Ancient Civilizations PDF

Jesús F. de la Teja BCDEFG Copyright © 2016 by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 Southpark Center Loop, Orlando, Florida 32819-8647. Portions © 2010 A&E Television Networks, LLC. All rights reserved. The History Channel, History, “H” logo and History Education are trademarks of A&E Television Networks, LLC. All rights reserved. Printed in the U.S.A. ISBN 978-0-544-32190-8 1 2 3 4 5 6 7 8 9 10 XXX 22 21 20 19 18 17 16 15 14 13 4500000000 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. ii Jesús F. de la Teja is Jerome H. and Catherine E. Supple Professor of Southwestern Studies and Regents‘ Professor of history and serves as director of the Center for the Study of the Southwest at Texas State University in San Marcos, Texas. He holds a Ph.D. in Latin American History from the University of Texas at Austin, and before coming to the university in 1991 he worked in the Archives and Records Division of the Texas General Land Office. His research interests focus on the northeastern frontier of Spanish colonial Mexico and Texas through the Republic era. He is the author of San Antonio de Béxar: A Community on New Spain‘s Northern Frontier (1995), co-author of Texas: Crossroads of North America (2004), a college-level survey of the state‘s history, and edited Tejano Leadership in Mexican and Revolutionary Texas (2010). In addition to his research activities he serves as a consultant for the Bullock Texas State History Museum in Austin and as book review editor of the Southwestern Historical Quarterly. In 2005 Dr. de la Teja became the first-ever state historian of Texas and has also served as a Social Studies Expert Reviewer for the Texas Education Agency. Texas Review Panel Valerie Garnier Kristin Harman Social Studies Consultant Bailey Junior High Coppell, Texas. Arlington, Texas Kerry Green Aderienne Shaw-Kelly Sunnyvale High School E. B. 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Beginnings of Civilization Atlas A1 Chapter 1The Peopling of the World Prehistory–2500 B.C. 2 VIDEOStone Age Weapons 3 1 Human Origins in Africa 5 2 Humans Try to Control Nature 14 3 Civilization CASE STUDY: Ur in Sumer 19 Chapter 1 Assessment 24 End-of-Chapter Skill Activity: Identify Methods Used by Anthropologists 25 SK1 Chapter 2Early River Valley Civilizations –450 B.C. 3500 B.C. 26 Tutankhamen death mask (page 39) VIDEOIconic Structures 27 1 City-States in Mesopotamia 29 2 Pyramids on the Nile 35 3 Planned Cities on the Indus 44 4 River Dynasties in China 50 Chapter 2 Assessment 56 End-of-Chapter Skill Activity: Identify Methods Used by Geographers 57 SK1 Chapter 3People and Ideas on the Move –250 B.C. 2000 B.C. 58 VIDEOKing Solomon 59 1 The Indo-Europeans 61 2 Hinduism and Buddhism Develop 66 Jewish Flood Story art 3 Seafaring Traders 72 (page 83) 4 The Origins of Judaism 77 Chapter 3 Assessment 84 End-of-Chapter Skill Activity: Identify Methods Used by Archaeologists 85 SK1 Chapter 4First Age of Empires 1570 B.C.–200 B.C. 86 VIDEORamses' Egyptian Empire 87 1 The Egyptian and Nubian Empires 89 2 The Assyrian Empire 95 3 The Persian Empire 99 4 The Unification of China 104 Chapter 4 Assessment 110 End-of-Chapter Skill Activity: Identify Methods Used by Historians 111 SK1 MULTIMEDIA CONNECTIONS China and the Great Wall 111 MC1 UNIT 1 REVIEW COMPARING AND CONTRASTING: Ancient Civilizations 112 Great Wall of China (page 108) viii Texas Essential Knowledge and Skills In this course you will learn about the history of the world. This course is based on the high school world history Texas Essential Knowledge and Skills (TEKS) for Social Studies. The TEKS identify the student expectations for this course—the things that you should be able to identify, explain, and accomplish by the end of the year. Read through these expectations now for a preview of the content you will study this year. Later, as you read through this book, you will see TEKS codes listed on the opening pages of chapters and sections. The TEKS codes indicate which TEKS are being covered. Refer back to these pages if you want to see the full text of each TEKS code. History 1E identify major causes and describe the major effects of the following important TEKS 3 The student understands the contributions and influence of classical TEKS 1 The student understands turning points in world history from 1750 civilizations from 500 BC to AD 600 on traditional historical points of reference in to 1914: the Scientific Revolution, the subsequent civilizations. The student is world history. The student is expected to: Industrial Revolution and its impact on expected to: the development of modern economic 1A identify major causes and describe the systems, European imperialism, and 3A describe the major political, religious/ major effects of the following events from philosophical, and cultural influences of the Enlightenment’s impact on political Persia, India, China, Israel, Greece, and 8000 BC to 500 BC: the development of revolutions; and See Rome, including the development of agriculture and the development of the river valley civilizations; 1F identify major causes and describe the monotheism, Judaism, and Christianity; major effects of the following important 1B dentify major causes and describe the turning points in world history from 1914 3B explain the impact of the fall of Rome on major effects of the following events from Western Europe; and to the present: the world wars and their 500 BC to AD 600: the development of 3C compare the factors that led to the impact on political, economic, and social the classical civilizations of Greece, Rome, collapse of Rome and Han China. systems; communist revolutions and their Persia, India (Maurya and Gupta), China impact on the Cold War; independence TO LEARN MORE: See Chapters 4, 5, 6, and 7. (Zhou, Qin, and Han), and the develop- movements; and globalization. ment of major world religions; TEKS 4 The student understands how, TO LEARN MORE: See Chapters 4, 5, 6, 7, 10 (including collapse of classical empires, new after 1C identify major causes and describe the Section on World Religions and Ethical Systems), 12, 13, 16,the major effects of the following important 17, 18, 19, 20, 22, 25, 27, 29, 30, 31, 32, 33, 34, 35, and 36. economic, and social systems political, turning points in world history from 600 evolved and expanded from 600 to 1450. The to 1450: the spread of Christianity, the TEKS 2 The student understands how student is expected to: decline of Rome and the formation of early civilizations developed from 8000 BC to 500 BC. The student is expected to: 4A explain the development of Christianity medieval Europe; the development of as a unifying social and political factor Islamic caliphates and their impact on 2A summarize the impact of the develop- in medieval Europe and the Byzantine Asia, Africa, and Europe; the Mongol inva- ment of farming (Neolithic Revolution) on Empire; sions and their impact on Europe, China, the creation of river valley civilizations; India, and Southwest Asia; 4B explain the characteristics of Roman 2B identify the characteristics of civilization; Catholicism and Eastern Orthodoxy; 1D identify major causes and describe the and major effects of the following important 4C describe the