History Alive! The World Through 1750 - SE-Front Matter

Student Edition

The World Through 1750

Program Components Student Edition The Student Edition provides a rich knowledge base of concepts and guides students through their learning.

Interactive Student Notebook Students complete graphically organized notes and develop personalized responses in their Interactive Student Notebooks.

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Ready-to-Teach Slideshows Differentiation Tips Enrichment Options Inquiry Projects Printable Materials

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Summative Assessments Formative Assessments Test Builder Tool Toolkits Literature Readings Citizenship Resources

Video content is directly related to the content introduced in the book to reinforce key ideas.

Recursos disponibles en español. v

unit Foundations of History

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Unit Opener Geography Challenge 2 Inquiry Project 4 Lesson 1 Investigating the Past Through Inquiry 6 How do social scientists interpret the past?

Lesson 2 Themes of World History 24 What are the themes of world history?

Lesson 3 World Religions 36 How have religions influenced human society?

Unit Closer Studying Sources 58 Timeline Challenge 62

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unit The Rise of Civilization

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Unit Opener Geography Challenge 66 Inquiry Project 68 Lesson 4 From Hunters and Gatherers to Farmers 70 How did the development of agriculture change daily life in the Neolithic Age? Lesson 5 The Rise of Sumerian City-States 78 How did geographic challenges lead to the rise of city-states in Mesopotamia?

Exploring Biographies – Detecting the Past: Clues from Archaeology

Lesson 6 Ancient Sumer 90 Why do historians classify ancient Sumer as a civilization?

Investigating Primary Sources – How Did the Different Social Classes of Sumer Interact with One Another?

Lesson 7 Exploring Four Empires of Mesopotamia 104 What were the most important achievements of the Mesopotamian empires?

Lesson 8 Early Civilizations in the Americas 114 What do we know about the ancient civilizations in the Americas?

Unit Closer Studying Sources 130 Timeline Challenge 134

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unit Ancient Egypt and Kush

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Unit Opener Geography Challenge 138 Inquiry Project 140 Lesson 9 The Ancient Egyptian Pharaohs 142 What did the pharaohs of ancient Egypt accomplish, and how did they do it?

Exploring the Social Sciences – The Egyptian Mummy Project

Lesson 10 Daily Life in Ancient Egypt 154 How did social class affect daily life in ancient Egypt?

Investigating Primary Sources – What Was It Like to Be a Scribe in Ancient Egypt?

Lesson 11 The Kingdom of Kush 172 How did location influence the history of Kush?

Unit Closer Studying Sources 178 Timeline Challenge 182

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unit Ancient India

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Unit Opener Geography Challenge 186 Inquiry Project 188 Lesson 12 Geography and the Early Settlement of India 190 How did geography affect early settlement in India?

Exploring Connections to Today – Saving the Ganges

Lesson 13 Unlocking the Secrets of Mohenjodaro 204 What can artifacts tell us about daily life in Mohenjodaro?

Lesson 14 The Achievements of the Gupta Empire 214 Why is the period during the Gupta Empire known as a “golden age”?

Unit Closer Studying Sources 226 Timeline Challenge 230

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unit Ancient China

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Unit Opener Geography Challenge 234 Inquiry Project 236 Lesson 15 Geography and the Early Settlement of China 238 How did geography affect life in ancient China?

Lesson 16 The Han Dynasty 250 In what ways did the Han dynasty improve government and daily life in China?

Lesson 17 The Silk Road 260 How did the Silk Road promote an exchange of goods and ideas?

Investigating Primary Sources – How Did Geography Affect Travelers Along the Silk Road?

Unit Closer Studying Sources 274 Timeline Challenge 278

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unit Ancient Greece

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Unit Opener Geography Challenge 282 Inquiry Project 284 Lesson 18 The Rise of Democracy 286 How did democracy develop in ancient Greece?

Lesson 19 Life in Two City-States: Athens and Sparta 292 What were the major differences between Athens and Sparta?

