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Presentation Plus! Human Heritage: A World History
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CHAPTER FOCUS
SECTION 1 The Assyrians
SECTION 2 The Chaldeans
SECTION 3 The Persians
CHAPTER SUMMARY & STUDY GUIDE
CHAPTER ASSESSMENT
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Overview
• Chapter 7 focuses on the Assyrian,
Chaldean, and Persian empires and their
contributions to the ancient Middle East. 
– Section 1 discusses the Assyrian
civilization and its empire in
Mesopotamia. 
– Section 2 explains the features of the
Chaldean civilization and its city of
Babylon. 
– Section 3 describes the contributions
made by Persians to other civilizations.
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Objectives
After studying this chapter, you will be able to:
• explain how the Assyrians established and
maintained an empire in Mesopotamia. 
• describe what the Chaldean city of
Babylon was like. 
• discuss how the Persians were able to rule
an empire that stretched from Egypt to
India.
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Read to Discover
• How the Assyrians established and
maintained an empire in Mesopotamia
• What the Chaldean city of Babylon was
like 
• How the Persians were able to rule an
empire that stretched from Egypt to
India
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the information. The Chapter Focus is on page 117 of your textbook.

Terms to Learn
• empires 
• smelting 
• provinces 
• caravans 
• astronomers 
People to Know
•
•
•
•
•
Ashurbanipal 
Nebuchadnezzar 
Cyrus 
Darius 
Zoroaster 
Places to Locate
• Nineveh 
• Babylon 
• Persepolis 
• Lydia
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Why It’s Important
While the Phoenicians and the Hebrews
were developing their civilizations, powerful
kingdoms rose and fell in Mesopotamia.
Built by the Assyrians, the Chaldeans, and
the Persians, these kingdoms were not
content to stay where their civilizations
began. Rulers raised large armies and
expanded into neighboring lands. They
developed new ways of organizing their
empires–territories governed by a single
ruler or nation. They also increased trade.
Through conquest and trade, these three
empire-builders spread their ideas
and customs over a wide area.
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The Assyrians
• About 1,000 years after Hammurabi ruled, a
people called Assyrians rose to power in
Mesopotamia. 
• Their country, Assyria, lay in the upper
part of the Tigris River valley. 
• The Assyrians built a powerful army and
by 1100 B.C., they had defeated their
neighboring enemies. 
• By 800 B.C., they were strong enough to
take over cities, trading routes, and
fortresses throughout Mesopotamia.
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the information. Section 1 begins on page 117 of your textbook.
The Assyrian Army
• The Assyrian army was divided into groups
of foot soldiers armed with shields, helmets,
spears, and daggers. 
• It also had units of charioteers, cavalry,
and archers. 
• Assyrian power was due partly to their
weapons, which were made of iron. 
• Iron had been used in the Middle East for
centuries, but until about 1400 B.C., it was
too soft to be made into weapons. 
• Then, a people called Hittites developed a
process of smelting.
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The Assyrian Army (cont.)
• They heated iron ore, hammered out its
impurities, and rapidly cooled it. 
• The Assyrians borrowed the skill of smelting
from the Hittites. 
• For several hundred years, the Assyrian
armies spread death and destruction
throughout the Middle East. 
• Anyone who resisted Assyrian rule was
punished. 
• The Assyrians spread stories of their
cruelty; other people were so frightened by
the stories that they would simply surrender.
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Kings and Government
• Assyria’s kings were strong leaders who
ruled an empire that extended from the
Persian Gulf in the east to the Nile Valley in
the west. 
• Although Assyrian kings spent much of
their time fighting battles, they were also
involved in peaceful activities. 
• A great Assyrian king, Ashurbanipal,
started one of the world's first libraries.
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Kings and Government (cont.)
• Assyrian kings had to control many peoples
spread over a large area. 
• To do this, they divided their empire into
provinces, or political districts. 
• All provinces were connected by a system
of roads. 
• In time, the empire became too large to
govern.
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Kings and Government (cont.)
