-
The Growth of Judaism
Looking Back, Looking AheadIn Section 2, you learned that
the
Chaldeans forced thousands of Jewsto go to Babylon. Life in
Babylon wasvery difficult. Many of Judah’s peoplelooked to their
religion for hope andstrength.
Focusing on the • The Jews continued their religion
during their exile in Babylon. (page 214)
• Jews spread their beliefs to the Greekworld and regained
control of Judah.(page 215)
• Religion shaped the Jewish way oflife. (page 217)
• Under Roman rule, the Jews weredivided and rebellious. In
response,the Romans destroyed the templeand exiled the Jews. (page
220)
Locating PlacesBabylon (BA•buh• luhn)
Meeting PeopleJudas Maccabeus
(JOO•duhs MAK•uh•BEE•uhs)Herod (HEHR•uhd)Zealot (ZEH•
luht)Yohanan ben Zaccai
(YOH•kah•nahn behn zah•KY)
Content Vocabularyexile (EHG•ZYL)Sabbath (SA•buhth)synagogue
(SIH•nuh•GAHG)Diaspora (dy•AS•pruh)messiah (muh•SY•uh)rabbi
(RA•BY)
Academic Vocabularyseries (SIHR•eez)version (VUHR•zhuhn)trace
(TRAYS)
Reading StrategySummarizing Information Use adiagram to describe
the Maccabees.
Maccabees
538 B.C.Cyrus allows Jewsto return to Judah
168 B.C.Judas Maccabeus rebels againstAntiochus
A.D. 66Jews revoltagainst Romans
600 B.C. 250 B.C. A.D. 100600 B.C. 250 B.C. A.D. 100
Jerusalem
Babylon
CHAPTER 3 • The Ancient Israelites 213
HistorySocial ScienceStandardsWH6.3 Studentsanalyze the
geographic,political, economic,religious, and socialstructures of
theAncient Hebrews.
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WH6.3.2 Identify the sources of the ethical teachings and
central beliefs of Judaism (the Hebrew Bible, the Commentaries):
belief inGod, observance of law, practice of the concepts of
righteousness and justice, and importance of study; and describe
how the ideas ofthe Hebrew traditions are reflected in the moral
and ethical traditions of Western civilization.
Exile and ReturnThe Jews continued their religion during
their exile in Babylon. Reading Connection Have you ever learned
some-thing important by experiencing a hardship? Read on tofind out
what lessons the Jews learned from hard times.
The Jews called their time in Babylon anexile (EHG • ZYL). This
means they wereforced to leave their homeland. Duringtheir exile,
the Israelite religion becamewhat we call Judaism.
While in Babylon (BA • buh • luhn), smallgroups of Jews met on
the Sabbath (SA •buhth). This was their weekly day of wor-ship and
rest. The Jewish Sabbath goesfrom sundown Friday to
sundownSaturday. These weekly meetings tookplace at synagogues (SIH
• nuh • GAHGS), orJewish houses of worship. The synagoguemeetings
gave the people hope.
Why Did Jews Return to Judah? Duringthe 500s B.C., a group of
people calledPersians swept across southwest Asia. ThePersians
defeated the Chaldeans and tookover Babylon. In 538 B.C. the
Persian kingCyrus permitted Jews to return to Judah.
Some Jews stayed in Babylon, but manywent home. They rebuilt
Jerusalem and thetemple. Cyrus appointed officials to rule
thecountry and collected taxes from the peo-ple. The Persians did
not allow the Jews tohave their own government or king, so theJews
depended mainly on their religiousleaders—the temple priests and
scribes—torun their society.
Many scribes became religious scholars.Under a scribe named
Ezra, the Jews wrotethe five books of the Torah on pieces
ofparchment. They sewed the pieces togetherto make long scrolls.
The Torah and writ-ings that were added later made up theHebrew
Bible.
Torah scrolls are carried in decorated casessuch as this one
from the main synagoguein Jerusalem. What larger text is made up of
the Torah and other important writings?
214
A rabbi reads from the Torah.
Torah scrolls
ety-r
(l)Richard T. Nowitz/CORBIS, (c)Bill Aron/PhotoEdit,
(r)SuperStock
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WH6.3.4 Discuss the locations of the settlements and movements
of Hebrew peoples, including the Exodus and their movement toand
from Egypt, and outline the significance of the Exodus to the
Jewish and other people.
