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Chapter 9

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280 The Byzantine Empire, Russia, and Eastern Europe

Bibliography

CH

APT

ER99Teach With TechnologyPresentationEXPRESS™Premium DVD

! Teach this chapter’s core content using PresentationExpress™ Premium, which includes dynamic lecture notes, interactive game shows, songs, videos, and the ExamView® QuickTake assessment tool.

! To introduce this chapter using PresentationExpress™ Premium, start by asking students Which of the following statements do you most agree with? (A) Absolute rule is always harmful to a country. (B) Absolute rule can be both helpful and harmful. (C) Absolute rule does not usually have lasting effects. (D) Absolute rule often has lasting effects. Take a class poll or record students’ answers using the QuickTake feature and discuss their responses. Point out that in this chapter, they will read about the Byzantine empire and the growth of Russia and Eastern Europe. Continue introducing the chapter using the chapter opener slide show and Witness History audio.

Technology Resources! StudentEXPRESS CD-ROM,

Chapter 9! TeacherEXPRESS CD-ROM,

Chapter 9! PresentationEXPRESS™

Premium DVD, Chapter 9

! WITNESS HISTORYWITNESS HISTORY

Audio CD, Chapter 9

! ExamView Test Bank CD-ROM, English and Spanish, Chapter 9

! Guided Reading Audio, Spanish, Chapter 9

! Student Edition Audio, Chapter 9

! Experience It! Multimedia Pack For the TeacherEvans, James Allan. The Empress Theodora: Partner of

Justinian. Austin: University of Texas Press, 2003.Hupchick, Dennis P. The Balkans: From Constantinople

to Communism. New York: Palgrave, 2004.Weatherford, Jack. Genghis Khan and the Making of

the Modern World. New York: Crown, 2005.

For the Student

L2

Marston, Elsa. The Byzantine Empire. Series: Cultures of the Past. New York: Benchmark Books, 2003.

L3

McNeese, Tim. Constantinople. Philadelphia: Chelsea House Publishers, 2003.

L4

Taylor, Robert. Life in Genghis Khan’s Mongolia. San Diego: Lucent Books, 2000.

99330–1613

The Byzantine Empire, Russia, and Eastern Europe330–1613

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Chapter 9

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Chapter 9 281

Solutions for All Learners

Chapter-Level Resources

Vocabulary Builder; Reading Strategy; Enrichments; Outline Maps; Geography Quiz; Chapter Tests

! Document-Based Assessments! AYP Monitoring Assessments! ExamView Test Bank CD-ROM! Guided Reading Audio (Spanish)! Student Edition Audio

Previewing the Chapter! WITNESS HISTORYWITNESS HISTORY

Remind students that the Byzantine empire arose from the eastern portion of the Roman empire. Then read the Witness History selection aloud or play the accom-panying audio. Ask students to restate the quotation in their own words. What does the quotation suggest about the importance of the Byzantine empire’s Roman heritage?

AUDIO

Witness History Audio CD, Justinian Reforms the Law

! Analyzing the Visuals Ask students to study the mosaic of Justinian, and explain that a mosaic is an image made of many small tiles. From a distance, the individual tiles are not apparent, but up close, as in this image, the intricacy of the tile work is readily apparent. Explain that mosaics were an important Byzantine art form. This particular mosaic is part of a larger piece in Ravenna, Italy. Ask What questions do the mosaic and the Witness History selection bring to mind? (Examples: Who was Justinian? Why was he important enough that such a complex image of him was created? What was his connection to Roman law? Why is there a Byzantine mosaic in Italy?)

! Focus Write the Chapter Focus Question on the board. Tell students to keep this question in mind as they read the chapter. (Answer appears with Chapter Assessment answers.) Have students preview the section titles for this chapter.

The following Teacher’s Edition strategies are suitable for students of varying abilities:

L1

Special Needs Students, pp. 283, 290, 291, 295 SN

L2

English Language Learners, pp. 283, 290, 291, 295 ELL

L2

Less Proficient Readers, pp. 283, 290, 291, 295 LPR

L4

Gifted and Talented Students, p. 287 GT

L4

Advanced Readers, p. 287 ARNote Taking Study Guide With Concept Connector JournalFor online access: Web code: nad-0907For print alternative: Reading and Note Taking Study Guide booklet

! This mosaic from a Byzantine church in Italy shows the emperor Justinian.

Chapter PreviewChapter Focus Question How did the Byzantine empire preserve the heritage of Greece and Rome and help to shape the cultures of Russia and Eastern Europe?

Section 1 The Byzantine Empire

Section 2 The Rise of Russia

Section 3 Shaping Eastern Europe

WITNESS HISTORYWITNESS HISTORY AUDIO

Justinian Reforms the Law

At the beginning of his reign, the Byzantine emperor Justinian realized that the laws—inherited from ancient Rome—were long and confusing. He created a commission to collect, organize, and revise them into a body of law called the Corpus Juris Civilis, known as Justinian’s Code. In the introduction, Justinian explains the basis of the law code:

Emperor Constantine I

Gold cross showing the Virgin Mary

Russian necklace

ONLINE

To explore Essential Questions related to this chapter, go to PHSchool.com Web Code: nad-0907

“The precepts of the law are these: to live honestly, to injure no one, and to give every man his due. The study of law consists of two branches, law public and law private. The former relates to the welfare of the Roman State; the latter to the advantage of the individual citizen. Of private law then we may say that it is of threefold origin, being collected from the precepts of nature, from those of the law of nations, or from those of the civil law of Rome.”Listen to the Witness History audio to hear more about Justinian’s Code.

Use the at the end of this chapter to preview chapter events.

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Chapter 9, Section 1

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Vocabulary Builder

11SECTION

Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Understand why Constantinople became known as the “New Rome.”

! Summarize the ways in which the Byzantine empire flourished under Justinian.

! Analyze how Christianity in the Byzan-tine empire differed from Christianity in the West.

! Explain why the Byzantine empire collapsed and examine the empire’s lasting heritage.

Prepare to Read

Build Background KnowledgeAsk students to review the main accom-plishments of Greek and Roman civiliza-tion. Encourage them to use their knowledge of this heritage to predict what they will learn about the Byzantine empire.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, A Sovereign City

Ask Why did the crusaders of 1203 open their eyes wide with wonder when they first saw Constantino-ple? (They had never seen so rich and large a city with its magnificent palaces and churches and its impressive towers and walls.)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 1 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

! Reading Skill Have students use the Reading Strategy: Categorize worksheet.

Teaching Resources, Unit 2, p. 46

Use the information below and the following resources to teach the high-use words from this section. Teaching Resources, Unit 2, p. 45; Teaching Resources, Skills Handbook, p. 3

High-Use Words Definitions and Sample Sentences

temporary, p. 283 adj. lasting for or relating to a limited timeSubstitute teachers are temporary replacements for absent instructors.

unify, p. 285 v. to bring people or things together to form a single unit or entityA series of victories in battle unified the different kingdoms under one ruler.