major characteristics of and turning points in world history from 1450 2C explain how major river valley civiliza- the factors contributing to the develop- tions influenced the development of the ment of the political/social system of to 1750: the rise of the Ottoman Empire, classical civilizations. feudalism and the economic system of the influence of the Ming dynasty on world trade, European exploration and the TO LEARN MORE: See Chapters 1, 2, 4, 5, 6, and 7. manorialism; Columbian Exchange, European expansion, and the Renaissance and the Reformation; Texas Essential Knowledge and Skills 4D explain the political, economic, and social TEKS 5 The student understands the TEKS 7 T he student understands the impact of Islam on Europe, Asia, and causes, characteristics, and impact of the causes and impact of European expansion Africa; European Renaissance and the Reformation from 1450 to 1750. The student is expected from 1450 to 1750. The student is expected to: 4E describe the interactions among Muslim, Christian, and Jewish societies in Europe, to: 7A analyze the causes of European expansion Asia, and North Africa; 5A explain the political, intellectual, artistic, from 1450 to 1750; economic, and religious impact of the 4F describe the interactions between Muslim 7B explain the impact of the Columbian and Hindu societies in South Asia; Renaissance; and Exchange on the Americas and Europe; 4G explain how the Crusades, the Black 5B explain the political, intellectual, artistic, 7C explain the impact of the Atlantic slave Death, the Hundred Years’ War, and the economic, and religious impact of the trade on West Africa and the Americas; Great Schism contributed to the end of Reformation. TO LEARN MORE: See Chapter 17. 7D explain the impact of the Ottoman Empire medieval Europe; on Eastern Europe and global trade; 4H summarize the major political, economic, TEKS 6 The student understands the 7E explain Ming China’s impact on global and cultural developments in Tang and characteristics and impact of the Maya, trade; and Song China and their impact on Eastern Inca, and Aztec civilizations. The student is Asia; expected to: 7F explain new economic factors and principles that contributed to the success 4I explain the development of the slave 6A compare the major political, economic, of Europe’s Commercial Revolution. trade; social, and cultural developments of the TO LEARN MORE: See Chapters 18, 19, and 20. 4J analyze how the Silk Road and the African Maya, Inca, and Aztec civilizations and gold-salt trade facilitated the spread of explain how prior civilizations influenced ideas and trade; and their development; and 4K summarize the changes resulting from 6B explain how the Inca and Aztec empires the Mongol invasions of Russia, China, were impacted by European exploration/ and the Islamic world. colonization. TO LEARN MORE: See Chapters 6, 10, 11, 12, 13, 14,TO LEARN MORE: See Chapters 16 and 20. 15, and 20. Texas Essential Knowledge and SkillsTEKS1 TEKS 8 The student understands 9D identify the influence of ideas such TEKS 11 The student understands the the causes and the global impact of as separation of powers, checks and causes and impact of the global economic the Industrial Revolution and European balances, liberty, equality, democracy, depression immediately following World imperialism from 1750 to 1914. The student popular sovereignty, human rights, War I. The student is expected to: is expected to: constitutionalism, and nationalism on political revolutions. 11A summarize the international, politi- 8A explain how 17th and 18th century cal, and economic causes of the global European scientific advancements led to TO LEARN MORE: See Chapters 22 (including Section depression; and the Industrial Revolution; on Democracy and Justice), 23, and 24. 11B explain the responses of governments 8B explain how the Industrial Revolution led TEKS 10 The student understands the in the United States, Germany, and the to political, economic, and social changes causes and impact of World War I. The Soviet Union to the global depression. in Europe; student is expected to: TO LEARN MORE: See Chapter 31. 8C identify the major political, economic, 10A identify the importance of imperialism, and social motivations that influenced nationalism, militarism, and the alliance TEKS 12 The student understands the European imperialism; system in causing World War I; causes and impact of World War II. The student is expected to: 8D explain the major characteristics and 10B identify major characteristics of World impact of European imperialism; and War I, including total war, trench warfare, 12A describe the emergence and characteris- modern military technology, and high tics of totalitarianism; 8E explain the effects of free enterprise in the casualty rates; Industrial Revolution. 12B explain the roles of various world leaders, including Benito Mussolini, Adolf Hitler, TO LEARN MORE: See Chapters 22, 25, and 27. 10C explain the political impact of Woodrow Hideki Tojo, Joseph Stalin, Franklin D. Wilson’s Fourteen Points and the political and economic impact of the Treaty of Roosevelt, and Winston Churchill, prior to TEKS 9 The student understands and during World War II; and the causes and effects of major political Versailles, including changes in boundar- revolutions between 1750 and 1914. The ies and the mandate system; and 12C explain the major causes and events student is expected to: of World War II, including the German 10D identify the causes of the February invasions of Poland and the Soviet Union, 9A compare the causes, characteristics, and (March) and October revolutions of 1917 consequences of the American and French in Russia, their effects on the outcome of the Holocaust, Japanese imperialism, the revolutions, emphasizing the role of the World War I, and the Bolshevik establish- attack on Pearl Harbor, the Normandy Enlightenment, the Glorious Revolution, ment of the Union of Soviet Socialist landings, and the dropping of the atomic and religion; Republics. bombs. TO LEARN MORE: See Chapters 31 and 32. 9B explain the impact of Napoleon TO LEARN MORE: See Chapters 29 and 30. Bonaparte and the Napoleonic Wars on Europe and Latin America; 9C trace the influence of the American and French revolutions on Latin America, including the role of Simón Bolivar; and TEKS2 Texas Essential Knowledge and Skills TEKS 13 The student understands the impact of major events associated with the Geography Economics Cold War and independence movements. The TEKS 15 The student uses geographic TEKS 17 The student understands the student is expected to: skills and tools to collect, analyze, and impact of the Neolithic and Industrial 13A summarize how the outcome of World interpret data. The student is expected to: revolutions and globalization on humanity. War II contributed to the development of create and interpret thematic maps, The student is expected to: 15A the Cold War; graphs, and charts to demonstrate the 17A identify important changes in human life 13B summarize the factors that contributed relationship between geography and caused by the Neolithic Revolution and to communism in China, including Mao the historical development of a region or the Industrial Revolution; Zedong’s role in its rise, and how it dif- nation; and 17B summarize the role of economics in fered from Soviet communism; 15B analyze and compare geographic driving political changes as related to the 13C identify the following major events of the distributions and patterns in world history Neolithic Revolution and the Industrial Cold War, including the Korean War, the shown on maps, graphs, charts, and Revolution; and Vietnam War, and the arms race; models. 