Se m03

Module 3
People and Ideas on

the Move
Essential Question
What ideas and innovations did ancient cultures in India and the eastern Mediterranean develop, and
how were they influential?
About the Photo: Goods from as far In this module you will learn about how migrations and trade led to the
away as Britain and western Africa were foundations of Hinduism, Buddhism, and Judaism.
traded at Phoenician ports in the eastern
Mediterranean. Phoenician port cities, such
as Tyre and Sidon, became wealthy centers of What You Will Learn
trade. Lesson 1: The Indo-Europeans . . . . . . . . . . . . . . . . . . . . . . . . 82
The Big Idea Indo-Europeans migrated into Europe, India, and
Southwest Asia and interacted with peoples living there.
Explore ONLINE! Lesson 2: The Origins of Hinduism . . . . . . . . . . . . . . . . . . . . . 88
The Big Idea The religion of Hinduism developed and evolved over
VIDEOS, including... a long time in India, giving rise to a variety of beliefs and practices as
t Elements of the Hindu Faith well as other religions, such as Jainism.
t Jainism Lesson 3: The Origins of Buddhism . . . . . . . . . . . . . . . . . . . . . 93
t King Solomon The Big Idea Buddhism, which teaches people that they can escape
t Jewish Exile in Babylonia the suering of the world through the Buddhas teachings, developed
in India and spread to other parts of Asia and the world.
Document Based Investigations Lesson 4: Seafaring Traders . . . . . . . . . . . . . . . . . . . . . . . . . 99
The Big Idea Trading societies extended the development of
Graphic Organizers civilizations beyond the Fertile Crescent region.
Interactive Games Lesson 5: The Origins of Judaism . . . . . . . . . . . . . . . . . . . . . 105
The Big Idea The Israelites maintained monotheistic religious beliefs
Image with Hotspots: Hittite Iron Making that were unique in the ancient world.
Image with Hotspots: Phoenician
Shipping and Trade
80 Module 3
Timeline of Events 2000 BC250 BC Explore ONLINE!
Eastern Hemisphere Western Hemisphere

2000 BC
2000 BC Hittites
migrate to Anatolia.
(Hittite burial stone)
1792 BC Hammurabi develops code

of laws for Babylonian Empire.
1766 BC Shang Dynasty
begins in China.
1500 BC Possible Aryan

invasion of India.
1250 BC Israelites return to Canaan from Egypt.

1200 BC Minoan 1200 BC Olmec civilization
civilization in Crete ends. emerges in southeastern Mexico.
(Olmec giant stone head)
1100 BC Phoenicians begin to dominate
Mediterranean trade. (Carthaginian glass bead)
962 BC Solomon
becomes king of Israel.
900 BC Chavn culture arises in Peru.
814 BC Carthage founded

as a Phoenician trade center.
599 BC Mahavira, founder of Jainism, is born.

586 BC Jerusalem captured by Babylonians.
500 BC Zapotec build Monte Albn.

(Zapotec jade mask)
483 BC The Buddha dies.
480 BC Golden Age of Greece begins.
250 BC
People and Ideas on the Move 81

Lesson 1
The Indo-Europeans
Setting the Stage

The Big Idea In India and in Mesopotamia, civilizations first developed
Indo-Europeans migrated into along lush river valleys. Even as large cities such as
Europe, India, and Southwest Mohenjo-Daro and Harappa declined, agriculture and
Asia and interacted with peoples small urban communities flourished. These wealthy river
living there.
valleys attracted nomadic tribes. These peoples may
Why It Matters Now have left their own homelands because of warfare or
Half the people living today changes in the environment.
speak languages that stem from
the original Indo-European Indo-Europeans Migrate
languages.
The Indo-Europeans were a group of nomadic peoples who
Key Terms and People may have come from the steppesdry grasslands that
Indo-Europeans stretched north of the Caucasus (KAWtLVItTVIT
5IF
steppes $BVDBTVTBSFUIFNPVOUBJOTCFUXFFOUIF#MBDLBOE$BTQJBO
migration 4FBT5IFTFQSJNBSJMZQBTUPSBMQFPQMFIFSEFEDBUUMF TIFFQ
Hittites BOEHPBUT5IF*OEP&VSPQFBOTBMTPUBNFEIPSTFTBOESPEF
Anatolia
JOUPCBUUMFJOMJHIU UXPXIFFMFEDIBSJPUT5IFZMJWFEJOUSJCFT
Aryans
Vedas
UIBUTQPLFGPSNTPGBMBOHVBHFUIBUXFDBMM*OEP&VSPQFBO
caste The Indo-European Language Family The languages of
Brahmin
UIF*OEP&VSPQFBOTXFSFUIFBODFTUPSTPGNBOZPGUIF
Mahabharata
NPEFSOMBOHVBHFTPG&VSPQF 4PVUIXFTU"TJB BOE
Language Family Resemblances

Notice the similarities of words within the Indo-European family of languages.
English Sanskrit Persian Spanish German
mother mtr muhdhr madre mutter
father pitr puhdhr padre vater
daughter duhitr dukhthr hija tochter
new nvas now nuevo neu
six st shahsh seis sechs
82 Module 3
4PVUI"TJB&OHMJTI 4QBOJTI 1FSTJBO BOE)JOEJBMMUSBDFUIFJSPSJHJOT
CBDLUPEJGGFSFOUGPSNTPGUIFPSJHJOBM*OEP&VSPQFBOMBOHVBHF
)JTUPSJBOTDBOUFMMXIFSF*OEP&VSPQFBOUSJCFTTFUUMFECZUIFJS
MBOHVBHFT4PNF4MBWJDTQFBLFSTNPWFEOPSUIBOEXFTU0UIFST XIPTQPLF
FBSMZ$FMUJD (FSNBOJD BOE*UBMJDMBOHVBHFT NPWFEXFTUUISPVHI&VSPQF
4QFBLFSTPG(SFFLBOE1FSTJBOXFOUTPVUI5IF"SZBOT "*3tFFtVIO[
XIP
TQPLFBOFBSMZGPSNPG4BOTLSJU NBZIBWFSFMPDBUFEUP*OEJB
An Unexplained Migration 5IFPSJHJOTBOENJHSBUJPOTPGUIF*OEP&VSP
pean peoples are controversial topics among scholars with many differing
Reading Check
Find Main Ideas WJFXT5IFSFJTOPDFSUBJOUZBTUPXIZUIFTFQFPQMFMFGUUIFJSIPNFMBOET
Where do some JOUIFTUFQQFT8IBUFWFSUIFSFBTPO *OEP&VSPQFBOOPNBETCFHBOUP
historians think the NJHSBUFPVUXBSEJOBMMEJSFDUJPOTCFUXFFOBOE#$5IFTF
Indo-Europeans lived
before they arrived migrations NPWFNFOUTPGBQFPQMFGSPNPOFSFHJPOUPBOPUIFS IBQQFOFE
in India? JOXBWFTPWFSBMPOHQFSJPEPGUJNF
The Hittite Empire

#ZBCPVU#$ POFHSPVQPG*OEP&VSPQFBOTQFBLFST UIFHittites
occupied Anatolia BOtVIt50)tMFFtVI
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BIVHFQFOJOTVMBJONPEFSOEBZ5VSLFZUIBUKVUTPVUJOUPUIF#MBDLBOE
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BHSJDVMUVSF/FBSCZNPVOUBJOTIPMEJNQPSUBOUNJOFSBMEFQPTJUT4FQB
SBUF)JUUJUFDJUZTUBUFTDBNFUPHFUIFSUPGPSNBOFNQJSFUIFSFJOBCPVU
#$5IFDJUZPG)BUUVTBT IBIt500 tTBIT
XBTJUTDBQJUBM
5IF)JUUJUF&NQJSFXFOUPOUPEPNJOBUF4PVUIXFTU"TJBGPSZFBST
)JUUJUFTPDDVQJFE#BCZMPO UIFDIJFGDJUZJOUIF5JHSJT&VQISBUFT7BMMFZ BOE
TUSVHHMFEXJUI&HZQUGPSDPOUSPMPGOPSUIFSO4ZSJB/FJUIFSUIF)JUUJUFT
OPSUIF&HZQUJBOTXFSFBCMFUPHFUUIFVQQFSIBOE4P UIFUXPQFPQMFT
FOEFEUIFJSDPOGMJDUTCZTJHOJOHBQFBDFUSFBUZ5IFZFBDIQMFEHFEUPIFMQ
UIFPUIFSGJHIUPGGGVUVSFJOWBEFST
Hittites Adopt and Adapt 5IF)JUUJUFTVTFEUIFJSPXO*OEP&VSPQFBO
MBOHVBHFXJUIPOFBOPUIFS)PXFWFS GPSJOUFSOBUJPOBMVTF UIFZBEPQUFE
"LLBEJBO UIFMBOHVBHFPGUIF#BCZMPOJBOTUIFZIBEDPORVFSFE5IF
)JUUJUFTCPSSPXFEJEFBTBCPVUMJUFSBUVSF BSU QPMJUJDT BOEMBXGSPNUIF
This illustration shows the
process the Hittites used to
make tools and weapons
from iron.

