social studies workbook - teacherweb

Active Reading Note-Taking GuideTEACHER EDITION

DOUGLAS FISHER, PH.D.SAN DIEGO STATE UNIVERSITY

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproducethe material contained herein on the condition that such material be reproduced only for classroom use;be provided to students, teachers, and families without charge; and be used solely in conjunction withDiscovering Our Past: Medieval and Early Modern Times. Any other reproduction, for use or sale, is prohibited without written permission from the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN 0-07-870265-8

Printed in the United States of America.

3 4 5 6 7 8 9 10 024 09 08 07 06

Douglas Fisher, Ph.D., is a Professor in the Department ofTeacher Education at San Diego State University. He is the recipientof an International Reading Association Celebrate Literacy Awardas well as a Christa McAuliffe award for excellence in teacher edu-cation. He has published numerous articles on reading and literacy,differentiated instruction, and curriculum design as well as books,such as Improving Adolescent Literacy: Strategies at Work and ResponsiveCurriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher-credentialing program as well as graduate-level courses on Englishlanguage development and literacy. He has also taught classes in English, writing, and literacy development to secondary school students.

ABOUT THE AUTHOR

iii

Letter to the Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Letter to the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Chapter 1 Roman CivilizationSection 1-1: Life in Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Section 1-2: The Fall of Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Section 1-3: The Byzantine Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Chapter 2 Islamic CivilizationSection 2-1: The Rise of Islam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Section 2-2: Islamic Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Section 2-3: Muslim Ways of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Chapter 3 Medieval AfricaSection 3-1: The Rise of African Civilizations . . . . . . . . . . . . . . . . . . . . 33Section 3-2: Africa’s Religion and Government . . . . . . . . . . . . . . . . . . 38Section 3-3: African Society and Culture . . . . . . . . . . . . . . . . . . . . . . . . 44

Chapter 4 China in the Middle AgesSection 4-1: China Reunites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Section 4-2: Chinese Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Section 4-3: The Mongols in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Section 4-4: The Ming Dynasty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Chapter 5 Medieval JapanSection 5-1: Early Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Section 5-2: Shoguns and Samurai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Section 5-3: Life in Medieval Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Chapter 6 Medieval EuropeSection 6-1: The Early Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Section 6-2: Feudalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Section 6-3: Kingdoms and Crusades. . . . . . . . . . . . . . . . . . . . . . . . . . . 97Section 6-4: The Church and Society . . . . . . . . . . . . . . . . . . . . . . . . . . 103Section 6-5: The Late Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Chapter 7 The RenaissanceSection 7-1: The Renaissance Begins. . . . . . . . . . . . . . . . . . . . . . . . . . . 113Section 7-2: New Ideas and Literature . . . . . . . . . . . . . . . . . . . . . . . . . 119Section 7-3: Renaissance Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Chapter 8 The ReformationSection 8-1: The Reformation Begins . . . . . . . . . . . . . . . . . . . . . . . . . . 129Section 8-2: The Reformation Spreads . . . . . . . . . . . . . . . . . . . . . . . . . 135Section 8-3: The Counter-Reformation . . . . . . . . . . . . . . . . . . . . . . . . . 140

Chapter 9 The AmericasSection 9-1: The First Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Section 9-2: Life in the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Section 9-3: The Fall of the Aztec and Inca Empires . . . . . . . . . . . . . 157

Table of ContentsTable of Contents

iv

Chapter 10 The Age of ExplorationSection 10-1: Europe Explores the World. . . . . . . . . . . . . . . . . . . . . . . . 161Section 10-2: Trade and Empire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Section 10-3: A Global Exchange. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Chapter 11 The Age of EnlightenmentSection 11-1: The Scientific Revolution . . . . . . . . . . . . . . . . . . . . . . . . . 177Section 11-2: The Ideas of the Enlightenment . . . . . . . . . . . . . . . . . . . . 184Section 11-3: Politics and the Enlightenment . . . . . . . . . . . . . . . . . . . . 189

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Table of ContentsTable of Contents

v

To the StudentTo the Student

Can you believe it? The start of another school year is uponyou. How exciting to be learning about different cultures,historical events, and unique places in your social studiesclass! I believe that this Active Reading Note-Taking Guidewill help you as you learn about your community, nation,and world.

Note-Taking and Student Success

Did you know that the ability to takenotes helps you become a better student?Research suggests that good notes help youbecome more successful on tests becausethe act of taking notes helps you rememberand understand content.This Active ReadingNote-Taking Guide is a tool that you canuse to achieve this goal. I’d like to sharesome of the features of this Active ReadingNote-Taking Guide with you before youbegin your studies.

The Cornell Note-Taking System

First, you will notice that the pages in theActive Reading Note-Taking Guide arearranged in two columns, which will helpyou organize your thinking.This two-columndesign is based on the Cornell Note-Taking System, developed at CornellUniversity.The column on the left side ofthe page highlights the main ideas andvocabulary of the lesson.This column willhelp you find information and locate thereferences in your textbook quickly.Youcan also use this column to sketch drawingsthat further help you visually remember thelesson’s information. In the column on theright side of the page, you will write detailednotes about the main ideas and vocabulary.

The notes you take in this column will helpyou focus on the important information inthe lesson.As you become more comfort-able using the Cornell Note-TakingSystem, you will see that it is an importanttool that helps you organize information.

The Importance of Graphic Organizers

Second, there are many graphic organiz-ers in this Active Reading Note-TakingGuide. Graphic organizers allow you to seethe lesson’s important information in a visu-al format. In addition, graphic organizershelp you understand and summarize infor-mation, as well as remember the content.

Research-Based Vocabulary Development

Third, you will notice that vocabulary isintroduced and practiced throughout theActive Reading Note-Taking Guide.Whenyou know the meaning of the words usedto discuss information, you are able tounderstand that information better.Also,you are more likely to be successful inschool when you have vocabulary knowl-edge.When researchers study successfulstudents, they find that as students acquirevocabulary knowledge, their ability to learnimproves.The Active Reading Note-Taking

vi

To the StudentTo the Student

Guide focuses on learning words that arevery specific to understanding the contentof your textbook. It also highlights generalacademic words that you need to know sothat you can understand any textbook.Learning new vocabulary words will helpyou succeed in school.

Writing Prompts and Note-Taking

Finally, there are a number of writingexercises included in this Active ReadingNote-Taking Guide. Did you know thatwriting helps you to think more clearly? It’strue.Writing is a useful tool that helps youknow if you understand the information inyour textbook. It helps you assess what youhave learned.

You will see that many of the writingexercises require you to practice the skillsof good readers. Good readers make con-

nections between their lives and the textand predict what will happen next in thereading. They question the information andthe author of the text, clarify informationand ideas, and visualize what the text issaying. Good readers also summarize theinformation that is presented and makeinferences or draw conclusions about thefacts and ideas.

I wish you well as you begin anotherschool year. This Active Reading Note-Taking Guide is designed to help youunderstand the information in your socialstudies class. The guide will be a valuabletool that will also provide you with skillsyou can use throughout your life.

I hope you have a successful school year.

Sincerely,

Douglas Fisher

vii

To the TeacherTo the Teacher

As you begin a new school year, one of the biggest challenges youwill probably encounter is getting students to read their text-books. Informational text can overwhelm students, leaving themless likely to read and more likely to become apathetic aboutlearning. I believe that this Active Reading Note-Taking Guide willhelp students use their textbooks more effectively as they learnabout their community, nation, and world.

Note-Taking and Student Success

There is considerable research evidence thataddresses how students understand difficultconcepts and content in school. Glencoe/McGraw-Hill has developed the Active ReadingNote-Taking Guide for social studies studentsbased upon that research. Evidence indicatesthat students need to know how to take notes,use graphic organizers, learn vocabulary, anddevelop their thinking skills by writing in orderto achieve academic success.

Did you know that the ability to take andorganize notes predicts how well students willdo in school? Peverly, Brobst, Graham, and Shaw(2003) showed that when students use back-ground knowledge and take notes, they are likelyto perform well on tests. Pauk (1974) observedthat note-taking was a critical skill for collegesuccess. Notes serve as an external storage func-tion (meaning on the paper) that builds compre-hension and content understanding (Ganske,1981). This Active Reading Note-Taking Guideis a tool that students can use to achieve thisgoal. I would like to share some of the featuresof this Active Reading Note-Taking Guide withyou before you begin teaching.

The Cornell Note-Taking System

First, you will notice that the pages in theActive Reading Note-Taking Guide are arrangedin two columns, which will help students organ-ize their thinking. This two-column design is

based on the Cornell Note-Taking System,developed at Cornell University. Faber, Morris,and Lieberman (2000) found that the CornellNote-Taking System improves comprehensionand increases test scores.

The column on the left side of the page high-lights the main ideas and vocabulary of the les-son. This column will help students find informa-tion and locate the references in their textbooksquickly. Students can also use this column tosketch drawings that help them visually remem-ber the lesson’s information. In the column onthe right side of the page, students will writedetailed notes about the main ideas and vocabu-lary. The notes they take in this column will helpthem focus on the important information in thelesson. As students become more comfortableusing the Cornell Note-Taking System, they willsee that it is an important tool that helps themorganize information.

The Importance of Graphic Organizers

Second, there are many graphic organizersin this Active Reading Note-Taking Guide.Graphic organizers allow students to see thelesson’s important information in a visual format.In addition, graphic organizers help studentssummarize information and remember the con-tent. I hope that you will encourage students touse the graphic organizers because they willhelp them understand what they are reading.

viii

To the TeacherTo the Teacher

Research-Based Vocabulary Development

Third, you will notice that vocabulary isintroduced and practiced throughout the ActiveReading Note-Taking Guide. When studentsknow the meaning of the words used to discussinformation, they are able to understand thatinformation better. Also, students are more like-ly to be successful in school when they havevocabulary knowledge.When researchers studysuccessful students, they find that as studentsacquire vocabulary knowledge, their ability tolearn improves (Martino and Hoffman, 2002).The Active Reading Note-Taking Guide focuseson learning words that are very specific tounderstanding the content of the textbook. Theguide also highlights general academic wordsthat students need to know so that they canunderstand any textbook.These vocabularywords are based on the Academic Word List(AWL) developed by Averil Coxhead.The AWLincludes the most common 570 words found inacademic texts, excluding the 2,000 generalEnglish words such as the, in, and that. Researchindicates that students who master the wordson Coxhead’s list score significantly higher onstandardized tests.

Writing Prompts and Note-Taking

Finally, there are a number of writing exer-cises included in this Active Reading Note-Taking Guide. Writing is a useful tool that helpsstudents understand the information that isbeing presented. Writing helps them to assesswhat they have learned.You will see that manyof the writing exercises require students topractice the skills of good readers. Good readersmake connections between their lives and thetext and predict what will happen next in thereading. They question the information and theauthor of the text, clarify information and ideas,and visualize what the text is saying. Goodreaders also summarize the information that ispresented and make inferences or draw con-clusions about the facts and ideas.

I wish you well as you begin another schoolyear. This Active Reading Note-Taking Guide isdesigned to help students understand the infor-mation in your social studies class. The guidewill be a valuable tool that will also provide stu-dents with skills that they can use throughouttheir lives.

I hope you have a successful school year.

Sincerely,

Douglas Fisher

References

Faber, J. E., Morris, J. D., and Lieberman, M. G. (2000). The effect of note taking on ninth grade

students’ comprehension. Reading Psychology, 21, 257–270.

Ganske, L. (1981). Note-taking: A significant and integral part of learning environments.

Educational Communication and Technology: A Journal of Theory, Research, and

Development, 29, 155–175.

Martino, N. L., and Hoffman, P. R. (2002). An investigation of reading and language abilities of

college freshmen. Journal of Research in Reading, 25, 310–318.

Pauk,W. (1974). How to Study in College. Boston: Houghton Mifflin.

Peverly, S.T., Brobst, K. E., Graham, M., Shaw, R. (2003). College adults are not good at self-

regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal

of Educational Psychology, 95, 335–346.

Van Leeuwe, J., and Aarnoutse, C. (1998). Relation between reading comprehension, vocabulary,

reading pleasure, and reading frequency. Educational Research and Evaluation, 4, 143–166.

Chapter 1, Section 1 1

Chapter 1, Section 1

Life in Ancient Rome(Pages 136–143)

Setting a Purpose for Reading Think about these questions as you read:• How did Augustus create a new era of prosperity?• What ideas did the Romans borrow from the Greeks?

As you read pages 137–143 in your textbook, complete this Venn diagram to

show similarities and differences between Roman culture and Greek culture.

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Roman CultureBoth

Greek Culture

Augustus paved the way for 200 years of peace and pros-perity. Why do you think the Roman Empire remained atpeace even with weak emperors such as Caligula andNero?

Define or describe the following term from this lesson.

Explain why this person is important.

What did Augustus do to make the empire safer andstronger?

2 Chapter 1, Section 1

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A Prosperous Empire (pages 137–138)

Pax Romana

Augustus

Roman historians took different views of the RomanEmpire. After you read the entire passage, read the viewsof Livy and Tacitus again (page 140). Now you play thehistorian. Using all you have read and learned about Romeup to this point, write your own view of the empire.

Define or describe the following terms from this lesson.


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Roman Culture (pages 139–143)

vault

satire

ode

anatomy

aqueduct

Stoicism

Explain why these people are important.

Define these academic vocabulary words from this lesson.

How did the Romans improve on Greek ideas in architecture?


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Galen

Ptolemy

distinct

emphasis

Virgil

Horace

Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.

How did Augustus create a new era of prosperity?

What ideas did the Romans borrow from the Greeks?

Roman culture, government, and religion were heavilyinfluenced by the Greeks. On a separate sheet of paper,write an expository essay describing the Roman influenceon modern civilization.


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The Fall of Rome(Pages 144–153)

Setting a Purpose for Reading Think about these questions as you read:• Why was the Roman Empire weakened?• How would our world be different today if the Roman Empire had never

existed?

As you read pages 145–153 in your textbook, complete the diagram showing the

causes of the fall of the Roman Empire.

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Fall of the

Roman

Empire

Use the chart below to summarize the reforms made byDiocletian and Constantine.


Briefly describe the following place.



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inflation

barter

reform

The Decline of Rome (pages 145–147)

Diocletian’s Reforms Constantine’s Reforms

Constantinople

stable

purchase

How did Diocletian try to reverse the decline of Rome?

Glance quickly over the reading to find answers to the following questions.

1. What happened to the empire in A.D. 395?

2. Why did Germanic groups invade the empire?

3. What happened at the Battle of Adrianople?

4. Who was Alaric?

5. Who was Odoacer?


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Rome Falls (pages 149–151)


Which event usually marks the fall of the Western RomanEmpire?

Use the chart below to take notes on the legacies of Rome.Use your completed chart to review key concepts fromyour reading.

Define this academic vocabulary word from this lesson.


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Theodosius

The Legacy of Rome (pages 152–153)

consider

Government Culture Religion

The Legacy of Rome

Which aspects of the Roman Empire are reflected in present-day cultures?


Why was the Roman Empire weakened?

How would our world be different today if the Roman Empire had neverexisted?

Research to learn about inflation. On a separate sheet ofpaper, write an expository essay describing the causesand effects of inflation on the decline of the Roman empire.


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The Byzantine Empire(Pages 156–165)

Setting a Purpose for Reading Think about these questions as you read:• What policies and reforms made the Byzantine Empire strong?• What ideas and beliefs shaped Byzantine culture?

As you read pages 157–165 in your textbook, complete this chart to show the

causes and effects of Justinian’s new law code.

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Causes

New Code of Laws

Effects

Preview this section to get an idea of what is ahead. First,skim the section. Then write a sentence or two explainingwhat you think you will be learning. After you have finished reading, revise your statements as necessary.

Briefly describe the following places.

Why did the Byzantine Empire have such a blending of cultures?


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The Rise of the Byzantines (pages 157–158)

Black Sea

Aegean Sea

As you read, write the main idea of the passage. Reviewyour statement when you have finished reading and reviseas needed.



What did Justinian accomplish during his reign?


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Emperor Justinian (pages 158–159)

Justinian

Theodora

Belisarius

Tribonian

utilize

As you read, look for the reasons for the conflicts that ledto the break between the Roman Catholic and EasternOrthodox churches. Then, after you read, use the chartbelow to summarize the major reasons for the split.


How did church and government work together in theByzantine Empire?

Complete this outline as you read.

I. The Importance of Trade

A. __________________________________________________________

B. __________________________________________________________

II. Byzantine Art and Architecture

A. __________________________________________________________

B. __________________________________________________________


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The Byzantine Church (pages 161–162)

Church Conflicts

image

Byzantine Civilization (pages 163–165)

III. Byzantine Women

A. __________________________________________________________

B. __________________________________________________________

IV. Byzantine Education

A. __________________________________________________________

B. __________________________________________________________



What church is one of Justinian’s greatest achievements?


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mosaic

saint

regent

stress


What policies and reforms made the Byzantine Empire strong?

What ideas and beliefs shaped Byzantine culture?

Research to learn more about icons. On a separate sheetof paper, write a comparative essay describing the argu-ments for and against the use of icons in the Church of theByzantine Empire.


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The Rise of Islam(Pages 174–180)

Setting a Purpose for Reading Think about these questions as you read:• How did geography shape the Arab way of life?• What did Muhammad teach?

As you read pages 175–180 in your textbook, complete this diagram to identify

the Five Pillars of the Islamic faith.

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Five Pillars of Faith

Picture yourself in the deserts of Arabia. The heat isintense. Water is scarce. You live life as a Bedouin, travel-ing from oasis to oasis. What do you experience in a day?What do you like about your life? What do you not like?After you read the passage, write a paragraph about your life.


Explain why this group is important.


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Daily Life in Early Arabia (pages 175–176)

oasis

sheikh

caravan

Bedouins



How did geography shape life in Arabia?

As you read, write three questions about the main ideaspresented in the text. After you finish reading, write theanswers to these questions.

1.


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Makkah

Kaaba

intense

transport

Muhammad: Islam’s Prophet (pages 176–177)

2.

3.


Why did Muhammad’s message appeal to the poor?

Before you read, look over the passage. What do youalready know about Islam? What do you want to learnabout Islam? Complete the first two columns in the tablebelow. Then, after you read, fill in the third column withnew information you learned.


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Madinah

Islam’s Teachings (pages 179–180)

What I know What I want to learn What I learned

about Islam about Islam about Islam


What role do the Quran and Sunna play in Muslim daily life?


How did geography shape the Arab way of life?

What did Muhammad teach?

One of the five pillars of Islam requires each Muslim topray five times a day facing Makkah. On a separate sheetof paper, write an expository essay explaining the impor-tance of Makkah to Muslims.


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Quran



Islamic Empires(Pages 181–189)

Setting a Purpose for Reading Think about these questions as you read:• How did Islam spread?• Why did Muslims split into two groups?

As you read pages 182–189 in your textbook, complete the diagram to show

why the Arabs were successful conquerors.

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Arabs were successful conquerors

As you read, write the main idea of the passage. Reviewyour statement when you finish reading, and revise asneeded.





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Sufi

caliph

Umayyad

Damascus

Indonesia

Timbuktu

The Spread of Islam (pages 182–184)

How did Arabs spread the religion of Islam through trade?

As you read, number the following rulers and dynasties inthe correct order.

1. Umayyads

2. Muhammad

3. Seljuks

4. Mongols

5. Abbasids



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Struggles Within Islam (pages 185–186)

Shiite

Sunni

sultan

Explain why this group is important.



What is the difference between Shiite and Sunni Muslims?


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Abbasids

Baghdad

policy

devote

As you read, fill in the information in the chart below. Usethis chart to review information about the Ottoman andMogul empires.




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Ottoman Empire Mogul Empire

Great leader

Location

Capital

Accomplishments

Suleiman I

Moguls

Akbar

Later Muslim Empires (pages 187–189)

Delhi


How did Constantinople change in 1453?


How did Islam spread?

Why did Muslims split into two groups?

Reread the quote by Ibn Khaldun on page 186 in your text-book. On a separate sheet of paper, write a narrativeessay in the voice of Khaldun explaining what he meansby the phrase “A person who lacks the power to do a thingis never told to do it.”


