing overpopulation.D. were seized by the rulers, so that very little of the crops were consumed by the

people who grew them.

12. The first empire in world history was the Empire.A. Babylonian C. AkkadianB. Sumerian D. Phoenician

13. Hammurabi is remembered forA. establishing the first empire in world history.B. his law code, a collection of 282 laws.C. creating the city-state form of government.D. overthrowing the Akkadian Empire.

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Score✔ ScoreChapter 2 Test, Form A

Column B

A. Hittites

B. theocracy

C. Judaism

D. Phoenicians

E. cuneiform

F. Persians

G. Sumerians

H. Assyrians

I. the Black Land

J. empire

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Chapter 2 Resources

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1Civilization Begins in Mesopotamia1. Explain how geography affected the

civilizations in Mesopotamia.2. Describe Sumerian city-states and

Sumerian forms of communicationthat affect our lives today.

Reproducible Lesson Plan 2–1Daily Lecture and Discussion Notes 2–1Guided Reading Activity 2–1*Section Quiz 2–1*Reading Essentials and Study Guide 2–1*

Daily Focus Skills Transparency 2–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3New Centers of Civilization1. Explain how the decline of the

Hittites and Egyptians allowed anumber of kingdoms and city-statesto emerge.

2. Discuss the world religion ofJudaism, which influenced the laterreligions of Christianity and Islam.

Reproducible Lesson Plan 2–3Daily Lecture and Discussion Notes 2–3Guided Reading Activity 2–3*Section Quiz 2–3*Reading Essentials and Study Guide 2–3*

Daily Focus Skills Transparency 2–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 4The Rise of New Empires1. Describe the rise of the Assyrian and

Persian Empires, which eventuallyovershadowed the Hittites andEgyptians.

2. Summarize how the Persian Empirebrought many years of peace toSouthwest Asia, increasing trade andthe general well-being of its peoples.

Reproducible Lesson Plan 2–4Daily Lecture and Discussion Notes 2–4Guided Reading Activity 2–4*Section Quiz 2–4*Reteaching Activity 2*Reading Essentials and Study Guide 2–4*

Daily Focus Skills Transparency 2–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 2Egyptian Civilization: “The Gift of the Nile”1. Specify why the Nile was crucial to

the development of Egyptian civiliza-tion.

2. Identify the three major periods ofEgyptian history.

Reproducible Lesson Plan 2–2Daily Lecture and Discussion Notes 2–2Guided Reading Activity 2–2*Section Quiz 2–2*Reading Essentials and Study Guide 2–2*

Daily Focus Skills Transparency 2–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

Assign the Chapter 2 Reading Essentials and Study Guide.

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Chapter 2 Resources

Teacher’s Corner

The following articles relate to this chapter:

• “The Imperiled Nile Delta,” by Peter Theroux, January 1997.• “Ramses the Great,” by Rick Gore, April 1991.• “Finding a Pharaoh’s Funeral Bark,” by Farouk El-Baz, April

1988.• “New Views of the Holy Land,” by Richard Cleave and

Technion-Israel Institute of Technology, June 1995.• “Iraq: Crucible of Civilization,” by Merle Severy, May 1991.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Egypt: Quest for Eternity (Video or Videodiscs)• Mr. Mummy (Video)• Who Built the Pyramids? (Video)

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

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

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Donna A. Patch andChristine Metoyer Westside High SchoolHouston, Texas

Create an Ancient River Civilization

Divide the class into groups of fouror five. Then, based on what studentshave learned about ancient civiliza-tions along the Nile, Euphrates, andTigris Rivers, ask each group to inventits own ancient river civilization.

Each civilization will need the following: 1.) name;2.) map with location of civilization and two majorcities labeled; 3.) cultural and societal attributes, suchas government, arts, social classes, religion, occupa-tions, agriculture, family structure, gender status, formof writing, military establishment, and so on.

On a specified date, each group will present its civi-lization to the class. A presentation may take any formthat suits the group’s abilities and purpose. Possibleformats include multimedia or graphics presentations,posters, models, maps, or even dramatic skits.

After the final presentation, lead a class discussionin which students compare and contrast the featuresof the various civilizations. Ask students to speculateon what degree their present-day thinking influencedthe design of their civilizations.

From the Classroom of…

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

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

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

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The Impact TodayEmphasize for students that the peoples ofSouthwest Asia and Egypt were amongthe first to create organized governmentsand to define some of the basic duties thatmodern governments still fulfill today. Thedevelopment of codified rules of conductreveals a belief that law should be basedon principles and not on a ruler’s whim.One of the various writing systems thatemerged during this period, the Phoeni-cian alphabet, was passed on to theGreeks, and from the Greek alphabetcame the Roman alphabet, which was thebasis for the alphabet that we use today.

34

Western Asia and Egypt

3500–500 B.C.

Key EventsAs you read, look for the key events in the history of Southwest Asia and Egypt.

• The Sumerians in Mesopotamia were among the first groups to build a civilization,and they were the first to develop a system of writing.

• Due in large part to the Nile, early Egyptian civilization was stable and prosperous.Massive monuments, the pyramids, were built to honor the deaths of the pharaohs.

• The Israelites emerged as a distinct people.• Of the other empires that came into being in Southwest Asia, the longest lasting and

most powerful were the Assyrian and Persian Empires.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• The peoples of Mesopotamia and Egypt built cities and struggled with the problems oforganized government.

• The Israelites developed a major world religion, which influenced the development ofChristianity and Islam and has a continuing effect on Western civilization.

World History Video The Chapter 2 video, “Egypt,” chronicles the rise of Egyptian civilization.

3000 B.C.Sumeriancities emergein southernMesopotamia

3000 B.C.Cuneiformwritinginvented

2700 B.C.Old Kingdombegins

2540 B.C.GreatPyramid ofKing Khufufinished

1792 B.C.Hammurabicomes topower

1652 B.C.MiddleKingdomends

1567 B.C.NewKingdombegins

3000 B.C. 2700 B.C. 2400 B.C. 2100 B.C. 1800 B.C. 1500 B.C.

Sumerian cuneiform script

Hammurabi establisheda code of law.

IntroducingCHAPTER 2Introducing

CHAPTER 2

Refer to Activity 2 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about early civiliza-tions in Egypt, students can view theChapter 2 video, ”Egypt,” from TheWorld History Video Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 2 content.

Available in VHS.

STUDENT EDITIONSUNSHINE STATE STANDARDS

PURPOSE FOR READING

Mindstreaming Bringing out students’ background knowledge before starting a new chapter isuseful. Have students pair up. Ask student A to talk for one minute about Egypt, telling everythinghe or she knows, while student B listens and encourages. Reverse the roles and have them con-tinue to discuss for another minute. Finally, solicit the information discussed by the pairs. Concludeby linking the exercise to this chapter—Western Asia and Egypt. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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970 B.C.SolomonbecomesKing of Israel

539 B.C.Babyloniafalls

521 B.C.Darius beginsto expandPersianEmpire

1200 B.C. 900 B.C. 600 B.C. 300 B.C. 100 B.C. 50 B.C.

Death mask of KingTutankhamen of Egypt

King Solomon’s temple in Jerusalem

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 2–ChapterOverview to preview chapter information.

wh.glencoe.com

The Great Sphinx and the Great Pyramids at Giza, Egypt, symbolize the power and longevity of Egyptian kingdoms.

35

IntroducingCHAPTER 2Introducing

CHAPTER 2

MORE ABOUT THE ARTThe Great Pyramid at Giza Pyramids were built as repositories for the bodies of the pharaohs. The body of the pharaoh would remain in the tomb awaiting reunification with its soul, or ka. Thepyramid of King Khufu was built at Giza around 2540 B.C. and covers 13 acres (5.3 ha). The pyra-mid measures 756 feet (230 m) at each side of its base and stands 481 feet (147 m) high. Its foursides are almost precisely oriented to the four points of the compass. The pyramid contains morethan 2 million stone blocks that weigh an average of 2 1/2 short tons (2.3 t) each. It may havetaken 100,000 Egyptians 20 years to build the Great Pyramid.

Chapter ObjectivesAfter studying this chapter,students should be able to:1. explain the impact of

geography;2. describe the significance of

religion;3. list major sets of laws;4. name the first empires and

why they declined;5. list characteristics of life in

these societies;6. describe the effects of wars

and conquests;7. identify the importance of

early inventions.

Time Line Activity

As students read the chapter havethem review this time line. Ask themhow events in 3000 B.C. led to thecreation of Hammurabi’s code.(Sumerian city-states arose in 3000B.C. and cuneiform writing wasinvented. People living together incities required laws, but cuneiformwas needed to write them.) L2

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview2 at .wh.glencoe.com

35

SS.B.2.4.1

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

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36

n the winter of 1849, a daring young Englishman made adifficult journey into the deserts and swamps of southern

Iraq. He moved south down the banks of the river Euphrateswhile braving high winds and temperatures that reached 120degrees Fahrenheit (48.9° C). The man, William Loftus, led asmall expedition in search of the roots of civilization. As hesaid, “From our childhood we have been led to regard thisplace as the cradle of the human race.”

Guided by native Arabs into the southernmost reaches ofIraq, Loftus and his small group of explorers were soon over-whelmed by what they saw. He wrote, “I know of nothingmore exciting or impressive than the first sight of one of thesegreat piles, looming in solitary grandeur from the surround-ing plains and marshes.”

One of these “piles” was known to the natives as themound of Warka. The mound contained the ruins of theancient city of Uruk, one of the first real cities in the worldand part of one of the world’s first civilizations. SouthernIraq, known to ancient peoples as Mesopotamia, was one of four areas in the world where civilization began.

IThe Cradle of the Human Race

Sumerian ruins at Uruk

Why It MattersIn the fertile river valleys of Meso-potamia, Egypt, India, and China,intensive farming made it possibleto support large groups of people.The people in these regions wereable to develop the organized soci-eties that we associate with civiliza-tion. The beginnings of Westerncivilization lie in the early civiliza-tions of Southwest Asia and Egypt.

History and You As you readthis chapter, analyze the climaticconditions in Mesopotamia thatfavored certain crops. CompareMesopotamia’s climate and crops to the climate and crops that weregrown in the Nile Valley of Egypt.What conclusions can you drawfrom this information?

Introducing A Story That MattersDepending upon the ability lev-els of your students, select fromthe following questions to rein-force the reading of A Story ThatMatters.• How long ago does this story

take place? (approximately 150years ago)

• How hot was it? (120° Fahren-heit) Have students everexperienced temperatures thishigh? (Answers will vary.)

• What metaphors are used to indicate that the region Lof-tus was in was where civiliza-tion began? (roots, cradle) L1 L3

About the ArtOne of the most noticeable fea-tures of the remains at Uruk is theziggurat, a stepped tower. Theziggurat functioned as a religioustemple and supported a shrine on its top. The number of tiers onMesopotamian ziggurats variesfrom two to seven. Access to theshrine at the top was provided bya series of ramps on one side orby a continuous spiral ramp frombase to summit. The sloping sidesand terraces of ziggurats wereoften landscaped with trees andbushes. The Hanging Gardens ofBabylon, for example, were roofgardens that were laid out on aseries of ziggurat terraces.

HISTORY AND YOUSystematic agriculture was one of the most significant accomplishments of early civilizations, making it possible for people to have dependable food supplies and enabling them to live in communities, towns, and eventually, cities. Students should use primary and secondary sources to evaluate the importance of systematic agriculture and to trace the development of crops thatwere grown in each of the regions discussed in this chapter. Students may wish to compareancient crops with those produced in their area today. L2

SS.B.2.4.1

STUDENT EDITIONSUNSHINE STATE STANDARDS

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CHAPTER 2Section 1, 37–43CHAPTER 2Section 1, 37–43

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 2-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. bricks 2. There was no wood in the area; steel had notyet been invented. 3. at the top of the structure 4. toget it as close as possible to the sky, where the peoplebelieved the gods lived

Civilization Begins in Mesopotamia

1 What was the zigguratmade from?

Why wasn’t it madefrom wood or steel?

Where was thetemple?

Why do you think thetemple was placed inthat position?

2 3 4

UNIT

1Chapter 2

Temple

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 2–1

1 FOCUSSection OverviewThis section explores the ways inwhich the achievements of theSumerian city-states, such asHammurabi’s Code, enrichedearly civilizations.

CHAPTER # Chapter Title 37

3000 B.C.Sumerians establishindependent cities

2340 B.C.Akkadians set upthe first empire

2100 B.C.AkkadianEmpire falls

1792 B.C.Hammurabicomes to power

Guide to Reading

Civilization Begins in Mesopotamia

Preview of Events✦3000 B.C. ✦2750 B.C. ✦2500 B.C. ✦2250 B.C. ✦2000 B.C. ✦1750 B.C. ✦1500 B.C.

CHAPTER 2 Western Asia and Egypt

Main Ideas• Mesopotamia, one of the first civiliza-

tions, began between the Tigris andEuphrates Rivers.

• The Sumerians formed city-states andcreated forms of communication thataffect our lives today.

Key Termscity-state, ziggurat, theocracy, empire,patriarchal, polytheistic, cuneiform

People to IdentifySumerians, Akkadians, Sargon,Hammurabi

Places to LocateTigris River, Euphrates River,Mesopotamia, Fertile Crescent, Uruk,Babylon

Preview Questions1. How did geography affect the civiliza-

tions in Mesopotamia?2. How did the Akkadian Empire begin?

Reading StrategyCategorizing Information As you readthis section, complete a chart like the oneshown below to explain the Sumerians’various contributions to civilization.

Political Life Cultural Life Inventions

The following poem reflects the deep despair of the people of Ur after the burningand sacking of their city:

“Ur is destroyed, bitter is its lament. The country’s blood now fills its holes like hotbronze in a mould. Bodies dissolve like fat in the sun. Our temple is destroyed, thegods have abandoned us, like migrating birds. Smoke lies on our city like a shroud.”

—Legacy: The Search for Ancient Cultures, Michael Wood, 1995

Constant conflict marked early civilization in Mesopotamia. Invaders flowed into theflat land of the region, and city fought city for land and water.

The Impact of GeographyThe ancient Greeks spoke of the valley between the Tigris and Euphrates

Rivers as Mesopotamia, the land “between the rivers.” Mesopotamia was at theeastern end of an area known as the Fertile Crescent, an arc of land from theMediterranean Sea to the Persian Gulf. Because this land had rich soil and abun-dant crops, it was able to sustain an early civilization.

Mesopotamia was a region with little rain, but its soil had been enriched overthe years by layers of silt—material deposited by the two rivers. In late spring, theTigris and Euphrates often overflowed their banks and deposited their fertile silt. This flooding, however, depended on the melting of snows in the upland

Voices from the Past

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 2–1• Daily Lecture and Discussion Notes 2–1• Guided Reading Activity 2–1• Section Quiz 2–1• Reading Essentials and Study Guide 2–1

Transparencies• Daily Focus Skills Transparency 2–1

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

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

Guide to Reading

Answers to Graphic: Political: organized government, law code;Cultural: religion, architecture, literature; Inventions: writing, wagonwheel, arch, dome, bronze, sundial,number system

Preteaching VocabularyDiscuss the meaning of city-statesand their importance to the develop-ment of government in Mesopotamia(cities with political and economiccontrol over the surrounding countryside; basic units of Sumeriancivilization.)

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2 TEACH

AncientShoreline

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

S

EW

40°N

30°E 40°E 50°E 60°E20°E

Black Sea

Red

Sea

Euphrates R.

Mediterranean Sea

Persian Gulf

Gulf of Aden

ArabianSea

DeadSea

AralSea

Tig ris

R.

Nile

R.

Ca

spia

nSea

Jordan R.

EUROPE

ASIA MINOR

SyrianDesert

NileDelta

Ca u c a s u s Mounta ins

A r a b i a n

D e s e r t

KUSH

UPPER EGYPT

LOWER EGYPT

Mesopotamia

ASIA

AFRICA

First Cataract

Second Cataract

Third Cataract

FourthCataract Fifth

Cataract

Nineveh

Babylon

Ur

Persepolis

Susa

Sardis

EriduUruk

Jerusalem

Tyre

Giza

ByblosSidon

mountains where the rivers began. People in the val-ley could not tell exactly when the floods wouldcome or how large they would be.

Because of these circumstances, farming in ancientMesopotamia could be done only when people controlled the flow of the rivers. Irrigation and drainage ditches—part of a large-scale system ofwater control—made it possible to grow crops on aregular basis. The resulting abundance of foodenabled large numbers of people to live together incities and made possible the emergence of civiliza-tion in Mesopotamia.

When we speak of Mesopotamian civilization, weare referring to the achievements of several peoples.Ancient Mesopotamia includes three general areas:

Assyria, Akkad, and Sumer. We focus first on theSumerians, the creators of the first Mesopotamiancivilization.

Explaining What role did geographyplay in the development of Mesopotamian civilization?

The City-States of Ancient Mesopotamia

The origins of the Sumerian people remain a mys-tery. By 3000 B.C., they had established a number ofindependent cities in southern Mesopotamia, includ-ing Eridu, Ur, and Uruk. As the cities expanded, theycame to have political and economic control over the

Reading Check

38 CHAPTER 2 Western Asia and Egypt

Ancient Mesopotamia

Ancient shoreline

N

S

EW

200 kilometers0Lambert Azimuthal Equal-Area projection

200 miles0

50°E40°E

30°N

TigrisR.

EuphratesR

.

PersianGulf

CaspianSea

ASSYRIA

AKKAD

Syrian Desert

SUMERBabylon

Uruk

EriduUr

Za

gr

os

M

ou

n t a i n s

Fertile Crescent

Direction of flow

Several important cultures and civiliza-tions developed in Mesopotamia.

1. Interpreting Maps What mountainrange forms the eastern border of theFertile Crescent?

2. Applying Geography Skills Inwhich direction do the Tigris andEuphrates Rivers flow? In which direc-tion does the Nile flow?

CHAPTER 2Section 1, 37–43CHAPTER 2Section 1, 37–43

Answers:1. Zagros Mountains

2. Southeast; North

EnrichAfter students have read thedescription of Sumerian cities,have them list differencesbetween Sumerian cities andcontemporary cities. (Differencesmight include: today’s cities have noouter walls, few buildings are madeof mud bricks, religious buildingsare not necessarily the most promi-nent in the city, and religious offi-cials are not the political leaders.)Ask students to explain whythese differences exist. L2

Answer: The land between the tworivers was filled with silt, making thesoil rich enough for systematic agri-culture.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONVisual/Spatial Have students who need help synthesizing and summarizing information researchancient Mesopotamian cities and write a report about one of them. Encourage students to illus-trate the reports with maps, pictures of artifacts, examples of clothing and architecture. These citiesare possible research topics: Eridu, Uruk, Ur, Mari, and Babylon. L2

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

Daily Lecture and Discussion Notes 2–1

I. The Impact of Geography (pages 37–38)

A. Mesopotamia is at the eastern end of the Fertile Crescent, an arc of land from theMediterranean Sea to the Persian Gulf.

