C H A P T E R

� Gold Ashanti discfrom Mali

8

UNIT 3 IDEAS AND ARMIES128

750 B.C.Kushites

conquer Egypt

200 A.D.Ghana founded

700 A.D. Shona settle in

Zimbabwe

500 B.C.Mayan civilization

begins

1400 A.D.Aztec Empire

prospers

1240 A.D. Kingdom of

Mali established

Africa & theAmericas2000 B.C.–1500 A.D.

� Terra-cotta horseand rider from Mali

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Why It’s Important While armies carved out empires in theMiddle East, civilizations developed in Africa south of theSahara and in the Americas. Through conquest and trade,Africans and early Americans built great kingdoms andempires that rivaled civilizations elsewhere in the world.

Chapter FocusRead to Discover

• How the ancient African civilizations of Kush and Aksumpassed along elements of their culture.

• How West African kingdoms and East African civilizationsgrew because of trade.

• How Native Americans developed farming and other skills.• What kinds of civilizations developed in Mesoamerica.• What life was like for the Inca of South America.

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Chapter OverviewVisit the Human Heritage Web site at humanheritage.glencoe.comand click on Chapter 8—ChapterOverviews to preview this chapter.

SECTION 1 Ancient African KingdomsOther civilizations besides Egypt flourished in ancient

Africa. Archaeologists have discovered enough remains to knowwhat these African civilizations were like.

Kush The first of these African civilizations was Kush. It laysouth of Egypt on the Nile River in present-day Sudan (su dan’).Its history began about 2000 B.C. At that time, the Kushites werenomadic cattle herders. They grazed long-horned cattle on asavannah (suh van’ uh), or grassy plain.

During the New Kingdom, Egyptian armies conqueredKush. Kush remained part of Egypt for almost 500 years. Over

CHAPTER 8 AFRICA AND THE AMERICAS

Terms to Learnsilent barterpilgrimagepopulation

explosionquipus

People to KnowKashtaPiankhiEzanaSundiata KeitaMansa MusaSunni AliAskia

MuhammadMontezuma IIPachacuti

Places to LocateMeroëTimbuktuZimbabweBering StraitTenochtitlánKilwa

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KUSHITE PYRAMIDS The Kushites copied many elements of Egyptian art,language, and religion. The pyramids near the cities of Meroë and Napata are imita-tions of Egyptian pyramids. The Kushite pyramids are smaller, however, and havemore steeply sloped sides. What happened to the city of Meroë?

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time, the Kushites learned many things from the Egyptians. Theylearned to worship the god Amon-Re. They learned how to workcopper and bronze. They changed Egyptian hieroglyphs to fittheir own language.

About 1160 B.C., Egypt’s power declined. In time, theKushites won back their independence. They set up a capital atNapata (nap’ uht uh). From Napata, they sent caravans intoEgypt. These caravans carried gold, ivory, ebony, and othergoods to trade.

About 750 B.C., the Kushite king Kashta (kahsh’ tuh) set outto conquer Egypt. He led his cavalry into Egypt and took someterritory. His son Piankhi (pyahng’ ke) completed the conquestand founded a dynasty that ruled Egypt for 70 years. However,during the 600s B.C., the Assyrians invaded Egypt. Armed withiron weapons, they drove the Kushites back to the south.

Despite their losses, the Kushites gained something from theAssyrians. They learned the secret of iron-smelting. Soon,Kushite farmers, using iron hoes, were growing large amounts ofgrain. Kushite blacksmiths were making iron knives and spears,which they exchanged for cotton textiles and other goods fromIndia, Arabia, and China. Kush became a great trading nation.

Around 540 B.C., the Kushites moved their capital to Meroë(mar' o e). The city was on the Nile, which provided an avenue

UNIT 3 IDEAS AND ARMIES

A Brave Queen Onewarrior-queen of Meroë,Amanirenas, challengedthe Romans who seizedEgypt after the death ofCleopatra. The Romanseventually drove Amanire-nas back into Meroë, butshe fought valiantly andher deeds are recorded inGreek and Roman historiesof the time.

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for trade and transportation. Nearby were large deposits of ironore and trees to fuel smelting furnaces. Meroë also lay in the cen-ter of good grazing land.

In Meroe, there was a huge temple dedicated to Amon-Re,with a long avenue of stone rams leading to its entrance. Sand-stone palaces and houses of red brick filled the city. Walls ofbuildings were tiled in blue and yellow or covered with paint-ings. Small pyramids stood in the royal cemetery. Smeltingfurnaces poured forth huge columns of smoke, and around the fur-naces lay heaps of shiny black slag, or waste from smelting.