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style

impose



Muslim Ways of Life(Pages 190–197)

Setting a Purpose for Reading Think about these questions as you read:• What was Muslim society like?• How did Muslims contribute to science and culture?

As you read pages 191–197 in your textbook, complete this pyramid to show the

social classes in the early Muslim world.

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Why would language and coins make trade easier for theMuslims? Write your answer in the space below.



How did the Muslim rulers give their merchants an advantage?


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Trade and Everyday Life (pages 191–193)

mosque

bazaar

widespread

Before you read, scan the passage looking for informationto include in the table below. After you read, add informa-tion to complete the table.




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Muslim Achievements (pages 193–197)

Math and Science Writing Art and Buildings

minaret

crier

Muslim Achievements

innovate



What contributions did Muslims make in math and science?


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Mamun

al-Razi

Ibn Sina

Omar Khayyam

Ibn Khaldun

Granada

Agra


What was Muslim society like?

How did Muslims contribute to science and culture?

Research to learn about how Islam influenced Muslim art. On a separate sheet of paper, write a comparativeessay describing the difference between Byzantine andMuslim art.


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The Rise of AfricanCivilizations(Pages 206–214)

Setting a Purpose for Reading Think about these questions as you read:• How did geography affect the development of African kingdoms? • What factors contributed to the growth of African civilizations?

As you read pages 207–214 in your textbook, complete this diagram showing

the accomplishments of medieval African civilizations.

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Accomplishments

As you read, picture yourself in the different parts of theAfrican continent. Complete the chart below with a summaryof each part of Africa. As you write, think about what itwould be like to explore each of these very different places.


Use this term that you studied earlier in a sentence thatreflects the term’s meaning.

Why is the Niger River important?


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Africa’s Geography (pages 207–208)

Tropics

Deserts

Rain Forests

Mediterranean

Sea Coasts

plateau

oasis (Chapter 2, Section 1)

As you read, write three questions about the main ideaspresented in the text. After you finish reading, write theanswers to these questions.

1.

2.

3.




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African Trading Empires (pages 209–214)

griot

dhow

fee




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diminish

prime

Sundiata Keita

Mansa Musa

Sunni Ali

Benue River

Ghana

Mali

Timbuktu

Why did West Africa become the center of three large tradeempires?


How did geography affect the development of African kingdoms?

What factors contributed to the growth of African civilizations?

The Bantu are considered the ancestors of much of Africa.On a separate sheet of paper, write a persuasive essaylisting evidence of this common heritage.


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Songhai

Axum



Africa’s Religionand Government(Pages 222–229)

Setting a Purpose for Reading Think about these questions as you read:• What religions and beliefs shaped life in Africa? • How did African governments develop?

As you read pages 223–229 in your textbook, complete the diagram to show the

characteristics of Swahili culture and language.

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Swahili

As you read, take notes in the space below on the differentAfrican religious practices and beliefs. Then answer thequestion below:

Why do you think Africans held so strongly to their own religious practices?



What was the role of ancestors in African religion?


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Traditional African Religions (page 223)

Olaudah Equiano

African Religious

Practices

vary

As you read, fill in the information in the chart below. Use this chart to review information about Mansa Musa’sand Askia Muhammad’s role in strengthening the Islamicreligion.




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Islam in Africa (pages 224–227)

sultan

Swahili

Ibn Battuta

Askia Muhammad

Growth of Islam

Mansa Musa Askia Muhammad



Use each of these terms that you studied earlier in a sen-tence that reflects the term’s meaning.

How did Askia Muhammad gain control of Songhai?


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Makkah

accompany

element

Quran (Chapter 2, Section 1)

mosque (Chapter 2, Section 3)

Imagine you are a citizen of Ghana. You have a complaintagainst your neighbor. You just brought your complaintbefore the king. Write a paragraph about your meetingwith the king. What did you do? What did he do? How didyou feel as you approached the king? What was happeningaround you?



How was Mali ruled differently from Ghana?


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Government and Society (pages 227–229)

clan

benefit


What religions and beliefs shaped life in Africa?

How did African governments develop?

Islam spread to much of Africa along trade routes. On aseparate sheet of paper, write a narrative essay from theperspective of a traditional African ruler deciding whetherto convert to Islam.


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African Society and Culture(Pages 230–237)

Setting a Purpose for Reading Think about these questions as you read:• What events shaped the culture of medieval Africa?• What effects has African culture had on other cultures around the world?


show the similarities and differences between the enslavement of Africans in

Africa and the enslavement of Africans in Europe.

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Enslavement in Africa

Enslavement Both in Europe

In West Africa, griots told stories passed down from gener-ation to generation as part of the community’s oral his-tory. What stories have been passed down from generationto generation in your family or community? How has thisstory affected you? Write the story—your oral history—and your response to it in the space below.




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Life in Medieval Africa (pages 231)

extended family

matrilineal

oral history

Dahia al-Kahina

Nzinga



How were Bantu families organized?

Preview this section to get an idea of what is ahead. First,skim the section. Then write a sentence or two explainingwhat you think you will learn. After you finish reading,revise your statements as necessary.



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bond

griot (Chapter 3, Section 1)

Slavery (pages 233–234)

release

How did exploration change the African slave trade?

How has African culture affected your world today? Asyou read, note the different types of African dance, art,stories, and music in the passage. Then think about howyou see African dance, art, and music in the world aroundyou today. Write a brief paragraph about the effects ofAfrican culture in your society today.

Why did Africans use dance to celebrate important events?


What events shaped the culture of medieval Africa?


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African Culture (pages 235–237)

What effects has African culture had on other cultures around the world?

Africans had enslaved their fellow Africans for centuriesbefore the Portuguese captured their first Africans to sellas slaves. On a separate sheet of paper, write an exposi-tory essay about how the slave trade changed in Africa.


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China Reunites(Pages 252–259)

Setting a Purpose for Reading Think about these questions as you read:• How did the Sui and Tang dynasties reunite China?• What religious ideas influenced China in the Middle Ages?

As you read pages 253–259 in your textbook, complete this table to show the

time periods, most important rulers, and the reasons for decline of the Sui and

Tang dynasties.

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Sui Tang

Time Period

Important Rulers

Reasons for Decline

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As you read, place the following events in the correct orderby numbering them in the spaces provided.

1. Taizong rules

2. The Song dynasty rules

3. Yangdi builds the Grand Canal

4. Wendi reunites China

5. Empress Wu rules

6. The Han empire ends




Rebuilding China’s Empire (pages 253–256)

warlord

economy

reform

Wendi

Empress Wu

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How did Wendi unite China?

Why did Buddhism spread to China and what caused it todecline? After you read, complete the diagram below toanalyze the cause-and-effect relationships.


Korea

project

Buddhism Spreads to China (pages 256–257)

Cause Effect

Buddhism spreads to China

Buddhism declines in China

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Why did some Chinese people dislike Buddhism?

As you read, take notes on Neo-Confucianism and thescholar-officials. Use your notes to answer this question:How did Neo-Confucianism help strengthen the government?


monastery

Japan

New Confucian Ideas (pages 258–259)

seek

medical

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How did Confucianism change in China?


How did the Sui and Tang dynasties reunite China?

What religious ideas influenced China in the Middle Ages?

Civil service exams were given by the Chinese governmentto challenge its best students to improve government. On a separate sheet of paper, write a persuasive essay onwhether you think their system could have been improvedfor better results.




Chinese Society(Pages 260–266)

Setting a Purpose for Reading Think about these questions as you read:• What new technologies developed in China?• How did art and literature develop in the Tang and Song dynasties?

As you read pages 261–266 in your textbook, complete this chart to describe the

new technologies developed in China during the Middle Ages.

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New Technologies

As you read, write the main idea of the passage. Reviewyour statement when you finish reading, and revise asneeded.



How did the new kinds of rice developed in China help itspopulation grow?


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A Growing Economy (pages 261–262)

porcelain

available

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As you read the passage, list the inventions and new tech-nology that would have affected China’s military. Thenanswer this question: How did China’s inventions in theMiddle Ages strengthen its dynasties?


Why was the invention of printing so important?

As you read the information about Chinese art and litera-ture, write a general statement about each art form:poetry, painting, and porcelain.

1. Poetry


New Technology (pages 262–264)

method

Art and Literature (pages 264–266)

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2. Painting

3. Porcelain





calligraphy

Chang’an

Du Fu

Li Bo

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What did Du Fu often write about?


What new technologies developed in China?

How did art and literature develop in the Tang and Song dynasties?

Research to learn more about one of the inventions of the Tang era. On a separate sheet of paper, write an expository essay about the invention describing how it is used today.




The Mongols in China(Pages 267–273)

Setting a Purpose for Reading Think about these questions as you read:• Who was Genghis Khan?• How did Mongol rule impact China?

As you read pages 268–273 in your textbook, complete this diagram to show the

accomplishments of Genghis Khan’s reign.

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Accomplishments

Glance over the reading to find answers to the followingquestions. After you read, fill in any missing details fromthe passage.

1. What were the Mongols known for?

2. What were Mongol warriors known for?

3. How big was the Mongol Empire?



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The Mongols (pages 268–270)

tribe

steppe

terror

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What military and economic reasons explain why theMongols were able to build an empire so quickly?


Mongolia

Gobi

eventual

encounter

Genghis Khan

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As you read, take notes on the actions and effects of Mongolrule in China in the chart below. Then, based on yournotes, write a short paragraph evaluating the leadershipof Kublai Khan. Use specific examples from your notes tosupport your opinion.

Evaluation

Explain why each of these people is important.


Mongol Rule in China


Mongol Rule in China (pages 272–273)

Kublai Khan

Marco Polo

Karakorum

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Who founded the Yuan dynasty?


Who was Genghis Khan?

How did Mongol rule impact China?

Genghis Khan and the Mongol warriors were known fortheir fierce and violent conquests in battle. But underMongol rule, China reached the height of its wealth andpower. On a separate sheet of paper, write three or fourdescriptive paragraphs about the positive effects Mongolrule had on China.


Khanbaliq

Beijing



The Ming Dynasty(Pages 281–287)

Setting a Purpose for Reading Think about these questions as you read:• How did Ming rulers make China’s government strong?• What did the Ming rulers accomplish?

As you read pages 282–287 in your textbook, complete this chart to showcause-and-effect links in China’s early trade voyages.

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CauseZheng He traveled to parts of Asia and Africa.

As you read, list the ways the Ming reformed China in thechart below.




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The Rise of the Ming (pages 282–283)

treason

census

novel

Zhu Yuanzhang

Yong Le

Ming Reforms

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What was the Forbidden City?


Nanjing

erode

compile

drama

reform (Chapter 1, Section 2)

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I. Who Was Zheng He?

A. __________________________________________________________

B. __________________________________________________________

II. Where Did Zheng He Travel?

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

D. __________________________________________________________

III. The Europeans Arrive in China

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

IV. Why Did the Ming Dynasty Fall?

A. __________________________________________________________

B. __________________________________________________________

Define or describe the following term from this section.



China Explores the World (pages 284–287)

barbarian

Portugal

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What caused the Ming dynasty to decline and fall?


How did Ming rulers make China’s government strong?

What did the Ming rulers accomplish?

The Ming government did not encourage contact with theoutside world. On a separate sheet of paper, write anexpository essay explaining why Ming officials resistedEuropean trade and ideas, including conversion toChristianity.


Zheng He

contact



Early Japan(Pages 296–301)

Setting a Purpose for Reading Think about these questions as you read:• How did geography affect the development of Japan? • What ideas shaped Japan’s religion and government?


basic beliefs of the Shinto religion.

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Shinto Religion

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AAss yyoouu rreeaadd,, ccoommpplleettee tthhee ddiiaaggrraamm bbeellooww ttoo sshhooww tthheeeeffffeeccttss ooff ggeeooggrraapphhyy oonn lliiffee iinn JJaappaann..


Japan’s Geography (page 297)

Cause Effect Effect Effect

Mountains

Islands

BBrriieeffllyy ddeessccrriibbee tthhee ffoolllloowwiinngg ppllaacceess..

DDeeffiinnee tthhiiss aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrdd ffrroomm tthhiiss lleessssoonn..

Japan

Hokkaido

Honshu

Shikoku

Kyushu

occur

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How did Japan’s geography shape its society?

After you read, write a brief description of each of thepeople listed below. Then place names in the proper orderin the diagram below to show their relationships.


Yayoi

Yamato

Jimmu

Akihito

Yayoi

The First Settlers (page 298)

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DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmm ffrroomm tthhiiss lleessssoonn..


EExxppllaaiinn wwhhyy tthhiiss ppeerrssoonn iiss iimmppoorrttaanntt..

WWhhaatt ddoo hhiissttoorriiaannss kknnooww aabboouutt tthhee rriissee ooff tthhee YYaammaattoo??

CCoommpplleettee tthhee ddiiaaggrraamm bbeellooww ttoo lliisstt PPrriinnccee SShhoottookkuu’’ssrreeffoorrmmss..


clan

Prince Shotoku’s Reforms (page 299)

Prince Shotoku’s Reforms

portion

Jimmu

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WWhhaatt CChhiinneessee iiddeeaass iinnfflluueenncceedd PPrriinnccee SShhoottookkuu??

AAfftteerr yyoouu rreeaadd,, wwrriittee oonnee oorr ttwwoo sseenntteenncceess ssuummmmaarriizziinnggtthhee bbeelliieeffss ooff tthhee SShhiinnttoo rreelliiggiioonn iinn tthhee ssppaaccee bbeellooww..


constitution

What Is Shinto? (page 301)

Shotoku

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DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmmss ffrroomm tthhiiss lleessssoonn..

HHooww ddiidd tthhee JJaappaanneessee hhoonnoorr tthhee kkaammii??

NNooww tthhaatt yyoouu hhaavvee rreeaadd tthhee sseeccttiioonn,, wwrriittee tthhee aannsswweerrss ttootthhee qquueessttiioonnss tthhaatt wweerree iinncclluuddeedd iinn Setting a Purpose forReading aatt tthhee bbeeggiinnnniinngg ooff tthhee lleessssoonn..

How did geography affect the development of Japan?

What ideas shaped Japan’s religion and government?

RReerreeaadd PPrriinnccee SShhoottookkuu’’ss ccoonnssttiittuuttiioonn oonn ppaaggee 229999 iinn yyoouurrtteexxttbbooookk.. OOnn aa sseeppaarraattee sshheeeett ooff ppaappeerr,, rreewwrriittee tthhee rruulleess iinnyyoouurr oowwnn wwoorrddss.. TThheenn,, cchhoooossee oonnee ooff tthhee rruulleess aanndd ddeessccrriibbeehhooww tthhaatt rruullee mmiigghhtt bbee aapppplliieedd bbyy aa ggoovveerrnnmmeenntt ooffffiicciiaall..


shrine

animism



Shoguns and Samurai(Pages 302–308)

Setting a Purpose for Reading Think about these questions as you read:• How did Buddhism spread to Japan?• Who were the shoguns and samurai?

As you read pages 303–308 in your textbook, complete the diagram to show the

relationship between daimyo and samurai.

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Daimyo

Samurai

AAfftteerr yyoouu rreeaadd,, aannsswweerr tthhee ffiirrsstt ttwwoo qquueessttiioonnss bbeellooww.. TThheenn,, uussee yyoouurr aannsswweerrss ttoo tthheessee ttwwoo qquueessttiioonnss ttoo iinnffeerr tthhee aannsswweerr ttoo tthhee tthhiirrdd qquueessttiioonn..

1. What did Japan’s census count?

2. What happened based on the results of the census?

3. Why was the census important in maintaining a strong central government?


UUssee tthhiiss tteerrmm tthhaatt yyoouu ssttuuddiieedd eeaarrlliieerr iinn aa sseenntteennccee tthhaattrreefflleeccttss tthhee tteerrmm’’ss mmeeaanniinngg..


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Nara Japan (pages 303–304)

role

census (Chapter 4, Section 4)

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HHooww ddiidd BBuuddddhhiisstt iiddeeaass aaffffeecctt JJaappaann’’ss ggoovveerrnnmmeenntt??

CCoommpplleettee tthhiiss oouuttlliinnee aass yyoouu rreeaadd..

I. The Government Weakens

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

II. Who Were the Samurai?

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

D. __________________________________________________________

III. What Is a Shogun?

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

D. __________________________________________________________

IV. The Mongols Attack

A. __________________________________________________________

B. __________________________________________________________


The Rise of the Shogun (pages 304–306)

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BBrriieeffllyy ddeessccrriibbee tthhee ffoolllloowwiinngg ppllaacceess..



samurai

shogun

Minamoto Yoritomo

Heian

Kamakura

conduct

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WWhhoo wwaass tthhee sshhoogguunn,, aanndd wwhhyy wwaass hhee iimmppoorrttaanntt??

RReeaadd tthhee ffiirrsstt ppaarraaggrraapphh oonn ppaaggee 330077.. BBaasseedd oonn yyoouurrrreeaaddiinngg aabboouutt JJaappaann ttoo tthhiiss ppooiinntt,, wwhhaatt ddoo yyoouu pprreeddiicctt wwiillll hhaappppeenn nneexxtt?? WWrriittee yyoouurr pprreeddiiccttiioonn iinn tthhee ssppaacceebbeellooww.. NNooww rreeaadd tthhee eennttiirree ppaassssaaggee.. WWaass yyoouurr pprreeddiiccttiioonnccoorrrreecctt?? WWrriittee yyoouurr rreeaaccttiioonn ttoo tthhee aaccttuuaall eevveennttss iinn tthheessppaaccee pprroovviiddeedd..

Prediction

Reaction


clan (Chapter 3, Section 2)

The Daimyo Divide Japan (pages 307–308)

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WWhhyy wweerree sshhoogguunnss uunnaabbllee ttoo rreeggaaiinn ccoonnttrrooll ooff JJaappaann aafftteerrtthhee OOnniinn WWaarr??


How did Buddhism spread to Japan?


vassal

daimyo

feudalism

Ashikaga Takauji

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Who were the shoguns and samurai?

JJaappaanneessee rruulleerrss bboorrrroowweedd mmaannyy eeffffiicciieenntt ssyysstteemmss ffrroomm tthheeCChhiinneessee ggoovveerrnnmmeenntt.. OOnn aa sseeppaarraattee sshheeeett ooff ppaappeerr,, wwrriittee aacomparative essay ddeessccrriibbiinngg tthhee ddiiffffeerreenncceess bbeettwweeeenn tthheeJJaappaanneessee aanndd tthhee CChhiinneessee ssyysstteemmss ffoorr hhiirriinngg ooffffiicciiaallss..




Life in Medieval Japan(Pages 309–315)

Setting a Purpose for Reading Think about these questions as you read:• How did religion shape Japan’s culture?• What was life like for people in medieval Japan?

As you read pages 310–315 in your textbook, complete this diagram to describe

the role of women in the families of medieval Japan.

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Role of Women

TTwwoo sseeccttss ooff BBuuddddhhiissmm wweerree iimmppoorrttaanntt iinn JJaappaann.. UUssee tthheeddiiaaggrraamm bbeellooww ttoo ccoommppaarree aanndd ccoonnttrraasstt tthheessee sseeccttss.. WWhhaattddiidd tthheeyy hhaavvee iinn ccoommmmoonn?? HHooww wweerree tthheeyy ddiiffffeerreenntt??



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Japanese Religion and Culture (pages 310–312)

Pure Land Buddhism

Zen Both Buddhism

sect

martial arts

meditation

calligraphy

tanka

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DDeeffiinnee tthheessee aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrddss ffrroomm tthhiiss lleessssoonn..



HHooww aarree mmaarrttiiaall aarrttss aanndd mmeeddiittaattiioonn ccoonnnneecctteedd ttoo ZZeennBBuuddddhhiissmm’’ss pprriinncciippllee ooff sseellff--ccoonnttrrooll??


novel (Chapter 4, Section 4)

Murasaki Shikibu

involve

reveal

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PPrreevviieeww tthhiiss sseeccttiioonn ttoo ggeett aann iiddeeaa ooff wwhhaatt iiss aahheeaadd.. FFiirrsstt,,sskkiimm tthhee sseeccttiioonn.. TThheenn wwrriittee aa sseenntteennccee oorr ttwwoo eexxppllaaiinniinnggwwhhaatt yyoouu tthhiinnkk yyoouu wwiillll lleeaarrnn.. AAfftteerr yyoouu ffiinniisshh rreeaaddiinngg,,rreevviissee yyoouurr ssttaatteemmeennttss aass nneecceessssaarryy..