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PGPUIFS NPSFBEWBODFEQFPQMFT
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PGXBS5IFZDPORVFSFEBOFNQJSFBHBJOTU&HZQUJBOPQQPTJUJPOMBSHFMZ
UISPVHIUIFJSTVQFSJPSDIBSJPUTBOEUIFJSJSPOXFBQPOT5IF)JUUJUFXBS
DIBSJPUXBTMJHIUBOEFBTZUPNBOFVWFS5IFDIBSJPUIBEUXPXIFFMTBOE
a wooden frame covered with leather and was pulled by two or sometimes
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5IF)JUUJUFTVTFEJSPOJOUIFJSDIBSJPUT BOEUIFZPXFENBOZPGUIFJS
NJMJUBSZWJDUPSJFTUPUIFTLJMMPGUIFJSJSPOXPSLFST"ODJFOUQFPQMFTIBE
MPOHLOPXOUIBUJSPOXBTTUSPOHFSUIBOCSPO[F5IFZBMTPLOFXUIBUJU
DPVMEIPMEBTIBSQFSFEHF)PXFWFS UIFQSPDFTTPGQVSJGZJOHJSPOPSFBOE
XPSLJOHJUJOUPXFBQPOTBOEUPPMTJTDPNQMFY"SPVOE#$ UIF
)JUUJUFTXFSFUIFGJSTUJO4PVUIXFTU"TJBUPXPSLXJUIJSPOBOEIBSEFOJU
JOUPXFBQPOTPGXBS5IFSBXNBUFSJBMTUIFZOFFEFEJSPOPSFBOEXPPE
Reading Check UPNBLFDIBSDPBMXFSFFBTJMZBWBJMBCMFUPUIFNJOUIFNPVOUBJOTPG
Analyze Effects
How did
"OBUPMJB,OPXMFEHFPGJSPOUFDIOPMPHZUSBWFMFEXJEFMZXJUIUIF
environmental )JUUJUFTJOCPUIUIFJSUSBEFBOEDPORVFTUT
features in %FTQJUFJUTNJMJUBSZNJHIU UIFQPXFSGVM)JUUJUF&NQJSFGFMMRVJUF
Anatolia help the
Hittites advance TVEEFOMZBSPVOEUIFZFBS#$"TQBSUPGBHSFBUXBWFPGJOWBTJPOT
technologically? USJCFTBUUBDLFEGSPNUIFOPSUIBOECVSOFEUIF)JUUJUFDBQJUBMDJUZ
Aryans Transform India

Before 2000 BC UIF)JUUJUFTCFHBOFTUBCMJTIJOHUIFNTFMWFTJO"OBUPMJB"U
UIFTBNFUJNF TPNFTDIPMBSTCFMJFWF BOPUIFS*OEP&VSPQFBOQFPQMF UIF
Aryans XIPTFIPNFMBOEXBTQSPCBCMZTPNFXIFSFCFUXFFOUIF$BTQJBO
BOE"SBM4FBT DSPTTFEPWFSUIFOPSUIXFTUNPVOUBJOQBTTFTJOUPUIF*OEVT
3JWFSWBMMFZPG*OEJB0UIFSTDIPMBSTCFMJFWFUIF"SZBOTPSJHJOBUFE
JO*OEJB5IFSFJTOPBSDIBFPMPHJDBMFWJEFODFUPQSPWFFJUIFSIZQPUIFTJT
5IPVHIUIFZMFGUBMNPTUOPBSDIBFPMPHJDBMSFDPSE UIFJSTBDSFEMJUFSBUVSF
the Vedas (7":tEVI[
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MFDUJPOTPGQSBZFST IZNOT JOTUSVDUJPOTGPSQFSGPSNJOHSJUVBMT BOETQFMMT
BOEJODBOUBUJPOT5IFNPTUJNQPSUBOUPGUIFDPMMFDUJPOTJTUIF3JH7FEB
5IF3JH7FEBDPOUBJOT IZNOTUP"SZBOHPET'PSNBOZZFBST OP
XSJUUFOGPSNPGUIF7FEBTFYJTUFE*OTUFBE FMEFSTPGPOFHFOFSBUJPOQBTTFE
POUIJTUSBEJUJPOPSBMMZUPUIFOFYUHFOFSBUJPO
A Caste System Develops "DDPSEJOHUPUIF3JH7FEB BODJFOU*OEJBO
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called these groups castes LBTUT
5IFGPVSWBSOBTBSF
t Brahmins UIFIJHIFTUSBOLJOH BOETNBMMFTUOVNFSJDBMMZ PGUIF
groupspriests and teachers
t warriors and rulers
t USBEFST GBSNFST BOEIFSEFST
t laborers and peasants
84 Module 3
ANALYZE KEY CONCEPTS
The Aryan Caste System

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TIPXOCFMPX
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UFBDIFST
XFSFIJTNPVUIUIFXBSSJPSTBOESVMFSTXFSFIJTBSNTUIFUSBEFST
GBSNFST BOEIFSEFSTXFSFIJTMFHTBOEUIFMBCPSFSTBOEQFBTBOUTXFSFIJTGFFU
MOUTH
Brahmins
(priests and teachers)
ARMS
Kshatriyas
(warriors and rulers)
LEGS
Vaishyas
(traders, farmers, and
herders)
FEET
Shudras
(laborers and
peasants)
Interpret Visuals
Make Inferences Why might the caste of Brahmins (priests
and teachers) have been associated with the mouth?

This painting of Krishna battling with a demon in the form of a snake was created in 1785.
5IFTFHSPVQT PODFGMVJEBOEGMFYJCMF MBUFSCFDBNFNPSFTUSVDUVSFEBOE

CBTFEPOCJSUIJOXBZTTJNJMBSUPUIFHVJMETZTUFNJO&VSPQF
The roles played by the four varnas were alluded to in a passage in the
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"TUJNFXFOUPO UIFGPVSCBTJDDBTUFTHSBEVBMMZHSFXNPSFDPNQMFY
XJUIIVOESFETPGTVCEJWJTJPOT$MBTTJDBMUFYUTNBLFOPNFOUJPOPGIPX
DBTUFJTEFUFSNJOFE)PXFWFS PWFSUJNF TPNFDPNNVOJUJFTEFWFMPQFEB
TZTUFNJOXIJDIQFPQMFXFSFCPSOJOUPUIFJSDBTUF5IFJSDBTUFNFNCFSTIJQ
EFUFSNJOFEUIFXPSLUIFZEJE XIPNUIFZDPVMENBSSZ BOEUIFQFPQMF
XJUIXIPNUIFZDPVMEFBU$MFBOMJOFTTBOEQVSJUZCFDBNFBMMJNQPSUBOU
5IPTFDPOTJEFSFEUIFNPTUJNQVSFCFDBVTFPGUIFJSXPSL CVUDIFST HSBWF
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LOPXOBTiVOUPVDIBCMFT wTJODFFWFOUIFJSUPVDIXBTCFMJFWFEUPFOEBOHFS
UIFSJUVBMQVSJUZPGPUIFST
Aryan Kingdoms Arise 0WFSUIFOFYUGFXDFOUVSJFT "SZBOTFYUFOEFE
UIFJSTFUUMFNFOUTFBTU BMPOHUIF(BOHFTBOE:BNVOB3JWFSWBMMFZT
1SPHSFTTXBTTMPXCFDBVTFPGEJGGJDVMUJFTDMFBSJOHUIFKVOHMFGPSGBSNJOH
5IJTUBTLHSFXFBTJFSXIFOJSPODBNFJOUPVTFJO*OEJBBCPVU#$
8IFOUIF"SZBOTGJSTUFTUBCMJTIFEUIFNTFMWFTJO*OEJB DIJFGTXFSF
FMFDUFECZUIFFOUJSFUSJCF"SPVOE#$ IPXFWFS NJOPSLJOHTXIP
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TUSVHHMFEXJUIPOFBOPUIFSGPSMBOEBOEQPXFS0VUPGUIJTTUSJGFFNFSHFE
BNBKPSLJOHEPN.BHBEIB6OEFSBTFSJFTPGBNCJUJPVTLJOHT .BHBEIB
CFHBOFYQBOEJOHJOUIFTJYUIDFOUVSZ#$CZUBLJOHPWFSTVSSPVOEJOHLJOH
EPNT#ZUIFTFDPOEDFOUVSZ#$ .BHBEIBIBEFYQBOEFETPVUIUPPDDVQZ
BMNPTUBMMPGUIF*OEJBOTVCDPOUJOFOU
86 Module 3
The Mahabharata NBItIVIt#")tSVItUVI
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BOEEJF
He who thinks this Self [eternal spirit] to be a slayer, and he who

thinks this Self to be slain, are both without discernment; the Soul
slays not, neither is it slain. . . . But if you will not wage this lawful
battle, then will you fail your own [caste] law and your honor, and
incur sin. . . . The people will name you with dishonor; and to a man
of fame dishonor is worse than death.
Krishna, speaking in the Bhagavad Gita
Reading Check The violence and confusion of the time led many to speculate about
Make Inferences UIFQMBDFPGUIFHPETBOEIVNBOCFJOHTJOUIFXPSME"TBSFTVMU SFMJHJPO
How were the more
physical forms of work JO*OEJBHSBEVBMMZDIBOHFE/FXSFMJHJPOTXFSFCPSO XIJDIZPVXJMMSFBE
viewed by Aryans? BCPVUJOUIFOFYUGFXMFTTPOT
Lesson 1 Assessment
1. Organize Information What are some 3. Form Opinions What important contributions did the
languages that originated from Indo- Aryans make to the culture and way of life in India in
European roots? terms of religion, literature, and roles in society?
4. Draw Conclusions What made the Hittite chariot an
excellent fighting machine?
5. Analyze Eect What are the advantages and
Indo-European disadvantages of the varna system?
2. Key Terms and People For each key term in the

lesson, write a sentence explaining its significance.

Lesson 2
The Origins of Hinduism
Setting the Stage

The Big Idea Over time, religion in ancient India developed to include
The religion of Hinduism devel- the worship of thousands of different gods. Different
oped and evolved over a long religious practices also led to different ways of living,
time in India, giving rise to a and this made life more complex. This complexity led
variety of beliefs and practices
some people to question the world and their place in it.
as well as other religions, such
as Jainism.
They even questioned the enormous wealth and power
held by the Brahmin priests. Out of this turmoil, new
Why It Matters Now religious ideas arose that have continued to influence
Today almost one billion people millions of people today.
practice Hinduism in India and
other parts of Asia.
Hinduism Evolves over Centuries
Key Terms and People Hinduism is a collection of religious beliefs that developed
reincarnation slowly over a long period of time. Most aspects of the religion
karma can be traced back to ancient times. In a Hindu marriage today,
Jainism
for example, the bride and groom marry in the presence of the
sacred fire as they did centuries ago. The faithful recite daily
verses from the Vedas.
From time to time, scholars have tried to organize the
many popular cults, gods, and traditions into one grand
system of belief. However, Hinduismunlike religions such
as Buddhism, Christianity, or Islamcannot be traced back to
one founder with a single set of ideas.
Origins and Beliefs Hindus share a common worldview.
They see religion as a way of liberating the soul from the illu-
sions, disappointments, and mistakes of everyday existence.
Sometime between 750 and 550 BC, Hindu teachers tried to
interpret and explain the hidden meaning of the Vedic hymns.
The teachers comments were later written down and became
LOPXOBTUIF6QBOJTIBET PPtPAHNtJItTIBIE[

88 Module 3
The Upanishads are written as dialogues, or discussions, between a stu-
dent and a teacher. In the course of the dialogues, the two explore how a
person can achieve liberation from desires and suffering. This is described
as moksha (MOHKtTIBI
BTUBUFPGQFSGFDUVOEFSTUBOEJOHPGBMMUIJOHT5IF
teacher distinguishes between atman, the individual soul of a living being,
and Brahman, the world soul that contains and unites all atmans. Here is
how one teacher explains the unifying spirit ofBrahman:
Thou art woman, Thou art man, Thou art the lad and the maiden
too. Thou art the old man tottering on his staff: Once born thou
comest to be, thy face turned every way! A dark-blue moth art Thou,
green [parrot] with red eyes. Pregnant with lightningseasons, seas:
Thyself beginningless, all things dost Thou pervade. From Thee all
worlds were born.
Svetasvatara Upanishad. IV. 34
Hindus believe that everything in the world is an aspect of Brahman.
Now and Then
Hinduism Today
Hinduism originated on the Indian subcontinent and its earliest traditions date
as far back as 2000 BC. Today, nearly one billion people practice some form of
Hinduism, mostly in South and Southeast Asia.
Explore ONLINE!
Country Hindu Population

India 973.8 million
Nepal 24.2 million
Bangladesh 12.7 million
Indonesia 4.1 million
PAKISTAN NEPAL Pakistan 3.3 million
Sri LankaN 2. 8 million
20
INDIA Malaysia 1.7 million
BANGLADESH
P A C IF IC
OCEAN
N 0
W
R
E ATO
EQU
S MALAYSIA
SRI LANKA
0 500 1,000 mi
INDONESIA
0 500 1,000 km
I ND IA N
OCEA N S
20
80E 100E 120E 140E

Interpret Maps
1. Movement What factors likely contributed to the spread of Hinduism from India into Southeast Asia?
2. Location Why might Bangladesh have a large Hindu population?