The Jews and the GreeksJews spread their beliefs to the
Greek
world and regained control of Judah.Reading Connection How do
you show loyalty tofriends and family? Read to learn how Jews
showed loy-alty to their religion and country.
In 334 B.C. a Greek king namedAlexander the Great began taking
overkingdoms around the Mediterranean. In331 B.C. his armies
defeated the Persians, soJudah came under his control.
Alexanderallowed the Jews to stay in Judah. However,Alexander, who
loved all things Greek,introduced the Greek language and Greekways
to Judah.
What Was the Diaspora? At the time,Jews were living throughout
Alexander’sempire. Many still lived in Babylon. Somelived in Egypt
and other lands around theMediterranean Sea. The scattering of
theJews outside of Israel and Judah becameknown as the Diaspora (dy
• AS • pruh).
What Is in the Hebrew Bible? The HebrewBible is really a series
of 34 books collectedtogether. The Torah, the Prophets, and
theWritings that were added later make up theHebrew Bible. Some of
these books describeevents in Jewish history, others are books
ofpoetry, literature, and proverbs.
For example, Genesis, the first book ofthe Torah, tells how God
created the earthin six days and rested on the seventh day.He also
created the first man and woman,Adam and Eve. Genesis also tells
how Godpunished the world for its bad behavior. InGenesis, God
tells Noah to build an ark, orlarge boat. Noah, his family, and two
ofevery animal on Earth boarded the ark.Then a great flood covered
the land, andonly those on the ark escaped drowning.After the
flood, God promised to neveragain destroy the world with a
flood.
Genesis also explains why the world has many languages. It tells
how the peoplein the city of Babel tried to build a tower toheaven.
God disapproved and made thepeople speak in different languages,
thenscattered them across the earth.
The Jews Look to the Future Parts of theHebrew Bible describe
God’s plan for apeaceful future. The book of Danieladdresses this
issue. Daniel lived inBabylon and was a trusted adviser of theking.
However, he refused to worshipBabylonian gods. The Chaldeans
threwDaniel into a lion’s den, but God protectedDaniel from the
lions. The story was meantto remind Jews that God would
rescuethem.
The Jews believed that evil and suffer-ing would eventually be
replaced by good-ness. Christians and Muslims share thisidea of
good triumphing over evil.
Identify Who allowed theJews to return to Judah?
CHAPTER 3 • The Ancient Israelites 215
According to the Hebrew Bible, Daniel is throwninto a lion’s den
for refusing to worship theBabylonian gods. God, however, kept
Daniel safefrom the lions. What lesson did this storypresent to the
Jews?
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Diaspora is a Greek word that means “scat-tered.”
Many Jews of the Diaspora learned theGreek language and Greek
ways butremained loyal to Judaism. A group of themcopied the Hebrew
Bible into Greek. ThisGreek version helped people who were notJews
to read and understand the HebrewBible. As a result, Jewish ideas
spreadthroughout the Mediterranean world.
Who Were the Maccabees? In 168 B.C. aGreek ruler named Antiochus
(an • TY • uhkuhs) controlled Judah. He decided to makethe Jews of
Judah worship Greek gods andgoddesses. A priest named Judas
Maccabeus
(JOO • duhs MAK • uh • BEE • uhs) and his fol-lowers rebelled.
They fled to the hills andformed an army known as the
Maccabees.
After many battles, the Maccabees drovethe Greeks out of Judah.
They destroyed all traces of Greek gods and goddesses intheir
temple and rededicated it to the wor-ship of God. Each year Jews
recall thecleansing of the temple when they celebrateHanukkah (HAH
•nuh •kuh).
Priests from Judas Maccabeus’s familybecame the new rulers of
Judah. Undertheir leadership, Judah took over land thathad been
part of the kingdom of Israel.
Analyze How did Alexanderthe Great affect the Israelites?