Kush remained a great trading country for some 600 years,and then began to decline. As it declined, another kingdom roseto take its place. This was Aksum in present-day Ethiopia. About350 A.D., Aksumite armies burned Meroë to the ground.

Aksum Like Kush, Aksum was a trading country. Throughports on the Red Sea, Aksumite merchants served as middlemenfor countries on the Mediterranean and in the Far East. Theyimported silks, spices, and elephants from India. They exportedgold, ivory, and enslaved people from Africa. Jewish, Greek, andArab merchants settled in Aksum.

It was most likely the Greeks who brought Christianity toAksum. Emperor Ezana (ex zah’ nuh), whose armies haddestroyed Meroë, converted to Christianity in 324 A.D. This her-itage was passed down to the present day.

Aksumites achieved many things. They developed a writingsystem. They learned to farm on terraces (ter’ is uhz), or raisedlevels of land. They minted gold coins and built stone monu-ments 60 feet, or 18 meters, tall.

Over time, Aksum’s power as a trading country began todecline. This was because other kingdoms began to interfere withAksum’s trade. After Arab armies swept across North Africa inthe 600s A.D., the Aksumites retreated toward the interior, orinland areas, of their country. There, they lived in isolation formore than 1,000 years.

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Aksumite Stone Monument

CHAPTER 8 AFRICA AND THE AMERICAS

Section 1 Assessment 1. How did the Kushites and Egyptians

influence each other?2. Why did the Kushites choose Meroë as

their capital?

Critical Thinking3. Making Generalizations How were

the kingdoms of Kush and Aksum influ-enced by other cultures?

Graphic Organizer Activity4. Draw a diagram like this one, and use it

to show the effects of iron-smelting onKush. (Add boxes as needed.)

Iron-Smelting

Effect

Effect

Effect

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Several large trading kingdoms arose in West Africa after 400A.D. Their rise was aided by the knowledge of iron-smelting. Thiswas most likely brought to West Africa by refugees, or people whoflee for safety, from Kush.

Ghana The first of these trading kingdoms was Ghana (gah’nuh). Legend has it that Ghana was founded about 200 A.D.Around 350 A.D., the Ghanians learned how to smelt iron. Withiron swords and lances, Ghanian warriors expanded the bound-aries of their country. They also gained control over West Africa’smajor trade routes.

Along these trade routes, goods were carried by caravans ofcamels or donkeys. The most important goods were salt andgold. Caravans carried salt south from Taghaza (tuh gah’ zuh) inpresent-day Algeria (al jir’ e uh). They returned north with goldfrom Wangara (wahn gar’ uh), an area southwest of Ghana.

Ghanian merchants and Wangara gold miners used a tradingtechnique called silent barter. Ghanian merchants would travelto a trading site along a river in Wangara. They would place saltand other goods on the ground and beat drums to signal the goldminers. Then, they would withdraw. Next, the gold minerswould appear, look at the goods, and leave some gold. Then,they would withdraw. If the Ghanians thought they had receivedenough gold, they would take it and leave. If not, they wouldwithdraw and wait for the miners to leave more gold. When theexchange was over, the Ghanians would trade the gold to mer-chants from North Africa. Often, the gold was shipped to Europeand Asia for sale.

Only gold dust could be used in trade. Nuggets became theproperty of the king, who controlled the economy. Legend has itthat one nugget was so heavy that it served as a hitching post forthe king’s horses.

In 1042 A.D., Arabs from North Africa started a war againstGhana. They destroyed the capital and made the Ghanians givethem tribute. Ghana managed to regain its independence but wasnot strong enough to survive.

Mali By 1240 A.D., Ghana was a part of Mali (mah’ le), alarge trading kingdom in West Africa. The king of Mali, whosearmy had conquered Ghana, was Sundiata Keita (sun de ah’ tuhkı ’ tuh), or “Hungering Lion.”

UNIT 3 IDEAS AND ARMIES

Photograph of Camel Caravan

Reading Check How did silent

barter work?

SECTION 2 The Middle Kingdoms

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Mansa Musa IC. 1337 A.D.