B. Mesopotamia (“between the rivers”) is the valley between the Tigris and EuphratesRivers. These rivers often overflow and leave silt, which makes the soil rich for aflourishing agricultural economy Mesopotamian civilization was one of history’s

Daily Lecture and Discussion Notes

Chapter 2, Section 1

Did You Know? One of the most interesting objects discoveredby archaeologists in the Mesopotamian city of Ur was the so-called“Standard of Ur,” a wooden box decorated with images of peace onone side and images of war on the other. The box’s beauty testifiesto the artistic talent of the Sumerians.

Copyright © by The McGraw-Hill Companies, Inc.

SS.A.2.4.3

FCAT LA.A.2.4.4STUDENT EDITION

SUNSHINE STATE STANDARDS

1

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39

goddesses owned the cities. The people devotedmuch of their wealth to building temples, as well aselaborate houses for the priests and priestesses whoserved the gods. The temples and related buildingsserved as the center of the city physically, economi-cally, and even politically.

Priests and priestesses, who supervised the tem-ples and their property, had a great deal of power. Infact, historians believe that in the early stages of thecity-states, priests and priestesses played an impor-tant role in ruling. The Sumerians believed that thegods ruled the cities, making the state a theocracy—a government by divine authority. Eventually, how-ever, ruling power passed into the hands of worldlyfigures, or kings.

Sumerians viewed kingship as divine in origin.Kings, they believed, derived their power from thegods and were the agents of the gods. As one personsaid in a petition to his king: “You in your judgement,you are the son of Anu [god of the sky]. Your com-mands, like the work of a god, cannot be reversed.Your words, like rain pouring down from heaven, arewithout number.”

Regardless of their origins, kings had power. Theyled armies, supervised the building of public works,

surrounding countryside. They formed city-states,the basic units of Sumerian civilization.

Sumerian Cities Sumerian cities were surroundedby walls. Uruk, for example, was encircled by a wallsix miles (10 km) long with defense towers locatedalong the wall every 30 to 35 feet (9 to 10 m). Citydwellings, built of sun-dried bricks, included boththe small houses of peasants and the larger buildingsof the city officials, priests, and priestesses.

Although Mesopotamia had little stone or woodfor building purposes, it did have plenty of mud.Mud bricks, easily shaped by hand, were left to bakein the hot sun until they were hard enough to use forbuilding. People in Mesopotamia were remarkablycreative with mud bricks. They invented the arch andthe dome, and they built some of the largest brickbuildings in the world. Mud bricks are still used inrural areas of Southwest Asia today.

Gods, Goddesses, and Rulers The most prominentbuilding in a Sumerian city was the temple dedicatedto the chief god or goddess of the city. This templewas often built atop a massive stepped tower called a ziggurat. The Sumerians believed that gods and

39CHAPTER 2 Western Asia and Egypt

History through Architecture

Restored ziggurat at Ur, c. 2100 B.C.At the top of a ziggurat was a shrine, which onlythe priests and priestesses could enter. Describethe technology and resources needed to builda ziggurat.

CHAPTER 2Section 1, 37–43CHAPTER 2Section 1, 37–43

History through Architecture

Answer: need mud for mud bricks,sun to dry bricks, and people to makethe bricks and to build the ziggurat

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTSumerian Achievements Our modern system of mathematics comes directly from developmentsin mathematics in ancient Mesopotamia. Mathematics grew out of the need for record-keeping foradministrative and trade purposes. Four thousand years ago, Babylonians were using multiplicationtables, square roots, reciprocals, and linear and quadratic equations like those used in our modernsystem of mathematics. The Babylonians also developed a number system based upon sixty thatwe still use today for telling time.

Writing ActivityHave students write a paragraphexplaining how rivers affectedthe growth of ancient civiliza-tions. (Rivers served a variety offunctions in ancient civilizations.They were sources of water andtransportation, formed naturalboundaries, deposited fertile soil, and linked large geographic areas.)L2

Guided Reading Activity 2–1

4

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

Civilization Begins in Mesopotamia

DIRECTIONS: Answer the following questions as you read Section 1.

1. Why was the land between the Tigris and Euphrates Rivers able to sustain an early

civilization?

2. What were the Sumerians the first to do?

3. Describe the dimensions of the Sumerian city of Uruk.

4. In what ways were the people of Mesopotamia creative with mud bricks?

5. In what three ways did the temples serve as the center of a Sumerian city?

6. What did the Sumerians believe about who it was that ruled their cities?

7. Around 3,000 B.C. what was invented which greatly affected the transport of goods in

Sumeria?

8. Who set up the first empire in world history, and how did he do it?

9. Give the definition of an empire.

10. What principle was a fundamental part of the Code of Hammurabi?

11. According to Sumerian beliefs, why did the gods create human beings?

12. What do many people consider to be the greatest invention of the Sumerians?

13. Why was writing so important in ancient civilizations?

Guided Reading Activity 2-1

FCAT SC.D.2.4.1

SS.A.2.4.3

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

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Trade route

INDIA

Mediterranean Sea

ArabianSea

Persian GulfEuphratesR.

Tig ris R.

and organized workers for the irrigation projects onwhich Mesopotamian farming depended. The army,the government, and the priests and priestesses allaided the kings in their rule. As befitted their power,Sumerian kings, their wives, and their children livedin large palaces.

Economy and Society Although the economy ofthe Sumerian city-states was based chiefly on farm-ing, trade and industry became important as well.The peoples of Mesopotamia were well known fortheir metalwork, but they also made woolen textilesand pottery. The Sumerians imported copper, tin,and timber in exchange for dried fish, wool, barley,wheat, and metal goods. Traders traveled by land tothe eastern Mediter-ranean in the westand by sea to India inthe east. The inven-tion of the wheel,around 3000 B.C., ledto wheeled carts,which made the trans-port of goods easier.

Sumerian city-states contained three major socialgroups: nobles, commoners, and slaves. Noblesincluded royal and priestly officials and their fami-lies. Commoners worked for palace and temple

estates and as farmers, merchants, fishers, and crafts-people. Probably 90 percent or more of the peoplewere farmers. Slaves belonged to palace officials,who used them mostly in building projects. Templeofficials most often used female slaves to weave clothand grind grain. Rich landowners also used slaves tofarm their lands.

Explaining Why were the city-statesconsidered to be theocracies?

Empires in Ancient MesopotamiaAs the number of Sumerian city-states grew and

the city-states expanded, new conflicts arose. City-state fought city-state for control of land and water.Located on the flat land of Mesopotamia, the Sumer-ian city-states were also open to invasion by othergroups.

To the north of the Sumerian city-states were theAkkadians (uh•KAY•dee•uhnz). We call them aSemitic people because they spoke a Semitic lan-guage. Around 2340 B.C., Sargon, leader of the Akka-dians, overran the Sumerian city-states and set up thefirst empire in world history. An empire is a largepolitical unit or state, usually under a single leader,that controls many peoples or territories. Empires areoften easy to create but difficult to maintain. The riseand fall of empires is an important part of history.

Reading Check

40 CHAPTER 2 Western Asia and Egypt

The Royal Standard of Ur is a box, createdabout 2700 B.C., thatdepicts different Sumer-ian scenes. This panelshows a royal celebration following a military victory.

CHAPTER 2Section 1, 37–43CHAPTER 2Section 1, 37–43

Answer: City-states were consideredtheocracies because Sumeriansbelieved gods and goddesses ownedand ruled the cities.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYArt and Architecture The Louvre Museum in Paris owns and displays the stone pillar containingthe Code of Hammurabi. The British Museum in London contains an extensive collection ofMesopotamian art. The University Museum at the University of Pennsylvania has a collection of earlySumerian literary works. These artifacts from ancient civilizations convey historical events, and theyare also considered great works of art and literature. Have students debate whether a museumshould return artifacts such as these to their places of origin or keep them on display in themuseum’s collection. L1

Section Quiz 2–1

Glencoe World History 3

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. the arc of rich soil between the Mediterranean and Persian Gulf

2. made farming in ancient Mesopotamia possible

3. independent city-state in Sumeria

4. collection of laws devised in ancient Babylon

5. Sumerian writing system

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The term for a large political unit or state, usually under a single leader,controlling many peoples and territories is A. system of justice. C. Gilgamesh.B. empire. D. stylus.

7. The Mesopotamian religion, which identified nearly three thousand godsand goddesses, can be described asA. cuneiform. C. silted.B. polytheistic. D. theocracy.

8. Around 2,340 B.C., the Sumerian city-states were conquered by theAkkadians under their leaderA. Sargon. C. Gilgamesh.B. Hammurabi. D. Anu.

9. The Sumerians invented all of the following tools and devices EXCEPTA. the wagon wheel.B. a math system based on units of 60.C. geometric systems for measuring fields.D. agriculture.

10. The most famous piece of Mesopotamian literature isA. Cuneiform. C. The Epic of Gilgamesh.B. The Code of Hammurabi. D. Ziggurat.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 2

Section Quiz 2-1

Column B

A. Uruk

B. Code ofHammurabi

C. irrigation anddrainage ditches

D. cuneiform

E. Fertile Crescent

Turning Points in World HistoryThe ABC News videotapeincludes a segment on theCode of Hammurabi.

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROML2

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41CHAPTER 2 Western Asia and Egypt

HammurabiRuled 1792–1750 B.C.Babylonian king

Hammurabi was justly proud of hisfamous code of laws. As he stated:“When Marduk [a Babylonian god]sent me to rule the people . . . I estab-lished law and justice in the land, andpromoted the welfare of the people.” Hammurabi builttemples and irrigation canals, encouraged trade, andbrought an economic revival. Hammurabi was also aman of war. He had a well-disciplined army of foot sol-diers who carried axes, spears, and copper or bronzedaggers. Hammurabi divided his opponents anddefeated them one by one. After his conquests, he calledhimself “the sun of Babylon, the king who has made thefour quarters of the world subservient.”

they had to be replaced and the house rebuilt at thebuilder’s expense.

The largest category of laws in the Code of Ham-murabi focused on marriage and the family. Parentsarranged marriages for their children. After mar-riage, the two parties signed a marriage contract.Without a contract, no one was considered legallymarried.

Society in ancient Mesopotamia was patriarchal—that is, Mesopotamian society was dominated bymen. Hammurabi’s code makes it clear that womenhad far fewer privileges and rights in marriage thandid men.

A woman’s place was definitely in the home. If shefailed to fulfill her duties, her husband had legalgrounds for divorce. In addition, if a wife was notable to bear children or tried to leave home to engagein business, her husband could divorce her. Evenmore harsh, a wife who was a “gadabout . . . neglect-ing her house [and] humiliating her husband,” couldbe drowned.

Fathers ruled their children as well as their wives.Obedience was expected: “If a son has struck hisfather, he shall cut off his hand.” If a son committeda serious enough offense, his father could disinherithim. Obviously, Hammurabi’s law code coveredalmost every aspect of people’s lives.

Identifying Identify at least fiveaspects of Mesopotamian society as revealed by the Code ofHammurabi.

Reading Check

Attacks from neighboring hill peoples eventuallycaused the Akkadian Empire to fall. Its end by 2100B.C. brought a return to the system of warring city-states. It was not until 1792 B.C. that a new empirecame to control much of Mesopotamia. Leadershipcame from Babylon, a city-state south of Akkad,where Hammurabi (HA•muh•RAH•bee) came topower. He gained control of Sumer and Akkad, thuscreating a new Mesopotamian kingdom. After hisdeath in 1750 B.C., however, a series of weak kingswas unable to keep Hammurabi’s empire united, andit finally fell to new invaders.

Evaluating Why was it so easy forSargon and his army to invade the Sumerian city-states?

The Code of HammurabiHammurabi is remembered for his

law code, a collection of 282 laws. Many of its ideaswere similar to later Israelite codes. For centuries, laws had regulated people’s rela-

tionships with one another in the lands ofMesopotamia. Hammurabi’s collection of laws pro-vides considerable insight into social conditions inMesopotamia.

The Code of Hammurabi was based on a systemof strict justice. Penalties for criminal offenses weresevere, and they varied according to the social classof the victim. A crime against a member of the upperclass (a noble) by a member of the lower class (a com-moner) was punished more severely than the sameoffense against a member of the lower class. More-over, the principle of retaliation (“an eye for an eye,tooth for a tooth”) was a fundamental part of this sys-tem of justice.

Hammurabi’s code took seriously the duties ofpublic officials. Officials were expected to catch bur-glars. If they failed to do so, the officials in the districtwhere the crime was committed had to replace thelost property. If murderers were not found, the offi-cials had to pay a fine to the relatives of the murderedperson. Judges could be fined or lose their positionsfor ruling incorrectly on a case.

The law code also included what we would callconsumer protection laws. Builders were heldresponsible for the buildings they constructed. If ahouse collapsed and caused the death of the owner,the builder was put to death. If the collapse causedthe death of the son of the owner, the son of thebuilder was put to death. If goods were destroyed,

Reading Check

CHAPTER 2Section 1, 37–43CHAPTER 2Section 1, 37–43

Answer: land was flat, providing no geographical barriers againstinvasion

Answer: severe penalties for crimi-nal offenses; different social classesnot treated the same under the law;officials held strictly accountable forenforcing laws; consumers protectedagainst shoddy workmanship; regu-lated marriage; patriarchal society;women had few rights and privileges

The Code of Hammurabi is the mostcomplete law code known fromancient civilization.

Reading Essentials andStudy Guide 2–1

World History 9

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Reading Essentials and Study GuideChapter 2, Section 1

Name Date Class

DRAWING FROM EXPERIENCEII

What do you think life would be like if you did not have a system of writing? Howwould you communicate? What problems would result?

In this section, you will learn about the beginning of civilization in Mesopotamia. Youwill learn about the Sumerians, the people who invented the first writing system. Youwill also learn about the first empires in this region.

ORGANIZING YOUR THOUGHTSII

Use the concept web below to help you take notes. Name six inventions of theSumerians.

For use with textbook pages 37-43

CIVILIZATION BEGINS IN MESOPOTAMIA

KEY TERMS

city-state cities and the countryside around them, which were the basic units of Sumerian civi-lization (page 39)

ziggurat a massive stepped tower with a temple on top (page 39)

theocracy a government by divine authority (page 39)

empire a large political unit or state, usually under a single leader, that controls many people orterritories (page 40)

patriarchal a form of society dominated by men (page 41)

polytheistic a belief in many gods (page 42)

cuneiform (“wedge-shaped”) the Sumerian system of writing (page 14)

1.

2.

3.

4.

5.

6.

Inventions of theSumerians

L1/ELL

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21

READING THE TEXT

Using Graphic Organizers Venn diagrams are a way for students to compare and contrast two or more items. Have students draw two overlapping circles on their papers. Use one circle to listcrimes and punishments of Hammurabi’s Code and the other circle to list present-day Americanpunishments for similar crimes. Punishments that are the same for both laws fit into the over-lapping area. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

ELL

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They have been a valuable source of information formodern scholars.

Mesopotamian peoples used writing primarily forrecord keeping. Cuneiform texts, however, were alsoused in schools to train scribes, members of thelearned class who served as copyists, teachers, andjurists.

For boys of the upper class in Mesopotamia,becoming a scribe was the key to a successful career.Men who began their careers as scribes became theleaders of their cities, temples, and armies. Scribescame to hold the most important positions in Sumer-ian society.

To become scribes, boys from wealthy families,many of them the sons of scribes, attended the newschools that were in operation by 2500 B.C. Youngboys seeking to become scribes began school whenthey were small children and trained until they wereyoung men. School days began at sunrise and endedat sunset. Discipline was harsh. The following essay,written by a teacher as a copying exercise for pupils,shows that punishments—being caned or beatenwith a stick—were frequent:

42 CHAPTER 2 Western Asia and Egypt

The people of Mesopotamia associated gods withdifferent aspects of nature and the universe. Whataspect of nature do you think this goddessrepresents? Explain.

History

The Importance of ReligionThe physical environment strongly affected the

way Mesopotamians viewed the world. Ferociousfloods, heavy downpours, scorching winds, andoppressive humidity were all part of theMesopotamian climate. These conditions, as well asfamines, convinced Mesopotamians that this worldwas controlled by supernatural forces, which oftenwere not kind or reliable. In the presence of nature,Mesopotamians could easily feel helpless, as thispoem relates:

“The rampant flood which no man can oppose,Which shakes the heavens and causes earth to

tremble,In an appalling blanket folds mother and child,And drowns the harvest in its time of ripeness.”

To the Mesopotamians, powerful spiritualbeings—gods and goddesses—permeated all aspectsof the universe. The Mesopotamians identified almostthree thousand gods and goddesses. Mesopotamianreligion was polytheistic because of this belief inmany gods. Human beings were supposed to obeyand serve the gods. According to Sumerian beliefs,human beings were created to do the manual laborthe gods were unwilling to do for themselves. By theirvery nature, humans were inferior to the gods andcould never be sure what the gods might do to help orhurt them.

Describing What role did the physi-cal environment play in the way Mesopotamians viewed theworld?

The Creativity of the SumeriansThe Sumerians are credited with

inventing the oldest writing system, cuneiform, whichdates from about 3000 B.C. The Sumerians created many inventions that still

affect our lives today. Probably their greatest inven-tion was their writing. In addition, historians creditthem with many technological innovations.

Writing and Literature Around 3000 B.C., theSumerians created a cuneiform (“wedge-shaped”)system of writing. Using a reed stylus (a tool for writ-ing), they made wedge-shaped impressions on claytablets, which were then baked or dried in the sun.Once dried, these tablets lasted a very long time. Sev-eral hundred thousand tablets have been found.

Reading Check

CHAPTER 2Section 1, 37–43CHAPTER 2Section 1, 37–43

Cuneiform is a wedge-shaped writing.As students read the coming chapters,have them trace the development ofwriting from ancient alphabets to themodern-day alphabets used aroundthe world.

Answer: Violent natural conditionssuch as ferocious floods, heavydownpours, scorching winds, andoppressive humidity, as well asfamines, convinced the Mesopota-mians that the world was controlledby supernatural forces.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYExplaining Ask students to explain why writing was so important to the development of civiliza-tion. Point out that, because writing was held in high esteem, scribes were elevated to importantgovernment positions. What made the scribes different from the rest of the population and why didthey receive important government positions? (The scribes were children of the wealthy and privi-leged class, and they were the only ones given the opportunity to learn how to read and write.These skills were unique and ensured that scribes would be indispensable to the government.) L2

Answer: The goddess may representwater because she is holding a jar andjars were often used to carry and storewater; water itself often representedlife.

