Download Section 1 Study Question

First Semester
Exam Review
World History
Standard One
 The student will analyze the
origins, structures, and
interactions of complex
societies in the ancient
Eastern Mediterranean from
3500 BCE to 500 BCE.
Standard One Elements
 A: Describe the development of Mesopotamian societies;
include the religious, cultural, economic, and political facets
of society, with attention to Hammurabi’s law code.
 B: Describe the relationship of religion and political authority
in Ancient Egypt.
 C: Explain the development of monotheism; include the
concepts developed by the ancient Hebrews, and
Zoroastrianism.
 D: Describe early trading networks in the Eastern
Mediterranean; include the impact Phoenicians had on the
Mediterranean World.
 E: Explain the development and importance of writing;
include cuneiform, hieroglyphics, and the Phoenician
alphabet.
World History
Chapter 1
The Peopling of the
World
Section 1 Vocabulary
 Artifact – a human made object such
as a tool or piece of jewelry. These
objects often give clues to how people
lived, dressed, how they worked and
worshipped.
Section 1 Vocabulary
 Culture – a people’s unique way of
life.
 Usually culture is learned by what archaeologists
find in their digs of ancient places. These findings
are often used to re-create a picture of early
people’s cultural behavior.
 Culture is the way of life of a group of people. It
includes common practices of a society, its shared
understandings, and its social organization.
Section 1 Vocabulary
 Hominid – a human being
characterized as walking upright.
 Examples of hominids are: australopithecines, who
closely resemble humans beings. The footprints of this
species’ footprints provided striking evidence about
human origins.
 Hominids were able to walk upright and had an
opposable thumb.
Section 1 Vocabulary
 Homo Habilis – new hominids that
appeared just before australopithecines
vanished in East Africa around 2.5 million
years ago.
 Homo Habilis means “man with skill”.
 Lewis and Mary Leakey found the first of this type of
human in East Africa in Olduvai Gorge.
 The Leakey’s believed these humans used tools made
of lava to cut meat and crack open bones.
Section 1 Vocabulary
 Homo Erectus – hominids which
appeared 1.6 million years before homo
habilis vanished in East Africa.
 Homo Erectus means “upright man”.
 It is believed this species of human was
a more intelligent and adaptable one
than homo habilis.
 This species was intelligent enough to develop
technology to become skillful hunters and invented
sophisticated tools for scraping, digging and cutting.
Section 1 Vocabulary
 Homo Erectus also became the first species
to use the skill of migration from Africa as far
away as India, China and Southeast Asia and
Europe.
 This species was the first to use fire.
 This species may have even been the first to
develop a spoken language.
Section 1 Vocabulary
 Homo Sapiens – humans who
eventually developed into homo sapiens,
the species name for modern humans.
 Homo Sapiens means “wise men”.
 They had larger brains.
 Scientists have classified Neaderthals and CroMagnons as early homo sapiens.
Section 1 Vocabulary
 Neanderthal – found in the Neander
Valley in Germany.
 These people had heavily slanted brows, well
developed muscles and thick bones.
 These people lived between 200,000 to 30,000 years
ago.
 These people tried to control and explain their
environments. They developed religious beliefs and
performed rituals. They even held funerals.
Section 1 Study Questions
 Archaeologists face the challenge
of locating places to conduct their
dig. They look for promising dig
sites.
 They also have to spend a great
deal of time sifting through large
amounts of dirt to find remains.
Section 1 Study Questions
 Anthropologists study culture.
 Culture is a people’s unique way of life . This
is the way of life for a group of people.
 People are not born knowing culture, instead
they must learn culture.
 Culture is learned in two ways:
 By observing and imitating the behavior of
people in society.
 People in society directly teach culture to
those who need to learn through spoken or
written language.
Section 1 Study Questions
 The footprints provided clues about human
prehistory and evidence that the earliest
hominids may have lived in Africa.
 Homo Sapiens were called “wise men”
because of the size of their brains.
 Cro-Magnons, rather than Neanderthals
became the ancestors of modern humans
because Cro-Magnons were more successful
at adapting to their environments.
Section 2 Vocabulary
 Nomad – men and women of the “Old
Stone Age”. They were highly mobile
people who moved from place to place
foraging or searching for new sources of
food.
 Hunter-gatherer – a nomadic person
whose food supply depends on hunting
animals and collecting plant foods.
Section 2 Vocabulary
 Neolithic Revolution – agricultural
revolution.
 This was a far reaching change in human
life resulting from the beginnings of
farming.
 The shift from food-gathering to foodproducing culture represents one of the
great breakthroughs in history.
Questions for Review…..
 The Neolithic Revolution refers to the time when early
humans
 A. mastered fire
 B. developed agriculture
 C. migrated from Africa
 D. began to organize governments.
 **B. developed agriculture
 The hunter-gatherers way of life made it impossible for
people to live
 A. in groups
 B. in cold climates
 C. in permanent dwellings
 D. without permanent dwellings
 **C. in permanent dwellings
Questions for Review
 Priests directed activities at the ________, the center of
religious life of a city-state.
 A. pyramid
 B. agora
 C. acropolis
 D. ziggurat
 **D. ziggurat
 In Sumerian civilizations, scribes kept records with a written
language called __________.
 A. cuneiform
 B. papyrus
 C. hieroglyphics
 D. pictographs
 **A. cuneiform
Questions for Review
 Hominids evolved into modern humans known as Homo
Sapiens. What does homo sapien mean?
 A. good human
 B. wise human
 C. smart human
 D. old human
