Download Welcome to AP World History

Welcome to AP World History
You signed up for AP World History next year through the course choice sheet.
AP (Advanced Placement) is a program that prepares high school students to be
successful in college and provides them with an opportunity to earn college credit
through examination.
Since the AP Exam is an exam for college credit, the work in the class will be at
college level even though you are a high school sophomore. This means that there is
much more work than in a regular high school class and that work will be more difficult.
Just like in college, there is a considerable amount of reading and writing
required. You will have homework every night and a quiz over that homework
every day.
If you are ready for this challenge then I will see your Essay #1 before the start of
the next school year and will see you the first day of school.
If, however, you feel you aren't up to this challenge or you can't commit to this
workload then you need to see your counselor before the end of this school year and get
changed to a regular World History class. 95 students started APWH last fall, only 58
have made it to the end- the other 37 dropped during the year due to failing grades.
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You are required to write a comparison essay (Essay #1- Ancient
Civilizations) over the summer and turn it in (by email or by hand) two
weeks before the first day of school.
If you have any questions about the essay you are to write, ask Mr Cyr
(in room 238) or online at [email protected]
Refer to the other items included in this envelope for information about
this essay. All the information is also online at www.houstonisd.org/milby.
Click on Teachers then on Cyr then on AP WH Summer Essay.
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For this class, you are required to buy the following items before the start of school
and show up the first day of school with all these items:
• 2" binder (it can be any color, but it must have a clear plastic sleeve on the front
and on the back where you can slide in a sheet of paper)
• 8 dividers
• blank paper
• blue or black ink pens
Essay #1 (Ancient Civilizations)
In an essay, answer the following question.
Compare the government, the society, and the culture of the following
two ancient civilizations- Mesopotamia & Egypt.
1. You essay must meet the following requirements:
a. Your essay must be typed.
b. You must use 1" margins. Change them to 1" from the standard MS Word 1 1/4" margins
c. You must use Times New Roman 12 point font.
d. You must double space. However, don't put any additional space between paragraphs.
e. You must have a cover page (Title & Student Name will suffice).
2. Use the provided Guide to Writing the Summer Essay to help you write the essay.
3. Use only the provided Essay #1 Textbook in writing the essay. Since you are to use no other sources,
no bibliography is needed. Don't plagiarize (copy word for word). Don't download an essay from the
internet. Previous students who have done that received a 0.
4. Your essay will be graded using the Essay #1 (Ancient Civilizations) Rubric. Check your work
against the rubric to make sure you have done everything that is required.
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The essay is due on or by Monday, 11 Aug 2014.
This is two weeks before the start of school
You can either email the essay as an attachment to [email protected] or come by
Jones High School that day and drop off the essay with Ms Vidock in the principal's
office. The summer essay can be emailed before that date (in fact, if you know you won't
have access to the internet you must email it earlier).
If you email it to me, I will reply confirming that I have your essay and that I can open
and read it. If I don't send this confirmation, I didn't get your email. If I tell you I can't
open or read your attached essay- I will allow you to drop off the essay on Tuesday, 12
Aug 14. Other than for that reason, late essays will not be accepted.
This essay will be graded by the time you return at school. There will be no re-dos. Late or missing
essays will receive a grade of 0. The essay is approximately 15% of your 1st Six Weeks grade.
Failure to do the summer essay will result in your being put on a growth plan and will mean you
will fail the 1st Six Weeks. If you aren't going to do the work, why are you taking the class?
If you have any questions about this essay over the summer or you want someone to
check your work, you can contact the AP World History teacher- Mr Cyrat [email protected] anytime over the summer.
Name ________________________
Essay #1 (Ancient Civs) Rubric
Question: Compare the government, the society, and the culture of the following two ancient
civilizations- Mesopotamia & Egypt.
1) Has acceptable thesis
Thesis must be explicit. The thesis identify both a specific similarity and
a specific difference between the two civilizations. The similarity and difference
can be either in government, society, and/or culture.
1 point
2) Addresses all parts of the question, though not necessarily evenly or thoroughly
Addresses most parts of the question
2 points
1 point
Two points requires that students address both a similarity and a difference
and address all three areas of comparison- government, society, and culture
One point requires that students address either a similarity or a difference
and address all three areas- government, society, and culture
3) Substantiates thesis with appropriate historical evidence
Partially substantiates thesis with appropriate historical evidence
2 points
1 point
Two points: Minimum of EIGHT accurate and relevant examples
One point: Minimum of FOUR accurate and relevant examples
4) Makes at least one direct, relevant comparison between both civilizations
{must be a different comparison from the ones used to for #2}
1 point
5) Analyzes at least one reason for the similarity or difference identified
in a direct comparison (explain why it occurs)
1 point
A student must earn 7 points in the above basic core before earning points
0-2 points
in the expanded core below
- The essay has a clear, analytical, and comprehensive thesis
- The essay thoroughly addresses all parts of the question
- The essay provides more than 6 examples of historical evidence to substantiate thesis
- The student demonstrates the ability to relate comparisons to larger global context
- The essay makes several direct comparisons consistently between or among societies
- The essay consistently analyzes the causes and effects of relevant similarities and differences
The number of points earned on the essay will equate to the following numeric grade:
9 = 100, 8 = 95, 7 = 90, 6 = 85, 5 = 80, 4 = 75, 3 = 70, 2 = 60, 1 = 50,
0=0
Guide to Writing the Summer Essay
I. The AP Exam
The AP (Advanced Placement) exam for World History consists of two parts- answering 70
multiple choice questions in 55 minutes and writing 3 essays (a Document Based Question essay, a
Change & Continuity Over Time essay, and a Comparison essay) in 2 hours and 10 minutes. Each part is
50% of the overall score.
The comparison question asks what is the same and what is different between
two regions or civilizations in one of the five major themes. Comparison questions always
require an analysis of the reasons for the identified similarities and differences.
II. An Essay
Successful essays are a group of paragraphs that work together to make an argument. An essay
contains an introductory paragraph (which contains the thesis statement), supporting paragraphs (that
develop the thesis), and a concluding paragraph.
The thesis statement is a major part of a successful essay. Sometimes a thesis is part of a longer
introductory paragraph, and at other times a thesis may stand alone. If you have time to prepare a good
introduction, or something creative comes to mind, use it. Your introduction may also include
definitions/explanations of key terms in the question.
An effective thesis answers the question that was asked.
Sometimes the thesis will provide the organizational categories that will be used in the essay.
Depending on the question asked, the organizational categories may be either broad or narrow in
nature. In some cases, broad categories such as social, political, economic, or cultural (SPEC) may be
appropriate, while in other cases an essay may be organized around specific concepts, events, or regions.
Supporting paragraphs include the information necessary to support a thesis. These
paragraphs will vary in length, number, and complexity.
Each effective supporting paragraph contains a topic sentence that connects back to the thesis.
The topic sentence is followed by factual support/historical evidence (usually from three to five
supporting examples are needed to develop the topic)- logically organized evidence with commentary or
explanation that supports the thesis- and then analysis.
A conclusion should reinforce the significance of the evidence presented in the essay to the
question asked. It reinforces the thesis and answers the "so what?" However, for the purposes of
APWH, your conclusions will serve a different purpose.
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III. Steps in Writing a Comparison Essay
Step 1. Analyze the Question (also called the prompt)
A. Carefully determine the task. What is it you are being asked to do?
In a comparison essay, you are being asked to "compare" or "compare and contrast."
What this means is that you are always directed to find both similarities and differences
between the two things to be compared.
B. What are the boundaries of the task? dates, places, persons, ideas, etc
For this essay, you are limit yourself to comparing Mesopotamia (Sumerians
thru Babylonians from 3500 to 900 BCE) with Egypt (Old thru New Kingdoms
from 3100 to 1085 BCE)
C. Identify and define any key terms in the question
For this essay, the key terms are government, society, and culture
Step 2. Get Organized
A. In a timed setting, jot down what you know about the topic.
For this essay, you need to read the textbook (information about Mesopotamia is
in the left column, Egypt in the right column). Identify information about each
civilization's government, society, and culture. Look at page 5 (Categories of
Comparison). Then compare the information on Mesopotamia with that on
Egypt- looking for similarities and differences between them.