17C s ummarize the economic and social TO LEARN MORE: See Chapter 16 and End-of-Chapter impact of 20th century globalization. 13D explain the roles of modern world lead- Skill Activities for Chapters 7, 10, 20, 31, and 32. ers, including Ronald Reagan, Mikhail TO LEARN MORE: See Chapters 1, 25, and 36. Gorbachev, Lech Walesa, and Pope John TEKS 16 The student understands the Paul II, in the collapse of communism in impact of geographic factors on major TEKS 18 The student understands the Eastern Europe and the Soviet Union; historic events and processes. The student is historical origins of contemporary economic expected to: systems and the benefits of free enterprise in 13E summarize the rise of independence world history. The student is expected to: movements in Africa, the Middle East, 16A locate places and regions of historical and South Asia and reasons for ongoing significance directly related to major eras 18A identify the historical origins and char- conflicts; and and turning points in world history; acteristics of the free enterprise system, including the contributions of Adam 13F explain how Arab rejection of the State of 16B analyze the influence of human and Smith, especially the influence of his Israel has led to ongoing conflict. physical geographic factors on major ideas found in The Wealth of Nations; TO LEARN MORE: See Chapters 33, 34, and 35. events in world history, including the development of river valley civilizations, 18B identify the historical origins and TEKS 14 The student understands trade in the Indian Ocean, and the open- characteristics of communism, including the development of radical Islamic ing of the Panama and Suez canals; and the influences of Karl Marx; fundamentalism and the subsequent use 18C identify the historical origins and of terrorism by some of its adherents. The 16C interpret maps, charts, and graphs to characteristics of socialism; explain how geography has influenced student is expected to: people and events in the past. 18D identify the historical origins and 14A summarize the development and impact TO LEARN MORE: See Chapters 2, 7, 27, and 28 and characteristics of fascism; of radical Islamic fundamentalism on End-of-Chapter Skill Activities for Chapters 10, 20, 31, events in the second half of the 20th and 32 century, including Palestinian terrorism and the growth of al Qaeda; and 14B explain the U.S. response to terrorism from September 11, 2001, to the present. TO LEARN MORE: See Chapter 36. Texas Essential Knowledge and Skills TEKS3 18E explain why communist command economies collapsed in competition with TEKS 20 The student understands how contemporary political systems Citizenship free market economies at the end of the have developed from earlier systems of TEKS 21 The student understands the 20th century; and government. The student is expected to: significance of political choices and decisions 18F formulate generalizations on how 20A explain the development of democratic- made by individuals, groups, and nations economic freedom improved the human republican government from its throughout history. The student is expected condition, based on students’ knowledge beginnings in the Judeo-Christian legal to: of the benefits of free enterprise in tradition and classical Greece and Rome 21A describe how people have participated Europe’s Commercial Revolution, the through the English Civil War and the in supporting or changing their Industrial Revolution, and 20th-century Enlightenment; governments; free market economies, compared to communist command communities. 20B identify the impact of political and legal 21B describe the rights and responsibilities ideas contained in the following docu- of citizens and noncitizens in civic TO LEARN MORE: See Chapters 25, 31, and 35. ments: Hammurabi’s Code, the Jewish participation throughout history; and Ten Commandments, Justinian’s Code of Government Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, 21C identify examples of key persons who were successful in shifting political thought, including William Wilberforce. TEKS 19 The student understands the the U.S. Constitution, and the Declaration characteristics of major political systems of the Rights of Man and of the Citizen; TO LEARN MORE: See Chapters 5, 19, 25, and 36. throughout history. The student is expected to: 20C explain the political philosophies of individuals such as John Locke, Thomas 19A identify the characteristics of monarchies Hobbes, Voltaire, Charles de Montesquieu, and theocracies as forms of government Jean Jacques Rousseau, Thomas Aquinas, in early civilizations; and John Calvin, Thomas Jefferson, and 19B identify the characteristics of the follow- William Blackstone; and ing political systems: theocracy, absolute 20D explain the significance of the League of monarchy, democracy, republic, oligarchy, Nations and the United Nations. limited monarchy, and totalitarianism. TO LEARN MORE: See Chapters 5, 6, 21, 22, (including TO LEARN MORE: See Chapters 2, 4, 5, 6, 21, and 30. on Democracy and Justice), 23, 29, and 33. Section TEKS4 Texas Essential Knowledge and Skills TEKS 22 The student understands the historical development of significant legal Culture TEKS 25 The student understands how the development of ideas has influenced and political concepts related to the rights TEKS 23 The student understands the institutions and societies. The student is and responsibilities of citizenship. The history and relevance of major religious expected to: student is expected to: and philosophical traditions. The student is 25A summarize the fundamental ideas and 22A summarize the development of the rule of expected to: institutions of Eastern civilizations that law from ancient to modern times; 23A describe the historical origins, central originated in China and India; 22B identify the influence of ideas regarding ideas, and spread of major religious 25B summarize the fundamental ideas and the right to a “trial by a jury of your peers” and philosophical traditions, including institutions of Western civilizations that and the concepts of “innocent until proven Buddhism, Christianity, Confucianism, originated in Greece and Rome; guilty” and “equality before the law” that Hinduism, Islam, Judaism, Sikhism, and originated from the Judeo-Christian legal the development of monotheism; and 25C explain the relationship among Christianity, individualism, and growing tradition and in Greece and Rome; 23B identify examples of religious influence secularism that began with the 22C identify examples of politically motivated on various events referenced in the major Renaissance and how the relationship mass murders in Cambodia, China, Latin eras of world history. influenced subsequent political America, the Soviet Union, and Armenia; TO LEARN MORE: See Chapters 3, 6, and 10 (including developments;and Section on World Religions and Ethical Systems). 