When a person understands the relationship between atman and
Brahman, that person achieves perfect understanding (moksha
BOEB
release from life in this world. This understanding does not usually come
in one lifetime. By the process of reincarnation SFCJSUI
BOJOEJWJEVBM
soul or spirit is born again and again until moksha is achieved. A souls
karmagood or bad deedsfollows from one reincarnation to another.
Karma also influences specific life circumstances, such as ones spiritual
or religious tendencies, ones state of health, ones wealth or poverty, and
so on.
Hinduism Changes and Develops Hinduism has gone through many
changes over the last 2,500 years. The world soul, Brahman, was some-
times seen as having the personalities of three gods: Brahma, the creator;
Vishnu, the protector; and Shiva, the destroyer. Vishnu also took on many
forms or personalities, for example, as Krishna, the divine cowherder,
and as Rama, the perfect king. Over the centuries, Brahma gradually
faded into the background, while the many forms of Devi, a great Mother
Goddess, grew in importance.
Hindus today are free to choose the deity they worship or to choose
none at all. Most, however, follow a family tradition that may go back cen-
turies. They are also free to choose among three different paths for achiev-
ing moksha. These are the path of right thinking, the path of right action,
or the path of religious devotion.
Hindu Religious Practices Because Hindu beliefs vary so widely, reli-
gious practices vary as well. Worship can take place anywherein large
elaborate temples, in small village shrines, or at home. At temples, priests
or other spiritual leaders might recite or read portions of the Vedas to
worshipers. Sometimes an image of a god is carried out of the temple and
brought before the people. At home, individual worshipers might offer
food, drink, or gifts to a god. He or she might say special prayers, or medi-
tate, or silently reflect upon the world and its nature.
Vocabulary To help them meditate, some Hindus also practice a series of integrated
integrated blended physical and mental exercises called yoga. The purpose of yoga is to
together or combined
teach people how to focus their bodies and minds, which will aid their
meditation and help them attain moksha.
At some point during their lives, many Hindus desire to make a pilgrim-
age, or religious journey, to a holy location. Among the places considered
sacred by many Hindus is the Ganges River, which is thought to flow
from the feet of Vishnu and over the head of Shiva. Through this contact
with two gods, the rivers waters become holy. As a result, many Hindus
believethat bathing in the Ganges will purify them and remove some of
their bad karma. Huge festivals held in towns along the Ganges each year
attract millions of Hindu pilgrims from around the world.
90 Module 3
Vishnu grew to become a major Hindu god. He is seen here as the whole universe in all its
variety. He is blue, the color of infinity.
Hinduism and Society Hindu ideas about karma and reincarnation tended
to strengthen the caste system. If a person was born as an upper-caste
malea Brahmin, warrior, or merchanthis good fortune was said to
come from good karma earned in a former life. However, a person who
was born as a laborer or an untouchable might be getting the results of
bad deeds in a former life. In the view of many people, the laws of karma
worked with the same certainty as the worlds other natural laws. Good
karma brought good fortune and bad karma resulted in bad fortune. How-
ever, a person of any varna has the possibility of achieving moksha in his or
Reading Check
Make Inferences
her present life.
How might the lack of For many Hindus, caste structure dominated every aspect of their lives.
a single founder result These beliefs determined what one could eat and the way in which one
in Hinduism changing
more over time than ate it, personal cleanliness, the people one could associate with, how one
other religions? dressed, and so on. Today, however, social life is far less rigid.
New Religions Arise

The same period of speculation reflected in the Upanishads also led to the
rise of two other religions: Jainism (JYtOJI[tVIN
BOE#VEEIJTN
Jainism Mahavira, the founder of Jainism, was born about 599 BC and
died in 527 BC. His teachings oppose the religious rituals that most
Hindus of the time emphasized. The Jains thought that ritual was

unnecessary, because people could achieve moksha by giving up all worldly
things and carefully controlling their actions.
Mahavira believed that everything in the universe has a soul and so
should not be harmed. Jain monks carry the doctrine of nonviolence to
its logical conclusion, carefully avoid harming any living creature, from
people to insects. They sweep ants off their path and wear gauze masks
over their mouths to avoid breathing in an insect accidentally. In keeping
with this nonviolence, followers of Jainism looked for occupations that
would not harm any creature. So they have a tradition of working in trade
and commerce. Jains are usually vegetarians, refusing to eat meat from
any animal.
In addition to renouncing violence, Jains promise to tell only the truth
and to avoid stealing. They strive to eliminate greed, anger, prejudice, and
gossip from their lives. Any of these things, they believe, can prevent a
person from achieving moksha.
The most devout of Jains give up all of their possessions and become
monks or nuns. They live outdoors, seeking shelter only during the rainy
Vocabulary season. Jainism calls upon those who are not monks to periodically fast,
fast to eat very little especially during festivals and on holy days, and to limit their worldly
possessions.
The Jains view of other religions is much the same as the Hindu view.
Jains have traditionally preached tolerance of all religions. As a result,
they have made few efforts to convert followers of other faiths. Because
of this tolerance, Jains have not sent out missionaries. So, almost all of
Reading Check the nearly five million Jains in the world today live in India. In the next
Synthesize How far
might the Jain respect lesson, you will learn about a more widespread religion in Asia that also
for life extend? developed from the beliefs of the Vedic Age, Buddhism.
Lesson 2 Assessment
1. Organize Information Create a two-column graphic 2. Key Terms and People For each key term or person in
organizer similar to the one shown and fill it in with the lesson, write a sentence explaining its significance.
key principles of Hinduism and Jainism. What prin- 3. Make Inferences How might the belief in reincarna-
ciples do the two religions share? tion provide a form of social control?
4. Compare How are the Vedas and the Upanishads
Hinduism Jainism
similar?
1. 1.
2. 2. 5. Make Inferences Look at the image of and caption for
3. 3. Vishnu in this lesson. Why might the color blue repre-
sent infinity?
92 Module 3
Lesson 3
The Origins of Buddhism
Setting the Stage

The Big Idea In addition to Hinduism, another of the worlds major
Buddhism, which teaches religions developed in ancient India. That religion
people that they can escape was Buddhism. Unlike Hinduism, which evolved over
the suffering of the world thousands of years, Buddhism can be traced back to the
through the Buddhas teachings,
teachings of a single founder, Siddhartha Gautama, also
developed in India and spread
to other parts of Asia and
called Buddha.
the world.
Why It Matters Now

The Buddha Seeks Enlightenment
Buddhism developed out of the same period of religious
Today roughly 7% of the worlds
population practice Buddhism.
questioning that shaped modern Hinduism and Jainism. The
The spread of Buddhism has GPVOEFSPG#VEEIJTN 4JEEIBSUIB(BVUBNB TJIEtDAHRtUVI
had a profound influence on a GOWtUVItNVI
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variety of societies throughout ,BQJMBWBTUV JOUIFGPPUIJMMTPGUIF)JNBMBZBTJO/FQBM
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Key Terms and People
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Siddhartha Gautama
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enlightenment
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GBUIFSJTPMBUFEIJNJOIJTQBMBDF4FQBSBUFEGSPNUIFXPSME
Siddhartha married and had a son.
Siddharthas Quest Siddhartha never
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self. Siddhartha understood these events
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a religious life offers a refuge from this
JOFWJUBCMFTVGGFSJOH4JEEIBSUIBEFDJEFE
to spend his life searching for religious
truth and an end to lifes suffering. So, soon
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palace.
Buddhist scroll painted in Japan in the 1100s

BIOGRAPHY
Siddhartha Gautama
(c. 563483 BC)
According to Buddhist tradition, Siddhartha
Gautamas mother had dreamt of a beautiful
elephant that was bright as silver. When asked to
interpret the dream, Brahmin priests declared that
the child to be born would either be a great
monarch or a Buddha (an enlightened one).
Tradition also relates that at Gautamas birth,
he exhibited the signs of a child destined for
greatness. There were 32 such signs, including of hair between his eyebrows, and a thousand-
golden-tinged skin, webbed fingers and toes, a spoked wheel on each foot. Some images of the
knob on the top of his skull, a long tongue, a tuft Buddha display these traits.
4JEEIBSUIBXBOEFSFEUISPVHIUIFGPSFTUTPG*OEJBGPSTJYZFBSTTFFLJOH
enlightenment PSXJTEPN)FUSJFENBOZXBZTPGSFBDIJOHBOFOMJHIU-
FOFETUBUF)FGJSTUEFCBUFEXJUIPUIFSSFMJHJPVTTFFLFST5IFOIFGBTUFE
FBUJOHPOMZTJYHSBJOTPGSJDFBEBZ:FUOPOFPGUIFTFNFUIPETCSPVHIUIJN
Reading Check UPUIFUSVUI BOEIFDPOUJOVFEUPTVGGFS'JOBMMZ IFTBUJONFEJUBUJPOVOEFS
Summarize BMBSHFGJHUSFF"GUFSEBZTPGNFEJUBUJPO IFBDIJFWFEBOVOEFSTUBOEJOH
How did Siddhartha
Gautama become PGUIFDBVTFPGTVGGFSJOHJOUIJTXPSME'SPNUIFOPO IFXBTLOPXOBTUIF
theBuddha? Buddha, meaning the enlightened one.
The Teachings of Buddhism

