2013-2014 Eng – Social Studies

Goals:

1. Pretests and Tests

2. Classwork/ Study Guides

3. Grading Policy Overhaul Essential Questions:

1. Impact of Religion

2. Societies Interact

3. Achievements Influence us today

4. Societies Organize Themselves Name______Class Period______

Eng-Social Studies Guide for Chapter 1 – The Legacy of the Roman Empire

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

1.1 Introduction

1. Roman law, Roman ______, and Roman ______were things that all 50 million Romans shared in common.

2. The Roman Empire spanned the Mediterranean world, from Northern Africa to the ______border, from ______to Syria. *What does the expression “all roads lead to Rome” mean about the reach of the Roman Empire? ______*How does the picture of the Pantheon and the United States Capitol building show that Rome lives on even though the Roman Empire no longer exists? ______1.2 The End of the Roman Empire in the West Problems in the Late Empire Political Instability

1. Rome never solved the problem of how to ______transfer ______to a new leader. 2. Political rivals with independent armies ______each other for the emperor’s crown.

3. Often, the ______guard would choose leaders who would reward them. Economic and social problems

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

5. ______was a serious problem. Wealthy landowners used ______and cheap ______to work their large estates.

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

7. Emperors such as ______and ______wasted large amounts of money.

8. A rise in ______made the empire’s cities and ______unsafe. Weakening frontiers

9. The ______size of the empire made it hard to defend.

10. ______tribes were pressing hard on the western borders of the empire. They were eventually recruited into the Roman army, but had little ______to Rome. The Fall of Rome

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

2. Istanbul, ______is the modern location of Constantinople.

3. After Constantine’s reign, power was divided between two emperors, one in ______and one in ______.

4. In _____ C.E. the last Emperor of Rome was driven from his throne and the Western Roman Empire dissolved into separate ______.

5. The Eastern Roman Empire continued for another ______years. The Eastern Roman Empire was called the ______Empire, after Byzantium, the original name of its capital city. Cause Effect

1. Political Instability *No formal way to pick a *Rivals battled each other for control ruler *______*Praetorian Guard picked the emperor 2. Economic and Social Problems *Heavy taxes *______*Unemployment *______*Wasteful spending by *______Emperors

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

1.3 The Legacy of Roman Art

1. Roman art was especially influenced by the ______. 2. Roman sculptors were good at making______and ______. 3. What are a. Murals? ______b. Mosaics? ______c. Frescos? ______4. How might a Roman artist give a sense of style and luxury to an everyday object such as a wine bottle? ______5. A ______is a carved decoration showing a portrait or a scene. 6. Roman art was rediscovered during the period called the ______. *Where might we find a modern example of the following forms of Roman art? -Mural-______-Mosaic-______-Fresco-______-Statue-______-An Everyday Object (in the shape of something else)-______

1.4 The Legacy of Roman Architecture and Engineering

Architecture

1. Define the following terms: -Vault- ______-Dome- ______2. The ______is an ancient Roman temple in Rome which uses a huge dome. 3. Concrete is made by mixing broken stone with ______, ______and ______. 4. The ______of the Colosseum made it easy for spectators to reach their seats and to exit the stadium. 5. A ______arch is a huge monument built to celebrate great victories or achievements.

Engineering

6. Romans were the greatest builders of ______, bridges and aqueducts. 7. Define aqueduct ______8. Roman roads were built with layers of ______, ______and ______. 9. Aqueducts brought ______from about 60 miles away to the homes of Rome’s wealthy citizens.

*Name an example of a modern use of the following Roman architectural or engineering achievements: -Dome-______-Arch-______-Triumphal Arch-______-Colosseum-______-Roads-______-Aqueducts______

1.5 The Legacy of Roman Language and Writing

1. ______continued to be used by scholars and the Roman Catholic Church after the fall of Rome. 2. Church ______used Latin to record important documents. 3. Define Scribe ______4. ______, ______and ______were all European languages which developed from Latin. 5. We use the Latin alphabet, but our version has ____ letters while the Latin version has _____ letters. 6. Many English words come from ______root words. 7. Our calendar is derived from a Roman one. The month of ______was originally meant to honor Caesar Augustus. 8. Define Proverb ______9. What quantities do the following Roman numerals stand for: a. I ______b. II ______c. III ______d. V ______e. X ______f. L ______g. C ______h. D ______i. M ______

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

1.6 The Legacy of Roman Philosophy, Law and Citizenship

A Philosophy Called Stoicism

1. Define Philosophy ______2. A ______school of thought that became popular in Rome was Stoicism. 3. To the Stoic, the one truly good thing in life was to have a good ______. This meant having virtues such as ______and ______. 4. Stoics prized the welfare of the ______over their personal comfort. 5. Roman Stoics were famous for bearing ______and ______bravely and quietly.

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

Law and Justice

6. The modern legal codes of ______and ______are based in part on ancient Roman laws. 7. Romans believed that there was a universal law of justice that came from ______. By this ______law, every person had rights. 8. Romans did not always live up to their own ideals. ______and ______people were not treated as equal to the rich in Roman courts. 9. The idea of natural rights is echoed in the ______of Independence.

Citizenship

10. Roman citizenship was extended to all ______people in the empire. Citizens were subject to Roman _____, enjoyed the same ______, and owed ______to the emperor. 11. Citizenship is a ______and a ______. For example, citizens of this country enjoy rights contained in the Bill of Rights. Citizens must also obey the law. Name______Class Period______

Eng – Social Studies Guide for Chapter 2 – The Development of Feudalism in Western Europe Goal: To understand how Europeans organized themselves politically and economically after the fall of Rome.

2.1 Introduction

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

2.2 Western Europe During the Middle Ages *Rome controlled most of Europe, but other groups called ______controlled the other parts. After Rome fell, these groups took control and set up separate kingdoms. Charlemagne’s Empire *The ______were a powerful group who developed a new style of warfare using heavily armed warriors who fought on horseback. *In return for their service, rulers rewarded knights with _____ and privileges. *______was made king of the Franks at 15 and defeated the last great Roman army in Gaul. He was eventually baptized into the ______Church. *Charlemagne, another king of the Franks, was able to unify nearly all the Christian lands of Europe into one kingdom. For his help the pope crowned Charlemagne ______emperor. *Define the following: *Barbarian ______*Christianity ______*Roman Catholic Church ______*Pope ______A Need for Order and Protection *Three groups threatened Western Europe in the 9th and 10th centuries, the ___ from the Near East and northern Africa, the ______, a central Asian people and ______from present day Norway and Denmark. *Vikings were best known for their terrifying ______on towns and villages.