 **B. wise human
 All of the following are names of early humans EXCEPT:
 A. homo genius
 B. homo sapien sapien
 C. homo erectus
 D. homo habilis
 ** A. homo genius
Questions for Review
 A people’s unique way of life, including customs, family life,
and social relationships is known as
 A. caste
 B. dynasty
 C. hierarchy
 D. culture
 **D. culture
 What did Mary Leakey’s discovery of footprints indicate
about hominids?
 A. They were species of australopithcenes
 B. They supported themselves as hunter-gatherers
 C. They walked upright earlier than had been believed
 D. They lived in a place where they had not been thought to
exist.
World History
Chapter 2
Early River Valley Civilizations
Standard and Elements
 SSWH1: The student will analyze the origins,
structures, and interactions of complex societies in the
ancient Eastern Mediterranean from 3500 BCE to 500
BCE.
 SSWH1b: Describe the relationship of religion and
political authority in ancient Egypt.
 SSWH1e: Explain the development and importance of
writing; include cuneiform, hieroglyphics, and the
Phoenician Alphabet.
Standard and Elements
 SSWH2: The student will identify the major
achievements of Chinese and Indian societies
from 1100 BCE to 500 CE.
 SSWH2d: Explain the impact of Confucianism on
Chinese culture; include the Mandate of Heaven.
 SSWH2e: Explain how the geography of the Indian
Subcontinent contributed to the movement of people
and ideas.
Section 3 Vocabulary
 Scribes – professional record
keepers.
 Most early civilizations developed a
system of writing.
 Cuneiform – an invented system of
writing meaning “wedged-shaped”
that consisted of pictographs or
symbols of objects.
Section 4 Vocabulary
 Ziggurat – a massive, pyramid-shaped temple
which means “mountain of god” that serves as
the religious center of civilizations.
 The outer parts of a ziggurat has a flight of about 100
mud brick stairs that lead to the top.
 At the peak of the ziggurat, priests perform rituals to
worship the city god or sheep to sacrifice.
 The temple also houses storage areas for grains,
woven fabrics and gems, which were offerings to the
gods.
Section 1 Vocabulary
Section 1 Vocabulary
 Mesopotamia – land between the rivers.
 The Tigris and Euphrates Rivers flow
southeastward to the Persian Gulf.
 These rivers flooded Mesopotamia at
least once a year.
 The flood water left a thick bed of mud
called silt. Farmers used this rich soil
and river water to yield large quantities of
wheat and barley.
Section 1 Vocabulary
 City-State – functioned as an
independent country of today does.
 Sumerian city-states included Uruk, Kish,
Lagash, Umma and Ur.
Section 1 Vocabulary
 Dynasty – military leaders who
became full time rulers passed down
their power to their sons, who would
eventually pass down power to their
heirs.
 This series of rulers from a single
family is called a dynasty.
Section 1 Vocabulary
 Cultural Diffusion – the exchanging
of products and ideas with
neighboring cultures. A new product
or idea spreads from one culture to
another.
 Polytheism – The belief in more
than one god.
Section 1 Vocabulary
 Empire – brings together several
peoples, nations, or previously
independent states under the control of
one ruler.
 Hammurabi – a Babylonian king who
caused Babylon to reach its peak during
his reign from 1792 BC to 1750 BC.
 His most enduring legacy is the code of
laws he put together called the Code of
Hammurabi.
Section 1 Vocabulary
 Hammurabi
Section 1 Study Question
 Three environmental challenges for the
people who began to settle in the
Mesopotamian:
 Unpredictable flooding combined with a period
of little or no rain. The land sometimes almost
became a desert.
 With no natural barriers for protection, a
Sumerian village was nearly defenseless.
 The natural resources of Sumer were limited.
Building materials and other necessary items
were scarce.
Section 1 Study Question
 A city-state functioned much like a
present day country does today.
 Military leaders gained power in the
city-states by frequent wars that led the
Sumerians to give military leaders control
of standing armies. These leaders
eventually took political power.
Section 1 Study Question
 Sumerians believed that many different
gods controlled the forces of nature.
 Sumerians gave human qualities to their
gods such as falling in love, having
children, quarreling, etc.
 Sumerians build impressive ziggurats for
the sacrifice of animals, wine and food.
 Sumerians worked hard to earn their
gods’ protection.
Section 1 Study Question
 Sumerians believed that the souls of the
dead went to the “land of no return”. (a
place between the Earth’s crust and the
ancient sea)
 2nd Question: Sumerians had social
classes which went from the noble (kings
and rulers) to slaves.
Section 1 Study Question
 The Sumerians invented the wheel, sail
and plow and were the first to use
bronze.
 Some other Sumerian inventions were:
 Arithmetic and geometry
 Architectural innovations such as arches,
columns, ramps, pyramids.
 Cuneiform – a system of writing.
Section 1 Study Question
 Sargon of Akkad was a conqueror, ruler, and
renowned military leader who defeated the citystates of Sumer.
 Sargon marched his army from Akkad to
Sumer.
 The Akkadians had already adopted many of
the Sumerian cultural traits before the
conquest.
 By taking control of the both northern and
southern Mesopotamia-he created the world’s
first empire. His dynasty lasted 200 years.
Section 1 Study Question
 Hammurabi’s Code of Law advanced
civilizations because it established a
uniform law code for his empire.
 It also reinforced the idea that
government had a responsibility to its
citizens.
Section 2 Vocabulary
 Narmer – the Egyptian king given credit
for uniting Upper and Lower Egypt into
one kingdom.
 Historical evidence shows that the king of
Lower Egypt wore a red crown, and the
king of Upper Egypt wore a white crown.
Narmer is said to have worn a crown that
was red on one side and white on the
other, showing unity of the two kingdoms.
Section 2 Vocabulary
 Pharaoh – Egyptian god kings who
