SECTION 2 Step-by-Step Instuction Objectives As you teach this section, keep students focused on the following objectives to help them answe the Section Focus Question and maste coe content. Outline the achievements of the fist empies that aose in Mesopotamia. Undestand how conquests bought new empies and ideas into the Middle East. Descibe how the Pesians established a huge empie. Summaize the contibutions the Phoenicians made to the ancient Middle East. Pepae to Read Build Backgound Knowledge Remind students that aound 2500 B.C., othe peoples began conqueing Sume and the othe lands of Mesopotamia. Have students peview this section and then list the goups who took contol of Mesopotamia afte the Sumeians. Set a Pupose WITNESS HISTORY Read the selection aloud o play the audio. AUDIO Witness Histoy Audio CD, Establishing the Law Explain that Hammuabi made this statement to boadcast his geatness to the people. Ask What phase emphasizes his geatness? ( exalted Pince ) What effect would it have on the people to hea thei ule descibed this way? (impess them, incease thei espect fo him) Focus Point out the Section Focus Question and wite it on the boad. Tell students to efe to this question as they ead. (Answe appeas with Section 2 Assessment answes.) Peview Have students peview the Section Objectives and the list of Tems, People, and Places. Have students ead this section using the Paagaph Shinking stategy (TE, p. T20). As they ead, have students fill in the table. Reading and Note Taking Study Guide, p. 17 2 Hammuabi (font); Hammuabi s Code (back) Objectives Outline the achievements of the fist empies that aose in Mesopotamia. Undestand how conquests bought new empies and ideas into the Middle East. Descibe how the Pesians established a huge empie. Summaize the contibutions the Phoenicians made to the ancient Middle East. Tems, People, and Places Sagon Hammuabi codify civil law ciminal law Nebuchadnezza Vocabulay Builde Use the infomation below and the following esouces to teach the high-use wods fom this section. Teaching Resouces, Unit 1, p. 25; Teaching Resouces, Skills Handbook, p. 3 High-Use Wods successo, p. 41 emege, p. 42 Invades, Tades, and Empie Buildes bate economy money economy Zooaste colony alphabet Reading Skill: Identify Main Ideas Use a table like this one to ecod the main idea of each section of text that follows a ed heading. Red Heading Fist Empies Aise in Mesopotamia Conquests Bing New Empies and Ideas Main Idea WITNESS HISTORY AUDIO Establishing the Law To establish the law of the land, Babylonian king Hammuabi set the law in stone and placed it in public view. He began the law code with a statement of his authoity: Then [the gods] Anu and Bel called by name me, Hammuabi, the exalted pince, who feaed God, to bing about the ule of ighteousness in the land... so that the stong should not ham the weak; so that I should ule ove the [people] and enlighten the land, to futhe the well-being of mankind. Focus Question How did vaious stong ules unite the lands of the Fetile Cescent into well-oganized empies? Though thousands of yeas of wa and peace, the peoples of the Middle East built geat empies and made long-lasting innovations. The egion became a vital cossoads whee waios and tades met, clashed, and mingled. Many of the beliefs and ideas of the ancient Middle East suvived to shape ou moden wold. Fist Empies Aise in Mesopotamia Again and again though time, nomadic peoples o ambitious waios descended on the ich cities of the Fetile Cescent. While many invades simply looted and buned, some stayed to ule. Poweful leades ceated lage, well-oganized empies, binging peace and pospeity to the egion. Sagon Builds the Fist Empie About 2300 B.C., Sagon, the ule of Akkad, invaded and conqueed the neighboing city-states of Sume. He continued to expand his teitoy, building the fist empie known to histoy. He appointed local ules, each of whom seved as king of the land he ovesaw. Howeve, the wold s fist empie did not last long. Afte Sagon s death, othe invades swept into the wide valley between the ives, tumbling his empie into uin. Hammuabi Bings Babylon to Powe In time, the Sumeian city-states evived, and they esumed thei powe stuggles. Eventually, howeve, new conqueos followed in Sagon s footsteps and imposed unity ove the Fetile Cescent. About Definitions and Sample Sentences n. somebody o something that follows anothe and takes up the same position Luis was elected to become Anna s successo as class pesident next yea. vi. to aise, appea, o occu Ove the yeas, the envionment has emeged as a majo topic of concen in politics. 36 Ancient Middle East and Egypt
