world history ancient civilizations a

.52 California Standards History–Social Science 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egy

Trang 1

Stanley M Burstein Richard Shek

Trang 2

mechani-cal, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.

Requests for permission to make copies of any part of the work should be mailed to the following address: Permissions Department,

Holt, Rinehart and Winston, 10801 N MoPac Expressway, Building 3, Austin, Texas 78759.

For acknowledgments, see page R77, which is an extension of the copyright page.

HOLT and the “Owl Design” are trademarks licensed to Holt, Rinehart and Winston, registered in the United States of America and/or

other jurisdictions.

Printed in the United States of America

If you have received these materials as examination copies free of charge, Holt, Rinehart and Winston 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.

ISBN 0-03-073459-2

3 4 5 6 7 8 9 032 11 10 09 08 07 06

Dr Stanley M Burstein is Professor Emeritus of Ancient History and former Chair of the Department of History at California State University, Los Angeles Dr Burstein received his B.A., M.A., and Ph.D degrees from the University of California at Los Angeles and is the author of more than 100 books, articles, and chapters on ancient history His special-ties include ancient Greece, Greek and Roman Egypt, and Kush Dr Burstein has served as President of the Association

of Ancient Historians and as a member of the California History–Social Science Standards/Course Models Project, the California Content Review Panel for History–Social Science, and the Content Review Panel for the California STAR test

in history

Dr Stanley M Burstein

Dr Richard Shek is Professor of Humanities and Religious Studies at California State University, Sacramento A native of China, Dr Shek did his undergraduate work in Tokyo, Japan, and received his Ph.D in history from the University of California at Berkeley His specialties are East Asian cultural and religious history, and he has numerous publications on Confucianism, Daoism, Buddhism, and popular religion in China and Japan Dr Shek has served

as a member of the California Content Review Panel for History–Social Science and is currently a member of the Content Review Panel for the California STAR test

in history

Dr Richard Shek

Trang 3

iii

Program Consultants

Contributing Author

Kylene Beers, Ed.D.

Senior Reading Researcher

School Development Program

Yale University

New Haven, Connecticut

General EditorFrances Marie Gipson

Secondary Literacy Los Angeles Unifi ed School District

Los Angeles, California

Senior Literature and Writing SpecialistCarol Jago

English Department ChairpersonSanta Monica High SchoolSanta Monica, California

Ann Cerny, M.A.

Middle School History Teacher

San Dieguito Union High School

District

Solana Beach, California

Julie Chan, Ed.D.

Director, Literacy Instruction

Newport-Mesa Unifi ed School

District

Costa Mesa, California

Gary F DeiRossi, Ed.D.

Assistant SuperintendentSan Joaquin County Offi ce of Education

Stockton, California

Fern M Sheldon, M.Ed.

Curriculum SpecialistRowland Unifi ed School DistrictRowland Heights, California

John Ferguson, M.T.S., J.D.

Senior Religion Consultant

Assistant Professor

Political Science/Criminal Justice

Howard Payne University

Andrés Reséndez, Ph.D.

Senior Consultant

Assistant Professor Department of History University of California at Davis Davis, California

Consultants

California Specialists

Trang 4

San Francisco

Paso Robles

Merced

Orangevale Sacramento

Davis RanchoCordova

Los Angeles Lennox

Garden Grove Bakersfield

Tustin

Romoland Costa Mesa Lakeside

Riverside

Oceanside San Diego

Santa Monica

Solana Beach

Rowland Heights

Educational Reviewers

Sally Knudtson Adams

Garden Grove High School

Garden Grove, California

Anne Bjornson

A.P Giannini Middle School

San Francisco, California

Anthony Braxton

Herbert H Cruickshank

Middle SchoolMerced, California

Ann Cerny, M.A.

Middle School History TeacherSan Dieguito Union High School District

Solana Beach, California

Julie Chan, Ed.D.

Director, Literacy InstructionNewport-Mesa Unifi ed School District

Costa Mesa, California

The California program consultants and reviewers included on

these pages provided guidance throughout the development of

Holt California Social Studies: World History: Ancient Civilizations

As the map below demonstrates, their valuable contributions

represent the viewpoints of teachers throughout California

Carol Jago

English Department ChairpersonSanta Monica High SchoolSanta Monica, California

J Frank Malaret

Senior Consultant

Dean, Downtown and West Sacramento Outreach CentersSacramento City College

Andrés Reséndez, Ph.D.

Senior Consultant

Assistant Professor Department of History University of California at Davis Davis, California

Fern M Sheldon, M.Ed.

Curriculum SpecialistRowland Unifi ed School DistrictRowland Heights, California

Trang 5

v

Academic ReviewersJonathan Beecher, Ph.D.

Department of HistoryUniversity of California, Santa Cruz

Jerry H Bentley, Ph.D.

Department of HistoryUniversity of Hawaii

Elizabeth Brumfi el, Ph.D.

Department of AnthropologyNorthwestern UniversityEvanston, Illinois

Eugene Cruz-Uribe, Ph.D.

Department of HistoryNorthern Arizona University

Toyin Falola, Ph.D.

Department of HistoryUniversity of Texas

Robert J Meier, Ph.D.

Department of AnthropologyIndiana University

Marc Van De Mieroop, Ph.D.

Department of HistoryColumbia UniversityNew York, New York

M Gwyn Morgan, Ph.D.

