History Odyssey

Ancients Level TWO

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 SAMPLE

HISTORY ODYSSEY

ANCIENTS ised
Rev on
i
Edit

A LITERATURE BASED
STUDY GUIDE COMBINING

HISTORY
GEOGRAPHY
WRITING

WRITTEN BY
KATE JOHNSON

LEVEL TWO
Revised Edition
 SAMPLE

BLANK PAGES HAVE BEEN REMOVED FROM THIS EBOOK FILE. YOU ARE NOT
MISSING ANY PART OF THE COURSE, EVEN THOUGH YOU MIGHT NOTICE
SOME MISSING PAGE NUMBERS. ONLY BLANK PAGES HAVE BEEN REMOVED.

History Odyssey
Ancients
level two

Kate Johnson

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Color is used only in the eBook version of
History Odyssey Ancients 2.
The print copies are black and white.
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ISBN: 978-0-9798496-2-6

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Ancients SAMPLE Level 2
T a bAlPe P oEfNCDoI nXt eXn t s
Letter to Parents and Teachers / How to Use This Guide ......................................................................... 3
Part I First Civilizations and Farming ....................................................................................................... 9
Lessons 1–2 Civilization ............................................................................................................... 11
Lesson 3 Megalithic Monuments ................................................................................................ 12
Part II Control of Mesopotamia .............................................................................................................. 13
Lesson 4 The Sumerians .............................................................................................................. 15
Lesson 5 The Fertile Crescent ..................................................................................................... 15
Lesson 6 The Hitties .................................................................................................................... 16
Lesson 7 The Babylonians ........................................................................................................... 16
Lesson 8 Hammurabi .................................................................................................................... 16
Part III Meet the Egyptians ..................................................................................................................... 19
Lesson 9 Ancient Egypt .............................................................................................................. 21
Lesson 10 Egyptian Society ......................................................................................................... 21
Lesson 11 Egyptian Tales ............................................................................................................ 22
Lesson 12 The Golden Goblet ...................................................................................................... 22
Lesson 13 Pyramids ..................................................................................................................... 22
Lesson 14 Egypt’s New Kingdom .................................................................................................. 22
Part IV Ancient Africa .............................................................................................................................. 23
Lessons 15–16 Ancient Africa ...................................................................................................... 25
Part V The Assyrians ............................................................................................................................... 27
Lessons 17–18 The Assyrians ....................................................................................................... 29
Part VI Babylon Rises Again ................................................................................................................... 31
Lesson 19 The Revival of Babylon ................................................................................................ 33
Lesson 20 Mesopotamia .............................................................................................................. 33
Lesson 21 Timeline Timeout ........................................................................................................ 33
Part VII Ancient China ............................................................................................................................ 35
Lessons 22–23 Early China ........................................................................................................... 37
Lesson 24 The Qin Dynasty ........................................................................................................... 38
Lessons 25–26 The Han Dynasty .................................................................................................. 38
Part VIII The Hebrews ............................................................................................................................ 39
Lessons 27–28 The Hebrews ......................................................................................................... 41
Lesson 29 Judea ........................................................................................................................... 41
Lesson 30 Solomon’s Temple ....................................................................................................... 42
Lesson 31 Christianity .................................................................................................................. 42
Lesson 32 Capetian France ........................................................................................................... 42
Part IX The Phoenicians .......................................................................................................................... 43
Lessons 33–34 The Phoenicians .................................................................................................. 45
Part X Ancient Americas ......................................................................................................................... 47
Lessons 35–37 Ancient America .................................................................................................. 49
Part XI Ancient India .............................................................................................................................. 51
Lesson 38 Indus Valley ................................................................................................................. 53
Pandia Press SAMPLE History Odyssey
T a bAlPe P oEfNCDoI nXt eXn t s
Lessons 39–40 Aryans and Mauryans .......................................................................................... 53
Lesson 41 Guptas ........................................................................................................................ 54
Lesson 42 Timeline Timeout #2 ................................................................................................... 54
Part XII The Persians .............................................................................................................................. 55
Lessons 43–44 The Persian Empire .............................................................................................. 57
Part XIII Meet the Greeks ....................................................................................................................... 59
Lesson 45 Minoans ...................................................................................................................... 61
Lesson 46 Mycenaens ................................................................................................................. 61
Lesson 47 Greek Dark Age ............................................................................................................ 61
Lesson 48 The Children’s Homer ................................................................................................ 62
Lesson 49 Classical Greece .......................................................................................................... 62
Lessons 50 – 51 Life in Ancient Greece .......................................................................................... 62
Lesson 52 Greek Mythology ........................................................................................................ 63
Lesson 53 Greek Warfare ............................................................................................................ 63
Lesson 54 Peloponnesian Wars .................................................................................................... 64
Lesson 55 Theras and His Town .................................................................................................... 64
Lessons 56 – 57 Alexander the Great ........................................................................................... 64
Part XIV Back in Persia ........................................................................................................................... 67
Lesson 58 Fight for Persia ............................................................................................................ 69
Part XV Meet the Romans ...................................................................................................................... 71
Lesson 59 The Roman Republic ................................................................................................... 73
Lessons 60–62 The Punic Wars .................................................................................................... 73
Lessons 63–64 The Roman Empire ................................................................................................ 74
Lesson 65 Caesar’s Gallic War ..................................................................................................... 75
Lesson 66 Roman Inventions ...................................................................................................... 75
Lesson 67 Greeks vs. Romans ....................................................................................................... 76
Part XVI The Celts ................................................................................................................................... 77
Lesson 68 The Celts ...................................................................................................................... 79
Part XVII The Fall of Rome ...................................................................................................................... 81
Lesson 69 The Decline of Rome .................................................................................................... 83
Lesson 70 The Fall of Rome ......................................................................................................... 83
Lesson 71 Timeline Timeout #3 ..................................................................................................... 84
Part XVIII Timeline Analysis ................................................................................................................... 85
Lesson 72 Timeline Analysis ......................................................................................................... 87

Appendix A Recommended Resources ................................................................................................ 89