1790 B.C., Hammuabi (hah muh RAH bee), king of Babylon, bought much of Mesopotamia unde the contol of his empie. Hammuabi s most ambitious and lasting contibution was his publication of a set of laws known as Hammuabi s Code. Most of the laws had been aound since Sumeian times, but Hammuabi wanted to ensue that eveyone in his empie knew the legal pinciples his govenment would follow. He had atisans cave nealy 300 laws on a stone pilla fo all to see. Hammuabi s Code was the fist impotant attempt by a ule to codify, o aange and set down in witing, all the laws that would goven a state. Establishing Civil Law One section of Hammuabi s Code codified civil law. This banch of law deals with pivate ights and mattes, such as business contacts, popety inheitance, taxes, maiage, and divoce. Much of Hammuabi s civil code was designed to potect the poweless, such as slaves o women. Some laws, fo example, allowed a woman to own popety and pass it on to he childen. Anothe law spelled out the ights of a maied woman, saying that if she was found to be blameless fo the poblems between heself and he husband, she could leave the maiage. If she wee found to be at fault, howeve, the law instucted that she be thown in the ive. In geneal, Babylonian civil law gave a husband both legal authoity ove his wife and a legal duty to suppot he. The code also gave a fathe nealy unlimited authoity ove his childen. The Babylonians believed that an odely household was necessay fo a stable empie. Defining Cime and Punishment Hammuabi s Code also addessed ciminal law. This banch of law deals with offenses against othes, such as obbey, assault, o mude. Ealie taditions often pemitted victims of cimes o thei families to take the law into thei own hands. By setting out specific punishments fo specific offenses, Hammuabi s Code limited pesonal vengeance and encouaged social ode. By today s standads, the punishments in Hammuabi s Code often seem cuel, following the pinciple of an eye fo an eye and a life fo a life. Fo example, if a house collapsed because of poo constuction and the owne died as a esult, the house s builde could be put to death. Still, such a legal code imposed moe social ode than existed when individuals sought thei own justice. Othe Accomplishments Made by Hammuabi Although most famous fo his code of laws, Hammuabi took othe steps to successfully unite his empie. He impoved the system of iigation, oganized a well-tained amy, and odeed many temples to be epaied. To encouage eligious unity acoss his empie, he pomoted Maduk, the paton god of Babylon, ove olde Sumeian gods. In time, Maduk became the chief god of Babylonian woship. How do civil law and ciminal law diffe? Caees ASIA MINOR TAURUS MTS. Sinai Pen. Judges To become a judge, a peson must fist become a lawye by attending law school and being admitted to the ba. Requiements fo admission to the ba vay fom state to state, but passing a ba exam is usually necessay. Befoe becoming a judge, a lawye must spend time pacticing law, eithe independently, fo a law fim o copoation, o as a law W Euphates SYRIAN DESERT N S MESOPOTAMIA E Rive Tigis Rive Babylon ARABIAN DESERT Akkadian empie Babylonian empie of Hammuabi Sume ARMENIAN PLATEAU Mille Pojection 0 200 mi Kish Uuk U 0 200 km ZAGROS MTS. Fetile Cescent Ancient coast Ancient city Pesian Civilizations Expand As new civilizations took contol of Fetile Cescent lands, thei empies expanded but stayed nea the two lage ives. Many elements of shaed cultue existed among these civilizations, including woship of Maduk (above), who became the egion s chief god. pofesso,. Most judges spend fom 15 to 25 yeas in pactice befoe attaining a judgeship. Judges ae both appointed and elected, depending on the level of the cout (fedeal, state, o local) and the state. Judicial candidates must win the suppot eithe of those esponsible fo making appointments, o fom the public in the case of elections. Teach Fist Empies Aise Instuct Intoduce Have students study the inset map on the next page. Have them compae