Lesson 20 The Golden Age of Athens 304 What were the major cultural achievements of Athens?

Investigating Primary Sources – What Do Dramas of Ancient Greece Reveal About Its Society?

Lesson 21 The Legacy of Ancient Greece 318 How did ancient Greece contribute to the modern world?

Exploring the Social Sciences – Painting the Gods

Unit Closer Studying Sources 330 Timeline Challenge 334

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unit Ancient Rome

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Unit Opener Geography Challenge 338 Inquiry Project 340 Lesson 22 The Rise of the Roman Republic 342 What were the characteristics of the Roman Republic, and how did they change over time?

Lesson 23 From Republic to Empire 348 Did the benefits of Roman expansion outweigh the costs?

Lesson 24 Daily Life in the Roman Empire 360 How did wealth affect daily life in the Roman Empire?

Investigating Primary Sources – Why Did Gladiators Fight?

Lesson 25 The Legacy of Rome in the Modern World 376 To what extent does ancient Rome influence us today?

Exploring Connections to Today – Lessons from Pompeii

Unit Closer Studying Sources 392 Timeline Challenge 396

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unit Europe During Medieval Times

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Unit Opener Geography Challenge 400 Inquiry Project 402 Lesson 26 The Development of Feudalism in Western Europe 404 How did feudalism establish order in Europe in the Middle Ages?

Lesson 27 The Decline of Feudalism 416 How did events in Europe contribute to the decline of feudalism and the rise of democratic thought?

Exploring Biographies – The Trials of Joan of Arc

Lesson 28 The Byzantine Empire 428 How did the Byzantine Empire develop and form its own distinctive church?

Investigating Primary Sources – What Kind of Ruler Was Justinian I?

Unit Closer Studying Sources 440 Timeline Challenge 444

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unit The Middle East During Medieval Times

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Unit Opener Geography Challenge 448 Inquiry Project 450 Lesson 29 Muslim Innovations and Adaptations 452 What important innovations and adaptations did medieval Muslims make?

Exploring Connections to Today – History at the Dinner Table

Lesson 30 From the Crusades to New Muslim Empires 474 How did the Crusades affect the lives of Christians, Muslims, and Jews?

Investigating Primary Sources – What Motivated People to Participate in the Crusades?

Unit Closer Studying Sources 492 Timeline Challenge 496

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unit The Culture and Kingdoms of West Africa

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Unit Opener Geography Challenge 500 Inquiry Project 502 Lesson 31 Early Societies in West Africa 504 What was the most significant factor in the development of early societies in West Africa?

Lesson 32 Ghana: A West African Trading Empire 512 To what extent did trans-Saharan trade lead to Ghana’s wealth and success?

Lesson 33 The Influence of Islam on West Africa 522 In what ways did Islam influence West African society?

Investigating Primary Sources – What Does Ibn Battuta’s Writing Reveal About Islam in Medieval Mali?

Lesson 34 The Cultural Legacy of West Africa 538 In what ways do the cultural achievements of West Africa influence our culture today?

Exploring Connections to Today – Youssou N’Dour: A Modern-Day Griot

Unit Closer Studying Sources 550 Timeline Challenge 554

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unit Imperial China

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Unit Opener Geography Challenge 558 Inquiry Project 560 Lesson 35 The Political Development of Imperial China 562 Which method of selecting officials led to the best leaders for China?

Investigating Primary Sources – What Was It Like to Take a Civil Service Examination?

Lesson 36 Chinese Discoveries and Inventions 574 How have medieval Chinese discoveries and inventions influenced the modern world?

Lesson 37 China’s Contacts with the Outside World 586 How did the foreign-contact policies of three medieval Chinese dynasties affect China?

Exploring Biographies – The Explorations of Admiral Zheng He

Unit Closer Studying Sources 602 Timeline Challenge 606

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unit Pre-Feudal Japan

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Unit Opener Geography Challenge 610 Inquiry Project 612 Lesson 38 The Influence of Neighboring Cultures on Japan 614 In what ways did neighboring cultures influence Japan?