"GUFSIFBDIJFWFEFOMJHIUFONFOU UIF#VEEIBTFUPVUUPTQSFBEXIBUIF
IBEMFBSOFEUPPUIFSQFPQMF)JTMFTTPOTCFDBNFUIFCBTJDUFBDIJOHTPG
Buddhism.
Origins and Beliefs The Buddha preached his first sermon to five com-
QBOJPOTXIPIBEBDDPNQBOJFEIJNPOIJTXBOEFSJOHT5IBUGJSTUTFSNPO
CFDBNFBMBOENBSLJOUIFIJTUPSZPGUIFXPSMETSFMJHJPOT*OJU IFMBJEPVU
the four main ideas that he had come to understand in his enlightenment.
)FDBMMFEUIPTFJEFBTUIF'PVS/PCMF5SVUIT
The Four Noble Truths

First Noble Truth Life is filled with suffering and sorrow.
The cause of all suffering is peoples selfish desire for the temporary pleasures of this
Second Noble Truth
world.
Third Noble Truth The way to end all suffering is to end all desires.
The way to overcome such desires and attain enlightenment is to follow the Eightfold
Fourth Noble Truth
Path, which is called the Middle Way between desires and self-denial.
94 Module 3
5IF&JHIUGPME1BUI BHVJEFUPCFIBWJPS XBTMJLFBTUBJSDBTF'PSUIF
#VEEIB UIPTFXIPXFSFTFFLJOHFOMJHIUFONFOUIBEUPNBTUFSPOFTUFQBU
BUJNF.PTUPGUFO UIJTNBTUFSZXPVMEPDDVSPWFSNBOZMJGFUJNFT)FSFJT
IPXIFEFTDSJCFEUIF.JEEMF8BZBOEJUT&JHIUGPME1BUI
What is the Middle Way? . . . It is the Noble Eightfold PathRight

Views, Right Resolve, Right Speech, Right Conduct, Right Livelihood,
Right Effort, Right Mindfulness, and Right Concentration. This is
the Middle Way.
Buddha, from Samyutta Nikaya
#ZGPMMPXJOHUIF&JHIUGPME1BUI BOZPOFDPVMESFBDInirvana, the Buddhas

XPSEGPSSFMFBTFGSPNTFMGJTIOFTTBOEQBJO
As in Hinduism, the Buddha accepted the idea of reincarnation. He also
BDDFQUFEBDZDMJDBM PSSFQFUJUJWF WJFXPGIJTUPSZ XIFSFUIFXPSMEJTDSF-
BUFEBOEEFTUSPZFEPWFSBOEPWFSBHBJO)PXFWFS UIF#VEEIBSFKFDUFEUIF
NBOZHPETPG)JOEVJTN*OTUFBE IFUBVHIUBXBZPGFOMJHIUFONFOU-JLF
NBOZPGIJTUJNF UIF#VEEIBSFBDUFEBHBJOTUUIFQSJWJMFHFTPGUIF#SBI-
NJOQSJFTUT BOEUIVTIFSFKFDUFEUIFDBTUFTZTUFN5IFGJOBMHPBMTPGCPUI
religionsmoksha for Hindus and nirvana for Buddhistsare similar.
#PUIJOWPMWFBQFSGFDUTUBUFPGVOEFSTUBOEJOHBOEBCSFBLGSPNUIFDIBJO
of reincarnations.
The Religious Community 5IFGJWFEJTDJQMFTXIPIFBSEUIF#VEEIBTGJSTU
TFSNPOXFSFUIFGJSTUNPOLTBENJUUFEUPUIFsangha, or Buddhist religious
order. At first, the sangha XBTBDPNNVOJUZPG#VEEIJTUNPOLTBOEOVOT
)PXFWFS sangha FWFOUVBMMZSFGFSSFEUPUIFFOUJSFSFMJHJPVTDPNNVOJUZ*U
JODMVEFE#VEEIJTUMBJUZ UIPTFXIPIBEOUEFWPUFEUIFJSFOUJSFMJWFTUP
SFMJHJPO
5IFSFMJHJPVTDPNNVOJUZ UPHFUIFSXJUIUIF#VEEIBBOEUIF
dharma #VEEIJTUEPDUSJOFPSUFBDIJOHT
NBLFVQUIFi5ISFF+FXFMTw
of Buddhism.
Buddhist tradition says that just before he died,

the Buddha lay on his right side between two
trees. This reclining Buddha is made of bronze.

Buddhist monks view a temple at Angkor Wat in Cambodia.
Buddhism and Society #FDBVTFPGIJTSFKFDUJPOPGUIFDBTUFTZTUFN NBOZ

PGUIF#VEEIBTFBSMZGPMMPXFSTJODMVEFEMBCPSFSTBOEDSBGUTQFPQMF)FBMTP
HBJOFEBMBSHFGPMMPXJOHJOOPSUIFBTU*OEJB XIFSFUIF"SZBOTIBEMFTT
JOGMVFODF5IF#VEEIBSFMVDUBOUMZBENJUUFEXPNFOUPSFMJHJPVTPSEFST
)FGFBSFE IPXFWFS UIBUXPNFOTQSFTFODFXPVMEEJTUSBDUNFOGSPNUIFJS
religious duties.
.POLTBOEOVOTUPPLWPXT TPMFNOQSPNJTFT
UPMJWFBMJGFPGQPWFSUZ UP
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JOHUIF#VEEIBTUFBDIJOHT.JTTJPOBSJFTDBSSJFEPOMZBCFHHJOHCPXM
UPSFDFJWFEBJMZDIBSJUZPGGFSJOHTGSPNQFPQMF%VSJOHUIFSBJOZTFBTPO
UIFZSFUSFBUFEUPDBWFTIJHIVQJOUIFIJMMTJEFT(SBEVBMMZ UIFTFTFBTPOBM
SFUSFBUTCFDBNFQFSNBOFOUNPOBTUFSJFTTPNFGPSNFO PUIFSTGPS
XPNFO0OFNPOBTUFSZ /BMBOEB EFWFMPQFEJOUPBHSFBUVOJWFSTJUZUIBU
also attracted non-Buddhists.
5IFUFBDIJOHTPGUIF#VEEIBXFSFXSJUUFOEPXOTIPSUMZBGUFSIJTEFBUI
Reading Check #VEEIJTUTBDSFEMJUFSBUVSFBMTPJODMVEFTDPNNFOUBSJFT SVMFTBCPVUNPOBT-
Compare UJDMJGF NBOVBMTPOIPXUPNFEJUBUF BOEMFHFOETBCPVUUIF#VEEIBTQSFWJ-
In what ways are
Buddhism and ous reincarnations (the Jatakas
5IJTTBDSFEMJUFSBUVSFXBTGJSTUXSJUUFO
Hinduism similar? EPXOJOUIFGJSTUDFOUVSZ#$
The Development of Buddhism

%VSJOHUIFDFOUVSJFTGPMMPXJOHUIF#VEEIBTEFBUI NJTTJPOBSJFTXFSFBCMF
UPTQSFBEIJTGBJUIPWFSMBSHFQBSUTPG"TJB#VEEIJTUNJTTJPOBSJFTXFOUUP
4SJ-BOLBBOE4PVUIFBTU"TJBJOUIFUIJSEDFOUVSZ#$#VEEIJTUJEFBTBMTP
96 Module 3
USBWFMFEBMPOH$FOUSBM"TJBOUSBEFSPVUFTUP$IJOB)PXFWFS #VEEIJTN
OFWFSHBJOFEBTJHOJGJDBOUGPPUIPMEJO*OEJB UIFDPVOUSZPGJUTPSJHJO
Buddhism in India 4FWFSBMUIFPSJFTFYJTUBCPVU#VEEIJTNTHSBEVBMEJT-
BQQFBSBODFJO*OEJB0OFUIFPSZTUBUFTUIBU)JOEVJTNTJNQMZBCTPSCFE
#VEEIJTN5IFUXPSFMJHJPOTDPOTUBOUMZJOGMVFODFEFBDIPUIFS0WFSUJNF
UIF#VEEIBDBNFUPCFJEFOUJGJFECZ)JOEVTBTPOFPGUIFUFOJODBSOBUJPOT
SFBQQFBSBODFTPO&BSUI
PGUIFHPE7JTIOV)JOEVT UIFSFGPSF GFMUOP
need to convert to Buddhism.
/POFUIFMFTT EFTQJUFUIFTNBMMOVNCFSPG#VEEIJTUTJO*OEJB UIFSFHJPO
Vocabulary IBTBMXBZTCFFOBOJNQPSUBOUQMBDFPGQJMHSJNBHFTGPS#VEEIJTUT5PEBZ
pilgrimages travels BTUIFZIBWFGPSDFOUVSJFT #VEEIJTUQJMHSJNTGMPDLUPWJTJUTQPUTBTTPDJBUFE
to holy places
XJUIUIF#VEEIBTMJGF5IFTFTJUFTJODMVEFIJTCJSUIQMBDFBU,BQJMBWBTUV
UIFGJHUSFFOFBS(BZB BOEUIFTJUFPGIJTGJSTUTFSNPOOFBS7BSBOBTJ
Buddhists also visit the stupas, or sacred mounds, that are said to contain
IJTSFMJDT5IFQJMHSJNTDJSDMFBSPVOEUIFTBDSFEPCKFDUPSTBODUVBSZ NPW-
JOHJOBDMPDLXJTFEJSFDUJPO5IFZBMTPMJFGBDFEPXOPOUIFHSPVOEBTB
TJHOPGIVNJMJUZBOEMFBWFGMPXFST5IFTFUISFFBDUJPOTBSFJNQPSUBOUSJUV-
BMTJO#VEEIJTUXPSTIJQ
Divisions of Buddhism After the Buddhas death, differing opinions arose
DPODFSOJOHUIFDPSSFDUUFBDIJOHTBOEQSBDUJDFTPG#VEEIJTN&WFOUVBMMZ
UISFFNBJOUSBEJUJPOTGPSNFE5IFSBWBEB .BIBZBOB BOE5JCFUBO
#VEEIJTN&BDITFDUCFMJFWFEUIBUJUTUFBDIJOHTBOEQSBDUJDFTNPTUDMPTFMZ
GPMMPXFEUIFXBZPGUIF#VEEIB
5IFSBWBEB NFBOJOHUIF8BZPGUIF&MEFST JTUIFPMEFTUPGUIF#VEEIJTU
USBEJUJPOT*UJTCBTFEPOUIFPMEFTULOPXO#VEEIJTUXSJUJOHT5IFTFXSJU-
JOHTBSFDPMMFDUJWFMZDBMMFEUIF1BMJ$BOPO CFDBVTFUIFZXFSFXSJUUFOJO
UIF1BMJMBOHVBHF5IFSBWBEBUFBDIFTUIBUUIFCFTUXBZUPBUUBJOOJSWBOB
JTUPCFDPNFBNPOLPSBOVOBOETQFOEBMMPGPOFTUJNFJONFEJUBUJPO
5ISPVHIUIJTNFEJUBUJPO FBDIQFSTPONVTUGJOEIJTPSIFSPXOQBUIUP
FOMJHIUFONFOU"TBSFTVMU 5IFSBWBEBJTWFSZNVDIBOJOEJWJEVBMSFMJHJPO
5IPTFXIPEPOPUCFDPNFNPOLTPSOVOTTIPVMETVQQPSUUIPTFXIPEP
QSPWJEJOHUIFNXJUIGPPEBOEDBSJOHGPSUFNQMFT
*ODPOUSBTU .BIBZBOBUFBDIFTUIBUQFPQMFDBOIFMQFBDIPUIFSGJOE
FOMJHIUFONFOU5IJTUSBEJUJPOJODPSQPSBUFTUFBDIJOHTGSPNUFYUTUIBU
XFSFXSJUUFOBGUFSUIF#VEEIBTMJGFUJNF"DDPSEJOHUPUIFTFUFBDIJOHT
Now and Then
Buddhism in the West