B. Take the time to organize your thoughts.
In a timed setting, most students just want to jump in and start writing. But use 5 minutes to
organize/outline your answer. Use a list, a graphic organizer/thinking map, or chart.
C. What are you using for organizational categories/categories of comparison?
For this essay, your organizational categories/categories of comparison are
government/politics, society and culture
Step 3. Write a Thesis
A. The thesis will be in your introductory paragraph. Your thesis must answer the question.
Therefore, the thesis must state at least one similarity and at least one difference between the
two civilizations being compared.
For this essay's thesis, you just need to identify one specific similarity- it can be
in government, society, or culture- that Mesopotamia and Egypt have and one
specific difference- it can be in government, society, or culture- between
Mesopotamia and Egypt
B. Use three sentences to write your thesis
1. First sentence- restate the entire question- reuse their words
2. Second sentence- state a specific similarity
3. Third sentence- state a specific difference
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C. Avoid the following comparisons in both your thesis and body paragraphs
Don’t say “Mesopotamia and Egypt are similar because they were both ancient civilizations.”
Really? Too obvious since that is the title of the essay.
Don't say "Mesopotamia and the Egypt are similar politically, but different culturally."
That is too vague. It is not specific enough. You have just stated categories of comparisons
Don’t say “Mesopotamia and Egypt are similar because they are both in the Middle East.”
Geography is never a relevant category for historical comparison.
Don’t say “Egypt had pyramids and Mesopotamia didn’t.”
Just refuting or rebutting something is a non-comparison.
Don’t say “Mesopotamia invented the wheel, while Egypt invented mummification”
What do they have to do with each other? This is a non-direct comparison.
D. Two examples of better comparisons are
"Mexico and the U.S. are similar politically because they are both democracies (rule by the
people). But they are different culturally because Mexico has a Latin culture (Spanish and
Catholic), while the U.S. has a Anglo culture (English and Protestant)."
"Buddhism and Christianity are similar because they both require their followers to be
good. However, Buddhism and Christianity are different because Buddhists believe they
have multiple lives, while Christians believe they have only one life."
E. Define any terms as necessary.
Step 4. Write the first Body or Supporting Paragraph
A. Make sure the reader can tell where your paragraphs begin and end by indenting the first
sentence of each new paragraph.
B. Begin with a topic sentence!!! The topic sentence must be connected to the thesis (it is
usually a restatement of part of your thesis). In a comparison essay, the topic sentence is
either a similarity or a difference that answers the question.
C. Your following sentences must support for your topic sentence with appropriate historical
evidence. Use historical facts to back up the argument you're making. For example,
The cities of Houston and Dallas are similar in providing sporting events and
entertainment for their residents (this is the topic sentence). Both Houston and Dallas have
professional football teams (Texans & Cowboys). Both Houston and Dallas have
professional baseball teams (Astros & Rangers). Both Houston and Dallas have professional
basketball teams (Rockets & Mavericks). Both Houston and Dallas have professional soccer
teams (Dynamo & FC Dallas) (these are the supporting sentences/historical evidence
backing up the topic sentence).
D. Finally, explain why they two things being compared are similar and/or why they are
different.
The reason why both Houston and Dallas provide sporting events and entertainment is that
these events attract business and bring in money, contributing to the economic prosperity of
the city (this is the analysis)
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Step 5. Write the second Body or Supporting Paragraph
Step 6. Write the third Body or Supporting Paragraph
A. Write one body paragraph for each category of comparison (major idea or specific arguments
you wish to make). The number of body paragraphs you have will depend on the question.
For this essay, you will have three (3) body paragraphs- one addressing
government/politics, another talking about society (class & gender), and a third
dealing with culture (religion & the arts)
B. Do the same thing in these body paragraphs that you did in the first body paragraph.
Step 7. Write a Conclusion
A. Write a concluding paragraph. In the conclusion, you should rewrite the thesis. Don't copy
it word for word from the introduction. But now that you have written the entire essay, you
should be able to improve on the thesis you wrote previously.
Step 8. Re-read Essay
A. Read back over your essay. Did you answer the question you were asked? Do you have
sufficient supports? Does it make sense as written? Make corrections as necessary.
IV. General Tips for Essay Writing
1. Use the vocabulary of world history, but do not overdo it or use words with definitions you are not
sure of. Define your terms as you use them.
2. The most common words in a comparison essay are:
Similar/similarly/similarity, both, likewise, alike, in the same way, as well as
Differ/different/difference, unlike, but, yet, however, in contrast, on the other hand, on the contrary
3. Write simply (KISS- keep it simple, student). Be concise- avoid the use of several words when one
word will do. Stay on point. Above all, be clear- be clear- be clear!!!
4. Write neatly and clearly. If your cursive is difficult to read, print. Although, this essay must be typed
5. DON”T USE "I." Do not include your opinions, thoughts, and feelings. Don’t judge them- what
they did wasn’t good or bad- it just was.
6. AVOID PRONOUNS- particularly it, they, them, their/theirs, this, these, that, & those. Do not
use those pronouns as I am not able to tell who or what you are talking about.
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Categories of Comparison
SOCIETY
This category includes issues pertaining to people in groups, including: the family and social
class. It also examines issues that tend to divide societies such as: race, gender, religion, social class,
ethnicity and nationality, laws, literacy, and education.
• What was the social structure- what were the social classes?
• What was the basis of the social structure- why were those classes on top? and why were those
classes on the bottom?
• Was there any mobility between classes (could you move up or down in social class)?
• What were the roles and powers of each social class?
• How were different groups (women, children, foreigners, slaves) treated in the society?
• What was the function of the family? What were the roles and powers of family members?
POLITICS / GOVERNMENT
This category includes government issues; the kinds of rulers; those ruled; the legal and judicial
system and the process of making laws; how power is gained, maintained, & lost.
• What type of government did they have (rule by one, a few, or the many)?
• Who had power? How did the leaders get power? How did the leaders keep their power?
• How much power did leaders have? How much power did others (individuals or groups) have?
• How did leaders exercise power? Who helped leaders exercise power (nature of bureaucracy)?
• How were leaders changed?
• What were the ideological foundations of government?
• What was the relationship between the government and the society, economy, and/or culture?
CULTURE
This category includes religious, moral, and ethical issues answering the basic questions: What
makes the good person, the good life, the good society? (and what is the bad). This category includes
thinkers, ideas, and the teaching and learning of these ideas. This category deals with the expression of
a community's belief system or beliefs, values, and culture in general.
• What were the dominant religious and philosophical systems?
• What was the role of religion and religious figures? How did religion impact daily life?
• What was the relationship between the religious system and those in power?
• How did the culture support social and gender hierarchies?
• How interested or tolerant were people of foreign cultures, ideas, and religions?
• What did people in this society value?
• What were the dominant artistic and literary styles?
ECONOMICS
This category includes economic issues; the impact of scarce natural, human, capital, and
technological resources and the decisions made regarding their use; trade (local, national, international);
types of economic systems.
• What kind of economic system did they have?
• What type of labor system (slavery, serfdom, wage labor, etc)?
• What was the role, level, and impact of internal and external trade? What was the role of
merchants in the economy?
• What was the role of agriculture? What was the role of manufacturing or crafts?
• What was the level of technology? Tools and/or Inventions?
• What were the gender divisions in the economy?
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AP World History
2014 - 2015
Essay #1
(Ancient Civilizations)
Textbook
Mesopotamia
left column
Egypt
right column
Mesopotamian Geography
An arc of land curves from the Persian
Gulf to the eastern Mediterranean coast. The
land within this crescent-shaped area is so well
suited to farming that it is known as the Fertile
Crescent. Because this land had rich soil and
abundant crops, it was able to sustain an early
civilization.
Six thousand years ago, the waters of
two rivers provided the lifeblood that allowed
the formation of farming settlements. These
grew into villages and then cities. This pattern
would also occur along other river systems in
northern Africa, India, and China, as the world's
first civilizations developed.
The first known civilization in the Fertile
Crescent was Mesopotamia. The ancient
Greeks spoke of the valley between the Tigris
and Euphrates Rivers as Mesopotamia, the land
"between the rivers."