L3

L3

11

Objectives• Understand why Constantinople became known

as the “New Rome.”• Summarize the ways in which the Byzantine

empire flourished under Justinian.• Analyze how Christianity in the Byzantine

empire differed from Christianity in the West.• Explain why the Byzantine empire collapsed

and examine the empire’s lasting heritage.

The Byzantine Empire

Terms, People, and PlacesTheodorapatriarchiconGreat Schism

Reading Skill: Recognize Sequence Keep track of the sequence of events in the Byzantine empire in a table.

Constantinople sat at a crossroads of land and sea routes, andits great wealth came from trade. In addition to encouragingtrade, its leaders constructed strong defenses for their city. As thecities of the western Roman empire crumbled, Constantinopleremained secure and prospered. With its high walls and goldendomes, it stood as the proud capital of the Byzantine empire.

Constantine Creates a “New Rome”You have read that as German invaders pounded the Romanempire in the west, the Roman emperor Constantine and his suc-cessors shifted their base to the eastern Mediterranean. Constan-tine rebuilt the Greek city of Byzantium and then renamed it afterhimself—Constantinople. In 330, he made Constantinople the newcapital of the empire. From this “New Rome,” roads fanned out tothe Balkans, to the Middle East, and to North Africa. In time, theeastern Roman empire became known as the Byzantine empire.

Constantinople Grows The vital center of the empire wasConstantinople. The city was located on the shores of theBosporus, a strait that links the Mediterranean and Black seas.Constantinople had an excellent harbor and was guarded on threesides by water. Emperors after Constantine built an elaborate sys-tem of land and sea walls to bolster its defenses.

Depiction of the church of the Holy Apostles in Constantinople

A Sovereign CityIn 1203, when the Crusaders arrived at Constantinople, they were amazed by its splendor:

“ [T]hose who had never seen Constantinople opened wide eyes now; for they could not believe that so rich a city could be in the whole world, when they saw her lofty walls and her stately towers wherewith she was encompassed, and these stately palaces and lofty churches, so many in number as no man might believe who had not seen them, and the length and breadth of this town which was sover-eign over all others.”—Villehardouin, a French Crusader

Focus Question What made the Byzantine empire rich and successful for so long, and why did it finally crumble?


Cross and chain

ConstantinopleJustinianJustinian’s Codeautocrat

The Byzantine Empire

330 Constantinople becomes the capital of the eastern Roman empire.

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Chapter 9 Section 1 283


!

Have students read this section using the Guided Questioning strategy (TE, p. T20). As they read, have them fill in the table of events that shaped the Byzantine empire.

Reading and Note Taking Study Guide, p. 82

Answer

Protected by walls and water, it commanded key trade routes linking Europe and Asia, making it Europe’s busiest marketplace.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Organize the class into small groups. Ask students to suppose that they are Constantine’s “zoning board” and must create a simple diagram of the New Rome to present to the emperor. Diagrams should include significant features such as defensive walls, living areas, government buildings, marketplaces, and facili-ties for entertainment. Ask students to explain their choices to the class.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

! Adapted Note Taking Study Guide, p. 82! Adapted Section Summary, p. 83

L3

Teach

Constantine Creates a “New Rome”Instruct! Introduce: Key Terms Ask students

to find the key term Constantinople (in blue) in the text. Explain that the name means “City of Constantine” and explain that Constantinople was the center of the Byzantine empire.

! Teach Discuss the growth of Constanti-nople and ask the class for the reasons behind Constantine’s choice of location for the new capital. (on shores of the Bosporus, which links the Mediterra-nean and Black Seas; excellent harbor; protected by water on three sides; access to the Balkans, the Middle East, and North Africa)

Independent PracticeDisplay Color Transparency 52: Byzantine Mosaic. Have students divide into pairs to discuss their reactions to the image. Then use the lesson suggested in the transparency book to guide a discus-sion of this unique period in the arts.

Color Transparencies, 52

Monitor ProgressAs students fill in their tables, circulate to make sure they understand the sequence of events that led to the success of the Byzantine empire. For a completed version of the table, see

Note Taking Transparencies, 84

Equally important, Constantinople commanded key traderoutes linking Europe and Asia. For centuries, the city’s favor-able location made it Europe’s busiest marketplace. There,merchants sold silks from China, wheat from Egypt, gemsfrom India, spices from Southeast Asia, and furs from Vikinglands in the north.

At the center of the city, Byzantine emperors and empresseslived in glittering splendor. Dressed in luxurious silk, theyattended chariot races at the Hippodrome arena. Crowdscheered wildly as rival charioteers careened around andaround in their vehicles. The spectacle was another reminderof the city’s glorious Roman heritage.

Blending of Cultures After rising to spectacular heights,the Byzantine empire eventually declined to a small areaaround Constantinople itself. Yet it was still in existencenearly 1,000 years after the fall of the western Roman empire.As the heir to Rome, it promoted a brilliant civilization thatblended ancient Greek, Roman, and Christian influences withother traditions of the Mediterranean world.

Why did Constantinople become a rich and powerful city?

Byzantium Flourishes Under JustinianThe Byzantine empire reached its peak under the emperor Justinian,who ruled from 527 to 565. Justinian was determined to revive ancientRome by recovering lands that had been overrun by invaders. Led by thebrilliant general Belisarius, Byzantine armies reconquered North Africa,Italy, and the southern Iberian peninsula. However, the fightingexhausted Justinian’s treasury and weakened his defenses in the east.Moreover, the victories were only temporary. Justinian’s successorswould lose the bitterly contested lands, one after the other.

The Great City Is Rebuilt Justinian left a more lasting monument inthe structures of his capital. In 532, riots and a devastating fire sweptConstantinople. Many buildings were destroyed and many lives werelost. To restore Roman glory, Justinian launched a program to make Con-stantinople grander than ever. His great triumph was rebuilding thechurch of Hagia Sophia (AH yee uh suh FEE uh), which means “Holy Wis-dom.” Its immense, arching dome improved on earlier Roman buildings.The interior glowed with colored marble and embroidered silk curtains.Seeing this church, the emperor recalled King Solomon’s temple in Jerus-alem. “Glory to God who has judged me worthy of accomplishing such awork as this!” Justinian exclaimed. “O Solomon, I have surpassed you!”

Justinian’s Code Has Far-Reaching Effects Even more importantthan expanding the empire and rebuilding its capital was Justinian’sreform of the law. Early in his reign, he set up a commission to collect,revise, and organize all the laws of ancient Rome. The result was theCorpus Juris Civilis, or “Body of Civil Law,” popularly known asJustinian’s Code. This massive collection included laws passed byRoman assemblies or decreed by Roman emperors, as well as the legalwritings of Roman judges and a handbook for students.

Vocabulary Buildertemporary—(TEM puh rehr ee) adj. lasting for or relating to a limited time

Constantine embarked on an ambitious building program to improve his new capital. Byzantium had been a walled city, but the new imperial buildings and growing population required a new set of walls outside the old, tripling the size of the city.