22D identify examples of genocide, including 25D explain how Islam influences law and the Holocaust and genocide in the TEKS 24 The student understands the government in the Muslim world. Balkans, Rwanda, and Darfur; roles of women, children, and families in TO LEARN MORE: See Chapters 2, 3, 5, 6, 7, 10, 17, 22E identify examples of individuals who led different historical cultures. The student is 18, and 36. resistance to political oppression such expected to: as Nelson Mandela, Mohandas Gandhi, 24A d escribe the changing roles of women, Oscar Romero, Natan Sharansky, Las children, and families during major eras Madres de la Plaza de Mayo, and Chinese of world history; and student protestors in Tiananmen Square; and 24B d escribe the major influences of women such as Elizabeth I, Queen Victoria, 22F assess the degree to which American Mother Teresa, Indira Gandhi, Margaret ideals have advanced human rights and Thatcher, and Golda Meir during major democratic ideas throughout the world. eras of world history. TO LEARN MORE: See Chapters 2, 5, 6, 22 (includingTO LEARN MORE: See Chapters 17, 25, 26, 34, 35, Section on Democracy and Justice), 30, 32, and 35. and 36. Texas Essential Knowledge and Skills TEKS5 TEKS 26 The student understands the 27B summarize the major ideas in astronomy, 28C e xplain the effects of major new military relationship between the arts and the times mathematics, and architectural engineer- technologies on World War I, World War II, during which they were created. The student ing that developed in the Maya, Inca, and and the Cold War; is expected to: Aztec civilizations; 28D explain the role of telecommunica- 26A identify significant examples of art and 27C explain the impact of the printing press tion technology, computer technology, architecture that demonstrate an artistic on the Renaissance and the Reformation transportation technology, and medical ideal or visual principle from selected in Europe; advancements in developing the modern cultures; global economy and society; and 27D describe the origins of the Scientific 26B analyze examples of how art, architecture, Revolution in 16th century Europe and 28E identify the contributions of significant literature, music, and drama reflect the explain its impact on scientific thinking scientists and inventors such as Marie history of the cultures in which they are worldwide; and Curie, Thomas Edison, Albert Einstein, produced; and Louis Pasteur, and James Watt. 27E identify the contributions of significant 26C identify examples of art, music, and scientists such as Archimedes, Copernicus, TO LEARN MORE: See Chapters 25, 26, 27, 39, 32, 33, literature that transcend the cultures in Eratosthenes, Galileo, Pythagoras, Isaac and 36. which they were created and convey Newton, and Robert Boyle. universal themes. TO LEARN MORE: See Chapters 2, 5, 6, 7, 10, 17, 19, Social Studies Skills TO LEARN MORE: See Chapters 5, 17, 18, 19, and 36. and 22. TEKS 29 The student applies critical- TEKS 28 The student understands thinking skills to organize and use Science, how major scientific and mathematical information acquired from a variety of valid Technology, and discoveries and technological innovations have affected societies from 1750 to the sources, including electronic technology. The student is expected to: Society present. The student is expected to: 29A identify methods used by archaeologists, TEKS 27 The student understands 28A explain the role of textile manufactur- anthropologists, historians, and geogra- how major scientific and mathematical ing and steam technology in initiating phers to analyze evidence; discoveries and technological innovations the Industrial Revolution and the role of 29B explain how historians, when examin- affected societies prior to 1750. The student the factory system and transportation ing sources, analyze frame of reference, is expected to: technology in advancing the Industrial historical context, and point of view to Revolution; interpret historical events; 27A identify the origin and diffusion of major ideas in mathematics, science, and 28B explain the roles of military technology, 29C e xplain the differences between primary technology that occurred in river valley transportation technology, communica- and secondary sources and examine those civilizations, classical Greece and Rome, tion technology, and medical advance- sources to analyze frame of reference, classical India, and the Islamic caliphates ments in initiating and advancing 19th historical context, and point of view; between 700 and 1200 and in China from century imperialism; the Tang to Ming dynasties; TEKS6 Texas Essential Knowledge and Skills 29D evaluate the validity of a source based TEKS 30 The student communicates in TEKS 31 The student uses problem- on language, corroboration with other written, oral, and visual forms. The student is solving and decision-making skills, working sources, and information about the expected to: independently and with others, in a variety author; 30A use social studies terminology correctly; of settings. The student is expected to: 29E identify bias in written, oral, and visual 30B use standard grammar, spelling, sentence 31A use a problem-solving process to identify material; structure, and punctuation; a problem, gather information, list and consider options, consider advan- 29F analyze information by sequencing, 30C interpret and create written, oral, and tages and disadvantages, choose and categorizing, identifying cause-and-effect visual presentations of social studies relationships, comparing, contrasting, implement a solution, and evaluate the information; and effectiveness of the solution; and finding the main idea, summarizing, making generalizations and predictions, 30D transfer information from one medium to 31B use a decision-making process to identify drawing inferences and conclusions, and another. a situation that requires a decision, gather developing connections between histori- TO LEARN MORE: See End-of-Chapter Skill Activities for information, identify options, predict con- cal events over time; Chapters 34 and 36. sequences, and take action to implement a decision. 29G construct a thesis on a social studies issue or event supported by evidence; and TO LEARN MORE: See End-of-Chapter Skill Activities for Chapters 33 and 35. 