were thought to be almost as splendid
and powerful as the gods of the heavens.
 The pharaoh stood at the center of
Egypt’s religion, government and army.
 The Egyptian’s felt that is was the
pharaoh’s responsibility to see to the
kingdom’s well-being.
Section 2 Vocabulary
 The Egyptian’s felt that the pharaoh
caused the sun to rise, the Nile to flood,
and the crops to grow.
 It was the pharaoh’s duty to promote
justice and truth.
Section 2 Vocabulary
 Mummification – the process by which
elite or royal Egyptians’ bodies were
preserved. The bodies would be
embalmed and dried to prevent it from
decaying.
Section 2 Vocabulary
 Hieroglyphics – simple pictographs.
The term comes from the Greek words
hieros and gluph, meaning sacred
carving.
 With this type of writing, a picture stands for a
word or idea, just as with the Sumerians and
cunieform.
Section 2 Vocabulary
 Papyrus – a writing surface created by
the Egyptians made from papyrus reeds.
 These reeds grow in the marshy Nile
delta. The reeds are split into narrow
strips and placed in two layers while
damp, and pressed. As the plant’s sap
dries, the sap sticks the sheets together
into a paper-like sheet.
Section 2 Study Question
 Egypt is referred to as the “Gift of the Nile”
because just as in Mesopotamia, the Nile
brought yearly flooding in July from rain and
melting snow from the mountains which cause
to river to exceed its banks.
 In an otherwise parched land, the abundance
of water brought great farming opportunities.
The Egyptians worshipped the river as a god
who gave life and sometimes took life.
Therefore it was nicknamed the “Gift of the
Nile”.
Section 2 Study Question
 The difference between the Old,
Middle, and New Kingdoms of Egypt:
 Old Kingdom – (2700 – 2200 BC)
Pharaohs had absolute power and were
considered gods on Earth. Pharaohs
were buried in pyramids only during this
time period.
Section 2 Study Question
 Middle Kingdom – (2100 to 1800 BC)
This was considered as Egypt’s “Golden
Age”. Trade, arts and literature
flourished. Pharaoh’s were expected to
be good kings and wise rulers.
 During this time pharaoh’s were buried in
hidden locations, not in large pyramids.
Section 2 Study Question
 New Kingdom – (1500 to 1000 BC)
Egypt’s expansion period. Egypt
expanded her borders through military
conquest and became a world power.
 Pharaoh’s were all powerful and were
buried in one geographic location called
the “Valley of the Kings”.
Section 3 Vocabulary
 Subcontinent – the landmass that includes
India, Pakistan, and Bangladesh.
 These countries make up the Indian
subcontinent.
 A wall of the world’s highest mountains
separates this region from the rest of the Asian
continent.
 The mountains are the Hindu Kush,
Karakorum, and the Himalayas.
Section 3 Vocabulary
Section 3 Vocabulary
 Monsoon – seasonal winds that
dominated India’s climate.
 From October to February, winter
monsoons from the northeast blow dry air
westward across the country.
 From the middle of June through
October, the winds shift and blow
eastward from the southwest, carrying
moisture from the ocean in great rain
Section 3 Vocabulary
Section 3 Study Question
 The environmental challenges that Indus River
Valley farmers faced were:
 Just as the Sumerian civilization, floods of the
rivers were unpredictable.
 The rivers sometimes changed course.
 The cycle of wet and dry seasons brought by
the monsoon winds was unpredictable. Too
little rain equaled withered plants. Too much
rain swept away whole villages.
Section 4 Vocabulary
 Loess – yellowish silt from the banks of
the Huang He or Yellow River flooding its
banks.
 The silt is actually fertile soil called loess.
 This fertilized soil is blown by the winds
from deserts to the west and north.
Section 4 Vocabulary
 Oracle bones – animals bones and
tortoise shells on which priests had
scratched questions for the gods.
 After questions were inscribed on a bone,
a priest applied a hot poker to it, which
caused it to crack. The priests then
interpreted the cracks to see how the god
answered.
Section 4 Vocabulary
 Mandate of Heaven – divine approval
obtained by just rulers.
 The concept of the mandate was that
royal authority came from heaven.
 A wicked or foolish king could lose the
Mandate of Heaven and so lose the right
to rule.
 The Mandate of Heaven became central
to the Chinese view of government.
Section 4 Vocabulary
 Dynastic Cycle – the pattern of the rise,
decline, and replacement of dynasties.
 Complete Dynastic Cycle Activity.
 Feudalism – a political system in which
nobles owe loyalty and military service to
the king and protection to the people who
live on their estates.
Section 3 Study Question
 The most important aspects of
Chinese culture were:
 Family was central to Chinese society.
 Social classes
 Religious beliefs
 Development of writing
Section 4 Study Question
 One major advantage of Chinese writing was that
people in all parts of China could learn the same
system of writing, even if their spoken languages were
very different. The Chinese language helped unify a
large and diverse land and made control much easier.
 The disadvantage of the Chinese system was the
enormous number of written characters to be
memorized. There was a different character for each
unit of language. A person needed to know over 1500
characters to be barely literate.
Section 4 Study Question
 The Zhou (joh) Dynasty replaced the Shang
Dynasty.
 They kept much of the Shang culture, therefore
there was no sweeping cultural change.
 To justify their conquest, the Zhou leaders
declared that the final Shang king had been
such a poor ruler that the gods had taken away
the Shang’s rule and given it to the Zhou.
Section 4 Study Question
 The Mandate of Heaven helped explain
the cycle of rise, decline, and
replacement of dynasties.
Section 4 Study Question
 The Zhou Dynasty came to a
decline because gradually their
rule weakened.
 In 771 BC nomads from the north
and west sacked the Zhou capital
and murdered the Zhou monarch.
Questions for Review