History

Writing ActivityPoetry has long been used toexpress human emotion and todescribe landscapes as well asevents. Have students read thepoem on this page and rewrite it in their own words. Ask stu-dents to capture the emotionsexpressed by the Mesopotamianwriter. L2 FCAT LA.A.1.4.2

SS.A.2.4.3

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1. Key terms are in blue. 2. Sumerians (p. 38); Akkadians (p. 40);

Sargon (p. 40); Hammurabi (p. 41);Code of Hammurabi (p. 41); TheEpic of Gilgamesh (p. 43)

3. See chapter maps. 4. gods were all-powerful, while

humans were created to serve thegods

5. Assyria, Akkad, Sumeria

6. city-states are easier to govern, butare relatively defenseless againstinvaders; empires have size, diver-sity, and power, but tend to beunstable

7. Achievement: writing; Effect: stillthe basis for communication;Achievement: wheel; Effect: cars,trucks, and trains still use wheels;See Sumerian Technology, p. 43.

8. shows the king and his nobles;reflects importance of military vic-tories to society

9. Students will develop a law code.

43

“In the tablet-house, the monitor said to me:“Why are you late?” I was afraid, my heart beat fast. I entered before my teacher, took my place.

My “school-father” read my tablet to me, said,“The word is cut off,” caned me.

He who was in charge of drawing said “Whywhen I was not here did you go out?”caned me.

He who was in charge of the gate said “Why when I was not here did you go out?” caned me.

My teacher said “Your hand is not good,” caned me.”

Scribal students spent most of their school days fol-lowing the same routine. They were taught by copy-ing and recopying standard works on clay tablets andreciting from them. Although boring, this was proba-bly the scribe’s only way of learning how to form thecuneiform writing signs neatly and correctly.

Writing was important because it allowed a soci-ety to keep records and to pass along knowledgefrom person to person and generation to generation.Writing also made it possible for people to communi-cate ideas in new ways. This is especially evident inThe Epic of Gilgamesh.

Gilgamesh is a Mesopotamian epic poem thatrecords the exploits of a legendary king named

43CHAPTER 2 Western Asia and Egypt

Checking for Understanding1. Define city-state, ziggurat, theocracy,

empire, patriarchal, polytheistic,cuneiform.

2. Identify Sumerians, Akkadians, Sar-gon, Hammurabi, Code of Hammurabi,The Epic of Gilgamesh.

3. Locate Tigris River, Euphrates River,Mesopotamia, Fertile Crescent, Uruk,Babylon.

4. Explain what the Mesopotamiansbelieved was the relationship betweengods and mortals.

5. List the three general areas of ancientMesopotamia.

Critical Thinking6. Explain Which type of government—

separate city-states or an empire—would have been most advantageousto the people living in Mesopotamia?

7. Organizing Information Create achart showing the achievements madeby the Sumerians and list the effects ofthese achievements on our lives today.

Analyzing Visuals8. Examine the photograph of the Royal

Standard of Ur on page 40 of your text.What facts about Mesopotamian lifecan you identify by studying the pic-ture? How does this box reflect the val-ues of the Sumerian civilization?

Achievements Effects on our lives today

Gilgamesh. Gilgamesh is wise, strong, and perfect inbody. He is part man and part god. Gilgameshbefriends a hairy beast named Enkidu. Together, theyset off to do great deeds. When Enkidu dies, Gil-gamesh feels the pain of death and begins a search forthe secret of immortality. His efforts fail, and Gil-gamesh remains mortal. This Mesopotamian epicmakes clear that “everlasting life” is only for the gods.

Sumerian Technology The Sumerians inventedseveral tools and devices that made daily life easierand more productive. They developed the wagonwheel, for example, to help transport people andgoods from place to place. The potter’s wheel toshape containers, the sundial to keep time, and thearch used in construction are other examples ofSumerian technology. The Sumerians were the first tomake bronze out of copper and tin, creating finelycrafted metalwork. The Sumerians also made out-standing achievements in mathematics and astron-omy. In math, they devised a number system basedon 60. Geometry was used to measure fields anderect buildings. In astronomy, the Sumerians chartedthe heavenly constellations. A quick glance at yourwatch and its division into 60 minutes in an hourshould remind you of our debt to the Sumerians.

Identifying Name two major inven-tions of the Sumerians, and tell how those inventions affect ourlives today.

Reading Check

9. Expository Writing Explain whyHammurabi’s code was a significantdevelopment. Develop a set of lawsbased on the Code of Hammurabithat would apply to your communitytoday. Explain why your code differsfrom that developed by Hammurabior why it is similar.

CHAPTER 2Section 1, 37–43CHAPTER 2Section 1, 37–43

Answer: Answers may include: writ-ing—we still use writing as a majormeans of communication; the wagonwheel—much of our transportationis still dependent upon vehicles withwheels; a number system based on60—we still use this system for min-utes and seconds.

Reteaching ActivityHave students examine the mapon page 38 and list ways thatgeography affected Mesopota-mian civilizations. L1

4 CLOSEAsk students to write a para-graph about each of the three civilizations in this section—Sumerian, Akkadian, and Baby-lonian. The paragraph shouldbegin with this sentence: We influ-enced the course of human history.Then ask students to summarizethe contributions of each of thesecivilizations in their paragraphs.Request volunteers to read theirparagraphs aloud in class. L1

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ANSWERS TO ANALYZING PRIMARY SOURCES

1. Retribution means repayment. It is the consequencethat results from one’s actions.

2. social status; penalties were harshest when theinjured party was a noble and least harsh when theinjured party was a slave, which suggests that nobleswere more highly valued than slaves

3. The guiding principle in the American criminal justicesystem is equality under the law. Under Hammurabi’scode, penalties for crimes varied with social class,and laws favored members of the higher socialclasses.

44

TEACHAsk students to identify differ-ences between ancient Mesopo-tamian society and their ownsociety as indicated by theselaws. (Mesopotamians practicedslavery; punished theft with death;penalties varied depending on socialclass.) Bring in a newspaper andselect a story for the students toanalyze. Ask students to identifyelements in a contemporary situ-ation described in the selectedstory that parallel a historical sit-uation. Then, ask the students toevaluate how the story mighthave been different if Ham-murabi’s code were the currentlaw of the land. L2

44

Hammurabi’s CodeALTHOUGH THERE WERE EARLIERMesopotamian law codes, the Code of Hammurabi is the most complete. The law code emphasizes the principle of retribution (“an eye for an eye”) and punishments that vary according to social status. Punishmentscould be severe, as these examples show.

22: If a man has committed highway robbery and hasbeen caught, that manshould be put to death.

23: If the highwayman hasnot been caught, theman that has beenrobbed shall state onoath what he has lostand the city or districtgovernor in whoseterritory or district therobbery took placeshall restore to himwhat he has lost.

25: If fire broke out in afree man’s house anda free man, who wentto extinguish it, casthis eye on the goodsof the owner of thehouse and has appro-priated the goods ofthe owner of thehouse, that free manshall be thrown intothat fire.

196: If a free man hasdestroyed the eye of a member of the aristocracy, theyshall destroy his eye.

198: If he has destroyed the eye of a commoneror broken the bone of a commoner, heshall pay one mina of silver.

199: If he has destroyed the eye of a free man’sslave or broken the bone of a free man’sslave, he shall pay one-half his value.

229: If a builder constructed a house for a nobleman but did not make his workstrong, with the result that the house which he built collapsed and so has caused the death of the owner of thehouse, that builder shall be put to death.

232: If it has destroyed goods, he shallmake good whatever it destroyed;also, because he did not make thehouse strong that he built and itcollapsed, he shall reconstruct thehouse that collapsed at his ownexpense.

—The Code of Hammurabi

Hammurabi’s code was written on astone monument, approximately sevenfeet tall, called a stele. The upper sec-tion of the stele shows Hammurabistanding in front of the seated sun god.

Analyzing Primary Sources

1. Explain the principle of retribution.2. According to the Code of Hammurabi, what was

most highly valued in Mesopotamian society? What was the least valued? Explain youranswers.

3. What is the guiding principle in theAmerican criminal justice system? Howdoes this compare with Hammurabi’sjustice?

Stelae The first known stelae weretall stones upended and carved. Thestele that contained the Code of Ham-murabi was approximately seven feet(2.13 m) tall. It is now located in theLouvre Museum, Paris.

Discuss the advantages and disadvan-tages of a government being able tostate its entire body of law on a stele.

Who?What?Where?When?

Critical ThinkingAsk students to identify theimpact of the political and legalideas contained in the Code ofHammurabi. L1

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CHAPTER # Chapter Title 45

Egyptian Civilization:“The Gift of the Nile”

Preview of Events

The Nile was crucial to the development of Egyptian civilization.

“The Egyptian Nile,” wrote one Arab traveler, ”surpasses all the rivers of the worldin sweetness of taste, in length of course and usefulness. No other river in the worldcan show such a continuous series of towns and villages along its banks.” In their“Hymn to the Nile,” Egyptians wrote of their reliance on the river: “The bringer offood, rich in provisions, creator of all good, lord of majesty, sweet of fragrance. . . .[The Nile] makes the granaries wide, and gives things to the poor. He who makesevery beloved tree to grow.”

—Ancient Near Eastern Texts, James B. Pritchard, 1969

Egypt, like Mesopotamia, was one of the first river valley civilizations. Like the peo-ple of Mesopotamia, the Egyptians left records of their developing civilization.

The Impact of GeographyThe Nile is a unique river, beginning in the heart of Africa and coursing north-

ward for more than 4,000 miles (6,436 km). It is the longest river in the world.Before it empties into the Mediterranean, the Nile splits into two major branches.This split forms a triangular territory, the delta. The Nile Delta is called LowerEgypt; the land upstream, to the south, is called Upper Egypt. Egypt’s importantcities developed at the tip of the delta, the point at which the Nile divides.

Voices from the Past

Guide to Reading

CHAPTER 2 Western Asia and Egypt

3100 B.C.King Menes unites villagesof Upper and Lower Egypt

2540 B.C.Great Pyramid built

1652 B.C.The Hyksosinvade Egypt

1085 B.C.The New Kingdomcollapses

✦3500 B.C. ✦3000 B.C. ✦2500 B.C. ✦2000 B.C. ✦1500 B.C. ✦1000 B.C. ✦500 B.C.

Main Ideas• The Nile was crucial to the development

of Egyptian civilization.• Egyptian history is divided into three

major periods.

Key Termsdynasty, pharaoh, bureaucracy, vizier,mummification, hieroglyphics, hieraticscript

People to IdentifyMenes, Hyksos, Hatshepsut, Akhenaton,Tutankhamen, Ramses II, Cleopatra VII

Places to LocateNile River, Lower Egypt, Upper Egypt, Giza

Preview Questions1. What was the “Black Land”? 2. Why were the pyramids built and how

were they used?

Reading StrategyIdentifying As you read this section,complete a chart like the one below iden-tifying the characteristics of the threemajor periods of Egyptian history.

The Old The Middle The NewKingdom Kingdom Kingdom

45

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 2-2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Khufu 2. Washington Monument 3. 346' (105 m)

Egyptian Civilization: “The Gift of the Nile”

UNIT

1Chapter 2

Which is the tallestpyramid?

Which is taller, Khufu or theWashington Monument?

What is the length of a sideof the Menkaure pyramid atits base?

1 2 3

KhufuHeight: 481' (147 m)Width: 756' (230 m)

KhafreHeight: 458' (140 m)Width: 706' (215 m)

Washington Monument

Height: 555' (169 m)

MenkaureHeight: 215' (66 m)Width: 346' (105 m)

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 2–2

1 FOCUSSection OverviewThis section traces the key devel-opments of ancient Egyptian civilization.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 2–2• Daily Lecture and Discussion Notes 2–2• Guided Reading Activity 2–2• Section Quiz 2–2• Reading Essentials and Study Guide 2–2

Transparencies• Daily Focus Skills Transparency 2–2

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

Guide to Reading

Answers to Graphic: Old: divinekings built pyramids; Middle:pharaohs as shepherds, period ofexpansion; New: militaristic, massivewealth, religious revolution

Preteaching VocabularyDiscuss mummification and how ithelped archaeologists learn about lifein ancient Egypt. (ancient Egyptiansused mummification to preservedead bodies; mummies and tombshelped archaeologists to reconstructaspects of ancient Egypt) L2

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46

2 TEACH

To the ancient Egyptians, the most important fea-ture of the river was its yearly flooding—the “mira-cle” of the Nile. The river rose in the summer fromheavy rains in central Africa, reached its highestpoint in Egypt in September and October, and left adeposit of mud that created an area of rich soil sev-eral miles wide on both sides of the river. The Egyp-tians called this fertile land, which was dark in color,the “Black Land.” Beyond these narrow strips of fer-tile fields lay the deserts, the “Red Land.”

The surpluses of food that the Egyptian farmersgrew in the fertile Nile Valley made Egypt prosper-ous. The river also served as a unifying factor in

46 CHAPTER 2 Western Asia and Egypt

100 kilometers0Azimuthal Equidistant projection

100 miles0N

S

EW

30°E

30°N

25°N

35°E

TROPIC OFCANCER

Mediterranean Sea

Red Sea

DeadSea

Nile R.

Great Pyramidand Sphinx

First Cataract

Second Cataract

ArabianDesert

WesternDesert

EasternDesert

Nile DeltaLOWER EGYPT

UPPER EGYPT

NUBIA

CairoGiza

Saqqˆara

Thebes

Ancient Egypt

Nile Valley

Rural villages developed along the Nile River.

1. Interpreting Maps Using the scale, estimate thewidest point of the Nile Valley.

2. Applying Geography Skills What do the namesUpper Egypt and Lower Egypt reveal about the topography of Egypt?

Egyptian history. In ancient times, the Nile was thefastest way to travel through the land, making bothtransportation and communication easier. Windsfrom the north pushed sailboats south, and the cur-rent of the Nile carried them north.

Unlike Mesopotamia, which was subject to con-stant invasion, Egypt was blessed by natural barriersthat gave it protection from invasion and a sense ofsecurity. These barriers included the deserts to thewest and east; the Red Sea to the east; the cataracts(rapids) on the southern part of the Nile, which madedefense relatively easy; and the Mediterranean Sea tothe north.

The regularity of the Nile floods and the relativeisolation of the Egyptians created a feeling of securityand changelessness. To the ancient Egyptians, whenthe Nile flooded each year, “the fields laugh and peo-ple’s faces light up.” Unlike people in Mesopotamia,Egyptians faced life with a spirit of confidence in thestability of things. Ancient Egyptian civilization wasmarked by a remarkable degree of continuity overthousands of years.

Contrasting Explain how floodingpatterns of rivers in Egypt and Mesopotamia caused the twocivilizations to develop differently.

The Importance of ReligionReligion, too, provided a sense of security and

timelessness for the Egyptians. Actually, they had noword for religion. For them, religious ideas were aninseparable part of the entire world order. The Egyp-tians were polytheistic. They had a remarkable num-ber of gods associated with heavenly bodies andnatural forces. Two groups, sun gods and land gods,came to have special importance. Is that surprising inview of the importance to Egypt’s well-being of thesun and the fertile land along the banks of the Nile?

The sun, the source of life, was of course worthy ofworship. The sun god took on different forms andnames, depending on his specific role. He was wor-shiped as Atum in human form and also as Re, whohad a human body but the head of a falcon. TheEgyptian ruler took the title Son of Re, because hewas seen as an earthly form of Re.

River and land gods included Osiris and Isis. Afamous Egyptian myth told of the struggle betweenOsiris, who brought civilization to Egypt, and his evilbrother Seth, who killed him, cut his body into 14parts, and tossed the parts into the Nile. The pieceswere found by Osiris’s wife, Isis. With help fromother gods, Isis brought Osiris back to life.

Reading Check

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

Answers:1. approximately 200 miles (321.8

km) wide at mouth

2. Upper Egypt has a higher altitudethan Lower Egypt

Answer: Flooding patterns were regular in Egypt, leading to a feelingof stability. The flooding in Mesopo-tamia was unpredictable, leading to a belief that the world was at themercy of harsh and unreliable gods.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Ask students to refer to the map on this page. Where do they think a canal betweenthe Nile and the Red Sea would have been built? (above Thebes) Ask students to discuss thepotential advantages of such a waterway and its importance to Egyptian trade. You might wish topoint out to students that future civilizations would fight wars over the Suez Canal, a passagewayin Egypt that joins the Mediterranean and the Red Sea. L2

Charting ActivityHave students locate the Nileand the Tigris and Euphratesriver valleys. Then have studentscreate a chart in which they listand describe the physical andhuman characteristics of the tworiver valleys. L1

Daily Lecture and Discussion Notes 2–2

I. The Impact of Geography (pages 45–46)

A. Running over 4,000 miles, the Nile is the longest river in the world. It begins in theheart of Africa and runs north to the Mediterranean. The northern part is called LowerEgypt and the southern part is called Upper Egypt.

B. The most important fact about the Nile is that it floods each year, enriching the soilaround it. The surplus of food Egyptian farmers could grow in this fertile soil madeEgypt prosperous. The Nile also served as a great highway that enhanced transporta-tion and communication. In these ways the Nile was a unifying influence on Egypt.

C. Unlike Mesopotamia, Egypt had geographical barriers that protected it from invasion:the deserts to the west and east, the Red Sea to the east, the Mediterranean Sea to thenorth, and rapids in the southern Nile.

D. Geography gave the Egyptians a sense of confidence and added to the noteworthycontinuity of Egyptian civilization for thousands of years.

Discussion QuestionConsider important geographical influences on the United States, like rivers, mountainranges, and deserts. For two of them, explain how it affected the development of theUnited States. (Answers will vary. One possible answer is about how cities began along majorrivers, like the Ohio and Mississippi Rivers. Another possible answer is about how agriculturedeveloped around such rivers and how they served as a highway for trade, transportation, andcommunication. A third possible answer is about how the cities of the Southwest have neededextensive irrigation systems and water works to grow.)

II. The Importance of Religion (pages 46–47)

Daily Lecture and Discussion Notes

Chapter 2, Section 2

Did You Know? The funeral boat used to transport the body ofKing Khufu from Memphis to Giza was 141 feet long.Archaeologists have reassembled the craft according to the ship-wright’s original instructions, which were discovered with thecraft’s pieces next to Khufu’s tomb.

Copyright © by The McGraw-Hill Companies, Inc.

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Answer: Osiris brought civilization toEgypt but was killed by his evilbrother Seth. Osiris was then resur-rected by his wife Isis. This mythsymbolizes the flooding of the Nileand the new life it brings to Egypt. Byidentifying with Osiris, the people ofEgypt could hope to gain new life,leading the Egyptians to place theirdead in tombs to await rebirth.

Osiris took on an important role for theEgyptians as a symbol of resurrection. Byidentifying with Osiris, people could hopeto gain new life, just as Osiris had done.The dead were placed in tombs (in thecase of kings, in pyramid tombs); weregiven the name Osiris; and by a processof magical identification, became Osiris.Like Osiris, they would then be reborn.The flooding of the Nile and the newlife it brought to Egypt were symbol-ized by Isis’s bringing all of Osiris’sparts together each spring in the fes-tival of the new land.

ExaminingWhat is the significance of the famousEgyptian myth of the struggle betweenOsiris and his evil brother Seth? Why didOsiris take on an important role for theEgyptians?

