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2013-2014

Eng – Social Studies

Goals:

1. Pretests and Tests2. Classwork/ Study Guides3. Grading Policy Overhaul

Essential Questions:

1. Impact of Religion2. Societies Interact3. Achievements Influence us today4. Societies Organize Themselves

Name________________

Class Period________________

Eng-Social Studies

Guide for Chapter 1 – The Legacy of the Roman Empire

Goal: To understand that the Roman Empire’s achievements continue to influence our society today.

1.1 Introduction

1. Roman law, Roman ________, and Roman ________ ________ were things that all 50 million Romans shared in common.

2. The Roman Empire spanned the Mediterranean world, from Northern Africa to the _________ border, from _________ to Syria.

*What does the expression “all roads lead to Rome” mean about the reach of the Roman Empire?

______________________________________________________________________________________________________________________________________________________________________________________________________

*How does the picture of the Pantheon and the United States Capitol building show that Rome lives on even though the Roman Empire no longer exists?

______________________________________________________________________________________________________________________________________________________________________________________________________

1.2 The End of the Roman Empire in the West

Problems in the Late Empire

Political Instability

1. Rome never solved the problem of how to _________ transfer _________ _______ to a new leader.

2. Political rivals with independent armies _______ each other for the emperor’s crown.

3. Often, the _________ guard would choose leaders who would reward them.

Economic and social problems

4. To finance Rome’s huge armies, its citizens had to pay _____ ______. This drove people into poverty and hurt trade.

5. ______________ was a serious problem. Wealthy landowners used ______ and cheap ________ to work their large estates.

6. Workers fled to the city to look for work, but there were not enough _____ for everyone.

7. Emperors such as _________ and ____________ wasted large amounts of money.

8. A rise in ______ made the empire’s cities and ______ unsafe.

Weakening frontiers

9. The _________ size of the empire made it hard to defend.10. ________ tribes were pressing hard on the western borders of the empire.

They were eventually recruited into the Roman army, but had little _______ to Rome.

The Fall of Rome

1. The emperor Constantine moved the capital of the Roman Empire _____ miles east to the ancient city of ____________. He renamed the city ______________.

2. Istanbul, _________ is the modern location of Constantinople.3. After Constantine’s reign, power was divided between two emperors, one in

_________ and one in __________.4. In _____ C.E. the last Emperor of Rome was driven from his throne and the

Western Roman Empire dissolved into separate _________.5. The Eastern Roman Empire continued for another ________ years. The

Eastern Roman Empire was called the ____________ Empire, after Byzantium, the original name of its capital city.

Cause Effect

1. Political Instability*No formal way to pick a ruler

*Rivals battled each other for control*_____________________________________

*Praetorian Guard picked the emperor

2. Economic and Social Problems*Heavy taxes*Unemployment*Wasteful spending by Emperors

*_____________________________________*_____________________________________*_____________________________________

3. Weakening Frontiers*Empire was huge*Germanic tribes joined Roman Legions

*_____________________________________*_____________________________________

1.3 The Legacy of Roman Art

1. Roman art was especially influenced by the __________.2. Roman sculptors were good at making______________ _______ and

_________.3. What are

a. Murals?__________________________________________________________________________________________________________

b. Mosaics?_________________________________________________________________________________________________________

c. Frescos?_________________________________________________________________________________________________________

4. How might a Roman artist give a sense of style and luxury to an everyday object such as a wine bottle? _______________________________________________________________________________________________________________________________________________________________________________________

5. A __________ is a carved decoration showing a portrait or a scene.6. Roman art was rediscovered during the period called the _____________ .

*Where might we find a modern example of the following forms of Roman art?-Mural-_______________________-Mosaic-______________________

-Fresco-_______________________-Statue-_______________________-An Everyday Object (in the shape of something else)-_______________

1.4 The Legacy of Roman Architecture and Engineering

Architecture

1. Define the following terms:-Vault-

____________________________________________________________________________________________________________________________________

-Dome-____________________________________________________________________________________________________________________________________2. The ___________ is an ancient Roman temple in Rome which uses a huge dome.3. Concrete is made by mixing broken stone with _______, ________ and ________.4. The _________ of the Colosseum made it easy for spectators to reach their seats and to exit the stadium.5. A _________ arch is a huge monument built to celebrate great victories or achievements.

Engineering

6. Romans were the greatest builders of _______, bridges and aqueducts.7. Define aqueduct

__________________________________________________________________________________________________________________________

8. Roman roads were built with layers of _______, ______ and _______.9. Aqueducts brought ________ from about 60 miles away to the homes of

Rome’s wealthy citizens.

*Name an example of a modern use of the following Roman architectural or engineering achievements:

-Dome-_______________________-Arch-________________________-Triumphal Arch-_____________________-Colosseum-____________________

-Roads-________________________-Aqueducts_____________________

1.5The Legacy of Roman Language and Writing

1. ________ continued to be used by scholars and the Roman Catholic Church after the fall of Rome.

2. Church ______ used Latin to record important documents.3. Define Scribe

__________________________________________________________________________________________________________________________

4. ________, ________ and ________ were all European languages which developed from Latin.

5. We use the Latin alphabet, but our version has ____ letters while the Latin version has _____ letters.

6. Many English words come from ________ root words.7. Our calendar is derived from a Roman one. The month of ________ was

originally meant to honor Caesar Augustus.8. Define Proverb

__________________________________________________________________________________________________________________________

9. What quantities do the following Roman numerals stand for:a. I _______b. II _______c. III _______d. V _______e. X _______f. L _______g. C _______h. D _______i. M _______

*Name two modern uses of Latin phrases and Roman numerals?____________________________________________________________________________________________________________________________________

1.6The Legacy of Roman Philosophy, Law and Citizenship

A Philosophy Called Stoicism

1. Define Philosophy __________________________________________________________________________________________________________________________

2. A ____________ school of thought that became popular in Rome was Stoicism.

3. To the Stoic, the one truly good thing in life was to have a good _________. This meant having virtues such as _______ _______ and _________.

4. Stoics prized the welfare of the ____________ over their personal comfort.5. Roman Stoics were famous for bearing _______ and ________ bravely and

quietly.

*Give an example of a person we celebrate for not complaining when they do their jobs________________________________

Law and Justice

6. The modern legal codes of _________ and _____________ are based in part on ancient Roman laws.

7. Romans believed that there was a universal law of justice that came from ________. By this ___________ law, every person had rights.

8. Romans did not always live up to their own ideals. ________ and ________ people were not treated as equal to the rich in Roman courts.

9. The idea of natural rights is echoed in the _____________ of Independence.

Citizenship

10. Roman citizenship was extended to all ______ people in the empire. Citizens were subject to Roman _____, enjoyed the same _______, and owed __________ to the emperor.

11.Citizenship is a __________ and a ____________. For example, citizens of this country enjoy rights contained in the Bill of Rights. Citizens must also obey the law.

Name__________________Class Period__________________

Eng – Social StudiesGuide for Chapter 2 – The Development of Feudalism in Western

Europe

Goal: To understand how Europeans organized themselves politically and economically after the fall of Rome.

2.1 Introduction

*After the Roman Empire collapsed, life was __________ and ___________ in Western Europe. People worked hard to simply survive and have enough to eat.*People needed _____________ from invading barbarians and nearby kingdoms.*This gave rise an economic and political system called ____________.*In a feudal system, people pledged _________ to a lord and a promise to work his land as farmers. In return, the lord would provide _________ (armed warriors) to protect the people.

2.2 Western Europe During the Middle Ages

*Rome controlled most of Europe, but other groups called __________ controlled the other parts. After Rome fell, these groups took control and set up separate kingdoms.

Charlemagne’s Empire

*The ____________ were a powerful group who developed a new style of warfare using heavily armed warriors who fought on horseback.

*In return for their service, rulers rewarded knights with _____ and privileges.

*___________ was made king of the Franks at 15 and defeated the last great Roman army in Gaul. He was eventually baptized into the _______ ________ Church.

*Charlemagne, another king of the Franks, was able to unify nearly all the Christian lands of Europe into one kingdom. For his help the pope crowned Charlemagne _________ _________ emperor.

*Define the following:

*Barbarian __________________________________________________________________________________________________________________________

*Christianity __________________________________________________________________________________________________________________________

*Roman Catholic Church __________________________________________________________________________________________________________________________

*Pope __________________________________________________________________________________________________________________________

A Need for Order and Protection

*Three groups threatened Western Europe in the 9th and 10th centuries, the ___ from the Near East and northern Africa, the ________, a central Asian people and ____________ from present day Norway and Denmark.

*Vikings were best known for their terrifying ________ on towns and villages.

2.3 Feudalism: Establishing Order

*The feudal system provided people with protection and safety by establishing a __________ social order.


*Monarch ____________________________________________________________________________________________________________________________________

*Fief ____________________________________________________________________________________________________________________________________

*Manor ____________________________________________________________________________________________________________________________________

*The Monarch promised to give his lords a __________. In return, the lords (also known as the Monarch’s vassals) promised to provide ________ to the Monarch in times of war.

*A ___________ is a peasant who is “tied” to the land and cannot leave the lord’s land.

*A ___________ includes a castle or manor house, one or more villages, and the surrounding farmland.

*People were ________ into a social class for life. They had the same social position and often the same job as their parents.

2.4 Monarchs During Feudal Times


*divine right of kings ____________________________________________________________________________________________________________________________________

*noble ____________________________________________________________________________________________________________________________________

*duke ____________________________________________________________________________________________________________________________________

*Monarchs believed that ________ had given them the right to rule.

*Few kings had enough wealth to maintain their own __________. Instead, they had to rely on their vassals to provide enough _______ and soldiers.

*When a lord grew powerful and ruled over their fief as an independent state, the Monarch was little more than a ______________, a symbolic ruler who had little real power.

*William, Duke of Normandy, seized the throne from his cousin Harold after defeating Harold’s army at the battle of ___________ in 1066. For this, William became known as William the ____________.

2.5 Lords and Ladies During Feudal Times

*If a Lord has more than one manor, he would usually _______ in one for a few months then move to another.

Manor Houses and Castles

*Manor houses were protected by high walls and sometimes a _________.


*Moat- __________________________________________________________________________________________________________________________

*Hierarchy- __________________________________________________________________________________________________________________________

*The great hall of the Manor was used for _________ and to hold special celebration feasts such as at ________ and harvest time.

*Castles’ strong walls and gates provided ____________ to their residents.

*The large size and central location of a castle served as a visual reminder of the __________ within a kingdom.

*__________ and ___________ castles were made of wood. After 1100 C.E. most castles were built of stone to resist _____________ arrows.

The Responsibilities and Daily Life of Lords and Ladies

*Lords were responsible for managing the estate – which included appointing _________ to make sure the land was farmed and taxes were collected.

*Lords served as _________ in manor courts and had the power to fine and punish.

*Lords would fight for higher ranking lords or a monarch and supply a well trained _______ ________.

*Ladies, who held fiefs, ran their estates, sat as judges and sent knights to serve in times of war. These ladies did not, however, ________ in war.

*Ladies were responsible for raising and training their __________ . Ladies were also responsible for overseeing the __________ – which could include hundreds of people.

*Lords and ladies enjoyed leisure activities such as hunting and _________ which involved hunting with birds.

*Castles were gloomy and ________ since heat only came from fireplaces. People might bathe ______ a week and fleas and _____ were in every medieval building.

2.6 Knights During Feudal Times

*Define armor ____________________________________________________________________________________________________________________________________

Becoming a Knight

*Knight training started early. Boys began their training at age _____ .

*Pages learned how to ride _________ and received __________ instruction from the local priest or friar.

*Pages spent most of their time with the ________ of the castle. The ladies taught the pages how to _______, ________, _________ _________ and _____ the harp.

*After _______ years, pages became squires. Squires polished the knights’ ________, ________, _________ and _________. He took care of the knight’s horse.

*Squires had to wait on the knight at ___________by carving the knight’s meat and filling his cup when it was empty.

*Squires trained with a sword and a __________ - a spear that measured up to fifteen feet long.

*Squires went into battle to help the knight put on his _______ and to look after the knight if he was ____________.

*In his early ____ a squire could be made a knight. A squire would spend the night before the ceremony in __________. The next morning he ______ and put on a ______ tunic. He knelt before his lord and said his vows. The lord then drew his _________ and touched the shoulders of the knight to be lightly.

*If a knight performed well in battle he could be __________ on the spot.

The Responsibilities and Daily Life of Knights

*Knights lived by a code of behavior called______________.

*Knights were expected to be loyal to their _______ and their lord, to be just and ________, and to protect the __________. They performed acts of _________ or respect paid to women.

*In a _____________, knights galloped at each other with their lances held straight out.

*Tournaments were fought between teams of knights in _____ on ______ battle.

*In the ____ century armor was made of metal rings linked together. In the ___century armor was mostly made of plate armor.

2.7 Peasants During Feudal Times

*The primary job of peasants are to ______ the land.

*There were two classes of peasants – ____ peasants and ______. A free peasant ________ land from the lord and paid the lord for its use. A ____ was not free to leave the lord’s estate.

*Most peasants spent their days farming and tending to _________ (farm animals). Some peasants were carpenters, ________, smiths (metalworkers), and other skilled work.

*Peasants had to pay the lord ______. “Head money” was a fixed amount per person that had to be paid _________. A _______ was a tax a lord could impose whenever he needed money. A ________ was paid when a woman married and was paid by the woman, her father and her husband.

*Peasants had to grind their grain at the lord’s mill. The miller kept portions of the grain for the __________ and for himself.

*Peasant houses were made of _________strips of wood covered with straw and mud. Peasants had little ________. The fire was in the ________ of the main room.

*Peasants ate ________, meat such as pork, and dark, coarse _______ made of wheat mixed with rye or oatmeal.

Name___________________

Class Period___________________


Guide for Chapter 3 – The Role of the Church in Medieval Europe

Goal: To understand how the Roman Catholic Church strongly influenced the lives of Medieval Europeans

3.1 Introduction

*The church was the _________ of medieval life in Western Europe.

*Church bells were used to ______ out the hours, call people to _______, and _______ of dangers.

*Churches were used for religious services and town meetings, ________, and __________.

*Markets, _____________ and _________ were all held in the shadow of the church’s spires (towers).

*People thought that storms, disease and famine were _________ sent by God. People hoped that _________ and devotion would keep away such disasters.

*__________, or the saving of one’s soul, would come to those who followed the church’s teachings.

3.2 The Christian Church Takes Shape

*Christians are followers of _________ ________. Christians believe that he was the _____ of God, that God sent him to ______ to save people from their sins. Christians believe that he _____ from the dead after his ____________.


*persecute- ____________________________________________________________________________________________________________________________________

*monastery- ____________________________________________________________________________________________________________________________________

*monk- ____________________________________________________________________________________________________________________________________

*clergy- ____________________________________________________________________________________________________________________________________

*Romans, at first, ________________ the Christians. However, the Romans later adopted Christianity as the recognized religion of the Roman Empire.

*After the fall of Rome, the Church provided help to the people. The Church organized the distribution of _______. ____________ provided hospitality to refugees and travelers. ________ copied and preserved old text.

The Organization of the Roman Catholic Church

*The _______ is the supreme head of the Roman Catholic Church.

*The pope was assisted by high ranking clergy called ____________.

*Archbishops were next in rank. They governed areas called _____________.

*__________ governed areas called dioceses.

*Within each diocese, local communities called ____________ were served by _________.

*Fill in the blanks on the chart

Church Rank Area GovernedWorld

Cardinal RegionArchbishop

DioceseLocal community

The Increasing Power of the Church

*The church was wealthy. It was the largest _____________ in Europe. The church seized land by force and received land as ______ from monarchs and wealthy lords. The Church collected a ________, or tax. Each person was expected to give ______ ________ of his money, produce or _______ to help support the church.

*Church officials became _________ to monarchs because they were the only ones who could read and write Latin.

*Define excommunicate- ____________________________________________________________________________________________________________________________________

*King Henry IV was angered that Pope Gregory VII took away his power to __________ church officials so he declared that Gregory was no longer Pope. Pope Gregory __________ Henry. King Henry begged forgiveness and was readmitted to the church.

3.3 Sacraments and Salvation in the Middle Ages

*Most people in Medieval Europe believed in God and an ____________. They believed that the ________ of a person lives on after a person’s body dies. They believed that the soul could go to ________ or to _________.

*The Church taught that people gained _________ or entry into heaven and eternal life by following the _________ teachings and living a _________ life.

*Define Sacrament- ____________________________________________________________________________________________________________________________________

*The Church taught that receiving the seven sacraments brought people _______ or a special blessing from God.

*Fill in the explanations of the Seven Roman Catholic Sacraments

Sacrament ExplanationBaptism

Confirmation

Eucharist

Matrimony(marriage)

Holy Orders

Penance

Extreme Unction

3.4 Pilgrimages and Crusades


*pilgrimage- ____________________________________________________________________________________________________________________________________

*relic- ____________________________________________________________________________________________________________________________________

*convent- ____________________________________________________________________________________________________________________________________

*nun- ____________________________________________________________________________________________________________________________________

* People travel long distances to visit holy sites and relics to show their __________ to God, as an act of _________ for their sins, or in the hopes of being _________ of an illness.

*Pilgrimages were difficult and __________. Pilgrims traveled together for safety and sometimes even hired an _______ escort. Geoffrey Chaucer wrote _____

__________ ______ about a group of pilgrims traveling to the shrine of Saint Thomas Beckett.

*Another extraordinary service was fighting in the ____________.

*The crusades were _________ ________ to the land where Jesus had lived, the Holy Land. Many crusaders were motivated by deep religious feelings.

3.5 Art and Architecture

*__________ and __________ of Christ and Christian saints were placed in churches to help people worship as most people did not know how to _______.

*The large churches headed by bishops, ____________, were built to inspire awe and could be as tall as a 30 story building.

*Cathedrals were built in the shape of a ______________. The long central section of the cathedral was called the ________. The shorter sections were called the ________. The walls of gothic cathedrals were supported by stone arches called _____________ ________________.

*____________ are stone spouts projecting from the rain gutters of the roof. They were carved in the shape of ___________. It served as a warning that ________ and evil _______ would catch them if they did not attend church.

*The __________ glass windows often showed pictures which were useful in explaining stories from the ____________.

*Cathedrals could take from ____ to 100 years to complete on average.

3.6 Education

Define the following:

*university- ____________________________________________________________________________________________________________________________________

*rhetoric- ____________________________________________________________________________________________________________________________________

*theology- ____________________________________________________________________________________________________________________________________

*natural law- ____________________________________________________________________________________________________________________________________

*During the Middle Ages schooling took place in _________, _________ and cathedrals. Most people studying in the Middle Ages were preparing for careers in the __________.

*Students in universities studied Latin grammar and ____________, logic, _________, arithmetic, __________ and music. Books were rare because they had to be ___________ copied.

*Church leaders were apprehensive about ancient texts because they feared people would question church __________ if they read them.

*Thomas Aquinas argued that _____________ and religious belief worked together.

3.7 Holidays

*The word “holiday” comes from two words _____ _____.

*On Christmas, Christians celebrates the birth of ______. Medieval Europeans celebrated for ____days. Homes were decorated with evergreens, _______ ______, and mistletoe. People attended church and enjoyed a great __________ given by the lord.

*On Easter, Christians celebrate the _________ (the Christian belief that Christ rose from the dead). People attended church, __________ and played _______. One game involved an _______, a symbol of new life.

*Music, _________, and food were all part of medieval holiday celebrations. People drank ________ (a strong beer) and ate baked and fried foods. Other holiday entertainment included __________, acrobats and jugglers, and ________ __________.

*Plays acting out scenes of the _________ were popular. In some English villagse ___________ (traveling groups of actors) would give elaborate performances with masks, drums and bells, dances and make-believe ____________fights.

3.8 Monks, Nuns, and Mendicants

The Monastic Way of Life


*Monasticism- ____________________________________________________________________________________________________________________________________

*Illuminated Manuscript- ____________________________________________________________________________________________________________________________________

*Monks were ________ who joined monasteries, communities devoted to prayer and service to fellow Christians. Saint ________ founded the monastic way of life in Western Europe. Benedictines made promises of _________(to not own property), ___________(never to marry) and __________(to obey their leaders).

*Monks spent their days in prayer, ______ and work. Monks attended _______ church services a day. They copied ___________ texts. Monks farmed the land, tended the gardens and ___________livestock.

*A monastery was laid out around a __________, a covered walkway. On the north side was the church. On the south side was the ________ and dining hall. On the third side was the ___________ where they slept. On the final side was the ____________ where books were copied by hand and beautiful illuminated manuscripts were made.

*Women who became nuns lived in ___________. Nuns performed much of the same work as monks.

*Define religious order- ____________________________________________________________________________________________________________________________________

Mendicants

*Define friar- ____________________________________________________________________________________________________________________________________

*Rather than stay in a monastery, mendicants traveled among ordinary people to care for the _______ and sick. Mendicants lived in complete _________ and had to work or beg for food for themselves and the poor.

*Saint Francis of Assisi founded the _____________ an order that is also called the Little Brothers of the Poor.

Name_________________

Class Period_________________

Eng- Social Studies

Guide to Chapter 4 – Life in Medieval Towns

Goal: To understand the factors leading to the growth of medieval towns and the interactions and activities present there.

4.1 Introduction

*Medieval towns were surrounded by thick ________ _________ for protection. Signs of business were filled with colorful pictures because few people could_______.

*Streets were very ___________. Second stories projected out over the first story, so very little ___________ filtered over the street. People threw their __________ out into the street. Horses, geese, chickens, dogs and cats roamed the streets as well. Towns were filled with unpleasant ______________.

4.2 The Growth of Medieval Towns

*In the Early Middle Ages most people lived in _____________ communities in the countryside.

*By the High Middle Ages towns began growing again because of improvements in ___________________ and the revival of ________________.

*The clearing of forests and the adoption of better farming techniques enabled farmers to grow _____________ crops which they could ________ in town markets.

*Trade goods were often transported by boat, so it is not surprising that many Towns within Europe were located near __________. Many merchants who sold their wares in town became __________ residents.

*Flanders was known for its fine _________ __________. Venice was known for making __________.

*Define the following

*Domain- ____________________________________________________________________________________________________________________________________

*Charter- ____________________________________________________________________________________________________________________________________

*In northern France and Italy, towns gained independence from their feudal lord through ____________. A more peaceful way for a town to gain independence was to purchase a _____________. This granted town residents the right to govern themselves, make _____ and raise______.

4.3 Guilds


*Guild- ____________________________________________________________________________________________________________________________________

*Apprentice- ____________________________________________________________________________________________________________________________________

*Journeyman- ____________________________________________________________________________________________________________________________________

*The two main kinds of guilds are ______________ guilds and ________ guilds.

* Guilds members maintained ______ standards for its members and _________ members who cheated the public. Otherwise guild members would look ______.

*Guild dues paid for the ____________ of guildhalls and for guild ______ and __________. The money also took care of sick guild __________ and their ___________.

*Guild members started out at the age of 12 as __________. A master agreed to house, feed and ______ the apprentice. The apprentice worked for the master and learned the trade. At the end of seven years the apprentice had to make a _______ _______ .

*A _______________ was a craftsperson who found work “by the day” instead of setting up their own shop.

4.4 Trade and Commerce

*Define commerce-

____________________________________________________________________________________________________________________________________

* ___________ and _________ goods were bought and sold at town markets. A __________ fair attracted merchants from many _________ and bought and sold items from all over Europe and the East.

*Merchants grew increasingly ______________ and wealthy.

*There was often prejudice against __________ in medieval towns. They found it hard to find work farming and the lord could ___________ their property.

* Jews could, however, become ___________ and moneylenders. Christians were forbidden from doing those jobs because the church taught that charging money for loans was __________.

4.5 Homes and Households

*In poorer neighborhoods, _________ ________ might share a house. A family might have only ________ room where they cooked, ate and slept. In general, people ________ where they lived.

*A wealthy family had magnificent homes. The first floor was devoted to the family’s___________ (including offices and storerooms). The second floor contained the family’s ________ __________ which included a _________ where the family gathered to eat and talk. The upper level might house ________ and __________.

*About _____________ of all medieval children died before they became adults.

*Most boys grew up to do the work their __________ did. Girls’ education was at _______ . Most girls married young, some as early as ________ years old.

4.6 Diseases and Medical Treatment

*Unhealthy __________ _____________ led to the spread of many diseases. People lived in _______ spaces. They tossed their garbage and emptied their

waste into nearby streams or _________ and streets. People _________ only once a week – if that.


*leprosy- ____________________________________________________________________________________________________________________________________

*bubonic plague- ____________________________________________________________________________________________________________________________________

*Diseases that had no cure during the middle ages such as measles, cholera and _________ __________ were common.

*Medieval doctors used ________ as medicine – as the ancient Greeks and Romans had done. Another technique they used was to __________ patients by opening a vein or applying ___________ to the skin to such out the blood.

4.7 Crime and Punishment

*Prisoners of medieval jails had to rely on ____________ to bring them food otherwise they might starve.

*In trial by __________, the accused had to pass a dangerous test. If the accused was thrown in a well and he/she floated, the accused was declared ________ because he/she was ____________ by the water.

