Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproducethe material contained herein on the condition that such material be reproduced only for classroom use;be provided to students, teachers, and families without charge; and be used solely in conjunction withDiscovering Our Past: Medieval and Early Modern Times. Any other reproduction, for use or sale, is prohibited without written permission from the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027
ISBN 0-07-870265-8
Printed in the United States of America.
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Douglas Fisher, Ph.D., is a Professor in the Department ofTeacher Education at San Diego State University. He is the recipientof an International Reading Association Celebrate Literacy Awardas well as a Christa McAuliffe award for excellence in teacher edu-cation. He has published numerous articles on reading and literacy,differentiated instruction, and curriculum design as well as books,such as Improving Adolescent Literacy: Strategies at Work and ResponsiveCurriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher-credentialing program as well as graduate-level courses on Englishlanguage development and literacy. He has also taught classes in English, writing, and literacy development to secondary school students.
ABOUT THE AUTHOR
iii
Letter to the Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Letter to the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Chapter 1 Roman CivilizationSection 1-1: Life in Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Section 1-2: The Fall of Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Section 1-3: The Byzantine Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Chapter 2 Islamic CivilizationSection 2-1: The Rise of Islam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Section 2-2: Islamic Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Section 2-3: Muslim Ways of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Chapter 3 Medieval AfricaSection 3-1: The Rise of African Civilizations . . . . . . . . . . . . . . . . . . . . 33Section 3-2: Africa’s Religion and Government . . . . . . . . . . . . . . . . . . 38Section 3-3: African Society and Culture . . . . . . . . . . . . . . . . . . . . . . . . 44
Chapter 4 China in the Middle AgesSection 4-1: China Reunites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Section 4-2: Chinese Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Section 4-3: The Mongols in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Section 4-4: The Ming Dynasty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Chapter 5 Medieval JapanSection 5-1: Early Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Section 5-2: Shoguns and Samurai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Section 5-3: Life in Medieval Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Chapter 6 Medieval EuropeSection 6-1: The Early Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Section 6-2: Feudalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Section 6-3: Kingdoms and Crusades. . . . . . . . . . . . . . . . . . . . . . . . . . . 97Section 6-4: The Church and Society . . . . . . . . . . . . . . . . . . . . . . . . . . 103Section 6-5: The Late Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter 7 The RenaissanceSection 7-1: The Renaissance Begins. . . . . . . . . . . . . . . . . . . . . . . . . . . 113Section 7-2: New Ideas and Literature . . . . . . . . . . . . . . . . . . . . . . . . . 119Section 7-3: Renaissance Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Chapter 8 The ReformationSection 8-1: The Reformation Begins . . . . . . . . . . . . . . . . . . . . . . . . . . 129Section 8-2: The Reformation Spreads . . . . . . . . . . . . . . . . . . . . . . . . . 135Section 8-3: The Counter-Reformation . . . . . . . . . . . . . . . . . . . . . . . . . 140
Chapter 9 The AmericasSection 9-1: The First Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Section 9-2: Life in the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Section 9-3: The Fall of the Aztec and Inca Empires . . . . . . . . . . . . . 157
Table of ContentsTable of Contents
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Chapter 10 The Age of ExplorationSection 10-1: Europe Explores the World. . . . . . . . . . . . . . . . . . . . . . . . 161Section 10-2: Trade and Empire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Section 10-3: A Global Exchange. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Chapter 11 The Age of EnlightenmentSection 11-1: The Scientific Revolution . . . . . . . . . . . . . . . . . . . . . . . . . 177Section 11-2: The Ideas of the Enlightenment . . . . . . . . . . . . . . . . . . . . 184Section 11-3: Politics and the Enlightenment . . . . . . . . . . . . . . . . . . . . 189
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Table of ContentsTable of Contents
v
To the StudentTo the Student
Can you believe it? The start of another school year is uponyou. How exciting to be learning about different cultures,historical events, and unique places in your social studiesclass! I believe that this Active Reading Note-Taking Guidewill help you as you learn about your community, nation,and world.
Note-Taking and Student Success
Did you know that the ability to takenotes helps you become a better student?Research suggests that good notes help youbecome more successful on tests becausethe act of taking notes helps you rememberand understand content.This Active ReadingNote-Taking Guide is a tool that you canuse to achieve this goal. I’d like to sharesome of the features of this Active ReadingNote-Taking Guide with you before youbegin your studies.
The Cornell Note-Taking System
First, you will notice that the pages in theActive Reading Note-Taking Guide arearranged in two columns, which will helpyou organize your thinking.This two-columndesign is based on the Cornell Note-Taking System, developed at CornellUniversity.The column on the left side ofthe page highlights the main ideas andvocabulary of the lesson.This column willhelp you find information and locate thereferences in your textbook quickly.Youcan also use this column to sketch drawingsthat further help you visually remember thelesson’s information. In the column on theright side of the page, you will write detailednotes about the main ideas and vocabulary.
The notes you take in this column will helpyou focus on the important information inthe lesson.As you become more comfort-able using the Cornell Note-TakingSystem, you will see that it is an importanttool that helps you organize information.
The Importance of Graphic Organizers
Second, there are many graphic organiz-ers in this Active Reading Note-TakingGuide. Graphic organizers allow you to seethe lesson’s important information in a visu-al format. In addition, graphic organizershelp you understand and summarize infor-mation, as well as remember the content.
Research-Based Vocabulary Development
Third, you will notice that vocabulary isintroduced and practiced throughout theActive Reading Note-Taking Guide.Whenyou know the meaning of the words usedto discuss information, you are able tounderstand that information better.Also,you are more likely to be successful inschool when you have vocabulary knowl-edge.When researchers study successfulstudents, they find that as students acquirevocabulary knowledge, their ability to learnimproves.The Active Reading Note-Taking
vi
To the StudentTo the Student
Guide focuses on learning words that arevery specific to understanding the contentof your textbook. It also highlights generalacademic words that you need to know sothat you can understand any textbook.Learning new vocabulary words will helpyou succeed in school.
Writing Prompts and Note-Taking
Finally, there are a number of writingexercises included in this Active ReadingNote-Taking Guide. Did you know thatwriting helps you to think more clearly? It’strue.Writing is a useful tool that helps youknow if you understand the information inyour textbook. It helps you assess what youhave learned.
You will see that many of the writingexercises require you to practice the skillsof good readers. Good readers make con-
nections between their lives and the textand predict what will happen next in thereading. They question the information andthe author of the text, clarify informationand ideas, and visualize what the text issaying. Good readers also summarize theinformation that is presented and makeinferences or draw conclusions about thefacts and ideas.
I wish you well as you begin anotherschool year. This Active Reading Note-Taking Guide is designed to help youunderstand the information in your socialstudies class. The guide will be a valuabletool that will also provide you with skillsyou can use throughout your life.
I hope you have a successful school year.
Sincerely,
Douglas Fisher
vii
To the TeacherTo the Teacher
As you begin a new school year, one of the biggest challenges youwill probably encounter is getting students to read their text-books. Informational text can overwhelm students, leaving themless likely to read and more likely to become apathetic aboutlearning. I believe that this Active Reading Note-Taking Guide willhelp students use their textbooks more effectively as they learnabout their community, nation, and world.
Note-Taking and Student Success
There is considerable research evidence thataddresses how students understand difficultconcepts and content in school. Glencoe/McGraw-Hill has developed the Active ReadingNote-Taking Guide for social studies studentsbased upon that research. Evidence indicatesthat students need to know how to take notes,use graphic organizers, learn vocabulary, anddevelop their thinking skills by writing in orderto achieve academic success.
Did you know that the ability to take andorganize notes predicts how well students willdo in school? Peverly, Brobst, Graham, and Shaw(2003) showed that when students use back-ground knowledge and take notes, they are likelyto perform well on tests. Pauk (1974) observedthat note-taking was a critical skill for collegesuccess. Notes serve as an external storage func-tion (meaning on the paper) that builds compre-hension and content understanding (Ganske,1981). This Active Reading Note-Taking Guideis a tool that students can use to achieve thisgoal. I would like to share some of the featuresof this Active Reading Note-Taking Guide withyou before you begin teaching.
The Cornell Note-Taking System
First, you will notice that the pages in theActive Reading Note-Taking Guide are arrangedin two columns, which will help students organ-ize their thinking. This two-column design is
based on the Cornell Note-Taking System,developed at Cornell University. Faber, Morris,and Lieberman (2000) found that the CornellNote-Taking System improves comprehensionand increases test scores.
The column on the left side of the page high-lights the main ideas and vocabulary of the les-son. This column will help students find informa-tion and locate the references in their textbooksquickly. Students can also use this column tosketch drawings that help them visually remem-ber the lesson’s information. In the column onthe right side of the page, students will writedetailed notes about the main ideas and vocabu-lary. The notes they take in this column will helpthem focus on the important information in thelesson. As students become more comfortableusing the Cornell Note-Taking System, they willsee that it is an important tool that helps themorganize information.
The Importance of Graphic Organizers
Second, there are many graphic organizersin this Active Reading Note-Taking Guide.Graphic organizers allow students to see thelesson’s important information in a visual format.In addition, graphic organizers help studentssummarize information and remember the con-tent. I hope that you will encourage students touse the graphic organizers because they willhelp them understand what they are reading.
viii
To the TeacherTo the Teacher
Research-Based Vocabulary Development
Third, you will notice that vocabulary isintroduced and practiced throughout the ActiveReading Note-Taking Guide. When studentsknow the meaning of the words used to discussinformation, they are able to understand thatinformation better. Also, students are more like-ly to be successful in school when they havevocabulary knowledge.When researchers studysuccessful students, they find that as studentsacquire vocabulary knowledge, their ability tolearn improves (Martino and Hoffman, 2002).The Active Reading Note-Taking Guide focuseson learning words that are very specific tounderstanding the content of the textbook. Theguide also highlights general academic wordsthat students need to know so that they canunderstand any textbook.These vocabularywords are based on the Academic Word List(AWL) developed by Averil Coxhead.The AWLincludes the most common 570 words found inacademic texts, excluding the 2,000 generalEnglish words such as the, in, and that. Researchindicates that students who master the wordson Coxhead’s list score significantly higher onstandardized tests.
Writing Prompts and Note-Taking
Finally, there are a number of writing exer-cises included in this Active Reading Note-Taking Guide. Writing is a useful tool that helpsstudents understand the information that isbeing presented. Writing helps them to assesswhat they have learned.You will see that manyof the writing exercises require students topractice the skills of good readers. Good readersmake connections between their lives and thetext and predict what will happen next in thereading. They question the information and theauthor of the text, clarify information and ideas,and visualize what the text is saying. Goodreaders also summarize the information that ispresented and make inferences or draw con-clusions about the facts and ideas.
I wish you well as you begin another schoolyear. This Active Reading Note-Taking Guide isdesigned to help students understand the infor-mation in your social studies class. The guidewill be a valuable tool that will also provide stu-dents with skills that they can use throughouttheir lives.
I hope you have a successful school year.
Sincerely,
Douglas Fisher
References
Faber, J. E., Morris, J. D., and Lieberman, M. G. (2000). The effect of note taking on ninth grade
students’ comprehension. Reading Psychology, 21, 257–270.
Ganske, L. (1981). Note-taking: A significant and integral part of learning environments.
Educational Communication and Technology: A Journal of Theory, Research, and
Development, 29, 155–175.
Martino, N. L., and Hoffman, P. R. (2002). An investigation of reading and language abilities of
college freshmen. Journal of Research in Reading, 25, 310–318.
Pauk,W. (1974). How to Study in College. Boston: Houghton Mifflin.
Peverly, S.T., Brobst, K. E., Graham, M., Shaw, R. (2003). College adults are not good at self-
regulation: A study on the relationship of self-regulation, note taking, and test taking. Journal
of Educational Psychology, 95, 335–346.
Van Leeuwe, J., and Aarnoutse, C. (1998). Relation between reading comprehension, vocabulary,
reading pleasure, and reading frequency. Educational Research and Evaluation, 4, 143–166.
Chapter 1, Section 1 1
Chapter 1, Section 1
Life in Ancient Rome(Pages 136–143)
Setting a Purpose for Reading Think about these questions as you read:• How did Augustus create a new era of prosperity?• What ideas did the Romans borrow from the Greeks?
As you read pages 137–143 in your textbook, complete this Venn diagram to
show similarities and differences between Roman culture and Greek culture.
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Roman CultureBoth
Greek Culture
Augustus paved the way for 200 years of peace and pros-perity. Why do you think the Roman Empire remained atpeace even with weak emperors such as Caligula andNero?
Define or describe the following term from this lesson.
Explain why this person is important.
What did Augustus do to make the empire safer andstronger?
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A Prosperous Empire (pages 137–138)
Pax Romana
Augustus
Roman historians took different views of the RomanEmpire. After you read the entire passage, read the viewsof Livy and Tacitus again (page 140). Now you play thehistorian. Using all you have read and learned about Romeup to this point, write your own view of the empire.
Define or describe the following terms from this lesson.
Chapter 1, Section 1 3
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Roman Culture (pages 139–143)
vault
satire
ode
anatomy
aqueduct
Stoicism
Explain why these people are important.
Define these academic vocabulary words from this lesson.
How did the Romans improve on Greek ideas in architecture?
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Galen
Ptolemy
distinct
emphasis
Virgil
Horace
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did Augustus create a new era of prosperity?
What ideas did the Romans borrow from the Greeks?
Roman culture, government, and religion were heavilyinfluenced by the Greeks. On a separate sheet of paper,write an expository essay describing the Roman influenceon modern civilization.
Chapter 1, Section 1 5
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6 Chapter 1, Section 2
Chapter 1, Section 2
The Fall of Rome(Pages 144–153)
Setting a Purpose for Reading Think about these questions as you read:• Why was the Roman Empire weakened?• How would our world be different today if the Roman Empire had never
existed?
As you read pages 145–153 in your textbook, complete the diagram showing the
causes of the fall of the Roman Empire.
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Fall of the
Roman
Empire
Use the chart below to summarize the reforms made byDiocletian and Constantine.
Define or describe the following terms from this lesson.
Briefly describe the following place.
Define these academic vocabulary words from this lesson.
Chapter 1, Section 2 7
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inflation
barter
reform
The Decline of Rome (pages 145–147)
Diocletian’s Reforms Constantine’s Reforms
Constantinople
stable
purchase
How did Diocletian try to reverse the decline of Rome?
Glance quickly over the reading to find answers to the following questions.
1. What happened to the empire in A.D. 395?
2. Why did Germanic groups invade the empire?
3. What happened at the Battle of Adrianople?
4. Who was Alaric?
5. Who was Odoacer?
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Rome Falls (pages 149–151)
Explain why this person is important.
Which event usually marks the fall of the Western RomanEmpire?
Use the chart below to take notes on the legacies of Rome.Use your completed chart to review key concepts fromyour reading.
Define this academic vocabulary word from this lesson.
Chapter 1, Section 2 9
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Theodosius
The Legacy of Rome (pages 152–153)
consider
Government Culture Religion
The Legacy of Rome
Which aspects of the Roman Empire are reflected in present-day cultures?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
Why was the Roman Empire weakened?
How would our world be different today if the Roman Empire had neverexisted?
Research to learn about inflation. On a separate sheet ofpaper, write an expository essay describing the causesand effects of inflation on the decline of the Roman empire.
10 Chapter 1, Section 2
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Chapter 1, Section 3 11
Chapter 1, Section 3
The Byzantine Empire(Pages 156–165)
Setting a Purpose for Reading Think about these questions as you read:• What policies and reforms made the Byzantine Empire strong?• What ideas and beliefs shaped Byzantine culture?
As you read pages 157–165 in your textbook, complete this chart to show the
causes and effects of Justinian’s new law code.
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Causes
New Code of Laws
Effects
Preview this section to get an idea of what is ahead. First,skim the section. Then write a sentence or two explainingwhat you think you will be learning. After you have finished reading, revise your statements as necessary.
Briefly describe the following places.
Why did the Byzantine Empire have such a blending of cultures?
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The Rise of the Byzantines (pages 157–158)
Black Sea
Aegean Sea
As you read, write the main idea of the passage. Reviewyour statement when you have finished reading and reviseas needed.
Explain why these people are important.
Define this academic vocabulary word from this lesson.
What did Justinian accomplish during his reign?
Chapter 1, Section 3 13
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Emperor Justinian (pages 158–159)
Justinian
Theodora
Belisarius
Tribonian
utilize
As you read, look for the reasons for the conflicts that ledto the break between the Roman Catholic and EasternOrthodox churches. Then, after you read, use the chartbelow to summarize the major reasons for the split.
Define this academic vocabulary word from this lesson.
How did church and government work together in theByzantine Empire?
Complete this outline as you read.
I. The Importance of Trade
A. __________________________________________________________
B. __________________________________________________________
II. Byzantine Art and Architecture
A. __________________________________________________________
B. __________________________________________________________
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The Byzantine Church (pages 161–162)
Church Conflicts
image
Byzantine Civilization (pages 163–165)
III. Byzantine Women
A. __________________________________________________________
B. __________________________________________________________
IV. Byzantine Education
A. __________________________________________________________
B. __________________________________________________________
Define or describe the following terms from this lesson.
Define this academic vocabulary word from this lesson.
What church is one of Justinian’s greatest achievements?
Chapter 1, Section 3 15
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mosaic
saint
regent
stress
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What policies and reforms made the Byzantine Empire strong?
What ideas and beliefs shaped Byzantine culture?
Research to learn more about icons. On a separate sheetof paper, write a comparative essay describing the argu-ments for and against the use of icons in the Church of theByzantine Empire.
16 Chapter 1, Section 3
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Chapter 2, Section 1 17
Chapter 2, Section 1
The Rise of Islam(Pages 174–180)
Setting a Purpose for Reading Think about these questions as you read:• How did geography shape the Arab way of life?• What did Muhammad teach?
As you read pages 175–180 in your textbook, complete this diagram to identify
the Five Pillars of the Islamic faith.
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Five Pillars of Faith
Picture yourself in the deserts of Arabia. The heat isintense. Water is scarce. You live life as a Bedouin, travel-ing from oasis to oasis. What do you experience in a day?What do you like about your life? What do you not like?After you read the passage, write a paragraph about your life.
Define or describe the following terms from this lesson.
Explain why this group is important.
18 Chapter 2, Section 1
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Daily Life in Early Arabia (pages 175–176)
oasis
sheikh
caravan
Bedouins
Briefly describe the following places.
Define these academic vocabulary words from this lesson.
How did geography shape life in Arabia?
As you read, write three questions about the main ideaspresented in the text. After you finish reading, write theanswers to these questions.
1.
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Makkah
Kaaba
intense
transport
Muhammad: Islam’s Prophet (pages 176–177)
2.
3.
Briefly describe the following place.
Why did Muhammad’s message appeal to the poor?
Before you read, look over the passage. What do youalready know about Islam? What do you want to learnabout Islam? Complete the first two columns in the tablebelow. Then, after you read, fill in the third column withnew information you learned.
20 Chapter 2, Section 1
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Madinah
Islam’s Teachings (pages 179–180)
What I know What I want to learn What I learned
about Islam about Islam about Islam
Define or describe the following term from this lesson.
What role do the Quran and Sunna play in Muslim daily life?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did geography shape the Arab way of life?
What did Muhammad teach?
One of the five pillars of Islam requires each Muslim topray five times a day facing Makkah. On a separate sheetof paper, write an expository essay explaining the impor-tance of Makkah to Muslims.
Chapter 2, Section 1 21
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Quran
22 Chapter 2, Section 2
Chapter 2, Section 2
Islamic Empires(Pages 181–189)
Setting a Purpose for Reading Think about these questions as you read:• How did Islam spread?• Why did Muslims split into two groups?
As you read pages 182–189 in your textbook, complete the diagram to show
why the Arabs were successful conquerors.
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Arabs were successful conquerors
As you read, write the main idea of the passage. Reviewyour statement when you finish reading, and revise asneeded.
Define or describe the following term from this lesson.
Explain why these people are important.
Briefly describe the following places.
Chapter 2, Section 2 23
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Sufi
caliph
Umayyad
Damascus
Indonesia
Timbuktu
The Spread of Islam (pages 182–184)
How did Arabs spread the religion of Islam through trade?
As you read, number the following rulers and dynasties inthe correct order.
1. Umayyads
2. Muhammad
3. Seljuks
4. Mongols
5. Abbasids
Define or describe the following terms from this lesson.
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Struggles Within Islam (pages 185–186)
Shiite
Sunni
sultan
Explain why this group is important.
Briefly describe the following place.
Define these academic vocabulary words from this lesson.
What is the difference between Shiite and Sunni Muslims?
Chapter 2, Section 2 25
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Abbasids
Baghdad
policy
devote
As you read, fill in the information in the chart below. Usethis chart to review information about the Ottoman andMogul empires.
Explain why these people are important.
Briefly describe the following place.
26 Chapter 2, Section 2
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Ottoman Empire Mogul Empire
Great leader
Location
Capital
Accomplishments
Suleiman I
Moguls
Akbar
Later Muslim Empires (pages 187–189)
Delhi
Define these academic vocabulary words from this lesson.
How did Constantinople change in 1453?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did Islam spread?
Why did Muslims split into two groups?
Reread the quote by Ibn Khaldun on page 186 in your text-book. On a separate sheet of paper, write a narrativeessay in the voice of Khaldun explaining what he meansby the phrase “A person who lacks the power to do a thingis never told to do it.”
Chapter 2, Section 2 27
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style
impose
28 Chapter 2, Section 3
Chapter 2, Section 3
Muslim Ways of Life(Pages 190–197)
Setting a Purpose for Reading Think about these questions as you read:• What was Muslim society like?• How did Muslims contribute to science and culture?
As you read pages 191–197 in your textbook, complete this pyramid to show the
social classes in the early Muslim world.
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Why would language and coins make trade easier for theMuslims? Write your answer in the space below.
Define or describe the following terms from this lesson.
Define this academic vocabulary word from this lesson.
How did the Muslim rulers give their merchants an advantage?
Chapter 2, Section 3 29
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Trade and Everyday Life (pages 191–193)
mosque
bazaar
widespread
Before you read, scan the passage looking for informationto include in the table below. After you read, add informa-tion to complete the table.
Define or describe the following terms from this lesson.
Define this academic vocabulary word from this lesson.
30 Chapter 2, Section 3
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Muslim Achievements (pages 193–197)
Math and Science Writing Art and Buildings
minaret
crier
Muslim Achievements
innovate
Explain why these people are important.
Briefly describe the following places.
What contributions did Muslims make in math and science?
Chapter 2, Section 3 31
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Mamun
al-Razi
Ibn Sina
Omar Khayyam
Ibn Khaldun
Granada
Agra
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What was Muslim society like?