The Course of Egyptian History

Modern historians have divided Egyptian historyinto three major periods, known as the Old Kingdom,Middle Kingdom, and New Kingdom. These wereperiods of long-term stability marked by strong lead-ership, freedom from invasion, the building of tem-ples and pyramids, and considerable intellectual andcultural activity. Between the periods of stabilitywere ages of political chaos and invasion, known asthe Intermediate periods.

The history of Egypt begins around 3100 B.C., whenMenes (MEE•NEEZ) the king united the villages ofUpper (southern) and Lower (northern) Egypt into asingle kingdom and created the first Egyptian royaldynasty. A dynasty is a family of rulers whose right torule is passed on within the family.

From then on, the Egyptian ruler would be called“King of Upper and Lower Egypt.” The royal crownwould be a double crown, indicating the unity of allEgypt. Just as the Nile served to unite Upper Egyptand Lower Egypt physically, kingship united the twoareas politically.

The Old Kingdom The Old Kingdom, which lastedfrom around 2700 to 2200 B.C., was an age of pros-perity and splendor. Like the kings of the Sumeriancity-states, the monarchs of the Old Kingdom werepowerful rulers over a unified state. Among the

Reading Check

various titles of Egyptian monarchs, that of pharaoh(originally meaning “great house” or “palace”) even-tually became the most common.

Kingship was a divine institution in ancient Egyptand formed part of a universal cosmic order: “Whatis the king of Upper and Lower Egypt? He is a god bywhose dealings one lives, the father and mother of allmen, alone by himself, without an equal.” In obeyingtheir pharaoh, subjects believed that they were help-ing to maintain a stable world order. A breakdown inroyal power could only mean that citizens wereoffending the gods and weakening that order.

Egyptian pharaohs possessed absolute power—that is, they had complete, unlimited power to ruletheir people. Nevertheless, they had help in ruling.

47CHAPTER 2 Western Asia and Egypt

Osiris (above) ruled the realm of the deadand was associated with rebirth. Horus(above left), the son of Osiris and Isis, wasthe sky god. What do these depictionsreveal about Egyptian belief?

History

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONEnglish Learners Ask several students who read English well to go through this section to findwords related to the natural environment, such as river, riverbank, source, highland, and so on.Working with partners who are English language learners, these students can help find pictures ofthe listed natural features in resource materials. Next, ask English language learners to prepare andpresent a simple natural-features map of their native country. Have students find similarities anddifferences between the geographic features of the student’s country and those of Egypt. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

ELL

Answer: Many gods and goddesseswere represented as half animal andhalf human, reflecting the importanceof nature to Egyptian belief.

History

Guided Reading Activity 2–2

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Egyptian Civilization: “The Gift of the Nile”

DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T ifthe statement is true or F if the statement is false. For all false statements write a correctedstatement.

1. To the ancient Egyptians, the most important feature of the river was the manyfish that lived in it.

2. Ancient Egyptian civilization was marked by constant change and upheavalover the centuries.

3. Osiris took on an important role for the Egyptians as a symbol of resurrection.

4. In obeying their pharaoh, subjects felt humiliated and powerless to determinethe course of their own lives.

5. Pyramids were built as part of a larger complex of buildings dedicated to thedead—in effect, a city of the dead.

6. The Greek historian Herodotus reported the story that it took 100,000 Egyptians20 years to build the Great Pyramid.

7. The draining of swampland in the Nile Delta provided room for many morepyramids to be built.

8. Cleopatra was the first Egyptian woman to become pharaoh.

9. The earliest Egyptian writing was later called hieroglyphics, meaning “priest-carvings” or “sacred writings.”

Guided Reading Activity 2-2

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At first, members of the pharaoh’s family aided inrunning the country. During the Old Kingdom, how-ever, a government bureaucracy—an administrativeorganization with officials and regular procedures—developed. Especially important was the office ofvizier, the “steward of the whole land.” Directlyresponsible to the pharaoh, the vizier was in chargeof the government bureaucracy. In time, Egypt wasdivided into 42 provinces, which were run by gover-nors appointed by the pharaoh. Each governor wasresponsible to the pharaoh and vizier.

The Pyramids One of the great achievements ofEgyptian civilization, the building of pyramids,occurred in the time of the Old Kingdom. Pyramidswere built as part of a larger complex of buildings ded-icated to the dead—in effect, a city of the dead. The areaincluded several structures: a large pyramid for thepharaoh’s burial; smaller pyramids for his family; andseveral mastabas, rectangular structures with flat roofsused as tombs for the pharaoh’sofficials.

The tombs were well pre-pared for their residents. Theycontained rooms stocked with

Pyramid

MediterraneanSea

Red Sea

Giza

Nile

River

LOWEREGYPT

supplies, including chairs, boats, chests, weapons,games, dishes, and a variety of foods. The Egyptiansbelieved that human beings had two bodies—a phys-ical one and a spiritual one, which they called the ka.If the physical body was properly preserved and thetomb furnished with all the various objects of regularlife, the ka could return. Surrounded by earthly com-forts, the ka could then continue its life despite thedeath of the physical body.

To preserve the physical body after death, theEgyptians practiced mummification, a process ofslowly drying a dead body to prevent it from rotting.This process took place in workshops run by priests,primarily for the wealthy families who could affordit. Workers first removed the liver, lungs, stomach,and intestines and placed them in four special jarsthat were put in the tomb with the mummy. Thepriests also removed the brain by extracting itthrough the nose. They then covered the corpse witha natural salt that absorbed the body’s water. Later,they filled the body with spices and wrapped it withlayers of linen soaked in resin. At the end of theprocess, which had taken about 70 days, a lifelikemask was placed over the head and shoulders of themummy. The mummy was then sealed in a case andplaced in its tomb.

History through Architecture

The mastaba (above) was the forerunnerto the pyramid (left) and a simpler burial alter-native for people who were not part of the royalcourt. How would the artifacts and paintingswithin a mastaba differ from those in apyramid?

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

History through Architecture

Answer: They would have been muchsimpler.

Technology In 1987, scientistsfrom Egypt and the United Statesused advanced technology to view theremains of an ancient Egyptian boatthat had been sealed inside a cham-ber for 4,600 years. To see insidewithout excavating and damaging thechamber, the scientists employed aspecial drill with technology inventedfor moon exploration. After drillingthrough the outer rock, they inserteda miniature video camera.

Have students research other tech-niques used to handle and exploreancient Egyptian remains and reportthem to the class. L2

EnrichHave students look at the pictureof the Great Pyramid built forKing Khufu on this page. Manypyramids had two temples thatwere connected by a long stonepassageway. Funeral ceremonieswere performed in these tem-ples. Ask: Why did the Egyptiansbuild pyramids for their kings?(They built the pyramids to honorthe kings, believed to be gods, and toprovide them with an eternal placeof rest.) L1

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Pyramids The mystery of the pyramids has intrigued historians throughout the ages. Somearchaeologists contend that, given the technology of the ancient Egyptians, they could not havemoved the blocks required to build the Great Pyramids in one person’s lifetime. One intriguing theory about the building of the pyramids is that the giant blocks of stone were not carved at all,but rather were poured from a very sophisticated concrete-like, limestone substance. This wouldexplain the amazing similarity among all of the blocks, their incredibly close fit, and would morerealistically fit the ancient Greek historian Herodotus’s statement that it took twenty years to com-plete the pyramids.

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EnrichWrite this quotation from thePersian poet Sadi on the chalk-board. “(A King) requires a pru-dent and able man.” Discuss themeaning of this quotation andhow it applies to the pharaohs.Lead the class in a discussion toconsider how choosing wisepeople to help govern canensure good government. Drawa parallel between the bureau-cracy of Egypt and that of theUnited States today. L2

Connecting Across TimeRivers typically overflow theirusual channels about once everytwo years. At their worst, floodscan destroy entire communities.Ask: How have people tried toprevent flooding and save theircommunities? (by buildingditches, canals, earthen dams, dikes,levees, and reservoirs) L2

Pyramids were tombs for the mummified bodies ofpharaohs. The largest and most magnificent of all thepyramids was built under King Khufu (KOO•FOO).Constructed at Giza around 2540 B.C., the famousGreat Pyramid of King Khufu covers 13 acres (5.3 ha),measures 756 feet (230 m) at each side of its base, andstands 481 feet (147 m) high.

The building of the Great Pyramid was an enor-mous construction project. The Greek historianHerodotus reported the traditional story that it took100,000 Egyptians 20 years to build the Great Pyra-mid. Herodotus wrote two thousand years after theevent, however, and much speculation still surroundsthe building of the Great Pyramid. Especially puz-zling is how the builders achieved their amazing levelof precision. The stone slabs on the outside of theGreat Pyramid, for example, fit so closely side by sidethat even a hair cannot be pushed into the jointsbetween them.

Guarding the Great Pyramid at Giza is a hugestatue carved from rock, known as the Great Sphinx.This colossal statue is 240 feet (73 m) long and 66 feet(20 m) high. It has the body of a lion and a humanhead. The head is believed by many to be a likeness ofKhufu’s son Khafre, who ordered the statue’s con-struction. Historians do not agree on the purpose ofthe Great Sphinx. Many Egyptians, however, believedthat the mythical sphinx was an important guardianof sacred sites.

The Great Pyramid still stands as a visible symbolof the power of the Egyptian pharaohs of the OldKingdom. No pyramid built later matched its size orsplendor. The pyramid was not only the pharaoh’stomb but also an important symbol of royal power. It

49CHAPTER 2 Western Asia and Egypt

could be seen for miles and served to remind peopleof the glory, might, and wealth of the ruler who wasa living god on Earth.

The Middle Kingdom The Old Kingdom eventu-ally collapsed, followed by a period of chaos thatlasted about 150 years. Finally, a new royal dynastygained control of all Egypt and began the MiddleKingdom, a period of stability lasting from about2050 to 1652 B.C. Egyptians later portrayed the Mid-dle Kingdom as a golden age—an age of stability.

As evidence of its newfound strength, Egyptbegan a period of expansion. Nubia, which waslocated south of Egypt, was conquered. Fortresseswere built to protect the new southern frontier. Thegovernment sent armies into Palestine and Syria,although they did not remain there. Pharaohs alsosent traders to Kush, Syria, Mesopotamia, and Crete.

One feature of the Middle Kingdom was a newconcern of the pharaohs for the people. In the OldKingdom, the pharaoh had been seen as a god-kingfar removed from his people. Now he was portrayedas the shepherd of his people and expected to buildpublic works and provide for the public welfare.Pharaohs of the Middle Kingdom undertook a num-ber of helpful projects. The draining of swampland inthe Nile Delta provided thousands of acres of newfarmland. The digging of a canal to connect the Nileto the Red Sea aided trade and transportation.

The New Kingdom The Middle Kingdom came toan end around 1652 B.C. with the invasion of Egypt

History

The mummy of Ramses II (the Great)has remained intact for 3,000 years. Ramses was nearly 90 when he died. What might medical investigators discoverabout Egyptian life from thismummy?

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

Answer: They might determine thegeneral health and condition of theking, as well as how he died.

History

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTSeven Wonders Three of the Seven Wonders of the Ancient World were found in either Egypt orMesopotamia. The Seven Wonders of the Ancient World were:1. Statue of Zeus (forty-foot [12.19 m] statue of Zeus in ancient Greece)2. Colossus of Rhodes (Greek statue standing over harbor entrance at Rhodes)3. Pharos of Alexandria (lighthouse at Egyptian port city of Alexandria)4. Mausoleum (crypt for king Mausolus of Caria—Turkey)5. Hanging Gardens (Babylonian terrace gardens)6. Temple of Artemis at Ephesus (temple in Asia Minor)7. Great Pyramids (Old Kingdom of Egypt)

Tourism is an important economicactivity in Egypt today. The warm, dryclimate and magnificent relics fromancient times attract visitors from allover the world.

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3 ASSESSAssign Section 2 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

new temples. Hatshepsut—the first woman tobecome pharaoh—built a great temple at Deir elBahri, near Thebes. Hatshepsut was succeeded byher nephew, Thutmose (thoot•MOH•suh) III. He led17 military campaigns into Syria and Palestine andeven reached the Euphrates River. His forces occu-pied Palestine and Syria and moved westward intoLibya. Magnificent new buildings and temples wereconstructed to show the greatness of the empire.

The New Kingdom was not without troubles,however. The pharaoh Amenhotep IV introduced theworship of Aton, god of the sun disk, as the sole god.Amenhotep changed his own name to Akhenaton(“It is well with Aton”) and closed the temples ofother gods. In a society that had always been tolerantof many gods, Akhenaton’s actions in destroying the

by a group of people from western Asia known to theEgyptians as the Hyksos (HIK•SAHS). The Hyksosused horse-drawn war chariots and overwhelmedthe Egyptian soldiers, who fought from donkey carts.

For almost a hundred years, the Hyksos ruledmuch of Egypt. The conquered Egyptians learned agreat deal, however, from their conquerors. Fromthe Hyksos, the Egyptians learned to use bronze inthe making of their farming tools and theirweapons. The Egyptians also mastered many of themilitary skills of the Hyksos, especially the use ofhorse-drawn war chariots.

Eventually, a new dynasty of pharaohs used thenew weapons to drive out the Hyksos and reuniteEgypt. The New Kingdom was established and lastedapproximately from 1567 to 1085 B.C. This reuni-

fication launched theEgyptians along a newmilitaristic path. Duringthe period of the NewKingdom, Egypt createdan empire and becamethe most powerful state inSouthwest Asia.

Massive wealth boostedthe power of the NewKingdom pharaohs. TheEgyptian rulers showedtheir wealth by building

CHAPTER 2 Western Asia and Egypt50

HISTORY

Web Activity Visit the Glencoe WorldHistory Web site at

and click on Chapter 2– Student Web Activity to learn more aboutEgypt.

wh.glencoe.com

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Egyptian Expansion, 2000–1100 B.C.

ArmiesTraders

The Great Sphinx was built more than 4,500 years ago. Today it is crumbling due to wind, humidity, and smog from Cairo.

Egypt began a period of commercial and military expansionduring the Middle Kingdom that would bring the countrystability and wealth until the New Kingdom collapsed in1085 B.C.

1. Interpreting Maps Analyze the patterns of movementfor the armies and traders. Explain why they diverge atthe Mediterranean Sea.

2. Applying Geography Skills Explain how Egypt’s loca-tion would have been an asset to its expansion, as wellas a liability contributing to its downfall.

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

Answers:1. They move in roughly the same

directions—most likely becauseexpansion would follow profitabil-ity. They diverge at the Mediter-ranean Sea, probably becausetraders usually try to follow waterfor better means of transportation,but the armies start moving inlandto conquer more territory.

2. Egypt was close to the water andcentered along the Nile River,allowing access to the seas aswell as providing fertile soil andwater for irrigation. However, thisalso left it open to attacks by the“Sea Peoples.”

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYMaking Generalizations Our concept of modern medical science dates back to ancient Egyptianwritings on medicines, treatments, and studies of anatomy. The Egyptian methods of slowingdecay and preserving flesh were so advanced that the Russians used the Egyptian Book of theDead in preserving the body of Vladimir Lenin, their first Communist leader. Students might beinterested in comparing the modern process of embalming with the Egyptian method for pre-serving the body. Ask students why embalming or preserving the body is often a part of our ritualsduring death and funerals. Why was it so important to the Egyptians? L3

Section Quiz 2–2

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. a family of rulers whose right to rule is passed on withinthe family

2. Egyptian monarch’s title, originally meaning “great house”

3. complex system of writing meaning “sacred writings”made up of pictures and forms

4. boy-Pharaoh who restored worship of the old gods in theNew Kingdom

5. Pharaoh who introduced the worship of a single god,Aton, god of the sun disk

DIRECTIONS: Multiple Choice In the blank write the letter of the choice that best

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 2

Section Quiz 2-2

Column B

A. pharaoh

B. Tutankhamon

C. Akhenaton orAmenhotep IV

D. hieroglyphics

E. dynasty

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CHAPTER 2 Western Asia and Egypt 51

The Egyptians learned much, including the use of war chariots, from the Hyksos.

old gods meant to many the destruction of Egyptitself. Akhenaton’s changes were soon undone afterhis death by the boy-pharaoh Tutankhamen, whorestored the old gods.

The upheavals associated with Amenhotep’s reli-gious revolution led to a loss of Egypt’s empire.Under Ramses II, who reigned from 1279 to 1213B.C., the Egyptians went back on the offensive. Theyregained control of Palestine but were unable toreestablish the borders of their earlier empire. Newinvasions in the thirteenth century B.C. by the “SeaPeoples,” as Egyptians called them, drove the Egyp-tians back within their old frontiers and ended theEgyptian Empire. The New Kingdom itself collapsedin 1085 B.C.

For the next thousand years, Egypt was domi-nated by Libyans, Nubians, Persians, and finallyMacedonians after the conquest of Alexander theGreat (see Chapter 4). In the first century B.C., thepharaoh Cleopatra VII tried to reestablish Egypt’sindependence. However, her involvement withRome led to her suicide and defeat, and Egyptbecame a province in Rome’s mighty empire.

Contrasting What were the majordifferences among the Old Kingdom, the Middle Kingdom, and the New Kingdom?

Society in Ancient EgyptOver a period of thousands of years, Egyptian

society maintained a simple structure. It was organ-ized like a pyramid, with the god-king at the top. Thepharaoh was surrounded by an upper class of noblesand priests, who joined in the elaborate rituals of thepharaoh’s life. The members of this ruling class ran

Reading Check

the government and managed their own landedestates, which provided much of their wealth.

Below the upper class were merchants, artisans,scribes, and tax collectors. Middle-class homes,mostly in the city, were comfortable but not elegant.Merchants carried on an active trade up and downthe Nile, as well as in town and village markets.Some merchants also engaged in international trade.They were sent by the pharaoh to Crete and Syria,where they obtained wood and other products.Egyptian artisans made an incredible variety of well-built, beautiful goods: stone dishes; painted boxes;wooden furniture; gold, silver, and copper tools andcontainers; paper and rope made of papyrus; andlinen clothes.

By far, the largest number of people in Egypt sim-ply worked the land. In theory, the pharaoh ownedall the land but granted portions of it to the subjects.Large sections of land were held by nobles and by thepriests who supervised the numerous temples. Mostof the lower classes were peasants who farmed theland of these estates. They paid taxes in the form ofcrops to the pharaoh, nobles, and priests; lived insmall villages or towns; and provided military serv-ice and forced labor for building projects.

Summarizing List the social classesof ancient Egypt and identify the contributions of each toEgyptian society.

Reading Check

HatshepsutRuled 1503–1482 B.C.Egyptian pharaoh

Hatshepsut was the daughter of thepharaoh Thutmose I. She married her half-brother, who became the pharaoh ThutmoseII. When he died, Hatshepsut assumed the fullpower of pharaoh. Statues show Hatshepsutclothed and bearded as a king would be. Shewas addressed as “His Majesty.”

