Student Edition
The components of this program provide the tools needed for a complete learning cycle.
3 In their online Student Subscription, students expand their knowledge through reading the Student Text and working through an Interactive Tutorial They then process what they have learned in their online Interactive Student Notebook. Students can also test their knowledge by playing a game-like online Reading Challenge. Alternatively, students can read from the hardcover Student Edition and complete a consumable Interactive Student Notebook.
4 The lesson concludes with students demonstrating their knowledge of the lesson’s core ideas and of the inquiry process though a variety of paper and online assessments.
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1 The teacher begins each lesson with a Lesson Presentation preview activity that engages inquiry and sets a foundation for the lesson’s content.
How to Use This Program
2 Guided by the Presentation, students participate in an interactive activity that connects to both the C3 Framework and English Language Arts literacy. In these activities, students use the tools of social studies inquiry: asking questions, using sources and other evidence to develop claims, and conclusions.communicating
HumansEarly and the Rise Civilizationof
Lesson Ancient5Sumer
How did the development of agriculture change daily life in the Neolithic Age?
Why do historians classify ancient Sumer as a civilization?
Early Hominins 12
Lesson Investigating1 the Past 4
How do social scientists interpret the past?
Lesson 3
Lesson Exploring6
42
The Rise of Sumerian City-States 30
Lesson 4
What capabilities helped hominins survive?
Setting the Stage 2
How did geographic challenges lead to the rise of city‑states in Mesopotamia?
Reading Further: Detecting the Past: Clues from Archaeology
Investigating Primary Sources: How Did the Different Social Classes of Sumer Interact with One Another?
Timeline 66 unit
1
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Four Empires of Mesopotamia 56
From Hunters and Gatherers to Farmers 22
Lesson 2
What were the most important achievements of the Mesopotamian empires?
Lesson 8
Daily Life in Ancient Egypt 92
How did geography affect early settlement in Egypt, Kush, and Canaan?
What did the pharaohs of ancient Egypt accomplish, and how did they do it?
Investigating Primary Sources: What Was It Like to Be a Scribe in Ancient Egypt?
How did location influence the history of Kush?
Lesson Learning12About
Timeline 134
What are the central teachings of Judaism, and why did they survive to modern day?
The Ancient Egyptian Pharaohs 80
Setting the Stage 70
How did Judaism originate and develop?
Lesson Geography7 and the Early Settlement of Egypt, Kush, and Canaan 72
The Kingdom of Kush 110
Reading Further: The Egyptian Mummy Project
World Religions: Judaism 126
unit 2 viiiMiddleandEgyptAncienttheEast
Lesson 9
The Origins of Judaism 116
How did social class affect daily life in ancient Egypt?
Lesson 11
Lesson 10
Timeline 204
Lesson Geography13
the Secrets of Mohenjodaro 154
Lesson Learning15About
World Religions: Hinduism 164
Lesson Learning16About World Religions: Buddhism 174
What are the main beliefs and teachings of Buddhism?
How did geography affect early settlement in India?
Reading Further: Saving the Ganges
Lesson 17
IndiaAncient unit
What can artifacts tell us about daily life in Mohenjodaro?
What are the origins and beliefs of Hinduism?
How did Ashoka unify the Mauryan Empire and spread Buddhist values?
Lesson 18
Lesson Unlocking14
The Achievements of the Gupta Empire 192
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Setting the Stage 138
and the Early Settlement of India 140
Investigating Primary Sources: What Are Different Ways Buddhist Principles Were Passed Down?
The First Unification of India 186
Why is the period during the Gupta Empire known as a “golden age”?
How did geography affect life in ancient China?
The Shang Dynasty 222
Lesson 23
Setting the Stage 208
The Silk Road 264
Lesson 20
Investigating Primary Sources: How Did Geography Affect Travels Along the Silk Road? 278
Timeline
How did Confucianism, Daoism, and Legalism influence political rule in ancient China?
Three Chinese Philosophies 232
How did the Silk Road promote an exchange of goods and ideas?