29H use appropriate reading and math- ematical skills to interpret social studies information such as maps and graphs. TO LEARN MORE: See End-of-Chapter Skill Activities for Chapters 1, 2, 3, 4, 6, 9, 13, 20, 21, 23, and 31. Texas Essential Knowledge and Skills TEKS7 While historical events are unique, they often are driven by similar, repeated forces. In telling the history of our world, this book pays special attention to eight significant and recurring themes. These themes are presented to show that from America, to Africa, to Asia, people are more alike than they realize. Throughout history humans have confronted similar obstacles, have struggled to achieve similar goals, and continually have strived to better themselves and the world around them. Power and Authority History is often made by the people and institutions in power. As you read about the world’s powerful people and governments, try to answer several key questions. Who holds the power? How did that person or group get power? What system of government provides order in this society? How does the group or person in power keep or lose power? Religious and Ethical Systems Throughout history, humans around the world have been guided by, as much as anything else, their religious and ethical beliefs. As you examine the world’s religious and ethical systems, pay attention to several important issues. What beliefs are held by a majority of people in a region? How do these major religious beliefs differ from one another? How do the various religious groups interact with one another? How do religious groups react toward nonmembers? Revolution Often in history, great change has been achieved only through force. As you read about the continuous over- throw of governments, institutions, and even ideas throughout history, examine several key questions. What long-term ideas or institutions are being overthrown? What caused people to make this radical change? What are the results of the change? Interaction with Environment Since the earliest of times, humans have had to deal with their surroundings in order to survive. As you read about our continuous interaction with the environment, keep in mind several important issues. How do humans adjust to the climate and terrain where they live? How have changes in the natural world forced people to change? What positive and negative changes have people made to their environment? xviii Economics Economics has proven to be a powerful force in human history. From early times to the present, human cultures have been concerned with how to use their scarce resources to satisfy their needs. As you read about different groups, note several key issues regarding the role of economics in world history. What goods and services does a society produce? Who controls the wealth and resources of a society? How does a society obtain more goods and services? Cultural Interaction Today, people around the world share many things, from music, to food, to ideas. Human cultures actually have interacted with each other since ancient times. As you read about how different cultures have interacted, note several significant issues. H ow have cultures interacted (trade, migration, or conquest)? What items have cultures passed on to each other? What political, economic, and religious ideas have cultures shared? What positive and negative effects have resulted from cultural interaction? Empire Building Since the beginning of time, human cultures have shared a similar desire to grow more powerful—often by dominating other groups. As you read about empire building through the ages, keep in mind several key issues. What motivates groups to conquer other lands and people? How does one society gain control of others? How does a dominating society control and rule its subjects? Science and Technology All humans share an endless desire to know more about their world and to solve whatever problems they encounter. The development of science and technology has played a key role in these quests. As you read about the role of science and technol- ogy in world history, try to answer several key questions. What tools and methods do people use to solve the various problems they face? How do people gain knowledge about their world? How do they use that knowledge? How do new discoveries and inventions change the way people live? xix United States: Physical....A2............. United States: Political.... A4............. World: Physical....................A6......... World: Political....................A8......... North America: Physical.A10............. North America: Political.A11............. South America: Physical A12.............. South America: Political.A13............. Europe: Physical................A14.......... Europe: Political................A15.......... Asia: Physical......................A16........ Asia: Political.............................. A17. Africa: Physical......... .................. A18. Africa: Political...................A19......... The Pacific: Political.........A20........... North Pole and South Pole A21.......... A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20 A21 Strategies for English Language Learners Are you learning English? You can learn social studies and English at the same time. You already know a lot about social studies from knowing what’s going on in the world. You can also learn English while learning social studies. Your teacher and other students will be happy to help you. Some of the ideas below will help you get ready to learn English. Some ideas will help you learn better in class and while you read. Other ideas will help you remember and use what you learn. Get Ready to Learn You can do these things before you go to social studies class. Visit Your Classroom and Teacher Go to your classroom with other students if you can. Look carefully around the room. YouAskcanyourask,teacher to tell you the names of things you do not know. “What is this?” or “Will we use this in class?” or “What does it do?” Learn how to say and read the names of things you will use in class. askAreyourthereteacher signs on the wall? What do they say? If you do not know, or other students, “What does this say? What does it mean?” other Remember the words on signs. You may see these same words in places. Learn Some Social Studies Words You will learn a lot of new words in your social studies class. Some of these new words will be social studies words. Other new words may not be social studies words but will still be important to learn. Ask your teacher to say and write some words you need to know. Ask what the words mean. Learn how to say and read the words. Ask Your Teacher for Help with Reading Your teacher can help you read your social studies book. He or she can help you learn new words that you need to know before you read. Strategies for English Language Learners youYourwillteacher read ormight give you a list of the important words or ideas a list of questions to answer as you read. understand Your teacher might give you a graphic organizer to help you what you read. A graphic organizer is a drawing that shows how ideas are connected. Look at Pictures Before You Read Before you read your social studies book, look at the pictures. It will be easier to read the pages if you already know a little bit from looking at the pictures. Asthereyouarelookwords at the pictures, think about what you already know. theIf meaning of thewith the pictures, read the words. Try to figure out words by what the pictures show. Read Before Class Your teacher may tell you what he or she will talk about tomorrow. If you read that part of the book today, you will already know some of what the teacher will say. Then it will be easier for you to understand when the teacher talks. Before reading a section, look at the information in the Section Opener. This information introduces you to some of the words and ideas you will learn in the section. 