2.3 Feudalism: Establishing Order *The feudal system provided people with protection and safety by establishing a ______social order. *Define the following: *Monarch ______*Fief ______*Manor ______*The Monarch promised to give his lords a ______. In return, the lords (also known as the Monarch’s vassals) promised to provide ______to the Monarch in times of war. *A ______is a peasant who is “tied” to the land and cannot leave the lord’s land. *A ______includes a castle or manor house, one or more villages, and the surrounding farmland. *People were ______into a social class for life. They had the same social position and often the same job as their parents.

2.4 Monarchs During Feudal Times *Define the following: *divine right of kings ______*noble ______*duke ______*Monarchs believed that ______had given them the right to rule. *Few kings had enough wealth to maintain their own ______. Instead, they had to rely on their vassals to provide enough ______and soldiers. *When a lord grew powerful and ruled over their fief as an independent state, the Monarch was little more than a ______, a symbolic ruler who had little real power. *William, Duke of Normandy, seized the throne from his cousin Harold after defeating Harold’s army at the battle of ______in 1066. For this, William became known as William the ______.

2.5 Lords and Ladies During Feudal Times *If a Lord has more than one manor, he would usually ______in one for a few months then move to another. Manor Houses and Castles *Manor houses were protected by high walls and sometimes a ______. *Define the following: *Moat- ______*Hierarchy- ______*The great hall of the Manor was used for ______and to hold special celebration feasts such as at ______and harvest time. *Castles’ strong walls and gates provided ______to their residents. *The large size and central location of a castle served as a visual reminder of the ______within a kingdom. *______and ______castles were made of wood. After 1100 C.E. most castles were built of stone to resist ______arrows. The Responsibilities and Daily Life of Lords and Ladies *Lords were responsible for managing the estate – which included appointing ______to make sure the land was farmed and taxes were collected. *Lords served as ______in manor courts and had the power to fine and punish. *Lords would fight for higher ranking lords or a monarch and supply a well trained ______. *Ladies, who held fiefs, ran their estates, sat as judges and sent knights to serve in times of war. These ladies did not, however, ______in war. *Ladies were responsible for raising and training their ______. Ladies were also responsible for overseeing the ______– which could include hundreds of people. *Lords and ladies enjoyed leisure activities such as hunting and ______which involved hunting with birds. *Castles were gloomy and ______since heat only came from fireplaces. People might bathe ______a week and fleas and _____ were in every medieval building.

2.6 Knights During Feudal Times *Define armor ______Becoming a Knight *Knight training started early. Boys began their training at age _____ . *Pages learned how to ride ______and received ______instruction from the local priest or friar. *Pages spent most of their time with the ______of the castle. The ladies taught the pages how to ______, ______, ______and _____ the harp. *After ______years, pages became squires. Squires polished the knights’ ______, ______, ______and ______. He took care of the knight’s horse. *Squires had to wait on the knight at ______by carving the knight’s meat and filling his cup when it was empty. *Squires trained with a sword and a ______- a spear that measured up to fifteen feet long. *Squires went into battle to help the knight put on his ______and to look after the knight if he was ______. *In his early ____ a squire could be made a knight. A squire would spend the night before the ceremony in ______. The next morning he ______and put on a ______tunic. He knelt before his lord and said his vows. The lord then drew his ______and touched the shoulders of the knight to be lightly. *If a knight performed well in battle he could be ______on the spot. The Responsibilities and Daily Life of Knights *Knights lived by a code of behavior called______. *Knights were expected to be loyal to their ______and their lord, to be just and ______, and to protect the ______. They performed acts of ______or respect paid to women. *In a ______, knights galloped at each other with their lances held straight out. *Tournaments were fought between teams of knights in _____ on ______battle. *In the ____ century armor was made of metal rings linked together. In the ___century armor was mostly made of plate armor.

2.7 Peasants During Feudal Times *The primary job of peasants are to ______the land. *There were two classes of peasants – ____ peasants and ______. A free peasant ______land from the lord and paid the lord for its use. A ____ was not free to leave the lord’s estate. *Most peasants spent their days farming and tending to ______(farm animals). Some peasants were carpenters, ______, smiths (metalworkers), and other skilled work. *Peasants had to pay the lord ______. “Head money” was a fixed amount per person that had to be paid ______. A ______was a tax a lord could impose whenever he needed money. A ______was paid when a woman married and was paid by the woman, her father and her husband. *Peasants had to grind their grain at the lord’s mill. The miller kept portions of the grain for the ______and for himself. *Peasant houses were made of ______strips of wood covered with straw and mud. Peasants had little ______. The fire was in the ______of the main room. *Peasants ate ______, meat such as pork, and dark, coarse ______made of wheat mixed with rye or oatmeal.

Name______Class Period______Eng – Social Studies Guide for Chapter 3 – The Role of the Church in Medieval Europe

Goal: To understand how the Roman Catholic Church strongly influenced the lives of Medieval Europeans 3.1 Introduction *The church was the ______of medieval life in Western Europe. *Church bells were used to ______out the hours, call people to ______, and ______of dangers. *Churches were used for religious services and town meetings, ______, and ______. *Markets, ______and ______were all held in the shadow of the church’s spires (towers). *People thought that storms, disease and famine were ______sent by God. People hoped that ______and devotion would keep away such disasters. *______, or the saving of one’s soul, would come to those who followed the church’s teachings. 3.2 The Christian Church Takes Shape *Christians are followers of ______. Christians believe that he was the _____ of God, that God sent him to ______to save people from their sins. Christians believe that he _____ from the dead after his ______. *Define the following: *persecute- ______*monastery- ______*monk- ______*clergy- ______*Romans, at first, ______the Christians. However, the Romans later adopted Christianity as the recognized religion of the Roman Empire. *After the fall of Rome, the Church provided help to the people. The Church organized the distribution of ______. ______provided hospitality to refugees and travelers. ______copied and preserved old text. The Organization of the Roman Catholic Church *The ______is the supreme head of the Roman Catholic Church. *The pope was assisted by high ranking clergy called ______. *Archbishops were next in rank. They governed areas called ______. *______governed areas called dioceses. *Within each diocese, local communities called ______were served by ______. *Fill in the blanks on the chart Church Rank Area Governed World Cardinal Region Archbishop Diocese Local community