Hatshepsut’s reign was a prosperous one. She is bestknown for the temple dedicated to herself at Deir elBahri on the west bank of the Nile at Thebes. One of theinscriptions she had placed there reads: “Now my heartturns to and fro, in thinking what will the people say,they who shall see my monument in later years, andshall speak of what I have done.”

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

Answer: Old: divine rulers, built pyr-amids; Middle: pharaohs concernedabout people, expanded; New: mili-taristic, created an empire, religiousupheavals

Answer: At the top was the rulingclass of pharaohs, nobles, and priests.This class ran the government andmanaged landed estates, providingmuch of Egypt’s wealth. Below thisclass was a middle class of mer-chants, artisans, scribes, and tax col-lectors. These people obtainedproducts through trade or createdgoods. At the bottom was a largepeasant class. They farmed the landand provided military service andforced labor for building projects.

EXTENDING THE CONTENTResearching a Report Just as the pharaohs built pyramids to symbolize their greatness andpower, other rulers, both secular and religious, have built shrines to honor themselves. Divide stu-dents into groups. Have individual students complete a portion of the following research. Eachgroup will be responsible for a two-page paper compiling the results of the group’s research. Havestudents identify shrines or monuments that other rulers have built. Ask students to compare thesemonuments and their purposes to the pyramids. Then have students identify monuments in theirown towns. Are there any local historical monuments that pay homage to certain Americans? If so,have students compare them with the pyramids. L3

For grading this activity, refer to the Performance Assessment Activities booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Abu Simbel One of the impressivetemple sites of Ramses II is Abu Sim-bel, located near the Nile River about762 miles (1,226 km) south of Cairo.In the 1960s, the High Dam at Aswanwould have flooded the site, but 51countries contributed funds to movethe temples block by block to higherground further inland.

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52

Answer: A wife was in charge of thehousehold and the education of thechildren.

Answer: Hieroglyphics: complex,used both pictures and more abstractforms for writing on temple wallsand in tombs. Hieratic: highly simpli-fied version of hieroglyphics, used forthe general needs of everyday life.

52 CHAPTER 2 Western Asia and Egypt

Architects’ tools, amphora (a two-handled jar), and wooden chair belonging to King Tutankhamen

Daily Life in Ancient EgyptAncient Egyptians had a very positive attitude

toward daily life on Earth. They married young (girlsat 12 and boys at 14) and established homes and fam-ilies. Monogamy (marriage to one person) was thegeneral rule, although a husband was allowed tokeep additional wives if his first wife was childless.

The husband was master in the house, but wiveswere very well respected. Wives were in charge of thehousehold and the education of the children. From abook of wise sayings (which the Egyptians called“instructions”) came this advice: “If you are a man ofstanding, you should love your wife at home as is fit-ting. Fill her belly; clothe her back. . . . Make her heartglad as long as you live.” ; (See page 990 to read excerptsfrom Vizier Ptah-hotep’s An Egyptian Father’s Advice to His Son inthe Primary Sources Library.)

Women’s property and inheritance stayed in theirhands, even in marriage. Although most careers andpublic offices were closed to women, some womendid operate businesses. Peasant women, of course,worked long hours in the fields and at numeroustasks in the home. Upper-class women could becomepriestesses, and four queens became pharaohs.

Parents arranged marriages for their children.Their chief concerns were family and property. Thechief purpose of marriage was to produce children,

especially sons. Only sons could carry on the familyname. Daughters were not ignored, however, andnumerous tomb paintings show the close and affec-tionate relationship parents had with both sons anddaughters. Although marriages were arranged, thesurviving love poems from ancient Egypt suggestthat some marriages included an element of romance.

Egyptian marriages could and did end in divorce.It included compensation for the wife.

Identifying What were the primaryresponsibilities of a wife in an Egyptian home?

Writing and EducationWriting in Egypt emerged around 3000 B.C. The

Greeks later called this earliest Egyptian writinghieroglyphics, meaning “priest-carvings” or “sacredwritings.” The hieroglyphic system of writing, whichused both pictures and more abstract forms, wascomplex. Learning and practicing it took much timeand skill. Hieroglyphic script was used for writing ontemple walls and in tombs. A highly simplified ver-sion of hieroglyphics, known as hieratic script, cameinto being. It used the same principles as hiero-glyphic writing, but the drawings were simplified byusing dashes, strokes, and curves to represent them.Hieratic script was used for business transactions,record keeping, and the general needs of daily life.

Egyptian hieroglyphs were at first carved in stone.Later, hieratic script was written on papyrus, a papermade from the papyrus reed that grew along theNile. Most of the ancient Egyptian literature that hascome down to us was written on rolls of papyrus.

The Egyptian scribes were masters of the art ofwriting and also its teachers. At the age of 10, boys ofthe upper classes went to schools run by scribes.Training to be a scribe took many years. Studentslearned to read and write by copying texts. Disciplinewas strict, as is evident from the following Egyptiansaying: “A boy’s ears are on his back. He listens onlywhen he is beaten.” Girls remained at home andlearned housekeeping skills from their mothers.

Contrasting What are the differ-ences between hieroglyphics and hieratic script?

Achievements in Art and SciencePyramids, temples, and other monuments bear

witness to the architectural and artistic achievementsof the Egyptians. Artists and sculptors were expectedto follow particular formulas in style. This gave

Reading Check

Reading Check

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

Reading Essentials andStudy Guide 2–2

World History 13

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Reading Essentials and Study GuideChapter 2, Section 2

Name Date Class

DRAWING FROM EXPERIENCEII

What do you think of when you hear the words “ancient Egypt”? What do you thinklife was like in ancient Egypt?

In the last section, you learned about the early civilization of Mesopotamia. In thissection, you will learn about Egyptian civilization in the Nile Valley.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. Historians have divided Egyptian historyinto three major periods, the Old Kingdom, Middle Kingdom, and New Kingdom. Listthe major accomplishments and events that occurred during these periods.

For use with textbook pages 45-53

EGYPTIAN CIVILIZATION: “THE GIFT OF THE NILE”

KEY TERMS

dynasty a family of rulers whose right to rule is passed on within the family (page 47)

pharaoh (“great house” or “palace”) the most common title of Egyptian monarchs (page 47)

bureaucracy an administrative organization with officials and regular procedures (page 48)

vizier (“the steward of the whole land”) the official in charge of the government bureaucracyin ancient Egypt (page 48)

mummification a process of slowly drying a dead body to prevent it from rotting (page 48)

hieroglyphics (“priest-carvings” or “sacred writings”) the Greek name for the earliest Egyptianwriting (page 52)

hieratic script a simplified version of hieroglyphics that was used for business transactions,record keeping, and the general needs of daily life in Egypt (page 52)

Egyptian Periods Accomplishments and Events

1.

Old Kingdom

2.

Middle Kingdom

3.

New Kingdom

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Rosetta Stone For centuries, scholars were unable to understand ancient Egyptian hiero-glyphics. Then, in A.D. 1799, a stone slab dating to the 200s B.C. was found near the town ofRosetta in Egypt. The stone contained both Greek and ancient Egyptian writing. In 1822, Jean-François Champollion realized that the Greek and Egyptian writing on the stone matched. By usinghis knowledge of Greek, Champollion was able to decipher the Egyptian hieroglyphics and readthe entire stone. The Rosetta Stone can be seen today at the British Museum in London.

EnrichAsk students to give examples ofmajor mathematical and scien-tific discoveries and technologi-cal innovations that occurred inMesopotamian and Egyptiancivilizations. Have studentsdescribe the changes producedby these discoveries and innova-tions. L2 FCAT SC.H.3.4.2

L1/ELL

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1. Key terms are in blue. 2. Menes (p. 47); Hyksos (p. 50);

Hatshepsut (p. 50); Akhenaton (p. 50); Tutankhamen (p. 51);Ramses II (p. 51); Cleopatra VII (p. 51)

3. See chapter maps. 4. ruler was seen as an earthly form

of Re; this gave him divinity, so heruled by divine right

5. Libyans, Nubians, Persians, Mace-donians, Romans

6. Answers may include rituals associ-ated with death.

7. provided fertile farmland, used fortravel, cataracts provided protec-tion, regularity of flooding influ-enced religion

8. royalty could afford items thatwere beautiful and useful; they aremuch more sophisticated than thecrude Paleolithic tools

9. Answers should explain that thepyramid is a tomb and that it sym-bolizes the power of the pharaohsand a belief in the afterlife.

53

Answer: Egyptian artists and sculp-tors followed stylistic formulas. Forexample, the human body was oftenportrayed in a combination of profile,semi-profile, and frontal views.

Reteaching ActivityHave students reread this section and take note of eachtime the Nile River is mentioned.Ask students to summarize the impact of the Nile River on the development of Egypt. L1

4 CLOSEHave students list factors thataccount for the growth andlongevity of civilization alongthe Nile River. Discuss which ofthese factors can be found in anyriver valley and which areunique to Egypt’s location orunrelated to geography. L3

Geography

Rivers

Natural Barriers

Religion

Government

Social Structure

Economy

Written Language

Mesopotamia

Fertile Crescent (Southwest Asia)

Tigris and Euphrates

Flat plains

Polytheistic

City-states; theocracy; largebureaucracy; kings ruled

Nobles, commoners, slaves

Farming and trade

Cuneiform

Egypt

Africa

Nile

Deserts, seas, cataracts

Polytheistic

Rural villages; dynasties;divine kings ruled

Upper classes, merchants,artisans, peasants

Farming and trade

Hieroglyphics

Comparing Life in Mesopotamia and Egypt

Egyptian art a distinctive look for thousands of years.For example, the human body was often portrayed asa combination of profile, semiprofile, and frontalview to accurately represent each part.

Egyptians also made advances in mathematics.Mathematics helped them in building their massivemonuments. Egyptians were able to calculate areaand volume and used geometry to survey floodedland.

The Egyptians developed an accurate 365-day cal-endar by basing their year not only on the move-ments of the moon, but also the bright star Sirius.

Sirius rises in the sky just before the annual floodingof the Nile River.

The practice of embalming (preserving a deadbody to protect it from decay) led to medical exper-tise in human anatomy. Archeologists have recovereddirections from doctors for using splints, bandages,and compresses for treating fractures, wounds, anddisease. Other ancient civilizations acquired medicalknowledge from the Egyptians.

Describing What was distinctiveabout Egyptian art?

Reading Check

53CHAPTER 2 Western Asia and Egypt

Nile River

Ancient civilizations thrived in bothMesopotamia and Egypt.

1. Making Comparisons Create amap of Mesopotamia and Egypt.Develop icons to illustrate the differ-ences and similarities in the cultures.

2. Evaluating How did geographicaldifferences influence the develop-ment of these cultures?

9. Descriptive Writing Assume youare a tour guide leading a tour ofthe Great Pyramid. Explain to yourtour group why the pyramids werebuilt and what historians believe istheir significance. Create an advertis-ing brochure to promote and sellyour tour.

Checking for Understanding1. Define dynasty, pharaoh, bureaucracy,

vizier, mummification, hieroglyphics,hieratic script.

2. Identify Menes, Hyksos, Hatshepsut,Akhenaton, Tutankhamen, Ramses II,Cleopatra VII.

3. Locate Nile River, Lower Egypt, UpperEgypt, Giza.

4. Explain the significance of the Egyptianruler’s title “Son of Re.”

5. List the various peoples who domi-nated Egypt after the collapse of theNew Kingdom.

Critical Thinking6. Describe In what ways are the cus-

toms of ancient Egypt similar to thecustoms in your society today?

7. Organizing Information Use a dia-gram like the one below to describe theimpact the Nile had on life in ancientEgypt.

Analyzing Visuals8. Describe what the artifacts pictured

on page 52 of your text tell you aboutroyal Egyptian life. How do the Egyp-tian tools compare to the Paleolithictools shown on page 23 of your text?

CHAPTER 2Section 2, 45–53CHAPTER 2Section 2, 45–53

Answer: 1. Students will create maps compar-

ing Mesopotamia and Egypt.

2. Mesopotamian city-states had nonatural defenses; Egypt had natu-ral defenses in every direction.

SS.A.2.4.2

SS.B.2.4.6

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1 FOCUSSection OverviewThis section describes how trading peoples, such as thePhoenicians, influenced thedevelopment of Southwest Asia.It also traces the early history ofthe Israelites.

New Centers of Civilization

c. 1600 B.C.Hittites create empirein western Asia

c. 1200 B.C.Israelites emerge as adistinct group of people

c. 1200 B.C.End of Hittitekingdom

Guide to Reading

Preview of Events

586 B.C.Chaldeans destroyJerusalem

722 B.C.Assyrians overrun theKingdom of Israel

✦1600 B.C. ✦1400 B.C. ✦1200 B.C. ✦1000 B.C. ✦800 B.C. ✦600 B.C. ✦400 B.C.

Main Ideas• The decline of the Hittites and Egyptians

allowed a number of small kingdomsand city-states to emerge.

• The Israelites did not create an empire,but they left a world religion, Judaism,that influenced the later religions ofChristianity and Islam.

Key Termspastoral nomad, monotheistic

People to IdentifyIndo-Europeans, Hittites, Phoenicians,Israelites, King Solomon, Isaiah

Places to LocatePalestine, Jerusalem

Preview Questions1. How did nomadic peoples affect the

centers of civilization?2. What factors caused the decline of

the Hittite kingdom?

Reading StrategySummarizing Information Use a dia-gram like the one below to show how thePhoenicians affected the development of civilization in Southwest Asia.

Phoenicians

According to the biblical account, it was during the flight from Egypt, where theyhad been enslaved, that the Israelites made a covenant with God:

“And God spoke all these words, ‘I am the Lord your God, who brought you out ofEgypt, out of the land of slavery. You shall have no other gods before me. You shallnot make for yourself an idol in the form of anything in heaven above or on the earthbeneath or in the waters below. . . . You shall not murder. You shall not commit adul-tery. You shall not steal.’”

—Exodus 20:1–17

Obedience to God’s law, the Ten Commandments, became an important aspect ofthe Jewish religious tradition.

The Role of Nomadic PeoplesOur story of civilization so far has focused on Mesopotamia and Egypt. Only

recently have archaeologists discovered what they believe is another ancient civi-lization that flourished in central Asia (in what are now the republics of Turk-menistan and Uzbekistan) around 4,000 years ago. People in this civilization builtmud-brick buildings, raised sheep and goats, had bronze tools, and used a systemof irrigation to grow wheat and barley. Recently discovered inscriptions show thatthese early people may have had writing.

Voices from the Past

CHAPTER 2 Western Asia and Egypt54

CHAPTER 2Section 3, 54–60CHAPTER 2Section 3, 54–60

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 2–3• Daily Lecture and Discussion Notes 2–3• Guided Reading Activity 2–3• Section Quiz 2–3• Reading Essentials and Study Guide 2–3

Transparencies• Daily Focus Skills Transparency 2–3

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

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 2-3

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Canaanite to Phoenician to Greek to English2. a triangle 3. S

New Centers of Civilization

UNIT

1Chapter 2

PRESENT-DAY CANAANITE PHOENICIAN GREEK ENGLISH

A

B

C

D

E

F

H

I

K

PRESENT-DAY CANAANITE PHOENICIAN GREEK ENGLISH

L

M

N

O

P

Q

R

S

T

1 2 3What was the sequence ofdevelopment of Englishletters?

Describe the Greek symbolfor “D.”

The Phoenicians had a symbolthat looked like a “W.” Whatdid it become in English?

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 2–3

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1

Guide to Reading

Answers to Graphic: improvedships; developed sea trade; chartednew sea routes; created colonies inthe western Mediterranean; exportedalphabet

Preteaching VocabularyHave students explain monotheismand its importance to how peoplelived. (belief in one God; the Jewspracticed monotheism and preachedstrict obedience to God’s laws) L2

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2 TEACH

Answer: the Hittites

and Anatolia around 1750 B.C. and combined withthe native peoples to form the Hittite kingdom withits capital at Hattusha (Bogazköy in modern Turkey).

Between 1600 and 1200 B.C., the Hittites createdtheir own empire inwestern Asia and eventhreatened the powerof the Egyptians. TheHittites were the firstof the Indo-Europeanpeoples to make use ofiron. This technologyenabled them to useweapons that were stronger and cheaper to makebecause of the widespread availability of iron ore.Around 1200 B.C., however, new waves of invadersknown to historians only as the “Sea Peoples”destroyed the Hittite Empire.

The end of the Hittite kingdom and the weakeningof Egypt around 1200 B.C. temporarily left no domi-nant powers in western Asia. This allowed a numberof small kingdoms and city-states to emerge, espe-cially in the area of Syria and Palestine. The Phoeni-cians were one of these peoples.

Identifying Who were the first Indo-Europeans to make use of iron?

The PhoeniciansThe Phoenicians lived in the area of Palestine

along the Mediterranean coast on a narrow band ofland 120 miles (193 km) long. After the downfall of the Hittites and the Egyptians, the newfound

Reading Check

55CHAPTER 2 Western Asia and Egypt

Hebrew

On the fringes of these civilizations lived nomadicpeoples who depended on hunting and gathering,herding, and sometimes farming for their survival.Most important were the pastoral nomads who onoccasion overran settled communities and createdtheir own empires. Pastoral nomads domesticatedanimals for both food and clothing. They movedalong regular migratory routes to provide steadysources of nourishment for their animals.

People who lived in settled communities oftenviewed nomadic peoples as hostile and barbaric, oruncivilized. The two types of groups did interact,however. Nomads traded animals and animal prod-ucts for grains and vegetables they were unable togrow. Pastoral nomads also aided long-distancetrade by carrying products between civilized centers.In this way, nomads often passed on new technolog-ical developments, such as the use of bronze andiron, that provided new sources of strength to the oldcivilizations. When the normal patterns of the pas-toral nomads were disrupted by drought or over-population, however, they often attacked thecivilized communities to obtain relief.

The Indo-Europeans were one of the most impor-tant nomadic peoples. The term Indo-European refersto a particular group of people who used a languagederived from a single parent tongue. Indo-Europeanlanguages include Greek, Latin, Persian, Sanskrit,and the Germanic languages. The original Indo-European peoples were probably based somewherein the steppe region north of the Black Sea or inSouthwest Asia. Around 2000 B.C. they began tomove into Europe, India, and western Asia. Onegroup of Indo-Europeans moved into Asia Minor

H I T T I T E E M P I R E

A S I A M I N O R

MediterraneanSea

Hattusha

Black Sea

Eu

phr ates R.

Many civilizations developed their own alphabets.

1. Comparing What similarities do you see amongthe three alphabets shown here?

CHAPTER 2Section 3, 54–60CHAPTER 2Section 3, 54–60

Answer:1. both the Hebrew and Phoenician

alphabets have 22 characters;certain characters are similar(i.e., H, L, M)

Daily Lecture and Discussion Notes 1–1

Daily Lecture and Discussion Notes 2–3

I. The Role of Nomadic Peoples and The Phoenicians (pages 54–56)

A. Another ancient civilization flourished in central Asia around 4,000 years ago in whatis now Turkey and Uzbekistan.

B. These people built mud-brick buildings, used bronze tools, built irrigation works, andprobably had writing.

C. Pastoral nomads lived on the fringes of these civilizations. These groups hunted andgathered, did small farming, and domesticated animals. They moved along regularroutes to pasture their animals. Sometimes they overran settled communities andestablished states.