Timeof Year
Name
September or October
Length
Passover
Rosh Hoshana
Yom Kippur
Hanukkah
April
September or October
2 days
8 days (7 in Israel)
25 hours
Reason for the Holy Day
to celebrate the Jewish New Year
to celebrate the escape of the Jews from slavery in Egypt and
their return to the Promised Land
to make amends for sins of the past year
Customs
plan changes for the new year; no work; synagogue services; a
shofar (horn) is blown in synagogues
foods with leavening are not eaten to remember the haste of the
flight from slavery to freedom whenthere was not time for thebread
to rise
no work; synagogue services; pray; fast; apologize for wrongs
during the past year
December 8 days to celebrate religious freedom and the
rededication of the temple in Jerusalem
light candles each night; eat fried foods; play a game called
dreidel; give gifts
Major Jewish Holy DaysMajor Jewish Holy Days
A menorah is an eight-branched candlestand used by Jews to
celebrate Hanukkah.
216CORBIS
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WH6.3.2 Identify the sources of the ethical teachings and
central beliefs of Judaism (the Hebrew Bible, the Commentaries):
belief inGod, observance of law, practice of the concepts of
righteousness and justice, and importance of study; and describe
how the ideas ofthe Hebrew traditions are reflected in the moral
and ethical traditions of Western civilization.
Jews still wear headcoverings, but only the most
conservative—Orthodox Jews—wearthem at all times. Most Jewish
men wear
skull caps called yarmulkes. Jewish womenwear scarves or skull
caps. Why do you think
Jews of the Diaspora are more reluctant to wearhead coverings
than Jews in Israel?
Head Coverings
Under Greek rule, Jewish leaders begancovering their heads to
distinguish themselvesfrom the Greeks and to remind themselves
tothink about God. Gradually, all Jewish menstarted wearing turbans
or skull caps.Jewish women always kept their headscovered because a
woman’s hair wasconsidered very private.
Ancient Jewish head covering
Jews in modern-day head coverings
CHAPTER 3 • The Ancient Israelites 217
The Jewish Way of LifeReligion shaped the Jewish way of
life.
Reading Connection What types of things influencethe way you
live? Read to find out how religion influ-enced Jewish life.
Jewish law set out many rules for Jews tofollow that affected
their daily life. These lawsinfluenced their education, the foods
they ate,and even the clothes they wore. The lawsemphasized
self-control and reminded Jewsof their religion. This became
important whenthey no longer had their own land and king.
Jewish Clothing Jewish law forbade mixingsome fabrics. So women
used flax or woolto make cloth but did not combine the two.
Jewish men wore tunics made of linennext to their skin. Some men
layeredanother tunic on top of the first. In coldweather, they
added wool or sheepskincloaks. On their heads, they wore caps
orturbans. On their feet, they wore sandals.
Women draped themselves in long, sim-ple dresses. They covered
their heads withshawls. Only wealthy women could affordleather
shoes. They also wore makeup andjewelry.
(l)Christie’s Images/Bridgeman Art Library, (r)Nathan
Benn/CORBIS
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Education in Ancient Israel and JudahEarly Israelites placed a
high value oneducation. Rabbis—Jewish religiousteachers—taught
their followers, “If youhave knowledge, you have everything.”
Fathers taught their young sons thecommandments. They also
taught themabout the meanings of Jewish traditionsand holy feasts.
At age five, boys wentto a school that was connected with the
synagogue. There, the hazan, aspecial teacher of the synagogue,
taughtthem the Torah. Everything the studentslearned—from the
alphabet to Jewishhistory—they learned from the Torah.
Jewish laws decided the stages ofstudents’ education. Different
subjectswere introduced at the ages of 5, 10,and 13. Most Jewish
boys finished their education at age 13. At that age,boys became
adults.
Connecting to the Past1. Why was education important to the
ancient Israelites?
2. What was a father’s role in his son’seducation?
Family Life The Jews placed great impor-tance on family. Sons
were especially val-ued because they carried on the familyname.
Upon a father’s death, the sonbecame head of the family.
Education was also important. Jewishchildren’s first teachers
were their mothers.When sons grew old enough, fathers taughtthem
how to earn an income and to wor-ship God. Later, elders took over
the reli-gious education of boys and taught themthe Torah. Because
reading the Torah wascentral to Jewish life, religious
teachersbecame important community leaders.