The type of religion that supports the belief in many gods is
A. monotheism
B. christianity
C. polytheism
D. atheism
**C. polytheism
The creator of the world’s first empire is
A. Sargon of Akkad
B. Hammurabi of Babylon
C. Narmer of Egypt
**A. Sargon of Akkad
Questions for Review












A series of rulers from the same family
A. mandate
B. hierarchy
C. dynasty
D. clan
**C. dynasty
Papyrus was used in which ancient civilizations writing
system?
A. Sumerian
B. Chinese
C. Babylonian
D. Egyptian
**D. Egyptian
Questions for Review












Mummification involves
A. sleepwalking
B. preserving dead bodies
C. recording history
D. capturing dreams
**B. preserving dead bodies
Monsoons are seasonal ___________ that occur with
regularity and have a great effect on India.
A. waves
B. droughts
C. tides
D. winds
**D. winds
Questions of Review
 Which of the following was not a step in the Mandate of
Heaven?
 A. rise
 B. replacement
 C. destruction
 D. decline
 **C. destruction
 Which dynasty largely shaped Chinese civilizations?
 A. Zhou
 B. Shang
 C. Xia
 D. Chang
 **Zhou
World History
 Chapter 3
 People and Ideas on the
Move


SSWH1: The student will analyze the origins, structures, and
interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE.
SSWH2: The student will identify the major achievements of
Chinese and Indian societies from 1100 BCE to 500BCE.
Elements of Standard
 SSWH1c: Explain the development of
monotheism; include the concepts developed
by the ancient Hebrews and Zoroastrianism.
 SSWH1d: Describe early trading networks in
the Eastern Mediterranean; include the impact
Phoenicians had on the Mediterranean world.
 SSWH1e: Explain the development and
importance of writing; include cuneiform,
hieroglyphics, and the Phoenician Alphabet.
Elements of the Standard
 SSWH2b: Explain the development and impact
of Hinduism and Buddhism on India and
subsequent diffusion of Buddhism.
 SSWH2d: Explain the impact of Confucianism
on Chinese culture, explain the Mandate of
Heaven.
 SSWH2e: Explain how the geography of the
Indian Subcontinent contributed to the
movement of people and ideas.
Who are the IndoEuropeans?
 A group of nomadic people who came from
the steppes or dry grasslands that stretched
north of the Caucasus Mountains.
 These people are primarily pastoral who
herded cattle, sheep, and goats. They also
tamed horses and rode into battles on light,
two-wheeled chariots.
 They lived in tribes that spoke forms of a
language that we call Indo-European.
Why do so many languages
originate from the IndoEuropeans?
 So many Indo-Europeans were
ancestors of many of the modern
languages of Europe, Southwest
Asia, and South Asia.
 English, Spanish, Persian and Hindi
all trace their origins back to different
forms of the original Indo-European
language.
 Look at chart on page 61.
Indo-European Languages