BBrriieeffllyy ddeessccrriibbee tthhee ffoolllloowwiinngg ppllaaccee..




Economy and Society (pages 314–315)

guild

Kyoto

contribute

economy (Chapter 4, Section 1)

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WWhhiicchh ggrroouuppss iinn JJaappaann bbeenneeffiitteedd ffrroomm tthhee ccoouunnttrryy’’ss wweeaalltthh??


How did religion shape Japan’s culture?

What was life like for people in medieval Japan?

RReesseeaarrcchh ttoo lleeaarrnn aabboouutt ttaannkkaa aanndd hhaaiikkuu ppooeettrryy.. OOnn aa sseeppaarraattee sshheeeett ooff ppaappeerr,, wwrriittee aa poem iinn eeiitthheerr ssttyyllee,, aanndd tthheenn ddeessccrriibbee hhooww yyoouurr ppooeemm mmaattcchheess tthhaatt ssttyyllee..




The Early Middle Ages(Pages 324–333)

Setting a Purpose for Reading Think about these questions as you read:• How did geography influence where medieval Europeans settled and

what they did?• How did religion affect life in the Middle Ages?


major accomplishments of medieval leaders.

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Leader Major Accomplishments

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As you read, complete the diagram below to show theeffects of geography on life in medieval Europe.


The Geography of Europe (pages 325–326)

Cause Effect Effect

Peninsula

Seas and rivers

Mountains


What did Europe’s seas and rivers provide for its people?

significant

instance

enable

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Look at the following headings and write a question abouteach one. Find answers to your questions as you read.Revise your question if the answer is not found in thereading.

The Germanic Kingdoms

Who Were the Franks?

Who Was Charlemagne?

Europe Is Invaded

The Holy Roman Empire




The Germanic Kingdoms (pages 326–331)

fjord

Clovis

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Who were the Vikings, and why did they raid Europe?

What were monks’ roles in medieval Europe?




The Rise of the Catholic Church (pages 331–333)

exclude

missionary

excommunicate

concordat

Charles Martel

Charlemagne

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How did Gregory VII and Henry IV disagree?


How did geography influence where medieval Europeans settled andwhat they did?

How did religion affect life in the Middle Ages?

The Catholic Church was at the height of its power in A.D. 1198. On a separate sheet of paper, write a persuasiveessay of two or three paragraphs predicting the responseof kings to the pope’s control.


Gregory VII

Henry IV



Feudalism(Pages 334–343)

Setting a Purpose for Reading Think about these questions as you read:• Why did feudalism develop in Europe?• What was life like in a feudal society?


show the similarities and differences between serfs and slaves.

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SerfsBoth

Slaves

You live on the manor of a feudal lord in medieval Europe.Pick your role. You may be a vassal or a serf. Write anentry in your journal about the work you did today foryour lord. Use details from your reading. Then add yourown ideas about life in the Middle Ages.



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What Is Feudalism? (pages 335–338)

feudalism

vassal

fief

knight

serf



How could a noble be both a lord and a vassal?

Knights followed rules of conduct. They lived by their codeof chivalry. Read about the knights’ code, then write yourown in the space below. Include the values that are impor-tant to you.

What was the code of chivalry?


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shift

samurai (Chapter 5, Section 2)

Life in Feudal Europe (pages 338–340)

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Fill in the chart below to show the relationships betweenfeudalism, new inventions, and the growth of manufactur-ing. Then write your answer to this question: What rela-tionship do you see between safety and stability, technology,trade, and the economy?



How did guilds change the way goods were made andsold?


Trade and Cities (pages 340–343)

Feudalism

makes Europe

safer

Technology

helps people

produce more

food and goods

guild

process

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Why did feudalism develop in Europe?

What was life like in a feudal society?

Feudalism led to safer roads and increased production infarms and cities. On a separate sheet of paper, write anexpository essay on how the shift from a barter system toa money system changed medieval Europe.



Kingdoms and Crusades(Pages 346–354)

Setting a Purpose for Reading Think about these questions as you read:• What types of governments did European kingdoms create?• Why did European Christians launch the Crusades?


causes and effects of the Crusades.

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Cause: Effect:

Cause: Effect:

Cause: Effect:

As you read, answer the questions below about the MagnaCarta. Review your answers to ensure you understand thedocument and its importance.

1. Why did the nobles force King John to sign the Magna Carta?

2. What rights were guaranteed by the Magna Carta?

3. Why is the Magna Carta important?




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England in the Middle Ages (pages 347–349)

grand jury

trial jury

William the Conqueror

King John

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How did the Magna Carta affect the king’s power?

As you read, take notes on the actions of Philip IV. Then,based on your notes, write a short paragraph evaluatinghis leadership. Did he deserve the name Philip the Fair?Why or why not? Use specific examples from your notes tosupport your opinion.

Evaluation


document

guarantee

The Kingdom of France (page 350)

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How did King Philip II bring power back to French kings?

Who do you think was the most important leader in Russiabased on your reading? After you read, write a brief para-graph supporting your answer.



clergy

Eastern Europe and Russia (page 351)

nonetheless

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Why was Alexander Nevsky important?

As you read, number the following events in the correctorder.

1. Emperor Frederick, King Richard I, and King Philip II join tofight Saladin.

2. The Crusaders create four states.

3. Muslims conquer all the territory lost in the First Crusade.

4. Crusaders burn and loot the Byzantine capital.

5. The Muslims capture Edessa.

6. The Crusaders capture Antioch and Jerusalem.

7. Saladin unites the Muslims and declares war against the Christian states.

8. King Richard I agrees to a truce with Saladin.

9. Saladin captures Jerusalem.


missionary (Chapter 6, Section 1)

The Crusades (pages 352–354)

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What did the First Crusade accomplish? What did the ThirdCrusade accomplish?


What types of governments did European kingdoms create?

Why did European Christians launch the Crusades?

Beginning in the 1100s with common law, the English developed a government that resembles today’s represen-tative government. On a separate sheet of paper, write a comparative essay describing elements of the Englishsystem that influenced modern democracy.




The Church and Society(Pages 355–363)

Setting a Purpose for Reading Think about these questions as you read:• What role did the Catholic Church play in medieval Europe?• What new ideas developed in medieval Europe?

As you read pages 356–363 in your textbook, complete this Venn diagram

to show the similarities and differences between Romanesque and Gothic

cathedrals.

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RomanesqueCathedrals

GothicBoth Cathedrals

Before you read, scan the main headings and terms in thispassage. Write four questions about the main ideas pre-sented in the text. After you finish reading, write theanswers to these questions.

1.

2.

3.

4.


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Religion and Society (pages 356–359)

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How did the main goal of the Franciscans differ from themain goal of the Dominicans?


heresy

anti-Semitism

Francis of Assisi

job

mass

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After you read each section, summarize the main idea ofthe section in one sentence in the space below.

1. Medieval Art and Architecture

2. The First Universities

3. Who Was Thomas Aquinas?

4. Medieval Literature

Define or describe the following terms from this section.


Medieval Culture (pages 360–363)

theology

scholasticism

vernacular

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What is natural law?


Thomas Aquinas

demonstrate

obtain

guild (Chapter 6, Section 2)

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What role did the Catholic Church play in medieval Europe?

What new ideas developed in medieval Europe?

The Inquisition was the Catholic Church’s attempt to getrid of non-believers. On a separate sheet of paper, write apersuasive essay to convince Church leaders that heresytrials and persecution of Jews was wrong.




The Late Middle Ages(Pages 364–369)

Setting a Purpose for Reading Think about these questions as you read:• What was the Black Death?• What major conflicts affected life in Europe in the late Middle Ages?


path of the Black Death in Europe and Asia.

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Time Period Affected Areas

1330s

1340s

1350s

After you read, write your answer to the following ques-tion in the space below.

How does a dramatic decrease in population affect the economy?



How many Europeans died of the plague between 1347 and1351?


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The Black Death (pages 365–366)

plague

approximate

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As you read, complete the table below to summarize theconflicts in Europe in the late Middle Ages. After you read,use your table for review.




A Troubled Continent (pages 367–369)

Groups in Name of

Conflict Conflict The Cause The Effect

Reconquista

Joan of Arc

Isabella of Castile

Ferdinand of Aragon

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What caused the Hundred Years’ War?


What was the Black Death?

What major conflicts affected life in Europe in the late Middle Ages?

Joan of Arc convinced the leaders and soldiers of Francethat God was on their side in a war for freedom. On a separate sheet of paper, write a narrative essay from theperspective of Charles, deciding whether to support her in her efforts.


Crécy

Orléans

abandon



The Renaissance Begins(Pages 384–391)

Setting a Purpose for Reading Think about these questions as you read:• Why did the Renaissance begin in Europe?• How did Italy’s city-states grow wealthy?• How did nobles of the Italian city-states make their living?


reasons Italian city-states grew wealthy.

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Wealth Grows in City-States

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As you read, complete the diagram below to show the rela-tionship between the growth of cities and the beginning ofthe Renaissance.


The Italian Renaissance (pages 385–386)



Cause

Italy’s populationbecomes moreurban

Effect/Cause

________________

________________

________________

Effect

________________

Renaissance

secular

Florence

Venice

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Why did the Renaissance start in Italy?

Before you read, look at the headings and terms in thepassage. Then write four questions. Find answers to yourquestions as you read. Revise your questions if the answeris not found in the reading.

1.

2.

3.

4.


The Rise of Italy’s City-States (pages 387–389)

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How did Florence and the Medici family become so wealthy?


Marco Polo

Medici

network

publish

caravan (Chapter 2, Section 1)

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What is your personal response to Machiavelli’s ideasabout government? Do you agree or disagree? Why or why not? Present your response to Machiavelli in a briefparagraph.




The Urban Noble (pages 390–391)

doge

diplomacy

Niccolò Machiavelli

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How were medieval and Renaissance nobles different fromeach other?


Why did the Renaissance begin in Europe?

How did Italy’s city-states grow wealthy?

How did nobles of the Italian city-states make their living?

Research the progression of the Renaissance throughEurope. On a separate sheet of paper, create a map,time line, or a narrative essay that shows where theRenaissance started, and how it spread throughoutEurope.




New Ideas and Literature(Pages 394–400)

Setting a Purpose for Reading Think about these questions as you read:• What is humanism and how did it affect the Renaissance?• Why did literature become more popular during the Renaissance?

As you read pages 395–400, create a chart listing people who contributed to

Renaissance literature.

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Contributor Role in Renaissance Literature

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For each section of your reading, write a one-sentencesummary of the main idea presented.

1. Ancient Works Become Popular

2. How Did Humanism Affect Society?





Renaissance Humanism (pages 395–397)

humanism

anatomy (Chapter 1, Section 1)

Leonardo da Vinci

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How did Renaissance thinkers view ancient writings?


1. What was The Canterbury Tales about?

2. What country was Miguel de Cervantes from?



Changes in Literature (pages 397–400)

vernacular




What was the benefit of writing in the vernacular?


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Canterbury

Dante Alighieri

Johannes Gutenberg

William Shakespeare

debate

credit


What is humanism and how did it affect the Renaissance?

Why did literature become more popular during the Renaissance?

Research some of the inventions and ideas of Leonardo da Vinci. Then, on a separate sheet of paper, write a narrative essay, or create detailed sketches, describingthings you think might be invented in the next two or three hundred years.


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Renaissance Art(Pages 408-413)

Setting a Purpose for Reading Think about these questions as you read:• What makes Renaissance art different from previous art?• What important method was developed by Northern Renaissance artists?

As you read pages 409–413, create a diagram like the one below to show fea-

tures of Renaissance art.

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Art

As you read the passage, take notes about the differencesbetween medieval and Renaissance art. Then answer thisquestion: How was Renaissance art affected by humanism?




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Artists in Renaissance Italy (pages 409–411)

chiaroscuro

fresco

Sandro Botticelli

Raphael Sanzio

Michelangelo Buonarroti

Titian


What were some of the differences between medieval andRenaissance artists?

When have you seen a painting or picture, read a story, orseen a play or movie that made you feel a strong emotion?Why did you connect with that work of art? Write a briefparagraph describing the work of art and your reaction to it. Be sure to write about techniques used by the artistto make the work more real to you.



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differentiate

perspective

The Renaissance Spreads (pages 412–413)

Flanders



How did the Northern Renaissance differ from the ItalianRenaissance?


What makes Renaissance art different from previous art?


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Jan van Eyck

Albrecht Dürer

knight (Chapter 6, Section 2)

What important method was developed by Northern Renaissance artists?

Research elements of Renaissance art that make it unique.On a separate sheet of paper, write a descriptive essaythat explains some of these elements in detail. If possible,include visual examples from your research.


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The Reformation Begins(Pages 422–429)

Setting a Purpose for Reading Think about these questions as you read:• How did Martin Luther’s ideas change the Church?• Why did political leaders support Protestanism?


causes of the Reformation.

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Reformation

Begins


I. What Ideas Led to the Reformation?

A. __________________________________________________________

B. __________________________________________________________

II. The Church Upsets Reformers

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

D. __________________________________________________________

III. Who Was Martin Luther?

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

D. __________________________________________________________

E. __________________________________________________________

IV. Revolt Leads to New Churches

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

V. Peasant Revolts

A. __________________________________________________________

B. __________________________________________________________

C. __________________________________________________________

D. __________________________________________________________


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Calls for Church Reform (pages 423–426)

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Reformation

indulgence

denomination

Martin Luther

Desiderius Erasmus

John Wycliffe

William Tyndale

Wittenberg

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What was the result of the Catholic Church’s decision to sellindulgences in 1517?


conclude

clergy (Chapter 6, Section 3)

excommunicate (Chapter 6, Section 1)

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As you read, take notes on the reasons German rulersdecided to become Lutherans. Now think about differentcountries and governments around the world today. Somegovernments favor or support specific religions. Others do not. Write a paragraph summarizing your opinionabout the relationship between church and government.Use specific examples from history, from current events,and from your notes to support your opinion.


Why did many German princes support Martin Luther’sideas?


Politics and Lutheranism (pages 428–429)

energy

resource

convert


How did Martin Luther’s ideas change the Church?

Why did political leaders support Protestanism?

Luther’s ideas led to revolutions in religion and politics.Research Martin Luther’s life and his reasons for challeng-ing the Roman Catholic Church. Use what you learn towrite a narrative essay on a separate sheet of paper,answering the question of why Luther’s ideas were soprovocative.


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The Reformation Spreads(Pages 430–434 )

Setting a Purpose for Reading Think about these questions as you read:• What did John Calvin teach?• Why did Henry VIII create the Anglican Church?

As you read pages 431–434 in your textbook, complete a table to show the

major impact of rulers on the English Reformation.

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Ruler Impact


1. Who was John Calvin?

2. What is Calvinism?





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Calvin and Calvinism (pages 431–432)

theology

predestination

John Calvin

Geneva


How did Calvin’s ideas differ from those of Luther?

Think about what you have already read about the effectsof Protestantism in Europe. Now, before you read, make aprediction about what will happen in England. After youread, write your response to the actual events.

Prediction

Reaction


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clarify

consent

The English Reformation (pages 432–434)





Why did Henry VIII create the Anglican Church?


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London

Henry VIII

annul

Mary I

Elizabeth I

excommunicate(Chapter 6, Section 1)


What did John Calvin teach?

Why did Henry VIII create the Anglican Church?

On a separate sheet of paper, write a comparative essaythat highlights similarities and differences between Luther’steachings and Calvin’s teachings.


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The Counter-Reformation(Pages 435–441)

Setting a Purpose for Reading Think about these questions as you read:• What was the Counter-Reformation?• How did the Reformation allow kings to become more powerful?


results of the Catholic Church’s attempts to reform.

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Reform

Results Results Results

As you read, list the effects of the Reformation on the fol-lowing kingdoms in the chart below.




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Counter-Reformation (pages 436–440)

seminary

heresy

Ignatius of Loyola

Huguenot

King Ferdinand

France

Bohemia

Spain

Queen Isabella

Maimonides





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Trent

Navarre

Paris

contradict

impact

philosophy

eliminate

reform (Chapter 1, Section 2)

clergy (Chapter 6, Section 3)

What deal earned Henry of Navarre the French throne?

As you read, write three details about the legacy of theReformation. Then write a general statement summarizingwhat you learned.

1.

2.

3.



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Legacy of the Reformation (pages 440–441)

divine right


In what parts of the world did Catholic missionariesteach?


What was the Counter-Reformation?

How did the Reformation allow kings to become more powerful?

Research the Spanish Inquisition. On a separate sheet ofpaper, write an expository essay explaining what life waslike during this terrible time.


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Francis Xavier



The First Americans(Pages 450–455)

Setting a Purpose for Reading Think about these questions as you read:• Who were the first people in the Americas and how did they get there?• What was life like for people in the first American civilizations?


characteristics of the Olmec and Moche.

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Location Dates Lifestyle

Olmec

Moche

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After you read, complete the chart below to identify theeffects of the end of the Ice Age.


Farming Begins in Mesoamerica (pages 451–452)

glacier

environment




How did the agricultural revolution begin in America?

End of

Ice Age

Beringia

Mesoamerica

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As you read, make a list of the important accomplishmentsof the first American civilizations. Then write a generalstatement that answers what these accomplishments tellyou about these ancient peoples.


Early American Civilizations (pages 453–455)

Civilization Accomplishments

Olmec

Maya

Toltec

Moche

Inca

General Statement



monopoly

Olmec

Maya

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design

Toltec

Moche

Inca

Teotihuacán

Yucatán Peninsula

Cuzco

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What do historians think caused Teotihuacán’s collapse?


Who were the first people in the Americas and how did they get there?

What was life like for people in the first American civilizations?

Research the early peoples of the Americas. On a separatesheet of paper, create a map showing where each civiliza-tion lived. If possible, locate the capital city of the civiliza-tion, and show the area under its influence or controlledby it.




Life in the Americas(Pages 456–464)

Setting a Purpose for Reading Think about these questions as you read:• What was life like in the Mayan, Incan, and Aztec cultures?• How did the different climates and environments of North America shape

Native American cultures?

As you read pages 457–464 in your textbook, complete the pyramid to show

Incan social classes.

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Glance over the reading to find details related to the fol-lowing topics. After you read, fill in any missing detailsfrom the passage.

Discovery of Mayan Civilization

Government





The Mayan People (page 457)

source

cooperate

sinkhole

Petén

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What was the main advantage of living in a tropical rain forest?

As you read, write three questions about the main ideaspresented in this passage. After you finish reading, writethe answers to your questions.

1.

2.

3.


Mayan Culture (page 458)

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How did the Maya treat enslaved people?

As you read, look for answers to the first three questions.Then use your answers to draw a conclusion about Aztecbeliefs and values. Answer this question: What do theseanswers tell you about the Aztec?

1. What did the Aztec expect of their kings?


The Aztec (pages 460–462)

alliance

Jasaw Chan K’awiil I

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2. Who was worthy of an afterlife and why?

3. How was the Aztec civilization able to support such a large population?



How could commoners move into the noble class?


Tenochtitlán

codices

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As you read, summarize the contributions of Pachacuti inone sentence. Then use the lines below to list the ideasfrom your reading that support this main idea.

Main Idea

Supporting Ideas





quipu

Life in the Inca Empire (pages 462–464)

Pachacuti

Machu Picchu

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How did Pachacuti make sure local leaders would be loyal to him?


What was life like in the Mayan, Incan, and Aztec cultures?

How did the different climates and environments of North America shapeNative American cultures?

The Aztec, Incan, and Mayan cultures all built buildings ofincredible size and precision. Select any one of these cul-tures and research their style of building and architecture.On a separate sheet of paper, write a descriptive essayexplaining the current thought on how they accomplishedthese amazing feats.




The Fall of the Aztec and Inca Empires(Pages 470–477)

Setting a Purpose for Reading Think about these questions as you read:• How did Spain conquer Mexico?• What brought an end to the Inca Empire?


reasons Cortés was able to conquer the Aztec.