ChinaAncient unit 4
Lesson Geography19 and the Early Settlement of China 210
The First Emperor of China 242 Was the Emperor of Qin an effective leader? Reading Further: China’s Great Walls
Lesson 24
The Han Dynasty 254
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What do Shang artifacts reveal about this civilization?
Lesson 22
In what ways did the Han dynasty improve government and daily life in China?
Lesson 21
Lesson 27
Life in Two City-States: Athens and Sparta 296
What factors influenced the outcome of the Greco Persian Wars?
The Golden Age of Athens 318
How did Alexander build his empire?
Lesson Fighting28the
Greco-Persian Wars 308
Lesson 26
Reading Further: Painting the Gods
Lesson Geography25
How did democracy develop in ancient Greece?
Lesson Alexander30
Timeline 352
and the Settlement of Greece 284
What were the major cultural achievements of Athens? Investigating Primary Sources: What Do Dramas of Ancient Greece Reveal About Its Society?
The Legacy of Ancient Greece 340
How did ancient Greece contribute to the modern world?
GreeceAncient unit
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What were the major differences between Athens and Sparta?
How did geography influence settlement and way of life in ancient Greece?
Setting the Stage 282
Lesson 29
the Great and His Empire 332
The Rise of Democracy 290
Lesson 31
Lesson 33
How did the Etruscans and Greeks influence the development of Rome?
Setting the Stage 356
What were the characteristics of the Roman Republic, and how did they change over time?
Did the benefits of Roman expansion outweigh the costs?
How did Christianity originate and spread?
World Religions: Christianity 410
How are Christians’ lives shaped by the beliefs and practices of Christianity?
Lesson 38
Lesson 36
Lesson Geography32 and the Early Development of Rome 358
The Origins and Spread of Christianity 400
To what extent does ancient Rome influence us today? Reading Further: Lessons from Pompeii
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Lesson 34
The Legacy of Rome in the Modern World 418
How did wealth affect daily life in the Roman Empire? Investigating Primary Sources: Were Gladiators Heroes?
Lesson 35
The Rise of the Roman Republic 366
Timeline 434 Resources 436
From Republic to Empire 372
RomeAncient unit 6
Daily Life in the Roman Empire 384
Lesson Learning37About
Cradles of Civilization in North Africa and the Middle East 3
Trade Routes in Asia, About 550 C.E 202
The Neo-Babylonian Empire, About 600 B.C.E 64 Africa and the Middle East 70
Ancient Greek Governments 292 Olympian Gods and Goddesses 321 Citizens' Association 371
Diagrams and Tables
The Han Empire, About 80 B.C.E 256 Exchanges Along the Silk Road 266 The Eastern Half of the Silk Road During the Han Dynasty 269 The Western Half of the Silk Road During the Han Dynasty 271 The Silk Road 273 The Silk Road on the Sea 276
Inner and Outer China, About 1700 B.C.E–220 C.E 212
The Zhou Empire, About 800 B.C.E 235 The Qin Empire, About 221 B.C.E 248
The Spread of Buddhism 191 Achievements of the Gupta Empire, About 320–550 C.E 195
Ancient India 138
120°E 130°E110°E 20°N30°N 50°N N S E05W00 1,000 kilometersLamber0 Azimuthal Equal-Area Projection 500 1,000 miles HuangHe(YellowRiv ) ChangJiang (Yang ze River) YellowSeaEastChinaSea SouthSeChinaa PACIFICOCEAN Anyang AW_SE_20_03a The Shang Empire, about 1122 B.C.E. Black Cyan Magenta Yellow Third Proof TCI18 75 Shang Empire, about 1122 B.C.E. Present-day China The Shang Empire, About 1122 B.C.E. xiii
The Roman Legacy in Modern Words and Numerals 427
Early Human Fossil Finds 2
The Akkadian Empire, About 2300 B.C.E 58
Physical Features of Ancient Egypt and Kush 76 Physical Features of Ancient Canaan 78 Important Monument Sites in Ancient Egypt 82 Egypt and Kush, 1600–1100 B.C.E 112