Appendix B Reasons for the Fall of Rome ............................................................................................. 93
Appendix C Short Chapter Summaries from Caesar’s Gallic War ........................................................ 95

Attachments: Worksheets
Maps
Ancients SAMPLE
Letter to Parents and Teachers Level 2

Dear Parents and Teachers,

Your child is about to embark on a great adventure—studying the history of humankind.
History Odyssey guides are intended to assist your child on this adventure with access to the greatest
resources and with assistance in organizing a tremendous amount of information. The target grade
level for this course is 5th, however it may be successfully utilized for students up to the 8th grade level.
This course will challenge your child to compare and contrast, analyze, research, write, and outline.
This study guide is the first in the History Odyssey level two series. Basic outlining and map skills
are taught in this course. Students are asked to label cities, rivers, and countries on maps of ancient
times and compare them to a modern-day map. Students are also asked to identify main topics and
subtopics in readings and to construct several outlines. As your child continues with History Odyssey
guides, he or she will learn more advanced outlining, writing, and map skills.
In order to eliminate confusion, ancient history in this guide is presented chronologically
by region rather than strictly chronologically. For example, instead of leaving the study of Egypt
after the Middle Kingdom to learn about China’s Shang Dynasty and then coming back to Egypt
to study its New Kingdom, your child will study the ancient history of Egypt without interruption.
There are three “Timeline Timeouts” to encourage students to take a closer look at their timelines
and the chronological order of events. At the end of this study guide is a “Timeline Analysis” that
assists students in looking back at events chronologically and analyzing which events were occurring
simultaneously in different parts of the world.
The lesson plans in this study guide speak directly to your student for independent use.
However, I recommend assisting with the first few lessons and acknowledge that some students may
need assistance throughout the course. Read over the following instruction pages with your child and
assist him or her in setting up a binder and gathering resources. Most of the lessons are written to
be completed in one sitting. The exceptions to this are the lessons that instruct students to read one
of the literature books and those requiring extended research. For these lessons, students should be
given ample time to complete the tasks before going on to the next lesson unless otherwise indicated.
If your child’s interest is sparked by a subject, refer to the resource list and allow him or her to spend
extra time on that subject. I suggest students at this grade level spend one to two hours studying
history two to three days a week (more days might be required for the weeks when one of the six
literature books is assigned). At that pace, this guide provides a one-year history course. Keep in mind
that these lesson plans combine several subjects—history, literature, writing, and geography.
Students should be able to read the literature books utilized in this study guide independently.
Some students may benefit from having the books read aloud. Students will not be interrupted
with comprehension questions or vocabulary work while reading the assigned literature. I feel that
interrupting the reading of these wonderful books tends to make reading laborious and frustrating.
However, you might want to suggest that your child read with a pencil in hand and circle difficult
words to look up later. Also, it is recommended that you have discussions with your child during the
reading to ensure comprehension. Ideally, you will read the books as well.

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Pandia Press SAMPLE
How To Use This Guide History Odyssey

Required Resources
The following resources are required to complete this course. Optional resources and book
suggestions can be found in the appendix.
*These resources will be used for several years in all level two History Odyssey study guides.

rr *The Kingfisher History Encyclopedia (1999 or newer edition)—KFH

rr *The Story of Mankind by Hendrik Willem Van Loon (optional)—TSOMò
rr *The History Odyssey Timeline from Pandia Press (or a homemade timeline)
rr Tales of Ancient Egypt by Roger Lancelyn Green
rr The Golden Goblet by Eloise Jarvis McGraw
rr The Children’s Homer by Padraic Colum
rr Greek Myths by Olivia Coolidge
rr Theras and His Town by Caroline Dale Snedeker
rr Caesar’s Gallic War by Olivia Coolidge

ò The Story of Mankind: Due to the polarizing nature of The Story of Mankind by Hendrick Van Loon,
it is optional reading in this level two course. It should be considered a possible resource for gathering
information. If students choose not to read TSOM, they might need to seek out other resources on
the Internet or at a library in order to complete some of the lessons. There is a free eBook edition of
TSOM available at: www.gutenberg.org/ebooks/754.

Other Supplies Needed

• Three-ring binder (2-inch size is recommended)
• Seven binder dividers with tabs
• Lined paper or computer paper
• A three-hole punch
• A detailed atlas or world wall map
• A ruler or straight edge
• Colored pencils
• Dictionary, encyclopedias, library access, Internet access

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Ancients SAMPLE
How to Use This Guide Level 2

Setting Up Your Binder

Divide your binder into the following seven sections:
1. Summaries
2. Men & Women
3. Wars & Conflicts
4. Religion & Mythology
5. Art, Inventions, & Architecture
6. Maps & Worksheets
7. Timeline
Insert this study guide in the front of your binder. Label the dividers and insert lined
paper into the first five sections. Three-hole-punch your timeline* and place it along with
the maps and worksheets in their appropriate sections.
*Alternatively, you can display your timeline on a wall while you are working on it, and then
place it in your binder when finished. See the next page for information on making your
own timeline.

Lesson Assignments
Throughout these lessons you will be asked to summarize readings by finding central
ideas and outlining. You will also mark dates on your timeline, color and label maps, and
read from the list of resources. Try to do all of the assignments listed. When asked to add
a person or event to your binder, title your entry and include some important information.
Place the entry in the appropriate section of your binder. A short summary is one to two
sentences. A lengthy summary should be a complete paragraph consisting of at least five
sentences. When you are finished with this course you will have a binder full of information
you have learned and work you have completed. More important, you will have an
education about ancient history to treasure always.

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Pandia Press
How
SAMPLE
to Use This Guide History Odyssey

Map Work
Geography is an important part of history, and you will be learning a great deal of
geography throughout this course. When working with a map, carefully color areas with
colored pencils. Do not use markers, as they will bleed through the paper and blot out labels
and other markings. You can make the land areas colorful by coloring each country or area
a different pastel shade. When labeling, use a ruler to lightly make a pencil line. Print the
name carefully on the line with a fine-point black pen and then erase the pencil line after
your ink dries. Take your time to make the maps beautiful keepsake treasures of your time
spent studying ancient history.