How did Muslims contribute to science and culture?
Research to learn about how Islam influenced Muslim art. On a separate sheet of paper, write a comparativeessay describing the difference between Byzantine andMuslim art.
32 Chapter 2, Section 3
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Chapter 3, Section 1 33
Chapter 3, Section 1
The Rise of AfricanCivilizations(Pages 206–214)
Setting a Purpose for Reading Think about these questions as you read:• How did geography affect the development of African kingdoms? • What factors contributed to the growth of African civilizations?
As you read pages 207–214 in your textbook, complete this diagram showing
the accomplishments of medieval African civilizations.
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Accomplishments
As you read, picture yourself in the different parts of theAfrican continent. Complete the chart below with a summaryof each part of Africa. As you write, think about what itwould be like to explore each of these very different places.
Define or describe the following term from this lesson.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
Why is the Niger River important?
34 Chapter 3, Section 1
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Africa’s Geography (pages 207–208)
Tropics
Deserts
Rain Forests
Mediterranean
Sea Coasts
plateau
oasis (Chapter 2, Section 1)
As you read, write three questions about the main ideaspresented in the text. After you finish reading, write theanswers to these questions.
1.
2.
3.
Define or describe the following terms from this lesson.
Define these academic vocabulary words from this lesson.
Chapter 3, Section 1 35
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African Trading Empires (pages 209–214)
griot
dhow
fee
Explain why these people are important.
Briefly describe the following places.
36 Chapter 3, Section 1
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diminish
prime
Sundiata Keita
Mansa Musa
Sunni Ali
Benue River
Ghana
Mali
Timbuktu
Why did West Africa become the center of three large tradeempires?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did geography affect the development of African kingdoms?
What factors contributed to the growth of African civilizations?
The Bantu are considered the ancestors of much of Africa.On a separate sheet of paper, write a persuasive essaylisting evidence of this common heritage.
Chapter 3, Section 1 37
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Songhai
Axum
38 Chapter 3, Section 2
Chapter 3, Section 2
Africa’s Religionand Government(Pages 222–229)
Setting a Purpose for Reading Think about these questions as you read:• What religions and beliefs shaped life in Africa? • How did African governments develop?
As you read pages 223–229 in your textbook, complete the diagram to show the
characteristics of Swahili culture and language.
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Swahili
As you read, take notes in the space below on the differentAfrican religious practices and beliefs. Then answer thequestion below:
Why do you think Africans held so strongly to their own religious practices?
Explain why this person is important.
Define this academic vocabulary word from this lesson.
What was the role of ancestors in African religion?
Chapter 3, Section 2 39
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Traditional African Religions (page 223)
Olaudah Equiano
African Religious
Practices
vary
As you read, fill in the information in the chart below. Use this chart to review information about Mansa Musa’sand Askia Muhammad’s role in strengthening the Islamicreligion.
Define or describe the following terms from this lesson.
Explain why these people are important.
40 Chapter 3, Section 2
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Islam in Africa (pages 224–227)
sultan
Swahili
Ibn Battuta
Askia Muhammad
Growth of Islam
Mansa Musa Askia Muhammad
Briefly describe the following place.
Define these academic vocabulary words from this lesson.
Use each of these terms that you studied earlier in a sen-tence that reflects the term’s meaning.
How did Askia Muhammad gain control of Songhai?
Chapter 3, Section 2 41
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Makkah
accompany
element
Quran (Chapter 2, Section 1)
mosque (Chapter 2, Section 3)
Imagine you are a citizen of Ghana. You have a complaintagainst your neighbor. You just brought your complaintbefore the king. Write a paragraph about your meetingwith the king. What did you do? What did he do? How didyou feel as you approached the king? What was happeningaround you?
Define or describe the following term from this lesson.
Define this academic vocabulary word from this lesson.
How was Mali ruled differently from Ghana?
42 Chapter 3, Section 2
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Government and Society (pages 227–229)
clan
benefit
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What religions and beliefs shaped life in Africa?
How did African governments develop?
Islam spread to much of Africa along trade routes. On aseparate sheet of paper, write a narrative essay from theperspective of a traditional African ruler deciding whetherto convert to Islam.
Chapter 3, Section 2 43
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44 Chapter 3, Section 3
Chapter 3, Section 3
African Society and Culture(Pages 230–237)
Setting a Purpose for Reading Think about these questions as you read:• What events shaped the culture of medieval Africa?• What effects has African culture had on other cultures around the world?
As you read pages 231–237 in your textbook, complete this Venn diagram to
show the similarities and differences between the enslavement of Africans in
Africa and the enslavement of Africans in Europe.
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Enslavement in Africa
Enslavement Both in Europe
In West Africa, griots told stories passed down from gener-ation to generation as part of the community’s oral his-tory. What stories have been passed down from generationto generation in your family or community? How has thisstory affected you? Write the story—your oral history—and your response to it in the space below.
Define or describe the following terms from this lesson.
Explain why these people are important.
Chapter 3, Section 3 45
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Life in Medieval Africa (pages 231)
extended family
matrilineal
oral history
Dahia al-Kahina
Nzinga
Define this academic vocabulary word from this lesson.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
How were Bantu families organized?
Preview this section to get an idea of what is ahead. First,skim the section. Then write a sentence or two explainingwhat you think you will learn. After you finish reading,revise your statements as necessary.
Define this academic vocabulary word from this lesson.
46 Chapter 3, Section 3
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bond
griot (Chapter 3, Section 1)
Slavery (pages 233–234)
release
How did exploration change the African slave trade?
How has African culture affected your world today? Asyou read, note the different types of African dance, art,stories, and music in the passage. Then think about howyou see African dance, art, and music in the world aroundyou today. Write a brief paragraph about the effects ofAfrican culture in your society today.
Why did Africans use dance to celebrate important events?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What events shaped the culture of medieval Africa?
Chapter 3, Section 3 47
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African Culture (pages 235–237)
What effects has African culture had on other cultures around the world?
Africans had enslaved their fellow Africans for centuriesbefore the Portuguese captured their first Africans to sellas slaves. On a separate sheet of paper, write an exposi-tory essay about how the slave trade changed in Africa.
48 Chapter 3, Section 3
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Chapter 4, Section 1 49
Chapter 4, Section 1
China Reunites(Pages 252–259)
Setting a Purpose for Reading Think about these questions as you read:• How did the Sui and Tang dynasties reunite China?• What religious ideas influenced China in the Middle Ages?
As you read pages 253–259 in your textbook, complete this table to show the
time periods, most important rulers, and the reasons for decline of the Sui and
Tang dynasties.
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Sui Tang
Time Period
Important Rulers
Reasons for Decline
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As you read, place the following events in the correct orderby numbering them in the spaces provided.
1. Taizong rules
2. The Song dynasty rules
3. Yangdi builds the Grand Canal
4. Wendi reunites China
5. Empress Wu rules
6. The Han empire ends
Define or describe the following terms from this lesson.
Explain why these people are important.
50 Chapter 4, Section 1
Rebuilding China’s Empire (pages 253–256)
warlord
economy
reform
Wendi
Empress Wu
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Briefly describe the following place.
Define this academic vocabulary word from this lesson.
How did Wendi unite China?
Why did Buddhism spread to China and what caused it todecline? After you read, complete the diagram below toanalyze the cause-and-effect relationships.
Chapter 4, Section 1 51
Korea
project
Buddhism Spreads to China (pages 256–257)
Cause Effect
Buddhism spreads to China
Buddhism declines in China
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Define or describe the following term from this lesson.
Define these academic vocabulary words from this lesson.
Briefly describe the following place.
Why did some Chinese people dislike Buddhism?
As you read, take notes on Neo-Confucianism and thescholar-officials. Use your notes to answer this question:How did Neo-Confucianism help strengthen the government?
52 Chapter 4, Section 1
monastery
Japan
New Confucian Ideas (pages 258–259)
seek
medical
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How did Confucianism change in China?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did the Sui and Tang dynasties reunite China?
What religious ideas influenced China in the Middle Ages?
Civil service exams were given by the Chinese governmentto challenge its best students to improve government. On a separate sheet of paper, write a persuasive essay onwhether you think their system could have been improvedfor better results.
Chapter 4, Section 1 53
54 Chapter 4, Section 2
Chapter 4, Section 2
Chinese Society(Pages 260–266)
Setting a Purpose for Reading Think about these questions as you read:• What new technologies developed in China?• How did art and literature develop in the Tang and Song dynasties?
As you read pages 261–266 in your textbook, complete this chart to describe the
new technologies developed in China during the Middle Ages.
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New Technologies
As you read, write the main idea of the passage. Reviewyour statement when you finish reading, and revise asneeded.
Define or describe the following term from this lesson.
Define this academic vocabulary word from this lesson.
How did the new kinds of rice developed in China help itspopulation grow?
Chapter 4, Section 2 55
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A Growing Economy (pages 261–262)
porcelain
available
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As you read the passage, list the inventions and new tech-nology that would have affected China’s military. Thenanswer this question: How did China’s inventions in theMiddle Ages strengthen its dynasties?
Define this academic vocabulary word from this lesson.
Why was the invention of printing so important?
As you read the information about Chinese art and litera-ture, write a general statement about each art form:poetry, painting, and porcelain.
1. Poetry
56 Chapter 4, Section 2
New Technology (pages 262–264)
method
Art and Literature (pages 264–266)
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2. Painting
3. Porcelain
Define or describe the following term from this lesson.
Briefly describe the following place.
Explain why these people are important.
Chapter 4, Section 2 57
calligraphy
Chang’an
Du Fu
Li Bo
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What did Du Fu often write about?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What new technologies developed in China?
How did art and literature develop in the Tang and Song dynasties?
Research to learn more about one of the inventions of the Tang era. On a separate sheet of paper, write an expository essay about the invention describing how it is used today.
58 Chapter 4, Section 2
Chapter 4, Section 3 59
Chapter 4, Section 3
The Mongols in China(Pages 267–273)
Setting a Purpose for Reading Think about these questions as you read:• Who was Genghis Khan?• How did Mongol rule impact China?
As you read pages 268–273 in your textbook, complete this diagram to show the
accomplishments of Genghis Khan’s reign.
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Accomplishments
Glance over the reading to find answers to the followingquestions. After you read, fill in any missing details fromthe passage.
1. What were the Mongols known for?
2. What were Mongol warriors known for?
3. How big was the Mongol Empire?
Define or describe the following terms from this lesson.
60 Chapter 4, Section 3
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The Mongols (pages 268–270)
tribe
steppe
terror
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Explain why this person is important.
Briefly describe the following places.
Define these academic vocabulary words from this lesson.
What military and economic reasons explain why theMongols were able to build an empire so quickly?
Chapter 4, Section 3 61
Mongolia
Gobi
eventual
encounter
Genghis Khan
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As you read, take notes on the actions and effects of Mongolrule in China in the chart below. Then, based on yournotes, write a short paragraph evaluating the leadershipof Kublai Khan. Use specific examples from your notes tosupport your opinion.
Evaluation
Explain why each of these people is important.
Briefly describe the following places.
Mongol Rule in China
62 Chapter 4, Section 3
Mongol Rule in China (pages 272–273)
Kublai Khan
Marco Polo
Karakorum
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Who founded the Yuan dynasty?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
Who was Genghis Khan?
How did Mongol rule impact China?
Genghis Khan and the Mongol warriors were known fortheir fierce and violent conquests in battle. But underMongol rule, China reached the height of its wealth andpower. On a separate sheet of paper, write three or fourdescriptive paragraphs about the positive effects Mongolrule had on China.
Chapter 4, Section 3 63
Khanbaliq
Beijing
64 Chapter 4, Section 4
Chapter 4, Section 4
The Ming Dynasty(Pages 281–287)
Setting a Purpose for Reading Think about these questions as you read:• How did Ming rulers make China’s government strong?• What did the Ming rulers accomplish?
As you read pages 282–287 in your textbook, complete this chart to showcause-and-effect links in China’s early trade voyages.
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CauseZheng He traveled to parts of Asia and Africa.
As you read, list the ways the Ming reformed China in thechart below.
Define or describe the following terms from this lesson.
Explain why these people are important.
Chapter 4, Section 4 65
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The Rise of the Ming (pages 282–283)
treason
census
novel
Zhu Yuanzhang
Yong Le
Ming Reforms
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Briefly describe the following place.
Define these academic vocabulary words from this lesson.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
What was the Forbidden City?
66 Chapter 4, Section 4
Nanjing
erode
compile
drama
reform (Chapter 1, Section 2)
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Complete this outline as you read.
I. Who Was Zheng He?
A. __________________________________________________________
B. __________________________________________________________
II. Where Did Zheng He Travel?
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
D. __________________________________________________________
III. The Europeans Arrive in China
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
IV. Why Did the Ming Dynasty Fall?
A. __________________________________________________________
B. __________________________________________________________
Define or describe the following term from this section.
Briefly describe the following place.
Chapter 4, Section 4 67
China Explores the World (pages 284–287)
barbarian
Portugal
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Explain why this person is important.
Define this academic vocabulary word from this lesson.
What caused the Ming dynasty to decline and fall?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did Ming rulers make China’s government strong?
What did the Ming rulers accomplish?
The Ming government did not encourage contact with theoutside world. On a separate sheet of paper, write anexpository essay explaining why Ming officials resistedEuropean trade and ideas, including conversion toChristianity.
68 Chapter 4, Section 4
Zheng He
contact
Chapter 5, Section 1 69
Chapter 5, Section 1
Early Japan(Pages 296–301)
Setting a Purpose for Reading Think about these questions as you read:• How did geography affect the development of Japan? • What ideas shaped Japan’s religion and government?
As you read pages 297–301 in your textbook, complete this diagram to show the
basic beliefs of the Shinto religion.
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Shinto Religion
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AAss yyoouu rreeaadd,, ccoommpplleettee tthhee ddiiaaggrraamm bbeellooww ttoo sshhooww tthheeeeffffeeccttss ooff ggeeooggrraapphhyy oonn lliiffee iinn JJaappaann..
70 Chapter 5, Section 1
Japan’s Geography (page 297)
Cause Effect Effect Effect
Mountains
Islands
BBrriieeffllyy ddeessccrriibbee tthhee ffoolllloowwiinngg ppllaacceess..
DDeeffiinnee tthhiiss aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrdd ffrroomm tthhiiss lleessssoonn..
Japan
Hokkaido
Honshu
Shikoku
Kyushu
occur
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How did Japan’s geography shape its society?
After you read, write a brief description of each of thepeople listed below. Then place names in the proper orderin the diagram below to show their relationships.
Chapter 5, Section 1 71
Yayoi
Yamato
Jimmu
Akihito
Yayoi
The First Settlers (page 298)
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DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmm ffrroomm tthhiiss lleessssoonn..
DDeeffiinnee tthhiiss aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrdd ffrroomm tthhiiss lleessssoonn..
EExxppllaaiinn wwhhyy tthhiiss ppeerrssoonn iiss iimmppoorrttaanntt..
WWhhaatt ddoo hhiissttoorriiaannss kknnooww aabboouutt tthhee rriissee ooff tthhee YYaammaattoo??
CCoommpplleettee tthhee ddiiaaggrraamm bbeellooww ttoo lliisstt PPrriinnccee SShhoottookkuu’’ssrreeffoorrmmss..
72 Chapter 5, Section 1
clan
Prince Shotoku’s Reforms (page 299)
Prince Shotoku’s Reforms
portion
Jimmu
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DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmm ffrroomm tthhiiss lleessssoonn..
EExxppllaaiinn wwhhyy tthhiiss ppeerrssoonn iiss iimmppoorrttaanntt..
WWhhaatt CChhiinneessee iiddeeaass iinnfflluueenncceedd PPrriinnccee SShhoottookkuu??
AAfftteerr yyoouu rreeaadd,, wwrriittee oonnee oorr ttwwoo sseenntteenncceess ssuummmmaarriizziinnggtthhee bbeelliieeffss ooff tthhee SShhiinnttoo rreelliiggiioonn iinn tthhee ssppaaccee bbeellooww..
Chapter 5, Section 1 73
constitution
What Is Shinto? (page 301)
Shotoku
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DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmmss ffrroomm tthhiiss lleessssoonn..
HHooww ddiidd tthhee JJaappaanneessee hhoonnoorr tthhee kkaammii??
NNooww tthhaatt yyoouu hhaavvee rreeaadd tthhee sseeccttiioonn,, wwrriittee tthhee aannsswweerrss ttootthhee qquueessttiioonnss tthhaatt wweerree iinncclluuddeedd iinn Setting a Purpose forReading aatt tthhee bbeeggiinnnniinngg ooff tthhee lleessssoonn..
How did geography affect the development of Japan?
What ideas shaped Japan’s religion and government?
RReerreeaadd PPrriinnccee SShhoottookkuu’’ss ccoonnssttiittuuttiioonn oonn ppaaggee 229999 iinn yyoouurrtteexxttbbooookk.. OOnn aa sseeppaarraattee sshheeeett ooff ppaappeerr,, rreewwrriittee tthhee rruulleess iinnyyoouurr oowwnn wwoorrddss.. TThheenn,, cchhoooossee oonnee ooff tthhee rruulleess aanndd ddeessccrriibbeehhooww tthhaatt rruullee mmiigghhtt bbee aapppplliieedd bbyy aa ggoovveerrnnmmeenntt ooffffiicciiaall..
74 Chapter 5, Section 1
shrine
animism
Chapter 5, Section 2 75
Chapter 5, Section 2
Shoguns and Samurai(Pages 302–308)
Setting a Purpose for Reading Think about these questions as you read:• How did Buddhism spread to Japan?• Who were the shoguns and samurai?
As you read pages 303–308 in your textbook, complete the diagram to show the
relationship between daimyo and samurai.
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Daimyo
Samurai
AAfftteerr yyoouu rreeaadd,, aannsswweerr tthhee ffiirrsstt ttwwoo qquueessttiioonnss bbeellooww.. TThheenn,, uussee yyoouurr aannsswweerrss ttoo tthheessee ttwwoo qquueessttiioonnss ttoo iinnffeerr tthhee aannsswweerr ttoo tthhee tthhiirrdd qquueessttiioonn..
1. What did Japan’s census count?
2. What happened based on the results of the census?
3. Why was the census important in maintaining a strong central government?
DDeeffiinnee tthhiiss aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrdd ffrroomm tthhiiss lleessssoonn..
UUssee tthhiiss tteerrmm tthhaatt yyoouu ssttuuddiieedd eeaarrlliieerr iinn aa sseenntteennccee tthhaattrreefflleeccttss tthhee tteerrmm’’ss mmeeaanniinngg..
76 Chapter 5, Section 2
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Nara Japan (pages 303–304)
role
census (Chapter 4, Section 4)
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HHooww ddiidd BBuuddddhhiisstt iiddeeaass aaffffeecctt JJaappaann’’ss ggoovveerrnnmmeenntt??
CCoommpplleettee tthhiiss oouuttlliinnee aass yyoouu rreeaadd..
I. The Government Weakens
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
II. Who Were the Samurai?
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
D. __________________________________________________________
III. What Is a Shogun?
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
D. __________________________________________________________
IV. The Mongols Attack
A. __________________________________________________________
B. __________________________________________________________
Chapter 5, Section 2 77
The Rise of the Shogun (pages 304–306)
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DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmmss ffrroomm tthhiiss lleessssoonn..
EExxppllaaiinn wwhhyy tthhiiss ppeerrssoonn iiss iimmppoorrttaanntt..
BBrriieeffllyy ddeessccrriibbee tthhee ffoolllloowwiinngg ppllaacceess..
DDeeffiinnee tthhiiss aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrdd ffrroomm tthhiiss lleessssoonn..
78 Chapter 5, Section 2
samurai
shogun
Minamoto Yoritomo
Heian
Kamakura
conduct
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UUssee tthhiiss tteerrmm tthhaatt yyoouu ssttuuddiieedd eeaarrlliieerr iinn aa sseenntteennccee tthhaattrreefflleeccttss tthhee tteerrmm’’ss mmeeaanniinngg..
WWhhoo wwaass tthhee sshhoogguunn,, aanndd wwhhyy wwaass hhee iimmppoorrttaanntt??
RReeaadd tthhee ffiirrsstt ppaarraaggrraapphh oonn ppaaggee 330077.. BBaasseedd oonn yyoouurrrreeaaddiinngg aabboouutt JJaappaann ttoo tthhiiss ppooiinntt,, wwhhaatt ddoo yyoouu pprreeddiicctt wwiillll hhaappppeenn nneexxtt?? WWrriittee yyoouurr pprreeddiiccttiioonn iinn tthhee ssppaacceebbeellooww.. NNooww rreeaadd tthhee eennttiirree ppaassssaaggee.. WWaass yyoouurr pprreeddiiccttiioonnccoorrrreecctt?? WWrriittee yyoouurr rreeaaccttiioonn ttoo tthhee aaccttuuaall eevveennttss iinn tthheessppaaccee pprroovviiddeedd..
Prediction
Reaction
Chapter 5, Section 2 79
clan (Chapter 3, Section 2)
The Daimyo Divide Japan (pages 307–308)
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DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmmss ffrroomm tthhiiss lleessssoonn..
EExxppllaaiinn wwhhyy tthhiiss ppeerrssoonn iiss iimmppoorrttaanntt..
WWhhyy wweerree sshhoogguunnss uunnaabbllee ttoo rreeggaaiinn ccoonnttrrooll ooff JJaappaann aafftteerrtthhee OOnniinn WWaarr??
NNooww tthhaatt yyoouu hhaavvee rreeaadd tthhee sseeccttiioonn,, wwrriittee tthhee aannsswweerrss ttootthhee qquueessttiioonnss tthhaatt wweerree iinncclluuddeedd iinn Setting a Purpose forReading aatt tthhee bbeeggiinnnniinngg ooff tthhee lleessssoonn..
How did Buddhism spread to Japan?
80 Chapter 5, Section 2
vassal
daimyo
feudalism
Ashikaga Takauji
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Who were the shoguns and samurai?
JJaappaanneessee rruulleerrss bboorrrroowweedd mmaannyy eeffffiicciieenntt ssyysstteemmss ffrroomm tthheeCChhiinneessee ggoovveerrnnmmeenntt.. OOnn aa sseeppaarraattee sshheeeett ooff ppaappeerr,, wwrriittee aacomparative essay ddeessccrriibbiinngg tthhee ddiiffffeerreenncceess bbeettwweeeenn tthheeJJaappaanneessee aanndd tthhee CChhiinneessee ssyysstteemmss ffoorr hhiirriinngg ooffffiicciiaallss..
Chapter 5, Section 2 81
82 Chapter 5, Section 3
Chapter 5, Section 3
Life in Medieval Japan(Pages 309–315)
Setting a Purpose for Reading Think about these questions as you read:• How did religion shape Japan’s culture?• What was life like for people in medieval Japan?