Maps
The World of the Ancient Greeks, About 550 B.C.E 282 Ancient Greece 283 Communities in Ancient Greece, About 340 B.C.E 286 Ancient Greek Colonies and Trade Routes, About 500 B.C.E 288 Athens and Sparta, About 500 B.C.E 298 The Persian Empire, About 400 B.C.E 311 The Greco-Persian Wars, 490–479 B.C.E 317 Alexander the Great’s Empire, About 323 B.C.E 335 The Italian Peninsula 356 The Roman Empire, About 117 C.E 357 Italian Peninsula, 6th Century B.C.E 360 Territory Controlled by Rome, About 264 B.C.E 377 Territory Controlled by Rome, About 146 B.C.E 379 Territory Controlled by Rome, About 44 B.C.E 381 Territory Controlled by Rome, About 117 C.E 383 Judea, About 1 C.E 402 Western Europe and the Byzantine Empire, About 500 C.E 421
Ancient Egypt, Kush, and Israel 71
The Assyrian Empire, About 650 B.C.E 62
The Babylonian Empire, About 1750 B.C.E 60
Vegetation Zones of Africa and the Middle East 71
Early Neolithic Settlements, About 8000 B.C.E 24 Mesopotamia, About 2500 B.C.E 32
Hominid Timeline 14 From Caves to City-States 36 The Eightfold Path 181 The Mandate of Heaven 234
Jewish Diaspora, About 586–538 B.C.E 130 Jewish Diaspora in the Roman Empire, About 200 C.E 132
The Shang Empire, About 1122 B.C.E 225
The Indus River Valley 156 Mauryan Empire Under Ashoka’s Rule, 269–232 B.C.E 188
Early Settlements in India 149
The Mauryan Empire, 269–232 B.C.E 139 The Gupta Empire, 320–550 C.E 139
Possible Route from Mesopotamia to Canaan 120 Possible Route of the Exodus from Egypt 123
Ancient China 208 Shang and Zhou Dynasties 209 Qin and Han Dynasties 209
Prometheus Bound, 458 b.c.e., Aeschylus 329
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The Persians, prior to 472 b.c.e., Aeschylus 330
The Satire of the Trades, 2030–1640 b.c.e., Dua-Khety 107
The Hungry Dog, 1894, translated by Paul Carus 185
Tusculan Disputations, 1st century b.c.e., Marcus Tullius Cicero 397
A Record of Buddhistic Kingdoms, 399–414 c.e., Fâ-hien 275
From this (the travellers) went westwards towards North India, and after being on the way for a month, they succeeded in getting across and through the range of the Onion mountains. The snow rests on them both winter and summer. There are also among them venomous dragons, which, when provoked, spit forth poisonous winds, and cause showers of snow and storms of sand and gravel. Not one in ten thousand of those who encounter these dangers escapes with his life. The people of the country call the range by the name of ‘The Snow Mountains.’ When (the travellers) had got through them, they were in North India, and immediately on entering its borders, found themselves in a small kingdom called T’o-leih, where also there were many monks . . .
Selected Primary Sources: Text
The Periplus of the Erythraean Sea, first century 277
The travellers went on to the south-west for fifteen days (at the foot of the mountains, and) following the course of their range. The way was difficult and rugged, (running along) a bank exceedingly precipitous, which rose up there, a hill-like wall of rock, 10,000 cubits from the base. When one approached the edge of it, his eyes became unsteady; and if he wished to go forward in the same direction, there was no place on which he could place his foot; and beneath were the waters of the river called the Indus.
Truth, the Saviour, 1894, translated by Paul Carus 183
A Record of Buddhistic Kingdoms
Selected Primary Sources: Quotations
Hammurabi, on his achievements 61 Veer Bhadra Mishra, on the importance of the Ganges River, Jan. 14, 2001 152 Veer Bhadra Mishra, on the cleanup of the Ganges River, July 23, 2008 153 Confucius, The Analects 237 Hanfeizi, on trust 240 Euripides, Helen 349 Livy, The History of Rome 369 Cicero, on government 371 Caesar Augustus, on Roman buildings 382
—Fâ-hien, 399–414 c.e.