Department of HistoryUniversity of Texas

Field Test Teachers

Andy Alexander

Harvest Valley Elementary

Romoland, California

Harriette Bone

Pio Pico Middle School

Gasparde Portola Middle School

San Diego, California

Karen York

Mitchell Middle School

Rancho Cordova, California

Meet the Sikhs is a video that discusses the Sikh community in northern California Starting with an annual

Sikh celebration, the video provides an overview of the Sikh community, including the foundation of its

religious beliefs and attire, immigration patterns, and the accomplishments of community members The

video can be downloaded for educational purposes only, and admission cannot be charged for any viewing

of the piece This video is available in QuickTime format at the KVIE Web site at http://www.kvie.org/

education/outreachservices/

Trang 6

CHAPTER 1 Uncovering the Past 2

California Standards Analysis Skills HI 5 Recognize that interpretations of history are subject to change as new infor-mation is uncovered History’s Impact Video Series The Impact of Archaeology Section 1 Studying History 6

Section 2 Studying Geography 12

Social Studies Skills Recognizing Personal Conviction and Bias 20

Standards Review 21

Standards Assessment 23

Early Humans and Societies 1

Contents 1 UNIT Geography and Map Skills H1 Reading Social Studies H12 Academic Words H16 History–Social Science Content Standards H18 Analysis Skills H21 How to Make This Book Work for You H22 Places You Will Study H24 vi

vi CONTENTS

Trang 7

CONTENTS vii

CHAPTER 2 The Stone Ages and Early Cultures .24

California Standards History–Social Science 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution Analysis Skills CS 1 Explain how events are related in time HI 1 Explain central issues and problems from the past History’s Impact Video Series The Impact of the Early Migrations to North America Section 1 The First People 28

Section 2 Early Human Migration 36

Section 3 Beginnings of Agriculture 40

Social Studies Skills Identifying Central Issues 44

Standards Review 45

Unit 1 Writing Workshop Comparing and Contrasting Societies 48

Trang 8

viii CONTENTS

UNIT

and Kush

Fertile Crescent .52

California Standards History–Social Science 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush Analysis Skills CS 3 Use maps to identify physical features History’s Impact Video Series The Impact of a System of Laws Section 1 Geography of the Fertile Crescent 56

Section 2 The Rise of Sumer 62

Section 3 Sumerian Achievements 67

Section 4 Later Peoples of the Fertile Crescent 74

Social Studies Skills Interpreting Physical Maps 80

Standards Review 81

.50

Trang 9

CONTENTS ix

CHAPTER 4 Ancient Egypt 84

California Standards History–Social Science 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush Analysis Skills HR 4 Assess the credibility of primary and secondary sources History’s Impact Video Series The Impact of the Egyptian Pyramids Section 1 Geography and Early Egypt 88

Section 2 The Old Kingdom 93

Section 3 The Middle and New Kingdoms 101

Section 4 Egyptian Achievements 108

Social Studies Skills Assessing Primary and Secondary Sources 114

Standards Review 115

CHAPTER 5 Ancient Kush 118

California Standards History–Social Science 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush Analysis Skills HI 2 Understand and distinguish cause and effect History’s Impact Video Series The Impact of the Egyptian Pyramids Section 1 Kush and Egypt 122

Section 2 Later Kush 127

Social Studies Skills Participating in Groups 132

Unit 2 Writing Workshop A Description of a Historical Place 136

Trang 10

x CONTENTS

UNIT

and China

CHAPTER 6 Ancient India .140

California Standards History–Social Science 6.5 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India History’s Impact Video Series The Impact of Buddhism as a World Religion Section 1 Geography and Early India 144

Section 2 Origins of Hinduism 150

Section 3 Origins of Buddhism 156

Section 4 Indian Empires 162

Section 5 Indian Achievements 167

Social Studies Skills Interpreting Diagrams 174

138

Trang 11

CHAPTER 7 Ancient China .178

California Standards History–Social Science 6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China History’s Impact Video Series The Impact of Confucius on China Today Section 1 Geography and Early China 182

Section 2 The Zhou Dynasty and New Ideas 188

Section 3 The Qin Dynasty 194

Section 4 The Han Dynasty 200

Section 5 Han Contacts with Other Cultures 208

Social Studies Skills Conducting Internet Research 214

Unit 3 Writing Workshop Why Things Happen 218

CONTENTS xi

Trang 12

Western Ideas

Judaism 220

California Standards History–Social Science 6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews Analysis Skills HI 2 Understand and distinguish long- and short-term causal relations HR 2 Distinguish fact from opinion in historical narratives and stories History’s Impact Video Series The Impact of Judaism throughout the World Section 1 The Early Hebrews 226

Section 2 Jewish Beliefs and Texts 232

Section 3 Judaism over the Centuries 240

Social Studies Skills Identifying Short- and Long-Term Effects 246

220

xii

Trang 13

CONTENTS xiii

CHAPTER 9 Ancient Greece 250

California Standards History–Social Science 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of ancient Greece Analysis Skills HI 6 Conduct cost-benefit analyses of economic and political issues History’s Impact Video Series The Impact of Democracy Section 1 Geography and the Early Greeks 254

Section 2 Government in Athens 262

Section 3 Greek Mythology and Literature 268

Social Studies Skills Analyzing Costs and Benefi ts 278

CHAPTER 10 The Greek World .282

California Standards History–Social Science 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of ancient Greece History’s Impact Video Series The Impact of the Greek Scholars Section 1 Greece and Persia 286

Section 2 Sparta and Athens 292

Section 3 Alexander the Great 298

Section 4 Greek Achievements 303

Social Studies Skills Interpreting Charts and Tables 310

Unit 4 Writing Workshop A Social Studies Report 314

Trang 14

5 The Roman World .318

CHAPTER 11 The Roman Republic 320

California Standards History–Social Science 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome Analysis Skills CS 1 Understand how events are related in time CS 2 Construct time lines History’s Impact Video Series The Impact of the Roman Republic on American Government Today Section 1 Geography and the Rise of Rome 324

Section 2 Government and Society 332

Section 3 The Late Republic 338

Social Studies Skills Interpreting Culture Maps 344

xiv

Trang 15

CONTENTS xv

CHAPTER 12 The Roman Empire 348

California Standards History–Social Science 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome Analysis Skills CS 3 Use a variety of maps and documents to identify physical and cultural features History’s Impact Video Series The Impact of Ancient Rome on the World Today Section 1 From Republic to Empire 352