*In trial by __________, the accused had to fight to prove his/her innocence. People believed that __________ would ensure that the right person won. _______, ________ and ________, and _________ __________ could name a champion to fight for them.

*A person might be put in the ________ if convicted of a lesser crime. For serious crimes such as highway robbery, ___________ livestock, treason or murder, the person could be hanged or _____________ at the stake.

*Define common law- ____________________________________________________________________________________________________________________________________

*Eventually, court ____________ based on written and oral evidence replaced trial by ordeal and combat.

4.8 Leisure and Entertainment


*minstrel- ____________________________________________________________________________________________________________________________________

*mystery play- ____________________________________________________________________________________________________________________________________

*miracle play- ____________________________________________________________________________________________________________________________________

*Children played with dolls and toys such as wooden ________ and hobbyhorses. Adults played games such as ___________ checkers and backgammon.

*Animal ___________ was a cruel activity where a bear or bull was tied up and then tormented by specially trained dogs.

*__________ plays acted out stories from the bible. ________ plays dramatized the life of a saint.

Name__________________

Class Period__________________


Guide for Chapter 5 – The Decline of Feudalism

Goal: To understand what and how certain factors led to the decline of feudalism in Western Europe.

5.1 Introduction

*Three factors that contributed to the decline in feudalism are __________ changes in England, a terrible ___________ and a long series of _________.

*The ______ _______ or “great charter” is a document which limits the king’s power and strengthens the rights of nobles.

*The ____________ _____________ or Black Death killed millions of people in Europe during the Middle Ages.

*France and England fought a series of war known as the __________ _________ _________.

5.2 Political Developments in England

Henry II’s Legal Reforms

*King Henry II’s legal reforms strengthened royal authority over both nobles and the _________.

*The constitution of ___________ was a document which spelled out the King’s traditional rights – including the right to try _________ in Royal Courts. This led to conflict with ____________ ___________, the Archbishop of Canterbury.

King John and the Magna Carta

*King John heavily _______ his barons and ignored their ___________ rights, arresting his opponents at will. King John also quarreled with the ________ and seized large amounts of its property.

*Angry barons forced a meeting with King John in a meadow called ___________. The barons forced John to put his seal to the _________ ________, which limited King John’s rights and forced him to observe the traditional rights of barons and the church.

*Define habeas corpus-

____________________________________________________________________________________________________________________________________

*People of England later regarded the Magna Carta as one of the foundations of their rights and _____________.

King Edward I and the Model Parliament

*Define commoner-

____________________________________________________________________________________________________________________________________

*The Model Parliament was a governing body which included ___________, clergy, low ranking church officials and nobles. This was a major step to including ____________ people in government.

The Impact of Political Developments in England

*Political developments weakened feudalism in two ways: (1) by strengthening __________ authority at the expense of the nobles; and (2) by shifting power to the _________ people.

5.3 The Bubonic Plague

*Historians think the plague began in ____________ _________. It traveled along the _______ Road and spread throughout Europe.

The Black Death

*Symptoms of the plague included a fever, vomiting, fierce coughing, _________ fits and ______-_______ swellings or bumps.

*The bacteria which caused the plague were carried by ______ which fed on the blood of infected rats. The filthy conditions of medieval cities and towns were ideal living conditions for the rats.

*People blamed, among other things, the ______ for causing the plague. England, France and German cities ordered them to leave.

The Impact of the Plague

*It is believed that approximately 24 million people – about a ______ of the population of Europe died from the plague.

*Since so many workers died from the plague, those still living could demand more _________ and more _________. Many serfs left their manors in seach of better ________________.

*Peasant revolts occurred where __________ tried to return things to the way they were.

5.4 The Hundred Years’ War

*Between 1337 and 1453, England and France fought for control of ________ in France.


*crossbow-

____________________________________________________________________________________________________________________________________

*longbow-

____________________________________________________________________________________________________________________________________

*truce-

____________________________________________________________________________________________________________________________________

*At the battle of Crecy, the French knights wore heavy ________ and were armed with ____________. The English archers were armed with _________________. The English archers could shoot farther and with greater ____________ against the French knights. The English won the battle.

*France changed tactics and began to win back territory. The French began recruiting ___________ to fight in their army and paid them with taxes collected by the king. A new sense of ____________ identity (in part inspired by ______ of ______, a seventeen year old peasant girl who led French troops into battle) encouraged people to fight for France and its king – not a lord.

The Impact of the Hundred Years’ War

*The war contributed to the decline of feudalism in three ways:

*(1) monarchs no longer had to rely on ___________ to supply troops. Instead, kings could recruit ______________ to serve as soldiers;

*(2) developments in military ____________, such as the longbow and gunpowder, made knights and castles less effective; and

*(3) the new feeling of ______________ shifted power away from lords to the country itself.

Name_____________________

Class Period_____________________


Guide for Chapter 6 – The Byzantine Empire

Goal: To understand how the Byzantine Empire continued after the fall of Rome.

6.1 Introduction

*The Byzantine Empire straddled two continents ____________ and ________.

*The capital of the empire was known as _______________ after the Emperor Constantine who moved the capital of the Roman Empire there from Rome.

*Even after Rome fell, the Byzantine Empire continued for another _______ years.

*East and west remained connected through a shared ______________ faith. Eventually, however, differences led to the Byzantine Empire developing its own church – the _________ _____________ Church.

6.2 Constantinople

*The location of Constantinople was chosen because it was easy to ___________, It was surrounded by water on three sides. A _________ hung across the harbor against unwanted ships. Miles of ____________ fortified by watchtowers protected against invaders.

*Constantinople stood at the ______________ of Europe and Asia. It was in the middle of many overland and sea trading ___________. Luxury trade goods such as ivory, _______, furs and perfumes were present in its markets. Some of Constantinople’s citizens became __________.

*Constantinople’s language and culture were _________. The Roman influences could be seen everywhere. The emperor gave ___________ to those who could not find work. Fans could watch chariot races at a stadium called the ___________.

6.3 The Reign of Justinian I

*Justinian I ruled from _____ C.E. to _____ C.E. Early in his reign, however, chariot race fans rioted and nearly destroyed the entire city. His wife

____________ urged him to stay and fight. Over ___________ people were killed in the fighting.

*Define - public works-

____________________________________________________________________________________________________________________________________

*Justinian rebuilt Constantinople on an even greater scale. He built new bridges, ________ ________, parks, roads and ____________. Grand churches such as the _________ _________ (“Holy Wisdom”) were built.

*Justinian created a ____________ body of law. The Justinian Code revised outdated and confusing laws from the old ___________ laws.

6.4 The Eastern Orthodox Church

*The word ______________ means “in agreement with right belief”.

The Role of the Eastern Orthodox Church in the Empire

*The Byzantine emperor was viewed as the living _______________ of God and Jesus Christ. Church and state were ____________ into one all-powerful body.

*As in the west, the Church played a ________ role in people’s lives. People attended church ____________.

Church Hierarchy

*Define - patriarch-____________________________________________________________________________________________________________________________________

*The ____________ had supreme authority in Byzantine times. The patriarch of ________________ was viewed as “first among equals” of other patriarchs. Orthodox ________ served under patriarchs and, unlike Roman Catholic priests, were allowed to marry.

Liturgy and Prayer

*Define – liturgy-

____________________________________________________________________________________________________________________________________

*The clergy and worshippers sang or ______ the Divine Liturgy. The liturgy was conducted in ___________ or the local language of the people. Orthodox Christians prayed to saints such as Saint ____________ who promoted charity and reformed the liturgy.

Architecture and Art

*The square base and high ___________ of the Hagia Sophia served as a model for Orthodox churches. The base represents the _____________ world. The dome represents _________________.

*Define – icon –

____________________________________________________________________________________________________________________________________

*Byzantine artists created beautiful icons (painted on small _________ panels), mosaics and murals which were used in Church services.

6.5 Conflict Between East and West

*Differences between the East and the West

East (Byzantine Empire) West (Rome)Large cities, much trade and great wealth

Frankish and Germanic culture

Greek language

Iconoclasm

*In the east, people felt others were wrongly worshipping _______ themselves rather than using them for worship and prayer.

* People began destroying icons (also known as ____________ (“icon smashing”) after the Byzantine emperor banned their use in churches and homes. The pope in the west disagreed with this policy and even had the Byzantine Emperor _____________.

The Crowning of a Holy Roman Emperor

*Pope Leo crowned ______________, the king of the Franks, Holy Roman Emperor. This angered the Byzantines who felt they were the rightful continuation of the rulers of the ____________ Empire.

The Final Break

*Patriarch Cerularius closed all churches under Byzantine control using western ________ in 1054. In retaliation, Pope Leo IX sent the Patriarch a _________ (or proclamation) of excommunication.

*Define – schism-

____________________________________________________________________________________________________________________________________

Name______________________

Class Period______________________


Guide for Chapter 7 – The Geography of the Arabian Peninsula

Goal: To understand how people adapted the geography of the Arabian Peninsula.

7.1 Introduction

*The Arabian Peninsula is located in southwest Asia between the _____ Sea and the ___________ Gulf. It is part of the modern _________ ___________.

*Arabs call their homeland ___-__________ (“the island”). To the north of the Arabian Peninsula which connects __________, ____________ and Europe.

*The four environments on the peninsula are ____________, ___________, _________ ________ and _________ ______________.

7.2 The Importance of the Arabian Peninsula and Surrounding Lands

*A great deal of ___________ passed through the region. Traders carried _____ from China and _________, _________ and __________ from India. Romans sent _________ and _________ east to China. The people of Arabia served as ________________ in the trade between the west and the east.

*Define –caravan-

____________________________________________________________________________________________________________________________________

* Arabia was exposed to new _________ and __________ as a result of their role in trade. Arabs spread their ideas to traders as well, especially the religion _____________.

7.3 The Desert

*Three quarters of the Arabian Peninsula are desert which is mostly covered in __________, although there are also plains and plateaus.


*plateau-

____________________________________________________________________________________________________________________________________

*nomad-

____________________________________________________________________________________________________________________________________

Environment

*Summertime temperatures can rise above _____ degrees Fahrenheit. Winter and nighttime temperatures can fall below __________.

*Very little rain falls. On average there is only _____ to ______ inches of rain per year.

*Windstorms are common and can cause blinding ___________.

Adaptations

*Bedouins were nomads who migrated through the desert raising __________, _________, and ____________. These animals provided ________ and ________ to drink and eat. ________ and _______ were used for clothing.

*Camels are ideal for this environment because they could survive days without _________, ________ almost anything and carry _______ _______ long distances.

*Bedouins wore ___________ ____________ long gowns and cotton headdresses to protect against the dust, heat and flies.

7.4 The Oases

*Oases are areas where fresh __________ is available within the desert. Plant life and ________ are available there.

Environment

*The water from oases comes from ___________ the __________. The water __________ to the surface and makes the land fertile. Oases vary in size from a few acres to a very large area.

Adaptations


*sedentary-

____________________________________________________________________________________________________________________________________

*barter-

____________________________________________________________________________________________________________________________________

*Some nomads became ______________ at oases. They planted crops such as _________ , ________ and ____________ to make bread.

*The date palm tree provided a variety of resources. The palm ___________ could be used for shade. The ________ could be eaten. The _______ could be used to build houses. Even ___________-_______ tree trunks were used for irrigation pipes.

*Oases towns served as ________ centers where residents bartered their crops for _______, _______ and ________ hair.

7.5 The Coastal Plain

*The coastal plains separate the inland _____________ from the seas.

Environment

*The coastal plains are from ____ to _____ miles inland. The air is ________ and ________. Rain falls _________. Dry riverbeds periodically _______ with water.

Adaptations

*Define irrigation-

____________________________________________________________________________________________________________________________________

*People conserved rainwater in ___________ and ____________. They built deep wells, _______ and systems to ______________ the land so they could farm. The great _________ _______ in Yemen supplied water for crops which fed over 300,000 people.

*People also collected ___________ tree ______ to make __________ and ___________ which Europeans used as incense, perfumes and medicine.

*Trading occurred on the Coastal Plains because of its immediate access to the seas where _______ could pull into port.

7.6 The Mountains

*Mountain ranges run along the ___________ and __________ edges of the peninsula.

Environment

*The mountains rise from _________ to ___________ feet high. It ______ as much as 20 inches per year on the mountains. Temperatures are ________.

Adaptations

*Define – terrace-

____________________________________________________________________________________________________________________________________

*Houses were constructed of ______ bricks.

*Step like _______ were built to expand the amount of usable farmland. Farmers also constructed __________ and __________ systems. Hollowed out trees, leather bags and underground storage containers were used to store __________.

Name________________

Class Period________________


Guide for Chapter 8 – The Prophet Muhammad

Goal: To understand the life of Muhammad and the rise of Islam from the Arabian Peninsula.

8.1 Introduction

*____________ (mecca) was an ancient place of worship.

*According to Arab and Muslim tradition, it was here that God tested the faith of the prophet __________ by commanding him to leave his wife Hagar and baby son Ishmael in a _________ valley. A well sprung up at Ishmael’s feet. The well became known as _____________.

*Abraham built a house of worship called the ________ near the well.

*Muhammad was living in Makkah when he received his own call to _____________. Muhammad’s followers, called __________ spread the teachings of Islam which eventually spread throughout the Arabian Peninsula and beyond.

8.2 Arabia During Muhammad’s Time

*Makkah was located in a ________ _________ valley in western Arabia. It gained wealth as a ____________ city.


*Clan-

____________________________________________________________________________________________________________________________________

*Polytheist-

____________________________________________________________________________________________________________________________________

*Tribe-

____________________________________________________________________________________________________________________________________

*A handful of families came to rule the city and would not share their fourtue with the weaker, poorer __________ who lived in the city.

*Most Arabs were _______________. They worshipped many gods. The Ka’ba housed __________ of statues of gods at this time.

*There was no central government. Arabs pledged loyalty to their ________. Tribes launched raids on other tribes to capture ________, _________, goods, __________ __________, and even ________. Families were ________ bound to avenge deaths caused by these raids.

*Arabs shared ties of __________. They shared a common language, poetry, land and way of life.

8.3 Muhammad’s Early Life

*Muhammad was born in ____________ around 570 C.E. He was a member of the ________ clan.

*Muhammad was sent to live with a ___________ family in the desert. He learned Arab traditions such as to be kind to ____________ and to help _________, widows and other needy members of society.

*Muhammad eventually wound up in the care of his uncle, _________ ________, a respected member of the Hashim clan. Eventually, Muhammad became a ___________ with a reputation for his honesty.

*Muhammad went to work for _______________, a widow. She was impressed with his trading abilities so she proposed marriage. Muhammad _____________ her offer. They had several children, but only his daughter ____________ had children.

8.4 The Call to Prophethood


*convert-

____________________________________________________________________________________________________________________________________

*monotheism-

____________________________________________________________________________________________________________________________________

*In 610 C.E., Muhammad went to pray in a ___________ in the Mountains. He reported that he was visited by the angel ___________ who told him to “________ - in the name of thy Lord!” Muhammad further said the angel told him that he was the ________________ of God.

*Khadijah became the first _____________ to Islam. Islam is based on ___________ or the belief in a single god. The same God of _____________, Moses and _____________.

*Muhammad reportedly received messages from the angel Gabriel for the next ____ years. Although Muhammad could not _______ or _________, some followers memorized the messages and wrote collected them in a single book, the ___________, the holy book of Islam.

8.5 Muhammad’s Teaching Meets with Rejection

*Define -boycott-

____________________________________________________________________________________________________________________________________

*Muhammad taught that people must worship ________ god, that all believers in god were __________ and that the rich should __________ their wealth.

*Some Makkans joined the Muslims, but most rejected Muhammad’s teachings. They did not want to share their _________ and were afraid Muhammad would seize __________ power. Merchants were afraid people would stop coming to Makkah if they stopped _____________ their gods.

*Makkans called Muhammad a liar and ______________ his weaker followers. The powerful clans of Makkah ____________ the Hashim clan and refused to do business with them.

*Muhammad reported that in 619 C.E., he went on a ___________ ___________ where a winged horse took Muhammad to _____________. There he reportedly met and prayed with Abraham, Moses and ____________. He went through the _________ levels of heaven and met ______.

8.6 From the Migration to Medinah to the End of His Life

*Muhammad moved to _____________ to bring peace to feuding tribes. His journey there was known as the __________. The city was renamed _________, short for the “City of the Prophet”.

*Muslims pledged to be ___________ and ______________ to each other. The brotherhood of faith was more important that ties of family _____________ and __________. Muhammad taught his followers to respect _________ of the _____________, Christians and Jews.

*Define siege-

____________________________________________________________________________________________________________________________________

*Makkans and Muslims fought during this period. Muhammad’s army eventually captured Makkah and destroyed the _______ at the Ka’ba and rededicated the shrine to ___________.

*Muhammad died in ___________.

8.7 The Four Caliphs


*Caliph-

____________________________________________________________________________________________________________________________________

*Provinces-

____________________________________________________________________________________________________________________________________

*After Muhammad’s death, _______ _______, Muhammad’s friend and father-in-law was chosen as the new Muslim leader. He was the first __________ or Muslim ruler. The Muslim government was called the __________. Under his rule the ____________ Peninsula was unified under Muslim rule.

*After Abu Bakr died, Caliph __________ expanded the Muslim empire to include lands in Iraq, _________, the eastern Mediterranean, and ________ __________. Local governments and tax systems were set up in the __________. ___________ and ____________ were allowed to worship as they wished.

*Upon Umar’s death, ___________ became Caliph. He selected an ___________ edition of the Qur’an which helped unite Muslims. He also awarded high posts to his ___________ which angered people in the provinces. Rebels __________ him in 656 C.E.

*Muhammad’s cousin and son-in-law, ______ _______ _______ _______, became the fourth caliph. The ___________, however, challenged his rule and civil war began. The war was ended through _____________, but the caliph was murdered by one of his _____________ unhappy with his action.

8.8 The Umayyad Dynasty


*Dynasty-

____________________________________________________________________________________________________________________________________

*Garrison-

____________________________________________________________________________________________________________________________________

*The leader of the Umayyads, _____________, claimed the Caliphate. The majority of Muslims accepted him. They are known as ___________. Muslims who believed that only people who are directly related to Muhammad through his son-in-law Ali should be caliph are called _______.

*The Umayyads moved their capital to ____________, Syria and began a dynasty. They kept control by posting large armies at ____________ towns.

*The Muslim empire expanded into central ___________ and northwestern ____________. Muslims began their conquest of _________, but were turned back by the Frankish king Charles Martel. Muslims held onto lands in Spain for _________ years. *The city of _____________ in Spain became a center of learning and religious tolerance.

Name_______________________

Class Period_______________________


Guide for Chapter 9 – The Teachings of Islam

Goal: To understand the teachings of Islam and their impact on daily life and personal interactions.

9.1 Introduction

*Muslim’s pray _________ times a day. Sometimes they pray in houses of worship called _________. Muslims do not drink _________ or eat _________. Muslims give money to support ____________ works.

*The Qur’an is the Muslim _________ book. The ___________ are the examples set by Muhammad. The Five Pillars of Faith are __________, ____________, ____________, _____________ and making a ____________ to Makkah.

*___________ represents Muslim’s struggle with internal and external challenges as they strive to please God. _____________ is Islamic law.

9.2 Background on Islam

*Muslims belong to a single Islamic community called the ___________. Only _________________ has more followers than Islam. The majority of Muslims are ___________.

*Islam, Judaism and Christianity have much in _____________. All three religions are _______________ (believe in one God). All three religions trace their origins to the prophet ______________. Their scriptures include common figures such as ________, Noah, __________, and ________, the mother of Jesus.

*Define – torah –

____________________________________________________________________________________________________________________________________

*Muslims believe that the Jewish Torah and the New Testament of Christianity came from _________. Muslims believe the Qur’an is the _____________ revelation to the world.

9.3 The Qur’an and the Sunnah

*Muslims believe the Qur’an describes God’s laws and moral teachings, or the “______________ _______________.” Muslim’s believe the Qur’an is a collection of the messages ______________ received from God through the angel ____________.

*Muslims honor the Qur’an by not letting the sacred book _______ the ground or get __________. Muslims also _____________ all or part of the Qur’an in Arabic.

*The __________________ is the example set by Muhammad. For example, Muhammad told his followers to never let a guest leave the table hungry. A dinner guest therefore should always be __________ before he/ she leaves.

*Define – hadith-

____________________________________________________________________________________________________________________________________

*The Qur’an provides general ____________ to perform the five pillars of faith. The Sunnah explains how to ____________ them using Muhammad’s examples.

9.4 The First Pillar: Shahadah

*_______________ is the profession of faith. Muslims repeat the phrase “There is no God but _________, and __________________ is the messenger of God”. The first part of Shahadah affirms __________________. The second part of Shahadah identifies Muhammad as God’s _______________.

*The meaning of shahadah is that people pledge their _____________ to God. People also accept the ideal of an unseen world of ___________ and other beings.

*Muslims believe that all souls will face a day of ____________. On that day, those who have lived according to God’s rules will be rewarded and enter _______________. Those who have disbelieved or done evil will be punished by falling into ____________ hell.

9.5 The Second Pillar: Salat

*Salat is daily ritual _______________. Muslims are called to prayer __________ times a day. They must pray at dawn, __________, midday, ___________, and after nightfall.

*A crier, called a ______________, calls people to prayer from the top of a tower of a mosque - the _________________.

*Define – iman-

____________________________________________________________________________________________________________________________________

*Before prayer, all Muslims must perform _____________ ____________. Worshippers must wash their hands, _______, arms and ________. Worshippers then form lines behind a prayer ___________ called an iman. The worshippers face the __________; a niche in the wall which shows the direction to Makkah.

*Prayer can be done _______________ and not just in a mosque.

*Muslims do not observe a ______________ or day of rest. They do, however, gather on ______________ at Mosques for midday congregational prayers.

9.6 The Third Pillar: Zakat

*Define - almsgiving-________________________________________________

*Zakat is the practice of sharing riches with the __________ ____________. Zakat means “______________”. Muslims believe wealth becomes pure if it is shared and it helps control _________________.

*Muslims must share 2.5% of their _____________ and ______________ with their poorer neighbors. Muslims are encouraged to give even __________.

*In medieval times Zakat paid for the construction of public _____________, to provide clean drinking water, and inns so ____________ and travelers had a place to sleep.

*Today Zakat pays for___________ kitchens, clothing, _________ for the poor, orphanages, hospitals, to pay off debts, provide aid to stranded _________ and to pay school fees and teachers.

9.7 The Fourth Pillar: Siyam

*Define – Ramadan-

____________________________________________________________________________________________________________________________________

*Siyam is ritual ___________ -- going without food. The Qur’an instructs Muslims to fast during the month of _______________. This month was the month that Muslims believe God first revealed messages to Muhammad.

*During this month, Muslims must fast from the break of _________ to the setting of the _______. _______________ women, the ______, and the elderly and ___________ children do not have to fast.

*Muslims cannot eat or ___________, even water, when they are fasting. During Ramadan, the fast can be broken each night when a person standing outside cannot tell a white ___________ from a black ____________. The fast is broken by eating a small meal, often with _____________.

*Ramadan encourages _____________, __________ and charity within the Muslim community. Fasting teaches ___________ ____________ and makes them realize what it would be like to be __________ and ___________.

*At the end of Ramadan, a celebration called ______ ___-________ takes place. People wear new __________, decorate their homes and prepare special foods. ___________ are exchanged and people give to the _________.

9.8 The Fifth Pillar: Hajj

*The Hajj is the _____________ to the holy city of Makkah. All adult Muslims who can do so are expected to make the hajj ________ during their lifetime. The hajj promotes ___________ and _____________ by bringing Muslims from all over the world together.

*Muslims dress in simple __________ clothing for the Hajj.

*Upon arrival, Muslims announce “Here I am, O God, at thy __________!” They then proceed to the _____________ _____________ which houses the Ka’ba. Pilgrims circle the Ka’ba ________ times. They then run along a passage between two small _________. Pilgrims then drink water from the ____________ well.

*Pilgrims leave Makkah and set up tents in ___________. They then go to the Plain of __________ where they pray. Some people climb Mount Arafat where Muhammad gave his __________ ____________. Pilgrims then cast stones at pillars representing _______________.

*Pilgrims then celebrate with a _____-day feast. In honor of ________ ancient sacrifice, animals are sacrificed and the meat is shared with family, friends and the poor. Before leaving Makkah, each pilgrim circles the Ka’ba ________ more times. Muslims celebrate farewell day as _____-_____-_________.

9.9 Jihad

*Jihad means “to ________”. It represents the human struggle to overcome __________ and do things that would be pleasing to God.

*The “lesser jihad” is the ____________ struggle against oppression. The “greater jihad” is the fight against evil within ___________.

*The Qur’an tells Muslims to fight to protect themselves from those who would do them ___________ or to right a terrible _____________.

*The Qur’an sets specific rules for fighting. Muslims must honor ___________ made with foes. Muslims must not __________ the dead bodies of enemies. Muslims must not harm ____________, _____________, ________ ____________ and civilians. Muslims must not destroy property, __________, crops, __________ ____________, or houses of worship.