Exploring Literature – Tomoe Gozen: History or Legend?

Lesson 39 Heian-kyo: The Heart of Japan’s Golden Age 628 What was life like for aristocrats during the Heian period?

Investigating Primary Sources – Why Was Lady Murasaki an Important Figure in Japan’s History?

Unit Closer Studying Sources 644 Timeline Challenge 648

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unit Civilizations of the Americas

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Unit Opener Geography Challenge 652 Inquiry Project 654 Lesson 40 The Maya 656 What led to the rise, flourishing, and fall of the Maya civilization?

Lesson 41 The Aztecs 668 How did the Aztecs rise to power?

Investigating Primary Sources – How Did Religion Influence Aztec Culture?

Lesson 42 The Incas 680 How did the Incas manage their large and remote empire?

Exploring the Social Sciences – Walking Across Space: Incan Rope Bridges

Unit Closer Studying Sources 696 Timeline Challenge 700

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unit The Medieval World, 1200–1490

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Unit Opener Geography Challenge 704 Inquiry Project 706 Lesson 43 The Mongol Empire 708 How did the Mongol Empire destroy states and increase the interconnection of Afroeurasia?

Lesson 44 Increasing Trade and Competition 716 How did increasing trade lead to the exchange of ideas and new conflicts?

Unit Closer Studying Sources 724 Timeline Challenge 728

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unit Europe’s Renaissance and Reformation

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Unit Opener Geography Challenge 732 Inquiry Project 734 Lesson 45 The Renaissance Begins 736 What changes in Europe led to the Renaissance?

Investigating Primary Sources – How Does Renaissance Art and Literature Reflect Humanist Ideals?

Lesson 46 Florence: The Cradle of the Renaissance 750 What advances were made during the Renaissance?

Exploring Connections to Today – From Gutenberg to the Internet

Lesson 47 The Reformation Begins 766 What factors led to the weakening of the Catholic Church and the beginning of the Reformation?

Unit Closer Studying Sources 776 Timeline Challenge 780

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unit Europe Enters the Modern Age

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Unit Opener Geography Challenge 784 Inquiry Project 786 Lesson 48 The Age of Exploration 788 How did the Age of Exploration change the way Europeans viewed the world?

Exploring Perspectives – Bartolomé de Las Casas: From Conquistador to Protector of the Indians

Lesson 49 The Scientific Revolution 808 How did the Scientific Revolution change the way people understood the world?

Lesson 50 The Enlightenment 818 How have the ideas of the Enlightenment influenced modern government?

Investigating Primary Sources – How Did the Enlightenment Influence the Declaration of Independence?

Unit Closer Studying Sources 834 Timeline Challenge 838 Resources 840

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Journey Through a TCI Inquiry-Based Unit Immerse students in history with TCI’s inquiry-based units. Each unit in this program will guide students through the inquiry process, providing opportunities to engage in research projects and to develop arguments around primary sources.

Additionally, each lesson in the unit offers guiding questions that facilitate class discussion and debate, stunning images for students to investigate, and rich written and visual primary sources.

UNIT 3

AN C I E N T EGY P T AN D KUSH

Follow the steps below to complete a Guided Inquiry during this unit. Use the activities and disciplinary sources to build your knowledge and gather evidence. Then construct an argument that answers the compelling question.

STEP 1 Developing Questions

Compelling Question How did ancient civilizations affect each other?

Staging the Question

STEP 2

Using Disciplinary Sources to Build Arguments

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Inquiry Project

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Geography Challenge

Find a picture of a pyramid from ancient Egypt. Find a picture of a pyramid from ancient Kush. Discuss: What is similar about the pyramids? What is different? Why might two different civilizations both build pyramids? How might they have interacted with each other?

Supporting Question 1 What do we know about ancient Egypt?