Mothers educated their daughters athome. The girls learned to be
good wives,mothers, and housekeepers. This includedlearning Jewish
laws about food and clothing. They also learned about the
coura-geous women of ancient Israel. One of thesewomen was named
Ruth. Her biographyappears on the next page. Her courage
anddevotion to her family provided an exam-ple for Jewish girls to
follow.
The Jewish Diet Under Jewish law, Jewscould eat only certain
animals. For example,they could eat beef and lamb but not pork.They
could eat scaly fish, like salmon, butnot shellfish or
smooth-skinned fish, likeeels. Laws about food are known as
kashrut,which means “that which is proper.”
Today, food that is prepared according toJewish dietary laws is
called kosher. Animalsused for kosher meat must be killed in
aspecial way. The meat must be inspected,salted, and soaked. To be
kosher, Jews mustnot cook or eat milk products with meat.
In ancient times, everyday meals weremade up of fish, fruit,
vegetables, and bar-ley bread. Beverages included mainly
milk,water, wine, and beer.
Analyze Why were sonsespecially valued in ancient Jewish
society?
Children studying the Torah today
Law
renc
e M
igda
le/G
etty
Im
ages
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RUTH ANDNAOMITo show the importance of family love and
devotion, Jewish girls learned about therelationship between
Ruth and Naomi. The Bookof Ruth in the Hebrew Bible tells about
Ruth’slife and of her dedication to her mother-in-law,Naomi. Years
before, there was so little food inBethlehem that Naomi, her
husband, and theirtwo sons moved to the kingdom of Moab. There,one
of their sons met Ruth and married her.Tragically, Naomi’s husband
and both of hersons died. Naomi wanted to return toBethlehem, but
she urged Ruth to stay in Moabwith her parents and friends. Ruth
refused toleave Naomi by herself. She insisted on travelingwith her
to Bethlehem. Ruth said to Naomi,“Wherever you go, I will go;
wherever you lodge;I will lodge; your people shall be my people,
andyour God my God.”
Naomi and Ruth arrived in Bethlehem at the beginning of the
barley harvest. BecauseRuth was from Moab, she was considered an
outsider by the Israelites. Furthermore,because Ruth was a widow
and did not have children, she did not have any propertyrights. To
survive in Bethlehem, she had to rely upon her mother-in-law’s
advice and thekindness of a wealthy landowner named Boaz.
During the harvest, Ruth worked in Boaz’s fields, gathering
grain left behind on theground by the reapers. It was hard work
that began at dawn and ended at dusk, but Ruthnever complained. She
soon earned the respect and admiration of her new people. Intime,
Ruth married Boaz. They had a son named Obed. In the Hebrew Bible,
at the end ofthe Book of Ruth, Obed is named as the grandfather of
David, the future king of Israel.
To survive in Bethlehem, Ruth had to rely onNaomi and Boaz. If a
present-day woman movedto a new city, what resources would she use
tohelp her find work, shelter, and other necessities?
WH6.3.3 Explain the significance ofAbraham, Moses, Naomi, Ruth,
David, andYohanan ben Zaccai in the development ofthe Jewish
religion.
Naomi and Ruth
219SuperStock
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WH6.3.2 Identify the sources of the ethical teachings and
central beliefs of Judaism (the Hebrew Bible, the Commentaries):
belief inGod, observance of law, practice of the concepts of
righteousness and justice, and importance of study; and describe
how the ideas ofthe Hebrew traditions are reflected in the moral
and ethical traditions of Western civilization. WH6.3.3 Explain the
significance ofAbraham, Moses, Naomi, Ruth, David, and Yohanan ben
Zaccai in the development of the Jewish religion. WH6.3.5 Discuss
howJudaism survived and developed despite the continuing dispersion
of much of the Jewish population from Jerusalem and the rest
ofIsrael after the destruction of the second Temple in A.D. 70.
The Jews and the RomansUnder Roman rule, the Jews were
divided and rebellious. In response, the Romansdestroyed the
temple and exiled the Jews.Reading Connection Do you consider
freedomworth fighting for? Read to find out what happened tothe
Jews after they fought for their freedom.
In 63 B.C. a people known as the Romansconquered Judah. Led by
powerful generals,the Romans were intent on expanding theirempire.