Mesopotamia was a region with little
rain, but its soil had been enriched over the
years by layers of silt-material deposited by the
two rivers. In late spring, the Tigris and
Euphrates often overflowed their banks and
deposited their fertile silt. This flooding,
however, depended on the melting of snows in
the upland mountains where the rivers began.
Unlike the Nile flood, the flooding of the Tigris
and Euphrates cannot be easily predicted. The
size of the flood also varies. Not surprisingly,
the early people of the valley viewed nature and
the gods as harsh and unpredictable.
Around 3500 BCE, the people called the
Sumerians arrived on the scene. Good soil was
the advantage that attracted these settlers to the
flat, swampy land of Sumer. There were,
however, three disadvantages to their new
environment. First, the flooding of the rivers
was unpredictable. Little or no rain fell, and the
land became almost a desert. Second, with no
natural barriers for protection, the Sumerians
were almost defenseless. Third, the natural
resources of Sumer were extremely limited.
Over a long period of time, the people of
Sumer created solutions to deal with these
problems. To provide water, they dug irrigation
ditches that carried river water to their fields and
allowed them to produce a surplus of crops. For
defense, they built city walls with mud bricks.
Finally, Sumerians traded for the products they
lacked.
Egyptian Geography
Today desert covers large areas of
Egypt. Even so, for the last 5,000 years one
physical feature has dominated the region: the
Nile River. Without this important river, the
land could not have supported the great
civilization that appeared in Egypt. "Egypt,"
said the ancient Greek historian Herodotus, "is
wholly the gift of the Nile."
The Nile is a unique river, beginning in
the heart of Africa and coursing northward for
more than 4,000 miles. It is the longest river in
the world. Before it empties into the
Mediterranean, the Nile splits into two major
branches. This split forms a triangular territory,
the delta. The Nile Delta is called Lower Egypt;
the land to the south, is called Upper Egypt.
Egypt's important cities developed at the tip of
the delta.
To the ancient Egyptians, the most
important feature of the river was its yearly
flooding- the "miracle" of the Nile. The river
left a deposit of mud that created an area of rich
soil several miles wide on both sides of the
river. The Egyptians called this fertile land,
which was dark in color, the "Black Land."
Beyond these narrow strips of fertile fields lay
the deserts, the "Red Land."
As in Mesopotamia, yearly flooding
brought the water and rich soil that allowed
settlements to grow. This cycle repeated itself
year after year- flood, plant, harvest; flood,
plant, harvest. The abundance brought by the
Nile was so great that the Egyptians worshiped
it as a god who gave life and seldom turned
against them. Egyptian farmers were much
more fortunate than the villagers of
Mesopotamia. Compared to the unpredictable
Tigris and Euphrates rivers, the Nile was as
regular as clockwork. The surpluses of food
that the Egyptian farmers grew in the fertile Nile
Valley made Egypt prosperous.
In ancient times, the Nile was the fastest
way to travel through the land, making both
transportation and communication easier. Boats
on the Nile can either travel upstream with the
wind or row downstream with the current. The
river served as a trade route. Egyptian
merchants traveled up and down the Nile in
sailboats and barges, exchanging the products of
Africa, the Middle East, and the Mediterranean
world.
These activities required organization,
cooperation, and leadership. It took many
people working together, for example, for the
Sumerians to construct their large irrigation
systems. Leaders were needed to plan the
projects and supervise the digging. These
projects also created a need for laws to settle
disputes over how land and water would be
distributed. These leaders and laws were the
beginning of organized government.
As with the Nile Valley, the Fertile
Crescent was surrounded by dry lands and
mountains. They were not as barren as those
around Egypt, however. Thus unlike Egypt, this
area was not geographically isolated. Tribes of
wandering herders lived off the grasses. They
often invaded the valley, conquered it, and
established empires. Over time, these invaders
grew weak and new waves of invaders
conquered them.
This pattern makes the history of the
Fertile Crescent a story of repeated migration
and conquest. As a result, the region became a
crossroads where people and ideas met and
mingled. Each new group that arrived made its
own contributions to the turbulent history of the
region.
Unlike Mesopotamia, which was subject
to constant invasion, Egypt was blessed by
natural barriers that gave it protection from
invasion and a sense of security. These barriers
included the deserts to the west and east; the
Red Sea to the east; the cataracts (rapids) on the
southern part of the Nile, which made defense
relatively easy; and the Mediterranean Sea to
the north. For much of its early history, Egypt
was spared the constant warfare that plagued the
Fertile Crescent.
The regularity of the Nile floods and the
relative isolation of the Egyptians created a
feeling of security and changelessness. To the
ancient Egyptians, when the Nile flooded each
year, "the fields laugh and people's faces light
up." Unlike people in Mesopotamia, Egyptians
faced life with a spirit of confidence in the
stability of things. Ancient Egyptian
civilization was marked by a remarkable degree
of continuity over thousands of years.
Mesopotamian History
Sumer. By 3000 BCE, the Sumerians
had established a number of independent cities
in southern Mesopotamia, including Eridu, Ur,
Kish and Uruk. As the cities expanded, they
came to have political and economic control
over the surrounding countryside. They formed
city-states, the basic units of Sumerian
civilization. A city-state included a town or city
and the surrounding land controlled by it.
Sumerian cities were surrounded by walls.
As the number of Sumerian city-states
grew and the city-states expanded, new conflicts
arose. From 3000 to 2000 BCE, the city-states
of Sumer were almost constantly at war with
one another for control of land and water.
Located on the flat land of Mesopotamia, the
Sumerian city-states were also open to invasion
by other groups.
The weakened city-states could no
longer ward off attacks from the peoples of the
surrounding deserts and hills. Although the
Sumerians never recovered from the attacks on
their cities, their civilization did not die.
Succeeding sets of rulers adapted the basic ideas
of Sumerian culture to meet their own needs.
Akkad. To the north of the Sumerian
city-states were the Akkadians. About 2300
BCE, Sargon, the ruler of neighboring Akkad,
invaded and conquered the city-states of Sumer
and set up the first empire in world history. An
empire is a large political unit or state, usually
under a single leader, that controls many
peoples, nations or territories. Empires are
often easy to create but difficult to maintain.
His astonishing achievement did not last long,
however. Soon after his death, other invaders
swept into the wide valley between the rivers,
tumbling his empire into ruin. The rise and fall
of empires is an important part of history.
Sargon's dynasty lasted only about 200
years, after which it declined due to internal
fighting, invasions, and a severe famine.
Attacks from neighboring hill peoples
eventually the Akkadian Empire to fall. Its end
by 2100 BCE brought a return to the system of
warring city-states.
Babylonia. Eventually, however, new
conquerors followed in the footsteps of Sargon
and imposed unity over the Fertile Crescent. In
about 2000 BCE, nomadic warriors known as
Amorites invaded Mesopotamia.
Egyptian History
Modern historians have divided
Egyptian history into three major periods,
known as the Old Kingdom (2700-2200 BCE),
the Middle Kingdom (2050-l800 BCE), and the
New Kingdom (1550-1100 BCE). These were
periods of long-term stability marked by strong
leadership, freedom from invasion, the building
of temples and pyramids, and considerable
intellectual and cultural activity. Between the
periods of stability were ages of political chaos
and invasion, known as the Intermediate periods
The history of Egypt begins around 3100
BCE, when Menes the king united Upper
(southern) and Lower (northern) Egypt into a
single kingdom. Just as the Nile served to unite
Upper Egypt and Lower Egypt physically,
Menes united the two areas politically. Menes
shrewdly established his capital, Memphis, near
the spot where Upper and Lower Egypt met, and
established the first Egyptian dynasty. A
dynasty is a family of rulers whose right to rule
is passed on within the family.
From the time of Menes until almost 300
BCE, some 30 dynasties ruled Egypt. Although
power passed from one dynasty, or ruling
family, to another, the land generally remained
united.
Old Kingdom. Little is known of
Egypt's first two dynasties, but records improve
with the Third Dynasty. The Third Dynasty
begins the period historians call the Old
Kingdom, which lasted from 2660 to 2180 BCE.
The Old Kingdom set the pattern for Egypt's
civilization. It was an age of prosperity and
splendor. Like the kings of the Sumerian citystates, the monarchs of the Old Kingdom were
powerful rulers over a unified state.