the extent of Sume to the extents of the late Akkadian and Babylonian empies. Ask Which was the lagest? (the Babylonian empie) Whee did it lie in elationship to the Tigis and Euphates ives? (It lay between the ives as well as beyond them, and it stetched fathe along the ives than the othe two civilizations did.) Teach Discuss the achievements of Hammuabi s Babylonian empie. Ask How do you think the establishment of a codified law helped Hammuabi contol such a lage teitoy? (The outlining of clea laws and punishments would have helped to keep ode in the empie.) Do you think thee wee advantages to dividing Babylonian law into two categoies, civil and ciminal? (Sample: This would have helped law enfoces sot out the diffeent types of situations and simplified the pocess of establishing punishments fo cimes.) Quick Activity Display Tanspaency 8: Setting the Law in Stone. Discuss how much impact a monument pesenting the witten law code would have had on a population that was mostly illiteate. Encouage students to conside why the image of Hammuabi and the sun god was included at the top of the monument. Colo Tanspaencies, 8 Ask students to explain to a patne the significance of the Code of Hammuabi. As students fill in thei tables, make sue they undestand that poweful ules ceated lage, well-oganized empies in the ancient Middle East. Fo a completed vesion of the table, see Note Taking Tanspaencies, 53 Answe Civil law deals with pivate mattes, such as contacts o maiages, while ciminal law deals with offenses committed against othe people, such as mude. Chapte 2 Section 2 37
Conquests Bing New Empies and Ideas Instuct Intoduce Diect students attention to the Infogaphic on page 39. Point out a few innovations in technology, such as the edesign of chaiots to expand thei potential fie-powe o the use of ion to make tools and amo. Ask students to pedict how these innovations would help empies expand. Then have them ead ahead to see if thei pedictions wee accuate. Teach Discuss the vaious goups that contolled the Middle East between about 1400 B.C. and 600 B.C. Ask students to descibe a few ways in which the diffeent goups used thei powe to establish ode o enhance life in thei empies. (Sample: The Assyians and the Babylonians both used thei powe to build gand new palaces.) Analyze the Visuals Refe students to the Infogaphic on the next page. Ask students to list each advancement shown and wite these on the boad. Then ask students to discuss in pais how wafae would spead these advancements, both the idea and the technology, to othe civilizations. Rebuilding Babylon When Nebuchadnezza became king, he had much of Babylon ebuilt in gloious fashion. The Ishta Gate (below) is famous fo its now faded blue bicks and animals depicting vaious gods. Why might Nebuchadnezza have eected such a substantial gateway to the city and in hono of the gods? Conquests Bing New Empies and Ideas Late empies shaped the Middle East in diffeent ways. Some conqueos, such as the Hittites, bought new skills to the egion s people. Othe conqueos upooted the peoples they defeated, which had the side effect of speading to new egions the ideas of those foced to move. Hittites Lean the Secet of Ionwoking The Hittites pushed out of Asia Mino into Mesopotamia in about 1400 B.C. They bought with them a majo advancement the knowledge of how to extact ion fom oe. The tools and weapons they made with ion wee hade and had shape edges than those made out of bonze o coppe. Because ion was plentiful, the Hittites wee able to am moe people at less expense. The Hittites tied to keep this valuable technology secet. But as thei empie collapsed in about 1200 B.C., Hittite ionsmiths migated to seve customes elsewhee. The new knowledge thus spead acoss Asia, Afica, and Euope, usheing in the Ion Age. Assyian Waios Expand Ancient Knowledge The Assyians, who lived on the uppe Tigis, also leaned to foge ion weapons. They had established an empie by about 1350 B.C., and by 1100 B.C., they began expanding thei empie acoss Mesopotamia. Ove the couse of 500 yeas, they eaned a eputation fo being among the most feaed waios in histoy. Histoians ae unsue why wafae was so cental to Assyian cultue. Was it to keep othes fom attacking, o to please thei god Assu by binging wealth to the egion? Whateve the eason, Assyian ules boasted