Section 2 A Vast Empire 358

Section 3 Rome’s Legacy 366

Social Studies Skills Interpreting Time Lines 372

CHAPTER 13 Rome and Christianity 376

California Standards History–Social Science 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome Analysis Skills HI 3 Explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns History’s Impact Video Series The Impact of Ancient Rome on the World Today Section 1 Religion in the Roman Empire 380

Section 2 Origins of Christianity 384

Section 3 The Early Christian World 392

Social Studies Skills Continuity and Change in History 396

Unit 5 Writing Workshop Historical Problem and Solution 400

Trang 16

CHAPTER 14 The Fall of Rome 404

California Standards History–Social Science 7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire Analysis Skills HI 4 Recognize the role of chance, oversight, and error in history History’s Impact Video Series The Impact of Ancient Rome on the World Today Section 1 Fall of the Western Roman Empire 408

Section 2 The Byzantine Empire 414

Social Studies Skills Chance, Error, and Oversight in History 420

.402

xvi

Trang 17

CONTENTS xvii

CHAPTER 15 The Early Americas 424

California Standards 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations Analysis Skills HR 3 Distinguish relevant from irrelevant, essential from incidental, and verifiable from unverifiable information History’s Impact Video Series The Impact of Mayan Achievements on Math and Astronomy Section 1 Geography and Early Cultures 428

Section 2 The Maya 434

Section 3 Maya Life and Society 439

Social Studies Skills Accepting Social Responsibility 446

Unit 6 Writing Workshop Persuasion and Historical Issues 450

Declaration of Independence R2

U.S Constitution R6

Atlas R26

Gazetteer R38

Facts about the World R42

Biographical Dictionary R48

English and Spanish Glossary R54

Index R66

Credits and Acknowledgments R77

Trang 18

History and Geography

Explore the relationships between history

and geography around the world.

Mapping the Past 18

River Valley Civilizations 60

The Silk Road 212

Natural Disaster! 260

Roman Roads .364

Literature in History Learn about people who lived in other times and places in excerpts from literature. The Epic of Gilgamesh 72

The Shiji 206

The Epic Poetry of Homer 276

The Aeneid .330

The Popol Vuh 444

Meet the people who have infl uenced history and learn about their lives. The Iceman 35

Sargon 63

Queen Hatshepsut 102

Ramses the Great 107

Piankhi 125

Queen Shanakhdakheto 129

Asoka 166

Confucius 191

Laozi .193

Emperor Shi Huangdi 199

Ruth and Naomi 231

Homer 272

Aesop 273

Cyrus the Great 287

Euclid 307

Greek Philosophers—Socrates, Plato, and Aristotle 309

Cincinnatus 328

Hannibal 341

Lucius Cornelius Sulla .343

Cleopatra 356

Augustus 357

Constantine .395

Justinian and Theodora 419

Pacal .437

xviii

Justinian and

Trang 19

CONTENTS xix

Analyze information presented visually to learn more about history. CHARTS Development of Writing 68

Egyptian Writing .109

Major Beliefs of Hinduism 152

The Eightfold Path 159

Chinese Writing 187

Main Ideas of Confucianism .192

Democracy Then and Now 267

Greek Infl uence on Language 274

Roman Society .329

Government of the Roman Republic .333

Why Rome Fell 413

The Western Roman and Byzantine Empires 418

INFOGRAPHICS Understanding the World .8

Physical and Human Geography 13

Early Hominids 30

Hunter-Gatherers 32

A Mammoth House 39

An Early Farming Society 42

Irrigation and Civilization 58

The City-State of Ur 64

Charts, Graphics, and Time Lines Mummies and the Afterlife 96

Building the Pyramids 98

Daily Life in Egypt .104

The Temple of Karnak 110

Kush’s Trade Network 128

Rulers of Kush 130

Life in Mohenjo-Daro .146

Hindu Gods and Beliefs 152

Indian Science 170

Geography and Living 184

The Warring States Period. .190

Han Achievements 204

Hebrew Texts .234

Destruction of the Second Temple 241

Democracy in Action 264

The Parthenon 304

The Roman Forum 336

Rome Battles Carthage .340

Pompeii: A City Preserved 361

A Chariot Race 362

The Roman Arch 367

The Colosseum .368

Glory of Constantinople 416

Palenque .436

A Maya King and His Court .440

TIME LINES The Stone Ages and Early Cultures 24

Mesopotamia and the Fertile Crescent 52

A mammoth house

Heavy mammoth bones were used

as a frame for the shelter.

Trang 20

xx

Ancient Egypt 84

Periods of Egyptian History 101

Ancient Kush 118

Ancient India .140

Ancient China 178

The Zhou Dynasty .188

The Qin Dynasty .194

The Han Dynasty .200

The Hebrews and Judaism 222

Early Hebrew History .228

Ancient Greece .250

The Greek World 282

The Roman Republic 320

The Roman Empire .348

Rome and Christianity 376

Early Christianity .392

The Fall of Rome .404

Key Events in Roman History 412

The Early Americas 424

Examine key facts and concepts quickly and easily with graphics. Chapter 1 Visual Summary 21

Early Hominids 30

Chapter 2 Visual Summary 45

Hammurabi’s Code 75

Periods of Egyptian History 101

The Varnas 151

Major Beliefs of Hinduism 152

The Eightfold Path 159

Zhou Society 189

Main Ideas of Confucianism .192

Government in Athens 262

Democracy Then and Now 267

Life in Sparta .293

Life in Athens 295

Legendary Founding of Rome 326

Roman Society .329

Government of the Roman Republic .333

Chapter 11 Visual Summary .345

Why Rome Fell 413

The Western Roman and Byzantine Empires 418

Roman Society

■ Wealthy, powerful citizens

crafts-people, traders, other workers

■ Small minority of the population

■ Majority of the population

■ Once controlled all aspects of government

■ Gained right to participate in government

■ After 218 BC, not allowed to par-ticipate in trade

or commerce

■ Only Romans who could be traders,

so many became wealthy

Trang 21

CONTENTS xxi

History Close-up See how people lived and how places looked in the past by taking a close-up view of history. Hunter-Gatherers 32

