World Art and Music Activity 1

G l e n c o e

Unit 1 Resources CHAPTER 1

THE FIRST HUMANS: PREHISTORY–3500 B.C.

CHAPTER 2

WESTERN ASIA

CHAPTER 3

INDIA

CHAPTER 4

ANCIENT GREECE: 1900–133 B.C.

CHAPTER 5

ROME AND THE RISE 600 B.C.–A.D. 500

AND

AND

EGYPT: 3500–500 B.C.

CHINA: 3000 B.C.–A.D. 500

OF

CHRISTIANITY:

Book Organization Glencoe offers resources that accompany Glencoe World History to expand, enrich, review, and assess every lesson you teach and for every student you teach.

HOW THIS BOOK IS ORGANIZED Each Unit Resources book offers blackline masters at unit, chapter, and section levels. Each book is divided into three parts—unit-based resources, chapter-based resources, and sectionbased resources. Tabs facilitate navigation.

UNIT-BASED RESOURCES We have organized this book so that all unit resources appear at the beginning. Although you may choose to use the specific activities at any time during the course of unit study, Glencoe has placed these resources up front so that you can review your options. For example, the Economics and History Activities and World Literature Readings appear in the front of this book, but you may plan to use these resources in class at any time during the study of the unit.

CHAPTER-BASED AND SECTION-BASED RESOURCES Chapter-based resources follow the unit materials. For example, Chapter 1 blackline masters appear in this book immediately following Unit 1 materials. The materials appear in the order you teach—Chapter 1 activities; Chapter 1 section activities; Chapter 2 activities; Chapter 2 section activities; and so on.

A COMPLETE ANSWER KEY A complete answer key appears at the back of this book. This answer key includes answers for all activities in this book in the order in which the activities appear.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Glencoe World History. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240-4027 ISBN 0-07-829433-9 Printed in the United States of America 2 3 4 5 6 7 8 9 10

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Table of Contents To the Teacher .......................................................................................................vi

Unit 1 Resources ............................................................................................. 1 Charting and Graphing Activity 1 ............................................................................3 Economics and History Activity 1 ............................................................................5 World Literature Reading 1.....................................................................................9

Chapter 1 Resources .....................................................................................15 Vocabulary Activity 1 ............................................................................................16 Skills Reinforcement Activity 1..............................................................................17 Critical Thinking Skills Activity 1...........................................................................18 History and Geography Activity 1 .........................................................................19 Mapping History Activity 1....................................................................................21 Historical Significance Activity 1 ...........................................................................22 Cooperative Learning Activity 1 ............................................................................23 History Simulation Activity 1 ................................................................................25 Time Line Activity 1 ..............................................................................................27 Linking Past and Present Activity 1.......................................................................28 People in World History Activity 1, Profile 1 ........................................................29 People in World History Activity 1, Profile 2 ........................................................30 Primary Source Reading 1.....................................................................................31 Reteaching Activity 1.............................................................................................33 Enrichment Activity 1 ............................................................................................34 World Art and Music Activity 1 .............................................................................35

Chapter 1 Section Resources .....................................................................37 Guided Reading Activity 1-1..................................................................................38 Guided Reading Activity 1-2..................................................................................39

Chapter 2 Resources .....................................................................................41 Vocabulary Activity 2 ............................................................................................42 Skills Reinforcement Activity 2..............................................................................43 Critical Thinking Skills Activity 2...........................................................................44 History and Geography Activity 2 .........................................................................45 Mapping History Activity 2....................................................................................47 Historical Significance Activity 2 ...........................................................................48 Cooperative Learning Activity 2 ............................................................................49 History Simulation Activity 2 ................................................................................51 Time Line Activity 2 ..............................................................................................53 Linking Past and Present Activity 2.......................................................................54 People in World History Activity 2, Profile 1 ........................................................55 People in World History Activity 2, Profile 2 ........................................................56 iii

Primary Source Reading 2.....................................................................................57 Reteaching Activity 2.............................................................................................59 Enrichment Activity 2 ............................................................................................60 World Art and Music Activity 2 .............................................................................61

Chapter 2 Section Resources .....................................................................63 Guided Reading Activity 2-1..................................................................................64 Guided Reading Activity 2-2..................................................................................65 Guided Reading Activity 2-3..................................................................................66 Guided Reading Activity 2-4..................................................................................67

Chapter 3 Resources .....................................................................................69 Vocabulary Activity 3 ............................................................................................70 Skills Reinforcement Activity 3..............................................................................71 Critical Thinking Skills Activity 3...........................................................................72 History and Geography Activity 3 .........................................................................73 Mapping History Activity 3....................................................................................75 Historical Significance Activity 3 ...........................................................................76 Cooperative Learning Activity 3 ............................................................................77 History Simulation Activity 3 ................................................................................79 Time Line Activity 3 ..............................................................................................81 Linking Past and Present Activity 3.......................................................................82 People in World History Activity 3, Profile 1 ........................................................83 People in World History Activity 3, Profile 2 ........................................................84 Primary Source Reading 3.....................................................................................85 Reteaching Activity 3.............................................................................................87 Enrichment Activity 3 ............................................................................................88 World Art and Music Activity 3 .............................................................................89

Chapter 3 Section Resources .....................................................................91 Guided Reading Activity 3-1..................................................................................92 Guided Reading Activity 3-2..................................................................................93 Guided Reading Activity 3-3..................................................................................94 Guided Reading Activity 3-4..................................................................................95

Chapter 4 Resources .....................................................................................97 Vocabulary Activity 4 ............................................................................................98 Skills Reinforcement Activity 4..............................................................................99 Critical Thinking Skills Activity 4.........................................................................100 History and Geography Activity 4 .......................................................................101 Mapping History Activity 4..................................................................................103 Historical Significance Activity 4 .........................................................................104 Cooperative Learning Activity 4 ..........................................................................105 History Simulation Activity 4 ..............................................................................107 iv

Time Line Activity 4 ............................................................................................109 Linking Past and Present Activity 4 .....................................................................110 People in World History Activity 4, Profile 1.......................................................111 People in World History Activity 4, Profile 2 ......................................................112 Primary Source Reading 4...................................................................................113 Reteaching Activity 4...........................................................................................115 Enrichment Activity 4 ..........................................................................................116 World Art and Music Activity 4 ...........................................................................117

Chapter 4 Section Resources ...................................................................119 Guided Reading Activity 4-1................................................................................120 Guided Reading Activity 4-2................................................................................121 Guided Reading Activity 4-3................................................................................122 Guided Reading Activity 4-4................................................................................123 Guided Reading Activity 4-5................................................................................124

Chapter 5 Resources ...................................................................................125 Vocabulary Activity 5 ..........................................................................................126 Skills Reinforcement Activity 5............................................................................127 Critical Thinking Skills Activity 5.........................................................................128 History and Geography Activity 5 .......................................................................129 Mapping History Activity 5..................................................................................131 Historical Significance Activity 5 .........................................................................132 Cooperative Learning Activity 5 ..........................................................................133 History Simulation Activity 5 ..............................................................................135 Time Line Activity 5 ............................................................................................137 Linking Past and Present Activity 5.....................................................................138 People in World History Activity 5, Profile 1 ......................................................139 People in World History Activity 5, Profile 2 ......................................................140 Primary Source Reading 5...................................................................................141 Reteaching Activity 5...........................................................................................143 Enrichment Activity 5 ..........................................................................................144 World Art and Music Activity 5 ...........................................................................145

Chapter 5 Section Resources ...................................................................147 Guided Reading Activity 5-1................................................................................148 Guided Reading Activity 5-2................................................................................149 Guided Reading Activity 5-3................................................................................150 Guided Reading Activity 5-4................................................................................151 Guided Reading Activity 5-5................................................................................152 Answer Key........................................................................................................ 153 Acknowledgments .............................................................................................. 176 Teacher Notes .................................................................................................... 177 v

To the Teacher Glencoe’s Unit Resources books offer varied activities to enhance the learning experience of your students.

Charting and Graphing Activities Students organize information in either a chart or graph. These activities are designed to help students learn visually and to stimulate critical thinking abilities.

Economics and History Activities These readings give students a greater understanding of the impact of economics on history and familiarize students with economic terms and principles. Each reading is followed by comprehension and critical thinking questions and activities.

World Literature Readings Students read literature from some of the time periods and cultures covered by the textbook. Each selection is preceded by background information and a guided reading suggestion and is followed by comprehension and critical thinking questions.

Vocabulary Activities These review-and-reinforcement activities help students master unfamiliar terms used in the textbook. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of language skills.

History Simulation Activities Students work in small groups to explore a theme, topic, or concept from the textbook. Many of these activities use a game or simulation format to stimulate student interest. Groups document their efforts by completing a chart, diagram, or planning sheet.

Time Line Activities These activities are designed to reinforce the dates of major events in world history and to help students learn the chronological order of those events. Each activity includes a time line labeled with events and dates. Students answer questions based on the time line.

Linking Past and Present Activities Students analyze readings that describe past and present ideas, customs, art, architecture, scientific breakthroughs, and governments. Students learn that individuals, societies, and cultures continue to grapple with many of the same issues.

People in World History Profiles These biographical sketches of significant figures from world history expose students to a diversity of cultures and time periods. Questions emphasize the role of individuals in historical events.

Primary Source Readings

These activities are designed to introduce and reinforce important social studies, critical thinking, technology, study, and writing skills.

Students study the original written works of people throughout history. Each selection is preceded by an introduction and a guided reading suggestion and is followed by questions that allow students to analyze and interpret the material.

Critical Thinking Skills Activities

Reteaching Activities

Skills Reinforcement Activities

These activities show students how to use information to make judgments, develop their own ideas, and apply what they have learned to new situations.

History and Geography Activities Students analyze and interpret maps in relation to historical events. Students use geography skills as an aid to understanding history.

Mapping History Activities Each activity helps students develop and practice map-based skills by analyzing and interpreting a map. The content and exercises are related to the textbook.

Historical Significance Activities These activities relate some aspect of a time period from the textbook to something in the present day. Students see how codes of law, institutions, customs, and concerns from the past are with us today.

Cooperative Learning Activities These extension activities offer students clear directions for working together on a variety of activities that enrich prior learning.

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These varied activities enable students to visualize the connections among facts in their textbook. Graphs, charts, tables, and concept maps are among the many types of graphic organizers used.

Enrichment Activities These activities introduce content that is different from, but related to, the themes, ideas, and information in the textbook. Students develop a broader and deeper understanding of the relationship of historical events to the contemporary world.

World Art and Music Activities Students are exposed to art and music from around the world. Critical thinking questions help students to understand art and music within a historical context.

Guided Reading Activities These activities provide help for students who are having difficulty comprehending the text. Students fill in information in the guided reading outlines, sentence completion activities, or other informationorganizing exercises as they read the textbook.

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Unit 1 Resources The First Civilizations and Empires: Prehistory–A.D. 500 CHARTING AND GRAPHING ACTIVITY 1 Early Traders and Empire Builders

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ECONOMICS AND HISTORY ACTIVITY 1 Learning About Economics

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WORLD LITERATURE READING 1 From the Iliad: Book 1: The Quarrel

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Graphing Activity

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Directions: Complete the following web diagrams to review the major achievements of early

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civilizations and empires. Use your textbook for reference as you fill in the diagrams.

UNIT

Early Traders and Empire Builders

Trading Peoples

Cultures

Locations

Innovations and Achievements

Copyright © by The McGraw-Hill Companies, Inc.

Empire Builders

Cultures

Locations

Innovations and Achievements

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Economics and History Activity 1


Self-sufficiency The earliest economies— those of families and small groups of people— were driven by self-sufficiency. Each family or small group was economically independent. In most cases, family members in a specific group worked together to meet the needs of each other. Families hunted for the food that only they needed; they constructed shelters in which only they would live; and they shared in the tasks of gathering and using resources to make clothing—again, only for their own family or group members. Soon, large numbers of families, then groups, began living in closer proximity to each other. The rise of civilization had begun.

The six basic characteristics of a civilization are cities, government, religion, social structure, writing, and art. The development of cities, governments, and social structures is intricately linked to economic development, specifically the change in human beings from being economically self-sufficient to becoming economically interdependent. Economic Interdependence Over time people began to specialize, or gain expertise, in jobs related to the three basic needs. For example, instead of making clothes for his or her own family, a person would become such an expert at making clothes that other people in the community would choose to buy those clothes as opposed to making their own. Of course, not everyone became a skilled clothing manufacturer. People became experts at doing jobs related to shelter and food as well. What began to evolve was a growing “interdependence” among different workers: The clothing maker bought food from the farmer, who paid a builder to construct his home, who then might buy clothing from the clothing maker. This new interdependence between skilled workers meant that people’s lives became more inextricably linked to one another than ever before. This interdependence, when it occurs within a local community, is referred to as a “local economy.” Medium of Exchange In the earliest stages of specialization, people bartered for the things they needed. In this form of trade, people exchanged goods or services without using money. For example, a farmer would barter (or trade) eggs for whatever it was that he or his family might need. As economies became more complex, barter became impractical. The following diagram shows an example of the difficulties within a simple barter system. Notice how many exchanges the farmer must make in order to get a pair of shoes.

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Needs and Wants People often think of economics as being exclusively the study of money and business. However, the field of economics actually goes far beyond that. Economics is the system of distributing resources—filling unlimited needs and wants with limited products and services. Needs are the requirements for survival. All human beings have three basic needs: the need for food, the need for clothing, and the need for shelter. In some ways, everything else that people seek to acquire could be considered a want. However, there is more to it than just that. Sometimes there are additional needs associated with meeting the three basic needs. For example, a person might need a car to get to work so that he or she can earn money to buy food, buy clothing, and pay the rent. In this situation, the car can be considered a basic need. But ask yourself this question: Does the person need a car with air-conditioning, a CD player, and automatic windows? Are these needs or are these wants? In this instance, the line between a need and a want is somewhat blurred. As the ways in which people meet their basic needs become even more complex, society should expect that the line between a need and a want may become even harder to distinguish.

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Learning About Economics

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Farmer has: eggs UNIT

wants: shoes

trade 1

Tailor has: suits wants: eggs

1 Farmer has: suit

trade 2

wants: shoes

Blacksmith has: nails wants: suit

Farmer has: nails

trade 3

wants: shoes

Cobbler has: shoes wants: nails

Farmer has: shoes

The great number of trades that the farmer had to make in order to get shoes became impractical. You can see why people eventually abandoned the barter system. However, people still needed a way to acquire goods and services. Prior to the introduction of currency, groups of people developed different mediums of exchange. What this meant was that a society of people would take a valuable product (such as beads) and determine the value of other products against the worth of the valuable product. North Americans used wampum, a type of bead. Native peoples wove the beads into belts and then exchanged these belts for goods and services. 6

Different mediums of exchange were sometimes used even in cultures and societies that had money. This would be especially true when money was of little value within a given location. For example, in the American colonies, whiskey was a medium of exchange, and in ancient Rome salt was a medium of exchange. Applying Economics to History Directions: Use the information you have read and the diagram to answer the following questions on a separate sheet of paper. Recalling Information 1. What is economics?


wants: shoes

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Critical Thinking 5. Making Inferences Why is the develop-

ment of civilizations linked to specialization? Use one of the six characteristics of civilization as an example. 6. Synthesizing Information Most needs can be met in several different ways. At some point the way a need is met actually fills a want rather than a need. For exam-


Farmer produces grain

Mill produces flour

ple, you can fill the need for food by growing vegetables in your backyard, buying them at a store and cooking them at home, or by buying a meal at a restaurant. While eating at a restaurant does meet a basic need, it also meets a want. Choose another basic need, and create a continuum from need to want.

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barter system? 3. Explain specialization. 4. Describe the difference between selfsufficiency and interdependence.

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2. Why did mediums of exchange replace the

Making Connections 7. The following web diagram shows a simple

example of interdependence within a local economy. Create your own web diagram to show an example of economic interdependence in your local community.

Weaver produces fabric

Cotton mill produces thread

Store sells to general consumers and small businesses

homemaker

Bakery produces baked goods

Tailor produces clothing

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World World Literature Literature Reading Reading 12

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Scholars believe that the Iliad was written around 750 B.C., but the events it describes took place 500 years earlier, during the tenth year of the Trojan War. When the epic opens, Agamemnon is forced by Apollo to return the captive girl Chryseis to her father. Agamemnon replaces Chryseis with Achilles’s captive, Briseis. As a result, Agamemnon and Achilles quarrel, and Achilles withdraws from the Trojan War, leaving his fellow Greeks to suffer terrible defeats at the hands of the Trojans. The Iliad revolves around the results of Achilles’s fury at being dishonored.

About the Author Nothing certain is known about Homer’s life. According to legend, he was a blind bard, a poet who traveled from place to place. Since the word homer means “hostage,” many scholars believe that he was a slave. Some sources state that he came from Ionia in the eastern Mediterranean, but Homer could have been from any area in the region. In addition to the Iliad, Homer wrote the Odyssey, which describes the adventures of the Mycenaean king Odysseus. The Iliad and the Odyssey are the two most famous Greek epics.

GUIDED READING As you read this excerpt from the Iliad, think about how the ancient Greeks defined honor and what it meant to them.

B Copyright © by The McGraw-Hill Companies, Inc.

from the Iliad Book 1: The Quarrel The Wrath of Achilles is my theme, that fatal wrath which, in fulfilment of the will of Zeus, brought the Achaeans so much suffering and sent the gallant souls of many noblemen to Hades, leaving their bodies as carrion for the dogs and passing birds. Let us begin, goddess of song, with the angry parting that took place between Agamemnon King of Men and the great Achilles son of Peleus. Which of the gods was it that made them quarrel?

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t was Apollo, Son of Zeus and Leto, who started the feud, when he punished the King for his discourtesy to Chryses, his priest, by inflicting a deadly plague on his army and destroying his men. Chryses had come to the Achaean ships to recover his captured daughter. He brought with him a generous ransom and carried the chaplet of the Archer- god Apollo on a golden staff in his hand. He appealed to the whole Achaean army, and most of all to its two commanders, the sons of Atreus.

“My lords, and you Achaean men-atarms; you hope to sack King Priam’s city and get home in safety. May the gods that live on Olympus grant your wish—on this condition, that you show your reverence for the Archer-god Apollo Son of Zeus by accepting this ransom and releasing my daughter.” The troops applauded. They wished to see the priest respected and the tempting ransom taken. But this was not at all to King Agamemnon’s liking. He cautioned 9

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was witnessing. When all had assembled and the gathering was complete, the great runner Achilles rose to address them: “Agamemnon my lord, what with the fighting and the plague, I fear that our strength will soon be so reduced that any of us who are not dead by then will be forced to give up the struggle and sail for home. But could we not consult a prophet or priest, or even some interpreter of dreams—for dreams too are sent by Zeus— and find out from him why Phoebus Apollo is so angry with us? He may be offended at some broken vow or some failure in our rites. If so, he might accept a savoury offering of sheep or of full-grown goats and save us from the plague.” Achilles sat down, and Calchas son of Thestor rose to his feet. As an augur, Calchas had no rival in the camp. Past, present and future held no secrets from him; and it was his second sight, a gift he owed to Apollo, that had guided the Achaean fleet to Ilium. He was a loyal Argive, and it was in this spirit that he took the floor. “Achilles,” he said, “my royal lord, you have asked me to account for the ArcherKing Apollo’s wrath; and I will do so. But listen to me first. Will you swear to come forward and use all your eloquence and strength to protect me? I ask this of you, being well aware that I shall make an enemy of one whose authority is absolute among us and whose word is law to all Achaeans. A commoner is no match for a king whom he offends. Even if the king swallows his anger for the moment, he will nurse his grievance till the day when he can settle the account. Consider, then, whether you can guarantee my safety.” “Dismiss your fears,” said the swift Achilles, “and tell us anything you may


the man severely and rudely dismissed him. “Old man,” he said, “do not let me catch you loitering by the hollow ships to-day, nor coming back again, or you may find the god’s staff and chaplet a very poor defence. Far from agreeing to set your daughter free, I intend her to grow old in Argos, in my house, a long way from her own country, working at the loom and sharing my bed. Off with you now, and do not provoke me if you want to save your skin.” The old man trembled and obeyed him. He went off without a word along the shore of the sounding sea. But when he found himself alone he prayed fervently to King Apollo, Son of Leto of the Lovely Locks. “Hear me, god of the Silver Bow, Protector of Chryse and holy Cilla, and Lord Supreme of Tenedos. Smintheus, if ever I built you a shrine that delighted you, if ever I burnt the fat thighs of a bull or a goat, grant me this wish. Let the Danaans pay with your arrows for my tears.” Phoebus Apollo heard his prayer and came down in fury from the heights of Olympus with his bow and covered quiver on his back. As he set out, the arrows clanged on the shoulder of the angry god; and his descent was like nightfall. He sat down opposite the ships and shot an arrow, with a dreadful twang from his silver bow. He attacked the mules first and the nimble dogs; then he aimed his sharp arrows at the men, and struck again and again. Day and night innumerable fires consumed the dead. For nine days the god’s arrows rained on the camp. On the tenth the troops were called to Assembly by order of Achilles—a measure that the white-armed goddess Hera prompted him to take, in her concern for the Danaans whose destruction she

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give her up, if that appears the wiser course. It is my desire to see my people safe and sound, not perishing like this. But you must let me have another prize at once, or I shall be the only one of us with empty hands, a most improper thing. You can see for yourselves that the prize I was given is on its way elsewhere.” The swift and excellent Achilles leapt to his feet. “And where,” he asked, “does your majesty propose that our gallant troops should find a fresh prize to satisfy your unexampled greed? I have yet to hear of any public fund we have laid by. The plunder we took from captured towns has been distributed, and it is more than we can ask of the men to reassemble that. No; give the girl back now, as the god demands, and we will make you triple, fourfold, compensation, if Zeus ever allows us to bring down the battlements of Troy.” King Agamemnon took him up at once. “You are a great man, Prince Achilles, but do not imagine you can trick me into that. I am not going to be outwitted or cajoled by you. ‘Give up the girl,’ you say, hoping, I presume, to keep your own prize safe. Do you expect me tamely to sit by while I am robbed? No; if the army is prepared to give me a fresh prize, chosen to suit my taste and to make up for my loss, I have no more to say. If not, I shall come and help myself to your prize, or that of Aias; or I shall walk off with Odysseus’s. And what an angry man I shall leave behind me! However, we can deal with all that later on. For the moment, let us run a black ship down into the friendly sea, give her a special crew, embark the animals for sacrifice, and put the girl herself, Chryseis of the lovely cheeks, on board. And let some Councillor of ours go as captain—Aias, Idomeneus, the excellent Odysseus, or

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have learnt from Heaven. For by Apollo Son of Zeus, the very god, Calchas, in whose name you reveal your oracles, I swear that as long as I am alive and in possession of my senses not a Danaan of them all, here by the hollow ships, shall hurt you, not even if the man you mean is Agamemnon, who bears the title of our overlord.” At last the worthy seer plucked up his courage and spoke out. “There is no question,” he said, “of a broken vow or any shortcoming in our rites. The god is angry because Agamemnon insulted his priest, refusing to take the ransom and free his daughter. That is the reason for our present sufferings and for those to come. The Archer-King will not release us from this loathsome scourge till we give the brighteyed lady back to her father, without recompense or ransom, and send holy offerings to Chryse. When that is done we might induce him to relent.” Calchas sat down, and the noble son of Atreus, imperial Agamemnon, leapt up in anger. His heart was seething with black passion and his eyes were like points of flame. He rounded first on Calchas, full of menace. “Prophet of evil,” he cried, “never yet have you said a word to my advantage. It is always trouble you revel in foretelling. Not once have you fulfilled a prophecy of something good—you have never even made one! And now you hold forth as the army’s seer, telling the men that the Archer-god is persecuting them because I refused the ransom for the girl Chryseis, princely though it was. And why did I refuse? Because I chose to keep the girl and take her home. Indeed, I like her better than my consort, Clytaemnestra. She is quite as beautiful, and no less clever or skilful with her hands. Still, I am willing to

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From the Iliad (continued)

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you are the most disloyal to myself. To you, sedition, violence and fighting are the breath of life. What if you are a great soldier—who made you so but God? Go home now with your ships and your men-at-arms and rule the Myrmidons. I have no use for you: your anger leaves me cold. But mark my words. In the same way as Phoebus Apollo is robbing me of Chryseis, whom I propose to send off in my ship with my own crew, I am going to pay a visit to your hut and take away the beautiful Briseis, your prize, Achilles, to let you know that I am more powerful than you, and to teach others not to bandy words with me and openly defy their King.” This cut Achilles to the quick. In his shaggy breast his heart was torn between two courses, whether to draw his sharp sword from his side, thrust his way through the crowd, and kill King Agamemnon, or to control himself and check the angry impulse. He was deep in this inward conflict, with his long sword half unsheathed, when Athene came down to him from heaven at the instance of the white-armed goddess Hera, who loved the two lords equally and was fretting for them both. Athene stood behind him and seized him by his golden locks. No one but Achilles was aware of her; the rest saw nothing. He swung around in amazement, recognized Pallas Athene at once—so terrible the brilliance of her eyes—and spoke out to her boldly: “And why have you come here, Daughter of my aegis-bearing Zeus? Is it to witness the arrogance of my lord Agamemnon? I tell you bluntly—and I make no idle threats—that he stands to pay for this outrage with his life.” “I came from heaven” replied Athene of the Flashing Eyes, “in the hope of bringing you to your senses. It was Hera, goddess of


yourself, my lord, the most redoubtable man we could choose—to offer the sacrifice and win us back Apollo’s favour.” Achilles the great runner gave him a black look. “You shameless schemer,” he cried, “always aiming at a profitable deal! How can you expect any of the men to give you loyal service when you send them on a raid or into battle? It was no quarrel with the Trojan spearmen that brought me here to fight. They have never done me any harm. They have never lifted cow or horse of mine, nor ravaged any crop that the deep soil of Phthia grows to feed her men; for the roaring seas and many a dark range of mountains lie between us. The truth is that we joined the expedition to please you; yes, you unconscionable cur, to get satisfaction from the Trojans for Menelaus and yourself—a fact which you utterly ignore. And now comes this threat from you of all people to rob me of my prize, my hard-earned prize, which was a tribute from the ranks. It is not as though I am ever given as much as you when the Achaeans sack some thriving city of the Trojans. The heat and burden of the fighting fall on me, but when it comes to dealing out the loot, it is you that take the lion’s share, leaving me to return exhausted from the field with something of my own, however small. So now I shall go back to Phthia. That is the best thing I can do—to sail home in my beaked ships. I see no point in staying here to be insulted while I pile up wealth and luxuries for you.” “Take to your heels, by all means,” Agamemnon King of Men retorted, “if you feel the urge to go. I am not begging you to stay on my account. There are others with me who will treat me with respect, and the Counsellor Zeus is first among them. Moreover, of all the princes here,

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World Literature Reading 1


Judges of our nation, hold it in their hands. By this I swear (and I could not choose a better token) that the day is coming when the Achaeans one and all will miss me sorely, and you in your despair will be powerless to help them as they fall in their hundreds to Hector killer of men. Then, you will tear your heart out in remorse for having treated the best man in the expedition with contempt.” The son of Peleus finished, flung down the staff with its golden studs, and resumed his seat, leaving Atreides to thunder at him from the other side. But Nestor now leapt up, Nestor, that master of the courteous word, the clear-voiced orator from Pylos, whose speech ran sweeter than honey off his tongue. He had already seen two generations come to life, grow up, and die in sacred Pylos, and now he ruled the third. Filled with benevolent concern, he took the floor. “This is indeed enough to make Achaea weep!” he said. “How happy Priam and Priam’s sons would be, how all the Trojans would rejoice, if they could hear of this rift between you two who are the leaders of the Danaans in policy and war. Listen to me. You are both my juniors. And what is more, I have mixed in the past with even better men than you and never failed to carry weight with them, the finest men I have ever seen or shall see, men like Peirithous and Dryas, Shepherd of the People, Caeneus, Exadius, the godlike Polyphemus and Aegeus’ son, Theseus of heroic fame. They were the strongest men that Earth has bred, the strongest men pitted against the strongest enemies, a savage, mountain-dwelling tribe whom they utterly destroyed. Those were the men whom I left my home in Pylos to join. I travelled far to meet them, at their own request. I played my independent part in

13

UNIT

the White Arms, that sent me down, loving the two of you as she does and fretting for you both. Come now, give up this strife and take your hand from your sword. Sting him with words instead, and tell him what you mean to do. Here is a prophecy for you—the day shall come when gifts three times as valuable as what you now have lost will be laid at your feet in payment for this outrage. Hold your hand, then, and be advised by us.” “Lady,” replied Achilles the great runner, “when you two goddesses command, a man must obey, however angry he may be. Better for him if he does. The man who listens to the gods is listened to by them.” With that he checked his great hand on the silver hilt and drove the long sword back into its scabbard, in obedience to Athene, who then set out for Olympus and the palace of aegis-bearing Zeus, where she rejoined the other gods. Not that Achilles was appeased. He rounded on Atreides once again with bitter taunts. “You drunken sot,” he cried, “with the eyes of a dog and the courage of a doe! You never have the pluck to arm yourself and go into battle with the men or to join the other captains in an ambush—you would sooner die. It pays better to stay in camp, filching the prizes of anyone that contradicts you, and flourishing at your people’s cost because they are too feeble to resist—feeble indeed; or else, my lord, this act of brigandage would prove your last. “But mark my words, for I am going to take a solemn oath. Look at this staff. Once cut from its stem in the hills, it can never put out leaves or twigs again. The billhook stripped it of its bark and foliage; it will sprout no more. Yet the men who in the name of Zeus safeguard our laws, the

1

From the Iliad (continued)

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UNIT

1

their campaign. And they were men whom not a soul on earth to-day could face in battle. Still, they listened to what I said and followed my advice. You two must do the same; you will not lose by it. Agamemnon, forget the privilege of your rank, and do not rob him of the girl. The army gave her to him: let him keep his prize. And you, my lord Achilles, drop your contentious bearing to the King. Through the authority he derives from Zeus, a sceptred king has more than ordinary claims on our respect. You, with a goddess for Mother, may be the stronger of the two; yet Agamemnon is the better man, since he rules more people. My lord Atreides, be appeased. I, Nestor, beg you to relent toward Achilles, our mighty bulwark in the stress of battle.” “My venerable lord, no one would cavil at what you say,” replied King Agamemnon. “But this man wants to get the whip-hand here; he wants to lord it over all of us, to

play the king, and to give us each our orders, though I know one who is not going to stand for that. What if the everlasting gods did make a spearman of him? Does that entitle him to use insulting language?” Here the noble Achilles broke in on the King: “A pretty nincompoop and craven I should be called if I yield to you at every point, no matter what you say. Command the rest, not me. I have done with obedience to you. And here is another thing for you to ponder. I am not going to fight you or anybody else with my hands for this girl’s sake. You gave her to me, and now you take her back. But of all else I have beside my good black ship, you shall not rob me of a single thing. Come now and try, so that the rest may see what happens. Your blood will soon be flowing in a dark stream down my spear.”

DIRECTIONS: Answer the following questions in the space provided. Interpreting the Reading 1. What is the problem facing the characters in the beginning of the Iliad? Why is the problem so important?

3. How do the ancient Greeks seem to feel about honor?

Critical Thinking 4. Drawing Conclusions According to the passage, how are women valued in ancient Greece?

14


2. Why does Achilles decide to withdraw from battle?

G l e n c o e

The First Humans, Prehistory–3500 B.C. VOCABULARY ACTIVITY 1 The First Humans, Prehistory–3500 B.C.

TIME LINE ACTIVITY 1 The First Humans 16

Understanding Map Projections

17

CRITICAL THINKING SKILLS ACTIVITY 1 Determining Cause and Effect

18

HISTORY AND GEOGRAPHY ACTIVITY 1 The Huang He

19

MAPPING HISTORY ACTIVITY 1 Humans Migrate and Produce Food

PEOPLE IN WORLD HISTORY ACTIVITY 1 Profile 1: Louis Leakey (1903–1972) and Mary Leakey (1913–1996) Profile 2: Donald Carl Johanson (1943– ) Fossil Hunting in East Africa

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29 30

The First Humans 22

COOPERATIVE LEARNING ACTIVITY 1 23

31

RETEACHING ACTIVITY 1 33

ENRICHMENT ACTIVITY 1 The Social Impact of Agriculture

Natural Resources

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PRIMARY SOURCE READING 1

HISTORICAL SIGNIFICANCE ACTIVITY 1 Ancient Roots of Leadership Roles

LINKING PAST AND PRESENT ACTIVITY 1 Hunter-Gatherer Societies

SKILLS REINFORCEMENT ACTIVITY 1

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WORLD ART AND MUSIC ACTIVITY 1 Cave Paintings

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HISTORY SIMULATION ACTIVITY 1 Can You Dig It?

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1

Chapter 1 Resources

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Vocabulary Activity 1

The First Humans, Prehistory–3500 B.C. DIRECTIONS: Fill in the terms across and down on the puzzle that match each numbered definition.

CHAPTER

Down 1. age in which humans used simple stone tools 2. object or remnant of human life 3. 3000 to 1200 B.C. (two words) 6. study of humans and humanlike creatures 7. skilled craftsperson 8. skills and knowledge available to a people for survival 9. people who move from place to place 10. period before people developed writing 12. way of life of a people as shown by their knowledge, language, and habits 14. Greek word meaning “new stone”

Across 4. science of unearthing and interpreting objects from past societies 5. technique for determining the age of organic remains (two words) 11. to tame for human purposes 13. human or humanlike creature 15. remains of humans 16. wise human beings (two words) 17. complex, highly organized society

1 1 2

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7

9 10

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Skills Reinforcement Activity 1

Understanding Map Projections Mapmakers, also called cartographers, use map projections to represent the earth’s spherical surface on flat maps. Although extremely useful for study and navigation, flat maps cannot accurately represent both the shape and size of land areas. Cylindrical

Projection (Mercator) maps like the one below give the directions and accurate shapes of areas of land and water, but they distort the size of land areas. The greater the distance between a land area and the Equator, the greater the distortion.