Outlining
In this course, you will be taught basic outlining, then asked to outline certain
readings from Kingfisher History Encyclopedia. Outlining is a very important skill to learn. If
you learn this skill well, it will help you tremendously when reading complicated writings,
when preparing notes for oral presentations and research papers, and when taking notes in
high school and college courses. Outlining will help you separate main ideas from details. It
will help you break down information into the most important parts and organize them.

Timeline
You will need a timeline to complete this course. Using a timeline will assist you
in organizing information and seeing connections between events. At the end of this
course, you will be completing an interesting exercise in which you analyze the data on
your timeline. Timelines can be purchased or constructed. The History Odyssey Timeline
is available from Pandia Press. To construct your own timeline, you will need a piece of
butcher paper about five feet long. Draw a horizontal line all the way across the middle of
the paper. Leaving a little space at the beginning of your line for earlier events, mark dates
beginning at 6000 BC. Mark dates from 6000 BC to 250 BC in 250-year increments (6000,
5750, 5500, etc.). Space your dates approximately two inches apart. After 250 BC, your next
entry will be AD 1 as there is no year zero. Continue with AD 250 and AD 500. Accordion-
fold the timeline, three-hole-punch it, and place it in your binder.
As you record events, you can enter dates directly on your timeline by drawing lines
from the information to the point they occurred, or by coloring blocks of time for events
that span many years. Alternatively, you can enter a reference number on your timeline

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 Ancients SAMPLE
How to Use This Guide Level 2

that refers to a corresponding entry on a separate piece of paper. (See examples of these
two methods below.)
Note: In this course, dates are indicated as BC (before Christ) and AD (anno Domini) because
these are the traditional abbreviations that are used in KFH, TSOM, and other books utilized
in this course. You should also be aware of the secular, modern abbreviations used in
many books and timelines. These are BCE (before common era), used instead of BC, and CE
(common era), used instead of AD.
Method #1: Record events directly on your timeline:

Art/Architecture
and Literature
30 BCE Virgil writing poetry

Write events directly on your timeline:

ANCIENTS

Men and
Women
General
Events
#134 #135

Eras/Reigns
Dynasties
2000 1750 1500 1250 1000 750 500 250 CE 1 CE 250 500

Inventions and
Olmecs 1500–350 BCE, first American civilization

Discoveries
A HISTORY ODYSSEY

Wars and
Conflicts
TIMELINE
6000 BCE – CE 500

Agreements
Treaties/
Pandia Press © Pandia Press

Method #2: Write reference numbers on your timeline that refer to entries on separate paper:

#134
1200 to 700 BCE, Greek Dark Ages.
Greece had no kings and no written
history during this period.

#135
476, Death of last Roman emperor

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 SAMPLE History Odyssey: Ancients Level 2

Part I
First Civilizations and Farming

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First Civilizations and Farming SAMPLE History Odyssey: Ancients Level 2

Civilization
Lesson
Lesson
1 2 Civilization (con’t.)

GET READY For this lesson you will need:
GET READY For this lesson you will need:
• KFH
• Timeline • KFH
• Map 1: First Civilizations
qqRead Kingfisher History Encyclopedia (KFH) p. 8 • Atlas
(The First Farmers). • Colored pencils
qq
Write the following summary sentences. Don’t
forget to title each entry in your binder. This entry
q
could be titled “The First Civilizations.” On Map 1, trace the rivers blue and label
the following water areas. Look at the
Copy the following in the Summaries section of your map on p. 8 of KFH or in your atlas for
binder. Complete each sentence with the best answer assistance. Remember to make a straight
based on the paragraphs you read: line for each label with a pencil, and to
print very neatly.
The First Civilizations
Tigris River Persian Gulf
1. About 10,000 years ago, in the area of the
Mediterranean Sea Nile River
Fertile Crescent, people began farming by
Euphrates River
growing and raising
Red Sea
_____________________________.
 se a red pencil or pen to outline the
U
2. D
 ogs were the first animals domesticated
borders of the Fertile Crescent (see KFH
followed by ___________________.
map). Color land areas. Complete the map
key.
3. _
 _______________ was a system used by
farmers in the Fertile Crescent to water
their crops.
q  dd “Irrigation c. 8000 BC” to the Art,
A
Inventions, & Architecture section of your
4. I
 rrigation is __________________ binder along with a short summary (one to two
and was first used by sentences). Add “Worship of goddesses first
_____________________________ . began in 23,000 BC in the Fertile Crescent” to
your Religion & Mythology section.
5. _
 _____________ among farmers with
neighbors and travelers created the first Note: When c. is used before a date, it stands for
towns and civilizations. circa, which means “approximately.” Historians use
circa when they are unsure exactly when an event
occurred but have a general idea.
qq
Mark significant dates on your timeline.
Suggested Dates:

23,000 BC First worship of goddesses
10,000 BC Domestication of dogs
8000 BC First farming in the Fertile Crescent

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 Pandia Press SAMPLE Part I

Lesson
Megalithic Monuments
3

GET READY For this lesson you will need:
• KFH
• Timeline
• Atlas

qqRead KFH pp. 12–13 (Megalithic Europe).

qq
Mark significant dates on your timeline.
Suggested Dates:
4500 BC Farming in Europe
4300 BC 1st Megaliths in Brittany & Ireland
3500 BC Wheel invented in Sumer
3000 BC Stonehenge began (Europe)
2400 BC Copper 1st used in Europe
2000 BC Stonehenge completed

qq
What do scientists believe to be the purpose(s)
of Stonehenge? Write your answer in your
Summary section. (Don’t forget to title your
entry.)

qq

On a wall map or atlas find Spain, France,
England (U.K.), Ireland, Portugal, Scotland,
and Sweden. These are places where large
ancient stone temples have been found.
Now, in a detailed atlas, find Salisbury,
England (where Stonehenge was found)
and Malta (the site of Hypogeum). Hint:
Malta is a tiny island country south of Sicily.

qq
Add “Megaliths 4500–1200 BC in Europe”
and “Copper 2400 BC in Europe” to the Art,
Inventions, & Architecture section of your
binder. Include short summary and sketches of
the megaliths.