The Equipment of a Syrian Expedition, 1550–1050 b.c.e., Amenope 109
Letter from Seneca from Lucilius, 1st century b.c.e., Lucius Annaeus Seneca 398
Sketch from ancient Chinese medical book 261 Bronze Han statue of spirited horse 269 Map of travelers along the Silk Road from World Map Globe by Vincenzo Coronelli, 1683 274
Sumerian wooden lyre 49 Sumerian wooden wheel 50
Stone weights from Mohenjodaro 157 Stone statue from Mohenjodaro 159 Necklace with stone beads from Mohenjodaro 159
Ancient Egyptian ivory statue of Khufu 83 Ancient Egyptian painting of Ramses II in battle 86
Ancient Egyptian statue of Imhotep 96 Egyptian scribe palette, wood plated with gold 106 Egyptian papyrus inscribed with mathematics, 1630-1523 b.c.e. 108
Stone seal from Mohenjodaro 159 Nepalese gilded brass statue of Queen Maya, 1825 182 Painted silk scroll of Buddha preaching from China, 8th century 184 Gupta mural in the Ajanta caves 193 Manuscript from the Bhagavata Purana 197 Gupta mural of the Jakata tales in the Ajanta caves 198 Gupta sculpture of Buddha's head 199 Gupta sculpture of Ganga 199 Gold Gupta coins 200
Jewish prayer book with bronze cover 128
Ancient Chinese bronze helmet 230
Coin and artifact from Qin dynasty, 2nd century b.c.e. 245
Ancient Greek pottery of mother and daughter 302
Selected Primary Sources: Artifacts and Art
Sumerian mosaic of a ruler and servants from the Standard of Ur, 2600-2400 b.c.e. 52 Gold, lapis, lazuli, and carnelian necklace with locket from Ancient Sumer 53
Sumerian bronze foundation nail, 2100 b.c.e. 54
Mesopotamian Victory Stele 59
Gupta mural of Buddha from the Ajanta cave 203 Bronze mask worn by warriors of the Shang clan 223 Stone sculpture of Ox, Shang dynasty 227 Oracle bone, Shang dynasty 229 Bronze vessel, Shang dynasty 229
Assyrian bas-relief from palace of King Sargon II 57
The Cyrus Cylinder 310 Bas relief of Andria from Pompeii, Italy, 2nd century b.c.e. 328 Greek vase of a satyr, 425-375 b.c.e. 331 Roman mosaic of Alexander the Great going to battle 333 Marble statue of Peplos Kore, 530 b.c.e. 348 Terracota bas relief of Roman gladiator, 1st-3rd century 396 Roman clay lamp of gladiators, 3rd century 399
Prehistoric spear thrower made of reindeer antler bone 10 Sumerian dagger 40
Ancient Greek vase of musician 293 Ancient Greek voting token 295 Ancient Greek vase of a shopper and merchant 300
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Sumerian incense or offering stand made for King Gudea, 2100 b.c.e. 55
Dimension Applying2 Disciplinary Concepts and Tools
The inquiry process begins with the use of compelling and supporting questions that are developed by both teachers and students. The story-like Student Text in History Alive! inspires questioning. The Preview activities in each Presentation connect to prior knowledge and encourage students to ask questions and plan inquiries.
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The C3 Framework
Together, students and teachers create a base for inquiry and research by determining the background and content needed to answer their questions. History Alive! ’s Student Text scaffolds disciplinary concepts in civics, economics, geography, and history throughout each grade.
Dimension Developing1 Questions and Planning Inquiries
The four Dimensions identified by the National Council for Social Studies in The College, Career, and Civic Life (C3) Framework for Social Studies State Standards help prepare students to be engaged and thoughtful citizens as they explore social studies using the Inquiry Arc. History Alive! integrates each of these Dimensions.