• In 612 B.C. the Chaldeans captured Nineveh,
the Assyrian capital. 
• The Assyrian Empire crumbled shortly
after.
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Section Assessment
How was Assyria governed?
Assyrian kings divided their empire
into provinces and then chose
officials to govern each. The officials
collected taxes and enforced laws.
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Section Assessment (cont.)
Why did the Assyrian Empire fall?
The empire fell because it became
too large to govern and had many
enemies.
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Section Assessment (cont.)
Forming Conclusions Do you
think ruling by fear is an effective
way to govern? Why or why not?
Answers will vary.
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Section Assessment (cont.)
Draw a diagram like the one shown
on page 120 of your textbook, and
use it to show the cause and effects
of the Assyrian warrior way of life.
cause–a geography that did not
provide protection against invaders
effects–built a strong army; defeated
neighboring enemies; took over
cities, trading routes, and fortresses
throughout Mesopotamia
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The Chaldeans
• Like the Assyrians, the Chaldeans were
warriors who conquered many different
peoples. 
• Under their king Nebuchadnezzar, they
extended their empire’s boundaries as far
west as Syria and Palestine. 
• They built a new capital at Babylon in
which nearly 1 million people lived. 
• Babylon was the world’s richest city up to
that time.
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The Chaldeans (cont.)
• In the center of the city stood palaces and
temples including a huge ziggurat that
reached more than 300 feet into the sky. 
• The king’s palace had “hanging gardens,”
layered beds of earth planted with large trees
and masses of flowering vines and shrubs
which seemed to hang in mid-air. 
• Outside the center of Babylon, artisans made
pottery, cloth, and baskets that were sold to
passing caravans, or groups of traveling
merchants.
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The Chaldeans (cont.)
• Babylon was also a center of science. 
• Chaldean astronomers, or people who
collect, study, and explain facts about the
heavenly bodies, believed that changes in
the sky revealed the plans of the gods. 
• Babylonian astronomers made one of the
first sundials. 
• They also were the first to have a sevenday week.
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The Chaldeans (cont.)
• As time passed, though, the Chaldeans
began to lose their power. 
• In 539 B.C., Persians from the mountains
to the northeast captured Babylon. 
• Mesopotamia became just another part of
the Persian Empire.
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Section Assessment
What did the Chaldean
astronomers contribute to
science?
They made maps that showed the
position of the planets and the
phases of the moon, made one of the
first sundials, and were the first to
use the seven-day week.
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Section Assessment (cont.)
What led to the fall of the
Chaldean Empire?
The Chaldeans found it hard to control
the peoples they had conquered; some
years crops were poor and trade was
slow; and in 539 B.C., the Persians
captured Babylon.
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Section Assessment (cont.)
Identifying Alternatives Under
whose rule–the Assyrians’ or the
Chaldeans’–would you have
preferred to live? Explain.
Answers will vary.
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the answer.
Section Assessment (cont.)
Draw a diagram like the one on
page 122 of your textbook, and use
it to describe Babylon.
Sample descriptions: richest city, own
police force and postal system,
encircled by huge brick walls, guarded
by archers atop towers, palaces and
temples in center, huge ziggurat,
hanging gardens, beautiful streets,
Ishtar Gate, etc.
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The Persians
• Originally, the Persians were part of the
people known as Aryans. 
• The Aryans were cattle herders from the
grasslands of central Asia. 
• About 2000 B.C., however, the Persians
began to separate from other Aryans and
finally settled on a high plain between the
Persian Gulf and the Caspian Sea, where
they established Persia.
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the information. Section 3 begins on page 122 of your textbook.
The Persians (cont.)
• The Persians lived peacefully in the
highlands for over 1,000 years. 
• They divided most of the country into
large farms owned by nobles. 
• As the land was arid, farmers depended
on streams that came down from the
mountains. 
• With water, farmers were able to grow
wheat and barley and to pasture flocks of
fat-tailed sheep.
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Army and Empire
• About 600 B.C., the Persians were conquered
by the Medes, a neighboring people. 