Many important developments in science
and the arts took place during this time. For
example, Egyptians of the Old Kingdom built
the Great Sphinx and the largest pyramids.
These structures still stand as symbols of the
glory of Egyptian civilization.
Toward the end of the Old Kingdom, the
pharaohs grew weaker and the nobles grew
stronger. For more than 100 years after the end
of the Old Kingdom, civil wars divided Egypt as
rivals battled for control of the land. Historians
call this period of internal strife before a new
line of pharaohs came to power the First
Intermediate Period.
Within a short time, the Amorites overwhelmed
the Sumerians and established their capital at
Babylon, on the Euphrates River. In about 1792
BCE a strong ruler named Hammurabi came to
power in Babylon. He conquered most of the
Tigris-Euphrates Valley. More than just a great
military leader, Hammurabi was also an
outstanding political leader and lawmaker.
Hammurabi's most enduring legacy is the code
of laws he put together. This collection of about
282 laws contained some ideas that are still
found in law codes today.
The Babylonian Empire reached its peak
during the reign of Hammurabi, from 1792 to
1750 BCE. After his death, however, a series of
weak kings was unable to keep Hammurabi's
empire united. Two centuries after
Hammurabi's reign, the Babylonian Empire fell
to nomadic warriors.
Over the years, new groups dominated
the Fertile Crescent. Invasion and conquest
were prominent features in the history of the
ancient Middle East. Yet many ideas of the
early Sumerians would be adopted by the later
peoples, including the Assyrians, Phoenicians,
and Hebrews. The newcomers adapted
cuneiform to their own languages and helped
spread Sumerian learning across the Middle
East. Building on Sumerian knowledge of the
constellations and planets, later Mesopotamian
astronomers developed ways to predict eclipses
of the sun and moon. By means of the various
peoples who conquered the Middle East,
Sumerian knowledge passed on to the Greeks
and Romans. They, in turn, had a powerful
impact on the development of the western
world.
Middle Kingdom. Power struggles,
crop failures, and the cost of the pyramids
contributed to the collapse of the Old Kingdom.
This collapse was followed by a period of chaos
that lasted about 150 years. Finally, a new royal
dynasty gained control of all Egypt and began
the Middle Kingdom, a period of stability
lasting from about 2050 to 1652 BCE.
Egyptians later portrayed the Middle Kingdom
as a golden age- an age of stability & prosperity
As evidence of its newfound strength,
Egypt began a period of expansion. Egyptian
armies occupied part of Nubia, the gold-rich
land to the south. Traders also had greater
contacts with the peoples of the Middle East and
the Mediterranean island of Crete.
One feature of the Middle Kingdom was
a new concern of the pharaohs for the people.
In the Old Kingdom, the pharaoh had been seen
as a god-king far removed from his people.
Now he was portrayed as the shepherd of his
people and expected to build public works and
provide for the public welfare. Pharaohs of the
Middle Kingdom undertook a number of helpful
projects. The draining of swampland in the Nile
Delta provided thousands of acres of new
farmland. The digging of a canal to connect the
Nile to the Red Sea aided trade and
transportation.
During the Middle Kingdom, however,
nobles and priests again began to weaken the
power of the pharaoh. By 1780 BCE the Middle
Kingdom was becoming unstable. At this time
a people called the Hyksos, meaning
"foreigners," arrived in Egypt from Asia,
introducing new war tools such as the chariot
and the compound bow. In about 1650 BCE
much of Egypt fell under the rule of their horsedrawn chariots, ushering in a Second
Intermediate Period.
For almost a hundred years, the Hyksos
ruled much of Egypt. The conquered Egyptians
learned a great deal, however, from their
conquerors. From the Hyksos, the Egyptians
learned to use bronze in the making of their
farming tools and their weapons. The Egyptians
also mastered many of the military skills of the
Hyksos, especially the use of horse-drawn war
chariots. Eventually, a new dynasty of pharaohs
used the new weapons to drive out the Hyksos
and reunite Egypt.
New Kingdom. The New Kingdom was
established and lasted approximately from 1567
to 1085 BCE. This reunification launched the
Egyptians along a new militaristic path. In
doing so, the New Kingdom pharaohs built an
empire, a form of government in which an
individual or a single people rules over many
other peoples and their territories. During the
period of the New Kingdom, Egypt became the
most powerful state in Southwest Asia.
Massive wealth boosted the power of the
New Kingdom pharaohs. For a time, the
pharaohs once again had absolute power. They
kept strict control over the government and
created a strong army. The Egyptian rulers
showed their wealth by building new temples.
The New Kingdom was not without
troubles, however. The pharaoh Amenhotep IV
believed in only one god- a belief called
monotheism. He introduced the worship of
Aton, god of the sun disk, as the sole god.
Amenhotep changed his own name to
Akhenaton ("It is well with Aton") and closed
the temples of other gods. In a society that had
always been tolerant of many gods, Akhenaton's
actions in destroying the old gods meant to
many the destruction of Egypt itself. Akhenaton
was not able to change his people's religious
beliefs. The pharaoh struggled with Egyptian
priests, who did not want to lose their power and
wealth. Akhenaton's changes were soon undone
after his death by the boy-pharaoh
Tutankhamen, who restored the old gods.
The upheavals associated with
Amenhotep's religious revolution led to a loss of
Egypt's empire. Under Ramses II, who reigned
from 1279 to 1213 BCE, the Egyptians went
back on the offensive. They regained control of
Palestine but were unable to reestablish the
borders of their earlier empire.
New invasions in the thirteenth century
BCE by the "Sea Peoples," as Egyptians called
them, drove the Egyptians back within their old
frontiers and ended the Egyptian empire. The
New Kingdom itself collapsed in 1085 BCE.
Decline & Fall. Eventually foreign
empires such as the Assyrians, the Nubians, and
the Persians attacked and conquered Egypt. By
the 300s BCE rule in Egypt by Egyptians came
to an end. Later, Greek and Roman armies
came from the north eager to add the fertile Nile
Valley to their growing empires.
Mesopotamian Government
The Sumerians stand out in history as
one of the first groups of people to form a
civilization. By 3000 BCE, the Sumerians had
built a number of cities. Although these cities
shared the same culture, they developed their
own governments, each with its own rulers.
Each city and the surrounding land it controlled
formed a city-state. A city-state functioned
much as an independent country does today.
Just as control of the Nile was vital to
Egypt, control of the Tigris and Euphrates was
key to developments in Mesopotamia. The
rivers frequently rose in terrifying floods that
washed away topsoil and destroyed mud-brick
villages. To survive and protect their farmland,
villages along the riverbanks had to work
together. Even during the dry season, the rivers
had to be controlled to channel water to the
fields. Temple priests or royal officials
provided the leadership that was necessary to
ensure cooperation. They organized villagers to
build dikes to hold back flood waters and
irrigation ditches to carry water to their fields.
Historians believe that in the early stages
of the city-states, priests and priestesses played
an important role in ruling. The farmers
believed that the success of their crops
depended upon the blessings of the gods, and
the priests acted as go-betweens with the gods.
The center of all Sumerian cities was the temple
often built atop a massive stepped tower called a
ziggurat. There the priests appealed to the gods
for the well-being of the city-state. From the
ziggurat the priests managed the irrigation
system. They also demanded a portion of every
farmer's crop as taxes.
The Sumerians believed that gods and
goddesses owned the cities. The people devoted
much of their wealth to building temples, as
well as elaborate houses for the priests and
priestesses who served the gods. The temples
and, related buildings served as the center of the
city physically, economically, and even
politically. Priests and priestesses, who
supervised the temples and their property, had a
great deal of power. In fact, the Sumerians
believed that the gods ruled the cities, making
the state a theocracy- a government by divine
authority. Eventually, however, ruling power
passed into the hands of worldly figures, or
kings.
Egyptian Government
According to legend, the king of Lower
Egypt wore a red crown, and the king of Upper
Egypt wore a tall white crown shaped like a
bowling pin. About 3100 BCE, a strong-willed
king of Upper Egypt named Menes united all of
Egypt. As a symbol of his united kingdom,
Menes created a double crown from the red and
white crowns. From then on, the Egyptian ruler
would be called "King of Upper and Lower
Egypt." The royal crown would be a double
crown, indicating the unity of all Egypt.