Lesson: The Ancient Egyptian Pharaohs

Activity “Visit” monuments along the Nile River to learn about four ancient Egyptian pharaohs and their important accomplishments.

(Classroom Activity)

Sources Source A: "Ancient Egypt and Its Rulers" (Reading - Section 1) Source B: "The Egyptian Mummy Project" (Reading - Exploring the Social Sciences) Source C: "Analyzing Images of Pharaohs" (Online Reading - Explore)

Formative Task List three facts that historians think we know about Egypt.

Then explain how archaeological techniques have changed over time.

Supporting Question 2 How did Egypt influence Kush? How did Kush influence Egypt?

Lesson: The Kingdom of Kush

Activity Analyze and bring to life images representing four key periods in the history of the Kingdom of Kush.

(Classroom Activity)

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Each unit includes an inquiry project to guide discovery of the content and tie together the lessons in a meaningful way.

Sources Source A: "Kush's Early Interactions with Egypt" (Reading - Section 1) Source B: "Through the Eyes of a Historian: Herodotus Writes About Kush" (Online Reading - Primary Source) Source C: "Something Borrowed: Kush Transforms Egyptian Ideas" (Online Reading - Explore)

Formative Task Write two paragraphs. In the first, explain the main ways that Egypt influenced Kush. In the second, explain the main ways that Kush influenced Egypt.

Video-based Geography Challenges kick off each unit by introducing students to a region and inspiring questions about the region.

Unit 3

3 TCI’s Lessons Each lesson offers multiple approaches to learning. Whether teachers use the Classroom Activity, Video Activity, or Text with Notes, they’ll cover the same content.

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Timeline Challenge Each unit ends with a Timeline Challenge, an activity in which students practice their timeline and cause-and-effect skills to order major events from the unit.

Summative Assessments

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Each lesson and unit comes with a TCI-created summative assessment, which fully assesses student mastery of content and skills. The test is ready to take, but teachers can edit and customize the test to meet the needs of their classrooms.

4 Dive Deeper Each unit includes a variety of print and online resources to go in-depth with primary sources, literature, and high-interest readings directly related to the content.

Exploring Biographies

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Unit Inquiry Projects Each unit in History Alive! has an optional Inquiry Project that outlines an inquiry-focused pathway through the unit. Students develop questions, use disciplinary sources to build arguments, communicate their conclusions with evidence, and then take informed action.

UNIT 13

Four types of unit-level inquiry are included throughout the program: Structured, Guided, Embedded Action, and Student-Directed.

Each Inquiry Project begins with a compelling question and an activity to set the stage for inquiry.

Follow the steps below to complete an Embedded Action Inquiry during this unit. Use the activities and disciplinary sources to build your knowledge and gather evidence. Then construct an argument that answers the compelling question.

STEP 1 Developing Questions

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Compelling Question How can studying the past lead to an appreciation of other people and places?

Staging the Question

STEP 2

Using Disciplinary Sources to Build Arguments

What is life like for other people around the world? Brainstorm with a partner, then discuss as a class: What are some other places that interest you? (Look at a map or globe if needed!) What would you like to know about this place and the people who live there?

Supporting Question 1 What can you appreciate about the Maya?

Lesson: The Maya

Activity

Sources

Interpret the meaning of the Sacred Round used by the Maya to reveal aspects of Maya culture. (Classroom Activity)

Source A: "The Development of Maya Civilization" (Reading - Section 1) Source B: "The Popul Vuh" (Online Reading - Primary Source)

Formative Task Create glyphs to represent four important aspects of Maya culture. (Notebook - Processing)

Supporting Question 2

Carefully sequenced supporting questions provide a roadmap for using sources to build the necessary disciplinary knowledge.

Each supporting question includes a hands-on activity, a list of primary and secondary sources, and a formative task.

C I V I L I Z AT I O N S O F T H E A M E R I C A S

What can you appreciate about the Aztecs?