1

DIRECTIONS: Compare the diagram of a globe (or use a real globe, if possible) to the

CHAPTER

Cylindrical Projection map below. Then answer the questions that follow.

Globe

Cylindrical Projection

GREENLAND

GREENLAND 60ºN 40ºN

60ºN 40ºN

20ºN

20ºN 0º 20ºS 40ºS

Equator

0º

SOUTH AMERICA

SOUTH AMERICA

20ºS

E q u a t or

60ºS


40ºS

1. Without referring to the illustrations, which do you already know to be larger—South America or Greenland? 2. Which represents the relative sizes of South America and Greenland more accurately— the Cylindrical Projection map or the globe? Explain why. 3. Why are Cylindrical Projection maps particularly well suited for use in navigation?

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Critical Thinking Skills Activity 1 When you determine cause and effect, you first look for a cause—something that makes something else happen. Then you look for the effect—the result of the cause. The rise of cities, for example, produced many economic, political, and social changes.

DIRECTIONS: To show the emergence of CHAPTER

civilizations as a chain of causes and effects, fill in the flow chart by putting the following events in the correct order. Then extend your flow chart by adding two or more events that continue the chain of causes and effects.

Class

Determining Cause and Effect • The earliest civilizations arose in river valleys. • People looked for places where water was plentiful and soil was fertile to establish permanent farming communities. • Farming replaced hunting and gathering as a means of procuring food. • Farming peoples settled in river valleys like those of the Nile and Indus. • Neolithic people domesticated plants and animals.

1 Copyright © by The McGraw-Hill Companies, Inc.

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HISTORY AND GEOGRAPHY ACTIVITY 1

The Changing Course of the Huang He 106°E

110°E

g He

114°E

118°E

122°E

Beijing Tianjin

BO HAI

38°N

PLAT

E AU

Grand Canal

L OESS

H

n ua

g

He

G ON LA D U AN NS SH ENI P

NOR

YELLOW SEA

TH CH IN A

34°N

0 0

125 125

250 miles

Old C ourse of the Huan g He

A IN

PL


Huan

250 kilometers

The present location of the mouth of the Huang He reflects a significant change that occurred in 1858. For the prior 500 years, the river had followed the “Old Course.”

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lower stretch, much of the riverbed sits above the surrounding farmland. When raging waters cut through dikes, floods can injure millions and bury whole villages with silt. Changes in the Huang He’s course during the past several thousand years have caused the point where the river enters the Yellow Sea to vary by as much as 500 miles (800 km). A cartographer who wants to be historically accurate must determine the exact location of the river at a given time. For example, from 2278 to 602 B.C., the Huang He took a northerly route, flowing through the city of Tianjin to enter the nearby Bo Hai. From 602 B.C. to A.D. 70, the Huang He and its mouth shifted to the south of Shandong Peninsula, but from A.D. 70 to 1048, the river again shifted north. There have been at least nine major changes in the river’s course in the last 2,200 years.

By the beginning of the Bronze Age (around 3000 B.C.), large numbers of people were concentrated in the river valleys of Mesopotamia, Egypt, India, and China. The Huang He (Yellow River) is the cradle of Chinese civilization. It stretches across China for more than 2,900 miles (4,666 km). With more than a billion tons of fine, yellow silt flowing downriver annually from the Loess Plateau along a twisting route of right-angle bends, the riverbed of the Huang He continuously builds up. Over the centuries, disastrous floods have ruptured protective dikes and inundated the North China Plain, often resulting in changes to the course of the Huang He. The source of the Huang He is in the eastern highlands of Tibet, at an altitude of about 15,000 feet (457 m). After descending rugged gorges, it crosses a plateau and then falls again to a flat lower basin. Along the

1

The Huang He

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(continued)

The absolute, or exact, location of a place can be determined by its coordinates on a map grid of north-south meridians (longitude lines) and east-west parallels (latitude lines). Degrees of longitude give the distance of any place east or west of the Prime Meridian, and degrees of latitude give distance north or south of the Equator. The

coordinates for any point on a map, then, are a pair of numbers giving the latitude and longitude. To draw a river on a map, a cartographer must be able to locate every point along the river’s course exactly on the map’s grid. At present the Huang He enters the Bo Hai at about 38°N latitude and 119°E longitude.

CHAPTER

APPLYING GEOGRAPHY TO HISTORY DIRECTIONS: Answer the questions below in the space provided. 1. What information do you need in order to give the absolute location of a place?

1 2. What was the absolute location of the mouth of the Huang He during the years it was located near Tianjin?

3. What was the absolute location of the mouth of the Huang He when it was located on the Old Course south of Shandong?

4. Changes in the course of the Huang He occurred abruptly. What events probably took place in 602 B.C. and A.D. 70?

Critical Thinking

6. Making Inferences The Huang He was given its name, which means “yellow river,” because of the yellow loess suspended in its waters. Why is the Huang He nicknamed “China’s Sorrow”?

Activity 7. Serious floods have been part of the history of the Mississippi River. Using a map of the United States, determine the absolute locations of the headwaters (source) and delta of the Mississippi River, as well as of its key river ports. Then research the efforts that have been made since 1900 to control the Mississippi’s flooding.

20


5. Predicting Consequences As the Huang He has shifted its course over the centuries, what might have been the consequences of these changes to the peoples who live along the river?

Name

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Mapping History Activity 1

Humans Migrate and Produce Food Earth has experienced several ice ages separated by long periods of warming. The climatic changes caused by the ice ages prompted early humans to migrate to new land areas.

Spread of Homo Sapiens 150°W

90°W

30°W

0°

30°E

90°E

150°E

ARCTIC OCEAN 60°N N W

E

NORTH AMERICA

S

ASIA

EUROPE

ATLANTIC OCEAN

30°N

PACIFIC OCEAN

AFRICA

PACIFIC OCEAN

0°

SOUTH AMERICA

INDIAN OCEAN AUSTRALIA

Sites where evidence of human life has been found:


100,000 B.C. to 70,000 B.C. 70,000 B.C. to 45,000 B.C. 45,000 B.C. to 26,000 B.C. Migratory routes of Homo sapiens

0 0

1,000 1,000

30°S

2,000 miles

2,000 kilometers

Miller Projection

60°S

ANTARCTICA

1. Where has evidence of Homo sapiens been found that dates between 100,000 and 70,000 B.C.? 2. Describe the route that Homo sapiens took from the Middle East to South America. 3. Since the last ice age, human population has increased tremendously, largely due to the development of agriculture. Agriculture began with the domestication of native plants and animals, including watermelon and rice in West Africa; bananas, cucumbers, and yams in Southeast Asia; cattle and grapes in southern Europe; soybeans in China; camels in Central Asia; avocados, maize, and tomatoes in Central America; and turkeys, sunflowers, and beans in North America. Revise the map above to show where these plants and animals were first domesticated. Create symbols for the plants or animals and add a map key to explain them. 21

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1

DIRECTIONS: The map below shows the migratory routes of early humans. Use the map to answer the questions and complete the activity that follow. Use a separate sheet of paper.

Name

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Historical Significance Activity 1

!

Ancient Roots of Leadership Roles

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1

Hunting and gathering as a way of life has now almost disappeared, but it was the way hominids lived for nearly 99 percent of the time that hominids have lived on Earth. Therefore, the uniqueness of the human species was patterned—and the human personality was formed—not in an industrial or even an agricultural setting, but in a hunting and gathering setting. Before the rise of Homo sapiens sapiens, 80 percent of the food that humans ate was acquired by women, who gathered nuts, beans, roots, honey, eggs, vegetables, and fruits. As the principal food procurers, women’s status in the community was

high and their influence considerable. Women shared in the leadership of the band and in ownership of water holes and food-gathering areas. Male hunters procured 20 percent of the diet in the form of swift-moving, proteinrich game. As the hunters worked together, more sophisticated language developed: “You distract the deer while I spear it.” Eventually, male leadership roles developed from the necessity to coordinate several hunting bands. Anthropologist Lionel Tiger suggests that this need for coordination in hunting ultimately led to the predominance of men in modern politics.

DIRECTIONS: Answer the following question in the space provided. Do you think that Tiger’s opinion is correct? Write a paragraph that explains why you agree, or suggest another reason for men’s predominance in politics. Use facts and examples to support your conclusion.


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Cooperative Learning Activity

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Natural Resources BACKGROUND

CHAPTER

1

Nomads are people who move from place to place. The peoples of the Paleolithic world before 10,000 B.C. were nomadic hunter-gatherers who followed game migrations and seasonal vegetation cycles to gather food to survive. They banded together in small groups that could have been as small as 20 or 30 people. Some scientists believe that interreliance of group members on one another may have led to equality between males and females and that cooperative decision-making was critical for the survival of the group. By working together to make decisions about the possible use of resources, you will learn more about Paleolithic tools and technologies and about how aspects of clan decision-making may have worked.

GROUP DIRECTIONS 1. The hunters of your Paleolithic clan have just downed a mammoth. Use Chapter 1 and any other resources you can access to list all of the possible ways in which you might be able to use the animal to meet the needs of your clan. 2. Brainstorm possible uses for such products derived from the mammoth as the meat, the fur, the tusks and bones, the cartilage and other tissue, and so on. 3. Be specific about how different parts could be used. Be creative but keep in mind the limits of Paleolithic technology and knowledge.


4. Decide as a group which parts of the mammoth would be most important to the clan and why. Create a list of prioritized products arranged in order of the group’s sense of their relative importance. Create a “shopping list” of those by-products and uses to present to the class. 5. Decision Making As a group, brainstorm the most critical needs of Paleolithic peoples. Appoint a recorder to take notes on the brainstorming. Next, rank the needs in order of importance using whatever criteria the group determines. Record the results.

ORGANIZING THE GROUP 1. Individual Work Do research to find out as much as possible about mammoths. Think about what by-products could be derived from a mammoth—food, clothing, tools, and so on. Take notes and collect the ideas for each type of use that you think of. Sketch diagrams as needed to help explain the ideas. Think about how the information might be organized into a group summary presentation. 2. Group Work/Decision Making Share your research with your group. Invite comments on and extensions to individuals’ ideas. Together, decide what information to prioritize. Which uses best match the prioritized list of the clan’s needs that the group created previously? Which uses are most useful and creative?

23

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Cooperative Learning Activity 1

Class

(continued)

3. Additional Group Work Together, create lists of the most important uses of the mammoth and collectively decide how to defend the choices. Create the lists in such a way that the audience can reprioritize the uses according to their own ideas. 4. Group Sharing Use one-page handouts to accompany a presentation of your decisions to the class. 5. Extended Group Work/Sharing Invite the members of the audience to challenge and reprioritize the group’s list of items and uses as they think is appropriate. Is clothing critical if food is low? Is gathering tools more or less important than gathering weapons? Discuss the results as a class. CHAPTER

GROUP PROCESS QUESTIONS

1

•

What is the most important thing you learned about Paleolithic society from this activity?

•

What part of the project did you enjoy most?

•

What problems did you have with this activity?

•

How did you solve these problems?

•

How was it helpful to work with others?

Quick CHECK 1. Was the goal of the assignment clear at all times? 2. How was this collaborative simulation different from other types of projects?

4. Were you satisfied with your own participation and your group’s work on this project? Why or why not?

24


3. Did you have problems working together? If so, how did you solve them?

HS A

ISTORY I M U L AT I O N CTIVITY

1

Can You Dig It? Much of what we know about prehistory is the result of the work of archaeologists who unearth and interpret the artifacts left behind by prehistoric people. Both skill and luck are necessary to identify the best archaeological sites and find artifacts. Then the archaeologists must face the difficult task of making inferences about prehistoric life from these remains.

Activity Students simulate discovering an archaeological site and drawing inferences about the people who lived there from descriptions of artifacts found at the site. Teacher Preparation Make one copy of the handout on the next page for each group. Label ten small brown paper bags from 1 to 10 and pin them to different locations on a wall map of the world. Have more bags than groups of students.


Activity Guidelines 1. Review with students the terms archaeologist and artifact. Ask students to suggest artifacts that might be found at an archaeological site. 2. Tell students that they will “bury” artifacts at an archaeological site, discover the location of another archaeological site by a guessing game, and then infer information about a culture from the artifacts they “dig.” The bags pinned on the map will simulate possible archaeological sites. 3. Organize the class into groups of four to five and give each group a worksheet. Have groups choose members to do the following tasks: write artifact clues to be “buried,” participate in a guessing game, record the group’s discussion of the artifacts found at the site it “digs,” prepare a report, and give an oral presentation. 4. Each group uses the textbook to select one prehistoric group or early civilization, chooses the types of artifacts to describe, and writes clues for the chosen artifacts. For

example, if a group chooses Australopithecines, it might describe (1) tool: stone—crudely finished with sharp edges; (2) weapon: part of a wooden club—roughly fashioned from a tree limb. 5. Each group puts its completed artifact clues into the numbered bag on the map that you designate. Be sure that the other groups do not observe which site is used. 6. Pair off the groups to play a guessing game. In a question-and-answer session, each group determines the map location of the other group’s site by framing questions based on where the numbered bags are on the map; for example, “Is the site located south of the Equator?” 7. Have each group study the descriptions of the artifacts it “dug” and brainstorm inferences about the prehistoric group, using the guide on the worksheet to prompt discussion but also thinking of other considerations on their own. They then report to the class. 8. As each group reports, ask it to identify the culture whose artifacts it discovered. Ask the group that placed clues in a bag if the group that “dug” its site correctly identified the culture. You may use the following questions to summarize the activity: • What other information, if any, would have helped you make your inferences? • On what basis were your inferences made? • How did this activity give you a better understanding of the work of archaeologists?

25

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Learning Objective To demonstrate how archaeologists make inferences about prehistoric people from artifacts.

1

TEACHER MATERIAL

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1 HANDOUT MATERIAL

Can You Dig It?—Creating an Archaeological Site Choose a prehistoric group or early civilization from the text. Based on your selection, describe three or more artifacts. The artifacts can be chosen from the types listed below. When your descriptions are completed, cut them out and place them in the bag at the site your teacher designates. art objects

❐

burned wood

❐

clay tablets with writing

❐

❐ ❐ ❐

clothing

❐

weapons

pottery

❐

CHAPTER

tools

jewelry

1 Type of artifact

Type of artifact

Description

Description

Type of artifact

Type of artifact

Description

Description

Guide for Reporting on an Archaeological Site To help your group start a discussion, consider the following categories when making inferences based on the artifacts you found at the archaeological site. • Probable identity or function of each artifact • Level of technological achievement • Level of cultural advancement Record your conclusions below. Be prepared to explain how you reached them.

26


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Time Line Activity 1

The First Humans DIRECTIONS: Look at the events on the time line below. Write each event in the box next to the concept to which it relates. Then give a reason why the event is related to the concept. Events may be related to more than one concept. c. 8000 B.C. Domesticated animals in Southwest Asia.

c. 8000 B.C. Agriculture begins.

7000 B.C.

6000 B.C.

5000 B.C.

CHAPTER

8000 B.C.

1

c. 6000 B.C. Grain crops cultivated in Nile Valley.

c. 8000 B.C. Last ice age ends.

4000 B.C.

c. 6700–5700 B.C. C¸atal Hüyük community in Turkey.

Developments in Early Human Civilization Concept

Event

Reason


Technology

Domestication

Civilization

27

;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; Name ____________________________________

Date ________________

Class __________

Linking Past and Present Activity 1

Hunter-Gatherer Societies

CHAPTER

1

NOW Although encroaching civilization threatens their way of life, some huntergatherer societies still exist. Anthropologists study these societies to gain insights into the lives of the earliest humans. Because modern hunter-gatherer societies live in rain forests, deserts, and tundra, scholars know that many of their ways are different from those of the prehistoric hunter-gatherers, who lived in less extreme environments. Nonetheless, modern hunter-gatherers teach us much about early humans. For example, contrary to older beliefs, modern scholars now know that the life of the hunter-gatherer is neither arduous nor deprived. Even groups in such desert areas as the Kalahari in Africa spend only about three hours a day gathering what they need. Surely life was no harder for the groups that hunted and gathered in the temperate zones of Africa, Europe, and Asia. Scholars know that modern hunter-gatherer groups adjust their numbers to the available food supply by discouraging their members from having babies too early in life. Scholars believe that prehistoric groups may have done this as well. Noting that cooperation and sharing promote the survival of modern hunter-gatherer groups, anthropologists believe that early humans behaved in much the same way. Moreover, since only a few people make up modern groups, each person performs an important function and is accordingly valued. Most likely, individuals enjoyed similar esteem in prehistoric times.

CRITICAL THINKING Directions: Answer the following questions on a separate sheet of paper. 1. Making inferences: Why might competition be detrimental to a hunter-gatherer society? Why might such a trait be beneficial in other societies? 2. Recognizing cause and effect: What effect might a “baby boom” have on a hunter-gatherer society? 28

3. Synthesizing information: Speculate on

the different kinds of information that modern hunter-gatherer groups might teach us about the earliest humans. Do research in the library or online to learn what scholars have discovered about prehistoric people from modern hunter-gatherer groups. Write a brief summary of your findings.


THEN The earliest humans left no written records. They did, however, leave such things as stone tools, ornaments, and paintings. Archaeologists and anthropologists study these artifacts to learn about how prehistoric people lived. Artifacts have yielded some facts about how the earliest humans met their basic needs: They were primarily hunters. Prehistoric paintings found on the walls of caves depict groups of men hunting animals. These caves also contain the bones of animals that had once roamed nearby plains. Some of these bones are charred, indicating that prehistoric people had fire and cooked their food. They also gathered plants. Traces of ancient pollen still saturate cave floors. Artifacts and fossils point to more complex aspects of prehistoric culture. For example, they indicate that ancient people practiced other arts besides painting. Archaeologists have found primitive flutes in cave dwellings. On the floors of the chambers in which the flutes were found, imprints of human feet form patterns suggesting that prehistoric people danced. Scholars believe that prehistoric art was created in connection with religious and super-natural rituals. Small stone and ivory figurines of women may have been images of a mother goddess. Prehistoric graves have yielded skeletons surrounded by ornaments and tools. These gravesites suggest that the early peoples believed the dead would need these tools in an afterlife.

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ld History Activity People in Wor

1

P r o f i le 1


skull of a Miocene Era primate. In 1959 Mary made a significant discovery: the skull of Zinjanthropus (“East Africa man”), dating back 1.8 million years. Though not “the missing link,” Louis claimed, it was the first skull found in East Africa of a new group of hominids called Australopithecines. This find caught the imagination of the public as well as the National Geographic Society, which provided significant funding for the Leakeys’ work. From the mid-1960s, Mary Leakey spent most of her time at Olduvai Gorge, while Louis worked on various other projects. In 1960 Mary discovered the remains of homo habilis (“handy man”). In 1978 she made what she felt was her most significant find. In the 3.75-millionyear-old hardened volcanic ash surface in nearby Laetoli she discovered three sets of footprints stretching for 25 yards. These hominids were walking upright much earlier than almost everyone had supposed.

REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. In the 1920s, where did most anthropologists believe humans had evolved? 2. What were some of Mary Leakey’s most famous finds? 3. CRITICAL THINKING Draw Conclusions. The theory that evolution was a straight line from one group of hominids to another has been discarded. It’s accepted that at every stage of evolution there were some hominid groups that came to an end. Some of the fossils discovered by the Leakeys were of these “dead-end” hominids. How do these discoveries further our understanding of the groups that humans did evolve from?

29

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Louis Leakey was born in Kenya in 1903 to English missionary parents. He spoke the Kikuyu language fluently and was inducted into the tribe at 13. He graduated from Cambridge with degrees in anthropology and archaeology in 1926, and later earned a PhD. At that time most paleontologists believed that early man had evolved in Asia, but Leakey insisted on searching in East Africa. In 1931 he and some colleagues set up camp in Olduvai Gorge in Kenya. For several years he divided his time between academic posts in England and fossil-hunting in Africa. Mary Nicol grew up in France. Her father, a landscape painter, took her to see the beautiful cave paintings and prehistoric sites of southern France, and she became interested in digging and drawing. She began working as an amateur archaeologist and illustrator when she was 17. In 1934 Louis met Mary at a dinner party and asked her to do the illustrations for his next book. He and Mary were married in 1936. From 1935 to 1959 the two worked at sites around Kenya and Tanzania. In 1948 Mary discovered the perfectly preserved

1

Louis Leakey (1903–1972) and Mary Leakey (1913–1996)

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1

P r o f i le 2

Donald Carl Johanson (1943– )

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1

When—and where—did primates become humans? American paleoanthropologist Donald Johanson has spent his life “digging deeper” into this question. As a high-school student Johanson read about the findings of Mary and Louis Leakey. This focused his interest on paleoanthropology. He attended the University of Chicago, majoring in anthropology. He went on to complete a PhD. His research led him to museums across Europe and Africa and on field expeditions in Ethiopia. In 1974 Johanson and his associate Tom Gray made a discovery in the Hadar Valley of Ethiopia’s Afar region that electrified the anthropological world: a 3.2-million-yearold female skeleton standing 3 feet, 6 inches tall. “Lucy” offered startling evidence that primitive hominids walked upright 1.5 million years earlier than previously thought. While only 40 percent of Lucy’s skeleton was discovered, examination of the pelvis and leg bones proved that she was “bipedal,” or walked on two feet. Interest in this find brought substantial financial backing from major foundations.

When he returned to Ethiopia in 1975 Johanson made another spectacular discovery: “the First Family.” On the shores of a dried-up prehistoric lake lay the remains of thirteen hominids of the same type as Lucy. Johanson named the hominid group Austrolopithecus afarensis (“Southern apes of the Afar region”). Johanson believed that afarensis was a primitive ape, an earlier ancestor of the Homo family. The major significance of Lucy and her afarensis kin is that they disproved the popular theory that a large, more humanlike brain developed before bipedalism. Donald Johanson remains active in the field of paleoanthropology. In 1981 he became director of the Institute for Human Origins, now located at Arizona State University, where he continues his work.

Directions: Answer the following questions on a separate sheet of paper. 1. In what area of Africa did Johanson focus his excavations? 2. What startling information was gained from examining Lucy? 3. Critical Thinking Making Generalizations. We are the single surviving species of hominids. Some feel that our existence is not secure, and that eventually Homo sapiens could become extinct as well. What kinds of threats are there to human life? How can these be managed to ensure our survival?

30


REVIEWING THE PROFILE

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Fossil Hunting in East Africa

M

ary and Louis Leakey were scientists who worked in East Africa for many years. There, in a place called Olduvai Gorge, the Leakeys found some of the oldest-known evidence of human beings on earth. Not surprisingly, their son, Richard, also became an anthropologist. Here, Richard explains his work in Kenya’s Great Rift Valley, where many fossils are found. Geology and geography have combined to make this area a good place to study prehistory.


The search for clues My childhood was spent in various remote areas of East Africa, in Kenya and Tanzania, where my parents were searching for evidence of our ancestors. For many months they searched the fossil sites on the islands and shores of Lake Victoria. At other times I remember chasing sheets of cellophane blowing away in the wind as my mother laboriously traced the art of our ancestors in rock shelters in Tanzania. But perhaps the most exciting times of all were at Olduvai Gorge on the Serengeti Plains where wild animals were a natural part of our everyday life. Since then I have continued searching for evidence of the past in my own career, and I have experienced for myself the thrill of finding a complete skull of one of our ancestors, two million years old.

The cracking of Africa I was very fortunate to be born in Kenya, for Kenya has running through it the East African Rift Valley. This exceptional geographic feature has led to the formation of numerous fossil sites during the last twenty million years, the period of time when humans evolved from primitive ape-like animals into the intelligent creatures that we are today. The East African Rift Valley marks an area of weakness in the earth’s surface, that runs through Africa, from the Red Sea in the north to Mozambique in the south. Flying over the Valley in an aeroplane one sees the sides rising, sometimes as much as 2,000 metres (6,600 feet) above its floor. In places the Valley is as much as 80 kilometres (50 miles) wide; it is lined with huge

cliffs and escarpments, and dotted with volcanoes surrounded by vast black lava flows. Twenty million years ago, however, this huge rift was only a shallow depression marked by lakes and volcanoes. As the depression gradually deepened, cracks began to form in the earth’s surface, creating the cliffs and escarpments we see today. While these massive movements were taking place, other events were happening which were important for the preservation of clues about our past. As the lakes formed in the Rift Valley depression, rivers began to wash away soil and rocks from the newly formed hills on either side. This soil was carried down the hills by the rivers and later dumped on flood plains and deltas, and in the lakes themselves. In these places sediments of sand, silt and clay gradually built up, and any bones of dead animals lying in these areas became buried and preserved as fossils. Among the animals which were preserved in this way were some of our ancestors. These geological processes have continued in the Rift Valley over the past twenty million years, so that many layers of sediment and fossilized bones have been built up. In some places these are hundreds of metres thick. Often the layers of sediment and the fossilized bones have remained buried, but in some areas movements of the earth’s crust have continued and caused them to be uplifted. When this happens they in their turn become eroded by rivers, which cut through the layers of rock like a cake and expose the fossilized bones. It is in these places that, with careful searching, we can find many clues from the distant past.

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CHAPTER

1

Guided Reading In this selection, read to learn how fossils are formed and where most fossils are found.

Name

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PRIMARY SOURCE R How to get preserved as a fossil

CHAPTER

1

Unfortunately the chances of any animal becoming a fossil are not very great, and the chances of a fossil then being discovered many thousands of years later are even less. It is not surprising that of all the millions of animals that have lived in the past, we actually have fossils of only a very few. There are several ways in which animals and plants may become fossilized. First, it is essential that the remains are buried. Dead animals and plants are quickly destroyed if they remain exposed to the air. Plants rot, while scavengers, such as hyaenas, eat the flesh and bones of animals. Hyaenas love to crunch the bones, while beetles, flies and grubs consume all edible parts that are left. Finally, the few remaining bones soon disintegrate in the hot sun and pouring rain. If buried in suitable conditions, however, animal and plant remains will be preserved. The same chemicals which change sand and silt into hard rock will also enter the animal or plant remains and make them hard too. When this

Class

EADING

1

happens we say that they have become fossilized. Usually only the bones of an animal and the toughest part of a plant are preserved. The soft body parts of an animal or the fine fibres of a leaf may occasionally become fossilized, but they must be buried very quickly for this to happen. It may sometimes occur with river and lake sediments but is much more likely to happen with volcanic ash. One site near Lake Victoria, where my parents worked, contained many thousands of beautifully preserved insects, spiders, seeds, twigs, roots and leaves. A nearby volcano must have erupted very suddenly, burying everything in a layer of ash. The insects had no time to escape before they were smothered. As we have seen, river and lake sediments preserve a great many bones, but caves are another site where fossils are easily formed and luckily our ancestors left many clues in caves which make convenient shelters and homes. Things that people brought in as food or tools were left on the cave floor, and mud, sand, and other debris washed in by rivers and rain buried them.

INTERPRETING THE READING

1. How does a plant or animal become fossilized?

2. Where are some good places to find fossils?

3. What generally happens to the remains of a plant or animal when it dies? How does this help explain which parts of plants or animals usually form fossils?

Critical Thinking 4. Making Inferences Is fossil hunting a quick or slow process? How do you know?

32


Directions Use the information from the reading to answer the following questions. If necessary, use a separate sheet of paper.

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Reteaching Activity 1

The First Humans Early humans found a variety of ways to survive in a sometimes very hostile environment. They accomplished many feats upon which modern civilization was built.

DIRECTIONS: Complete the word web below, filling in as many examples as possible of each achievement shown. Some examples have been provided for you. Cooperating: big-game hunts

•

trading of goods

Procuring food:

CHAPTER

1

•

Early Human Achievements


Making tools:

Building civilizations:

Developing spiritual beliefs:

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Enrichment Activity 1

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The Social Impact of Agriculture Profound changes resulted from the shift from hunting and gathering to farming.

Several of these changes and their social consequences are given in the table below.

Consequences of Shift to Agriculture

CHAPTER

Social Consequence

People lived in one place and no longer had to carry all their possessions.

People who could afford material goods began to accumulate them.

Farmers could grow more food than they needed to feed their families.

Farmers could barter surplus food for textiles, tools, and pottery made by artisans.

Land and water became valuable economic resources.

Leaders with armies arose to conquer large land areas. Rulers forced people who had no power to do hard jobs such as producing food and constructing irrigation systems.

Male warriors competed for land, water, and power.

Women lost the power they had shared in hunter-gatherer societies to male warriors who could protect them and their children.

1

Change

DIRECTIONS: Assume that you were a witness to one of the changes shown above, and you experienced its social consequences. Write a journal entry describing your role in the society and your reaction to the change. Copyright © by The McGraw-Hill Companies, Inc.

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Music Activi ty World Art and

1

Cave Paintings Cave paintings have been found in such diverse places as southern France, Italy, northern Spain, and, most recently, northern Brazil. These prehistoric paintings have been dated from approximately 15,000 B.C. to 8000 B.C. This makes them thousands of years older than Egyptian paintings, which date from around 2500 B.C.

1

DIRECTIONS: Read the passage below about these early works of art. Then


CHAPTER

answer the questions in the space provided.

Cave painting of horses (c. 15,000 B.C.), Caves of Lascaux, Dordogne

he Paleolithic Era, also called the Old Stone Age, lasted from about 2,500,000 B.C. to 10,000 B.C. The people who lived during this time period were nomadic hunter-gatherers. Instead of farming the land, they subsisted on whatever plants they found growing nearby. However, they did hunt—horses,

T

bison, fox, bear, and even the now-extinct woolly mammoth and woolly rhinoceros. The hunters used their prey’s meat for food, the skin for clothing, and the bones and tusks for tools. The intestines were used for “thread,” with which they sewed using a needle. Additionally, bones and fur were fashioned (continued)

35

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CHAPTER

1

into some of the first paintbrushes. Paleolithic people did not construct houses or permanent settlements. Rather, they lived in caves, and they moved on when they had used up the local resources. All this had been known for centuries. But it was not until 1879 that the caves in Altamira, Spain, with their astonishing artwork, were discovered. Then in 1941, caves in Lascaux, France, were discovered accidentally by two boys playing with their dog. Bison galloped across the walls! Deer crouched! Wild boar leapt to and fro! All of these animals were painted in some form of motion. They were colorful and were rendered so accurately that their images were recognizable even after thousands of years. Their sizes ranged from 5 feet to 6.5 feet long (1.5 to 2 meters). The artists used charcoal from their campfires as paint. They ground up lumps of clay and mixed it with blood from animals they had hunted or with

1

juice from fruits and berries to make different colors. Using stone tools, they scratched outlines into the cave walls. Then they colored them in with brushes and fur or moss sponges, using different hues to create a three-dimensional effect. Finally, they added details such as fur to their paintings. Although historians know how the paintings were produced, they do not know why the cave artists painted. Life was difficult, dangerous, and exhausting, and there was little if any “leisure time” for hobbies or crafts. Perhaps the pictures were a form of magic to capture the animals’ strength and spirit, making them easier to hunt. Maybe the paintings were part of a ceremony to ensure a large supply of game. Perhaps these murals told a story long before people had a written language. Or maybe these prehistoric people were not so different from humans today, and they just wanted to decorate their homes. We probably will never know for sure.

Reviewing the Selection 1. What are the most important caves and where were they discovered? 2. What are the characteristics of cave paintings?

3. Making Inferences Cave paintings rarely include pictures of people or foliage. Why do you think Paleolithic people instead stressed animals in their art?

4. Making Generalizations Because the art inside remained undiscovered for thousands of years, these caves could be considered a sort of “time capsule.” Imagine that you can draw something in a cave today that will be found thousands of years in the future. Consider what objects you would include that are important to you and those around you. What would you draw? Why?

36


Critical Thinking

G l e n c o e

Chapter 1

GUIDED READING ACTIVITY 1-1

38


39

37

SECTIONS

Section Resources

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Guided Reading Activity 1-1 Early Humans DIRECTIONS: As you read Section 1, complete the following statements in the space provided. 1. Archaeology is the study of past societies through an analysis of 2. Anthropology is the study of 3. One of the most important and difficult jobs of both archaeologists and anthropologists is 4. Radiocarbon dating is only accurate for objects no more than 5. Scientists like Donald Johanson say the first humanlike creatures flourished in SECTION

6. Homo sapiens means

1-1

7. One of the basic distinguishing features of human beings is 8. The Paleolithic Age is used to designate the early period of history in which humans used 9. Paleolithic people moved from place to place because

climates was 11. During the Ice Age, sheets of thick ice covered large parts of 12. Prehistoric people could paint with the colors red, yellow, and black by crushing and combining

38


10. Perhaps most important to early humans’ ability to adapt to new, harsh, and colder

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Guided Reading Activity 1-2 The Neolithic Revolution and the Rise of Civilization DIRECTIONS: As you read Section 2, answer the questions on the lines provided. 1. What does the Greek word Neolithic mean? 2. Describe the revolution in human development that took place in the Neolithic Age. 3. Name the crops that were grown and the animals that were domesticated in Southwest Asia during this time. 4. In what areas did the first Neolithic farming villages appear?

1-2

5. When farming produced food surpluses in communities, this freed people to do what

SECTION

activities other than growing crops? 6. Describe the process by which the durable metal bronze was first created. 7. By the beginning of the Bronze Age, large numbers of people were concentrated in what geographical locations?


8. List the six basic characteristics of civilizations. 9. What do governments do? 10. Rulers, priests, merchants, and artisans used writing for a very important purpose. What was it? 11. Why were temples and pyramids built in ancient cities?

39

G l e n c o e

Western Asia and Egypt, 3500–500 B.C. VOCABULARY ACTIVITY 2 Western Asia and Egypt, 3500–500 B.C.