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 SAMPLE History Odyssey: Ancients Level 2

Part II
Control of Mesopotamia

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Control of Mesopotamia SAMPLE History Odyssey: Ancients Level 2

The Sumerians
Lesson
4 q In TSOM, the author gives a brief overview of
the groups of people who moved in and out of
GET READY For this lesson you will need: the Fertile Crescent (Mesopotamia). Look at
• KFH Map 1 and/or the map in chapter 7 of TSOM.
Today the Fertile Crescent is part of an area
• TSOM (optional)
we call the Middle East. If you were a leader of
qq
Read KFH p. 9 (Sumer and Akkad). a tribe, why might you want to move into the
Fertile Crescent? Why was this such a desirable
qq
Read The Story of Mankind (TSOM) chapter area to control? Write out your answer to
7, “Mesopotamia,” and chapter 8, “The these questions in paragraph form (at least
Sumerians.” This reading covers events in five sentences) in the Summaries section of
Babylon that we will study in a future lesson. your binder. Title this entry “Mesopotamia (the
qq
Define the following terms in your Summaries Middle East)–Prized Real Estate.” Leave about
section: half the page blank after your paragraph. You
cuneiform will be adding more to this entry in Lesson 20.

ziggurat q
On Map 2, use KFH p. 9 and your atlas to
city-state color land areas and label the following:
Mesopotamia Akkad Caspian Sea
Sumer Red Sea
qq
Add “Ziggurats built in Ur by Sumerians c. 2000
Persian Gulf Ur
BC” to your Art, Inventions, & Architecture
Mediterranean Sea Tigris River
section. Sketch a picture of a ziggurat. Also add
Babylon Euphrates River
“Cuneiform invented by the Sumerians c. 3200
Mesopotamia
BC.”
Draw arrows and label them to indicate
qq
Write one sentence each about each of the
the groups who invaded Mesopotamia.
following in your Men & Women section:
Include the following – Akkadians, Amorites
Sargon (Babylonians), Hittites, Assyrians, Chaldeans,
Hammurabi Persians, Greeks, Romans, and Turks.
Sumerians 
Hittites
rr Mark significant dates on your timeline.
Suggested dates:
Lesson
3200 BC Cuneiform developed by
5 Fertile Crescent Sumerians

GET READY For this lesson you will need: 2360 BC Akkadians under Sargon invade
Fertile Crescent
• TSOM (optional)
• Map 1: First Civilizations 2334 BC First world empire under Sargon
(Fertile Crescent)
• Map 2: The Sumerians of Mesopotamia
• Atlas 2100 BC Ziggurats in Ur (Middle East)
• Colored pencils
• KFH
• Timeline

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 Pandia Press SAMPLE Part II

qq Mark significant dates on your timeline.

The Hittites
Lesson
6
Suggested dates:
GET READY For this lesson you will need:
1760 BC Babylonians (Amorites) invade
• KFH Mesopotamia under Hammurabi
• Map 3: The Babylonian and Hittite Empires
1750 BC Death of Hammurabi
• Colored pencils
• Atlas 1595 BC Hittites attack Babylon
1300 BC Hittite Kingdom at its greatest
qq
Read KFH p. 20 (The Hittites).
qq
Add the following to your Art, Inventions, &
qq
Write four characteristics or traits of the Hittites
Architecture section:
in your Summaries section. Title your entry.
“Use of iron began in 1600 BC by the Hittites.”
qq “Babylonians based their counting system on 60,
On Map 3, shade and label the area
from which developed the 60-minute hour and the
controlled by the Hittite Kingdom at its
360° circle.”
greatest (within the dotted lines). Label the
area directly above the Mediterranean Sea
“Anatolia.” On your wall map or atlas find
the modern name for this area, and write it
in parentheses next to Anatolia. Complete
Lesson
the map key for the Hittites and label:
8 Hammurabi
Mediterranean Sea Red Sea
Syria Assyria qq

Look at the small sample of The Code of
Arabia Persian Gulf Hammurabi on the next page. (Hammurabi
actually passed 280 laws and had them carved in
stone for all to see).

qq
Circle those laws you think are fair, and place
The Babylonians
Lesson
7 an X by those you feel are unjust. Could any of
these laws work today? Why or why not? Look
GET READY For this lesson you will need:
at #7: Do you see evidence of the Babylonians’
• KFH strong belief in their gods? Hammurabi’s laws
• Map 3: The Babylonian and Hittite Empires are based on an “eye for an eye and a tooth for
• Colored pencils a tooth” philosophy of justice. What does this
• Timeline mean? Can you think of any laws we have today
qq
Read KFH p. 21 (Babylon). that are based on this philosophy? How about
in other countries? How about in your house?
qq
Write a list of the characteristics of the Do you think this type of justice is a sign of a
Babylonians in your Summaries section. primitive or an advanced society?
Summarize Hammurabi’s laws by answering
qq these questions in paragraph form. Title your
On Map 3, shade and label the area
paragraph “The Babylonians and the Code of
controlled by the Babylonian Empire at
Hammurabi” and place it in the Summaries
its greatest (within the dashed lines) a
section of your binder. Although they may seem
different color than you shaded the Hittite
primitive, these laws created a sense of order
Kingdom. Notice that the two areas overlap.
in a society that influenced the advancement of
Also notice that the Babylonians ruled first.
law, democracy, and doctrines such as England’s
Remember this was an area many wanted
Magna Carta and the United States’ Bill of Rights.
to control. Complete the map key.

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Control of Mesopotamia SAMPLE History Odyssey: Ancients Level 2

The Code of Hammurabi

1. If a man opens his canal for irrigation and neglect it and

lets the water wash away his neighbors field, he shall give his
neighbor enough grain to replace his loss.