West African EmperorA grandson or grand-nephew of the warriorking Sundiata Keita,Mansa Musa guidedMali to its height ofpower. Under his rule,Mali grew to the sizeof western Europeand, in terms of gold,it outdid the wealth ofEgypt. Mansa Musaused his large army tosecure safe passage oftravelers and tradersthrough his empireand to keep order fornearly 25 years.

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Sundiata Keita did several things to make his kingdomstrong. He reestablished the salt-gold trade, which the Arabs haddisrupted. He organized a permanent army. He divided the king-dom into provinces, each headed by a general. The generals keptthe peace and saw that there was enough food for the people. Tostrengthen ties with different groups in the kingdom, SundiataKeita moved his capital from place to place.

Sundiata Keita wanted to impress the people with his power.When he appeared in public, trumpeters announced his arrival.He sat on an ebony throne under an arch made from large ele-phant tusks. He never spoke directly to people. Instead, requestswere answered by servants standing at the foot of the stairs lead-ing to the throne.

One of the most famous kings of Mali was Mansa Musa I(mahn’ sah mu’ sah), or King Moses I. One reason Mansa Musawas famous was because of a pilgrimage (pil’ gruh mij), or reli-gious journey, he made to Arabia in 1324–25. It took more than 14months to cover the 3,000 miles, or 4,800 kilometers. Some 12,000servants traveled with the king. Each carried a 4-pound, or 1.8-kilogram, gold bar. Mansa Musa gave many of these bars to poor

CHAPTER 8 AFRICA AND THE AMERICAS

GOLD DESIGNS The gold mined in ancient Africa was often formed into intricatedesigns on jewelry and ceremonial ornaments. These pieces are elephant charms. Whocontrolled most of the gold supply in ancient Ghana?

Reading Check What is a

pilgrimage?

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people he met along the way. As a result of this trip, news ofMansa Musa and Mali reached as far as Europe.

In Arabia, Mansa Musa met a Spanish architect whom hebrought back to Mali. There, the architect built a university in thetrading city of Timbuktu (tim buhk tu’). It became a great centerof learning and drew students from Europe, Asia, and Africa.

After 25 years, Mansa Musa’s reign ended. The rulers whofollowed him were weak. Within 100 years after Mansa Musa’sdeath, Mali lost its land to others.

Songhai The kingdom that replaced Mali as the most pow-erful in West Africa was Songhai (song’ hı). By the late 1400s, itcontrolled almost all the land that had been part of Mali. Songhaialso conquered other lands and became the largest of the threetrading kingdoms.

The Sultan Sunni Ali, in 1464, ruled Songhai from the city ofGao. He maintained a huge army equipped with armor, camelsand horses. He also had a large navy that patrolled the NigerRiver. Following Sunni Ali’s death, Askia Muhammad came topower in Songhai. He extended the empire even more and cul-ture flourished. Sultan Askia welcomed teachers, doctors, poets,students, and religious leaders from Asia and Europe.

Songhai was more organized than the other two kingdoms.It was divided into provinces, with a governor for each. Every-one used the same weights and measures and the same legal sys-tem. Only members of the ruling Songhai could become politicalleaders or join the cavalry. Other groups had special jobs, such ascaring for the army’s horses or serving at the royal court. Mostenslaved people, often prisoners of war, worked as farmers.

Despite its power, Songhai lasted only 100 years. In 1591A.D., the ruler of Morocco sent an army across the Sahara to seizeSonghai’s gold mines. Though only half of the Moroccan soldierssurvived the trip, they had guns. They defeated Songhai’s sol-diers, who were armed only with swords and spears.

UNIT 3 IDEAS AND ARMIES

Section 2 Assessment 1. Define: silent barter, pilgrimage.2. What were two important trade goods

in West Africa?3. How was the kingdom of Songhai

organized?

Critical Thinking4. Making Inferences Why do you

think Ghanian merchants set up a sys-tem called silent barter?

Graphic Organizer Activity5. Draw a diagram like this one, and use

it to summarize the accomplishmentsof the three great West African king-doms.

Ghana Mali Songhai

West African Accomplishments

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To measure distances north andsouth, mapmakers use imaginary lineson maps and globes. These are calledlines of latitude and they run east andwest around Earth. Lines of latitude areoften called parallels because they nevermeet and remain the same distance fromeach other all the way around Earth.

Latitude is measured in degrees, asshown by the symbol °. The Equator,which is a line of latitude, is marked 0°because all other lines of latitude aremeasured from it. One degree of latitudeequals about 69 miles, or 110 kilometers.