TIME LINE ACTIVITY 2 Western Asia and Egypt 42

Understanding Cause and Effect

43

CRITICAL THINKING SKILLS ACTIVITY 2 Formulating Questions

44

HISTORY AND GEOGRAPHY ACTIVITY 2 Sumerian City Planning

45

MAPPING HISTORY ACTIVITY 2 The Kingdoms of the Fertile Crescent

LINKING PAST AND PRESENT ACTIVITY 2 Regulating Business


Profile 1: Amenhotep IV (Akhenaton) (died c. 1354 B.C.) and Nefertiti (c. 1372–1350 B.C.) 55 Profile 2: David (c. 1030–c. 965 B.C.) 56


The Code of Hammurabi

48

The Influence of Geography

49

59

ENRICHMENT ACTIVITY 2 The Seasons of the Nile

COOPERATIVE LEARNING ACTIVITY 2

57

RETEACHING ACTIVITY 2 Western Asia and Egypt

HISTORICAL SIGNIFICANCE ACTIVITY 2

54

PEOPLE IN WORLD HISTORY ACTIVITY 2

Finding Tutankhamen’s Tomb 47

53

60

WORLD ART AND MUSIC ACTIVITY 2 Egyptian Pyramids

61

HISTORY SIMULATION ACTIVITY 2 Talking Heads

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41

CHAPTER

2

Chapter 2 Resources

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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. 1. a king or queen of ancient Egypt

A. monarchy

2. a political unit including a nation and conquered areas

B. dynasty

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

4. a small kingdom 5. massive stepped tower 6. picture writing developed in ancient Egypt

2

7. Persian governor 8. a group of government officials 9. worshipping many gods 10. process of slowly drying a dead body 11. a city that functions as an independent country

C. theocracy D. bureaucracy E. pharaoh F. empire G. polytheistic H. hieroglyphics I.

city-state

J.

cuneiform

K. ziggurat L. mummification M. satrap

12. a succession of rulers from the same family 13. a type of writing used in ancient Mesopotamia 14. DIRECTIONS: In the space below write a paragraph using at least five of the terms above. Copyright © by The McGraw-Hill Companies, Inc.

42

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✎

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Understanding Cause and Effect The establishment of cause-and-effect relationships is critical to understanding history. In fact, historians spend most of

their time reviewing known facts and trying to determine some linkage between them. Here is your chance to be a historian.

DIRECTIONS: Use the chart below to organize cause-and-effect relationships in the Code of Hammurabi. Place causes in the boxes to the left and the related effects in the boxes to the right.

2

Effect


CHAPTER

Cause

43

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Critical Thinking Skills Activity 2 One of the key tools of archaeologists and historians is their ability to ask searching questions. These questions determine the entire nature of their investigation. A good case is the discovery of a bakery and of the mini-pyramids on workers’ graves.

Class

Formulating Questions Egyptologists realized that there were many questions they had never asked about the Egyptian working class. Imagine that you are undertaking a research project on the Egyptian bakery at Saqqara.

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

H

2

ow did the Egyptians bake their bread? Clues to the baking process were 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 common person, a team of specialists, led by University of Chicago archaeologist Mark Lehner, re-created the ancient bread-making process. The first step was to create the clay molds. For this they turned to a local artisan, Mohammed Taha. Within a week he made 66 bread mold tops and bottoms with a foot-driven potter’s wheel. To obtain emmer, a twin-kerneled form of wheat the Old Kingdom Egyptians used, the team located a man in California who collects and grows ancient grains. According to Edward Wood, a retired pathologist who now specializes in growing exotic sourdough yeast cultures, “The Old Kingdom Egyptians didn’t know about yeast—they thought bread rose miraculously.” To collect free-floating native yeast spores, Wood left an open container of wet flour on his hotel balcony for a week. The dough was then placed into the clay molds and buried in hot coals. After an hour and 40 minutes, a perfect loaf of emmer bread was ready for tasting.

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.

44


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

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and all Sumerian cities—including Ur, Uruk, and Eridu—were walled. Of all the heroic deeds of Gilgamesh, the god-king of Sumerian epic, building the walls around Uruk—probably about 2700 B.C.—was his mightiest achievement. His people slaved for decades building 6 miles (10 km) of city walls with more than 900 semicircular turrets. Sumerian workers constructed the inner core of their walls from millions of sundried bricks made from river mud, and

City Plan, Ur

North Harbor Temple Area

Fortress Palaces

Canal

r Rive rates Euph


Royal Mausolea Houses West Harbor

Houses

City Wall

N W

E S

Between the time of its first settlement next to the Euphrates River around 4500 B.C. and its total abandonment in the 300s B.C., the Sumerian city of Ur was rebuilt and restored several times. This plan reflects the city in about 1800 B.C.

45

CHAPTER

The first cities built by the ancient river valley civilizations, with their storehouses of food and treasures, often were tempting targets for their neighbors. How could a city defend itself against raiding nomadic bands and the armies of competing cities? Ancient city dwellers in the valley of the Tigris and Euphrates Rivers faced the danger of catastrophic floods, invasions by their enemies, and attacks by hungry citizens of outlying areas. Building walls, then, was crucial to the defense of the first cities,

2

Sumerian City Planning

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The Gilgamesh Epic

CHAPTER

Gilgamesh . . . built a wall around his city to make it safe against attack. Its pinnacles shone like brass. Its outer surface was armored with stone cladding [facing], every brick had been hardened in the fire. The people of Uruk groaned beneath the burden of the building of the wall, for Gilgamesh drove them on without pity.

2

they used kiln-baked clay slabs as weatherresistant overlay. The walls, mortared with asphalt, reached as high as 20 feet (6 m) in places. To prevent walls from trapping water after heavy rains or floods, the

Class

(continued)

Sumerians built a system of clay pipes in the foundations to drain the water. The people of the earliest civilizations chose to settle on the flood plains of river valleys because of the fertile soils, water resources, and opportunities for transportation. This natural environment had its disadvantages, too—for example, periodic floods. In order to survive and flourish, the early civilizations learned how to modify their environment by building dikes, canals, dams, and reservoirs, both for flood control and for irrigation. When people built cities, they also modified their natural environment. With its natural surfaces built on and built up, the physical environment of a city was very much a creation of its people. A walled city, its residents hoped, would be safe.

APPLYING GEOGRAPHY TO HISTORY DIRECTIONS: Answer the questions below in the space provided. 1. Why do people try to change their natural environment?

2. What features of the plan of Ur show how its people modified their environment?

3. Determining Cause and Effect Around 2000 B.C., the population of Ur may have exceeded 20,000. How might this growth have created environmental problems?

Activity 4. With your classmates, brainstorm a list of the problems an urban planner must consider in designing a modern city. In what ways are these problems similar to those faced by the planners of the first cities? In what ways are the problems of modern cities different?

46


Critical Thinking

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The Kingdoms of the Fertile Crescent The Fertile Crescent, situated between the Tigris and Euphrates Rivers, was the site of a number of advanced cultures.

DIRECTIONS: The map below shows the kingdoms of the Fertile Crescent. Use the map to answer the questions and complete the activity that follow. Use a separate sheet of paper.

45°E

Sumer, c. 3000 B.C. Akkad, c. 2200 B.C. Babylonia, c. 1800 B.C.

Ti

ASIA MINOR

50°E

gr

is er

hr

at

Cyprus

Eup

Riv

Ebla

CHAPTER

40°E

2

Kingdom of the Fertile Crescent 35°E

30°E

es Ri

ve

35°N

r

Mediterranean Sea Babylon

Dead Sea

Ur Eridu

Uruk

30°N

Pe

rs ia

n

N

Gu

ARABIAN PENINSULA

lf

E

W S

le

Ri

ve r


Ni

Red Sea

0

100

200 miles

100 0 200 kilometers Lambert Conic Conformal Projection

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 kingdom? 47

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!

The Code of Hammurabi

CHAPTER

2

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, suggest 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 will not 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.

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

48


Hammurabi’s code was a great innovation 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, approximately seven feet (2.1 m) 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 punishment for theft, which included entering the palace or temple treasury, purchasing goods from minors or slaves, selling stolen goods, falsely claiming ownership of goods, and kidnapping. However, a person could

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The Influence of Geography BACKGROUND

CHAPTER

2

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 challenges of—the geography of its own region. Geographical features affected the emergent cultures of each group in a variety of ways. Geography takes into consideration 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 the impact of geography on one of the cultures noted above. You will then share results with the rest of your group to compare the two cultures. Results will be presented 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 make two sets of four note cards, labeling each with the titles: Agriculture Government

Religion 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 describes how the aspect of culture written on their assigned note card was affected by the geography of the area.


4. Completed cards should be reviewed and revised by the group 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 factors for the group’s reference. Note factors that are the same and different for the two regions. 2. Individual Work Use the group’s list to make notes about how geographical features impacted the aspect of culture noted on your card for the particular region assigned to you. Record your notes on the provided card. 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.

49

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(continued)

4. Additional Group Work As a group, try to draw some general comparisons and conclusions about the impact of geography on societies like Egypt and Mesopotamia. Would similar geographical influences in other areas of the world result in similar cultural traits? What other factors might influence early societies? 5. Group Sharing Use your chart to present your information to the class and to share the group’s general conclusions and conjectures, inviting class discussion.

CHAPTER

6. Extended Individual Work The group leader should write his or her observations about group management in this cooperative learning activity. How does the leader rate the group’s product and presentation overall? What does the leader think the group members learned from the process about the topic and about collaboration? What did the leader learn about group facilitation?


2

•

What is the most important thing you learned about the impact of geography on the two civilizations from this activity?

•


•

How did you solve the problems?

Quick CHECK 1. Was the goal of the assignment clear at all times?

3. Were you satisfied with the group’s work and results? Why or why not?

50


2. How was working in a group different from individual-centered projects?

HS A


2

Talking Heads Innovation often results from the exchange of ideas. The Egyptians and the Phoenicians spread their ideas and cultural innovations throughout the region through trade.

TEACHER MATERIAL


Teacher Preparation Bring in reference books for background information. Also have students construct a simple studio set. This might include a backdrop (world map, tapestry, etc.), cardboard tubing and plastic foam balls painted black for microphones, and chairs. Make one copy of the planning worksheet on the next page for each group.

Activity Guidelines 1. Explain to students that they are to prepare a talk show dialogue between two people from ancient Southwest Asia and Egypt. This dialogue should focus on the concepts of cultural diffusion (the adoption of elements from other cultures) and innovation (the introduction of a new idea, method, or device). 2. Organize the class into small groups. Give a copy of the handout to each group. Advise groups to plan their time carefully because they will be giving five-minute presentations to the whole class.

4. Have each group select a pair of historical figures from the list below:

2

Activity Time and space have collapsed and pairs of historical figures from ancient Southwest Asia and Egypt are making the talk show circuit on American television. Even though they are from different cultures and lived at different times, these visitors have always wanted to talk to each other. Being interested in other cultures, they are also very eager to meet twenty-first century Americans. To do all these things, they need a production group that can help them organize their ideas, write their script, and present their conversation.

director, a props master, and audience members with questions. CHAPTER

Learning Objective To illustrate the relationship between cultural diffusion and innovation.

• Phoenician alphabet inventor and Ashurbanipal • Egyptian merchant and Persian road engineer • Moses and Zoroaster • Nebuchadnezzar and Solomon • Phoenician sailor and Chaldean stargazer 5. All members of a group should participate in researching and writing the scripts. Allow groups 15 minutes to prepare their presentations: 5 minutes for brainstorming and research and 10 minutes for actual scripting. 6. Have the groups assemble at the interview area and give their presentations. Allow about seven minutes per group for setup and presentation. 7. Close the activity by holding a class discussion. Ask the groups to respond to these questions about cultural diffusion and diversity, drawing on their experience producing the talk show dialogue. • Which cultural elements are most easily accepted by other cultures? • What benefits and what problems arise from cultural diversity? Encourage students to give examples from the dialogue to support their ideas.

3. Instruct students to decide on the roles each member of their group will take. These might include actors, a publicity person, a host, a

51

Name

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2 HANDOUT MATERIAL

Talking Heads—Planning Worksheet Select one of these pairs for your talk show.

❐ ❐

Phoenician alphabet inventor and Ashurbanipal Egyptian merchant and Persian road engineer

Moses and Zoroaster Nebuchadnezzar and Solomon

Phoenician sailor and Chaldean stargazer

❐ ❐ ❐ CHAPTER

Props Master

Audience members with questions

Host

Director

Publicity

Other

2

Actors

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

Questions from host or audience (1 minute):

52


Introduction by host (30 seconds):

Name

Date

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Western Asia and Egypt DIRECTIONS: The ancient civilizations of Egypt and Mesopotamia covered a period of 2,000 years. Use the time line below to complete the sentences or answer the questions that follow.

3000 B.C. Sumerian cities emerge in southern Mesopotamia.

C. 2340 Sargon I assumes power in Akkad.

2200 B.C. Old Kingdom ends.

2

2700 B.C. Old Kingdom begins.

2050 B.C. Middle Kingdom begins.

4000 B.C.

3000 B.C.

1000 B.C.

2000 B.C.

1652 B.C. Middle Kingdom ends.

1085 B.C. New Kingdom collapses.

1600 B.C. Hittites create empire.

1279 B.C. Rule of Ramses II begins.

1567 B.C. New Kingdom begins.

1. The Old Kingdom began in

and ended in

.


2. Sargon I assumed power in Akkad in

.

3. During which kingdom did Ramses II come to power? 4. King Menes united Egypt in

.

5. Sumerian cities emerged in southern Mesopotamia around

.

6. How many years did the Middle Kingdom last? 7.

How many years are there between the beginning of the Old Kingdom and the beginning of the New Kingdom?

8. What happened between the Middle and New Kingdoms?

9. How many years separate the rule of Menes from the rule of Ramses II? 53

CHAPTER

3100 B.C. Menes unites Egypt.

;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; Name ____________________________________

Date ________________

Class __________


Regulating Business

CHAPTER

2

NOW In modern democracies, laws that protect consumers and workers address issues that arose in the late nineteenth century. At that time, factory owners and the heads of large corporations gained more power than craftspeople and small business owners had ever had. In the early 1900s, United States President Theodore Roosevelt began a campaign to control powerful corporations. He also recognized the rights of labor unions to bargain for the fair treatment of workers. In the late 1930s and early 1940s, President Franklin Delano Roosevelt established agencies that regulated big business and strengthened the power of labor unions. Today, various agencies and commissions in the United States continue to enforce existing laws and make new ones. A policy known as affirmative action seeks to end discrimination against women and members of ethnic minorities in the workplace. The Federal Trade Commission (FTC) prevents businesses from using unfair methods of competition and from cheating consumers. The Occupational Safety and Health Administration (OSHA) insures that working conditions are safe. The Food and Drug Administration (FDA) safeguards our food and medicine. As technology continues to advance, new problems in consumer protection arise. In recent years, consumers have sued manufacturers because these manufacturers sold dangerously defective tires and cars. Other consumers have tried to prevent the sale of genetically-altered foods.

CRITICAL THINKING Directions: Answer the following questions on a separate sheet of paper. 1. Drawing conclusions: How might the women and children hired out to pay the debts of the head of a household have ended up as slaves? 2. Making inferences: Why do you think the change from small businesses to large cor54

porations gave business owners more power over consumers and workers? 3. Synthesizing information: Speculate on the status of slaves in Mesopotamia. Then do library or online research to learn how Mesopotamians obtained and treated their slaves. Write a brief essay on your findings.


THEN In the prologue to his code of laws, Hammurabi said he wanted to prevent the strong from oppressing the weak. Nonetheless, his laws punished the crimes of the lowly more harshly than those of the rich and powerful. His code, however, did provide some protection to such vulnerable groups as consumers, debtors, poor workers, and slaves. The Code of Hammurabi included laws to prevent merchants from selling shoddy goods and moneylenders from charging exorbitant interest. For example, if a boat builder sold a poorly made boat, he had to fix its defects at his own expense. If a carelessly built house collapsed and killed its owner, the builder was executed. Moneylenders who increased the interest rates on a loan they had already made had to forfeit all payments on that loan. Although Hammurabi’s laws did little to improve the lot of slaves, they did allow them a few rights. For example, slaves could marry free persons, borrow money, conduct business, and buy their freedom. Mesopotamian laws also prohibited the enslavement of some types of workers. Sometimes, the head of a household hired out his wife and children to work off his debts. Hammurabi limited these dependents’ period of servitude to three years.

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P r o f i le 1


Adherence to Egypt’s new religion was mandatory and strict: no exceptions were permitted. Akhenaton even built a new capital, called Akhenaton, in honor of Aton. Akhenaton ordered that every monument dedicated to Amon, previously Egypt’s greatest god, be destroyed. Akhenaton’s loyal supporter during this revolution was Nefertiti, his wife and queen of Egypt. Today, Nefertiti is often thought of as one of the most beautiful women in history. We know what Nefertiti looked like because she was the subject of many sculptures. A painted limestone bust, today at the Berlin Museum, is perhaps the most famous. Much more important, however, was Nefertiti’s support of Akhenaton. She was a firm believer in the new religion and played an important role in its ceremonies. Together, Nefertiti and Akhenaton ruled during what has been called the Amarna Revolution, one of the periods of greatest change in Egyptian history.

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 old religion and the common people led to the rejection of Akhenaton’s religion after his death. Why do you think Akhenaton felt he could make such a dramatic change in people’s beliefs? 55

CHAPTER

Few leaders in human history have had such a profound impact on their countries as did Amenhotep IV. For centuries before his rule, the people of Egypt had thrived under a polytheistic religion—the worship of many gods. Their religious beliefs influenced every part of Egyptian life; family, social, economic, and governmental occasions were all intertwined with the roles of the many Egyptian gods. Imagine the result, then, when their new leader, Amenhotep IV, underwent a religious conversion, changed his name, and then changed life throughout Egypt. Amenhotep changed his name to Akhenaton, which means “spirit of Aton” or “Aton is pleased.” Aton was the god of the sun, and Akhenaton declared that Aton was the only god. A basis of this belief was that all living things depended on the sun for life. Akhenaton further declared that he was Aton’s son and his representative on earth. Akhenaton’s personal belief in this new religion was absolute and fervent. And as leader of Egypt, he had the power to impose his beliefs on all the people of the Nile. Suddenly, Egypt no longer practiced polytheism, but monotheism—the worship of a single god.

2

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

Name

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2

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David (c. 1030–c. 965 B.C.) “O my son Absalom, my son, my son Absalom! would God I had died for thee, O Absalom, my son, my son!” David, on hearing of his son’s death

CHAPTER

2

REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. Why is David so revered? 2. What difficulties did he face in later life? 3. CRITICAL THINKING Demonstrating Reasoned Judgment. David is revered as a warrior and ruler, as well as an author and musician (his skill with the lyre is legendary). Do you think it is unusual to find all these qualities in the same person? Explain your answer.

56


David, the shepherd-king of ancient Israel, is revered as few other people in history are. During his lifetime, he earned the adulation of his people and the respect of his enemies. In the 30 centuries since his death, David has been held up as a model warrior, ruler, and writer (he is the author of many of the psalms in the Bible). He is celebrated in religion and in art, and the stories of his life and accomplishments are taught to millions of children raised in the Christian and Jewish traditions around the world. David’s life is told in the Bible. Born in Bethlehem, son of a shepherd, David tended flocks until he became a member of King Saul’s court. It was there that David became the devoted friend of Saul’s son, Jonathan. The story of a youthful David’s triumph over the Philistine warrior Goliath, using only a sling and five stones, is one of the most famous stories ever told. David’s skill as a warrior made him enormously popular among the people of Israel. Saul, however, became jealous and tried to have David killed. David fled to Judah, an area of Israel, beyond Saul’s reach and gathered

his followers. Saul eventually was killed in battle with the Philistines, Israel’s worst enemy, and David became king of Judah and eventually of all of Israel. David’s triumphs as king of King David, detail from Landauer Israel are legendary. Altarpiece, Albrecht Dürer, 1511 Under his leadership, the people of Israel were united, and their army finally defeated the Philistines. David waged war against neighboring states, increasing Israel’s prestige and power. He also was responsible for establishing Israel’s capital at Jerusalem. During his 40-year reign, Israel prospered. The last years of David’s reign, however, were marked by turbulence. Disagreement among his children over who would succeed him as ruler culminated in the revolt of his son Absalom. David’s troops eventually killed Absalom, against David’s orders and much to his grief. Despite the difficulties of his later years, David is still held in the highest regard. He died at about the age of 65, and his son Solomon became king of Israel.

Name

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EADING

2

Finding Tutankhamen’s Tomb

P

CHAPTER

2

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 vandals or grave robbers. Magnificent works of art and useful objects, rich with gold and gems, were found with the young pharaoh. Veteran British archaeologist 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 whatever 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 little further, so that we both could see, we inserted 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 animals [leopards] . . . with heads of startling realism. . . . 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 others—exquisitely painted and inlaid caskets [boxes with lids]; alabaster vases, some beautifully carved . . . ; strange black shrines, from the open door of one a great gilt snake peeping out; bouquets of flowers or leaves; beds; chairs beautifully carved; a golden inlaid throne; . . . on the left a confused pile of overturned chariots, glistening with gold and inlay; and peeping from behind them another portrait of a king. . . . Presently it dawned upon our bewildered brains that in all this medley of

57

Name

Date

PRIMARY SOURCE R objects before us there was no coffin or trace of mummy. . . . We reexamined the scene before us, and noticed for the first time that between the two black sentinel statues on the right there was

Class

EADING

2

another sealed doorway. The explanation gradually dawned upon us. We were but on the threshold of our discovery. What we saw was merely an antechamber.

INTERPRETING THE READING Directions Use information from the reading to answer the following questions. If necessary, use a separate sheet of paper. CHAPTER

1. Why was the discovery of Tutankhamen’s tomb an unusual event?

2 2. When and by whom was the tomb found?

3. What did the workers have to do to reach the doorway?

5. What was the importance of the doorway between the two black statues?

Critical Thinking 6. Drawing Conclusions Why do you think so many objects were placed in the rulers’ tombs?

58


4. What were some of the objects that could be seen by the light of the flashlight?

Name

‘

Date

Class


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 early Egyptian civilization. DIRECTIONS: Each of the events listed below occurred during one of Egypt’s kingdoms. Write

each event in the correct box.

Old Kingdom CHAPTER

2

Great Pyramid is built. Egypt becomes the most powerful state in Southwest Asia. Pharaohs provide for the public welfare. The Hyksos are driven out of Egypt. Queen Hatshepsut rules.

Middle Kingdom Dates from about 2050 B.C. to 1652 B.C. Canal connecting Red Sea and Nile constructed.


Akhenaton founds new religion. Thutmose III conquers an empire. Egypt captures Nubia.

New Kingdom

Tutankhamen restores old Egyptian gods. Practice of burying mummies in tombs begins. Fortresses built to protect Nubia. Ramses II reigns for 66 years. 59

Name

★

Date


Class

★

★

The Seasons of the Nile Ancient civilizations developed near rivers. When the rivers flooded, they deposited rich silt on the land, making it good farmland.

T

CHAPTER

2

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 government, 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 to 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.

DIRECTIONS: Answer the questions below in the space provided. 1. What is the main idea of the selection? _____________________________________________

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.

60


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

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2

Egyptian Pyramids South of Cairo, Egypt, huge monuments rise out of the sandy desert. They are commonly known as the Egyptian pyramids. The pyramids ensure that the Egyptian pharaohs and the great Nile civilization will never be forgotten—or fully understood.

DIRECTIONS: Read the passage below about these massive structures. Then


CHAPTER

2

answer the questions in the space provided.

Pyramids at Giza, Egypt

he long history of ancient Egypt is usually divided into three periods: the Old Kingdom, the Middle Kingdom, and the New Kingdom. The pyramids were built during the Old Kingdom, which lasted from about 2700 B.C. to 2200 B.C. The pyramids are truly immense. The Great Pyramid of Khufu is 756 feet (230 meters) along each side of its base and 481 feet (147 meters) high. This is about the height of the Washington Monument. The pyramids are not “buildings” in the usual sense. They are not structures with floors and rooms inside,

T

intended for human occupants. Instead, these massive structures are solid masses of limestone blocks, which originally were covered with an additional layer of smooth white limestone. The Great Pyramids contain several passages, two large chambers, an underground chamber, smaller rooms, corridors, and air shaft chambers for ventilation. There is no front door. Unlike the prehistoric cave paintings—where historians know how the art was made but not why— historians think they know why the Egyptians built

61

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CHAPTER

2

the pyramids. However, they do not know how the Egyptians did it. Egyptian religion placed great importance on the soul’s eternal life after death. According to Egyptian religious belief, a person’s soul, or ka, left the body at death. But it would return to the body in time for the journey to the afterlife and immortality. Because of this, it was important that the body not be lost or destroyed before the ka returned. Therefore, to protect and preserve the body, the Egyptians embalmed it, wrapped it in strips of cloth, and put it in a safe place. The most important person in Egypt was the pharaoh, or king, who was, in the eyes of his subjects, also a god. Because his soul would continue to guide the kingdom after death, he needed the most majestic and most secure resting place—the pyramid. He was buried with food, clothing, weapons, furniture, jewels, and everything he would need in the afterlife. He was placed in the central burial chamber, with dead-ends and false chambers nearby to confuse grave robbers. The pyramid was then sealed.

2

Each pyramid contains thousands of stones. Each stone had to be carved by hand and transported to the site. Once there, the stones were placed one on top of the other in such a precise manner that no cement or mortar had to be used. The work of carving, transporting, and placing the stones was accomplished by paid workers and farmers. Thousands of people toiled hundreds of years to complete the pyramids. Some experts believe that it took 10,000 workers and 25 years to lay 5 million tons of rock. How did they do it? Did they use levers or pulleys? Did they have sophisticated machinery? Some engineers hypothesize that workers placed tree trunks on the ground, put a platform full of stones on top, and then pulled. But where did all those trees come from? Other engineers suggest that the stones were dragged up ramps of earth and sand that were raised with each level of the pyramid. Or perhaps workers used only muscles and determination. We may never know how the pyramids were made. But we do know that they were completed without the benefit of the technology that we have today.

Reviewing the Selection 1. Describe the structure of a pyramid.

Critical Thinking 3. Distinguishing Fact from Opinion List two statements in the passage that are facts and two that are opinions.

4. Demonstrating Reasoned Judgment It was very important to the Egyptians that the pyramids be sealed for eternity. Yet the only way historians can acquire firsthand knowledge of some aspects of Egyptian life is to enter the burial chambers. On a separate piece of paper, write a paragraph arguing for or against opening the pyramids. 62


2. Why did the Egyptians build the pyramids?

G l e n c o e

Chapter 2


64


65


66


67

63

SECTIONS

Section Resources

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Guided Reading Activity 2-1 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?

SECTION

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?

2-1

7. Around 3000 B.C. what was invented that greatly affected the transport of goods in Sumeria? 8. Give the definition of an empire. 9. Who set up the first empire in world history, and how did he do it?

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?

64


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

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Guided Reading Activity 2-2 Egyptian Civilization: “The Gift of the Nile” DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if the statement is true or F if the statement is false. For all false statements write a corrected statement. 1. To the ancient Egyptians, the most important feature of the river was the many fish that lived in it.

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

2-2

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

SECTION

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

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


6. The Greek historian Herodotus reported the story that it took 100,000 Egyptians 20 years to build the Great Pyramid.

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

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

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

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Guided Reading Activity 2-3 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) (3)

parent tongue. The

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)

.

SECTION

recorded in written form in the (8)

2-3

(10)

Much of the history and the religious beliefs of the Israelites were eventually (9)

. By the time of

, the Israelites had established control over all of and made (11)

into the capital of

Israel. Under Solomon, ancient Israel was at the (12)

of its

power. After Solomon’s death, tension between the northern and southern tribes within Israel led to the creation of two separate (13)

. In 722 B.C. the

overran the Kingdom of Israel. The

(15)

completely destroyed (16)

in

586 B.C. According to Jewish beliefs, there is but one God, called (17)

, the creator of the world and everything in it. This power-

ful creator was just and good and he expected (18)

from his

people. Hebrew writings say, “The Lord is gracious and (19) slow to anger and rich in love.” Jewish prophets embraced a vision for the future that included the end of (20) (21)

66

and the establishment of

for all the nations of the world.

,


(14)

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Guided Reading Activity 2-4 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

. B. Darius added a new Persian

2-4

. in western India.

C. Well-maintained

made it easy for officials to travel through the

empire. 1. The

Road stretched from Lydia to

, the

chief capital. 2. The Persians set up

for the king’s messengers.

D. The Persian kings created a standing army of 1. At its core was a

soldiers.

and

force of ten


thousand. 2. These groups were known as the

.

3. When one member was killed he was immediately

.

E. After Darius, the Persian kings became more and more

.

IV. The Persians’ most original contribution was the religion of A. Ahuramazda was the B. The

.

god who brought all things into being. gave all humans the freedom to choose between right and

wrong. C. At the end of the world, the final

of good and evil would occur.

67

SECTION

A. Cyrus had a genuine respect for other

G l e n c o e

India and China, 3000 B.C.–A.D. 500 VOCABULARY ACTIVITY 3 India and China, 3000 B.C.–A.D. 500

TIME LINE ACTIVITY 3 70 71 72

HISTORY AND GEOGRAPHY ACTIVITY 3 The Silk Road

73

MAPPING HISTORY ACTIVITY 3 Trade with the East and the West

75

HISTORICAL SIGNIFICANCE ACTIVITY 3 The Confucian Legacy in Modern China

Profile 1: Chandragupta Maurya (ruled 324–301 B.C.) Profile 2: Ts’ai Lun (c. A.D. 100)

83 84

PRIMARY SOURCE READING 3 Threefold Duties of the Chinese Ruler India and China

76

85 87

ENRICHMENT ACTIVITY 3 Philosophy and Religion

77

HISTORY SIMULATION ACTIVITY 3 China Challenge

82

RETEACHING ACTIVITY 3

COOPERATIVE LEARNING ACTIVITY 3 Hinduism and Buddhism

Indian Sciences and Mathematics


CRITICAL THINKING SKILLS ACTIVITY 3 Making Comparisons

81

LINKING PAST AND PRESENT ACTIVITY 3

SKILLS REINFORCEMENT ACTIVITY 3 Finding Exact Location on a Map

India and China

88

WORLD ART AND MUSIC ACTIVITY 3 Great Wall of China

89

79

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CHAPTER

3

Chapter 3 Resources

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India and China, 3000 B.C.– A.D. 500 DIRECTIONS: Match each term with a definition by writing the correct letter on the line in front of the definition.

CHAPTER

3

A.

veneration of ancestors

B.

filial piety

C.

censorate

D.

ascetics

E.

dharma

F.

reincarnation

G.

karma

H.

regime

I.

nirvana

J.

rajas

K.

caste system

L.

patriarchal

M.

aristocracy

N.

pictograph

1. family members subordinate needs and desires to those of the male head of the family 2. government in power 3. the duty a person has to fulfill the obligations of his or her position in life 4. leaders of the Aryan tribe 5. rigid social categories determining occupation, economic potential, and position in society

7. Hindu belief that the number of good and bad deeds in a person’s life determines his or her fate in the next life 8. the soul’s “rebirth” into this world in both Hinduism and Buddhism 9. inspectors who checked on government officials 10. practiced self-denial to achieve understanding of ultimate reality 11. ultimate goal of existence in Buddhism; freedom from the cycle of rebirth 12. picture symbols forming a picture of an object 13. oldest male holds legal authority over entire family 14. upper class whose wealth is based on land and whose power is passed on from one generation to another

70


6. practice of honoring the souls of the dead in the belief that they could bring good or evil fortune to living family members

Name

✎

Date

Class


Finding Exact Location on a Map By using the grid system of latitude and longitude lines, it is possible to locate any place on the earth. Lines of latitude measure the distance north and south of the Equator,

while lines of longitude measure the distance east and west of the Prime Meridian (0° longitude at Greenwich, England).

DIRECTIONS: Study the map below. Then answer the following questions.

65˚ 66˚ 62˚ 62 63˚ 63 64˚ 64 65 66 67˚ 67 68˚ 68 69˚ 69 70˚ 70 71˚ 71 72˚ 72 73˚ 73 74˚ 74 75˚ 75 76˚ 76 77˚ 77 78˚ 78 79˚ 79 80˚ 80 81˚ 81 82˚ 82 83˚ 83 84˚ 84 85˚ 85 86˚ 86 87˚ 87 88˚ 88 89˚ 89 90˚ 90 91˚ 91 92˚ 92 93˚ 93 94˚ 94 95˚ 95 96˚ 96 97˚ 97 98˚E 34 34˚N Srinagar 33 33˚N

32˚N 32

32˚N 32

31˚N 31 30˚N 30

31˚N 31 30˚N 30

New Delhi

29 29˚N 29˚N 28 28˚N 28˚N

29˚N 29 28˚N 28

27˚N 27 27˚N

27˚N 27

26˚N 26 26˚N

26˚N 26

25˚N 25

25˚N 25

24 24˚N 23 23˚N

24˚N 24 23 23˚N

Arabian Sea

I N D I A

22 22˚N

Calcutta

22˚N 22 21˚N 21

21 21˚N

20˚N 20

20 20˚N

I N D I A N O C E A N

17 17˚N 16 16˚N 15 15˚N

Bay of Bengal

Mumbai

19 19˚N 18 18˚N

0

17˚N 17 16˚N 16 15˚N 15

500 miles

14˚N 14

14 14˚N

0

11 11˚N

Parallel scale at 25˚S 0˚E

500 kilometers

Madras

ive cad Sea

12 12˚N

Lac

13 13˚N


19˚N 19 18 18˚N

13˚N 13 12˚N 12 11˚N 11

10 10˚N 10 62˚ 10˚N 62 63˚ 63 64˚ 64 65˚ 66 67˚ 67 68˚ 68 69˚ 69 70˚ 70 71˚ 71 72˚ 72 73˚ 73 74˚ 74 75˚ 75 76˚ 76 77˚ 77 78˚ 78 79˚ 79 80˚ 80 81˚ 81 82˚ 82 83˚ 83 84˚ 84 85˚ 85 86˚ 86 87˚ 87 88˚ 88 89˚ 89 90˚ 90 91˚ 91 92˚ 92 93˚ 93 94˚ 94 95˚ 95 96˚ 96 97˚ 97 98˚E 65 66˚ Madurai

1. What is the approximate grid address of the following cities? a. Madras b. New Delhi c. Mumbai 2. What cities are located by the following grid addresses? a. 9°N, 78°E b. 22°N, 88°E c. 34°N, 74°E 71

CHAPTER

34˚N 34 33˚N 33

3

India

Name

Date

Class

Critical Thinking Skills Activity 3 In making comparisons, you examine items to see how they resemble each other. Comparing is showing how people, places, things, or ideas are the same. Contrasting is showing how people, places, things, or

Making Comparisons ideas are different. Seeing how two things are the same or different can help you understand each one more fully. For example, you can understand number systems more fully by comparing them.