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You are one of the Taino people, living on the island ofHispaniola. For you, it is a day like any other day untilyou see Spanish soldier-explorers approaching from thebeach. Based on the passage, write a paragraph aboutyour first encounter with the Spaniards. How do you reactto them? How do they react to you?




Spain Conquers Mexico (pages 471–474)

conquistador

Christopher Columbus

Hernán Cortés

Montezuma II

Malintzin



Who were the conquistadors?

After you read, answer the question below.

Why were the Inca so easily defeated by Pizarro?


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Hispaniola

Extremadura

finance

generate

Pizarro Conquers the Inca (pages 476–477)



How did Pizarro fail to keep his promise to Atahualpa?


How did Spain conquer Mexico?

What brought an end to the Inca Empire?

Research the life of one of the conquistadors mentioned in this section. On a separate sheet of paper, write a narrative essay describing this person’s life.


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treason

Francisco Pizarro



Europe Explores the World(Pages 486–492)

Setting a Purpose for Reading Think about these questions as you read:• What led to a new era of exploration in the 1400s?• Which European countries explored and where?

As you read pages 487–492 in your textbook, complete this diagram to show

why Europeans began to explore.

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How did the events listed in this passage lead to explo-ration? As you read, write a one-sentence summary foreach of the main headings to answer this question.

1. Trade with Asia

2. New Technology

3. The Rise of Strong Nations

4. Did Maps Encourage Exploration?



Europe Gets Ready to Explore (pages 487–488)

astrolabe

compass

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What were the main reasons the Europeans began exploringthe world in the 1400s?

Before you read, look at the headings and terms in thepassage. Then write four questions. Find answers to yourquestions as you read. Revise your questions if the answeris not found in the reading.

1.


fund

Exploring the World (pages 489–492)

caravel

cartography

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Vasco da Gama

Newfoundland

St. Lawrence River

Christopher Columbus

Ferdinand Magellan

John Cabot

Jacques Cartier

locate

Who was the first European to sail to India? Whose crewfirst sailed around the world?


What led to a new era of exploration in the 1400s?

Which European countries explored and where?

Advances in sailing technology enabled explorers to sailfarther from land than ever before. Research the astrolabeor another advance mentioned in the text. On a separatesheet of paper, write an expository essay explaining howthe device was used.


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Trade and Empire(Pages 493–499)

Setting a Purpose for Reading Think about these questions as you read:• How did the Spanish and the Portuguese build world empires?• How did Europeans increase trade?

As you read pages 494–499, complete a diagram like the one below showing

what led to the rise of modern capitalism.

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Ideas of Modern Capitalism

As you read, write the main idea of the passage. Reviewyour statement when you have finished reading and reviseas needed.





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Europe’s Empires (pages 494–495)

Netherlands

Henry VIII

Elizabeth I

primary

aid

How did the arrival of the Spanish change the Americas?

How did exploration affect European economies? Afteryou read, complete the diagram below to analyze theeffects of exploration on trade and commerce.



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The Commercial Revolution (pages 497–499)

Cause:

European

exploration

Effects

mercantilism

export

import

colony




How did merchants raise the money for overseas trade?


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commerce

invest

capitalism

Moluccas

Pedro Alvares Cabral

anticipate


How did the Spanish and the Portuguese build world empires?

How did Europeans increase trade?

Capitalism is the economic system still used in the UnitedStates, and in many parts of the world today. On a sepa-rate sheet of paper, write a comparative essay describingboth the advantages and disadvantages of the capitalistsystem.


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A Global Exchange(Pages 502–505)

Setting a Purpose for Reading Think about these questions as you read:• What did exploration and trade lead to?• In what ways did global exchange have both a positive and a

negative impact?

As you read pages 503–505, create a chart like the one below showing the posi-

tive and negative effects of the global exchange.

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The Global Exchange

Positive Effects Negative Effects

New goods from the Americas changed the lives ofEuropeans. Make a note of any points that support thisstatement. After you read, go back and fill in additionalinformation.





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Columbian Exchange

pampas

Argentina

Great Plains

transfer

The Columbian Exchange (pages 503–504)

Describe the Columbian Exchange.

To preview this section, first skim the section. Then write a sentence or two explaining what you think you willlearn. After you finish reading, revise your statements asnecessary.




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Problems with the Exchange (pages 504–505)

East India Company

Dutch East India Company

Caribbean


Use these terms that you studied earlier in a sentence thatreflects the term’s meaning.

How did the global exchange create problems?


What did exploration and trade lead to?


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positive

shogun(Chapter 5, Section 2)

daimyo(Chapter 5, Section 2)

In what ways did global exchange have both a positive and a negativeimpact?

Research the East India Company and the English empirein India. On a separate sheet of paper, write an exposi-tory essay describing the influence of the English on India.


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The Scientific Revolution(Pages 514–523)

Setting a Purpose for Reading Think about these questions as you read:• How did the Scientific Revolution change life in the 1600s?• What is the scientific method and how did it change ideas about society?


similarities and differences in the views of Ptolemy and Copernicus.

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PtolemyBoth

Copernicus

What factors led to the growth of scientific knowledge inEurope? As you read, list the factors in the chart below.




Describe scientific knowledge during the Middle Ages.


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The Scientific Revolution (pages 515–517)

theory

Scientific Knowledge

Grows in Europe

Ptolemy

investigate

approach

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As you read the passage, take notes on Galileo’s experi-ments. Think about what you have read so far about theCatholic Church. Then answer this question: Why did theCatholic Church force Galileo to withdraw many of hisstatements?




A Revolution in Astronomy (pages 517–519)

Copernicus

Kepler

Galileo

heresy(Chapter 8, Section 3)

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How did Galileo support Copernicus’s theory?

As you read, complete the chart below to identify the majordiscoveries in the Scientific Revolution. Use your notes toreview later.


New Scientific Discoveries (pages 519–520)

Scientist Discovery

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According to Newton, what force held the planets in orbit?

Write the steps of the scientific method in the proper orderin the diagram below.


The Triumph of Reason (pages 522–523)

Newton

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What is the scientific method?


rationalism

scientific method

hypothesis

Descartes

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How did the Scientific Revolution change life in the 1600s?

What is the scientific method and how did it change ideas about society?

New ideas, such as Copernicus’s theory of a heliocentricuniverse, are often met with criticism and even hostility.Imagine that you were Copernicus and had to persuadeother people that you were right. On a separate sheet ofpaper, write a persuasive essay that would help convincepeople of your idea.




The Ideas of theEnlightenment(Pages 524–530)

Setting a Purpose for Reading Think about these questions as you read:• What was the Enlightenment? • How did Enlightenment ideas affect government?


major ideas of Enlightenment thinkers.

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Thinkers Ideas

As you read, complete the Venn diagram below to compareand contrast the views of Hobbes and Locke on government.




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Views of Both John Locke

New Ideas About Politics (pages 525–528)

Views of Thomas Hobbes

natural law

social contract

separation of powers

Thomas Hobbes

John Locke

Baron Montesquieu

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error


According to Montesquieu, how should government be organized?

Select one of the philosophers from your reading and eval-uate his or her ideas. Do you agree with the ideas? Do youdisagree? Write a brief paragraph summarizing your viewof the philosopher’s ideas.


The French Philosophes (pages 528–530)

Voltaire

Denis Diderot

Mary Wollstonecraft

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Compare Voltaire’s ideas to those of Rousseau.


What was the Enlightenment?


topic

advocate

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How did Enlightenment ideas affect government?

Many of the ideas for the Declaration of Independence andthe Constitution of the United States are based on ideasexpressed during the Enlightenment. On a separate sheetof paper, write an expository essay that identifies some ofthese key ideas and how they were influential.




Politics and theEnlightenment(Pages 531-541)

Setting a Purpose for Reading Think about these questions as you read:• What ideas of government influenced Americans?• Why did American colonists fight to form a new nation?• How do Enlightenment principles influence the world today?

As you read pages 532–541 in your textbook, complete a cause-and-effect dia-

gram showing how Enlightenment ideas led to the American Revolution and the

French Revolution.

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Quickly look over the entire selection to get a general ideaabout the reading. Then briefly describe on the lines belowwhat the selection is about.





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The Age of Absolutism (pages 532–534)

absolutism

Prussia

Louis XIV

Frederick II

Catherine II


How did the ideas of absolute monarchs conflict with theideas of Enlightenment thinkers?

As you read, complete the diagram below to identify thereasons that English settlers came to North America.


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serf(Chapter 6, Section 2)

Austria

St. Petersburg

Revolution and Enlightenment (pages 534–539)

Reasons English Settlers Came to America





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representative government

constitution

popular sovereignty

estate

bourgeoisie

George Washington

Thomas Jefferson

tension

Why did the colonists decide to separate from Great Britainand create a new nation?

As you read, write three questions about the main ideaspresented in this passage. After you finish reading, writethe answers to your questions.

1.

2.

3.

How did Martin Luther King, Jr., use Enlightenment principles?


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The Enlightenment’s Legacy (pages 539–541)


What ideas of government influenced Americans?

Why did American colonists fight to form a new nation?

How do Enlightenment principles influence the world today?

The ideas of the Enlightenment continue to shape ourworld today. On a separate sheet of paper, write an expository essay that examines how the Enlightenment is still influential.


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CHAPTER 1, SECTION 1

Reading Strategy

Roman culture: use of arches and domes;statues portray realistic humans; Stoicismemphasized practicality and little emotion;Latin languageGreek culture: statues portray ideal beauty;Stoicism emphasized finding happinessthrough reason; Greek languageBoth: gods and goddesses; colonnades andporches; epic poems, satires, and tragedies;recorded their own history

A Prosperous Empire

Drawing Conclusions

Student answers will vary. Students shouldconsider the reforms made by Augustus andthe strength of the military. Students shouldalso consider the fact that the emperor didnot rule alone. He held most of the power,but the Senate was still active.

Terms to Know

Pax Romana: “Roman Peace”; the longperiod of peace that began with Augustusand lasted until A.D. 180

People to Meet

Augustus: Rome’s first emperor who ruledfrom 27 B.C. to A.D. 14.

Sum It Up

He built a permanent, professional army alongwith a special unit called the Praetorian Guard.

Roman Culture

Synthesizing

Student answers will vary. Students should usethe accounts of Livy and Tacitus as models.They should apply learning from their currentreading and outside learning to develop theirown accounts of Roman history.

Terms to Know

vault: a curved ceiling built with rows ofarches; satire: a work of literature that pokesfun at human weaknesses; ode: a poem that expresses strong emotions about life;anatomy: the study of the human body;aqueduct: long troughs used to carry waterover long distances; Stoicism: for the Greeks,happiness achieved through reason; for theRomans, to hold back emotions, live in apractical way, and to accept and deal withlife’s problems as they come.

People to Meet

Virgil: Roman writer; author of the Aeneid;Horace: Roman poet; wrote satires and odes;Galen: Greek doctor who studied anatomyand brought many medical ideas to Rome;Ptolemy: Scientist of the Roman Empire whostudied the sky, planets, and stars; he placedEarth at the center of the universe

Academic Vocabulary

distinct: not identical; emphasis: special significance

Sum It Up

Arches, domes, and vaults added distinctstyle. Concrete made buildings sturdier.

Section Wrap-Up

• Augustus made Rome strong. He built apermanent, professional army, rebuiltRome, imported grain to feed the poor,appointed governors, established a fairtax system, and reformed the legal system.

• The Romans copied Greek art, architec-ture, and literature. But they also devel-oped their own ideas.They made their art more realistic.They added their ownideas to architecture and developed theirown great works of literature.And theymade important advances in engineering,building a huge system of roads and sup-plying cities with fresh water.

Read to Write Challenge

Students’ expository essays should mentionthe Latin roots of modern languages, the useof anatomy and road systems, and influenceon law, art, and literature.


Reading Strategy

Answers include:Weak government, social problems, andeconomic problemsDiocletian divides the empire into fourpartsConstantine moves the capitalThe empire splits into the Western andEastern Roman EmpiresAttacks threaten the empire and territoryis slowly lost

The Decline of Rome

Summarizing

Diocletian: divided the empire into fourparts; issued rules that set prices and wages;ordered workers to remain at the same jobsuntil they diedConstantine: sons of workers had to followtheir fathers’ trades; sons of farmers had towork their fathers’ land; sons of soldiers hadto serve in the army; moved the capital

Terms to Know

inflation: rapidly increasing prices; happenswhen money loses its value; barter: to tradegoods without using money; reform: politicalchange to make things better

Places to Locate

Constantinople: the Greek city named byConstantine as the new capital of the empire

Academic Vocabulary

stable: firmly established; purchase: to buy

Sum It Up

He divided the empire into four parts; issuedrules that set prices and wages; orderedworkers to remain at the same jobs until theydied.

Rome Falls

Scanning

1. It was split into two separate empires.2. They were in search of warmer climates

and better grazing land.They were alsodrawn by Rome’s wealth and culture.Many were fleeing the Huns.

3. The Visigoths defeated Roman legions.Rome was forced to surrender land.

4. He was the Visigoth leader who capturedRome.

5. He was the Germanic general who over-threw the last Western emperor and ruledRome for almost 15 years.

People to Meet

Theodosius: Roman emperor who dividedthe empire into the Western and EasternEmpires

Sum It Up

When Odoacer took control of Rome, over-throwing the western emperor.

The Legacy of Rome

Reviewing

Government: Ideas that all people are equal,judges are fair, and a person is innocent untilproven guilty; belief that a republic is the bestform of government; ideals of citizenshipCulture: alphabet and Latin language; works ofRoman writers; use of concrete; architectureReligion: spread of Christianity

Academic Vocabulary

consider: think about

Sum It Up

Government, law, citizenship, culture, lan-guage, literature, architecture, and religion

Section Wrap-Up

• Social and economic problems, includinginflation, weakened the empire. Reformswere not effective, and Diocletian dividedthe empire into four parts. Constantinemoved the capital. Finally, the empire splitinto the Western and Eastern RomanEmpires.

• Answers should reflect that Roman ideashave affected our government, law, citi-zenship, culture, language, literature,architecture, and religion.


Expository essays should describe howRoman leaders devalued money when theeconomy was weak, which resulted in higherprices and less money being used.


Reading Strategy

Possible answers include:Causes: Empire’s laws were disorganized andtoo difficult to understandEffect: Simplified the code and made it easierto understand; has influenced the laws ofalmost every country in Europe

Answer Key 195

The Rise of the Byzantines

Previewing

Student answers will vary.Answers may focus on Constantine, the location ofConstantinople, or the influence of Greekculture.

Places to Locate

Black Sea: waterway that borderedConstantinople;Aegean Sea: waterway thatbordered Constantinople

Sum It Up

Although Greek culture influenced theEmpire, there were also many other peopleliving in it, including Egyptians, Syrians,Arabs,Armenians, Jews, Persians, Slavs, andTurks.

Emperor Justinian

Determining the Main Idea

Sample answer:The policies and reforms ofEmperor Justinian and Empress Theodorahelped make the Byzantine Empire strong.

People to Meet

Justinian: emperor of the Byzantine Empirewho ruled from A.D. 527 to A.D. 565; createdthe Justinian Code; Theodora: wife ofJustinian; helped save Justinian’s throne;Belisarius: general who strengthened and ledthe Byzantine army; Tribonian: legal scholarwho headed the reform of the law code lead-ing to the Justinian Code

Academic Vocabulary

utilize: use

Sum It Up

He conquered most of Italy and northernAfrica and defeated the Persians in the east.He also reformed the laws and developed theJustinian Code.

The Byzantine Church

Summarizing

Sample answers:The pope opposed the Byzantineemperor’s decision to remove icons fromthe churches.Only the Roman church recognized thepope as head of church, with both spiri-tual and political power.The churches refused to help each otherwhen attacked.The pope made Charlemagne emperor,but the Byzantines recognized their ownemperor.

Academic Vocabulary

image: picture, painting, sculpture

Sum It Up

Church and government worked togetherclosely. The Byzantines believed theiremperor represented Jesus Christ on earth.The emperor chose the leading church offi-cial.The emperor was in control, and thechurch leaders respected his wishes.

Byzantine Civilization

Outlining

I. The Importance of TradeA. The Byzantine Empire was the center

of trade between Europe and Asia.B. Trade made the empire very rich.

II. Byzantine Art and ArchitectureA. Byzantine emperors supported artists

and architects.B. One of Justinian’s greatest achieve-

ments was building Hagia Sophia.III. Byzantine Women

A. The family was the center of sociallife for most Byzantines.

B. Byzantine women gained someimportant rights thanks to EmpressTheodora.

IV. Byzantine EducationA. Learning was highly respected in

Byzantine culture.B. Byzantine writers copied and passed

on the writings of ancient Greeceand Rome.

Terms to Know

mosaic: pictures made from many bits of colored glass or stone; saint: Christian holyperson; regent: a person who stands in for aruler who is too young or too ill to govern

Academic Vocabulary

stress: make important

Sum It Up

Hagia Sophia

Section Wrap-Up

• Justinian made the army stronger andreformed the law. He produced theJustinian Code.

• The Byzantines valued arts and architec-ture, learning and education, and religion.


Students’ essays should argue for icons thathonored Christian holy people and served asa reminder of God’s presence in daily life andmiracles.Arguments against icons are thaticons are idol worship, forbidden by God,and banned by the emperor.


Reading Strategy

Belief: Muslims must declare that there is noGod but Allah and that Muhammad is hisprophet.Prayer: Muslims must pray five times per dayfacing Makkah.Charity: Muslims must give to the poor.Fasting: Muslims must not eat from dawn todusk during the sacred holiday of Ramadan.Pilgrimage: Muslims must visit Makkah onceduring their lives.

Daily Life in Early Arabia

Responding

Student answers will vary. Students shouldconsider both life in the desert and life as aBedouin.They should reflect on differentaspects of their life, for example, movingfrom place to place, dealing with sandstorms,caring for animals, living in tents, and eatingfruit and nuts.

Terms to Know

oasis: a place in a desert that has water,plants, and trees; sheikh: the head of a tribe;caravan: a group of traveling merchants

People to Meet

Bedouins:Arab desert herders

Places to Locate

Makkah: richest and holiest city in Arabia;Kaaba: building in the middle of Makkah thatheld a great stone believed to be fromheaven

Academic Vocabulary

intense: extreme in strength or degree;transport: to carry from place to place

Sum It Up

The desert, heat, and extreme weathercaused people to organize into tribes,become desert herders, and live near oasesor in the mountain valleys.

Muhammad: Islam’s Prophet

Questioning

Student questions will vary. Generally,they should address the main ideas in thepassage. Sample answers include:What wasMuhammad’s message? Why did peopleoppose Islam? How did Muhammad run hisgovernment?

Places to Locate

Madinah:“city of the prophet”; city whereMuhammad established his government

Sum It Up

He preached that all people are equal andthe rich should share their wealth.The poorwere attracted to the message that wealthshould be shared.

Islam’s Teachings

Previewing

Column 1: Student answers will vary depend-ing on their prior knowledge about Islam.Column 2: Students should generate ques-tions about the reading as they preview thetext. Questions might include: How are Islam,Judaism, and Christianity different? Whatdoes the Quran teach? What are the FivePillars? What is the law code? Column 3: Students should look for answersto their questions and record any new learn-ings in this column.

196 Answer Key

Terms to Know

Quran: the holy book of Islam

Sum It Up

The Quran instructs Muslims about how theyshould live.The Sunna includes the customsbased on Muhammad’s words and deeds.Together, they show people how to live in allparts of daily life.

Section Wrap-Up

• The desert, heat, and extreme weathercaused people to organize into tribes,become desert herders, and live nearoases or in the mountain valleys.

• He taught that people were equal; therich should share their wealth; the stateshould use its power to uphold religion;people should be honest, honor their parents, be kind to neighbors, and give to the poor; people should not murder,lie, or steal; people should fulfill the FivePillars.


Expository essays should include the factthat the Kaaba stone in the middle ofMakkah was believed to be from heaven andMuhammad started Islam in Makkah.


Reading Strategy

Good on horsebackGood with the swordInspired by their religionUsually let conquered peoples practice theirown religion

The Spread of Islam


Arabs fought and conquered other groups tospread Islam.Sufis prayed and taught about Islam.Merchants set up trading posts and taughtIslam.