Throughout the 20th century, large numbers of Since the 1950s, many non-Asians who were
Asians have immigrated to the West, particularly to dissatisfied with the religions of the West have
North America. Many of them brought Buddhism turned to Buddhism for insight into lifes meaning.
with them. Today, Buddhist temples are a common Today, Buddhism can claim about one million
feature of many large cities in the West. Asian and non-Asian believers in North America.

JUJTOPUOFDFTTBSZUPCFBNPOLPSBOVOUPSFBDIOJSWBOB"OZPOFDBOEP
JU XJUITPNFIFMQ5IBUIFMQJTQSPWJEFECZCPEIJTBUUWBT QFPQMFXIPIBWF
GPVOEFOMJHIUFONFOUCVUIBWFOPUZFUQBTTFEPOUPOJSWBOB*OTUFBE UIFZ
IBWFSFNBJOFEPO&BSUIUPIFMQPUIFSTGJOEUIFJSXBZ#FDBVTFPGUIFJS
XJTEPNBOEDPNQBTTJPO CPEIJTBUUWBTBSFXPSTIJQFECZTPNF.BIBZBOB
Buddhists.
5IFUIJSE#VEEIJTUUSBEJUJPO 5JCFUBO#VEEIJTN TIBSFTNBOZUFBDI-
JOHTXJUI.BIBZBOB*OBEEJUJPOUPUIFTFUFBDIJOHT IPXFWFS 5JCFUBO
#VEEIJTUTCFMJFWFUIBUUIFZDBOVTFTQFDJBMUFDIOJRVFTUPIBSOFTTTQJSJUVBM
FOFSHZBOEBDIJFWFOJSWBOBJOBTJOHMFMJGFUJNF
Trade and the Spread of Buddhism "TJNQPSUBOUBTNJTTJPOBSJFTXFSF
UPUIFTQSFBEPG#VEEIJTN USBEFSTQMBZFEBOFWFONPSFDSVDJBMSPMFJOUIJT
QSPDFTT"MPOHXJUIUIFJSQSPEVDUT USBEFSTDBSSJFE#VEEIJTNCFZPOE*OEJB
UP4SJ-BOLB#VEEIJTUSFMJHJPOXBTBMTPCSPVHIUTPVUIFBTUBMPOHUSBEF
SPVUFTUP#VSNB 5IBJMBOE BOEUIFJTMBOEPG4VNBUSB-JLFXJTF #VEEIJTN
GPMMPXFEUIF$FOUSBM"TJBOUSBEFSPVUFT DBMMFEUIF4JML3PBET BMMUIFXBZ
UP$IJOB'SPN$IJOB #VEEIJTNTQSFBEUP,PSFBBOEGSPN,PSFBUP
Japan. As Buddhism encountered other religious traditions outside of
*OEJB JUDPOUJOVFEUPDIBOHFBOEEFWFMPQ#FDBVTFPGUIJTCMFOEJOH WBSJ-
PVTTNBMMFSUSBEJUJPOTEFWFMPQFEXJUIJO5IFSBWBEBBOE.BIBZBOB'PS
FYBNQMF BCSBODIPG.BIBZBOBLOPXOBT;FOUIBUFNQIBTJ[FETFMGEJTDJ-
QMJOFBOENFEJUBUJPOEFWFMPQFEJO$IJOBBOETQSFBEUP+BQBO
5IFNPWFNFOUPGUSBEFUIVTTVDDFFEFEJONBLJOH#VEEIJTNUIFNPTU
XJEFTQSFBESFMJHJPOPG&BTU"TJB5ISPVHIPVUIVNBOIJTUPSZ USBEFIBT
CFFOBQPXFSGVMGPSDFGPSUIFTQSFBEPGJEFBT+VTUBTUSBEFTQSFBE
Reading Check Buddhism in East Asia, it helped spread cultural influences in another
Find Main Ideas
How did Buddhism NBKPSSFHJPOPGUIFXPSMEUIF.FEJUFSSBOFBOCBTJO BTZPVXJMMMFBSO
spread through Asia? JOUIFOFYUMFTTPO
Lesson 3 Assessment
1. Organize Information Use a graphic organizer like the 3. Evaluate How did the experiences of Siddhartha
one below to take notes on the history of Buddhism. Gautama influence his religious and ethical beliefs?
Origins
4. Contrast How do the three main traditions of
Buddhism differ in their approach to enlightenment?
5. Analyze Eects Why did Buddhism grow and change
Teachings as it spread out of India into other parts of Asia?
Spread
2. Key Terms and People For each key term or person in

the lesson, write a sentence explaining its significance.
98 Module 3
Lesson 4
Seafaring Traders
Setting the Stage

The Big Idea Buddhism spread to Southeast Asia and to East Asia
Trading societies extended the mainly through Buddhist traders. In the Mediterranean,
development of civilizations the same process took place: traders in the region
beyond the Fertile Crescent carried many new ideas from one society to another.
region.
They carried new ways of writing, of governing, and of
Why It Matters Now worshiping their gods.
Traders spread knowledge of
reading and writing, including Minoans Trade in the Mediterranean
an ancient form of the alphabet
A powerful seafaring people, the Minoans NJItNOHtVIO[

that we use today.
dominated trade in the eastern Mediterranean from about
Key Terms and People 2000 to 1400 BC. They lived on Crete, a large island on the
Minoans southern edge of the Aegean Sea FFtJEEtVIO
5IF.JOPBOT
Aegean Sea produced some of the finest painted pottery of the time. They
Knossos traded that pottery, along with swords, figurines, and vessels
King Minos of precious metals, over a large area.
Phoenicians
Along with their goods, Minoans also exported their art and
culture. These included a unique architecture, burial customs,
and religious rituals. Minoan culture had a major influence
on Greece, for example. Trading turned Crete into a stepping
stone for cultural exchange throughout the Mediterranean
world.
Unearthing a Brilliant Civilization Archaeologists in the late
19th and early 20th centuries excavated Knossos, the Minoan
capital city. There, they found the remains of an advanced and
thriving culture. It must have been a peaceful one as well, since
Minoan cities did not seem to need fortifications to protect
UIFN5IFBSDIBFPMPHJTUTOBNFEUIFDJWJMJ[BUJPOUIFZGPVOEJO
Crete Minoa after King Minos (MYtOVIT
"DDPSEJOHUPMFHFOE
Minos was a king who owned a half-human, half-bull mon-
ster called the Minotaur (MIHNtVItUBXS
)FLFQUUIFNPOTUFS
MPDLFEJOTJEFBMBCZSJOUI BDPNQMJDBUFENB[FGSPNXIJDIOP
one could escape.
The excavation of Knossos and its painted walls produced
much information about Minoans. The wall paintings,
as well as the official seals and vases, show the Minoans as

SOCIAL HISTORY
BULL LEAPERS OF KNOSSOS

The wall painting captures the death-defying
jump of a Minoan bull leaper in mid-flight.
Many works of Minoan art show young men
performing incredible acrobatic leaps over the
horns of angry bulls. In one case, the gymnast
jumps over the bulls horns, makes a somersault
off its back, and lands behind its tail.
In another gymnastic feat, some team
members hang on to the horns of a bull, using
their bodies to cushion its horns and to force its
head low, while another team member jumps
over its back.
What was the reason for this bull leaping? Was
it a sport? Just a fun activity? An initiation
for young warriors? Or a religious ritual? Most
likely it was all of these things.
graceful, athletic people who loved nature and beautiful objects. They also
enjoyed sports such as boxing, wrestling, and bull leaping.
Many Minoan artworks depict women and their role in religious cer-
emonies. The art suggests that women held a higher rank than in most
neighboring cultures. A great Mother Earth Goddess seems to have ruled
over the other gods of Crete. Also, priestesses took charge of some shrines,
aided by male assistants.
Some scholars suggest that the Egyptians, through trade, may have
influenced Minoan culture. For example, some Minoan religious rites, such
as rituals involving bulls, were similar to those of the Egyptians. Also, the
Minoan system of writing was influenced by Egyptian hieroglyphics. The
Minoans even may have adopted foods, such as dates and pomegranates,
from the Egyptians.
Minoan Cultures Mysterious End 5IF.JOPBODJWJMJ[BUJPOGJOBMMZFOEFE
about 1200 BC. The reasons for its end are unclear. Could it have been the
result of some natural disaster? Did the island become overpopulated? Or
was it overrun by invaders?
5IFDJWJMJ[BUJPOIBEXJUITUPPEQSFWJPVTEJTBTUFST*OBCPVU#$ B
great disaster, perhaps an earthquake, destroyed most Minoan towns and
DJUJFT5IF.JOPBOTSFCVJMUUIFDJUJFTXJUIFRVBMSJDIOFTT5IFOJO#$
a series of earthquakes rocked Crete. The quakes were followed by a violent
volcanic eruption on the neighboring island of Thera. Imagine the shaking
of the earth, the fiery volcanic blast, then a huge tidal wave, and finally a
rain of white volcanic ash.
5IFEJTBTUFSPGBC was a blow from which the Minoans never fully
recovered. This time, the Minoans had trouble rebuilding their cities.
/POFUIFMFTT .JOPBODJWJMJ[BUJPOEJEMJOHFSPOGPSBMNPTUZFBST"GUFS
100 Module 3
Reading Check that, invaders from Greece may have taken advantage of their weakened
Summarize What condition to destroy them. Some Minoans fled to the mountains to escape
adjectives might
describe Minoan the ruin of the kingdom. Cretes influence as a major sea power and cul-
civilization? tural force was over.
Phoenicians Spread Trade and Civilization