1 Start Taking Notes Before Class Taking notes means writing something to help you remember what you read or hear. Do not write all the words you read or hear. Write just the most important words, or make drawings. yourItcannotes be hard to take notes when you listen. It is easier if you start before class, when you read your book. help Write down important words that you read, or draw something to you remember important ideas. Leave lots of space on your paper. ELL1 Strategies for English Language Learners when Then, take your notes to class. Use the same paper to take notes you listen in class. Write more notes in the space you left. Get Ready to Ask Questions You might have questions about what you read before class. First, write down your question or words that you do not understand. Practice your question. about Bring your question to class. Listen carefully when the teacher talks the same thing as your question. Your teacher may answer the question. youIf youwrotestillanddo practiced. not have an answer, raise your hand. Ask the question Get Ready to Answer Questions Learn these question words: what, where, when, who, why, how much, is it, will it. Learn how to answer questions that use each word. What: Tell the name of a thing. What will happen, what happened: Tell how something changes. Where: Tell a place. When: Tell a time (you can also say before or after something). ThatWho: Tell a person. Your teacher might ask, “Who can tell me...?” means, “Do you know the answer?” If you do, raise your hand. How much: Tell an amount. Why: Tell what made something happen, or explain a reason. answer. Is it or Will it: Answer yes or no. You can also give a reason for your If you do not know the exact words to answer a question, try using words you know to describe your ideas. ELL2 Strategies for English Language Learners While You Learn You can do these things in your social studies class. Use What You Know When you hear or read about something new, think about what you already know. If a new word sounds like a word you already know, maybe the two words mean almost the same thing. Maybe you already know something about a new idea. Use what you know to help you understand new words and ideas. Talk to your teacher and classmates about how what you already know relates to what you are learning. Take Notes During Class As you learn new words and ideas in class, listen carefully to your teacher and take notes. The type of notes you take will depend on the topic you are learning about. Here are some suggestions: Write down the main ideas that your teacher explains. Write down important words and their meanings. Make lists of characteristics, causes, effects, and examples. Number the steps in a process. Draw pictures. Put a question mark next to any notes that you do not understand. Understand Instructions Instructions tell you how to do something. They are sometimes called directions. You need to follow instructions many times in social studies class. Sometimes your teacher says the instructions. Sometimes you need to read the instructions. Some instructions have some parts, called steps. Sometimes the teacher or book will use numbers (1, 2, 3...) to tell you the order of steps. Other times, instructions use words. Learn the words that tell you when to do things: first, then, next, before, after, while, last. Listen and look for these words in instructions. Use them to help you know when to do things. You can also use these words to give other people instructions. You can use them to write or tell about something you did. ELL3 Strategies for English Language Learners Learn Some Signal Words Signal words are words that show how ideas are connected. Learn the words below, look for them as you read, and listen for them when people are speaking. same: These signal words show how things are the same or almost the and, also, another, like. although, These signal words show how things are different: but, however, instead. asThesea result. signal words show how one thing causes another: s o, because, Look for Different Kinds of Sentences There are four main kinds of sentences. They are listed below. Look for these kinds of sentences when you are reading. Listen for them when someone else is speaking. Practice using all types of sentences when you are speaking. Sentence type Example Statements end with a period and tell you The Greeks went to war against the Persians. something. Commands tell you to do something. State which groups fought in the Persian Wars. You will see these sentences when there is something for you to do in the book or when you are doing a project. Questions end with a question mark. When What groups fought against the Persians? you are listening, listen for the speaker to pause after they ask a question. The pause gives you time to think about the question or to give an answer to the question. Exclamations show excitement or surprise The Greeks had won a great victory! and end with an exclamation point. Get Help If You Do Not Understand If you don’t understand something that you hear or read, get help. orAskwaityouruntilteacher or another student. Raise your hand and ask in class, the teacher has finished talking. does If you do not understand a word, try to say the word. Then ask, “What that word mean?” If you do not know how to do something, ask, “How do I do this?” Then If you do not understand an idea or picture, tell what you do know. ask about the part you do not understand. ELL4 Strategies for English Language Learners Answer Questions When your teacher asks you a question, you need to answer. Here are some things that can help you: youListencancarefully to the question. If you do not understand the words, ask, “Could you repeat the question?” or “Can you say that more slowly?” Listen for the question word. It tells you what kind of answer to give. about If the teacher is pointing at something, the question is probably that thing. You can talk about that thing in your answer. might Remember what the teacher said before the question. The question be about what the teacher said. Maybe you can use some of the teacher’s words in your answer. know” If you do not know an answer, tell the teacher. You can say, “I don’t or “I did not understand that very well” or “I don’t remember that.” Talk in Groups In social studies class, you often work with other students. You need to understand what your group should do. more Read instructions if you have them. You can ask, “Can I have some time to read?” meIf youunderstand do not understand the instructions, you can ask, “Can you help this?” theTalkotheraboutstudents the instructions after you read. Tell what you can do. Ask what they will do. weAsdoyounext?” work, you can ask your partner for help. You can say, “What do Be sure to help your partner. You can ask, “What can I do to help?” have If you have an idea, you can say, “I think we should do it this way” or “I an idea.” Remember and Use What You Learn You can do these things to help you learn important social studies words and ideas. Do them before class, in class, or after class. Say It Again (and Again and Again) One way to learn new words is to repeat them, or say them many times. First, make sure that you can say the word correctly. teacher Be sure you know what the word means, too. Ask a friend or your if you need to say the word differently or if you do not have the right meaning. ELL5 Strategies for English Language Learners theWhen you can say