9.10 Shari’ah: Islamic Law

*Shari’ah is the body or _____________ of Islamic law – the “path to be followed”. It is based on the __________ and the ___________. It guides them in their ____________ behavior and ______________ with others.

*Islamic law places actions into five categories: (1) forbidden; (2) ___________; (3) allowed; _______________; and obligatory (mandatory).

*Laws can be quite specific. Muslims are not allowed to eat ________. Muslims are not allowed to drink ____________.

*Laws are sometimes put in general terms. For example, the Qur’an states that women must “not display their __________”.

*Islamic law also regulates duties towards other people. These categories are criminal, __________________, family, and _____________ law.

*In Shari’ah court a ___________ (judge) hears a case, including ___________ and evidence. The judge then makes a ruling.

Name________________________

Class Period________________________


Guide for Chapter 10 – Contributions of Muslims to World Civilization

Goal: To understand the contributions of Muslims to world civilization

10.1 Introduction

*Arabs, ____________, Turks and others all helped to create Islamic civilization. Muslims learned from the ancient ____________, the Chinese and the __________ of India. Muslims _______________ old learning and made striking advances of their own. The spreading of these ideas had a deep ___________ on other cultures.

*Foods such as ________, rice, and _________ were introduced by Muslims. Worlds such as “mattress” and ________ have Arabic origins. The ____________ numerals (1,2,3,…) were brought to Europe by Muslims.

10.2 The Flowering of Islamic Civilization


*Abbasid-

____________________________________________________________________________________________________________________________________

*Fatimid dynasty-

____________________________________________________________________________________________________________________________________

*Islamic civilization flourished despite a lack of ______________unity.

*The Abbasids made ____________ in present day Iraq their capital. The city became a major center of ___________ where Persian influenced combined with Arabic heritage of Islam.

*The Fatimid dynasty in Egypt built their capital in _______. Its ____________ was the most advanced in the Muslim world. In Spain, the Muslim capital ___________ became the most advanced in the Muslim world.

*Muslim traders helped spread cultural ____________ to other places. Muslims learned how to make paper from the ____________ and then spread this knowledge to _________________.

10.3 City Building and Architecture

The City of Baghdad

*It took ________________ architects, workers and craftspeople four years to build the Abbasid capital of Baghdad. The capital complex was known as the “__________ _______” because of its shape.

*At the center were the caliph’s ___________ and the grand ___________. Around them were offices and the houses of __________ officials and _________ officers. A ____________ wall with heavily guarded __________ surrounded the inner city.

The Mosque

*The mosque is the Muslim ____________ of worship. Mosques have a __________ (tower) with a small balcony where the _____________ chanted the call to prayer.

*In the walled courtyard of the Mosque is a fountain for ______________ before prayers.

*Inside the mosque is a ___________ room where worshippers sit on _______ and carpets on the floor. The __________ ,or prayer leader, gives a _________ from a raised pulpit called a _________.

10.4 Scholarship and Learning

*Define –immortal-

____________________________________________________________________________________________________________________________________

*In the 8th century, _____________ became the language of scholarship and science through Muslim lands. A common language allowed scholars in Europe, North _________, and the Middle East to exchange ___________ and build on one another’s work.

*Scholars researched and translated texts from Greece, __________, India and ___________ at the House of _____________ in Baghdad.

*In the 10th century, the ____________ of Wisdom opened in Cairo.

*In Cordoba, Spain the library held over _________________ volumes.

*Muslim philosophers tried to make ___________ and __________ proof agree with their religious faith. Ibn Sina, a Persian, presented logical proof that the soul was _____________.

10.5 Science and Technology


*zoology-

____________________________________________________________________________________________________________________________________

*evolution-

____________________________________________________________________________________________________________________________________

*astronomy-

____________________________________________________________________________________________________________________________________

*astrolabe-

____________________________________________________________________________________________________________________________________

*The _______________ instructs Muslims to learn about their natural world.

Zoology

*Zoology is the scientific study of ___________. Muslims wrote books describing the ___________ of animals or how to make __________ from animals. A scholar named al-Jahiz presented theories about the _____________ of animals. Muslims also established _____________ gardens or zoos to display exotic animals.

Astronomy

*Astronomy is the study of objects in the ______________. Astronomy had practical uses for Muslims. Compasses and ______________ could be used to

locate the direction of ______________. Astronomers figured out the exact _____________ for prayer and the length of the month of ____________.

*Muslim astronomers figured out that the earth ________ or turned like a spinning top. They also questioned whether the Earth was the _____________ of the universe.

Irrigation and Underground Wells

*Muslims designed irrigation systems. They built ________ and ___________ to provide water for household, mills and fields. Muslims improved canals and underground ____________. They made use of _____________wheels to bring water up from canals and rivers.

10.6 Geography and Navigation

*Define - circumference-

____________________________________________________________________________________________________________________________________

*Muslims realized that the earth was ___________ like a ball. They calculated the earth’s _________________ to within nine miles of its correct value.

*Muslims created extremely accurate _____________. The work The Book of Roads and Provinces provided maps and descriptions of the main Muslim ____________ _____________. Travelers wrote _____________ to help pilgrims make their journey to Makkah.

*Muslims used ____________ and _______________ to aid in their navigation.

10.7 Mathematics

*Muslim works in mathematics build on earlier ideas from the classical ____________ and ______________.

*Al-Khwarizmi is best known as “the ____________ of ____________.” His book was translated into __________ in the 12th century and used in European ________________.

*Define – algebra-

____________________________________________________________________________________________________________________________________

*Algebra is used to solve problems involving ___________ numbers.

*Muslims spread the Indian concept of _____________. Zero comes from an Arabic word meaning “something ___________.” Zero makes it easier to write ____________ numbers.

10.8 Medicine

*Define – pharmacist-

____________________________________________________________________________________________________________________________________

*Muslim doctors built upon the earlier works of ancient Greeks, _________________ and Egyptians.

*Muslim doctors established the world’s first _________________. Anyone could get treatment because the ________________ paid all medical expenses. Doctors treated ailments through ____________, diet, and ___________. Pharmacists made hundreds of _____________ from herbs, plants, animals and minerals.

*______________ were performed as a last resort. Opium and ____________ were used to put patients to sleep. Muslim surgeons amputated __________, took out ___________, and removed ______________ (cloudy spots) from the eyes.

*A Persian doctor, al-Razi, realized that ___________ were caused by bacteria.

*Ibn Sina’s book The Canon of Medicine explored the _________ of disease. It and other Muslim works were translated into ________ and used by European Medical Schools.

10.9 Bookmaking and Literature

*Muslims learned the art of making paper from the _______________. Muslims bound the sheets of paper into ______________ bindings. They _____________ the bindings and pages with designs in _________ and with miniature _________________.

*A famous collection of stories is ___ _____________ ______ ______ _________ or Arabian Nights. Tales from the collection such as __________ magic lamp, Ali Baba, and _________ the Sailor remain popular.

*Muslim literature was enriched by Sufism or Islamic ______________. Sufi authors used poetry with _________ images and beautiful ____________ to express their love and devotion to God.

10.10 Art and Music

Geometric and Floral Design

*Muslims reject the use of images of ____________ or _______________ in their visual art. They believe that only God can create something that is __________.

*Artists used shapes, ____________ found in nature and ______________ to create designs and decorations. Religious and everyday items -- such as plates, candlesticks, ____________ and clothing – could be decorated with designs.

*________________ design took its beauty from the natural world. Stems, leaves, flowers and ____________ (long thread-like parts of plants) were made into repeating patterns.

*Geometric shapes such as __________, ____________, _____________ and _____________ had special meanings to Muslims and were used to make abstract designs and patterns.

Calligraphy

*Define – calligraphy-

____________________________________________________________________________________________________________________________________

*Calligraphers were honored above other artists because Muslims felt that only calligraphy was worthy enough to copy the ___________. Calligraphers used sharpened __________ or __________ dipped in ink to write on parchment or paper.

*Calligraphy was used to copy the ___________, decorate everyday objects such as pottery, tiles and __________, and to decorate coins and mosques walls.

Textiles

*Textiles are ________________ cloth. It is used for personal wear and as __________ goods. Weavers wove wool, ________, silk and __________ into cloth which was ________ with vivid colors.

*Valuable clothes featured long bands of _______________ or designs showing important __________. Fabrics were embroidered with ___________ thread.

*Clothes showed __________ and served as __________ symbols in the Muslim world.

Music in Muslim Spain

*In Cordoba, Spain a unique style of Music developed that blended elements of _____________ and native ___________ cultures.

*Define – conservatory-

____________________________________________________________________________________________________________________________________

*Ziryab, a talented musician and singer, opened the first ______________ in Cordoba. Musicians and _________ worked together to create songs about _______, nature, and the ___________ of the empire. The vocalists were accompanied by instruments such as _______, flutes and ___________.

10.11 Recreation

Polo

*Muslims learned the game from the _____________. Polo is a game played on _______________ . Players use mallets to strike a ball through a ___________. Horses were looked at as ___________ symbols and the game became popular with the wealthy. Polo is known as the “sport of ___________.” It is still played today.

Chess

*Chess was probably invented in _____________. _____________ introduced the game to the Muslim world. Caliphs invited chess champions including _________ and _________ to play in tournaments at the palace.

*In Chess each player commands a small ________ of pieces. Players move pieces on the board according to ______________ rules. The goal of the game is to ______________ the opponent’s king. Checkmate means that the opponent’s king cannot move without being captured.

Name______________________

Class Period______________________


Guide for Chapter 11 – From the Crusades to New Muslim Empires

Goal: To understand the motivations, events and impact of the crusades on its participants and the world.

11.1 Introduction

*Crusades are a series of ______________ wars launched by European Christians against Muslims.

*A purpose of the crusades was to gain control of ________________ -- referred to by Christians as the ____________ ______________. The spiritual heart of Palestine was the city of _______________. This city is ______________ to Jews, Christians and Muslims alike.

*In the 11th century, the ________ Turks gained control of Palestine. In 1095, the_______________ Emperor asked Pope Urban II for help against the Muslims. The Pope called on ___________ to go on crusade.

*______________ were also targets of crusaders as they were considered to be heretics.

11.2 Events Leading Up to the Crusades

* Define the following:

*Sultan-

____________________________________________________________________________________________________________________________________

*Anatolia-

____________________________________________________________________________________________________________________________________

*Seljuk Turks took control of the _____________ Empire. They further took ___________ and Palestine from the Fatimad dynasty. The Seljuk Turks overran much of ____________ (Asia Minor) which was controlled by the Byzantine Empire.

*Jerusalem is sacred city to ______________, _______________ and ____________. For Judaism, it is where the _________ temple once stood. For Christians, it is where __________ was crucified and rose from the dead. For Muslims, it is where _______________ took his night journey.

*After the Seljuk Turks took control of Jerusalem, Christians were afraid that they would no longer be able to visit _______________ and other ___________ sites in the Holy Land.

11.3 The Story of the Crusades

*In 1095, the emperor of the Byzantine Empire asked Pope ____________ for help fighting the Seljuk Turks. At a meeting of nobles and church leaders in Clermont, France, the Pope called for a ___________________ to drive the Muslims back and retake __________________. The pope promised __________ to ______________ for all those who joined the fight.

*Christian _____________ inspired many people to join the crusades. Merchants saw a chance to earn money through ___________. Younger sons of nobles hoped to gain _______________ in the Holy Land.

The First Crusade (1096-1099)

*Crusaders captured the city of ____________, Syria in 1098. The crusaders captured the city of ______________ in July 1099 and massacred Muslims and __________ living in the city. Four crusader kingdoms were established in _______________, ______________, modern day __________________ and _____________.

The Second Crusade (1146-1148)

*In 1144, Muslims captured ________________ , the capital of the northernmost Crusader Kingdom. In response, the ___________ crusade was begun. A German Crusader army was badly __________ in Anatolia. A second crusader army, led by the King of France, was defeated at _____________, Syria.

The Third Crusade (1189-1192)

*Define – ransom-

____________________________________________________________________________________________________________________________________

*King Richard I of ______________ led the third crusade. He fought ________-______-___________ known by Europeans as Saladin. Saladin took back most of __________ from the Crusaders. In 1187, Saladin recaptured the city of _______________, but did not kill its residents. Many were freed, others were _______________ and still others were _________ into slavery.

*King Richard I was able to force the surrender of the Palestinian town of __________. Richard I is well known for ordering the _____________ of 2700 Muslim prisoners.

*King Richard I was not able to recapture ______________. Instead, he negotiated and signed a ___________ treaty which allowed Christian pilgrims to enter the city.

Later Crusades

*In 1212, there was a _____________ ______________. Tens of thousands of peasant children joined the crusade, but few, if any, reached the _______ Land. Many were sold into ____________. Some returned _________. Others simply ______________ without a trace.

*Later crusades were never able to retake the city of ________________. Muslims were able to take back ___________, the last crusader city in 1291.

The Reconquista


*Iberian Peninsula –

____________________________________________________________________________________________________________________________________

*Inquisition –

____________________________________________________________________________________________________________________________________

*Expulsion –

____________________________________________________________________________________________________________________________________

*The Reconquista (____________________) is a series of wars to retake the ___________ Peninsula from Muslims. In 1085, Christians captured

____________, in central Spain. In 1139, Portugal became an ____________ Christian kingdom.

*Many ____________ and ______________ remained in areas ruled by Christians. In the 1400s, Queen Isabella and King Ferdinand used the _______________ , a church court, to find out if Muslim and Jewish _________ were still practicing their old religion. People were tortured and ____________ at the stake. Jews and Muslims were ___________ from Spain.

*In 1492, Spain captured ______________ the last Muslim stronghold in Spain.

11.4 Christians and the Crusades

Impact on Christians as a group

*Crusaders suffered the effects of war. Some were ___________ or killed in battle. Others died from _______________ and the hardship of travel.

*The use of _____________ increased in Europe as crusaders needed a way to pay for supplies. Knights began performing ___________ functions, such as making loans or investments. Kings started __________ systems to raise funds for the crusades.

*The power of ____________ grew as nobles and knights left to fight the crusades.

*_____________ earned enormous profits as trade between Europe and the Middle East increased. _____________, a cotton fabric from Persia, was used to make European clothes. Europeans developed a taste for melons, __________, sesame seeds and __________ beans.

The Experience of Individuals

*Richard I was devoted to the _____________ cause and to __________ ideals of courage and honor. He spent most of his _________ on crusade and ________ his people heavily to pay for it.

*Anna Comnena, the daughter of a ____________ emperor, had ____________ feelings about the crusaders. She respected them as ___________, but realized that many of them were _______________. She suspected that not all were fighting for ___________, but instead were looking for wealth, land or glory.

11.5 Muslims and the Crusades

Impact on Muslims as a Group

*Muslims died in battles and ________________. Crusaders also destroyed Muslim _________________.

*Muslims began to adopt a ______________ (permanent) army. Muslim traders earned ____________from trade with Europe. Muslims ____________ together to fight the crusaders.

The Experiences of Individuals

*Salah al-Din became the greatest Muslim leader of the Crusades. He was able to ______________ Muslim groups under his __________ and strong leadership.

*Usamah ibn-Munqidh fought ___________ against the Crusaders. Still he respected the Christians and the Jews because of their faith in ___________ God.

11.6 Jews and the Crusades


*Synagogue –

____________________________________________________________________________________________________________________________________

*Anti-Semitism –

____________________________________________________________________________________________________________________________________

*Segregation-

____________________________________________________________________________________________________________________________________

Impact on Jews as a Group

*Jews were the victims of violent _________________. Whole communities of Jews were ____________. Crusaders destroyed _______________ and holy books. Jews were forced to accept _______________.

*Prejudice against Jews, or _______________, increased even among non-crusaders. Jews could no longer hold _______________ office. England and France ________________ the Jews from their countries.

*In the 14th and 15th centuries, the Jews were segregated and forced to live in ______________.

The Experience of Individuals

*Eliezer ben Nathan admired the devotion of Jews who __________ themselves and their own children rather than being forced to convert to Christianity.

*Eleazar ben Judah’s wife and three children were killed by crusaders, but he continued to preach love for all _______________.

11.7 The Mongol Invasion

*The Mongols were a _____________ people whose homeland was to the _________ of China. _________________ Kahn the leader of the Mongols swept his armies across central ______________ and conquered the __________ dynasty.

*The _____________ were able to stop the Mongols in Palestine. The Mongols eventually converted to ___________ and made ______________ the language of their government.

11.8 New Muslim Empires and the Expansion of Islam

The Ottoman Empire

*The Ottomans captured ________________ bringing an end to the Byzantine Empire. At its height, the Ottoman Empire covered parts of southeastern ___________, North _____________, ____________ and Turkey.

*Jews, Christians and Muslims all had their own local communities in the empire called ______________.

The Safavid Empire

*Muslims in ________________ founded the Safavid Empire. Their rulers, or _________, controlled parts of Iraq and Persia. The Safavids were _______ Muslims. The Ottomans were ___________ Muslims. The two groups fought a series of wars.

The Mughal Empire

*Babur, a descendent of ___________ Kahn, founded the Mughal Empire. The word Mughal means ____________ in Arabic. The empire covered most of _______________.

The Further Spread of Islam

*Islam spread to ________ Africa, to the people living around the _________ Desert and to the islands of ____________ which has the largest number of Muslims in the world.

Name_______________________

Class Period_______________________


Guide for Chapter 12 – Early Socieites in West Africa

Goal: To understand the theories of origin of early societies in West Africa.

12.1 Introduction

*Three kingdoms arose in West Africa _____________, ______________ and _______________. Muslim scholars began writing about the kingdom of Ghana in the _________. Ghana was at least ________ years old by then.

*Historians and archaeologists examine the _________ features of an area to see why people may have chosen to settle there. They also look at ___________ , such as tools, to see how people’s lives may have improved.

12.2 Geography and Trade

Geography

*In the north, West Africa is dominated by the __________ Desert. To the west and south, West Africa is bordered by the ___________ Ocean. To the east, are the ____________ of present day Cameroon.

*The Sahara Desert covers __________________ square miles of Northern and Western Africa. It is covered with ___________dunes, bare, rocky __________ and even mountains. It is not a __________ place for large settlements.

*South of the Sahara is the _____________ or the Sahel. There is enough water there to grow __________ grasses and some small bushes and ___________ to survive.

*The southern Sahel merges with the _____________, an area of tall grasses and scattered trees. The area has a long ____________ season. Crops such as __________, sorghum and rice can be grown. Cattle, goats and sheep can eat the ____________ that grows there. Water from the ________ river help make the land fertile.

*The river extends into the ____________ zone. This zone’s northern part is a ____________ forest of trees and shrubs. Oil _______, yams and _______ trees

grow here. The southern part of the zone is lush _______________ where rain falls year-round. Trees such as _________________ and teak grow here.

Trade

*Different ____________ are found in each of the vegetation zones. People living in different zones had to ___________ to get items they could not provide for themselves.

*The Niger _____________ and other waterways served as trading routes for early West African settlements.

12.3 Early Communities and Village

*Define – extended family-

____________________________________________________________________________________________________________________________________

*An extended family includes close relatives such as grandparents, aunts, _________, and their _____________________. An extended family may include between _______ to _______ people.

*The extended family worked ______________ to clear the fields, plant seed and harvest crops. One of the __________ ___________ made decisions for the family community.

*Extended families joined together to form _____________. A village may contain between _______ to ________ people. A village leader was probably chosen for his _____________.

*Extended families joined together to get needed __________ on large projects such as controlling a flooding river or mining. They also joined together for _______________.

12.4 The Development of Towns and Cities

*Two reasons for the growth of villages into cities were ______________ and _________________.

Ironwork and Trade

*Scholars believe knowledge of ironworking came to West Africa by way of ___________ who crossed the Sahara Desert or that the knowledge developed _____________ among people in the northern part of West Africa.

*By the 500s B.C.E. the _______ (of present day central Nigeria) were making iron tools.

*The process of heating and melting ore in order to get iron or other metals from it is called ________________. The red-hot iron is hammered and bent into useful shapes by _________________. Tools such as axes and ___________ were made. Weapons such as _________ could also be made.

1.Farmers using iron tools could clear the land and grow crops more ___________ than with stone tools.

2.The abundance of food meant that not everyone had to farm, instead villagers could do other trades such as weaving, _______________, and ___________making.

3.Villages producing a _____________ (extra) of foods and goods could trade them for goods they could not produce themselves.

4.Villages along rivers and other easily travelled trade routes naturally became ____________ sites.

5.These market centers could grow richer by ____________ for others to trade there. Some of these villages grew so large they became _________.

*Other settlements grew up around ____________ resources such as __________ ore and good farmland.

The Ancient City of Jenne-jeno

*Jenne-jeno was built in the __________ century B.C.E. and existed for ______________ years. It is located where the Niger River meets the ____________ River.

*The people traded their surplus goods, such as catfish, ________ ________, onions and _________. In return they got salt, _________ ore, __________ and gold.

*Jenne-jeno had _____________ people living there. It was surrounded by a ______________ wall _____ feet wide and 13 feet high. People lived in ______________ homes made of mud bricks.

*The most respected people in the city were the _____________________. They were thought to have _________________ (magical or godlike) powers.

*Blacksmiths served as political leaders, judges, doctors and even ____________ the future.

12.5 The Rise of Kingdoms and Empires

*Define – tribute-

____________________________________________________________________________________________________________________________________

*Trading cities charged _____________ on goods that were bought or sold. With the money they raised these cities were able to raise large _____________. The armies would conquer other rival cities and take over their _______________.

*Kings could also demand _______________ from conquered people. It was a sign of acceptance of the king and could pay for ___________ from outside attack.

*West African kings were both political and ________________ leaders.

*The disadvantages of being part of a kingdom were that you had to pay _________________ and supply men to serve in the ____________.

*The advantages of being part of a kingdom were that your territory was protected by the kingdom, trade routes were ___________, small wars between cities stopped and ____________ goods were passed out throughout the kingdom.

Name___________________________

Class Period___________________________


Guide for Chapter 13 – Ghana: A West African Trading Empire

Goal: To understand the economics and mechanics of the West African gold/ salt trade.

13.1 Introduction

*The kingdom of Ghana lasted from sometime before 500 C.E. to the ____________. The word Ghana means _________ ___________.

*The modern country of Ghana is located far ___________ of the old kingdom. The area where the kingdom was is now part of Mauritania and __________.

*The control of trade, particularly in ____________, made the king of Ghana and his people very wealthy.

13.2 Ghana’s Government and Military

The King and His Government

*The king of Ghana served as the head of the ____________, had the final say in matters of ____________ and led the people in ___________ worship.

*The king tightly controlled the supply of gold by requiring that all __________ of gold found in the kingdom had to be given to the king. Other people could only have gold ___________.

*The king appointed _______________ to rule some parts of the empire. Government officials were probably in charge of the armed forces, ____________, taxes, and ______________.

*Define – matrilineal –

____________________________________________________________________________________________________________________________________

*The royal inheritance was _________________. This meant that when the king died, the son of the king’s _______________ took over the throne.

Ghana’s Military

*Ghana’s military included a _____________ army, _____________ forces and ___________ soldiers.

*The regular army kept the ___________ secure, put down minor ____________ and maintained ____________ and order. The soldiers wore knee-length cotton ________, sleeveless ____________ (long shirts), _________ and headdresses. The number of feathers in a headdress indicated a soldier’s ______________.

*Define – headdresses-

____________________________________________________________________________________________________________________________________

*Soldiers used weapons such as spears, _____________, swords, ___________ ____________, and bows and arrows.

*Every __________ in the empire was required to complete military training and could be called up to serve.

*Elite soldiers were selected for their ____________, _______________ and intelligence. They served the king as _________________, escorts and _________ advisors.

13.3 Trade: The Source of Ghana’s Wealth

*Ghana was located between two areas that wanted to trade, ___________ Africa and the ______________ forests of West Africa. Traders from the north brought salt, copper and _____________ ___________ (used as money). They traded these goods for ________ nuts, hides, __________ goods, ivory, __________, and ___________ from the southern forests.

*Each times traders passed through the kingdom of Ghana they had to pay heavy _________.

The History of the Trans-Saharan Trade

*Trans-Saharan trade grew because of two factors: (1) the introduction of the ______________; and (2) the spread of ________________.

*Camels can drink up to _______ gallons of water at a time and can travel several days without stopping. Camels have double rows of ___________ and ________ ear openings which keep out the sand.

*In the 7th century, Muslims ______________ Ghana. The Muslims were unsuccessful but Muslim ______________ settled in West Africa.

The Journey South

*North Africans traders started their journey at the _______________ border of the Sahara desert. _______________ brought the trade goods to the oasis city of Sijilmasa.

*The traders waited for the rainy season to end before starting out so that watering places were ___________ and there was ___________ for the animals to eat. The traders used ____________ to carry their goods in the Sahara Desert.

*Trader caravans would walk until the ________________. They then rested until the ______ went down. The journey was dangerous as you could become disoriented and become __________ or run out of drinking __________.

*The traders stopped in Taghaza, a village where ______________, was mined. Traders took on a load of salt and moved next to Walata at the edge of the desert. They transferred their goods to donkeys and _______________.

*Define – porter-

____________________________________________________________________________________________________________________________________

*The traders then passed through ____________ on their way to the markets on the Gulf of ______________, near the southern forests. The trip took about ______ months.