About 1100 BC, after Cretes decline, the most powerful traders along the
Mediterranean were the Phoenicians GJItNEESHtVIO[
1IPFOJDJBXBT
NBJOMZUIFBSFBOPXLOPXOBT-FCBOPO1IPFOJDJBOTOFWFSVOJUFEJOUP
a country. Instead, they founded a number of wealthy city-states around
the Mediterranean that sometimes competed with one another. The
GJSTUDJUJFTJO1IPFOJDJB TVDIBT#ZCMPT 5ZSF BOE4JEPO XFSFJNQPSUBOU
tradingcenters.
5IF1IPFOJDJBOTXFSFSFNBSLBCMFTIJQCVJMEFSTBOETFBGBSFST5IFZXFSF
the first Mediterranean people to venture beyond the Strait of Gibraltar.
4PNFTDIPMBSTCFMJFWFUIBUUIF1IPFOJDJBOTUSBEFEGPSUJOXJUIJOIBCJUBOUT
of the southern coast of Britain. Some evidence exists for an even more
remarkable featsailing around the continent of Africa by way of the Red
Sea and back through the Strait of Gibraltar. Such a trip was not repeated
BHBJOGPS ZFBST5IF(SFFLIJTUPSJBO)FSPEPUVT IJItRAHD tVItUVIT

relates the feat:
The Phoenicians set out from the Red Sea and sailed the southern
sea [the Indian Ocean]; whenever autumn came they would put in
and sow the land, to whatever part of Libya [Africa] they might
come, and there await the harvest; then, having gathered in the crop,
they sailed on, so that after two years had passed, it was in the third
that they rounded the Pillars of Heracles [Strait of Gibraltar] and
came to Egypt. There they said (what some may believe, though I do
not) that in sailing round Libya they had the sun on their right hand
[in reverse position].
Herodotus, in History, Book IV (fifth century BC)
Commercial Outposts Around the Mediterranean 5IF1IPFOJDJBOT

most important city-states in the eastern Mediterranean were Sidon
and Tyre, both known for their production of red-purple dye, and
#ZCMPT BUSBEJOHDFOUFSGPSQBQZSVT1IPFOJDJBOTCVJMUDPMPOJFTBMPOH
the northern coast of Africa and the coasts of Sicily, Sardinia, and
4QBJO5IFDPMPOJFTXFSFBCPVUNJMFTBQBSUBCPVUUIFEJTUBODF
By 700 BC, Phoenician trading
B1IPFOJDJBOTIJQDPVMETBJMJOBEBZ5IFHSFBUFTU1IPFOJDJBODPMPOZ
ships included long steering was at Carthage (KAHRtUIJIK
JO/PSUI"GSJDB4FUUMFSTGSPN5ZSFGPVOEFE
oars and a single sail. Carthage in about 814 BC.
5IF1IPFOJDJBOTUSBEFEHPPETUIFZHPUGSPNPUIFSMBOETXJOF XFBQ-
ons, precious metals, ivory, and slaves. They also were known as superb
craftspeople who worked in wood, metal, glass, and ivory. Their red-purple
dye was produced from the murex, a kind of snail that lived in the waters
off Sidon and Tyre. One snail, when left to rot, produced just a drop or two

of a liquid of a deep red-purple color. Some 60,000 snails
AlphabetsAncient and Modern
were needed to produce one pound of dye, which only
Phoenician Greek English royalty could afford.
Phoenicias Great Legacy: The Alphabet As merchants,
UIF1IPFOJDJBOTOFFEFEBXBZPGSFDPSEJOHUSBOTBDUJPOT
DMFBSMZBOERVJDLMZ4PUIF1IPFOJDJBOTEFWFMPQFEBXSJU-
ing system that used symbols to represent sounds. The
1IPFOJDJBOTZTUFNXBTQIPOFUJDUIBUJT POFTJHOXBT
used for one sound. In fact, the word alphabet comes
EJSFDUMZGSPNUIFGJSTUUXPMFUUFSTPGUIF1IPFOJDJBOBMQIB-
bet: aleph and beth. As they traveled around the Mediter-
SBOFBO UIF1IPFOJDJBOTJOUSPEVDFEUIJTXSJUJOHTZTUFNUP
their trading partners. The Greeks, for example, adopted
UIF1IPFOJDJBOBMQIBCFUBOEDIBOHFEUIFGPSNPGTPNFPG
the letters.
'FXFYBNQMFTPG1IPFOJDJBOXSJUJOHFYJTU.PTU
writings were on papyrus, which crumbled over time.
)PXFWFS UIF1IPFOJDJBODPOUSJCVUJPOUPUIFXPSMEXBT
enormous. With a simplified alphabet, learning was now
accessible to morepeople.
1IPFOJDJBOUSBEFXBTVQTFUXIFOUIFJSFBTUFSODJUJFT
were captured by Assyrians in 842 BC. However, these
defeats encouraged exiles to set up city-states like Car-
UIBHFUPUIFXFTU5IF1IPFOJDJBOIPNFMBOEMBUFSDBNF
Interpret Charts
1. Compare Which letters show the most
similarity across the three alphabets?
2. Make Inferences Why might one
language have fewer letters in its
alphabet than another?
Phoenician inscription from a sarcophagus.
102 Module 3
History in Depth
Phoenician Trade
Phoenicia was located in a great spot for trade because it lay along well-traveled
routes between Egypt and Asia. However, the Phoenicians did more than just trade
with merchants who happened to pass through their region. The Phoenicians
became expert sailors and went looking for opportunities to make money.
Merchant Ships Phoenician sailors developed the round boat, a ship that was very
wide and had a rounded bottom. This shape created a large space for cargo.
Foreigners wanted
cedar, an aromatic
wood that grew in
Phoenicia.
Phoenician ships
often were decorated
with horse heads.
This wicker fence runs

around the outer edge
of the upper deck.
These pottery jars with pointed

bottoms are called amphorae.
They held oil or wine.
The most desired Phoenician trade item

was dyed red-purple cloth.
Interpret Visuals
1. Draw Conclusions Why would traders find it helpful to tow the
cedar logs instead of storing them inside the ship?
2. Make Inferences What purpose does the wicker fence serve?

Reading Check VOEFSUIFDPOUSPMPGUIF#BCZMPOJBOTBOEPGUIF1FSTJBO&NQJSFPG,JOH
Summarize What
were the Phoenicians
Cyrus I. One of their most lasting contributions remains the spread of the
most significant alphabet.
achievements?
Ancient Trade Routes
Trading in ancient times also connected the Mediterranean Sea with other
centers of world commerce, such as South and East Asia. Several land
routes crossed Central Asia and connected to India through Afghanistan.
5XPTFBSPVUFTCFHBOCZDSPTTJOHUIF"SBCJBO4FBUPQPSUTPOUIF1FSTJBO
Gulf and the Red Sea. From there, traders either went over land to Egypt,
Syria, and Mediterranean countries, or they continued to sail up the Red
Vocabulary Sea. To cross the Arabian Sea, sailors learned to make use of the monsoon
monsoon a wind winds. These winds blow from the southwest during the hot months and
that affects climate by
changing direction in from the northeast during the coolseason.
certain seasons To widen the variety of their exports, Indian traders used other
monsoon winds to travel to Southeast Asia and Indonesia. Once there,
they obtained spices and other products not native to India.
Though traveling was difficult in ancient times, trading networks like
UIPTFPGUIF1IPFOJDJBOTFOTVSFEUIFFYDIBOHFPGQSPEVDUTBOEJOGPSNB-
tion. Along with their goods, traders carried ideas, art, ways of living, and
SFMJHJPVTCFMJFGT5IFXPSTIJQPGHPETBOEHPEEFTTFTJO1IPFOJDJBOUFNQMFT
for example, influenced and was influenced by other cultures, and varied
among the city-states. Traders helped with the process of cultural diffu-
Reading Check
Summarize sion as well as with moving merchandise.
How did ancient 1IPFOJDJBOUSBEFSTNBEFDSVDJBMDPOUSJCVUJPOTUPXPSMEDJWJMJ[BUJPO
trade routes in the At the same time, another eastern Mediterranean people, the Jews, were
Mediterranean and
Asia impact world DSFBUJOHBSFMJHJPVTUSBEJUJPOUIBUIBTMBTUFENPSFUIBO ZFBST5IJTJT
civilizations? discussed in the next lesson.
Lesson 4 Assessment
1. Organize Information Which Minoan and Phoenician 3. Make Inferences What might have caused the col-
achievements were the most important? Why? lapse of Minoan culture?
4. Compare What were some similarities between the
Minoan Phoenician Minoans and Phoenicians in terms of geographic loca-
1. 1. tion, trade, and the sustainability of their cultures?
2. 2.
3. 3. 5. Analyze Primary Sources Go back to Herodotuss
account of a voyage around Africa on page 101. What
words show his doubt? Why was he doubtful?
2. Key Terms and People For each key term or person in
the lesson, write a sentence explaining its significance.
104 Module 3
Lesson 5
The Origins of Judaism
Setting the Stage

The Big Idea The Phoenicians lived in a region at the eastern end
The Israelites maintained of the Mediterranean Sea that was called Canaan
monotheistic religious beliefs (,":tnuhn). The Phoenicians were not the only ancient
that were unique in the ancient people to live in the area; for example, the Philistines
world.
were another people who lived in the region. Canaan
Why It Matters Now was also the ancient home of the Israelites, later called
From this tradition, Judaism, the the Jews, in this area. Their history, legends, and moral
religion of the Jews, evolved. laws are a major influence on Western culture, and they
Judaism is one of the worlds began a tradition also shared by Christianity and Islam.
major religions.
Key Terms and People The Search for a Promised Land