The Increasing Power of the Church *The church was wealthy. It was the largest ______in Europe. The church seized land by force and received land as ______from monarchs and wealthy lords. The Church collected a ______, or tax. Each person was expected to give ______of his money, produce or ______to help support the church. *Church officials became ______to monarchs because they were the only ones who could read and write Latin. *Define excommunicate- ______*King Henry IV was angered that Pope Gregory VII took away his power to ______church officials so he declared that Gregory was no longer Pope. Pope Gregory ______Henry. King Henry begged forgiveness and was readmitted to the church. 3.3 Sacraments and Salvation in the Middle Ages *Most people in Medieval Europe believed in God and an ______. They believed that the ______of a person lives on after a person’s body dies. They believed that the soul could go to ______or to ______. *The Church taught that people gained ______or entry into heaven and eternal life by following the ______teachings and living a ______life. *Define Sacrament- ______*The Church taught that receiving the seven sacraments brought people ______or a special blessing from God. *Fill in the explanations of the Seven Roman Catholic Sacraments Sacrament Explanation Baptism Confirmation

Eucharist

Matrimony (marriage)

Holy Orders

Penance

Extreme Unction

3.4 Pilgrimages and Crusades

*Define the following: *pilgrimage- ______*relic- ______*convent- ______*nun- ______* People travel long distances to visit holy sites and relics to show their ______to God, as an act of ______for their sins, or in the hopes of being ______of an illness. *Pilgrimages were difficult and ______. Pilgrims traveled together for safety and sometimes even hired an ______escort. Geoffrey Chaucer wrote ______about a group of pilgrims traveling to the shrine of Saint Thomas Beckett. *Another extraordinary service was fighting in the ______. *The crusades were ______to the land where Jesus had lived, the Holy Land. Many crusaders were motivated by deep religious feelings. 3.5 Art and Architecture *______and ______of Christ and Christian saints were placed in churches to help people worship as most people did not know how to ______. *The large churches headed by bishops, ______, were built to inspire awe and could be as tall as a 30 story building. *Cathedrals were built in the shape of a ______. The long central section of the cathedral was called the ______. The shorter sections were called the ______. The walls of gothic cathedrals were supported by stone arches called ______. *______are stone spouts projecting from the rain gutters of the roof. They were carved in the shape of ______. It served as a warning that ______and evil ______would catch them if they did not attend church. *The ______glass windows often showed pictures which were useful in explaining stories from the ______. *Cathedrals could take from ____ to 100 years to complete on average. 3.6 Education Define the following: *university- ______*rhetoric- ______*theology- ______*natural law- ______*During the Middle Ages schooling took place in ______, ______and cathedrals. Most people studying in the Middle Ages were preparing for careers in the ______. *Students in universities studied Latin grammar and ______, logic, ______, arithmetic, ______and music. Books were rare because they had to be ______copied. *Church leaders were apprehensive about ancient texts because they feared people would question church ______if they read them. *Thomas Aquinas argued that ______and religious belief worked together. 3.7 Holidays *The word “holiday” comes from two words ______. *On Christmas, Christians celebrates the birth of ______. Medieval Europeans celebrated for ____days. Homes were decorated with evergreens, ______, and mistletoe. People attended church and enjoyed a great ______given by the lord. *On Easter, Christians celebrate the ______(the Christian belief that Christ rose from the dead). People attended church, ______and played ______. One game involved an ______, a symbol of new life. *Music, ______, and food were all part of medieval holiday celebrations. People drank ______(a strong beer) and ate baked and fried foods. Other holiday entertainment included ______, acrobats and jugglers, and ______. *Plays acting out scenes of the ______were popular. In some English villagse ______(traveling groups of actors) would give elaborate performances with masks, drums and bells, dances and make-believe ______fights. 3.8 Monks, Nuns, and Mendicants The Monastic Way of Life *Define the following: *Monasticism- ______*Illuminated Manuscript- ______*Monks were ______who joined monasteries, communities devoted to prayer and service to fellow Christians. Saint ______founded the monastic way of life in Western Europe. Benedictines made promises of ______(to not own property), ______(never to marry) and ______(to obey their leaders). *Monks spent their days in prayer, ______and work. Monks attended ______church services a day. They copied ______texts. Monks farmed the land, tended the gardens and ______livestock. *A monastery was laid out around a ______, a covered walkway. On the north side was the church. On the south side was the ______and dining hall. On the third side was the ______where they slept. On the final side was the ______where books were copied by hand and beautiful illuminated manuscripts were made. *Women who became nuns lived in ______. Nuns performed much of the same work as monks. *Define religious order- ______Mendicants *Define friar- ______*Rather than stay in a monastery, mendicants traveled among ordinary people to care for the ______and sick. Mendicants lived in complete ______and had to work or beg for food for themselves and the poor. *Saint Francis of Assisi founded the ______an order that is also called the Little Brothers of the Poor.

Name______Class Period______

Eng- Social Studies Guide to Chapter 4 – Life in Medieval Towns Goal: To understand the factors leading to the growth of medieval towns and the interactions and activities present there.