2. If a man strikes his father, they shall cut off his hand.

3. If a man destroys the eye of another man, they shall

destroy his eye. If the victim be a slave, he shall pay one
half his price.

4. If a physician operates on a man and causes his death,

they shall cut off his hand.

5. If a ship builder builds a boat for a man and it is not

seaworthy, the shipbuilder shall rebuild the boat at his own
expense.

6. If a man strikes the daughter of another man and she

dies, they shall put his own daughter to death.

7. If a man accuses another man of a crime, they shall

throw the accused in the river. If the accused drowns, then
he was guilty and the accuser shall get his house. If the
accused lives, then he was not guilty; the accuser shall be
killed and his house will be given to the accused.

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 SAMPLE History Odyssey: Ancients Level 2

Part III
Meet the Egyptians

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Meet the Egyptians SAMPLE History Odyssey: Ancients Level 2

 9 Ancient Egypt 10 Egyptian Society

Lesson Lesson

GET READY For this lesson you will need: GET READY For this lesson you will need:
• KFH • KFH
• Timeline • Colored pencils
• Map 4: Ancient Egypt • TSOM (optional)
• Colored pencils • Timeline

qq
Read KFH pp. 10–11 (Ancient Egypt). q Read TSOM chapter 4, “Hieroglyphics,” chapter
5, “The Nile Valley,” and chapter 6, “The Story
qq
Write one summary sentence for each of Egypt.” If you are not using TSOM, use the
paragraph. Internet to research these topics.
Finish the following summary sentences for the
paragraphs you read or create your own summary q From your readings in TSOM today, and your
reading in KFH in the last lesson, make a list in
sentences:
your Summaries section of the contributions
1. T
 he Egyptians believed their pharaoh
of the Egyptians. Your list could include
was a god who had the power to
writing, pyramids, paper (papyrus), schooling,
___________________________ . government, pharaohs, warfare, taxes, and
farming. Write a short summary for each
2. M
 ost of Egypt’s population contribution, and don’t forget to title this entry.
_______________, and few learned
how to _____________________ .
qq
Add “Hieroglyphics” to the Art, Inventions, &
Architecture section of your binder along with
3. The accomplishments of Egypt’s a short summary. Also, describe in your own
words how hieroglyphic script differs from sign
Middle Kingdom were (list 3)
___________________________ . language. Also add “Great Pyramid of Giza 2550
BC.” Sketch a picture of the Great Pyramid of
qq
Mark significant dates on your timeline. Giza from p. 10 of KFH.
Suggested dates: qq
Add the names of the Egyptian gods, along with
3300 BC Hieroglyphics developed a short summary, to your Religion & Mythology
3000 BC Upper and Lower Egypt united section. Optional: Include a sketch of the god or
goddess.
2630 BC First Egyptian pyramid built
2575 BC Egypt’s Old Kingdom qqMark significant dates on your timeline.
2040 BC Egypt’s Middle Kingdom Suggested dates:

1550 BC Egypt’s New Kingdom 1720 BC Hyksos attack Egypt

1700 BC Egyptians gain freedom from
qq Hyksos
On Map 4, shade the Nile Delta red. To
identify the Nile Valley, shade blue along 1600 BC Assyrians conquer Egypt
the borders of the Nile River. Color the land 525 BC Persians conquer Egypt
and label the following: 30 BC Romans conquer Egypt
Upper Egypt Rosetta
Giza Thebes
Nile River Nubia
Lower Egypt Valley of the Kings
Memphis Mediterranean Sea
Red Sea

– 21 –
 Pandia Press SAMPLE Part III

Egyptian Tales 14 Egypt’s New Kingdom

Lesson Lesson
11
GET READY For this lesson you will need: GET READY For this lesson you will need:

• Tales of Ancient Egypt by Roger Lancelyn • KFH

Green
qq
Read KFH pp. 26–27 (Egypt, The New Kingdom).
qq
Read Tales of Ancient Egypt. There are 20 tales,
qq
Write three to four summary sentences that
so try to read two or three a day until you
express the main ideas. An example of a main
finish the book. As you read, add to your list
idea from this reading is:
of Egyptian gods in the Religion & Mythology
section of your binder. Write one attribute or The New Kingdom was Egypt’s Golden
significant fact about each one. Age, when Egypt prospered in the areas of
art, military, and trading.

Write three more main ideas. (Hint: Egypt’s women,

Akhenaten, and the end of the New Kingdom.)
Lesson
12 The Golden Goblet qq
Add the following to the Men & Women section
of your binder along with short summaries:
GET READY For this lesson you will need:
Ahmose
• The Golden Goblet by Eloise Jarvis McGraw
Nefertiti
q Read The Golden Goblet. Try to read two
chapters each day until you finish the book. Thutmose I
Continue with the next lesson while reading.

Pyramids
Lesson
13
GET READY For this lesson you will need:
•Library access / Internet access
•Colored pencils

qq
Library Trip! While reading The Golden Goblet,
do research on the building of the pyramids.
Write a one-page summary in the Summaries
section of your binder describing the different
theories of how the Egyptians built pyramids.
Include sketches.

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 SAMPLE History Odyssey: Ancients Level 2

Part IV
Ancient Africa

– 23 –
Ancient Africa SAMPLE History Odyssey: Ancients Level 2

Ancient Africa qq
Lesson
To your Art, Inventions, & Architecture section,
15 add “Rock paintings and relief carvings in
GET READY For this lesson you will need: Ancient Africa from 3500 BC.” If you wish, draw
• KFH your version of the cave painting like the one at
• Map 5: Ancient Africa the bottom of p. 31 of KFH. Also add “Pyramids
•Colored pencils in Meroë (Ancient Africa) were influenced by the
• Atlas Egyptians.”
• Timeline

qqRead KFH pp. 30–31 (Africa).