The Roman capital was far to thewest in what is today the country
of Italy.When the Romans conquered Judah, theyrenamed it Judaea
(joo•DEE•uh). At first, theRomans allowed Jewish rulers to run
Judaea.
The Rule of King Herod The most famousruler of Judaea during
this time was KingHerod (HEHR • uhd). He is known for theadditions
he made to the Jewish temple inJerusalem. He made the temple one of
themost awe-inspiring buildings in the Romanworld.
Shortly after Herod died, the Romansreplaced the Jewish king
with Roman offi-cials. The Jews were divided over the bestway to
deal with the Romans. Differentgroups had different opinions about
thebest course of action.
One group of Jews was known as thePharisees (FAR • uh • seez).
They taught theTorah and that people should strictly obeyits
teachings. They also taught how to applythe Torah’s laws to daily
life. In doing so,they helped make Judaism a religion of thehome
and family. The Pharisees also taughtin synagogues and were
supported by thecommon people.
One of the main teachings that set thePharisees apart from other
groups was theirsupport of the oral traditions. These wereteachings
of Jewish leaders and interpreta-tions of Jewish writings that had
beenpassed down over time by word of mouth.The Pharisees believed
the oral traditionswere very important in helping peopleobey the
commandments.
The Sadducees (SA • juh • SEEZ) alsoaccepted the Torah. However,
they weremore concerned about how it applied to thepriests in the
Temple. This was becausemany of them were priests and scribes.They
did not agree with many of thePharisees’ teachings. For example,
they didnot hold to the oral traditions. Instead, theyemphasized
the law and commandments.
220 CHAPTER 3 • The Ancient Israelites
Dead Sea ScrollsIn A.D. 1947 shepherd boys in theJudaean desert
near the Dead Seafound the first of the Dead Sea Scrollsin a cave.
The Dead Sea Scrolls areancient scrolls of leather, papyrus, andone
of copper written between 200B.C. and A.D. 68. The documents
includethe oldest complete copy of the bookof Isaiah and pieces of
many otherbooks of the Hebrew Bible. Mostscholars believe that the
scrolls werepart of a library that belonged to anearly Jewish
community.
Richard T. Nowitz/CORBIS
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CHAPTER 3 • The Ancient Israelites 221
Today Jews come to the Western Wall to pray. What structure is
theWestern Wall the remains of?
A third group was called Essenes (ih •SEENZ). They were priests
who broke awayfrom the Temple in Jerusalem. ManyEssenes lived
together in the desert. Theyspent their lives praying and waiting
forGod to deliver the Jews from the Romans.Like the Sadducees, they
followed the writ-ten law strictly.
In A.D. 1947 ancient scrolls were foundin caves near the Dead
Sea. Because of this,they became known as the Dead Sea Scrolls.The
scrolls have helped historians under-stand more about Judaism
during Romantimes.
Jewish Revolts During the A.D. 60s, Jewishhatred of Roman rule
was at its peak. ManyJews were waiting for a messiah (muh • SY
•
uh), or deliverer sent by God. Other Jewsknown as Zealots (ZEH •
luhts) wanted tofight the Romans for their freedom.
In A.D. 66 the Zealots revolted againstthe Romans and drove them
out ofJerusalem. Four years later, the Romansretook Jerusalem. They
killed thousands ofJews and forced many others to leave. TheRomans
also destroyed the temple inJerusalem. The Western Wall is all
thatremains of it today.
This was a very difficult time for theJews, but they were able
to keep the city ofJerusalem. For a number of years they wereable
to prosper despite not being able togovern their own lands.
Eventually some Jews decided theywere willing to fight for
freedom again. In
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Chesley/Getty Images
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222 CHAPTER 3 • The Ancient Israelites
A.D. 132 a military leader named Simon BarKochba led the Jews
successfully in battleagainst the Romans. However, three
yearslater, the Romans crushed the revolt. BarKochba and many
Jewish leaders werekilled during the fighting.
This time, the Romans forbade Jews tolive in or even visit
Jerusalem. The city wasdestroyed. The Romans began calling
theregion of Judah by the name of Palestine.This name refers to the
Philistines, whomthe Israelites had conquered years before.