4.1 Introduction *Medieval towns were surrounded by thick ______for protection. Signs of business were filled with colorful pictures because few people could______. *Streets were very ______. Second stories projected out over the first story, so very little ______filtered over the street. People threw their ______out into the street. Horses, geese, chickens, dogs and cats roamed the streets as well. Towns were filled with unpleasant ______. 4.2 The Growth of Medieval Towns *In the Early Middle Ages most people lived in ______communities in the countryside. *By the High Middle Ages towns began growing again because of improvements in ______and the revival of ______. *The clearing of forests and the adoption of better farming techniques enabled farmers to grow ______crops which they could ______in town markets. *Trade goods were often transported by boat, so it is not surprising that many Towns within Europe were located near ______. Many merchants who sold their wares in town became ______residents. *Flanders was known for its fine ______. Venice was known for making ______. *Define the following *Domain- ______*Charter- ______*In northern France and Italy, towns gained independence from their feudal lord through ______. A more peaceful way for a town to gain independence was to purchase a ______. This granted town residents the right to govern themselves, make _____ and raise______. 4.3 Guilds *Define the following: *Guild- ______*Apprentice- ______*Journeyman- ______*The two main kinds of guilds are ______guilds and ______guilds. * Guilds members maintained ______standards for its members and ______members who cheated the public. Otherwise guild members would look ______. *Guild dues paid for the ______of guildhalls and for guild ______and ______. The money also took care of sick guild ______and their ______. *Guild members started out at the age of 12 as ______. A master agreed to house, feed and ______the apprentice. The apprentice worked for the master and learned the trade. At the end of seven years the apprentice had to make a ______. *A ______was a craftsperson who found work “by the day” instead of setting up their own shop. 4.4 Trade and Commerce *Define commerce- ______* ______and ______goods were bought and sold at town markets. A ______fair attracted merchants from many ______and bought and sold items from all over Europe and the East. *Merchants grew increasingly ______and wealthy. *There was often prejudice against ______in medieval towns. They found it hard to find work farming and the lord could ______their property. * Jews could, however, become ______and moneylenders. Christians were forbidden from doing those jobs because the church taught that charging money for loans was ______. 4.5 Homes and Households *In poorer neighborhoods, ______might share a house. A family might have only ______room where they cooked, ate and slept. In general, people ______where they lived. *A wealthy family had magnificent homes. The first floor was devoted to the family’s______(including offices and storerooms). The second floor contained the family’s ______which included a ______where the family gathered to eat and talk. The upper level might house ______and ______. *About ______of all medieval children died before they became adults. *Most boys grew up to do the work their ______did. Girls’ education was at ______. Most girls married young, some as early as ______years old. 4.6 Diseases and Medical Treatment *Unhealthy ______led to the spread of many diseases. People lived in ______spaces. They tossed their garbage and emptied their waste into nearby streams or ______and streets. People ______only once a week – if that. *Define the following: *leprosy- ______*bubonic plague- ______*Diseases that had no cure during the middle ages such as measles, cholera and ______were common. *Medieval doctors used ______as medicine – as the ancient Greeks and Romans had done. Another technique they used was to ______patients by opening a vein or applying ______to the skin to such out the blood. 4.7 Crime and Punishment *Prisoners of medieval jails had to rely on ______to bring them food otherwise they might starve. *In trial by ______, the accused had to pass a dangerous test. If the accused was thrown in a well and he/she floated, the accused was declared ______because he/she was ______by the water. *In trial by ______, the accused had to fight to prove his/her innocence. People believed that ______would ensure that the right person won. ______, ______and ______, and ______could name a champion to fight for them. *A person might be put in the ______if convicted of a lesser crime. For serious crimes such as highway robbery, ______livestock, treason or murder, the person could be hanged or ______at the stake. *Define common law- ______*Eventually, court ______based on written and oral evidence replaced trial by ordeal and combat. 4.8 Leisure and Entertainment Define the following: *minstrel- ______*mystery play- ______*miracle play- ______*Children played with dolls and toys such as wooden ______and hobbyhorses. Adults played games such as ______checkers and backgammon. *Animal ______was a cruel activity where a bear or bull was tied up and then tormented by specially trained dogs. *______plays acted out stories from the bible. ______plays dramatized the life of a saint. Name______Class Period______Eng – Social Studies Guide for Chapter 5 – The Decline of Feudalism Goal: To understand what and how certain factors led to the decline of feudalism in Western Europe. 5.1 Introduction *Three factors that contributed to the decline in feudalism are ______changes in England, a terrible ______and a long series of ______. *The ______or “great charter” is a document which limits the king’s power and strengthens the rights of nobles. *The ______or Black Death killed millions of people in Europe during the Middle Ages. *France and England fought a series of war known as the ______. 5.2 Political Developments in England Henry II’s Legal Reforms *King Henry II’s legal reforms strengthened royal authority over both nobles and the ______. *The constitution of ______was a document which spelled out the King’s traditional rights – including the right to try ______in Royal Courts. This led to conflict with ______, the Archbishop of Canterbury. King John and the Magna Carta *King John heavily ______his barons and ignored their ______rights, arresting his opponents at will. King John also quarreled with the ______and seized large amounts of its property. *Angry barons forced a meeting with King John in a meadow called ______. The barons forced John to put his seal to the ______, which limited King John’s rights and forced him to observe the traditional rights of barons and the church. *Define habeas corpus- ______*People of England later regarded the Magna Carta as one of the foundations of their rights and ______. King Edward I and the Model Parliament *Define commoner- ______*The Model Parliament was a governing body which included ______, clergy, low ranking church officials and nobles. This was a major step to including ______people in government. The Impact of Political Developments in England *Political developments weakened feudalism in two ways: (1) by strengthening ______authority at the expense of the nobles; and (2) by shifting power to the ______people. 5.3 The Bubonic Plague *Historians think the plague began in ______. It traveled along the ______Road and spread throughout Europe. The Black Death *Symptoms of the plague included a fever, vomiting, fierce coughing, ______fits and ______-______swellings or bumps. *The bacteria which caused the plague were carried by ______which fed on the blood of infected rats. The filthy conditions of medieval cities and towns were ideal living conditions for the rats. *People blamed, among other things, the ______for causing the plague. England, France and German cities ordered them to leave. The Impact of the Plague *It is believed that approximately 24 million people – about a ______of the population of Europe died from the plague. *Since so many workers died from the plague, those still living could demand more ______and more ______. Many serfs left their manors in seach of better ______. *Peasant revolts occurred where ______tried to return things to the way they were. 5.4 The Hundred Years’ War *Between 1337 and 1453, England and France fought for control of ______in France. *Define the following: *crossbow- ______*longbow- ______*truce- ______*At the battle of Crecy, the French knights wore heavy ______and were armed with ______. The English archers were armed with ______. The English archers could shoot farther and with greater ______against the French knights. The English won the battle. *France changed tactics and began to win back territory. The French began recruiting ______to fight in their army and paid them with taxes collected by the king. A new sense of ______identity (in part inspired by ______of ______, a seventeen year old peasant girl who led French troops into battle) encouraged people to fight for France and its king – not a lord. The Impact of the Hundred Years’ War *The war contributed to the decline of feudalism in three ways: *(1) monarchs no longer had to rely on ______to supply troops. Instead, kings could recruit ______to serve as soldiers; *(2) developments in military ______, such as the longbow and gunpowder, made knights and castles less effective; and *(3) the new feeling of ______shifted power away from lords to the country itself. Name______Class Period______