Primary Source

“ [Constantine] enlarged the city formerly called Byzantium, and surrounded it with high walls; likewise he built splendid dwelling houses . . . He erected all the needed edifices [for a great capi-tal]—a hippodrome, fountains, porticoes [covered walkways] and other beautiful adornments.”—Sozomen, Church historian, circa 450

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Careers

Byzantium Flourishes Under JustinianInstruct! Introduce: Key Terms Have students

skim the text to find the term Justinian’s Code (in blue). Point out that today, each city and state has a similar set of laws and legal writings. Ask students to suggest reasons why this is necessary.

! Teach Discuss the expansion and con-traction of the Byzantine empire. Ask How did Justinian contribute to the expansion phase? (rebuilt Con-stantinople; formed a strong central government; reformed the laws of ancient Rome; built a powerful mili-tary; increased the fortunes of the empire) Remind students that under Justinian’s successors, the Byzantine empire was finally reduced to a rela-tively small geographic area around Constantinople. Ask What were some of the causes of this contraction? (constant military campaigns; depleted treasury; struggles over power and suc-cession; success of Muslim armies in the Mediterranean region)

Independent Practice! Viewpoints To help students see the

differing viewpoints on Justinian’s rule, have them read the selection Emperor Justinian and complete the worksheet.


! Primary Source Have students study the Infographic on Hagia Sophia. To help students better understand this monument to two religions, have them read the selections from On Buildings by Procopius and complete the worksheet.


Monitor ProgressCirculate to make sure that students understand the viewpoints on Justinian and the descriptions of Hagia Sophia.

Answers

Thinking Critically1. It was a rich and magnificent city that stood at a

cultural and economic crossroads.2. to preserve its rich history and religious diversity

Architect Designing buildings, whether commer-cial, industrial, or residential, is the work of the archi-tect. When creating a plan for a new house, shopping center, church, stadium, or the like, the architect must consider function, safety, and economy. Architects are involved in all phases of development, from the idea stage through the finished product. Knowledge of

local, state, and federal building codes, zoning laws, and fire regulations is essential. Most architects today use computer-aided design and drafting (CADD), rather than pencil and paper, to do their work. Pro-spective architects must obtain a college degree, com-plete an internship, and pass a state examination in order to be licensed.

L3 INFOGRAPHIC

Hagia Sophia, or “Holy Wisdom,” stands at a cultural and geographic crossroads. Istanbul—once called Constantinople—is located where Europe meets Asia and Islam meets Christianity. Justinian ordered the construction of Hagia Sophia in 532, after the previous church was destroyed in riots. Since then, the dome has been rebuilt and the building repaired. Despite warfare and invasions, Hagia Sophia has remained intact, a prize for whoever controlled the city. It has served as a cathedral of Eastern Orthodox Christianity, a Roman Christian cathedral, and an Islamic mosque. Since 1935, it has been a museum. The modern interior reflects the Christian and Muslim heritage of the building. Islamic artists avoid using human or animal figures, while Byzantine artists were famous for their mosaics of religious figures, such as the one above.

Round plaques decorated with calligraphy were added between 1847 and 1849. This one shows Muhammad’s name.

The dome rises 184 feet from the floor. The architects used a technique that was new in the 500s to support this huge dome. Triangular supports called pendentives were inserted in the corners of the square, which supported the weight of the dome on the square base.

These towers, called minarets, were built after the building became a mosque. Mosque officials, called muezzins, call Muslims to prayer from the minarets.

pendentives

Thinking Critically1. Synthesize Information Explain

the significance of Constantinople.2. Draw Inferences Why was Hagia

Sophia turned into a museum?



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History Background

Byzantine ChristianityInstruct! Introduce Display Color Transpar-

ency 53: Byzantine Icon. Explain that one of the controversies that led to the Great Schism was over the purpose of icons such as this one.


! Teach Point out that Christianity was practiced differently in the Byzantine empire than in Western Europe. Ask What were the key differences between the Greek Orthodox and Roman Catholic churches? (Byzan-tine rejection of pope’s authority and Roman rejection of the Byzantine patri-arch’s authority; Orthodox use of Greek rather than Latin; Roman view of icons as “graven” rather than “holy” images) Then display Color Transparency 51: Major Religions, About 1300. Point out the areas on the map that were mainly Roman Catholic and those areas that were mainly Orthodox Christian.


Answers

BIOGRAPHY

She was a courageous politi-cian who challenged Justinian to stand his ground and crush the rebellion.

rebuilt Constantinople; with autocratic rule unified and enlarged the empire to reach its greatest size; built the strongest military force in the world; restored Roman glory by rebuild-ing the Church of Hagia Sophia; reformed the laws of ancient Rome and created a “body of civil law” known as Justinian’s code

The Nika Revolt The fire that devastated Constan-tinople in 532 was not accidental. It was set purpose-fully by rioters during the Nika revolt. Nika was the word for “conquer” or “win,” and was shouted by the crowds at the Hippodrome chariot races. Rival fans, known as the Blues and Greens, united in protest against the emperor and his government. They set fire to several important public buildings, including part of

the palace and the Church of the Holy Wisdom that adjoined it. The rioters demanded the dismissal of two of Justinian’s ministers. Although he acquiesced to their demands, the Blues and Greens were not appeased and proclaimed a new emperor, Hypatius. The empress Theodora convinced Justinian to fight back, and the general Belisarius crushed the revolt, killing thousands.

L3

BIOGRAPHYBIOGRAPHYJustinian’s Code had an impact far beyond the Byzantine

empire. By the 1100s, it had reached Western Europe. There,monarchs modeled their laws on its principles, which helpedthem to strengthen and centralize their power. Centuries later,the code also guided legal thinkers who began to put togetherthe international law in use today.

Justinian Rules With Absolute Power Justinian used thelaw to unify the empire under his control. He ruled as anautocrat, or sole ruler with complete authority. The Byzantineemperor also had power over the Church. He was deemedChrist’s co-ruler on Earth. As a Byzantine official wrote, “Theemperor is equal to all men in the nature of his body, but in theauthority of his rank he is similar to God, who rules all.” Unlikefeudal monarchs in Western Europe, he combined both politicalpower and spiritual authority. His control was aided by his wife,Theodora. A shrewd politician, she served as advisor and co-ruler to Justinian and even pursued her own policies.

Economic and Military Strength Is Second to None TheByzantine empire flourished under a strong central govern-ment, which exercised strict control over a prosperous economy.Peasants formed the backbone of the empire, working the land,paying taxes, and providing soldiers for the military. In the cit-ies of the empire, trade and industry flourished. While the econ-omy of Western Europe struggled and use of money declined,the Byzantine empire preserved a healthy money economy. Thebezant, the Byzantine gold coin stamped with the emperor’simage, circulated from England to China.

At the same time, the Byzantines built one of the strongestmilitary forces in the world. Soldiers, ships, and sailors protectedthe empire, and fortifications protected its capital. The Byzan-tines also relied on a secret weapon called Greek fire, a liquidthat probably contained petroleum. Thrown toward an enemy, itwould ignite on contact, and its fire could not be put out withwater. For centuries, Greek fire was an effective and terrifyingweapon of the Byzantine navy.