13.4 The Gold-Salt Trade

*North Africans wanted ____________. People in the forests south of Ghana wanted ______________. Ghana made money by _____________ traders who passed through its lands.

Wangara: The Secret Source of Gold

*Gold was needed in Italy and Muslim lands to make _____________. Gold was also used to purchase ______________ and ________________ from China.

*The area known as _______________ was full of Gold. The Wangarans kept the location of their gold mines ______________. If a gold miner was kidnapped to reveal the location of the mines, then all trading would __________.

Taghaza: A Village Built with Salt

*People in West African needed salt to replace the salt they lost from ______________. Salt was also used to keep their food from ___________ and to give to their _____________. West Africans liked the ___________ of salt on their food.

*Define – deposits-

____________________________________________________________________________________________________________________________________

*__________________ is the process by which salt is produced by pouring water into holes of the salty earth. The water _____________ and salt is left to collect.

*Salt mining was done by digging ____________ and ______________ to reach the salt which was then cut out in blocks.

*Miners at Taghaza were _____________ of the Arab traders. There were no natural resources there so the miners depended on the traders to bring them food such as millet, ___________ ____________ and dates.

Ghana’s System of Taxes

*Traders were taxed when they _________ Ghana and when they left.

*One-sixth of an ounce of gold was charged for each load of _______________ that came into the kingdom from the north. One-third of an ounce of gold was charged for each load that traders took out of the kingdom to the _______________.

*Five-eighths of an ounce was charged for every load of _______________. A little more than an ounce of gold was charged for every load of _____________ merchandise.

*The taxes helped pay for the _____________ which protected the kingdom and the trade _____________.

13.5 The Exchange of Goods

*In Ghana, the capital city of ______________ contained a great market. Items such as ____________ weapons and tools, _________ jewelry, cloth and ___________ goods could be purchased there.

*Cattle, sheep, __________, wheat, ____________, __________ fruit, ivory, pearls and ________________ were also sold at the market. Everything was paid for with gold ________________.

*Trade with the Wangarans took place along a ____________ in the southern forests. Traders used a system of ___________barter and never met face to face. Traders would leave their goods, such as wool, silk, cotton, dates, figs, grains, leather and _______________ along the river and beat a __________.

*The traders would then leave. The Wangarans would place _______ __________ next to the goods, beat the drum and leave. The traders, if satisfied, would take the gold and leave. If not satisfied with the amount they would beat the drum again. They would ____________ back and forth until the trade was complete.

*This trading system allowed people who spoke different _____________ to trade. It also helped keep the ____________ of the gold mines secret.

13.6 The Decline of Ghana and the Rise of Mali

*Muslim warriors called ________________ attacked Ghana and successfully captured ____________. Eventually they were beaten back, but the kingdom had ____________ apart.

*Resources, particularly _______________ and ________________ became scarce. People were forced to leave in search of ____________ conditions.

*Around 1240, the _______________ people conquered Kumbi. The Mali empire reached from the ____________ Ocean to beyond the Niger River, and from the ____________ forests to the salt and copper mines of the _____________.

*Mali’s leaders accepted _____________.

Name________________________

Class Period________________________


Guide for Chapter 14 – The Influence of Islam on West Africa

Goal: To understand the influence of Islam on West African society

*In the __________ century Islam spread through the Middle East and North Africa. In the ___________ century, Muslim merchants and traders came to West Africa. Over the next several ____________ years, Islam spread among West Africans.

*West Africans ____________ Islamic culture with the own traditions. West Africans, for example, continued to pray to the __________ of their ancestors even after they began praying to God in Arabic.

14.2 The Spread of Islam in West Africa

Traders Bring Islam to Ghana

*Sending armies to conquer West Africa was not practical as the _____________ Desert offered the West Africans great protection.

*Muslim traders and _________________ first brought Islam to West Africa. The king of Ghana allowed the Muslims to build _______________, but did not convert to Islam himself.

*A thriving Muslim community developed in Kumbi complete with twelve ____________ and their own iman.

*The Almoravids waged ___________ and for a time ruled Kumbi and further spread Islam.

Islam in Mali

*The Mande people accepted _____________, but did not follow all of its _____________. In about 1240, the Mande conquered Kumbi and took control of the ____________ routes.

*In 1312, ___________ _____________ became the ruler of Mali. He was the West African ruler to practice __________ ______________.

*On his hajj to Makkah, Musa’s caravan had over 500 slaves each carrying a six-pound ____________ of ______________. Two hundred camels followed carrying _____________ pounds of gold.

*Musa’s hajj impressed the people and rulers of ____________ with his enormous wealth.

Islam in Songhai

*Sunni Ali built a powerful ___________ that was able to break Songhai away from __________ and eventually conquer it.

*In the 1490s, Askia Mohammed Toure, a devout Muslim, became king and set up rigid controls to be sure that Islam was _____________ properly. He led a series of wars to __________ non-Muslims to Islam.

14.3 New Religious Practices

*The West Africans adopted the ways of Islam, including the ___________ Pillars of Faith, fasting, worshipping in Mosques and celebrating religious festivals.

*The West Africans kept old religious practices that did not _____________ the Five Pillars of Faith. West Africans continued to show respect to the spirit of dead _______________. They continued to use __________ or charms to help them protect them from harm.

*Define – amulet-

____________________________________________________________________________________________________________________________________

*Local ____________ sometimes offended Muslims from other areas. For example the ruler’s daughters went _____________ and people threw _________ on their heads as the king approached.

*West African children who did not memorize the Qur’an were put in _______________ until they learned it.

14.4 New Ideas About Government and Law


*succession –

____________________________________________________________________________________________________________________________________

*patrilineal –

____________________________________________________________________________________________________________________________________

*The line of government succession changed from _________________ to __________________, The right to rule was now passed from ___________ to _________.

*The government became highly _____________________. Rulers exercised more control of local rulers and adopted Islamic titles such as ________________ or the amir or __________ (“Commander of the Faithful”).

*West Africans adopted ______________ (Islamic law) to replace customary law. Customary laws were not ____________.

*Customary law required the guilty person (or his/her family) to _______ the injured party with gifts or services.

*Shari’ah is written law. It was administered by judges called ________ in a court.

14.5 A New Emphasis on Education

*The trading city of _______________ became a center of Islamic learning.

*The University of ___________ was made up of several small schools. Each school was run by an _____________ or scholar.

*The basic course of learning included the Qur’an, Islamic studies, __________ and literature. Beyond that, studies in a particular field, such as astronomy, _________________, physics or ________, philosophy, ______________, art or history were offered.

*The highest degree required _____ years of study. Students who received this degree could wear a __________. This symbolized divine light, _____________, knowledge and excellent moral character.

*Trade associations set up their own colleges for people to study the _____________ of trading. Qur’anic schools were set up for children to study the _____________.

*Libraries of hand copied books were built up by _____________ and ____________.

14.6 A New Language

*In West Africa, ______________ became the language of religion, learning, commerce (trade) and government. West Africans continued to use their ___________ languages in everyday speech.

*The Qur’an was written in __________ and all Muslims were expected to memorize it. Scholars used Arabic to record the ___________ and culture of West Africa. Using a ____________ language, Arabic, for trade made communication much easier. The government used Arabic writing to keep important _____________.

14.7 New Architectural Styles

*In West Africa, ______________ were built using mud and wood. Architectural styles of West Africa and Islam were ___________. For example, a minaret was made to look like the symbol of a _____________ ancestor.

*The architect al-Saheli built the famous mosque in Timbuktu, ____________. It was made of limestone and earth mixed with ____________. Beams projecting out of the mosque were used as _____________ for repairs.

*Define – scaffolding-

____________________________________________________________________________________________________________________________________

*Al-Saheli built _____________houses made of ___________ and with flat roofs. These houses also had clay ______________ _______________ for the rainy seasons. This design replaced the ___________ shaped houses with thatched roofs.

14.8 New Styles in Decorative Arts

*Define – textiles-

____________________________________________________________________________________________________________________________________

*West Africans adopted the use of ____________ (artistic writing) and ______________ patterns for their own art and textiles.

*Words from the Qur’an were used to decorate costumes, fans, ____________ and amulets. Geometric patterns decorated textiles for clothing, stools and __________ containers.

*West Africans adopted the Arabic _____________, which has wide, long sleeves and a long skirt.

Name_______________________

Class Period_______________________


Guide for Chapter 15 – The Cultural Legacy of West Africa

Goal: To understand the influence of West African culture on our society

15.1 Introduction

*In West Africa, talented poet-musicians called ____________ are responsible for memorizing stories, sayings and the history of the city or town. This ____________ tradition helped to preserve West Africa’s history and cultural legacy.

15.2 West African Oral and Written Traditions

*Define – genealogy-

____________________________________________________________________________________________________________________________________

*Griots tell stories, sing songs and recite poems often while playing a ___________ or _____________ instrument.

*Every ______________ had its own griot. The griot was responsible for ____________ all the important events that occurred there. Griots could recite the births, _________, marriages, battles, ________ and the coronation of kings. Some griots could recite the ____________ of every villager going back centuries.

*Rulers relied on griots as trusted ______________ because they used the griot’s knowledge of ___________ to shed light on current problems.

*The story of __________ __________ the king who founded Mali’s empire is a famous griot story.

*Modern griots are famous stars of West African __________ music.

Folktales

*Define – folktale –

____________________________________________________________________________________________________________________________________

*Folktales were used to pass along West African _____________ and to teach young people ____________ and values.

*West African folktales were brought to the Americas by _____________. They passed down the folktales _______________ from one generation to the next.

*A trickster tale tell of a clever animal or human who ______________ other. ____________ _____________ stories, as retold by the author Joel Chandler Harris, are an example of a trickster tale.

Proverbs

*Proverbs are _____________ sayings. They use __________ from everyday life to express ideas or give ____________.

*”Every time an old man dies it is as if a library has burnt down.” This proverb implies that the old man had much ______________ that can no longer be accessed.

Written Traditions

*Written traditions became more important after the arrival of ____________. Arabic writings preserved in _______________ and _______________ schools are a source of history, legends and culture of West Africa.

15.3 West African Music

*Music communicates ideas, ___________ and feelings. It celebrates _____________ events and important ____________ in people’s lives.

In Ghana there are songs celebrating the loss of a child’s first ____________.

Call and Response

*Define – call and response-

____________________________________________________________________________________________________________________________________

*The leader sings the ___________. The chorus sings the ____________. The leader and the chorus repeat the _____________ over and over again as they perform the song.

*Slaves brought call and response songs to America and used it to ease the burden of _____________ ____________, celebrate __________ occasions, and express _____________ at their situation.

*Gospel, ________, blues, rock and roll and _________ are influenced by call and response songs.

Musical Instruments

*A __________________ is made of wooden bars laid across a frame. The musician strikes the bar with a ______________, or hammer, to make melodies.

*The _______________ is a small stringed instrument made of a hollowed out piece of wood carved in the shape of a canoe. The strings are made of thin ________________ line.

*The _____________ is a harp like instrument with _______ strings. The body of the kora is made of a ____________ that has been cut in half and covered with cow skin. The ____________ are made of fishing line.

Drumming

*Drums are played at parties, ___________ meetings, and ceremonies, such as ____________ and ______________.

*Drums are made of hollowed out __________ or pieces of __________. They are covered with ______________ skins.

*Drumming, singing and dancing take place together in a ____________ formation.

*West African drum music evolved into new styles, particularly in _____________.

Dance

*West Africans dance during rituals and during _______________ to mark the important events in people’s lives.

*Dance _____________ often reflect the conditions people live in. For example, dancers in a forest region may move as if they’re finding their way through a forest

*Dancers may wear _______________ to represent the spirits of traditional West African religion.

15.4 West African Visual Arts

*Some art, such as fabrics and baskets, satisfied ___________ needs. Other art, such as masks and sculptures, were used in ______________ and _______________.

Sculpture

*West Africans used religious sculptures to call upon the _________ to help them in everyday life. Sculptures were also used to honor ____________, spirits or _____________.

*Define – terra-cotta-

____________________________________________________________________________________________________________________________________*The ________ made terra-cotta sculptures of human figures that had long, narrow heads, unusual hair styles and dramatic expressions.

*The Yoruba people of Ife, Nigeria, made sculptures of terra-cotta, bronze, copper and, later on, _______________.

*The Benin artists made statues to honor the ______________ court and elaborate plaques to show the ____________ power and authority.

Masks

*Masks were worn during ____________________, in performances and in sacred rites. They were used to bring the spirit of gods and ancestors into the ____________.

*______________ _______________, a world famous Spanish painter of the 20th century was inspired by the masks.

Textiles

*Three well known types of West African fabric are ____________ fabrics, ____________ fabrics and ___________ cloth.

*Stamped fabric is made by drawing a grid of ___________ on a piece of cloth using a thick dye. A ____________ is used to fill in the squares with patterns. The stamps represent proverbs, ______________ ________________, objects, plants or animals.

*Story fabrics show events such as a king hunting _____________. In applique, smaller pieces of fabric are attached to a larger, _________________ piece to make designs or pictures.

*Define -applique –

____________________________________________________________________________________________________________________________________

*Kente cloth is made by sewing together narrow strips of ____________ or simple ____________. The colors and designs have _____________ meaning that reflect the makers’ history, values, beliefs. One may see the influence of kente cloth in the ____________ made by slaves in America.

Everyday Objects

*Practical objects, such as ceramic storage containers, utensils, __________ and baskets, are turned into things of beauty.

*Baskets are made by the _________ method. Fibers are wound into _________ and then strips of fiber bind the ___________ together. This art form is still practiced in the American ____________.

Name____________________

Class Period____________________


Guide for Chapter 16 – The Political Development of Imperial China

Goal: To understand and assess the effectiveness of the systems of government (aristocracy, meritocracy and rule by foreigners) during China’s dynastic period.

16.1 Introduction

*Historians divide Chinese history into periods ruled by ____________ or ruling families.

*China was first ______________ under an emperor in the third century B.C.E. From that time on, emperors have needed ____________ to rule such a large country.

*Some emperors relied on the wealthy landowners or _____________ to help run China. Other emperors preferred to employ officials of proven merit or a _____________. Mongol emperors used government by ________________ and selected foreigners to serve as government officials.

16.2 The Government of Imperial China

*Prince Zheng, the head of the state of __________, became the first Chinese ruler to claim the title of emperor.

China’s Imperial Dynasties

*A dynasty was established by rulers naming the next ruler from the same _________________.

*Chinese rulers based their right to rule on the “______________ _____ _____________.” It was believed that _______________ chose the dynasty to rule, and supported the dynasty as long as it ruled well. Natural disasters, such as famines, plagues, earthquakes and floods, were signs that Heaven was _______________. People could _________________ the emperor if he lost the Mandate of Heaven.

Dynasty Time Period Known ForQin dynasty 221-________B.C.E. Unification of China

under an emperor

___________ dynasty 206 B.C.E. – 220 C.E. A golden age for a united China

Six dynasties 220 – 581 C.E. A period of ________ and __________.

__________ dynasty 589 – 618 C.E. Reunification of China

Tang dynasty ______ - _______ C.E. Economic development and growth; many ___________ and ____________.

Five dynasties in the northTen kingdoms in the south

907-960 C.E.907-970 C.E.

A period of _________ and division.

__________ dynasty 960 – 1279 C.E. Economic development and growth; many inventions and discoveries

Yuan dynasty (the Mongols)

1279-1368 C.E. Control of China by ______________.

Ming dynasty 1368-1644 C.E. Opening of China to foreign influence at the _________ of the dynasty, __________ of China by the end of the dynasty

China’s Breakup and Reunification


*bureaucracy –

____________________________________________________________________________________________________________________________________

*warlord –

____________________________________________________________________________________________________________________________________

*The Han dynasty fell because ______________ relatives and servants of the emperor had seized control of the government. High ____________ were imposed which ruined families and forced small farmers to lose their farms. ____________ attacked the countryside and _____________ fought each other and began to oppose the emperor. China broke up into ____________ kingdoms.

*In 589, the __________ dynasty reunified China. A general named Li Yuan declared himself ____________ and established the Tang dynasty.

16.3 Aristocracy: The Tang Dynasty

*Define – civil service examination –

____________________________________________________________________________________________________________________________________

*During the Han dynasty, emperors created the __________ ________________ examination. Candidates had to _________ the test to hold government office. The test had questions on Chinese ___________, poetry and legal and _________________ issues. It was mainly based on the work of _______________, China’s great philosopher and teacher.

*During the early part of the Tang dynasty, emperors chose ______________ for most high level jobs. An aristocrat might be hired because he ____________ into the imperial family, his __________________ or grandfather held high office, or because of personal recommendations.

*The civil service examination was open to all except merchants, __________, and beggars. The test favored aristocrats because they were the only group that could __________ tutors, books and time to study.

16.4 Meritocracy: The Song Dynasty

*Meritocracy means rule by officials chosen for their _________________.

*The exams were based on neo – Confucianism which blended the teachings of Confucius with elements of _____________ and ______________ (two traditional

Chinese religions). The ____________ _____________ by Zhu Xi became the basis of study for all civil service exams.

*Confucius taught that people must act properly in ____________ important relationships:

(1) __________ and subject;

(2) father and ____________;

(3) older sibling and __________ sibling;

(4) ____________ and wife; and

(5) friend and ______________

Except for _____________ and _________________, one person is above the other in the relationship. Those ___________ should be kind to those below. Those ______________ should respect and obey those above.

*Song emperors believed those who studied Confucius would be _________, moral, and able to maintain order.

*Under the song, the ___________ classes gained the ability to become scholar-officials. People could attend state-______________ local schools and go on to _____________ to become scholars. If they passed a __________ test, they could go to the capital to take the ____________ exam.

*To prevent cheating, candidates were _____________ in a small room for several days. A second person recopied the test so that the ______________ would not recognize a candidate’s handwriting.

*If a candidate passed the test, he had to wait a few ____________ before their first appointment. The job was often very ___________ from his hometown so the candidate could not play ___________ with family and friends.

*Government officials were ______________ from military service and taxes.

16.5 Government by Foreigners: The Period of Mongol Rule

*In the 13th century, the _____________ conquered China. Their leader, ___________ __________ took the title of emperor of China.

*Chinese society was divided into ____________ classes. At the top were the _____________, next came _____________ (such as Tibetans, Persians, Turks and

Central Asians), the third class was ________________ Chinese and the _______________ Chinese were the fourth and lowest class.

*The Mongols ended the civil service exams and appointed other ___________ to serve as government officials. Trusted _____________ were also appointed to government positions. Chinese scholars served as ___________ and minor officials.

*The Chinese rebelled against the Mongols and reestablished their own government under the ____________ dynasty.

16.6 The Revival of the Civil Service System

*The Ming reintroduced the ___________ ____________ exams to fill government positions.

*The emphasis on moral behavior, justice, kindness, ______________ to the emperor, proper conduct and the importance of _______________, helped to unify Chinese culture.

*The exam system gave __________ men, who were ambitious and hard working, a chance to be government officials.

*The exams, however, did not test understanding of science, _________________, or engineering. Confucian scholars had little respect for merchants, ___________ and trade so these areas were neglected by rulers.

Name__________________________

Class Period__________________________

Guide for Chapter 17 – China Develops a New Economy

Goal: To understand the causes and effects of growth of China’s economy during the Song dynasty

17.1 Introduction

*China’s economy grew during the ___________ dynasty – 960-1279 C.E.

*Changes in agriculture, particularly a boom in the production of __________, and an increase in trade and _____________ led to a time of great economic prosperity.

*These changes fostered ______________ or the growth of cities. During medieval times, China’s cities ____________ Medieval European cities.

17.2 Changes in Agriculture

Reasons for Agricultural Change

*Farmers moved to the _____________ basins of the Chang ______________ river in southern China. Wars and attacks from _______________ drove people south.

*Northern farmers cultivated __________ and millet which grew well in a cold, dry climate. Southern farmers grew _______________ which thrived in the wet and warm climate.

*It took ___________ months for a rice crop to mature from planting to harvest. Sometimes droughts and _____________, violent storms, destroyed the crops.

*In the 11th century, a new kind of rice, which was drought ____________ and matured in _______ months instead of five, was introduced to China.


*harrow –

____________________________________________________________________________________________________________________________________

*chain pump –

____________________________________________________________________________________________________________________________________

*Improved farming ______________ and tools further increased farm production. An improved plow and _____________ made it easier to prepare the fields for planting. Farmers began using _____________ to grow bigger crops. A ________ pump helped irrigate fields. ___________ were used to grow crops on hillsides.

Characteristics of the New Agriculture

*Rice grows in flooded fields called _____________. At first the rice grows in seedbeds and is then ___________________ by hand to the paddies. The rice paddy has to be constantly watered and __________.

*The Chinese also grew tea, cotton, sugar and _______________ trees to feed silkworms.

Results of Agricultural Changes

*The increased production of food led to a growth in China’s _______________ which exceeded 100 million people.

*With ample food, people could make goods such as silk, __________ cloth, and other products to sell and trade. Rice farmers could ___________ the extra rice they produced. Wealthy landowners could purchase ____________ goods.

17.3 The Growth of Trade and Commerce


*barge –

____________________________________________________________________________________________________________________________________

*currency –

____________________________________________________________________________________________________________________________________

*Rice, silk, tea, jade and porcelain traveled along trade routes to India, _____________ and Europe.

Reasons for Growth in Trade and Commerce

*Wealthy landowners were eager to buy _____________. This encouraged both traders and the _____________ who made the luxury goods.

*________________ transportation made shipment of large quantities of goods cheaper and faster. A ____________ could travel 45 miles a day, while an oxcart could only travel 25 miles a day.

*Navigational charts, diagrams and the magnetic ___________ made it easier for sailors to find their way on long voyages.

*The widespread availability of ______________, in the form of paper money and copper coins further encouraged trade and commerce.

Characteristics of China’s Commercial Growth

*A __________ shop is where merchants trade long strings of copper coins for paper money. If someone counterfeits (prints fake) paper money they will have their ________ cut off!

*Chinese sailing vessels are called ___________.

Results of Growth in Trade and Commerce

*The ____________ class grew as a result of the increase in trade and commerce.

*The increased prosperity brought China the highest ____________ of living in the world.

17.4 Urbanization

*China’s cities were the _____________ in the medieval world. The city of Hangzhou had a population of ___ ______________ people.

Reasons for Urbanization

*People were encouraged to move to cities because they could make a living as merchants, traders, _____________, and shopkeepers.

Characteristics of Cities

*The cities were ___________ with people.

*In the market area you might find, silk, silver, pearls, food items, fans, _______________ and porcelain for sale. In the entertainment area, you might find musicians, jugglers, ____________ and puppeteers performing outdoors. There are also theaters, _____________, wine shops and teahouses.

*The Chinese practiced ___________ binding to make the feet of women smaller as small feet were considered attractive.

Results of Urbanization

*Urbanization changed the way ordinary Chinese lived by providing ______________ centers of activity for work, trade and socializing.

*Urbanization stimulated culture by giving artists an audience of _____________, leisured people.

Name_________________________

Class Period_________________________


Guide for Chapter 18 – Chinese Discoveries and Inventions

Goal: To understand the discoveries and inventions of the Chinese and their impact on civilization

18.1 Introduction

*Many of the Chinese inventions and discoveries came during the __________ and ____________ dynasties.

*A compass is a ________________ needle that aligns itself with the Earth’s magnetic poles so that one end points north and the other south.

18.2 Exploration and Travel

Improving Travel by Sea

*The Chinese developed their first compass as early as the ____________ century B.C.E. The first compasses used _____________. The Chinese later used ___________ needles which were magnetized by rubbing the needle on loadstone.

*The compass is useful for long sea voyages because one can figure out ___________ even without a landmark or a point in the sky to steer by.

*The Chinese built their ships with ________________ compartments. If there was a leak in one compartment, the other compartments would keep the ship ___________.

Improving Travel on Rivers, Lakes, Canals, and Bridges

*A____________________ boat moves a ship forward by the use of a wheel with paddles attached around it. As the paddlewheel turns, the paddles move _______________ through the water, pushing the boat forward.


*canal lock –

____________________________________________________________________________________________________________________________________

*segmental arch bridge-

____________________________________________________________________________________________________________________________________

*A ____________ lock allows boats to reach a higher level. A __________ was lowered in the lock so the water level could be raised or lowered to the next level. Canal locks are still used today, including the __________ Canal in Central America.

*A ______________ arch bridge is different than a Roman bridge. Roman designed bridges rested on arches that were ________-____________. Chinese bridges used arches that were a _____________ part or ____________ of a circle. Chinese bridges were stronger and required ____________ material to build.

18.3 Industry

Paper

*The Chinese invented the art of _________________ by the second century C.E. The bark of _____________ trees were thought to be used to make the first paper.

*The knowledge of papermaking spread from China to Japan, across _________ Asia and finally to Europe after 1100 C.E.

Printing

*The Chinese invented a technique called _________________ printing in the 7th century. The printer drew ___________ on paper. The paper was glued to woodblocks and the wood around the characters was ____________ out. The characters were left _____________ on the wood. The characters could be covered with black _________ and paper could be brushed on the woodblocks, leaving an image of the characters on the paper.