Eng – Social Studies Guide for Chapter 6 – The Byzantine Empire Goal: To understand how the Byzantine Empire continued after the fall of Rome. 6.1 Introduction *The Byzantine Empire straddled two continents ______and ______. *The capital of the empire was known as ______after the Emperor Constantine who moved the capital of the Roman Empire there from Rome. *Even after Rome fell, the Byzantine Empire continued for another ______years. *East and west remained connected through a shared ______faith. Eventually, however, differences led to the Byzantine Empire developing its own church – the ______Church. 6.2 Constantinople *The location of Constantinople was chosen because it was easy to ______, It was surrounded by water on three sides. A ______hung across the harbor against unwanted ships. Miles of ______fortified by watchtowers protected against invaders. *Constantinople stood at the ______of Europe and Asia. It was in the middle of many overland and sea trading ______. Luxury trade goods such as ivory, ______, furs and perfumes were present in its markets. Some of Constantinople’s citizens became ______. *Constantinople’s language and culture were ______. The Roman influences could be seen everywhere. The emperor gave ______to those who could not find work. Fans could watch chariot races at a stadium called the ______. 6.3 The Reign of Justinian I *Justinian I ruled from _____ C.E. to _____ C.E. Early in his reign, however, chariot race fans rioted and nearly destroyed the entire city. His wife ______urged him to stay and fight. Over ______people were killed in the fighting. *Define - public works- ______*Justinian rebuilt Constantinople on an even greater scale. He built new bridges, ______, parks, roads and ______. Grand churches such as the ______(“Holy Wisdom”) were built. *Justinian created a ______body of law. The Justinian Code revised outdated and confusing laws from the old ______laws. 6.4 The Eastern Orthodox Church *The word ______means “in agreement with right belief”. The Role of the Eastern Orthodox Church in the Empire *The Byzantine emperor was viewed as the living ______of God and Jesus Christ. Church and state were ______into one all-powerful body. *As in the west, the Church played a ______role in people’s lives. People attended church ______. Church Hierarchy *Define - patriarch- ______*The ______had supreme authority in Byzantine times. The patriarch of ______was viewed as “first among equals” of other patriarchs. Orthodox ______served under patriarchs and, unlike Roman Catholic priests, were allowed to marry. Liturgy and Prayer *Define – liturgy- ______*The clergy and worshippers sang or ______the Divine Liturgy. The liturgy was conducted in ______or the local language of the people. Orthodox Christians prayed to saints such as Saint ______who promoted charity and reformed the liturgy. Architecture and Art *The square base and high ______of the Hagia Sophia served as a model for Orthodox churches. The base represents the ______world. The dome represents ______. *Define – icon – ______*Byzantine artists created beautiful icons (painted on small ______panels), mosaics and murals which were used in Church services. 6.5 Conflict Between East and West *Differences between the East and the West East (Byzantine Empire) West (Rome) Large cities, much trade and great wealth Frankish and Germanic culture

Greek language

Iconoclasm *In the east, people felt others were wrongly worshipping ______themselves rather than using them for worship and prayer. * People began destroying icons (also known as ______(“icon smashing”) after the Byzantine emperor banned their use in churches and homes. The pope in the west disagreed with this policy and even had the Byzantine Emperor ______. The Crowning of a Holy Roman Emperor *Pope Leo crowned ______, the king of the Franks, Holy Roman Emperor. This angered the Byzantines who felt they were the rightful continuation of the rulers of the ______Empire. The Final Break *Patriarch Cerularius closed all churches under Byzantine control using western ______in 1054. In retaliation, Pope Leo IX sent the Patriarch a ______(or proclamation) of excommunication. *Define – schism- ______Name______Class Period______

Eng – Social Studies Guide for Chapter 7 – The Geography of the Arabian Peninsula Goal: To understand how people adapted the geography of the Arabian Peninsula. 7.1 Introduction *The Arabian Peninsula is located in southwest Asia between the _____ Sea and the ______Gulf. It is part of the modern ______. *Arabs call their homeland ___-______(“the island”). To the north of the Arabian Peninsula which connects ______, ______and Europe. *The four environments on the peninsula are ______, ______, ______and ______. 7.2 The Importance of the Arabian Peninsula and Surrounding Lands *A great deal of ______passed through the region. Traders carried _____ from China and ______, ______and ______from India. Romans sent ______and ______east to China. The people of Arabia served as ______in the trade between the west and the east. *Define –caravan- ______* Arabia was exposed to new ______and ______as a result of their role in trade. Arabs spread their ideas to traders as well, especially the religion ______. 7.3 The Desert *Three quarters of the Arabian Peninsula are desert which is mostly covered in ______, although there are also plains and plateaus. *Define the following: *plateau- ______*nomad- ______Environment *Summertime temperatures can rise above _____ degrees Fahrenheit. Winter and nighttime temperatures can fall below ______. *Very little rain falls. On average there is only _____ to ______inches of rain per year. *Windstorms are common and can cause blinding ______. Adaptations *Bedouins were nomads who migrated through the desert raising ______, ______, and ______. These animals provided ______and ______to drink and eat. ______and ______were used for clothing. *Camels are ideal for this environment because they could survive days without ______, ______almost anything and carry ______long distances. *Bedouins wore ______long gowns and cotton headdresses to protect against the dust, heat and flies. 7.4 The Oases