of thei conquests. One told of captuing Babylon. He poclaimed, The city and its houses, fom top to bottom, I destoyed and buned with fie. Despite thei fiece eputation, Assyian ules encouaged a wellodeed society. They used iches fom tade and wa loot to pay fo splendid palaces in thei well-planned cities. They wee also the fist ules to develop extensive laws egulating life within the oyal household. Fo example, women of the palace wee confined to secluded quates and had to wea veils when they appeaed in public. At Nineveh (NIN uh vuh), King Assubanipal (ahs u BAH nee pahl) founded one of the wold s fist libaies. Thee, he kept cuneifom tablets that he odeed scibes to collect fom all ove the Fetile Cescent. Those tablets have offeed moden scholas a wealth of infomation about the ancient Middle East. Nebuchadnezza Revives Babylon In 612 B.C., shotly afte Assubanipal s death, neighboing peoples joined foces to cush the once-deaded Assyian amies. In thei absence, Babylon which a king named Nabopolassa had eestablished as a powe in 625 B.C. quickly evived unde its aggessive and uthless second king, Nebuchadnezza (neb yuh kud NEZ u). The new Babylonian empie stetched fom the Pesian Gulf to the Mediteanean Sea. Connect to Ou Wold Answe Caption It potected the city and showed Nebuchadnezza s wealth, powe, and woship of the gods. 38 Ancient Middle East and Egypt Connections to Today The egion of the Tigis and Euphates ives continues to play a citical ole in contempoay life. Duing the 1980s, Ian and Iaq fought a wa ove contol of the Shatt al Aab, the tidal ive fomed by the confluence of the two ives. The Shatt al Aab extends some 120 miles along the Ian-Iaq bode to the Pesian Gulf. As a esult of a 1975 ageement, Ian and Iaq shaed navigation ights on the Shatt al Aab. Howeve, when Ian s govenment fell into disaay in 1980, Iaq seized contol of the valuable wateway. This action povoked a wa that lasted until 1988 and cost the lives of an estimated one million people. The wa ended in a ceasefie. Both counties withdew thei toops, and Iaq ageed to abide by the tems of the 1975 teaty it had signed with Ian.
INFOGRAPHIC Technological advances such as the use of ion to build poweful weapons wee key to the success of conqueing empies. Fom the Hittites, othe peoples picked up the use of ion and began building new tools and weapons. In the same manne, the Hittites modified a militay technology invented by othes the hose-dawn chaiot to incease thei own fiepowe capabilities. Thee men could fit in each chaiot. One dove while the othe two fought the appoaching enemy. A Hittite waio Ask students to choose one of the empies mentioned in the text and wite a shot paagaph descibing life in that land. Responses should include details fom the text. To eview this section, have students eead the black headings. Then ask them to summaize how the empies of the Hittites, the Assyians, and Nebuchadnezza each shaped the ancient Middle East. The axle connecting the wheels an acoss the middle of the chaiot athe than at its back. This allowed the chaiot to suppot an additional man. Hittite chaiotees swept acoss the battlefield in thick lines, wielding lances, axes, and bows and aows. Ion axe blade fom Syia, 1300s B.C. Ion speahead fom nea Jeusalem, 900s B.C. Thinking Citically 1. Synthesize Infomation How did Hittite modifications to the chaiot incease thei fiepowe capabilities? 2. Daw Conclusions How do you think the addition of a thid man might have hindeed a chaiot? Solutions fo All Leanes L2 English Language Leanes L4 Gifted and Talented As a class, examine the illustation above and discuss They have just leaned that the city will be attacked the advantages and disadvantages of possessing a within 24 hous by Hittite waios using hose-dawn militay asenal that included hose-dawn chaiots. chaiots. Instuct each pai to devise a one-page Ask students why these chaiots wee often vey defense plan that will potect thei city fom these effective in launching an attack. Why wee they not as lightning-fast invades. Then have each pai pesent effective in defending a city? Afte this discussion, tell thei defense stategy to the class, and ask students to student pais that they ae the govenos of a city. citique the potential effectiveness of thei plan. Answes Thinking Citically 1. They allowed the chaiot to cay anothe man, which meant two waios wielded weapons instead of just one. 2. Sample: It may have affected the speed and mobility of the chaiot. Chapte 2 Section 2 39