*By the 10th century, the Chinese started printing modern-style ______ with pages.

*Define – moveable type-

____________________________________________________________________________________________________________________________________

*Moveable type consists of _______________ blocks for each character. The moveable type was made of ____________. The type was placed in an __________ frame. When finished, the type could be _____________ for the next

printing job. This dramatically _____________ the cost of printing and made written material more widely available.

Porcelain


*porcelain –

____________________________________________________________________________________________________________________________________

*mass-produce –

____________________________________________________________________________________________________________________________________

*________________ is a type of fine pottery made by combining clay with the rocks quartz and __________________. It was baked in a _____________ or oven at very high temperatures. The pottery is white, hard and _________________.

*By the 10th century, pictures were _____________ on the porcelain pieces and colored ____________ were used to decorate the porcelain. Workers ___________-_____________ dishes, bowls and vases.

*Fine dinnerware is still referred to as ____________.

Steel

*The Chinese first made steel before __________B.C.E.

*Steel is less ____________ than iron and easier to bend into shapes.

*The Chinese first made steel by blowing __________ onto molten cast iron creates steel. In the 5th century, the Chinese made steel by mixing cast iron with ________ iron under high heat.

18.4 Military Technology


*Gunpowder –

____________________________________________________________________________________________________________________________________

*Alchemy –

____________________________________________________________________________________________________________________________________

*Catapult –

____________________________________________________________________________________________________________________________________

*Alchemists experimented with natural substances in their search for a substance that would allow people to live ______________ and to turn cheaper metals into _____________.

*Alchemists’ experiments with a salty, white mineral, ________________, led to the discovery of gunpowder.

*In the 10th century, the Chinese made ______________ out of gunpowder and oil. They used it to spray enemies with a ____________ of fire.

*Between the 11th and 14th centuries, the Chinese made ___________ shells with gunpowder. A _________________ launched the shells which then exploded when they landed. Small bombs called _____________ were lit and thrown by hand.

*Knowledge of gunpowder reached Europe by the ____________.

*Rockets which used black powder made from saltpeter, charcoal, and __________ were developed. The Chinese also developed a ______-stage rocket which propelled the rocket through the air and then dropped _____________ on enemies.

18.5 Everyday Objects

*The Chinese invented ____________cards. Printers used ______________ printing to make the cards from thick paper.

*The Chinese invented ___________ money. The Chinese used multiple woodblocks to print each __________. A single bill would have many __________.

*The Chinese invented the first _____________ clock. It was based on a wheel (powered by dripping water) that turned every twenty-four _________. Every quarter hour ____________ would beat and every hour a _______ would chime.

18.6 Disease Prevention


*inoculate –

____________________________________________________________________________________________________________________________________

*immune system –

____________________________________________________________________________________________________________________________________

*vaccine –

____________________________________________________________________________________________________________________________________

*The Chinese developed ways to fight ________________ disease. When a person died of infectious disease, they burned a chemical that gave off a ____________________ smoke. The smoke was actually a type of __________ which killed germs.

*A Chinese monk recommended ___________ the clothes of sick people. The hot temperature ___________ many germs.

*In the 10th century, the Chinese learned how to ____________ people against smallpox. Chinese doctors took a small patch of a _____________ from an infected person and made it into a powder. The powder was inserted into the _______ of the person to immunize.

Name_____________________________

Class Period_____________________________


Guide for Chapter 19 – China’s Contacts with the Outside World

Goal: To understand the reasoning behind and implications of China’s policies on foreign contact.

19.1 Introduction

*Welcoming foreign contact brought great ____________ exchange as new ideas and products flowed in and out of China.

*The monk, Xuan Zang, traveled to India and brought back thousands of ________________ scriptures. ________________ became a popular religion in China.

*Many Chinese, however, ______________ foreign influence.

19.2 Foreign Contacts Under the Tang Dynasty

*During the Tang Dynasty (618-907), the Chinese ______________ contact with foreigners (although attitudes change by the end of the dynasty).

The Influence of Traders and Visitors

*The trade route across Central Asia through which camel caravans traveled was known as the ____________ ____________.

*China also traded by sea with Korea, Japan, Indonesia and ____________.

*China sent silk, ___________, paper, iron and __________ to the West. China received __________, cotton, perfumes, ________ and horses.

*The upper class Chinese welcomed luxury goods such as rubies, _________, and other jewels. New foods such as spinach, ______________, mustard and peas were introduced. __________, a Persian sport played on horseback became popular with China’s upper class.

*Chinese could now sit on ____________ brought from Central Asia instead of the floor. Musical instruments from India, ____________ and Central Asia were adopted by the Chinese.

*Religions entered China, but Jews, Christians, and Muslims _______________ few Chinese. _________________, however, became a major part of Chinese life.

Changing Attitudes

*Towards the end of the Tang dynasty, foreign contact became __________ welcome.

*The Chinese placed ___________________ on foreigners after the Uighurs attacked China from across the border.

*The Chinese resented the _____________ of foreign merchants.

*The Chinese resented the prosperity of Buddhist monasteries, especially since monks did not have to pay _____________. Eventually, the Chinese began ______________ Buddhist property.

19.3 Foreign Contacts Under the Mongols

*The Mongols, or the ____________ dynasty, ruled China for nearly 100 years. *Travel along the ___________ Road was safe as the entire region was under one government’s control. The Mongols developed a far-reaching ___________ trade.

*Define – maritime-

____________________________________________________________________________________________________________________________________

Thriving Trade and Cultural Exchange

*The Mongols respected _____________ and actively promoted trade. Stations were set up every 20 miles along the Silk Road to provide __________ and a place to __________. Chinese silk and porcelain were traded for ___________, ______________, and ivory.

*Sea trade brought new goods such as diamonds, pearls, _____________, cotton, muslin, black pepper, ___________ walnuts, and cloves.

*Foreigners brought special ___________ to China. Jamal al-Din, a Persian _____________, helped develop a new calendar and set up an observatory.

*Define – observatory –

____________________________________________________________________________________________________________________________________

*Foreigners learned of China’s inventions such as gunpowder and _____________.

The Role of Foreigners in China

*Foreign merchants could ____________ freely throughout China and did not have to pay ___________.

*Kublai Kahn appointed many _____________as government officials. Marco Polo took ________ and a ____________ years to reach China and spent seventeen years traveling the country as a government official.

*Chinese resented being ruled by _______________. They hated a Muslim finance minister named Ahmed so much they _________________ him.

19.4 Foreign Contacts Under the Ming Dynasty

*Under the Ming dynasty (1368 – 1644), China continued ____________ contacts, but later Ming Emperors tried to _____________ China from foreign influence.

Tributaries and Maritime Expeditions

*Define – tributary-

____________________________________________________________________________________________________________________________________

*Ming rulers felt other countries should acknowledge China’s greatness (most old, largest and most civilized country) by paying ____________ to China.

*Ambassadors from tributaries had to _______________ (kneel three times and touch their heads to the floor three times each time they knelt) before the emperor. In return for tribute, China gave the ambassadors _______________ gifts and were allowed to buy and sell goods at _____________ markets.

*Emperor Chengzu sent Admiral _______________ __________ to parade China’s power, give gifts and collect tribute. There were over ________ ships in the fleet and 27,000 men aboard.

*The ships had tubs of earth for growing ________________ and __________. Large watertight compartments were converted to ______________ so the crew could eat fresh fish.

*The fleet sailed as far as the east coast of _________________. The fleet returned with sashes made of gold thread, ______________ herbs, dyes, spices,

gems, pearls and ivory. The fleet also brought back exotic animals such as zebras, ostriches, __________, leopards and _________________.

Turning Inward

*China stopped the expeditions so they could use the money to ____________ off Mongol invasions.

*Ming rulers wanted to protect their people from ________________ influence, so they ____________ travel outside of China.

*Scholar-officials wanted China to be a strongly unified stated based on a single ruler and ___________________ values.

Name_________________________

Class Period_________________________


Guide for Chapter 20 – The Influence of Neighboring Cultures on Japan

Goal: To understand the spread of cultural elements from neighboring cultures to Japan and its impact on Japan’s society

20.1 Introduction

*Japan learned about Confucianism from a Chinese scholar who came to Japan from a _____________ kingdom.

*Prince ______________ admired Chinese and Korean culture and actively encouraged contact with the mainland.

*___________ of ____________ are the objects, ideas and customs of a society.

*Cultural __________________ is the spread of cultural elements from one society to another.

20.2 Cultural Influences of India, China and Korea on Japan

*Japan learned of _____________ casting, Confucianism and Buddhism from visitors from ______________.

*Define –regent –

____________________________________________________________________________________________________________________________________

*Prince Shotoku ruled as regent under the ______________ Suiko.

*Knowledge of mainland culture could come from ________________ who traveled to China, gifts (such as ____________ and objects of __________) sent from the mainland and from _____________ workers who settled in Japan with their knowledge and skills.

*The Japanese _______________ new ideas with their own traditions to create a unique culture.

20.3 Government: Imitating the Chinese System

*In Japan, the emperor had only _____________ control over semi-independent clans, the uji.

*In the seventh and eighth centuries, Japanese emperors adopted a ________________ style of government. Prince Shotoku created a set of _____________ for government officials and designated the emperor as the country’s _____________ ruler.

*Emperor Tenchi created the Taika reforms which strengthened the ___________ government. Land was taken away from _____________ leaders and redistributed to all ____________ men and women. People had to pay heavy __________ to support the imperial government.

*Define the following

*imperial-

____________________________________________________________________________________________________________________________________

*aristocracy-

____________________________________________________________________________________________________________________________________

*In China, government officials were chosen by examination. In Japan, a powerful aristocracy developed and, as a result, members of Japan’s _____________ families held all the government positions.

20.4 City Design: Adapting Chinese Ideas for a Magnificent City

*Japan’s capital city of _____________ was based on the design for the Chinese capital of Chang’an. Both cities were laid out in a _______________ pattern with a wide boulevard down the center.

*Chang’an covered an area of ___________ square miles and 2 million people, but Nara covered an area of _____________ square miles and 200,000 people.

*Chang’an was surrounded by a _______________, but Nara was not.

20.5 Religion: Buddhism Comes to Japan by Way of China and Korea

*Buddhism originated in _____________. The idea spread to China and then _____________, before it reached Japan.

*Shinto was Japan’s original _____________. It expresses the love and respect for ______________ (and celebrates the life and beauty of it). Shinto stresses purifying whatever is ______________, such as dirt, wounds and disease.

*Buddhists see life as full of ____________ and suffering. The founder of Buddhism, ______________, believed that there is an endless cycle of birth, death and rebirth. To escape this cycle, one must follow a moral code called the ______________ ____________. One must show respect to others, act rightly and achieve wisdom through _______________. Following the path leads to _____________________________.

*Define – meditation-

____________________________________________________________________________________________________________________________________

*A form of Buddhism called ________________ or “Greater Vehicle” teaches that all people can reach nirvana. Its followers believe in _________________ - buddhas who can enter nirvana but chose to stay to help others reach enlightenment.

*A Korean king introduced Mahayana to Japan when he sent the Japanese emperor a _______________ of the Buddha and a recommendation for the new religion.

*The Japanese adopted Mahayana because they admired its __________ and rituals. The Japanese considered Buddha to be a magical _____________ of families and the nation.

*In Japan, Buddhism and Shinto ____________ together. Ceremonies to celebrate ____________ and ______________ are Shinto, the joyful religion. ___________ ceremonies are Buddhist, the religion that acknowledges pain and suffering.

20.6 Writing: Applying Chinese Characters to the Japanese Language

*Ancient Japanese was only a ____________ language. Japanese learned Chinese writing from _____________ scholars.

*At first, Japanese scholars began using ______________ (“Chinese writing”) to write Japanese words. This was difficult because the two languages have different, grammar, ______________ and pronunciation.

*The Japanese then invented ________________ (‘borrowed letters”). It used simplified Chinese characters to stand for ______________ in Japanese words. The Japanese could ____________ out the sounds of their own language.

*Define syllable-

____________________________________________________________________________________________________________________________________

*Both ____________ and __________________ are part of written Japanese today.

20.7 Literature: Adopting Chinese Poetic Form

*The ____________ form of poetry uses Chinese characters and was modeled after Chinese poetry.

*A short Tanka poem contains ____________ syllables. The syllables are divided into five lines of _________, __________, 5,__________ and __________ syllables.

20.8 Sculpture: Carving Techniques travel to Japan from China and Korea

*Japanese sculptural ideas originated in ____________. These ideas found their way to ______________ and _____________. From those countries it was brought to Japan.

*Chinese made their statue of Buddha out of ______________.

*Koreans made their statue of Buddha out of _______________.

*Japanese made their statue of Buddha out of _______________.

*How are the statues on page 225 similar and different from each other?

______________________________________________________________________________________________________________________________________________________________________________________________________

20.9 Architecture: Adapting Temple Designs with Roots in India and China

*New temple designs came to Japan from India by way of ______________.

*In India, Buddhist shrines called ___________ had roofs shaped like bells or upside-down bowls. In China, the bell shape was replaced with a series of stories and curved roofs creating structures called _______________.

*The Japanese adopted the ______________ design.

*Define –pagoda –

____________________________________________________________________________________________________________________________________

20.10 Music: Adopting New Music and Instruments from China

*The Japanese adopted _____________ a form of Chinese court music.

*A new mouth organ was adopted from the Chinese. It was called a _____ by the Chinese and a ______ by the Japanese. It was designed to look like a ______________, a mythical bird.

Name________________________

Class Period________________________


Guide for Chapter 21 – Heian-kyo: The Heart of Japan’s Golden Age

Goal: To understand the cultural norms of the aristocracy of Japan’s Golden Age – the Heian period (794-1185) and its continuing influence on Japan.

21.1 Introduction

*The emperor Kammu moved the capital of Japan from Nara to _______-_______.

*This period of time is referred to as Japan’s _____________ Age because of the great flourishing of Japanese culture.

21.2 A New Capital

*Emperor Kammu decided to move the capital from Nara because he thought the influence of the _____________ priests was damaging to the government.

*Originally, Kammu had planned to move the capital to ___________. However, there were rumors of __________ in the purchase of the land and the place seemed __________ as the emperor’s family was sick at this time.

*Define – corruption-

____________________________________________________________________________________________________________________________________

*The new capital was built on the ____________ River. It was named Heian-kyo which means “The Capital of ____________ and _______________.”

*It was a walled city laid out in a ________________ pattern. In the center of the city were ______________ and government offices. Wealthy Heian families lived in _____________ surrounded by gardens with artificial lakes.

*The mansions contained large rooms divided by _____________ or curtains and connected with ___________-______ covered walkways. ______________ was considered beautiful so there were few objects on the floors other than straw mats or cushions.

*Manners were extremely important. A Heian lady sat behind a portable ___________. An unmarried lady would permit her _________ to see past the screen only after a romance had become serious.

21.3 The Rise of the Fujiwara Family

*During the Heian period, the _______________ were the political and cultural leaders of Japan. The ______________ family controlled Japan for nearly 300 years.

*The Fujiwara married many of their young ______________ into the royal family. They made sure the ________________ of the Fujiwara royal wives were chosen to be Emperors. The Fujiwara acted as ____________ to the emperor.

*The Fujiwara family would often coax older _______________ to retire so a young child could take their place. The Fujiwara could then rule as ___________ in the young emperor’s name.

*Fujiwara Michinaga was father-in-law of ____________ emperors and the grandfather of ____________ more.

21.4 Social Position in the Heian Court

*A person’s rank was determined by what _____________ he or she came from.

*There were ___________ main ranks in the Heian court hierarchy. The first three ranks served as high ____________ nobles appointed by the Emperor. The fourth and fifth ranks served as less important ____________. The first through fifth ranks received money from __________ paid by peasant farmers.

*The sixth through ninth ranks were filled by minor officials, clerks and experts in such fields as _______________ and ________________.

*Members of different ranks had different types of houses and _____________.

*Members of the first through third ranks carried fans with ____________ folds. Men of the fourth and fifth ranks carried fans with _______________ folds. Fans of the lower ranks had __________ folds.

*Rank determined what __________ clothing a person could wear, the ______________ of the gatepost in front of the family’s home and the harshness of a _________________ if found guilty of a crime.

21.5 Beauty and Fashion During the Heian Period

*The ability to recognize _______________ was valued over qualities like generosity and honesty.

*Small, pointed _______________ were considered attractive on male courtiers.

*Define – courtier-

____________________________________________________________________________________________________________________________________

*Heian women’s hair should be _______________.

*Teeth of men and women should be colored ________________ with a mixture of iron and other ingredients soaked in vinegar and tea. Both men and women should wear _________________.

*Women should use white ___________ powder to make themselves look pale. Heian women should also put touches of ___________ on their cheeks and paint a small red ____________. Women should pluck their ____________ and paint on a set on their foreheads.

*Women should wear many _______________ robes of different colors.

21.6 Entertainment at the Heian Court

*Men enjoyed watching horse races, archery contests and _____________ wrestling. Both men and women enjoyed watching ___________ races.

*_________________ was a game played by kicking a leather ball back and forth, keeping it in the air as long as possible.

*_____________ was played by keeping go pieces balanced on one finger.

*Festivals and celebrations sometimes involved contests which tested athletic, __________________, or artistic skill. In the Festival of the Snake, one was required to drink a cup of ___________ and then think up and recite a ________.

*Dancing was an important skill for Heian-kyo nobles as it was part of nearly every _________________.

*Bugaku performances combined dance with music and ____________. The dancers wore ____________ and acted out a simple story using memorized movement.

21.7 Sculpture and Painting During the Heian Period

*In the later Heian period, scupltors made statues by carving _____________ pieces from carefully selected wood and then _____________ them. Separate parts could be carved in ____________ quantities and a group of similar statues could be made quickly and precisely. ________________, an artist for Fujiwara Michinaga, probably developed this technique.

*Japanese painters developed ______________ or “Japanese painting.” The scene was drawn with _________ lines and then filled in with __________ colors. Lines were made quickly to suggest __________________. In a restful scene, the lines were drawn more ____________________.

*The four main types of yamato-e are: (1) landscapes showing the four _____________; (2) places of ____________ beauty; (3) people doing ____________ tasks; and (4) scenes from ______________ (“story paintings”).

*Paintings were used to decorate walls, screens and _____________ doors of homes and temples. Yamato-e can also be seen in _______________ paintings.

*Scroll paintings show a series of scenes from ____________ to ____________, so that viewers see events in time order as they unroll the scroll.

21.8 Writing and Literature During the Heian Period

*Writing was the most valued form of _____________ in Heian, Japan. Everyone was expected to show _____________ in using words well.

Writing in Daily Life

*Define –imagery –

____________________________________________________________________________________________________________________________________

*People were expected to make up poems in _______________. If one received a poem from a friend, family member or acquaintance, one was expected to write a ____________. The reply poem was supposed to have the same style ____________ and imagery as the original.

*_________________ was the more formal way of writing syllables and often used by men writing important documents.

*_________________ was considered less formal and was made with simple strokes. It was referred to as “_____________ writing.”

*Calligraphy skills were important as the Japanese believed that the handwriting revealed a person’s ______________ and goodness.

Women Become Japan’s Leading Writers

*Murasaki Shikibu wrote ________ _____________ ______ ______________, often referred to as the world’s first novel. The story is about the love life of a fictional ____________ love life. The book focuses on the _______________ and

*Sei Shonagon wrote _____________ Book, a collection of clever stories, character sketches, conversations, descriptions of art and nature, and various lists. It presents a detailed picture of life in ______________-__________.

21.9 The End of the Heian Period

*The wealthy looked down on the _____________ and ______________ their problems.

*The practice of giving large estates to wealthy nobles _____________ the emperor’s power. The nobles did not have to pay ________. Soon there was so much tax-free land that government could not ____________ enough taxes to support the emperor.

*Bandits roamed the _____________, attacking and robbing people. Wealthy landowners raised their own ___________ and armies to protect themselves instead of supporting the imperial government.

*Civil war broke out over control of ___________. Minamoto Yoritomo, the head of a ____________ family, seized power.

21.10 The Effect of the Heian Period on Japan Today

*Heian authors have influenced _________________ Japanese writers. The Tales of Genji and Pillow Book are as basic to Japan as ______________ are to English speakers.

*Japanese today write with the same ________________ as was used in The Tales of Genji.

*Bugaku led to ______ theater (a heroic story sung by a chorus as performers dance and act it out) which is still performed today.

*Define- Noh theater-

____________________________________________________________________________________________________________________________________

Name_____________________________

Class Period_____________________________


Guide for Chapter 22 – The Rise of the Warrior Class in Japan

Goal: To understand the role and the influence of the Samurai on Japanese society

22.1 Introduction

*The ___________________ are the warrior class in Japan.

*In 1192, Minamoto Yoritomo took the title of _________________, or commander in chief. He set up a ________________ government in the city of Kamakura. The emperor played a ___________ important role in Japan.

*Samurai were expected to be honest, brave and intensely _____________ to their lord. The word samurai means “those who ____________.”

*Samurai would kill themselves with their own swords rather than “lose __________” or personal ____________.

22.2 The Rise of the Samurai


*shogun-

____________________________________________________________________________________________________________________________________

*daimyo-

____________________________________________________________________________________________________________________________________

Samurai Under the Shoguns

*Shoguns rewarded samurai with appointments to ___________ and grants of _____________. In return, samurai pledged to serve and ___________ the shogun.

Shifting Loyalties

*By the 14th century, shoguns ruled with the help of ____________, or warrior-lords. Large numbers of _______________ pledged their loyalty to the warrior-lords.

*The warrior-lords expected to be rewarded for their loyalty and obedience with _____________, _____________ or administrative _____________.

*In the 15th century, the daimyo, grew increasingly powerful, and ruled their land as independent _______________. Daimyo fought each other for ________ and power. The military government was eventually reestablished and, in 1603, Tokugawa Ieyasu became ____________ and established a new capital in ________ (present day Tokyo).

22.3 The Samurai’s Armor and Weapons

Armor

*Samurai wore a colorful robe called a ____________ and baggy trousers underneath the armor. Samurai wore shin-guards made of ___________ or cloth to protect his legs.

*Samurai armor was made of rows of small metal plates coated with _________ and laced together with colorful silk cords. The armor was strong and ___________ -- allowing the Samurai to move freely.

*Box like _____________ of armor covered a samurai’s chest and back. Metal sleeves covered his ____________. Broad shoulder guards and panels hung over his ________.

*Samurai wore a ferocious looking iron _____________. Samurai also put on a _____________. They burned incense in the helmet so that their heads would smell sweet if it was _________ _____________ in battle.

Weapons

*Samurai fought with _______________ and _______________, _____________ and ________________.

*A samurai’s bow could be ____________ feet long. Samurai were taught to shoot their bows on _______________.

*Spears were used to knock riders off their ___________ and to kill an enemy with a powerful ____________.

*Samurai swords were both _____________ enough not to break and ___________ enough to be razor sharp. Samurai carried two swords: (1) a long sword with a ____________ blade for fighting; and (2) a short sword to cut off ______________. Samurai wore swords as a sign of their ___________.

22.4 Military Training and Fighting

Military Training

*Samurai practiced shooting a bow until they could do it without ____________. They learned to ____________ properly and to shoot while riding on the back of a _______________ ___________.

*In fencing, Samurai learned how to make the opponent make the __________ move. They learned how to stay out of ___________ of an enemy sword, to fight in _____________ spaces and to fight against more than _________ opponent.

*Samurai learned how to fight with objects, such as ___________ fans or ____________ staffs. Samurai also learned how to fight without weapons by using _____________ ___________.

*Define- martial arts-

____________________________________________________________________________________________________________________________________

Battle

*Messengers from opposing sides met to decide the ________ and _____________ of battle.

*Armies faced each other a few hundred __________ apart. Samurai shouted out their names, ____________, __________ deeds, and ____________ for fighting. Then the armies charged each other and fought a series of _____ on ______ duels.

*After the battle, the winners cut off the __________ of their opponents and mounted them on boards. The evidence was presented to the warlord as proof that they had really ___________ their foes.

*The warlord would reward his samurai with swords, ___________, armor or land.

22.5 Mental Training

*Samurai trained mentally to overcome emotions that might interfere with _______________, especially the fear of ___________.

Training in Self-Control

*To endure pain and suffering, Samurai went days without ____________, marched barefoot in the __________ and held stiff ____________ for hours.

*To overcome the fear of death, Samurai thought of themselves as already ____________.

Training in Preparedness

*Samurai could never ___________ since an attack could come at any time. They had to develop a “sixth sense” about danger.

*A fencing master would whack his student with a wooden sword throughout the day when the student ______________ expected it to train him to be alert.

22.6 Training in Writing and Literature

*Samurai practiced the art of _________________, or beautiful writing. They used a brush, a _________ of ink and paper or silk.

*Samurai wrote ______________, such as haiku.

22.7 Training for the Tea Ceremony

*The tea ceremony fostered a spirit of harmony, ___________ and calm. It was a way to from ____________ _______________ among samurai.

*Guests had to ____________ through a very low doorway. The room itself was very ___________ and decorated with only a scroll or a flower arrangement. Guests sit _____________ as the master makes and serves the tea. The guests then engaged in ______________ conversation.