*Oases are areas where fresh ______is available within the desert. Plant life and ______are available there. Environment *The water from oases comes from ______the ______. The water ______to the surface and makes the land fertile. Oases vary in size from a few acres to a very large area. Adaptations *Define the following: *sedentary- ______*barter- ______*Some nomads became ______at oases. They planted crops such as ______, ______and ______to make bread. *The date palm tree provided a variety of resources. The palm ______could be used for shade. The ______could be eaten. The ______could be used to build houses. Even ______-______tree trunks were used for irrigation pipes. *Oases towns served as ______centers where residents bartered their crops for ______, ______and ______hair. 7.5 The Coastal Plain *The coastal plains separate the inland ______from the seas. Environment *The coastal plains are from ____ to _____ miles inland. The air is ______and ______. Rain falls ______. Dry riverbeds periodically ______with water. Adaptations *Define irrigation- ______*People conserved rainwater in ______and ______. They built deep wells, ______and systems to ______the land so they could farm. The great ______in Yemen supplied water for crops which fed over 300,000 people. *People also collected ______tree ______to make ______and ______which Europeans used as incense, perfumes and medicine. *Trading occurred on the Coastal Plains because of its immediate access to the seas where ______could pull into port. 7.6 The Mountains *Mountain ranges run along the ______and ______edges of the peninsula. Environment *The mountains rise from ______to ______feet high. It ______as much as 20 inches per year on the mountains. Temperatures are ______. Adaptations *Define – terrace- ______*Houses were constructed of ______bricks. *Step like ______were built to expand the amount of usable farmland. Farmers also constructed ______and ______systems. Hollowed out trees, leather bags and underground storage containers were used to store ______. Name______Class Period______Eng – Social Studies Guide for Chapter 8 – The Prophet Muhammad Goal: To understand the life of Muhammad and the rise of Islam from the Arabian Peninsula. 8.1 Introduction *______(mecca) was an ancient place of worship. *According to Arab and Muslim tradition, it was here that God tested the faith of the prophet ______by commanding him to leave his wife Hagar and baby son Ishmael in a ______valley. A well sprung up at Ishmael’s feet. The well became known as ______. *Abraham built a house of worship called the ______near the well. *Muhammad was living in Makkah when he received his own call to ______. Muhammad’s followers, called ______spread the teachings of Islam which eventually spread throughout the Arabian Peninsula and beyond. 8.2 Arabia During Muhammad’s Time *Makkah was located in a ______valley in western Arabia. It gained wealth as a ______city. *Define the following: *Clan- ______*Polytheist- ______*Tribe- ______*A handful of families came to rule the city and would not share their fourtue with the weaker, poorer ______who lived in the city. *Most Arabs were ______. They worshipped many gods. The Ka’ba housed ______of statues of gods at this time. *There was no central government. Arabs pledged loyalty to their ______. Tribes launched raids on other tribes to capture ______, ______, goods, ______, and even ______. Families were ______bound to avenge deaths caused by these raids. *Arabs shared ties of ______. They shared a common language, poetry, land and way of life. 8.3 Muhammad’s Early Life *Muhammad was born in ______around 570 C.E. He was a member of the ______clan. *Muhammad was sent to live with a ______family in the desert. He learned Arab traditions such as to be kind to ______and to help ______, widows and other needy members of society. *Muhammad eventually wound up in the care of his uncle, ______, a respected member of the Hashim clan. Eventually, Muhammad became a ______with a reputation for his honesty. *Muhammad went to work for ______, a widow. She was impressed with his trading abilities so she proposed marriage. Muhammad ______her offer. They had several children, but only his daughter ______had children. 8.4 The Call to Prophethood *Define the following: *convert- ______*monotheism- ______*In 610 C.E., Muhammad went to pray in a ______in the Mountains. He reported that he was visited by the angel ______who told him to “______- in the name of thy Lord!” Muhammad further said the angel told him that he was the ______of God. *Khadijah became the first ______to Islam. Islam is based on ______or the belief in a single god. The same God of ______, Moses and ______. *Muhammad reportedly received messages from the angel Gabriel for the next ____ years. Although Muhammad could not ______or ______, some followers memorized the messages and wrote collected them in a single book, the ______, the holy book of Islam. 8.5 Muhammad’s Teaching Meets with Rejection *Define -boycott- ______*Muhammad taught that people must worship ______god, that all believers in god were ______and that the rich should ______their wealth. *Some Makkans joined the Muslims, but most rejected Muhammad’s teachings. They did not want to share their ______and were afraid Muhammad would seize ______power. Merchants were afraid people would stop coming to Makkah if they stopped ______their gods. *Makkans called Muhammad a liar and ______his weaker followers. The powerful clans of Makkah ______the Hashim clan and refused to do business with them. *Muhammad reported that in 619 C.E., he went on a ______where a winged horse took Muhammad to ______. There he reportedly met and prayed with Abraham, Moses and ______. He went through the ______levels of heaven and met ______. 8.6 From the Migration to Medinah to the End of His Life *Muhammad moved to ______to bring peace to feuding tribes. His journey there was known as the ______. The city was renamed ______, short for the “City of the Prophet”. *Muslims pledged to be ______and ______to each other. The brotherhood of faith was more important that ties of family ______and ______. Muhammad taught his followers to respect ______of the ______, Christians and Jews. *Define siege- ______*Makkans and Muslims fought during this period. Muhammad’s army eventually captured Makkah and destroyed the ______at the Ka’ba and rededicated the shrine to ______. *Muhammad died in ______. 8.7 The Four Caliphs *Define the following: *Caliph- ______*Provinces- ______*After Muhammad’s death, ______, Muhammad’s friend and father-in- law was chosen as the new Muslim leader. He was the first ______or Muslim ruler. The Muslim government was called the ______. Under his rule the ______Peninsula was unified under Muslim rule. *After Abu Bakr died, Caliph ______expanded the Muslim empire to include lands in Iraq, ______, the eastern Mediterranean, and ______. Local governments and tax systems were set up in the ______. ______and ______were allowed to worship as they wished. *Upon Umar’s death, ______became Caliph. He selected an ______edition of the Qur’an which helped unite Muslims. He also awarded high posts to his ______which angered people in the provinces. Rebels ______him in 656 C.E. *Muhammad’s cousin and son-in-law, ______, became the fourth caliph. The ______, however, challenged his rule and civil war began. The war was ended through ______, but the caliph was murdered by one of his ______unhappy with his action. 8.8 The Umayyad Dynasty *Define the following: *Dynasty- ______*Garrison- ______*The leader of the Umayyads, ______, claimed the Caliphate. The majority of Muslims accepted him. They are known as ______. Muslims who believed that only people who are directly related to Muhammad through his son-in-law Ali should be caliph are called ______. *The Umayyads moved their capital to ______, Syria and began a dynasty. They kept control by posting large armies at ______towns. *The Muslim empire expanded into central ______and northwestern ______. Muslims began their conquest of ______, but were turned back by the Frankish king Charles Martel. Muslims held onto lands in Spain for ______years. *The city of ______in Spain became a center of learning and religious tolerance. Name______Class Period______Eng – Social Studies Guide for Chapter 9 – The Teachings of Islam Goal: To understand the teachings of Islam and their impact on daily life and personal interactions.