English
Spanish
Persian
Hindi
Sanskrit
Greek
Who are the Hittites?
 A group of Indo-European speakers who
by about 2000 BC occupied Anatolia,
also called Asia Minor.
 Anatolia is a large peninsula in modern
day Turkey that juts out into the Black
and Mediterranean Seas.
Who are the Hittites?
 The Hittites excelled in the technology of war.
 The Hittites were the first in Southwest Asia to
work with iron and harden it into weapons.
 Iron ore and wood were easily accessible to
them in the mountains of Anatolia.
Who are the Aryans?
 An Indo-European people whose
homeland was probably somewhere
between the Caspian and Aral Seas.
 These people crossed over the
northwest mountain passes into the
Indus River Valley of India.
What are vedas?
 The Aryans left almost no archaeological
record, however their sacred literature, the
Vedas, left a picture of Aryan life.
 The Vedas are four collections of
prayers, magical spells, and
instructions for performing rituals.
 The most important is the Rig Veda, a
song book of 1028 hymns to Aryan
gods.
Aryan Caste System
 The Aryans were divided into three
social classes or castes:
 Brahmins or priests
 Warriors
 Peasants or traders
What is Hinduism? What are the
beliefs of those who practice this
religion?
 Hinduism is a collection of religious
beliefs that developed slowly over a
long period of time.
 Some beliefs of those who practice Hinduism
are:
 They share a common worldview.
 They see religion as a way of liberating the
soul from the illusions, disappointments, and
mistakes of everyday existence.
What are the beliefs of those who
practice the Hindu religion?
 Those who practice this religion believe in
reincarnation (rebirth) whereby an
individuals soul or spirit is born again until
(moksha) a state of perfect understanding
of all things is achieved.
 They also believe in karma a soul’s good
or bad deeds. Karma influence’s specific
life circumstances, such as castes people
are born in, one’s health or wealth.
What are the beliefs of those who
practice this religion?
 Hindus today are free to choose the
deity they worship or to choose none
at all.
 Hindu ideas about karma and
reincarnation strengthened the caste
system.
 The beliefs of Hinduism and its caste
structure dominated every aspect of a
person’s life.
How might the lack of a single founder
result in Hinduism changing more over
time than other religions?
 No single set of original
beliefs determines
Hinduism’s development so
it can change more freely
than religions with a founder.
Who is Siddhartha Gautama?
 The founder of Buddhism.
 The Buddhist legend states that as a
baby, he exhibited the marks of a
great man. The prophecy stated that
if the child stayed at home he was
destined to become a world ruler.
However, if the child left home he
would become a universal spiritual
leader.
Who is Siddhartha Gautama?
What is enlightenment?
 Wisdom that Siddhartha found after
wandering around in the wilderness for
six years.
 Siddhartha did three things to find this
enlightenment:
 He debated with other religious seekers.
 He fasted-ate only 6 grains of rice per day.
 He meditated for 49 days under a large fig
tree.
How did Siddhartha Gautama
gain the name “Buddha” ?
 After this meditation, he achieved an
understanding of the cause of suffering
in this world.
 From then on he was referred to as
“the enlightened one” or Buddha.
What are the Four Noble
Truths?
 These four principles became the main
ideas that Buddha came to understand
in his enlightenment.
The Four Noble Truths
 Life is filled with suffering and sorrow.
 The cause of all suffering is people’s selfish
desire for the temporary pleasures of this
world.
 The way to end all suffering is to end all
desires.
 The way to overcome such desires and attain
enlightenment is to follow the Eightfold Path,
which is called the Middle Way between
desires and self denial.
What is the Eightfold
Path?
 A guide to behavior, similar to a staircase.
 For Buddha, those who were seeking
enlightenment had to master one step at a
time.
 This mastery would occur over many
lifetimes.
 Eightfold Path is referred to as the Middle
Way.
The Middle Way








Right Views
Right Resolve
Right Speech
Right Conduct
Right Livelihood
Right Effort
Right Mindfulness
Right Concentration
Hinduism vs. Buddhism
Similarities




Search for a perfect
understanding.
Search for an end to
suffering.
Believe in reincarnation.
Accepted a repetitive
view of history.(The
world is created and
destroyed over and over.
Differences





Buddhism rejected a
caste system.
Hinduism accepted
castes.
Buddha rejected the
many gods of Hinduism.
Hinduism was founded
by multiple founders.
Buddha was the soul
founder of Buddhism.
Nirvana
 By following the Eightfold Path,
anyone could achieve Nirvana.
 Nirvana is Buddha’s word for
release from selfishness and
pain.
How does Buddhism affect
social caste systems?
 Because Buddha rejected social caste
systems, many of his first followers were
laborers and craftspeople.
 The Buddha reluctantly accepted women into
religious orders.
 Monks and nuns took solemn vows (promises)
to live a life of poverty, to be non-violent, and
not to marry.
 They traveled throughout India spreading
Buddha’s teachings only accepting charity
offerings.
Questions for Review