Terms to Know

caliph: the ruler(s) after Muhammad died

People to Meet

Umayyad: caliphs who expanded the empireand ruled from A.D. 661 to A.D. 750; Sufi:Muslims who prayed and taught about Islam

Places to Locate

Damascus: capital city of Arab Empire in Syria Indonesia: country that includes moreMuslims than any other nation in the world;Timbuktu:West African city that became aleading center of Muslim learning in the1300s

Sum It Up

They set up trading posts throughoutSoutheast Asia and taught Islam to the peoplethere.

Struggles Within Islam

Sequencing

2 Umayyads 1 Muhammad4 Seljuks5 Mogols3 Abbasids

Terms to Know

Shiite: Islamic group that believed caliphsshould descend from Ali, Muhammad’s son-in-law; Sunni: Islamic group that acceptedUmayyad caliphs as rightful leaders; sultan:the Seljuk ruler;“holder of power”

People to Meet

Abbasids: Islamic dynasty that followed theUmayyads; built the new capital in Baghdad

Places to Locate

Baghdad: capital of the Islamic empire builtby the Abbasids located near the Tigris River

Academic Vocabulary

policy: a plan of action or guiding principle;devote: to give time or attention exclusivelyto an activity

Sum It Up

Shiites believe that all caliphs should bedescended from Muhammad’s son-in-law Ali.Sunnis accept other caliphs.

Later Muslim Empires

Reviewing

Great leader Suleiman I Akbar

Location Turkey India

Capital/center Istanbul Delhi

Accomplishments Built many Peace and order schools and to India; treated mosques; led people fairly; trade Ottoman armies increasedinto Europe

People to Meet

Suleiman I: Ottoman sultan who ruled in the1500s; Moguls: Muslims who created anempire in India in the 1500s; Akbar: greatestMogul leader

Places to Locate

Delhi: Indian city that was the center of theMogul empire

Academic Vocabulary

style: the particular way in which somethingis done or expressed; impose: to force some-one to comply; to dictate

Sum It Up

The Ottomans captured it, changed its nameto Istanbul, and made it the center of theirempire.

Section Wrap-Up

• Through preaching, conquest, and trade• They disagreed about who should be

caliph. Shiites believed that all caliphsshould be descended from Muhammad’sson-in-law Ali. Sunnis accepted othercaliphs.


Students’ narratives, written in the voice ofIbn Khaldun, should explain that the caliphshave the power to rule because God gave itto them.


Reading Strategy

Top: government leaders, landowners, andtradersMiddle: artisans, farmers, and workersBottom: enslaved people

Trade and Everyday Life

Inferring

Generally, students should consider how acommon language and common currencywould make it easier to trade. Merchantscould communicate easily with people inother countries, and they could make busi-ness deals more easily with coins.

Terms to Know

mosque: a Muslim house of worship; bazaar:a marketplace

Academic Vocabulary

widespread: covering a large area; common

Sum It Up

They gave them coins.

Muslim Achievements

Scanning

Possible answers include:Math and science: algebra;Arabic numerals;perfected the Greek astrolabe; founders ofchemistry; system for categorizing substancesas animal, vegetable, and mineral; identifieddiseases; discovered blood circulatesWriting: Quran; The Arabian Nights;Rubaiyat; historyArt and buildings: art form based on Islam;mosques; minarets;Alhambra; Taj Mahal

Terms to Know

minaret: tower on a mosque; crier: a personwho calls Muslims to prayer five times a day

Academic Vocabulary

innovate: to do something a new way

People to Meet

Mamun:Abbasid caliph who founded theHouse of Wisdom in Baghdad; al-Razi: famousMuslim chemist; developed a system for cate-gorizing substances by animal, mineral, orvegetable; Ibn Sina: Persian doctor whoshowed how diseases spread from person toperson; Omar Khayyam: Persian poet whowrote the Rubaiyat; Ibn Khaldun: greatMuslim historian; wrote that all civilizationsrise, grow, and then fall

Places to Locate

Granada: location in Spain of the mostfamous Muslim palace,Alhambra;Agra: loca-tion in India of the Taj Mahal

Answer Key 197

Sum It Up

Algebra;Arabic numerals; perfected the Greekastrolabe; founders of chemistry; system forcategorizing substances as animal, vegetable,and mineral; identified diseases; discoveredblood circulates

Section Wrap-Up

• Muslims traded very successfully. Citiesgrew, but most people lived in villages inthe country. Society was divided, withgovernment leaders, landowners, andtraders at the top; artisans, farmers, andworkers in the middle; and enslaved peo-ple at the bottom.

• Math and science: algebra;Arabic numer-als; perfected the Greek astrolabe;founders of chemistry; system for catego-rizing as animal, vegetable, and mineral;identified diseases; discovered blood cir-culates; spread of diseaseCulture: Quran; The Arabian Nights;Rubaiyat; history; art form based onIslam; mosques; minarets;Alhambra;Taj Mahal


Students’ comparative essays should describethe Byzantine’s use of icons compared to the Muslim rule against making images ofMuhammad and his life in Muslim art.


Reading Strategy

Ghana: taxes on trade; iron weapons; hugearmy; salt and gold

Mali: seized capital of Ghana; won control ofland from Atlantic coast to Timbuktu; controlof gold-mining areas; rebuilt gold and salt trade

Songhai: drove out the Berbers; seized con-trol of river trade; took over Berber saltmines; built largest empire in West Africa

Rain Forest: sculpture and carving; surplusfood; kept other empires from expandingpast its dense forests

East Africa: Islam and Christianity grow;Indian Ocean and Arab trade routes

Africa’s Geography

Summarizing

Tropics: In this area, open grasslands withhigh temperatures and uneven rains are goodfor herding animals.Deserts:The deserts of Africa include theSahara and the Kalamari.Rain Forests: hot, steamy areas along theEquatorSea Coasts: mild climate along theMediterranean Sea where crops can begrown

Terms to Know

plateau: an area of high flat land

Terms to Review

Sample sentence:Desert travelers must look for oases to findwater, plants, and trees.

Sum It Up

The rich soil along the Niger River growsmany crops. Many civilizations were estab-lished and united by trade along the River.

African Trading Empires

Questioning

Student questions will vary. Generally, theyshould address the main ideas in the passage.Sample answers include: How did the empireof Ghana grow rich? How did the empire ofMali grow? What brought the empire ofSonghai to an end?

Terms to Know

griot: a storyteller; dhow: a sailboat

Academic Vocabulary

fee: money paid for a service; diminish: tobecome less or smaller; prime: to be of high-est quality or importance

People to Meet

Sundiata Keita: warrior-king who took overGhana and ruled Mali;“Lion Prince”; MansaMusa: last strong king of Mali; Sunni Ali: leaderof Songhai Empire who drove out the Berbers;built the largest empire in West Africa

Places to Locate

Benue River: river in present-day Nigeriawhere the Bantu lived; Ghana: first Africanempire that rose to power in the A.D. 400s;Mali:African empire that rose to power inthe 1200s; Timbuktu:African trading city thatwas part of Mali; Songhai:African empire thatrose to power in 1468; largest empire in WestAfrica; Axum: powerful city-state in East Africa

Sum It Up

West Africa had deposits of salt and gold.

Section Wrap-Up

• The natural resources of West Africa ledto kingdoms based on trade. Rain forestkingdoms produced a surplus of foodbecause of the fertile soil.This food couldalso be traded. Eastern city-states servedas centers of trade because they werelocated on important waterways.

• Trade brought wealth and different cultures. Salt and gold were the mostvaluable trading items.


Persuasive essays should list common skills,such as pottery, mining, and iron working, aswell as the common roots of many Africanlanguages and traditions that were intro-duced by the Bantu.


Reading Strategy

Box 1:African influencesBox 2: Muslim influences—Arab and Persiasettlers

Traditional African Religions

Drawing Conclusions

Practices: Belief in one supreme god who isthe creator; talk directly with their god; talkthrough lesser gods; ancestors’ spirits stayedin the community and helped them talk withtheir godConclusions will vary. Generally, studentsshould think about the importance of reli-gious beliefs to culture.They were a very bigpart of the people’s lives.And they helpedpeople connect with their ancestors.Thesepractices provided rules for living and helpedpeople stay in touch with their history.

People to Meet

Olaudah Equiano: member of the Igbo whowrote about the African belief in one creator

Academic Vocabulary

vary: to be different

Sum It Up

They stayed in the community after theydied and helped people talk with thesupreme god or solve problems.

Islam in Africa

Analyzing

Mansa Musa: built mosques in Mali; set upMuslim libraries in Timbuktu; journeyed toMakkah and brought back Islamic teachers,architects, and writers;Askia Muhammad:required local courts to honor Muslim law;had Timbuktu’s university become an impor-tant Islamic center of learning; set up 150schools to teach the Quran

Terms to Know

sultan: a leader; Swahili: language and cultureof people from the East African coast

People to Meet

Ibn Battuta:Arab lawyer who journeyedthrough the Muslim world for almost 30years;Askia Muhammad: general who tookover the Songhai government and built thelargest empire in medieval West Africa

Places to Locate

Makkah: Muslim holy city

Academic Vocabulary

accompany: to travel with someone or some-thing; element: a part of a larger whole

Terms to Review

Sample sentences:Muslims follow the teaching of their holybook, the Quran.Mansa Musa built many mosques for Muslimworship.

198 Answer Key

Sum It Up

He declared himself king and fought with thesupport of the Muslim townspeople to driveSunni Ali’s family out of Songhai.

Government and Society

Visualizing

Student answers will vary. Paragraphs shouldbuild on the images from the passage to cre-ate a visual picture of a meeting with theking. Images from the text include the royalcourtyard, the silk tent, the king’s cap of goldand jewel-covered robe, royal officials, guarddogs, and bowing.

Terms to Know

clan: a group of people descended from thesame ancestor

Academic Vocabulary

benefit: to receive help from

Sum It Up

Mali was bigger, so royal officials had moreresponsibility. Generals were in charge of theprovinces.

Section Wrap-Up

• Islam, Christianity, and African beliefs allinfluenced the culture. Muslim influencescame from Arab and Persian traders.

• Kings settled arguments, managed trade,and protected the empire.The most suc-cessful states set up some type of centralauthority and divided the empire intoprovinces.


Students’ narratives should include the tradeadvantages for a ruler who practiced thesame religion as his merchants. Students mayalso infer the advantages in sharing religionwith potential invaders or slave traders.


Reading Strategy

Enslavement in Africa: criminals and enemieswere enslaved; staying in Africa meant hopeof escape; could win or buy their freedomEnslavement in Europe: taken to other lands;no hope of escape or freedomBoth: worked as laborers; did not receive payfor their work; were captives as a result ofraids on their villages.

Life in Medieval Africa

Connecting

Student answers will vary. Students shouldwrite about a story passed down in theirfamily or larger community.They shouldreflect on the story and how it has impactedtheir own history and relationships.

Terms to Know

extended family: a family made up of manygenerations; matrilineal: the practice of trac-ing a family through the mother rather thanthe father; oral history: stories told to pass onhistory from generation to generation

People to Meet

Dahia al-Kahina:African queen who led thefight against the Muslim invasion of her king-dom in the A.D. 600s; Nzinga:African queenwho ruled lands in present-day Angola andCongo

Academic Vocabulary

bond: connection, link

Terms to Review

Sample sentence:African griots passed down stories and lessonsabout living.

Sum It Up

Lived in extended families and were matrilineal.

Slavery

Previewing

Student answers will vary.Answers may focuson the slave trade in Africa and the slavetrade in Europe.

Academic Vocabulary

release: set free

Sum It Up

After exploration, the slave trade increasedrapidly as a result of Europe’s desire for freelabor to plant and harvest crops in the newlands they settled.

African Culture

Synthesizing

Student answers will vary. Students shouldmake connections between the types ofmusic, art, stories, and dance in their readingand in the world around them today.

Sum It Up

They believed that dance allowed the spiritsto express themselves.

Section Wrap-Up

• The development and growth of trade,the spread of Islam, and the growth ofthe slave trade shaped the culture ofmedieval Africa.

• African religious beliefs, art, stories, music,dress, names, and dance all affect culturesaround the world today.


Students’ expository essays should describehow captives were sold into slavery inEurope or Arabia for profit. Enslaved Africansin Africa previously had some hope ofchange or escape.


Reading Strategy

Sui: A.D. 581–A.D. 618;Wendi and Yangdi;people revolted under high taxesTang: A.D. 618–A.D. 907;Taizong and EmpressWu; nomads took control of the Silk Road andweakened the economy; revolts and disorder

Rebuilding China’s Empire

Sequencing

4 Taizong rules 6 The Song dynasty rules3 Yangdi builds the Grand Canal2 Wendi reunites China5 Empress Wu rules1 The Han empire ends

Terms to Know

warlord: military leader who runs a govern-ment; economy: system that includes theways people produce, sell, and buy things;reform: a change that make things better, animprovement

People to Meet

Wendi: general who reunited China; becameemperor and founded the Sui dynasty;Empress Wu: woman who became empressof China; the only woman to rule the countryon her own

Places to Locate

Korea: country located northeast of China;broke away from China to build its own civilization

Academic Vocabulary

project: plan; job

Sum It Up

Wendi declared himself emperor and wonmany battles. He founded a new dynastycalled the Sui.

Buddhism Spreads to China

Analyzing

1. Traders and missionaries bring Buddhismto China; many Chinese are seeking relieffrom suffering

2. Tang officials feared Buddhism’s growingpower; the Tang destroyed monasteriesand temples

Terms to Know

monastery: a place where nuns and monkslive in a religious community

Academic Vocabulary

seek: to look for; medical: health care

Places to Locate

Japan: islands near China; place whereBuddhism won many followers

Sum It Up

They thought it was wrong for temples and monasteries to accept donations; theybelieved monks and nuns weakened respectfor families; officials feared Buddhism’s growing power

New Confucian Ideas

Evaluating

Student answers should note the followingfacts: the Song and Tang dynasties supportedNeo-Confucianism.Their civil-service examstested for knowledge of Confucian writings.Only those who passed on the first try couldget government jobs.This resulted in a newclass of scholar-officials based on merit.

Answer Key 199

Sum It Up

Confucianism picked up some Buddhist andDaoist beliefs; it became more than a systemof rules for being good; it became a religion that promised peace of mind and harmonywith nature.

Section Wrap-Up

• They fought many battles and foundednew dynasties.They rebuilt China andstrengthened the government withreforms.

• Buddhism spread to China. Neo-Confucianism won many followers.


Persuasive essays should include ideas forrelieving the stress and burden placed oncandidates; ways to include students otherthan the wealthy in testing.


Reading Strategy

Coal and steelPrinting and movable typeGunpowderRuddersCompass

A Growing Economy


The Tang dynasty strengthened China’s econ-omy by supporting farming and trade.

Terms to Know

porcelain: material made from fine clay andbaked at high temperatures

Academic Vocabulary

available: obtainable, ready for use

Sum It Up

The new rice could grow in poor soil, pro-duce more per acre, grow faster, and resistdisease. Farmers could grow more rice sopeople had more food to eat.

New Technology

Inferring

New Technology: steel, gunpowder, fire lance,rudders and sails, compassEffects: stronger weapons would have meanta stronger military, which would havestrengthened the dynasties; the ability to sailfarther could have resulted in a navy

Academic Vocabulary

method: a particular way of doing something

Sum It Up

More books could be made, and ideas couldspread more rapidly. Printing paper moneyhelped the economy to expand and cities to grow.

Art and Literature

Drawing Conclusions

Student conclusions should be based on theirreading.Answers will vary. Generally, studentsshould consider what each art form conveysabout the culture, the people, or the artists.

Terms to Know

calligraphy: the art of fine handwriting

Places to Locate

Chang’an: capital city during the Tang andSong dynasties; home to many artists andpoets during the golden age

People to Meet

Li Bo: popular poet during the Tang era; oftenwrote about nature; Du Fu: popular poet dur-ing the Tang era; often wrote about socialinjustice

Sum It Up

He wrote about social injustice and the prob-lems of the poor.

Section Wrap-Up

• Coal and steel; printing and movabletype; gunpowder; rudders; compass

• These eras were a golden age for Chineseculture. Rulers actively supported art andliterature. Poetry, painting, and porcelain alldeveloped as art forms during this period.


Students will choose an invention from theTang era, such as paper currency, the com-pass, rudder, sail, or gunpowder, and list itsuses today.


Reading Strategy

United the Mongol tribesBrought together Mongol laws in a new codeCreated a group of tribal chiefs to help himplan military campaignsGathered an army of more than 100,000 warriorsConquered other people on the steppes andall of northern China

The Mongols

Scanning

1 . Ability to ride horses and ability to wagewar

2 . Cruelty and use of terror3 . From the Pacific Ocean in the east to

Eastern Europe in the west, and fromSiberia in the north to the Himalaya inthe south

Terms to Know

tribe: a loosely organized group of relatedfamilies or people of the same culture;steppe: wide rolling grassy land that stretchesfrom the Black Sea to northern China; terror:actions that cause fear or scare people

People to Meet

Genghis Khan: leader who united theMongols; literally means “strong ruler.”

Places to Locate

Mongolia: land north of China; home of theMongols; Gobi: vast desert that covers partsof Mongolia and China

Academic Vocabulary

eventual: taking place or becoming some-thing at a later time; encounter: to meet

Sum It Up

The Mongols were fierce warriors who usedterror to conquer.They learned about newweapons from the Chinese.They also heldmany of Asia’s trade routes and taxed theproducts traded over the roads.They grewpowerful and wealthy.

Mongol Rule in China

Evaluating

Mongol Rule: gave Mongol leaders top govern-ment jobs; let many Chinese keep their jobs;lived apart from Chinese society; tolerant ofother religions; reached height of wealth andpower; increased trade; enlarged the empireEvaluation: Student evaluations will vary.Generally, students should weigh the positiveresults of Kublai Khan’s leadership withactions they consider to be more negative.For example, do tolerance and increased tradeoutweigh living apart from Chinese society?

People to Meet

Kublai Khan: grandson of Genghis Khan;ruled as China’s emperor; Marco Polo: travelerfrom Venice who went on fact-finding tripsfor Kublai Khan

Places to Locate

Karakorum: capital of Mongolia prior toKhanbaliq; Khanbaliq: Mongol’s Chinese capi-tal in northern China (present-day Beijing);Beijing: modern Chinese city that stands onthe site of Khanbaliq

Sum It Up

Kublai Khan

Section Wrap-Up

• He was the leader who united theMongols and built the Mongolian empire.

• Trade increased. China reached the heightof its wealth and power and attracted foreign visitors.They built wide streets,beautiful palaces, and fine homes.


Students’ descriptions should include reli-gious tolerance, increased trade during thelong peace, increased wealth, shipbuilding,and international relations.

200 Answer Key


Reading Strategy

Traded goods and spread cultureMerchants and China grew richChinese officials did not like the cost or new ideasThe emperor ended the voyages after ZhengHe’s death

The Rise of the Ming

Monitoring Comprehension

Restored civil service examsCarried out a censusRebuilt farms and canalsPlanted new forests and built new roadsImported new types of riceSupported the silk industry and encouragedfarmers to start growing cotton and weavingcloth

Terms to Know

treason: an act against the government; a dis-loyal act; census: a count of the number of people; novel: a book with a long, made-upstory

People to Meet

Zhu Yuanzhang: rebel leader who drove outthe Mongols and founded the Ming dynasty;Yong Le: emperor of China; son of Hong Wu(Zhu Yuanzhang)

Places to Locate

Nanjing: capital in southern China of theMing dynasty

Academic Vocabulary

erode: to wear down; compile: to put together,collect; drama: a story told by actors whopretend to be characters in the story

Terms to Review

Sample sentence:Ming emperors made reforms to strengthenthe government.

Sum It Up

the very center of the Imperial City whereChina’s emperors lived

China Explores the World

Outlining

I. Who Was Zheng He?A. Emperor sent a fleet of ships on

seven voyages meant to show offChina’s power and collect tribute.

B. Zheng He was the leader of thesevoyages.

II. Where Did Zheng He Travel?A. Zheng He traveled to and traded with

Asia, India,Arabia, and East Africa.B. China grew wealthy from the trade.C. Chinese officials did not like the

voyages because merchants weregrowing rich and bringing in ideasfrom outside.