An Early Farming Society 42

The City-State of Ur 64

Building the Pyramids 98

The Temple of Karnak 110

Rulers of Kush 130

Life in Mohenjo-Daro .146

Destruction of the Second Temple 241

Democracy in Action 264

The Parthenon 304

The Roman Forum 336

Rome Battles Carthage .340

A Chariot Race 362

The Colosseum .368

The Glory of Constantinople 416

Palenque .436

Link people and cultures from the past to the world around you today. Stone Tools 33

The Wheel 69

Nonviolence 154

A Passover Meal .244

Let the Games Begin! 271

Do as the Romans Do .334

Christian Holidays .386

L INKING TO T ODAY Points of View See how different people have interpreted historical issues in different ways. Views of Migration to the Americas 38

Views of Education .294

Views of Caesar 355

Views of Writing .432

Historic Documents Examine key documents that have shaped world history. Hammurabi’s Code 75

The Analects 192

Law of the Twelve Tables .335

Declaration of Independence R2 U.S Constitution R6 Social Studies Skills Learn, practice, and apply the skills you need to study and analyze history. Recognizing Personal Conviction and Bias 20

Identifying Central Issues 44

Interpreting Physical Maps 80

Assessing Primary and Secondary Sources 114

Participating in Groups 132

Interpreting Diagrams 174

Conducting Internet Research 214

Identifying Short- and Long-Term Effects .246

Analyzing Costs and Benefi ts 278

Interpreting Charts and Tables 310

Interpreting Culture Maps 344

Interpreting Time Lines 372

Continuity and Change in History .396

Chance, Error, and Oversight in History 420

Accepting Social Responsibility 446

Trang 22

S e

Gulf of Venice

Gulf of Genoa

T ib er R ive r

Arno Rive r

Ligurian Sea

L Garda

L Como

Po River

Sicily Sardinia

A P

E N N I N E S

A L P S

Mt Vesuvius 4,190 ft.

(1,277 m)

I t a l a

n P e n i n s u

l a

Reading Social Studies

Learn and practice skills that will help you read

your social studies lessons.

Specialized Vocabulary of History .4

Chronological Order 26

Main Ideas in Social Studies 54

Drawing Conclusions about the Past 86

Causes and Effects in History 120

Inferences about History 142

Summarizing Historical Texts 180

Facts, Opinions, and the Past .224

Greek Word Origins 252

Comparing and Contrasting

Historical Facts 284Outlining and History .322

Online Research .350

Questioning 378

Stereotypes and Bias in History .406

Analyzing Historical Information 426

Writing Workshop

Learn to write about history.

Comparing and Contrasting Societies 48

A Description of a Historical Place 136

Why Things Happen 218

A Social Studies Report 314

Historical Problem and Solution .400

Persuasion and Historical Issues .450

Trang 23

Early Hominid Sites 29

Early Human Migration 37

Early Domestication 40

Catal Hüyük 42

Assessment Map 47

The Fertile Crescent 57

River Valley Civilizations 60

Han Dynasty, c 206 BC–AD 220 201

The Silk Road 210

The Silk Road 212

Possible Routes of Abraham and Moses .227

Kingdoms of Israel and Judah, c 920 BC 230

The Dead Sea Scrolls .236Jewish Migration After AD 70 .243Assessment Map 249Greece: Physical .255Minoan and Mycenaean Civilizations 257Greek City-States and Colonies, c 600 BC .258Natural Disaster! 260The Persian Empire 287The Persian Wars .290The Peloponnesian War, c 431–404 BC 296Alexander the Great’s Empire, c 323 BC 301Italy: Physical .325Italy, 500 BC 328The Roman Republic, 509–270 BC 339The Roman Republic, 270 BC–100 BC .342Languages of Italy .344Assessment Map 347Expansion of Rome, 100 BC – AD 117 .359Roman Trade Routes, AD 200 360Roman Roads .364Judea 385Paul’s Journeys .388The Spread of Christianity, 300–400 .394The Eastern and Western Empires 409Invasions of the Roman Empire 410The Byzantine Empire, 1025 415The Americas: Physical 429Migration to the Americas .430Early Civilizations in the Americas 433Maya Civilization 435Assessment Map 449World: Political R26North America: Physical R28North America: Political R29South America: Physical .R30South America: Political R31Europe: Physical .R32Europe: Political .R33Asia: Physical .R34Asia: Political .R35Africa: Physical R36Africa: Political R37

Interpret maps to see where important events happened

and analyze how geography has infl uenced history.

Trang 24

xxiv

Primary Sources

Relive history through eyewitness accounts,

literature, and documents.