Which of the following was NOT a language that helped to develop
the Indo-European language?
A. Spanish
B. French
C. Hindi
D. English
**B. French
The Hittites can be described as a people who were
A. Gentle
B. Unintelligent
C. Militaristic
D. Dependant on other cultures for survival
**C. Militaristic
Questions for Review












What are the three social classes of the Aryan caste system?
A. Hindis, Brahmins, Hittites
B. Sanskrit, Vedas, Indo-European
C. Brahmin, slaves, peasants
D. Peasants, Warriors, Brahmins
**D. Peasants, warriors, Brahmins
A religion founded based on a set of beliefs with no distinct founder
is _____________.
A. Buddhism
B. Jainism
C. Hebrew
D. Hinduism
**D. Hinduism
Questions for Review












Both the religions of Buddhism and Hinduism believe in which concept?
A. Caste systems
B. Karma
C. Reincarnation
D. Enlightenment
**C. Reincarnation
Siddhartha Gautama is responsible for the founding of which religion?
A. Hinduism
B. Confucianism
C. Jainism
D. Buddhism
** D. Buddhism
Questions of Review












How long did it take Buddha to meditate before he reached
enlightenment?
A. 4 months
B. 49 days
C. 14 days
D. 4 years
**B. 49 days
What is one major difference between Hinduism and Buddhism?
A. Hinduism believes in caste systems, Buddhism does not.
B. Hinduism believes in reincarnation, Buddhism does not.
C. Buddhism searches for an end to suffering, Hinduism does not.
D. Hinduism searches for true understanding, Buddhism does not.
**A. Caste systems
Knossos and King
Minos
Knossos was the capital city of the Minoan
civilization that was discovered by
archaeologists in the late 19th and 20th
centuries.
King Minos was a legendary king who
owned a half-human, half-bull monster,
called the Minotaur.
Phoenicians
 About 1100 B.C. after the decline of
Crete, they were most powerful traders
along the Mediterranean.
 They were remarkable shipbuilders and
seafarers.
 They were the first Mediterranean
people to venture beyond the Strait of
Gibraltar.
Phoenicians
 Their two most important city-states
were Tyre and Sidon.
 They produced a red-purple dye made
from a small snail called a murex and
the trading center for papyrus called
Byblos.
 They were superb craftspeople who
worked in wood, metal, glass, and ivory.
Phoenicians
What is the greatest legacy
of the Phoenicians?
 The Alphabet.
 The Phoenicians developed a writing
system that used symbols to
represent sounds.
 The Phoenicians system was phonetic
or one sign was used for one sound.
The Phoenician
Alphabet
Who is Abraham?
 He was chosen by God in the Torah to be
the “father” of the Hebrew people.
 Abraham was a shepherd who lived in
the city of Ur, in Mesopotamia.
 God commanded Abraham and his family
to move to Canaan.
What is monotheism &
covenant?
 Monotheism is a belief in a single
god.
 The word comes from the Greek
words mono meaning “one” and
theism, meaning “god-worship”.
 A mutual promise between God and
the founder of the Hebrew people is
called a covenant.
Who was Moses?
 The Bible says that the Hebrews
migrated to Egypt to escape drought and
a threat of famine.
 At first they were honored in Egypt, but
later they were enslaved and as a result
the Hebrews fled which was called the
“Exodus”.
 The man who led the Hebrews out of
slavery was Moses.
Who was Moses?
 Moses was raised by the Egyptian
pharaoh’s daughter.
 Moses climbed Mt. Sinai where the
Bible says he talked to God and
received the stone tablets called the
“Ten Commandments”.
 The Ten Commandments and Moses
teachings became the basis for the civil
and religious laws of Judaism.
Moses
Three Israel kings…
 Saul, David and Solomon.
 From about 1020 to 922 BC, the
Hebrews united under these three
able kings.
 The new kingdom they developed was
Israel.
Three Israel kings…
King Saul
 The first of the three kings was chosen
largely because of his success in driving
out the Philistines from the central hills
of ancient Palestine.
 Saul is portrayed in the Bible as a tragic
man who was often jealous of others.
 Saul was succeeded after his death by
David.
King David
 David was Saul’s son-in-law.
 He was a popular leader who united the
Hebrew tribes and established
Jerusalem as the capital and founded a
dynasty.
King Solomon
 David was succeeded by his son,
Solomon.
 Solomon was the most powerful of the
Hebrew kings.
 He built a trading empire.
 He beautified the capital city of
Jerusalem by building a great temple
which he built to glorify God.
World History
 Chapter 4: First Age of Empires
 Section 1: The Egyptian and Nubian Empires
 Section2: The Assyrian Empire
 Section 3: The Persian Empire
 Section 4: The Unification of China
 SSWH1: The student will analyze the origins,
structures, and interactions of complex societies in the
ancient Eastern Mediterranean from 3500 BCE to 500
BCE.
 SSWH2: The student will identify the major
achievements of Chinese and Indian societies from
1100 BCE to 500 CE.
Who was Hatshepsut? Why was she
considered one of the most
prosperous Egyptian rulers?
 Hatshepsut
 An Egyptian woman who declared
herself pharaoh around 1472 B.C.
 She took over after her stepson, the
male heir, was a young child at the time
he inherited the throne.
 She spent her time as a pharaoh
encouraging trade rather than waging
war.
 Her trading expeditions brought things
to Egypt such as ivory, gold, and
unusual plants and animals.
Hatshepsut
Who was Thutmose III and why
was he a more warlike ruler than
Hatshepsut?
 Thutmose III
 Hatshepsut’s stepson.
 In his eagerness to ascend to the
throne, he may have murdered his
stepmother.
 He led a number of victorious
invasions eastward into Palestine and
Syria and he also pushed into Nubia.
Thutmose III
Who was Ramses II?
 Ramses II
 Reigned over Egypt’s New Kingdom
from 1290 to 1224 B.C.
 He stood out among the great builders
of the New Kingdom.
 He had a temple built into the red
sandstone cliffs above the Nile River
and had them decorated with
enormous statues of himself.
Ramses II
Where is Nubia?
 This is a region of Africa that
straddled the upper Nile River.
 Egypt had traded with Nubia and
influenced the region since the time of
the Middle Kingdom.
What are some
characteristics of Nubians?
 The Nubians were the people of the
Nubian kingdom of Kush.
 These people lived in southern Egypt
between the first cataract of the Nile and
the division of the river into the Blue and
White Nile.
 These people were great traders.
 Nubians were influenced by Egyptian
priests, soldiers, governors and artists.
What is the relationship
between Nubia and Kush?
 The kingdom of the Nubian people is
Kush. Some are called Nubians and
some are called Kushites.
 The Kushites learned Egyptian
language and worshipped Egyptian
gods.
 Kushites adopted the customs and