The Empire’s Fortunes Change In the centuries after Justinian, theempire faced successive attacks by Persians, Slavs, Vikings, Huns, andTurks. These attacks were largely unsuccessful. The empire thus servedas a buffer for Western Europe, especially in preventing the spread ofMuslim conquest. Beginning in the 600s and 700s, however, Arab armiesgradually gained control of much of the Mediterranean world. Still, Con-stantinople itself withstood their attack, and the Byzantines held on totheir heartland in the Balkans and Asia Minor.

Describe Justinian’s accomplishments.

Byzantine ChristianityChristianity was as influential in the Byzantine empire as it was inWestern Europe. But the way Christianity was practiced differed in thetwo regions. Over time, these differences became more distinct andcaused increasing friction.

Empress TheodoraFrom humble beginnings as the daughter of abear keeper at Constantinople’s Hippodrome,Theodora (497–548) rose to become Justinian’swife, advisor, and co-ruler. A shrewd, tough,and sometimes ruthless politician, Theodoradid not hesitate to challenge the emperor andpursue her own policies.

Theodora’s most dramatic act came duringa revolt in 532. “Emperor, if you wish to flee,well and good; you have the money, the shipsare ready, the sea is clear,” said Theodoracalmly. “But I shall stay,” she concluded. “Iaccept the ancient proverb: Royal purple is thebest burial sheet.” Theodora’s courageouswords inspired Justinian to remain inConstantinople and crush the revolt thatthreatened his power. How did Theodoracontribute to the greatness of the empire?

Vocabulary Builderunify—(YOO nuh fy) v. to bring people or things together to form a single unit or entity

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Link to Religion

! Quick Activity Have students access Web Code nap-0912 to take the Geography Interactive Audio Guided Tour and answer the map skills questions in the text. Have stu-dents predict how location contributed to the collapse of the Byzantine empire.

Independent PracticeDistribute the Outline Map The Byzan-tine Empire. Have students label and color the Bosporus Strait, the Black Sea, the Mediterranean Sea, Constantinople, Jerusalem, Athens, Rome, Alexandria, and Asia Minor.


Monitor ProgressCirculate to make sure that students are labeling their Outline Maps accurately.

Answers

Map Skills1. Review locations with students.2. It had shrunk to include southern Italy, the Bal-

kans, Asia Minor, Crete, and Cyprus.3. that he was very successful and interested in

acquiring territory

A Growing Rift in the Church Justinian was at the center of a devastating estrangement between the churches of the East and the West. In spite of his desire for unity within the empire, Justinian was a reli-gious tyrant who called himself “priest and king” and ruled as master of both church and empire. His uncompromising approach deepened the rift between the Eastern church with its roots in Greek philosophy and the church of Rome with its basis in Roman law.

Influenced by his wife Theodora, the emperor attempted to appease the Monophysites, a sect con-sidered contrary to church teachings due to its beliefs in the nature of Jesus. Justinian’s troubled relationship with the church contributed to what would eventually erupt as the Great Schism of 1054.

S A H A R A

PYRENEES

Sicily

Crete

Cyprus

Corsica

Sardinia

Córdoba

Carthage

Alexandria

Constantinople

Cyrene

Naples

Rome

Milan

Ravenna

Kiev

BabylonJerusalem

Medina

Mecca

Cairo

Damascus

Athens

Red Sea

NileBlack Sea

Bosporus

M e d i t e r r a n e a n S e a

Euphrates RiverT

igris

Caspian

River

River

Sea

Dnieper River

Rhô

ne River

Danube

River

Aegean Sea

Po RiverAtlant ic

Ocean

ITALY BALKANS

ASIA MINOR

EGYPT

SPAIN

NORTH AFRICA

0°

30° E45° N

15° E

VISIGOTHS

FRANKS

LOMBARDSSLAVS

BULGARS

PERSIANS

ARABS

Byzantine empire, 527–565Byzantine empire, about 1020Byzantine empire, 1360

2000 400 mi

2000 400 km

Miller Projection

N

S

EW

East and West Differ Since early Christian times, differences hademerged over Church leadership. Although the Byzantine emperor wasnot a priest, he controlled Church affairs and appointed the patriarch,or highest Church official, in Constantinople. Byzantine Christiansrejected the pope’s claim to authority over all Christians.

Unlike priests in Western Europe, the Byzantine clergy kept theirright to marry. Greek, not Latin, was the language of the ByzantineChurch. As in the Roman Church, the chief Byzantine holy day was Eas-ter, celebrated as the day Jesus rose from the dead. However, ByzantineChristians placed somewhat less emphasis on Christmas—the celebra-tion of the birth of Jesus—compared to Christians in the West.

The Church Divides During the Middle Ages, the two branches ofChristianity drew farther apart. A dispute over the use of icons, or holyimages, contributed to the split. Many Byzantine Christians used imagesof Jesus, the Virgin Mary, and the saints in their worship. In the 700s,however, a Byzantine emperor outlawed the veneration of icons, saying itviolated God’s commandment against worshiping “graven images.”

The ban set off violent battles within the empire. From the west, thepope joined in the dispute by condemning the Byzantine emperor.Although a later empress eventually restored the use of icons, the con-flict left great resentment against the pope in the Byzantine empire.

In 1054, other controversies provoked a schism, or split, betweeneastern and western Christianity, known as the Great Schism. TheByzantine church became known as the Eastern, or Greek, Orthodox

Byzantine Empire to 1360For: Audio guided tourWeb Code: nap-0912

Map Skills The Byzantine empire reached its greatest size by 565. By 1000, it had lost much of its territory to invading armies.1. Locate (a) Constantinople (b) Rome (c) Jerusalem2. Describe Describe the extent of the Byzantine empire in 1020.3. Draw Inferences What does the extent of the empire in 565 suggest about the

rule of Justinian?

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The Empire Suffers Crisis and Collapse/The Byzantine HeritageInstruct! Introduce Display Color Transpar-

ency 54: Rise and Decline of the Byzantine Empire. Discuss how the rise and fall of the Byzantine empire was both similar to and different from that of other empires, such as Rome, that students have studied.


! Teach Ask How did the crusades, which initially had benefited Con-stantinople, come to harm the city? (Venetian merchants gained control of Byzantine trade and drained the empire’s wealth; crusaders plundered Constantinople) How did the city change after the Ottoman attack? (It was renamed Istanbul; Hagia Sophia became a mosque; it emerged as a great center of Muslim culture.)

! Quick Activity Point out that Byzan-tine scholars and historians not only chronicled their own times but also pre-served earlier Greek writings. Ask Why do museums and libraries protect and share the art and liter-ature of prior civilizations? (access, assistance to students and scholars, basis for cultural development)

Independent PracticeAsk students to work in groups to use their reading and the visuals in this sec-tion to make a list of the lasting effects of the Byzantine empire. Ask them to share their lists with the class.

Monitor ProgressCheck Reading and Note Taking Study Guide entries to make sure that students understand the sequence of events of the Byzantine empire.