Ancient Africa (con’t.)
Lesson
qqWrite one sentence about each of the following 16
places in ancient Africa in your Summaries
section: GET READY For this lesson you will need:
Kush • KFH
Nok • Timeline
Meroë • Map 5: Ancient Africa
Chad
Bantu
qq
Read KFH p. 60 (Africa).
qq
On Map 5, color land areas and trace the qq
In your Summaries section, write a summary
rivers blue. Under the Sahara Desert, write paragraph (about five sentences) describing

“c. 3500 BC” to note that it was not always

a desert. Use your atlas and p. 30 in KFH to
what the introduction of camels and migration
did for Africa. Also, write one sentence about
label the following: Aksum, and one about Bantu-speaking people.
Red Sea Atlantic Ocean qq
Add “Aksum (Africa) adopts Christianity AD 350”
Nile River Meroë to your Religion & Mythology section.
Kush Egypt
Chad Jenne-Jeno qq
On Map 5 label Aksum and write “AD 350.”
Mediterranean Sea Niger River
Indian Ocean Nubia
Banju Carthage qq
Mark significant dates on your timeline.
Nok
Suggested dates:
On your wall map or atlas find modern-
day Sudan (ancient Nubia). Label Sudan 350 BC Meroë (Africa) collapses and
Aksum grows
in parentheses on Map 5.
100 BC Introduction of camels to Africa
AD 350 Aksum, Africa at its greatest
qq
Mark significant dates on your timeline. AD 500 Bantu trading with Greeks and
Suggested dates: Romans
2700 BC Farming in West Africa AD 500 Bantu expansion into Central and
2000 BC Kingdom of Kush in Africa begins South Africa

1500 BC Egypt conquers Kush, Africa

750 BC Kushities win back Kush from
Egyptians
200 BC Jenne-Jeno, first African city

– 25 –
 SAMPLE History Odyssey: Ancients Level 2

Part V
The Assyrians

– 27 –
The Assyrians SAMPLE History Odyssey: Ancients Level 2

17 The Assyrians 18 The Assyrians (con’t.)

Lesson Lesson

GET READY For this lesson you will need: GET READY For this lesson you will need:
•KFH
• Map 6: The Assyrian Empire 1
•Map 6: The Assyrian Empire 1
• Timeline
•Colored pencils
• Atlas
qq
Read KFH pp. 22–23 (The Assyrians).
qq
qq
In your Summaries section, finish the following Find the area shown on Map 6 on your wall
summary sentences for the paragraphs you read: map or in your atlas. Notice that Assyria
is no longer a country. Which modern-
1. T
 he Assyrian Empire was located in the day countries now occupy the area once
region of ________________________. dominated by the harsh Assyrians?

2. T
 he Assyrian Empire was at its greatest Find the modern-day name for the area
during the reign of ______________ once called Aramrea in your atlas or on
during the years _____________. a world globe and mark it in parentheses
3. F
 our traits of the Assyrians were next to Aramrea on Map 6.
_______________________________
(Hint: read the picture captions)
qq
Mark significant dates on your timeline.
4. _
 _________________________ and
Suggested dates:
____________________conquered the
Assyrian Empire when King _________ 2500 BC Assyrians in Tigris Valley
died in 627 BC. 1680 BC Assyria falls to the Hurrians
700 BC Assyria at its greatest
qq 612 BC Fall of Assyria
On Map 6, color in the Assyrian Empire
at its largest in 650 BC (within the dotted qq
Add Adadnirari I “King of Everything,”
lines). Complete the map key. Notice that Tiglathpileser, and King Ashurbanipal to your
by this time the Assyrians controlled the Men & Women section. Remember to title each
areas of Israel and Judah as well as the entry and write a short summary.
entire Fertile Crescent. Label the following: qq
Add “Ishtar – goddess of war for the Assyrians
Syria Tigris River and mother-goddess to the Babylonians” to your
Aramrea Red Sea Religion & Mythology section.
Caspian Sea Babylon
Israel Nile River
Egypt Mediterranean Sea
Euphrates River Nineveh
Persian Gulf

– 29 –
 SAMPLE History Odyssey: Ancients Level 2

Part VI
Babylon Rises Again

– 31 –
Babylon Rises Again SAMPLE History Odyssey: Ancients Level 2
Lesson Lesson

 19 The Revival of Babylon 20 Mesopotamia

GET READY For this lesson you will need: GET READY For this lesson you will need:
• KFH • KFH
• Timeline •TSOM (optional)
•Map 7: The Revival of the Babylon Empire • Atlas India
•Colored pencils
• Atlas qqYou have learned about several groups of
people fighting for the area in and around
qqRead KFH pp. 36–37 (Babylon Revived). Mesopotamia. You have already written a
summary about why this area was so desired.
qq
Write a short summary for each of the following Now, add to the summary you began in Lesson
and place your summaries in the Men & Women 5 by making a list of the people who controlled
section or Art & Inventions sections of your this area in the order in which they ruled. You
binder as appropriate: may need to re-read TSOM chapter 8, “The
The Chaldeans Sumerians,” research the topic on the Internet,
Nebuchadnezzar and/or look at prior lessons. Starting with
the Sumerians in 5000 BC, followed by the
The Hanging Gardens of Babylon
Babylonians in 1894 BC, begin your list including
The Tower of Babel the dates ruled whenever possible. Some of
Herodotus (read picture captions and leave your dates may overlap. Your list could go on to
space to add more later) Alexander the Great and beyond.
Cyrus the Great (leave space to add more qq
Look at your wall map or atlas. What
later) countries currently control what was ancient
qq
Add significant dates to your timeline. Mesopotamia? This area (the Middle East) is
still fought over. Recent fighting includes Iraq’s
Suggested dates:
attempt to conquer Kuwait (called the Gulf War).
853 BC Assyria conquers Babylon Why would Iraq want to control the very tiny
612 BC Babylonians regain control of country of Kuwait? (Hint: For one reason, look
Babylon where it is located and see what it borders.)
Discuss the answers to these questions with your
604 BC Nebuchadnezzar – King of Babylon
parent or teacher. You may want to research the
539 BC 
Babylon conquered by Cyrus the Gulf War.
Great of Persia

qq
On Map 7 use KFH p. 36 and your atlas to
Timeline Timeout #1
Lesson

label the following: 21

GET READY For this lesson you will need:
Jerusalem Nile River
Judah Babylonia •Worksheet: Timeline Timeout #1
Phoenicia Euphrates River • KFH
Syria Tigris River • Timeline