DIRECTIONS: Compare and contrast the different number systems discussed below. Then answer the questions that follow below on a separate sheet of paper.

CHAPTER

T

3

he number system used most widely today was likely invented by the Hindus. This system, based on 10 numbers was adopted by the Arab empires and probably reached Europe around the tenth century. However, it was some time before this system replaced the Roman numerals then in use. Number systems do not have to be based on 10 numbers. The ancient Babylonians, for example, based their system on 60 numbers.

Babylonian Egyptian Greek Roman

A

l ll lll

E F Z H

I IX X

Ancient Chinese Mayan Hindu Arabic/European 15th century Modern Arabic/European

1 2 3 4 5 6 7 8 9 10 0

1. Compare and contrast the Babylonian and Egyptian number systems. How are they the same? Different?

3. What can we learn from comparing number systems like this?

4. Create a secret code that uses numbers to represent letters or words and write a message with your code. Switch papers with a friend and see if you can solve each other’s coded messages. Write your coded message below. Be sure to write the secret code on a separate page! 72


2. Which two number systems do you think are the most similar? The most different? Why?

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Class


The Silk Road

3

and mountains. By means of this trade among regions, the pampered nobility of Rome obtained translucent silks, and China’s highborn acquired Roman gold, silver, amber, colored glass, and wool. A thousand years later, from 1271 to 1275, the Venetian merchant Marco Polo traveled the Silk Road in its entirety. The Silk Road continues to connect cultures today, although most travelers use it for shorter stretches, like the journeys of long ago.

CHAPTER

In the first two centuries A.D., a silken thread linked the two greatest empires—the Roman Empire and the Han Empire. From Rome to Changan, the Silk Road stretched some 4,000 miles. How did trade take place over this longest road in the world? Few merchants ever made the complete journey from one end of the Silk Road to the other. Instead, they traveled along shorter segments, winding through tranquil empires as well as regions at war to obtain precious goods that had crossed deserts

Regions Along the Silk Road, c. A.D. 100 The Silk Road Rome

Trade regions ROMAN EMPIRE

Region of Roman and other trade Region of Parthian and Persian trade


Region of nomad trade

ROMAN EMPIRE

Kashgar

Hormuz

Changan

HAN EMPIRE

PARTHIAN EMPIRE

0

Region of Chinese trade

KUSHAN EMPIRE

500

1,000 miles

0 500 1,000 kilometers

Exchanges among merchants of different lands created trade regions. Generally, Roman, Greek, and Arab merchants passed their goods on to Persians and nomads from central Asia. The Persians then traded those items for silk, furs, rhubarb, and cinnamon in exchanges with Chinese merchants near Kashgar.

73

Name

Date


The Travels of Marco Polo

CHAPTER

3

At the extremity of the plain . . . there is a descent for about twenty miles, by a road that is extremely dangerous, from the multitude of robbers by whom travellers are continually assaulted and plundered. At length you reach . . . a city named Hormuz, a port frequented by traders . . . who bring spices and medicines, precious stones, pearls, gold tissues, elephants’ teeth, and various other articles of merchandise. These they dispose of to a different set of traders, by whom they are dispersed throughout the world. —Marco Polo’s account of his journey to China, 1298

Class

(continued)

Because a region is simply an area that has one or more common characteristics, many different types and sizes of regions may be defined within a single larger area. It all depends on your criteria—the reasons you choose to define a region. As criteria change, the boundaries of regions also change. If you want to define important language regions along the Silk Road, for example, one region you will identify is the area where Indo-European languages were spoken. Its boundaries overlap boundaries between empires and trading regions. Knowing that Persian, nomadic, and Roman traders had similar languages can help explain why they roamed far along the Silk Road, whereas traders speaking Chinese stayed close to home.

APPLYING GEOGRAPHY TO HISTORY DIRECTIONS: Answer the questions below in the space provided. 1. What is a region?

2. How does examining the boundaries of a language region help you understand trade regions along the Silk Road?

3. Determining Cause and Effect Sometime during the first few centuries A.D., Westerners smuggled silkworms out of China. What effect do you think this had on trade along the Silk Road?

Activity 4. The Chinese received millions of dollars’ worth of gold and silver in trade for silk each year. Some historians believe that this unequal trade weakened the Roman Empire. Regarding present-day trade, debate the following question: Will trade with Asia weaken the West?

74


Critical Thinking

Name

Date

Class


Trade with the East and the West During the Mauryan and Gupta Eras, Indian traders visited many places throughout the world in an effort to sell goods such as cotton, ivory, brass, elephants, and parrots.

3

DIRECTIONS: The map below shows the places visited by Indian traders. Use the map and your text to answer the questions and complete the activity that follow. Use a separate sheet of paper.

RED SEA

Indu s

CHINA

PACIFIC OCEAN

ARABIA INDIA

ARABIAN SEA

SOUTH CHINA SEA

BAY OF BENGAL

Strait of Malacca


JAPAN

Ga

PERSIAN GULF

SEA OF JAPAN

SH Khyber Pass KU MA LAY . R A n ge s R. HI

HIN DU

to Rome

CHAPTER

Indian Empires

Routes of Aryan invaders Mauryan Empire Gupta Empire

0

500 500

W

MALAYSIA

CEYLON INDIAN OCEAN 0

N E S

1,000 miles

1,000 kilometers

1. How do you think Asoka’s beliefs might have helped today’s historians piece together the size of his empire more than 2,000 years ago? 2. What large natural feature did both empires contain, and why is it important to the survival of any civilization? 3. What does the path of the Aryan invaders, along the major river valleys, tell you about the land in between those rivers? 4. Now draw the trade routes linking India with Southeast Asia and China to the east and with Rome and Arabia to the west. Indian traders traveling to China by sea began in the Bay of Bengal and traveled south to Ceylon (now Sri Lanka). Then they sailed east toward Malaysia and through the South China Sea. An overland route through Central Asia also existed. To get to Rome and Arabia, Indian traders traveled through the Khyber Pass in the Hindu Kush Mountains. 75

Name

Date

Class


!

The Confucian Legacy in Modern China

CHAPTER

Shared national traditions can often be an effective way of enlisting many different types of people in a country behind a single goal. The relationship of ancient Chinese thought to modern Communist thought is an example of this. Whereas Confucius’s teachings avidly support unequal class structures in a stable society, the Communists who took power in China during the

1950s favored a classless society where people shared equally in the wealth produced. Yet Chinese Communists have used the historical traditions of their country to inspire people to join their cause. Read the following definition of a good Communist by Liu Shao-Ch’i, who helped form the People’s Republic of China in 1949.

H

3

—from Sources of Chinese Tradition © 1960, Columbia University Press

DIRECTIONS: Answer the following questions on a separate sheet of paper. 1. What Daoist and Confucian elements can you identify in Liu’s speech? 2. Why do you think Liu chose to include appeals to traditional values in his speech? 3. Write a short speech that Liu might have given linking Communist aspirations with examples from ancient Chinese history. 76


e [a good Communist] will be capable of possessing very good Communist ethics. Because he has a firm outlook he “can both love and hate people.” He can show loyalty to and ardent love for all his comrades, revolutionaries, and working people, help them unconditionally, treat them with equality, and never harm any one of them for the sake of his own interests. He can deal with them in a “faithful and forgiving” spirit and “put himself in the position of others.” He can consider others’ problems from their points of view and be considerate to them. “He will never do to others anything he would not like others to do to him.” He can deal with the most vicious enemies of mankind in a most resolute manner and conduct a persistent struggle against the enemy for the purpose of defending the interests of the Party, the class, and the emancipation of mankind. As the Chinese saying goes, “He will worry long before the rest of the world begins to worry and he will rejoice only after the rest of the world has rejoiced.” Both in the Party and among the people he will be the first to suffer hardship and the last to enjoy himself. He never minds whether his conditions are better or worse than others, but he does mind as to whether he has done more revolutionary work than others, or whether he has fought harder. In times of adversity, he will stand out courageously and unflinchingly, and in the face of difficulties he will demonstrate the greatest sense of responsibility. Therefore, he is capable of possessing the greatest firmness and moral courage to resist corruption by riches and honors, to resist tendencies to vacillate in spite of poverty and lowly status, and to refuse to yield in spite of threats or force.

Name

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Class

3

★

★

Hinduism and Buddhism BACKGROUND

CHAPTER

3

Two of the world’s major religions, Hinduism and Buddhism, were founded in India. Hinduism emerged from the belief system of the Aryan peoples who settled in India after 1500 B.C. Buddhism’s founder, Siddhartha Gautama, known as the Buddha or “Enlightened One,” lived in northern India in the sixth century B.C. Although some similarities between the two religions exist, each belief system has its own unique concepts and approach. By creating and sharing posters for each religion, you will learn more about them.

GROUP DIRECTIONS 1. Use the information in Chapter 3 of your textbook and any other sources you can find to create separate posters for Hinduism and Buddhism. 2. One half of the group should be assigned to each religion. Posters should describe all aspects of the religion and include illustrations. 3. Be sure that the poster on Hinduism includes information on all of the following: Brahman dharma atman yoga reincarnation Brahma karma Vishnu the caste system Siva


4. Include all of the following in the poster on Buddhism: founder Four Noble Truths bodhi view of caste system quotes of Siddhartha Middle Path nirvana stupas 5. Share your poster with the other half of the group and test their understanding with a series of five questions prepared in advance.

ORGANIZING THE GROUP 1. Decision Making Brainstorm what group members already know about the assigned religion. Appoint a recorder to take notes on the brainstorming. Next, review the key terms list provided and determine the definitions and significance of each term. Record the results. Agree upon which terms and other concepts need further research and assign that task to group members. Decide on how much information is needed to complete the poster. Then decide how much information on each term or concept will fit on the poster. The group might decide to assign to some of the members the task of planning the design of the poster while others conduct the follow-up research.

77

Name

Date


Class

(continued)

2. Individual Work Do research to find out as much as possible about the aspects of the religion assigned to you. Think about how each topic might be illustrated and look for sources of existing illustrations. Make up questions for the audience that can be used at the end of the presentation. 3. Group Work/Decision Making Share your research and possible summary questions for the audience with your group. Invite comments on and extensions to individuals’ findings and ideas. Together, decide what information to use, what the final poster should look like, what five questions to use with the audience, and how to create the final poster.

CHAPTER

4. Additional Group Work Working as individuals or in pairs, complete the assigned tasks—writing, copying, illustrating, and assembling—to construct the poster. 5. Decision Making Decide on who and how to present your poster to another group. How could the presentation be enhanced?

3

6. Extended Group Work/Sharing Present the poster to another group. Test their understanding and recall of your poster by asking them the five questions prepared in advance. Then have the other group present their poster, with your group taking the quiz they have prepared. Compare results. Which team answered the other team’s questions more thoroughly?

GROUP PROCESS QUESTIONS •

What is the most important thing you learned about these two religions from this activity?

•

What part of the project did you enjoy most?

•

What part of the project was the most challenging?

•

How was it helpful to work with others?

1. Was the goal of the assignment clear at all times? 2. How was making a presentation using a collaboratively planned and constructed poster different from other types of projects? 3. Were you satisfied with your own participation and your group’s results on this project? Why or why not?

78


Quick CHECK

HS A


3

China Challenge Chinese civilization made significant political, philosophical, cultural, and scientific advances during the Zhou, Qin, and Han dynasties. Innovations made during this period influenced Chinese family life, government, and art for centuries.

Activity In groups of five or six, students will prepare for and compete in a game of China Challenge, based on the material found in this chapter. Each group will develop a list of four categories, then develop four questions for each category. Groups will then exchange question sets. Using the sets of questions obtained from another group, members of each group will then compete in China Challenge. Teacher Preparation Each group will need a supply of index cards and a clock or watch with a second hand. Provide each group with one copy of the scorecard on the next page. Make sure students have their textbooks available. Copyright © by The McGraw-Hill Companies, Inc.

Activity Guidelines 1. Introduce the activity to the students by summarizing the period of Chinese history covered in this chapter. Explain the objective of China Challenge. 2. Organize students into groups of five or six and distribute the materials. Have each group choose a group leader and a scorekeeper. 3. Have each group brainstorm a list of four categories for questions. Some possibilities are: Inventions, Religions, Potpourri, People, Words That Begin with Q (for example, Qin dynasty and Qin Shihuangdi). The group leader should record each category on a separate index card. 4. The group leader should assign two categories to subgroups of two or three. Subgroups then use their textbooks to

develop a set of four questions for each of the categories assigned to them. Questions should progress in difficulty and be assigned point values from 1 to 4, with 4 the most difficult. Each category should have one question at each level of difficulty. Have students write the category for each question at the upper left-hand corner of an index card, the point value at the upper right-hand corner, the question on the front, and the answer on the back. When all questions are complete, the group leader should collect all the cards and collate them in ascending level of difficulty under the index card on which the category title is written. Each group then exchanges its set of questions for those from another group. 5. After the scorekeeper fills out the scorecard, the game begins. The first student chooses the category and level of difficulty of the question that he or she wants to answer. The scorekeeper then reads that question and allows 15 seconds for the student to answer. The scorekeeper then records the student’s score. Questions unanswered or answered incorrectly are put in a separate pile to be used after all other questions are answered. Play continues until all questions are answered. 6. Have groups total their scores and announce winners. Collect all the sets of questions so that students can evaluate them. Sample questions you may want to ask include: • Why did you choose the categories you did? • Did the game help you master the material?

79

CHAPTER

Learning Objective To review the great dynasties, three ways of life, and society and culture of ancient China.

3

TEACHER MATERIAL

Name

Date

HS A

Class


3 HANDOUT MATERIAL

China Challenge—Scorecard Scorekeeper: Use the chart below to record the scores of each group member playing China Challenge. In the four boxes across the top, write each of the categories. In the boxes along the left side, write the names of the group members. As a group member answers a question correctly, write the number of points he or she has earned under the appropriate category. At the end of the game, total the number of points for each student under each category, then write the grand total of all the points for each student in the column at the far right. CHAPTER

Categories

3

Student Name ▼

Grand Total ▼


80

Name

Date

Class


India and China DIRECTIONS: The time line below shows major events in India’s and China’s early histories. List each event next to the concept in the table it represents, caused, or resulted from. Then tell why you think that concept makes the event significant. Some events may fit into more than one category. An example has been done for you.

1500 B.C. Aryans invade northern India. 221 B.C. Qin dynasty begins. 1045–256 B.C. Zhou dynasty rules. 563 B.C. Siddhartha Gautama (the Buddha) is born.

1750 B.C.

1500 B.C.

1000 B.C.

500 B.C.

A.D. 170 Fall of the Han dynasty.

A.D.

1

A.D.

500

A.D.1000

Significance of Historical Events Concept


Unity

Event King Asoka rules Mauryan Empire.

Significance He controlled more than two-thirds of India.

Innovation

Conflict

81

CHAPTER

3

c. 274–232 B.C. King Asoka rules Mauryan Empire.

c. 1750 B.C. Shang dynasty begins.

;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; Name ____________________________________

Date ________________

Class __________


Indian Sciences and Mathematics

CHAPTER

3

NOW Today, Indians distinguish themselves in both practical sciences, such as engineering and medicine, and theoretical sciences, such as physics. In 1930, Sir Chandrasekhara Venkata Raman (1888–1970) received the Nobel Prize in Physics. He made important discoveries about the behavior of light when it passes through a transparent material. Together with William A. Fowler, Indianborn astrophysicist Subrahmanyan Chandrasekhar (1910–1995) won the 1983 Nobel Prize for his research on the white dwarf star, a stage in the development of a black hole. Indian scientists have made advances in electronics and supersonic aircraft. Among other achievements, they have developed different types of high temperature alloys, which are used to construct important parts of missiles and aircraft. India has built a rocket launching station known as the Thumba Equatorial Rocket Launching Station (TERLS). Two of the principle uses of this station are to study the composition and temperature of the upper atmosphere and to do research in X-ray astronomy. Indians have used their mathematical skills to great advantage in developing computers and other electronic devices. Bangalore, situated in southern India, forms the heart of that country’s software industry. The systems produced in that city perform with what has been described as incredible success.

CRITICAL THINKING Directions: Answer the following questions on a separate sheet of paper. 1. Drawing conclusions: Which area of mathematics do you think led Aryabhata to conclude that Earth is a sphere? Explain your answer. 2. Making comparisons: Why are Arabic/Indian numbers more convenient to use than Roman numerals? 82

3. Synthesizing information: Why do you

think the development of computers depended on the concept of zero? Do library or online research to learn how the binary code works in a computer. Write a brief essay on your findings.


THEN The Gupta emperors established universities that attracted and stimulated creative thinkers. Among these were great scientists and mathematicians. Scientists of ancient India charted the movements of planets. Long before Sir Isaac Newton (the eighteenth-century English scientist), Indian scientists recognized the force known as gravity and developed theories about it. Indian doctors and surgeons traveled to Europe to teach advanced medical procedures, such as eye surgeries, skin grafting, and amputations. The medical instruments they used included metal scalpels, razors, probes, needles, forceps, and syringes. Ancient Indians also excelled in the field of mathematics. One of their most important contributions was the concept of zero. During the Gupta Era, a mathematician named Aryabhata invented the decimal system, a numbering system based on units of 10. This is the same decimal system we use today. While occupying India, the Arabs adopted the decimal system, which is why its numbers are called Arabic. Aryabhata also calculated pi, the relationship of the radius of a circle to its circumference, as 3.1416. Aryabhata used his mathematical genius to understand the natural world. He knew that Earth was a sphere, that it rotated on its axis, and that it revolved around the Sun. He calculated the solar year as 365.358605 days and recognized that the shadow of Earth on the moon caused lunar eclipses.

Class


3

P r o f i le 1

Chandragupta Maurya (ruled 324–301 B.C.)

Mauryan Empire 70°E

H

Khyber Pass

Ind us

ver Ri

S

G

R es


E

W

g an

Chandragupta Maurya was the founder of the Mauryan Empire in northern India. Much of what is known about him is from a foreign diplomat who resided in Chandragupta’s court. Although many details are lost to history, the man who wrote about Chandragupta left a picture of an intelligent and ambitious ruler. As a young army officer, Chandragupta developed a plan to unify and build an empire out of the many small kingdoms in northern India. He organized a revolt that ended Greek rule in the Punjab and then led his army in the capture of the Magada kingdom. From this base, he focused on expanding his empire. His method was straightforward and effective: his armies would harass the outer areas of the kingdoms, drain their strength and resources, and, when the time was right, move in and take over. With each victory, Chandragupta’s power spread and his armies grew. The diplomat who wrote of him tells of an army of 700,000 soldiers, 10,000 chariots, and 9,000 elephants—an awesome sight to any would-be adversary. By about 303 B.C., Chandragupta controlled the valuable Indus and Ganges River plains, as well as regions in northwestern India. Soon thereafter, he

90°E N

I had also gained M A L A Y A control of parts of S Afghanistan. Chandragupta DECCAN PLATEAU was an authoritarian ruler who Arabian Bay of Sea Bengal strictly enforced harsh laws. He reigned over a complex bureaucracy of his own creation. Government officials directed economic activities of the empire. They also oversaw massive public works projects, which included irrigation projects and sophisticated roads. For example, the Great Royal Road stretched for 1,863 miles (3,000 km)! Along this and ancillary roads traveled workers in an efficient postal service. Chandragupta was apparently not confident in his rule, however. This great leader rarely left his huge, lavish palace for fear of assassination. He is said to have slept in a different room every night, and to have had his food tasted for poison. He also established a vast “secret service” to protect himself and his position. In about 300 B.C., Chandragupta abdicated his throne so that his son could take over. Tradition has it that he became a monk and fasted until he starved himself to death. Asoka, the enlightened king who was the last great ruler of the Mauryan Empire, was Chandragupta’s grandson. 30°N

Chandragupta, explaining his strategy of conquering the outlying areas of kingdoms first

80°E

U SH H

The food at the center of the dish is hottest.

K DU IN

iv

Kapilavastu er Pataliputra

20°N

10°N

200

0

Mauryan Empire

0

200

400 mi.

400 km

Lambert Conic Conformal Projection

REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. How did Chandragupta conquer neighboring kingdoms? 2. What became of Chandragupta? 3. Critical Thinking Drawing Conclusions. Why do you think a powerful emperor like Chandragupta might fear assassination? 83

3

Date

CHAPTER

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3

P r o f i le 2

Ts’ai Lun (C. A.D. 100)

CHAPTER

3

You probably have never heard of Ts’ai Lun, but you are holding his invention in your hands right now. Ts’ai Lun invented paper. In China, Ts’ai Lun is widely known and revered for his creation. Yet little is known about his life. His name and the record of his accomplishments appear in the official history of the Han dynasty. It records how, in about A.D. 105, Ts’ai Lun presented Emperor Ho Ti with samples of paper. The invention created such a sensation that Ho Ti decided to reward Ts’ai Lun. He granted Ts’ai Lun an aristocratic title and vast amounts of wealth. It is unknown how long Ts’ai Lun lived to enjoy his fame and fortune. Apparently, caught in an unwinnable political battle within the emperor’s court, Ts’ai Lun felt compelled to kill himself. Before the invention of paper, books in China were made of either bamboo or silk. Both materials had drawbacks: bamboo was difficult to handle, and silk was expensive

and rare. The papyrus and parchment used in the Western world were also hard to work with. Paper revolutionized the recording of ideas, and so ranks as one of Ts’ai Lun (at right, wearing a robe) the most imporsupervises workers making paper. tant inventions of all time. One of the most remarkable facts about Ts’ai Lun’s invention is that the method he used to create paper—mixing plant materials with water, pressing, and drying—is the same one used today. Ts’ai Lun obtained the fiber for his paper from the inner bark of the mulberry tree, which is common in China. Since that time, all sorts of woods have been used as sources of fiber.

REVIEWING THE PROFILE 1. When did Ts’ai Lun live? 2. How was he rewarded for his invention? 3. What materials were used to make books in China before the invention of paper? What were their drawbacks? 4. Critical Thinking Drawing Conclusions. Why is paper so important? 5. Critical Thinking Predicting Consequences. Do you think Ts’ai Lun knew how important his invention would become to the world? Explain your answer. 6. Critical Thinking Making Inferences. How will computers change the recording of ideas?

84


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

Name

Date

PRIMARY SOURCE R

Class

EADING

3

Threefold Duties of the Chinese Ruler

C


Guided Reading In this selection, read to learn about the responsibilities faced by a Chinese ruler. The ruler is the basis of the state. In administering the state, nothing is more effective for educating the people than reverence for the basis. If the basis is revered, then the ruler may transform the people as though by supernatural power, but if the basis is not revered, then the ruler will have nothing by which to lead his people. Then though he employ harsh penalties and severe punishments, the people will not follow him. This is to drive the state to ruin, and there is no greater disaster. What do we mean by the basis? Heaven, [the] earth, and man are the basis of all creatures. Heaven gives them birth, [the] earth nourishes them, and man brings them to completion. Heaven provides them at birth with a sense of filial and brotherly love, [the] earth nourishes them with clothing and food, and man completes them with rites and music. The three act together as hands and feet join to complete the body and none can be dispensed with. . . . If all three are lacking, then the people will become like deer, each person following his own desires, each family possessing its own ways. Fathers cannot employ their sons nor rulers their ministers, and though there be walls and battlements they will be called an “empty city.” Then will the ruler lie down with a clod of [the] earth for a pillow. No one menacing him, he will endanger himself; no one destroying him, he will destroy himself. This is called a spontaneous punishment, and when it descends, though he hide in halls of encircling stone or barricade himself behind steep defiles, he can never escape. But the enlightened and worthy ruler, being

of good faith, is strictly attentive to the three bases. His sacrifices are conducted with utmost reverence; he makes offerings to and serves his ancestors; he advances brotherly affection and encourages filial conduct. In this way he serves the basis of Heaven. He personally grasps the plow handle and plows a furrow, plucks the mulberry himself and feeds the silkworms, breaks new ground to increase the grain supply, and opens the way for a sufficiency of clothing and food. In this way he serves the basis of [the] earth. He sets up schools for the nobles and in the towns and villages to teach filial piety and brotherly affection, reverence, and humility. He enlightens the people with education and moves them with rites and music. Thus he serves the basis of man. If he rightly serves these three, then the people will be like sons and brothers, not daring to be unsubmissive. They will regard their country as a father or a mother, not waiting for favors to love it nor for coercion to serve it, and though they dwell in fields and camp beneath the sky they will count themselves more fortunate than if they lived in palaces. Then will the ruler go to rest on a secure pillow. Though none aid him, he will grow mighty of himself, though none pacify his kingdom peace will come of its own. This is called a spontaneous reward, and when it comes, though he relinquish [give up] his throne, give up his kingdom and depart, the people will . . . follow him, and keep him as their lord, so that he can never leave them.

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3

hina reached the height of its power in the long rule of the Han dynasty (202 B.C.–A.D. 220). Following Confucian principles and ideas, mandarins (public officials) ran an efficient government, and rulers had both great power and great responsibility. The selection that follows is from “Deep Significance of the Spring and Autumn Annals,” a commentary on one of Confucius’s works by a Han political scholar named Tung Chungshu. The Spring and Autumn Annals was one of the Chinese texts known as the Five Classics. For centuries, the Classics and other Confucian texts were the basis for education and government services in China.

Name

Date

PRIMARY SOURCE R

Class

EADING

3

INTERPRETING THE READING Directions Use information from the reading to answer the following questions. If necessary, use a separate sheet of paper. 1. What are the three basic areas—the “basis of all creatures”—in which the ruler has responsibilities?

2. What will happen to the state if all three are neglected or lacking? CHAPTER

3. In what specific ways should the ruler serve the basis of Heaven? Of [the] earth? Of the people?

3 4. Which Confucian ideas are apparent in this description of the relationships between a ruler and the people?

5. Synthesizing Information Would these ideas work in a democratic government? Why or why not?

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Critical Thinking

Name

‘

Date

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India and China More than 2,500 years have passed since the young prince named Siddhartha began teaching principles of “enlightenment.” Although Buddhism evolved from Hinduism, each religion has developed its own answers to philosophical questions. Both have influenced politics and culture throughout Indian history. DIRECTIONS: Fill in the following compare-and-contrast diagram by giving examples of each

feature from both religions. One example has been done for you.

Features

Buddhism

Dharma

Religious Laws

Four Noble Truths

Upanishads

CHAPTER

3

Hinduism

Four Noble Truths


Goal of Human Existence

Arts

Indian Rulers

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Philosophy and Religion Religion in China is influenced by three major schools of thought: Daoism, Confucianism, and Buddhism. While Confucianism is a major philosophy and Buddhism originated in India, Daoism is truly a

Chinese religion. Regardless of their origin, all three major religions are ancient. When practiced today the religions are deeply intertwined in China’s communist ideology.

CHAPTER

C

3

hinese philosophies accept freedom of religion. The Chinese also believe that any religion should promote universal harmony, not hatred. Religion should not be used for politics in any sense, but for the spiritual richness of mankind. Traditionally, Daoism and Confucianism provided ethical guides to the proper behavior of individuals and officials. Daoism sought to promote the inner peace of individuals and harmony with their surroundings. Confucianism, based on the teachings and writings of the philosopher Confucius, is an ethical system that sought to teach the proper way for all people to behave in society. Buddhism was a more conventional religion. Its followers attended occasional services, practiced rituals, and supported a temple on a regular basis.

DIRECTIONS: Match the saying or belief on the left with the appropriate religion or philosophy on the right. Briefly support your answer. A. Everything has beauty, but not everyone sees it.

____1. Daoism_________________________ ________________________________ ________________________________ ________________________________ ____2. Confucianism ___________________ ________________________________ ________________________________ ________________________________

C. Truly, “Only he that rids himself forever of desire can see the Secret Essences.” He that has never rid himself of desire can see only the Outcomes.

____3. Buddhism ______________________ ________________________________ ________________________________ ________________________________

88


B. Nirvana: It is possible to find an end to suffering.

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3

Great Wall of China Throughout its history, China tried to protect itself from invaders. As early as the 500s B.C., the Chinese built earth walls as a defense against invading nomads from the north. These walls were the forerunners of the Great Wall that sweeps across northern China today.

DIRECTIONS: Read the passage below and then answer the questions in the


CHAPTER

3

space provided.

The Great Wall of China

round 220 B.C., Emperor Qin Shihuangdi realized that the disconnected earth walls the Chinese had been using as protection would not keep enemies from the north out of China. As a result, he ordered thousands of workers to build a single stone wall. During the Han, Sui, and Tang dynasties, this wall was repaired and lengthened. It was during the Ming dynasty (A.D. 1368–1644) that the present wall was built. In the fourteenth century, the Mongols were a constant threat to China’s peace and prosperity. The existing wall was falling down in places and it was

A

too short. Thousands of workers built the new wall, which extends for 1,400 miles (2,250 kilometers) along what is now the border between Inner Mongolia and southern China. It is made of hardpacked dirt and pebbles, enclosed in granite blocks. The top is paved with bricks, forming a road. Its height ranges from 8 to 30 feet (5.5 to 9 meters). It is 12 feet (4 meters) thick at the top and slopes outward to 30 feet (9 meters) thick at its base. The main shortcoming of earlier walls was that they were not efficiently guarded. Without guards, anyone could climb over the wall and invade China. (continued)

89

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CHAPTER

To prevent this, the Ming wall was built with guard towers and fortresses at frequent intervals. To make defense easier, the top of the wall has holes cut every few feet so that soldiers could fire their weapons without being exposed. In addition to being a fortification, the Great Wall is also considered a work of art. As it winds through the hills, it becomes part of the landscape. It thus achieves a harmony with nature.

3

Although the Great Wall is no longer used for defense and protection, scholars and visitors continue to be fascinated by it. Historians study writing found on the wall. Archaeologists have unearthed old tombs along it. Scientists study earthquakes by examining the parts of the wall that have been damaged by or have survived these natural disasters. It is interesting that something built for war can tell us so much about other aspects of Chinese life.

Reviewing the Selection 1. When and why was the Great Wall of China built?

3 2. Describe the Great Wall.

Critical Thinking

4. Analyzing Information Study the photograph of the Great Wall. Do you think it is a work of art? Explain your answer.

90


3. Demonstrating Reasoned Judgment The fact that the Chinese needed to build a wall tells you something about the country’s landforms. What natural features must be missing to make the wall necessary?

G l e n c o e

Chapter 3


92


93


94


95

91

SECTIONS

Section Resources

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Guided Reading Activity 3-1 Early Civilization in India DIRECTIONS: Answer the following questions as you read Section 1. 1. List the core regions of the land of India. 2. Which are the highest mountains in the world? 3. What is the importance of the monsoon rains in southern Asia?

4. Describe the buildings of Harappa and Mohenjo-Daro.

SECTION

5. Who were the Aryans?

3-1

6. What did the iron plow and irrigation make possible for the Aryan people?

7. The development of a writing system known as Sanskrit enabled the Aryans to do what? 8. What was the caste system of ancient India?

10. Name the five major divisions of Indian classes in ancient times. 11. What were the beliefs of the early Hindus? 12. What religion appeared in the sixth century B.C. that became a rival of Hinduism?

92


9. The caste system was based on what?

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Guided Reading Activity 3-2 New Empires in India DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if the statement is true or F if the statement is false. For all false statements write a corrected statement. 1. Chandragupta Maurya, who ruled from 324 to 301 B.C., founded the first highly centralized Indian Empire.

2. Asoka, generally considered to be the greatest ruler in the history of India, converted to Hinduism and used Hindu ideals to guide his rule.

4. Only agricultural goods were carried on the Silk Road because camel caravans were difficult.

5. A Chinese traveler, Faxian, who spent several years in India in the fifth century, reported the greatness of the Gupta culture.


6. The earliest known Indian literature comes from the Aryan tradition in the form of the Vedas.

7. In a sermon by the god Krishna, he sets forth one of the key points of Indian society: Do unto others as you would have them do unto you.

8. In Indian architecture there were three main types of structures, all serving religious purposes: the arch, the mound, and the portico.

9. Ancient Indians charted the movements of the heavenly bodies and recognized that Earth was a sphere that rotated on its axis and revolved around the sun.

93

SECTION

3-2

3. The Silk Road, which had arisen sometime between 200 B.C. and A.D. 100, reached from the city of Changan in China to the city of Rome.

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Guided Reading Activity 3-3 Early Chinese Civilizations DIRECTIONS: Fill in the blanks below as you read Section 3. Historians of China have traditionally dated the beginning of Chinese civilization to the founding of the (1)

dynasty over four thousand

years ago. This was replaced by a second dynasty, the Shang, ruled by an (2)

. An aristocracy is an upper class whose wealth is based on

land and whose power is passed on from one (3)

to another.