The role of the king was one striking
difference between Egypt and Mesopotamia. In
Mesopotamia, kings were considered to be
representatives of the gods. To the Egyptians,
kings were gods, almost as splendid and
powerful as the gods of the heavens. The
Egyptian god-kings came to be called pharaohs.
The word pharaoh originally meant "great
house" or "palace".
Egyptians believed the pharaoh was a
god. Kingship was a divine institution and
formed part of a universal cosmic order: "What
is the king of Upper and Lower Egypt? He is a
god by whose dealings one lives, the father and
mother of all men, alone by himself, without an
equal." In obeying their pharaoh, subjects
believed that they were helping to maintain a
stable world order. A breakdown in royal
power could only mean that people were
offending the gods and weakening that order.
The pharaoh stood at the center of
Egypt's religion as well as its government and
army. This type of government in which the
ruler is a divine figure is called a theocracy.
Egyptians believed that the pharaoh bore full
responsibility for the kingdom's well-being. It
was the pharaoh who caused the sun to rise, the
Nile to flood, and the crops to grow. It was the
pharaoh s duty to promote truth and justice.
Pharaohs held absolute, or unlimited, power.
They not only led the government, but also
served as judges, high priests, and generals of
the armies. The pharaoh owned all the land in
the kingdom.
Nevertheless, they had help in ruling. At
first, members of the pharaoh's family aided him
in running the country. During the Old
Kingdom, however, a government bureaucracyan administrative organization with officials and
regular procedures- developed.
In time of war, however, the priests did
not lead the city. Instead, the men of the city
chose a tough fighter who could command the
city's soldiers. At first, a commander’s power
ended as soon as the war was over. As wars
between cities became more and more frequent
as city-states competed for water and land.
Gradually, Sumerian priests and people gave
commanders permanent control of standing
armies.
In time, some military leaders became
full-time rulers- monarchs or kings. These
rulers usually passed their power on to their
sons, who eventually passed it on to their own
heirs. Such a series of rulers from a single
family is called a dynasty. Between 3000 and
2500 B.C., many Sumerian city-states came
under the rule of dynasties.
Sumerians viewed kingship as divine in
origin. Kings, they believed, derived their
power from the gods and were the agents of the
gods. Regardless of their origins, kings had
power. They led armies, supervised the
building of public works, and organized workers
for the irrigation projects on which
Mesopotamian farming depended. The army,
the government, and the priests and priestesses
all aided the kings in their rule. As befitted their
power, Sumerian kings, their wives, and their
children lived in large palaces.
In each city-state, the ruler was
responsible for maintaining the city walls and
the irrigation systems. He led its armies in war
and enforced the laws. As government grew
more complex, he employed scribes to carry out
functions such as collecting taxes and keeping
records. The ruler was seen as the chief servant
of the gods and led ceremonies designed to
please them.
Especially important was the office of vizier, the
"steward of the whole land." Under the vizier,
various departments looked after such matters as
tax collection, farming, and the all-important
irrigation system. Thousands of scribes carried
out the vizier's instructions.
In time, Egypt was divided into 42
provinces, which were run by governors
appointed by the pharaoh. Each governor was
responsible to the pharaoh and vizier.
Code of Hammurabi
About 1790 BCE, Hammurabi, king of
Babylon, brought much of Mesopotamia under
his control. He took steps to unite the
Babylonian empire. His most ambitious and
lasting contribution was his publication of a
remarkable set of laws known as the Code of
Hammurabi. Hammurabi's Code was the first
important attempt by a ruler to codify, or
arrange and set down in writing, all of the laws
that would govern a state.
Hammurabi recognized that a single,
uniform code would help to unify the diverse
groups within his empire. He therefore
collected existing rules, judgments, and laws
into the Code of Hammurabi. Hammurabi
wanted everyone in his empire to know the legal
principles his government would follow. He
had artisans carve nearly 300 laws on a stone
pillar for all to see.
The Code of Hammurabi concerned all
aspects of life in Babylon. Some laws dealt
with commerce and industry, while others
regulated wages, hours, working conditions, and
property rights. The code lists 282 specific laws
dealing with everything that affected the
community, including family relations, business
conduct, and crime. The laws tell us a great
deal about the Mesopotamians' beliefs and what
they valued. Since many were merchants and
traders, for example, many of the laws related to
property issues.
The Code of Hammurabi was based on a
system of strict justice. Punishment was harsh,
based as it was on the idea of "an eye for an eye,
a tooth for a tooth." By setting out specific
punishments for specific offenses, Hammurabi's
Code limited personal vengeance and
encouraged social order.
However, penalties varied according to
the social class of the victim. A crime against a
member of the upper class (a noble) by a
member of the lower class (a commoner) was
punished more severely than the same offense
against a member of the lower class.
Despite its severity, Hammurabi's Code
carried forward an important idea in
Mesopotamian civilization. It reinforced the
principle that government had a responsibility
for what occurred in society. Hammurabi's code
took seriously the duties of public officials.
Mesopotamian Society
Economy. Although the economy of the
Sumerian city-states was based chiefly on
farming, trade and industry became important as
well. Most Sumerians farmed. They grew
dates, grains, and vegetables, and raised
domestic animals. They also grew flax for linen
and wove woolen goods. Sumerian farmers
grew enough food to allow many people to work
as artisans and traders.
The peoples of Mesopotamia were well
known for their metalwork, but they also made
woolen textiles and pottery. The Sumerians
imported copper, tin, and timber in exchange for
dried fish, wool, barley, wheat, and metal goods.
Trade brought riches to Sumerian cities.
Traders sailed along the rivers or risked the
dangers of desert travel to carry goods to distant
regions. Traders traveled by land to the eastern
Mediterranean in the west and by sea to India in
the east. The invention of the wheel, around
3000 B.C., led to wheeled carts, which made the
transport of goods easier. Archaeologists have
found goods from as far away as Egypt and
India in the rubble of Sumerian cities.
Social Classes. Each Sumerian citystate had a distinct social hierarchy, or system of
ranks. Sumerian city-states contained three
major social groups: the highest class included
the ruling family, leading officials, and high
priests. A small middle class was made up of
lesser priests and scribes. The middle class also
included merchants and artisans. Artisans who
practiced the same trade, such as weavers or
carpenters, lived and worked in the same street.
The vast majority of ordinary Sumerian
people worked with their hands in fields and
workshops. Some had their own land, but most
worked land belonging to the king or temples.
Commoners worked for palace and temple
estates and as farmers, merchants, fishers, and
craftspeople. Probably 90% or more of the
people were peasant farmers.
At the lowest level of Sumerian society
were the slaves. Most slaves were foreigners
who had been captured in war. Others were
Sumerians who had been sold into slavery as
children to pay the debts of their poor parents.
Slaves belonged to palace officials, who used
them mostly in building projects. Temple
officials most often used female slaves to weave
cloth and grind grain.
Egyptian Society
Social Classes. Like other early
civilizations, Egypt had its own class system.
Over a period of thousands of years, Egyptian
society maintained a simple structure. It was
organized like a pyramid, with the god-king at
the top. The pharaoh and his family were
surrounded by an upper class of wealthy
landowners, government officials, priests, and
army commanders. The priests and priestesses,
served the gods and goddesses, and the nobles
fought the pharaoh's wars. The members of this
ruling class ran the government and managed
their own landed estates, which provided much
of their wealth.
Below the upper class was a tiny middle
class of merchants, scribes, and artisans. They
provided for the needs of the rich and powerful.
Merchants carried on an active trade up and
down the Nile, as well as in town and village
markets. Some merchants also engaged in
international trade. Egyptian artisans made an
incredible variety of well-built, beautiful goods.
By far, the largest number of people in
Egypt simply worked the land. In theory, the
pharaoh owned all the land but granted portions
of it to the subjects. Large sections of land were
held by nobles and by the priests who
supervised the numerous temples. Most of the
lower classes were peasants who farmed the
land of these estates. Men and women spent
their days working the soil and repairing the
dikes. They paid taxes in the form of crops to
the pharaoh, nobles, and priests; lived in small
villages or towns; and provided military service
and labor to build palaces, temples, and tombs.