Lesson: The Aztecs

Activity Analyze images to learn about the development of the Aztec Empire.

(Classroom Activity)

Sources Source A: "Tenochtitlán: A City of Wonders" (Reading - Section 2) Source B: "Poem by Nezahualcoyotl (1402–1472)" (Online Reading - Literature) Source C: "How Did Religion Influence Aztec Culture?" (Reading - Investigating Primary Sources)

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Unit 13

Formative Task Design a flag depicting important details about the Aztec empire.

(Notebook - Processing)

Each supporting question is tied to a TCI lesson that students can use to gather additional information. The lesson title is identified here.

U N I T I N Q U I RY P RO J E C T

Supporting Question 3 What can you appreciate about the Incas?

Lesson: The Incas

Activity

Sources

Simulate relaying a message from one part of the Incan empire to another. (Classroom Activity)

Source A: "The Rise of the Inca Empire" (Reading - Section 1)

Formative Task

Source B: "Pachacuti Inca Yupanqui (1438–1471)" (Online Reading - Biography) Source C: "Walking Across Space: Incan Rope Bridges" (Reading Exploring the Social Sciences)

Complete Venn diagrams comparing aspects of the Incan civilization to your own society. (Notebook - Processing)

Citations in parentheses show the specific location in the TCI lesson to find the activity, source, or formative task. Some activities and tasks, particularly in Guided and Embedded Action inquiries, will be independent of the TCI lessons, as they extend the lesson or require research.

Supporting Question 4 How can you share your appreciation for other cultures?

Activity

Sources

Choose one of the civilizations you learned about.

STEP 3 Communicating Conclusions with Evidence

STEP 4

Taking Informed Action

•

Identify the three things that you most appreciate about that culture.

•

Research to find one other interesting aspect of this culture.

Select relevant sources from your research.

Formative Task

Every Inquiry Project culminates in a written argument answering the compelling question. An optional Extension supports differentiation of the summative task.

Complete these tasks: •

List reasons why people should appreciate the culture you chose.

•

Brainstorm ways that you could share your newfound appreciation of this culture with your class, family, or community.

Summative Task Argument

Construct an argument about how studying the past can lead to an appreciation of other people and places. Propose a plan to help others around you appreciate the civilization you chose.

Taking Informed Action Act ACTIVITY ONLINE

After reviewing your plan with your teacher, implement it!

www.teachtci.com

Inquiry Project Go online to complete the activities, readings, and tasks. Fill out the corresponding prompts for each step in your print or online notebook.

Civilizations of the Americas

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The Taking Informed Action section provides ways to connect history to today and take action on important issues.

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Flexible Lesson Options Flexibility is key to the development of this program. Teachers can choose any of the approaches for any lesson and know that they’re covering the key content of the chapter.

Classroom Activities develop skills and content knowledge through hands-on learning, meaningful classroom discussion, and more. Every activity begins with a Preview that connects to prior knowledge and closes with a Processing activity to demonstrate understanding of the content.

Video Activities bring key ideas from the text to life in meaningful videos. Then a series of quick activities gauge understanding and provide opportunities to engage with the content.

Reading and Notes are embedded in the first two options but are also robust enough to stand alone. With carefully crafted questions, critical thinking is embedded in every lesson.

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Videos, Perspectives, and Primary Sources

Every unit starts with a Geography Challenge video that provides a virtual tour to introduce each region, bringing ideas from the book to life.

Easy-to-use Video Activities provide opportunities to interact with the big ideas of each lesson.

Explore rich online readings that allow students to encounter multiple perspectives, analyze primary sources, connect with literature, explore biographies, and more with carefully crafted text and questions to reflect on the content of each reading.

Primary sources are embedded throughout the program, including photographs, documents, and more.

ONLINE RESOURCES AND VIDEOS

www.teachtci.com

Watch for this purple box throughout this book. It will guide you to additional online resources.