To communicate with the gods, rulers made use of (4) bones. Priests scratched questions on the bones, stuck heated (5)

into the bones, and discerned answers from the resulting

cracks. Remains of human (6)

found in royal tombs are evi-

SECTION

dence of the Chinese people’s efforts to win the favor of the gods.

3-3

was seen as the link between (8)

The Zhou dynasty lasted for almost eight hundred years, making it (7)

dynasty in Chinese history. The king in the Zhou dynasty and (9)

If the king failed to rule effectively, he could be (10)

. and

replaced by a new ruler. By (11)

, the nature of warfare had changed in China.

Members of the cavalry were now armed with the powerful (12) (14)

was in wide use. Filial refers to the duty of members of the family to defer to the

needs and desires of the male head of the family. Toward the end of the Zhou dynasty, three major (15)

about the nature of human beings

and the universe emerged in China—Confucianism, Daoism, and Legalism.

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sixth century B.C., (13)

, a Chinese invention of the seventh century B.C. By the

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Guided Reading Activity 3-4 Rise and Fall of Chinese Empires DIRECTIONS: Fill in the blanks below as you read Section 4. I. The Qin dynasty dramatically changed Chinese

.

A. The central bureaucracy was divided into three parts: the sion, the

divi-

division, and the

B. Qin Shihuangdi

.

the Chinese world.

1. He created a single

system.

2. He ordered the building of a

throughout the entire empire.

II. The Qin emperor’s major foreign concern was a

people in the

north known as the Xiongnu. A. The Xiongnu had mastered the art of fighting on

.

. III. The

dynasty was one of the greatest and most long-lasting in

Chinese history. A.

principles, rather than

, soon became the

basis of a new state philosophy. B. China under the Han dynasty was a vast 1. The

.

increased rapidly, from twenty million to over sixty

million. Copyright © by The McGraw-Hill Companies, Inc.

2. This increase created a growing need for a large

.

C. The Han period was one of great 1. New

.

added to the economic prosperity of the Han Era.

2. Much progress was made in

,

, and

. 3. Invention of the

and

made it possible

to sail into the wind for the first time. IV. The Qin and Han dynasties were known for their A. The key works of the B. A vast army of terra-cotta

achievements.

school were made into a set of classics. was discovered in a burial mound

in 1974.

95

SECTION

3-4

B. Qin Shihuangdi’s answer to the problem in the north was a project known as

G l e n c o e

Ancient Greece, 1900–133 B.C. VOCABULARY ACTIVITY 4

TIME LINE ACTIVITY 4

Ancient Greece, 1900–133 B.C.

98

Making Comparisons

99

CRITICAL THINKING SKILLS ACTIVITY 4 100

HISTORY AND GEOGRAPHY ACTIVITY 4 The Greek Language

101

MAPPING HISTORY ACTIVITY 4 The Wanderings of Odysseus

103 104

COOPERATIVE LEARNING ACTIVITY 4 Modern Connections to Greek Culture

110

PEOPLE IN WORLD HISTORY ACTIVITY 4 Profile 1: Homer (c. 700 B.C.) Profile 2: Solon (c. 639 B.C.– c. 559 B.C.)

111 112

Athenian Myths

113

RETEACHING ACTIVITY 4 Ancient Greece

115

ENRICHMENT ACTIVITY 4 105

HISTORY SIMULATION ACTIVITY 4 Playing Aristotle

The Legacy of Athenian Democracy


HISTORICAL SIGNIFICANCE ACTIVITY 4 Women and Warfare

109

LINKING PAST AND PRESENT ACTIVITY 4


Distinguishing Fact From Opinion

Ancient Greece

The Gods and Goddesses: A Family Tree

116

WORLD ART AND MUSIC ACTIVITY 4 107

Myron: Discus Thrower

117

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4

Chapter 4 Resources

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Ancient Greece, 1900–133 B.C. DIRECTIONS: Fill in the term for each definition listed below, writing one letter in each square. Then use the letters in the shaded squares to answer the question that follows. 1. sacred shrine where a god or goddess reveals the future 2. excellence won in a struggle or contest 3. member of a polis who was not a slave or a resident alien CHAPTER

4. temporary banishment by popular vote of a citizen considered dangerous to the state 5. ceremony or rite

4

6. system of government where power lies in the hands of all the citizens

7. system of government where a few wealthy people hold power over the larger group 8. a place of assembly or market place 9. rows of foot soldiers closely arrayed with their shields forming a solid wall 10. man who seized power and ruled the polis singlehandedly 11. basic political unit of Hellenic civilization, or city-state

1 2 3 4 5 6

8 9 10 11

12. What is the name for members of the upper class who were large landowners and dominated the political life of their city-states?

98


7

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✎

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Making Comparisons Making comparisons means finding differences as well as similarities.

DIRECTIONS: Read the two passages below, which provide information about the Greek and


Greek Religion

It is difficult to speak of Egyptian beliefs as religion, if “religion” means a unified system of belief. Although the most popular god was Re, the god of the sun, every temple in Egypt worshiped its own local deities. The Egyptian gods and goddesses were pictured with human bodies and either animal or human heads. For example, Re had a human body with the head of a hawk; like the hawk, the sun made its way swiftly across the sky. Anubis, a god connected with the dead, was given the head of a jackal because jackals were often found near desert graves. The Egyptians believed that after death the spirit, or ka, appeared before Osiris, lord of the dead. If the spirit was found to be just, it would go to a heavenly place called Yaru, where grain grew 12 feet high. If a person was evil, the ka would roam the world for eternity, continually hungry and thirsty.

By the time Homer composed the Iliad and the Odyssey in the 700s B.C., the major gods and goddesses of the Greeks had been well established, although each polis worshiped its own particular deity. The Greek deities were presented in an entirely human form but were given superhuman powers. For example, Poseidon controlled the seas and could cause violent storms at will. Like humans, the deities were subject to a force considered so powerful that not even Zeus could turn it back. This force was presented in the form of a goddess called Moira (Fate) or Ananke (Necessity). The Greeks also believed that humans possessed a soul that continued to live on after death. This soul would either remain on earth near the tomb of the deceased, hungrily waiting for funerary offerings, or it would depart to a dreary, shadowy region called Hades.

Questions • • • •

How clearly organized were the Egyptian and Greek belief systems? What was the relationship between major gods and local temples? How were the physical forms of the gods and goddesses represented? What were the Egyptian and Greek concepts of the afterlife? Unique Aspects of Egyptian Religion

Differences

Common Aspects of Egyptian and Greek Religions

Unique Aspects of Greek Religion

Similarities

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Egyptian Religion

4

Egyptian approaches to religion. Make a diagram like the one below on a separate sheet of paper. Complete the diagram to record what is unique to Greek religion and what is unique to Egyptian religion (differences), as well as what is common to both religions (similarities). Questions have been provided to help you start to organize the information on the chart.

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Critical Thinking Skills Activity 4

CHAPTER

A fact is a statement that can be proved. An opinion is a personal belief that cannot be proved. This statement is a fact: Pericles was the ruler of Athens for most of its Golden Age, 461 B.C. to 429 B.C. This statement is an opinion: Because Pericles rebuilt Athens and constructed the Parthenon, he should be considered Athens’s greatest leader. We can prove that the first statement is a fact. Pericles ruled Athens from the 450s B.C.

Class

Distinguishing Fact From Opinion to 429 B.C. The second statement is an opinion based on facts: Pericles did rebuild Athens and he did begin the construction of the Parthenon. However, it is the author’s opinion that Pericles “should be considered Athens’s greatest leader.” In distinguishing fact from opinion, be on the lookout for words that usually signal when an opinion is being expressed, such as should, must, always, never, all, none, most, or least.

DIRECTIONS: In each pair of statements below, mark each fact F and each opinion O.

4

1. In a democracy, only citizens are allowed to participate in the government. Democracy is a better form of government than tyranny. 2. If Athens was really a democracy, Athenian women should have been able to participate in the government. Spartan women enjoyed more personal freedoms than Athenian women. 3. Draco issued laws that made some offenses punishable by death. Draconian laws were cruel and placed unreasonable demands on citizens. 4. The Ionians believed the Dorians were barbarians. The Ionians exported the finest pottery in ancient Greece. 5. The military-minded Spartans regularly won the Olympic games.

6. By 507 B.C., all male Athenian citizens—regardless of their class status—were members of the assembly. By 507 B.C., all male Athenian citizens—regardless of their class status—were members of a superior system of democracy. Read an editorial in today’s newspaper. On a separate sheet of paper, make a list of the facts that are mentioned. Then make a list of opinions stated by the writer. Which signal words helped you identify opinions in the editorial?

100


As most Athenians realized, it is more important to cultivate the mind than to build up the body.

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Alexander was Aramaic or Persian, but the Greeks and Macedonians, who settled in the cities throughout Alexander’s empire, spoke Greek. The Greek language first came to be used by political administrators, judges, and scholars, but merchants and travelers quickly adopted it as well. A new, streamlined version of Greek emerged in the Hellenistic cities and was called the koine dialektos, or “common language.” Gradually Koine became commonly spoken throughout the Hellenistic world. In about 250 B.C., Jewish scholars in Alexandria, Egypt, translated Hebrew scriptures into Koine. The Apostle Paul, in the first century A.D., wrote his letters to fellow Christians in Koine, and even those portions of the New Testament written in Aramaic were quickly translated into Koine.

The Hellenistic World Aral Sea

Bithynia Paphlagonia Pe Pontus rg am Galatia Greece Gr eece um Athens Cappadocia Armenia ME DIT ERR Media ANE AN SEA

Delphi

Al Khanum

Parthia

Greco-Bactrian Kingdom

Seleucid Empire Ptolemaic Egypt Hellenized lands 0

500 miles 500 kilometers

SEA

0

Gedrosia RED


BLACK SEA IAN SEA SP CA

Macedonia

INDIAN OCEAN

Macedonia became a world power under Alexander the Great, who extended his empire as far as India. Alexander founded 70 cities that continued as cultural centers long after his empire faded away.

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Archaeologists excavating a site near Ai Khanum in northern Afghanistan found a stone slab bearing Greek inscriptions. They also found a papyrus written in Greek discussing Aristotelian philosophy. How did the Greek language spread so far? The Greek artifacts excavated near Ai Khanum are the remains of a remote outpost of the Greco-Bactrian Kingdom, which was once part of Alexander the Great’s empire. About 200 B.C., people from the Greco-Bactrian Kingdom would have been able to speak with people in Egypt, Syria, Asia Minor, and even Spain—because they all spoke Koine (koy • NAY), a dialect of the Greek language. In the early years of the Hellenistic era during the 300s B.C., the everyday language for many of the people conquered by

4

The Greek Language

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(continued)

Regions are the basic units that geographers use to study the range of people and places around the world. By determining which places share a common characteristic —such as climate, vegetation, culture, language, or political structure—geographers can define specific regions. After regions have been defined, geographers can simplify and organize information about places into manageable pieces and thus make the

task of analyzing geographic information easier. Defining the Hellenistic world as a cultural region helps you understand ancient history. The boundaries are defined by what were the cultural characteristics of the region for a particular historical time. The common use of the Greek Koine unified the Hellenistic world for more than three centuries, well into Roman times.

CHAPTER

DIRECTIONS: Answer the questions below in the space provided.

4

1. Why do geographers divide the world into regions?

APPLYING GEOGRAPHY TO HISTORY

2. What else besides the use of the Greek language in what is now Afghanistan do the Ai Khanum archaeological finds suggest?

3. Use the map scale to determine the distance between Ai Khanum and the Greek mainland.

Critical Thinking

5. Making Comparisons Language can be used to define regions today. In what way are English-speaking America and Spanish-speaking America equivalent to the Koinespeaking Hellenistic world?

Activity 6. Compare the map of the Hellenistic world with a variety of maps of the area today— physical, vegetation, climate, religion, and others. How could you best define modern regional boundaries for the geographic area that once was the Hellenistic region? 102


4. Analyzing Information The Hellenistic world can also be defined as a region based on its economic features. How were trade and commerce related to the spread of Koine throughout the region?

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The Wanderings of Odysseus After the battle of Troy, the Greek hero Odysseus wandered for ten years. The map below shows the lands he traveled through.

DIRECTIONS: Use the map and the passage below to answer the questions and

Greek Colonies, 600 B.C. 5°W

0°

5°E

10°E

15°E

20°E

S

iat

ic

Se a

SPAIN

40°E

Med it e rranean Sea Calypso

AFRICA Greek colonies Wanderings of Odysseus

0

150

Blac

Hellespont

Byzantium

Entrance to GREECE Circe Troy Underworld Phaeacians Aegean Cyclops Sea Sirens Ithaca Athens Scylla and Helios Sparta Charybdis Syracuse Pylos Crete Lotus-Eaters

k Sea

ASIA MINOR Byblos Cyprus

Cyrene

300 miles

150 300 kilometers 0 Lambert Conic Conformal Projection

EGYPT

Nile R i v e r


Laestrigonians

25°N

35°E

E

W

EUROPE Adr

30°N

30°E

Tyre

NICIA

ATLANTIC OCEAN 4 0 °N

3 5°N

25°E N

OE

10°W

PH

Red Sea

1. What is the straight-line distance from the city of Troy to Odysseus’s home in Ithaca? 2. Which part of Odysseus’s trip covered more territory: from Troy to the land of the Lotus-Eaters, or from Scylla and Charybdis to Calypso’s island? 3. Use the information in the passage to draw a line charting the course that Odysseus took on his long travels home. Add arrows to show his direction of travel along the line. 103

CHAPTER

southward, where he has to be tied to the mast of his ship to avoid giving in to the beautiful songs of the Sirens. After steering clear of the six-headed monster Scylla and the whirlpool Charybdis, the starving crew dares to eat the cattle of the sun god Hyperion on the island of Helios. Only Odysseus escapes to the island of the goddess Calypso, who keeps him prisoner. Finally, Odysseus builds a raft and sails to the Phaeacians, and then home to Ithaca.

In Homer’s Odyssey, Odysseus and his crew sail from Troy to the land of the Lotus-Eaters. Odysseus then sails north and blinds a huge, one-eyed monster, the cyclops Polyphemus, before encountering the Laestrigonians, a terrible race of giant-men who devour many members of the crew. Afterward, the goddess Circe turns many of Odysseus’s men into pigs but aids Odysseus in contacting past heroes at the entrance to the underworld. Odysseus continues

4

complete the activity that follow. Use a separate sheet of paper.

Name

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!

Women and Warfare

CHAPTER

4

The ancient Greeks were engaged in warfare for nearly 200 years, from the time of the Persian Wars to the death of Alexander the Great. Although the Greeks initially managed to defend themselves against foreign invaders, this continual fighting took an enormous toll on the population. Not all Greeks were supportive of the war effort. Women in particular were placed in a difficult position, since they did not have the same rights as men but were expected to pick up many of the men’s responsibilities during wartime. The playwrights Euripides and Aristophanes chronicled difficulties women faced during times of war in two very different plays. Euripides’s tragedy The Trojan

Women chronicles the fate of the women of Troy when the city fell to the Greeks. Aristophanes’s comedy Lysistrata (which means “disband the army”) tells of how the women of Athens and Sparta agreed to shut themselves away from their husbands until a truce was declared. Although modern warfare tends to be of shorter duration than ancient warfare, it is potentially more devastating. Many people argue that the potential devastation of war is so great that we can no longer justify it. Additionally, as women in many countries gain the same rights as men, they may be expected to serve in some capacity in the armed forces just as men are.

DIRECTIONS: Complete the following activity and summarize your results below. Activity: Working with three or four classmates, prepare a short survey to poll friends and relatives about their attitudes toward warfare and the ways in which contemporary women are affected by warfare. As you create your survey, keep in mind some of the issues presented above. Then conduct the survey, making sure you record the age and sex of each person who participates. Analyze your results, looking for trends such as the following: Did male and female respondents share the same opinions? What about people of different ages? Prepare an oral report and present your results to the class. Copyright © by The McGraw-Hill Companies, Inc.

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4

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★

Modern Connections to Greek Culture BACKGROUND

CHAPTER

4

Many historians consider ancient Greece to be the birthplace of Western civilization. Ideas and institutions that started in the Greek world of antiquity have influenced the development of several nations. For example, American society has been enriched by ancient Greek culture. Even everyday items like local telephone directories are filled with examples of the links between American society and the ancient Greeks and their world. As you complete this activity, you will become more aware of the legacy of the Greeks.

GROUP DIRECTIONS 1. Review as a group what you know about ancient Greek culture. Brainstorm ways in which ancient Greek culture has influenced American society. Use these ideas as you begin your search for examples. 2. Your group will be given a copy of the telephone directory listing businesses by category (yellow pages). Find as many examples of Greek culture as you can in 10 minutes. List the name and type of business. Reference their page numbers for later verification. 3. After you have created the list, write a brief explanation of the link or connection to Greek culture for each example that your group has found. Architectural links count as two items. 4. Share your list with the other groups in the class. Other groups may challenge any example or any inappropriate link cited. The group with the most acceptable examples wins.


ORGANIZING THE GROUP 1. Decision Making As a group, quickly decide on ways to organize the search— by types of businesses, or by key words, for example. Remember the bonus for architectural references. Appoint a timekeeper. Keep an eye on the clock. Appoint a recorder to take notes on the examples cited and their page references. Plan ways to work together efficiently to find the most possible references. 2. Individual Work Assign the examples found in the search to individual members of the group. For the examples assigned to you, write a brief description stating how the example relates to ancient Greece and Greek culture. 3. Group Work/Decision Making Share your explanations with your group. Invite comments on and extensions to individuals’ ideas. Together, decide what information to revise or reassess. Evaluate the links by asking questions such as: Which links are too obscure, incorrect, or likely to be challenged by other teams? Which are most creative? Are there enough architectural examples for bonus points?

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(continued)

4. Group Sharing Elect a spokesperson or reporter to present your group’s list to the class. Be prepared to explain the links that you wrote for the group. 5. Extended Group Work Listen to the examples collected by the other teams as they are presented and challenge any link that you think is inappropriate or incorrect.


CHAPTER

•

What is the most interesting new idea you learned about the influence of ancient Greek civilization on our own culture from this activity?

•

Did you have enough time for this activity?

•

Was the group phone directory search a useful way to explore the American links with Greek culture?

4


2. How was this cooperative learning activity different from other types of cooperative learning projects you have been involved with?

106


3. How would you advise another group that was just starting this activity using what you have learned?

HS A


4

Playing Aristotle Aristotle influenced philosophers and scientists who lived after him. He originated a technique for investigating and analyzing data that is followed in the scientific method of today—first, collecting and observing facts; next, analyzing similarities and differences, advantages and disadvantages; and finally, developing conclusions and generalities.


Activity Groups of students will model Aristotle’s technique—gather facts, analyze the information, and reach conclusions about an assigned topic. Groups will then take turns presenting their conclusions to the class.

5. When research is completed, the researchers share their facts with the group. Give group members time to record and study the facts. Each group then discusses the facts and agrees on similarities and differences as one group member leads the discussion and another group member records the group’s analysis of the facts—Aristotle’s classification step.

Teacher Preparation Make enough copies of the next page to give one worksheet to each student, plus four extra copies for the group presentations.

6. The group then agrees on a conclusion or conclusions based on its investigation of the facts—Aristotle’s generalization step. A student should record the group’s conclusions.

Activity Guidelines

7. The group decides on a method for one or two students to present the group’s conclusions. Suggest that groups include some type of visual with their presentations. (Conclusions will vary, but accept any that reflect an understanding of the topic. Possible conclusions: Group A—The two philosophers differed in their views of politics. If students conclude that one view or the other is better, they should defend their positions. Group B—Stoicism might be more readily adopted by a person interested in entering politics. Group C—Alexander was more ambitious than Sargon I and gained more territory for his empire. Group D—Egypt may have had the better situation geographically; that is, both good farmland along the Nile and access to the sea.)

1. Introduce the activity by asking students what is involved in Aristotle’s technique of investigating and analyzing data before reaching a conclusion. Then have a volunteer give an example of how Aristotle applied this technique in seeking the best form of government. (Aristotle’s investigation and analysis before he wrote Politics) 2. Tell students that they are going to apply Aristotle’s technique to specific topics. 3. Organize the class into four groups A–D and distribute the worksheets. Group members should take on the tasks of researchers, recorder of discussion, leader of discussion, and presenters of the group’s conclusions. 4. Student researchers use the “Facts” section of the worksheet to record their notes about their topic—Aristotle’s observation step. (They should find information about each topic in the student text, but further research can be conducted.)

8. Have students make their presentations, then ask them to evaluate the activity. Sample questions to ask students include: • How can you apply this technique to other subjects you study? • What did you find to be the most difficult part of the process? Why?

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Learning Objective To apply Aristotle’s technique of analyzing information to topics in ancient history.

4

TEACHER MATERIAL

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4 HANDOUT MATERIAL

Playing Aristotle—Worksheet Group A Investigate the political views of Plato and Aristotle.

❐

Group B Investigate Epicureanism and Stoicism.

❐

Group C Investigate the military and political accomplishments of Sargon I (Chapter 2) and Alexander the Great.

❐

CHAPTER

❐

Assignments

Group D Investigate the civilizations of ancient Greece and Egypt (Chapter 2) relative to their geographic features.

4 Facts

Conclusions

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Differences


Similarities

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Ancient Greece DIRECTIONS: Look at the events listed on the time line below. Then answer the questions in the space provided. c. 2800 B.C. Minoan civilization begins.

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4

c. 1900 B.C. Minoan civilization peaks. c. 1300 B.C. Mycenaean civilization peaks.

3000 B.C.

2000 B.C.

1000 B.C.

300 B.C.

750 B.C. Dark age of Greece ends. 700 B.C. Athens becomes a unified polis.

399 B.C. Socrates is sentenced to die.

500 B.C. Classical Greece flourishes.

359 B.C. Philip II of Macedonia becomes King.

431 B.C. Great Peloponnesian War begins.

338 B.C. Macedonia crushes the Greeks.


323 B.C. Alexander the Great dies.

1.

The symbol “c.” means circa or approximately. Why do you think the earliest entries on the time line are estimated, not exact, dates?

2.

How long did it take the Minoan civilization to reach its peak?

3.

How long after becoming King did Philip conquer the Greeks?

4.

When did Sparta and Athens go to war?

5.

Alexander died at age 32. When was he born?

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;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; ;;;;;;;;;;;;;;;;;;;;; Name ____________________________________

Date ________________

Class __________


The Legacy of Athenian Democracy

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4

NOW Athenian democracy inspired those who developed modern democracies. Today, people under such governments owe their rights and responsibilities to the ancient Greeks. The earliest American democracy, however, shared some characteristics with the government of ancient Athens: Both forms of democracy were “governments of the people” in theory only. Women and slaves had no voting rights in them. Moreover, the democratic ideal that the poor should share political power with the rich was not realized. Aristocrats controlled early Athenian democracy, while wealthy landowners ran that of early America. Today in the United States, some Americans complain that political office is available only to those people who have enough money to fund—at least in part—increasingly expensive campaigns. Nonetheless, the democratic concept was powerful. Gradually, American and European democracies gave all their citizens—women and former slaves included—the right to vote and to hold government office. The complexity and size of modern nations have made it difficult for individual citizens to participate in their government as directly as Athenian citizens did. Science, however, may eventually make it possible for people who live in technologically advanced democracies to do this. Electronic communication systems, such as the Internet, may one day give rise to “electronic assemblies,” in which citizens of the future can take a more active role in making laws and other important government decisions.

CRITICAL THINKING Directions: Answer the following questions on a separate sheet of paper. 1. Making comparisons: What are some problems shared by early American and Athenian democracies? 2. Analyzing information: What conditions in the Greek polis contributed to the development of democratic forms of government? 110


how electronic communication systems might make it possible for people to play a more direct role in their government. Do research online about discussion groups that “meet” regularly on the Internet. Write a brief essay discussing how such discussion groups might develop into a governing assembly.


THEN Since the population of the early Greek polis was small, each male citizen, aware of his own value to the community, developed a strong spirit of independence. The citizens of the polis chose their own leaders, sometimes overthrowing those who abused their power. No standing army protected the leaders of the Greek polis. If the polis was attacked, ordinary citizens defended it. Leaders could not depend on the backing of a handpicked bureaucracy. Instead, independent citizens acted as magistrates and administrators. These conditions set the stage for some city-states to become democracies. An aristocrat, Cleisthenes, created the first Athenian democracy. After seizing power from a tyrant called Hippias, Cleisthenes reformed the government, presenting all his proposed changes to the Athenians for approval. In democratic Athens, full citizens were expected to run the government. When unable to play an active role, they delegated their duties to other citizens who then represented them in government offices and assemblies. One of these offices, the board of archons, consisted of 10 citizens who dealt with legal and military affairs. The boule, an assembly of 500 citizens, oversaw the other government bodies and proposed new laws. The ecclesia, an institution open to all male citizens eighteen years and older, decided by majority vote which of these proposals would become laws.

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P r o f i le 1


Homer, in the Odyssey

Great spans of time can be hard to picture. It is easy for most people to visualize one year, or even ten. Imagining a century, however, can be difficult. It is even more difficult to appreciate how truly long a millennium is. Appreciating 2,700 years seems almost impossible. Yet after all these years, Homer is still considered one of history’s most influential writers. Greek tradition has long held Homer as the author of the two great epic poems, the Iliad and the Odyssey. Yet “the Homeric question”—whether he, in fact, wrote both poems, or even existed—continues to vex scholars. There is widespread agreement that both poems are written versions of preexisting shorter poems that were passed down orally over generations. Many historians also agree that the poems were assembled, reworded, improved, and recorded by a single person. And scholars generally agree that a poet named Homer did live about 700 B.C. What do we know about him? Tradition holds that Homer was blind. Many readers of the Iliad and the Odyssey, however, have noted the visual imagery in the poems. Might this indicate that Homer was once

sighted? No one can know for sure. Tradition also holds that Homer came from Ionia, the region across the Aegean Sea from Greece, in present-day Turkey. Scholars have analyzed the Iliad and the Odyssey in search of clues about where they were written. Ionic influences in the language support the belief that Homer was in fact from Ionia. But even in ancient times, many different cities—and not only Ionic ones—claimed to be his birthplace. Beyond these scant facts, little is known of Homer. Remarkably, he nevertheless is one of the most famous storytellers who ever lived. More importantly, he is one of the most influential. Even today, students around the world read the Iliad and the Odyssey as a fundamental part of their education—just as students did in ancient Greece. Over the centuries, countless authors have learned from Homer’s work. And many who weren’t inspired directly by his work were influenced by writers who were. How many other people have had such a fundamental impact for 2,700 years?

REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. What is “the Homeric question”? 2. Why is Homer so important? 3. Critical Thinking Making Inferences. Why do you think teachers want students to read the Iliad and the Odyssey? 4. Critical Thinking Analyzing Information. What information in the passage contradicts Homer’s quote above? 111

CHAPTER

Men flourish only for a moment.

4

Homer (C. 700 B.C.)

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P r o f i le 2

Solon (C. 639 B.C.–C. 559 B.C.) Many evil men are rich, and good men poor, but we shall not exchange with them our excellence for riches. Solon

CHAPTER

4

REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. What were some of Solon’s most important reforms? 2. Why did Solon leave Athens? 3. Critical Thinking Identifying Alternatives. Solon wrote his poems, in part, to explain and defend his actions. What might the modern-day equivalent of this be? 4. Critical Thinking Making Inferences. Solon was known as one of the “seven wise men of Greece.” Why do you think this is so? 112


Solon, who became leader of Athens in 594 B.C., was known as “the lawgiver” for his energetic and active leadership. His reforms made fundamental changes in Athenian life. Solon was also a military leader and a poet. It was Solon’s poems that brought him early fame. The young man from a royal Athenian family wrote patriotic verse that urged the Athenians to recapture the island of Salamis from the Megarians. Placed in command of the military forces, Solon won a great victory. His success and his noble birth led to Solon’s election as archon, or leader of the government. Solon accepted this role at a difficult time. Athens was facing serious economic problems that had forced many citizens into debt. Social tensions, based largely on dramatic economic inequalities, were running high. As archon, Solon was given wide latitude to confront these crises. Today, 26 centuries later, Solon’s responses to the crises Athens faced are still famous. He eased social tensions by immediately canceling mortgages, debts, and slavery based on the debts.

Additionally, Solon directed changes in the Athenian monetary system and system of weights and measures to make foreign trade easier, helping Athenian traders and merchants. By prohibiting the export of all agricultural products except olive oil he improved the economy. His legal reforms, especially the creation of a bicameral or two-house legislature, were well received. He also reduced the power of the aristocracy. His system of laws was more humane than the harsh code of his predecessor. The power in Athens remained in the hands of the few, but his reforms did take small steps along the road to democracy. After seeing his many reforms implemented, Solon left Athens to travel and, many historians agree, to escape the controversy that his dramatic changes were bound to create. He returned to Athens after ten years, briefly opposed the tyrant Pisistratus, and then retired from public life.

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EADING

4

Athenian Myths

A

thena was the Greek goddess of wisdom and art, who sprang fully formed from the head of her father, Zeus. Ancient myths often reflect people’s attempts to explain events they cannot otherwise account for, such as the founding or destruction of a city, or reflect psychological elements of human decision-making. Analyzing myths can give us a view into how Greeks viewed themselves and their world. The following myths would have been special sources of pride to ancient Athenians because they display the wit and power of their patron goddess.


Acropolis, Athena’s olive-tree and Poseidon’s pool or cleft. Another version had a horse leap out of Poseidon’s cleft; this symbol of war could be opposed to the olive, and the Athenians could piously be credited with preferring peace to war. From then on the story would contribute to making the olive-branch a symbol of peace. . . . The defect in the symbolism here is that Athena was far more of a war-deity than Poseidon; furthermore, she had close connections with the war-horse, as shown by her . . . sponsorship of the Trojan Horse. In ancient art the most famous representation of the myth was on the west pediment of the Parthenon.

Myth of Arachne There once was a Lydian girl named Arachne, whose skill at weaving was so great that not only were her finished fabrics highly prized, but she also became something of a spectacle herself; crowds flocked to the small town where she lived, and even nymphs came forth from river and mountain to admire her at work. It was generally said that she must have been taught by Athena, but this was a kind of praise she found offensive. “Let her try her hand in a contest with me,” Arachne would say; “if she won, I would submit to anything.” Pallas Athena heard this; taking the guise of an old woman, she tottered into Arachne’s presence and told her to be content with mortal fame: “Yield to the goddess, and beg forgiveness for your foolhardy words; she will forgive you if you ask.”

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CHAPTER

Attica was first called Cecropia after Cecrops [first king of Attica]. But after a time the custom grew up of considering each land as peculiarly dedicated to the worship of one god, and both Poseidon and Athena were eager to have Attica as their own. The twelve gods assembled to act as judges of a contest between the two; the test was to be which of the two deities would offer the gift more beneficial to mankind. Cecrops was to have the deciding vote. Poseidon [god of the sea] performed first; he struck the Acropolis with his trident, leaving a permanent imprint in the rock and producing a pool of sea-water. Then Athena hit the rocky ground with her spear, at which the earth brought forth the first olive-tree. Cecrops and the gods agreed that Athena’s gift was more beneficial, and the city was named Athens after her. But Poseidon was angered, sending a flood over the plain around Eleusis, until Zeus sent Hermes to bid him withdraw. It used to be said that Athena took her name from Athens, just as Romulus took his from Rome, and that the myth reversed the facts of history. But the discovery that Athena was already worshiped in Mycenaean-Minoan times and the recollection that the ancient world had about a dozen places named Athens force the conclusion that the myth contains at least one historical fact: Athens was named after Athena. . . . Actually the myth probably arose to explain the close association between Athena’s and Poseidon’s cults in Attica, as well as in many other parts of Greece, and specifically to explain the proximity of two holy objects on the

4

Guided Reading In this selection, read to learn the historical bases of some popular Greek myths.

Name

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CHAPTER

4

Arachne could hardly keep her hands off the old fool. “Old age had addled your brains,” she said; “I’ve no need of your advice. Why does the goddess avoid a trial of skill with me? Why doesn’t she come in person?” At this Athena threw off her old-woman disguise. “She has come,” she said. There was panic among the onlookers, but only momentary confusion on the part of Arachne. Not another word was said; two looms were set up and the pair went swiftly to work. Athena bordered her tapestry with a peaceful olivewreath, filled each corner with a story of some mortal presumption that had been punished by a god and set in the center the twelve Olympians watching the victorious contest that she had with Poseidon over the naming of Athens. On the other loom Arachne busily wove the adulter-

Class

EADING

4

ous loves of the gods, how they had deceived mortal women in beastly shapes—Zeus as bull and eagle and swan and serpent, Poseidon as bull and ram and horse and dolphin, Apollo as hawk and lion—, along with many other tales of divine trickery. All these she represented with consummate skill. But her very success was her undoing; Athena tore down the loom and its disgraceful pictures and four times smote Arachne’s forehead with her shuttle: “Live on,” she said, “and weave on, you and all your descendants!” Arachne’s head and shoulders shrank into a small round belly; her fingers became thin legs; as a spider she was condemned forevermore to spin her own thread and weave eternally at her web.

INTERPRETING THE READING Directions Use information from the reading to answer the following questions. If necessary, use a separate sheet of paper. 1. What are two possible historical reasons Athens was named after Athena, according to the explanation following the first reading?

3. How do both stories depict Athena as patroness of the arts and of war?

Critical Thinking 4. Making Inferences Why might the figure of the ambitious Arachne appeal to ancient Greek women reading or hearing the myth?

114


2. Why does the above source reject the suggestion that people named their cities after Athena because she represented peace, rather than after Poseidon because he represented war?

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Ancient Greece Historians have been able to learn more about the political and social structure of some ancient Greek civilizations than of others. Their knowledge is limited by the artifacts and written records preserved from each civilization. DIRECTIONS: In the diagram below, record what we do know about the politics and culture of

each of the ancient Greek civilizations.