In the later periods of Egyptian history,
slavery became a widespread source of labor.
Slaves, usually captives from foreign wars,
served in the homes of the rich or toiled
endlessly in the gold mines of Upper Egypt.
Most Egyptians could never hope for
wealth or power. Egyptian social classes were
rigidly divided. However, Egyptians were not
locked into their social classes. Lower-and
middle-class Egyptians could gain higher status
through marriage or success in their jobs, but
they almost never entered the ranks of the upper
class. Even some slaves could hope to earn
their freedom as a reward for their loyal service.
During the New Kingdom, society grew more
fluid as trade and warfare increased.
Rich landowners also used slaves to farm their
lands. By working obediently day and night,
Sumerian slaves could hope to earn freedom.
Family. Fathers ruled their children as
well as their wives. Obedience was expected:
"If a son has struck his father, he shall cut off
his hand." If a son committed a serious enough
offense, his father could disinherit him. Parents
arranged marriages for their children.
Women. The role of women in
Sumerian society changed over time. In the
earliest Sumerian myths, a mother-goddess
reflected the honored role of mothers in farming
communities. As large city-states emerged with
warrior-leaders at their heads, male gods
replaced the mother-goddess.
On the whole, Sumerian women could
pursue most of the occupations of city life, from
merchant to farmer to artisan. They could hold
property in their own name. Women could also
join the lower ranks of the priesthood.
However, Sumer's written records mention few
female scribes.
Over time, as men gained more power
and wealth, women became more dependent on
men. Yet women continued to have legal rights.
Well-to-do women engaged in trade and owned
property. Babylonian women had some legal
and economic rights, including property rights.
Women could be merchants, traders, or even
scribes.
On the other hand, Hammurabi's code
makes it clear that women had far fewer
privileges and rights in marriage than did men.
A woman's place was definitely in the home. If
she failed to fulfill her duties, her husband had
legal grounds for divorce. In addition, if a wife
was not able to bear children or tried to leave
home to engage in business, her husband could
divorce her.
Society in ancient Mesopotamia was
patriarchal- that is, Mesopotamian society was
dominated by men.
In general, Babylonian civil law gave a
husband both legal authority over his wife and a
legal duty to support her. The code also gave a
father nearly unlimited authority over his
children. The Babylonians believed that an
orderly household was necessary for a stable
empire.
Trade offered new opportunities to the growing
merchant class. Foreign conquests brought
riches to Egypt, which in turn meant more
business for artisans- skilled craftsmen. To win
the highest positions, people had to be able to
read and write. Once a person had these skills,
many careers were open in the army, the royal
treasury, the priesthood, and the king's court.
Family. Ancient Egyptians had a very
positive attitude toward life. They married
young (girls at 12 and boys at 14) and
established homes and families. Monogamy
(marriage to one person) was the general rule,
although a husband was allowed to keep
additional wives if his first wife was childless.
Parents arranged marriages for their
children. Their chief concerns were family and
property. The chief purpose of marriage was to
produce children, especially sons. Daughters
were not ignored, however, and numerous tomb
paintings show the close and affectionate
relationship parents had with both sons and
daughters. Although marriages were arranged,
surviving love poems suggest that some
marriages included an element of romance.
Egyptian marriages could and did end in
divorce. It included compensation for the wife.
Women. The husband was master in the
house, but wives were respected. Wives were in
charge of the household and the education of the
children.
Egyptian women generally enjoyed a
higher status and greater independence than
women elsewhere in the ancient world. Under
Egyptian law, women enjoyed many legal
rights. They could inherit property, enter
business deals, buy and sell goods, go to court,
and obtain a divorce. Women's property and
inheritance stayed in their hands, even in
marriage. She could leave that property to her
daughter. In many ways, Egyptian women had
more freedom and power than women of other
cultures.
Although there were often clear
distinctions between the occupations of women
and men, women's work was not confined to the
home. They manufactured perfume and textiles,
managed farming estates, and served as doctors.
Despite their many rights and opportunities, few
women learned to read and write. Even if they
did, they were excluded from becoming scribes
or holding other government jobs.
Mesopotamian Religion
The Gods. The physical environment
strongly affected the way Mesopotamians
viewed the world. Ferocious floods, heavy
downpours, scorching winds, and oppressive
humidity were all part of the Mesopotamian
climate. These conditions, as well as famines,
convinced Mesopotamians that this world was
controlled by supernatural forces, which often
were not kind or reliable. In the presence of
nature, Mesopotamians could easily feel
helpless.
To the Mesopotamians, powerful
spiritual beings- gods and goddesses- permeated
all aspects of the universe. The Mesopotamians
identified almost three thousand gods and
goddesses. Mesopotamian religion was
polytheistic because of this belief in many gods.
These gods were thought to control every aspect
of life, especially the forces of nature.
Sumerians described their gods as doing many
of the same things humans do- falling in love,
having children, quarreling, and so on. Yet the
Sumerians also believed that their gods were
both immortal and all-powerful. Although the
gods favored truth and justice, they were also
responsible for violence and suffering.
The Sumerian gods were identified with
forces of nature and heavenly bodies, such as
the sun and the moon. Important gods included
An (lord of heaven), Enlil (god of air and
storms), and Enki (god of water and wisdom).
Sumerian gods and goddesses also guarded
individual cities. The city of Nippur, for
example, was overseen by the god Enlil, while
his son Nanna, god of the moon, guarded the
city of Ur. Lowest of all the gods were demons
known as Wicked Udugs, who caused disease,
misfortune, and every kind of human trouble.
Human beings were supposed to obey
and serve the gods. According to Sumerian
beliefs, human beings were created to do the
manual labor the gods were unwilling to do for
themselves. By their very nature, humans were
inferior to the gods and could never be sure
what the gods might do to help or hurt them. At
any moment, the mighty anger of the gods
might strike, sending a fire, a flood, or an enemy
to destroy a city.
To Sumerians, their highest duty was to
keep these divine beings happy and thereby
ensure the safety of their city-state.
Egyptian Religion
The Gods. Religion, too, provided a
sense of security and timelessness for the
Egyptians. Actually, they had no word for
religion. For them, religious ideas were an
inseparable part of the entire world order. Like
the Mesopotamians, the early Egyptians were
polytheistic, believing in many gods. In all,
Egyptians worshiped more than 2,000 gods and
goddesses. They had a remarkable number of
gods associated with heavenly bodies and
natural forces. Two groups, sun gods and land
gods, came to have special importance. Is that
surprising in view of the importance to Egypt's
well-being of the sun and the fertile land along
the banks of the Nile?
In the early days of Egyptian
civilization, many villages had their own local
god or gods. These gods often had an animal
symbol that people considered sacred. Sacred
animals included the cat, the bull, the crocodile,
and the scarab beetle. In time, some of these
gods came to be worshiped by people
throughout Egypt. They built huge temples to
honor the major deities. The sun, the source of
life, was of course worthy of worship.
The sun god took on different forms and
names, depending on his specific role. He was
worshiped as Atum or Amon in human form and
also as Re, who had a human body but the head
of a falcon. The Egyptian ruler took the title
Son of Re, because he was seen as an earthly
form of Re.
River and land gods included Osiris and
Isis. Osiris ruled Egypt until he was killed by
his jealous brother, Set. The wicked Set then
cut Osiris into pieces, which he tossed all over
Egypt. Osiris was saved by his faithful wife,
Isis. She reassembled her husband's body and
brought him back to life. Because Osiris could
no longer rule over the living, he became god of
the dead and judge of the souls seeking
admission to the afterlife. According to the
myth of Osiris and Isis, their son, Horus, later
took revenge on the wicked god Set, killing his
uncle.
Osiris took on an important role for the
Egyptians as a symbol of resurrection. By
identifying with Osiris, people could hope to
gain new life, just as Osiris had done.
Each city built a ziggurat, a pyramid-temple that
soared toward the heavens. At its top stood a
shrine to the chief god or goddess of that city.
To win the favor of the gods, the people prayed
and offered sacrifices of animals, grain, and
wine. They also celebrated holy days with
ceremonies and processions.