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Investigating Primary Sources Each unit in History Alive! has a four-page Investigating Primary Sources feature that engages and challenges students to analyze a variety of sources. These focused inquiries guide students to answer a compelling question by building an argument supported with evidence. Here are some highlights that show how Investigating Primary Sources engages students’ curiosities.

The title frames an engaging, compelling question that guides the entire piece.

Students later build a claim that answers this question.

A bold introduction paragraph sets up the compelling question and the sources that students will explore.

Investigating Primary Sources What Do Dramas of Ancient Greece Reveal About Its Society?

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.

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.

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In ancient Greek drama, unlike today’s entertainment, 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.

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.

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 Afer, 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?

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. . . . 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 Prometheus.”

—Aeschylus, after 458 b.c.e.

The Golden Age of Athens 315

Lesson 20

Each section provides wellresearched background related to the primary sources and their historical contexts. This content can be used to help support students’ claims.

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A Greek Tragedy: Prometheus Bound 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.

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 humankind, 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 recounting all he has done for humankind.

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?

Each page concludes with a set of supporting questions that help students pursue the main question.

Textual primary sources are easily identifiable. Students are challenged and asked to analyze these primary sources, and to use their analysis in a supported claim.

Another Greek Tragedy: The Persians 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, 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.

Aeschylus was a Greek soldier in the Greco-Persian Wars. When he returned home, he wrote 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.

The Persians “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, prior to 472 b.c.e.

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?

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Lesson 20

Students are invited to observe images of artifacts, portraits, and more to better understand the content. Captions highlight important details of the accompanying image.

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.

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 details on the vase give viewers a glimpse of how preparation 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 bottom of the vase, we see a musician, singers, and dancers holding their masks and practicing lines.

What does it tell you about Greek society that these dramas were so well prepared? Why would ancient Greeks create competitions for their dramas? What does that say about the society? Why were poets and playwrights so highly respected in Greek society?

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.

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.

The Golden Age of Athens 317

Every feature ends with an activity that requires students to think critically and answer the compelling question.

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Supporting Literacy Through Social Studies History Alive! has literacy instruction built into the Student Text, Interactive Student Notebook, and Activities.

The following key points emphasize integration of literacy in social studies instruction.

Reading Comprehending Informational Text

Text written at grade level invites all students to engage with rich, informative content. Online supports include the option to see the main ideas, leveled text online, and meaningful visuals, making the text accessible to all learners.

Vocabulary Development

History Alive! scaffolds the learning of social studies and history vocabulary by presenting the words and phrases in context but offering succinct definitions in the margins and glossary. Students record information based on text structure and historical perspective in their Reading Notes.

Analysis of Primary and Secondary Sources

Analysis of both primary and secondary sources takes place throughout lessons, through both written and visual literacy skills.

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Writing Writing from Sources

History Alive! requires students to write for different purposes, including to develop claims that are supported with evidence. In inquiry 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.

Toolkits for Skill Building

In addition to embedded opportunities to practice writing, skillsbased toolkits are offered online to further develop literacy skills.

Diverse Writing Opportunities

History Alive! provides many writing opportunities, including to explain main ideas and justify reasoning. Guided writing exercises allow for writing practice in a variety of formats with clear rubrics and guidelines.

Speaking and Listening Collaboration

Classroom Activities provide opportunities for students to collaborate with clearly defined roles and tasks that allow all students to actively contribute to group projects.

Civil Discourse

Structured prompts and clear guidelines provide opportunities for active listening and participation in evidence-based discussions.

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Considerate Text History Alive! engages students and helps them 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 is well written and well organized. Here are some ways TCI’s student text is considerate of all levels of readers.

Short sections, each with an informative title, create an organized structure that helps readers understand and remember the main ideas.

Important new social studies words are in bold and blue type. These words are defined in the margin and in the glossary.

Ancient Egypt had three periods of stability and unity under the rule of pharaohs. Historians call these periods the Old Kingdom, the Middle Kingdom, and the New Kingdom.