CHAPTER 1

Polybius, on history, from The Histories,

Book XXXVIII 9Barbara W Tuchman, on history, from

Kenneth C Davis, on geography, from

CHAPTER 2

Donald Johanson, on fi nding Lucy, from

Thomas Canby and James Dixon, views

of migration to the Americas 38Jared Diamond, on domestication of

plants, from Guns, Germs, and Steel 46

CHAPTER 3

Sumerian essay, on the importance of

school, quoted in History Begins at

Sumer 68

From the Epic of Gilgamesh 72

Hammurabi, from The Code of

Hammurabi 75

CHAPTER 4

Pyramid Text, Utterance 217, on Re, quoted

in Ancient Egypt by Lorna Oaks and

Lucia Gahlin .100Pen-ta-ur, on Ramses the

Great, from The Victory of Ramses over

by Eva March Tappan 107

Thatcher

C Warren Hollister, on the New

Kingdom, from Roots of the Western

Tradition 114

CHAPTER 5

Strabo, on the Kushites’ unique culture,

from The Geographies 129

CHAPTER 6

Vedic hymn, on praising the god Indra,

from the Rigveda, in Reading About

Brians et al. 152The Buddha, on morality, quoted in

On warning listeners to think before they

act, from the Panchatantra, translated

by Arthur Wiliam Ryder .169

From the Bhagavad Gita 172

CHAPTER 7

On the Zhou social system, from the

Zhou Book of Songs .189Confucius, on moral leadership’s role

in government, from The Analects 191Confucius, on knowledge, fairness,

and eagerness, from The Analects .192

Sima Qian, from The Shiji 206

CHAPTER 8

Exodus 20:2-14, the Ten Commandments,

from The Living Torah, edited by Rabbi

Aryeh Kaplan .228

Psalms 23:1–3, on the Lord, from The

Book of Tehillim .235From the Torah .238Flavius Josephus, on the burning of the

Second Temple, from The Wars of the

Jews 241

CHAPTER 9

Pericles’ Funeral Oration, quoted in

Thucydides, The History of the

Aesop, on working instead of wasting time, from

“The Ants and the Grasshopper” 273The Epic Poetry of Homer 276

Trang 25

CONTENTS xxv

CHAPTER 10

Herodotus, on Persian transportation

routes, from History of the Persian Wars .289

Plutarch, on Spartan discipline, from Life

of Lycurgus .293

Plato and Plutarch, views of education 294

Plato, on the death of Socrates, from

Phaedo 306

CHAPTER 11

Virgil, from The Aeneid .330

Polybius, on Roman unity in government,

from The Constitution of the Roman

Republic 335

from Law of the Twelve Tables 335

CHAPTER 12

Julius Caesar, on his victory in battle, from

The Gallic Wars 353

Plutarch and Seutonius, views of Caesar .355

Pliny the Elder, on Rome’s splendor,

from Natural History 362

CHAPTER 13

Paul’s Letter to the Romans 389From the Bible 390

Karen L King, on women, from Women in

CHAPTER 14

Priscus, on the Scythians, from Fragmenta

Jordanes, on the terror of Attila the Hun,

from History of the Goths 411Justinian, on the Hagia Sophia, from

The Story of the Building of the Church

Of Santa Sophia 418

Priscus, on Attila, from Eyewitness to

CHAPTER 15

David Grove and Mary E D Pohl,views of writing 432Zuni legend, on the importance of maize,

quoted in Kingdoms of Gold, Kingdoms

In 399 BC Socrates was arrested

and charged with corrupting the

young people of Athens and ignoring

religious traditions He was sentenced

to die by drinking poison Socrates

spent his last hours surrounded by

his students One of them, Plato, later

described the event in detail.

“Then raising the cup to his lips, quite readily and cheerfully he drank off the poison And hitherto most of us had been able

to control our sorrow; but now when we saw him drinking my own tears were flowing fast; so that I covered my face and wept Socrates alone retained his calmness: What

is this strange outcry? he said I have been told that a man should die in peace

Be quiet then, and have patience.”

–Plato, from Phaedo

Primary Source

The students and friends who have vis- ited Socrates, including the narrator, are much less calm than he is.

Socrates himself does not protest against his sentence but willingly drinks the poison.

Trang 26

Mapping the Earth

A pattern of lines circles the globe in west and north-south directions It is called

east-agrid The intersection of these imaginary lines helps us fi nd places on the earth

The east-west lines in the grid are lines

oflatitude Lines of latitude are called lels because they are always parallel to each other These imaginary lines measure dis-tance north and south of the equator The equator is an imaginary line that circles the globe halfway between the North and South Poles Parallels measure distance from the equator in degrees The symbol for degrees

paral-is ° Degrees are further divided into minutes.The symbol for minutes is ´ There are 60 minutes in a degree Parallels north of the equator are labeled with an N Those south

of the equator are labeled with an S

The north-south lines are lines of

longitude Lines of longitude are called

meridians These imaginary lines pass through the Poles They measure distance east and west of the prime meridian The prime meridian is an imaginary line that runs through Greenwich, England It repre-sents 0° longitude

Lines of latitude range from 0°, for tions on the equator, to 90°N or 90°S, for locations at the Poles Lines of longitude range from 0° on the prime meridian to 180°

loca-on a meridian in the mid-Pacifi c Ocean

Meridians west of the prime meridian to 180°

are labeled with a W Those east of the prime meridian to 180° are labeled with an E

North Pole

PrimeMeridian

Lines of Longitude

Lines of Latitude

A globe is a scale model of the earth It is useful for showing the entire

earth or studying large areas of the earth’s surface

Trang 27

South Pole

INDIAN OCEAN

ATLANTIC OCEAN

EASTERN HEMISPHEREEastern Hemisphere

The equator divides the globe into two halves, called hemispheres The half north of

the equator is the Northern Hemisphere The

southern half is the Southern Hemisphere

The prime meridian and the 180° meridian

divide the world into the Eastern Hemisphere

and the Western Hemisphere However,

the prime meridian runs right through

Europe and Africa To avoid dividing these

continents between two hemispheres, some

mapmakers divide the Eastern and Western

hemispheres at 20°W This places all of

Europe and Africa in the Eastern Hemisphere

Our planet’s land surface is divided into seven large landmasses, called continents

They are identifi ed in the maps on this page

Landmasses smaller than continents and

completely surrounded by water are called

islands

Geographers also organize Earth’s water surface into parts The largest is the world

ocean Geographers divide the world ocean

into the Pacifi c Ocean, the Atlantic Ocean,

the Indian Ocean, and the Arctic Ocean

Lakes and seas are smaller bodies of water

PACIFIC OCEAN

ATLANTIC OCEAN

NORTH AMERICA

SOUTH AMERICA

ASIA

EUROPE

NORTH AMERICA

AF RICA

Eq ua

tor

North Pole

PACIFIC OCEAN

ATLANTIC OCEAN ARCTIC OCEAN

INDIAN OCEAN

NORTHERN HEMISPHERENorthern Hemisphere

Equa

AU STR

South Pole

INDIAN OCEAN

PACIFIC OCEAN

ATLANTIC OCEAN

SOUTHERN HEMISPHERESouthern Hemisphere

Trang 28

H2 GEOGRAPHY AND MAP SKILLS

A map is a fl at diagram of all or part of the earth’s surface Mapmakers have created

different ways of showing our round planet on fl at maps These different ways are called

map projections Because the earth is round, there is no way to show it accurately in a

fl at map All fl at maps are distorted in some way Mapmakers must choose the type of map projection that is best for their purposes Many map projections are one of three kinds:

cylindrical, conic, or fl at-plane

Cylindrical Projections

Cylindrical projections are based on a cylinder wrapped around the globe The cylinder touches the globe only at the equator The meridians are pulled apart and are parallel to each other instead of meeting

at the Poles This causes landmasses near the Poles to appear larger than they really are