The Babylonians adopted many
Sumerian religious beliefs. The Babylonians
made sacrifices to their gods for favors like
good harvests or success in business. Like the
Sumerians, they believed in a shadowy life after
death. Their religious practices were directed
toward a successful life on Earth. Babylonians
also believed that their priests could foretell the
future. Therefore, Babylonian priests held great
power and wealth.
The Afterlife. Sumerians worked hard
to earn the gods' protection in this life. Yet they
expected little help from the gods after death.
The Sumerians believed that the souls of the
dead went to the "land of no return," a dismal,
gloomy place between the earth's crust and the
ancient sea. No joy awaited souls there.
Like the Egyptians, the Sumerians
believed in an afterlife. The Sumerians too
buried food and tools with their dead. However,
they saw the underworld as a grim place from
which there was no release. They did not
believe in rewards and punishments after death.
This view of the afterlife contrasts with the
Egyptian vision of the Happy Field of Food.
Differences in geography may explain this
contrast. The floods of the Tigris and Euphrates
were less regular and more destructive than
those of the Nile. As a result, Sumerians may
have developed a pessimistic view of the world.
Some of the richest accounts of
Mesopotamian myths and legends appear in a
long poem called the Epic of Gilgamesh. It is
one of the earliest works of literature in the
world. Through the heroic adventures of
Gilgamesh, a legendary king, the narrative
offers a glimpse into the beliefs and concerns of
the ancient Sumerians. The epic tells of
Gilgamesh's unsuccessful quest for immortality,
a theme that recurs in ancient literature.
To Egyptians, Osiris was especially
important. Not only did he rule over the
underworld, but he was also god of the Nile. In
that role, he controlled the annual flood that
made the land fertile. Isis had special appeal for
women, who believed that she had first taught
women to grind corn, spin flax, weave cloth,
and care for children. Like Osiris, Isis promised
the faithful that they would have life after death.
A God. About 1380 BCE, a young
pharaoh challenged the powerful priests of
Amon-Re. He devoted his life to the worship of
Aton, a minor god whose symbol was the sun's
disk. The pharaoh took the name Akhenaton,
meaning "he who serves Aton." With the
support of his wife, Queen Nefertiti, Akhenaton
tried to sweep away all other gods in favor of
Aton. He ordered priests to stop worshiping
other gods and to remove the names of these
gods from their temples.
Scholars disagree about Akhenaton's
goals. Some think the pharaoh was trying to
introduce a new religion based on worship of a
single god. Others argue that he just wanted to
raise Aton to the highest place among the gods.
Akhenaton's radical ideas had little success.
Priests of Amon-Re and of other gods resisted
the revolutionary changes. The common
people, too, were afraid to abandon their old
gods in favor of Aton. Nobles also deserted the
pharaoh because he neglected his duty of
defending the empire. After Akhenaton's death,
the priests of the old gods reasserted their
power.
The Afterlife. In contrast to the
Mesopotamians, with their bleak view of death,
Egyptians believed in an afterlife, a life that
continued after death. Belief in the afterlife
affected all Egyptians, from the highest noble to
the lowest peasant.
The Egyptians believed that each soul
had to pass a test in order to win eternal life.
According to Egyptian belief, the dead soul
would be ferried across a lake of fire to the hall
of Osiris. There, Osiris would weigh the dead
person's heart against the feather of truth.
To survive the dangerous journey
through the underworld, Egyptians relied on the
Book of the Dead. It contained spells, charms,
and formulas for the dead to use in the afterlife.
The Book of the Dead was written on scrolls and
placed in tombs.
Those he judged to be sinners would be fed to
the crocodile-shaped Eater of the Dead. Worthy
souls would enter the Happy Field of Food,
where they would live forever in bliss.
Today, these scrolls have given modern scholars
a wealth of information about Egyptian beliefs
and practices.
Egyptians believed that the afterlife
would be much like life on Earth. As a result,
they buried the dead with everything they would
need for eternity. To give a soul use of its body
in the afterlife, Egyptians perfected skills in
mummification, the preservation of the dead.
This costly process took months to complete.
At first, mummification was a privilege reserved
for rulers and nobles. Eventually, ordinary
Egyptians also won the right to mummify their
dead.
People of all classes planned for their
burials, so that they might safely reach the Other
World. Kings and queens built great tombs,
such as the pyramids, and other Egyptians built
smaller tombs. The mummy was placed in a
coffin inside a tomb. Then they filled the tomb
with items the dead person could use in the
afterlife, such as clothing, food, cosmetics, and
jewelry. The Egyptians considered the objects
necessary for use in the afterlife.
Mesopotamian Culture
Writing. The Sumerians created many
inventions that still affect our lives today.
Probably their greatest invention was their
writing. Writing was important because it
allowed a society to keep records and to pass
along knowledge from person to person and
generation to generation.
Sumerians wrote by pressing marks into
clay tablets, which were then baked or dried in
the sun. Once dried, these tablets lasted a very
long time. Writers used a wedge-shaped tool
called a stylus. As a result, most signs were
wedge shapes. Today we call Sumerian writing
cuneiform ("wedge-shaped"). Sumerians had
about 600 cuneiform signs.
Cuneiform writing grew out of a system
of pictographs that priests used to record goods
brought to temple storehouses. Later, priests
developed symbols to represent more
complicated thoughts. As their writing evolved,
the Sumerians were able to use it to record not
only grain harvests but also myths, prayers,
laws, treaties, and business contracts.
Mesopotamian peoples used writing primarily
for record keeping. Cuneiform texts, however,
were also used in schools to train scribes,
members of the learned class who served as
copyists, teachers, and jurists.
Several hundred thousand tablets have
been found. They have been a valuable source
of information for modern scholars. Tablets
contain some of the oldest written records of
scientific investigations in the areas of
astronomy, chemical substances, and symptoms
of disease.
Education. The Sumerians considered
education very important. However, only
upper-class boys- and no girls- attended school.
Becoming a scribe was the key to a successful
career. Men who began their careers as scribes
became the leaders of their cities, temples, and
armies. Scribes came to hold the most
important positions in Sumerian society. Young
boys seeking to become scribes began school
when they were small children and trained until
they were young men.
Scribal students spent most of their
school days following the same routine. They
were taught by copying and recopying standard
works on clay tablets and reciting from them.
Egyptian Culture
Although dynasties rose and fell, Nile
Valley civilization lasted for many centuries.
Ancient Egyptians lived in a stable world based
on the dependability of the annual Nile floods
and Egypt's geographic isolation, which
protected it from frequent invasions. This
stability allowed the Egyptians to create a
remarkable culture.
Writing. Like other early civilizations,
the Egyptians developed a form of picture
writing. The development of writing was one of
the keys to the growth of Egyptian civilization.
Hieroglyphics were used to keep important
records.
Writing in Egypt emerged around 3000
BCE. The Greeks later called this earliest
Egyptian writing hieroglyphics, meaning
"priest-carvings" or "sacred writings." As with
Sumerian cuneiform writing, in the earliest form
of hieroglyphics a picture stood for an idea. For
instance, a picture of a man stood for the idea of
a man; a picture of a bird stood for the idea of a
bird. In time, the system changed so that
pictures stood for sounds as well as ideas. The
owl, for example, stood for an m sound.
Hieroglyphics could be used almost like letters
of the alphabet. The hieroglyphic system of
writing, which used both pictures and more
abstract forms, was complex. Hieroglyphic
writing used more than 600 signs, pictures, or
symbols to represent words and sounds.
Learning and practicing it took much time and
skill. Hieroglyphic script was used for writing
on temple walls and in tombs.
A highly simplified version of
hieroglyphics, known as hieratic or demotic
script, came into being. It used the same
principles as hieroglyphic writing, but the
drawings were simplified by using dashes,
strokes, and curves to represent them. Hieratic
script was used for business transactions, record
keeping, and the needs of daily life.
Egyptian hieroglyphs were first written
on stone and clay, as in Mesopotamia.
Inscriptions on temples and other monuments
preserved records of Egyptian culture that have
endured for thousands of years. Hieratic script
was written on papyrus, a paper made from the
papyrus reed that grew along the Nile. Most of
the ancient Egyptian literature that has come
down to us was written on rolls of papyrus.