Mycenaeans CHAPTER

4

Minoans


Ancient Greek Civilizations

Spartans

Athenians 115

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★

★

The Gods and Goddesses: A Family Tree Anthropologists use what is known as a kinship chart to map how members of a family (“kin”) are related to one another. A kinship chart is more commonly referred to as a family tree. The Greek deities were much like humans—they had parents and siblings

just as we do. Study the kinship chart below to discover the family relationship of many of the most powerful gods and goddesses in the Greek religion. Note that the equal signs join two parents, and the branches coming from them show their children.

CHAPTER

Zeus’s Family Tree Chronos = Rhea

4 Hera = Zeus

Hades

Demeter

Poseidon = Amphitrite

Triton

Aphrodite = Ares

Phobos

Hephaestus

Harmonia

DIRECTIONS: Answer the questions below in the space provided. 1. Who were Zeus’s parents?________________________________________________________ 2. How many brothers and sisters did Zeus have? Who are they?________________________ 3. Who was Zeus’s wife? ___________________________________________________________ 4. How many of Chronos and Rhea’s grandchildren are shown in the chart? Who are they? 5. How many of Chronos and Rhea’s great-grandchildren are shown? Who are they? ______ 6. How are Ares and Triton related? _________________________________________________

116


Deimos

Hebe

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Myron: Discus Thrower At the same time that the Athenian leader Pericles was supporting Greek architecture by having the Parthenon built, he was also encouraging other types of arts, including sculpture. One of the greatest sculptors of the fifth century B.C. was Myron, and one of his greatest works was Discobolus, or Discus Thrower. questions in the space provided. nfortunately, no information about Myron has survived, nor have any of his works, even though he was known to sculpt life-size figures in bronze, gold, and ivory. Luckily, however, Myron’s


U

Myron, Discus Thrower, Roman marble copy of bronze original, c. 450 B.C.

work still exists today in the marble copies made by Roman sculptors who frequently made accurate copies of Greek work. From these copies we can decipher much about Myron the artist. Before Myron’s time, most sculpture was static— the person or animal just stood there, staring straight ahead. Myron’s works catch people in motion, and the people he chose to depict usually were Greek athletes. The Olympic games took place every fourth summer in Olympia, a city in the Peloponnesus. The games honored Zeus, the Greeks’ chief god. The Olympics were so important to the Greeks that it is said a city-state was prouder of an Olympic victory than of winning a battle. Olympic events stressed physical strength and endurance, rather than brute force. The major event was the pentathlon (pent is Greek for “five”), which consisted of running a footrace, leaping, wrestling, discus throwing, and hurling the javelin. Contestants trained for ten months prior to the games and had to sign an oath swearing that they had done so. An Olympic athlete truly embodied the Greek’s idea of physical perfection. Look at the Discus Thrower. The thrower is captured as his right arm is farthest back, just before it begins to move forward and release the discus. If our eyes cannot see it actually moving, our minds can sense the actions that will follow. Myron achieved this sense of movement by twisting the torso. It conveys the essence of action by its perfect balance; there is no fear that the discus thrower might topple over or stumble. (continued)

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DIRECTIONS: Read the passage about this Greek artist below and answer the

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Yet the tension of the body—its stance and muscles hard at work—is not reflected in the face. No athlete at that moment actually could have been so calm and

14

relaxed. The Roman historian Pliny the Elder said that Myron “only cared for the physical form and did not express the sensations of the mind.”

Reviewing the Selection 1. In what ways was Myron’s work different from that of earlier sculptors? CHAPTER

2. Since Myron’s sculptures did not survive, how are historians able to study his work?

4 3. What adjectives would you use to describe Myron’s Discus Thrower?

Critical Thinking

5. Formulating Questions If you could talk to Myron, what questions would you ask him to help you understand his work?

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4. Determining Cause and Effect If Myron had used average Greeks as “models,” how would his sculptures have been different from the Discus Thrower?

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Chapter 4


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121


122


123


124

119

SECTIONS

Section Resources

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Guided Reading Activity 4-1 The First Greek Civilizations DIRECTIONS: Answer the following questions as you read Section 1. 1. What geographic features played especially significant roles in the development of Greek history? 2. Into what three seas did the Greeks sail, making contact with the outside world? 3. What civilization was established on the large island of Crete by 2800 B.C.? 4. Most historians believe the destruction of the Minoan civilization on Crete was the result of what? SECTION

5. Describe a typical Mycenaean palace center.

4-1

6. According to the writings of Homer, what happened to the city of Troy around 1250 B.C.? 7. Name the difficulties of Greece after the collapse of Mycenaean civilization. 8. During the Dark Age of Greece, describe the actions of the Aeolian and Dorian Greeks. 9. Explain the transformation that took place in the construction of weapons during the

10. List the first two great epic poems of early Greece. 11. Tell the essence of the story of the Iliad. 12. What does the Odyssey recount?

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Dark Age.

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Guided Reading Activity 4-2 The Greek City-States DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if the statement is true or F if the statement is false. For all false statements write a corrected statement. 1. The main gathering place in the polis, or city-state, was usually a valley.

2. The fortified area known as an acropolis served as a place where people could come and enjoy meals together.

5. Hoplites went into battle as a unity, marching shoulder to shoulder in a rectangular formation known as a phalanx.


6. Greek tyrants were rulers who were placed in power by a popular vote of the peasants.

7. When Sparta was faced with the need for more land, it sent its people out to start new colonies.

8. The famous Spartan black broth consisted of a piece of pork boiled in animal blood, salt, and vinegar.

9. Solon, a reform-minded aristocrat of Athens, increased the debt-load of peasants and saw that many were sold into slavery.

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SECTION

4. The Greek philosopher Aristotle argued that a citizen belongs only to himself or herself.

4-2

3. The polis was, above all, a community of people who shared a common identity and common goals.

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Guided Reading Activity 4-3 Classical Greece DIRECTIONS: Fill in the blanks below as you read Section 3. In 490 B.C., the Persians landed on the plain of (1)

,

26 miles (41.8 km) from Athens. There, an outnumbered (2) army attacked and defeated the Persians decisively. According to legend, an Athenian runner named (3)

brought news of Persia’s defeat by

racing 26 miles (41.8 km) from Marathon to Athens. The Persian king, (4) B.C.,

, vowed revenge and planned to invade Greece. Early in 479 the Greeks formed the largest Greek army up to that time and defeated the

Persian army at (5)

.

In 478 B.C., the Athenians formed a defensive alliance against the Persians called SECTION

the (6) (7)

. Under the rule of the dominant figure , Athens expanded its new empire abroad. This period saw

the height of Athenian power and (8)

4-3

In Athens, every (9)

. participated in the governing assem-

bly and voted on all major issues. Meetings of the assembly were held every 10 days on a hillside east of the (10) (11)

. By paying

and making lower-class male citizens eligible for public

office, Pericles made it possible for poor citizens to take part in public affairs. A person named as undesirable by at least (12)

members of the

Disputes between Sparta and Athens led to the outbreak of the Great (13)

War in 431 B.C. This struggle lasted for about 27 years

until 405 B.C., when the Athenian fleet was destroyed at (14) the Hellespont. In continuing their petty wars, the Greeks ignored the growing power of (15)

122

to their north.

on


assembly could be banned from the city for 10 years.

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Guided Reading Activity 4-4 The Culture of Classical Greece DIRECTIONS: Fill in the blanks below as you read Section 4. I.

affected every aspect of Greek life. A. Greeks considered religion necessary to the

of the state.

B. Twelve chief gods and goddesses were thought to live on

.

II. The Greeks created drama as we know it in

culture.

A. The first Greek dramas were

, which were presented in a trilogy.

1. The only complete trilogy in existence today is the

, by

Aeschylus. 2. Sophocles’s most famous play was

.

B. Greek comedy was used to criticize both

and system of thought.

A. Pythagoras taught that the essence of the universe could be found in and

.

B. The Socratic method of teaching uses a

format to lead pupils to

see things for themselves. C. Plato was fascinated with the question of

; how do we know

what is real? IV. Some of the finest examples of Greek classical

were from the


fifth century. A. The most famous building from this period was the 1. The patron goddess of Athens was 2. The Parthenon was an expression of Athenian

. . in their

city-state. B. Greek sculptors did not seek to achieve

, but rather a standard

of ideal beauty.

123

SECTION

III. Philosophy refers to an

4-4

.

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Guided Reading Activity 4-5 Alexander and the Hellenistic Kingdoms DIRECTIONS: Fill in the blanks below as you read Section 5. 1. The Greeks viewed their northern neighbors, the 2.

, as barbarians.

was only 20 when he became king of Macedonia.

3. Alexander’s invasion of the

was motivated by the desire for glory in 480 B.C.

but also by the desire to avenge the Persian burning of 4. The city of

became and remains today one of the most important

cities in both

and the

world.

5. The word Hellenistic is derived from a Greek word meaning

.

6. Eventually, four Hellenistic kingdoms emerged as the successors to Alexander: ,

,

, and

SECTION

. 7. The Greek cities of the Hellenistic Era became the chief agents in the spread of Greek culture in

.

4-5

8. Hellenistic buildings characteristic of the Greek homeland were , and

,

.

9. Eratosthenes determined that Earth was

and calculated its

at 24,675 miles (39,702 km). 10. Archimedes was important because of his work on the geometry of and the math constant

, as well as for establishing the value of . as a

basic motivating force. 12. According to the gained inner peace by living in

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, happiness could be found only when people with the will of God.


11. Epicureans believed that human beings were free to follow

G l e n c o e

VOCABULARY ACTIVITY 5 Rome and the Rise of Christianity, 600 B.C.–A.D. 500

TIME LINE ACTIVITY 5 Rome and the Rise of Christianity 126

Making Decisions

127

CRITICAL THINKING SKILLS ACTIVITY 5 Distinguishing Fact From Opinion

128

HISTORY AND GEOGRAPHY ACTIVITY 5 Roman Roads

129 131

HISTORICAL SIGNIFICANCE ACTIVITY 5 Order in the Court

132

COOPERATIVE LEARNING ACTIVITY 5 Roman Empire Time Line

HISTORY SIMULATION ACTIVITY 5 A Roman Mural

Profile 1: St. Paul (c. A.D. 4–c. 64) Profile 2: Zenobia (died after A.D. 272)

139 140

PRIMARY SOURCE READING 5 141

RETEACHING ACTIVITY 5 Rome and the Rise of Christianity

143

ENRICHMENT ACTIVITY 5 From Rome to Washington

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138


A Roman Historian Describes the German Tribes

MAPPING HISTORY ACTIVITY 5 Barbarians at the Borders

LINKING PAST AND PRESENT ACTIVITY 5 Historians: Past and Present


137

144

WORLD ART AND MUSIC ACTIVITY 5 Frescoes

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CHAPTER

Rome and the Rise of Christianity, 600 B.C.–A.D. 500

5

Chapter 5 Resources

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Rome and the Rise of Christianity, 600 B.C.– A.D. 500 DIRECTIONS: Write the term that best completes each sentence. 1. Latin nobles declared Rome a Etruscan rulers out of the city in 509 B.C.

(republic/tribune) after driving

2. Most of Rome’s inhabitants were could not hold office.

CHAPTER

3. Elected officials called affairs of the city.

(patricians/plebeians) who (dictators/consuls) ran the day-to-day

4. The (patricians/dictators) agreed to share power with the plebeians after the plebeians threatened to leave the city.

5

5. A representative chosen by the plebeians was called a (triumvirate/tribune). 6. In times of crisis, the Romans chose a lead the city.

(patrician/dictator) to

7. Augustus, the powerful leader of the Roman army, was given the title of (imperator/praetor), or commander in chief. 8. Pompey, Crassus, and Caesar formed a

(triumvirate/tribune).

9. Stone (indemnities/aqueducts) carried water into Rome from as far away as 57 miles (about 92 kilometers). 10. At first, Christianity was viewed as a

(bishops/disciples) thought he was the (martyr/Messiah).

12. A (procurator/patriarch) is employed by the Roman emperor to manage or govern minor provinces. 13. Church affairs were managed by interpreted Christian beliefs.

(bishops/disciples) who also

14. Diocletian issued a price edict that set wage and price controls to help fight (indemnity/inflation). 15. The man who is head of the family is known as the (gladiator/paterfamilias). 16. The church. 126

(clergy/laity) were leaders given specific functions in the


11. Jesus’

(Messiah/sect) of Judaism.

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Making Decisions Many of the events you have studied in history occurred as a result of the decisions of groups or individuals. In many instances, people made decisions after considering alternatives, and then evaluating the conse-

quences of those alternatives. In your own experience, taking time to identify alternatives and then considering the consequences allows you to make informed decisions.

DIRECTIONS: Identify the alternatives and describe their consequences for each of the CHAPTER

5

following events that occurred during the time of ancient Rome. Use another sheet of paper if necessary.

1. Etruscans expanded into north-central Italy and came to control Rome. 2. Augustus attempted to conquer Germany. 3. Emperors created a period known as the Pax Romana. 4. The Romans used concrete for building. 5. The Romans built aqueducts throughout Europe.


6. Christians believed that their religion was the only true faith and refused to honor the Roman emperor as a god. 7. The reforms of Diocletian and Constantine led to the expansion of the army and civil service. 8. The Roman empire was divided into western and eastern parts.

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Critical Thinking Skills Activity 5 A fact is a statement that can be proved. An opinion is a personal belief. Someone’s opinion might be that Roman children were unusually smart. However, it is a fact that the children of wealthy Romans received private lessons at home. To distinguish between fact and opinion, look for state-

Distinguishing Fact From Opinion ments that you can check for accuracy. Facts can be verified, or matched to those in other sources. Opinions reflect the ideas of the writer. They cannot be verified or proved. A writer can support an opinion with facts, however.

DIRECTIONS: Read the excerpt by historian Michael H. Hart that follows. In front of each sentence, write an “F” if the statement is a fact, and an “O” if the statement is an opinion. CHAPTER

(1)

“Augustus stands out as perhaps the best example in history of a

capable, benevolent despot. (2)

He was a true statesman, whose con-

5

ciliatory policies did much to heal the deep divisions resulting from the Roman civil wars. (3)

Augustus ruled Rome for over forty years, and his policies influ-

enced the Empire for many years to come. (4)

Under him, Roman

armies completed the conquest of Spain, Switzerland, Galatia (in Asia Minor), and a large portion of the Balkans. (5)

By the end of his rule, the northern bound-

ary of the Empire was not much different from the Rhine-Danube line which was to be the northern border for most of the next few centuries. (6)

Augustus was an extraordinarily able administrator and played

a major role in building up a capable civil service. (7)

He revised the

he established a permanent navy. . . . (8) Caesar. (9)

It is interesting to compare Augustus with his granduncle, Julius Despite Augustus’s good looks, intelligence, strength of

character, and military successes, he lacked his predecessor’s charisma. (10)

Julius excited the imagination of his contemporaries far more than

Augustus did, and he has remained more famous ever since. (11)

In

their actual influence upon history, however, Augustus was by far the more important of the two.” 128


tax structure and financial system of the Roman state; he reorganized the Roman army; and

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Roman Roads

[Appius Claudius Caecus] caused all the paving stones to be polished and cut so as to form angles and had them jointed together without any kind of cement. They adhered so strongly that to look at them they do not seem to be jointed at all but to form one whole mosaic of stone.

Curbstones Drainage ditch

Paving stones

Gravel and concrete Small stones in clay Sand Rocks and rubble

Bedrock foundation

The Romans adapted their road-building technology to the terrain and also to available building materials. The road shown above would have been constructed on solid dry ground. In an unstable, marshy area, the Romans would have laid a road on timber foundations pinned to the ground by stakes.

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The Appian Way

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People in the modern city of Rome still drive over portions of the Appian Way. Started in 312 B.C. by Appius Claudius Caecus, the Appian Way was one of the first Roman military highways. How did the Roman Empire use its roads? Ever since draft animals first pulled wheeled vehicles, people have built roads. The best road builders of the ancient world were the Romans. Road building was a key factor in Roman military conquest, enabling generals to move their legions quickly from one flash point to another in a vast empire. Roman soldiers could cover 30 miles (48 km) a day if roads were firm and dry. Eventually a network of more than 50,000 miles (80,000 km) of roads, regularly marked with milestones, laced together the Roman Empire. Designed to handle military carts hauling cargo weighing as much as 1,000 Roman pounds (330 kg), Roman roads have lasted for centuries. While earlier roads often meandered along animal trails and contours of the terrain, Roman roads cut a remarkably straight line no matter what obstacles lay in their path—swamps, mountains, and even ravines. Construction began with engineers laying out two trenches 40 feet (12 m) apart, enabling them to analyze the composition of the subsoil. Then under the watchful eyes of supervisors, teams of soldiers dug down several feet to prepare the roadbed. On top of the flattened layer of sand came three additional layers that cushioned the top layer of paving stones. A convex road surface—sloped from the center down toward the sides—drained water off the road into ditches. In almost any weather, legions of troops, merchants with carts, and postal carriages could

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(continued)

continue their journeys. Most private individuals rode two-wheeled chariots behind a team of two to four horses. The fastest fourwheeled freight wagons were drawn by eight horses in summer and ten during the winter. They sped past most traffic, covering up to 75 miles (120 km) per day. People in different places and at different times have developed a variety of ways to move over distances—by land and by sea and, most recently, by air. These methods of travel have been used to carry people, their natural resources, their manufactured

goods, and even their ideas. Over the years, the movement of people develops a regular pattern, in some places following the same major historical trade routes for many centuries. In other places people may carve out new routes of travel. To develop economically and politically, people must create an effective transportation network to link all parts of their territory. In addition, they can improve their means of transportation with technological innovations in, for example, the areas of navigation, shipbuilding, road building, and laying railroad tracks.

5

APPLYING GEOGRAPHY TO HISTORY DIRECTIONS: Answer the questions below in the space provided. 1. What sorts of things do people need to be able to move?

2. Why did a system of roads help the Romans develop economically and politically?

Critical Thinking 3. Analyzing Information Rome’s roads facilitated administering a vast empire. What is the meaning of the expression “all roads lead to Rome”?

Activity 5. Modern roads are designed by highly trained civil engineers. Write an essay explaining the ways modern roads are similar to ancient Roman roads and ways they are different. What problems might a civil engineer face in designing roads today?

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4. Making Comparisons The “highways” of the ancient Greeks were actually sea-lanes and navigational channels throughout the Mediterranean Sea. Compare the advantages of movement by water for the Greeks with movement by land for the Romans.

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Barbarians at the Borders Throughout its history as a republic and an empire, Rome faced the problem of invasion by foreign tribes. They came seeking a warmer climate, better land, a share of Rome’s wealth, and safety from other tribes. It was not until about A.D. 200, however, that these invasions began to pose serious threats to the empire as a whole. By the A.D. 400s, invaders had attacked Italy and even the city of Rome itself, contributing significantly to the fall of the Roman Empire.

DIRECTIONS: The map below shows the Germanic invasions into the Roman CHAPTER

5

Empire. Use the map to answer the questions and complete the activity that follow. Use a separate sheet of paper.

Germanic Invasions, A.D. 200–500 55°N 15°W

15°E

0°

30°E

North Sea

N W E S

50°N

Britain

ATLANTIC OCEAN 45°N

Gaul

Black Sea Adrianople

ASIA MINOR

Spain

Italy Greece


35°N

200

0

30°N

Constantinople

Rome

40°N

0

200

400 miles

M editerranean Sea Alexandria

400 kilometers

Lambert Conic Conformal Projection

Battle site Western Roman Empire Eastern Roman Empire

Franks Ostrogoths Vandals

Angles/Saxons Visigoths Huns

Egypt

25°N

1. 2. 3. 4. 5.

Which tribe came from Asia? Which four tribes invaded Italy? Which two tribes actually invaded Rome? Which tribe crossed the Mediterranean Sea? Many Roman colonies, or military outposts, are cities today. Use a map of modern-day Europe to locate these Roman colonies and add them to the map: Eburacum (York), Londonium (London), Bonna (Bonn), Singidunum (Belgrade), Magontiacum (Frankfurt), Siccia (Vienna), Olisipo (Lisbon), and Aquinicum (Budapest). 131

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Order in the Court

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In 450 B.C., Roman laws were engraved on 12 bronze tablets that were placed in the Forum. The Twelve Tables described which actions were legal and which actions were illegal. American laws also are written down, so “ignorance of the law is no excuse” for illegal actions. One basic element of Roman law was the presumption of innocence, which is a fundamental part of American law today. Another connection between Roman and American law is the use of Latin for legal terms. You probably have heard some of these terms in news broadcasts and on television dramas. For example, many lawyers do pro bono work—for instance, they often donate their time as advisers to environmental or other socially active groups. Note the following legal terms: A government official pleaded nolo contendere to

charges of taking bribes in awarding major construction contracts. The prosecutors had a prima facie case because the contractors admitted that the government official had accepted a quid pro quo. The contractors provided this evidence as part of a deal worked out for a declaration of nolle prosequi on charges against them. Pleading nolo contendere saved the official from any later private lawsuits because, technically, he did not admit that he was guilty. Also, the prosecutors probably recommended that the judge give a light sentence in return for the fact that this plea avoided a trial and saved the state a great deal of money. If there had been no law against bribery when the event took place, but a law had been passed later, then charges could not have been filed. No one can be charged ex post facto, based on laws passed after the fact.

DIRECTIONS: Use a dictionary to define the following terms in the space provided. 1. pro bono

2. nolo contendere

4. quid pro quo

5. nolle prosequi

6. ex post facto

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3. prima facie

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Roman Empire Time Line BACKGROUND

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The history of Rome spans a period of over one thousand years. Its later stages are also linked to the rise of Christianity. In this activity, you will depict Roman civilization and its evolving culture as a series of succeeding time periods from the expansion of the Roman Republic through the fall of the Western Roman Empire. The time line you create will help you obtain a better understanding of how and why Rome developed as a civilization. CHAPTER

GROUP DIRECTIONS 1. Your group will produce a time line representing the rise and fall of the Roman Empire. The time line will be divided into the following eight time periods. The Growth of the Roman Republic The Roman State Roman Conquest of the Mediterranean The Collapse of the Republic

The Age of Augustus The Early Empire The Reforms of Diocletian and Constantine The Fall of the Western Roman Empire

2. Create a time line using a series of posters or continuous-feed computer paper. Color code each period on the time line. Enter dates of significant events for each of the time line periods and draw or attach visuals to illustrate some of them. Use Chapter 5 of your textbook but go beyond the information included in the textbook’s own time lines. Decide as a group which events would be most important to include and why. Also determine which events belong to which periods by determining through your research the specific (or approximate) beginning and ending dates of each period.


ORGANIZING THE GROUP 1. Group Decision Making As a group, brainstorm the tasks that need to be completed, the work plan, the schedule, and the materials and processes to be used to create the actual time line. Appoint a recorder to take notes on the brainstorming and a leader to guide the discussion. As a group, use the textbook as a reference and agree on the start and end dates of each of the eight periods identified previously. Assign detailed research on specific events within each of the periods to specific team members. 2. Individual Work Use your textbook and other reference material to decide on the key events for your assigned period(s). List them in order and decide why each event is significant. 3. Group Work/Decision Making Have the individual members share their research with the group. Together decide what information to use. If additional research is needed on a particular event, assign the research to the appropriate group member.

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4. Group Work Assemble the time line using the information supplied by the individual group members. You may have each group member contribute the necessary visual elements, or you may appoint one person to render the graphics and construct the time line under the direction of the group members who researched each segment of the time line. 5. Extended Group Work/Sharing Invite the class to question the members of the group on the significance of each period and the events listed within them. Encourage each group member to be prepared to discuss their segment of the time line.

CHAPTER


5

•

What is the most important thing you learned about Rome from this activity?

•


•

How did you solve the problems?

•

Was it helpful or less than helpful to work with others? Why?


2. How was creating a time line different from other types of projects?

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3. Did you have problems working together? If so, how did you solve them?

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A Roman Mural For each period of Roman history there are a few specific events or a few persons who truly represent the overall significance of that period.

TEACHER MATERIAL


Teacher Preparation Make one copy of the next page for each group to use during the planning session. To complete the mural, each group will need a roll of paper at least 11 inches x 6 feet and colored markers or colored pencils. Have each group work on a long table, or clear space so that students can work on the floor.

Activity Guidelines 1. Remind students that much knowledge about Etruscan civilization comes from wall paintings in Etruscan tombs. Ask students to consider how ancient drawings, such as the Etruscan wall paintings and the Minoan murals on the walls of the palace at Knossos, as well as modern cartoon strips tell a story and reveal a culture. Introduce the activity to students by explaining its objective and general steps. Ask students to imagine that, as was the case with the Etruscan wall paintings, no written records have been deciphered about the events they are depicting, and their murals will be the only record future historians will have. Point out that historians can learn much about a culture from the clothing, jewelry, weaponry, and

2. Organize students into groups of three to four. Assign an era, event, or series of events to each group. Distribute one copy of the planning guide on the next page to each group, instructing the groups to choose one member to fill out the guide. 3. To plan its mural, each group should determine the most important ideas about the topic assigned and write those ideas on the guide. Each group member should then choose one or more of the ideas to illustrate. The group should discuss how best to illustrate that idea and write a brief description of the illustration(s) in the space provided next to each group member’s assignment. Each group member should keep personal notes about his or her assignment. 4. After the planning session and before the final session, students should individually prepare the designs and make sketches of their assigned illustrations. Encourage students to refer to illustrations in their textbooks and to use library resources. 5. At the second session, distribute the mural paper and the markers or pencils so that groups can complete their murals. 6. After the murals are completed, have groups display them to the class and have students evaluate them. Sample questions you may want to ask include: • How well did each mural depict the main ideas of its topic? • What could future historians learn from each mural?

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Activity Small groups of students will plan, research, and prepare a wall mural of significant events and persons from a specific period of Roman history. Possible topics are: the legend of Romulus and Remus; the plebeians’ struggle against the patricians; each of the three Punic Wars; the First Triumvirate; the Second Triumvirate; various aspects of life under the Pax Romana; the various invasions and the final decline and fall of Rome.

other artifacts depicted in wall paintings. Encourage students to be as accurate as possible about such details in their murals. CHAPTER

Learning Objective To identify through art the main ideas and concepts of specific periods in Roman history.

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5 HANDOUT MATERIAL

A Roman Mural—Planning Guide Topic Important ideas the mural should convey: 1. CHAPTER

2. 3. 4.

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5. 6.

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Ideas Assigned

Description of Illustrations


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Rome and the Rise of Christianity DIRECTIONS: The Roman Republic and the Roman Empire each lasted about 500 years. The time line below shows some of the major events of this 1,000-year period. Study the time line to decide whether the statements that follow are true or false. Mark each answer T for true, or F for false, then explain your answer on the line below the statement. 44 B.C. Julius Caesar assassinated.

5

450 B.C. Rome adopts first code of laws, Twelve Tables.

CHAPTER

287 B.C. Plebeians win right to make laws. 27 B.C. Augustus becomes Rome’s first emperor. 146 B.C. Rome burns Carthage. A.D.

500 B.C.

A.D.

A.D.

40 The first Gospels are written.

1

A.D.

500

180 Pax Romana ends.

A.D. 392 Christianity becomes official religion of Rome.

A.D. 476 Fall of the Western Roman Empire.


1. Plebeians had more power than patricians in the early Roman Republic. 2. As Rome became more democratic, it also developed peaceful relations with Carthage.

3. Julius Caesar came to power after Rome defeated Carthage. 4. Julius Caesar was Rome’s first emperor. 5. The Pax Romana, which began when Augustus took power, lasted about 200 years. 6. Christianity became the official religion of Rome about 350 years after the first Gospels appeared.

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Historians: Past and Present

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NOW Historians of today hope that by exercising scientific objectivity they will manage to keep their own prejudices in check. A German philosopher of history named Oswald Spengler (1880–1922) exerted a strong influence on later scholars. In his work, The Decline of the West, he based his theory about the decay of Western civilization on the scientific laws that many believe control biological development. In general, current historians make no such dire predictions; they feel that insight into past events may help people avert large-scale disasters in the present and future. Seeing the need for engaging the general public’s interest, they use the popular media to present it in a lively way. Studs Terkel, for example, was an oral historian. He tape-recorded interviews with people who lived through important social events, such as the labor movement of the 1930s and 1940s. Other historians film documentaries, such as Claude Lanzmann’s Shoah (1985), which deals with memories of the Holocaust. One of the more entertaining methods of studying history is to reenact historical events. People interested in a dramatic past occurrence join together to act it out. Another engaging way to learn about history is to become a historian oneself. National History Day makes this possible for students in grades 6 through 12. Every year, students choose projects related to a set theme. Qualifying students can enter their completed projects in an annual national contest.

CRITICAL THINKING Directions: Answer the following questions on a separate sheet of paper. 1. Drawing conclusions: Why do you think Roman historians felt that the study of history would help leaders govern wisely? 2. Analyzing information: What makes scholars believe that Roman historians sometimes used history to express their own political points of view? 138


reasons why modern historians use scientific methods to study past events. Do research either online or in the library to learn how scholars use science to collect accurate information about the past. Write a brief essay on your findings.


THEN Roman historians used Greek histories as models. They aimed for an elegant, readable style and adopted the critical approach to history initiated by the later Greeks. Wanting to teach people how to live and govern, Roman historians used important events to exemplify virtues that they felt would benefit society. In his history of Rome entitled Ab Urbe Condita (From the Founding of the City), Livy, who was also known as Titus Livius (64 or 59 B.C.– A.D. 12 or 17), promoted the republican virtues of moderation, piety, and courage. Livy enlivened his histories with psychological insights. Following a common practice of Roman historians, Livy rewrote the speeches made by historical figures. He did this not just to show off his rhetorical skills, as did other authors, but to reveal the person’s character as he saw it. Cornelius Tacitus (c. 55 B.C.– A.D. 118) wrote critical commentaries on the time in which he lived. In his essay “Germania,” he compared the rugged virtues of the German barbarians to the decadent practices of the civilized Romans. In other works, he exposed the actualities of Roman government (as opposed to the biased version presented to the citizens of Rome by the government itself). Most scholars agree that Tacitus seldom made factual errors. They point out, however, that in his Annals, he shows his bias against the Roman emperors by insinuating that their motives for performing virtuous acts were actually unethical.

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P r o f i le 1

St. Paul (C. A.D. 4–C. 64) Nobody should seek his own good, but the good of others.


REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. How did Paul come to accept Christianity? 2. How did Paul work to spread Christianity? 3. Critical Thinking Recognizing Ideologies. Paul has been called “one of the most influential people who ever lived.” Do you agree with this assessment? Explain your answer. 139

CHAPTER

St. Paul, also known as Paul of Tarsus, was the greatest of all the Christian apostles, or messengers. He was a Jew born in St. Peter, left, and St. Paul, right present-day Turkey when the region was through the eastern Mediterranean, Greece, under Roman rule, and he was a Roman Asia Minor, Syria, and Palestine. Generally, citizen. As a young man, Paul learned how he and his companions would visit a city to be a tentmaker. But the life of a man born and preach in the synagogue or marketplace. just a few years before him, Jesus of Winning converts, he would help them set Nazareth, would change Paul’s own life up small churches that would serve as the forever. In turn, Paul affected the lives of seeds of Christianity in the region. Then countless others. Paul would move on. He is known as the Christianity began as a sect of Judaism, “apostle to the Gentiles” for his efforts at and Christians were at first persecuted by converting non-Jews to Christianity. Jews and by others. Paul, deeply committed Paul’s influence as a missionary was to his own faith, participated in this persetremendous. No one else did as much to cution. When he was about 29, he was travtransform Christianity from a Jewish sect of eling on the road to Damascus to help a few followers to a major world religion. suppress the practice of Christianity there. Equally important are his writings. His Suddenly, in one of the most famous stories epistles, or letters to his followers, form an of religious awakening, it is said that Paul important part of the New Testament. In saw a blinding light and heard a voice ask, fact, 14 of the 27 books of the New Testa“Why persecutest thou me?” Blinded, Paul ment have been attributed to Paul. His was led to Damascus where he regained his thoughts on the divinity of Jesus, original sight and was baptized, and his life was sin, redemption, justification, and other changed. From persecuting Christians, Paul subjects are fundamental to Christian had started on the road to becoming one of beliefs. Eventually, Paul was arrested, stood Christianity’s greatest promoters. trial in Rome, and was executed in about Paul spent the rest of his life as a Christian A.D. 64. missionary. He made three long trips

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I Corinthians 10:24

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P r o f i le 2

Zenobia (died after A.D. 272) Ironically, women who acquire power are more likely to be criticized for it than are the men who have always had it. From Writing a Woman’s Life (1988) by Carolyn Heilbrun

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REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. How did Zenobia become the leader of Palmyra? 2. Why did the Romans attack Palmyra? 3. Critical Thinking Making Inferences. Historians often infer much about people’s character from their actions. Imagine you are a historian. What could you infer about Zenobia? 140


More than 17 centuries after her death, Queen Zenobia is remembered as a powerful and ambitious woman. Through tremendous personal will, Zenobia became a queen and then rose to challenge the Roman Empire itself. Zenobia was queen of Palmyra, a city in what is today Syria. Palmyra was founded at an oasis in the desert and became an important stop along ancient trade routes. After Rome conquered the city and the surrounding region in about A.D. 30, it grew in importance as a regional center. The king, Septimius Odenathus, saw the advantages of cooperating with Rome. As a Roman general, he led forces into battle against peoples rebelling against Roman rule. He also fought the Persians to protect the trade that made Palmyra rich. Through a careful balance of helping Roman interests while protecting his own, Odenathus brought Palmyra greater wealth and glory. At its zenith, Palmyra enjoyed all the advantages of participation in the Roman Empire, but because of Odenathus’s cooperation with Rome’s leaders, it retained a great deal of

independence. Yet Odenathus, so adept at winning battles, so deft in international negotiations, faced a deadly threat within his own household. The details are not known, but historians agree that Odenathus’s beautiful second wife, Zenobia, had him murdered in 267. Also killed was the king’s eldest son, heir to the throne. In the name of another son, whom she could more readily control, Zenobia assumed the power of the throne of Palmyra. Through negotiation and careful placement of troops, she extended Palmyra’s rule over Asia Minor, Syria, Mesopotamia, and Egypt. So impressive was this expansion that Palmyra became a kind of empire within an empire. The threat was not lost on Rome. When Zenobia dared to have her son declared emperor, the Romans responded with war, destroying Palmyra and capturing the queen. Zenobia was paraded as a captive through Rome, but eventually she was given a pension and permitted to live out the rest of her life in a villa near Tivoli in Italy.