D. One of the most important groups of pastoral nomads was the Indo-Europeans. Theterm Indo-European refers to peoples who spoke languages derived from the same par-ent language. Indo-European languages include Greek, Latin, Sanskrit, and theGermanic languages. One Indo-European group melded with natives in Anatolia—modern-day Turkey— to form the Hittite kingdom.

E. Between 1600 and 1200 B.C., the Hittites created an empire in western Asia. Its capitalwas Hattusha, in modern Turkey. They were the first Indo-Europeans to use iron.

F. When the Hittite Empire was destroyed, smaller city-states and kingdoms emerged inthe area of Syria and Palestine.

G. The Phoenicians were an important new group in this area. The Phoenicians lived ona narrow band of the Mediterranean coast only 120 miles long.

H. After the downfall of the Hittites and the Egyptians, the Phoenicians began to asserttheir power. That power was based on trade.

I. The Phoenicians were such prominent traders because of their ships and seafaringskills.

J. Trading took the Phoenicians as far as Britain and down Africa’s west coast. ThePhoenicians established colonies. Carthage in North Africa is the most famousPhoenician colony.

15

Daily Lecture and Discussion Notes

Chapter 2, Section 3

Did You Know? To this day, more than 2,400 years after it waswritten, strict rules govern the production and treatment of theTorah. Every copy of the Torah is written in Hebrew by a calligra-pher on vellum or parchment. When reading from the Torah, Jewsuse a pointer called a yad; no one is allowed to touch the scrolls.

turn

Copyright © by The McGraw-Hill Companies, Inc.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Use the alphabet chart above to initiate a discussion of languages. Begin by askingyour students to identify the languages spoken by their ancestors. If possible, provide students witha language tree, or have them construct one of their own.

Ask students to bring in as many examples of written languages and alphabets as they can. (Youmay find several alphabets compared in your dictionary.) Have students identify each languageexample and place it on their chart or tree. Compare the various examples in each subfamily. Ifstudents speak any of these languages, let them compare the sound as well as the appearance ofthe language. Conclude the discussion by asking students how the formation of an alphabet sim-plifies writing. Why might different subfamilies have similar alphabets? ELL

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Answer: the alphabet

The “Children of Israel”To the south of the Phoenicians lived another

group of Semitic-speaking people known as theIsraelites. They were a minor factor in the politics ofthe region. However, their religion—known today asJudaism—flourished as a world religion and laterinfluenced the religions of Christianity and Islam.Much of the history and the religious beliefs of theIsraelites were eventually recorded in written form inthe Hebrew Bible, parts of which are known to Christians as the Old Testament. According to theirhistory, the Israelites migrated from Mesopotamia toPalestine, which the Hebrews referred to as Canaan.They followed a lifestyle based on grazing flocks andherds rather than on farming. Then, because ofdrought, the Israelites migrated to Egypt, where theywere enslaved until Moses led them out of Egypt.They wandered for many years in the desert untilthey returned to Palestine.

56 CHAPTER 2 Western Asia and Egypt

political independence of the Phoenicians helpedthem expand their trade. Trade had long been thebasis of Phoenician prosperity. The chief cities ofPhoenicia—Byblos, Tyre, and Sidon—were ports onthe eastern Mediterranean. The Phoenicians pro-duced a number of goods for foreign markets,including purple dye, glass, and lumber from thecedar forests of Lebanon.

The Phoenicians improved their ships, becamegreat international sea traders, and thus created atrade empire. They charted new routes not only inthe Mediterranean but also in the Atlantic Ocean,where they reached Britain and sailed south alongthe west coast of Africa. The Phoenicians set up anumber of colonies in the western Mediterranean.Carthage, their most famous colony, was located onthe North African coast.

The Phoenician culture is best known for its alpha-bet. The Phoenicians, who spoke a Semitic language,simplified their writing by using 22 different signs torepresent the sounds of theirspeech. These 22 characters, or let-ters, could be used to spell out allthe words in the Phoenician lan-guage. Although the Phoenicianswere not the only people to inventan alphabet, theirs was importantbecause it was eventually passed onto the Greeks. From the Greekalphabet was derived the Romanalphabet that we still use today.

IdentifyingWhat was the most significant culturalinvention of the Phoenicians?

Reading Check

N

S

EW

100 kilometers0Lambert Azimuthal Equal-Areaprojection

100 miles0

33°N

33°E 36°E

Jord

an

R.

MediterraneanSea

DeadSea

Red Sea

SYRIA

EGYPT

Cyprus

S ina i

Mt.Sinai

PALE

STIN

E

Syr ianDeser t

Jerusalem

Samaria

Tyre

Sidon

Byblos

Damascus

PhoeniciansKingdom of IsraelKingdom of Judah

Ancient Israel

After King Solomon died, the Kingdom of Israel was divided into two separatekingdoms—Israel and Judah.

1. Interpreting Maps When Israel was divided into two kingdoms, which kingdom lost access to theMediterranean?

2. Applying Geography Skills Whydid the Phoenicians not develop intoan agricultural society?

CHAPTER 2Section 3, 54–60CHAPTER 2Section 3, 54–60

EnrichAsk students to write descrip-tions of both nomadic and non-nomadic people. Have vol-unteers share their descriptionsaloud. During a class discussion,determine the best description of each word and list it on thechalkboard. After you develop a description, ask each studentto write a one-page essay aboutwhich type of skills were mostinfluential in the development of ancient civilizations. Ask stu-dents to support their opinionswith logic and reason. L2

Answers:1. Kingdom of Judah

2. geography was not favorable and access to Mediterraneanencouraged maritime trade

The Phoenicians Location helpsexplain why the Phoenicians becamemaritime traders. It also influencedtheir glassmaking and the purple dyethey developed. Glass was madefrom coastal sand, while the purpledye came from a sea snail.

Who?What?Where?When?

SS.A.2.4.3

STUDENT EDITIONSUNSHINE STATE STANDARDS

1 23

READING THE TEXT

Comparing and Contrasting Comparing and contrasting helps students see the similarities anddifferences among people, things, and ideas. Have students compare and contrast life along theMediterranean Sea with life along the Nile River. (Answers will vary but may include the following:rivers deposit fertile soil in their deltas that promotes agriculture; rivers flood and can destroyproperty and life; rivers offer transportation within a country; seacoasts encourage trade and conquest, bring mild climate, encourage cultural exchange.) L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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57CHAPTER 5 Rome and the Rise of Christianity

Conflict in PalestineConflict in Southwest Asia has a long history. When

the Israelites entered Palestine, around 1220 B.C., otherpeoples were already settled there. One of these peo-ples was the Philistines. For over two centuries, Israelitesand Philistines fought for control.

By 1020 B.C., the Israelites found themselves on theverge of being conquered by the Philistines. TheIsraelites decided to give up their loose tribal organiza-tion, choosing to unite behind one of their members,Saul, who became king.

At first, Saul and the small army he organized weresuccessful. Around 1000 B.C., however, when they daredto meet the Philistines on an open plain, Saul and hisarmy were defeated.

David, the next king of the Israelites, defeated thePhilistines and established control over all of Palestine.Although later the Israelites would be conquered andscattered, Palestine remained the Promised Land in theminds of many Jews.

In 1948, the independentJewish state of Israel was estab-lished in Palestine. More thantwo-thirds of the people therewere Arab Muslims who werenot eager to be governed by theIsraelis. Arab neighbors of thenew state were outraged. In1964, an Arab organization calledthe Palestine Liberation Organi-zation was founded to bringabout an independent Arab stateof Palestine. Conflict betweenArabs and Israelis over Palestinecontinues to this day.

� Conflict in the Middle East

Some interpretations of recent archaeological evi-dence contradict the details of the biblical account.What is generally agreed, however, is that between1200 and 1000 B.C., the Israelites emerged as a distinctgroup of people, organized in tribes, who establisheda united kingdom known as Israel.

The United Kingdom By the time of KingSolomon, who ruled from about 970 to 930 B.C., theIsraelites had established control over all of Palestineand made Jerusalem into the capital of Israel.Solomon greatly strengthened royal power. Heexpanded the government and army and encouragedtrade. Solomon is best known for building a templein the city of Jerusalem. The Israelites viewed thetemple as the symbolic center of their religion and ofthe Israelite kingdom itself. Under Solomon, ancientIsrael was at the height of its power.

King Solomon was also known for his wisdom.Once, two women brought a child before him, eachclaiming that she was the child’s mother. Solomonordered his servant to cut the child in half, giving onehalf to each woman. The first woman objected:

“Please, my lord, give her the living baby!Don’t kill him!” The second womanreplied, “Neither I nor you shall havehim. Cut him in two!” Then Solomonsaid: “Give the baby to the first woman.Do not kill him; she is his mother.” Accord-ing to the biblical account, “When all Israelheard the verdict the king had given, theyheld the king in awe, because they saw thathe had wisdom from God to administer justice.”

The Divided Kingdom After Solomon’s death, ten-sion between the northern and southern tribes withinIsrael led to the creation of two separate kingdoms.The Kingdom of Israel was composed of the tennorthern tribes and had its capital at Samaria. To thesouth, the Kingdom of Judah consisted of two tribesand had its capital at Jerusalem.

In 722 B.C., the Assyrians overran the Kingdom ofIsrael and sent many Israelites to other parts of theAssyrian Empire. These scattered Israelites (the “tenlost tribes”) merged with neighboring peoples andgradually lost their identity.

King Solomon

Research the steps that have been taken to reach apeaceful settlement between the Israelis and Pales-tinians over the past five years. What actions havebeen the most successful? What are the most signifi-cant reasons that a lasting peace still does not exist?

CHAPTER 2Section 3, 54–60CHAPTER 2Section 3, 54–60

Guided Reading Activity 2–3

Name Date Class

New Centers of Civilization

DIRECTIONS: Fill in the blanks below as you read Section 3.

The term (1) refers to a particular group of people who

used a language derived from a (2) parent tongue. The

(3) were the first of the Indo-European peoples to make use of

iron.

The Phoenicians lived in the area of Palestine along the

(4) coast. The Phoenicians improved their

(5) , became great international (6) , and

thus created a trade empire. The Phoenician culture is best known for its

(7) .

Guided Reading Activity 2-3

Geography Have students look ata map of Canaan. The Canaanitessettled in Canaan about 3000 B.C.About 1200 B.C., the Israelites con-quered and settled in parts ofCanaan. Ask: Where was Canaanin relation to Egypt and Babylon?(Canaan lay northeast of Egypt andwest of Babylon.) L1

Answers: Answers will vary, dependingon current events.

EnrichHave students analyze the spe-cific roles of children in ancientIsrael. ELL

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONEnglish Learners Organize students with limited English proficiency into two groups. Have onegroup prepare a poster on King David and the other a poster on King Solomon. Explain that eachposter should summarize information about the king. Have students work together to choose theinformation and then decide on a format for presenting it on the poster. Encourage the students toinclude copies of art depicting “their” king. Pair students from the two groups and have themdescribe their posters. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

ELL

L1/ELL

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MEETING INDIVIDUAL NEEDSMEETING INDIVIDUAL NEEDS

58

Critical ThinkingJewish rulers did not claimdivine right nor did they everclaim to be descended from God.Ask students how this made theJewish kingdom and kings dif-ferent from civilizations thatbelieved their rulers to be divine.Ask students to describe andcontrast the different civic rolesof people living in cultureswhere rulers are divine and incultures where rulers are notdivine. L2

3 ASSESSAssign Section 3 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Ancient Israel

The primary goal of marriage in ancientIsrael was to produce children. Chil-

dren were the “crown of man.” Sons, inparticular, were desired. Daughters wouldeventually leave the family house; sonscarried on the family line. According to the Bible, “sons are olive plants around thetable, a reward, like arrows in the hand of a hero; happy the man who has his quiverfull of them.”

Upon his father’s death the eldest sonbecame head of the family and was givena double portion of his father’s estate. Therights of an eldest son were protected bylaw, although committing a grave offense,such as murder, could cost him those

rights. A father’s inheritance passed only to his sons.

Children were named immediately afterbirth because Israelites believed that one’sname defined one’s essence and disclosedthe destiny and character of the child. Theearly education of children was placed

The Kingdom of Judah managed to retain its inde-pendence for a while, but a new enemy soon appearedon the horizon. The Chaldeans (kal•DEE•uhnz)defeated Assyria,conquered the King-dom of Judah, andcompletely destroyedJerusalem in 586 B.C.Many upper-classpeople of Judah weresent as captives toBabylonia. The memory of their exile is evoked in thewords of Psalm 137:

“By the rivers of Babylon, we sat and wept whenwe remembered Zion. . . . How can we sing thesongs of the Lord while in a foreign land? If I forgetyou, O Jerusalem, may my right hand forget its skill.May my tongue cling to the roof of my mouth if I donot remember you, if I do not consider Jerusalem myhighest joy.”

The Babylonian captivity of the people of Judahdid not last. A new set of conquerors, the Persians,destroyed the Chaldean kingdom and allowed thepeople of Judah to return to Jerusalem and rebuild

their city and temple. The revived Kingdom of Judahremained under Persian control until the conquestsof Alexander the Great in the fourth century B.C. Thepeople of Judah survived, eventually becomingknown as the Jews and giving their name to Judaism.The Babylonian captivity had changed Judaism. Itbecame a stateless religion based on the belief thatGod was not fixed to one particular land but insteadwas Creator and Lord of the whole world.

The Spiritual Dimensions of Israel According toJewish beliefs, there is but one God, called Yahweh(YAH•WAY), the Creator of the world and everythingin it. In the Jews’ view, God ruled the world; all peo-ples were his servants, whether they knew it or not.God had created nature but was not in nature. Thestars, moon, rivers, wind, and other natural phenom-ena were not gods, as other ancient peoples believed,but God’s handiwork. All of God’s creations could beadmired for their awesome beauty, but not wor-shipped as gods.

This powerful creator, however, was not removedfrom the life he had created. God was just and good,and he expected goodness from his people. If theydid not obey his will, they would be punished. How-ever, he was also a God of mercy and love: “The Lord

The Ark of the Covenant, as depicted here, playedan important role in Jewish worship.

CHALDEAN EMPIRE

BABYLONIA

BabylonJerusalem

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CHAPTER 2Section 3, 54–60CHAPTER 2Section 3, 54–60

Section Quiz 2–3

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. migrating groups who domesticated animals for food andclothing

2. traders who lived in a narrow strip along theMediterranean coast

3. Jewish religious teachers who defined the TenCommandments

4. belief in one god

5. ruler who built the temple in Jerusalem

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The emergence of small kingdoms and city-states in western Asiahappened because A. Hittite and Egyptian kingdoms ended or weakened.B. Indo-European peoples helped form Hittite empires.C. before 1200 B.C. some cultures learned to use iron.D. the Roman alphabet was derived from the Greeks.

7. The tribes known as the Israelites wereA. a major political power in the eastern Mediterranean.B. important sea traders who established many colonies.C. inventors of an alphabet of 22 characters representing sounds.D. unique in their monotheistic and recorded religious culture.

8. The Hittite Empire was destroyed byA. the Israelites. C. Indo-Europeans.B. the “Sea Peoples.” D. the Assyrians.

9. According to Jewish beliefs, there is only one God calledA. Moses. C. Yahweh.B. Isaiah. D. Palestine.

10. The Jews believed that God created with them a contract orA. prophet. C. alphabet.B. law. D. covenant.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 2

Section Quiz 2-3

Column B

A. pastoral nomads

B. King Solomon

C. monotheism

D. Phoenicians

E. prophets

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTJewish Culture and Literature Jewish culture and literature affected Western civilization in manyways. The Bible introduced the concept of monotheism, offered the story of creation from Genesis,encouraged obedience to God’s laws, delivered the Ten Commandments upon which Judeo-Chris-tian morality is based, gave us the psalms, and provided us with proverbs by which to live. Jewishbelief in a covenant relationship with God includes a belief that God gave them the land of Israel.

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INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITY

59

is gracious and compassionate, slow to anger andrich in love. The Lord is good to all; he has compas-sion on all he has made.” Each person could have apersonal relationship with this powerful being.

The Jews were monotheistic; they believed in oneGod. The covenant, law, and prophets were threeaspects of the Jewish religious tradition. The Jewsbelieved that during the exodus from Egypt, whenMoses led his people out of bondage toward thepromised land, God made a covenant, or contract,with them. Yahweh promised to guide them if theyobeyed the law of God stated in the Ten Command-ments. According to the Bible, Yahweh gave thesecommandments to Moses on Mount Sinai.

The Jews believed that certain religious teachers,called prophets, were sent by God to serve as hisvoice to his people. The following selection from thebiblical book of Isaiah makes clear the prophets’ beliefthat unjust actions would bring God’s punishment.

“The Lord enters into judgment against the eldersand leaders of his people: ‘It is you who have ruinedmy vineyard; the plunder from the poor is in yourhouses. What do you mean by crushing my peopleand grinding the faces of the poor?’ declares the Lord,the Lord Almighty. The Lord says, ‘The women of Zion

in the hands of the mother, especially inregard to basic moral principles.

As boys matured, their fathers took overresponsibility for their education, whichremained largely informal. This includedreligious instruction as well as a generaleducation for life. Since trades were usuallyhereditary, fathers also chose trades for theirsons. As one rabbi stated, “He who doesnot teach his son a useful trade is bringinghim up to be a thief.”

Additional education for boys camefrom teachers whose sacred mission wasto instruct boys in the Torah, the first fivebooks of the Bible. An organized schoolsystem was not established until muchlater, possibly in the second century B.C.The education girls received was from theirmothers, who taught them the basic fun-damentals of how to be good wives,mothers, and housekeepers.

Scribes in ancient Israel carefully copiedthe Torah by hand.

are haughty . . . with ornaments jingling on theirankles. Therefore the Lord will bring sores on theheads of the women of Zion; the Lord will make theirscalps bald. . . . Instead of fragrance there will be astench; . . . instead of fine clothing, sackcloth; insteadof beauty, branding. Your men will fall by the sword,your warriors in battle. The gates of Zion will lamentand mourn; destitute, she will sit on the ground.’”

The age of prophecy lasted from the eleventh tothe fifth centuries B.C., during the time when the peo-ple of Israel and Judah faced threats or endured con-quests by powerful neighbors. The prophets declaredthat faithlessness to God would bring punishmentand catastrophe, but that turning from evil wouldbring God’s mercy.

From the prophets came new concepts thatenriched the Jewish tradition. Later prophets, such asIsaiah, embraced a concern for all humanity. Allnations would someday come to the God of Israel.This vision included the end of war and the estab-lishment of peace for all the nations of the world. Inthe words of the prophet Isaiah:

CONNECTING TO THE PAST

1. Compare and Contrast Compare the upbringingand education of the eldest son in an Israelite familyto that of an eldest daughter.