Answers

disagreements over claims of authority, use of icons, marriage of clergy, use of Greek versus Latin language

struggles over power and succession, loss of control over large areas, Norman conquests, conflict with Venice over trade, crusaders, the Ottoman siege

L4

Advanced Readers L4

Gifted and Talented

L3

Then have them write a three-paragraph essay explain-ing how the modern world might be different if the Byzantine empire had fallen not in the 1400s, but rather in the 400s, before Justinian’s rule. Ensure that students’ essays explain the significance of the Byzantine contribu-tions in their chosen area.

Remind students that the Byzantine empire preserved Greek and Roman culture, influenced later governments in Western Europe, and made contributions in art, engi-neering, and architecture. Ask students to choose one of these areas and conduct outside research on the Byzan-tine empire’s contribution to or influence on this area.

Church. The western branch became known as the Roman CatholicChurch. The pope and the patriarch excommunicated each other. There-after, contacts between the two churches were guarded and distant. Theytreated each other as rivals rather than as branches of the same faith.

Why did the Eastern and Western churches differ?

The Empire Suffers Crisis and CollapseBy the time of the schism, the Byzantine empire was in decline. Strug-gles over succession, court intrigues, and constant wars undermined itsstrength. As in Western Europe, powerful local lords gained control oflarge areas. As the empire faltered, its enemies advanced. The Normansconquered southern Italy. Even more serious, the Seljuk Turks advancedacross Asia Minor. The Seljuks had been a nomadic people in centralAsia. They converted to Islam in their migrations westward.

The Crusades Lead to Plunder In the 1090s, the Byzantine emperorcalled for Western help to fight the Seljuks, whose attacks blocked thepilgrimage routes to Jerusalem. The result was the First Crusade. Dur-ing later crusades, however, trade rivalry sparked violence between theByzantine empire and Venice, a city-state in northern Italy. In 1204,Venetian merchants persuaded knights on the Fourth Crusade to attackConstantinople. For three days, crusaders burned and plundered the city,sending much treasure westward. Western Christians ruled Constanti-nople for 57 years. Although a Byzantine emperor reclaimed the capitalin the 1260s, the empire never recovered. Venetian merchants hadgained control of Byzantine trade, draining the wealth of the empire. Butthere was an even more threatening foe—the increasingly powerful Otto-man Turks, who soon controlled most of Asia Minor and the Balkans.

Constantinople Falls to the Turks In 1453, Ottoman forces sur-rounded the city of Constantinople. They brought cannons to attackthe city’s walls. The Byzantine defenders had stretched a hugechain across the harbor to protect against invasion by sea, but theTurks hauled their ships overland and then launched them intothe harbor. After a siege lasting two months, the Turks stormedConstantinople’s broken walls. It is said that when the last Byz-antine emperor was offered safe passage, he replied, “God forbidthat I should live an emperor without an empire.” He choseinstead to die fighting.

Forces led by Ottoman ruler Mehmet II entered the city in tri-umph. The ancient city was renamed Istanbul and became thecapital of the Ottoman empire. Hagia Sophia was turned into anIslamic house of worship, and Istanbul soon emerged as a greatcenter of Muslim culture.

How was the Byzantine empire destroyed?

The Byzantine HeritageAlthough Byzantine power had faded long before, the fall of Con-stantinople marked the end of an age. To Europeans, the empirehad stood for centuries as the enduring symbol of Roman civiliza-tion. Throughout the Middle Ages, Byzantine influence radiated

Turks Take ConstantinopleThe nineteenth-century painting below shows the Turks entering Constantinople after defeating Byzantine forces.



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Assess and Reteach

Assess Progress! Have students complete the

Section Assessment.

! Administer the Section Quiz.


! To further assess student under-standing, use

Progress Monitoring Transparencies, 36

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide p. 83

Adapted Reading and Note Taking Study Guide p. 83

Spanish Reading and Note Taking Study Guide p. 83

ExtendPrimary Source Have students read the selection from Anna Comnena’s Alexiad and complete the worksheet.


Answer

contributed religious art and architecture; pre-served the ancient Greek, Roman, and Christian heritage blended with other traditions of the Mediterranean world; produced important liter-ature; contributed to the European Renaissance

Section 1 Assessment

1. Sentences should reflect an understanding of each term, person, and place listed at the beginning of the section.

2. Answers should demonstrate students’ understanding of the events that contrib-uted to the success and subsequent crum-bling of the Byzantine empire.

3. Sample: Justinian’s Code because laws today are based upon it

4. Answers should consider the disputes over the power of the pope and patriarch, the use of icons, and the use of Greek ver-sus Latin.

5. Greek scholars took their knowledge of Greek and Byzantine culture, as well as valuable Greek manuscripts, to the West. This was an important contribution to the European Renaissance.

" Writing About HistoryTimelines should show reliable and focused research and an understanding of the sequence of events in the life of the person selected.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-0911.

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across Europe. Even the Ottoman conquerors adapted features ofByzantine government, social life, and architecture.

What was the Byzantine heritage? For 1,000 years, the Byzan-tines built on the culture of the Hellenistic world. Byzantine civiliza-tion blended Christian religious beliefs with Greek science,philosophy, arts, and literature. The Byzantines also extendedRoman achievements in engineering and law.

Unique Contributions in the Arts Byzantine artists madeunique contributions, especially in religious art and architecture,that influenced Western styles from the Middle Ages to the present.Icons, designed to evoke the presence of God, gave viewers a sense ofpersonal contact with the sacred. Mosaics brought scenes from theBible to life. In architecture, Byzantine palaces and churchesblended Greek, Roman, Persian, and other Middle Eastern styles.

The World of Learning Byzantine scholars preserved the classicworks of ancient Greece and Rome. In addition, they produced theirown great books, especially in the field of history.

Like the Greek historians Herodotus and Thucydides, Byzantinehistorians were mostly concerned with writing about their owntimes. Procopius, an advisor to the general Belisarius, chronicled theByzantine campaign against Persia. In his Secret History, Procopiussavagely criticized Justinian and Theodora. He called the emperor“both an evil-doer and easily led into evil . . . never of his own accord

speaking the truth.” Anna Comnena is considered by many scholars to bethe Western world’s first important female historian. In the Alexiad, sheanalyzed the reign of her father, Emperor Alexius I. Comnena’s book por-trayed Latin crusaders as greedy barbarians.

As the empire tottered in the 1400s, many Greek scholars left Con-stantinople to teach at Italian universities. They took valuable Greekmanuscripts to the West, along with their knowledge of Greek and Byz-antine culture. The work of these scholars contributed to the Europeancultural flowering that became known as the Renaissance.

Describe Byzantine contributions to art and learning.

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0911

Terms, People, and Places1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Recognize SequenceUse your completed table to answer the Focus Question: What made the Byzan-tine empire rich and successful for so long, and why did it finally crumble?

Comprehension and Critical Thinking3. Categorize Which of Justinian’s

achievements do you think had the most impact on his empire’s greatness? Explain your answer.

4. Make Comparisons Compare Byzan-tine Christianity and Western Christian-ity at the time of the schism.

5. Demonstrate Reasoned JudgmentWhy was the Byzantine empire so important to Western Europe? Explain.

" Writing About HistoryQuick Write: Gather InformationChoose a person you read about in this sec-tion, and use at least two reliable library or Internet sources to find out information about him or her. Create a timeline show-ing the most important events in that per-son’s life. Choose several of those events and ask questions about them, such as the following:• What led to this event?• What was the result of this event?