*The tea was made by scooping ____________ green tea from a container called a tea caddy into a bowl. Hot water was ladled into the bowl and then whipped with a _____________ whisk. Each guest took __________ sips from the bowl, cleaned the rim of the bowl and passed it to the master to prepare more tea for the next guest.

22.8 Training in Spiritual Strength

*Most samurai were _____________.

Amida Buddhism

*Amida was an Indian ___________ who sent up a western paradise called Pure Land. Believers could enter the Pure Land by prayerfully repeating ____________ name.

*Shinran taught that believers could reach the western paradise by sincerely saying Amida’s name _____________.

Zen Buddhism

*Zen appealed to samurai because of its emphasis on effort and ____________.

*Zen stressed self-reliance and achieving enlightenment through ___________. Zen Buddhists mediated for hours, sitting erect and _________-___________ without moving.

*Becoming enlightened required one to give up every day, __________ thinking. Masters posed ___________ (puzzling questions) to jolt the mind into enlightenment.

*Zen masters created gardens of __________ and ____________ to aid in meditation.

*Zen Buddhism’s focus on discipline and the mind helped samurai overcome their fear of _____________.

22.9 The Code of Bushido and Samurai Values

*The samurai code of Bushido is translated as “The Way of the __________.”

*Samurai were expected to be honest, fair and _____________ in the face of death. They were to value _______________ and personal _____________ more than their own lives.

Loyalty and Personal Honor

*Samurai were expected to be ____________ to his lord and to die for him if necessary. If a lord was murdered, the samurai might ___________ his death.

*Samurai were expected to ____________ their personal honor. The least _____________ could lead to a duel.

Ritual Suicide

*Seppuku or _____________ _________________ occurred for many different reasons.

*Samurai committed suicide to preserve ____________ honor, to avoid _________ by the enemy, to atone for a ____________ , shameful deed or insult, and when their lord ____________. They might also do it to protest a wrong or injustice or to ____________ their lord into behaving better. Finally, it might be done as ________________ for a crime.

*Seppuku began with a bath, the unbinding of his __________, and the wearing of a white robe. A meal was served and then the samurai took a sword and plunged it into and across his _______________. A swordsman standing behind him quickly cut off his ________________ to end his agony.

22.10 Women in Samurai Society

Samurai Women in the Twelfth Century

*In the 12th century, Samurai women enjoyed considerable _____________. Women helped manage the _______________ and promote the family’s interests. If a husband died, women could ____________ property and perform the duties of a _______________. Women were expected to be _________ and brave.

*Tomoe Gozen did take part in ____________ and even killed several enemies.

Samurai Women in the Seventeenth Century

*In the 17th century, Samurai women’s position was ___________. Samurai men were the ___________ of their households.

*Families arranged the marriages of their daughters to increase their __________ and ____________. Wives were expected to bear __________ and look after their husbands. Sometimes, women were expected to _________ themselves when their husbands died.

*Peasant women had more _____________, because they worked alongside their husbands.

22.11 Comparing Japan and Europe in the Middle Ages

*Both Medieval Japan and Medieval Europe were the same in that:

Ties of loyalty and obligation bound ___________ and ________________.

The rulers who rose to power were ____________ chiefs.

The daimyos and the lords of Europe both built ___________ and held estates that were worked by _____________.

Both the samurai and the knights were ________________ who wore _________, rode ____________ and had a ______________ to live by.

*Medieval Japan and Medieval Europe were different in that:

In Europe, the King was the absolute leader, but the Shogun in Japan ruled in the name of the ____________.

Bushido was far more ____________ than the Code of Chivalry since it demanded a samurai kill himself to maintain honor.

22.12 The Influence of Samurai Values and Traditions in Modern Times

*The samurai held power until ________.

*In the 1940s during World War II, Japanese soldiers ___________________ themselves rather than surrender. Suicide pilots called ____________ (“divine winds”) crashed their planes into enemy ships.

*___________ arts are still studied throughout the world.

*Samurai ideals of loyalty to family and respect for __________ are still alive in modern Japan.

Name __________________________

Class Period__________________________


Guide for Chapter 23 – The Maya

Goal: To understand the origins, organization, practices and beliefs of the Mayan civilization

23.1 Introduction

*The Mayan civilization lasted ___________ years from ___________ B.C.E. to _______________C.E.

*The ruins of the ancient city of __________ lie deep in the Guatemalan jungle.

*In a Mayan city, you would find temple-___________. In the center of the city would be palaces made of hand-cut _______________. These palaces are the homes of the ruler, ___________ and nobles. Farther out are stone houses of the ____________ and artisans. At the very edge are thousands of small thatched-roof house-mounds where the ____________ live.

23.2 The Development of Mayan Civilization

*Define – Mesoamerica-

____________________________________________________________________________________________________________________________________

*Mayan civilization reached its height between ___________ and __________ C.E. It spread to present day southern ______________, Belize, most of ___________________ and parts of Honduras and El Salvador.

*Mayan civilization covered varied terrain. In the south, _______ forests covered the mountain highlands. The northern and central regions were _______________, grasslands, and swamps (also known as the “lowlands”). The southern lowlands were covered in thick _____________.

The Origins of Mayan Civilization

*The Maya built their civilization based on ideas borrowed from an earlier civilization, the ____________. Their civilization reached its peak between ___________ and __________ B.C.E.

*The Olmec civilization was based on ________________. A particularly important crop was ______________, or corn.

*The Olmec had a capital city which contained palaces, temples, and ______________________. They were the first Mesoamericans to develop large __________________ and _____________________ centers. They were the first to use a _____________ calendar.

Three Periods of Mayan Civilization

*The Pre-Classical period lasted from about 2000 B.C.E. to _____________B.C.E. Maya ______________ the land and lived in simple houses during this time.

*The Classical period lasted from about _______ to 900 C.E. The Maya constructed public buildings for _____________________ and ________________ purposes at this time.

*Define – hieroglyphic-

____________________________________________________________________________________________________________________________________

*The Maya adopted and developed ideas from the _____________. The Maya adapted their writing system and then developed their own ______________ writing system. The Maya improved their ________________ techniques and built enormous stone cities.

*The Maya charted the movement of the ____________, _____________ and planets and developed complex and highly accurate ________________.

*Maya society during the Classical period consisted of independent _____________. There were over 40 cities including, Tikal, Copan, ___________ ___________, and Palenque. The city-states had separate ________________, but shared a common culture – social system, language, calendar, religion and way of life.

*The Post-Classical period lasted from about 900 C.E. to _____________ C.E. Cities on the ________________ Peninsula continued to prosper during this time.

23.3 Class Structure

*Define – social pyramid-

____________________________________________________________________________________________________________________________________

The Ruler

*The Ruler or Halach uninic (“____________ ____________”) ruled the state and decided when to go to _________. He was considered a ________-_________ and wore a headdress as tall as a person during religious ceremonies.

Nobles and Priests

*The nobles and the priests were the only ones who knew how to __________ and ____________.

*The nobles served as ______________. They gathered taxes, supplies and ____________ for projects such as the construction of temples. Nobles led peasant ______________ in times of war.

*Priests led ____________, offered ___________, and foretold the future. Priests were often mathematicians, ____________ and healers.

Merchants and Artisans

*Mayan traders imported stones such as obsidian and ___________; copal, a _________ sap used as incense, and __________, birds with shiny green feathers used in headdresses.

*Mayan artisans painted books on paper and murals of Mayan _____________ and important ____________. Sculptors created sculptures for ___________ and decorative designs on ____________ walls.

Peasants

*Peasant men grew _____________, ______________, _____________ and other crops. Women stayed close to home to prepare ____________, weave and sew.

*Peasants served as _______________ during wars.

Slaves

*Slaves performed _____________ labor for their owners.

*Some slaves were _____________ into slavery. Parents could sell their ____________ into slavery. War prisoners of ____________ origin were made slaves. Criminals could be made slaves as _________________ for their crimes.

*Slaves were not treated badly, but might be _______________ when their owner died.

23.4 Family Life

*Peasants lived in one-room ____________. Family houses were grouped around a ______________. The ______________ was placed directly behind the main house.

Duties of Family Members

*Mayan women rose early to start the ______________. Women had to prepare the food by pounding corn into _____________ and patting it into ___________ or tamales.

*Women and older girls cared for small ____________ and for the family’s ____________ such as ducks and turkeys. Women also gathered, spun and wove ___________ into cloth.

*Men and boys worked in the _____________. They also hunted and trapped ___________. Men also helped construct large _____________ such as palaces and temples. Men also served as ___________ in times of war.

Special Occasions

*At the birth of a child, a priest was called in to forecast the baby’s ___________ and give advice to the parents on how to raise the child.

*The number three is special to Mayan women because it represents the three __________ of the fireplace.

*At three months old, a baby ____________ was given the tools she would use throughout her life. Tools for spinning and ___________, carrying _________ and cooking and soaking and grinding ___________ were placed in the baby’s hands.

*The number four was special to Mayan men because it represents the four sides of the plot of _____________ where he would farm.

*At four months of age, a baby ___________ was given the tools he would use throughout his life. Tools for farming (axes and planting sticks) and hunting (spears, knives and traps) were placed in the baby’s hands.

*Define – coming-of-age ceremony-

____________________________________________________________________________________________________________________________________

*Mayans went through the coming-of-age ceremony at the age of ___________ for girls and ____________ for boys. The ceremony involved confessions, ___________ with water and reciting rules of behavior. A priest would cut a white ________ from the boy’s hair and a string of red ___________ from a girl’s waist.

Marriage Customs

*Men married when they were ________ years old. Girls married when they were as young as ________ years old.

*Marriages were negotiated by the village atanzahab or ______________. Families agreed on how much food and clothing went to the ____________ family. Families also agreed on how long a young ________ would work for his new wife’s family.

*A new house was built for the couple behind the home of the __________ parents.

23.5 Religious Beliefs and Practices

Beliefs and Rituals

*The Mayan religion was ______________ - there were more than 160 gods. Mayans believed the gods should be honored because those gods could _________________ the world.

*Mayan _____________ were the only ones who could explain signs and lead people through rituals. Priests consulted sacred ___________, read omens, interpreted signs and predicted the _________.

*To honor their gods, Mayans offered plants, food, flowers, _________, jade and shells. Mayans made blood offerings by _____________ animals and humans. The human sacrifices were usually, orphans, slaves and _____________ captured in war.

*Define- sacrifice-

____________________________________________________________________________________________________________________________________

*Define – pok-a-tok-

____________________________________________________________________________________________________________________________________

*In the game pok-a-tok, teams of _____________ tried to hit a rubber ball through a stone ring by using their elbows, wrists and hips. Art on one court suggests the losing team was _______________ and the captain of the team was _______________.

The Sacred Calendar

*The daily calendar was based on the ___________ year and divided the year into 18 months of 20 days each and 5 “_____________ days”.

*The sacred or ritual calendar was called the tzolkin or “____________ ___________.” It was based on 13 months of 20 days for a total of ___________ days. Two cycles (one of 1 to 13 and the other of 20 day names of particular gods) combined to identify a particular ________.

*Only priests could read the hidden _______________ of the Sacred Round. It was used to determine the best day to plant, hunt, cure do ______________ and perform ______________ ceremonies.

23.6 Agricultural Techniques

Challenges Facing Mayan Farmers

*The challenge was to grow enough food to feed a growing ________________. Mayan land was not good for farming because it included dense ___________, little surface _________ and poor soil.

*In the mountains, Mayans built _______________, or earth steps, to create more flat land for farming. In the swampy lowlands, Mayans built ____________-__________ platforms surrounded by canals to drain excess water. In the forests, they used ____________-and-_______________ agriculture. This technique, however, _______ out the soil and requires years of resting before it can be used again.

*Define- slash-and-burn agriculture-

____________________________________________________________________________________________________________________________________

The End of the Classic Period

*By ____________C.E. the Maya abandoned their cities for the jungle.

*It is theorized that perhaps the Mayan ________________ grew faster than their ability to produce food to feed them, that there were periods of prolonged

____________ leading to massive crop failure or that there was uncontrolled _____________.

Name_____________________

Class Period_____________________


Guide for Chapter 24 – The Aztecs

Goal: To understand the origins and factors establishing the Aztec Empire

24.1 Introduction

*The Aztec established a vast empire in central ____________. The Aztecs flourished from ___________ to ___________ C.E. They were destroyed by invaders from _____________.

*A legend about the origins of the Aztec empire states that the Aztecs were to settle where they saw a ______________ perched on a cactus with a ____________ in its mouth.

*The Aztecs settled on an island in the middle of Lake __________________. There they built the city of Tenochtitlan (the place of the fruit of the _________ ________ cactus).

24.2 The Aztecs in the Valley of Mexico

*The Valley of Mexico is about __________ feet above sea level and is a fertile area.

Civilization in the Valley of Mexico

*Two previous groups in the Valley of Mexico influenced the Aztecs - the _________________________and the _________________________. Both groups built _______________ structures.

The Arrival of the Aztecs

*The Mexica, (later known as the ______________) arrived in the Valley of Mexico around 1250 C.E. Aztec is derived from ___________, an island in a lake to the northwest of the Valley of Mexico that the Aztec left around 1100 C.E.

*Define – mercenary-

____________________________________________________________________________________________________________________________________

*The Aztecs were employed as ________________ by the city-states in the Valley of Mexico.

*The Aztecs adopted __________________ the Teotihuacan’s feathered serpent god. The Aztecs also married into the surviving ____________ royal line.

*The Colhuas drove the Aztecs away when the Aztecs _____________ the Colhua chief’s daughter. The Aztecs were forced to an island in the shallow waters of Lake _______________. Here they built the city called ____________________.

From Mercenaries to Empire Builders

Define – alliance

____________________________________________________________________________________________________________________________________

*The Aztecs served as mercenaries for the __________. The Aztec gained land, _____________ connections and wealth through this alliance. The Aztec _________________ against the Tepanecs.

*The Aztec joined two other city-states to form the ____________ ______________. They conquered many areas.

*Itzcoatl ___________ records that referred to the Aztecs’ humble beginnings and instead connected them to the Toltecs.

24.3 Tenochtitlan: A City of Wonders

*The population of Tenochtitlan was between ______________ and ______________ people.

* The Aztecs created ________________ or “floating gardens” by sinking timbers in the lake and filling the area between the timbers with mud, boulders and reeds. These “floating gardens” created an extra ___________ square miles of space.

*Define – plaza-

____________________________________________________________________________________________________________________________________

*At the center of the city lay a large commercial plaza which was surrounded by a wall called Coatepantli and was studded with sculptures of ______________. Palaces and homes of ______________ lined the outside of the wall.

*A stone pyramid called the ______________ ___________________ stood inside the wall. It had _____________ staircases leading to double shrines. The shrines honored Huitzilopochtli, the _________ god, and Tlaloc, the __________ god.

*In front of the shrines were stones used by priests for ______________ sacrifice. The trompantli (“________ rack”) was used to display the ____________ of the thousands of people who were sacrificed.


*aviary-

____________________________________________________________________________________________________________________________________

*causeway-

____________________________________________________________________________________________________________________________________

*dike-

____________________________________________________________________________________________________________________________________

*The royal palace was the home of the ________________ ruler. It contained government offices, _____________, courts, storerooms, gardens and courtyards.

*One could obtain feathers of ____________ and ________ at the royal aviary.

*The marketplace sold gold, silver, _______________, animal skins, clothing, pottery, _______________ and vanilla, tools and slaves.

*Four wide __________________ met at the foot of the Great Temple. One could also travel by ____________ on the canals that crossed the city.

*The ____________________ that linked the city to the mainland were _____ to ______ feet wide. They all had wooden _______________ that could be raised to let _______________ through and to ______________ the city in an enemy attack.

*____________________ carried water from the Chapultepec springs and a _______________ ten miles long helped control flood waters.

24.4 The Aztec Empire

*By the 1500s, the Aztec Empire stretched from the Gulf of Mexico to the __________________ Ocean. It covered Central Mexico and reached as far south as ____________________.

An Empire Based on Tribute

*The Aztecs did not force conquered peoples to ___________ their ways. The conquered city-states were required to provide ____________.

*Tribute could be in many forms, such as food, ___________, gems and stones, cotton, cloth, animals, animal skins, shells, building materials and even soldiers.

Warfare

*The Aztecs gained tribute, territory, laborers, and ______________ victims through warfare. Aztecs believed that Huitzilopochtli required ____________ blood for survival.

*The Aztecs fought with bows and arrows, spears, clubs and wooden swords with sharp ___________ blades. Warriors carried shields decorated with figures of animals such as the ____________ and ____________.

*Aztecs asked a city to join the empire and gave then __________ days to agree. If they refused, the Aztec attacked. Most defeated soldiers were _____________.

*A defeated city had only to pay ______________, honor the god Huitzilopochtli and promise obedience to the Aztec ruler.

Name________________________

Class Period________________________

Eng-Social Studies

Guide for Chapter 25 – Daily Life in Tenochtitlan

Goal: To understand the class structure and elements of daily life of the Aztec

25.1 Introduction

*_____________ beans are considered valuable in Aztec culture.

*Priest preform sacrifices at the ______________ Temple.

*Nobles play a game called tlachtli at a ____________ court.


*Aztecs had ___________ main social classes.

Aztec Ruler and familyNoble Class (government ____________, priests and high-ranking ___________CommonersPeasants (not citizens)Slaves*Classes were not fixed – one could move up or fall ___________ the class structure.

The Ruler


*semi-divine-

____________________________________________________________________________________________________________________________________

*hereditary-

____________________________________________________________________________________________________________________________________

*The ruler was considered _____________. The emperor maintained the empire and decided when to wage _____________. The position was not

_____________. New emperors were chosen from the emperor’s family by a group of advisors.

*Each ruler was expected to acquire new ________________ of his own.

Government Officials, Priests and Military Leaders

*Officials worked as ____________ and governors of the city’s districts. They may also work to collect tribute and supervise construction of public _____________ and roads. The emperor appointed government officials for _______________.

*Priests conducted religious rites, ran schools, studied the sky and made predictions about the ____________. Priest generally came from the ___________ class, but a commoner could become one.

*Military leaders commanded groups of soldiers and took part in _________ councils. A commoner could become a leader by ____________ enemies in battle.

Commoners

*The highest class of commoners were called _____________. They were professional traders who led _____________ to distant land to acquire exotic goods. Some also served as ___________ - reporting what tribute a city could pay.

*The pochteca could send their children to ____________ schools. Membership in this class was ________________.

*Craftspeople, such as potters, jewelers and ________________ were the next level of commoners.

*The lowest level of commoners included farmers, fishers, _____________ and servants. Farmers were loaned plots of land by their calpulli or _____________.

Define – ward-

____________________________________________________________________________________________________________________________________

*All commoners paid tribute in the form of crops, labor or _________________ goods.

Peasants

*About ___________% of the Aztec people were peasants. They hired out their services to _________.

Slaves

*One might be forced into slavery if they were prisoners of _________, lawbreakers or debtors.

*Slaves had rights and could own ____________, goods and even other slaves.

*Children of slaves were born ___________ and were not considered slaves.

*A slave could gain freedom by working off a _______________, completing the terms of punishment for a crime, or when the master died.

25.3 Marriage


*dowry –____________________________________________________________________________________________________________________________________

*polygamy-

____________________________________________________________________________________________________________________________________

*Men married around the age of _______. Young women married around the age of _______.

*Marriages were arranged by the ______________ of the bride and groom with the help of a matchmaker. It was customary for the bride’s family to __________ at first. A few days later, the bride’s family would accept and set the _______________.

*Marriage ceremonies began with a ______________ at the bride’s house. That evening the guests marched to the __________ house. The matchmaker carried the bride on her ____________. The groom’s cloak and the bride’s blouse was tied together to symbolize the __________ of marriage. Couples retired to __________ for four days and then reemerged on the fifth day for another ______________.

*Aztecs permitted ____________ or to marry more than one wife.

*Aztecs permitted divorce. A man could ask for divorce for a wife who ______________ her duties at home, had a poor temper or did not bear ________________. A woman could ask for divorce if her husband _________ her, deserted her or failed to ____________ her or her children.

25.4 Family Life

*The ______________ was the master of the house as men had higher status than women.

*Married women could, however, own _____________ and sell goods. Some older women worked at _____________ or midwifery.

*Women wove ____________ of different colors and patterns and traded them at the market.

*Women were honored for their role in giving ____________ to children as much as men were honored for fighting in wars.

*Children learned skill form a ___________ age. Boys fetched ____________ and wood. Older boys learned how to ___________ and handle a canoe. Girls cleaned the ____________ and ground maize. Girls learned how to weave when they were ____________ years old.

*________ attended school. Commoners attended the telpochcalli or “house of youth” where they learned to be ___________________. Sons of nobles attended the calmercac where they learned to be __________, government officials or military commanders.

25.5 Food

*The most important food of the Aztec was ______________ because it could be dried and then stored for a long time.

*Maize was ground into _____________. This was made into foods such as _____________ and tamales. Atole is maize ______________.

*Most people ate ____________ meals a day.

*On special occasions, meat such as turkey, hairless ________, rabbits or pigeons might be eaten.

*Farmers grew red peppers, tomatoes, sage, squash, green _________, sweet potatoes and avocados.

*When food was scarce, people ate frogs, shrimp, insect eggs and _____________, a type of plant skimmed off the surface of the lake.

*Wealthy Aztecs ate __________ ants, a lizard like creature – the ____________, cocoa, pineapples, oysters and crabs.

25.6 Markets

*Large towns held markets every day while small villages held them about every ____________ days.

*People did not use money. Instead, the Aztec used a _____________ system.

*People traded for cloth, dogs, warrior costumes, quetzal feathers, slaves, gold, silver and _________________ for making spoons.

*Guards watched over the market to make sure the ____________ was acting honestly. A court with ___________ judges at one end of the market settled disputes.

25.7 Religious Practices

*The Aztec _______ god was called Huitzilopochtli. The Aztecs believed the sun god battled the forces of ________________ each night. To keep the sun god strong, the Aztec nourished him with ______________.

*The Aztec sacrificed hundreds of birds each ________________.

*The Aztec sacrificed humans. They particularly valued the sacrifice of _______________ captured in battle, because they believed their blood was especially nourishing. The victim was pinned down to a stone and his living ______________ was cut out.

*Sacrificial victims of the _____________ god were thrown into a blaze. Women’s heads were cut off to honor the _____________ god.

25.8 Recreation

*Patolli was a board game played on a ____________-shaped board. The goal of the game was to move one’s piece around the board _____________ times first.

*Tlachtli was a __________ game played by nobles. Players tried to hit a rubber ball through a small _____________ projecting from a wall. Players had to use their elbows, knees and hips to hit the ball because using _____________ and ________________ were not allowed.

Name_________________________

Class Period_________________________


Guide for Chapter 26 – The Incas

Goal: To understand the rise of the Inca empire, its cultural norms and how the empire maintained control

26.1 Introduction

*The Inca Empire developed in the ______________ Mountains of South America and lasted from the 1400s to 1532 C.E. (when the Spanish conquered them).

*The Inca Empire extended over ______________ miles. To communicate over vast distances, the Incas used runners called ___________ to relay messages. A set of strings called a ______________ helped the runners remember messages.

26.2 The Rise of the Inca Empire

*The Inca Empire covered the modern countries of Peru, Ecuador and most of Bolivia, Chile and _____________.

*Two groups that influenced the Inca were the __________ and the ___________. Both groups had well planned ____________ and irrigation systems.

The Beginnings of the Empire

*The capital of the Inca Empire was _____________ located in a valley high in the mountains of southern Peru.

*Inca legend states that the Incas were descended from Inti, the ______ god. Inti commanded his son ____________ ___________ to rise out of the waters of Lake Titicaca. Inti’s son founded the Inca tribe.

*The empire began expanding in 1438 after Yupanqui (son of the Inca leader and later known as Pachacuti) defeated the ____________, the Inca’s neighbors. Yupanqui and his son Topa Inca launched a series of ___________ against nearby tribes.

Roads and Messengers

*About ______________ miles of roads connected all areas of the empire. Every 15 to 30 miles a ______________ was placed to give travelers a place to rest.

*Messengers, called ______________, carried messages along an elaborate relay system. Messenger ___________ were built every couple of miles. A message could travel more than __________ miles per day.

*Messages consisted of memorized ___________ and sets of ____________ called quipus. The quipu is a _____________ aid. Knots tied on strings of different colors stood for _________________. The Inca had no written _______________.


*There were three broad classes, the ____________ and his immediate family, ________________ and _______________________.

*Those who were “Inca by blood” – whose families were originally from ___________ - were considered higher status than non-Incas.

The Emperor

*Incas believed that the emperor or _____________ Inca was descended from the sun god. The emperor ruled with _______________ authority.

*The Sapa Inca owned ______________ in the empire. Servants carried him in a ___________ and the people did not look him in the ____________.

*Define – litter-

____________________________________________________________________________________________________________________________________

*The Sapa Inca could have many wifes and hundreds of ______________. The Sapa Inca’s primary wife was called the ___________. She was his _____________ sister.

Nobles

*Nobles enjoyed privileges such as gifts of land, servants, _____________, and fine clothing. Nobles did not have to pay ___________ and noble men could marry more than ________ wife.