Dimension Evaluating3 Sources and Using Evidence
Dimension Communicating4 Conclusions and Taking Informed Action
Compelling questions call for students to obtain and evaluate evidence from primary and secondary sources to help support their claims. In History Alive!, students pursue research and make evidence-supported claims during class discussions and in their Interactive Student Notebooks.
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Students have the opportunity to build their claims both independently and collaboratively, to receive critiques, and to present their claims in public settings. Both individually and in groups, students of History Alive! construct and critique historical explanations and arguments. Throughout activities, students present their claims in a variety of formats.
Each unit in History Alive! has a four-page Investigating Primary Sources feature that engages and challenges students to analyze a variety of sources. Each feature incorporates a set of style and content elements that guides students into building strong arguments supported with evidence. Here are some highlights that show how Investigating Primary Sources engages students’ curiosities.
Unlike today’s entertainment, in ancient Greek drama there were no lights, cameras, or microphones. There was a stage at the bottom of a bowl-shaped theater and thousands of seats around it. Scenery was painted on canvases, while actors—men only—wore masks that depicted their emotions. The scenes made audiences laugh, cry, and examine their own lives.
Picture the scene: Prometheus is chained to a steep cliff. He is being punished by Zeus, the ruler of all gods. Zeus wanted to destroy mankind, but Prometheus saved them by giving them the gift of fire. In this scene, another god, Oceanus, has come to visit Prometheus during his punishment. Prometheus is recount ing all he has done for mankind.
This bas relief was found in Pompeii, Italy, and now resides in a museum in Naples. It shows a scene from the ancient comedy Andria, which is about a father who arranges a marriage for his son who has already chosen his own bride. Ancient Greek drama tells us about the society at the time.
Just as people in today’s society are entertained by movies and television shows, ancient Greeks flocked to open-air theaters to enjoy actors performing in plays. How were these dramas put together? And what were these plays about? You will examine four primary sources related to Greek drama. Then you will create a claim about what Greek dramas reveal about that society.
Each section provides wellresearched background related to the primary sources and their historical contexts. This content can be used to help support students’ claims.
Each page concludes with a set of supporting questions that help students pursue the main question.
A bold willthecompellingparagraphintroductionsetsupthequestionandsourcesthatstudentsexplore.
328 Lesson 29 AW_SE_29_Final.indd 328 3/31/16 11:04 AM
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The title frames an engaging, compelling question that guides the entire piece. Students later build a claim that answers this question.
What Do Dramas of Ancient Greece Reveal About Its Society?
Playwrights often wrote plays about the Greek gods. For example, Prometheus Bound is a famous Greek tragedy about one of the original Greek gods, Prometheus. Some scholars believe it was written by the poet Aeschylus after 458 b.c.e. It was first created as a poem and later revised into full sentences.
Investigating Primary Sources
When playwrights finished writing, they selected actors and designed scenery. The artifact pictured is a carved bas relief tablet from the 2nd century b.c.e. showing a scene from an ancient comedy called Andria. The author, Publius Terentius, was a Roman comic writer who adapted Andria from a Greek drama. His play was first performed in 166 b.c.e. Identify the musician, the actors’ masks, and the scenery on the tablet. Based on this artifact and the caption, what can you learn about ancient Greek drama and ancient Greek society?
A Greek Tragedy: Prometheus Bound
“[Mankind] neither knew how to construct houses of brick with their fronts to the sun, nor yet the art of working in wood . but pursued all their occupations without discernment, until I explained to them the risings of the stars and their mysterious settings. Besides, I first discovered for them numbers, the highest of inventions; and the structure of a written language; and Memory, the mother of the Muse, effective in every art. And I was the first who bound in harness animals made obedient to the yoke; and, in order that they might prove, by their strength, the substitutes for mortals in the greatest toils, I taught the steeds to be guided by the rein in chariots, the ornaments of wealth and luxury. And no one before me invented the bark of the mariner, that traverses the sea with its canvas wings.