Canaan Ancient Canaans location made it a cultural crossroads of the
Torah ancient world. By land, it connected Asia and Africa and two
Abraham great empires, both eager to expand. To the east lay Assyria
monotheism
and Babylonia and to the west Egypt. Its seaports opened
covenant
Moses
onto the two most important waterways of that time: the
Israel Mediterranean and the Red Seas. The Israelites settled in
Judah Canaan, which lay between the Jordan River and the Mediter-
tribute ranean Sea. In fact, the Israelites often used the word Canaan
to refer to all of ancient Canaan. According to the Hebrew
Bible, Canaan was the land God had promised to the Israelites.
From Ur to Egypt Most of what we know about the early
history of the Israelites is contained in the first five books of
the Hebrew Bible. Jews call these books the Torah (TAWRtVI

and consider them the most sacred writings in their tradition.
Christians respect them as part of the Old Testament.
In the Torah, God chose Abraham (AYtCSVItIBN
UPCF
the father of the Jewish people. Abraham was a shepherd
who lived in the city of Ur, in Mesopotamia. The book of

Genesis tells that God commanded him to move his people to Canaan.
Around 1800 BC, Abraham, his family, and their herds made their way to
Canaan. Then, around 1650 BC, the descendants of Abraham moved to
Egypt.
The Lord said to Abram, Go forth from your native land and from
your fathers house to the land that I will show you. I will make of you
a great nation, and I will bless you; I will make your name great; and
you shall be a blessing.
Genesis 12:12 (Hebrew Bible)
The God of Abraham The Hebrew Bible tells how Abraham and his fam-
ily migrated for many years from Mesopotamia to Canaan to Egypt and
back to Canaan. All the while, God watched over them. Gods worshiped by
other people were often local, and were associated with a specific place.
Unlike the other groups around them, who were polytheists, the
Israelites were monotheists. They prayed to only one God. Monotheism
(MAHNtVItUIFFtJI[tVIN
BCFMJFGJOBTJOHMFHPE DPNFTGSPNUIF(SFFL
words mono, meaning one, and theism, meaning god-worship. The
Israelites proclaimed that there was only one God. In their eyes, God had
power over all peoples, everywhere. To the Israelites, God was not a physi-
cal being, and no physical images were to be made of him.
Explore ONLINE!
Canaan, the Crossroads, 2000600 BC
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Interpret Maps
1. Movement Along what waterway did Abraham begin his migration away from his native city?
2. Location How did Canaans location make it a true crossroads of the eastern Mediterranean?
106 Module 3
The Israelites asked God for protection from their enemies, just as other
people prayed to their gods to defend them. According to the Hebrew Bible,
Reading Check God looked after the Israelites not so much because of ritual ceremonies
Contrast How did and sacrifices but because Abraham had promised to obey him. In return,
the religion of the God had promised to protect Abraham and his descendants. This mutual
Israelites differ from
many of the religions promise between God and the founder of the Jewish people is called a
of their neighbors? covenant (KUHVtVItOVIOU

Moses and the Exodus

The Hebrew Bible says the Israelites migrated to
Egypt because of a drought and threat of a famine.
At first, the Israelites were given places of honor
in the Egyptian kingdom. Later, however, they
were forced intoslavery.
Let My People Go The Israelites fled Egypt
perhaps between 1300 and 1200 BC Jews call
this event the Exodus, and they remember it
every year during the festival of Passover. The
Torah says that the man who led the Israelites
out of slavery was Moses. It is told that at the
time of Moses birth, the Egyptian pharaoh felt
threatened by the number of Israelites in Egypt.
He thus ordered all Israelite male babies to be
killed. Moses mother hid her baby in the reeds
along the banks of the Nile. There, an Egyptian
princess found and adopted him. Though raised in
luxury, he did not forget his Israelite birth. When
God commanded him to lead the Israelites out of
Egypt, he obeyed.
A New Covenant While the Israelites were trav-
eling across the Sinai (SYtOZ
1FOJOTVMB .PTFT
climbed to the top of Mount Sinai to pray. The
Hebrew Bible says he spoke with God. When
Moses came down from Mount Sinai, he brought
down two stone tablets on which God had written
the Ten Commandments.
These commandments and the other teachings
that Moses delivered to his people became the
basis for the civil and religious laws of Judaism.
The Israelites believed that these laws formed a
In this 14th-century new covenant between God and the Israelites. God promised to protect
painting, Moses holds
a scroll inscribed with
them. They promised to keep Gods commandments.
the story of Gods
appearance to Moses and
commandment to lead
the Israelites out of Egypt.

Historical Source
The Ten Commandments

Believed to have been given by God to Moses, the Ten
Commandments are a code of moral laws that serve
as the basis for Jewish law.
1. I the Lord am your God who brought you out of
the land of Egypt, the house of bondage.
2. You shall have no other gods before Me. You shall
not make for yourself a sculptured image. . . .
3. You shall not swear falsely by the name of the
Lord your God. . . .
4. Remember the sabbath day and keep it holy. . . .
5. Honor your father and your mother. . . .
6. You shall not kill.
7. You shall not commit adultery.
8. You shall not steal.
9. You shall not bear false witness
against your neighbor.
10. You shall not covet . . . anything that
is your neighbors.
Exodus 20:214
Analyze Historical Sources

1. Compare Do the first four
commandments concern themselves
more with the Jews relationship with
God or with one another?
2. Contrast What do the last six
commandments have in common that
distinguishes them from the first four?
Tradition dictates that the Torah be written
on a scroll and kept at the synagogue in an
ornamental chest called an ark.
108 Module 3
The Land and People of the Bible The Torah reports that the Israelites
traveled for 40 years in the Sinai Desert. Later books of the Hebrew Bible
tell about the history of the Israelites after their migration. After the
death of Moses, they returned to Canaan, where Abraham had lived. The
Israelites made a change from a nomadic, tribal society to settled herders,
farmers, and city dwellers. They learned new technologies from neighbor-
ing peoples in ancient Canaan.
8IFOUIF*TSBFMJUFTBSSJWFEJO$BOBBO UIFZXFSFMPPTFMZPSHBOJ[FEJOUP
twelve tribes. These tribes lived in separate territories and were self-gov-
erning. In times of emergency, the Hebrew Bible tells that God would raise
up judges. They would unite the tribes and provide judicial and military
leadership during a crisis. In the course of time, God chose a series of
judges, one of the most prominent of whom was a woman, Deborah.
Israelite Law Deborahs leadership was unusual for an Israelite woman.
The roles of men and women were quite separate in most ancient societies.
Women could not officiate at religious ceremonies. In general, an Israelite
womans most important duty was to raise her children and provide moral
leadership for them.
The Ten Commandments were part of a code of laws delivered to Moses.
The code included other rules regulating social and religious behavior. In
some ways, this code resembled Hammurabis Code with its statement an
eye for an eye and a tooth for a tooth. To Jews this meant to pay restitu-
UJPOBOEFNQIBTJ[F(PETNFSDZ5IFDPEFXBTMBUFSJOUFSQSFUFECZSFMJ-
HJPVTUFBDIFSTDBMMFEQSPQIFUT5IFTFJOUFSQSFUBUJPOTUFOEFEUPFNQIBTJ[F
greater equality before the law than did other codes
of the time.The prophets constantly urged the
Jews to stay true to their covenant withGod.
The prophets taught that the Jews had
a duty to worship God and live justly with
one another. The goal was a moral life
lived in accordance with Gods laws. In
the words of the prophet Micah, He has
told you, O mortal what is good; and
what does the Lord require of you but
to do justice, and to love kindness,
and to walk humbly with your
God? This emphasis on right con-
duct and the worship of one God
is called ethical monotheisma
Jewish idea that has influenced
Reading Check human behavior for thousands
Summarize What
does Jewish law of years through Judaism,
require of believers? Christianity, and Islam.
Deborah served as a judge for the Israelites

and is sometimes called the Mother of Israel.

ANALYZE KEY CONCEPTS
Judaism
Judaism is the religion ofthe Jewish
people. In Judaism, one of the most
important ways for a person to please
God is to study the scriptures, or sacred
writings, and to live according to what
they teach. Many Jews keep a scroll of
an important scripture passage inside a
decorative holder, such as the one shown
here, that is attached to a doorpost. The scroll
JTLOPXOBTBNF[V[BI
THE SACRED WRITINGS OF JUDAISM

Sacred Writings Contents
HEBREW BIBLE TORAH
t first five books of the Bible
t recounts origins of humanity and Judaism
t contains basic laws of Judaism
PROPHETS
t stories about and writings by Jewish teachers
t divided into Former Prophets and Latter Prophets
t recounts Jewish history and calls for justice, kindness, right conduct, and faithfulness to God
WRITINGS
t a collection of various other writings
t includes psalms, poetry, history and stories, proverbs, and philosophical writings called wisdom
literature
TALMUD MISHNAH
t written record of Jewish oral law
GEMARA
t explanations and interpretations of the Mishnah
Interpret Charts
1. Contrast What is contained in the Hebrew Bible that 2. Hypothesize What kind of poetry would you expect
is not in the Talmud? What is in the Talmud that is not to find in the Hebrew Bible? Explain what you think
in the Hebrew Bible? the subjects or themes of the poems might be.
110 Module 3
The Kingdom of Israel
Canaanthe land that the Israelites believed had been promised them by
Godcombined largely harsh features such as arid desert, rocky wilder-
ness, grassy hills, and the dry, hot valley of the Jordan River. Water was
never plentiful; even the numerous limestone formations soaked up any
excess rainfall. After first settling in the south-central area of ancient
Canaan, the Israelites expanded south and north.
Saul and David Establish a Kingdom The judges occasionally pulled
together the widely scattered tribes for a united military effort. Nonethe-
less, the Philistines, another people in the area, threatened the Israelites
position in ancient Canaan. The Israelites got along somewhat better with
their other Canaanite neighbors.
From about 1020 to 922 BC, the Israelites united under three able
kings: Saul, David, and Solomon. The new kingdom was called Israel
(IHZtSFFtVIM
'PSZFBST *TSBFMFOKPZFEJUTHSFBUFTUQFSJPEPGQPXFS
andindependence.
Saul, the first of the three kings, was chosen largely because of his suc-
cess in driving out the Philistines from the central hills. Saul is portrayed
in the Hebrew Bible as a tragic man, who was given to bouts of jealousy.
After his death, he was succeeded by his son-in-law, David. King David, an
extremely popular leader, united the tribes, established Jerusalem as the
capital, and founded a dynasty.
Solomon Builds the Kingdom In about 962 BC, David was succeeded by
his son Solomon, whose mother was Bathsheba. Solomon was the most
powerful of the Israelite kings. He built a trading empire with the help of
his friend Hiram, the king of the Phoenician city of Tyre. Solomon also
BIOGRAPHY
King Solomon
(962?922? BC)
In the Bible, Solomon prays to God for an
understanding mind, which God grants him.
Soon after, the story goes, two women and a baby boy
were brought before him. Each woman claimed the
baby was hers. After hearing their testimony, Solomon
declared, Divide the living boy in two; then give half to
the one and half to the other.
One said: Please, my lord, give her the living boy;
certainly do not kill him! However, the other woman
accepted: It shall be neither mine nor yours; divide it.
Solomon knew that the woman who would give up the
child to save it was the real mother.