Byzantine ArtThe religious icon above is typical of Byzantine art. Notice that both eyes of each person are shown. An evil person was depicted in profile, with only one eye showing.

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SECTION

Vocabulary Builder

22 Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Understand how geography influenced the rise of Russia.

! Describe the growth of Kiev.

! Explain how Mongol rule affected Russia.

! Describe how Moscow took the lead in Russia and how its rulers developed authoritarian control.

Prepare to Read

Build Background KnowledgePoint out that geography, migration, Orthodox Christianity, and Byzantine culture influenced Russia to develop along different lines than the West. Ask students to preview the section to help them predict how Russia took a different path from the West.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, The Third Rome

Ask What did Philotheos predict about “the third Rome”? (Rome and Constantinople had fallen, but Moscow would not.)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 2 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

!

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have them fill in a timeline of events in the rise of Russia.


Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 2, p. 45; Teaching Resources, Skills Handbook, p. 3

High-Use Word Definition and Sample Sentence

tolerate, p. 291 v. to recognize and not suppress the different beliefs or practices of other peopleThe coach tolerated the immature behavior of a player who was valuable to the team.

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Objectives• Understand how geography influenced the rise

of Russia.• Describe the growth of Kiev.• Explain how Mongol rule affected Russia.• Describe how Moscow took the lead in Russia

and how its rulers developed authoritarian control.

700

Vikings arrive.

1100 1500 1700900 1300

The Rise of Russia

Terms, People, and PlacessteppeKievCyrillicGolden Horde

Ivan the GreattsarIvan the Terrible

As Western Europe was developing its distinctive medieval civili-zation, Russian culture took a different path in the east. Connect-ing Europe and Asia, it became a center of power in its own right.One reason Russia developed differently from Western Europewas its unique geography.

Geography’s InfluenceRussia lies across the vast Eurasian plain that stretches fromEurope to the borders of China. Although mapmakers use the UralMountains to mark the boundary between Europe and Asia, theseancient mountains were long ago worn away to wooded hills. Theyposed no great obstacle to migration.

Three Regions Three broad zones with different climates andresources helped shape early Russian life. The northern forestssupplied lumber for building and fuel. Fur-bearing animalsattracted hunters, but poor soil and a cold, snowy climate hin-dered farming. Farmers did settle in a band of fertile land farthersouth. This second region, which today includes the country ofUkraine, was home to Russia’s first civilization.

A third region, the southern steppe, is an open, treeless grass-land. It offered splendid pasture for the herds and horses ofnomadic peoples. With no natural barriers, the steppe was a greathighway along which streams of nomads migrated. From Asia,they spread into Europe, settling and conquering new territory.

Prince Yuri Dolgoruky of Moscow

The Third RomeIn Russia, a patriotic monk saw a special meaning in the fall of Constantinople in 1453. Now, he declared, Moscow was the “third Rome,” the successor to the Roman and Byzantine empires:

“ [T]he third Rome . . . shines like the sun . . . throughout the whole universe. . . . [T]wo Romes have fallen, and the third one stands, and a fourth one there shall not be.”—Philotheos, quoted in Tsar and People (Cherniavsky)

Focus Question How did geography and the migrations of different peoples influence the rise of Russia?

Reading Skill: Recognize Sequence Make a timeline to keep track of the sequence of events in the rise of Russia between the 700s and 1613. The sample below will help you get started. Add events as you read.


A Russian necklace



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Teach

Geography’s InfluenceInstruct! Introduce: Key Terms Have students

find and define the term steppe (in blue) in the text. Remind them that in the geography of Russia, the steppe was a region that had great economic and cultural importance.

! Teach Using the Idea Wave strategy (TE, p. T22), ask students to explain why nomads settled on the Eurasian plain. (Resources such as fertile pas-tures and the absence of barriers to migration made the plain an attractive location.) Then ask What geographic feature helped the Byzantine empire to influence the develop-ment of Russian culture? (Russian rivers provided an easy link to the south.)

Independent PracticeHave students fill in the Outline Map Eastern Europe and Russia and label Russia, Poland, Hungary, the Balkans, Novgorod, Kiev, Moscow, Lithuania, Ural Mountains, Black Sea, Volga River, and Carpathian Mountains.


Monitor ProgressCirculate to make sure that students are labeling their outline maps accurately. Administer the Geography Quiz.


Answer

The Eurasian plain was easily accessible; southern steppes encouraged migration from Asia into Europe; a network of rivers supported transportation and trade; northern forests sup-plied food and fuel; a southern band of fertile land attracted farmers.

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“Steppe” is a key word in this section. To have students practice geographic terms, have them look at a map of Russia. Ask them to work in pairs and locate each geo-graphic feature mentioned in the text. After they have pointed out each feature, have them explain to their partner how each one influenced the rise of Russia.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

! Adapted Note Taking Study Guide, p. 84! Adapted Section Summary, p. 85

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Rivers Link Russia and Byzantium Russia’s network of rivers, run-ning from north to south, provided transportation for both people andgoods. They linked early Russians to the advanced Byzantine world inthe south. During the early Middle Ages, Russians turned in this direc-tion rather than to Western Europe, which was a fragmented, frontierterritory after the fall of the Roman empire.

How did geography affect Russian settlement and growth?

Kiev Grows StrongThe city of Kiev, the capital of present-day Ukraine, was the center ofthe first Russian state. Its culture and growth were the result of a mixingof two distinct peoples.

Vikings Settle Among Slavs During Roman times, Slavic peopleslived in a region extending from present-day Poland and Belarus intoUkraine. During the 500s and 600s, they spread east into present-dayRussia and south toward the Byzantine Empire. They had a simple polit-ical organization and were organized into clans. They lived in small vil-lages, farming and trading along the rivers that ran between the Balticand the Black seas.

In the 700s and 800s, Vikings steered their long ships out of Scandina-via. These Vikings, whom the Russians called Varangians, traveled southalong the rivers, trading with and collecting tribute, or forced payment,from the Slavs. They also conducted a thriving trade with Constantino-ple. Located at the heart of this vital trade network was the city of Kiev.

Russians traditionally date the origins of their country to 862, whenRurik, a prince of a Varangian tribe called the Rus (roos), began his ruleof Novgorod in the north. After Rurik’s death, Rus lands expanded toinclude Kiev, which became their capital. The Rus princes lent their

name to the growing principality of Russia.

The Byzantines Gain Influence Trade first brought Kiev intothe Byzantine orbit. In the 800s, Constantinople sent Christian mis-sionaries to convert the Slavs. About 863, two Greek brothers, Cyriland Methodius, adapted the Greek alphabet so they could translate

the Bible into the Slavic tongue. This Cyrillic (suh RIL ik) alpha-bet became the written script that is still used today in Russia,Ukraine, Serbia, and Bulgaria.