9.1 Introduction *Muslim’s pray ______times a day. Sometimes they pray in houses of worship called ______. Muslims do not drink ______or eat ______. Muslims give money to support ______works. *The Qur’an is the Muslim ______book. The ______are the examples set by Muhammad. The Five Pillars of Faith are ______, ______, ______, ______and making a ______to Makkah. *______represents Muslim’s struggle with internal and external challenges as they strive to please God. ______is Islamic law.

9.2 Background on Islam *Muslims belong to a single Islamic community called the ______. Only ______has more followers than Islam. The majority of Muslims are ______. *Islam, Judaism and Christianity have much in ______. All three religions are ______(believe in one God). All three religions trace their origins to the prophet ______. Their scriptures include common figures such as ______, Noah, ______, and ______, the mother of Jesus. *Define – torah – ______*Muslims believe that the Jewish Torah and the New Testament of Christianity came from ______. Muslims believe the Qur’an is the ______revelation to the world.

9.3 The Qur’an and the Sunnah *Muslims believe the Qur’an describes God’s laws and moral teachings, or the “______.” Muslim’s believe the Qur’an is a collection of the messages ______received from God through the angel ______. *Muslims honor the Qur’an by not letting the sacred book ______the ground or get ______. Muslims also ______all or part of the Qur’an in Arabic. *The ______is the example set by Muhammad. For example, Muhammad told his followers to never let a guest leave the table hungry. A dinner guest therefore should always be ______before he/ she leaves. *Define – hadith- ______*The Qur’an provides general ______to perform the five pillars of faith. The Sunnah explains how to ______them using Muhammad’s examples.

9.4 The First Pillar: Shahadah *______is the profession of faith. Muslims repeat the phrase “There is no God but ______, and ______is the messenger of God”. The first part of Shahadah affirms ______. The second part of Shahadah identifies Muhammad as God’s ______. *The meaning of shahadah is that people pledge their ______to God. People also accept the ideal of an unseen world of ______and other beings. *Muslims believe that all souls will face a day of ______. On that day, those who have lived according to God’s rules will be rewarded and enter ______. Those who have disbelieved or done evil will be punished by falling into ______hell.

9.5 The Second Pillar: Salat *Salat is daily ritual ______. Muslims are called to prayer ______times a day. They must pray at dawn, ______, midday, ______, and after nightfall. *A crier, called a ______, calls people to prayer from the top of a tower of a mosque - the ______. *Define – iman- ______*Before prayer, all Muslims must perform ______. Worshippers must wash their hands, ______, arms and ______. Worshippers then form lines behind a prayer ______called an iman. The worshippers face the ______; a niche in the wall which shows the direction to Makkah. *Prayer can be done ______and not just in a mosque. *Muslims do not observe a ______or day of rest. They do, however, gather on ______at Mosques for midday congregational prayers.

9.6 The Third Pillar: Zakat *Define - almsgiving-______*Zakat is the practice of sharing riches with the ______. Zakat means “______”. Muslims believe wealth becomes pure if it is shared and it helps control ______. *Muslims must share 2.5% of their ______and ______with their poorer neighbors. Muslims are encouraged to give even ______. *In medieval times Zakat paid for the construction of public ______, to provide clean drinking water, and inns so ______and travelers had a place to sleep. *Today Zakat pays for______kitchens, clothing, ______for the poor, orphanages, hospitals, to pay off debts, provide aid to stranded ______and to pay school fees and teachers.

9.7 The Fourth Pillar: Siyam *Define – Ramadan- ______*Siyam is ritual ______-- going without food. The Qur’an instructs Muslims to fast during the month of ______. This month was the month that Muslims believe God first revealed messages to Muhammad. *During this month, Muslims must fast from the break of ______to the setting of the ______. ______women, the ______, and the elderly and ______children do not have to fast. *Muslims cannot eat or ______, even water, when they are fasting. During Ramadan, the fast can be broken each night when a person standing outside cannot tell a white ______from a black ______. The fast is broken by eating a small meal, often with ______. *Ramadan encourages ______, ______and charity within the Muslim community. Fasting teaches ______and makes them realize what it would be like to be ______and ______. *At the end of Ramadan, a celebration called ______-______takes place. People wear new ______, decorate their homes and prepare special foods. ______are exchanged and people give to the ______.

9.8 The Fifth Pillar: Hajj *The Hajj is the ______to the holy city of Makkah. All adult Muslims who can do so are expected to make the hajj ______during their lifetime. The hajj promotes ______and ______by bringing Muslims from all over the world together. *Muslims dress in simple ______clothing for the Hajj. *Upon arrival, Muslims announce “Here I am, O God, at thy ______!” They then proceed to the ______which houses the Ka’ba. Pilgrims circle the Ka’ba ______times. They then run along a passage between two small ______. Pilgrims then drink water from the ______well. *Pilgrims leave Makkah and set up tents in ______. They then go to the Plain of ______where they pray. Some people climb Mount Arafat where Muhammad gave his ______. Pilgrims then cast stones at pillars representing ______. *Pilgrims then celebrate with a _____-day feast. In honor of ______ancient sacrifice, animals are sacrificed and the meat is shared with family, friends and the poor. Before leaving Makkah, each pilgrim circles the Ka’ba ______more times. Muslims celebrate farewell day as _____-_____-______.

9.9 Jihad *Jihad means “to ______”. It represents the human struggle to overcome ______and do things that would be pleasing to God. *The “lesser jihad” is the ______struggle against oppression. The “greater jihad” is the fight against evil within ______. *The Qur’an tells Muslims to fight to protect themselves from those who would do them ______or to right a terrible ______. *The Qur’an sets specific rules for fighting. Muslims must honor ______made with foes. Muslims must not ______the dead bodies of enemies. Muslims must not harm ______, ______, ______and civilians. Muslims must not destroy property, ______, crops, ______, or houses of worship.