Solomons Temple in Jerusalem became the center of worship and unity for the Israelites.
beautified the capital city of Jerusalem. The crowning achievement of his

extensive building program in Jerusalem was a great temple, which he
built to glorify God. The temple was also a permanent home for the Ark of
the Covenant, which contained the tablets of Moses law.
The temple that Solomon built was not large, but it gleamed like a pre-
DJPVTHFN#SPO[FQJMMBSTTUPPEBUUIFUFNQMFTFOUSBODF5IFUFNQMFXBT
stone on the outside, while its inner walls were made of cedar covered in
gold. The main hall was richly decorated with brass and gold. Solomon
also built a royal palace even more costly and more magnificent than
thetemple.
The Kingdom Divides Solomons building projects required high taxes
and badly strained the kingdoms finances. In addition, men were drafted
to spend one month out of every three working on the temple. The
expense and labor requirement caused much discontent. As a result, after
Solomons death, the Jews in the northern part of the kingdom, which was
located far from the south, revolted. By 922 BC, the kingdom had divided
in two. Israel was in the north and Judah (JOO tEVI
XBTJOUIFTPVUI
Eventually, the northern kingdom was destroyed and only the kingdom
of Judah remained. As a result, the Israelites came to be called Jews, and
Reading Check
Draw Conclusions
their religion, Judaism.
How might The next 200 years were a time of upheaval for the two kingdoms of
geographical distance Israel and Judah. Sometimes they fought each other; sometimes they
make the split of
Israel and Judah joined together to fight common enemies. Each of the kingdoms had peri-
morelikely? ods of prosperity, followed by low periods of conflict and decline.
112 Module 3
The Babylonian Captivity
Disaster finally struck as the two kingdoms lost their independence. In
738 BC, both Israel and Judah began paying tributepeace money paid
by a weaker power to a strongerto Assyria. By paying tribute, Israel and
Judah hoped to ensure that the mighty Assyrian Empire would not attack.
But Israel revolted and withheld tribute and in 725 BC the Assyrians began
a relentless siege of Samaria, the capital of Israel. By 722 BC, the whole
northern kingdom had fallen to the Assyrians ferocious assault.
The southern kingdom of Judah resisted for another 150 years before it
too was destroyed. The destruction of Judah was to come at the hands of
the Babylonians. After conquering Israel, the Assyrians rapidly lost power
UPBSJTJOH#BCZMPOJBO&NQJSF5IFHSFBU#BCZMPOJBO,JOH/FCVDIBEOF[[BS
OFICtVItLVIEtNEHZtVIS
SBOUIF&HZQUJBOTPVUPG4ZSJBBOE+VEBI BOE
he twice attacked Jerusalem. The city finally fell in 586 BC. Solomons
temple was destroyed in the Babylonian victory. Many of the survivors
were exiled to Babylon. During the exile in Babylon, the Hebrew Bible
EFTDSJCFTIPXUIFQSPQIFU&[FLJFMVSHFEIJTQFPQMFUPLFFQUIFJSSFMJHJPO
alive in a foreign land.
Then about 50 years after the fall of Judah, another change in fortune
occurred: in 539 BC, the Persian King Cyrus the Great conquered Babylon.
Reading Check The next year, Cyrus allowed some 40,000 exiles to return to Jerusalem to
Make Inferences rebuild the temple. Many, however, stayed in Babylonia.
The temple was
rebuilt before the Work on the second temple was completed in 515 BC. The walls of
walls of Jerusalem. Jerusalem were rebuilt in 445 BC. Soon, however, other empires domi-
What does this nated the regionfirst the Persians, then the Greeks, and then the
fact indicate about
the Jews after the Romans. These new empires would take control both of Judah, now called
Babylonian captivity? Judea, and of the destiny of the Jewish people.
Lesson 5 Assessment
1. Organize Information Use a timeline to identify the 2. Key Terms and People For each key term or person in
leaders of Israel from Abraham to Solomon. Which of the lesson, write a sentence explaining its significance.
these leaders do you think was the most important? 3. Develop Historical Perspective What were the main
Why? problems faced by the Israelites between 1800 BC and
700 BC?
2000 BC
4. Analyze Issues What were some of the factors that
made Canaan a good place for the Israelites to settle?
Abraham: 5. Compare In what ways are the laws delivered to
father of
Jewish people
Moses similar to Hammurabis Code?

Module 3 Assessment
Key Terms and People
For each term or name below, write a sentence explaining its importance in the years
2500 BC to 250 BC.
1. Indo-Europeans 6. Minoans
2. caste 7. Phoenicians
3. reincarnation 8. Abraham
4. Siddhartha Gautama 9. monotheism
5. nirvana 10. Moses
Main Ideas
Use your notes and the information in the module to answer the following questions.
The Indo-Europeans Seafaring Traders

1. What are three reasons that historians give 10. What did the Minoans export?
to explain why Indo-Europeans migrated? 11. Why did Phoenicias economy revolve
2. What are two technologies that helped the around trading?
Hittites build their empire? 12. What is Phoenicias greatest legacy to
3 How was the Aryan society organized? the world?
The Origins of Hinduism The Origins of Judaism
4 What type of sacred texts helped shape 13. What is ethical monotheism and why is it
Hindu beliefs? important?
5. How are the ideas of karma, reincarnation, 14. What were some of the achievements of
and moksha organized? David?
6. Why do Hindu beliefs vary widely? 15. What are two ways in which early Judaism
differed from other religions of the time?
The Origins of Buddhism
7. What are the Four Noble Truths of
Buddhism?
8. Why were lower castes more likely to
convert to Buddhism?
9. How did Buddhism spread?
114 Module 3
Module 3 Assessment, continued
Critical Thinking Focus on Writing
1. Organize Information Copy the chart into Some scholars believe the Aryans migrated into
your notebook and fill in information about India. Write an expository essay describing how
three world religions. ironworking may have helped the Aryans carry
out their migration as well as their conquering
Time Area
Religion Founder Originated Originated and settling of territory.
Hinduism Consider the effect of ironworking technology
Buddhism on the following:
Judaism
tweapons and tools
2. Draw Conclusions How important were the ttransportation
migrations of the Indo-European peoples? tconquest
How lasting were the changes that they tsettlement
brought? Explain your conclusion.
3. Analyze Effects What were some of the Multimedia Activity
effects of King Solomons reign? Introduction You are a member of a special
4. Compare How were the economic committee commissioned by the government
foundations of Minoan and Phoenician in ancient India to potentially end the caste
civilizations similar? system.
5. Develop Historical Perspective Why was Task Create an electronic presentation of the
monotheism unusual in its time and place? issues you should consider and potential prob-
lems in restructuring the social system.
Engage with History
Process and Procedures Research the role that
Imagine you are in ancient times and consider- members from each caste played in ancient
ing leaving your homeland to find a better place Indian society to help present the issues. Use
to live. Your community has grown larger, graz- this module and the Internet as resources for
ing areas for your animals have become scarce, your research.
and there are rumors of coming invaders. Deter-
Evaluation and Conclusion How did this project
mine what kind of geographical features and cli-
contribute to your understanding of the caste
mate would be suitable for you and your family.
system? What additional information would you
Will you adopt the customs of the people living
like to know?
there? What advantages and disadvantages do
you expect to experience?

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Module 3

People and Ideas on

Eastern Hemisphere Western Hemisphere

1792 BC Hammurabi develops code

1500 BC Possible Aryan

1250 BC Israelites return to Canaan from Egypt.

814 BC Carthage founded

599 BC Mahavira, founder of Jainism, is born.

500 BC Zapotec build Monte Albn.

People and Ideas on the Move 81

Setting the Stage

Language Family Resemblances

English Sanskrit Persian Spanish German

mother mtr muhdhr madre mutter

father pitr puhdhr padre vater

daughter duhitr dukhthr hija tochter

new nvas now nuevo neu

six st shahsh seis sechs

The Hittite Empire

People and Ideas on the Move 83

Aryans Transform India

The Aryan Caste System

People and Ideas on the Move 85

5IFTFHSPVQT PODFGMVJEBOEGMFYJCMF MBUFSCFDBNFNPSFTUSVDUVSFEBOE

He who thinks this Self [eternal spirit] to be a slayer, and he who

2. Key Terms and People For each key term in the

People and Ideas on the Move 87

The Origins of Hinduism

Setting the Stage

Hindus believe that everything in the world is an aspect of Brahman.

Now and Then

Country Hindu Population

80E 100E 120E 140E

People and Ideas on the Move 89

New Religions Arise

People and Ideas on the Move 91

The Origins of Buddhism

Setting the Stage

Why It Matters Now

People and Ideas on the Move 93

The Teachings of Buddhism

The Four Noble Truths

What is the Middle Way? . . . It is the Noble Eightfold PathRight

#ZGPMMPXJOHUIF&JHIUGPME1BUI BOZPOFDPVMESFBDInirvana, the Buddhas

Buddhist tradition says that just before he died,

People and Ideas on the Move 95

Buddhism and Society #FDBVTFPGIJTSFKFDUJPOPGUIFDBTUFTZTUFN NBOZ

The Development of Buddhism

Now and Then

Buddhism in the West

People and Ideas on the Move 97

2. Key Terms and People For each key term or person in

Setting the Stage

People and Ideas on the Move 99

BULL LEAPERS OF KNOSSOS

Phoenicians Spread Trade and Civilization

Commercial Outposts Around the Mediterranean 5IF1IPFOJDJBOT

People and Ideas on the Move 101

Phoenician inscription from a sarcophagus.

This wicker fence runs

These pottery jars with pointed

The most desired Phoenician trade item

People and Ideas on the Move 103

Commercial Outposts Around the Mediterranean 5IF1IPFOJDJBOT