In 957, Princess Olga of Kiev converted to Byzantine Chris-tianity. During the reign of her grandson Vladimir, the new reli-gion spread widely. After his own conversion, Vladimir marriedthe sister of a Byzantine emperor. He made Orthodox Christian-ity the religion of the Rus and began to align his kingdom polit-ically and culturally with the Byzantine empire. Soon,Russians adopted aspects of Byzantine culture, such as art,music, and architecture. Byzantine domes evolved into theonion-shaped domes typical of Russian churches.

Princes Secure Power Kiev gained strength underVladimir and his son, Yaroslav the Wise. Both won militaryvictories and spread Christianity. Yaroslav set up close ties

Byzantine MissionariesThe icon below shows Cyril and Methodius, Greek missionaries who spread Christianity among the Slavs.

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Kiev Grows Strong/The Mongols Rule RussiaInstruct! Introduce: Key Terms Have students

find the key term Cyrillic (in blue) in the text. Then have them study the image of Cyril and Methodius in their text. Point out that they modified the Greek alphabet so that they could trans-late the Bible into Slavic languages.

! Teach Point out that Russian culture and the development of Kiev were strongly influenced by migration, trade, Christian missionaries, and contact with the Byzantine empire. Ask How did migration affect the growth of Kiev? (Vikings migrated into the area and expanded trade.) How did Geng-his and Batu Khan shape Russian history? (They used their armies to unite the population; achieved absolute power; and exacted heavy taxes.)

! Quick Activity Display Color Trans-parency 55: St. George’s Church. Have students work in groups to write a brief description of the image. Then use the lesson suggested in the trans-parency book to guide a discussion on the Byzantine influences on Russia.


Independent PracticeAsk students to paraphrase the informa-tion under the heading Kiev Grows Strong or The Mongols Rule Russia. Then ask them to read their paraphrases to the class.

Monitor ProgressCirculate to make sure that students are paraphrasing accurately.

Answers

its location at center of vital trade network between the Baltic and Black Seas, Byzantine and Christian influences, and a strong economy

brought peace; Russian merchants benefited from new trade routes; exacted heavy taxes; Russian princes ruled without much interfer-ence; tolerated Orthodox Church which grew more powerful; cut Russia off from contacts with Western Europe; absolute power a model for later Russian rulers

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Special Needs L2



Tell students that trade brought together Russia and Byzantium. Have students work in pairs and find evi-dence in the text and in pictures of Byzantium’s influence on Russia. Then have them illustrate one of these influ-

ences. To draw connections to today, ask students to list items in their community in which they can see influ-ences from other cultures.

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between church and state. Russian rulers, like the Byzantine emperor,eventually controlled the Church, making it dependent on them for sup-port. The Russian Orthodox Church became a pillar of state power.

In addition to giving legal status to the Church, Yaroslav had manyreligious texts translated into the Slavic language. He made improve-ments to the city and issued a written law code. However, Kiev declinedafter his death as rival families battled for the throne.

Why did Kiev become an important city?

The Mongols Rule RussiaIn the early 1200s, a young leader united the nomadic Mongols of centralAsia. As his mounted bowmen overran lands from China to eastern Europe,he took the title Genghis Khan (GENG is kahn), or “World Emperor.”

The Golden Horde Advances Between 1236 and 1241, Batu, thegrandson of Genghis, led Mongol armies into Russia. Known as theGolden Horde because of the color of their tents, these invaders lootedand burned Kiev and other Russian towns. So many inhabitants werekilled, declared a Russian historian, that “no eye remained to weep forthe dead.” From their capital on the Volga, the Golden Horde ruled Rus-sia for more than 150 years. Areas that were not directly controlled bythe Mongols suffered destructive raids from Mongol armies.

Although they were fierce conquerors, the Mongols were generally notmeddlesome rulers. Russian princes had to acknowledge the Mongols astheir overlords and pay heavy tribute. But as long as the tribute waspaid, the Mongols left the Russian princes to rule withoutmuch other interference.

The Mongols Exert Influence Historians havelong debated how Mongol rule affected Russia.Although the Mongols converted to Islam, theytolerated the Russian Orthodox Church, whichgrew more powerful during this period. TheMongol conquest also brought peace to thehuge swath of land between China andEastern Europe, and Russian merchantsbenefited from new trade routes acrossthis region.

In addition, the absolute power ofthe Mongols served as a model forlater Russian rulers. Russian princesdeveloped a strong desire to central-ize their own power without inter-ference from nobles, the clergy, orwealthy merchants. Perhaps mostimportant, Mongol rule cut Russiaoff from contacts with westernEurope at a time when Europe-ans were making rapid advancesin the arts and sciences.

DescribeMongol rule of Russia.

Vocabulary Buildertolerated—(TAHL ur ayt ed) v. recognized and did not suppress the different beliefs or practices of other people

St. Basil’s Cathedral in Moscow, Russia



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Connect to Our World

Moscow Takes the LeadInstruct! Introduce: Key Terms Have students

locate the key term tsar (in blue) in the text. Remind them that this is the Rus-sian translation for “Caesar” and ask what they already know about Caesar as the ruler of the Roman empire. Ask Why would a Russian ruler refer to himself as a tsar? (He had absolute power over the population and the Church.)

! Teach Using the Think-Write-Pair-Share strategy (TE, p. T23), have stu-dents explain why Ivan the Great and Ivan the Terrible were instrumental in shaping Russian government for centu-ries. Ask How were these two rulers able to wrest control from the Mon-gols and ensure the success of their regimes? (They rallied Russians against foreign rule, limited the influ-ences of competing factions, centralized royal power, and exercised total con-trol.) What was the lasting impact of these two rulers? (They established authoritarian rule.)

! Quick Activity Have students access Web Code nap-0921 to take the Geography Interactive Audio Guided Tour and then answer the map skills questions in their text.

Independent PracticeBiography To help students learn more about how Ivan III helped complete the unification of Russian lands, have them read the biography Ivan III and complete the worksheet.


Monitor ProgressAs students fill in their timelines, circu-late to make sure that they understand the sequence of events in the rise of Rus-sia. For a completed version of the time-line, see

Note Taking Transparencies, 85

Answers

Map Skills1. Review locations with students.2. between 1462 and 15333. Ural Mountains; they were so low that they did

not pose a barrier to the Mongols.

Connections to Today Today, Moscow is the capital of Russia and covers 386 square miles. At the center of the city stands the Kremlin, a fortified red-brick enclosure crowned by 20 towers. The Kremlin was built by Italians at the invitation of Ivan the Great in the fifteenth century. Russians across the country set

their clocks and watches to the radio broadcast of the chiming of the clock in the belfry of the Savior Tower. Engineering and metalworking are the leading indus-tries in Moscow, including several notable vehicle pro-duction plants. Moscow’s famous GUM department store traces its roots back to medieval trade fairs.

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M e d i t e r a n e a n S e a

SamarklandBukharaConstantinople

KAZAN

POLAND

Novgorod

SWEDEN

Ar c t i c O c e a n

0° 10° E 20° E 30° E70°N40° E 50°E

60° E

CARPATHIAN

MTS.

CAUCASUS MTS.

UR

AL

MT

S.