*There were three classes of nobles, _____________ Inca (relatives of the emperor), ____________ Inca (no royal blood) and ____________ (leaders of conquered people).

*Capa Incas were descended from _____________ Capac, the founder of the Inca dynasty. They controlled the land and resources, such as llamas, coca leaves, and _________.

*Capa Inca held the most important positions in government, the ______________, and priesthood. The governors of the four quarters of the empire, or __________, were chosen from the Capa Inca.

*Hahua Incas were called “Inca by ______________” and were elevated to noble status to help run the government.

*Curacas were local leaders of ______________ peoples. Their job was to make sure their people were following Inca __________.

*Curacas collected taxes and inspected their people to ensure they were following Inca __________ and customs, such as proper clothing and keeping homes clean.

Commoners

*Commoners worked as _______________ and herders. They might also work on ______________-sponsored projects.

*Farmers grew squash, peppers, beans, peanuts, corn, and ______________. The most important crop was the _____________ because it could survive heavy ________________ at high altitude.

*Crops were collected and distributed to warriors, temple priest and people in ______________.

26.4 Family Life


*ayllu-

____________________________________________________________________________________________________________________________________

*communal

____________________________________________________________________________________________________________________________________

*Families in the Inca Empire belonged to larger clans called _____________.

Life in the Ayllu

*The government ______________ land to each ayllu. People worked the ______________ land in a cooperative arrangement.

*Curacas ruled over groups of 10, 100, 500, 1000, 5,000 and ___________ households. Leaders made sure the work assigned to them was completed.

*Taxes were paid in the form of ____________ and _________________. The Sapa Inca claimed one third of everything produced, the next third went to support the Inca _____________ system and the final third was kept by the commoners.

*The mit’a or public duty tax was paid by contributing _______________ to government projects, such as repairing roads or mining.

Childhood

*Commoner children did __________ receive formal education. They learned skills and customs from their __________.

*Noble children were taught by amautas, or ______________. They taught the noble children religion, geometry, history, military strategy, _____________ speaking and physical training.

*At the age of _________, all boys received a loincloth. Nobles underwent a series of test of courage, strength and __________. After passing these tests, they received the _____________ of an Inca warrior.

Marriage

*Commoners married only __________ wife. Men married in their early ________ and women married at __________.

*Marriages could be arranged by the family, the curaca or by the young people _______________. There was even a “____________ market” where men could choose brides.

*Marriage involved holding hands and exchanging ______________.

*Commoners lived in one room homes made of ___________ brick or stone. Nobles lived in fancier homes with ______________ rooms.

26.5 Religion

Incas believed in many gods who controlled various aspects of _________________.

God Force of Nature ControlledIllapu

Paca Mama

Mama Cocha

Viracocha

Inti

*The sun god was important to Incas because the emperor was ______________ from the sun god and the sun god was the god of ________________.

*Huacas are places where Incas believe ______________ dwell. They include temples, charms, springs and ____________.

Religious Practices

*Large number of priests worked in _______________ and shrines of the gods.

*Incas sacrificed corn, live animals – such as llamas or ___________ ________.

*Humans were sacrificed only on the most sacred occasion or in times of a _________ disaster. _____________ were chosen because their purity honored the gods.

*Priests practiced ________________ to try to predict the future.


*divination-

____________________________________________________________________________________________________________________________________

*oracle-

____________________________________________________________________________________________________________________________________

*Chosen Women

*Girls between the ages of ______ and _______ were selected to be chosen women. The chosen women studied Inca religion, how to prepare special __________ and _________ for relgious ceremonies and wove garments for the Sapa Inca and the Coya.

*At the age of 15, chosen women could leave to work in temples or shrines, become convent teachers, or become __________ of nobles or the Sapa Inca.

*A few chosen women were _______________ at important religious events.

26.6 Relations with Other Peoples

*A ____________ was sent to meet with a tribe and offer the tribe the opportunity to join the Inca Empire. If the tribe refused there would be ____________.

*Local leaders had to build a __________ temple and accept that the Inca gods were more powerful than their own. Local leaders and their sons were sent to ___________ to study Inca law and Quechua, the official ___________.

*The leader of rebellious tribes were _________________ and their people were moved far away.

*The Sapa Inca was thought to rule in the _______________________. Therefore, each Sapa Inca had to acquire new ______________ to establish his own source of power and wealth.

Name_______________________

Class Period_______________________


Guide for Chapter 27 – Achievement of the Maya, Aztecs and Incas

Goal: To understand the achievements of the Maya, Aztecs and Incas and their continuing influence on society

27,1 Introduction

*Mayan civilization reached its height from ________ to ________ C.E. Aztec and Inca civilization built their empires in the ____________ years before the Spanish arrived in the 1500s.

*The ______________ made advances in writing, astronomy and architecture.

*The ______________ adapted earlier pyramid designs to make massive stone temples.

*The ______________ showed great skill in engineering and managing their empire.

27.2 Achievements of the Maya

Science and Technology


*solar year-

____________________________________________________________________________________________________________________________________

*stele-

____________________________________________________________________________________________________________________________________

*In astronomy, the Maya could accurately track the movements of the ______________ and _________________. This enabled the Maya to calculate the __________ year to amazing precision of 365.2420 days.

*In mathematics, the Maya was based on the number ____________. They had place values for 1s, 20s, __________ and so on. The Maya also recognized the need for ______________ in their number system.

Art and Architecture

*Mayan painters painted murals which showed nobles and priests, battle scenes, ceremonies and a ________________ sacrifice.

*Maya constructed ______________, upright stone slabs which had three dimensional carvings of gods and rulers.

*Mayan weaving was colorful and had ____________ patterns. Women still weave huipiles, or embroidered _____________.

*In architecture, Maya built temple-pyramids from hand-cut _____________ bricks. A ___________ vault is a triangular archway built by angling two sets of stacked stone to meet at the top where a single stone joins the two sides. The archway had nine stone layers to represent the nine layers of the _________________.

Language and Writing


*glyph-

____________________________________________________________________________________________________________________________________

*dialects-

____________________________________________________________________________________________________________________________________

*Maya used _________________________ to represent sounds, words, and ideas. The Maya created hundreds of ______________ and could write down anything in the spoken language.

*Mayan groups spoke different ______________. Four million Mesoamericans still speak one of ________ or so Mayan languages.

27.3 Achievements of the Aztec


*The artificial islands, or ______________, were created by filling reed mats with boulders and mud. The islands were tied to wood _____________ which were driven into the lake. Farmers in Xochimilco, near ______________ City, still use artificial islands for gardens.

* The causeways built in Tenochtitlan served as passageways to the mainland and as ___________ during the rainy season.

*The Aztec adopted the Mayan ____________ and _________________ calendars. The _____________ calendar was useful for farming since it tracked the seasons. The ______________ calendar was used by priest to predict events.

*The __________ Stone is an enormous calendar weighing almost 25 tons. Its center shows the ____________ of the sun god.

Arts and Architecture

*The Aztecs practiced poetry, music, __________, painting and sculpture.

*Aztec poets ____________ their poems or recited them to music. Sometimes, actors performed the poems to create a _______________ show with dialogue and costume.

*Music and dance were important parts of Aztec _________________ and _________________. The dancers formed ______________ and danced to drums and rattle bells. The dances have ________________ meaning.

*Painters painted scenes showing ____________ and _____________ ceremonies.

*Sculptors made statues and relief sculptures on ______________ walls. They sculpted small lifelike figures of people and animals from ________________ stones such as jade.

*In architecture, the Aztecs are remembered for their massive stone _____________. A unique feature of their construction was the ______________ _________________ such as those on the Great Temple.


*The Aztec spoken language, __________, had a rich vocabulary which allowed speakers to create dramatic and flowery speeches and express _____________ concepts.

*Define – pictograph-

____________________________________________________________________________________________________________________________________

*The Aztec system of writing used both __________ and _______________. Scribes, however, only used writing to list ____________ or to outline _____________.

27.4 Achievements of the Incas

*Incas were able to create a large _________________ with many layers of authority to maintain tight control of their empire. This system unified their empire and spread Inca ______________ throughout their lands.


*Define – suspension bridge-

____________________________________________________________________________________________________________________________________

*Incas were able to build _____________ across the length and width of their empire. To get through steep mountain ranges, Incas carved ___________ and gouged _________________ out of rock.

*Incas built _______________ bridges over rivers using thick _______ cables anchored by stone towers.

*In agriculture, the Inca built systems of _____________ to farm on mountains. The Inca also built ____________ that brought water to the top of the terrace from which it ran down to each level.

*Define – trephination-

____________________________________________________________________________________________________________________________________

*In medicine, Inca priests performed surgery called _______________. The priests removed bone fragments that were pressing against the ___________ of the patient.

Arts and Architecture

*One important art was the making of ___________ for clothing. The clothing featured bright colors and bold ________________ patterns. Women wove _______________ from jungle birds directly into the cloth.

*_______________ was known as the “sweat of the sun.” Goldsmiths made masks, sculptures, ________________ and jewelry.

*For music, the Inca played flutes, seashell horns, rattles, drums and ___________. The modern music of the ___________ Mountains preserves elements of Inca music.

*In architecture, Incas are known for their huge, durable ______________ buildings. The stones fit so tightly that not even a _____________ ____________ could fit between the stones.


*The Inca spoken language ______________ is still used by about 10 million people in South America today.

*The Inca did not have a _______________ language, but instead used _________ as memory aids in sending messages and recording information.

Name______________________

Class Period______________________


Guide for Chapter 28 – The Renaissance Begins

Goal: To understand the factors contributing to the emergence of the Renaissance

28.1 Introduction

*Renaissance is a French word which means “______________.” From the 1300s to the 1500s C.E., there was renewed interest in ________________ (Greek and Roman) art and learning.

*Humanist believed in the ____________ and ____________ of all individuals. They balanced ______________ belief with the belief in the human ___________.

28.2 What Was the Renaissance?

*The Renaissance began in ____________ and spread to other parts of Europe.

Renewed Interest in the Classical World

*Roman Catholic monks helped preserve knowledge of ancient times by __________ documents that survived from the classical period.

*Returning crusaders and merchants from the East brought back classical works that were preserved in the _____________ Empire or obtained from ___________ scholars.

Exploring the Rebirth of Classical Ideas Through Art

Classical Art

*The Classical period lasted from about 500 B.C.E. to ____________ C.E. Classical artists from ___________ and ______________ created sculptures, pottery, murals and mosaics. Classical art showed the importance of people, ___________, gods and goddesses.

Characteristics of Classical ArtArtists valued _____________ and harmony.

Figures were ________________, but often idealized.

Figures were ____________ or draped in togas.

Bodies looked active and _______________ was believable.

Faces were calm and without ___________________.

Scenes showed either ____________ figures or real people doing tasks from daily life.

In paintings, there was little _________________ or sense of perspective.

*Define – perspective-

____________________________________________________________________________________________________________________________________

Medieval Art

The Medieval period lasted from about 500 C.E. to __________C.E. Medieval artists created _____________ glass windows, sculptures, illuminated manuscripts, paintings and tapestries. The purpose of the art was to teach ____________ to those who could not read.

Characteristics of Medieval ArtMost art was _______________ and showed Jesus, saints, etc.

Important figures were shown as ______________ than others around them.

Figures looked _____________ with little sense of movement.

Figures were fully _____________ in stiff looking clothing.

Faces were ______________ and showed little feeling.

Painted figures were two-dimensional or ________________.

Paint colors were _____________.

Backgrounds were mostly one color, often _____________.

Renaissance Art

*The Renaissance lasted from the 1300s to the early ___________ C.E. Renaissance artists created sculptures, murals, drawings and ________________. The goal was to show the importance of _____________ and nature, not just religion.

Characteristic of Renaissance ArtArtists showed religious and _________________________ scenes.

Art reflected a great interest in _____________.

Figures were lifelike and _______________-_________________.

Bodies were _______________ and were shown moving.

Figures were either ______________ or clothed.

Scenes showed real people doing _________________ tasks.

Faces expressed what people were ___________________.

Colors were shown responding to ____________________.

Paintings were often ______________________.

Full backgrounds showed _____________________.

*Renaissance art was more influenced by ___________________art.

28.3 The Growth of Trade and Commerce

*The growth of trade and commerce contributed to the Renaissance in two ways: (1) trade brought new _____________ as well as goods into Europe; and (2) it made some people _____________ and those people could sponsor art and learning.

*The _________________ helped strengthen trading relations between Europe and the Byzantine and Muslim cultures. This trade helped to reawaken interest in _____________ culture.

*Trade with the East increased after the Mongol conquests in Asia as travel along the ____________ Road became safer. The tales of ______________ ______________ further sparked interest in Asia.

*The Italian cities of ________________ and ___________________ were centrally located on the trade route and became important trading centers. ______________ and ____________ in Germany provided inns for traveling merchants.

*Instead of a barter economy, during the Renaissance, Europe developed a money economy where people used ______________ to purchase goods. Bankers were needed to exchange ______________, loan money and finance businesses.

*Some people became wealthy and with their wealth were able to _______________ new buildings and art to make their cities look more beautiful.

*Define –patron-

____________________________________________________________________________________________________________________________________

28.4 The Influence of Italian City-States


*city-state-

____________________________________________________________________________________________________________________________________

*republics-

____________________________________________________________________________________________________________________________________*Medieval towns in Italy demanded self-_____________ and developed into independent city-states. A city-state consisted of a powerful city and the surrounding ____________ and _______________________.

*City-states conducted trade, collected taxes and made their own ___________. Some republics were governed by elected ______________ which could include nobles and commoners.

*Guild members (called ______________) or rich merchants often ruled Italian city-states and had long-term control. The fabulously rich _________________ of Florence are an example of this.

*Florence became a center of cloth making and _________________. Milan made metal goods and _____________. Genoa was a trading center for ____________ and gold from North Africa. Venice was the most ______________ city state and had hundreds of ships that controlled the Mediterranean trade routes.

*Rich families paid for the creation of statues, _____________, beautiful buildings, elegant avenues, universities and hospitals.

28.5 The Growth of Humanism

*One of the first humanists was an Italian poet named Francesco ______________.

*Humanists believed that all people had the ability to control their own lives and achieve _______________. They stressed the studies of the _____________ which included grammar, rhetoric, history, poetry, and ethics.

*Define – humanities-

____________________________________________________________________________________________________________________________________

*Humanists did not simply copy the work of the Greeks and Romans, they tried to _________________ on their work.

*Scientists began using ______________________ and experimentation.

*In government, Humanists separated the state and its right to rule from the _______________.

*In medieval Europe if one was born a ___________, one would always have less status than a noble. Humanists, however, prized individual __________________ more than a person’s class or family.

*Humanists believed that people should use their minds to question ______________. This sometimes conflicted with the _____________ which taught that its laws were from God. Giordano Bruno, an Italian humanist, was ___________ at the stake.

Name____________________________

Class Period____________________________


Guide for Chapter 29 – Florence: The Cradle of the Renaissance

Goal: To understand the cultural and scientific achievements and advances made as a result of the Renaissance

29.1 Introduction

*Florence is located on the _____________River. Florence is called the “_________________ of the ________________.”

*The cathedral of Santa Maria del Fiore or the ____________ was the center of the city’s religous life. The Palazzo Vecchio (Old ________________) was the headquarters of the city government.

*Florence was the _______________ center of Europe. People came to the Mercato Nuovo (__________ _______________) to trade their coins for florins, the _________ coins of Florence.

29.2 The City of Florence

*Florence was home to many great artists and thinkers including: the great __________ Dante Alighieri; the famed painter and sculptor _______________________; the thinker and artist Leonardo ______ __________; and the _______________ Donatello.

*About ____________________ residents lived inside the walls of Florence.

*Florence acquired its wealth in the ________________ and woolen-cloth trade. The wealthy residents were __________ of talented artists and thinkers.

*The artists would ___________ with one another to produce greater work than they had before.

*The work of Florentine artists inspired others to come to Florence to ___________ with master artists or to learn at the city’s schools and libraries.

29.3 Advances in Architecture and Engineering

*Architects and builders were attracted to the classical building features of rounded ___________, straight ___________ and domed roofs.

*Humanists valued good citizenship so architects designed public buildings where citizens could ________________. They used Roman-inspired roofed porches called _______________ to join buildings and create outdoor plazas.

*The Duomo di Santa Maria del Fiore was begun in 1296 but not completed until __________C.E. The builders did not know how to build a large enough dome that would not ______________.

*Filippo Brunelleschi solved the problem by using eight huge stone ___________ which met at the top of the dome and leaned against each other. Hoops of iron, wood and brick ________________ around the arches. ___________ raised materials and food to the workers at the top of the dome as they were building it.

*The Duomo di Santa Maria del Fiore stands over _________ feet above the city.

29.4 Advances in Painting

*Renaissance painters wanted to show real people who were posed in _____________ ways and who showed feelings.

*Perspective was used to create the appearance of ________________ on a flat surface.

*The _________________ a painted object, the farther away it appears. The ______________ an object, the closer it appears to be.

*A feeling of depth could be created by _______________ that came closer together as they receded into the distance.

*Careful _________________ could make an object appear three-dimensional.

*Masaccio used _______________ to figure out how to divide the space in a painting to make it appear as it would in real life. Leonardo da Vinci studied _________________, which helped him portray the body more realistically.

*Oil paints were made by mixing powdered pigments with ___________ oil. These paints could be painted over previous work and showed details and _________________ in new ways.

29.5 Advances in Sculpture

*Renaissance sculptors made the first _________________ statues that could be viewed in the round since ancient Greek and Roman times. Renaissance statues showed real people and _______________.

*Both Donatello and Michelangelo carved statues of _________________. Michelangelo’s version was carved in white marble and stood about _______ feet tall.

*The statue expression shows the concentration and ___________ of a real youth on the verge of battle.

29.6 Advances in Literature

*In Medieval times, writers wrote about ______________ topics. They wrote in a formal ________________ style. They wrote in ___________________.

*In the Renaissance, writers wrote about ____________, or non-religious, topics. They wrote in a more _____________ style that expressed thoughts and feelings about life. They wrote in their own _____________ instead of Latin.

*Define- secular-

____________________________________________________________________________________________________________________________________

*Dante Aligheri wrote ______________________. This poem describes Dante’s imaginary journey through the places where Christians believed their souls went in the _____________________. Dante described his travels through ___________, or hell, _________________, the place between heaven and hell, and _____________, or heaven.

*Dante’s work highlights strong emotions and the experience of _______________.

29.7 Advances in Science and Mathematics

*People began questioning old ideas. Scientists used observation and performed______________ to analyze the theories.

*Leonardo da Vinci studied geometry, engineering, sound, motion, architecture, anatomy (including the _____________ of blood) and the effect of the _________ on Earth’s tides.

*Define – circulation-

____________________________________________________________________________________________________________________________________

*Girolamo Cardano solved complex equations in ____________ and did pioneering work in _________________, the science of chance.

*Galileo Galilei proved that a heavier object and a lighter object fall at the same ___________________ and therefore two objects dropped from the same height reach the ground at the same __________.

29.8 Florentine Politics

*Machiavelli wrote a book entitled ___________ ______________. He advised rulers to make their states strong by doing what worked best, rather than by being good or ____________. A rulers should even ______________ if it helped him rule.

*To Machiavelli, the end justifies the _____________ and rulers should be ___________ rather than loved.

29.9 Florentine Commerce and Trade

*The economy of Florence was unusually ____________. People often worked in _____________ kinds of businesses.

*The shift to a money economy created a thriving _____________ industry in Florence. Even _____________ and kings borrowed from Florence’s banks.

*In the Mercato _______________ (Old Market), people bought everyday items such as vegetables, fruits, bread, fish, meat, medicine and shoes. The Mercato _________________ (New Market) was the center for the cloth and _________________ industries. Food and ______________ were banned from the New Market.

Name________________________

Class Period________________________


Guide for Chapter 30 – Leading Figures of the Renaissance

Goal: To understand the accomplishments of leading Renaissance figures.

30.1 Introduction

*A “Renaissance Person” is one who is skilled and knowledgeable in many _____________. A person who studied art or music might also be interested in science.

30.2 The Renaissance Spreads Through Europe

*The Renaissance spread from _____________ to France, Germany, Flanders, Holland, England and Spain.

*Renaissance ideas spread through trade, travel and ______________.

*Italy served as the ______________ to Europe for trade from Africa and the East. Traders brought new _____________ as well as goods.

*Visitors to Italy came to study humanism or new styles and techniques for painting and _______________. They spread those ideas when they returned home.

*The invention of the _____________ press increased the flow of ideas throughout Europe. Johannes Gutenberg’s press used ___________ type and could print up to ___________ pages a day. Books and short works called ______________ could be produced quickly and cheaply.

30.3 Michelangelo, Italian Sculptor and Painter

Michelangelo (1475-1564) was born in a small village near _____________.

Personality and Training

*Michelangelo had a famously bad ______________. He was also intensely _____________.

*Michelangelo, at age 13, apprenticed as a _________________. At age 15, he apprenticed as a _________________ and lived in the Medici household.

Talents and Achievements

*Michelangelo was gifted in both sculpture and ______________. His art combines beauty with ___________________ expressiveness.

*Michelangelo’s famous sculptures include his David, Moses and the _______________ - a depiction of Mary, the mother of Jesus, mourning over her crucified son.

*Michelangelo is known for his painting of the ceiling of the ____________ ______________. It took him over ________ years to complete the work.

*Define – chapel-

____________________________________________________________________________________________________________________________________

30.4 Titian, Italian Painter

Titian (1488-1576) was born in a village in the __________________ Alps.


*Titian trained in Venice under the artist Giorgione, a master of ___________ painting.

*Titian was a _______________ man who could convince others to support his art.


*Titian’s paintings appeared alive because of his inspired use of _____________ and his lively _________________.

*Titian painted classical myths and ____________ stories. As a court painter, he painted portraits of the ___________ and ___________________.

30.5 Albrecht Durer, German Artist

*Albrecht Durer (1471-1528) was born in the German city of _________________.


*Durer learned the art of being a ______________ from his father. At 15, he trained under a well-known painter and _____________________.

*He studied classical sculpture to learn ideal human _________________.

*Define – proportions –

____________________________________________________________________________________________________________________________________

*Durer was a fashionable, ______________ man.


*Durer’s paintings blended the detailed style of _______________ with the perspective and idealized beauty of Italian paintings.

*Durer was known for his ________________ and ___________________. For example, The Four Horsemen of the _________________ illustrates a vision of the end of the world.


*engraving-

____________________________________________________________________________________________________________________________________

*woodcuts-

____________________________________________________________________________________________________________________________________

*Printers used engravings and woodcuts to illustrate __________________.

*Durer also did portraits of ___________ and wealthy patrons.

30.6 Nicolaus Copernicus, Polish Scientist

Nicholas Copernicus (1473-1543) was born in _______________ Poland.


*Copernicus studied at the University of _____________ in Poland. Later he went to Italy to study medicine and ___________ law. While in Italy, he stayed at the room of an ________________ teacher’s house.

*Copernicus was highly _______________ and a free _______________ unafraid to question accepted beliefs.


*Copernicus based his thinking on what he saw not on what he ______________ have seen.

*Copernicus theorized that the earth and the other planets revolve around the _____________. He also believed the earth rotates on its ____________.

*Define -axis-

____________________________________________________________________________________________________________________________________

*Copernicus’ teachings went against the Church’s teachings that the _____________ was the center of the universe. Ultimately, ______________ theories were proven to be correct.

30.7 Andreas Vesalius, Belgian Scientist

*Andreas Vesalius (1514 -1564) was born in ____________, in what is now Belgium.


*Vesalius was born into a family of ____________ and __________________. He studied stray _________ and __________ as a child.

*Vesalius attended universities in Belgium, France and ____________. He earned his _____________ degree in 1537.

*Vesalius was hardworking, curious and confident, but could be _________ and distant at times.


*Vesalius began ______________, or cutting open, human bodies.

*Define – dissection-

____________________________________________________________________________________________________________________________________

*Vesalius discovered that the human heart had ________ hollow areas called _________________.

*Vesalius wrote a series of illustrated books called On the Structure of the Human Body which explained the ________________ of the body and how the body ______________. It is considered the first modern ____________ textbook.

30.8 Isabella I, Queen of Spain

Queen Isabella I (1451-1504) was born in the Spanish Kingdom of __________.


*Isabella was highly ________________, strong-willed and a devoted Catholic.

*She had little formal education, but did learn ____________, the language of the Church.


*Isabella and, her husband and co-ruler, Ferdinand actively encouraged ______________. She supported _______________ _______________ who would cross the Atlantic and “discover” the _________ ____________.

*Define – New World-

____________________________________________________________________________________________________________________________________

*Isabella unified Spain as a Catholic country by forcing ____________ to leave the country if they did not convert.

30.9 Elizabeth I, Queen of England

*Queen Elizabeth (1533-1603) was born in _______________. She was the daughter of King _____________ ______ and Anne Boleyn.


*Elizabeth was taught by an English ___________. She learned to speak Greek, Latin, ____________ and Italian.

*Elizabeth was strong-minded, but was willing to listen to __________.


*Elizabeth ruled England for ___________ years.