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EADING

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A Roman Historian Describes the German Tribes

G


Guided Reading In this selection, read to learn how German men and women lived, dressed, and worshiped. For myself, I accept the view that the peoples of Germany . . . remain . . . distinct and unlike any other nation. One result of this is that their physical characteristics, insofar as one can generalize . . . , are always the same: fierce-looking blue eyes, reddish hair, and big frames—which, however, can exert their strength only by means of violent effort. They are less able to endure toil or fatiguing tasks and cannot bear thirst or heat, though their climate has inured [accustomed] them to cold spells and the poverty of their soil to hunger. . . . The appearance of the country differs considerably in different parts; but in general it is covered either by bristling forests or by foul swamps. It is wetter on the side that faces Gaul [modern France], windier on the side of Noricum and Pannonia [Austria, Hungary]. A good soil for cereal crops, it will not grow fruit-trees. It is well provided with livestock; but the animals are mostly undersized, and even the cattle lack the handsome heads that are their natural glory. It is the mere number of them that the Germans take pride in; for these are the only form of wealth they have, and are much prized. . . . . . . Above all other gods they worship Mercury, and count it no sin, on certain feastdays to include human victims in the sacrifices offered to him. Hercules and Mars they appease by offerings of animals, in accordance with ordinary civilized custom. . . . The Germans do not think it in keeping with the divine majesty to confine gods within walls or to portray them in

the likeness of any human countenance. Their holy places are woods and groves, and they apply the names of deities to that hidden presence which is seen only by the eye of reverence. . . . It is a well-known fact that the peoples of Germany never live in cities and will not even have their houses adjoin one another. They dwell apart, dotted about here and there, wherever a spring, plain, or grove takes their fancy. Their villages are not laid out in the Roman style, with buildings adjacent and connected. Every man leaves an open space round his house, perhaps as a precaution against the risk of fire, perhaps because they are inexpert builders. They do not even make use of stones or wall-tiles; . . . they employ rough-hewn timber, ugly and unattractive-looking. Some parts, however, they carefully smear over with a clay of such purity and brilliance that it looks like painting or coloured design. . . . . . . The universal dress in Germany is a cloak fastened with a brooch or, failing that, a thorn. They pass whole days by the fireside wearing no garment but this. It is a mark of great wealth to wear undergarments, which . . . fit tightly and follow the contour of every limb. They also wear the skins of wild animals. . . . The dress of the women differs from that of the men in two respects only: women often wear outer garments of linen ornamented with a purple pattern; and as the upper part of these is sleeveless, the whole of their arms . . . are exposed.

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5

ermanic tribes lived on the frontiers of the Roman Empire for centuries. Most of what modern historians know about the customs, appearance, and beliefs of the Germanic tribes comes from a Roman—not Germanic—historian. Cornelius Tacitus, a Roman lawyer, official, and historian, wrote Germania, excerpted below, in A.D. 98. Tacitus describes the Germans along the Rhine River frontier of the empire. In part, the historian used the Germanic tribes as moral examples of upright, if primitive, people who still held on to the simple virtues that many Romans had forgotten. He also had sources of factual information about laws, customs, and fighting methods gathered from nearly 100 years of Roman wars and other contacts with the Germans.

Name

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PRIMARY SOURCE R

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. . . Their marriage code, however, is strict, and no feature of their morality deserves higher praise. They are almost unique among barbarians in being content with one wife apiece—all of them, that is, except a very few who take more than one wife . . . because their exalted rank brings them many pressing offers of matrimonial alliances. The dowry is brought by husband to wife, not by wife to husband. Parents and kinsmen attend and approve the gifts—not gifts chosen to please a woman’s fancy or gaily deck a young bride, but oxen, a horse with its bridle, or a shield, spear, and sword. In consideration of such gifts a man gets his wife, and she in her turn brings a present of arms [weapons] to her husband. This interchange of gifts typifies

Class

EADING

5

for them the most sacred bond of union, sanctified by mystic rites under the favor of the presiding deities of wedlock. The woman must not think that she is excluded from aspirations to manly virtues or exempt from the hazards of warfare. That is why she is reminded, in the ceremonies which bless her marriage . . . , that she enters her husband’s home to be the partner of his toils and perils, that both in peace and in war she is to share his sufferings and adventures. That is the meaning of the team of oxen, the horse ready for its rider, and the gift of arms. . . . She is receiving something that she must hand over intact and undepreciated to her children. . . .

5 INTERPRETING THE READING Directions Use information from the reading to answer the following questions. If necessary, use a separate sheet of paper. 1. What did German men and women look like in person and dress?

3. What were the Germans’ religious beliefs and how did they worship?

4. What kinds of gifts were given at a Germanic wedding ceremony? According to Tacitus, how did this ceremony indicate the status of married women in Germanic society?

Critical Thinking 5. Making Inferences In what ways does Tacitus—a sophisticated Roman city dweller—seem to approve of the Germans’ primitive frontier life?

142


2. How does Tacitus describe the landscape?

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‘

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Rome and the Rise of Christianity As Rome evolved from a republic to an empire, its government, social structure, culture, and even family life changed. Yet, in some ways the republic and the empire were not so different. DIRECTIONS: Use the Venn diagram below to compare and contrast the Roman Republic and

CHAPTER

5

the Roman Empire. List characteristics and attributes of the republic on the left. List characteristics and attributes of the empire on the right. In the center, list characteristics and attributes shared by both the republic and the empire.

Roman Republic Latin-speaking

Pax Romana


family was basic unit of society

Roman Empire

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★

Date

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★

★

From Rome to Washington The founders of the United States wanted to inspire generations of future Americans by evoking the governments of Athens and the Roman Republic. Such inspiration is evident in the architecture of buildings such as the Capitol, the Supreme

Court, the Lincoln and Jefferson Memorials, and the Library of Congress. The Capitol, in fact, is named after the Capitoline Hill in Rome, the highest of the city’s seven hills and the site of the Capitol, the temple of Jupiter.

CHAPTER

Comparing Governments Characteristic

United States

Roman Republic

Branches of government

5

Voters Citizenship Executive leader Territorial expansion Military power Religion

DIRECTIONS: How does the government of the United States today compare to that of the

144


Roman Republic? Use the chart above to list similarities and differences between the governments and influence of the United States and the Roman Republic. Then answer the question that follows in the space provided. Was the Roman Republic a good source of inspiration for the founders of the United States? Why or why not? Write your answer below.

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Frescoes In A.D. 79, the volcano Vesuvius erupted, burying the entire town of Pompeii and all of its inhabitants under ashes and cinders. The city was not rediscovered until 1748 and has since been excavated. The covering of volcanic ash preserved the city and its people to an amazing degree. Archaeologists even found loaves of bread on kitchen tables.

5

DIRECTIONS: Read the passage below about the frescoes, or wall paintings,


CHAPTER

found in Pompeii. Then answer the questions in the space provided.

Woman Playing the Cithera, fresco, Villa of Publius Fannius Synistor, Pompeii

ompeii was a thriving port and a prosperous resort. Wealthy families lived throughout the city in houses called villas, and most villas contained frescoes, which sometimes covered all four walls of a room from floor to ceiling. A fresco is a wall painting. The paint is applied to a layer of damp plaster. Because the plaster is wet, the paint bonds with the plaster, creating a perma-

P

nent, unified surface. Fresco painting is ideal for large, boldly colored murals. Frescoes are especially durable in dry climates such as those of Italy, Greece, and Egypt. They are almost never found in rainier northern Europe. The frescoes found in Pompeii are still in excellent condition; indeed, many of them look brand-new. Colors used by fresco painters include bright reds, (continued)

145

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blues, greens, and yellows, sometimes in dazzling contrast to a black background. The frescoes range in size from small portraits and still lifes to a single mural wrapping around an entire room. Some frescoes in the villas of Pompeii particularly stand out. For example, in the Houses of the Vatti, frescoes cover the walls of one room. They portray scenes from mythology, ships at sea, still lifes, portraits of notable people, nature sprites, and garlands of leaves and flowers in vivid red, green, gold, blue, orange, and white. The top row of frescoes uses what is known as “window effects.” This is a series of painted windows looking out at people and land-

5

scapes. The artist created an optical illusion so that the scenes appear three-dimensional—as if the viewer is actually looking out a real window. The Villa of the Mysteries contains a fresco entitled Scenes of a Dionysiac Mystery Cult, a mural that continues all the way around the room. Life-size people and animals are set against a blazing red background. The meaning of the mural is a mystery. It depicts a semi-secret cult performing sacred rites, accompanied by gods, goddesses, and fantastic mythological creatures. There is nothing like it in other Roman paintings from the time.

5 Reviewing the Selection 1. Describe the technique of fresco painting.

2. What are the noteworthy elements of the frescoes found in Pompeii?

3. What might the fresco on page 145 tell you about leisure activities in Pompeii?

4. Recognizing Bias Does the author of the passage describe the frescoes matter-of-factly, or does he or she display a bias (either positive or negative) about the artwork? Explain your answer.

5. Evaluating Information If the author does display bias, does that make the information less reliable? Explain your answer.

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Critical Thinking

G l e n c o e

Chapter 5


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149


150


151


152

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SECTIONS

Section Resources

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Guided Reading Activity 5-1 The Rise of Rome DIRECTIONS: Answer the following questions as you read the section. 1. List the four reasons that the location of the city of Rome was especially favorable.

2. In what three ways was early Rome influenced by the Etruscans?

SECTION

3. Give a definition of the form of government known as a republic. 4. Three reasons can be given for Rome’s success in gaining control of the entire Italian

5-1

peninsula. What are they?

5. What two groups formed the government of early Rome? 6. Explain the difference between these two groups.

8. What lands did Rome conquer to become the dominant power in the Mediterranean?

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7. What was the cause of the First Punic War?

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Guided Reading Activity 5-2 From Republic to Empire DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if the statement is true or F if the statement is false. For all false statements write a corrected statement. 1. By the second century B.C., the Senate had become the real governing body of the Greek state.

2. At the beginning of the first century B.C., a Roman general named Marius began to recruit his armies by promising to give land to the soldiers.

3. A triumvirate is a government by four people with equal power.

5. The period beginning in 31 B.C. and lasting until A.D. 14 came to be known as the Age of Aquarius.

6. In 27 B.C., the Roman Senate awarded Octavian the title of Augustus—“the revered one.”


7. A legion was a military unit of about 150,000 troops.

8. The first four emperors after Augustus were of no relation to him.

9. At the beginning of the second century, a series of five “good” emperors ushered in a time of peace known as the Pax Romana.

10. At its height in the second century, the Roman Empire covered about three and a half million square miles and had a population of more than fifty million.

11. Greek was the language of the western part of the Roman Empire.

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SECTION

5-2

4. As Octavian and Antony struggled for control of the Roman empire, Antony allied himself with the Egyptian queen Elizabeth VII.

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Guided Reading Activity 5-3 Culture and Society in the Roman World DIRECTIONS: Fill in the blanks below as you read the section. During the third and (1)

centuries B.C., the Romans

adopted many features of the (2)

style of art. While Greek

sculptors aimed for ideal appearance in their figures, Roman sculptors produced (3)

statues. In their architecture, the Romans used Greek styles,

but also forms based on (4)

lines: the arch, vault, and dome.

The Romans were the first people in antiquity to use (5)

on a

massive scale. In Rome, almost a dozen (6)

kept a population

of one million supplied with water. The most distinguished poet of the Augustan Age was (7)

.

SECTION

The Roman historian Livy had a serious weakness as a (8)

: he

was not always concerned about the factual accuracy of his stories. Teachers in Roman households were often Greek slaves because upper-class Romans had to

5-3

learn Greek as well as (9)

to prosper in the empire.

Large numbers of foreign peoples captured in war were brought back to Italy as (10)

. Greek slaves were in much demand as tutors,

(11)

, doctors, and artists. The most famous slave revolt in Italy

occurred in 73 B.C., led by the gladiator (12) An enormous (13)

existed between rich and poor in , while the poor lived in

apartment blocks called insulae. Many poor Romans spent most of their time outdoors in the (15)

. Beginning with (16)

,

the emperors provided food for the city poor. About two hundred thousand people received free (17) emperor as part of the great (18) state.

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. Public spectacles were provided by the festivals celebrated by the


Rome. The rich had comfortable (14)

.

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Date

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Guided Reading Activity 5-4 The Development of Christianity DIRECTIONS: Fill in the blanks below as you read the section. I.

brought back traditional Roman festivals and ceremonies. A. Romans believed proper ritual brought a right

with the gods.

B. Romans were tolerant of other

.

II. Judaea had become a Roman

by A.D. 6.

A. Unrest was widespread in Judaea, but the

differed among

themselves about Roman rule. B. A Jewish revolt in A.D. 66 led to the destruction of the Jewish

.

III. In the midst of conflict in Judaea, a Jewish prophet named

began

his public preaching.

5-4

1. “Do to

of the inner person.

what you would have them do to you.”

2. “Love the Lord your God with all your heart, soul, mind and

.”

B. The Roman procurator Pontius Pilate ordered Jesus to be 1. Jesus was seen as a potential

.

against Rome.

2. Followers of Jesus believed he had

.

C. After reports that Jesus had

, Christianity quickly spread.

1. Paul taught that by accepting Jesus as Messiah, one could be 2. The written

give a record of Jesus’ life and teachings.


D. Many Romans came to see Christianity as

to Rome.

1. Christians refused to worship 2. Rome began

. Christians during the reign of Nero.

E. Christianity attracted many 1. Christianity gave 2. Christianity was 3. Under

.

in the Roman world. to life. to be blotted out by force. , Christianity became the state religion.

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SECTION

A. Jesus taught the importance of the

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Guided Reading Activity 5-5 Decline and Fall DIRECTIONS: Fill in the blanks below as you read the section. 1. Marcus Aurelius, the last of

, died in A.D. 180. A period of

and

followed.

2. By the mid-third century, the state had to rely on hiring

to fight

under Roman commanders. 3. After Constantine, the empire continued to be divided into

and

parts. 4. In 410, the

sacked Rome. Another group, the Vandals, poured into

southern Spain and Africa. In 5. In 476, the western emperor

, they too sacked Rome. , was deposed by the Germanic head

SECTION

of the army. This is usually taken as the date of the fall of the

.

6. The Eastern Roman Empire, the Byzantine Empire, continued to thrive with its center at .

5-5

7. The theories proposed to explain the decline and fall of the Roman Empire include: A.

Christianity’s values weakened Roman

B.

Traditional Roman

virtues. declined as non-Italians gained

prominence. C.

Lead poisoning from leaden water pipes and cups caused a decline.

D.

wiped out one-tenth of the population. Rome failed to advance technologically because of

F.

Rome was unable to put together a

8. No

political system.

explanation can explain the fall of a great empire. The Roman

Empire experienced problems related to acquiring

152

.

.


E.

Answer Key CHARTING AND GRAPHING ACTIVITY 1 Answers will vary but may include the following: Trading Peoples: cultures: Indo-Europeans, Phoenicians, Israelites; locations: Syria, Palestine; innovations and achievements: alphabet, Hebrew Bible Empire Builders: cultures: Akkadians, Sumerians, Egyptians, Assyrians, Persians, Aryans, Mauryan dynasty, Gupta Empire, Shang dynasty, Zhou dynasty, Qin dynasty; locations: entire Middle East, Mesopotamia, Babylon/entire Fertile Crescent, Hindu Kush, India, China; innovations and achievements: early forms of writing such as cuneiform and hieroglyphics, the wheel, number systems, Hammurabi’s Code, the pyramids, system of roads, efficient communication system, and so on.

ECONOMICS AND HISTORY ACTIVITY 1 1. Economics is the system of distributing limited resources to fill unlimited wants and needs. 2. The barter system became too complicated. Using mediums of exchange made it easier to trade products or “purchase” items from people who didn’t need what you directly produced. 3. Specialization is when people become experts at producing one item or service, rather than making everything that they need. 4. Self-sufficiency is when people or family groups work to produce everything that they need. Interdependence is when people rely upon each other to fill their needs and wants. 5. Sample response: As civilizations grew and people began to live in large cities, specialization began to evolve. As some people became experts at making certain goods or providing certain services, other people became interested in buying these goods or using these services. In turn the

“buyers” would make different goods or engage in providing other types of services, and so the cycle would continue. 6. Sample response: Basic need: shelter — simple one-room home, small apartment, house, larger estate, sprawling mansion. 7. Answers will vary. Student diagrams should accurately link businesses and consumers that rely upon each other.

WORLD LITERATURE READING 1 1. The army has been stricken with a terrible plague. The Greeks will all die unless the cause is discovered and the plague halted. 2. If Achilles is not going to be rewarded for his victories in battle, he has no reason to fight. His honor and pride have been injured. Without honor, he has no identity. 3. The Greeks believed that honor was the most valuable thing a person had and was shown in a man’s loyalty, honesty, and commitment to his oath. 4. Possible answer: The passage indicates that women are valued primarily for their beauty. They are treated as “prizes” to be awarded and stolen, not as equals to men. Goddesses, of course, are a different matter: men must respect them and obey their commands.

VOCABULARY ACTIVITY 1 Across 4. archaeology 5. radiocarbon dating 11. domesticate 13. hominid 15. fossils 16. Homo sapiens 17. civilization

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Answer Key Down 1. Paleolithic 2. artifact 3. Bronze Age 6. anthropology

Irrigation allowed farmers to produce grain surpluses. Food surpluses allowed for population growth and increased leisure time.


8. technology

1. its coordinates on a map grid—a pair of numbers for degrees of latitude and longitude

9. nomads

2. 39°N, 117.5°E

7. artisan

10. prehistory

3. 34°N, 120°E

12. culture

4. major floods across the North China Plain

14. Neolithic

5. loss of reliable water supplies for agriculture and drinking, and subsequent decline of population at settlements no longer near the river

SKILLS REINFORCEMENT ACTIVITY 1 1. South America 2. The globe; it accurately shows South America as being larger than Greenland, whereas the Cylindrical Projection map distorts the size of the land areas, making Greenland seem larger. 3. Cylindrical Projection maps accurately depict the shapes of land and water and give true directions.

CRITICAL THINKING SKILLS ACTIVITY 1 Students should place the events in the following order: Neolithic people domesticated plants and animals. Farming replaced hunting and gathering as a means of procuring food. People looked for places where water was plentiful and soil was fertile to establish permanent farming communities. Farming peoples settled in river valleys like those of the Nile and Indus. The earliest civilizations arose in river valleys. Answers will vary for subsequent causes/ effects but should be supported. Sample answers: 154

6. because of the river’s history of destroying villages and killing people when it floods 7. Headwaters (Lake Itasca, Minnesota): 47°N, 95°W; delta: 29°N, 89°W; sample river ports: Minneapolis-St. Paul: 44°N, 93°W; St. Louis: 38°N, 90°W; Memphis: 35°N, 90°W; New Orleans: 30°N, 90°W. Students should research the dam system for the Mississippi, including dams built on the Missouri and Ohio Rivers, and should report on levees, floodwalls, and dredging of the river channel.

MAPPING HISTORY ACTIVITY 1 1. Africa and the Middle East 2. From the Middle East, Homo sapiens migrated northeast through Asia, crossed a land bridge at the Bering Strait into North America, then moved southeast through Central America into South America. 3. Accept all reasonable symbols. Students should position symbols in the areas indicated in the activity: West Africa—watermelon, rice; Southeast Asia—bananas, cucumbers, yams; southern Europe— cattle, grapes; China—soybeans; Central

Answer Key Asia—camels; Central America—avocados, maize, tomatoes; North America— turkeys, sunflowers, beans.

HISTORICAL SIGNIFICANCE ACTIVITY 1 Answers will vary. Some students may agree with Tiger, pointing out that getting people to cooperate on a hunt is similar to persuading a group of senators to vote for a bill, for example. Students who disagree might argue that while men were hunting, the women had to coordinate the groups of gatherers and to perform other “household” duties, which also required leadership abilities.

COOPERATIVE LEARNING ACTIVITY 1 Students should complete the activity and answer the Group Process and Quick Check questions. Have students share their responses with their groups or with the class as a whole.

HISTORY SIMULATION ACTIVITY 1 Students should work collaboratively in groups toward achieving the learning objective of the History Simulation Activity.

TIME LINE ACTIVITY 1 Answers will vary. Technology: Agriculture begins—tools developed to aid agriculture; Grain crops cultivated in Nile Valley—cultivation required irrigation and better tools. Domestication: Domesticated animals in Southwest Asia; Agriculture begins—alternative to hunter-gatherer societies; Last ice age ends—climate changes and new areas become arable and suited to grazing; Grain crops cultivated in Nile Valley—beginnings of stable Nile Valley settlements, cultivated crops can support more humans and livestock. Civilization: Last ice age ends— changing climate creates new patterns of activity, new spaces for humans; C ¸ atal Hüyük community in Turkey—permanent settlements form; settlements grow using new and more effective social structures, technologies, and food production techniques.

LINKING PAST AND PRESENT ACTIVITY 1 1. In a hunter-gatherer society, competition could possibly lead to the disintegration of the group. If a few people in the group hoarded all the important resources, other group members might be forced to leave the group in order to find such resources elsewhere. As a result of the splintering of the main group, the two remaining groups could lack enough members to perform the functions that promote the health and contentment of their respective groups. In contrast, in a society with large numbers of people holding a greater variety of jobs, such as a capitalist society, competition can stimulate production and innovation. 2. If a hunter-gatherer society suddenly increased in number of people, the valuable natural resources within that society’s territory could face overuse or even total destruction. If the society splintered into smaller groups, resources in a given area could face the same fate. 3. Students’ essays should include the following ideas: Scholars are better able to understand the artifacts of prehistoric people by comparing them with tools used by modern hunter-gatherer groups. For example, by learning why the San Bushmen in Africa create rock paintings, scholars can understand the purposes behind prehistoric cave paintings. The weapons and tools of modern huntergatherers provide information on how prehistoric people hunted animals and prepared them for use. The organization and management of modern huntergatherer societies provide models for how prehistoric people may have governed their societies. The roles of men and women in modern hunter-gatherer groups indicate the way in which tasks and other functions might have been divided between the sexes in prehistoric times.

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Answer Key PEOPLE IN WORLD HISTORY ACTIVITY 1, PROFILE 1 1. Most anthropologists placed the evolution of humans in Asia. The Leakeys believed this occurred in East Africa. 2. She discovered a Miocene primate’s skull in 1948; Zinjanthropus in 1959; homo habilis in 1960; primitive stone tools as old as 2 million years old; the footprints of Laetoli. 3. Student answers will vary. Accept relevant and thoughtful answers.

PEOPLE IN WORLD HISTORY ACTIVITY 1, PROFILE 2 1. Johanson’s expeditions were concentrated in the Afar region of Ethiopia in Eastern Africa. 2. Lucy provided significant evidence that hominids walked upright much earlier than had been previously thought 3. Answers will vary. Students answers may include the threats of nuclear destruction or environmental devastation. Solutions may be to correct the damage already done, or ways in which humans could evolve to adapt to the new environment.

PRIMARY SOURCE READING 1 1. The plant or animal remains must be buried by sand, volcanic ash, and so on. Chemicals from soil and water enter the remains and replace the durable parts, such as bones. 2. in river and lake sediments, dry gullies, cave floors 3. The remains decay or are eaten. The soft parts decay first, so the hard parts are more likely to remain in place long enough to become fossils. 4. Students should infer that fossil hunting is a slow process.

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RETEACHING ACTIVITY 1 Cooperating: large-scale construction projects, differentiation of social roles Procuring food: gathering fruits, leaves, and nuts; hunting animals; using fire to make food; domesticating animals; agriculture Building civilizations: communal shelters, villages, cities in river valleys, government, shared values and beliefs, long-distance trade, invention of writing Developing spiritual beliefs: life after death, burial practices, cave paintings, sculpted figures, shrines for deities Making tools: wooden digging sticks; stone tools; bone, antler, and ivory tools used as bow and arrow; needles; fishhooks; use of metals

ENRICHMENT ACTIVITY 1 Answers will vary, depending on the change that students choose and the roles they assume in their ancient societies. Encourage students to use their imaginations and information from the chart and Chapter 1 in their responses.

WORLD ART AND MUSIC ACTIVITY 1 1. Altamira, Spain; and Lascaux, France 2. The paintings show animals in motion. They are colorful and detailed. 3. Plants were easy to find, whereas hunting game was difficult and dangerous. Also, meat was an important part of their diet. People usually draw pictures of things that are important to them. Since no representations of people were found, it is unlikely Paleolithic people worshiped a god or goddess that had human form. 4. Answers will vary. Students should suggest something that is important to them and that would give someone in the future an idea of today’s culture.

Answer Key GUIDED READING ACTIVITY 1-1 1. what people have left behind. 2. human life and culture. 3. dating their finds.

11. They were built as places for worship or sacrifice, or for the burial of kings and other important people.

VOCABULARY ACTIVITY 2

4. 50,000 years old.

1. E

5. eastern and southern Africa.

2. F

6. wise human being.

3. C

7. the ability to make tools.

4. A

8. simple stone tools.

5. K

9. they had to follow animal migrations and vegetation cycles.

6. H 7. M

10. the use of fire.

8. D

11. Europe, Asia, and North America.

9. G

12. mineral ores and animal fat.

GUIDED READING ACTIVITY 1-2 1. new stone 2. The real change was the shift from hunting animals and gathering food, to keeping animals and growing food. 3. Wheat and barley were grown and pigs, cows, goats, and sheep were kept.

10. L 11. I 12. B 13. J 14. Paragraphs will vary but should include at least five of the terms.


6. Bronze is created by combining copper and tin.

Student answers will vary. Possible cause-andeffect relationships include: son strikes his father (cause) and hand cut off (effect); officials fail to apprehend murderer (cause) and fine is paid to family (effect); wife neglects her home and humiliates her husband (cause) and he drowns her (effect); house collapses resulting in death of the owner (cause) and death (effect).

7. the river valleys of Mesopotamia, Egypt, India, and China

CRITICAL THINKING SKILLS ACTIVITY 2

4. Europe, India, Egypt, China, Mesoamerica, and Southwest Asia 5. Some people became artisans who produced weapons, jewelry, and other commodities for trade and sale.

8. cities, government, religion, social structure, writing, and art

1.–7.

9. Governments organize and regulate human activity.

8.–10. Answers will vary, but students should be able to explain their reasoning.

Students should check questions 1, 4, 6, and 7.

10. to keep accurate records

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Answer Key HISTORY AND GEOGRAPHY ACTIVITY 2

COOPERATIVE LEARNING ACTIVITY 2

1. Students may mention survival, protecting against dangers, and controlling crucial resources such as water.

Students should complete the activity and answer the Group Process and Quick Check questions. Have students share their responses with their groups or with the class as a whole.

2. They maintained two harbors. They devoted the center of their city to building a temple area. They built the city walls and a canal.

HISTORY SIMULATION ACTIVITY 2

3. Possible answers: Supplying the city population with its basic needs may have resulted in intensive cropping and grazing of the land and removal of all possible fuel for cooking fires. Garbage and waste disposal must have been serious problems. Contagious diseases probably spread very easily. 4. Answers will vary. Problems in urban planning include public safety, drinking water, sewage and waste disposal, and mass transportation. Students might contrast the problems of a Sumerian city of 20,000 with those of a modern city of more than 1 million inhabitants.

MAPPING HISTORY ACTIVITY 2 1. Eridu 2. Ebla 3. Sumer 4. a.–d. Students should correctly add the given cities according to the map scale. e. Sumer

HISTORICAL SIGNIFICANCE ACTIVITY 2 Some students will “steal” back their items, arguing that it is theft only if you take what does not belong to you. They may go so far as to argue that this saves busy police officers the trouble of making an arrest and saves citizens the cost of a trial. Other students will argue that taking the law into your own hands causes chaos or even anarchy.

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Students should work collaboratively in groups toward achieving the learning objective of the History Simulation Activity.

TIME LINE ACTIVITY 2 1. 2700 B.C.; 2200 B.C. 2.

C.

2340

3. New Kingdom 4. 3100 B.C. 5. 3000 B.C. 6. 398 years 7. 1133 years 8. The Hittites created an empire. 9. 1821 LINKING PAST AND PRESENT ACTIVITY 2 1. If a debtor never paid the debt, and no time limit was set on the years the debtor’s dependents had to work to pay it off, then the lender might have kept the debtor’s dependents (as slaves) in lieu of payment. 2. Increasingly, smaller businesses found it more difficult to compete with the larger and more powerful corporations. With little to no threat from smaller businesses, corporations were free to set their own prices for their goods and services and control their workers’ wages and working conditions. 3. Students’ essays should include these ideas: Slaves in Mesopotamia were prisoners of war, foreigners, criminals, and people who were unable to pay their

Answer Key debts. Slaves were at the bottom of the social scale. Their treatment depended on the kindness or cruelty of their owners. Slaves could be physically abused and even branded. Nonetheless, they could borrow money, carry on a trade for money, and eventually buy their freedom.

PEOPLE IN WORLD HISTORY ACTIVITY 2, PROFILE 1 1. Amenhotep IV changed the religion of Egypt from polytheism to monotheism. He also changed his name to Akhenaton. 2. Nefertiti supported the new religion and played an important role in its ceremonies.

3. They had to clear out blocked stairways and passages leading from the outer door. 4. The list includes gilt couches carved like leopards, life-sized statues of kings, painted boxes, alabaster vases, black shrines (with a gilt snake), beds, chairs, a throne, chariots, portraits. 5. The two statues guarded another sealed chamber where the mummy or coffin was likely to be. The first room was just an entrance hall. 6. to accompany the rulers on their journey to the afterlife


1. David is revered for his skill as a warrior, ruler, and writer.

Old Kingdom: Great Pyramid is built; practice of burying mummies in tombs begins. Middle Kingdom: Pharaohs provide for the public welfare; dates from 2050 to 1652 B.C.; fortresses built to protect Nubia; Egypt captures Nubia; canal connecting Red Sea and Nile constructed. New Kingdom: the Hyksos are driven out of Egypt; Egypt becomes the most powerful state in Southwest Asia; Queen Hatshepsut rules; Thutmose III conquers an empire; Tutankhamen restores old Egyptian gods; Ramses II reigns for 66 years; Akhenaton founds new religion.

2. His son, Absalom, turned against him and was killed by David’s troops.

ENRICHMENT ACTIVITY 2

3. Answers will vary. Possible answers: As Aton’s son, he believed he could do anything he wanted. Akhenaton probably felt that he was making a positive change. However, he may not have been aware of or concerned with the effects of this change on his people.

PEOPLE IN WORLD HISTORY ACTIVITY 2, PROFILE 2

3. Answers will vary. Possible answer: Yes, most people focus on one or two abilities. People who have many talents often become leaders, as David did.

PRIMARY SOURCE READING 2 1. Most pyramids and royal tombs had been opened and robbed or vandalized; Tutankhamen’s tomb, in contrast, was almost untouched by grave robbers and vandals. 2. 1922; by British archaeologist Howard Carter

1. The flooding of the Nile played a central role in the life of ancient Egypt. 2. Students should infer that building earthen dams and irrigating fields were labor-intensive activities that needed, like the building of the pyramids, an abundant labor force. 3. Egyptian kings were gods, who were supposed to know and control everything. Their ability to predict was a reflection of their godliness. 4. Land close to the river was flooded more regularly and for longer than more 159

Answer Key distant fields, making it better for crops and requiring less labor to manage the flooding. 5. Water and the Nile had very important places in Egyptian religion. Water could be provided or withheld as evidence of a god’s pleasure or displeasure with the people.

WORLD ART AND MUSIC ACTIVITY 2 1. A pyramid has a large square base. It is made of stone and rises to a point at the top. It is solid, with two large chambers and other rooms, corridors, and air shafts. 2. Pyramids were built to keep the spirit of the pharaoh safe and to provide everything he would need in the afterlife. 3. Information about the structure of the pyramids is factual. Statements about why they were built are opinions. Students may say that the Egyptians’ religious beliefs were opinion, but it is a fact that they held these beliefs. 4. Answers will vary. Students should justify their opinions with reasoned arguments that take into account the facts supplied in the passage.

GUIDED READING ACTIVITY 2-1 1. Because this land had rich soil and abundant crops. 2. The Sumerians were the creators of the first Mesopotamian civilization. 3. Uruk was encircled by a wall six miles long with defense towers located along the wall every 30 to 35 feet (9.1–10.7 m). 4. They invented the arch and the dome, and they built some of the largest brick buildings in the world. 5. The temples served as the center physically, economically, and politically.

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6. The Sumerians believed that the gods ruled the cities, making the state a theocracy. 7. The wheel, which led to the construction of wheeled carts. 8. An empire is a large political unit or state, usually under a single leader, that controls many peoples or territories. 9. Sargon, leader of the Akkadians, overran the Sumerian city-states around 2340 B.C. 10. The principle of retaliation, “an eye for an eye and a tooth for a tooth.” 11. Human beings were created to do the manual labor the gods were unwilling to do for themselves. 12. Their greatest invention was their writing, a cuneiform “wedge-shaped” system of writing. 13. It allowed a society to keep records and to pass along knowledge from person to person and generation to generation.