Shade the extent of the Babylonian Empire In the first 20 lessons of this course, you have studied
in 603 BC (within the dotted lines). Complete the history of the people of the Fertile Crescent,
the map key. the Sumerians, the Hittites, the Babylonians, the
Egyptians, Ancient Africans, and the Assyrians. Some
of these people existed and made history at the

– 33 –
 Pandia Press SAMPLE Part VI

same time but in different parts of the world. To get a

better idea of what was happening when, complete the
following Timeline Timeout.

qq
Locate the worksheet titled Timeline Timeout #1.
Fill in the boxes with the appropriate names. Fill
in the blanks with the appropriate events. Use the
date headings in KFH to find the time periods for
each civilization. Place the completed Timeline
Timeout in the Timeline section of your binder.

– 34 –
 SAMPLE

Thank you for previewing History Odyssey - Ancients (level two).

To purchase a copy from 5IF
1BOEJB
4UPSF:

www.pandiapress.com
Ancients SAMPLE Level 2
AA PP P E N D I X XA
Recommended Resources
Reference
Bauer, Susan Wise and Jessie Wise. The Well-Trained Mind. A Guide to Classical Education at Home. New
York: W.W. Norton & Company, 2004.

Chisholm, Jane. Usborne Timelines of World History. London: Usborne Publishing, 2000.

Outlining
Weiler, Ellie. Outlining. Scottsdale, Arizona: Remedia Publications, 2002.

Timeline
The History Odyssey Timeline. Pandia Press. www.Pandiapress.com.

Mesopotamia
Foster, Leila Merrell. The Sumerians. London: Franklin Watts, 1990.

Landau, Elaine. The Babylonians. Connecticut: The Millbrook Press, Inc. 1997. Contains a good overview
of the Babylonians with a focus on its greatest rulers—Hammurabi and Nebuchadnezzar II.

Odijk, Pamela. The Sumerians. New Jersey: Silver Burdett Press, 1990. Offers a general overview of
Sumeria with interesting examples of Sumerian writings, math, proverbs, and artwork.

Ancient Egypt
Clare, John D. Pyramids of Ancient Egypt. New York: Harcourt, 1992. Interesting photos of real people
modeling life as pyramid builders.

Katan, Norma Jean. Hieroglyphs. The Writing of Ancient Egypt. New York: Macmillan, 1981.

Mann, Chris. The Great Pyramid: Gateway to the Stars (videocassette). New York: A&E Home Video, 1995.

Meltzer, Milton. In the Days of the Pharaohs. London: Franklin Watts, 2001.

Oliphant, Margaret. The Egyptian World. London: Franklin Watts, 1989.

Payne, Elizabeth. The Pharaohs of Ancient Egypt. New York: Random House, 1964. This nonfiction story
of Champollion’s work to decipher the Rosetta Stone reads like a novel.

Perl, Lila. Mummies, Tombs, and Treasure. New York: Scholastic, 1987.

The Metropolitan Museum of Art: Explore & Learn (website). http://www.metmuseum.org/metmedia/

video/collections/egyptian/tomb-of-perneb. Explore the tomb of Perneb.

– 89 –
Pandia Press SAMPLE History Odyssey
AA PP P E N D I X XA
Recommended Resources
Ancient Americas
The Sport of Life and Death: The Mesoamerican Ballgame (website). www.ballgame.org. A superb site
that has won many awards. Travel the timeline of Mesoamerica and play an ancient ball game.

Wood, Marion. Ancient America. New York: Facts on File, 2003.

Ancient Greece
Baker, Rosalie. Ancient Greeks: Creating the Classical Tradition. Oxford: Oxford University Press, 1997.
Encyclopedia-style book with in-depth information on the people of ancient Greece from Homer to
Aesop to Socrates to Xenophon—42 people in all.

Gaines, Ann. Herodotus and Explorers of the Classical Age. New York: Chelsea House Publications, 1993.

Montesanti, Rosario. Legacy of Ancient Civilizations: The Mycenaeans (videocassette). Los Angeles: World
Almanac Video, 1999.

Sutcliff, Rosemary. The Wanderings of Odysseus. London: Francis, 2002.

Zannos, Susan. The Life and Times of Socrates. Delaware: Mitchell Lane, 2004.

Ancient China
Birch, Cyril. Tales from China. Oxford: Oxford University Press, 1996.

Hall, Eleanor J. Ancient Chinese Dynasties. San Diego: Greenhaven Press, 2000.

Ancient Rome
Connolly, Peter. Pompeii. Silver Burdett, 1979. Contains drawings, pictures ruins, re-enactments,
diagrams, and excavation from the volcano that destroyed Pompeii in AD 79.

Coolidge, Olivia. Roman People. Boston: Houghton Mifflin, 1959. Covers a Roman solider, a rich freeman,
a poor man, a charioteer, a slave, an aristocrat, a working-class man, an early explorer, and the people of
a small provincial town.

Corbishley, Mike. The Roman World. East Hampton: Warwick Press, 1986.

Henty, G.A. The Young Carthaginian. Colorado: Lost Classics Book Company, 2001. Typically wonderful
Henty tale. This book tells of the Punic wars from Carthage’s side.

James, Simon. Ancient Rome. London: Dorling Kindersley, 2004.

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Ancients SAMPLE Level 2
AA PP P E N D I X XA
Recommended Resources

General
Hunter, Erica. First Civilizations. New York: Facts on File, 2003.

Internet Ancient History Sourcebook (website) www.fordham.edu/halsall/ancient/asbook.html. A

fabulous website with primary sources for all of ancient history (and other time periods as well).

The Metropolitan Museum of Art: Explore & Learn website. www.metmuseum.org. Explore a wonderful
timeline of art history including ancient art history.