Jewish Teachers Despite losing their land,the Jews managed to
survive. They nolonger had priests. Instead, leaders calledrabbis
(RA• BYZ) became important. The pri-mary role of the rabbis was to
teach from theTorah to interpret its meanings, and to pro-vide
guidance to the people in their care.
One of the most famous rabbis wasYohanan ben Zaccai (YOH• kah•
nahn behnzah• KY). Zaccai was a Pharisee who had animportant
political influence during theRoman rule of Judaea. Although
theRomans sacked Jerusalem in A.D. 70because of the Jewish revolt,
Zaccai con-vinced the Romans not to destroy theJewish city of
Yavneh. Instead, they allowedhim to settle there and found a school
tocontinue teaching the Jews.
Zaccai helped Judaism survive thedestruction and loss of the
temple. Heplaced great emphasis on the study of theTorah. He also
emphasized acts of lovingkindness. As a result of his efforts,
Zaccai’sschool became a center of Torah studies forhundreds of
years. Other rabbis foundedTorah schools in places as far away
asBabylon and Egypt.
One of the Ten Commandments tellsJews to keep the Sabbath holy.
Part ofthe Talmud declares that most types ofwork and business are
not allowed onthe Sabbath, or Jewish day of worship.This passage
identifies the only times itis okay to break those rules.
“One is permitted to remove debris onthe Sabbath in order to
save a life or toact for the benefit of the community; andwe may
assemble in the synagogue onthe Sabbath to conduct public
business[i.e., matters of community concern].”
—The Talmud for Today,Rabbi Alexander Feinsilver,
trans. and ed. Why do you think these exceptions weremade for
the benefit of the community?
The Talmud Jews reading the Talmud today
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The rabbis wanted to save and pass onteachings about the Torah.
They did this bycombining their teachings into books
calledcommentaries. The Talmud is the mostimportant book of
commentaries. It dealswith almost every aspect of daily
life,including agricultural activities, feasts,prayer and
marriages. To this day, theTalmud remains an important record
ofJewish law.
For 2,000 years, most Jews lived outsideof Palestine. They lived
throughout theMediterranean world and migrated evenfarther to
Southeast Asia, Central Europe,Russia, and eventually the United
States. Inthese places, they made notable contribu-tions to
commerce, the professions, andintellectual life, and they also
often facedhatred and persecution. In A.D. 1948Palestine was
divided, and a new Jewishnation called Israel was created.
Explain How did theRoman conquest affect the Jews?
CHAPTER 3 • The Ancient Israelites 223
Reading SummaryReview the • During their exile in Babylon,
the
Jews developed their religion,which is based upon the Hebrew
Bible.
• Jews spread their ideas to theGreek world. About 168 B.C.,they
fought the Greeks for control of Judah.
• Religious laws concerning foodand clothing affected
everydayJewish life.
• In 63 B.C. Judah was taken overby the Roman Empire.
1. What was the Diaspora?
2. What was education like withina Jewish family?
Critical Thinking3. Organizing Information
Draw a table to describe thedifferences between thesethree
Jewish groups.
4. Summarize How did the Jewspractice their religion duringthe
exile in Babylon?
5. Identify Who was Yohananben Zaccai, and why was
heimportant?
6. Do you thinkthat Jewish beliefs and valueswould have spread
so widely ifIsrael and Judah had not beenconquered by other
peoples?Explain.
7. Persuasive Writing Imagineyou are living in Judaea duringthe
Roman conquest. Write aletter to a friend describingwhat you think
about theRomans and what actions youwould like to see taken tomake
Judaea free again.
CA 6WS1.1; 6WA2.5
CA HI2.
CA 6RC2.3
CA 6RC2.0
CA 6RC2.2
What Did You Learn?
Pharisees Sadducees Essenes
The Dead Sea Scrollswere damaged andhad to be put togetherpiece
by piece.
Restoration of theDead Sea Scrolls
Study Central Need help understandingJudaism? Visit
ca.hss.glencoe.com and click onStudy Central.