wh09na_te_ch02_s02_s.fm Page 41 Wednesday, May wh09_se_ch02_s02_s.fm Page 41 Thusday, Mach 15, 2007 4:21 PM2, 2007 1:22 PM The Pesians Establish a Huge Empie The thick walls built by Nebuchadnezza failed to hold back new conqueos. In 539 B.C., Babylon fell to the Pesian amies of Cyus the Geat. Cyus and his successos went on to build the lagest empie yet seen. The Pesians eventually contolled a wide sweep of teitoy that stetched fom Asia Mino to India, including pesent-day Tukey, Ian, Egypt, Afghanistan, and Pakistan. In geneal, Pesian kings pusued a policy of toleance, o acceptance, of the people they conqueed. The Pesians espected the customs of the divese goups in thei empie. Vocabulay Builde successo (suk SES u) n. somebody o something that follows anothe and takes up the same position Have students fill in the Outline Map The Ancient Middle East, labeling the Akkadian, Babylonian, and Pesian empies. Teaching Resouces, Unit 1, p. 32 Have students tun to the map that uns acoss these two pages and tace the Phoenician tading outes. Ask students to explain two things Daius did to impove tade. Check answes to map skills questions. Ciculate to make sue students ae filling in thei Outline Maps accuately. Administe the Geogaphy Quiz. Daius Unites Many Peoples The eal unification of the Pesian empie was accomplished unde the empeo Daius I, who uled fom 522 B.C. to 486 B.C. Daius set up a bueaucacy, o a system of govenment though depatments and subdivisions administeed by officials who follow set ules. The Pesian bueaucacy became a model fo late ules. Daius divided the empie into povinces, each called a satapy and headed by a goveno called a satap. Each satapy had to pay taxes based on its esouces and wealth. Special officials visited each satapy to check on the sataps. Daius adapted laws fom the peoples he conqueed and, like Hammuabi, dew up a single code of laws fo the empie. To encouage unity, he had hundeds of miles of oads built o epaied. Roads made it easie to communicate with diffeent pats of the empie. Teaching Resouces, Unit 1, p. 34 Fo: Audio guided tou Web Code: nap-0221 Aal Sea 30 E Ca Black Sea spi ASIA ea an S ve Byblos PHOENICIA Sidon Tye Jeusalem Nineveh Tigis CYPRUS Mediteanean Sea es at CRETE Euph Assu Ri Ri ve Babylon Ecbatana Ri ve Indus R ive GREECE xu s O ASIA MINOR Sadis Susa Pesepolis Memphis ia ng ulf s d Re le Ni Pe EGYPT 0 Thebes Mille Pojection 200 200 400 km Sea Rive 0 400 mi INDIA 60 E Aabian Sea Solutions fo All Leanes L1 Special Needs L2 Less Poficient Reades Ask students to list the things that the school does to unite its student body. Then have students ead this section and make a bulleted list of each step that Daius takes to unite his empie. Fo each step, ensue students note how that step helped Daius goal of unity. How ae these items simila o diffeent? Use the following esouces to help students acquie basic skills: Reading and Note Taking Study Guide Adapted Note Taking Study Guide, p. 17 Adapted Section Summay, p. 18 Chapte 2 Section 2 41
Contibutions of Phoenician Sea Tades Instuct Intoduce: Key Tems Ask students to find the key tem colony (in blue) in the text and explain its meaning. Point out that, as they can see on the map on the pevious two pages, the Phoenician colonies wee spead ove a lot of land; howeve, this did not mean the Phoenicians had established a giant empie. Ask students to list the diffeences between establishing colonies and conqueing foeign lands to incopoate into an empie. Teach Point out the desciption in the text of the Phoenicians as caies of civilization. Ask students to study the Phoenician tade outes on the map on the pevious two pages. Ask Whee did the Phoenicians cay and spead Middle Easten civilization? (to the egions on all sides of the Mediteanean, which today ae nothen Afica, Spain, and Italy; and noth to Bitain) Remind students that cultual diffusion is often a esult of contact among diffeent peoples. Then ask What piece of cultue passed fom the Phoenicians to the Geeks and still influences us today? (the Phoenician alphabet) Ask students to conside how tade, wafae, and migation spead ideas and innovations thoughout the ancient