*Elizabeth supported theater, fashion, literature, dance and ____________.

*Elizabeth encouraged trade by establishing English _____________ companies in Africa, Asia and the Americas. She funded sea ____________, enabling England to gain a foothold in North America.

*England’s navy defeated the Spanish ________________ in 1588. This established England as one of the ______________ and richest countries in the world.

30.10 William Shakespeare, English Poet and Playwright

*William Shakespeare (1564-1616) was born in the English town of _____________-____-_______________.


*Shakespeare studied _______________ and classical literature in grammar school. He went on to become an __________ with a theater company in London.

*Shakespeare had a reputation for being ______________ and a bit mysterious. He thought deeply about life and its ________________, but had a sense of humor as well.


*Shakespeare’s plays show a deep understanding of human _______________ and emotions. He wrote both _____________ and ________________. Many of his plays (such as Hamlet, Romeo and __________, Macbeth and the Merchant of Venice) are still performed today.


*comedy-

____________________________________________________________________________________________________________________________________

*tragedy-

____________________________________________________________________________________________________________________________________

*Shakespeare’s poetry is widely admired, particularly the 14-line _____________.

*Shakespeare wrote about timeless themes such as love, ______________, power, ambition, hatred and __________.

*Many common expressions are from Shakespeare, such as “Love is ___________” and “All’s well that _________ well.”

30.11 Miguel Cervantes, Spanish Writer

Miguel Cervantes (1547-1616) was born in ____________ Spain.


*Cervantes may have studied with ____________.

*As a soldier, Cervantes was _________ twice in the chest and also injured his left ____________. He spent time as a _____________ after being captured by pirates.

*Cervantes was adventurous and _______________. He had a ___________ sense of humor.


*Cervantes wrote plays poems and novels, but had a particular talent for __________________.

*Define – satire-

____________________________________________________________________________________________________________________________________

*Cervantes’ masterpiece is a book entitled _________ ______________, a tale about a tall, thin. elderly man who dresses as a knight and sets out to do noble deeds even though the age of knights have passed.

30.12 Leonardo da Vinci, Italian Renaissance Person

*Leonardo da Vinci (1452-1519) was born in a village near ________________.


*Leonardo trained in Florence under a master ___________ and ______________.

*Throughout his life, Leonardo studied art, music, math, anatomy, __________, architecture and engineering.

*Leonardo was endlessly ______________. He was a careful ______________ and liked to figure things out himself.


*Leonardo was an accomplished painter, sculptor, architect, engineer and _________________.

*Many of his inventions, such as the _____________ and __________________, were ahead of his time.

*The Mona Lisa is a ________________ of a woman with a mysterious smile. It shows a remarkable use of ____________, balance and detail.

Name_______________________

Class Period_______________________

Eng-Social Studies

Guide for Chapter 31 – The Reformation Begins

Goal: To understand what Church practices caused Martin Luther and others to become dissatisfied and begin the Reformation

31.1 Introduction

*The __________________ was an historic movement where Christian churches broke away from the Catholic Church.

*One reason for the weakening of the Catholic Church was ______________. The humanists were very _______________ in their thinking and questioned many accepted beliefs.

*A second reason for the weakening of the Catholic Church was the ______________ and _________________ (immoral and dishonest behavior) of Church officials. Some popes seemed more concerned with _____________ and ______________ than spiritual matters.

*Those that broke away from the Catholic Church entirely were known as _____________________ because of their protests against the Catholic Church.

31.2 Weakening of the Catholic Church

Worldliness and Corruption Within the Church

*Priests, monks and nuns made vows (solemn promises) not to ______________ or have _____________, but many broke these vows.

*Popes, cardinals and bishops behaved like ________________ and lived in elegant palaces and wore jeweled robes.


*indulgence-

____________________________________________________________________________________________________________________________________

*simony-

____________________________________________________________________________________________________________________________________

*Church officials sold __________________ (a release from punishment for sins), to raise money. People who received them did not have to perform good _________ to make up for their sins.

*Church officials also engaged in ____________ - the sale of church offices or leadership positions. Each position could be a source of ________________. People acquired ______________ positions in different places.

*Some clergy charged people to see ______________ ______________, such as the relic of saints.

Political Conflicts with European Rulers

*Popes accumulated vast ______________ and _________________ power. At times, monarchs came into _____________ with the Church.

*People lost respect for the pope as the supreme head of the church when he lived in France as people believed the pope was controlled by ____________ king.

*People were completely divided and confused during the “Great ____________.” At that time, there were ____________ popes elected by different bodies and all claimed to be the legitimate pope.

31.3 Early Calls for Reform

*Reformers wanted to _____________ the Church, not destroy it.

John Wycliffe (About 1330-1334)

*John Wycliffe, an English scholar, criticized the church’s right to ________ from England, the power of the pope after the Great Schism and the sale of indulgences.

*Wycliffe believed that the _____________, not the Church, was the supreme source of religious authority.

*Wycliffe was accused of _______________ or opinions that contradict church _____________. His supporters were _______________ and some were burned at the stake.


*heresy-

____________________________________________________________________________________________________________________________________

*doctrine-

____________________________________________________________________________________________________________________________________*Jan Hus criticized the vast ______________ of the Catholic Church and spoke out against the pope’s authority.

*Hus believed that the true head of the Catholic Church was ______________ _____________________. He wanted the bible and the mass to be offered in the ___________ language of the people.

*Hus was _______________ at the stake for his beliefs.

Catherine of Siena (1347-1380)

*Catherine of Siena was an Italian _____________ who had visions of Jesus Christ.

*She helped convince Pope Gregory XI to move the papacy back to ______________ from Avignon.

*Catherine was declared a _____________. She and other mystics emphasized _______________ experience of God more than formal observance of church practices.

Desiderius Erasmus (1466-1536)

*Erasmus’ book ___________ _____________ _____ _______________ satirized the abuses by clergy and church leaders.

*Erasmus wanted to reform the church from ______________. His attacks on corruption, however, contributed to many people’s desire to ___________ the Catholic Church.

31.4 Martin Luther Breaks Away from the Church

*Martin Luther was a _______________ from Germany.

Luther’s Early Life

*Luther was raised as a devout _______________. He vowed to become a ___________ if he survived a violent thunderstorm. He became a monk and a

_____________. He studied the Bible thoroughly and earned a reputation as a ______________ and teacher.

Luther Pushes for Change in the Catholic Church

*The Catholic Church taught that to be “saved” people had to keep the ________________ and to live a good life.

*Luther believed that salvation was a gift from God that people received in ______________.

*Luther strongly objected to the sale of Indulgences because it was selling false ____________ to uneducated people.

*Luther posted a list of his arguments, _____________, on the church door in Wittenberg.

*Luther argued that the ___________ was the ultimate source of religious authority. He felt that the only true sacraments were ______________ and _____________________.

*In January 1521, Luther was _______________ from the church. He was brought before the __________, an assembly of state leaders, in Worms. Luther __________ to take back his teachings and went into hiding.

Luther Starts His Own Church

*Define – denomination-

____________________________________________________________________________________________________________________________________

*Lutheranism, a new Christian denomination, emphasized study of the _______________. Luther translated the bible to _____________ and wrote a baptism service, mass and new hymns (sacred songs) in the language.

*Wars between Catholics and Lutherans ended with the Peace of _____________ in 1555. Each prince within the Holy Roman Empire could determine the ______________ of his subjects.

31.5 Other Early Leaders of the Reformation

*Reformation succeeded most where _____________ embraced the protestant faith.

Huldrych Zwingli (1484-1531)

*Huldrych Zwingli was a Catholic ___________ in Zurich, Switzerland.

*Zwingli wanted Christians to focus solely on the ___________. His churches did not contain _______________ or ________________. Services were simple, without music or _________________.

John Calvin (1509-1564)

*John Calvin started a Protestant branch in ________________, Switzerland.

* Calvin taught that salvation came only from ____________ grace. He believed that God “saved” those that lived according to _________ standards. Calvin believed firmly in hard work and _________ (the careful use of money).

King Henry VIII (1491-1547)

*King Henry VIII formed the Church of _____________ and put himself at its head.

*Henry did this so he could end his _______________. The ___________ had refused to grant him a divorce. Henry also did not want to share power and ___________ with the Church.

William Tyndale (About 1491-1536)


*New Testament-

____________________________________________________________________________________________________________________________________

*Old Testament-

____________________________________________________________________________________________________________________________________

*Tyndale attacked _____________ in the Catholic Church and defended the English __________________.

*Tyndale translated the _________ ______________ and the __________ ________________ into English. His work was used in the preparation of the _____________ ____________ version of the Bible.

Name________________________

Class Period________________________

Eng-Social Studies

Guide for Chapter 32 – The Spread and Impact of the Reformation

Goal: To understand the beliefs and practices of Protestant sects emerging from the Reformation and the Catholic response to the Reformation

32.1 Introduction

*Each protestant ______________, or group, had its own beliefs and practices.

*Protestant sects shared a belief in the _____________, individual conscience and the importance of faith.

*The Catholic reform movement is called the _______________-________________. Church officials worked to correct ____________ and defend the teachings of the Catholic Church.

*The many divisions among Christians led to a series of wars and ____________________.

32.3 Lutheranism


*scripture-

____________________________________________________________________________________________________________________________________

*original sin-

____________________________________________________________________________________________________________________________________

*Martin Luther could not find a basis in the ______________ for many of the Catholic Church’s teachings. Luther was troubled by the corruption in the church, especially the sale of _____________.

Beliefs About Sin and Salvation

*Catholics believed that people _________________ salvation by following the teachings and practices of the church. Taking part in the ____________ was

essential. For example, the sacrament of baptism, according to catholic teaching, washed away _______________ _____________.

*Luther denied that people could do anything to earn _________________. People were “justified” or saved if they sincerely believed in Jesus Christ, were sorry for their ________ and accepted the words of the Bible as truth – not by performing sacraments or good deeds.

Ultimate Source of Authority

*Lutherans believe the only true source of religious guidance is the _____________. Catholics believe in other sources of church authority such as church councils and the _______________.

Rituals and Worship

*Define – Holy Communion-

____________________________________________________________________________________________________________________________________

*Lutherans met in church _______________ and used an altar, candles and a _______________________ (a representation of Jesus on a cross).

*Lutheran services included Holy __________________ (the Eucharist), Bible readings, and sermons. Lutherans sang __________ in German.

*Prayers were written and spoken in _______________ so that everyone could understand. Catholics wrote and spoke their prayers in ______________.

*Lutherans believed in two sacraments, ____________ and ______________. Catholics believed in _____________.

Community Life

*Luther believed in strict _______________ and strong families. Luther believed that women should have as many ________________ as possible. Luther’s ministers were free to ______________, unlike Catholic priests.

32.3 Calvinism

*Calvinism was founded by John ____________, a French humanist who did most of his work in Geneva, Switzerland.

Belief About Sin and Salvation

*Calvinist believed that God chose certain people – the _____________- to be saved and to enjoy eternal life. Everyone else was ______________ to spend eternity in hell.

*Calvin maintained that God knew from the beginning of __________ who would be saved and who would be condemned.

*Define – predestination-

____________________________________________________________________________________________________________________________________

*Good ________________ showed that a person was one of the elect who was destined for heaven. Singing, dancing, playing ___________ and wearing fancy robes were all forbidden.


*Calvinists believe that the _______________ was the only true source of religious guidance.

*In a Calvinist state, religious rules also became laws for the _______________. A lawbreaker was punished first by the Calvinist clergy and then the local ___________ system.

*Define blasphemy-

____________________________________________________________________________________________________________________________________

Rituals and Worship

*Calvinist attended church up to __________ times a week. Their services included ____________ which lasted for hours.

*Calvinist churches were paneled in ____________ wood and people sat on long wooden ______________. There were no paintings, statues or ______________ glass windows.

*A preacher spoke from a ______________. Men sat on one side of the room. Women and _______________ sat on the other. Children had to be ready to answer _____________ from the minister.

*Calvinist believed in two sacraments, _______________ and _______________.

*Calvinist were not allowed to ____________ any words except those found in the Bible.

*Define – pulpit-

____________________________________________________________________________________________________________________________________

Community Life

*Calvinist believed each community should be a ________________ - a state governed by God through religious leaders.

*Define – theocracy-

____________________________________________________________________________________________________________________________________

*Calvinist communities had strict laws based on the ______________. People were not allowed to swear, dance, play ___________ or insult anyone.

32.4 Anglicanism

*King ________________ VIII founded Anglicanism. He did not want to share his kingdom’s _____________ with the church. Henry also wanted to ___________ his wife so he could marry another woman.

Beliefs About Sin and Salvation

*Anglicans believed that baptism washed away ______________ __________, just as Catholics believe.

*Anglicans believed that to go to heaven, all people needed was to believe in God, regret their sins, and receive God’s mercy – just as ________________ believe.

*Anglicans believed that people should have ____________ in how they practiced their religion.


*Anglicans based their belief on the bible, but the English _____________, as the head of the church, was the main interpreter of the Bible’s meaning.

*The Archbishop of ____________ helped the monarch interpret the Bible.

*In practice, people could interpret church beliefs in their own ways as long as they were loyal to the ___________ or _______________.

Rituals and Worship

*The _____________ Church service was very and similar to a Catholic mass. The ______________ Church service was similar to the Lutheran service.

*Church walls were painted ________________ and the _________ _________________ were painted on a plain white wall. People sang hymns with ____________ words and easy melodies.

*Anglican used only two sacraments, ____________ and ______________.

*English slowly replaced ___________ in Anglican services. King James I had an ________________ translation of the Bible prepared – the Authorized Version or the King James Version.

Community Life

*High Church communities were made up mostly of _____________ people.

*Low Church communities were made up of __________-class and ______________-class people.

*Queen __________________ said that no one should be forced to believe or practice a particular kind of Anglicanism.

32.5 The Catholic Response: The Counter-Reformation

*The ______________-________________ is the movement to clarify teachings, correct abuses and win people back to the Catholic Church.

The Council of Trent

*The Council of Trent was a series of meetings of church leaders to combat ____________ in the church and to fight Protestantism.

*The council affirmed the Catholic belief in seven _______________ and that individuals do have a role to play in deciding the fate of their souls. The council rejected the idea of ___________________.

*The council insisted that church leaders do have a role in interpreting the _____________.

*The council corrected many of the abuses involving ____________ and church offices. Clergy were required to have better education and ____________. ___________ were established for church services so they were more alike everywhere.

Catholic Reformers and Missionaries

*Teresa of Avila, a nun and ____________, formed a new religious order in Spain.

*The Society of Jesus (also known as the __________________) was formed to preach, educate people and perform services such as feeding the poor.

*Ignatius of Loyola, a Spanish ________________, started the Society of Jesus. The Jesuits were dedicated teachers and __________________.

*Define missionary-

____________________________________________________________________________________________________________________________________

Fighting the Spread of Protestantism

*The ________________ was established by the church to deal with heresies.

*Inquisitors sought out and tried ____________. Punishments could include, fines, ________________ and even death.

*King Ferdinand and Queen Isabella used the Spanish Inquisition against the _______________.

*The Roman Inquisition sought out and condemned people whose views were considered _________________.

*The Church published a list of ______________________ it said offended the Catholic faith and forbid Catholics to read them.

32.6 Effects of the Reformation

Religious Wars and Persecution

*Catholics and Protestants alike persecuted members of other sects and as a result some groups _______________ to different countries – such as the French Protestants who went to Switzerland.

*Catholics and Protestants fought __________, Several ________________ added to the horror of these wars.

*Define – massacre-

__________________________________________________________________

*The Thirty Years War (1618-1648) was fought mainly in ______________. It was fought among Catholics and Protestants, and Protestants against other _____________.

*The Peace of Westphalia (1648) set ______________ between Catholic and Protestant lands. Most of Northern Europe, including Germany, was _________________. Spain, Portugal, Italy, and France remained ______________.

The Rise of Nationalism and Democratic Practices

*Define – nationalism-

____________________________________________________________________________________________________________________________________

*More and more people identified with their ______________. Official state ________________ strengthened national unity.

*Monarchs grew _______________ as rulers claimed authority over religious as well as secular matters.

*Monarchs claimed the divine rights of kings which, according to this idea, the monarch’s authority came directly from ____________. France’s king established an _________________ ____________________.

*Define – absolute monarchy-

____________________________________________________________________________________________________________________________________

*The seeds of democratic ideas were planted in the Reformation’s notion of being true to the Bible and to their own ________________. People were more willing to ______________ authority.

*The ________________ fled from England to America in search of religious liberty. Leaders of Protestant churches were ______________, not appointed by a high church official.

The Spread of Christianity

*Jesuits spread Catholicism to India, _____________, Japan and southeast Asia. Protestant missionaries worked in Ceylon, India and ___________________.

*English colonies in North America were _____________.

*French missionaries and settlers brought ___________________ to Canada and the Mississippi valley.

*The Spanish and the Portuguese brought Catholicism to the American southwest, Mexico and ____________ ____________.

Name_______________________

Class Period_______________________

Eng- Social Studies

Guide for Chapter 33- The Age of Exploration

Goal: To understand the motivations, accomplishments and impact of European explorers.

33.1 Introduction

*The age of exploration lasted from about _________ to __________C.E. Explorers wanted to find sea routes to east _________________.

*Explorers faced many hardships including running out of _____________ and water.

33.2 Reasons for the Age of Exploration

Motives for Exploration

*Europeans wanted spices, which were used to ____________ food during winter and to cover up the taste of food that was no longer _____________.

*Trade with the east was controlled by the ______________ and the ______________. European monarchs and _____________ wanted to break the hold that these countries had on trade with the east.

*Muslims brought the goods to the east coast of the __________________ Sea. Italian merchants brought the good to ___________. Each time the goods changed hands, the price of the goods _______________.

*Explorers were also motivated by the chance for fame, glory, wealth, adventure and the desire to spread _________________ to native peoples.

Advances in Knowledge and Technology


*cartography-

____________________________________________________________________________________________________________________________________

*longitude-

____________________________________________________________________________________________________________________________________

*latitude-

____________________________________________________________________________________________________________________________________

*caravel-

____________________________________________________________________________________________________________________________________

*There were advances in __________________, the art and science of mapmaking. By the 1500s, globes showed the earth as a _____________. In 1507, a German cartographer, showed North and South ______________ as separate from Asia. Better maps made navigation _______________.

*Gerardus Mercator created maps using improved lines of ______________ and __________________. These maps were much more accurate.

*___________________ are ships that were small, fast and easy to maneuver. They had shallow bottoms making it easier to travel along ___________________ when the water was not deep. They used lateen (triangular) sail which could be positioned to take advantage of the ___________ no matter which way it blew.

*Sailors used ________________ to find their bearing or direction of travel. The ________________ was used to figure out the distance north or south from the equator.

*European weapons, such as a ship’s cannons, guns, armor and horses, gave Europeans an ____________________ over the people they met.

Portugal Begins the Age of Exploration

Key Explorers

*Prince Henry – the “Navigator” – was not an explorer himself, but encouraged exploration and directed many important _________________.

* Beginning in _____________, Prince Henry sent explorers out to sea almost every year. He established a school of _________________ where sailors and mapmakers could learn their trade.

*In 1488, Bartolomeu Dias was the first European explorer to go around the southern tip of _____________.

*In 1497, Vasco de Gama sailed around the southern tip of Africa, up the east coast of Africa and across the ______________ Ocean. He brought back cinnamon and pepper, but lost __________ his ships.

*In 1500, Pedro Cabral sailed southwest and ended up at the east coast of ____________, which he claimed for Portugal. He continued on around Africa to Calicut, India where established _____________ posts and signed trading _________.

The Impact of Portuguese Exploration

*The Portuguese took control of the ____________ sea routes to Asia. They seized the seaport of _________ in India and attacked the Moluccas, or ___________ Islands, in 1511.

*The price of Asian goods, such as spices and fabrics went ___________ and more people could afford to buy them.


*colony-

____________________________________________________________________________________________________________________________________

*plantation-

____________________________________________________________________________________________________________________________________

*The Portuguese established ______________ in Brazil. They forced the natives to work on _______________ plantations and to convert to Christianity. When the natives died from overwork, the Portuguese began bringing _______________ from Africa.

33.4 Spain’s Early Explorations

Key Explorers

*Christopher Columbus, an Italian explorer sailing for Spain, wanted to find a route to Asia by sailing ______________. Columbus went ashore on an island in the ______________ Sea and claimed it for Spain.

*Ferdinand Magellan, a Portuguese explorer sailing for Spain, hoped to find a ____________ through South America and continue onto Asia. Magellan was successful in finding the strait, but his crew ran out of ____________ and was plagued by disease and thirst.

*Magellan himself died in fighting on the _______________. His crew continued the voyage and returned to Spain with a load of ___________. Of the five ships and 250 men which began the voyage, only one ship and ______ sailors returned. They were the first people to _________________ the globe.


*strait-

____________________________________________________________________________________________________________________________________

*circumnavigate-

____________________________________________________________________________________________________________________________________

The Impact of Early Spanish Exploration

*Columbus’ voyage revealed the existence of the __________________. Magellan’s voyage proved that it was possible to sail around the _____________.

*Spain began to establish _______________ in the West Indies and earned great wealth from them. They sent Spain precious metals, sugar and new crops such as ____________ ____________ and pineapples.

*Natives were forced to work in _________________ or ________________. Natives were forced to convert to _______________. Many natives died of overwork and _____________.

*The Spanish brought African ____________ to replace the natives.

33.5 Later Spanish Exploration and Conquest

*Conquistadors (conquers) were permitted to establish settlements and seize the ____________ of natives. The Spanish government received _____ _________ of the treasures they found.

*Hernan Cortes conquered the ______________. Cortes took their leader, _________________, hostage.

*Four factors enabled the Spanish to defeat the Aztecs: (1) the Aztec thought that Cortes was their god ____________________ so they let him into their capitol; (2) Cortes was able to make ______________ with Aztec enemies; (3) the Spanish had superior________________, such as horses and armor; and (4) the Spanish brought disease that spread deadly _________________ among Aztecs.

*Define - epidemic-

____________________________________________________________________________________________________________________________________

*Francisco Pizzaro conquered the ____________ Empire.

*The Inca emperor, Atahualpa, greeted the Spanish as ____________, but the Spanish kidnapped the emperor. Although a _____________ was paid, the Spanish killed the emperor.

The Impact of Later Spanish Exploration and Conquest

*Wealth from the ______________ made Spain one of the world’s richest and most powerful countries.

*The population of Spain grew because the food supply increased with the introduction of __________ and ____________ from the new world. Luxury goods, such as ________________ and tobacco were introduced to Spain.

*The abundance of gold and silver from the Americas ___________ Spain’s economy. It led to ______________, an increase in the supply of money compared to goods resulting in higher prices.

*The Spanish introduced animals, such as __________, cattle, sheep and ___________, to America.

*The Spanish wiped out the ______________ and ______________ civilizations. Millions of natives died from _______________.

33.6 European Exploration of North America

*England, France and the ________________ all sent expeditions to North America.

Key Explorers

*In 1497, John Cabot, an Italian sailor sailing for England, landed in __________.

*In 1524, Verrazano de Giovanni, an Italian sailing for France, explored the Atlantic Coast from ____________ _____________ to Canada. Unfortunately, he was killed and ___________ by people in the West Indies on a later trip.

*In 1609, Henry Hudson, an Englishman sailing for the Netherlands, tried to find a _______________ passage, but ended up exploring a river now known as the Hudson River. _______________ settlers came to settle in the Hudson river valley.

*Henry Hudson, sailing under the English flag, tried again and sailed into a large bay in __________________. His crew _______________ and set him, his son, and some loyal crew members adrift never to be heard from again.

The Impact of European Exploration of North America

*Fishing boats visited Canadian waters to catch _____________ and other fish.

*Trading with Native Americans was established for otter skins, whale oil and __________ and _______ fur.

*Define- northwest passage-

____________________________________________________________________________________________________________________________________

*England and Spain went to _________. One factor in causing the war were the English ships (“sea dogs”) attacking Spanish ships and ports for their _________.

*England defeated the Spanish _______________ sent to invade England. England and the Netherlands took more of an active role in trade and ______________ around the world.

33.7 The Impact of Exploration on European Commerce and Economics


*capitalism-

____________________________________________________________________________________________________________________________________

*market economy-

____________________________________________________________________________________________________________________________________

*cottage industry-

____________________________________________________________________________________________________________________________________

*mercantilism-

____________________________________________________________________________________________________________________________________

*Capitalism is an economic system based on investing money for __________. People began investing money in trading ________________ so people could share in the profits they earned.

*Money became more important as the price of goods were set by the __________ market. The price of goods went up and down depending on how much ________________ and demand there was.

*Cottage industries, especially in the making of ______________, increased and paved the way for the system of factories later on.

*Mercantilism is a policy to _________ the amount of goods needed from other countries and ___________ the number of goods sold to other countries.

*Colonies supplying raw ___________ to make goods reduced a nation’s need to trade with other countries. A nation could then sell the __________ goods to other countries for a profit. Colonies were often ______________ from trading with other countries.

web viewthe word mughal means _____ in arabic. the empire covered most of _____. the further spread...

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web viewthe word mughal means _ in arabic. the empire covered most of _. the further spread...