Egypt The Old Kingdom lasted from about 2700 to 2200 b.c.e. During 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.

The Middle Kingdom (about 2000 to 1800 b.c.e.) is sometimes 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 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. Rulers, like Thutmose III, expanded the empire far up the Nile River into modern-day Important Monument Sites in Ancient Egypt Sudan and into the Levant, which is the coastal region at the eastern end of the 30°E Mediterranean Sea. Religion played a central role in Egypt’s social and political order.

0 400 miles 200 0 200 400 kilometers Pharaohs were believed to be gods. They Mediterranean Sinusoidal (Sanson-Flamsteed) Projection Sea owned all the land and were responsible CANAAN for their people’s well-being. They were Dead Sea kings, generals, and religious leaders, all SINAI combined.

Cairo Giza PENINSULA During the Old Kingdom, only pharaohs were thought to enter an EGYPT eternal afterlife, so their tombs were built to last. Many objects were buried with the pharaoh for use in the next Dayr al-Bahri world.

Karnak The pharaohs directed the building of other monuments to glorify their power. Let’s learn more about these structures and the pharaohs who Abu Simbel Old Kingdom ordered their creation.

(2700–2200 B.C.E.) pharaoh a ruler of ancient

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Thoughtfully selected large images illustrate the main ideas and support visual learners.

1. Ancient Egypt and Its Rulers

Middle Kingdom 20°N (2000–1800 B.C.E.) N W

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Academic vocabulary words are bolded in black and presented with a clear context.

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AW_SE_08_03.eps Ancient Egypt Black Cyan Magenta Yellow Second Proof 9 144 Lesson TCI18 15

New Kingdom (1600–1100 B.C.E.) City

This map shows some of the sites of great monuments built during Egypt’s three periods of stability under the pharaohs.

Captions for photos, illustrations, tables, and graphs reinforce the main idea of the section and provide details that guide students’ interpretation of the graphics.

When Khufu became pharaoh, he began construction on the Great Pyramid.

How it was built remains a mystery.

Section introductions help link the new section to the last section.

2. Khufu: The Pyramid Pharaoh The pharaoh Khufu (KOO-foo) ruled from about 2551 to 2528 b.c.e., during the Old Kingdom period. Today, he is best known for a famous pyramid built during his reign.

Not much is known about Khufu. Some stories describe him as a cruel, harsh ruler. Others say that he was powerful but kind.

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.

Khufu and other Old Kingdom pharaohs had 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.

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.

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 project, organizing thousands of workers. The finished pyramid was a timeless monument to Egyptian engineering.

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.

The text is written in a clear and engaging way without figurative language. Each section ends with a conclusion that wraps up the main ideas.

The Ancient Egyptian Pharaohs

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Paragraphs end at the bottom of the page instead of continuing onto the next page.

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Universal Access TCI is designed to reach all learners. Here are some resources teachers can use in their classrooms.

Select Reading Level

Main Ideas

Add Note

Reading Tools Digital text-to-audio, main ideas, and note-taking tools support reading.

Show Highlights

Play

Save Text to Drive

Enrichment Opportunities Students engage with primary sources, review literature, and study biographies of historical figures.

Visual Discovery

Experiential Exercise

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Problem Solving Groupwork

Writing for Understanding

Response Group

Multi-Modal Teaching Strategies

Social Studies Skill Builder

Six distinct teaching strategies support comprehension using a variety of skills, allowing all students to actively engage in the content.

Differentiating Instruction Each lesson comes with modifications for English learners, learners reading and writing below grade level, learners with special education needs, and advanced learners.

Multi-Media Delivery Content is delivered using a combination of writing, visuals, activities, videos, and games to make content accessible to all learners.

Quicker Coverage and Deeper Coverage Pacing can vary from lesson to lesson, and year to year.

Suggestions for quicker coverage or deeper coverage are provided for each lesson.

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