As you read pages 310–315 in your textbook, complete this diagram to describe
the role of women in the families of medieval Japan.
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Role of Women
TTwwoo sseeccttss ooff BBuuddddhhiissmm wweerree iimmppoorrttaanntt iinn JJaappaann.. UUssee tthheeddiiaaggrraamm bbeellooww ttoo ccoommppaarree aanndd ccoonnttrraasstt tthheessee sseeccttss.. WWhhaattddiidd tthheeyy hhaavvee iinn ccoommmmoonn?? HHooww wweerree tthheeyy ddiiffffeerreenntt??
DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmmss ffrroomm tthhiiss lleessssoonn..
Chapter 5, Section 3 83
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Japanese Religion and Culture (pages 310–312)
Pure Land Buddhism
Zen Both Buddhism
sect
martial arts
meditation
calligraphy
tanka
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DDeeffiinnee tthheessee aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrddss ffrroomm tthhiiss lleessssoonn..
EExxppllaaiinn wwhhyy tthhiiss ppeerrssoonn iiss iimmppoorrttaanntt..
UUssee tthhiiss tteerrmm tthhaatt yyoouu ssttuuddiieedd eeaarrlliieerr iinn aa sseenntteennccee tthhaattrreefflleeccttss tthhee tteerrmm’’ss mmeeaanniinngg..
HHooww aarree mmaarrttiiaall aarrttss aanndd mmeeddiittaattiioonn ccoonnnneecctteedd ttoo ZZeennBBuuddddhhiissmm’’ss pprriinncciippllee ooff sseellff--ccoonnttrrooll??
84 Chapter 5, Section 3
novel (Chapter 4, Section 4)
Murasaki Shikibu
involve
reveal
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PPrreevviieeww tthhiiss sseeccttiioonn ttoo ggeett aann iiddeeaa ooff wwhhaatt iiss aahheeaadd.. FFiirrsstt,,sskkiimm tthhee sseeccttiioonn.. TThheenn wwrriittee aa sseenntteennccee oorr ttwwoo eexxppllaaiinniinnggwwhhaatt yyoouu tthhiinnkk yyoouu wwiillll lleeaarrnn.. AAfftteerr yyoouu ffiinniisshh rreeaaddiinngg,,rreevviissee yyoouurr ssttaatteemmeennttss aass nneecceessssaarryy..
DDeeffiinnee oorr ddeessccrriibbee tthhee ffoolllloowwiinngg tteerrmm ffrroomm tthhiiss lleessssoonn..
BBrriieeffllyy ddeessccrriibbee tthhee ffoolllloowwiinngg ppllaaccee..
DDeeffiinnee tthhiiss aaccaaddeemmiicc vvooccaabbuullaarryy wwoorrdd ffrroomm tthhiiss lleessssoonn..
UUssee tthhiiss tteerrmm tthhaatt yyoouu ssttuuddiieedd eeaarrlliieerr iinn aa sseenntteennccee tthhaattrreefflleeccttss tthhee tteerrmm’’ss mmeeaanniinngg..
Chapter 5, Section 3 85
Economy and Society (pages 314–315)
guild
Kyoto
contribute
economy (Chapter 4, Section 1)
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WWhhiicchh ggrroouuppss iinn JJaappaann bbeenneeffiitteedd ffrroomm tthhee ccoouunnttrryy’’ss wweeaalltthh??
NNooww tthhaatt yyoouu hhaavvee rreeaadd tthhee sseeccttiioonn,, wwrriittee tthhee aannsswweerrss ttootthhee qquueessttiioonnss tthhaatt wweerree iinncclluuddeedd iinn Setting a Purpose forReading aatt tthhee bbeeggiinnnniinngg ooff tthhee lleessssoonn..
How did religion shape Japan’s culture?
What was life like for people in medieval Japan?
RReesseeaarrcchh ttoo lleeaarrnn aabboouutt ttaannkkaa aanndd hhaaiikkuu ppooeettrryy.. OOnn aa sseeppaarraattee sshheeeett ooff ppaappeerr,, wwrriittee aa poem iinn eeiitthheerr ssttyyllee,, aanndd tthheenn ddeessccrriibbee hhooww yyoouurr ppooeemm mmaattcchheess tthhaatt ssttyyllee..
86 Chapter 5, Section 3
Chapter 6, Section 1 87
Chapter 6, Section 1
The Early Middle Ages(Pages 324–333)
Setting a Purpose for Reading Think about these questions as you read:• How did geography influence where medieval Europeans settled and
what they did?• How did religion affect life in the Middle Ages?
As you read pages 325–333 in your textbook, complete this table to show the
major accomplishments of medieval leaders.
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Leader Major Accomplishments
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As you read, complete the diagram below to show theeffects of geography on life in medieval Europe.
88 Chapter 6, Section 1
The Geography of Europe (pages 325–326)
Cause Effect Effect
Peninsula
Seas and rivers
Mountains
Define these academic vocabulary words from this lesson.
What did Europe’s seas and rivers provide for its people?
significant
instance
enable
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Look at the following headings and write a question abouteach one. Find answers to your questions as you read.Revise your question if the answer is not found in thereading.
The Germanic Kingdoms
Who Were the Franks?
Who Was Charlemagne?
Europe Is Invaded
The Holy Roman Empire
Define or describe the following term from this lesson.
Explain why each of these people is important.
Chapter 6, Section 1 89
The Germanic Kingdoms (pages 326–331)
fjord
Clovis
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Who were the Vikings, and why did they raid Europe?
What were monks’ roles in medieval Europe?
Define or describe the following terms from this lesson.
Define this academic vocabulary word from this lesson.
90 Chapter 6, Section 1
The Rise of the Catholic Church (pages 331–333)
exclude
missionary
excommunicate
concordat
Charles Martel
Charlemagne
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Explain why each of these people is important.
How did Gregory VII and Henry IV disagree?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did geography influence where medieval Europeans settled andwhat they did?
How did religion affect life in the Middle Ages?
The Catholic Church was at the height of its power in A.D. 1198. On a separate sheet of paper, write a persuasiveessay of two or three paragraphs predicting the responseof kings to the pope’s control.
Chapter 6, Section 1 91
Gregory VII
Henry IV
92 Chapter 6, Section 2
Chapter 6, Section 2
Feudalism(Pages 334–343)
Setting a Purpose for Reading Think about these questions as you read:• Why did feudalism develop in Europe?• What was life like in a feudal society?
As you read pages 335–343 in your textbook, complete this Venn diagram to
show the similarities and differences between serfs and slaves.
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SerfsBoth
Slaves
You live on the manor of a feudal lord in medieval Europe.Pick your role. You may be a vassal or a serf. Write anentry in your journal about the work you did today foryour lord. Use details from your reading. Then add yourown ideas about life in the Middle Ages.
Define or describe the following terms from this lesson.
Chapter 6, Section 2 93
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What Is Feudalism? (pages 335–338)
feudalism
vassal
fief
knight
serf
Define this academic vocabulary word from this lesson.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
How could a noble be both a lord and a vassal?
Knights followed rules of conduct. They lived by their codeof chivalry. Read about the knights’ code, then write yourown in the space below. Include the values that are impor-tant to you.
What was the code of chivalry?
94 Chapter 6, Section 2
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shift
samurai (Chapter 5, Section 2)
Life in Feudal Europe (pages 338–340)
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Fill in the chart below to show the relationships betweenfeudalism, new inventions, and the growth of manufactur-ing. Then write your answer to this question: What rela-tionship do you see between safety and stability, technology,trade, and the economy?
Define or describe the following term from this lesson.
Define this academic vocabulary word from this lesson.
How did guilds change the way goods were made andsold?
Chapter 6, Section 2 95
Trade and Cities (pages 340–343)
Feudalism
makes Europe
safer
Technology
helps people
produce more
food and goods
guild
process
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96 Chapter 6, Section 2
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
Why did feudalism develop in Europe?
What was life like in a feudal society?
Feudalism led to safer roads and increased production infarms and cities. On a separate sheet of paper, write anexpository essay on how the shift from a barter system toa money system changed medieval Europe.
Chapter 6, Section 3 97
Chapter 6, Section 3
Kingdoms and Crusades(Pages 346–354)
Setting a Purpose for Reading Think about these questions as you read:• What types of governments did European kingdoms create?• Why did European Christians launch the Crusades?
As you read pages 347–354 in your textbook, complete this diagram to show the
causes and effects of the Crusades.
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Cause: Effect:
Cause: Effect:
Cause: Effect:
As you read, answer the questions below about the MagnaCarta. Review your answers to ensure you understand thedocument and its importance.
1. Why did the nobles force King John to sign the Magna Carta?
2. What rights were guaranteed by the Magna Carta?
3. Why is the Magna Carta important?
Define or describe the following terms from this lesson.
Explain why each of these people is important.
98 Chapter 6, Section 3
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England in the Middle Ages (pages 347–349)
grand jury
trial jury
William the Conqueror
King John
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Define these academic vocabulary words from this lesson.
How did the Magna Carta affect the king’s power?
As you read, take notes on the actions of Philip IV. Then,based on your notes, write a short paragraph evaluatinghis leadership. Did he deserve the name Philip the Fair?Why or why not? Use specific examples from your notes tosupport your opinion.
Evaluation
Chapter 6, Section 3 99
document
guarantee
The Kingdom of France (page 350)
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Define or describe the following term from this lesson.
How did King Philip II bring power back to French kings?
Who do you think was the most important leader in Russiabased on your reading? After you read, write a brief para-graph supporting your answer.
Define this academic vocabulary word from this lesson.
100 Chapter 6, Section 3
clergy
Eastern Europe and Russia (page 351)
nonetheless
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Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
Why was Alexander Nevsky important?
As you read, number the following events in the correctorder.
1. Emperor Frederick, King Richard I, and King Philip II join tofight Saladin.
2. The Crusaders create four states.
3. Muslims conquer all the territory lost in the First Crusade.
4. Crusaders burn and loot the Byzantine capital.
5. The Muslims capture Edessa.
6. The Crusaders capture Antioch and Jerusalem.
7. Saladin unites the Muslims and declares war against the Christian states.
8. King Richard I agrees to a truce with Saladin.
9. Saladin captures Jerusalem.
Chapter 6, Section 3 101
missionary (Chapter 6, Section 1)
The Crusades (pages 352–354)
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What did the First Crusade accomplish? What did the ThirdCrusade accomplish?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What types of governments did European kingdoms create?
Why did European Christians launch the Crusades?
Beginning in the 1100s with common law, the English developed a government that resembles today’s represen-tative government. On a separate sheet of paper, write a comparative essay describing elements of the Englishsystem that influenced modern democracy.
102 Chapter 6, Section 3
Chapter 6, Section 4 103
Chapter 6, Section 4
The Church and Society(Pages 355–363)
Setting a Purpose for Reading Think about these questions as you read:• What role did the Catholic Church play in medieval Europe?• What new ideas developed in medieval Europe?
As you read pages 356–363 in your textbook, complete this Venn diagram
to show the similarities and differences between Romanesque and Gothic
cathedrals.
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RomanesqueCathedrals
GothicBoth Cathedrals
Before you read, scan the main headings and terms in thispassage. Write four questions about the main ideas pre-sented in the text. After you finish reading, write theanswers to these questions.
1.
2.
3.
4.
104 Chapter 6, Section 4
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Religion and Society (pages 356–359)
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Define or describe the following terms from this lesson.
Explain why this person is important.
Define this academic vocabulary word from this lesson.
How did the main goal of the Franciscans differ from themain goal of the Dominicans?
Chapter 6, Section 4 105
heresy
anti-Semitism
Francis of Assisi
job
mass
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After you read each section, summarize the main idea ofthe section in one sentence in the space below.
1. Medieval Art and Architecture
2. The First Universities
3. Who Was Thomas Aquinas?
4. Medieval Literature
Define or describe the following terms from this section.
106 Chapter 6, Section 4
Medieval Culture (pages 360–363)
theology
scholasticism
vernacular
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Explain why this person is important.
Define these academic vocabulary words from this lesson.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
What is natural law?
Chapter 6, Section 4 107
Thomas Aquinas
demonstrate
obtain
guild (Chapter 6, Section 2)
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Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What role did the Catholic Church play in medieval Europe?
What new ideas developed in medieval Europe?
The Inquisition was the Catholic Church’s attempt to getrid of non-believers. On a separate sheet of paper, write apersuasive essay to convince Church leaders that heresytrials and persecution of Jews was wrong.
108 Chapter 6, Section 4
Chapter 6, Section 5 109
Chapter 6, Section 5
The Late Middle Ages(Pages 364–369)
Setting a Purpose for Reading Think about these questions as you read:• What was the Black Death?• What major conflicts affected life in Europe in the late Middle Ages?
As you read pages 365–369 in your textbook, complete this table to show the
path of the Black Death in Europe and Asia.
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Time Period Affected Areas
1330s
1340s
1350s
After you read, write your answer to the following ques-tion in the space below.
How does a dramatic decrease in population affect the economy?
Define or describe the following term from this lesson.
Define this academic vocabulary word from this lesson.
How many Europeans died of the plague between 1347 and1351?
110 Chapter 6, Section 5
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The Black Death (pages 365–366)
plague
approximate
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As you read, complete the table below to summarize theconflicts in Europe in the late Middle Ages. After you read,use your table for review.
Define or describe the following term from this section.
Explain why each of these people is important.
Chapter 6, Section 5 111
A Troubled Continent (pages 367–369)
Groups in Name of
Conflict Conflict The Cause The Effect
Reconquista
Joan of Arc
Isabella of Castile
Ferdinand of Aragon
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Briefly describe the following places.
Define this academic vocabulary word from this lesson.
What caused the Hundred Years’ War?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What was the Black Death?
What major conflicts affected life in Europe in the late Middle Ages?
Joan of Arc convinced the leaders and soldiers of Francethat God was on their side in a war for freedom. On a separate sheet of paper, write a narrative essay from theperspective of Charles, deciding whether to support her in her efforts.
112 Chapter 6, Section 5
Crécy
Orléans
abandon
Chapter 7, Section 1 113
Chapter 7, Section 1
The Renaissance Begins(Pages 384–391)
Setting a Purpose for Reading Think about these questions as you read:• Why did the Renaissance begin in Europe?• How did Italy’s city-states grow wealthy?• How did nobles of the Italian city-states make their living?
As you read pages 385–391 in your textbook, complete this chart to show the
reasons Italian city-states grew wealthy.
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Wealth Grows in City-States
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As you read, complete the diagram below to show the rela-tionship between the growth of cities and the beginning ofthe Renaissance.
114 Chapter 7, Section 1
The Italian Renaissance (pages 385–386)
Define or describe the following terms from this lesson.
Briefly describe the following places.
Cause
Italy’s populationbecomes moreurban
Effect/Cause
________________
________________
________________
Effect
________________
Renaissance
secular
Florence
Venice
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Why did the Renaissance start in Italy?
Before you read, look at the headings and terms in thepassage. Then write four questions. Find answers to yourquestions as you read. Revise your questions if the answeris not found in the reading.
1.
2.
3.
4.
Chapter 7, Section 1 115
The Rise of Italy’s City-States (pages 387–389)
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Explain why these people are important.
Define these academic vocabulary words from this lesson.
Use each of these terms that you studied earlier in a sen-tence that reflects the term’s meaning.
How did Florence and the Medici family become so wealthy?
116 Chapter 7, Section 1
Marco Polo
Medici
network
publish
caravan (Chapter 2, Section 1)
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What is your personal response to Machiavelli’s ideasabout government? Do you agree or disagree? Why or why not? Present your response to Machiavelli in a briefparagraph.
Define or describe the following terms from this lesson.
Explain why this person is important.
Chapter 7, Section 1 117
The Urban Noble (pages 390–391)
doge
diplomacy
Niccolò Machiavelli
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How were medieval and Renaissance nobles different fromeach other?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
Why did the Renaissance begin in Europe?
How did Italy’s city-states grow wealthy?
How did nobles of the Italian city-states make their living?
Research the progression of the Renaissance throughEurope. On a separate sheet of paper, create a map,time line, or a narrative essay that shows where theRenaissance started, and how it spread throughoutEurope.
118 Chapter 7, Section 1
Chapter 7, Section 2 119
Chapter 7, Section 2
New Ideas and Literature(Pages 394–400)
Setting a Purpose for Reading Think about these questions as you read:• What is humanism and how did it affect the Renaissance?• Why did literature become more popular during the Renaissance?
As you read pages 395–400, create a chart listing people who contributed to
Renaissance literature.
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Contributor Role in Renaissance Literature
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For each section of your reading, write a one-sentencesummary of the main idea presented.
1. Ancient Works Become Popular
2. How Did Humanism Affect Society?
Define or describe the following term from this lesson.
Explain why this person is important.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
120 Chapter 7, Section 2
Renaissance Humanism (pages 395–397)
humanism
anatomy (Chapter 1, Section 1)
Leonardo da Vinci
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How did Renaissance thinkers view ancient writings?
Glance quickly over the reading to find answers to the following questions.
1. What was The Canterbury Tales about?
2. What country was Miguel de Cervantes from?
Define or describe the following term from this lesson.
Chapter 7, Section 2 121
Changes in Literature (pages 397–400)
vernacular
Briefly describe the following place.
Explain why these people are important.
Define these academic vocabulary words from this lesson.
What was the benefit of writing in the vernacular?
122 Chapter 7, Section 2
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Canterbury
Dante Alighieri
Johannes Gutenberg
William Shakespeare
debate
credit
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What is humanism and how did it affect the Renaissance?
Why did literature become more popular during the Renaissance?
Research some of the inventions and ideas of Leonardo da Vinci. Then, on a separate sheet of paper, write a narrative essay, or create detailed sketches, describingthings you think might be invented in the next two or three hundred years.
Chapter 7, Section 2 123
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124 Chapter 7, Section 3
Chapter 7, Section 3
Renaissance Art(Pages 408-413)
Setting a Purpose for Reading Think about these questions as you read:• What makes Renaissance art different from previous art?• What important method was developed by Northern Renaissance artists?
As you read pages 409–413, create a diagram like the one below to show fea-
tures of Renaissance art.
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Art
As you read the passage, take notes about the differencesbetween medieval and Renaissance art. Then answer thisquestion: How was Renaissance art affected by humanism?
Define or describe the following terms from this lesson.
Explain why these people are important.
Chapter 7, Section 3 125
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Artists in Renaissance Italy (pages 409–411)
chiaroscuro
fresco
Sandro Botticelli
Raphael Sanzio
Michelangelo Buonarroti
Titian
Define these academic vocabulary words from this lesson.
What were some of the differences between medieval andRenaissance artists?
When have you seen a painting or picture, read a story, orseen a play or movie that made you feel a strong emotion?Why did you connect with that work of art? Write a briefparagraph describing the work of art and your reaction to it. Be sure to write about techniques used by the artistto make the work more real to you.
Briefly describe the following place.
126 Chapter 7, Section 3
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differentiate
perspective
The Renaissance Spreads (pages 412–413)
Flanders
Explain why these people are important.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
How did the Northern Renaissance differ from the ItalianRenaissance?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What makes Renaissance art different from previous art?
Chapter 7, Section 3 127
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Jan van Eyck
Albrecht Dürer
knight (Chapter 6, Section 2)
What important method was developed by Northern Renaissance artists?
Research elements of Renaissance art that make it unique.On a separate sheet of paper, write a descriptive essaythat explains some of these elements in detail. If possible,include visual examples from your research.
128 Chapter 7, Section 3
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Chapter 8, Section 1 129
Chapter 8, Section 1
The Reformation Begins(Pages 422–429)
Setting a Purpose for Reading Think about these questions as you read:• How did Martin Luther’s ideas change the Church?• Why did political leaders support Protestanism?
As you read pages 423–429 in your textbook, complete this diagram to show the
causes of the Reformation.
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Reformation
Begins
Complete this outline as you read.
I. What Ideas Led to the Reformation?
A. __________________________________________________________
B. __________________________________________________________
II. The Church Upsets Reformers
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
D. __________________________________________________________
III. Who Was Martin Luther?
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
D. __________________________________________________________
E. __________________________________________________________
IV. Revolt Leads to New Churches
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
V. Peasant Revolts
A. __________________________________________________________
B. __________________________________________________________
C. __________________________________________________________
D. __________________________________________________________
130 Chapter 8, Section 1
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Calls for Church Reform (pages 423–426)
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Define or describe the following terms from this lesson.
Explain why these people are important.
Briefly describe the following place.
Chapter 8, Section 1 131
Reformation
indulgence
denomination
Martin Luther
Desiderius Erasmus
John Wycliffe
William Tyndale
Wittenberg
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Define this academic vocabulary word from this lesson.
Use each of these terms that you studied earlier in a sen-tence that reflects the term’s meaning.
What was the result of the Catholic Church’s decision to sellindulgences in 1517?
132 Chapter 8, Section 1
conclude
clergy (Chapter 6, Section 3)
excommunicate (Chapter 6, Section 1)
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As you read, take notes on the reasons German rulersdecided to become Lutherans. Now think about differentcountries and governments around the world today. Somegovernments favor or support specific religions. Others do not. Write a paragraph summarizing your opinionabout the relationship between church and government.Use specific examples from history, from current events,and from your notes to support your opinion.
Define these academic vocabulary words from this lesson.
Why did many German princes support Martin Luther’sideas?
Chapter 8, Section 1 133
Politics and Lutheranism (pages 428–429)
energy
resource
convert
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did Martin Luther’s ideas change the Church?
Why did political leaders support Protestanism?
Luther’s ideas led to revolutions in religion and politics.Research Martin Luther’s life and his reasons for challeng-ing the Roman Catholic Church. Use what you learn towrite a narrative essay on a separate sheet of paper,answering the question of why Luther’s ideas were soprovocative.
134 Chapter 8, Section 1
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Chapter 8, Section 2 135
Chapter 8, Section 2
The Reformation Spreads(Pages 430–434 )
Setting a Purpose for Reading Think about these questions as you read:• What did John Calvin teach?• Why did Henry VIII create the Anglican Church?
As you read pages 431–434 in your textbook, complete a table to show the
major impact of rulers on the English Reformation.
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Ruler Impact
Glance quickly over the reading to find answers to the following questions.
1. Who was John Calvin?
2. What is Calvinism?
Define or describe the following terms from this lesson.
Explain why this person is important.
Briefly describe the following place.
136 Chapter 8, Section 2
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Calvin and Calvinism (pages 431–432)
theology
predestination
John Calvin
Geneva
Define these academic vocabulary words from this lesson.
How did Calvin’s ideas differ from those of Luther?