the word correctly and know what it means, say word several times. With a partner, take turns saying the word and telling each other the meaning. YouYouwillwillremember remember better if you say the meaning in your own words. even better if you say your own sentence that uses the word. Try to say a different sentence each time you repeat. Use Flash Cards Flash cards help you learn new words. size.To make flash cards, use some pieces of paper that are all the same What words do you need to learn? meaning Write one word on a piece of paper. Turn the paper over. Write the of the word. Use your own words or draw pictures to help you remember. Write the other words and their meanings on other pieces of paper. To use flash cards, look at a word. Say what you think it means. Check the back of the paper for the word’s meaning. Do this with all your words. again. If you get the meaning right, you may not need to look at that card If you get some wrong, look at them again and again. You can use flash cards alone or with a partner. Tell Somebody Ask a friend or a person in your family to help you learn. Have the person ask you a question. If you need to learn some social studies words, have him or her ask you what the words mean. If you need to remember what something in social studies means, have the person ask you. Then use your own words to tell what you know from your book or class. Tell the person what the words mean. Answer all the person’s questions. Helping that person understand helps you understand and remember too. Make a Picture Sometimes a picture can help you remember better than words can. You can draw pictures when you take notes. Draw your own picture, or use a graphic organizer. There are many different graphic organizers. Here are some examples of graphic organizers used in this book. A Venn diagram (Figure 1.A.) shows how two things are the same and how they are different. Write how they are different in the two circles. Write how they are the same where the two circles come together. You might be asked to complete a Venn diagram in this book. ELL6 Strategies for English Language Learners A concept map (Figure 1.B.) shows how information is connected. Write an important word or idea in the big circle. Draw lines to smaller circles. In the smaller circles, write words that tell more about the idea in the big circle. Figure 1.A. Venn Diagram Figure 1.B. Concept Map Summarize Summarizing can help you remember what you read or hear. A summary includes only the most important ideas. You can summarize what you read. You can summarize what your teacher says in class. When you summarize, write or say the most important ideas using your own words. You will remember better if you use your own words. This book has a Visual Summary at the end of every chapter. The Visual Summary has important pictures and ideas from the chapter. Reading the Visual Summary will help you remember better. Strategies for English Language LearnersELL7 Rising out of the sands of Egypt are enduring signs of an ancient civilization. Pictured here are the pyramids of Giza, which were built as tombs for Egyptian rulers. Ancient Civilizations In Unit 1, you will learn about several ancient civilizations such as in Egypt. At the end of the unit, you will have a chance to compare and contrast the civilizations you studied. (See pages 112–117.) 1 The Peopling of the World, Prehistory–2500 B.C. Essential Question Where did early human beings Previewing Themes originate and what were some of INTERACTION WITH ENVIRONMENT As early humans spread out over their technological and artistic the world, they adapted to each environment they encountered. As achievements? time progressed, they learned to use natural resources. Geography Study the time line and the map. Where in Africa did human Texas Essential Knowledge life begin? and Skills (TEKS) 1A, 2B, 15A, 17A, 17B, 26A, 26B SCIENCE AND TECHNOLOGY The earliest peoples came up with new ideas and inventions in order to survive. As people began to live in SECTION 1 Human Origins in Africa Main Idea evidence shows that settlements, they continued to develop new technology to control the Fossil environment. the earliest humans originated in Africa and spread across the globe. Geography Early humans began to migrate about 1.8 million years ago. SECTION 2 Humans Try to What paths did these migrations take? Control Nature Main Idea The development of ECONOMICS Early humans hunted animals and gathered wild plant agriculture caused an increase in foods for 3 to 4 million years. Then about 10,000 years ago, they population and the growth of a settled way of life. learned to tame animals and to plant crops. Gradually, more complex economies developed. SECTION 3 Civilization Case Study: Ur in Sumer Geography Early settlement sites often were near rivers. Why might they Main IdeaProsperous farming have been located there? villages, food surpluses, and new technology led to the rise of civilizations. 2 3 How would these tools help early humans survive? You have joined a team of scientists on an expedition to an ancient site where early humans once lived. The scientists’ goal is to search for evidence that might unlock the mysteries of the past. You’re an eyewitness to their astounding discovery—human-made tools about 5,000 years old. They belonged to the so-called Ice Man, discovered in 1991. (See History in Depth, page 15.) The remnants of a backpack A birch-bark container An axe A dagger and its sheath E XA M I N I N G the I S S U E S What did early humans need to do to survive? What physical actions would these tools help humans do? As a class, discuss these questions. In your discussion, think about recent tools and inventions that have changed people’s lives. Remember to take notes during the discussion. As you read about the ancestors of present-day humans, notice how early toolmakers applied their creativity and problem-solving skills. 4 Chapter 1 1 TEKS 26B Human Origins in Africa MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES INTERACTION WITH The study of early human remains artifact Neolithic Age ENVIRONMENTFossil evidence and artifacts helps in understanding culture technology shows that the earliest humans our place in human history. hominid Homo sapiens originated in Africa and spread Paleolithic across the globe. Age SETTING THE STAGE were the earliest humans like? Many people have What asked this question. Because there are no written records of prehistoric peoples, scientists have to piece together information about the past. Teams of scientists use a variety of research methods to learn more about how, where, and when early humans developed. Interestingly, recent discoveries provide the most knowledge about human origins and the way prehistoric people lived. Yet, the picture of prehistory is still far from complete. Scientists Search for Human Origins Written documents provide a window to the distant past. For several thousand years, people have recorded information about their beliefs, activities, and important events. Prehistory, however, dates back to the time before the inven- Use the graphic organizer tion of writing—roughly 5,000 years ago. Without access to written records, online to take notes on the scientists investigating