D. After Zheng He’s death, the emperorstopped the voyages.

III. The Europeans Arrive in ChinaA. Portugal sent a fleet to China to trade

and to share Christianity.B. The Chinese finally allowed them to

set up a trading post at Macao.C. Christian missionaries came to China

but did not convince many to convert.IV. Why Did the Ming Dynasty Fall?

A. Ming emperors held too much power,and the dynasty began to decline.

B. The Manchus attacked, capturedBeijing, and set up a new dynasty.

Terms to Know

barbarian: a person who is not civilized

Places to Locate

Portugal: European country that set up trad-ing posts in China

People to Meet

Zheng He: Chinese Muslim and court officialwho went on voyages to other kingdoms totrade and collect tribute

Academic Vocabulary

contact: to meet or interact with others

Sum It Up

Ming emperors held too much power. Mingrulers became weak, and greedy officialstook over the country.They taxed the peas-ants heavily, and they revolted. Law and orderdisappeared, leaving the country open toattack by the Manchus.

Section Wrap-Up

• They restored civil service exams, carriedout a census to collect taxes, rebuilt farmsand canals, planted new forests and builtnew roads, imported new types of rice,supported the silk industry, and encour-aged farmers to start growing cotton.

• They made the government strong, madeagriculture thrive, advanced Chinese cul-ture, sent a fleet of ships to other lands,and expanded trade.


Students’ essays should mention that Chinawas at the height of its power during theMing dynasty and did not need to change.


Reading Strategy

Animism; honor the kami at shrines; ask thekami for help; ritual cleansing to remove spir-itual stains

Japan’s Geography

Analyzing

Mountains: limited land to farm; forced people to turn to the sea to make a living;settled along the coast in fishing villagesIslands: encouraged people to become mer-chants; kept people isolated from the rest ofAsia; Japan developed an independent society

Places to Locate

Japan: a chain of more than 3,000 islands in the northern Pacific Ocean;Hokkaido: one of Japan’s four largest islands;Honshu: one of Japan’s four largest islands;Shikoku: one of Japan’s four largest islands;Kyushu: one of Japan’s four largest islands

Academic Vocabulary

occur: to happen

Sum It Up

The ocean surrounding the islands isolatedJapan from the rest of Asia. Japan developedits own independent society with uniquereligion, art, literature, and government.

The First Settlers

Interpreting

Yayoi: ancestors of the Japanese peopletoday; culture emerged around 300 B.C.Yamato: a clan that became rulers of Japanduring the A.D. 500s; claimed to bedescended from sun goddessJimmu:Yamato leader who claimed title of“emperor of heaven”; founded line of rulersin JapanAkihito: current Japanese emperor;descended from JimmuSequence: 1.Yayoi; 2.Yamato; 3. Jimmu;4.Akihito

Terms to Know

clan: a group of families related by blood ormarriage

Academic Vocabulary

portion: a part of a whole

People to Meet

Jimmu:Yamato chief that founded a line ofJapanese rulers that has never been broken;took the title “emperor of heaven”

Sum It Up

During the A.D. 500s, a clan called the Yamatobecame strong enough to bring most ofJapan under its rule.

Prince Shotoku’s Reforms


Established government with powerfulemperor who ruled with the help of trainedofficials; created a bureaucracy in which theemperor appointed all government officials;developed a constitution with rules for gov-ernment based on ideas of Confucius; sentofficials and students to China to study

Terms to Know

constitution: a written plan of government

People to Meet

Shotoku: prince who used Chinese govern-ment as a model for Japan’s and created aconstitution

Sum It Up

powerful emperor; Confucius’s rules; art,medicine, philosophy; Buddhism; provincialgovernment

Answer Key 201

What Is Shinto?

Summarizing

Sample answer:The religion of Shinto isbased on nature spirits. Japanese worshipedthe nature spirits and asked them for help.

Terms to Know

animism: the belief that all natural thingshave their own spirits; shrine: a holy place

Sum It Up

They worshiped at shrines. Priests, musicians,and dancers performed rituals for people whoasked the gods for help.

Section Wrap-Up

• Japan’s mountains meant people had lim-ited land to farm. People turned to thesea to make a living and settled along thecoast in fishing villages. Japan’s islandsencouraged people to become merchants.They also kept people isolated from therest of Asia. Japan developed an independ-ent society.

• Government: Japan built a strong centralgovernment modeled after China.Religion: Japanese beliefs developed intothe religion of Shinto.


Students’ interpretation of Shotoku’s constitu-tion will vary, but should be written in theirown words. Students should describe theapplication of one of the rules.


Reading Strategy

Arrows point from Daimyo to land to Samuraito loyalty to Daimyo

Nara Japan

Inferring

1 . The census counted all the people in thecountry and listed the lands where peo-ple lived and worked.

2 . The people had to pay taxes in rice or silkcloth, and men had to serve in the army.

3 . Student answers will vary. Generally, stu-dents should note that the emperor’spower came from his control of the landand its crops.The census ensured thattaxes and land were accounted for. It alsoensured that the military stayed strong.

Academic Vocabulary

role: function, part to play

Terms to Review

Sample sentence:The government census counted all the peo-ple in the land.

Sum It Up

Buddhists and non-Buddhists began to fightfor power.

The Rise of the Shogun

Outlining

I. The Government WeakensA. In the A.D. 800s, regents became

powerful as they ruled for weakemperors.

B. Power moved from the emperor tothe Fujiwara clan of regents whoruled the land.

C. The government allowed the noblesto govern the lands under their con-trol and collect taxes.

II. Who Were the Samurai?A. Nobles formed armies to protect their

lands with warriors called samurai.B. Samurai fought on horseback with

swords and bows and arrows.C. Samurai lived and fought by a strict

code of conduct called Bushido.D. Samurai had a deep sense of loyalty

and honor that carried over as far asWorld War II.

III. What Is a Shogun?A. The Minamoto family defeated the

Taira family in a fight for control ofthe emperor and the government.

B. The emperor gave MinamotoYoritomo the title of shogun, or commander, to keep him loyal.

C. The shogun set up his own government.

D. The shoguns appointed high-rankingsamurai to run the provinces, andthey became the leading group insociety.

IV. The Mongols AttackA. Violent Pacific storms stopped two

attempts by Mongol emperor KublaiKhan to invade Japan.

B. The Japanese named these windskamikaze, or “divine wind.”

Terms to Know

samurai:“to serve”; a Japanese warrior;shogun: Japanese commander of all theemperor’s military forces

People to Meet

Minamoto Yoritomo: leader of the Minamotofamily; first Japanese shogun

Places to Locate

Heian: capital city of Japan established byEmperor Kammu; Kamakura: headquarters ofthe shogunate military government set up byYoritomo

Academic Vocabulary

conduct: behavior

Terms to Review

Sample sentence:The regents from the Fujiwara clan were allpart of the same family.

Sum It Up

He was the commander of the military gov-ernment. Shoguns ran Japan’s government for700 years.

The Daimyo Divide Japan

Predicting

Student answers will vary. Students shouldapply knowledge from their reading of theprevious sections as well as the openingparagraph to generate their prediction.Generally, they should have a sense that thegovernment is weakening and that divisionand fighting will result.

Terms to Know

daimyo: powerful Japanese military lordswho ruled their lands as independent king-doms; vassal: person who serves anotherunder an oath of loyalty; feudalism: the bondof loyalty between a lord and a vassal

People to Meet

Ashikaga Takauji: general who made himselfshogun in 1333 and set up the Ashikagashogunate

Sum It Up

Weak shoguns could not control the power-ful daimyo, and fighting spread throughoutthe country.

Section Wrap-Up

• Buddhism came to Japan from Korea inthe A.D. 500s. Government officials andnobles were the first to accept it.Then inthe 600s and 700s, it spread rapidlyamong the common people.

• The shogun was the Japanese commanderof all the emperor’s military forces.Thesamurai was “one who serves,” or aJapanese warrior.


Students’ essays should describe how theJapanese system was not based on exams. Itgave key government positions to nobles frompowerful families.Those positions could bepassed down from generation to generation.


Reading Strategy

Obey her father, husband, and son; marry toincrease family wealth; work in the fields;cook; spin and weave cloth; care for children;help with family business

Japanese Religion and Culture

Analyzing

Pure Land: looked to Lord Amida, a Buddha oflove and mercy; believers had to have faith inAmida and chant his name to get to his para-dise in the cloudsZen: find inner peace through self-controland a simple way of life; emphasized martialarts and meditationBoth: sects of Mahayana Buddhism

Terms to Know

sect: small religious group; martial arts: sportsthat involve fighting or self-defense; medita-tion: the practice of calming the mind to findinner peace; calligraphy: the art of fine hand-writing; tanka: Japan’s oldest form of poetry

202 Answer Key

Academic Vocabulary

involve: to be part of something; reveal: tomake known or show plainly

People to Meet

Murasaki Shikibu: Japanese woman whowrote The Tale of Genji, believed to be theworld’s first novel

Terms to Review

Sample sentence:I enjoy reading a long novel that tells a goodstory.

Sum It Up

Both teach self-control, leading to inner peace.

Economy and Society

Previewing

Student answers will vary.Answers may focuson the lives and roles of farmers, artisans, andwomen in the economy and society.

Terms to Know

guild: groups formed by artisans and mer-chants to protect and increase profits

Places to Locate

Kyoto: capital of Japan and center of produc-tion and trade

Academic Vocabulary

contribute: to give to a common purpose

Terms to Review

Sample sentence:As people made, bought, and sold crafts andgoods, Japan’s economy grew.

Sum It Up

Nobles, military leaders, merchants, and artisans

Section Wrap-Up

• Sects of Buddhism (Pure Land and Zen)and Shinto impacted Japan’s art, architec-ture, novels, and plays.

• Nobles, merchants, and artisans grewwealthy. Most Japanese were farmers who remained poor.Women remainedrestricted in many areas of life.


Students will create a poem in either tankaor haiku style.Tanka poems have fiveunrhymed lines and haiku poems have threelines with a total of 17 syllables.


Reading Strategy

King Clovis: king of the Franks; spreadCatholicismCharles Martel: mayor who defeated theMuslims at the Battle of Tours; Christianityremained Western Europe’s major religion asa result of his victoryCharlemagne: Charles the Great; king whobuilt an empire; crowned as Roman emperorby the pope

Otto I: German king who fought the Magyarsand protected the pope; declared emperor ofthe Romans by the popeGregory the Great: Pope Gregory I who sentmonks as missionaries into Europe

The Geography of Europe

Analyzing

Answers may include:Peninsula: most of Europe within 300 milesof an ocean or sea; encouraged trade andfishing; helped economy growSeas and rivers: easy to travel in the interiorof Europe; encouraged trade; provided safety;developed their own distinct ways of life anddifferent culturesMountains: made it difficult for one group torule all of Europe; encouraged independentkingdoms

Academic Vocabulary

significant: to have a lot of importance;instance: a case or example; enable: to makesomething possible

Sum It Up

Easy to travel in the interior of Europe;encouraged trade; provided safety; developedtheir own distinct ways of life and differentcultures

The Germanic Kingdoms

Previewing

Student answers will vary. Students shouldgenerate questions based on the headings.Students should identify facts from theirreading to answer the questions generated.

Terms to Know

fjord: steep-sided valleys that are inlets of the sea

People to Meet

Clovis: Frankish king who converted toCatholicism; Charles Martel: led Franksagainst Muslims; Charlemagne: king crownedby pope as new “Emperor of the Romans”

Sum It Up

The Vikings were people from Scandinaviawho raided Europe.They were skilled sailors.They probably invaded Europe becauseScandinavia’s population had grown too big.

The Rise of the Catholic Church

Summarizing

Monks’ roles included schooling people,providing food and rest to travelers, caringfor the sick, and copying important writtenworks.

Terms to Know

missionary: a person who is sent out to teachhis or her religion; excommunicate: to excludefrom church membership; concordat: anagreement between the pope and the rulerof a country

Academic Vocabulary

exclude: to keep out

People to Meet

Gregory VII: decreed that kings should notappoint church officials; Henry IV: HolyRoman emperor who refused to obeyGregory VII; was excommunicated

Sum It Up

They disagreed about the power of the popeversus the power of the king. Gregoryexcommunicated Henry over the disagree-ment. Henry asked forgiveness, but Germannobles supporting Gregory still chose anotherking. Henry went to war, but Gregory’s alliesultimately drove Henry’s forces out.

Section Wrap-Up

• Geography, including the ocean andmountains, encouraged trade and thedevelopment of unique, independentkingdoms.

• Christianity became the dominant reli-gion in Europe.The Catholic Church roseto the height of its power.


Students’ predictions will vary, but shouldnote that the height of power means it willlessen over time and kings would not appre-ciate being controlled.


Reading Strategy

Serf: could not be sold or have land takenaway that was given to them; worked threedays for the lord and the rest of the weekgrowing food for themselvesSlave: could be sold; had no rights; worked allthe time for the masterBoth: served a lord or master; could not leavethe manor, own property, or marry withoutthe lord’s approval

What Is Feudalism?

Visualizing

Answers will vary. Students should writefrom the perspective of a serf or a vassal.Their entries should reflect an understandingof their role in society as well as the dutiesand relationships. Students should use factsfrom their reading to support their writing.

Terms to Know

feudalism: system in which landowningnobles govern and protect people in returnfor services; vassal: a noble who obeyed alord of higher rank; fief: the land granted to avassal; knight: a warrior in armor who foughton horseback; serf: a peasant who performedservices for a lord; they could not leave themanor, own property, or marry without thelord’s approval

Academic Vocabulary

shift: change

Answer Key 203

Terms to Review

Sample sentence:Japanese samurai, like knights, provided mili-tary service for their lords.

Sum It Up

A lord could be a vassal to a lord of a higherrank.

Life in Feudal Europe

Connecting

Student answers will vary. Generally, theyshould include a list of honorable behaviorsand values that are important to them.Askstudents to consider how these values areimportant to society as a whole.

Sum It Up

Rules of behavior that guided knights

Trade and Cities

Drawing Conclusions

Box 1:Trade resumes and increasesBox 2:Trade encourages manufacturing

Terms to Know

guild: organization of craftspeople; set pricesand quality standards

Academic Vocabulary

process: method or plan

Sum It Up

Guilds set prices and standards for quality aswell as decided who was allowed to join.

Section Wrap-Up

• Charlemagne’s empire collapsed andWestern Europe lost its strong centralgovernment. Landowning nobles becamemore and more powerful.The peopleturned to the nobles for protection.

• Life revolved around manors ruled bylords.Vassals or knights defended thelords. Serfs worked for the lords in returnfor protection. Nobles lived in castles.Peasants lived very humbly.Trade and citylife grew.


Students’ essays should describe how a moneysystem changes how goods are exchanged.Merchants and traders became wealthy withmoney instead of goods as trade, manufactur-ing, and the economy grew. Guild membersgained wealth and freedom, becoming a newmiddle class in Europe.


Reading Strategy

CAUSE EFFECT

Muslims attack Byzantine Pope calls for a holy warEmpire

Crusaders capture Muslim Muslims fight back and region and establish capture EdessaChristian states

Saladin captures Third Crusade ends in a Jerusalem truce with Saladin

England in the Middle Ages


1. King John raised taxes and punished hisenemies without trials.The noblesresented his power.

2. The Great Council must agree to theking’s taxes; freemen had the right to fairtrials by their peers; the king and vassalshad certain duties.

3. It helped establish the idea that peoplehave rights and that the power of thegovernment should be limited.

Terms to Know

grand jury: group that decides whether peo-ple should be accused of a crime; trial jury:group that decides whether an accused per-son is innocent or guilty

People to Meet

William the Conqueror: descendant of Vikingruler who became king of England; KingJohn: king of England forced to sign theMagna Carta.

Academic Vocabulary

guarantee: to promise or pledge; document: awritten statement

Sum It Up

The Magna Carta limited the king’s power byguaranteeing the people certain rights.

The Kingdom of France

Evaluating

Philip IV: met with representatives from theclergy, nobles, and townspeople and peas-ants.This meeting became France’s first par-liament and first step toward representativegovernment.Evaluation: Student evaluations will differ.Students should use facts from their readingto support their evaluations. Generally, theyshould consider the fact that Philip had morepower as king yet chose to share that powerwith his people.

Terms to Know

clergy: people ordained as priests

Sum It Up

He conquered the lands in western Franceheld by England.

Eastern Europe and Russia

Drawing Conclusions

Student answers will vary. Possible answersinclude Oleg,Vladimir,Alexander Nevsky,Ivan III, and Ivan IV. Students should use factsfrom their reading to support their conclusion.

Academic Vocabulary

nonetheless: in spite of some event

Terms to Review

Sample sentence:Eastern Orthodox missionaries brought theirfaith to Russia.

Sum It Up

He led the Slavs of Novgorod in defeating the Swedes and Germans. For this, he wasawarded the title of Grand Duke.

The Crusades

Sequencing

6 Emperor Frederick, King Richard I, andKing Philip II join to fight Saladin.

2 The Crusaders create four states.9 Muslims conquer all the territory lost in

the First Crusade.8 Crusaders burn and loot the Byzantine

capital.3 The Muslims capture Edessa.1 The Crusaders capture Antioch and

Jerusalem.4 Saladin unites the Muslims and declares

war against the Christian states.7 King Richard I agrees to a truce with

Saladin.5 Saladin captures Jerusalem.

Sum It Up

In the First Crusade, the crusaders drove outthe Muslims and set up four Christian states.In the Third Crusade, the crusaders reached atruce that meant Christians could travel toJerusalem in safety.

Section Wrap-Up

• England and France established representa-tive governments with parliaments. Russiawas ruled by Grand Dukes and czars.

• Muslim Turks attacked the ByzantineEmpire, and the emperor asked the popefor help to defend his Christian empireagainst Muslim invaders.The pope calledon people to capture Jerusalem and freethe Holy Land.


Students’ essays should compare the MagnaCarta to our own Bill of Rights, parliament toour own Congress, and common law andjuries to their modern equivalent.


Reading Strategy

Romanesque: rectangular; rounded barrelvaults; windows set back in thick wallsGothic: ribbed vaults and pointed arches;taller; flying buttresses; thinner walls withstained glass windowsBoth: styles of cathedrals

Religion and Society

Questioning

Students’ questions will vary. Questionsshould address main ideas in the text, includ-ing new religious orders, Francis of Assisi,popular religion, mass, the Inquisition, heresy,treatment of the Jews, and anti-Semitism.

Terms to Know

mass: the Catholic worship service; heresy:religious beliefs that go against church teach-ings; anti-Semitism: hatred of Jewish people

204 Answer Key

People to Meet

Francis of Assisi: founder of the first order offriars, the Franciscans

Academic Vocabulary

job: tasks, work

Sum It Up

Franciscans lived in towns and taughtChristianity to the people.They helped poorpeople and spread their faith. Dominicansstudied so they could defend church teach-ings and preach to well-educated people.

Medieval Culture


Sample answers:1. Medieval art and architecture expressed

the religious values of the culture throughcathedrals.

2. The first European universities educatedand trained scholars in the Middle Ages.

3. Thomas Aquinas was a Dominican friarwho introduced new ideas, includingscholasticism, natural law, and humanrights.

4. Latin was the language of the church andliterature in the Middle Ages, but peoplealso spoke and wrote in the vernacular.

Terms to Know

theology: the study of religion and God;scholasticism: the use of reason to explorequestions of faith; vernacular: everyday lan-guage used in a specific region

People to Meet

Thomas Aquinas: Dominican friar who spreadthe idea of scholasticism

Academic Vocabulary

demonstrate: show; obtain: to acquire or gainpossession of

Terms to Review

Sample sentence:Guilds trained and organized craftspeople.

Sum It Up

Natural law is the idea that some laws are partof human nature.These laws do not have tobe made by governments.

Section Wrap-Up

• The Church was powerful in the MiddleAges. It played an important role in peo-ple’s lives.Art and architecture centeredon cathedrals.The Church used its powerto try to prevent heresy and to get peopleto accept church teachings. It also perse-cuted the Jews.