Although boring, this was probably the scribe's
only way of learning how to form the cuneiform
writing signs neatly and correctly.
Literature. Writing also made it
possible for people to communicate ideas in
new ways. This is especially evident in the Epic
of Gilgamesh. Gilgamesh is a Mesopotamian
epic poem that records the exploits of a
legendary king named Gilgamesh. Gilgamesh is
wise, strong, and perfect in body. He is part
man and part god. Gilgamesh befriends a hairy
beast named Enkidu. Together, they set off to
do great deeds. When Enkidu dies, Gilgamesh
feels the pain of death and begins a search for
the secret of immortality. His efforts fail, and
Gilgamesh remains mortal. This epic makes
clear that "everlasting life" is only for the gods.
Technology. The Sumerians invented
several tools and devices that made daily life
easier and more productive. They developed the
wagon wheel, for example, to help transport
people and goods from place to place. The
potter's wheel to shape containers, the sundial to
keep time, and the arch used in construction are
other examples of Sumerian technology. The
Sumerians were the first to make bronze out of
copper and tin, creating finely crafted
metalwork.
Math & Science. Many other new ideas
arose from the Sumerians' practical needs. In
order to erect city walls and buildings, plan
irrigation systems, and survey flooded fields,
they needed arithmetic and geometry. In
mathematics, they used a system of numbers
based on 60. For example, Sumerians divided a
circle into 360 degrees (six 60s). Each degree
was divided into 60 minutes, and each minute
into 60 seconds. Today, when you look at a
compass or a watch, you are using a system that
the Sumerians developed thousands of years
ago.
Priests studied the skies, recording the
movement of heavenly bodies. This knowledge
enabled them to make accurate calendars, which
are so essential to a farming society. Like other
early civilizations, the Sumerians created a lunar
calendar. To keep it accurate, they added a
month every few years.
Architecture. The Sumerians had few
natural resources. They lacked building
materials, such as timber or stone, so they built
with earth and water.
Education. To pass on their knowledge,
Egyptians developed an educational system.
Education focused mainly on an elite group of
people called scribes, or clerks. Scribes learned
to read and write so that they could work for the
government. At the age of 10, boys of the upper
classes went to schools run by scribes. Training
to be a scribe took many years. Students
learned to read and write by copying texts.
Discipline was strict- "A boy's ears are on his
back. He listens only when he is beaten."
Religious instruction formed an important part
of Egyptian education. Schools were usually
attached to temples.
Learned scribes played a central role in
Egyptian society. Temple scribes kept records
of ceremonies, taxes, and gifts. Other scribes
served nobles or the pharaoh. With skill and
luck, a scribe from a poor family might become
rich and powerful. Besides learning to read and
write, scribes also acquired skills in
mathematics, medicine, and engineering.
Math. Egyptians also made advances in
mathematics. In order to assess and collect
taxes, the Egyptians developed a system of
written numbers for counting, adding, and
subtracting. The Egyptians used a number
system based on ten. This system is similar to
the decimal system used today. The Egyptians
used fractions and whole numbers.
Mathematics helped them in building
their massive monuments. Egyptian engineers
also used geometry to calculate the exact size
and location of each block of stone to be placed
in a pyramid or temple. Huge building projects
such as pyramids and irrigation systems
required considerable skills in design and
engineering. Nile floods forced Egyptians to
redraw the boundaries of fields each year.
Farmers used an early form of geometry to
survey and reset property boundaries after the
annual floods.
Science. To help them keep track of the
time between floods and plan their planting
season, the Egyptians developed a calendar.
Early in their history they invented a calendar
based on the movements of the moon.
Sometime later, the Egyptians realized that a
bright star, Sirius, appeared above the horizon
right before the Nile floods. The time between
one rising of this star and the next is 365 days.
They made bricks of clay, shaped in wooden
molds and dried in the sun. Mud bricks, easily
shaped by hand, were left to bake in the hot sun
until they were hard enough to use for building.
People in Mesopotamia were remarkably
creative with mud bricks.
The Sumerians may also have invented
several important architectural designs. Their
architectural innovations- such as arches,
columns, ramps, and the pyramid-shaped design
of the ziggurat- permanently influenced
Mesopotamian civilization. The arch, a curved
structure over an opening, is one of the strongest
forms in building. By combining several
arches, the Sumerians built rounded roofs in the
shape of domes or vaults. The most striking
Sumerian buildings were the temples, known as
ziggurats. Like other Sumerian buildings,
ziggurats were made of baked brick placed in
layers. The ziggurats looked something like a
wedding cake. Each could be up to 150 feet
high. The top served as a shrine to a Sumerian
god.
The Egyptians based their calendar on this
cycle. This calendar had 12 months of 30 days
each. The remaining five days were used for
holidays and feasting. This calendar was so
accurate that it fell short of the true solar year by
only six hours. With a few changes, this ancient
Egyptian calendar became the basis for our
modern calendar.
Medicine. The Egyptians made
important discoveries in medicine. They knew a
good deal about the human body. They used
their knowledge to treat illnesses and to
preserve bodies after death. Although Egyptian
treatments included "magic spells," they also
often involved herbs and medicines. They also
became skilled at observing symptoms,
diagnosing illnesses, and finding cures. Doctors
performed complex surgical operations. The
Egyptians approached their study of medicine in
a remarkably scientific way.
Art. The Egyptians left a rich legacy of
art and literature. Statues, paintings, poems, and
tales have given us a wealth of information
about ancient Egyptian attitudes and values.
Sculptors crafted small, lifelike statues of rulers
and animals. Buildings were decorated with
paintings of everyday life. The paintings show
farmers in their fields, artisans at work, and
people at banquets. They provide us with
colorful examples of the Egyptian way of life.
Artists and sculptors were expected to
follow particular formulas in style. This gave
Egyptian art a distinctive look for thousands of
years. For example, the human body was often
portrayed as a combination of profile, semiprofile, and frontal view to accurately represent
each part. The pharaohs and gods were always
much larger than any other human figures.
Statues often depicted people in stiff, standard
poses. Some human figures have animal heads
that represent special qualities.
The Egyptians built the pyramids as
tombs for the pharaohs- tombs for eternity.
Because Egyptians believed in an afterlife, they
preserved the bodies of their dead rulers and
provided them with everything they would need
in their new lives.
Architecture. When people today think
of Egypt, they picture the huge stone figure of
the Great Sphinx and the pyramids. About 80
pyramids still stand, most of which are clustered
in groups along the west bank of the Nile.
The best-known pyramids, including the
Great Pyramid, tower above the sands at Giza.
The building of the Great Pyramid was an
enormous construction project. The Greek
historian Herodotus reported the traditional
story that it took 100,000 Egyptians 20 years to
build the Great Pyramid. Herodotus wrote two
thousand years after the event, however, and
much speculation still surrounds the building of
the Great Pyramid.
These magnificent monuments were
remarkable engineering achievements, built by
people who had not even begun to use the
wheel. Historians believe the engineers built
ramps and levers, which were used by thousands
of workers to move the heavy stones.
Pyramids were built as part of a larger
complex of buildings dedicated to the dead- in
effect, a city of the dead. The area included
several structures: a large pyramid for the
pharaoh's burial; smaller pyramids for his
family; and several mastabas, rectangular
structures with flat roofs used as tombs for the
pharaoh's officials.
Guarding the Great Pyramid at Giza is a
huge statue carved from rock, known as the
Great Sphinx. This colossal statue has the body
of a lion and a human head.
The Great Pyramid still stands as a
visible symbol of the power of the Egyptian
pharaohs of the Old Kingdom. No pyramid
built later matched its size or splendor. The
pyramid was not only the pharaoh's tomb but
also an important symbol of royal power. It
could be seen for miles and served to remind
people of the glory, might, and wealth of the
ruler who was a living god on Earth.
The pyramids also reflect the strength of
the Egyptian civilization. They show that Old
Kingdom dynasties had developed the economic
strength to support massive public works
projects, as well as the leadership and
government organization to carry them out.
These costly projects required enormous
planning and organization. Thousands of
farmers, who had to be fed each day, worked on
the pyramids when not planting or harvesting
crops.