• The Medes, however, were soon
overthrown by the Persians under King
Cyrus. 
• Cyrus then organized an army to conquer
new territory. 
• Within a short time, the Persians ruled an
empire that stretched from Egypt to India.
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Army and Empire (cont.)
• The Persians were mild rulers who
believed loyalty could be won more easily
with fairness than with fear or force. 
• One of the strongest Persian kings was
Darius. 
• He brought artisans from many lands to
build a grand palace-fortress-treasury in
the capital city of Persepolis.
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Government Officials
• The king had many officials to carry out his
orders. 
• The king chose a governor, a secretary,
and a general for each of the 20 provinces
of the empire. 
• Another group of officials was the
inspectors who were “the Eyes and Ears
of the King.” 
• The last group of officials was the judges,
who made sure that the king’s laws were
carried out properly.
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Family Life
• The Persians lived in houses with pointed
roofs and porches that faced the sun. 
• Persian families were large and a father’s
word was law. 
• Boys were trained to ride horses and draw
a bow. 
• Girls were trained to run households and
raise children. 
• Rich women lived very sheltered lives. 
• Poor women had more freedom, but they
had to work hard.
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Religion
• About 570 B.C., a religious leader named
Zoroaster told the Persians about two gods. 
– One god, Ahura Mazda, was wise and truthful;
he created all good things in the world. 
– The other god, Ahriman, made all evil things in
the world. 
• Ahura Mazda and Ahriman were at war
with each other all of the time. 
• Zoroaster said human beings had to
decide which god they would support.
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Religion (cont.)
• Zoroaster believed that in the end Ahura
Mazda would defeat Ahriman. 
• People who supported Ahura Mazda
would enjoy happiness after death. 
• Those who supported Ahriman would be
punished.
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Trade
• The Persians thought they should be
warriors, farmers, or shepherds, and they
refused to become traders. 
• They did, however, encourage trade among
all peoples they conquered. 
• The Persians improved and expanded the
system of roads begun by the Assyrians. 
• The Persians spread the idea–borrowed
from Lydia–of using coins for money. 
• This helped to increase trade, and it
changed the nature of trade.
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Section Assessment
How did the Persians treat
people they conquered?
The Persians let them keep their own
language, religion, and laws.
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the answer.
Section Assessment (cont.)
What religious ideas did
Zoroaster introduce to Persia?
He introduced the ideas of one good
and one bad god, choosing a god,
and punishment after death.
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the answer.
Section Assessment (cont.)
In what ways did the Persians
contribute to the growth of trade
within their empire?
They improved the system of
Assyrian roads, opened a caravan
route to China, and spread coins.
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the answer.
Section Assessment (cont.)
Making Comparisons How do the
roles of government officials in the
United States compare with the roles
of government officials in Persia?
Persian officials were appointed,
whereas U.S. officials are elected.
Both Persian and U.S. officials dealt
with taxation, and in providing
protection.
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the answer.
Section Assessment (cont.)
Draw a diagram like the one on page
126 of your textbook, and use it to
describe the government, economy,
and religion of the Persian Empire.
government–mild rule toward
conquered peoples (page 124)
economy–trade was important
(pages 125–126)
religion–many followed Zoroaster
(pages 124–125)
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the answer.
Chapter Summary & Study Guide
• About 800 B.C., the Assyrians built an
empire in Mesopotamia. 
• The Assyrians used the Hittite process of
smelting to make strong iron weapons. 
• The Assyrian Empire was divided into
provinces linked by roads. 
• In 612 B.C., the Chaldeans captured the
Assyrian capital of Nineveh. 
• Under Nebuchadnezzar, the Chaldeans built
a new capital at Babylon, which quickly
became a center of trade and science.
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Chapter Summary & Study Guide (cont.)
• Around 539 B.C., the Persians added
Mesopotamia to their empire. 
• The Persians divided their empire into
provinces, each governed by various groups
of officials. 
• About 570 B.C., Zoroaster taught a new
religion in which good and evil took the form
of two gods who were constantly fighting
each other. 
