Looking Back, Looking Ahead

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During the centuries following the Bronze Age Collapse, natives and newcomers brought order to life across the ancient Near East. As Egypt fell, small kingdoms, including those of the Nubians, Phoenicians, and Hebrews, grew and prospered. Regular trade and communication continued, and new products and ideas were transported by sea and land. Beginning about 900 B.C.E., the Assyrians created a large state through military conquest that was often brutal, though they also developed effective structures of rule through which taxes flowed to their leaders. The Persians, an Iranian people whose center of power was east of Mesopotamia, then established an even larger empire, governing through local officials and building beautiful cities.

The lands on the northern shore of the Mediterranean were beyond the borders of the urbanized cultures and centralized empires of the ancient Near East but maintained contact with them through trade and migration. As the Persian Empire continued to expand, it looked further westward toward these lands, including Greece, as possible further conquests. Greek-speaking people living in Anatolia and traveling more widely throughout the area had also absorbed numerous aspects of Persian and other more urbanized cultures they had encountered. They learned of Near Eastern religions and myths, and of the sagas of heroic wars. They also acquired many of the advanced technologies developed by their eastern neighbors, including the use of bronze and later iron, the phonetic alphabet, wine making, and shipbuilding. The Greeks combined these borrowings with their own traditions, ideas, and talents to create a distinct civilization, one that fundamentally shaped the subsequent development of Western society.

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ONLINE DOCUMENT PROJECT

Cyrus the Great

What strategies did Persian rulers like Cyrus use to bind together far-flung and diverse peoples under their imperial rule?

Keeping the question above in mind, explore sources that illuminate how Persian rulers saw their empire.

See Document Project for Chapter 2.