There are 90 lines of latitude fromthe Equator to each pole. Those lines

north of theEquator aremarked with anN. Those linessouth of the Equator are marked with an S.

Reading Latitude

135

Early Africa

Map Practice1. Which civilization was located

closest to the Equator?2. Which city, Timbuktu or Napata,

was located closest to the 20°N lineof latitude?

3. Which line of latitude runsthrough the center of the greattrading civilization of Zimbabwe?

Glencoe’s SkillbuilderInteractiveWorkbook CD-ROM, Level 1,provides instruc-tion and practicein key social studies skills.

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SECTION 3 East African CivilizationsThe growth of trading kingdoms in West Africa was matched

by the rise of trading kingdoms and city-states in East Africa.Goods moved from the interior of East Africa to coastal markets,which, in time, became large city-states. Each of these had its ownruler and government.

Zimbabwe One of the best-known trading kingdoms wasZimbabwe (zim bah’ bwa). The people of Zimbabwe speak a lan-guage known as Bantu (ban’ tu). Their ancestors, the Shona (sho’nuh), once lived in present-day Nigeria (nu jir ’ e uh) in WestAfrica. About 100 A.D., a population explosion, or a large andsudden growth in population, took place. Since the land couldnot support the increased number of people, many Shona beganto leave their homeland to look for new homes.

The Shona settled in Zimbabwe in East Africa about 700 A.D.There, they built towns using stones that were cut in such a waythat they fit together without mortar. The capital had houses, afort, and a temple. The fort stood on top of a hill and was sur-rounded by a huge wall. Besides the temple, the enclosed areacontained the houses of the chief and his officials.

The people of Zimbabwe viewed their chief as a god-king.They approached him by crawling on their stomachs. Officialsimitated him. If he coughed, they coughed. When he ate, theyate. The chief kept his throne as long as he was in good health.When he grew old, however, he was expected to take poison.Then, a younger man would become chief, and Zimbabwe couldremain strong.

Another reason Zimbabwe remained strong was trade. Itspeople traded gold, copper, and ivory from the interior to mer-chants from cities along Africa’s east coast. From these cities,trade was carried on with Arabia, Persia, India, and China.

Kilwa Another important trading city-state in East Africawas Kilwa (kil’ wuh). From Kilwa, merchants sailed across theRed Sea and the Indian Ocean. The people of Kilwa collectedheavy taxes from traders of other countries. They used theirwealth to extend their power over neighboring city-states.They also used it to dress in fine cotton and silk and to fill theirfour-story houses with vases and hangings from India and China.

A culture known as Swahili (swah he’ le) developed in Kilwaand other East African city-states. Many Arab traders had settledin the coastal cities. For this reason, Swahili culture is a mix of

Zimbabwe Ruins

UNIT 3 IDEAS AND ARMIES

Reading Check How did a

population explosioncause the Shona toleave their homeland?

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Arabic and African cultures. The Swahili language is a combina-tion of Bantu and Arabic.

CHAPTER 8 AFRICA AND THE AMERICAS

Until about 25,000 years ago, there were no people in theAmericas. Then, hunting-and-food-gathering bands began tocross into the Americas from Asia over a land bridge. This landbridge was formed during the last Ice Age. At that time, largeamounts of ocean water were frozen into huge glaciers, and sealevels dropped. Today, this bridge is covered by the waters of theBering Strait.

The bands came in search of food, following grass-grazinganimals that had crossed earlier. The bands lived off their killand also gathered wild plants. Over time, they spread allthrough the Americas. Experts believe people reached the south-ern tip of South America by about 9000 B.C.

About 7000 B.C., the last Ice Age ended. The climate becamehotter and drier, and in many areas deserts took the place ofgrasslands. Large game almost disappeared. So, people had tofind other ways of getting food.

By 6000 B.C., people in the Tehuacán (ta wah kahn’) Valleysouth of present-day Mexico City had developed farming. By 3000B.C., there were thousands of small farming villages all through theAmericas. The most important crop was maize (maz), or corn.

Between 3000 B.C. and 1000 B.C., people developed suchskills as weaving and pottery making. They grew peanuts, toma-toes, and potatoes. In a few areas, they built irrigation systemsthat helped support a growing population.

SECTION 4 Path to the Americas

Section 3 Assessment 1. Define: population explosion.2. How did the people of Zimbabwe view

their leader?3. How did the people at Kilwa use their

wealth?