The map below is a Mercator projection, one type of cylindrical projection The Mercator projection is useful for navigators because it shows true direction and shape However, it distorts the size of land areas near the Poles

Mapmaking

Mercator projection Paper cylinder

Trang 29

Conic projections are based on a cone placed

over the globe A conic projection is most

accurate along the lines of latitude where

it touches the globe

It retains almost true

shape and size Conic

projections are most

useful for showing

areas that have

Flat-plane projections are based on a plane

touching the globe at one point, such as at

the North Pole or South Pole A fl at-plane

projection is useful for showing true

direc-tion for airplane pilots and ship navigators It

also shows true area However, it distorts the

true shapes of landmasses

Paper cone

Conic projection

Flat-plane projection

Flat plane

Trang 30

(8,598 m)

H I M

A L

G H A T S

D es e )

Vindhy a Ra

nge

o m

la b

r

C a t

H in

du Ku sh

Laccadive Islands

Andaman Islands

G

n g s Riv er

m

n R iv er

G anges R

.

G h ag hara

tra Ri r

Bay of Bengal

Andaman Sea

0 (Sea level) Below sea level

13,120 6,560 1,640 656 (Sea level) 0

Below sea level

Feet Meters ELEVATION

500 Miles 250

0

500 Kilometers 250

The map below has all four of these elements, plus a ﬁ fth–a locator map.

Map Essentials

1 Title

A map’s title shows what the subject of the map is The map title

is usually the fi rst thing you should look at when studying a map, because it tells you what the map is trying to show

Trang 31

S

4,000 2,000 500 200

0 (Sea level) Below sea level

13,120 6,560 1,640 656 (Sea level) 0 Below sea level

Feet Meters ELEVATION

500 Miles 250

0

500 Kilometers 250

A directional indicator shows which way north, south, east, and west

lie on the map Some mapmakers use a “north arrow,” which points

toward the North Pole Remember, “north” is not always at the top

of a map The way a map is drawn and the location of directions on

that map depend on the perspective of the mapmaker Most maps in

this textbook indicate direction by using a compass rose A compass

rose has arrows that point to all four principal directions, as shown

4 Legend

The legend, or key, explains what the symbols on the map

repre-sent Point symbols are used to specify the location of things, such

as cities, that do not take up much space on the map Some legends,

such as the one shown here, show colors that represent certain

elevations Other maps might have legends with symbols or colors

that represent things such as roads Legends can also show economic

resources, land use, population density, and climate

5 Locator Map

A locator map shows where in the world the area on the map is

located The area shown on the main map is shown in red on the

locator map The locator map also shows surrounding areas so the

map reader can see how the information on the map relates to

neighboring lands

3 Scale

Mapmakers use scales to represent the distances between points on

a map Scales may appear on maps in several different forms The

maps in this textbook provide a bar scale Scales give distances in

miles and kilometers

To fi nd the distance between two points on the map, place a piece of paper so that the edge connects the two points Mark the

location of each point on the paper with a line or dot Then,

com-pare the distance between the two dots with the map’s bar scale

The number on the top of the scale gives the distance in miles The

number on the bottom gives the distance in kilometers Because the

distances are given in large intervals, you may have to approximate

the actual distance on the scale

Trang 32

Bay of Biscay

Tyrrhenian Sea

Ionian Sea

Aegean Sea

Black Sea

Ligurian Sea

Strait of

Gibraltar

A dr iat ic

.

Rome Carthage

GREECE

MACEDONIA

ASIA MINOR

H6 GEOGRAPHY AND MAP SKILLS

The Roman Republic, 270-100 BC

Working with Maps

The Atlas at the back of this textbook includes both physical and political maps

Physical maps, like the one you just saw, show the major physical features in

a region These features include things like mountain ranges, rivers, oceans, islands, deserts, and plains Political maps show the major political features of a region, such as countries and their borders, capitals, and other important cities

Historical Map

In this textbook, most of the maps you will study are historical maps

Historical maps, such as this one, are maps that show information about the past This information might be which lands an empire controlled, where a certain group of people lived, what large cities were located in a region, or how a place changed over time Often colors are used to indicate the different things on the map Be sure to look at the map title and map legend fi rst to see what the map is showing What does this map show?

Trang 33

$EAD 3EA

0ERSIAN 'ULF

-EDITERRANEAN 3EA

%UPH

RATE S IV

RIS IV ER

. ILE

ER

One special type of historical map is called a

route map A route map, like the one above,

shows the route, or path, that someone or

something followed Route maps can show

things like trade routes, invasion routes,

or the journeys and travels of people The

routes on the map are usually shown with an

arrow If more than one route is shown,

sev-eral arrows of different colors may be used

What does this route map show?

The maps in this textbook will help you study and understand history By working with these maps, you will see where important events happened, where empires rose and fell, and where people moved In studying these maps, you will learn how geography has infl uenced history

Possible Routes of Abraham and Moses

The Bible says that ham left Mesopotamia and settled in Canaan.

Abra-Moses led the Hebrews out of slavery in Egypt and into Canaan

in a journey called the Exodus.