2. Writing about History “The primary goal of mar-riage in ancient Israel was to produce children.”Explain why this might be. Do you think the primarygoal of marriage is the same today?

CHAPTER 2Section 3, 54–60CHAPTER 2Section 3, 54–60

Answers:1. The eldest son received the

training needed to take hisplace as the head of the family.This included instruction in atrade as well as religiousinstruction centering on study ofthe Torah. The eldest daughter,like other daughters, wouldeventually leave the familyhouse for that of her husband.She would be taught by hermother to be a good wife,mother, and housekeeper.

2. Answers will vary. Children,especially boys, assured thecontinuation of the family line.Infant mortality rates wouldhave been higher and lifeexpectancies lower than theyare today, and there were nofears of overpopulation as thereare now.

Reading Essentials andStudy Guide 2–3

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Reading Essentials and Study GuideChapter 2, Section 3

Name Date Class

DRAWING FROM EXPERIENCEII

What are the Ten Commandments? When do you think they were established? Whatdo you think was their purpose? What purpose do you think they have today?

In the last section, you learned about the civilization of Ancient Egypt. In this section,you will learn about some other early civilizations, including the Phoenicians and theIsraelites. The Ten Commandments were the basis of the law of the Israelites.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. The achievements of the Hittites,Phoenicians, and Israelites still affect our lives today. Identify at least one achievementof each civilization that still affects us today.

For use with textbook pages 54-60

NEW CENTERS OF CIVILIZATION

KEY TERMS

pastoral nomads nomads who domesticated animals for food and clothing (page 55)

monotheistic the belief in one god (page 58)

Civilization Achievement

Hittites 1.

Phoenicians 2.

Israelites 3.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYSynthesizing Information Many of the customs and beliefs we have today have filtered into ourlives from early civilizations. This is true of our religious heritage. For example, Judaism, which isbased on the concept of monotheism, influenced both Christianity and Islam. Ask students to sum-marize the historical origins and central ideas of Judaism. Then ask students to research and sum-marize the spread of Judaism from its beginnings through modern times. Also have studentsidentify examples of the ways in which Judaism has influenced historic and contemporary worldevents. L2 FCAT LA.A.2.4.8

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1. Key terms are in blue. 2. Indo-Europeans (p. 55); Hittites

(p. 55); Phoenicians (p. 55);Israelites (p. 56); King Solomon (p. 57); Isaiah (p. 59)

3. See chapter maps. 4. Assyrians forced many Israelites to

merge with neighboring peoples;people of Judah enslaved but thenallowed to rebuild Jerusalem

5. Britain, west coast of Africa; westernMediterranean, Carthage

6. spread their languages, first peopleto use iron; overran settled com-munities

7. Answers may include reign ofSolomon, Israel at height of power;Israel overrun by Assyrians, manyIsraelites scattered; Judah con-quered, Jerusalem destroyed

8. record of Jewish history, God’sword, basis of male education;pages unrolled as read

9. Answers will vary, depending oncurrent events.

60

Answer: their religion, Judaism

EnrichListed on this page are the TenCommandments that God gavethe Israelites. Have studentscompare them with the lawsfrom Hammurabi’s code on page44. Ask students how they aresimilar. In what ways are theydifferent? L2

Reteaching ActivityHave students review the sec-tion. As they read, have studentscreate a time line sequencing sig-nificant dates in the history ofthe Israelites. L1

4 CLOSETo reinforce the impact of Jewishculture on Western civilization,ask students to name three waysin which the history or religionof the ancient Israelites stillaffects life today. (answers couldinclude: laws, roots of Christianity,Middle East political situation,commonly quoted proverbs andpsalms, concept of monotheism, cre-ation story of Genesis) L2

“He will judge between the nations and will settledisputes for many people. They will beat their swordsinto plowshares and their spears into pruning hooks.Nation will not take up sword against nation, nor willthey train for war anymore.”

The prophets also cried out against social injustice.They condemned the rich for causing the poor to suf-fer. They denounced luxuries as worthless, and they

threatened Israel with prophecies of dire punish-ments for these sins. They said that God’s commandwas to live justly, share with one’s neighbors, care forthe poor and the unfortunate, and act with compas-sion. When God’s command was not followed,according to the prophets, the community wasthreatened. These words of the prophets became asource for universal ideals of social justice.

The religion of Israel was unique among the reli-gions of western Asia and Egypt. The most dramaticdifference was the Jewish belief that there is only oneGod for all peoples (monotheism). In all other reli-gions at that time, only priests (and some rulers) hadaccess to the gods. In the Jewish tradition, God’swishes, though communicated to the people throughprophets, had all been written down. No spiritualleader could claim that he alone knew God’s will.This knowledge was open to anyone who could readthe Torah.

Although the prophets developed a concern for allhumanity, the demands of Judaism—the need toobey God—encouraged a separation between Jewsand their non-Jewish neighbors. Unlike most otherpeoples of Southwest Asia, Jews would not acceptthe gods of their conquerors or neighbors and bemade part of another community. To remain faithfulto the demands of God, they might even have torefuse loyalty to political leaders.

Identifying Which aspect of theIsraelite culture had the greatest impact on Western civilization?

Reading Check

60 CHAPTER 2 Western Asia and Egypt

Checking for Understanding1. Define pastoral nomad, monotheistic.

2. Identify Indo-Europeans, Hittites,Phoenicians, Israelites, King Solomon,Isaiah.

3. Locate Palestine, Jerusalem.

4. Explain why some Israelites came to beknown as the “ten lost tribes.” How didthe fate of the “ten lost tribes” compareto that of the other Israelite kingdom,Judah, at the time?

5. List the areas reached by Phoeniciantraders. Also list the areas that werecolonized by the Phoenicians.

Critical Thinking6. Evaluate How did nomadic peoples

both contribute to and slow down the development of civilization?

7. Organizing Information Use a chartlike the one below to show the signifi-cance of three major events in the his-tory of the Israelites.

Analyzing Visuals8. Examine the Torah shown on page 59

of your text. Why is the Torah soimportant to the Jewish religion? Whatdoes the book’s appearance tell youabout how the book was read?

Event Significance

1.

2.

3.

The Ten Commandments1. I am the Lord thy God . . . . Thou shalt have no

other gods before me.

2. Thou shalt not make unto thee any gravenimage . . . .

3. Thou shalt not take the name of the Lord thy Godin vain . . . .

4. Remember the Sabbath day, to keep it holy.

5. Honor thy father and thy mother . . . .

6. Thou shalt not kill.

7. Thou shalt not commit adultery.

8. Thou shalt not steal.

9. Thou shalt not bear false witness against thyneighbor.

10. Thou shalt not covet . . . anything that is thyneighbor’s.

Source: Exodus 20:1–17

9. Informative Writing Using theInternet, news magazines, and news-papers, research the current conflictsin the Middle East. Prepare a briefresearch report summarizing whatyou have learned about currentevents and movements towardpeace in the region.

CHAPTER 2Section 3, 54–60CHAPTER 2Section 3, 54–60

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61

1 FOCUSSection OverviewThis section discusses Assyriancontributions and the signifi-cance of the Persian Empire.

CHAPTER # Chapter Title 61

539 B.C.Babylon falls

559 B.C.Cyrus rulesPersian Empire

Guide to Reading

The Rise of New Empires

Preview of Events

330s B.C.Alexander the Great conquersthe Persian Empire

✦700 B.C. ✦600 B.C. ✦500 B.C. ✦400 B.C. ✦300 B.C. ✦200 B.C. ✦100 B.C.

Darius, one of the rulers of the Persian Empire, described the divine source of his power:

“A great god is Ahuramazda [god of the Persians], who created this earth, who cre-ated man, who made Darius king, one king of many, one lord of many. I am Dariusthe Great King, King of Kings, King of countries containing all kinds of men, King inthis great earth far and wide. I am king. This which has been done, all that by the willof Ahuramazda I did.”

—Old Persian: Grammar, Texts, Lexicon, R.G. Kent, 1953

A small and independent Hebrew state could exist only as long as no larger statedominated western Asia. New empires soon arose, however, that conquered vaststretches of the ancient world.

The Assyrian EmpireThe first of the new empires was formed in Assyria, located on the upper Tigris

River. The Assyrians were a Semitic-speaking people who exploited the use ofiron weapons to establish an empire by 700 B.C. The Assyrian Empire includedMesopotamia, parts of the Iranian Plateau, sections of Asia Minor, Syria, Palestine,and Egypt down to Thebes. Within less than a hundred years, however, internalstrife and resentment of Assyrian rule began to tear the Assyrian Empire apart.

Voices from the Past

CHAPTER 2 Western Asia and Egypt

Main Ideas• The Hittites and Egyptians were eventu-

ally overshadowed by the rise of theAssyrian and Persian Empires.

• The Persian Empire brought many yearsof peace to Southwest Asia, increasingtrade and the general well being of itspeoples.

Key Termssatrapy, satrap, monarchy

People to IdentifyAssyrians, Nebuchadnezzar, Persians,Cyrus, Darius, Immortals, Zoroaster

Places to LocateAssyrian Empire, Persian Empire, RoyalRoad

Preview Questions1. What caused the downfall of the

Assyrian Empire?2. Why did the people of his time call

Cyrus “the Great”?

Reading StrategyCompare and Contrast Prepare a Venndiagram listing the characteristics of theAssyrian Empire and the characteristics ofthe Persian Empire. Identify the similari-ties and differences of both empires.

AssyrianEmpire

PersianEmpire

CHAPTER 2Section 4, 61–64CHAPTER 2Section 4, 61–64

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 2-4

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Assyrian 2. Nineveh 3. Persepolis

The Rise of New Empires

UNIT

1Chapter 2

Which empire camebetween the Hittite andChaldean Empires?

What was the capital of theAssyrian Empire?

What was the capital of thelast empire shown?

1 2 3

HittiteEmpire

Capital –Hattusha

AssyrianEmpire

Capital –Nineveh

ChaldeanEmpire

Capital –Babylon

PersianEmpire

Capital –Persepolis

� � �

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 2–4

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 2–4• Daily Lecture and Discussion Notes 2–4• Guided Reading Activity 2–4• Section Quiz 2–4• Reading Essentials and Study Guide 2–4

Transparencies• Daily Focus Skills Transparency 2–4

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

Guide to Reading

Answers to Graphic: Assyrian:destroyed enemy land; treated captives poorly; Persian: respectedconquered peoples; showed mercyfor captives; developed strong gov-ernment; both had large, efficientarmies and effective communicationsystems; kings had absolute power

Preteaching VocabularyHave students describe the Immor-tals. (an army of professional soldiers whose numbers could neverfall below 10,000) L2

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2 TEACH

CHAPTER 2Section 4, 61–64CHAPTER 2Section 4, 61–64

Answers:1. Nile River flows south to north,

flows to Mediterranean, forms adelta; Tigris and Euphrates flownorthwest to southeast, end inPersian Gulf

2. moderate climate, fertile land,early agriculture, access to seatrade, river valleys

Answer: because they had devel-oped iron weapons, which wereharder than the bronze weaponsused by other peoples

Guided Reading Activity 2–4

Name Date Class

The Rise of New Empires

DIRECTIONS: Fill in the blanks as you read Section 4.

I. The Assyrians, a -speaking people, established an empire by

700 B.C.

A. The Assyrians exploited the use of weapons.

B. One of the world's first libraries was established at by

Ashurbanipal.

C. The Assyrians used as an instrument of warfare.

II. Nebuchadnezzar rebuilt as the center of his short-lived empire.

III. Cyrus created a Persian state that stretched from to

.

A. Cyrus had a genuine respect for other .

Guided Reading Activity 2-4

Daily Lecture and Discussion Notes 2–4

I. The Assyrian Empire (pages 61–62)

A. The Assyrians of the upper Tigris River formed the Assyrian Empire by 700 B.C. Theywere known for their military prowess. Their military power came from using ironand a large, well-disciplined army of infantry, cavalry, and archers, often on chariots.They also used terror to subdue people, laying waste to people’s lands and torturingcaptives.

B. A king with absolute power ruled the Assyrian Empire. The empire was organizedwell with local officials directly responsible to the king.

C. The Assyrians developed an efficient communication system in order to administertheir empire. They set up a network of posts with horses carrying messages. It wassaid that a message could go from a governor anywhere in the empire to the king andbe answered back in one week.

D. The Assyrian king Ashurbanipal founded one of the world’s first libraries. This libraryhas provided a great deal of information about Southwest Asian civilizations

Daily Lecture and Discussion Notes

Chapter 2, Section 4

Copyright © by The McGraw-Hill Companies, Inc.

L1/ELL

In 612 B.C., the empire fell to a coalition of Chaldeansand Medes (people who lived in the East), and wasdivided between those two powers.

At its height, the Assyrian Empire was ruled bykings whose power was seen as absolute. Under theirleadership, the Assyrian Empire came to be wellorganized. Local officials were directly responsible tothe king. The Assyrians also developed an efficientsystem of communication to administer their empire.A network of posts was established throughout theempire that used relays of horses to carry messages.The system was so effective that a governor any-where in the empire could send a question andreceive an answer from the king within a week. Oneof the world’s first libraries was established at Nin-eveh by Ashurbanipal, one of the last Assyrian kings.This library has provided abundant information con-cerning ancient Southwest Asian civilizations.

The Assyrians were good at conquering others.Over many years of practice, they developed effectivemilitary leaders and fighters. The Assyrian army waslarge, well organized, and disciplined. A force ofinfantrymen was its core, joined by cavalrymen and

horse-drawn war chariots that were used as platformsfor shooting arrows. Moreover, the Assyrians had thefirst large armies equipped with iron weapons.

The Assyrians used terror as an instrument of war-fare. They regularly laid waste to the land in whichthey were fighting. They smashed dams; looted anddestroyed towns; set crops on fire; and cut downtrees, particularly fruit trees. The Assyrians wereespecially known for committing atrocities on theircaptives. King Ashurnasirpal recorded this accountof his treatment of prisoners: “3,000 of their combattroops I felled with weapons. . . . Many I took alive;from some of these I cut off their hands to the wrist,from others I cut off their noses, ears and fingers; Iput out the eyes of many of the soldiers. . . . I burnedtheir young men and women to death.”

Summarizing Why were the Assyrians so successful at conquering others?

The Persian EmpireAfter the collapse of the Assyrian Empire, the

Chaldeans, under their king Nebuchadnezzar(NEH•byuh•kuhd•NEH•zuhr) II, made Babyloniathe leading state in western Asia. Nebuchadnezzarrebuilt Babylon as the center of his empire and gaveit a reputation as one of the great cities of the ancientworld. However, the splendor of Chaldean Babyloniaproved to be short-lived. Babylon fell to the Persiansin 539 B.C.

The Rise of the Persian Empire The Persianswere an Indo-European people who lived in what istoday southwestern Iran. Primarily nomadic, the Per-sians were organized in groups until one family man-aged to unify them. One of the family’s members,Cyrus, created a powerful Persian state that stretchedfrom Asia Minor to western India.

Cyrus ruled from 559 to 530 B.C. In 539 B.C., heentered Mesopotamia and captured Babylon. Histreatment of Babylonia showed remarkable restraintand wisdom. Cyrus also issued an edict permittingthe Jews, who had been brought to Babylon in thesixth century B.C., to return to Jerusalem.

The people of his time called Cyrus “the Great.”Indeed, he must have been an unusual ruler for histime, a man who demonstrated much wisdom andcompassion in the conquest and organization of hisempire. Unlike the Assyrian rulers, Cyrus had a rep-utation for mercy. Medes, Babylonians, and Jews allaccepted him as their ruler. Cyrus had a genuinerespect for other civilizations. In building his palaces,

Reading Check

62 CHAPTER 2 Western Asia and Egypt

40°E30°E40°N

Ni l e

R.

Tig ris

R .

Euph rate s R.

BlackSea

MediterraneanSea

Red

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CaspianSea

PersianGulfA r a b i a n

D e s e r t

Syr ianDeser t

M

esopotamia

Cyprus

ASIAMINOR

BABYLONIA

SYRIA

EGYPT

ByblosSidon

TyreJerusalem

Thebes

Nineveh

SusaBabylon

N

S

EW

300 kilometers0Lambert AzimuthalEqual-Area projection

300 miles0

AssyrianEmpire, 700 B.C.

The Assyrians used iron weapons to conquer an empire thatreached from Thebes to Mesopotamia by 700 B.C.

1. Interpreting Maps Compare and contrast the geo-graphic features of the Nile, Tigris, and Euphrates Rivers.

2. Applying Geography Skills Why did so many civiliza-tions develop in this region?

Assyrian Empire

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READING THE TEXT

Varying Reading Rate Students will learn that some text selections are more difficult to read thanothers, and they should adjust their reading rate. Remind students to slow down when theyencounter difficult concepts and new vocabulary or when they need to connect ideas to earliermaterial. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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for example, he made use of Assyrian, Babylonian,and Egyptian designs and building methods.

Cyrus’s successors extended the territory of thePersian Empire. His son Cambyses (kam•BY•SEEZ)successfully invaded Egypt. Darius, who ruled from521 to 486 B.C., added a new Persian province inwestern India that extended to the Indus River. Hethen moved into Europe, conquering Thrace and cre-ating the largest empire the world had yet seen. Dar-ius’s contact with the Greeks led him to undertake aninvasion of the Greek mainland (see Chapter 4).

The Structure of the Persian Empire Dariusstrengthened the Persian government. He divided the empire into 20 provinces, called satrapies(SAY•truh•pees). Each province was ruled by a

500 kilometers0Lambert Azimuthal Equal-Area projection

500 miles0

N

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60°E40°E 50°E30°E

40°N

30°N

Nile

R.

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us

R.

TigrisR

.

Am

uDarya R.

Euphrates R

.

Arabian Sea

AralSea

Caspian

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PersianGulf

Mediterranean Sea

AegeanSea

Black Sea

A r a b i a nD e s e r t

Syr ianDeser t

Zag r o s M t s .

I r a n i a nP l a t e a u

Mesopotamia

Caucasus Mts .

Crete

Cyprus

ASIAMINOR

PERSIA

LYDIA

PHOENICIA

BABYLONIA

PALESTINE

SYRIA

EGYPT

GREECE

THRACE

LIBYA

I ND I A

Persepolis

Sardis

ByblosSidonTyre

Jerusalem

Thebes

Nineveh

SusaBabylon

63CHAPTER 2 Western Asia and Egypt

governor, or satrap,literally a “protector of

the kingdom.” Each satrapcollected taxes, provided justice and security, andrecruited soldiers for the royal army.

An efficient system of communication was crucialto sustaining the Persian Empire. Well-maintainedroads made it easy for officials to travel through theempire. The Royal Road stretched from Lydia toSusa, the chief capital of the empire. Like the Assyri-ans, the Persians set up way stations that providedfood and shelter, as well as fresh horses, for the king’smessengers.

In this vast system, the Persian king—the “GreatKing”—occupied an exalted position. The Great Kingheld the power of life and death.