Think about what you have already read about the effectsof Protestantism in Europe. Now, before you read, make aprediction about what will happen in England. After youread, write your response to the actual events.
Prediction
Reaction
Chapter 8, Section 2 137
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clarify
consent
The English Reformation (pages 432–434)
Define or describe the following term from this section.
Briefly describe the following place.
Explain why each of these people is important.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
Why did Henry VIII create the Anglican Church?
138 Chapter 8, Section 2
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London
Henry VIII
annul
Mary I
Elizabeth I
excommunicate(Chapter 6, Section 1)
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What did John Calvin teach?
Why did Henry VIII create the Anglican Church?
On a separate sheet of paper, write a comparative essaythat highlights similarities and differences between Luther’steachings and Calvin’s teachings.
Chapter 8, Section 2 139
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140 Chapter 8, Section 3
Chapter 8, Section 3
The Counter-Reformation(Pages 435–441)
Setting a Purpose for Reading Think about these questions as you read:• What was the Counter-Reformation?• How did the Reformation allow kings to become more powerful?
As you read pages 436–441 in your textbook, complete this diagram to show the
results of the Catholic Church’s attempts to reform.
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Reform
Results Results Results
As you read, list the effects of the Reformation on the fol-lowing kingdoms in the chart below.
Define or describe the following terms from this lesson.
Explain why each of these people is important.
Chapter 8, Section 3 141
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Counter-Reformation (pages 436–440)
seminary
heresy
Ignatius of Loyola
Huguenot
King Ferdinand
France
Bohemia
Spain
Queen Isabella
Maimonides
Briefly describe the following places.
Define these academic vocabulary words from this lesson.
Use each of these terms that you studied earlier in a sen-tence that reflects the term’s meaning.
142 Chapter 8, Section 3
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Trent
Navarre
Paris
contradict
impact
philosophy
eliminate
reform (Chapter 1, Section 2)
clergy (Chapter 6, Section 3)
What deal earned Henry of Navarre the French throne?
As you read, write three details about the legacy of theReformation. Then write a general statement summarizingwhat you learned.
1.
2.
3.
Define or describe the following term from this lesson.
Chapter 8, Section 3 143
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Legacy of the Reformation (pages 440–441)
divine right
Explain why this person is important.
In what parts of the world did Catholic missionariesteach?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What was the Counter-Reformation?
How did the Reformation allow kings to become more powerful?
Research the Spanish Inquisition. On a separate sheet ofpaper, write an expository essay explaining what life waslike during this terrible time.
144 Chapter 8, Section 3
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Francis Xavier
Chapter 9, Section 1 145
Chapter 9, Section 1
The First Americans(Pages 450–455)
Setting a Purpose for Reading Think about these questions as you read:• Who were the first people in the Americas and how did they get there?• What was life like for people in the first American civilizations?
As you read pages 451–455 in your textbook, complete this chart to show the
characteristics of the Olmec and Moche.
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Location Dates Lifestyle
Olmec
Moche
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After you read, complete the chart below to identify theeffects of the end of the Ice Age.
146 Chapter 9, Section 1
Farming Begins in Mesoamerica (pages 451–452)
glacier
environment
Define or describe the following term from this lesson.
Briefly describe the following places.
Define this academic vocabulary word from this lesson.
How did the agricultural revolution begin in America?
End of
Ice Age
Beringia
Mesoamerica
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As you read, make a list of the important accomplishmentsof the first American civilizations. Then write a generalstatement that answers what these accomplishments tellyou about these ancient peoples.
Chapter 9, Section 1 147
Early American Civilizations (pages 453–455)
Civilization Accomplishments
Olmec
Maya
Toltec
Moche
Inca
General Statement
Define or describe the following term from this lesson.
Explain why these people are important.
monopoly
Olmec
Maya
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Briefly describe the following places.
Define this academic vocabulary word from this lesson.
148 Chapter 9, Section 1
design
Toltec
Moche
Inca
Teotihuacán
Yucatán Peninsula
Cuzco
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What do historians think caused Teotihuacán’s collapse?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
Who were the first people in the Americas and how did they get there?
What was life like for people in the first American civilizations?
Research the early peoples of the Americas. On a separatesheet of paper, create a map showing where each civiliza-tion lived. If possible, locate the capital city of the civiliza-tion, and show the area under its influence or controlledby it.
Chapter 9, Section 1 149
150 Chapter 9, Section 2
Chapter 9, Section 2
Life in the Americas(Pages 456–464)
Setting a Purpose for Reading Think about these questions as you read:• What was life like in the Mayan, Incan, and Aztec cultures?• How did the different climates and environments of North America shape
Native American cultures?
As you read pages 457–464 in your textbook, complete the pyramid to show
Incan social classes.
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Glance over the reading to find details related to the fol-lowing topics. After you read, fill in any missing detailsfrom the passage.
Discovery of Mayan Civilization
Government
Define or describe the following term from this lesson.
Define these academic vocabulary words from this lesson.
Briefly describe the following place.
Chapter 9, Section 2 151
The Mayan People (page 457)
source
cooperate
sinkhole
Petén
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What was the main advantage of living in a tropical rain forest?
As you read, write three questions about the main ideaspresented in this passage. After you finish reading, writethe answers to your questions.
1.
2.
3.
152 Chapter 9, Section 2
Mayan Culture (page 458)
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Define or describe the following term from this lesson.
Explain why this person is important.
How did the Maya treat enslaved people?
As you read, look for answers to the first three questions.Then use your answers to draw a conclusion about Aztecbeliefs and values. Answer this question: What do theseanswers tell you about the Aztec?
1. What did the Aztec expect of their kings?
Chapter 9, Section 2 153
The Aztec (pages 460–462)
alliance
Jasaw Chan K’awiil I
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2. Who was worthy of an afterlife and why?
3. How was the Aztec civilization able to support such a large population?
Define or describe the following term from this lesson.
Briefly describe the following place.
How could commoners move into the noble class?
154 Chapter 9, Section 2
Tenochtitlán
codices
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As you read, summarize the contributions of Pachacuti inone sentence. Then use the lines below to list the ideasfrom your reading that support this main idea.
Main Idea
Supporting Ideas
Define or describe the following term from this lesson.
Explain why this person is important.
Briefly describe the following place.
Chapter 9, Section 2 155
quipu
Life in the Inca Empire (pages 462–464)
Pachacuti
Machu Picchu
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How did Pachacuti make sure local leaders would be loyal to him?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What was life like in the Mayan, Incan, and Aztec cultures?
How did the different climates and environments of North America shapeNative American cultures?
The Aztec, Incan, and Mayan cultures all built buildings ofincredible size and precision. Select any one of these cul-tures and research their style of building and architecture.On a separate sheet of paper, write a descriptive essayexplaining the current thought on how they accomplishedthese amazing feats.
156 Chapter 9, Section 2
Chapter 9, Section 3 157
Chapter 9, Section 3
The Fall of the Aztec and Inca Empires(Pages 470–477)
Setting a Purpose for Reading Think about these questions as you read:• How did Spain conquer Mexico?• What brought an end to the Inca Empire?
As you read pages 471–477 in your textbook, complete this diagram to show the
reasons Cortés was able to conquer the Aztec.
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nc. Cortés Conquers the Aztec
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You are one of the Taino people, living on the island ofHispaniola. For you, it is a day like any other day untilyou see Spanish soldier-explorers approaching from thebeach. Based on the passage, write a paragraph aboutyour first encounter with the Spaniards. How do you reactto them? How do they react to you?
Define or describe the following term from this lesson.
Explain why these people are important.
158 Chapter 9, Section 3
Spain Conquers Mexico (pages 471–474)
conquistador
Christopher Columbus
Hernán Cortés
Montezuma II
Malintzin
Briefly describe the following places.
Define these academic vocabulary words from this lesson.
Who were the conquistadors?
After you read, answer the question below.
Why were the Inca so easily defeated by Pizarro?
Chapter 9, Section 3 159
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Hispaniola
Extremadura
finance
generate
Pizarro Conquers the Inca (pages 476–477)
Define or describe the following term from this lesson.
Explain why this person is important.
How did Pizarro fail to keep his promise to Atahualpa?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did Spain conquer Mexico?
What brought an end to the Inca Empire?
Research the life of one of the conquistadors mentioned in this section. On a separate sheet of paper, write a narrative essay describing this person’s life.
160 Chapter 9, Section 3
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treason
Francisco Pizarro
Chapter 10, Section 1 161
Chapter 10, Section 1
Europe Explores the World(Pages 486–492)
Setting a Purpose for Reading Think about these questions as you read:• What led to a new era of exploration in the 1400s?• Which European countries explored and where?
As you read pages 487–492 in your textbook, complete this diagram to show
why Europeans began to explore.
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How did the events listed in this passage lead to explo-ration? As you read, write a one-sentence summary foreach of the main headings to answer this question.
1. Trade with Asia
2. New Technology
3. The Rise of Strong Nations
4. Did Maps Encourage Exploration?
Define or describe the following terms from this lesson.
162 Chapter 10, Section 1
Europe Gets Ready to Explore (pages 487–488)
astrolabe
compass
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Define this academic vocabulary word from this lesson.
What were the main reasons the Europeans began exploringthe world in the 1400s?
Before you read, look at the headings and terms in thepassage. Then write four questions. Find answers to yourquestions as you read. Revise your questions if the answeris not found in the reading.
1.
Chapter 10, Section 1 163
fund
Exploring the World (pages 489–492)
caravel
cartography
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2.
3.
4.
Briefly describe the following places.
164 Chapter 10, Section 1
Azores
Madeira
Hispaniola
Strait of Magellan
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Explain why these people are important.
Define this academic vocabulary word from this lesson.
Chapter 10, Section 1 165
Vasco da Gama
Newfoundland
St. Lawrence River
Christopher Columbus
Ferdinand Magellan
John Cabot
Jacques Cartier
locate
Who was the first European to sail to India? Whose crewfirst sailed around the world?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What led to a new era of exploration in the 1400s?
Which European countries explored and where?
Advances in sailing technology enabled explorers to sailfarther from land than ever before. Research the astrolabeor another advance mentioned in the text. On a separatesheet of paper, write an expository essay explaining howthe device was used.
166 Chapter 10, Section 1
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Chapter 10, Section 2 167
Chapter 10, Section 2
Trade and Empire(Pages 493–499)
Setting a Purpose for Reading Think about these questions as you read:• How did the Spanish and the Portuguese build world empires?• How did Europeans increase trade?
As you read pages 494–499, complete a diagram like the one below showing
what led to the rise of modern capitalism.
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Ideas of Modern Capitalism
As you read, write the main idea of the passage. Reviewyour statement when you have finished reading and reviseas needed.
Briefly describe the following place.
Explain why these people are important.
Define these academic vocabulary words from this lesson.
168 Chapter 10, Section 2
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Europe’s Empires (pages 494–495)
Netherlands
Henry VIII
Elizabeth I
primary
aid
How did the arrival of the Spanish change the Americas?
How did exploration affect European economies? Afteryou read, complete the diagram below to analyze theeffects of exploration on trade and commerce.
Define or describe the following terms from this lesson.
Chapter 10, Section 2 169
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The Commercial Revolution (pages 497–499)
Cause:
European
exploration
Effects
mercantilism
export
import
colony
Briefly describe the following place.
Explain why this person is important.
Define this academic vocabulary word from this lesson.
How did merchants raise the money for overseas trade?
170 Chapter 10, Section 2
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commerce
invest
capitalism
Moluccas
Pedro Alvares Cabral
anticipate
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did the Spanish and the Portuguese build world empires?
How did Europeans increase trade?
Capitalism is the economic system still used in the UnitedStates, and in many parts of the world today. On a sepa-rate sheet of paper, write a comparative essay describingboth the advantages and disadvantages of the capitalistsystem.
Chapter 10, Section 2 171
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172 Chapter 10, Section 3
Chapter 10, Section 3
A Global Exchange(Pages 502–505)
Setting a Purpose for Reading Think about these questions as you read:• What did exploration and trade lead to?• In what ways did global exchange have both a positive and a
negative impact?
As you read pages 503–505, create a chart like the one below showing the posi-
tive and negative effects of the global exchange.
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The Global Exchange
Positive Effects Negative Effects
New goods from the Americas changed the lives ofEuropeans. Make a note of any points that support thisstatement. After you read, go back and fill in additionalinformation.
Define or describe the following terms from this lesson.
Briefly describe the following places.
Define this academic vocabulary word from this lesson.
Chapter 10, Section 3 173
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Columbian Exchange
pampas
Argentina
Great Plains
transfer
The Columbian Exchange (pages 503–504)
Describe the Columbian Exchange.
To preview this section, first skim the section. Then write a sentence or two explaining what you think you willlearn. After you finish reading, revise your statements asnecessary.
Define or describe the following terms from this lesson.
Briefly describe the following place.
174 Chapter 10, Section 3
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Problems with the Exchange (pages 504–505)
East India Company
Dutch East India Company
Caribbean
Define this academic vocabulary word from this lesson.
Use these terms that you studied earlier in a sentence thatreflects the term’s meaning.
How did the global exchange create problems?
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What did exploration and trade lead to?
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positive
shogun(Chapter 5, Section 2)
daimyo(Chapter 5, Section 2)
In what ways did global exchange have both a positive and a negativeimpact?
Research the East India Company and the English empirein India. On a separate sheet of paper, write an exposi-tory essay describing the influence of the English on India.
176 Chapter 10, Section 3
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Chapter 11, Section 1 177
Chapter 11, Section 1
The Scientific Revolution(Pages 514–523)
Setting a Purpose for Reading Think about these questions as you read:• How did the Scientific Revolution change life in the 1600s?• What is the scientific method and how did it change ideas about society?
As you read pages 515–523 in your textbook, complete this diagram to show the
similarities and differences in the views of Ptolemy and Copernicus.
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PtolemyBoth
Copernicus
What factors led to the growth of scientific knowledge inEurope? As you read, list the factors in the chart below.
Define or describe the following term from this lesson.
Explain why this person is important.
Define this academic vocabulary word from this lesson.
Describe scientific knowledge during the Middle Ages.
178 Chapter 11, Section 1
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The Scientific Revolution (pages 515–517)
theory
Scientific Knowledge
Grows in Europe
Ptolemy
investigate
approach
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As you read the passage, take notes on Galileo’s experi-ments. Think about what you have read so far about theCatholic Church. Then answer this question: Why did theCatholic Church force Galileo to withdraw many of hisstatements?
Explain why these people are important.
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
Chapter 11, Section 1 179
A Revolution in Astronomy (pages 517–519)
Copernicus
Kepler
Galileo
heresy(Chapter 8, Section 3)
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How did Galileo support Copernicus’s theory?
As you read, complete the chart below to identify the majordiscoveries in the Scientific Revolution. Use your notes toreview later.
180 Chapter 11, Section 1
New Scientific Discoveries (pages 519–520)
Scientist Discovery
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Explain why this person is important.
According to Newton, what force held the planets in orbit?
Write the steps of the scientific method in the proper orderin the diagram below.
Chapter 11, Section 1 181
The Triumph of Reason (pages 522–523)
Newton
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Define or describe the following terms from this lesson.
Explain why this person is important.
What is the scientific method?
182 Chapter 11, Section 1
rationalism
scientific method
hypothesis
Descartes
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Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
How did the Scientific Revolution change life in the 1600s?
What is the scientific method and how did it change ideas about society?
New ideas, such as Copernicus’s theory of a heliocentricuniverse, are often met with criticism and even hostility.Imagine that you were Copernicus and had to persuadeother people that you were right. On a separate sheet ofpaper, write a persuasive essay that would help convincepeople of your idea.
Chapter 11, Section 1 183
184 Chapter 11, Section 2
Chapter 11, Section 2
The Ideas of theEnlightenment(Pages 524–530)
Setting a Purpose for Reading Think about these questions as you read:• What was the Enlightenment? • How did Enlightenment ideas affect government?
As you read pages 525–530 in your textbook, complete this table to show the
major ideas of Enlightenment thinkers.
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Thinkers Ideas
As you read, complete the Venn diagram below to compareand contrast the views of Hobbes and Locke on government.
Define or describe the following terms from this lesson.
Explain why these people are important.
Chapter 11, Section 2 185
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Views of Both John Locke
New Ideas About Politics (pages 525–528)
Views of Thomas Hobbes
natural law
social contract
separation of powers
Thomas Hobbes
John Locke
Baron Montesquieu
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186 Chapter 11, Section 2
error
Define this academic vocabulary word from this lesson.
According to Montesquieu, how should government be organized?
Select one of the philosophers from your reading and eval-uate his or her ideas. Do you agree with the ideas? Do youdisagree? Write a brief paragraph summarizing your viewof the philosopher’s ideas.
Explain why these people are important.
The French Philosophes (pages 528–530)
Voltaire
Denis Diderot
Mary Wollstonecraft
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Define these academic vocabulary words from this lesson.
Compare Voltaire’s ideas to those of Rousseau.
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What was the Enlightenment?
Chapter 11, Section 2 187
topic
advocate
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How did Enlightenment ideas affect government?
Many of the ideas for the Declaration of Independence andthe Constitution of the United States are based on ideasexpressed during the Enlightenment. On a separate sheetof paper, write an expository essay that identifies some ofthese key ideas and how they were influential.
188 Chapter 11, Section 2
Chapter 11, Section 3 189
Chapter 11, Section 3
Politics and theEnlightenment(Pages 531-541)
Setting a Purpose for Reading Think about these questions as you read:• What ideas of government influenced Americans?• Why did American colonists fight to form a new nation?• How do Enlightenment principles influence the world today?
As you read pages 532–541 in your textbook, complete a cause-and-effect dia-
gram showing how Enlightenment ideas led to the American Revolution and the
French Revolution.
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Quickly look over the entire selection to get a general ideaabout the reading. Then briefly describe on the lines belowwhat the selection is about.
Define or describe the following term from this lesson.
Explain why these people are important.
Briefly describe the following places.
190 Chapter 11, Section 3
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The Age of Absolutism (pages 532–534)
absolutism
Prussia
Louis XIV
Frederick II
Catherine II
Use this term that you studied earlier in a sentence thatreflects the term’s meaning.
How did the ideas of absolute monarchs conflict with theideas of Enlightenment thinkers?
As you read, complete the diagram below to identify thereasons that English settlers came to North America.
Chapter 11, Section 3 191
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serf(Chapter 6, Section 2)
Austria
St. Petersburg
Revolution and Enlightenment (pages 534–539)
Reasons English Settlers Came to America
Define or describe the following terms from this lesson.
Explain why these people are important.
Define this academic vocabulary word from this lesson.
192 Chapter 11, Section 3
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representative government
constitution
popular sovereignty
estate
bourgeoisie
George Washington
Thomas Jefferson
tension
Why did the colonists decide to separate from Great Britainand create a new nation?
As you read, write three questions about the main ideaspresented in this passage. After you finish reading, writethe answers to your questions.
1.
2.
3.
How did Martin Luther King, Jr., use Enlightenment principles?
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The Enlightenment’s Legacy (pages 539–541)
Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.
What ideas of government influenced Americans?
Why did American colonists fight to form a new nation?
How do Enlightenment principles influence the world today?
The ideas of the Enlightenment continue to shape ourworld today. On a separate sheet of paper, write an expository essay that examines how the Enlightenment is still influential.
194 Chapter 11, Section 3
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CHAPTER 1, SECTION 1
Reading Strategy
Roman culture: use of arches and domes;statues portray realistic humans; Stoicismemphasized practicality and little emotion;Latin languageGreek culture: statues portray ideal beauty;Stoicism emphasized finding happinessthrough reason; Greek languageBoth: gods and goddesses; colonnades andporches; epic poems, satires, and tragedies;recorded their own history
A Prosperous Empire
Drawing Conclusions
Student answers will vary. Students shouldconsider the reforms made by Augustus andthe strength of the military. Students shouldalso consider the fact that the emperor didnot rule alone. He held most of the power,but the Senate was still active.
Terms to Know
Pax Romana: “Roman Peace”; the longperiod of peace that began with Augustusand lasted until A.D. 180
People to Meet
Augustus: Rome’s first emperor who ruledfrom 27 B.C. to A.D. 14.
Sum It Up
He built a permanent, professional army alongwith a special unit called the Praetorian Guard.
Roman Culture
Synthesizing
Student answers will vary. Students should usethe accounts of Livy and Tacitus as models.They should apply learning from their currentreading and outside learning to develop theirown accounts of Roman history.
Terms to Know
vault: a curved ceiling built with rows ofarches; satire: a work of literature that pokesfun at human weaknesses; ode: a poem that expresses strong emotions about life;anatomy: the study of the human body;aqueduct: long troughs used to carry waterover long distances; Stoicism: for the Greeks,happiness achieved through reason; for theRomans, to hold back emotions, live in apractical way, and to accept and deal withlife’s problems as they come.
People to Meet
Virgil: Roman writer; author of the Aeneid;Horace: Roman poet; wrote satires and odes;Galen: Greek doctor who studied anatomyand brought many medical ideas to Rome;Ptolemy: Scientist of the Roman Empire whostudied the sky, planets, and stars; he placedEarth at the center of the universe
Academic Vocabulary
distinct: not identical; emphasis: special significance
Sum It Up
Arches, domes, and vaults added distinctstyle. Concrete made buildings sturdier.
Section Wrap-Up
• Augustus made Rome strong. He built apermanent, professional army, rebuiltRome, imported grain to feed the poor,appointed governors, established a fairtax system, and reformed the legal system.
• The Romans copied Greek art, architec-ture, and literature. But they also devel-oped their own ideas.They made their art more realistic.They added their ownideas to architecture and developed theirown great works of literature.And theymade important advances in engineering,building a huge system of roads and sup-plying cities with fresh water.
Read to Write Challenge
Students’ expository essays should mentionthe Latin roots of modern languages, the useof anatomy and road systems, and influenceon law, art, and literature.
CHAPTER 1, SECTION 2
Reading Strategy
Answers include:Weak government, social problems, andeconomic problemsDiocletian divides the empire into fourpartsConstantine moves the capitalThe empire splits into the Western andEastern Roman EmpiresAttacks threaten the empire and territoryis slowly lost
The Decline of Rome
Summarizing
Diocletian: divided the empire into fourparts; issued rules that set prices and wages;ordered workers to remain at the same jobsuntil they diedConstantine: sons of workers had to followtheir fathers’ trades; sons of farmers had towork their fathers’ land; sons of soldiers hadto serve in the army; moved the capital
Terms to Know
inflation: rapidly increasing prices; happenswhen money loses its value; barter: to tradegoods without using money; reform: politicalchange to make things better
Places to Locate
Constantinople: the Greek city named byConstantine as the new capital of the empire
Academic Vocabulary
stable: firmly established; purchase: to buy
Sum It Up
He divided the empire into four parts; issuedrules that set prices and wages; orderedworkers to remain at the same jobs until theydied.