The Golden Age of Athens 329 AW_SE_29_Final.indd 329 3/31/16 11:04 AM
Investigating Primary Sources
There were three main categories of Greek plays. Comedy made fun of people’s foolishness. Tragedy, on the other hand, portrayed serious themes such as love or disappointment, making the audience think about emotional and moral situations. Satyr plays were short comic scenes inserted between acts of a tragedy and made fun of the play’s characters, the playwright, and other people.
What situations is Prometheus describing in this excerpt? What does the text tell you about the kinds of activities in Greek society at that time? Based on this excerpt, how would you describe the relationship between ancient Greeks and their religion and gods? How were drama and religion connected in ancient Greece?
Prometheus Bound
if any one was assailed by disease, there was no specific against it . but the sick fell away through want of medicine, until I taught them to compound soothing restoratives, by which they might be able to repel all maladies . But, in a few words, you shall learn at once the extent of my benefits: there is no art among men that is not derived from —Aeschylus,Prometheus.”after458 b c e
330 Lesson 29 AW_SE_29_Final.indd 330 3/31/16 11:04 AM
Every feature ends with an activity that requires students to think critically and answer the compelling question.
Another Greek Tragedy: The Persians
Age of Athens 331 AW_SE_29_Final.indd 331 3/31/16 11:04 AM
What does it tell you about Greek society that these dramas were so well-prepared? Why would ancients Greeks create competitions for their dramas? What does that say about the society? Why were poets and playwrights so highly respected in Greek society?
In this scene, what does the messenger tell the Persian royalty about the battle? Based on this excerpt, what can you understand about the relationship between Persia and Greece in ancient times? What do you learn about the military of ancient Greece? How does the fact that the author was a Greek soldier affect the play? How might it have been different if the playwright had been a Persian soldier? Why would a Greek audience enjoy this play?
The
Textual primary sources are easily identifiable. Students are challenged and asked to analyze these primary sources, and use their analysis in a supported claim.
Here is an excerpt from another play by Aeschylus. He was one of the most famous writers of Greek tragedies and won several awards at Athens’s major drama competition, the Great Dionysia, held every March. This play, The Persians, won the first-place prize in 472 b.c.e. as part of a three-play trilogy. Unfortunately, the other two plays have been lost.
Students are invited to observe images of artifacts, portraits, and more to better understand the content. Captions highlight important details of the accompanying image.
This ancient vase depicts scenes of actors, dancers, and musicians practicing for a play. Everyone worked hard to give an excellent performance, which reveals something about the importance of drama in Greek society. Golden
The details on the vase give viewers a glimpse of how prepara tion for a performance may have looked. In the top center image, we see two Greek gods. Not only were gods the subjects of many plays, they also were thought to attend the plays. In the far top right corner, two actors are conversing before the play begins. The left actor is dressed as Heracles, a kind and very powerful son of Zeus (also known by the Roman name Hercules). At the bot tom of the vase, we see a musician, singers, and dancers holding their masks and practicing lines.
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—Aeschylus, prior to 472 b c e
Review the four primary sources. Prepare a claim about what drama of ancient Greece reveals about its society, supporting your claim with evidence from the primary sources. You may want to note what additional information or sources would be helpful to provide several viewpoints.
“A Grecian ship first began the attack . At first, indeed, the torrent of the Persian forces made head against the attack; but when their numerous ships were crowded together in the Straits, and no aid could be afforded to one another . the Grecian ships with no unskilful tactics bore down upon them, encompassed in a circle . and the sea could no longer be discerned, being covered with the wrecks of the ships and the slaughtered bodies of men and every ship rowed away in disorderly flight, as many as belonged to the armament of the Barbarians. But the Greeks kept striking and hacking them . with the fragments of the oars and the splinters of the wrecks . till the eye of dark night broke off the combat. But I could not fully unfold to you the multitude of our evils, not even though I should describe them in order for ten days: for be well assured of this, that never in one day did so great a number of men perish.”