Persian Empire, 500 B.C.

� Relief of King Dariusand Xerxes from thepalace of King Darius

Persian Empire

Royal Road

Cyrus and his successors developed the Persian state intothe largest empire the world had ever seen.

1. Interpreting Maps Explain why the Royal Road wasconstructed and why it was constructed where it was.

2. Applying Geography Skills How do you think theempire was divided into satrapies? Redraw the mapwith boundaries for the satrapies. Explain what youhave done.

CHAPTER 2Section 4, 61–64CHAPTER 2Section 4, 61–64

Answers:1. Answers should include that Susa

was the capital. The road mayhave moved west toward thecoastal areas because most likelythose were the more significantcommerce centers. They wereprobably more populated thaninland settlements.

2. Answers will vary.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYProblem Solving Have students look at the map of the Persian Empire on this page. The Persiansoperated a postal system along the Royal Road much like the American Pony Express. Postal sta-tions were set up along the road a day’s ride apart. At each station, a fresh rider and horse wouldwait to take the mail from the incoming rider. Ask: What was the distance a message traveled betweenSardis and Persepolis? (About 1,600 miles or 2,667 km) L1

EnrichDiscuss why Cyrus’s policiestoward other religious and cul-tural groups were consideredenlightened. Have studentsidentify other rulers who haveenforced similar policies and theadvantages of these practices. L2

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 2–4

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. Persian provinces

2. Persian route from Lydia to Susa

3. governor of a Persian province

4. Persian religion

5. king who extended the Persian empire

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The king of the Chaldeans who rebuilt Babylon wasA. Cyrus. C. Darius.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 2

Section Quiz 2-4

Column B

A. the Royal Road

B. satrapies

C. satrap

D. Darius

E. Zoroastrianism

FCAT MA.B.3.4.1

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1. Key terms are in blue. 2. Assyrians (p. 61); Nebuchadnezzar

(p. 62); Persians (p. 62); Cyrus (p. 62); Darius (p. 63); Immortals(p. 64); Zoroaster (p. 64)

3. See chapter maps. 4. army of professional soldiers; their

number never varied, when onemember was killed, he wasreplaced; Persian kings used them

to maintain power.5. collected taxes, provided justice and

security, recruited soldiers for theroyal army

6. Assyrians used terror as an instru-ment of warfare, laid waste tolands in which they were fighting,committed atrocities; Persiansrespected conquered civilizationsand showed mercy.

7. Monotheism: one god, beyondnature; Polytheism: many gods,part of nature

8. clothing and jewelry suggestswealth; to promote and recordtheir rule

9. Essays will promote benevolentrule.

64

At its height, much of the power of the PersianEmpire and its rulers depended upon the military. Bythe time of Darius, the Persian kings had created astanding army of professional soldiers. This army wascomposed of people from all over the empire. At itscore was a cavalry force of ten thousand and an eliteinfantry force of ten thousand. These groups wereknown as the Immortals because their numbers werenever allowed to fall below ten thousand. When onemember was killed, he was immediately replaced.

The Fall of the Persian Empire After Darius, thePersian kings became more and more isolated at theircourts, surrounded by luxuries provided by theimmense quantities of gold and silver that flowedinto their treasuries. As the Persian kings increasedtaxes to gain more wealth, loyalty to the empiredeclined. Struggles over the throne weakened themonarchy (rule by a king or queen).

Persian kings had many wives and many children.For example, Artaxerxes (AHR•tuh•ZUHRK•SEEZ) II,who ruled in the fourth century B.C., had 115 sons.The sons had little real power, which only encour-aged them to engage in plots to gain the throne. Ofthe nine rulers after Darius, six were murdered as aresult of such plots. Xerxes II, for example, reignedfor only 45 days before being murdered in bed by hishalf-brother. The assassin was soon killed by anotherhalf-brother. Over a period of time, this bloody strug-gle for the throne weakened the empire and led to its

conquest by the Greek ruler Alexander the Great dur-ing the 330s B.C.

Persian Religion Of all the Persians’ cultural con-tributions, the most original was their religion,Zoroastrianism (ZOHR•uh•WAS•tree•uh•NIH•zuhm). According to Persian tradition, Zoroaster wasborn in 660 B.C. After a period of wandering and soli-tude, he had visions that caused him to be revered asa prophet of the “true religion.” His teachings wereeventually written down in the Zend Avesta, thesacred book of Zoroastrianism.

Like the Jews, the followers of Zoroaster weremonotheistic. To Zoroaster, Ahuramazda (the “WiseLord”) was the supreme god who brought all thingsinto being. Ahuramazda was supreme, but he wasnot unopposed. At the beginning of the world, thegood spirit of Ahuramazda was opposed by the evilspirit known as Ahriman.

Humans also played a role in the struggle betweengood and evil. Ahuramazda, the creator, gave allhumans the freedom to choose between right andwrong. The good person chooses the right way ofAhuramazda. Zoroaster taught that there would bean end to the struggle between good and evil. Ahu-ramazda would eventually triumph; and at the lastjudgment at the end of the world, the final separationof good and evil would occur.

Examining What caused the PersianEmpire to decline after the death of Darius?

Reading Check

64 CHAPTER 2 Western Asia and Egypt

Checking for Understanding1. Define satrapy, satrap, monarchy.

2. Identify Assyrians, Nebuchadnezzar,Persians, Cyrus, Darius, Immortals,Zoroaster.

3. Locate Assyrian Empire, PersianEmpire, Royal Road.

4. Describe Who were the Immortals?What was their significance to thePersian Empire?

5. List the duties of the satraps of thePersian government.

Critical Thinking6. Compare How were the Assyrian

and Persian systems of government different?

7. Organizing Information Create a chart identifying the differencesbetween a religious system based on monotheism and one based onpolytheism.

Analyzing Visuals8. Examine the relief of Darius and Xerxes

on page 63. Describe what you see inthis image. What can you tell about thePersian court from this depiction? Whydo you think images such as this weremade of the Persian rulers?

Monotheism Polytheism9. Persuasive Writing Imagine that

you are Cyrus ruling the Babyloni-ans, a people you have just con-quered. Explain to your governmentofficials why you believe that kind-ness and tolerance are better poli-cies than harshness.

Answer: After Darius, kings becamemore and more isolated at theircourts and increased taxes to pay formore luxuries. They had many wives,and their many children plotted togain the throne.

Reteaching ActivityHave students draw a diagramof the Persian governmental system. L1

4 CLOSEAsk students to reflect on thetransitory nature of the empiresbuilt by the Hittites, Assyrians,Chaldeans, and Persians. Whatremains of the original empire ineach case? (Little remains of theseempires; students might discussways in which each empire has indi-rectly affected later cultures.) L2

CHAPTER 2Section 4, 61–64CHAPTER 2Section 4, 61–64

Reading Essentials andStudy Guide 2–4

Reading Essentials and Study GuideChapter 2, Section 4

Name Date Class

DRAWING FROM EXPERIENCEII

What do you think of when you hear the word “empire”? Are there any empirestoday? Are “superpowers” empires? Why or why not?

In the last section, you learned about the civilizations of the Hittites, Phoenicians, and

For use with textbook pages 61-64

THE RISE OF NEW EMPIRES

KEY TERMS

satrapy a province in the Persian empire (page 63)

satrap (“protector of the kingdom”) the governor of each province, who collected taxes, pro-vided justice, and recruited soldiers (page 63)

monarchy government under the rule of a king or queen (page 64)

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ANSWERS TO PRACTICING THE SKILL1. Cause: irrigation and drainage ditches built; Effects:

crops can be grown on regular basis→abundant foodsupplies→large numbers of people can live togetherin cities

2. Cause: son strikes father; Effect: son’s hand cut off

3. Cause: Akhenaton destroys old gods; Effects: religiousupheaval→loss of empire and destruction of Egypt

Applying the Skill: Students will determine a cause andeffect of a local event and create a chart showing thecause-and-effect relationship.

65

TEACHUnderstanding Cause andEffect To demonstrate cause andeffect, use examples from biol-ogy. Have students explain howor why the following diseasesoccur in human beings: malaria(bite of infected mosquito), rickets(lack of vitamin D), beriberi (lack ofthiamine), typhoid (contaminatedfood or water), rabies (bite ofinfected animal), scurvy (lack ofvitamin C). Ask how the causes ofthese diseases were discovered.(observation, experimentation, logic)Emphasize that cause-and-effectrelationships in history may beless certain than those in scienceand medicine.

Additional Practice

Understanding Cause and Effect

65

Cause and Effect

Cause

Effects• Villages used small irrigation

systems that required no stateassistance.

• Egyptian civilization tended toremain rural, with many smallvillages gathered along the Nile.

• The flooding of the Nile wasgradual and predictable.

stand cause and effect. Study the graphic organizeron this page, and then read the passage below.

Unlike the floods on Mesopotamia’s rivers, theflooding of the Nile was gradual and predictable.The river was seen as life-giving, not life-threaten-ing. Whereas massive, state-controlled irrigation andflood control were needed in Mesopotamia, thesmall villages along the Nile easily managed smallirrigation systems that required no state assistance.As a result, Egyptian civilization tended to remainmore rural. Many small villages were gathered alonga narrow band of land on both sides of the Nile.

Practicing the SkillOn a separate piece of paper, make a cause-and-

effect diagram for each of the following statements.Some of the statements may have more than onecause and effect.

1 Irrigation and drainage ditches made it possibleto grow crops on a regular basis. The resultingabundance of food supplies enabled large num-bers of people to live together in cities.

2 Under Hammurabi’s code, a son found guilty ofstriking his father had his hand cut off.

3 Akhenaton’s actions in destroying the old godsmeant destruction of Egypt itself. The upheavalsassociated with his religious revolution led to aloss of Egypt’s empire.

Why Learn This Skill?It is important to understand how or why an

event occurred. What action or situation caused aparticular event? What were the effects or conse-quences of that particular action or situation?

Learning the SkillUnderstanding cause and effect involves consid-

ering how or why an event occurred. A cause is theaction or situation that produces an event. An effectis the result or consequence of an action or situation.To identify cause-and-effect relationships, followthese steps:

• Identify two or more events or developments.

• Decide whether or not one event caused theother. Look for “clue words” such as because, ledto, brought about, produced, as a result of, so that,since, and therefore.

• Identify the outcomes of events.

Making a graphic organizer can help you under-

Applying the Skill

Read an account of a current event in your communityas reported in a local newspaper. Determine at leastone cause and one effect of that event. Show the cause-and-effect relationship in a chart.

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills Reinforcement Activity 2

Name Date Class

The establishment of cause-and-effectrelationships is critical to understandinghistory. In fact, historians spend most of

their time reviewing known facts and try-ing to determine some linkage betweenthem. Here is your chance to be a historian.

Skills Reinforcement Activity 2✎

Understanding Cause and Effect

DIRECTIONS: Use the chart below to organize cause-and-effect relationships in the Code ofHammurabi. Place causes in the boxes to the left and the related effects in the boxes to theright.

Causes Effects

FCAT SC.H.1.4.1

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Giza

Nile

R.

Memphis

MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 2 content.

Available in VHS.

Using Key Terms1. A Sumerian stepped tower is called a .

2. In a society, women have fewer privileges and rightsthan men.

3. The Sumerians invented a system of writing called .

4. The Persian ruler Darius divided his empire into provincescalled , which were ruled by .

5. The basic units of Sumerian civilization were .

6. If ruling power is passed from one generation to the next,the government of a country could be called a .

7. The belief in one god, rather than many gods, is called.

8. If citizens believe their city is ruled by gods, they might calltheir government a .

9. To preserve the physical body after death, the Egyptiansused a process called .

10. A was a government official directly responsible tothe Pharaoh.

11. script was used for business transactions and recordkeeping.

12. An administrative organization with officials and regular procedures is known as a .

Reviewing Key Facts13. Government List four examples of the kinds of laws found

in Hammurabi’s code.

14. Geography How was the spring flooding of the Tigris andEuphrates Rivers both beneficial and harmful?

15. Culture Which two groups of gods were most important to the Egyptians?

16. Science and Technology When was the wheel invented?Explain at least one way in which the invention of the wheelaffected the Mesopotamian economy.

17. History What people created the first Mesopotamian civi-lization? What did they contribute to early civilization?

18. History Name at least four reasons why the Assyrians weregood at conquering others.

19. Government What were the main powers and responsibili-ties of a Sumerian king?

20. Geography List three reasons why the Nile was crucial tothe development of Egyptian civilization.

21. Culture What religion began in the Persian Empire? Howwas it similar to the Jewish religion?

22. Science and Technology Who were the first Indo-Europeans to use iron? In what way was the use of iron advantageous to this group of people?

Below are examples of how peoples discussed in Chapter 2 utilized their environment and invented new technologies.

• Egypt uses floodwatersfor farming.

• Phoenicia sets up a tradingempire on the sea.

• Mesopotamia createsirrigation and floodcontrol systems.

• Assyria develops anempire-widecommunication system.

• Mesopotamia buildstemples and houses forreligious leaders.

• Palestine adheres tosacred law to maintainseparateness.

• Assyria acquires ironmaking from the Hittites.

• Persia acquires architecturefrom the Assyrians,Babylonians, and Egyptians.

• Egypt acquires bronzemaking from the Hyksos.

• Mesopotamia inventsthe arch, dome, wheel,and a system of writing.

• Phoenicia inventsan alphabet.

• Persia creates a standingarmy.

Environment Cooperation Cultural Diffusion Innovation

66

66

Using Key Terms 1. ziggurat 2. patriarchal 3. cuneiform4. satrapies; satraps 5. city-states6. dynasty 7. monotheism 8. theocracy9. mummification 10. vizier 11. Hieratic12. bureaucracy

Reviewing Key Facts13. if a free man destroyed the eye of

an aristocrat, his eye would bedestroyed; if officials did not catch a burglar, they replaced goods hestole; if a house collapsed and killedthe owner, builder put to death; if ason committed a serious offenseagainst his father, he could be disin-herited

14. beneficial: created fertile land forfarming; harmful: could cause cata-strophic damage

15. sun gods and land gods

16. around 3000 B.C.; made it easier totransport people and goods

17. Sumerians; writing, wheel, potter’swheel, sundial, arch, dome, bronze,contributions to mathematics andgeometry

18. effective military leaders; large, disci-plined army; war chariots used forshooting arrows; iron weapons

19. led armies, supervised building ofpublic works, organized workers forirrigation projects

20. provided drinking water; yearlyflooding made agriculture possible;provided transportation

21. Zoroastrianism; it was monotheistic

22. Hittites; it allowed them to createstronger and cheaper weapons,allowing them to create an empire

Critical Thinking23. Sumerian: theocracy, standard unit of government the

city-state, king considered a god, had absolute power;Advantages: government ran smoothly, projects gotdone with no opposition; Disadvantages: citizens at themercy of a bad king, little freedom, slaves had norights; United States: democracy where every adult citi-zen has the right to vote, federal government dividedinto three branches, church and state are separate;Advantages: rulers can be voted out of office, everyone

has a say in government; Disadvantages: huge bureau-cracy can make it difficult to get things done efficiently

24. monotheistic, while other religions polytheistic; Godcreated the entire world, including nature, while otherreligions had gods for everything in nature; knowledgeof God’s will open to anyone who could read Hebrew;Jews would not accept the gods of their conquerors orneighbors

CHAPTER 2Assessment and Activities

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CHAPTER 2Assessment and Activities

67

Making Decisions31. Imagine you are the king’s adviser in a newly created

empire without a reliable communication system. Explainwhat potential problems this poses and suggest a solutionusing the Assyrian and Persian communication networks asmodels. Include the costs and benefits of your system.

32. Research different interpretations of why the Great Sphinxwas built and its purpose, or develop one of your own. Whydo historians sometimes arrive at different conclusions? Howmight these differences be reconciled?

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 2–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY

CHAPTER 2 Western Asia and Egypt 67

Critical Thinking23. Comparing and Contrasting Compare and contrast the

basic levels of government in the United States today withthe Sumerian political structure. What advantages or disad-vantages can you identify for each system?

24. Analyzing Analyze how the Jewish religion was differentfrom religions of other cultures. How did these differencesaffect the ways Jews interacted with other peoples?

25. Interpreting Restate in your own words the meaning ofWilliam Loftus’s phrase, “the cradle of civilization.”

26. Making Generalizations Identify two projects undertakenby the Egyptians at the direction of Middle Kingdompharaohs. Explain how these projects would have affectedthe Egyptian economy.

Writing About History27. Expository Writing Imagine that you are a religious scholar

examining world religions. Prepare a speech explaining whythe Israelites adopted monotheism, while the Egyptian reli-gion was based on polytheism.

Analyzing SourcesRead the following Mesopotamian poem.

“The rampant flood which no man can oppose,Which shakes the heavens and causes earth to tremble,In an appalling blanket folds mother and child,And drowns the harvest in its time of ripeness.”

28. How does this poem represent the importance of thephysical environment and religion in the lives of theMesopotamians?

29. Explain the significance of the line: “Which shakes theheavens and causes earth to tremble.”

Applying Technology Skills30. Using the Internet Search the Internet for the e-mail

address of an Egyptologist from an international museum or university. Compose a letter requesting information about aspects of ancient Egyptian culture such as architec-ture, religion, or hieroglyphics.

StandardizedTest Practice

Directions: Use the map and your knowl-edge of world history to choose the bestanswer to the following question.

How did geography influence both Egypt and Sumeria?

F Geography provided natural borders for protecting thesecivilizations.

G Floods from nearby rivers irrigated crops.

H Challenges helped people unite and work together.

J The flooding rivers caused people to have a dark out-look on the world.

Test-Taking Tip: This question asks for an example of how geography influenced history. Eliminate any answerchoices that do not mention anything about geography.Then study the map thoroughly and choose from theanswer choices that remain.

Giza

Nile

R.

MemphisGiza

UrukUr

Eridu

Nile

R.

Euphrates R.

Memphis

Tigris R.

Sumerian city-states

Egypt’s Old Kingdom0 mi. 500

0 km 500

N

E

S

W

Ancient Civilizations, c. 2500 B.C.

25. place where civilization began

26. draining swampland increased food production; dig-ging canal connecting Nile to Red Sea aided trade

Writing About History27. Answers will be based on conjecture. Information in

the text may be used to support explanations.

Analyzing Sources28. shows the unpredictability of nature: humans could

never be sure what the gods would do next

29. indicates that the floods experienced by the Sumerianscould be violent and unexpected

Applying Technology Skills30. Students will compose a letter.

HISTORY

Have students visit the Web site atto review Chapter

2 and take the Self-Check Quiz.wh.glencoe.com

Making Decisions31. Students will suggest a solution

based on Assyrian or Persian com-munication networks.

32. It may have been a portrait of thenew king, or provided magical pro-tection for the Great Pyramid; arti-facts often open to interpretation,explanations often revised in light ofnew discoveries.

StandardizedTest Practice

Answer: GAnswer Explanation: Answer Hcan be eliminated immediatelybecause it does not mention geography.

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