Rome Falls
Scanning
1. It was split into two separate empires.2. They were in search of warmer climates
and better grazing land.They were alsodrawn by Rome’s wealth and culture.Many were fleeing the Huns.
3. The Visigoths defeated Roman legions.Rome was forced to surrender land.
4. He was the Visigoth leader who capturedRome.
5. He was the Germanic general who over-threw the last Western emperor and ruledRome for almost 15 years.
People to Meet
Theodosius: Roman emperor who dividedthe empire into the Western and EasternEmpires
Sum It Up
When Odoacer took control of Rome, over-throwing the western emperor.
The Legacy of Rome
Reviewing
Government: Ideas that all people are equal,judges are fair, and a person is innocent untilproven guilty; belief that a republic is the bestform of government; ideals of citizenshipCulture: alphabet and Latin language; works ofRoman writers; use of concrete; architectureReligion: spread of Christianity
Academic Vocabulary
consider: think about
Sum It Up
Government, law, citizenship, culture, lan-guage, literature, architecture, and religion
Section Wrap-Up
• Social and economic problems, includinginflation, weakened the empire. Reformswere not effective, and Diocletian dividedthe empire into four parts. Constantinemoved the capital. Finally, the empire splitinto the Western and Eastern RomanEmpires.
• Answers should reflect that Roman ideashave affected our government, law, citi-zenship, culture, language, literature,architecture, and religion.
Read to Write Challenge
Expository essays should describe howRoman leaders devalued money when theeconomy was weak, which resulted in higherprices and less money being used.
CHAPTER 1, SECTION 3
Reading Strategy
Possible answers include:Causes: Empire’s laws were disorganized andtoo difficult to understandEffect: Simplified the code and made it easierto understand; has influenced the laws ofalmost every country in Europe
Answer Key 195
The Rise of the Byzantines
Previewing
Student answers will vary.Answers may focus on Constantine, the location ofConstantinople, or the influence of Greekculture.
Places to Locate
Black Sea: waterway that borderedConstantinople;Aegean Sea: waterway thatbordered Constantinople
Sum It Up
Although Greek culture influenced theEmpire, there were also many other peopleliving in it, including Egyptians, Syrians,Arabs,Armenians, Jews, Persians, Slavs, andTurks.
Emperor Justinian
Determining the Main Idea
Sample answer:The policies and reforms ofEmperor Justinian and Empress Theodorahelped make the Byzantine Empire strong.
People to Meet
Justinian: emperor of the Byzantine Empirewho ruled from A.D. 527 to A.D. 565; createdthe Justinian Code; Theodora: wife ofJustinian; helped save Justinian’s throne;Belisarius: general who strengthened and ledthe Byzantine army; Tribonian: legal scholarwho headed the reform of the law code lead-ing to the Justinian Code
Academic Vocabulary
utilize: use
Sum It Up
He conquered most of Italy and northernAfrica and defeated the Persians in the east.He also reformed the laws and developed theJustinian Code.
The Byzantine Church
Summarizing
Sample answers:The pope opposed the Byzantineemperor’s decision to remove icons fromthe churches.Only the Roman church recognized thepope as head of church, with both spiri-tual and political power.The churches refused to help each otherwhen attacked.The pope made Charlemagne emperor,but the Byzantines recognized their ownemperor.
Academic Vocabulary
image: picture, painting, sculpture
Sum It Up
Church and government worked togetherclosely. The Byzantines believed theiremperor represented Jesus Christ on earth.The emperor chose the leading church offi-cial.The emperor was in control, and thechurch leaders respected his wishes.
Byzantine Civilization
Outlining
I. The Importance of TradeA. The Byzantine Empire was the center
of trade between Europe and Asia.B. Trade made the empire very rich.
II. Byzantine Art and ArchitectureA. Byzantine emperors supported artists
and architects.B. One of Justinian’s greatest achieve-
ments was building Hagia Sophia.III. Byzantine Women
A. The family was the center of sociallife for most Byzantines.
B. Byzantine women gained someimportant rights thanks to EmpressTheodora.
IV. Byzantine EducationA. Learning was highly respected in
Byzantine culture.B. Byzantine writers copied and passed
on the writings of ancient Greeceand Rome.
Terms to Know
mosaic: pictures made from many bits of colored glass or stone; saint: Christian holyperson; regent: a person who stands in for aruler who is too young or too ill to govern
Academic Vocabulary
stress: make important
Sum It Up
Hagia Sophia
Section Wrap-Up
• Justinian made the army stronger andreformed the law. He produced theJustinian Code.
• The Byzantines valued arts and architec-ture, learning and education, and religion.
Read to Write Challenge
Students’ essays should argue for icons thathonored Christian holy people and served asa reminder of God’s presence in daily life andmiracles.Arguments against icons are thaticons are idol worship, forbidden by God,and banned by the emperor.
CHAPTER 2, SECTION 1
Reading Strategy
Belief: Muslims must declare that there is noGod but Allah and that Muhammad is hisprophet.Prayer: Muslims must pray five times per dayfacing Makkah.Charity: Muslims must give to the poor.Fasting: Muslims must not eat from dawn todusk during the sacred holiday of Ramadan.Pilgrimage: Muslims must visit Makkah onceduring their lives.
Daily Life in Early Arabia
Responding
Student answers will vary. Students shouldconsider both life in the desert and life as aBedouin.They should reflect on differentaspects of their life, for example, movingfrom place to place, dealing with sandstorms,caring for animals, living in tents, and eatingfruit and nuts.
Terms to Know
oasis: a place in a desert that has water,plants, and trees; sheikh: the head of a tribe;caravan: a group of traveling merchants
People to Meet
Bedouins:Arab desert herders
Places to Locate
Makkah: richest and holiest city in Arabia;Kaaba: building in the middle of Makkah thatheld a great stone believed to be fromheaven
Academic Vocabulary
intense: extreme in strength or degree;transport: to carry from place to place
Sum It Up
The desert, heat, and extreme weathercaused people to organize into tribes,become desert herders, and live near oasesor in the mountain valleys.
Muhammad: Islam’s Prophet
Questioning
Student questions will vary. Generally,they should address the main ideas in thepassage. Sample answers include:What wasMuhammad’s message? Why did peopleoppose Islam? How did Muhammad run hisgovernment?
Places to Locate
Madinah:“city of the prophet”; city whereMuhammad established his government
Sum It Up
He preached that all people are equal andthe rich should share their wealth.The poorwere attracted to the message that wealthshould be shared.
Islam’s Teachings
Previewing
Column 1: Student answers will vary depend-ing on their prior knowledge about Islam.Column 2: Students should generate ques-tions about the reading as they preview thetext. Questions might include: How are Islam,Judaism, and Christianity different? Whatdoes the Quran teach? What are the FivePillars? What is the law code? Column 3: Students should look for answersto their questions and record any new learn-ings in this column.
196 Answer Key
Terms to Know
Quran: the holy book of Islam
Sum It Up
The Quran instructs Muslims about how theyshould live.The Sunna includes the customsbased on Muhammad’s words and deeds.Together, they show people how to live in allparts of daily life.
Section Wrap-Up
• The desert, heat, and extreme weathercaused people to organize into tribes,become desert herders, and live nearoases or in the mountain valleys.
• He taught that people were equal; therich should share their wealth; the stateshould use its power to uphold religion;people should be honest, honor their parents, be kind to neighbors, and give to the poor; people should not murder,lie, or steal; people should fulfill the FivePillars.
Read to Write Challenge
Expository essays should include the factthat the Kaaba stone in the middle ofMakkah was believed to be from heaven andMuhammad started Islam in Makkah.
CHAPTER 2, SECTION 2
Reading Strategy
Good on horsebackGood with the swordInspired by their religionUsually let conquered peoples practice theirown religion
The Spread of Islam
Determining the Main Idea
Arabs fought and conquered other groups tospread Islam.Sufis prayed and taught about Islam.Merchants set up trading posts and taughtIslam.
Terms to Know
caliph: the ruler(s) after Muhammad died
People to Meet
Umayyad: caliphs who expanded the empireand ruled from A.D. 661 to A.D. 750; Sufi:Muslims who prayed and taught about Islam
Places to Locate
Damascus: capital city of Arab Empire in Syria Indonesia: country that includes moreMuslims than any other nation in the world;Timbuktu:West African city that became aleading center of Muslim learning in the1300s
Sum It Up
They set up trading posts throughoutSoutheast Asia and taught Islam to the peoplethere.
Struggles Within Islam
Sequencing
2 Umayyads 1 Muhammad4 Seljuks5 Mogols3 Abbasids
Terms to Know
Shiite: Islamic group that believed caliphsshould descend from Ali, Muhammad’s son-in-law; Sunni: Islamic group that acceptedUmayyad caliphs as rightful leaders; sultan:the Seljuk ruler;“holder of power”
People to Meet
Abbasids: Islamic dynasty that followed theUmayyads; built the new capital in Baghdad
Places to Locate
Baghdad: capital of the Islamic empire builtby the Abbasids located near the Tigris River
Academic Vocabulary
policy: a plan of action or guiding principle;devote: to give time or attention exclusivelyto an activity
Sum It Up
Shiites believe that all caliphs should bedescended from Muhammad’s son-in-law Ali.Sunnis accept other caliphs.
Later Muslim Empires
Reviewing
Great leader Suleiman I Akbar
Location Turkey India
Capital/center Istanbul Delhi
Accomplishments Built many Peace and order schools and to India; treated mosques; led people fairly; trade Ottoman armies increasedinto Europe
People to Meet
Suleiman I: Ottoman sultan who ruled in the1500s; Moguls: Muslims who created anempire in India in the 1500s; Akbar: greatestMogul leader
Places to Locate
Delhi: Indian city that was the center of theMogul empire
Academic Vocabulary
style: the particular way in which somethingis done or expressed; impose: to force some-one to comply; to dictate
Sum It Up
The Ottomans captured it, changed its nameto Istanbul, and made it the center of theirempire.
Section Wrap-Up
• Through preaching, conquest, and trade• They disagreed about who should be
caliph. Shiites believed that all caliphsshould be descended from Muhammad’sson-in-law Ali. Sunnis accepted othercaliphs.
Read to Write Challenge
Students’ narratives, written in the voice ofIbn Khaldun, should explain that the caliphshave the power to rule because God gave itto them.
CHAPTER 2, SECTION 3
Reading Strategy
Top: government leaders, landowners, andtradersMiddle: artisans, farmers, and workersBottom: enslaved people
Trade and Everyday Life
Inferring
Generally, students should consider how acommon language and common currencywould make it easier to trade. Merchantscould communicate easily with people inother countries, and they could make busi-ness deals more easily with coins.
Terms to Know
mosque: a Muslim house of worship; bazaar:a marketplace
Academic Vocabulary
widespread: covering a large area; common
Sum It Up
They gave them coins.
Muslim Achievements
Scanning
Possible answers include:Math and science: algebra;Arabic numerals;perfected the Greek astrolabe; founders ofchemistry; system for categorizing substancesas animal, vegetable, and mineral; identifieddiseases; discovered blood circulatesWriting: Quran; The Arabian Nights;Rubaiyat; historyArt and buildings: art form based on Islam;mosques; minarets;Alhambra; Taj Mahal
Terms to Know
minaret: tower on a mosque; crier: a personwho calls Muslims to prayer five times a day
Academic Vocabulary
innovate: to do something a new way
People to Meet
Mamun:Abbasid caliph who founded theHouse of Wisdom in Baghdad; al-Razi: famousMuslim chemist; developed a system for cate-gorizing substances by animal, mineral, orvegetable; Ibn Sina: Persian doctor whoshowed how diseases spread from person toperson; Omar Khayyam: Persian poet whowrote the Rubaiyat; Ibn Khaldun: greatMuslim historian; wrote that all civilizationsrise, grow, and then fall
Places to Locate
Granada: location in Spain of the mostfamous Muslim palace,Alhambra;Agra: loca-tion in India of the Taj Mahal
Answer Key 197
Sum It Up
Algebra;Arabic numerals; perfected the Greekastrolabe; founders of chemistry; system forcategorizing substances as animal, vegetable,and mineral; identified diseases; discoveredblood circulates
Section Wrap-Up
• Muslims traded very successfully. Citiesgrew, but most people lived in villages inthe country. Society was divided, withgovernment leaders, landowners, andtraders at the top; artisans, farmers, andworkers in the middle; and enslaved peo-ple at the bottom.
• Math and science: algebra;Arabic numer-als; perfected the Greek astrolabe;founders of chemistry; system for catego-rizing as animal, vegetable, and mineral;identified diseases; discovered blood cir-culates; spread of diseaseCulture: Quran; The Arabian Nights;Rubaiyat; history; art form based onIslam; mosques; minarets;Alhambra;Taj Mahal
Read to Write Challenge
Students’ comparative essays should describethe Byzantine’s use of icons compared to the Muslim rule against making images ofMuhammad and his life in Muslim art.
CHAPTER 3, SECTION 1
Reading Strategy
Ghana: taxes on trade; iron weapons; hugearmy; salt and gold
Mali: seized capital of Ghana; won control ofland from Atlantic coast to Timbuktu; controlof gold-mining areas; rebuilt gold and salt trade
Songhai: drove out the Berbers; seized con-trol of river trade; took over Berber saltmines; built largest empire in West Africa
Rain Forest: sculpture and carving; surplusfood; kept other empires from expandingpast its dense forests
East Africa: Islam and Christianity grow;Indian Ocean and Arab trade routes
Africa’s Geography
Summarizing
Tropics: In this area, open grasslands withhigh temperatures and uneven rains are goodfor herding animals.Deserts:The deserts of Africa include theSahara and the Kalamari.Rain Forests: hot, steamy areas along theEquatorSea Coasts: mild climate along theMediterranean Sea where crops can begrown
Terms to Know
plateau: an area of high flat land
Terms to Review
Sample sentence:Desert travelers must look for oases to findwater, plants, and trees.
Sum It Up
The rich soil along the Niger River growsmany crops. Many civilizations were estab-lished and united by trade along the River.
African Trading Empires
Questioning
Student questions will vary. Generally, theyshould address the main ideas in the passage.Sample answers include: How did the empireof Ghana grow rich? How did the empire ofMali grow? What brought the empire ofSonghai to an end?
Terms to Know
griot: a storyteller; dhow: a sailboat
Academic Vocabulary
fee: money paid for a service; diminish: tobecome less or smaller; prime: to be of high-est quality or importance
People to Meet
Sundiata Keita: warrior-king who took overGhana and ruled Mali;“Lion Prince”; MansaMusa: last strong king of Mali; Sunni Ali: leaderof Songhai Empire who drove out the Berbers;built the largest empire in West Africa
Places to Locate
Benue River: river in present-day Nigeriawhere the Bantu lived; Ghana: first Africanempire that rose to power in the A.D. 400s;Mali:African empire that rose to power inthe 1200s; Timbuktu:African trading city thatwas part of Mali; Songhai:African empire thatrose to power in 1468; largest empire in WestAfrica; Axum: powerful city-state in East Africa
Sum It Up
West Africa had deposits of salt and gold.
Section Wrap-Up
• The natural resources of West Africa ledto kingdoms based on trade. Rain forestkingdoms produced a surplus of foodbecause of the fertile soil.This food couldalso be traded. Eastern city-states servedas centers of trade because they werelocated on important waterways.
• Trade brought wealth and different cultures. Salt and gold were the mostvaluable trading items.
Read to Write Challenge
Persuasive essays should list common skills,such as pottery, mining, and iron working, aswell as the common roots of many Africanlanguages and traditions that were intro-duced by the Bantu.
CHAPTER 3, SECTION 2
Reading Strategy
Box 1:African influencesBox 2: Muslim influences—Arab and Persiasettlers
Traditional African Religions
Drawing Conclusions
Practices: Belief in one supreme god who isthe creator; talk directly with their god; talkthrough lesser gods; ancestors’ spirits stayedin the community and helped them talk withtheir godConclusions will vary. Generally, studentsshould think about the importance of reli-gious beliefs to culture.They were a very bigpart of the people’s lives.And they helpedpeople connect with their ancestors.Thesepractices provided rules for living and helpedpeople stay in touch with their history.
People to Meet
Olaudah Equiano: member of the Igbo whowrote about the African belief in one creator
Academic Vocabulary
vary: to be different
Sum It Up
They stayed in the community after theydied and helped people talk with thesupreme god or solve problems.
Islam in Africa
Analyzing
Mansa Musa: built mosques in Mali; set upMuslim libraries in Timbuktu; journeyed toMakkah and brought back Islamic teachers,architects, and writers;Askia Muhammad:required local courts to honor Muslim law;had Timbuktu’s university become an impor-tant Islamic center of learning; set up 150schools to teach the Quran
Terms to Know
sultan: a leader; Swahili: language and cultureof people from the East African coast
People to Meet
Ibn Battuta:Arab lawyer who journeyedthrough the Muslim world for almost 30years;Askia Muhammad: general who tookover the Songhai government and built thelargest empire in medieval West Africa
Places to Locate
Makkah: Muslim holy city
Academic Vocabulary
accompany: to travel with someone or some-thing; element: a part of a larger whole
Terms to Review
Sample sentences:Muslims follow the teaching of their holybook, the Quran.Mansa Musa built many mosques for Muslimworship.
198 Answer Key
Sum It Up
He declared himself king and fought with thesupport of the Muslim townspeople to driveSunni Ali’s family out of Songhai.
Government and Society
Visualizing
Student answers will vary. Paragraphs shouldbuild on the images from the passage to cre-ate a visual picture of a meeting with theking. Images from the text include the royalcourtyard, the silk tent, the king’s cap of goldand jewel-covered robe, royal officials, guarddogs, and bowing.
Terms to Know
clan: a group of people descended from thesame ancestor
Academic Vocabulary
benefit: to receive help from
Sum It Up
Mali was bigger, so royal officials had moreresponsibility. Generals were in charge of theprovinces.
Section Wrap-Up
• Islam, Christianity, and African beliefs allinfluenced the culture. Muslim influencescame from Arab and Persian traders.
• Kings settled arguments, managed trade,and protected the empire.The most suc-cessful states set up some type of centralauthority and divided the empire intoprovinces.
Read to Write Challenge
Students’ narratives should include the tradeadvantages for a ruler who practiced thesame religion as his merchants. Students mayalso infer the advantages in sharing religionwith potential invaders or slave traders.
CHAPTER 3, SECTION 3
Reading Strategy
Enslavement in Africa: criminals and enemieswere enslaved; staying in Africa meant hopeof escape; could win or buy their freedomEnslavement in Europe: taken to other lands;no hope of escape or freedomBoth: worked as laborers; did not receive payfor their work; were captives as a result ofraids on their villages.
Life in Medieval Africa
Connecting
Student answers will vary. Students shouldwrite about a story passed down in theirfamily or larger community.They shouldreflect on the story and how it has impactedtheir own history and relationships.
Terms to Know
extended family: a family made up of manygenerations; matrilineal: the practice of trac-ing a family through the mother rather thanthe father; oral history: stories told to pass onhistory from generation to generation
People to Meet
Dahia al-Kahina:African queen who led thefight against the Muslim invasion of her king-dom in the A.D. 600s; Nzinga:African queenwho ruled lands in present-day Angola andCongo
Academic Vocabulary
bond: connection, link
Terms to Review
Sample sentence:African griots passed down stories and lessonsabout living.
Sum It Up
Lived in extended families and were matrilineal.
Slavery
Previewing
Student answers will vary.Answers may focuson the slave trade in Africa and the slavetrade in Europe.
Academic Vocabulary
release: set free
Sum It Up
After exploration, the slave trade increasedrapidly as a result of Europe’s desire for freelabor to plant and harvest crops in the newlands they settled.
African Culture
Synthesizing
Student answers will vary. Students shouldmake connections between the types ofmusic, art, stories, and dance in their readingand in the world around them today.
Sum It Up
They believed that dance allowed the spiritsto express themselves.
Section Wrap-Up
• The development and growth of trade,the spread of Islam, and the growth ofthe slave trade shaped the culture ofmedieval Africa.
• African religious beliefs, art, stories, music,dress, names, and dance all affect culturesaround the world today.
Read to Write Challenge
Students’ expository essays should describehow captives were sold into slavery inEurope or Arabia for profit. Enslaved Africansin Africa previously had some hope ofchange or escape.
CHAPTER 4, SECTION 1
Reading Strategy
Sui: A.D. 581–A.D. 618;Wendi and Yangdi;people revolted under high taxesTang: A.D. 618–A.D. 907;Taizong and EmpressWu; nomads took control of the Silk Road andweakened the economy; revolts and disorder
Rebuilding China’s Empire
Sequencing
4 Taizong rules 6 The Song dynasty rules3 Yangdi builds the Grand Canal2 Wendi reunites China5 Empress Wu rules1 The Han empire ends
Terms to Know
warlord: military leader who runs a govern-ment; economy: system that includes theways people produce, sell, and buy things;reform: a change that make things better, animprovement
People to Meet
Wendi: general who reunited China; becameemperor and founded the Sui dynasty;Empress Wu: woman who became empressof China; the only woman to rule the countryon her own
Places to Locate
Korea: country located northeast of China;broke away from China to build its own civilization
Academic Vocabulary
project: plan; job
Sum It Up
Wendi declared himself emperor and wonmany battles. He founded a new dynastycalled the Sui.
Buddhism Spreads to China
Analyzing
1. Traders and missionaries bring Buddhismto China; many Chinese are seeking relieffrom suffering
2. Tang officials feared Buddhism’s growingpower; the Tang destroyed monasteriesand temples
Terms to Know
monastery: a place where nuns and monkslive in a religious community
Academic Vocabulary
seek: to look for; medical: health care
Places to Locate
Japan: islands near China; place whereBuddhism won many followers
Sum It Up
They thought it was wrong for temples and monasteries to accept donations; theybelieved monks and nuns weakened respectfor families; officials feared Buddhism’s growing power
New Confucian Ideas
Evaluating
Student answers should note the followingfacts: the Song and Tang dynasties supportedNeo-Confucianism.Their civil-service examstested for knowledge of Confucian writings.Only those who passed on the first try couldget government jobs.This resulted in a newclass of scholar-officials based on merit.
Answer Key 199
Sum It Up
Confucianism picked up some Buddhist andDaoist beliefs; it became more than a systemof rules for being good; it became a religion that promised peace of mind and harmonywith nature.
Section Wrap-Up
• They fought many battles and foundednew dynasties.They rebuilt China andstrengthened the government withreforms.
• Buddhism spread to China. Neo-Confucianism won many followers.
Read to Write Challenge
Persuasive essays should include ideas forrelieving the stress and burden placed oncandidates; ways to include students otherthan the wealthy in testing.