clothing styles of the upper class.
Who were the Assyrians?
 The people of Assyria acquired a large
empire by means of a highly advanced
military organization and state of the art
weaponry.
 The Assyrians came from the northern
part of Mesopotamia.
 An Assyrian King Sennacherib often
bragged about his conquests and
especially the burning of Babylon.
Who were the Assyrians?
Why did the Assyrians
become so powerful?
 Assyria was a society that prided
themselves on military strength. The
soldiers were well equipped making use of
the ironworking technology.
 Soldiers covered themselves with stiff
leather and metal armor. They wore
copper helmets, padded lion cloths, and
leather skirts layered with metal scales.
 Their weapons were iron swords and
iron-pointed spears.
Why did Assyrians become
so powerful?
 They used advanced planning and
technological skill to lay siege to
enemies.
 The Assyrians used techniques such
as pontoons to fight in water, digging
under city walls to weaken their
enemies, and marching soldiers in
shoulder to shoulder formations.
Who was Nebuchadnezzar and how
did he contribute to the rebirth of
Babylon?
 King given credit for restoring the
city of Babylon.
 His most famous restoration was
the Hanging Gardens of Babylon.
 His empire fell shortly after his
death.
Who was Cyrus? Why was he
called the “Great”?
 Persian king who was a military genius
who led his army from victory to victory
between 550 and 539 BC.
 Cyrus’ most enduring legacy was his
method of governing. His kindness
toward conquered peoples revealed a
wise and tolerant king.
 Cyrus was called the great because he
demonstrated compassion in the
conquest and organization of his empire.
Who was Cyrus?
Who was Cambyses? Explain
his rule of Persia.
 Cyrus’ son who succeeded to the
Persian throne after his father’s death in
530 BC.
 He expanded the Persian Empire by
conquering Egypt.
 He was not as wise as his father and
scorned Egyptian religion by having all
images of Egyptian gods burned.
 He died after ruling for only 8 years.
Who was Cambyses?
Who is Darius? Why was he
an effective king?
 Cambyses’ successor who ruled from
521 to 486 BC. A member of the noble
ruling dynasty who began his career as a
member of the kings bodyguard.
 He was a great warrior, although his real
genius lay in administration.
 He brought peace and stability to the
empire.
 He divided his empire into 20 provinces,
called satrapies.
Who is Darius? Why was he
an effective king?
 Each satrapy was governed by a
satrap or governor who was also
known as the “protector of the
kingdom”.
 The satrap had the responsibility of
collecting taxes, providing justice,
and recruiting soldiers.
What was the Royal Road?
 The Royal Road was a system of wellmaintained roads dotted with way
stations that provided food, shelter, and
fresh horses that allowed Darius to
communicate quickly with the most
distant parts of the empire.
 The road stretched from Lydia to Susa.
 In this system the Persian king had
exalted power.
Who is Zoroaster? What
did he teach?
 A Persian prophet who offered an
answer to the question of why so much
suffering and chaos existed in the world.
 His religion taught a belief in one god
Ahura Mazda. It was a monotheistic
religion.
 Ahura Mazda gave humans the freedom
to choose between right and wrong.
Who is Confucius? What
were his teachings?
 Confucius was known to the Chinese as
the “First Teacher”. He was the most
influential Chinese philosopher and scholar
who developed Confucianism or the
system that showed how Confucius was
upset with the violence and moral decay of
his era.
 He believed that social order, harmony, and
good government could be restored in China if
society was organized around five basic
What were Confucius’
teachings?
 The five basic relationships were:
 Ruler and subject
 Father and son
 Husband and wife
 Older sibling and younger sibling
 Older friend and younger friend
 Three of these relationships were based
on family which was an important part of
Chinese culture.
What is Filial Piety?
Bureaucracy?
 Filial Piety is the belief of Confucius
that children should always show
respect for their parents and
ancestors.
 Bureaucracy is a trained civil service,
or those who run the government,
based on Confucius’ belief that
education could transform a humble
born person into a gentlemen.
Confucius
What is Daoism?
 *Daoism was a system of ideas based on
the teachings of Laozi.
 *According to tradition, Laozi or the Old
Master lived around the same time as
Confucius. Scholars do not know if Laozi
actually existed, however people associate
him with Daoism.
 The chief ideas of Daoism are
straightforward by not concerning itself with
the meaning of the universe. It sets forth
proper forms of human behavior.
Daoism
Unlike Confucianism, Daoism
believes that the way to follow the
will of Heaven is not through
action but inaction.
What is Legalism?
 Unlike Confucianism and Daoism,
Legalism proposed that human beings
were evil by nature.
 Legalists were referred to as the “School
of Law” because they rejected the
Confucian view that government by
“superior men” could solve society’s
problems. Instead they argued for a
system of impersonal laws.
What is Legalism?
 Legalists believed in harsh laws
and stiff punishment.
 Legalists always believed that
all people were bad and not
capable of being good.
What is the concept of Yin
and Yang?
 The concept that two powers together
represented the natural rhythms of life.
 Yin represents all that is cold, dark, soft,
and mysterious.
 Yang represents all that is warm, bright,
hard, and clear.
 The symbol of Yin and Yang is a circle
divided into halves.
 The circle represents the harmony of yin
and yang.
Yin and Yang
What is the Qin Dynasty?
 Qin Dynasty 221 BC to 206 BC.
 Replaced the Zhou Dynasty.
 Short lived dynasty.
 Dynasty created by Qin
Shihaungdi or “The First Ruler”.
Who is Shi Haungdi?
 Shi Haungdi or “First Ruler or Emperor”
 Emperor who united China during his
reign. He created a monetary system
and an extensive road system of more
than 4000 miles.
 He created irrigation projects that
increased farm production.
 His most elaborate project was the Great
Wall of China.
What type of government did
Shi Haungdi create?
He created an autocratic
government or a government
that has unlimited power and
uses it in an arbitrary manner.
What were Shi Haungdi’s
major accomplishments?
 He created a monetary system and an
extensive road system of more than 4000
miles.
 He set the same system of writing, law,
weights and measures.
 He created irrigation projects that
increased farm production.
 His most elaborate project was the Great
Wall of China.
Great Wall of China
Questions for Review