Trang 34

AN COVERED SHALLOW

,!+%

AN OF

ISLAND

an area of land surrounded entirely

by water

'5,&

A THE EXTENDS

FOREST

an area of densely wooded land

DELTA

an area where a river deposits soil into the ocean

)34(-53

A CONNECTING LAND

SINKHOLE

a circular depression formed when the roof

of a cave collapses

RIVER

a natural flow of water that runs through the land

Trang 35

a hill of sand shaped by wind

/!3)3

AN DESERT WATER

HILL

a rounded, elevated area of land smaller than a mountain

6!,,%9

AN LAND HILLS

Trang 36

H10 GEOGRAPHY AND MAP SKILLS

Geography is the study of the world’s people and places As you can imagine, studying the entire world is a big job To make the job easier, geographers have

Human-Environment Interaction, Movement, and Region You can think of the Five Themes as fi ve windows you can look through to study a place If you looked

at the same place through fi ve different windows, you would have fi ve different perspectives, or viewpoints, of the place Using the Five Themes in this way will help you better understand the world’s people and places.

The Five Themes

to other places Use the theme of location

to ask questions like, “Where is this place located, and how has its location affected it?”

2 Place Every place in the world is unique and has its own personality and character Some things that can make a place unique include its weather, plants and ani-mals, history, and the people that live there

Use the theme of place to ask questions like,

“What are the unique features of this place, and how are they important?”

People interact with their environment in many ways They use land to grow food and local materials to build houses At the same time, a place’s environment infl uences how people live For example, if the weather is cold, people wear warm clothes Use the theme of human-environment interaction

to ask questions like, “What is this place’s environment like, and how does it affect the people who live there?”

changing, and places are affected by the movement of people, goods, ideas, and physical forces For example, people come and go, new businesses begin, and rivers change their course Use the theme of move-ment to ask questions like, “How is this place changing, and why?”

5 Region A region is an area that has one or more features that make it different from surrounding areas A desert, a country, and a coastal area are all regions Geogra-phers use regions to break the world into smaller pieces that are easier to study Use the theme of region to ask questions like “What common features does this area share, and how is it different from other areas?”

Trang 37

GEOGRAPHY AND MAP SKILLS H11

New York City is one of the most powerful cities

in the world The people of New York also make the city one of the most ethnically diverse places

4

2

REGION

The United States is a political region with one

government At the same time, smaller regions

can be found inside the country, such as the

Badlands in South Dakota.

5

People near Las Vegas, Nevada, transform the desert landscape by building new neighborhoods Americans modify their environment in many other ways—by controlling rivers, building roads, and creating farmland.

Trang 38

THE STONE AGES AND EARLY CULTURES 27

Key Terms and People

Scientists Study Remains

One archaeologist who made tant discoveries about prehistory was

impor-in East Africa that were more than 1.5 Louis Leakey, believed that the bones belonged to a hominid, an early ancestor of humans

In 1974 anthropologist Donald Johanson found bones from another

fi nd Lucy Tests showed that she lived more than 3 million years ago

In 1994 anthropologist Tim White that the hominid he found may have lived as long as 4.4 million years ago

From Chapter 2, pages 28–29

After you read the sentences, answer the following questions.

1. Draw a three-part sequence chain on your own paper.

a What are the three dates that tell you the chronological order

of the three discoveries?

b Where do the discoveries go in your sequence chain?

2. Study the sequence chain you’ve made Leakey made her fi nd in

1959 The bones she found were about 1.5 million years old

Johanson found bones in 1974 that were more than 3 million years old White made his fi nd in 1994 and the bones he found were 4.4 million years old Why do you think that as time contin- ued anthropologists were able to fi nd older and older bones?

3. Create another sequence chain Sequence the discoveries in the order of the age of the bones, oldest to youngest.

Chapter 2

prehistory (p 28) hominid (p 28) ancestor (p 28) tool (p 30) Paleolithic Era (p 31) society (p 33) hunter-gatherers (p 33)

Section 2

migrate (p 36) ice ages (p 36) land bridge (p 36) Mesolithic Era (p 38)

Section 3

Neolithic Era (p 41) domestication (p 41) agriculture (p 42) megaliths (p 42)

Academic Vocabulary Success in school is related to knowing academic vocabulary—

the words that are frequently used in school assignments and discussions In this chapter, you will learn the following academic words:

distribute (p 33) development (p 42)

As you read Chapter 2, look for words

that indicate the order in which events occurred.

You Try It!

The following passage is from the chapter you are about to read

Read the sentences carefully and think about order of events

HSS Analysis CS 1 Understand how events are related in time.

ELA Reading 6.2.4 Clarify an understanding of texts by creating

outlines, logical notes, summaries, or reports.

Chronological Order

26CHAPTER 2

Religion Society and Culture Science and Technology Geography Politics

Economics Reading Social Studies

Focus on Themes In this chapter you will learn about the earliest humans and how they lived

You will read about scientists who work constantly to learn more about this mysterious time As you read, you will see the beginnings of human

society and culture—the making of tools, the use

of fi re, and the creation of language You will also

read about the geography of the world and how it

shaped where and how early people lived.

Focus on Reading History, just our like our lives, can be seen as

a series of events in time To understand history and events, we often need to see how they are related in time.

Understanding Chronological Order The word chronological

means “related to time.” Events discussed in this history book are discussed

in sequence, in the order in which they happened To understand history

better, you can use a sequence chain to take notes about events in the order they happened.

by Kylene Beers

Additional reading support can be found in the

Writers sometimes signal chronological order, or sequence, by using words

or phrases like these:

fi rst, before, then, later, next, eventually, fi nally

A scientists goes to Africa and drives

to a gorge to search for fossils.

read-a reread-ading skill or strread-ategy; read-and identify key terms, people, and academic vocabulary

ThemesWhy are themes important? They help our minds organize facts and information For example, when we talk about baseball, we may talk about types of pitches When we talk about movies, we may discuss animation

Historians are no different When they discuss history or social studies, they tend to think about some common themes: Econom-ics, Geography, Religion, Politics, Society and Culture, and Science and Technology

Reading Skill or StrategyGood readers use a number of skills and strategies to make sure they understand what they are reading These lessons will give you the tools you need to read and understand social studies

Key Terms, People, and Academic VocabularyBefore you read the chapter, review these words and think about them Have you heard the word before? What do you already know about the people? Then watch for these words and their meanings as you read the chapter

Become an Active Reader

by Dr Kylene Beers

Did you ever think you would begin reading your social studies book by reading about reading? Actually, it makes better sense than you might think You would probably make sure you learned some soccer skills and strategies before playing

in a game Similarly, you need to learn some reading skills and strategies before reading your social studies book In other words, you need to make sure you know whatever you need to know in order to read this book successfully

Tells which theme

or themes are important in the chapter

Explains a skill

or strategy good readers use

Identifies the important words in the chapter.