• The first universities opened to promotelearning.Thomas Aquinas spread the ideasof scholasticism, natural law, and humanrights.


Students’ essays should persuade Churchleaders that heresy trials and persecutionwere wrong.


Reading Strategy

1330s: China1340s: India and Makkah; Europe/Caffa andSicily, France, Germany, England1350s: Scandinavia, Eastern Europe, Russia

The Black Death

Inferring

Students should base their answer on theeffects of the plague.With fewer people,trade declined and wages rose. Landlords had to pay more to get workers and chargeless rent to get tenants.This gave peasantsthe power to bargain.This changed the social order.

Terms to Know

plague: a disease that spreads quickly andkills many people

Academic Vocabulary

approximate: an estimate of

Sum It Up

As many as 19–38 million, or nearly one outof every two people.

A Troubled Continent

ReviewingGroups in Name of

Conflict Conflict The Cause The Effects

France and The 100 English king France England Years’ War Edward III developed

declared a strong himself king government;of France England was

weakened

Nobles in Wars of the Nobles The winner,England Roses fought over Henry Tudor,fighting a who should became King civil war be king Henry VII

Spain and Reconquista Christians Muslims lose Portugal, and opposed all land but the Muslims Muslim rule Granada;

and fought Ferdinand to take back and Isabella the Iberian conquer Peninsula Granada and

expel the Muslims;Spanish Inquisition

Terms to Know

Reconquista: Spain and Portugal’s fight to takeback the Iberian Peninsula from the Muslims

People to Meet

Joan of Arc: girl who led the French army;she was burned at the stake by the English;Isabella of Castile: queen of Spain; set up theSpanish Inquisition; Ferdinand of Aragon: kingof Spain; set up the Spanish Inquisition

Places to Locate

Crécy: location in France of the first majorbattle of the Hundred Years’War; Orléans: citywhere Joan of Arc’s faith stirred the Frencharmy; the French took the city

Academic Vocabulary

abandon: to leave without notice

Sum It Up

English king Edward III declared himself kingof France

Section Wrap-Up

• A plague that wiped out nearly half thepopulation in Europe and helped end thefeudal system

• The Hundred Years’War, the Wars of theRoses, and the Reconquista


Students’ narratives may include Charles’srequests for Joan to meet with priests todetermine whether to trust her faith.


Reading Strategy

Trade, banking, shipbuilding

The Italian Renaissance

Analyzing

Effect/Cause: City-states compete to produceworks; bigger cities mean more customersand more money for art; bigger cities meanmore discussion about artEffect:The Renaissance begins

Terms to Know

Renaissance:“rebirth”; period in Europeanhistory from about 1350 to 1550 when therewas a rebirth of interest in art and learning;secular: more interested in this world than in religion

Places to Locate

Florence: important Italian city-state of theRenaissance;Venice: important Italian city-state of the Renaissance

Sum It Up

Italy had been the center of the Romanempire; cities had money to afford to payartists; city-states competed to increase theirfame

The Rise of Italy’s City-States

Previewing

Student questions should be based on theheadings and terms in the reading. Questionsshould relate to the growth of wealth inItalian city-states, Marco Polo, the wealth ofFlorence, the Medicis, and the rise of Venice.

People to Meet

Marco Polo: merchant from Venice who trav-eled all over China for Kublai Khan; his sto-ries helped increase interest in China; Medici:Florence’s richest family; bankers

Academic Vocabulary

network: a system of interconnected hubspublish: to prepare printed material for pub-lic distribution

Answer Key 205

Terms to Review

Sample sentence:The caravans carrying goods from China to the Middle East were protected by theMongols.

Sum It Up

through trade and banking

The Urban Noble

Responding

Student responses will vary.They shouldshow an understanding of Machiavelli’s ideas.Students should be specific in their responses,supporting their opinions with facts.

Terms to Know

doge: a duke; diplomacy: the art of makingdeals with other countries

People to Meet

Niccolò Machiavelli: diplomat in Florencewho wrote The Prince

Sum It Up

Medieval nobles got their wealth from landand looked down on merchants. Renaissancenobles mixed with merchants to form a newupper class.

Section Wrap-Up

• People in Italy remembered the Romanempire, cities grew wealthy and hadmoney to pay artists, and city-states com-peted in art to increase their fame.

• City-states grew wealthy through trade,banking, and ship building.

• They made their living through trade,banking, and public life.


Students can use any of several options toillustrate or explain the information theyfind.They should use maps and other docu-ments to help show where the Renaissanceideas began and how it spread to many different nations.


Reading Strategy

Alighieri: wrote The Divine Comedy

Chaucer: wrote The Canterbury Tales in vernacular English

Gutenberg: invented the printing press

Shakespeare: wrote dozens of plays such asHamlet, Macbeth, and Romeo and Juliet

Cervantes: wrote Don Quixote de la Mancha

Renaissance Humanism

Summarizing

Sample answers:1 . Italians studied ancient Roman and Greek

literature, art, and architecture to under-stand it.

2 . Humanism set balance between religionand human needs. It urged people towork to better their cities.

Terms to Know

humanism: belief that the individual andhuman society are important; values a bal-ance between faith and reason

People to Meet

Leonardo da Vinci: great Renaissance painter,scientist, inventor, and engineer

Terms to Review

Sample sentence:Scientists study anatomy to learn about theworkings of the human body.

Sum It Up

They viewed the writings with great respectand studied them to increase their knowl-edge of many subjects.

Changes in Literature

Scanning

1 . It is a story about 29 pilgrims on a jour-ney to the city of Canterbury.

2 . Cervantes was from Spain.

Terms to Know

vernacular: everyday language of people in aparticular region

Places to Locate

Canterbury: English city that was the focus ofThe Canterbury Tales

People to Meet

Dante Alighieri: poet from Florence, Italy,who wrote The Divine Comedy; JohannesGutenberg: invented the printing press;William Shakespeare: greatest writer inElizabethan era

Academic Vocabulary

debate: a contention by words or arguments;credit: recognition

Sum It Up

More people could read literature, so ideascould spread more easily.

Section Wrap-up

• Humanism is the belief that the individualand human society are important. It seeksto balance faith and reason. Humanismled to study and an increase in learning.

• Literature became more popular becauseit was written in the vernacular of thepeople.The printing press also made itmuch cheaper and easier to print books,so they were more readily available.


Students should be encouraged to be creativeand use their imaginations.


Reading Strategy

Renaissance art: showed people in real life,showed emotions, use of perspective, realis-tic look using chiaroscuro

Artists in Renaissance Italy

Inferring

Differences: tried to show real life; tried toshow emotion; used perspective to make artmore realistic; used chiaroscuro to adddrama and emotionEffect of humanism: Humanism emphasizedthe importance of the individual. It balancedfaith and reason. In the same way, Renaissanceart emphasized the individual. It didn’t justconvey a religious message. It portrayed reli-gious messages with a focus on the emotionsand the uniqueness of the individualsinvolved.

Terms to Know

chiaroscuro: use of light and shadows tosoften edges; fresco: painting technique inwhich watercolor paints are applied overwet plaster

People to Meet

Sandro Botticelli: painter from Florence whopainted frescoes in the Sistine Chapel;Raphael Sanzio: painter who painted theSchool of Athens; Michelangelo Buonarroti:painter and sculptor; painted the ceiling ofthe Sistine Chapel;Titian: painter from Venicewho used rich colors and extremely darkshadows

Academic Vocabulary

differentiate: to become distinct or differentin character; perspective: representation in adrawing or painting of parallel lines as con-verging in order to give the illusion of depthand distance

Sum It Up

Medieval art focused on conveying a religiousmessage. Instead, Renaissance art portrayedmessages with a focus on the emotions andthe uniqueness of the individuals involved.

The Renaissance Spreads

Connecting

Student paragraphs will vary. Students shoulddescribe the work of art, their reaction to it,and specific techniques used by the artistthat made the art more real to them.

Places to Locate

Flanders: an area located in present-daynorthern Belgium

People to Meet

Jan Van Eyck: master of oil painting knownfor his brilliant colors;Albrecht Dürer: one ofthe greatest Northern Renaissance artistsfrom Germany, best known for his engravings

Terms to Review

Sample sentence:Quixote pretends he is a knight, so he livesby the code of chivalry.

206 Answer Key

Sum It Up

The Northern Renaissance took place inpresent-day Belgium, Luxembourg, Germany,and the Netherlands. Northern artists useddifferent methods to achieve realism.Theydeveloped oil painting.

Section Wrap-Up

• Renaissance art tried to portray real lifeand emotions using new methods, includ-ing perspective and chiaroscuro.

• Northern Renaissance artists developedoil painting.


Student essays should examine elements of Renaissance art, such as chiaroscuro,perspective, fresco.They can also examinemovements in sculpting, music, or writing.


Reading Strategy

Bishops behaved like kings; the Church taxedpeasants heavily; priests could barely read orgive a good sermon; questions about thepope’s power; the sale of indulgences; themeans of salvation (a gift from God versusgood works)

Calls for Church Reform

Outlining

I. What Ideas Led to the Reformation?A. Desiderius Erasmus was a Christian

humanist who said humans could use their reason to become betterChristians.

B. Erasmus wanted to translate the Bibleinto the vernacular so all peoplecould read it.

II. The Church Upsets ReformersA. By the 1300s, many people were upset

with the Church’s focus on money.B. In the 1500s, the pope sold indul-

gences to repair the church of St. Peter’s in Rome.

C. The sale of indulgences outragedMartin Luther. He was also angry atChurch leaders who allowed peopleto think an indulgence could pardonsin.

D. John Wycliffe also questioned thepope’s power and wanted everyoneto read the Bible.

III. Who Was Martin Luther?A. Martin Luther was angered by the

behavior of Church leaders and wor-ried about his own soul.

B. Luther prayed, fasted, and searchedthe Bible to learn about salvation.

C. The Church told Luther he would besaved through faith and good worksand receiving the sacraments.

D. By studying the Bible, Luther con-cluded that he was saved by faith,and not by good works.

E. Luther listed his arguments againstindulgences, and copies were read allacross the German kingdoms.

IV. Revolt Leads to New ChurchesA. The pope and Luther argued, and the

pope excommunicated Luther.B. Luther’s ideas led to a new denomi-

nation known as Lutheranism.C. Lutheranism states that salvation

comes through faith, the Bible is thefinal source of truth, and the churchis made up of all its believers.

V. Peasant RevoltsA. Peasants who lived very hard lives

were stirred to revolt by Luther’sideas.

B. The nobles defeated the peasants.C. Luther criticized the nobles for their

treatment of the peasants.D. Luther told the peasants that they

must obey the government estab-lished by God.

Terms to Know

Reformation: movement started by MartinLuther that challenged the Catholic Churchand led to new Christian churches; indulgence:a reduction in the Church’s punishment for asin; denomination: an organized branch ofChristianity

People to Meet

Martin Luther: man who initiated the breakfrom the Catholic Church that led to a revo-lution in Christianity; Desiderius Erasmus:chief leader of Christian humanism religiousmovement; John Wycliffe: English priest whopreached that Jesus Christ, not the pope hadpower over people;William Tyndale: trans-lated the Bible into English and printed theNew Testament in 1525.

Places to Locate

Wittenburg: town in Germany where MartinLuther taught in a university

Academic Vocabulary:

conclude: to decide on something by reasoning

Terms to Review

Sample sentences:The Roman clergy, or leaders of the church,were not happy with Luther’s ideas.The pope excommunicated Luther, so Lutherwas no longer a member of the Church.

Sum It Up

Luther became angry and posted the reasonshe opposed indulgences. This led to theReformation.

Politics and Lutheranism

Synthesizing

Student paragraphs will vary. Students shouldincorporate ideas from current events, history,and their reading to support their views.Theyshould consider what happens when powerand politics mix with religion.They should

evaluate the decision of many German rulersto leave the Church for political reasons.

Academic Vocabulary

energy: vigorous exertion of power; resource:a source of supply or support; convert:to change from one belief, view, or party to another

Sum It Up

Many realized they could increase their ownpower by leaving the Church.They couldrule their own kingdoms, earn income frommonasteries, and collect tax for themselves.

Section Wrap Up

• Luther’s ideas led to the Reformation andto many new churches and denominations.

• Political leaders supported Protestantismbecause they wanted more power.Protestant rulers could seize lands ownedby the Catholic Church.The CatholicChurch and the pope could no longer tax the people, so rulers could keepmoney for themselves.


Students’ essays should explore some ofLuther’s biographical information, as well ashis primary arguments for challenging theRoman Catholic Church. Luther’s ideas causedmany to break from the Catholic Church, andto question their governments. Even withinthe Catholic Church, Luther’s challenge pro-voked a serious reform movement.


Reading Strategy

Henry VIII: forms the Church of England afterthe pope refuses to annul his marriage toCatherineMary I: Queen of England who tried torestore Catholic Church to power; shearrested and executed many ProtestantsElizabeth I: Queen of England after Mary Iwho restored the Anglican Church

Calvin and Calvinism

Scanning

1 . born in France in the early 1500s; studiedtheology; heard ideas of Luther; went toGeneva; was a powerful preacher whoconvinced many to follow him

2 . shares many ideas with Luther; main ideais predestination; encouraged people towork hard and behave; believed that con-gregations should choose their own eld-ers and ministers to run the church

Terms to Know

theology: the study of questions about God;predestination: the idea that God has alreadydecided who will go to heaven and who will not

People to Meet

John Calvin: founder of Calvinism, whichpreached predestination

Answer Key 207

Places to Locate

Geneva: Protestant city in Switzerland whereJohn Calvin found safety

Academic Vocabulary

clarify: to make understandable; consent: togive assent or approval

Sum it Up

Calvin believed in predestination, the ideathat God had already decided who would goto heaven. He also believed that congrega-tions should choose their own ministers.

The English Reformation

Predicting

Student predictions will vary. Predictionsshould be based on their prior reading.Generally, they should anticipate fightingbetween Catholics and Protestants.

Terms to Know

annul: to cancel a marriage

Places to Locate

London: main city in England where mon-archs lived; location of the Tower of London

People to Meet

Henry VIII: English king who created theAnglican Church; Mary I: English queen anddaughter of Henry who wanted to makeEngland Catholic; known as “Bloody Mary”;Elizabeth I: English queen and half-sister ofMary who restored the Anglican Church; oneof the greatest rulers in English history

Terms to Review

Sample sentence:The pope excommunicated Henry, orexpelled him from the church.

Sum It Up

He wanted to annul his marriage so he couldremarry and get a male heir to the throne.When the pope refused, Henry turned to thearchbishop of Canterbury. In response, thepope excommunicated Henry, and Henrydeclared that the king was the head of theChurch in England.

Section Wrap-Up

• Calvin believed in predestination, the idea that God had already decided whowould go to heaven. He also believed thatcongregations should choose their ownministers.

• Henry VIII wanted an annulment of hismarriage with his wife Catherine.Thepope refused to grant it, so Henry formedhis own church.


Essays should point out Calvin’s belief in pre-destination and that congregations shouldchoose their own ministers. Luther rejectedthe Catholic idea of indulgences, andbelieved that God’s graciousness, rather thanhuman works, led to salvation.


Reading Strategy

Council of Trent made Catholic beliefs clearand set up rules for bishops and priestsSet up seminaries to train priestsRecognized the Jesuit order of priests to fight heresy

Counter-Reformation


France:The Huguenots fought the Catholicsin a 30-year civil war; Henry of Navarrebecomes a Catholic so he can rule France;he gives the Huguenots the right to worshipfreelyBohemia:The worst religious war of theReformation era; Protestant churches inBohemia rebelled against the Catholic king;it became a war of kingdoms; towns werewiped out; Spain was weakened; Francebecame one of Europe’s most powerful countriesSpain: Ferdinand and Isabella decide that allsubjects should be Catholic to keep thecountry strong; they expel Muslims and Jews;they set up the Spanish Inquisition

Terms to Know

seminary: special school for training and edu-cating priests; heresy: a religious belief thatcontradicts Church teaching

People to Meet

Ignatius of Loyola: man from Spain whofounded the Jesuits, a new order of priests;Huguenot: French Protestants; King Ferdinand:King of Spain; Queen Isabella: Queen ofSpain; Maimonides: Jewish scholar from Spain

Places to Locate

Trent: city near Rome where the pope calleda council to make Catholic beliefs clear;Navarre: kingdom in southern France ruledby Huguenot nobles; home of King Henry IV;Paris: main city in France

Academic Vocabulary

contradict: to express a different point of view; impact: to strike forcefully; philosophy:pursuit of wisdom; eliminate: to cast out orget rid of

Terms to Review

Sample sentences:The pope led reforms in the Catholic Churchby setting up a church council at Trent.The Catholic clergy were told to work hardto keep people’s faith.

Sum It Up

He became a Catholic.

Legacy of the Reformation

Drawing Conclusions

Student responses will vary.1. Political and economic power of the

Catholic Church decreased greatly2. Kings claimed divine right to rule

3. Catholics began sending missionariesaround the world

In Europe, the Catholic Church lost a lot ofpower.Although it maintained a lot of influ-ence, the church had to send missionariesaround the world to try to convert new landsto Catholicism.

Terms to Know

divine right: authority granted to a kingdirectly from God

People to Meet

Francis Xavier: first Jesuit missionary to Japan

Sum It Up

the Americas,Asia (Japan, the PhilippineIslands and Vietnam)

Section Wrap-Up

• The Catholic Church responded to the Reformation with the Counter-Reformation.This was a series of changesdesigned to address problems in theChurch.These changes included settingstrict rules for the clergy, new seminariesto train priests, and the Jesuit order ofpriests.

• As the Catholic Church weakened, kingsasserted their divine right to power.


Student essays should point out that tortureand execution were widely used.Anyonefound in disfavor with the church could beaccused of heresy.Thousands were executed.


Reading StrategyOlmec Near 1200 B.C. to Farmed, used

present-day 400 B.C. rivers for Vera Cruz, trade, made Mexico mirrors and

carved stone heads

Moche Peru A.D. 100 to Used irriga-A.D. 700 tion, farmed,

hunted, fished,built huge pyramids,traded pot-tery, jewelry,and cloth

Farming Begins in Mesoamerica

Analyzing

Glaciers melted and the land bridge toAmerica disappearedSome animals became extinctWarm weather opened new opportunities toearly Americans to learn to farm

Terms To Know

glacier: a huge sheet of ice

Places to Locate

Beringia: land bridge between Asia andAlaska; Mesoamerica: region in NorthAmerica between Mexico and Costa Rica(present-day Central America)

208 Answer Key


environment: the complex of physical,chemical, and biotic factors that act upon anorganism or an ecological community

Sum it Up

When the Ice Age ended and the climatewarmed, people discovered that they couldplant seeds, which would grow into cropsthey could eat.

Early American Civilizations

Drawing Conclusions

Olmec: built big trading empire; Maya: tradedthroughout Mesoamerica; reached as far assouthern Mexico and Central America;Toltec:built the city of Tula; conquered lands; con-trolled trade; Moche: irrigated the land;traded as far away as the Amazon River valley; Inca: built the largest empire in theancient Americas.Student conclusions will vary. Generally, theyshould note that the civilizations developedtrade and technology and systems to rulelarge empires.They should speculate aboutthe advanced level of these societies.

Terms To Know

monopoly: sole right

People To Meet

Olmec: one of the earliest Mesoamerican civi-lizations; built a large trading empire nearpresent-day Vera Cruz, Mexico; Maya: earlyMesoamerican civilization located on theYucatan Peninsula;Toltec: early Mesoamericancivilization; built the city of Tula near present-day Mexico City; Moche: early Mesoamericancivilization located in present-day Peru; builthuge pyramids; Inca: built largest empire inthe ancient Americas

Places To Locate

Teotihuacán:“Place of the Gods”; the firstplanned city in the Americas, built by theOlmec;Yucatán Peninsula: peninsula locatedin Mexico where the Mayan civilization wascentered; Cuzco: capital of the Incan empire

Academic Vocabulary

design: to create, fashion, execute, or constructaccording to plan

Sum It Up

No one is sure. Historians suspect overpopu-lation, a drought, or rebellion.

Section Wrap-Up

• People from Asia came to the Americasover a land bridge that disappeared underthe sea at the end of the Ice Age.