Critical Thinking4. Understanding Cause and Effect A

population explosion among the Shonacaused many of these people to leavetheir homeland. What are some of the

events or conditions that might causepeople to leave their homelands today?

Graphic Organizer Activity5. Draw a diagram like this one, and use it

to show features of Swahili culture.

SwahiliCulture

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Mayan Figure

UNIT 3 IDEAS AND ARMIES

As the number of people grew, societies became more complex.Several great civilizations rose in Mesoamerica, or Middle Ameri-ca, before 900 A.D. and others later.

The Olmecs One of the earliest civilizations in Mesoameri-ca was that of the Olmecs (ol’ meks). It came into being around1000 B.C. About 900 years later, it disappeared mysteriously. TheOlmecs had a great influence on other peoples of the area andwas called the “mother culture.” They developed planned cities,hieroglyphic writing, and a calendar.

The Olmecs lived along the southern coast of the Gulf ofMexico. Part of the year, the people farmed. The rest of the year theybuilt stone cities, which were chiefly religious centers. The citiesstood on top of huge hills. They had temples; sacred pools; andhouses for priests, artists, and architects. The people lived in nearbyvillages.Theyvisitedthecitiesonfestivalandmarketdays.

The Mayas Another great civilization, that of the Mayas (mı’uhz), began in Mesoamerica about 500 B.C. It reached its peakbetween 300 and 900 A.D. The Mayas lived in present-day southeastMexico, Belize (buh lez’), and Guatemala (gwah tuh mah' luh).Like the Olmecs, the Mayas lived in farming villages that sur-rounded religious cities. Mayan cities had temples and houses forpriests and nobles.

The Mayas were great traders. Their cities, linked by roadspaved with white cement, had busy marketplaces. Canoes handledlocal trade along the coasts.

Section 4 Assessment 1. How did hunting-and-gathering bands

travel to the Americas?2. How long may it have taken for people

to spread out over North and SouthAmerica?

3. When and where did farming firstappear?

Critical Thinking4. Understanding Cause and Effect

What do you think caused hunting-and-gathering bands to push farthersouth into the Americas?

Graphic Organizer Activity5. Draw a diagram like this one, and use

it to show the cause and effects of theinvention of farming in the Americas.

Cause Rise ofFarming

Effect

Effect

Effect

SECTION 5 Mesoamerica

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Tortillas Mayan women rose at dawn to boil andgrind corn for making the dough for tortillas—thin,round, flat breads. They then worked the dough byhand (left) before baking. Tor-tillas remain a basic partof the Mayan diettoday (right), withwomen making tor-tillas in much thesame way as theirancestors. Whywas maize (corn)important to thedevelopment ofcivilization in theAmericas?

139CHAPTER 8 AFRICA AND THE AMERICAS

Busy Markets Marketsplayed an important partin the economic and sociallife of the Aztec. The mar-ket at Tlateloco was thelargest in the ancientAmericas. About 60,000people may have visitedthe market each day.

The Maya adapted their own hieroglyphs from the Olmecs.Mayan mathematicians came up with the idea of zero and acounting system based on 20. Mayan astronomers were able topredict when eclipses of the sun and the moon would take place.They developed a calendar, based on that of the Olmecs, with ayear of 365 days. They also made cotton cloth and paper.

About 900 A.D., most Mayas abandoned their cities and dis-appeared. No one knows why. A plague may have broken out.Perhaps the soil could no longer produce enough food. War mayhave interfered with trade.

The Aztecs Later, a third great civilization, that of theAztecs, rose in Mesoamerica. About 1200 A.D., the Aztecs beganmoving south into the central valley of Mexico. Through militaryconquest, they expanded their empire to include all of centralMexico. By 1400 A.D., the Aztec Empire had 5 million people.

The Aztecs made the people they conquered pay tribute.This took the form of corn, clothing, rubber, and wood. It isbelieved that each year 2 million cotton cloaks alone were sent tothe capital, Tenochtitlán (ta noch te tláhn’).

Tenochtitlán was built on an island in Lake Texcoco (teks ko’ko). Causeways, or paved roads, connected the island to themainland. The city had pyramid-temples, palaces, gardens, zoos,schools, and markets. About 300,000 people lived there. Somedressed in feathered capes and cloaks of many colors. Womenwore flowers and feathers in their hair.