Gives you practice

in the reading skill

or strategy.

Trang 39

Read like a Skilled Reader

You will never get better at reading your

social studies book—or any book for that

matter—unless you spend some time

think-ing about how to be a better reader

Skilled readers do the following:

• They preview what they are supposed to

read before they actually begin reading

They look for vocabulary words, titles of

sections, information in the margin, or

maps or charts they should study

• They divide their notebook paper into two

columns They title one column “Notes

from the Chapter” and the other column

“Questions or Comments I Have.”

• They take notes in both columns as

they read

• They read like active readers The Active

Reading list below shows you what that means

• They use clues in the text to help them

fi gure out where the text is going The best clues are called signal words

Chronological Order Signal Words:

fi rst, second, third, before, after, later, next, following that, earlier, fi nally

Cause and Effect Signal Words:

because of, due to, as a result of, the reason for, therefore, consequently

Comparison/Contrast Signal Words:

likewise, also, as well as, similarly, on the other hand

Predict what will happen next based on what has already happened When your predictions don’t match what happens in the text, re-read the confusing parts

Question what is happening as you read

Constantly ask yourself why things have happened, what things mean, and what caused certain events

Summarize what you are reading quently Do not try to summarize the entire chapter! Read a bit and then sum-marize it Then read on

fre-Connect what is happening in the part you’re reading to what you have already read

Clarify your understanding Stop sionally to ask yourself whether you are confused by anything You may need to re-read to clarify, or you may need to read further and collect more information before you can understand

occa-Visualize what is happening in the text

Try to see the events or places in your mind by drawing maps, making charts,

or jotting down notes about what you are reading

Active Reading

Successful readers are active readers These readers know that it is up to them to fi gure out what the text means Here are some steps you can take to become an active, and successful, reader.

Trang 40

A CADEMIC

V OCABULARY

influence

change, or have

an effect on It’s not surprising that the early Greeks

way of trading with other communities.

The Greeks became skilled ers and sailors Their ships sailed to Asia Mediterranean and Aegean seas As they sources of food and other products they other cultures.

shipbuild-R EADING C HECK Drawing Conclusions

How did mountains affect the location of Greek settlements?

Trading Cultures Develop

Many cultures settled and developed in Greece Two of the earliest were the Mino- ans (muh- NOH -uhnz) and the Mycenaens (my-suh- NEE -uhns) By 2000 BC the

Minoans had built an advanced society the Aegean in the eastern Mediterranean

Greek mainland These two civilizations helped shape later cultures in Greece.

The Minoans

Because they lived on an island, the ans spent much of their time at sea They time Minoan ships carried goods such as eastern Mediterranean They traded these goods for copper, gold, silver, and jewels.

Mino-Although Crete’s location was excellent for Minoan traders, its geography had its volcano erupted just north of Crete This much of Crete In addition, the eruption

The Minoans and Mycenaens were expert shipbuilders and seafarers

They sailed throughout the eastern Mediterranean to trade

For what did the Minoans and Mycenaens use their ships?

Early Trading Cultures

The Minoans

The Minoans traded goods like this vase decorated with an octopus Trade made the Minoans rich enough to build magnificent buildings These are the ruins of a great palace in the Minoan city of Knossos, on the island of Crete.

A CADEMIC

V OCABULARY influence

change, or have

an effect on

256 CHAPTER 9

Sanchi Sarnath Bodh Gaya

Borneo Sumatra

PACIFIC OCEAN

INDIAN

South Sea Bay of

Bengal

East China Sea

Yellow Sea

CENTRAL ASIA

SOUTHEAST ASIA

N S

to other areas as well.

Buddhism Spreads in India

According to Buddhist tradition, 500 of shortly after he died They wanted to make sure that the Buddha’s teachings were remembered correctly.

In the years after this council, the Buddha’s followers spread his teachings quickly, because Buddhist teachings were

200 years of the Buddha’s death, his ings had spread through most of India.

teach-Buddhism Spreads Beyond India

The spread of Buddhism increased after one of the most powerful kings in India, Once he converted, he built Buddhist More importantly, though, he worked to India You will learn more about Asoka and his accomplishments in the next section.

Asoka sent Buddhist missionaries, or people who work to spread their religious beliefs, to other kingdoms in Asia One group of these missionaries sailed to the followed trade routes east to what is now Asia Missionaries also went north to areas near the Himalayas.

Early Spread of Buddhism

I NTERPRETING M APS Movement Buddhism spread to what island south of India?

GEOGRAPHY

SKILLS

his accomplishments in the next section

Asoka sent Buddhist missionaries, or

Pay Attention to Vocabulary

It is no fun to read something when you don’t know what the words mean, but you can’t learn new words if you only use or read the words you already know In this book, we know we have probably used some words you don’t know

But, we have followed a pattern as we have used more

dif-fi cult words

Key Terms and People

At the beginning of each section you will fi nd a list of key terms or people that you will need to know Be on the lookout for those words as you read through the section

Academic VocabularyWhen we use a word that is important

in all classes, not just social studies,

we defi ne it in the margin under the heading Academic Vocabulary You will run into these academic words in other textbooks, so you should learn what they mean while reading this book

e

his accomplishments in the next section.

Asoka sent Buddhist missionaries, or people who work to spread their religious beliefs, to other kingdoms in Asia One

Định dạng
Số trang	91
Dung lượng	44,52 MB