• They were farmers, traders, and hunters.They used technology including irriga-tion.They built huge trading empires withlarge cities.


Students should show their research abilities,as well as their ability to map information.


Reading Strategy

Top: Rulers and their wivesHead priest and army commanderRegional army leadersTemple priests, army commanders, andskilled workersFarmers, herders, and ordinary soldiers

The Mayan People

Scanning

Possible answers includeDiscovery of Mayan civilization: in 1839 by John Lloyd Stevens and FrederickCatherwoodGovernment: organized in city-states; rulerssupplied leadership and military force; leader-ship passed from king to king

Terms to Know

sinkhole: area where the earth has collapsed

Academic Vocabulary

source: a point of origin; cooperate: to act orwork with another or others

Places to Locate

Petén: a flat, densely forested area in present-day Guatemala, home to the Mayancivilization

Sum It Up

A ready water supply

Mayan Culture

Questioning

Student responses will vary.1. Q:What did Mayan people build to honor

their rulers? A: pyramids2. Q:Who was Chac? A: the God of rain and

sunlight3. Q:What did Mayan hieroglyphics repre-

sent? A: symbols represented sounds,words, or ideas.

Terms to Know

alliance: political agreement between peopleor states to work together

People to Meet

Jasaw Chan K’awiil I: a ruler of the Mayanpeople

Sum It Up

They were used for heavy labor or house-hold chores by the elite ruling class.

The Aztec

Drawing Conclusions

1. They expected their kings to prove them-selves by leading troops into battle.

2. Soldiers who died in battle, captives whogave their lives in sacrifice, and womenwho died in childbirth.The Aztec sawdeath as honorable.

3. Heavy use of irrigation, fertilization, anddraining of swamps

Responses will vary. Generally studentsshould conclude that battle and conquestwere a large part of Aztec life.Additionally,death played a significant role in their soci-ety, through sacrifice and battle.

Terms to Know

codices: small Aztec books that recorded his-tory and religion

Places to Locate

Tenochtitlán : great Aztec city built in a marsh

Sum It Up

By performing one act of bravery during war

Life in the Inca Empire


Main Idea: Pachacuti was a strong king whounited the Inca Empire.Supporting Ideas: Set up a strong central gov-ernment, but let local rulers stay in power;required people to learn a common lan-guage; designed a system of roads

Terms To Know

quipu: rope knotted with cords of differentlengths and colors, used to do mathematicalcalculations

People to Meet

Pachacuti: name of a great Incan ruler

Places to Locate

Machu Picchu: a retreat built for Incan kings

Sum It Up

He took their sons to Cuzco for training.

Section Wrap-Up

• The Mayan, Incan, and Aztec culturesdeveloped in present-day Central andSouth America.They were warrior peo-ples who developed organized govern-ments, religious systems, and socialhierarchies.They also developed ideas inscience and math and built tremendouscities and monuments.

• The environment in different parts ofNorth America affected the way peoplelived, including their ability to farm, huntor fish; their homes; and their diet.


Descriptive essays should demonstrate stu-dents’ ability to research and explain theprocesses most likely used by these ancientpeople. Some description of a particularexample, with interesting facts about thebuilding, will be helpful.


Reading Strategy

Used horses and guns to shock NativeAmericans; used Malintzin as an interpreter;formed alliances; was aided by disease;the fall of the Aztec and Inca empires

Answer Key 209

Spain Conquers Mexico

Visualizing

Student answers will vary. Paragraphs shouldreflect facts from the reading, including thefrightening appearance of the soldiers, thedogs, and the guns, as well as the enslave-ment of the Taino.

Terms to Know

conquistador: a Spanish soldier-explorer sentto the Americas

People to Meet

Christopher Columbus: discovered Haiti and the Dominican Republic trying to findwestward sea route to Asia; Hernán Cortés:a Spanish conquistador; Montezuma II:Aztec emperor defeated by Cortés; Malintzin:a Mayan woman who helped Cortés defeatthe Aztecs

Places to Locate

Hispaniola: island in the Caribbean discov-ered by Columbus; Extremadura: part ofSpain with poor soil and hot summers

Academic Vocabulary

finance: to pay for or financially support;generate: to bring into existence

Sum It Up

Spanish soldier-explorers sent to the Americas

Pizarro Conquers the Inca

Analyzing

Possible answers include: Pizarro knew howto fight; he had learned from Cortés; he knewa lot about Native Americans; the Incas mis-judged Pizarro and failed to act; the emperordid not bring protection to this meeting withPizarro

Terms To Know

treason: disloyalty to the government

People to Meet

Francisco Pizarro: defeated the Inca

Sum It Up

He did not free him when Atahualpa gavehim gold and silver. He charged the emperorwith crimes that led to death.

Section Wrap-Up

• Cortés used horses and guns to shockNative Americans; he used Malintzin as an interpreter; he formed alliances; hewas aided by disease in his defeat of theAztecs. Pizarro conquered the Inca.

• Pizarro tricked the Incan emperor todefeat him.The emperor underestimatedPizarro and did not bring enough protec-tion to their meeting. Pizarro capturedthe emperor and took over the empire.


The narrative essay should provide biographi-cal information about the conquistador,including background, how he came to theAmericas, and his accomplishments whilethere.


Reading Strategy

Merchants wanted new trade routes to Asia;new technology helped navigation; strongernations could fund exploration

Europe Gets Ready to Explore

Summarizing

Sample answers:1. Europeans wanted to trade directly with

Asia by sea to avoid paying higher pricesfor trade in the Middle East.

2. New and rediscovered technologies,including the astrolabe, compass, and rudder, made it possible for ships to travel the Atlantic Ocean.

3. The growth of towns and trade madefour European governments powerful andwealthy enough to explore.

4. Europeans studied ancient maps and Arabbooks to learn the geography of EastAfrica and the Indian Ocean.

Terms to Know

astrolabe: ancient Greek device used to findlatitude; compass: invented by the Chinese,helps locate magnetic north; caravel: aPortuguese ship; cartography: science of mapmaking


fund: to provide money or other resources

Sum It Up

The desire to trade directly with Asia; newtechnology for sailing and shipbuilding; therise of strong nations wealthy enough to payfor exploration; and knowledge gained fromancient maps and Arab books

Exploring the World

Questioning

Student questions should be based on theheadings and terms in the reading. Questionsshould relate to Henry the Navigator,Vascoda Gama, Christopher Columbus, FerdinandMagellan, the Strait of Magellan, English andFrench explorers, John Cabot, JacquesCartier, or Spain’s fight with England.

Places to Locate

Azores: islands captured by the Portuguese;Madeira: island captured by the Portuguese;Hispaniola: island explored by Columbus;Strait of Magellan: passage around SouthAmerica explored by Magellan;Newfoundland: large island named by JohnCabot; St. Lawrence River: river in NorthAmerica explored by Jacques Cartier

People to Meet

Vasco da Gama: Portuguese explorer, the firstto round the tip of Africa and cross theIndian Ocean; Christopher Columbus: Italiannavigator who landed in the Americas andclaimed them for Spain; Ferdinand Magellan:Spanish explorer who discovered a passagearound South America to the Pacific Ocean;John Cabot: English explorer who searchedfor a northern route to Asia; Jacques Cartier:French explorer who sailed into the St.Lawrence River seeking a passage to Asia

Academic Vocabulary

locate: to determine or indicate the place,or site

Sum It Up

Vasco da Gama; Magellan’s crew

Section Wrap-up

• rise of strong kingdoms, trade, technology • Spain, England, France, Portugal; India,

Cuba, Hispaniola, the Americas


Students’ expository essays should identifythe working components of the device theyselected, as well as a thorough explanation ofhow a sailor used the device to determinethe ship’s position.


Reading Strategy

mercantilism, investments, cottage industry

Europe’s Empires


The Spanish and Portuguese built newempires by establishing colonies in theAmericas.

Places to Locate

Netherlands: area of northern Europe whereProtestantism took hold

People to Meet

Henry VIII: founded Anglican Church afterbreaking from Catholicism; Elizabeth I: queenof England

Academic Vocabulary

primary: first in order of importance or devel-opment; aid: to give assistance

Sum It Up

The Spanish conquered both the Incas andthe Aztecs, two large civilizations.

The Commercial Revolution

Analyzing

MercantilismColoniesCommerceJoint-stock companiesCottage industry

210 Answer Key

Terms to Know

mercantilism: the idea that a country getsmore power by building up its supply of gold and silver; export: to sell goods to othercountries; import: to buy goods from othercountries; colony: a group of people living ina new area controlled by their home coun-try; commerce: the buying and selling ofgoods in large amounts over long distances;invest: to put money into a project; capital-ism: economic system in which people, notgovernment, own property and make goods

Places to Locate

Moluccas: the Spice Islands of Southeast Asia;served as a Portuguese trading post

People to Meet

Pedro Alvares Cabral: Portuguese leader whofought against Muslim merchants in theIndian Ocean

Academic Vocabulary

anticipate: to look forward to

Sum It Up

Entrepreneurs invested money in the project.For larger projects, a group of entrepreneurscame together to form a joint-stock company.Merchants also asked peasants to makegoods for them so they could buy goods atlower prices.

Section Wrap-Up

• They established colonies in the Americas.• Europeans set up colonies and created

joint-stock companies to increase trade.


Comparative essays should describe advan-tages such as profits, investments, shared riskfor ventures, competition. Disadvantagesshould include potential for monopolies oruncontrolled pricing, risk of investing, risk of only a few individuals controlling most ofthe wealth.


Reading Strategy

Positive Effects:World’s food supplyincreased; corn and potatoes were taken toNorth America; Europeans spread religion,political ideas, and expanded economiesNegative Effects: European diseases spread;European plants and animals hurt local envi-ronments; eliminated native cultures

The Columbian Exchange

Skimming

Corn fed to European animals resulted inhealthier animals with more meat, leather,and wool. More potatoes could be grownthan grain, feeding more people from thesame amount of land. Italians used tomatoesfor sauce. Europeans created chocolate candyand began smoking tobacco.

Terms to Know

Columbian Exchange: exchange of people,goods, technology and ideas between Europeand the Americas; pampas: grassy plains

Places to Locate

Argentina: country in South America; GreatPlains: vast plains area in North America

Academic Vocabulary

transfer: to convey from one person, place,or situation to another

Sum it Up

It is the global exchange of people, goods,technology, ideas, and diseases.

Problems with the Exchange

Previewing

Student responses will vary.This passage looks at the problems thatoccurred with global exchange.These prob-lems included disease, damage to environ-ments, destruction of cultures, and slavery.

Terms to Know

East India Company: built a British tradeempire in India; Dutch East India Company:built a trade empire in Indonesia

Places to Locate

Caribbean: region of islands in the gulfbetween North and South America

Academic Vocabulary

positive: constructive or desirable

Terms to Review

Sample sentences:The Japanese shogun, or military ruler,defeated the feudal lords.The new shogun defeated the feudal lords,the daimyo.

Sum It Up

Spread of germs and disease wiped out mil-lions of people; some species of plant andanimals damaged local environments; slaverybecame widespread in the Caribbean and inthe Americas

Section Wrap-Up

• The exchange of goods and ideas acrossthe world.

• New food sources help feed more people; employment for workers; horsesfor Native American hunting; Japan isreunited; slavery; Europeans take overparts of Asia and India; germs and disease


Expository essays should explain the originsof the company as a monopoly trade organi-zation between England and India. Eventually,this organization grew so powerful that itruled India for a time.


Reading Strategy

Ptolemy: Sun and planets revolve aroundearth; Copernicus: earth and planets revolvearound the Sun; Both: the planets move incircular paths

The Scientific Revolution


Contact with the Islamic worldChristian thinkers tried to show thatChristianity and reason could go togetherNew European universitiesExploration, better charts, maps, and technol-ogy; new knowledge about plants, animals,and diseases in different parts of the world

Terms to Know

theory: an explanation of how or why some-thing happens

People to Meet

Ptolemy: Egyptian astronomer who describeda geocentric universe

Academic Vocabulary

investigate: to probe or examine; approach:plan or method

Sum It Up

In the Middle Ages, most Europeans weremore interested in theology than in the studyof nature.They relied on Greek and Romanwritings for scientific knowledge.Thischanged in the 1100s when Europeansbecame interested in science again.

A Revolution in Astronomy

Inferring

Students should consider the views of the church.The church believed that theearth-centered view was taught in the Bible.A different view would challenge the author-ity of the church and the authority of theBible.

People to Meet

Copernicus: proposed heliocentric theory ofthe universe; Kepler: described ellipticalpaths of the planets; Galileo: scientist whofound clear evidence supporting Copernicus

Terms to Review

Sample sentences:The pope charged Galileo with heresy becauseGalileo’s ideas contradicted church teaching.

Sum It Up

He improved the telescope and used it tofind evidence supporting Copernicus’s view.

New Scientific Discoveries

Reviewing

Newton: gravity, laws of motionVesalius: detailed account of the human bodyHarvey: blood flows through the bodyHooke: cells

Answer Key 211

Boyle: all substances are made up of elementsthat cannot be broken downLavoisier: materials need oxygen to burn

People to Meet

Newton: proposed the universal law of gravitation

Sum It Up

Gravity

The Triumph of Reason

Sequencing

Observe factsMake a hypothesisPredict a resultTest the prediction with experiment andobservationModify the hypothesis

Terms to Know

rationalism: the belief that reason is the chiefsource of knowledge; scientific method: theprocess used in scientific research to collectand analyze evidence; hypothesis: an explana-tion of facts

People to Meet

Descartes: French scientific thinker, viewedas the founder of rationalism; said “I think,therefore I am”

Sum It Up

It is the process used in scientific research tocollect and analyze evidence. It outlines fivesteps: Observe facts, make a hypothesis, pre-dict a result, test the prediction with experi-ment and observation, modify the hypothesis

Section Wrap-Up

• Scientific knowledge grew. Christianthinkers tried to show that Christianityand reason could go together. New uni-versities opened.Technology and voyagesof exploration resulted in growing knowl-edge of different parts of the world.All ofthis set the stage for a new understandingof the natural world that would changethe way people viewed the universe.

• It is the process used in scientific researchto collect and analyze evidence. It out-lines five steps: Observe facts, make ahypothesis, predict a result, test the pre-diction with experiment and observation,modify the hypothesis. New scientificlearning and the scientific method ledpeople to look more to reason as thesource of knowledge.


Persuasive essays should demonstrate the stu-dent’s ability to write persuasively and to usefacts to help support the argument.


Reading Strategy

Thomas Hobbes: natural law made absolutemonarchy the best form of governmentJohn Locke: natural law affirmed citizens’rights and made government answerable tothe peopleMontesquieu: admired England’s governmentand supported the separation of powers Voltaire: people should be free to choosetheir own religion; deismDiderot: attacked superstition and supportedfreedom of religionMary Wollstonecraft: supported women’srightsRousseau: people should live simpler livescloser to nature; social contract

New Ideas About Politics

Analyzing

Hobbes: absolute monarchy is the best formof government; humans can’t be trusted tomake their own decisions; only a strong rulercould give people directionLocke: natural law gives people certain rightsfrom birth, including life, liberty, and propertyownership; the purpose of the governmentwas to protect those rights; governments werebased on a social contract between rulersand peopleBoth: natural law

Terms to Know

natural law: law that applies to everyone and can be understood by reason; social contract: an agreement between rulers andthe people; separation of powers: idea thatpower should be divided among the branchesof government

People to Meet

Thomas Hobbes: wrote about English gov-ernment and society; John Locke: Englishthinker who wrote that government shouldbe answerable to the people; BaronMontesquieu: French thinker who admiredEngland’s government and supported theseparation of powers

Academic Vocabulary

error: something produced by mistake

Sum It Up

Government should have a separation ofpowers. Power should be divided among theexecutive, legislative, and judicial branches tokeep the government from becoming toopowerful and threatening people’s rights.

The French Philosophes

Evaluating

Student evaluations will vary based on thephilosopher they select and on their per-sonal views. Students should show an under-standing of their philosopher’s ideas andshould present a well-reasoned evaluation.

People to Meet

Voltaire: French philosopher and greatestEnlightenment thinker; supporter of deism;Denis Diderot: published a 28-volume ency-clopedia; Mary Wollstonecraft: English writerwho supported women’s rights

Academic Vocabulary

topic: the subject of a discourse or of a sec-tion of a discourse; advocate: one that pleadsthe cause of another

Sum It Up

Voltaire opposed government supporting reli-gion. Rousseau thought government shouldbe based on a social contract.

Section Wrap-Up

• The Enlightenment was a period in whichpeople came to believe that reason was amuch better guide than faith or tradition.

• During the Enlightenment, politicalthinkers applied reason and scientificideas to government.They spread ideasabout natural law, governments based onsocial contract, separation of powers, free-dom of speech, and the individual’s rightto liberty. These ideas challenged absolutemonarchies.


Students’ essays should point out thatThomas Jefferson, who wrote the Declarationof Independence, was heavily influenced bythe writings of John Locke and the idea ofnatural rights.The writers of the Constitutionwere also influenced by Enlightenment ideasabout government being a social contractbetween the people and the government.


Reading Strategy

Students should identify the Enlightenmentideas of self-government and a representativeform of government as determining factorsin leading the American, and later the French,people to revolt against their government.

The Age of Absolutism

Skimming

Answers will vary. Students should use head-ings, terms, and other clues in the text todescribe the reading. Descriptions mayinclude the idea of absolutism, enlighteneddespots, and specific rulers, including theHapsburg rulers, Peter I and Catherine II,Louis XIV, and Frederick the Great.

Terms to Know

absolutism: system in which monarchs heldabsolute power and claimed to rule by divineright

People to Meet

Louis XIV: King of France for 72 years,known as the Sun King; Frederick II: famousPrussian ruler; Catherine II: queen of Russiawho was also known as Catherine the Great

212 Answer Key

Places to Locate

Prussia: powerful German state ruled byFrederick the Great;Austria: powerfulGerman state ruled by the Hapsburgs;St. Petersburg: Russian city founded by Peter I

Terms to Review

Sample sentence:Joseph II freed Austria’s serfs from their workfor the nobles.

Sum It Up

Absolute monarchs believed they heldabsolute power. Enlightenment ideas said thatmonarchs had, by natural law, a social contractwith the people. Rulers should have limitedpower and should answer to their people.

Revolution and Enlightenment


Merchants set up colonies to make moneyPeople wanted religious freedomPeople wanted to escape economic problemsin England, such as unemploymentCould own land for themselves

Terms to Know

representative government: government inwhich people elect representatives to makelaws and conduct business; constitution:written plan of government; popular sover-eignty: idea that government receives itspowers from the people; estate: class; bour-geoisie: middle classes

People to Meet

George Washington: named head of theContinental Army, from Virginia;ThomasJefferson: wrote the Declaration ofIndependence

Academic Vocabulary

tension: barely controlled hostility

Sum It Up

The colonists were frustrated when Britaintried to impose taxes on them.Althoughcolonists tried to settle their differences withGreat Britain, the king would not cooperateand allow them to govern themselves.

The Enlightenment’s Legacy

Questioning

1. Q:What groups could not vote early inAmerican history? A: women and AfricanAmericans

2. Q:Who was Martin Luther King, Jr.? A: animportant civil rights leader in the 1950sand 1960s

3. Q:Why was the United Nations formed?A: to encourage countries to settle dis-agreements peacefully and to supporthuman rights around the world

Sum It Up

King used the Enlightenment ideas of reasonand human rights to argue that all peopleshould have equal opportunities.

Section Wrap-up

• The Magna Carta, the English Bill ofRights, and Enlightenment ideas fromLocke, Hobbes, Montesquieu, and othersinfluenced Americans.

• England repeatedly taxed the coloniesand did not give them representation intheir government.The colonists believedthat King George III had violated theirrights and that they had the right to rebel.

• Enlightenment ideas were the basis forthe formation of the United Nations,which works to promote human rightsand peacefully resolve conflicts betweennations.They also influence the develop-ment of science and technology, whichconstantly find new ways to increase ourknowledge and improve peoples’ lives.


Students’ essays should focus on the UnitedNations, why it was founded, and what itsprimary goals are.They should also mentionhow the rational approach is still used in sci-entific research and the development of new technologies.

Answer Key 213

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