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To feed the people, the Aztecs had to create more farmland.They filled in parts of the lake and dug drainage canals. Theyplanted crops in soil-filled reed baskets anchored in the lake. Theyalso built aqueducts (ak’ wuh dukts), or water channels, to bringfresh water to the city’s reservoirs from mainland springs. Canoesdelivered the water from the reservoirs to people’s houses.

The Aztecs were a warlike people. War and religion wereclosely connected. The people worshiped two major gods. Onewas the rain god who stood for the peaceful life of farming. Theother was the sun god who stood for war and expanding empire.The Aztecs believed that the sun god needed human sacrifices. TheAztecs felt that if they did not make them, the sun would not risein the morning. Victims were generally prisoners of war.

The Aztec Empire reached its height in the early 1500s underMontezuma II (mahn tuh zu’ muh). During his reign, however,Spaniards, who had guns and horses, attacked the Aztecs. Easilydefeated by the Spaniards, the Aztecs lost their empire.

Painting of Aztec Farmer

UNIT 3 IDEAS AND ARMIES

About the same time the Aztecs moved south into centralMexico, the Incas moved out from Peru. They established anempire that stretched along the west coast of South America forabout 2,500 miles, or 4,000 kilometers. By the 1500s, there were12 million people in the Inca Empire.

History The Incas started out as farmers and shepherds.They built villages on the rocky slopes of the Andes Mountains.In the fertile valley below, they grew corn, potatoes, and othercrops. On pastures above, they grazed alpacas (al pak’ uhz) andllamas (lah’ muhs).

In 1438, the Inca ruler Pachacuti (pah chuh ku’ te) conqueredseveral neighboring peoples and founded the Inca Empire.He used several techniques to hold it together. He ordered

Section 5 Assessment 1. What were some of the accomplish-

ments of the Maya? 2. How did the Aztec Empire come to an

end?

Critical Thinking3. Drawing Conclusions Why do you

think Mayan civilization ended?

Graphic Organizer Activity4. Draw a diagram like this one, and use

it to summarize the accomplishments of the three great Mesoamerican civi-lizations.

Olmec Maya Aztec

Mesoamerican Accomplishments

SECTION 6 The Incas

Student Web ActivityVisit the Human Heritage Web site athumanheritage.glencoe.comand click on Chapter 8—Student Web Activities to findout more about the ancient civilizations of the Americas.

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conquered peoples to worship the Inca sun god in addition totheir own gods. He made the Inca language of Quechua (kech’wuh) the official language. He moved people who had been liv-ing under Inca rule into newly conquered lands. They helpedspread Inca culture and watched for signs of rebellion.

Pachacuti also had a huge system of stone-paved roads built.Rope suspension bridges crossed canyons and rivers. Way sta-tions with food, weapons, and other supplies needed by the Incaarmy were set up on the roads. Only soldiers and governmentofficials were allowed to use the roads.

Inca Way of Life A ruler, known as the Inca, determinedthe way of life. Land belonged to the ruler and not to the peoplewho worked it. Villagers paid taxes to the empire in two ways.

CHAPTER 8 AFRICA AND THE AMERICAS

Early American Empires

Growing Grains TheAztecs and Incas grewhigh-protein grains calledamaranth and quinoa.Today these grains, nativeto the Americas, havebecome important in partsof India, Pakistan, Nepal,and China. Amaranth andquinoa, in the form of flourand cereals, have becomecommon in U.S. health-food stores.

ENVIRONMENTAND SOCIETY TheInca developed engi-neering skills thatenabled them to build alarge network of roads.How did the environ-ment of the Inca makeroad building moredifficult?

MAP STUDYMAP STUDY

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1. The Kushites and Egyptians influencedeach other through conquest and trade.

2. The Aksumites destroyed Kush andlater converted to Christianity.

3. The kingdoms of Ghana, Mali, andSonghai built West African empiresbased on a trade in salt and gold.

4. A population explosion led the Shona tobuild Zimbabwe in East Africa.

5. Kilwa and other coastal cities handledtrade between Africa and Arabia, Per-sia, India, and China.

6. The Olmec and the Maya inventedmany new ideas, including forms ofwriting and a calendar.

7. The Aztec and the Inca built complexcivilizations that lasted until the time ofEuropean arrival in the Americas.

Chapter Summary & Study Guide

Self-Check QuizVisit the Human Heritage Web site at humanheritage.glencoe.com and click on Chapter 8—Self-Check Quizto assess your understanding of this chapter. 142

They paid through their labor. This involved not only farmingland, but also building roads and mining gold. In addition, theypaid taxes in kind.