First woman Egyptian ruler who took the throne when the kingship
was going to a child.
A. Ramses III
B. Thutmose II
C. Tutankamen
D. Hatshepsut
**D. Hatshepsut
What was one thing that the Assyrians were NOT known for?
A. leather and metal armor
B. advanced military techniques
C. showing compassion for those they conquered
D. acquiring large empires
**C. showing compassion for those they conquered
Questions for Review












What king is responsible for the restoring of one of Seven Ancient
Wonders of the World, The Hanging Gardens of Babylon?
A. Cyrus the Great
B. Nebuchadnezzar
C. Darius III
D. Cambyses I
**B. Nebuchadnezzar
Why was Cyrus called the “Great”?
A. because he showed compassion for the empires he conquered.
B. because he was a large man
C. because he created the largest empire in Persian history
D. because he wanted to boost his own morale
**A.
Questions for Review











What made Darius such of an effective ruler over such of a large
empire?
A. He was very cruel and always enforced harsh punishment
B. He required his subjects to give up their regular rituals and
routines.
C. He ruled his entire empire all by himself.
D. He divided his kingdom into small regions with governors called
satraps.
**D.
What was the Royal Road not used for?
A. means of communication
B. means of trade
C. means of protecting the royal class citizens when they traveled
D. means of providing travelers with rest places
**C.
Questions of Review












Which of the following was not one the concepts that Confucius
believed in for his philosophy of Confucianism?
A. reincarnation
B. social order
C. harmony
D. good government
**A. reincarnation
The philosophy of legalism believed all the following except?
A. Humans are evil by nature
B. Humans should receive strict punishment for wrong actions
C. Humans are bad and not capable of being good
D. Humans should receive a chance to fix what they did wrong
**D.