CHAPTER 4, SECTION 2
Reading Strategy
Coal and steelPrinting and movable typeGunpowderRuddersCompass
A Growing Economy
Determining the Main Idea
The Tang dynasty strengthened China’s econ-omy by supporting farming and trade.
Terms to Know
porcelain: material made from fine clay andbaked at high temperatures
Academic Vocabulary
available: obtainable, ready for use
Sum It Up
The new rice could grow in poor soil, pro-duce more per acre, grow faster, and resistdisease. Farmers could grow more rice sopeople had more food to eat.
New Technology
Inferring
New Technology: steel, gunpowder, fire lance,rudders and sails, compassEffects: stronger weapons would have meanta stronger military, which would havestrengthened the dynasties; the ability to sailfarther could have resulted in a navy
Academic Vocabulary
method: a particular way of doing something
Sum It Up
More books could be made, and ideas couldspread more rapidly. Printing paper moneyhelped the economy to expand and cities to grow.
Art and Literature
Drawing Conclusions
Student conclusions should be based on theirreading.Answers will vary. Generally, studentsshould consider what each art form conveysabout the culture, the people, or the artists.
Terms to Know
calligraphy: the art of fine handwriting
Places to Locate
Chang’an: capital city during the Tang andSong dynasties; home to many artists andpoets during the golden age
People to Meet
Li Bo: popular poet during the Tang era; oftenwrote about nature; Du Fu: popular poet dur-ing the Tang era; often wrote about socialinjustice
Sum It Up
He wrote about social injustice and the prob-lems of the poor.
Section Wrap-Up
• Coal and steel; printing and movabletype; gunpowder; rudders; compass
• These eras were a golden age for Chineseculture. Rulers actively supported art andliterature. Poetry, painting, and porcelain alldeveloped as art forms during this period.
Read to Write Challenge
Students will choose an invention from theTang era, such as paper currency, the com-pass, rudder, sail, or gunpowder, and list itsuses today.
CHAPTER 4, SECTION 3
Reading Strategy
United the Mongol tribesBrought together Mongol laws in a new codeCreated a group of tribal chiefs to help himplan military campaignsGathered an army of more than 100,000 warriorsConquered other people on the steppes andall of northern China
The Mongols
Scanning
1 . Ability to ride horses and ability to wagewar
2 . Cruelty and use of terror3 . From the Pacific Ocean in the east to
Eastern Europe in the west, and fromSiberia in the north to the Himalaya inthe south
Terms to Know
tribe: a loosely organized group of relatedfamilies or people of the same culture;steppe: wide rolling grassy land that stretchesfrom the Black Sea to northern China; terror:actions that cause fear or scare people
People to Meet
Genghis Khan: leader who united theMongols; literally means “strong ruler.”
Places to Locate
Mongolia: land north of China; home of theMongols; Gobi: vast desert that covers partsof Mongolia and China
Academic Vocabulary
eventual: taking place or becoming some-thing at a later time; encounter: to meet
Sum It Up
The Mongols were fierce warriors who usedterror to conquer.They learned about newweapons from the Chinese.They also heldmany of Asia’s trade routes and taxed theproducts traded over the roads.They grewpowerful and wealthy.
Mongol Rule in China
Evaluating
Mongol Rule: gave Mongol leaders top govern-ment jobs; let many Chinese keep their jobs;lived apart from Chinese society; tolerant ofother religions; reached height of wealth andpower; increased trade; enlarged the empireEvaluation: Student evaluations will vary.Generally, students should weigh the positiveresults of Kublai Khan’s leadership withactions they consider to be more negative.For example, do tolerance and increased tradeoutweigh living apart from Chinese society?
People to Meet
Kublai Khan: grandson of Genghis Khan;ruled as China’s emperor; Marco Polo: travelerfrom Venice who went on fact-finding tripsfor Kublai Khan
Places to Locate
Karakorum: capital of Mongolia prior toKhanbaliq; Khanbaliq: Mongol’s Chinese capi-tal in northern China (present-day Beijing);Beijing: modern Chinese city that stands onthe site of Khanbaliq
Sum It Up
Kublai Khan
Section Wrap-Up
• He was the leader who united theMongols and built the Mongolian empire.
• Trade increased. China reached the heightof its wealth and power and attracted foreign visitors.They built wide streets,beautiful palaces, and fine homes.
Read to Write Challenge
Students’ descriptions should include reli-gious tolerance, increased trade during thelong peace, increased wealth, shipbuilding,and international relations.
200 Answer Key
CHAPTER 4, SECTION 4
Reading Strategy
Traded goods and spread cultureMerchants and China grew richChinese officials did not like the cost or new ideasThe emperor ended the voyages after ZhengHe’s death
The Rise of the Ming
Monitoring Comprehension
Restored civil service examsCarried out a censusRebuilt farms and canalsPlanted new forests and built new roadsImported new types of riceSupported the silk industry and encouragedfarmers to start growing cotton and weavingcloth
Terms to Know
treason: an act against the government; a dis-loyal act; census: a count of the number of people; novel: a book with a long, made-upstory
People to Meet
Zhu Yuanzhang: rebel leader who drove outthe Mongols and founded the Ming dynasty;Yong Le: emperor of China; son of Hong Wu(Zhu Yuanzhang)
Places to Locate
Nanjing: capital in southern China of theMing dynasty
Academic Vocabulary
erode: to wear down; compile: to put together,collect; drama: a story told by actors whopretend to be characters in the story
Terms to Review
Sample sentence:Ming emperors made reforms to strengthenthe government.
Sum It Up
the very center of the Imperial City whereChina’s emperors lived
China Explores the World
Outlining
I. Who Was Zheng He?A. Emperor sent a fleet of ships on
seven voyages meant to show offChina’s power and collect tribute.
B. Zheng He was the leader of thesevoyages.
II. Where Did Zheng He Travel?A. Zheng He traveled to and traded with
Asia, India,Arabia, and East Africa.B. China grew wealthy from the trade.C. Chinese officials did not like the
voyages because merchants weregrowing rich and bringing in ideasfrom outside.
D. After Zheng He’s death, the emperorstopped the voyages.
III. The Europeans Arrive in ChinaA. Portugal sent a fleet to China to trade
and to share Christianity.B. The Chinese finally allowed them to
set up a trading post at Macao.C. Christian missionaries came to China
but did not convince many to convert.IV. Why Did the Ming Dynasty Fall?
A. Ming emperors held too much power,and the dynasty began to decline.
B. The Manchus attacked, capturedBeijing, and set up a new dynasty.
Terms to Know
barbarian: a person who is not civilized
Places to Locate
Portugal: European country that set up trad-ing posts in China
People to Meet
Zheng He: Chinese Muslim and court officialwho went on voyages to other kingdoms totrade and collect tribute
Academic Vocabulary
contact: to meet or interact with others
Sum It Up
Ming emperors held too much power. Mingrulers became weak, and greedy officialstook over the country.They taxed the peas-ants heavily, and they revolted. Law and orderdisappeared, leaving the country open toattack by the Manchus.
Section Wrap-Up
• They restored civil service exams, carriedout a census to collect taxes, rebuilt farmsand canals, planted new forests and builtnew roads, imported new types of rice,supported the silk industry, and encour-aged farmers to start growing cotton.
• They made the government strong, madeagriculture thrive, advanced Chinese cul-ture, sent a fleet of ships to other lands,and expanded trade.
Read to Write Challenge
Students’ essays should mention that Chinawas at the height of its power during theMing dynasty and did not need to change.
CHAPTER 5, SECTION 1
Reading Strategy
Animism; honor the kami at shrines; ask thekami for help; ritual cleansing to remove spir-itual stains
Japan’s Geography
Analyzing
Mountains: limited land to farm; forced people to turn to the sea to make a living;settled along the coast in fishing villagesIslands: encouraged people to become mer-chants; kept people isolated from the rest ofAsia; Japan developed an independent society
Places to Locate
Japan: a chain of more than 3,000 islands in the northern Pacific Ocean;Hokkaido: one of Japan’s four largest islands;Honshu: one of Japan’s four largest islands;Shikoku: one of Japan’s four largest islands;Kyushu: one of Japan’s four largest islands
Academic Vocabulary
occur: to happen
Sum It Up
The ocean surrounding the islands isolatedJapan from the rest of Asia. Japan developedits own independent society with uniquereligion, art, literature, and government.
The First Settlers
Interpreting
Yayoi: ancestors of the Japanese peopletoday; culture emerged around 300 B.C.Yamato: a clan that became rulers of Japanduring the A.D. 500s; claimed to bedescended from sun goddessJimmu:Yamato leader who claimed title of“emperor of heaven”; founded line of rulersin JapanAkihito: current Japanese emperor;descended from JimmuSequence: 1.Yayoi; 2.Yamato; 3. Jimmu;4.Akihito
Terms to Know
clan: a group of families related by blood ormarriage
Academic Vocabulary
portion: a part of a whole
People to Meet
Jimmu:Yamato chief that founded a line ofJapanese rulers that has never been broken;took the title “emperor of heaven”
Sum It Up
During the A.D. 500s, a clan called the Yamatobecame strong enough to bring most ofJapan under its rule.
Prince Shotoku’s Reforms
Determining the Main Idea
Established government with powerfulemperor who ruled with the help of trainedofficials; created a bureaucracy in which theemperor appointed all government officials;developed a constitution with rules for gov-ernment based on ideas of Confucius; sentofficials and students to China to study
Terms to Know
constitution: a written plan of government
People to Meet
Shotoku: prince who used Chinese govern-ment as a model for Japan’s and created aconstitution
Sum It Up
powerful emperor; Confucius’s rules; art,medicine, philosophy; Buddhism; provincialgovernment
Answer Key 201
What Is Shinto?
Summarizing
Sample answer:The religion of Shinto isbased on nature spirits. Japanese worshipedthe nature spirits and asked them for help.
Terms to Know
animism: the belief that all natural thingshave their own spirits; shrine: a holy place
Sum It Up
They worshiped at shrines. Priests, musicians,and dancers performed rituals for people whoasked the gods for help.
Section Wrap-Up
• Japan’s mountains meant people had lim-ited land to farm. People turned to thesea to make a living and settled along thecoast in fishing villages. Japan’s islandsencouraged people to become merchants.They also kept people isolated from therest of Asia. Japan developed an independ-ent society.
• Government: Japan built a strong centralgovernment modeled after China.Religion: Japanese beliefs developed intothe religion of Shinto.
Read to Write Challenge
Students’ interpretation of Shotoku’s constitu-tion will vary, but should be written in theirown words. Students should describe theapplication of one of the rules.
CHAPTER 5, SECTION 2
Reading Strategy
Arrows point from Daimyo to land to Samuraito loyalty to Daimyo
Nara Japan
Inferring
1 . The census counted all the people in thecountry and listed the lands where peo-ple lived and worked.
2 . The people had to pay taxes in rice or silkcloth, and men had to serve in the army.
3 . Student answers will vary. Generally, stu-dents should note that the emperor’spower came from his control of the landand its crops.The census ensured thattaxes and land were accounted for. It alsoensured that the military stayed strong.
Academic Vocabulary
role: function, part to play
Terms to Review
Sample sentence:The government census counted all the peo-ple in the land.
Sum It Up
Buddhists and non-Buddhists began to fightfor power.
The Rise of the Shogun
Outlining
I. The Government WeakensA. In the A.D. 800s, regents became
powerful as they ruled for weakemperors.
B. Power moved from the emperor tothe Fujiwara clan of regents whoruled the land.
C. The government allowed the noblesto govern the lands under their con-trol and collect taxes.
II. Who Were the Samurai?A. Nobles formed armies to protect their
lands with warriors called samurai.B. Samurai fought on horseback with
swords and bows and arrows.C. Samurai lived and fought by a strict
code of conduct called Bushido.D. Samurai had a deep sense of loyalty
and honor that carried over as far asWorld War II.
III. What Is a Shogun?A. The Minamoto family defeated the
Taira family in a fight for control ofthe emperor and the government.
B. The emperor gave MinamotoYoritomo the title of shogun, or commander, to keep him loyal.
C. The shogun set up his own government.
D. The shoguns appointed high-rankingsamurai to run the provinces, andthey became the leading group insociety.
IV. The Mongols AttackA. Violent Pacific storms stopped two
attempts by Mongol emperor KublaiKhan to invade Japan.
B. The Japanese named these windskamikaze, or “divine wind.”
Terms to Know
samurai:“to serve”; a Japanese warrior;shogun: Japanese commander of all theemperor’s military forces
People to Meet
Minamoto Yoritomo: leader of the Minamotofamily; first Japanese shogun
Places to Locate
Heian: capital city of Japan established byEmperor Kammu; Kamakura: headquarters ofthe shogunate military government set up byYoritomo
Academic Vocabulary
conduct: behavior
Terms to Review
Sample sentence:The regents from the Fujiwara clan were allpart of the same family.
Sum It Up
He was the commander of the military gov-ernment. Shoguns ran Japan’s government for700 years.
The Daimyo Divide Japan
Predicting
Student answers will vary. Students shouldapply knowledge from their reading of theprevious sections as well as the openingparagraph to generate their prediction.Generally, they should have a sense that thegovernment is weakening and that divisionand fighting will result.
Terms to Know
daimyo: powerful Japanese military lordswho ruled their lands as independent king-doms; vassal: person who serves anotherunder an oath of loyalty; feudalism: the bondof loyalty between a lord and a vassal
People to Meet
Ashikaga Takauji: general who made himselfshogun in 1333 and set up the Ashikagashogunate
Sum It Up
Weak shoguns could not control the power-ful daimyo, and fighting spread throughoutthe country.
Section Wrap-Up
• Buddhism came to Japan from Korea inthe A.D. 500s. Government officials andnobles were the first to accept it.Then inthe 600s and 700s, it spread rapidlyamong the common people.
• The shogun was the Japanese commanderof all the emperor’s military forces.Thesamurai was “one who serves,” or aJapanese warrior.
Read to Write Challenge
Students’ essays should describe how theJapanese system was not based on exams. Itgave key government positions to nobles frompowerful families.Those positions could bepassed down from generation to generation.
CHAPTER 5, SECTION 3
Reading Strategy
Obey her father, husband, and son; marry toincrease family wealth; work in the fields;cook; spin and weave cloth; care for children;help with family business
Japanese Religion and Culture
Analyzing
Pure Land: looked to Lord Amida, a Buddha oflove and mercy; believers had to have faith inAmida and chant his name to get to his para-dise in the cloudsZen: find inner peace through self-controland a simple way of life; emphasized martialarts and meditationBoth: sects of Mahayana Buddhism
Terms to Know
sect: small religious group; martial arts: sportsthat involve fighting or self-defense; medita-tion: the practice of calming the mind to findinner peace; calligraphy: the art of fine hand-writing; tanka: Japan’s oldest form of poetry
202 Answer Key
Academic Vocabulary
involve: to be part of something; reveal: tomake known or show plainly
People to Meet
Murasaki Shikibu: Japanese woman whowrote The Tale of Genji, believed to be theworld’s first novel
Terms to Review
Sample sentence:I enjoy reading a long novel that tells a goodstory.
Sum It Up
Both teach self-control, leading to inner peace.
Economy and Society
Previewing
Student answers will vary.Answers may focuson the lives and roles of farmers, artisans, andwomen in the economy and society.
Terms to Know
guild: groups formed by artisans and mer-chants to protect and increase profits
Places to Locate
Kyoto: capital of Japan and center of produc-tion and trade
Academic Vocabulary
contribute: to give to a common purpose
Terms to Review
Sample sentence:As people made, bought, and sold crafts andgoods, Japan’s economy grew.
Sum It Up
Nobles, military leaders, merchants, and artisans
Section Wrap-Up
• Sects of Buddhism (Pure Land and Zen)and Shinto impacted Japan’s art, architec-ture, novels, and plays.
• Nobles, merchants, and artisans grewwealthy. Most Japanese were farmers who remained poor.Women remainedrestricted in many areas of life.
Read to Write Challenge
Students will create a poem in either tankaor haiku style.Tanka poems have fiveunrhymed lines and haiku poems have threelines with a total of 17 syllables.
CHAPTER 6, SECTION 1
Reading Strategy
King Clovis: king of the Franks; spreadCatholicismCharles Martel: mayor who defeated theMuslims at the Battle of Tours; Christianityremained Western Europe’s major religion asa result of his victoryCharlemagne: Charles the Great; king whobuilt an empire; crowned as Roman emperorby the pope
Otto I: German king who fought the Magyarsand protected the pope; declared emperor ofthe Romans by the popeGregory the Great: Pope Gregory I who sentmonks as missionaries into Europe
The Geography of Europe
Analyzing
Answers may include:Peninsula: most of Europe within 300 milesof an ocean or sea; encouraged trade andfishing; helped economy growSeas and rivers: easy to travel in the interiorof Europe; encouraged trade; provided safety;developed their own distinct ways of life anddifferent culturesMountains: made it difficult for one group torule all of Europe; encouraged independentkingdoms
Academic Vocabulary
significant: to have a lot of importance;instance: a case or example; enable: to makesomething possible
Sum It Up
Easy to travel in the interior of Europe;encouraged trade; provided safety; developedtheir own distinct ways of life and differentcultures
The Germanic Kingdoms
Previewing
Student answers will vary. Students shouldgenerate questions based on the headings.Students should identify facts from theirreading to answer the questions generated.
Terms to Know
fjord: steep-sided valleys that are inlets of the sea
People to Meet
Clovis: Frankish king who converted toCatholicism; Charles Martel: led Franksagainst Muslims; Charlemagne: king crownedby pope as new “Emperor of the Romans”
Sum It Up
The Vikings were people from Scandinaviawho raided Europe.They were skilled sailors.They probably invaded Europe becauseScandinavia’s population had grown too big.
The Rise of the Catholic Church
Summarizing
Monks’ roles included schooling people,providing food and rest to travelers, caringfor the sick, and copying important writtenworks.
Terms to Know
missionary: a person who is sent out to teachhis or her religion; excommunicate: to excludefrom church membership; concordat: anagreement between the pope and the rulerof a country
Academic Vocabulary
exclude: to keep out
People to Meet
Gregory VII: decreed that kings should notappoint church officials; Henry IV: HolyRoman emperor who refused to obeyGregory VII; was excommunicated
Sum It Up
They disagreed about the power of the popeversus the power of the king. Gregoryexcommunicated Henry over the disagree-ment. Henry asked forgiveness, but Germannobles supporting Gregory still chose anotherking. Henry went to war, but Gregory’s alliesultimately drove Henry’s forces out.
Section Wrap-Up
• Geography, including the ocean andmountains, encouraged trade and thedevelopment of unique, independentkingdoms.
• Christianity became the dominant reli-gion in Europe.The Catholic Church roseto the height of its power.
Read to Write Challenge
Students’ predictions will vary, but shouldnote that the height of power means it willlessen over time and kings would not appre-ciate being controlled.
CHAPTER 6, SECTION 2
Reading Strategy
Serf: could not be sold or have land takenaway that was given to them; worked threedays for the lord and the rest of the weekgrowing food for themselvesSlave: could be sold; had no rights; worked allthe time for the masterBoth: served a lord or master; could not leavethe manor, own property, or marry withoutthe lord’s approval
What Is Feudalism?
Visualizing
Answers will vary. Students should writefrom the perspective of a serf or a vassal.Their entries should reflect an understandingof their role in society as well as the dutiesand relationships. Students should use factsfrom their reading to support their writing.
Terms to Know
feudalism: system in which landowningnobles govern and protect people in returnfor services; vassal: a noble who obeyed alord of higher rank; fief: the land granted to avassal; knight: a warrior in armor who foughton horseback; serf: a peasant who performedservices for a lord; they could not leave themanor, own property, or marry without thelord’s approval
Academic Vocabulary
shift: change
Answer Key 203
Terms to Review
Sample sentence:Japanese samurai, like knights, provided mili-tary service for their lords.
Sum It Up
A lord could be a vassal to a lord of a higherrank.
Life in Feudal Europe
Connecting
Student answers will vary. Generally, theyshould include a list of honorable behaviorsand values that are important to them.Askstudents to consider how these values areimportant to society as a whole.
Sum It Up
Rules of behavior that guided knights
Trade and Cities
Drawing Conclusions
Box 1:Trade resumes and increasesBox 2:Trade encourages manufacturing
Terms to Know
guild: organization of craftspeople; set pricesand quality standards
Academic Vocabulary
process: method or plan
Sum It Up
Guilds set prices and standards for quality aswell as decided who was allowed to join.
Section Wrap-Up
• Charlemagne’s empire collapsed andWestern Europe lost its strong centralgovernment. Landowning nobles becamemore and more powerful.The peopleturned to the nobles for protection.
• Life revolved around manors ruled bylords.Vassals or knights defended thelords. Serfs worked for the lords in returnfor protection. Nobles lived in castles.Peasants lived very humbly.Trade and citylife grew.
Read to Write Challenge
Students’ essays should describe how a moneysystem changes how goods are exchanged.Merchants and traders became wealthy withmoney instead of goods as trade, manufactur-ing, and the economy grew. Guild membersgained wealth and freedom, becoming a newmiddle class in Europe.
CHAPTER 6, SECTION 3
Reading Strategy
CAUSE EFFECT
Muslims attack Byzantine Pope calls for a holy warEmpire
Crusaders capture Muslim Muslims fight back and region and establish capture EdessaChristian states
Saladin captures Third Crusade ends in a Jerusalem truce with Saladin
England in the Middle Ages
Monitoring Comprehension
1. King John raised taxes and punished hisenemies without trials.The noblesresented his power.
2. The Great Council must agree to theking’s taxes; freemen had the right to fairtrials by their peers; the king and vassalshad certain duties.
3. It helped establish the idea that peoplehave rights and that the power of thegovernment should be limited.
Terms to Know
grand jury: group that decides whether peo-ple should be accused of a crime; trial jury:group that decides whether an accused per-son is innocent or guilty
People to Meet
William the Conqueror: descendant of Vikingruler who became king of England; KingJohn: king of England forced to sign theMagna Carta.
Academic Vocabulary
guarantee: to promise or pledge; document: awritten statement
Sum It Up
The Magna Carta limited the king’s power byguaranteeing the people certain rights.
The Kingdom of France
Evaluating
Philip IV: met with representatives from theclergy, nobles, and townspeople and peas-ants.This meeting became France’s first par-liament and first step toward representativegovernment.Evaluation: Student evaluations will differ.Students should use facts from their readingto support their evaluations. Generally, theyshould consider the fact that Philip had morepower as king yet chose to share that powerwith his people.
Terms to Know
clergy: people ordained as priests
Sum It Up
He conquered the lands in western Franceheld by England.