The Inca had to keep t rack of people and goods .Because there was no written language, special accountantsused quipus (ke’ puz), or counting devices, to do this. Quipuswere made up of knotted strings of different colors. Each colorrepresented a different item. The knots in each string stood fortens, hundreds, and so on. The spaces between the knots stoodfor zero.

The wealth of the Inca Empire was shown in the way theruler lived. His palace was the size of a town. There were hun-dreds of rooms and thousands of servants. The Inca’s body-guards wore gold armor. The poles of the litter in which he wascarried were covered with gold. A desire for this wealth was partof the reason the Spaniards destroyed the Inca Empire in theearly 1500s.

UNIT 3 IDEAS AND ARMIES

Reading Check What were

quipus, and how didthe Inca use them?

Section 6 Assessment 1. Define: quipus.2. How big was the Inca Empire at its

peak?3. How did Pachacuti hold the Inca

Empire together?

Critical Thinking4. Demonstrating Reasoned Judgment

Suppose the Inca had the choice ofkeeping Pachacuti as their leader or

electing a new one. Which choice doyou think they would have taken?Explain.

Graphic Organizer Activity5. Draw a diagram like this one, and use

it to show the changes that Pachacutibrought to the Incan way of life.

Before Rise ofPachacuti

After

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Using Key Terms

Imagine that you are putting togethera photo display about ancient civilizations.You have found a photo that illustrateseach of these terms:

silent barter pilgrimagepopulation explosion quipus

Use each term in a one-sentence cap-tion describing what the photo shows.

Understanding Main Ideas

1. How did Ghana gain control of WestAfrican trade routes?

2. What was the effect of Mansa Musa’spilgrimage?

3. What was the main difference betweenthe Mesoamerican civilizations thatdeveloped before and after 900 A.D.?

4. What did the Olmec contribute to othercivilizations?

5. How did the Aztec treat the peoplethey conquered?

6. Who directed and controlled the Incanway of life?

Critical Thinking

1. How do you think the development ofAfrican civilization might have beendifferent if the Kushites did not devel-op iron-smelting?

2. Why was trade important to thegrowth of African civilization?

3. Which Mesoamerican civilizationwould you choose to live in? Why?

4. What contributions did early Americancivilizations make to present-day life inthe United States?

Graphic Organizer Activity

History Draw two parallel time lineslike the ones shown, and use them to com-pare important events in the early civiliza-tions of Africa and the Americas. Sampleevents are provided to help you get started.

Geography in History

The World in Spatial Terms Com-pare the maps of early empires found onpages 135 and 141. What similarities inlocations of these civilizations can you find?What differences in locations are therebetween the two areas?

AssessmentCHAPTER

200 A.D.Ghana

founded

100 A.D. 500 A.D. 1000 A.D. 1500 A.D.

500 A.D.Maya

appear

100 A.D. 500 A.D. 1000 A.D. 1500 A.D.

143

Using Your Journal

Review any details you may

have noted about contributions

made by the early civilizations in

Africa and the Americas. Write a

paragraph summarizing how

these contributions have influ-

enced life in the present-day

United States.

8

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UNIT 3144

3 Around U N I T

THE ZHOUThe Zhou dynasty ruled for more

than 800 years—the longest rulingdynasty in Chinese history. Zhou kingsclaimed they ruled according to a “man-date from heaven.” However, this claimdid not stop ambitious nobles from chal-lenging their power. For the last 500 yearsof their rule, Zhou kings watched their

empire crumble as warring states tried toseize control of China.

Despite the constant warfare, theZhou dynasty oversaw many advance-ments. Achievements ranged from thedevelopment of new philosophies to theinvention of new weapons.

ZHOU EMPIREYELLOW

SEA

Chang

Jiang

Huang

He

30°N

40°N

120°E110°E

0 200

200

400miles

0 400kilometers

Zhou Empire

� The Zhou ruled from 1028 B.C. to about 256 B.C.Boundaries changed constantly throughout thisperiod. This map shows the Zhou Empire aroundthe height of its power.

The Zhou introduced many advances in farming,including the irrigation channels used by Chi-nese farmers today. These channels allowedfarmers to flood the fields used to grow rice. Pro-duction of rice became increasingly important asthe Zhou extended their power into China’sgreat river basins. �

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the W rldThe Zhou kings considered the outsideworld uncivilized. They prided them-selves on their cultural accomplishments.These chimes come from a Zhou orches-tra, which included flutes, drums, wood-en clappers, and more. The chimesconsist of 64 bronze bells ranging in sizefrom 8 inches to 5 feet. �

� The Zhou created ornatemetal statues, such as this wingeddragon.