• Though the Persians did not become traders
themselves, they encouraged trade within
their far-flung empire.
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the information.
Understanding the Main Idea
What do experts believe influenced
the Assyrians to become warriors?
Assyria’s geography
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the answer.
Understanding the Main Idea
What made the Assyrians such
feared fighters?
They were cruel warriors who burned
cities and carried away its citizens
and goods.
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the answer.
Understanding the Main Idea
Why did the Chaldeans call
themselves Babylonians?
Most were descendants of the people
who had made up Hammurabi’s
empire.
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the answer.
Understanding the Main Idea
What was the importance of the
god Marduk to the Babylonians?
They believed Marduk would make
their crops grow and help keep
peace.
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the answer.
Understanding the Main Idea
What was the relationship between
the Persians and the Aryans?
The Persians were originally part of
the Aryan people.
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the answer.
Understanding the Main Idea
In Persian government, who were
“the Eyes and Ears of the King,”
and what did they do?
They were government officials who
traveled throughout the empire to
assess taxes and check on rumors of
rebellion.
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the answer.
Understanding the Main Idea
How was family life in Persia alike
for both the rich and poor?
Both lived in houses with pointed
roofs and porches that faced the sun,
and both had large families ruled by
the father.
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the answer.
Understanding the Main Idea
Why did the Persians refuse to
become traders?
because they believed that trade
forced people to lie and cheat
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the answer.
Critical Thinking
How can the reputation of a group
like the Assyrians affect how
others act toward the group?
A reputation of strength or cruelty will
cause fear.
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the answer.
Critical Thinking
How did the introduction of coins
affect trade?
It increased trade and the types of
goods sold.
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the answer.
Critical Thinking
How would you describe the Persian
attitude toward trade, and how wise
was this policy?
Answers will vary.
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the answer.
Critical Thinking
In which of the empires discussed in
this chapter would you have chosen
to live? Explain.
Answers will vary.
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the answer.
Geography in History
Human/Environmental Interaction
What changes in their environment
did the Persians make that extended
ideas started by the Assyrians and
Chaldeans? Explain your answer.
The Persians extended roads started
by the Assyrians and maintained the
division into provinces. Farming
methods including irrigation canals
were borrowed from the Chaldeans.
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the answer.
What is smelting and why was this
technology important to the
development of a system of roads
by the Assyrians?
Smelting, the process of heating and
cooling metal to form it, allowed the
Assyrians to make weapons that
made them successful conquerors.
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the answer.
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topics introduced in this chapter.
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1400 B.C.
Hittites develop
iron making
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612 B.C.
539 B.C.
Chaldeans
capture
Nineveh
Persians seize
Mesopotamia
800 B.C.
570 B.C.
Assyrians
establish empire
Zoroaster
introduces new
religion
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the information.
Darius
C.
558 B.C.–486 B.C.
Persian King
Darius organized a vast empire. He
wanted conquered people to pay taxes
and to supply soldiers, but he respected
their customs. He allowed the Jews to
rebuild their temple in Jerusalem and
consulted with Egyptian priests and
Greek oracles in Asia Minor. However, he
did not involve citizens in government.
That innovation belonged to the Greek
city-states that would challenge Darius
near the end of his life.
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New Model
The Hittites developed a chariot that
could carry two soldiers and a driver.
Other peoples, including the
Egyptians, used a two-person chariot.
With their three-person chariot, Hittites
could field twice as many soldiers as
their foes.
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Seven Wonders
Historians of the time counted the
Hanging Gardens of Babylon among
the Seven Wonders of the World. Other
wonders included: the pyramids of
Egypt, the statue of Zeus at Olympia,
the temple of Artemis (Diana) at
Ephesus, the mausoleum at
Halicarnassus, the Colossus of
Rhodes, and the lighthouse at Pharos.
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Persian Pony Express
King Darius established a postal
system that operated much like the
American Pony Express. Postal
stations were set up a day’s ride apart.
At each station, a fresh rider and horse
would wait to take the mail from the
incoming rider.
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