Eastern Europe and Russia
Drawing Conclusions
Student answers will vary. Possible answersinclude Oleg,Vladimir,Alexander Nevsky,Ivan III, and Ivan IV. Students should use factsfrom their reading to support their conclusion.
Academic Vocabulary
nonetheless: in spite of some event
Terms to Review
Sample sentence:Eastern Orthodox missionaries brought theirfaith to Russia.
Sum It Up
He led the Slavs of Novgorod in defeating the Swedes and Germans. For this, he wasawarded the title of Grand Duke.
The Crusades
Sequencing
6 Emperor Frederick, King Richard I, andKing Philip II join to fight Saladin.
2 The Crusaders create four states.9 Muslims conquer all the territory lost in
the First Crusade.8 Crusaders burn and loot the Byzantine
capital.3 The Muslims capture Edessa.1 The Crusaders capture Antioch and
Jerusalem.4 Saladin unites the Muslims and declares
war against the Christian states.7 King Richard I agrees to a truce with
Saladin.5 Saladin captures Jerusalem.
Sum It Up
In the First Crusade, the crusaders drove outthe Muslims and set up four Christian states.In the Third Crusade, the crusaders reached atruce that meant Christians could travel toJerusalem in safety.
Section Wrap-Up
• England and France established representa-tive governments with parliaments. Russiawas ruled by Grand Dukes and czars.
• Muslim Turks attacked the ByzantineEmpire, and the emperor asked the popefor help to defend his Christian empireagainst Muslim invaders.The pope calledon people to capture Jerusalem and freethe Holy Land.
Read to Write Challenge
Students’ essays should compare the MagnaCarta to our own Bill of Rights, parliament toour own Congress, and common law andjuries to their modern equivalent.
CHAPTER 6, SECTION 4
Reading Strategy
Romanesque: rectangular; rounded barrelvaults; windows set back in thick wallsGothic: ribbed vaults and pointed arches;taller; flying buttresses; thinner walls withstained glass windowsBoth: styles of cathedrals
Religion and Society
Questioning
Students’ questions will vary. Questionsshould address main ideas in the text, includ-ing new religious orders, Francis of Assisi,popular religion, mass, the Inquisition, heresy,treatment of the Jews, and anti-Semitism.
Terms to Know
mass: the Catholic worship service; heresy:religious beliefs that go against church teach-ings; anti-Semitism: hatred of Jewish people
204 Answer Key
People to Meet
Francis of Assisi: founder of the first order offriars, the Franciscans
Academic Vocabulary
job: tasks, work
Sum It Up
Franciscans lived in towns and taughtChristianity to the people.They helped poorpeople and spread their faith. Dominicansstudied so they could defend church teach-ings and preach to well-educated people.
Medieval Culture
Determining the Main Idea
Sample answers:1. Medieval art and architecture expressed
the religious values of the culture throughcathedrals.
2. The first European universities educatedand trained scholars in the Middle Ages.
3. Thomas Aquinas was a Dominican friarwho introduced new ideas, includingscholasticism, natural law, and humanrights.
4. Latin was the language of the church andliterature in the Middle Ages, but peoplealso spoke and wrote in the vernacular.
Terms to Know
theology: the study of religion and God;scholasticism: the use of reason to explorequestions of faith; vernacular: everyday lan-guage used in a specific region
People to Meet
Thomas Aquinas: Dominican friar who spreadthe idea of scholasticism
Academic Vocabulary
demonstrate: show; obtain: to acquire or gainpossession of
Terms to Review
Sample sentence:Guilds trained and organized craftspeople.
Sum It Up
Natural law is the idea that some laws are partof human nature.These laws do not have tobe made by governments.
Section Wrap-Up
• The Church was powerful in the MiddleAges. It played an important role in peo-ple’s lives.Art and architecture centeredon cathedrals.The Church used its powerto try to prevent heresy and to get peopleto accept church teachings. It also perse-cuted the Jews.
• The first universities opened to promotelearning.Thomas Aquinas spread the ideasof scholasticism, natural law, and humanrights.
Read to Write Challenge
Students’ essays should persuade Churchleaders that heresy trials and persecutionwere wrong.
CHAPTER 6, SECTION 5
Reading Strategy
1330s: China1340s: India and Makkah; Europe/Caffa andSicily, France, Germany, England1350s: Scandinavia, Eastern Europe, Russia
The Black Death
Inferring
Students should base their answer on theeffects of the plague.With fewer people,trade declined and wages rose. Landlords had to pay more to get workers and chargeless rent to get tenants.This gave peasantsthe power to bargain.This changed the social order.
Terms to Know
plague: a disease that spreads quickly andkills many people
Academic Vocabulary
approximate: an estimate of
Sum It Up
As many as 19–38 million, or nearly one outof every two people.
A Troubled Continent
ReviewingGroups in Name of
Conflict Conflict The Cause The Effects
France and The 100 English king France England Years’ War Edward III developed
declared a strong himself king government;of France England was
weakened
Nobles in Wars of the Nobles The winner,England Roses fought over Henry Tudor,fighting a who should became King civil war be king Henry VII
Spain and Reconquista Christians Muslims lose Portugal, and opposed all land but the Muslims Muslim rule Granada;
and fought Ferdinand to take back and Isabella the Iberian conquer Peninsula Granada and
expel the Muslims;Spanish Inquisition
Terms to Know
Reconquista: Spain and Portugal’s fight to takeback the Iberian Peninsula from the Muslims
People to Meet
Joan of Arc: girl who led the French army;she was burned at the stake by the English;Isabella of Castile: queen of Spain; set up theSpanish Inquisition; Ferdinand of Aragon: kingof Spain; set up the Spanish Inquisition
Places to Locate
Crécy: location in France of the first majorbattle of the Hundred Years’War; Orléans: citywhere Joan of Arc’s faith stirred the Frencharmy; the French took the city
Academic Vocabulary
abandon: to leave without notice
Sum It Up
English king Edward III declared himself kingof France
Section Wrap-Up
• A plague that wiped out nearly half thepopulation in Europe and helped end thefeudal system
• The Hundred Years’War, the Wars of theRoses, and the Reconquista
Read to Write Challenge
Students’ narratives may include Charles’srequests for Joan to meet with priests todetermine whether to trust her faith.
CHAPTER 7, SECTION 1
Reading Strategy
Trade, banking, shipbuilding
The Italian Renaissance
Analyzing
Effect/Cause: City-states compete to produceworks; bigger cities mean more customersand more money for art; bigger cities meanmore discussion about artEffect:The Renaissance begins
Terms to Know
Renaissance:“rebirth”; period in Europeanhistory from about 1350 to 1550 when therewas a rebirth of interest in art and learning;secular: more interested in this world than in religion
Places to Locate
Florence: important Italian city-state of theRenaissance;Venice: important Italian city-state of the Renaissance
Sum It Up
Italy had been the center of the Romanempire; cities had money to afford to payartists; city-states competed to increase theirfame
The Rise of Italy’s City-States
Previewing
Student questions should be based on theheadings and terms in the reading. Questionsshould relate to the growth of wealth inItalian city-states, Marco Polo, the wealth ofFlorence, the Medicis, and the rise of Venice.
People to Meet
Marco Polo: merchant from Venice who trav-eled all over China for Kublai Khan; his sto-ries helped increase interest in China; Medici:Florence’s richest family; bankers
Academic Vocabulary
network: a system of interconnected hubspublish: to prepare printed material for pub-lic distribution
Answer Key 205
Terms to Review
Sample sentence:The caravans carrying goods from China to the Middle East were protected by theMongols.
Sum It Up
through trade and banking
The Urban Noble
Responding
Student responses will vary.They shouldshow an understanding of Machiavelli’s ideas.Students should be specific in their responses,supporting their opinions with facts.
Terms to Know
doge: a duke; diplomacy: the art of makingdeals with other countries
People to Meet
Niccolò Machiavelli: diplomat in Florencewho wrote The Prince
Sum It Up
Medieval nobles got their wealth from landand looked down on merchants. Renaissancenobles mixed with merchants to form a newupper class.
Section Wrap-Up
• People in Italy remembered the Romanempire, cities grew wealthy and hadmoney to pay artists, and city-states com-peted in art to increase their fame.
• City-states grew wealthy through trade,banking, and ship building.
• They made their living through trade,banking, and public life.
Read to Write Challenge
Students can use any of several options toillustrate or explain the information theyfind.They should use maps and other docu-ments to help show where the Renaissanceideas began and how it spread to many different nations.
CHAPTER 7, SECTION 2
Reading Strategy
Alighieri: wrote The Divine Comedy
Chaucer: wrote The Canterbury Tales in vernacular English
Gutenberg: invented the printing press
Shakespeare: wrote dozens of plays such asHamlet, Macbeth, and Romeo and Juliet
Cervantes: wrote Don Quixote de la Mancha
Renaissance Humanism
Summarizing
Sample answers:1 . Italians studied ancient Roman and Greek
literature, art, and architecture to under-stand it.
2 . Humanism set balance between religionand human needs. It urged people towork to better their cities.
Terms to Know
humanism: belief that the individual andhuman society are important; values a bal-ance between faith and reason
People to Meet
Leonardo da Vinci: great Renaissance painter,scientist, inventor, and engineer
Terms to Review
Sample sentence:Scientists study anatomy to learn about theworkings of the human body.
Sum It Up
They viewed the writings with great respectand studied them to increase their knowl-edge of many subjects.
Changes in Literature
Scanning
1 . It is a story about 29 pilgrims on a jour-ney to the city of Canterbury.
2 . Cervantes was from Spain.
Terms to Know
vernacular: everyday language of people in aparticular region
Places to Locate
Canterbury: English city that was the focus ofThe Canterbury Tales
People to Meet
Dante Alighieri: poet from Florence, Italy,who wrote The Divine Comedy; JohannesGutenberg: invented the printing press;William Shakespeare: greatest writer inElizabethan era
Academic Vocabulary
debate: a contention by words or arguments;credit: recognition
Sum It Up
More people could read literature, so ideascould spread more easily.
Section Wrap-up
• Humanism is the belief that the individualand human society are important. It seeksto balance faith and reason. Humanismled to study and an increase in learning.
• Literature became more popular becauseit was written in the vernacular of thepeople.The printing press also made itmuch cheaper and easier to print books,so they were more readily available.
Read to Write Challenge
Students should be encouraged to be creativeand use their imaginations.
CHAPTER 7, SECTION 3
Reading Strategy
Renaissance art: showed people in real life,showed emotions, use of perspective, realis-tic look using chiaroscuro
Artists in Renaissance Italy
Inferring
Differences: tried to show real life; tried toshow emotion; used perspective to make artmore realistic; used chiaroscuro to adddrama and emotionEffect of humanism: Humanism emphasizedthe importance of the individual. It balancedfaith and reason. In the same way, Renaissanceart emphasized the individual. It didn’t justconvey a religious message. It portrayed reli-gious messages with a focus on the emotionsand the uniqueness of the individualsinvolved.
Terms to Know
chiaroscuro: use of light and shadows tosoften edges; fresco: painting technique inwhich watercolor paints are applied overwet plaster
People to Meet
Sandro Botticelli: painter from Florence whopainted frescoes in the Sistine Chapel;Raphael Sanzio: painter who painted theSchool of Athens; Michelangelo Buonarroti:painter and sculptor; painted the ceiling ofthe Sistine Chapel;Titian: painter from Venicewho used rich colors and extremely darkshadows
Academic Vocabulary
differentiate: to become distinct or differentin character; perspective: representation in adrawing or painting of parallel lines as con-verging in order to give the illusion of depthand distance
Sum It Up
Medieval art focused on conveying a religiousmessage. Instead, Renaissance art portrayedmessages with a focus on the emotions andthe uniqueness of the individuals involved.
The Renaissance Spreads
Connecting
Student paragraphs will vary. Students shoulddescribe the work of art, their reaction to it,and specific techniques used by the artistthat made the art more real to them.
Places to Locate
Flanders: an area located in present-daynorthern Belgium
People to Meet
Jan Van Eyck: master of oil painting knownfor his brilliant colors;Albrecht Dürer: one ofthe greatest Northern Renaissance artistsfrom Germany, best known for his engravings
Terms to Review
Sample sentence:Quixote pretends he is a knight, so he livesby the code of chivalry.
206 Answer Key
Sum It Up
The Northern Renaissance took place inpresent-day Belgium, Luxembourg, Germany,and the Netherlands. Northern artists useddifferent methods to achieve realism.Theydeveloped oil painting.
Section Wrap-Up
• Renaissance art tried to portray real lifeand emotions using new methods, includ-ing perspective and chiaroscuro.
• Northern Renaissance artists developedoil painting.
Read to Write Challenge
Student essays should examine elements of Renaissance art, such as chiaroscuro,perspective, fresco.They can also examinemovements in sculpting, music, or writing.
CHAPTER 8, SECTION 1
Reading Strategy
Bishops behaved like kings; the Church taxedpeasants heavily; priests could barely read orgive a good sermon; questions about thepope’s power; the sale of indulgences; themeans of salvation (a gift from God versusgood works)
Calls for Church Reform
Outlining
I. What Ideas Led to the Reformation?A. Desiderius Erasmus was a Christian
humanist who said humans could use their reason to become betterChristians.
B. Erasmus wanted to translate the Bibleinto the vernacular so all peoplecould read it.
II. The Church Upsets ReformersA. By the 1300s, many people were upset
with the Church’s focus on money.B. In the 1500s, the pope sold indul-
gences to repair the church of St. Peter’s in Rome.
C. The sale of indulgences outragedMartin Luther. He was also angry atChurch leaders who allowed peopleto think an indulgence could pardonsin.
D. John Wycliffe also questioned thepope’s power and wanted everyoneto read the Bible.
III. Who Was Martin Luther?A. Martin Luther was angered by the
behavior of Church leaders and wor-ried about his own soul.
B. Luther prayed, fasted, and searchedthe Bible to learn about salvation.
C. The Church told Luther he would besaved through faith and good worksand receiving the sacraments.
D. By studying the Bible, Luther con-cluded that he was saved by faith,and not by good works.
E. Luther listed his arguments againstindulgences, and copies were read allacross the German kingdoms.
IV. Revolt Leads to New ChurchesA. The pope and Luther argued, and the
pope excommunicated Luther.B. Luther’s ideas led to a new denomi-
nation known as Lutheranism.C. Lutheranism states that salvation
comes through faith, the Bible is thefinal source of truth, and the churchis made up of all its believers.
V. Peasant RevoltsA. Peasants who lived very hard lives
were stirred to revolt by Luther’sideas.
B. The nobles defeated the peasants.C. Luther criticized the nobles for their
treatment of the peasants.D. Luther told the peasants that they
must obey the government estab-lished by God.
Terms to Know
Reformation: movement started by MartinLuther that challenged the Catholic Churchand led to new Christian churches; indulgence:a reduction in the Church’s punishment for asin; denomination: an organized branch ofChristianity
People to Meet
Martin Luther: man who initiated the breakfrom the Catholic Church that led to a revo-lution in Christianity; Desiderius Erasmus:chief leader of Christian humanism religiousmovement; John Wycliffe: English priest whopreached that Jesus Christ, not the pope hadpower over people;William Tyndale: trans-lated the Bible into English and printed theNew Testament in 1525.
Places to Locate
Wittenburg: town in Germany where MartinLuther taught in a university
Academic Vocabulary:
conclude: to decide on something by reasoning
Terms to Review
Sample sentences:The Roman clergy, or leaders of the church,were not happy with Luther’s ideas.The pope excommunicated Luther, so Lutherwas no longer a member of the Church.
Sum It Up
Luther became angry and posted the reasonshe opposed indulgences. This led to theReformation.
Politics and Lutheranism
Synthesizing
Student paragraphs will vary. Students shouldincorporate ideas from current events, history,and their reading to support their views.Theyshould consider what happens when powerand politics mix with religion.They should
evaluate the decision of many German rulersto leave the Church for political reasons.
Academic Vocabulary
energy: vigorous exertion of power; resource:a source of supply or support; convert:to change from one belief, view, or party to another
Sum It Up
Many realized they could increase their ownpower by leaving the Church.They couldrule their own kingdoms, earn income frommonasteries, and collect tax for themselves.
Section Wrap Up
• Luther’s ideas led to the Reformation andto many new churches and denominations.
• Political leaders supported Protestantismbecause they wanted more power.Protestant rulers could seize lands ownedby the Catholic Church.The CatholicChurch and the pope could no longer tax the people, so rulers could keepmoney for themselves.
Read to Write Challenge
Students’ essays should explore some ofLuther’s biographical information, as well ashis primary arguments for challenging theRoman Catholic Church. Luther’s ideas causedmany to break from the Catholic Church, andto question their governments. Even withinthe Catholic Church, Luther’s challenge pro-voked a serious reform movement.
CHAPTER 8, SECTION 2
Reading Strategy
Henry VIII: forms the Church of England afterthe pope refuses to annul his marriage toCatherineMary I: Queen of England who tried torestore Catholic Church to power; shearrested and executed many ProtestantsElizabeth I: Queen of England after Mary Iwho restored the Anglican Church
Calvin and Calvinism
Scanning
1 . born in France in the early 1500s; studiedtheology; heard ideas of Luther; went toGeneva; was a powerful preacher whoconvinced many to follow him
2 . shares many ideas with Luther; main ideais predestination; encouraged people towork hard and behave; believed that con-gregations should choose their own eld-ers and ministers to run the church
Terms to Know
theology: the study of questions about God;predestination: the idea that God has alreadydecided who will go to heaven and who will not
People to Meet
John Calvin: founder of Calvinism, whichpreached predestination
Answer Key 207
Places to Locate
Geneva: Protestant city in Switzerland whereJohn Calvin found safety
Academic Vocabulary
clarify: to make understandable; consent: togive assent or approval
Sum it Up
Calvin believed in predestination, the ideathat God had already decided who would goto heaven. He also believed that congrega-tions should choose their own ministers.
The English Reformation
Predicting
Student predictions will vary. Predictionsshould be based on their prior reading.Generally, they should anticipate fightingbetween Catholics and Protestants.
Terms to Know
annul: to cancel a marriage
Places to Locate
London: main city in England where mon-archs lived; location of the Tower of London
People to Meet
Henry VIII: English king who created theAnglican Church; Mary I: English queen anddaughter of Henry who wanted to makeEngland Catholic; known as “Bloody Mary”;Elizabeth I: English queen and half-sister ofMary who restored the Anglican Church; oneof the greatest rulers in English history
Terms to Review
Sample sentence:The pope excommunicated Henry, orexpelled him from the church.
Sum It Up
He wanted to annul his marriage so he couldremarry and get a male heir to the throne.When the pope refused, Henry turned to thearchbishop of Canterbury. In response, thepope excommunicated Henry, and Henrydeclared that the king was the head of theChurch in England.
Section Wrap-Up
• Calvin believed in predestination, the idea that God had already decided whowould go to heaven. He also believed thatcongregations should choose their ownministers.
• Henry VIII wanted an annulment of hismarriage with his wife Catherine.Thepope refused to grant it, so Henry formedhis own church.
Read to Write Challenge
Essays should point out Calvin’s belief in pre-destination and that congregations shouldchoose their own ministers. Luther rejectedthe Catholic idea of indulgences, andbelieved that God’s graciousness, rather thanhuman works, led to salvation.
CHAPTER 8, SECTION 3
Reading Strategy
Council of Trent made Catholic beliefs clearand set up rules for bishops and priestsSet up seminaries to train priestsRecognized the Jesuit order of priests to fight heresy
Counter-Reformation
Monitoring Comprehension
France:The Huguenots fought the Catholicsin a 30-year civil war; Henry of Navarrebecomes a Catholic so he can rule France;he gives the Huguenots the right to worshipfreelyBohemia:The worst religious war of theReformation era; Protestant churches inBohemia rebelled against the Catholic king;it became a war of kingdoms; towns werewiped out; Spain was weakened; Francebecame one of Europe’s most powerful countriesSpain: Ferdinand and Isabella decide that allsubjects should be Catholic to keep thecountry strong; they expel Muslims and Jews;they set up the Spanish Inquisition
Terms to Know
seminary: special school for training and edu-cating priests; heresy: a religious belief thatcontradicts Church teaching
People to Meet
Ignatius of Loyola: man from Spain whofounded the Jesuits, a new order of priests;Huguenot: French Protestants; King Ferdinand:King of Spain; Queen Isabella: Queen ofSpain; Maimonides: Jewish scholar from Spain
Places to Locate
Trent: city near Rome where the pope calleda council to make Catholic beliefs clear;Navarre: kingdom in southern France ruledby Huguenot nobles; home of King Henry IV;Paris: main city in France
Academic Vocabulary
contradict: to express a different point of view; impact: to strike forcefully; philosophy:pursuit of wisdom; eliminate: to cast out orget rid of
Terms to Review
Sample sentences:The pope led reforms in the Catholic Churchby setting up a church council at Trent.The Catholic clergy were told to work hardto keep people’s faith.
Sum It Up
He became a Catholic.
Legacy of the Reformation
Drawing Conclusions
Student responses will vary.1. Political and economic power of the
Catholic Church decreased greatly2. Kings claimed divine right to rule
3. Catholics began sending missionariesaround the world
In Europe, the Catholic Church lost a lot ofpower.Although it maintained a lot of influ-ence, the church had to send missionariesaround the world to try to convert new landsto Catholicism.
Terms to Know
divine right: authority granted to a kingdirectly from God
People to Meet
Francis Xavier: first Jesuit missionary to Japan
Sum It Up
the Americas,Asia (Japan, the PhilippineIslands and Vietnam)
Section Wrap-Up
• The Catholic Church responded to the Reformation with the Counter-Reformation.This was a series of changesdesigned to address problems in theChurch.These changes included settingstrict rules for the clergy, new seminariesto train priests, and the Jesuit order ofpriests.
• As the Catholic Church weakened, kingsasserted their divine right to power.
Read to Write Challenge
Student essays should point out that tortureand execution were widely used.Anyonefound in disfavor with the church could beaccused of heresy.Thousands were executed.
CHAPTER 9, SECTION 1
Reading StrategyOlmec Near 1200 B.C. to Farmed, used
present-day 400 B.C. rivers for Vera Cruz, trade, made Mexico mirrors and
carved stone heads
Moche Peru A.D. 100 to Used irriga-A.D. 700 tion, farmed,
hunted, fished,built huge pyramids,traded pot-tery, jewelry,and cloth
Farming Begins in Mesoamerica
Analyzing
Glaciers melted and the land bridge toAmerica disappearedSome animals became extinctWarm weather opened new opportunities toearly Americans to learn to farm
Terms To Know
glacier: a huge sheet of ice
Places to Locate
Beringia: land bridge between Asia andAlaska; Mesoamerica: region in NorthAmerica between Mexico and Costa Rica(present-day Central America)
208 Answer Key
Academic Vocabulary:
environment: the complex of physical,chemical, and biotic factors that act upon anorganism or an ecological community
Sum it Up
When the Ice Age ended and the climatewarmed, people discovered that they couldplant seeds, which would grow into cropsthey could eat.