Wiese, Jim. Ancient Science. New Jersey: John Wiley & Sons, 2003.

- 91 -
Ancients SAMPLE
Worksheets and Maps Level 2

Worksheets:
Timeline Timeout (3)

Timeline Analysis

Map of Theras’s Long Journey

Blackline Maps of Ancient History:

Map 1 First Civilizations
Map 2 The Sumerians of Mesopotamia
Map 3 The Babylonian and Hittite Empires
Map 4 Ancient Egypt
Map 5 Ancient Africa
Map 6 The Assyrian Empire
Map 7 Revival of the Babylonian Empire
Map 8 Ancient China—The Shang Dynasty
Map 9 Ancient China—The Qin Dynasty
Map 10 The Kingdoms of Israel and Judah
Map 11 Phoenician Trade
Map 12 The Ancient Americas
Map 13 The Indus Valley
Map 14 Ancient India
Map 15 The Persian Empire
Map 16 Ancient Greece
Map 17 The Empire of Alexander the Great
Map 18 The Roman Republic
Map 19 The Punic Wars (Rome versus Carthage)
Map 20 The Great Roman Empire
Map 21 Barbarian Invasion
 Timeline Timeout #1

Sumerians and Mesopotamia 5000 BC—1900 BC

10,000
BC
5000 4750 4500 4250 4000 3750 3500 3250 3000 2750 2500 2250 2000 1750 1500 1250 1000 750 500 250 1 AD 250 500

Assyrians conquer Egypt

SAMPLE

Place the following in the appropriate box: Place the following events on the appropriate line:

□ Ancient Africa □ First farming in the Fertile Crescent

□ First Farmers and the Fertile Crescent □ Invention of the wheel
□ Sumerians and Mesopotamia □ First world kingdom under Sargon
□ Ancient Egypt □ Babylonians invade Mesopotamia
□ Babylonians □ Assyrians conquer Egypt
□ Babylon Revived □ Africa begins trading with the Greeks and Romans
□ Assyrians □ Jenne-jeno first African city
□ Hittites

©Pandia Press History Odyssey: Ancients Level 2

 First Civilizations Map 1
Map 1

Çatal Hüyük
SAMPLE

Jericho

Map Key
The Fertile Crescent

©Pandia Press History Odyssey: Ancients Level 2

 The Mesopotamia Map 2
The Sumerians
Sumerians of
of Mesopotamia Map 2

Map Key
Invaders of Mesopotamia
SAMPLE

History Odyssey - Ancients (level two) © 2008 Pandia Press

©Pandia Press History Odyssey: Ancients Level 2
 The Babylonian and Hittite Empires Map 3
The Babylonian and Hittite Empires Map 3

Tigri
s Riv
er

Eu
ph
rat
es
R ive Babylon
r
SAMPLE

Map Key
The Babylonian Empire (1760 B.C.)

The Hittite Empire (1300 B.C.)

History Odyssey - Ancients (level two) © 2008 Pandia Press

©Pandia Press History Odyssey: Ancients Level 2
 Ancient Egypt Map 4
Ancient Egypt Map 4
SAMPLE

Map Key
The Nile Valley

The Nile Delta

History Odyssey - Ancients (level two) © 2008 Pandia Press

©Pandia Press History Odyssey: Ancients Level 2
 Ancient Africa Map 5
Ancient Africa Map 5

Sahara Desert
SAMPLE

History Odyssey - Ancients (level two) © 2008 Pandia Press

©Pandia Press History Odyssey: Ancients Level 2
 The Assyrian Empire Map 6
The Assyrian Empire Map 6
SAMPLE

Map Key
The Assyrian Empire (650 B.C.)

History Odyssey - Ancients (level two) © 2008 Pandia Press

©Pandia Press History Odyssey: Ancients Level 2
 Revival of the Babylonian Empire Map 7
Revival of the Babylonian Empire Map 7

ASSYRIA

Babylon

P E R SIA
SAMPLE

E GYP T

Map Key
The Babylonian Empire (604 B.C.)

History Odyssey - Ancients (level two) © 2008 Pandia Press

©Pandia Press History Odyssey: Ancients Level 2
 SAMPLE Recommended for
History Odyssey—Ancients (level two) Grades 5 and up

A comprehensive study of ancient history that organizes and schedules a classical approach to
history and literature
From first civilizations to the fall of Rome,
Book & Supply List for Ancients (level two)
History Odyssey - Ancients (level two) is a complete
one-year curriculum that combines history with great Main Reference Spines:
literature, world geography, and writing activities. The Kingfisher History Encyclopedia
The Story of Mankind by Hendrik Willem Van Loon
With Ancients (level two), students will learn: (optional)
■ Ancient world history from 6000 BC to AD 500
■ Basic outlining and summaries Literature:
■ Research and organizational skills Tales of Ancient Egypt by Roger Lancelyn Green
■ Critical thinking skills
■ Extensive ancient and modern-day geography The Golden Goblet by Eloise Jarvis McGraw
■ Timeline analysis The Children’s Homer by Padraic Colum

Greek Myths by Olivia Coolidge

Ancients (level two) includes:
■ 72 detailed lessons written for independent use Theras and His Town by Caroline Dale Snedeker
- Reading assignments
- Writing assignments Caesar’s Gallic War by Olivia Coolidge
- Map work assignments
- Timeline instructions Other Supplies:
- Research instructions Timeline (purchased or homemade)
■ 21 custom world geography maps
Three-ring binder and seven tab dividers
■ Worksheets
■ Recommended resources list Detailed atlas
Basic art supplies

Phoenician Trade Map 11

p

History Odyssey study guides:

Level One: Ancients
Middle Ages
Early Modern
Carthage Modern Times
Tyre Level Two: Ancients
Map Key
Middle Ages
Phoenicia

Phoenician Colonies
Early Modern
Phoenician Trade Routes Modern Times
©Pandia Press History Odyssey: Ancients Level 2

map sample
Level Three: Ancients
Middle Ages
ISBN 978-0-9798496-2-6

www.pandiapress.com 9 780979 849626