Middle East. Use the Think-Wite-Pai stategy (TE, p. T23) and have students identify ways that ideas ae spead today. Check Reading and Note Taking Study Guide enties fo student undestanding. Money and Economics Benefits of a Money Economy Exchanges ae simplified because only one paty is puchasing items athe than two. Compaison of items being consideed fo puchase is simplified because all items ae given exact values. Money can be kept fo use at a late time, wheeas bate items such as live animals may not last. Chat Skills Bate economies, in which Phoenician glasswae might be taded fo Isaeli figs, continued to exist thoughout the wold. But money economies developed quickly as well, thanks to the benefits they offeed to the exchange pocess. What advantages did a money economy offe? Vocabulay Builde emeged (ee MURJD) vi. aose, appeaed, o occued Impoving Economic Life To impove tade, Daius set up a common set of weights and measues. He also encouaged the use of coins, which the Lydians of Asia Mino had fist intoduced. Most people continued to be pat of the bate economy, which means they exchanged one set of goods o sevices fo anothe. Coins, howeve, bought mechants and tades into an ealy fom of a money economy. In this system, goods and sevices ae paid fo though the exchange of some token of an ageed value, such as a coin o a bill. By setting up a single Pesian coinage, Daius ceated economic links among his fa-flung subjects. A New Religion Takes Hold Religious beliefs put fowad by the Pesian thinke Zooaste (ZOH uh as tu) also helped to unite the empie. Zooaste lived about 600 B.C. He ejected the old Pesian gods and taught that a single wise god, Ahua Mazda (AH hoo uh MAHZ duh), uled the wold. Ahua Mazda, howeve, was in constant battle against Ahiman (AH ih mun), the pince of lies and evil. Each individual would have to choose which side to suppot. In the end, taught Zooaste, Ahua Mazda would tiumph ove the foces of evil. On a final judgment day, all individuals would be judged fo thei actions, as descibed below: Pimay Souce Fesh figs Phoenician glass vessel Pesian coin Lydian coin Geek coin Then the assembly... will meet, that is, all men of this eath will stand. In that assembly, evey peson will see his own good deeds and evil deeds. The ighteous will be as conspicuous [obvious] amongst the wicked as a white sheep among the black.... They will then [cay] the ighteous to the abode of hamony [heaven], and cast the wicked back to the wicked existence [hell].... Then [the last savio] Soshyant by ode of the Ceato will give ewad and ecompense to all men in confomity with thei deeds. Bundahishn, Zooastian sciptue Two late eligions that emeged in the Middle East, Chistianity and Islam, also stessed ideas of heaven, hell, and a final judgment day. What ae two steps that Daius took to unite the Pesian Empie? Answes Chat Skills less complicated exchanges; it also allowed economic links to develop ove geate distances because cuency had an ageedupon and stable value Sample: Daius had hundeds of miles of oads built o epaied to make communication within the empie easie. He also established a bueaucacy and a common set of weights and measues and encouaged the use of coins. Connect to Ou Wold Connections to Today The Pesian empeo Daius established a postal system to speed communication thoughout his empie. It was vey simila to the Pony Expess system that once opeated in the Ameican West. Messenges wee stationed at posts along impeial oads about one day s ide on hoseback fom one anothe. When a ide aived at a post, he would hand the messages and goods to the next ide. The Geek histoian Heodotus descibed the efficiency and dedication of Daius s postal messenges with these wods: Neithe snow no ain no heat no gloom of night stays these couies fom the swift completion of thei appointed ounds. This sentence became the motto of the United States Postal Sevice. 42 Ancient Middle East and Egypt