Aeschylus was a Greek soldier in the Persian wars. When he returned home, he wrote The Persians, which takes place in Susa, Persia. In this scene, the royal family is anxiously awaiting news about the recent battle between Persia and Greece. Finally, a messenger arrives and describes the battle.
This ancient vase from 425–375 b.c.e. shows details of the preparation for a satyr production in Athens. The vase was found in southern Italy.
The Persians
Winning a drama competition brought great fame and respect to a playwright. Playwrights took their work very seriously, as did the audiences, so it is no wonder that playwrights insisted on many long hours of preparation and practice before a performance.
Supporting Literacy in History and Social Studies
Each lesson in History Alive! concludes with a Processing task that requires students to demonstrate their understanding of main ideas and core concepts, as a result of carrying out investigations, reading the text, and researching a variety of sources.
Main Ideas and Details Identify ing key ideas and details applies to reading primary and secondary text and the ability to use evidence and to create accurate summaries. Students should also identify the steps in relevant processes.
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History Alive!
Key Points in 6–8 Social Studies and History Literacy: Reading
When students read History Alive! texts online, they have the option to see the main idea of each section highlighted. In the Presentation activities, students carry out inquiries and use their Interactive Stu dent Notebooks to develop supported claims.
History Alive! scaffolds the learning of social studies and history vocabulary by presenting the words and phrases in context but offer ing succinct definitions in the margins and glossary. Students record information based on text structure and historical perspective in their Reading Notes.
History Alive! has literacy instruction built into the Student Text, Interactive Student Notebook, and Lesson Presentations. The following six key points emphasizes integration of literacy and language arts practices. They are particularly important in social studies instruction.
Craft and Structure Students determine the meaning of social studies vocabulary in context and can describe text structure and point of view.
Integration of Knowledge and Ideas Students should be able to integrate their learning on a topic from observing visuals and from reading the text in primary and secondary sources.
History Alive! provides opportunities for building research skills us ing print sources and digital sources. In the Presentation activities and Processing assignments, students gather and assess relevant in formation, and integrate this information with what they learn during hands-on activities to answer the compelling question.
write supported arguments that use organization, accurate evidence, and counterclaims. They are written in a formal style and include a strong conclusion.
Learning Through Research
History Alive! requires students to write for different purposes, in cluding to develop claims that are supported with evidence. In inqui ry activities, students are often asked to construct written arguments to persuade others to accept a conclusion or proposal. They construct their claims using precise language and social studies vocabulary.
Short research projects, using a variety of print and digital sources appropriately, should be carried out to answer broad questions that generate more specific questions.
Producing and Publishing
Writing Clear, coherent, and routine writing appropriate to its purpose and audience is central throughout the writing standards.
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History Alive! provides many writing opportunities, including to explain main ideas and proposals to compelling questions. Students engage in various writing exercises in their Interactive Student Notebooks.
Key Points in 6–8 Social Studies and History Literacy: Writing History Alive!
Purposes for Writing Students
large images illustrate the main ideas and support visual
pharaoh a ruler of ancient Egypt
Important new social studies words are in bold and blue type. These words are defined in the margin and in the
Academiclearners.
The New Kingdom (about 1600 to 1100 b.c.e.) is often called Egypt’s Golden Age. During this time of peace and stability, ancient Egypt’s power reached its height. Pharaohs increased trade and had massive monuments built. Rulers, like Thutmose III, expanded the empire far up the Nile River into modern-day Sudan and into the Levant, which is the coastal region to the east of the Mediterranean Sea.
The Middle Kingdom (about 2000 to 1800 b.c.e.) is some times called the Period of Reunification because it followed years of chaos and disunity. During this era, Egyptians enjoyed many great achievements in literature, art, and architecture.
The pharaohs built other monu ments to glorify their power and success. Let’s learn more about these structures and the pharaohs who ordered their creation.
vocabulary words are bolded in black and presented with a clear each with an informative title, create an organized structure that help readers understand and remember the main ideas.