GUIDED READING ACTIVITY 2-2 1. False. The most important feature of the river was its yearly flooding. 2. False. Egyptian civilization was marked by a great degree of continuity. 3. True. 4. False. In obeying their pharaoh, subjects believed that they were helping to maintain a stable world order. 5. True. 6. True. 7. False. Draining the land provided thousands of acres of new farmland. 8. False. Hatshepsut was the first woman to become pharaoh. 9. True.

Answer Key GUIDED READING ACTIVITY 2-3 1. Indo-European 2. single 3. Hittites 4. Mediterranean 5. ships 6. sea traders 7. alphabet

D. professional 1. cavalry, infantry 2. Immortals 3. replaced E. isolated IV. Zoroastrianism A. supreme B. creator C. separation

VOCABULARY ACTIVITY 3

8. Hebrew Bible

1. B

9. King Solomon

2. H

10. Palestine

3. E

11. Jerusalem

4. J

12. height

5. K

13. kingdoms

6. A

14. Assyrians

7. G

15. Chaldeans

8. F

16. Jerusalem

9. C

17. Yahweh

10. D

18. goodness

11. I

19. compassionate

12. N

20. war

13. L

21. peace

14. M



I. Semitic A. iron B. Nineveh C. terror II. Babylon III. Asia Minor; western India A. civilizations B. province C. roads 1. Royal; Susa 2. way stations

1. a. 13°N, 80°E b. 29°N, 78°E c. 19°N, 73°E 2. a. Madurai b. Calcutta c. Srinagar

CRITICAL THINKING SKILLS ACTIVITY 3 1. Both number systems are based on 10 and use the appropriate number of short vertical lines to show numbers. Neither system 161

Answer Key has a symbol for zero. The systems differ in the shape of their lines, especially in the symbol for 10, and in the arrangement of the lines. 2. Possible answer: The Arabic and Modern Arabic systems are the most similar because the “numbers” have almost matching shapes. The Hindu and Roman systems are the most dissimilar because the “numbers” have very dissimilar shapes and only one has a symbol for zero. 3. Possible answers: We can learn how number systems developed. We can learn how people in different cultures work with numbers. 4. Secret codes will vary, but should follow a consistent pattern that can be translated.

HISTORY AND GEOGRAPHY ACTIVITY 3 1. A region is an area that has one or more common characteristics. 2. The boundaries of the region where IndoEuropean languages were spoken overlap boundaries among the trading regions of Persians, nomads, and Romans. This overlap indicates a relationship among their shared language characteristics and trading regions. The region of traders speaking Chinese does not overlap the others, indicating that trade is less likely to occur without language similarities among traders. 3. Answers may suggest that when Europe became self-sufficient in producing silk, it no longer needed to trade for Chinese silk, and trade along the route diminished. 4. Students may point out the parallels with ancient times, raising issues of the transfer of wealth from nations such as the United States to Japan, or they may suggest that redistribution of wealth among regions is not injurious in the interdependent and interrelated world today. 162

MAPPING HISTORY ACTIVITY 3 1. Rock and pillar edicts inscribed with Buddhist teachings and found throughout India today would be good markers of the extent of the Mauryan Empire’s power and influence. 2. Both empires contained major river systems; the Mauryan contained the Indus and the Ganges while the Gupta contained the Ganges only. Large river systems (or other accessible water sources) are important because they provide transportation, food, and irrigation for crops, which help sustain the people. 3. The land between the Ganges and the Indus was probably not as fertile as the river valleys surrounding the rivers; otherwise the Aryans would have expanded directly southward as well as to the east and west. 4. Students should draw three trade routes: from India to Ceylon, through the Strait of Malacca, to Southeast Asia and China; from India across the Himalaya to Central Asia; and from India through the Khyber Pass towards Arabia and Rome.

HISTORICAL SIGNIFICANCE ACTIVITY 3 1. Answers will vary, but should identify the principles of equality and kindness as being Daoist; students should be able to identify the principles of proper behavior and adherence to the wishes of one’s superiors (i.e., the Party) as Confucian. 2. Possible answer: Liu was raised in the Chinese culture; therefore, he himself believes in the traditional values which he extols. Additionally, by linking the new philosophy (communism) with traditional ones, he is working to make his arguments more palatable to his listeners. 3. Answers will vary. Students may focus on events during Qin Shihuangdi’s reign, such as building the Great Wall, canals, and roads. The success of ancient China’s

Answer Key defense and economy can then be linked to the underprivileged classes who worked under brutal conditions to complete them. In another case, students may wish to contrast the bias of the Han educational system for the wealthy with the need to establish free public education for peasant children. Students may wish to compare the scorn of traditional Chinese society for the merchants who pursued unbounded wealth at the community’s expense with the Communist hatred of the capitalist. Examples of good governmental policies the Communists might want to imitate include the encouragement of literature and science under the Han Empire.

COOPERATIVE LEARNING ACTIVITY 3 Students should complete the activity and answer the Group Process and Quick Check questions. Have students share their responses with their groups or with the class as a whole.


TIME LINE ACTIVITY 3 Answers will vary. Unity: Chandragupta Maurya rules Mauryan Empire—he created the first Indian Empire; Shang dynasty rules, Zhou dynasty rules, Qin dynasty begins—stability and unity under sustained lines of rulers of the Chinese peoples. Innovation: Siddhartha Gautama is born—created the principles of Buddhism. Conflict: Aryans invade northern India—control by foreign conquerors; Fall of Han dynasty—wars and uprisings leave China in chaos.

LINKING PAST AND PRESENT ACTIVITY 3 1. Aryabhata’s study of geometry led him to conclude that Earth is a sphere. Geometry describes the characteristics of different shapes, including spheres.

2. The letter symbols for numbers used by the Romans are cumbersome and confusing when used to calculate. The Romans had a symbol for zero but made no mathematical use of it. 3. Students should include the following information in their essays: All the data in electronic computers are represented by the binary code (combinations of zero and one). Electrical systems process data most efficiently when they deal with only two possible values that have a distinct meaning. The ideas of off and on have distinct meanings in electrical systems. Zero represents off and one represents on. When combined, the two digits represent a bit. Different combinations of bits make it possible for computers to calculate and do logic problems.

PEOPLE IN WORLD HISTORY ACTIVITY 3, PROFILE 1 1. His armies would attack the outlying areas, sapping them of their resources, and then move in and take over. 2. It is said that he abdicated his throne for his son, then became a monk and starved himself to death. 3. Possible answer: In achieving power, Chandragupta most likely acquired enemies who wished him dead.

PEOPLE IN WORLD HISTORY ACTIVITY 3, PROFILE 2 1. around A.D. 100 2. The Emperor Ho Ti gave Ts’ai Lun an aristocratic title and wealth. 3. Bamboo and silk were used before paper, They were difficult to handle, expensive, and rare. 4. Answers will vary. Possible answers: It revolutionized how ideas were communicated and recorded. It provided an easy and effective way to make books. 163

Answer Key 5. Answers will vary, but should acknowledge the response Ts’ai Lun’s invention received in China. 6. Answers will vary. Students will note that digitized information can be stored without degrading, but can be damaged by magnetic forces.

PRIMARY SOURCE READING 3 1. Heaven, the earth, man (people) 2. The people will be leaderless and will go their own way “like deer”; order will disappear, and the ruler will be destroyed. 3. Heaven: He must carry out religious rituals (offerings, sacrifices) properly and encourage correct behavior between parents and children. Earth: He should take part in and ensure the carrying-out of everyday farm chores—plowing, caring for silkworms. People: He should encourage education, religious rites, and proper attitudes. 4. The passage stresses Confucian relationships (filial piety, brotherly affection) and the respect the people ought to have for a ruler who meets his responsibilities. Throughout, it emphasizes order in society, the main Confucian aim. 5. The Confucian ideal, a strong and superior ruler with absolute control and leadership over ordinary people, probably would not work in a democratic government.

RETEACHING ACTIVITY 3 Goal of Human Existence: Hinduism—union with Brahman; Buddhism—nirvana Arts: Hinduism—Mahabharata, Ramayana; Buddhism—stupas, stone pillars Indian Rulers: Hinduism—Guptas; Buddhism—Asoka

ENRICHMENT ACTIVITY 3 1. C. Daoism. Daoists believe that the true way to follow the will of Heaven is 164

not action but inaction. They also believe that the best way to act in harmony with the universal order is to act spontaneously and let nature take its course by not interfering with it. 2. A. Confucianism. The idea of humanity: This consists of a sense of compassion and empathy for others. To many Chinese, this meant that others should be tolerated. Confucius urged people to “measure the feelings of others by one’s own,” for “within the four seas all men are brothers.” 3. B. Buddhism. The founder of Buddhism was Siddhartha Gautama, known as the Buddha, or “Enlightened One.” He spent his life seeking the cure for human suffering.

WORLD ART AND MUSIC ACTIVITY 3 1. Building began in the 500s B.C. and continued into the Ming dynasty during the A.D. 1300s. It was built to keep out invaders. 2. 1,400 miles long; 18 to 30 feet high; 12 to 30 feet thick; stones and brick covering dirt; guard towers and fortresses at frequent intervals 3. Answers will vary. Possible answer: If China had natural geographic defensive boundaries, such as a high mountain range, a river, or even a desert, then a wall would not be necessary. 4. Answers will vary. Possible answers: Yes, it is a work of art because it forms an interesting pattern with its surrounding landscape. No, it is not a work of art; nothing used for war can be considered a work of art.

GUIDED READING ACTIVITY 3-1 1. Mountain ranges, river valleys, a dry interior plateau, and fertile coastal plains 2. the Himalaya

Answer Key 3. The monsoon brings heavy rains, and throughout history Indian farmers have depended on these rains to grow their crops. 4. Most buildings were constructed of mud bricks baked in ovens and were square, forming a grid pattern. 5. The Aryans were a group of IndoEuropean nomadic peoples who began to move out of their original homeland in central Asia. 6. They made it possible to clear the dense jungle growth along the Ganges River and turn it into rich farming land.

ure. One should only be aware of the moral rightness of the act itself. 8. False. The three main types were the pillar, the stupa, and the rock chamber. 9. True.

GUIDED READING ACTIVITY 3-3 1. Xia 2. aristocracy 3. generation 4. oracle 5. metal rods

7. This enabled them to write down the legends and religious chants and rituals that had previously been passed along orally.

6. sacrifices

8. The caste system was a set of rigid social categories that determined not only a person’s occupation and economic potential, but also his position in society.

8. Heaven 10. overthrown

9. It was based in part on skin color.

11. 403 B.C.

7. the longest-lasting 9. Earth

10. the priests, warriors, commoners, peasants, and the Untouchables

12. crossbow

11. They believed in the existence of a single force in the universe, a form of ultimate reality or God, called Brahman.

14. piety

12. Buddhism

GUIDED READING ACTIVITY 3-2 1. True. 2. False. Asoka converted to Buddhism and used Buddhist ideals. 3. False. It reached from Changan in China to Mesopotamia. 4. False. Only luxury goods were carried on the Silk Road. 5. True. 6. True.

13. irrigation 15. schools of thought

GUIDED READING ACTIVITY 3-4 I. politics A. civil; military; censorate B. unified 1. monetary 2. system of roads II. nomadic A. horseback B. the Great Wall of China III. Han A. Confucian; Legalism B. empire 1. population 2. bureaucracy

7. False. The key point is: In taking action, one must not worry about success or fail165

Answer Key C. prosperity 1. technology 2. textile manufacturing; water mills; iron casting 3. rudder; fore-and-aft rigging IV. cultural A. Confucian B. soldiers

VOCABULARY ACTIVITY 4 1. oracle 2. arete 3. citizen 4. ostracism

CRITICAL THINKING SKILLS ACTIVITY 4 1. F, O 2. O, F 3. F, O 4. F, O 5. F, O 6. F, O

HISTORY AND GEOGRAPHY ACTIVITY 4 1. to make organizing and analyzing information easier

5. ritual

2. Ideas from Greece (Aristotle) had spread to other places.

6. democracy

3. approximately 2,600 miles (4,183 km)

7. oligarchy

4. Possible answer: As traders traveled from place to place, people began to learn the traders’ language.

8. agora 9. phalanx 10. tyrant 11. polis 12. aristocrats

SKILLS REINFORCEMENT ACTIVITY 4 Answers will vary. Possible answers: Unique Aspects of Egyptian Religion: not a unified system of belief; Re, the sun god, was the most popular; some gods and goddesses had animal heads; the spirit was judged after death; had a concept of what heaven would be like; the “evil” soul wanders all over the world Unique Aspects of Greek Religion: a wellestablished system of belief; deities were presented as totally human; gods were subjected to fate or necessity; souls could depart to a shadowy world called Hades; the soul could remain near the grave Common Aspects of Egyptian and Greek Religions: worship of local deities; deities had human bodies; a spirit or soul lived on after death; the soul remaining on earth will be hungry 166

5. Possible answer: As Spanish-speaking and English-speaking people interact, each language borrows words from the other. 6. The boundaries often are along natural features, such as rivers and mountain ranges.

MAPPING HISTORY ACTIVITY 4 1. approximately 300 miles 2. from Scylla and Charybdis to Calypso’s island 3. Lines and arrows should trace a path from Troy, to Lotus-Eaters, to Cyclops, to Laestrigonians, to Circe, to Entrance to Underworld, to Sirens, to Scylla and Charybdis, to Helios, to Calypso, to Phaeacians, to Ithaca.

HISTORICAL SIGNIFICANCE ACTIVITY 4 Survey results will vary, but students should attempt to be methodical and accurate in taking the survey, recording the results, and presenting the data.

Answer Key COOPERATIVE LEARNING ACTIVITY 4 Students should complete the activity and answer the Group Process and Quick Check questions. Have students share their responses with their groups or with the class as a whole.


TIME LINE ACTIVITY 4 1. There are no reliable records giving a specific date. 2. about 900 years 3. 21 years 4. 431 B.C. 5. 291 B.C.

LINKING PAST AND PRESENT ACTIVITY 4 1. Although the early democracies of both Greece and America were supposed to be governments by and for the people, only wealthy, landowning male citizens could participate in them. Women, poor people, and slaves could not vote or hold office. 2. Because the number of people in the early Greek polis were few, each male citizen was important to his community. This importance encouraged a strong spirit of independence. Being able to choose their own leaders and to overthrow those who did not lead well also empowered Greek citizens. A leader’s power was limited because he had no standing army to protect his regime. Free citizens ran the army and defended the city. Leaders had no handpicked bureaucracy to interpret the laws in their interest. Independent citizens acted as magistrates and administrators. 3. Students might suggest that federal, state, or local governments could use the Internet to place before the voting public

laws, referendums, or other issues. Individuals at home could vote “Yes” or “No” and the totals could be instantly available to all voters. As a result, voters could take part in the lawmaking process. Students’ essays should note that the Internet allows people all over the United States to exchange ideas and that the Web makes it possible to get a wide variety of viewpoints about government policies. In addition, Web sites run by specific news media organizations and government agencies sometimes offer chat rooms where people can freely discuss with others important issues of the day. The opinions and discussions posted online are sometimes used to gauge public opinion on different topics. As town meetings, surveys, and polls move online, additional arenas for public discussion continue to be made available, thus giving the general public even more access to government affairs. (Note: Supervise students’ explorations of adult discussion groups and chat rooms. You may want to give them a list of groups that you know to be respectable and responsible.)

PEOPLE IN WORLD HISTORY ACTIVITY 4, PROFILE 1 1. the question of whether Homer existed, and whether he wrote both the Iliad and the Odyssey 2. because so many people have read and been influenced by his works 3. Answers will vary. Possible answers: The epics are great literature and tell gripping stories. Homer’s work is the foundation for much literature written since, so reading Homer helps students understand more recent writers. 4. Answers will vary. Possible answer: Homer’s writing has been “flourishing” for 2,700 years.

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Answer Key PEOPLE IN WORLD HISTORY ACTIVITY 4, PROFILE 2 1. He canceled mortgages and debts, ended slavery, reduced the power of the wealthy, enacted more humane laws, and improved the economy. 2. to escape the controversy his reforms created and to see foreign lands 3. Answers will vary. Possible answer: The modern-day equivalent might be giving a television news conference or writing a newspaper editorial. 4. Answers will vary. Possible answers: He had the wisdom to realize that people need to be free and have equal opportunities.

PRIMARY SOURCE READING 4 1. conflicts between the cults of Athena and Poseidon; the close association between the cults of Athena and Poseidon in Attica, as well as the proximity of their holy sites 2. Athena is a goddess of war, associated with the Trojan Horse and depicted as carrying a spear. 3. Athena uses a spear to open the ground and bring forth an olive tree and competes with Arachne by spinning tapestries. Both demonstrate aggressive and creative tendencies. 4. Answers will vary. Possible answers: She is an extremely accomplished craftswoman; she is strong and self-confident; she exposes how the male gods often deceive mortal women. Athenian women, whose own freedoms were limited, would have admired such an assertive heroine.

Mycenaeans: made up of powerful monarchies; palace centers built on hills; warrior people; infighting among the kingdoms and earthquakes led to their demise Athenians: known for direct democracy; Athenians allowed any male citizen of any class to take an active role in governing the polis; women were excluded from the government, enjoyed little personal freedom, stayed mainly at home, were not allowed to attend public meetings or gatherings with men; education was encouraged; had an established navy; built beautiful buildings Spartans: a military society; Spartans tried to perfect their bodies; women enjoyed more personal rights than other Greek women, although they could not participate in the government; two kings ruled over the military; polis governed by an assembly of male citizens over the age of 30; discouraged from studying philosophy, literature, or the arts

ENRICHMENT ACTIVITY 4 1. Chronos and Rhea 2. four; Hera, Demeter, Hades, and Poseidon 3. Hera 4. four; Ares, Hebe, Hephaestus, Triton 5. three; Deimos, Phobos, Harmonia 6. They are first cousins; their fathers are brothers.

WORLD ART AND MUSIC ACTIVITY 4 1. Myron’s work shows figures in motion, not static people. 2. Although Myron’s work no longer exists, historians are able to study the copies of Myron’s statues that Greeks made.


3. Possible answers: strong, powerful, focused, emotionless

Answers will vary. Possible answers: Minoans: ruled by a king; sea empire based on trade; civilization collapsed as a result of an invasion by Mycenaeans

4. Answers will vary. Students might answer that the figures would not be as perfect. They would embody what people really look like, not a representation of

168

Answer Key perfection people can and should aspire to. The sculptures might also be of people doing everyday things. 5. Answers will vary. Students might want to know how he learned to sculpt, why he did so, why he chose athletes, and how he became so good at his work.

GUIDED READING ACTIVITY 4-1 1. the mountains and the sea 2. the Aegean, the Mediterranean, and the Black Sea 3. a Bronze Age civilization known as the Minoan civilization 4. invasion by mainland Greeks known as the Mycenaeans 5. Typical palace centers were built on hills and surrounded by gigantic stone walls. 6. Mycenaean Greeks, led by Agamemnon, sacked or plundered the city. 7. the population declined and food production dropped 8. The Aeolians colonized the large island of Lesbos and the Dorians established themselves in southwestern Greece. 9. Iron replaced bronze in the construction, making them affordable for more people. 10. the Iliad and the Odyssey 11. The Iliad is the tale of the Greek hero Achilles and how his anger led to disaster. 12. the journeys of one of the Greek heroes, Odysseus, after the fall of Troy, and his ultimate return to his wife

GUIDED READING ACTIVITY 4-2 1. False. The main gathering place was usually a hill.

3. True. 4. False. Aristotle said, “We must rather regard every citizen as belonging to the state.” 5. True. 6. False. Greek tyrants were rulers who seized power by force from the aristocrats. 7. False. The Spartans conquered the neighboring Laconians. 8. True. 9. False. Solon canceled all land debts and freed people who had fallen into slavery.

GUIDED READING ACTIVITY 4-3 1. Marathon 2. Athenian 3. Pheidippides 4. Xerxes 5. Plataea 6. Delian League 7. Pericles 8. brilliance 9. male citizen 10. Acropolis 11. officeholders 12. six thousand 13. Peloponnesian 14. Aegospotami 15. Macedonia

GUIDED READING ACTIVITY 4-4 I. Religion A. well-being B. Mount Olympus

2. False. An acropolis served as a place of refuge during an attack and sometimes came to be a religious center. 169

Answer Key II. Western A. tragedies 1. Oresteia 2. Oedipus Rex B. politicians, intellectuals III. organized A. music, numbers B. question-and-answer C. reality IV. architecture A. Parthenon 1. Athena 2. pride B. realism

GUIDED READING ACTIVITY 4-5 1. Macedonians 2. Alexander the Great 3. Persian Empire; Athens 4. Alexandria, Egypt, Mediterranean 5. “to imitate Greeks” 6. Macedonia, Syria, Pergamum, Egypt 7. Southwest Asia 8. baths, theaters, temples 9. round; circumference 10. spheres, cylinders; pi 11. self-interest 12. Stoics; harmony

VOCABULARY ACTIVITY 5 1. republic 2. plebeians 3. consuls 4. patricians 5. tribune 6. dictator 7. imperator 8. triumvirate 170

9. aqueducts 10. sect 11. disciples; Messiah 12. procurator 13. bishops 14. inflation 15. paterfamilias 16. clergy

SKILLS REINFORCEMENT ACTIVITY 5 1. Alternative: remain in Etruria Consequences: Roman art and architecture, dress, and army would have developed differently. 2. Alternative: not seek to conquer new lands Consequences: legions not massacred; continued belief that Rome was invincible 3. Alternative: continued abuses of previous emperors Consequences: continued abuses of power; decline of society; turmoil 4. Alternative: use traditional materials Consequences: limited building programs; limited architectural developments 5. Alternative: not build aqueducts Consequences: lack of water for drinking, bathing, and farming 6. Alternative: honor the Roman emperor Consequences: end of persecutions but weakening of Christianity’s unique appeal to converts 7. Alternative: limit government; fewer controls Consequences: tax base could have supported government; more economic vitality 8. Alternative: maintain unified empire Consequences: entire empire weakened; Constantinople not developed; no Byzantine Empire

Answer Key CRITICAL THINKING SKILLS ACTIVITY 5 1. O 2. O 3. F 4. F 5. F 6. O 7. F 8. O 9. O 10. O 11. O

HISTORY AND GEOGRAPHY ACTIVITY 5 1. Possible answers: the people themselves, their natural resources and manufactured products, their ideas, their armies and government officials 2. The Roman roads made up a transportation network that linked all parts of the empire. Generals could move legions around the empire quickly to where they were most needed—for example, to quell a local rebellion. 3. Possible answer: The Roman Empire exerted its authority from the capital city of Rome by sending out legions, messengers, and census takers along the roads and bringing back grain, gold, and slaves. 4. The Greeks routinely sailed from their mainland to Aegean and Ionian islands and to coastal locations in Italy, Asia Minor, and northern Africa. They could move trade goods, settlers of colonies, and colony-grown grain needed to feed the mainland population. Although the Roman Empire included northern Africa, Asia Minor, and Southwest Asia, Roman roads could reach places far from the Mediterranean coast and also provide land routes throughout continental Europe. The

Romans especially needed to move soldiers and supplies quickly over land. 5. Have students work in small groups to brainstorm lists of similarities, differences, and modern road-building problems. Encourage interested students to research modern road-building technology or civil engineering as a career.

MAPPING HISTORY ACTIVITY 5 1. Huns 2. Visigoths, Huns, Vandals, and Ostrogoths 3. Visigoths and Vandals 4. Vandals 5. Check to make sure that, for each modern city listed, students have added the following Roman names: Eburacum (York), Londonium (London), Bonna (Bonn), Singidunum (Belgrade), Magontiacum (Frankfurt), Siccia (Vienna), Olisipo (Lisbon), and Aquinicum (Budapest).

HISTORICAL SIGNIFICANCE ACTIVITY 5 1. for free, as an action for the common or public good 2. not contesting, or opposing, a charge; this plea accepts the punishment without formally admitting guilt 3. At first sight; such evidence points obviously to the guilt of the accused 4. something in return; in this case, bribe money given in return for the awarding of a contract 5. a decision not to prosecute; in this case, the prosecutor dropped bribery charges against the contractors in return for their testimony against the official 6. after the fact

COOPERATIVE LEARNING ACTIVITY 5 Students should complete the activity and answer the Group Process and Quick Check 171

Answer Key questions. Have students share their responses with their groups or with the class as a whole.


TIME LINE ACTIVITY 5 1. F—Since plebeians did not win right to make laws until 287 B.C., patricians clearly had more power. 2. F—Plebeians gained the right to make laws in 287 B.C., but in 146 B.C., Rome burned Carthage, indicating that relations between Rome and Carthage were not peaceful. 3. T—Rome burned Carthage in 146 B.C. and Julius Caesar was assassinated in 44 B.C. Since it is unlikely that he ruled for 102 years, he clearly came to power after the defeat of Carthage. 4. F—Augustus was Rome’s first emperor. 5. T—Augustus took power in 27 B.C. and the Pax Romana ended in A.D. 180, which is a total of 207 years. 6. T—The Gospels began to be written in A.D. 40, and Christianity became the official religion of Rome in A.D. 392, 352 years later.

LINKING PAST AND PRESENT ACTIVITY 5 1. Roman historians may have hoped that the leaders of their day would imitate wise and virtuous leaders from the past and profit from the mistakes of the foolish ones. They may also have hoped that if leaders saw how certain past virtues kept a society healthy and productive, they would encourage their followers to practice the same virtues. Roman scholars may also have hoped to demonstrate the benefits of certain kinds of government, such as the republic. 172

2. Roman historians sometimes slanted their facts in subtle ways. When Tacitus described an emperor’s virtuous act, he implied that the act had base motives. Writers such as Livy used historical events to teach Romans about things they felt would benefit society, such as piety, moderation, and bravery. 3. Students should include the following ideas in their essays. Modern historians want to present their findings and theories with as little bias and inaccuracy as possible. Archaeologists use radiocarbon and thermoluminescence dating to determine the age of fossils and artifacts. DNA analysis gives information about organic matter. Scientific thinking skills help historians sift through evidence efficiently and clearly. These skills include analyzing data and making inferences, generalizing, making predictions, and hypothesizing.

PEOPLE IN WORLD HISTORY ACTIVITY 5, PROFILE 1 1. He was struck blind on the road to Damascus and was healed by a Christian disciple. 2. He traveled to different cities, preaching and converting people to Christianity. 3. Answers will vary, but should reflect an understanding of Paul’s crucial role in establishing a major world religion.

PEOPLE IN WORLD HISTORY ACTIVITY 5, PROFILE 2 1. She was queen, and she ordered the murder of her husband, the king, and his heir. 2. Palmyra became a threat to Roman rule after Zenobia was in power. 3. Answers will vary. Students should acknowledge Zenobia’s ambition and drive. They might also raise issues of women’s position in a male-dominated society.

Answer Key PRIMARY SOURCE READING 5 1. Tacitus generalizes that they are large and reddish-haired with fierce blue eyes. The basic garment of the Germans was a cloak fastened with a brooch or thorn; women also wore a sleeveless purple-patterned outer garment. They wore furs and, occasionally, tight-fitting undergarments. 2. mostly forest or marsh; good for grain and sufficient for livestock but not suitable for growing fruit 3. They worshiped mostly deities of forests and groves, but they did not build churches or statues in thier honor. Tacitus says they worshiped Mercury, Hercules, and Mars, but he has probably given Latin names to native gods. They made animal sacrifices and, occasionally, human sacrifices. 4. Gifts include oxen, a horse with a bridle, and weapons (sword, shield, spear). Tacitus says that these gifts mean that the woman is to be a full partner in war and peace. 5. He approves of their marriage customs and attitudes, of what he sees as sincere religious beliefs, and of their generally simple life.

RETEACHING ACTIVITY 5 Roman Republic: government—executive and legislative branches, consuls, praetors, Senate, centuriate assembly, tribunes; values—discipline, devotion to family and republic, citizens could vote; patricians held office, plebeians did not; adopted Twelve Tables law code; borrowed Greek culture; father head of house; women had few legal rights Roman Empire: ruled by emperor; Pax Romana; magnificent public buildings; Latin literature achieves elegance and power; beginning of Christianity and its spread; divided into two units and then two empires Both Roman Republic and Roman Empire: faced threats from neighbors; strong military; linked by excellent roads; laws granting cer-

tain legal rights; innocent until proved guilty; many poor people; adapted discoveries from other cultures to practical uses

ENRICHMENT ACTIVITY 5 United States: Government has three branches: executive, legislative, judicial Nearly all adult citizens can vote Anyone born in country automatically a citizen; immigrants may seek citizenship Executive leader (president) chosen every four years Territory has expanded a great deal since republic was founded Most powerful military in the world Freedom of religion Roman Republic: Government had two branches: executive, legislative All adult citizens could vote Eligibility for citizenship varied Two executive leaders (consuls) chosen every year Territory expanded a great deal after republic began Most powerful military in known world Little interference in religion Answers will vary, but should reflect an understanding of the strengths and weaknesses of the Roman Republic and the problems it faced during the period of expansion, as well as the basic workings of the United States’s government.

WORLD ART AND MUSIC ACTIVITY 5 1. Paint is applied to damp plaster. The paint and plaster bond to form a permanent surface. 2. They use bold colors, depict real and mythological subjects, and use optical illusions. Some students might find it noteworthy that they have survived intact for 2,000 years. 173

Answer Key 3. The fresco shows a woman playing a cithera with three other women listening. This image indicates that music was probably an important part of leisure activity and that it was an activity in which women participated. 4. The writer does not display bias. He or she describes the frescoes factually and without emotion. The adjectives used, such as vivid or blazing, are probably accurate; that is, most people would agree that something is or is not vivid. 5. Answers will vary. Some students might answer that the passage is believable. If the writer had described the frescoes as masterpieces, for example, that would be an opinion. Bias, positive or negative, can sometimes make the information suspect.

GUIDED READING ACTIVITY 5-1 1. Located on the Tiber River, Rome had a way to the sea. Rome was far enough inland to be safe from pirates. Built on seven hills, Rome was easily defended. Rome was situated where the Tiber River could be easily crossed. 2. The Etruscans launched a building program that turned it into a city. The Romans adopted the toga and short cloak, Etruscan dress. The organization of the Roman army was borrowed from the Etruscans. 3. The leader of a republic is not a monarch and certain citizens have the right to vote. 4. The Romans were good diplomats, yet firm, even cruel when necessary. The Romans were excellent and persistent soldiers. The Romans were practical in law and politics, creating institutions as problems arose. 5. Patricians and plebeians

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6. The patricians were great landowners, while the plebeians were less wealthy landholders made up of craftspeople, merchants, and small farmers. 7. The Romans sent an army to Sicily, which the Carthaginians considered a part of their empire. Both sides were determined to conquer Sicily. 8. Carthage, Macedonia, and Greece

GUIDED READING ACTIVITY 5-2 1. False. The Senate had become the governing body of the Roman state. 2. True. 3. False. A triumvirate is a government by three people with equal power. 4. False. Antony allied himself with queen Cleopatra VII. 5. False. This period came to be known as the Age of Augustus. 6. True. 7. False. A legion was a military unit of about 5,000 troops. 8. False. The first four emperors after Augustus came from his family. 9. True. 10. True. 11. False. Latin was the language of the western part of the Roman empire.

GUIDED READING ACTIVITY 5-3 1. second 2. Greek 3. realistic 4. curved 5. concrete 6. aqueducts

Answer Key 7. Virgil 8. historian 9. Latin

GUIDED READING ACTIVITY 5-5 1. the five good emperors; conflict, confusion

10. slaves

2. Germans

11. musicians

3. western, eastern

12. Spartacus

4. Visigoths; 455

13. gulf

5. Romulus Augustulus; Western Roman Empire

14. villas 15. streets 16. Augustus 17. grain 18. religious

6. Constantinople 7. A. military B. values C. mental D. plague


E. slavery

I. Augustus A. relationships B. religions II. province A. Jews B. temple IV. Jesus A. transformation 1. others 2. strength B. crucified 1. revolutionary 2. risen from death and appeared to them C. overcome death 1. saved from sin 2. Gospels D. harmful 1. state gods and emperors 2. persecuting E. followers 1. meaning and purpose 2. too strong 3. Theodosius the Great

F. workable 8. single; so much land

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ACKNOWLEDGMENTS TEXT 9

89 From the Iliad by Homer, translated by E.V. Rieu. Penguin Classics, 1950. Copyright © 1950 by the Estate of E.V. Rieu.

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From Human Origins by Richard E. Leakey. Copyright © 1982 Sherma B.V.

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From The Tomb of Tut-Ankh-Amen by Howard Carter and A.C. Mace. Cassell, 1923. Reprinted by permission of Rowan and Littlefield Publishers.

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From Sources of Chinese Tradition by Wm. Theodore de Bary, Wing-tsit Chan and Burton Watson. Copyright © 1960 by Columbia University Press. Reprinted by permission of the publisher.

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From Greek Mythology by Richmond Y. Hathorn, Copyright © 1977 by the American University of Beirut.

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From The 100: A Ranking of the Most Influential Persons in History by Michael H. Hart, copyright © 1978 by Hart Publishing Company, Inc.

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From The Agricola and the Germania by Tacitus, translated by H. Mattingly, translation revised by S.A. Handford (Penguin Classics, Revised Edition, 1970), translation Copyright © H. Mattingly, 1948, 1970, revised translation Copyright © S.A. Handford, 1970.

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Bob Peterson/Time Pix

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Dale Wittner/Time Pix

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The Bridgeman Art Library

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The Bridgeman Art Library

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Kunsthistorisches Museum, Vienna/ The Bridgeman Art Library

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Romilly Lockyer/Getty Images

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Wan-go Weng Archive

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D. E. Cox/Getty Images

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Museo Capitalano, Rome/E. T. Archives/SuperStock

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Archive Photos

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Museo delle Terme, Rome/E. T. Archives, London/SuperStock

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Erich Lessing/Art Resource, NY

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Archive Photos

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Erich Lessing/Art Resource, NY