the lives of prehistoric peoples face special challenges. advances of each hominid group discussed in the section. Scientific Clues Archaeologists are specially trained scientists who work like detectives to uncover the story of prehistoric peoples. They learn about early people by excavating and studying the traces of early settlements. An excavated site, called an archaeological dig, provides one of the richest sources of clues to the prehistoric way of life. Archaeologists sift through the dirt in a small plot of land. They analyze all existing evidence, such as bones and artifacts. Bones might reveal what the people looked like, how tall they were, the types of food they ate, diseases they may have had, and how long they lived. Artifacts human-made are objects, such as tools and jewelry. These items might hint at how people dressed, what work they did, or how they worshiped. Scientists called anthropologists study culture , or a people’s unique way of life. Anthropologists examine the artifacts at archaeological digs. From these, they re-create a picture of early people’s cultural behavior. (See Analyzing Key Concepts on culture on the following page.) Other scientists, called paleontologists, study fossils—evidence of early life preserved in rocks. Human fossils often consist of small fragments of teeth, skulls, or other bones. Paleontologists use complex techniques to date ancient fossil remains and rocks. Archaeologists, anthropologists, paleontologists, and other sci- entists work as a team to make new discoveries about how prehistoric people lived. The Peopling of the World 5 Culture In prehistoric times, bands of humans that lived near one another began to CULTURAL DATA develop shared ways of doing things: common ways of dressing, similar hunting practices, favorite animals to eat. These shared traits were the first beginnings of what anthropologists and historians call culture. Culture is the way of life of a group of people. Culture includes common practices of a society, its shared understandings, and its social organization. By overcoming individual differences, culture helps to unify the group. Components of Culture Common Practices Shared Understandings Social Organization what people eat language family adornment clothing and symbols class and caste structure religious beliefs individual relationships between sports values and community tools and technology the arts government social customs political beliefs economic system work view of authority How Culture Is Learned People are not born knowing about culture. Instead, they must learn culture. Generally, individuals learn culture in two ways. First, they observe and imitate the behavior of people in their society. Second, people in their society directly teach the culture to them, usually through spoken or written language. Media Government Religious Institutions Family School Friends Workplace 1.Forming and Supporting Observation and Imitation OpinionsInU.S. culture, which shared understanding do you think Direct Teaching is the most powerful? Why? 2.Making Inferences from Judging the divorce rate in Turkey, what components of culture do you think are strong in that country? Why? RESEARCH WEB LINKS Go online for more on culture. 6 Chapter 1 Early Footprints Found In the 1970s, archaeologist Mary Leakey led a scientific expedition to the region of Laetoli in Tanzania in East Africa. (See map on page 10.) There, she and her team looked for clues about human origins. In 1978, they found prehistoric footprints that resembled those of modern humans preserved in volcanic ash. These footprints were made by humanlike beings now called australo- pithecines (aw STRAY loh PIHTH ih SYNZ). Humans and other creatures that walk upright, such as australopithecines, are called hominids. The Laetoli footprints provided striking evidence about human origins: The Leakey Family What do these footprints tell us? First,... that at least 3,600,000 Theyears Leakey family has had a ago, what I believe to be man’s direct ancestor walked fully upright. tremendous impact on the study of ... Second, that the form of the foot was exactly the same as ours. human. origins. British anthropologists .. [The footprints produced] a kind of poignant time wrench. At oneS. B. Leakey (1903–1972) and Louis point,... she [the female hominid] stops, pauses, turns to the Mary left toLeakey (1913–1996) began glance at some possible threat or irregularity, and then continues to for early human remains in searching the north. This motion, so intensely human, transcends time. East Africa in the 1930s. Their efforts MARY LEAKEY, quoted in National Geographic turned what was a sideline of science into a major field of scientific inquiry. The Discovery of “Lucy” While Mary Leakey was working Mary became one of the world’s in East Africa, U.S. anthropologist Donald Johanson and his renowned hunters of human fossils. team were also searching for fossils. They were exploring Their son Richard; Richard’s wife, Maeve; and Richard and Maeve’s sites in Ethiopia, about 1,000 miles to the north. In 1974, daughter Louise have continued the Johanson’s team made a remarkable find—an unusually com ‐ family’s fossil-hunting in East Africa plete skeleton of an adult female hominid. They nicknamed into the 21st century. her “Lucy” after the song “Lucy in the Sky with Diamonds.” Drawing ConclusionsShe had lived around 3.5 million years ago—the oldest RESEARCH WEB LINKS Go online for Why were the hominid found to that date. discoveries of hominid Hominids Walk Upright Lucy and the hominids who left more on the Leakey family. footprints and “Lucy” their footprints in East Africa were species of australopith ‐ important? . ecines. Walking upright helped them travel distances more easily. They were also able to spot threatening animals and carry food and children. These early hominids had already developed the opposable thumb. This means that the tip of the thumb can cross the palm of the hand. The opposable thumb was crucial for tasks such as picking up small objects and making tools. (To see its importance, try picking up a coin with just the index and middle fingers. Imagine all of the other things that cannot be done without the opposable thumb.) The Old Stone Age Begins The invention of tools, mastery over fire, and the development of language are some of the most impressive achievements in human history. Scientists believe these occurred during the prehistoric period known as the Stone Age. It spanned a vast length of time. The earlier and longer part of the Stone Age, called the Old Stone Age or Paleolithic Age, lasted from about 2.5 million to 8000 B.C. The oldest PRIMARY SOURCE stone chopping tools date back to this era. The New Stone Age, or Neolithic Age, began about 8000 B.C. and ended as early as 3000 B.C. in some areas. People who lived during this second phase of the Stone Age learned to polish stone tools, make pottery, grow crops, and raise animals. The Peopling of the World 7 Australopithecines Homo habilis 4 million to 1 million B.C. 2.5 million to 1.5 million B.C. found in southern and found in East Africa eastern Africa 3 cm 3 (cubic brain size 500 cm centimeters) brain size 700

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