Early American Civilizations
Drawing Conclusions
Olmec: built big trading empire; Maya: tradedthroughout Mesoamerica; reached as far assouthern Mexico and Central America;Toltec:built the city of Tula; conquered lands; con-trolled trade; Moche: irrigated the land;traded as far away as the Amazon River valley; Inca: built the largest empire in theancient Americas.Student conclusions will vary. Generally, theyshould note that the civilizations developedtrade and technology and systems to rulelarge empires.They should speculate aboutthe advanced level of these societies.
Terms To Know
monopoly: sole right
People To Meet
Olmec: one of the earliest Mesoamerican civi-lizations; built a large trading empire nearpresent-day Vera Cruz, Mexico; Maya: earlyMesoamerican civilization located on theYucatan Peninsula;Toltec: early Mesoamericancivilization; built the city of Tula near present-day Mexico City; Moche: early Mesoamericancivilization located in present-day Peru; builthuge pyramids; Inca: built largest empire inthe ancient Americas
Places To Locate
Teotihuacán:“Place of the Gods”; the firstplanned city in the Americas, built by theOlmec;Yucatán Peninsula: peninsula locatedin Mexico where the Mayan civilization wascentered; Cuzco: capital of the Incan empire
Academic Vocabulary
design: to create, fashion, execute, or constructaccording to plan
Sum It Up
No one is sure. Historians suspect overpopu-lation, a drought, or rebellion.
Section Wrap-Up
• People from Asia came to the Americasover a land bridge that disappeared underthe sea at the end of the Ice Age.
• They were farmers, traders, and hunters.They used technology including irriga-tion.They built huge trading empires withlarge cities.
Read to Write Challenge
Students should show their research abilities,as well as their ability to map information.
CHAPTER 9, SECTION 2
Reading Strategy
Top: Rulers and their wivesHead priest and army commanderRegional army leadersTemple priests, army commanders, andskilled workersFarmers, herders, and ordinary soldiers
The Mayan People
Scanning
Possible answers includeDiscovery of Mayan civilization: in 1839 by John Lloyd Stevens and FrederickCatherwoodGovernment: organized in city-states; rulerssupplied leadership and military force; leader-ship passed from king to king
Terms to Know
sinkhole: area where the earth has collapsed
Academic Vocabulary
source: a point of origin; cooperate: to act orwork with another or others
Places to Locate
Petén: a flat, densely forested area in present-day Guatemala, home to the Mayancivilization
Sum It Up
A ready water supply
Mayan Culture
Questioning
Student responses will vary.1. Q:What did Mayan people build to honor
their rulers? A: pyramids2. Q:Who was Chac? A: the God of rain and
sunlight3. Q:What did Mayan hieroglyphics repre-
sent? A: symbols represented sounds,words, or ideas.
Terms to Know
alliance: political agreement between peopleor states to work together
People to Meet
Jasaw Chan K’awiil I: a ruler of the Mayanpeople
Sum It Up
They were used for heavy labor or house-hold chores by the elite ruling class.
The Aztec
Drawing Conclusions
1. They expected their kings to prove them-selves by leading troops into battle.
2. Soldiers who died in battle, captives whogave their lives in sacrifice, and womenwho died in childbirth.The Aztec sawdeath as honorable.
3. Heavy use of irrigation, fertilization, anddraining of swamps
Responses will vary. Generally studentsshould conclude that battle and conquestwere a large part of Aztec life.Additionally,death played a significant role in their soci-ety, through sacrifice and battle.
Terms to Know
codices: small Aztec books that recorded his-tory and religion
Places to Locate
Tenochtitlán : great Aztec city built in a marsh
Sum It Up
By performing one act of bravery during war
Life in the Inca Empire
Determining the Main Idea
Main Idea: Pachacuti was a strong king whounited the Inca Empire.Supporting Ideas: Set up a strong central gov-ernment, but let local rulers stay in power;required people to learn a common lan-guage; designed a system of roads
Terms To Know
quipu: rope knotted with cords of differentlengths and colors, used to do mathematicalcalculations
People to Meet
Pachacuti: name of a great Incan ruler
Places to Locate
Machu Picchu: a retreat built for Incan kings
Sum It Up
He took their sons to Cuzco for training.
Section Wrap-Up
• The Mayan, Incan, and Aztec culturesdeveloped in present-day Central andSouth America.They were warrior peo-ples who developed organized govern-ments, religious systems, and socialhierarchies.They also developed ideas inscience and math and built tremendouscities and monuments.
• The environment in different parts ofNorth America affected the way peoplelived, including their ability to farm, huntor fish; their homes; and their diet.
Read to Write Challenge
Descriptive essays should demonstrate stu-dents’ ability to research and explain theprocesses most likely used by these ancientpeople. Some description of a particularexample, with interesting facts about thebuilding, will be helpful.
CHAPTER 9, SECTION 3
Reading Strategy
Used horses and guns to shock NativeAmericans; used Malintzin as an interpreter;formed alliances; was aided by disease;the fall of the Aztec and Inca empires
Answer Key 209
Spain Conquers Mexico
Visualizing
Student answers will vary. Paragraphs shouldreflect facts from the reading, including thefrightening appearance of the soldiers, thedogs, and the guns, as well as the enslave-ment of the Taino.
Terms to Know
conquistador: a Spanish soldier-explorer sentto the Americas
People to Meet
Christopher Columbus: discovered Haiti and the Dominican Republic trying to findwestward sea route to Asia; Hernán Cortés:a Spanish conquistador; Montezuma II:Aztec emperor defeated by Cortés; Malintzin:a Mayan woman who helped Cortés defeatthe Aztecs
Places to Locate
Hispaniola: island in the Caribbean discov-ered by Columbus; Extremadura: part ofSpain with poor soil and hot summers
Academic Vocabulary
finance: to pay for or financially support;generate: to bring into existence
Sum It Up
Spanish soldier-explorers sent to the Americas
Pizarro Conquers the Inca
Analyzing
Possible answers include: Pizarro knew howto fight; he had learned from Cortés; he knewa lot about Native Americans; the Incas mis-judged Pizarro and failed to act; the emperordid not bring protection to this meeting withPizarro
Terms To Know
treason: disloyalty to the government
People to Meet
Francisco Pizarro: defeated the Inca
Sum It Up
He did not free him when Atahualpa gavehim gold and silver. He charged the emperorwith crimes that led to death.
Section Wrap-Up
• Cortés used horses and guns to shockNative Americans; he used Malintzin as an interpreter; he formed alliances; hewas aided by disease in his defeat of theAztecs. Pizarro conquered the Inca.
• Pizarro tricked the Incan emperor todefeat him.The emperor underestimatedPizarro and did not bring enough protec-tion to their meeting. Pizarro capturedthe emperor and took over the empire.
Read to Write Challenge
The narrative essay should provide biographi-cal information about the conquistador,including background, how he came to theAmericas, and his accomplishments whilethere.
CHAPTER 10, SECTION 1
Reading Strategy
Merchants wanted new trade routes to Asia;new technology helped navigation; strongernations could fund exploration
Europe Gets Ready to Explore
Summarizing
Sample answers:1. Europeans wanted to trade directly with
Asia by sea to avoid paying higher pricesfor trade in the Middle East.
2. New and rediscovered technologies,including the astrolabe, compass, and rudder, made it possible for ships to travel the Atlantic Ocean.
3. The growth of towns and trade madefour European governments powerful andwealthy enough to explore.
4. Europeans studied ancient maps and Arabbooks to learn the geography of EastAfrica and the Indian Ocean.
Terms to Know
astrolabe: ancient Greek device used to findlatitude; compass: invented by the Chinese,helps locate magnetic north; caravel: aPortuguese ship; cartography: science of mapmaking
Academic Vocabulary:
fund: to provide money or other resources
Sum It Up
The desire to trade directly with Asia; newtechnology for sailing and shipbuilding; therise of strong nations wealthy enough to payfor exploration; and knowledge gained fromancient maps and Arab books
Exploring the World
Questioning
Student questions should be based on theheadings and terms in the reading. Questionsshould relate to Henry the Navigator,Vascoda Gama, Christopher Columbus, FerdinandMagellan, the Strait of Magellan, English andFrench explorers, John Cabot, JacquesCartier, or Spain’s fight with England.
Places to Locate
Azores: islands captured by the Portuguese;Madeira: island captured by the Portuguese;Hispaniola: island explored by Columbus;Strait of Magellan: passage around SouthAmerica explored by Magellan;Newfoundland: large island named by JohnCabot; St. Lawrence River: river in NorthAmerica explored by Jacques Cartier
People to Meet
Vasco da Gama: Portuguese explorer, the firstto round the tip of Africa and cross theIndian Ocean; Christopher Columbus: Italiannavigator who landed in the Americas andclaimed them for Spain; Ferdinand Magellan:Spanish explorer who discovered a passagearound South America to the Pacific Ocean;John Cabot: English explorer who searchedfor a northern route to Asia; Jacques Cartier:French explorer who sailed into the St.Lawrence River seeking a passage to Asia
Academic Vocabulary
locate: to determine or indicate the place,or site
Sum It Up
Vasco da Gama; Magellan’s crew
Section Wrap-up
• rise of strong kingdoms, trade, technology • Spain, England, France, Portugal; India,
Cuba, Hispaniola, the Americas
Read to Write Challenge
Students’ expository essays should identifythe working components of the device theyselected, as well as a thorough explanation ofhow a sailor used the device to determinethe ship’s position.
CHAPTER 10, SECTION 2
Reading Strategy
mercantilism, investments, cottage industry
Europe’s Empires
Determining the Main Idea
The Spanish and Portuguese built newempires by establishing colonies in theAmericas.
Places to Locate
Netherlands: area of northern Europe whereProtestantism took hold
People to Meet
Henry VIII: founded Anglican Church afterbreaking from Catholicism; Elizabeth I: queenof England
Academic Vocabulary
primary: first in order of importance or devel-opment; aid: to give assistance
Sum It Up
The Spanish conquered both the Incas andthe Aztecs, two large civilizations.
The Commercial Revolution
Analyzing
MercantilismColoniesCommerceJoint-stock companiesCottage industry
210 Answer Key
Terms to Know
mercantilism: the idea that a country getsmore power by building up its supply of gold and silver; export: to sell goods to othercountries; import: to buy goods from othercountries; colony: a group of people living ina new area controlled by their home coun-try; commerce: the buying and selling ofgoods in large amounts over long distances;invest: to put money into a project; capital-ism: economic system in which people, notgovernment, own property and make goods
Places to Locate
Moluccas: the Spice Islands of Southeast Asia;served as a Portuguese trading post
People to Meet
Pedro Alvares Cabral: Portuguese leader whofought against Muslim merchants in theIndian Ocean
Academic Vocabulary
anticipate: to look forward to
Sum It Up
Entrepreneurs invested money in the project.For larger projects, a group of entrepreneurscame together to form a joint-stock company.Merchants also asked peasants to makegoods for them so they could buy goods atlower prices.
Section Wrap-Up
• They established colonies in the Americas.• Europeans set up colonies and created
joint-stock companies to increase trade.
Read to Write Challenge
Comparative essays should describe advan-tages such as profits, investments, shared riskfor ventures, competition. Disadvantagesshould include potential for monopolies oruncontrolled pricing, risk of investing, risk of only a few individuals controlling most ofthe wealth.
CHAPTER 10, SECTION 3
Reading Strategy
Positive Effects:World’s food supplyincreased; corn and potatoes were taken toNorth America; Europeans spread religion,political ideas, and expanded economiesNegative Effects: European diseases spread;European plants and animals hurt local envi-ronments; eliminated native cultures
The Columbian Exchange
Skimming
Corn fed to European animals resulted inhealthier animals with more meat, leather,and wool. More potatoes could be grownthan grain, feeding more people from thesame amount of land. Italians used tomatoesfor sauce. Europeans created chocolate candyand began smoking tobacco.
Terms to Know
Columbian Exchange: exchange of people,goods, technology and ideas between Europeand the Americas; pampas: grassy plains
Places to Locate
Argentina: country in South America; GreatPlains: vast plains area in North America
Academic Vocabulary
transfer: to convey from one person, place,or situation to another
Sum it Up
It is the global exchange of people, goods,technology, ideas, and diseases.
Problems with the Exchange
Previewing
Student responses will vary.This passage looks at the problems thatoccurred with global exchange.These prob-lems included disease, damage to environ-ments, destruction of cultures, and slavery.
Terms to Know
East India Company: built a British tradeempire in India; Dutch East India Company:built a trade empire in Indonesia
Places to Locate
Caribbean: region of islands in the gulfbetween North and South America
Academic Vocabulary
positive: constructive or desirable
Terms to Review
Sample sentences:The Japanese shogun, or military ruler,defeated the feudal lords.The new shogun defeated the feudal lords,the daimyo.
Sum It Up
Spread of germs and disease wiped out mil-lions of people; some species of plant andanimals damaged local environments; slaverybecame widespread in the Caribbean and inthe Americas
Section Wrap-Up
• The exchange of goods and ideas acrossthe world.
• New food sources help feed more people; employment for workers; horsesfor Native American hunting; Japan isreunited; slavery; Europeans take overparts of Asia and India; germs and disease
Read to Write Challenge
Expository essays should explain the originsof the company as a monopoly trade organi-zation between England and India. Eventually,this organization grew so powerful that itruled India for a time.
CHAPTER 11, SECTION 1
Reading Strategy
Ptolemy: Sun and planets revolve aroundearth; Copernicus: earth and planets revolvearound the Sun; Both: the planets move incircular paths
The Scientific Revolution
Monitoring Comprehension
Contact with the Islamic worldChristian thinkers tried to show thatChristianity and reason could go togetherNew European universitiesExploration, better charts, maps, and technol-ogy; new knowledge about plants, animals,and diseases in different parts of the world
Terms to Know
theory: an explanation of how or why some-thing happens
People to Meet
Ptolemy: Egyptian astronomer who describeda geocentric universe
Academic Vocabulary
investigate: to probe or examine; approach:plan or method
Sum It Up
In the Middle Ages, most Europeans weremore interested in theology than in the studyof nature.They relied on Greek and Romanwritings for scientific knowledge.Thischanged in the 1100s when Europeansbecame interested in science again.
A Revolution in Astronomy
Inferring
Students should consider the views of the church.The church believed that theearth-centered view was taught in the Bible.A different view would challenge the author-ity of the church and the authority of theBible.
People to Meet
Copernicus: proposed heliocentric theory ofthe universe; Kepler: described ellipticalpaths of the planets; Galileo: scientist whofound clear evidence supporting Copernicus
Terms to Review
Sample sentences:The pope charged Galileo with heresy becauseGalileo’s ideas contradicted church teaching.
Sum It Up
He improved the telescope and used it tofind evidence supporting Copernicus’s view.
New Scientific Discoveries
Reviewing
Newton: gravity, laws of motionVesalius: detailed account of the human bodyHarvey: blood flows through the bodyHooke: cells
Answer Key 211
Boyle: all substances are made up of elementsthat cannot be broken downLavoisier: materials need oxygen to burn
People to Meet
Newton: proposed the universal law of gravitation
Sum It Up
Gravity
The Triumph of Reason
Sequencing
Observe factsMake a hypothesisPredict a resultTest the prediction with experiment andobservationModify the hypothesis
Terms to Know
rationalism: the belief that reason is the chiefsource of knowledge; scientific method: theprocess used in scientific research to collectand analyze evidence; hypothesis: an explana-tion of facts
People to Meet
Descartes: French scientific thinker, viewedas the founder of rationalism; said “I think,therefore I am”
Sum It Up
It is the process used in scientific research tocollect and analyze evidence. It outlines fivesteps: Observe facts, make a hypothesis, pre-dict a result, test the prediction with experi-ment and observation, modify the hypothesis
Section Wrap-Up
• Scientific knowledge grew. Christianthinkers tried to show that Christianityand reason could go together. New uni-versities opened.Technology and voyagesof exploration resulted in growing knowl-edge of different parts of the world.All ofthis set the stage for a new understandingof the natural world that would changethe way people viewed the universe.
• It is the process used in scientific researchto collect and analyze evidence. It out-lines five steps: Observe facts, make ahypothesis, predict a result, test the pre-diction with experiment and observation,modify the hypothesis. New scientificlearning and the scientific method ledpeople to look more to reason as thesource of knowledge.
Read to Write Challenge
Persuasive essays should demonstrate the stu-dent’s ability to write persuasively and to usefacts to help support the argument.
CHAPTER 11, SECTION 2
Reading Strategy
Thomas Hobbes: natural law made absolutemonarchy the best form of governmentJohn Locke: natural law affirmed citizens’rights and made government answerable tothe peopleMontesquieu: admired England’s governmentand supported the separation of powers Voltaire: people should be free to choosetheir own religion; deismDiderot: attacked superstition and supportedfreedom of religionMary Wollstonecraft: supported women’srightsRousseau: people should live simpler livescloser to nature; social contract
New Ideas About Politics
Analyzing
Hobbes: absolute monarchy is the best formof government; humans can’t be trusted tomake their own decisions; only a strong rulercould give people directionLocke: natural law gives people certain rightsfrom birth, including life, liberty, and propertyownership; the purpose of the governmentwas to protect those rights; governments werebased on a social contract between rulersand peopleBoth: natural law
Terms to Know
natural law: law that applies to everyone and can be understood by reason; social contract: an agreement between rulers andthe people; separation of powers: idea thatpower should be divided among the branchesof government
People to Meet
Thomas Hobbes: wrote about English gov-ernment and society; John Locke: Englishthinker who wrote that government shouldbe answerable to the people; BaronMontesquieu: French thinker who admiredEngland’s government and supported theseparation of powers
Academic Vocabulary
error: something produced by mistake
Sum It Up
Government should have a separation ofpowers. Power should be divided among theexecutive, legislative, and judicial branches tokeep the government from becoming toopowerful and threatening people’s rights.
The French Philosophes
Evaluating
Student evaluations will vary based on thephilosopher they select and on their per-sonal views. Students should show an under-standing of their philosopher’s ideas andshould present a well-reasoned evaluation.
People to Meet
Voltaire: French philosopher and greatestEnlightenment thinker; supporter of deism;Denis Diderot: published a 28-volume ency-clopedia; Mary Wollstonecraft: English writerwho supported women’s rights
Academic Vocabulary
topic: the subject of a discourse or of a sec-tion of a discourse; advocate: one that pleadsthe cause of another
Sum It Up
Voltaire opposed government supporting reli-gion. Rousseau thought government shouldbe based on a social contract.
Section Wrap-Up
• The Enlightenment was a period in whichpeople came to believe that reason was amuch better guide than faith or tradition.
• During the Enlightenment, politicalthinkers applied reason and scientificideas to government.They spread ideasabout natural law, governments based onsocial contract, separation of powers, free-dom of speech, and the individual’s rightto liberty. These ideas challenged absolutemonarchies.
Read to Write Challenge
Students’ essays should point out thatThomas Jefferson, who wrote the Declarationof Independence, was heavily influenced bythe writings of John Locke and the idea ofnatural rights.The writers of the Constitutionwere also influenced by Enlightenment ideasabout government being a social contractbetween the people and the government.
CHAPTER 11, SECTION 3
Reading Strategy
Students should identify the Enlightenmentideas of self-government and a representativeform of government as determining factorsin leading the American, and later the French,people to revolt against their government.
The Age of Absolutism
Skimming
Answers will vary. Students should use head-ings, terms, and other clues in the text todescribe the reading. Descriptions mayinclude the idea of absolutism, enlighteneddespots, and specific rulers, including theHapsburg rulers, Peter I and Catherine II,Louis XIV, and Frederick the Great.
Terms to Know
absolutism: system in which monarchs heldabsolute power and claimed to rule by divineright
People to Meet
Louis XIV: King of France for 72 years,known as the Sun King; Frederick II: famousPrussian ruler; Catherine II: queen of Russiawho was also known as Catherine the Great
212 Answer Key
Places to Locate
Prussia: powerful German state ruled byFrederick the Great;Austria: powerfulGerman state ruled by the Hapsburgs;St. Petersburg: Russian city founded by Peter I
Terms to Review
Sample sentence:Joseph II freed Austria’s serfs from their workfor the nobles.
Sum It Up
Absolute monarchs believed they heldabsolute power. Enlightenment ideas said thatmonarchs had, by natural law, a social contractwith the people. Rulers should have limitedpower and should answer to their people.
Revolution and Enlightenment
Monitoring Comprehension
Merchants set up colonies to make moneyPeople wanted religious freedomPeople wanted to escape economic problemsin England, such as unemploymentCould own land for themselves
Terms to Know
representative government: government inwhich people elect representatives to makelaws and conduct business; constitution:written plan of government; popular sover-eignty: idea that government receives itspowers from the people; estate: class; bour-geoisie: middle classes
People to Meet
George Washington: named head of theContinental Army, from Virginia;ThomasJefferson: wrote the Declaration ofIndependence
Academic Vocabulary
tension: barely controlled hostility
Sum It Up
The colonists were frustrated when Britaintried to impose taxes on them.Althoughcolonists tried to settle their differences withGreat Britain, the king would not cooperateand allow them to govern themselves.
The Enlightenment’s Legacy
Questioning
1. Q:What groups could not vote early inAmerican history? A: women and AfricanAmericans
2. Q:Who was Martin Luther King, Jr.? A: animportant civil rights leader in the 1950sand 1960s
3. Q:Why was the United Nations formed?A: to encourage countries to settle dis-agreements peacefully and to supporthuman rights around the world
Sum It Up
King used the Enlightenment ideas of reasonand human rights to argue that all peopleshould have equal opportunities.
Section Wrap-up
• The Magna Carta, the English Bill ofRights, and Enlightenment ideas fromLocke, Hobbes, Montesquieu, and othersinfluenced Americans.
• England repeatedly taxed the coloniesand did not give them representation intheir government.The colonists believedthat King George III had violated theirrights and that they had the right to rebel.
• Enlightenment ideas were the basis forthe formation of the United Nations,which works to promote human rightsand peacefully resolve conflicts betweennations.They also influence the develop-ment of science and technology, whichconstantly find new ways to increase ourknowledge and improve peoples’ lives.
Read to Write Challenge
Students’ essays should focus on the UnitedNations, why it was founded, and what itsprimary goals are.They should also mentionhow the rational approach is still used in sci-entific research and the development of new technologies.
Answer Key 213