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The Old Kingdom lasted from about 2700 to 2200 b.c.e. Dur ing this time, early pharaohs set up a strong central government. They also had great pyramids built as tombs for themselves. Some historians call this time the Age of the Pyramids.
MediterraneanSea RedSea NileRiver Dead Sea NS E02W00 400 kilometersSinusoidal0 (Sanson-Flamsteed) Projection 200 400 miles AW_SE_08_03.eps Ancient Egypt Black Cyan Magenta Yellow Second Proof TCI18 15 20°N 30°E SINAI PENINSULA CANAAN EGYPT KUSH Cairo AbuDayrGizaal-BahriSimbel Karnak Old City(270Kingdom0–2200B.C.E.)MiddleKingdom(2000–1800B.C.E.)NewKingdom(1600–1100B.C.E.) 0 Important Monument Sites in Ancient Egypt 82 Lesson 8 AW_SE_08_Final.indd 82 3/29/16 9:19 AM
As in Mesopotamia, religion played a central role in Egypt’s social and political order. Pharaohs were believed to be gods. They owned all the land and were responsible for their people’s wellbeing. They were kings, generals, and religious leaders, all combined.
Considerate Text
Thoughtfullyglossary.selected
Ancient Egypt enjoyed three long periods of stability and unity under the rule of pharaohs. Historians call these periods the Old Kingdom, the Middle Kingdom, and the New Kingdom.
After they died, pharaohs were thought to enter an eternal afterlife, so their tombs were built to last. Many objects were buried with the pharaoh for use in the next world.
History Alive! is both engaging and helps students read text that is more complex and at a higher level. That’s because our writers wrote it as “considerate text,” which is another way to say that it makes readers want to read it. Considerate text it is well-written and well-organized. Here are some ways this Student Text is considerate of all levels of readers.
Shortcontext.sections,
This map shows some of the sites of great monuments built during Egypt’s three periods of stability under the pharaohs.
1. Ancient Egypt and Its Rulers
text makes it easier to read. Paragraphs end at the bottom of the page instead of continuing onto the next page.
The Ancient Egyptian Pharaohs 83
Historians do know that Khufu helped establish the pharaoh as a central authority. For example, he maintained strict control over Egypt’s food supply. He oversaw the harvest and the storage of extra grain. He also controlled a large network of government officials who enforced his laws. Khufu emphasized his supreme power by declaring himself a god.
This three-inch-high ivory statue of Khufu was discovered during the excavation of a temple in 1903. It is displayed in the Egyptian Museum in Cairo.
Section introductions help link the new section to the last Single-columnsection.
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The pharaoh Khufu (KOO-foo) ruled from about 2551 to 2528 b.c.e., during the Old Kingdom period. Today, he is best known as the architect of a famous pyramid.
The text is written in clear and engaging way without figurative language.
Captions for photos, illustrations, tables, and graphs reinforce the main idea of the section and provide details that guide students’ interpretation of the graphics.
Khufu and other Old Kingdom pharaohs had magnificent pyramids built as tombs for themselves and their families. Khufu was responsible for the building of the Great Pyramid at Giza, one of the wonders of the ancient world.
Building the Great Pyramid was an amazing feat. No one knows exactly how the Egyptians constructed it, but it took about 20 years to complete. Khufu had strict control of the proj ect, organizing and feeding thousands of workers. The finished pyramid was a stunning monument to Egyptian engineering.
As soon as Khufu became pharaoh, he began construction on the Great Pyramid. Details of its creation still remain a mystery.
Each section ends with a conclusion that wraps up the main ideas.
Not much is known about Khufu. Some stories describe him as a cruel, harsh ruler. Others say that he was powerful but kind.
2. Pharaoh Khufu: the Pyramid Builder
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The Great Pyramid sat at the center of a huge complex of temples, statues, monuments, and smaller tombs. It was made of more than 2 million stone blocks, perfectly fitted together. Inside, tunnels led to several burial chambers. The king’s chamber had six roofs to hold up the weight of the stone layers above it.