B l a c k S e a

Casp

i an

Sea

Danube River

DnieperRiver

Ural River

Don R.

Volg

aR

iv

er

Dvina River

Ob

Balt icSe

a

PecharaR

iver

Kulikovo

Kiev

Warsaw

MoscowLITHUANIA

Moscow, about 1300Land added, 1300–1462Land added, 1462–1533Land added, 1533–1584Empire of the Golden Horde,1300Battle site

N

S

EW

2500 500 mi

2500 500 km

Conic Projection

Moscow Takes the LeadDuring the Mongol period, the princes of Moscow steadily increased theirpower. Their success was due in part to the city’s location near importantriver trade routes. They also used their positions as tribute collectors forthe Mongols to subdue neighboring towns. When the head of the RussianOrthodox Church made Moscow his capital, the city became not just Rus-sia’s political center, but its religious center as well.

As Mongol power declined, the princes of Moscow took on a new role aspatriotic defenders of Russia against foreign rule. In 1380, they ralliedother Russians and defeated the Golden Horde at the battle of Kulikovo(koo lih KOH vuh). Although the Mongols continued their terrifying raids,their strength was much reduced.

The Success of Ivan the Great A driving force behind Moscow’s suc-cesses was Ivan III, known as Ivan the Great. Between 1462 and 1505,he brought much of northern Russia under his rule. He also recoveredRussian territory that had fallen into the hands of neighboring Lithuania.

Growth of Russia, 1300–1584

Map Skills Between 1300 and 1584, the lands ruled by Russian princes and tsars grew from a small area around Moscow to a large territory.1. Locate (a) Black Sea (b) Volga

River (c) Kiev (d) Moscow (e) Constantinople (f) Kulikovo

2. Identify Identify the period when Novgorod came under Moscow’s rule.

3. Apply Information Locate the natural feature considered the boundary between Europe and Asia. How did this boundary affect the Mongol conquest of Russia?

For: Audio guided tourWeb Code: nap-0921

Mongol armor



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Assess and Reteach

Assess Progress! Have students complete the Section

Assessment.

! Administer the Section Quiz.


! To further assess student under-standing, use

Progress Monitoring Transparencies, 37

ReteachIf students need more instruction, have them read the section summary.


Adapted Reading and Note Taking Study Guide, p. 85

Spanish Reading and Note Taking Study Guide, p. 85

ExtendLink to Literature Have students read the selection “The Revenge of Olga,” and answer the questions.


Answers

BIOGRAPHY

It probably had an adverse effect, because countries fail to progress or even descend into chaos if they have poor or inconsistent leadership.

Ivan III recovered lost territories, limited the power of boyars, emphasized Russia’s role as heir to Byzantine power, and set a framework for absolute rule. Ivan IV further limited the power of boyars, reinforced serfdom, increased military strength, organized oprichniki, and centralized royal power.

Section 2 Assessment

1. Sentences should reflect an understanding of the terms, people, and places listed at the beginning of the section.

2. Answers should recognize the geographi-cal features and events that contributed to the rise of Russia.

3. Proximity to the steppe aided migration, fertile land attracted farmers, the river network encouraged migration and trade.

4. Byzantine Christianity set the pattern for close ties between Church and state; Rus-sians adapted Byzantine religious art, music, and architecture.

5. High taxation rates contributed to the growth of serfdom as people sought pro-tection of Russian lords; it encouraged autocratic rule and absolute power.

6. Ivan III tried to limit the power of the boyars and saw himself as a tsar; Ivan IV further centralized royal power.

" Writing About HistoryStudents should construct a list of impor-tant events in the life of their subject using reliable sources. Thesis statements should demonstrate an ability to draw conclusions from their lists.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-0921.

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BIOGRAPHYBIOGRAPHYIvan built the framework for absolute rule. He tried to limit

the power of the boyars, or great landowning nobles. After hemarried a niece of the last Byzantine emperor, Ivan adoptedByzantine court rituals to emphasize Russia’s role as the heirto Byzantine power. Like the Byzantine emperors, he used adouble-headed eagle as his symbol and sometimes referred tohimself as tsar, the Russian word for Caesar. In 1504, a Rus-sian church council echoed Byzantine statements, declaring,“By nature, the tsar is like any other man, but in power andoffice he is like the highest God.”

Ivan the Terrible Establishes Absolute Rule In 1547,Ivan IV, grandson of Ivan the Great, became the first Russianruler officially crowned tsar. He further centralized royalpower by limiting the privileges of the old boyar families andgranting land to nobles in exchange for military or other ser-vice. At a time when the manor system was fading in WesternEurope, Ivan IV introduced new laws that tied Russian serfsto the land.

About 1560, Ivan IV became increasingly unstable. Hetrusted no one and became subject to violent fits of rage. In amoment of madness, he even killed his own son. He organizedthe oprichniki (ah PREECH nee kee), agents of terror whoenforced the tsar’s will. Dressed in black robes and mountedon black horses, they slaughtered rebellious boyars andsacked towns where people were suspected of disloyalty. Theirsaddles were decorated with a dog’s head and a broom, sym-bols of their constant watchfulness to sweep away their mas-ter’s enemies.

The tsar’s awesome power, and the ways he used it, earnedhim the title Ivan the Terrible. When he died in 1584, heleft a land seething with rebellion. But he had introducedRussia to a tradition of extreme absolute power that wouldshape Russian history well into the twentieth century.

How did Ivan III and Ivan IV establish authoritarian power?

Terms, People, and Places1. Place each of the key terms at the

beginning of the section into one of the following categories: government, cul-ture, or geography. Write a sentence for each term explaining your choice.

2. Reading Skill: Recognize SequenceUse your completed timeline to answer the Focus Question: How did geography and the migrations of different peoples influence the rise of Russia?

Comprehension and Critical Thinking3. Recognize Cause and Effect How

did Russia’s geography affect its early history?

4. Determine Relevance How impor-tant was Byzantine influence on Rus-sia? Explain your answer.

5. Synthesize Information How did Mongol rule influence Russia’s econ-omy and political structure?

6. Analyze Information How did a tradition of absolute rule develop in Russia?

! Writing About HistoryQuick Write: Write a Thesis StatementUse a reliable library or Internet source to list the important events in the life of someone you read about in this section. Describe the personality traits that person displayed in his or her life. Write a thesis statement that presents your conclusion about his or her personality and actions. For example, you might say that Ivan the Terrible was a harsh and unstable ruler.

Ivan the Terrible“I grew up on the throne,” explained Ivan theTerrible (1530–1584) of his unhappy childhood.His father, Vasily, died when Ivan was only threeyears old. Intelligent, well-read, and religious,young Ivan was crowned tsar at age 17.

Although Ivan had long been a harsh ruler, hisbehavior became increasingly unstable after hiswife died. Prone to violence, he crushed anyopposition, real or imagined. He had thousandsof people in the city of Novgorod killed becausehe feared a plot against him. Almost every noblefamily was affected by his murders. “I havesurpassed all sinners,” he confessed in his will.How do you think a reign like Ivan’s affectedRussian life?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0921


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