The Zhou had strong family tiesand traditions. These mourningfigures honor a family memberwho has died. �

Bronze work, such as this three-leggedbowl and ladle, were crafted by theZhou. �

Taking Another Look1. When did the Zhou dynasty begin and end?

2. What advancement in farming did Zhourulers introduce?

Hands-On ActivityWriting an Announcement Write an announce-ment for a CD of music played on the bronzechimes created during the Zhou dynasty.

145

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1. Which of the following statements aboutthe Phoenicians is true?

A The Phoenicians invented the systemof numbers we use today.

B The Phoenicians introduced a writtenalphabet to Europe.

C The Phoenicians lived under a single,unified government.

D The Phoenicians used their navy toconquer and settle many distant lands.

2. In what unique way did the Phoeniciansprotect themselves from beingconquered by other nations?

F They built a strong army that othernations feared.

G They conquered other countries andtook over foreign governments.

H They signed peace treaties withneighboring countries.

J They created a strong, unified centralgovernment in their country.

3. The Hebrews are thought to be the firstpeople to

A devise a moral codeB worship one godC live in the desert area known as

CanaanD write down their religious legends

4. The Ten Commandments and the Code ofHammurabi are similar because they both

F say that people should respect eachother and each other’s property

G established a regulated exchangesystem

H lay out the proper punishments fordifferent crimes

J instruct people to worship only onegod

Directions: Choose the best answer to each of the followingmultiple choice questions. If you have trouble answering aquestion, use the process of elimination to narrow yourchoices. Write your answers on a separate piece of paper.

Test-Taking Tip: This questionrequires you to remember an important factabout the Phoenicians. Since the Phoeniciansdid not have a single, unified government, youcan eliminate answer C.

Test-Taking Tip: The important wordin this question is unique. The Phoenicianscertainly did not invent the idea of having astrong army (answer F). What new idea didthey try?

Test-Taking Tip: Make sure that youread the question and all the answer choicescarefully. Think back to the other cultures andcivilizations you have studied. Do youremember if, for instance, the Egyptians wrotedown their religious legends? They did so inhieroglyphics. Though the Hebrews did writedown their religious legends, they were notthe first people to do so. Therefore, you caneliminate answer D.

146

Standardized Test Practice

Test-Taking Tip: This question asks youto make a comparison. Choose the answerthat is true for both sets of laws. Eliminate anychoice that is not true of either the TenCommandments or the Code of Hammurabi.

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Standardized Test Practice

147

Use the map above to answer questions 5 and 6.

5. Approximately how far is it fromBabylon to Nineveh?

A 100 milesB 150 milesC 300 milesD 450 miles

6. Which of the following is east of Assyria?

F The Black SeaG MediaH PhoeniciaJ Israel

7. What was something new and differentabout how the Persians traded?

A They kept track of trades using awritten alphabet.

B They traded pots and pans inexchange for cloth.

C They only traded within their owncountry.

D They did business by using coins formoney.

Euphrates River

BABYLONIA

SYRIA

ISRAELJUDAH

CHALDEA

ASSYRIANineveh

Babylon

40°N

35°N

30°N

25°N

25°E 30°E 35°E 40°E 45°E 50°E

NileRiver

Euphrates River

Tigris River

CaspianSea

PersianGulf

RedSea

ASIA MINOR

MEDIA

BABYLONIA

SYRIAPHOENICIA

EGYPT

ISRAELJUDAH

CHALDEA

ASSYRIANineveh

Babylon

ARABIA

AFRICA

MEDITERRANEAN SEA

Black Sea

The Assyrian and Chaldean Empires

0 200

200

400miles

0 400kilometers

Assyrian Empire, c. 665 B.C

Chaldean Empire, c. 570 B.C.

Test-Taking Tip: Use the map scale todetermine the distance from one point toanother. If you do not have a ruler, you canuse a small piece of paper to copy the lengthof the scale. Hold the paper next to the areayou want to measure to help you estimate thedistance.

Test-Taking Tip: Study the mapcarefully before you choose an answer. Whichway is east on a map?

Test-Taking Tip: Notice that thequestion asks you to identify what was newand different about the Persians’ method oftrading. Was trading pots and pans for cloth anew and different idea?

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