213-223 C3S3-868874 6/1/06 1:37 PM Page 223
http://ca.hss.glencoe.com
Discovering Our Past: Ancient CivilizationsTable of ContentsA
Guide to California Content StandardsCorrelation to the California
StandardsPreviewing Your TextbookScavenger HuntReading Skills
HandbookNational Geographic Reference AtlasWorld: PoliticalWorld:
PhysicalEurope: PoliticalEurope: PhysicalMiddle East:
Physical/PoliticalAfrica: PoliticalAfrica: PhysicalAsia:
PoliticalAsia: PhysicalNorth America: PoliticalNorth America:
PhysicalMiddle America: Physical/PoliticalSouth America:
PoliticalSouth America: PhysicalPacific Rim:
Physical/PoliticalWorld's PeopleWorld: Land UsePolar Regions
National Geographic Geography HandbookHow Do I Study
Geography?How Do I Use Maps and Globes?Understanding Latitude and
LongitudeFrom Globes to MapsCommon Map ProjectionsParts of
MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic
Dictionary
Tools of the HistorianMeasuring TimeOrganizing TimeHistory and
GeographyWhat Is a Historical Atlas?How Does a Historian
Work?Making Sense of the PastLinks Across Time
Unit 1: Mesopotamia, Egypt, and IsraelChapter 1: The First
CivilizationsReading Skill: Previewing Section 1: Early
HumansSection 2: Mesopotamian CivilizationSection 3: New
EmpiresChapter 1 Assessment
Chapter 2: Ancient Egypt and KushReading Skill:
SummarizingSection 1: The Nile ValleySection 2: Egypt's Old
KingdomSection 3: The Egyptian EmpireSection 4: The Civilization of
KushChapter 2 Assessment
Chapter 3: The Ancient IsraelitesReading Skill: Making
ConnectionsSection 1: The First IsraelitesSection 2: The Kingdom of
IsraelSection 3: The Growth of JudaismChapter 3 Assessment
Unit 1 Review
Unit 2: India, China, and the AmericasChapter 4: Early
IndiaReading Skill: QuestioningSection 1: India's First
CivilizationsSection 2: Hinduism and BuddhismSection 3: India's
First EmpiresChapter 4 Assessment
Chapter 5: Early ChinaReading Skill: MonitoringSection 1:
China's First CivilizationsSection 2: Life in Ancient ChinaSection
3: The Qin and Han DynastiesChapter 5 Assessment
Chapter 6: The Ancient AmericasReading Skill: Taking
NotesSection 1: The First AmericansSection 2: The Mayan
PeopleChapter 6 Assessment
Unit 2 Review
Unit 3: The Greeks and RomansChapter 7: The Ancient
GreeksReading Skill: Comparing and ContrastingSection 1: The Early
GreeksSection 2: Sparta and AthensSection 3: Persia Attacks the
GreeksSection 4: The Age of PericlesChapter 7 Assessment
Chapter 8: Greek CivilizationReading Skill: VisualizingSection
1: The Culture of Ancient GreeceSection 2: Greek Philosophy and
HistorySection 3: Alexander the GreatSection 4: The Spread of Greek
CultureChapter 8 Assessment
Chapter 9: The Rise of RomeReading Skill: Making
InferencesSection 1: Rome's BeginningsSection 2: The Roman
RepublicSection 3: The Fall of the RepublicSection 4: The Early
EmpireChapter 9 Assessment
Chapter 10: Roman CivilizationReading Skill: Making
PredictionsSection 1: Life in Ancient RomeSection 2: The Fall of
RomeSection 3: The Byzantine EmpireChapter 10 Assessment
Chapter 11: The Rise of Christianity Reading Skill: Identifying
Cause and EffectSection 1: The First ChristiansSection 2: The
Christian ChurchSection 3: The Spread of Christian IdeasChapter 11
Assessment
Unit 3 Review
AppendixWhat Is an Appendix?SkillBuilder HandbookCalifornia
Standards HandbookGlossarySpanish
GlossaryGazetteerIndexAcknowledgements and Photo Credits
Feature ContentsPrimary SourceAnalyzing Primary SourcesWorld
LiteratureBiographySkillBuilder HandbookNational Geographic:
History MakersLinking Past & PresentNational Geographic: The
Way It WasYou Decide . . .Primary Source QuotesMaps, Charts,
Graphs, and Diagrams
Student WorkbooksActive Reading Note-Taking GuideCalifornia
Standards Practice WorkbookReading Essentials and Study
GuideSpanish Reading Essentials and Study Guide
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