Contibutions of Phoenician Sea Tades While poweful ules subdued lage empies, many small states of the ancient Middle East made thei own contibutions to civilization. The Phoenicians (fuh NISH unz), fo example, gained fame as both sailos and tades. They occupied a sting of cities along the easten Mediteanean coast, in the aea that today is Lebanon and Syia. Expanding Manufactuing and Tade The coastal land, though naow, was fetile and suppoted faming. Still, because of thei location nea the sea, the esouceful Phoenicians became best known fo manufactuing and tade. They made glass fom coastal sand. Fom a tiny sea snail, they poduced a widely admied puple dye, called Tyian puple afte the city of Tye. Phoenicians taded with people all aound the Mediteanean Sea. To pomote tade, they set up colonies fom Noth Afica to Sicily and Spain. A colony is a teitoy settled and uled by people fom anothe land. A few Phoenician tades baved the stomy Atlantic and sailed as fa as Bitain. Thee, they exchanged goods fom the Mediteanean fo tin. Establishing an Alphabet Histoians have called the Phoenicians caies of civilization because they spead Middle Easten civilization aound the Mediteanean. One of the most significant Phoenician contibutions to cultue was thei alphabet. Unlike cuneifom, in which symbols epesent syllables o whole wods, an alphabet is a witing system in which each symbol epesents a single basic sound, such as a consonant o vowel. Phoenician tades developed an alphabetic system of 22 symbols that stood fo consonant sounds. Late, the Geeks adapted the Phoenician alphabet and added symbols fo the vowel sounds. Fom this Geek alphabet came the lettes in which this book is witten that is, the alphabet we use today. How has the Phoenician development of an alphabet been a lasting contibution to civilization? Sculptue of a Phoenician tading ship fom about 100 B.C. Assess and Reteach Assess Pogess Have students complete the Section Assessment. Administe the Section Quiz. Teaching Resouces, Unit 1, p. 21 To futhe assess student undestanding, use Pogess Monitoing Tanspaencies, 51 Reteach If students need moe instuction, have them ead the section summay. Reading and Note Taking Study Guide, p. 18 Adapted Reading and L1 Note Taking Study Guide, p. 18 Spanish Reading and Note Taking Study Guide, p. 18 Extend Viewpoints To help students bette undestand the ways ancient cultues defined and dealt with law and conduct, have students complete the woksheet The Oigin of Law. Teaching Resouces, Unit 1, p. 27 L2 L2 L4 2 Pogess Monitoing Online Fo: Self-quiz with vocabulay pactice Web Code: naa-0221 Answe Tems, People, and Places 1. Fo each tem, peson, o place listed at the beginning of the section, wite a sentence explaining its significance. 2. Reading Skill: Identify Main Ideas Use you completed table to answe the Focus Question: How did vaious stong ules unite the lands of the Fetile Cescent into well-oganized empies? Compehension and Citical Thinking 3. Demonstate Reasoned Judgment What do you think was the most impotant achievement of Sagon? Of Hammuabi? Why? 4. Daw Infeences How do you think the Pesian policy of toleance helped the empie gow so lage? 5. Daw Conclusions One effect of wafae and conquest was that knowledge and beliefs spead among diffeent peoples. How else did people of the ancient Middle East spead thei ideas? Witing About Histoy Quick Wite: Gathe Infomation Choose a peson fom this section about whom you want to wite a biogaphical essay and list impotant facts about him. You may want to use the Intenet o the libay to gathe infomation about the peson. Include details such as when and whee he was bon, what he did in his life, and what he did that most inteests you. It is the foundation of the Geek alphabet, which is a basis of the alphabet we use today. Section 2 Assessment 1. Sentences should eflect an undestanding of each tem, peson, o place listed at the beginning of the section. 2. by appointing local ules to ovesee diffeent egions, establishing law codes, building oads to encouage communications, and establishing a single coinage fo an empie 3. Sample: Sagon establishing the fist empie, because it eveals an ability to contol esouces and oganize people; Hammuabi establishing the law code because it set an example about the effectiveness of establishing and ecoding laws 4. If the Pesians had not been toleant of the customs of the people they conqueed, those people might have evolted. 5. though tade and the establishment of colonies Witing About Histoy Lists should include at least thee details about the subject of the biogaphical essay. Fo additional assessment, have students access Pogess Monitoing Online at Web Code naa-0221. Chapte 2 Section 2 43