9.10 Shari’ah: Islamic Law *Shari’ah is the body or ______of Islamic law – the “path to be followed”. It is based on the ______and the ______. It guides them in their ______behavior and ______with others. *Islamic law places actions into five categories: (1) forbidden; (2) ______; (3) allowed; ______; and obligatory (mandatory). *Laws can be quite specific. Muslims are not allowed to eat ______. Muslims are not allowed to drink ______. *Laws are sometimes put in general terms. For example, the Qur’an states that women must “not display their ______”. *Islamic law also regulates duties towards other people. These categories are criminal, ______, family, and ______law. *In Shari’ah court a ______(judge) hears a case, including ______and evidence. The judge then makes a ruling. Name______Class Period______Eng – Social Studies Guide for Chapter 10 – Contributions of Muslims to World Civilization Goal: To understand the contributions of Muslims to world civilization

10.1 Introduction *Arabs, ______, Turks and others all helped to create Islamic civilization. Muslims learned from the ancient ______, the Chinese and the ______of India. Muslims ______old learning and made striking advances of their own. The spreading of these ideas had a deep ______on other cultures. *Foods such as ______, rice, and ______were introduced by Muslims. Worlds such as “mattress” and ______have Arabic origins. The ______numerals (1,2,3,…) were brought to Europe by Muslims. 10.2 The Flowering of Islamic Civilization *Define the following: *Abbasid- ______*Fatimid dynasty- ______*Islamic civilization flourished despite a lack of ______unity. *The Abbasids made ______in present day Iraq their capital. The city became a major center of ______where Persian influenced combined with Arabic heritage of Islam. *The Fatimid dynasty in Egypt built their capital in ______. Its ______was the most advanced in the Muslim world. In Spain, the Muslim capital ______became the most advanced in the Muslim world. *Muslim traders helped spread cultural ______to other places. Muslims learned how to make paper from the ______and then spread this knowledge to ______. 10.3 City Building and Architecture The City of Baghdad *It took ______architects, workers and craftspeople four years to build the Abbasid capital of Baghdad. The capital complex was known as the “______” because of its shape. *At the center were the caliph’s ______and the grand ______. Around them were offices and the houses of ______officials and ______officers. A ______wall with heavily guarded ______surrounded the inner city. The Mosque *The mosque is the Muslim ______of worship. Mosques have a ______(tower) with a small balcony where the ______chanted the call to prayer. *In the walled courtyard of the Mosque is a fountain for ______before prayers. *Inside the mosque is a ______room where worshippers sit on ______and carpets on the floor. The ______,or prayer leader, gives a ______from a raised pulpit called a ______. 10.4 Scholarship and Learning *Define –immortal- ______*In the 8th century, ______became the language of scholarship and science through Muslim lands. A common language allowed scholars in Europe, North ______, and the Middle East to exchange ______and build on one another’s work. *Scholars researched and translated texts from Greece, ______, India and ______at the House of ______in Baghdad. *In the 10th century, the ______of Wisdom opened in Cairo. *In Cordoba, Spain the library held over ______volumes. *Muslim philosophers tried to make ______and ______proof agree with their religious faith. Ibn Sina, a Persian, presented logical proof that the soul was ______. 10.5 Science and Technology *Define the following: *zoology- ______*evolution- ______*astronomy- ______*astrolabe- ______*The ______instructs Muslims to learn about their natural world. Zoology *Zoology is the scientific study of ______. Muslims wrote books describing the ______of animals or how to make ______from animals. A scholar named al-Jahiz presented theories about the ______of animals. Muslims also established ______gardens or zoos to display exotic animals. Astronomy *Astronomy is the study of objects in the ______. Astronomy had practical uses for Muslims. Compasses and ______could be used to locate the direction of ______. Astronomers figured out the exact ______for prayer and the length of the month of ______. *Muslim astronomers figured out that the earth ______or turned like a spinning top. They also questioned whether the Earth was the ______of the universe. Irrigation and Underground Wells *Muslims designed irrigation systems. They built ______and ______to provide water for household, mills and fields. Muslims improved canals and underground ______. They made use of ______wheels to bring water up from canals and rivers. 10.6 Geography and Navigation

*Define - circumference- ______*Muslims realized that the earth was ______like a ball. They calculated the earth’s ______to within nine miles of its correct value. *Muslims created extremely accurate ______. The work The Book of Roads and Provinces provided maps and descriptions of the main Muslim ______. Travelers wrote ______to help pilgrims make their journey to Makkah. *Muslims used ______and ______to aid in their navigation. 10.7 Mathematics *Muslim works in mathematics build on earlier ideas from the classical ______and ______. *Al-Khwarizmi is best known as “the ______of ______.” His book was translated into ______in the 12th century and used in European ______. *Define – algebra- ______*Algebra is used to solve problems involving ______numbers. *Muslims spread the Indian concept of ______. Zero comes from an Arabic word meaning “something ______.” Zero makes it easier to write ______numbers. 10.8 Medicine *Define – pharmacist- ______*Muslim doctors built upon the earlier works of ancient Greeks, ______and Egyptians. *Muslim doctors established the world’s first ______. Anyone could get treatment because the ______paid all medical expenses. Doctors treated ailments through ______, diet, and ______. Pharmacists made hundreds of ______from herbs, plants, animals and minerals. *______were performed as a last resort. Opium and ______were used to put patients to sleep. Muslim surgeons amputated ______, took out ______, and removed ______(cloudy spots) from the eyes. *A Persian doctor, al-Razi, realized that ______were caused by bacteria. *Ibn Sina’s book The Canon of Medicine explored the ______of disease. It and other Muslim works were translated into ______and used by European Medical Schools. 10.9 Bookmaking and Literature *Muslims learned the art of making paper from the ______. Muslims bound the sheets of paper into ______bindings. They ______the bindings and pages with designs in ______and with miniature ______. *A famous collection of stories is ______or Arabian Nights. Tales from the collection such as ______magic lamp, Ali Baba, and ______the Sailor remain popular. *Muslim literature was enriched by Sufism or Islamic ______. Sufi authors used poetry with ______images and beautiful ______to express their love and devotion to God. 10.10 Art and Music Geometric and Floral Design *Muslims reject the use of images of ______or ______in their visual art. They believe that only God can create something that is ______. *Artists used shapes, ______found in nature and ______to create designs and decorations. Religious and everyday items -- such as plates, candlesticks, ______and clothing – could be decorated with designs. *______design took its beauty from the natural world. Stems, leaves, flowers and ______(long thread-like parts of plants) were made into repeating patterns. *Geometric shapes such as ______, ______, ______and ______had special meanings to Muslims and were used to make abstract designs and patterns. Calligraphy *Define – calligraphy- ______*Calligraphers were honored above other artists because Muslims felt that only calligraphy was worthy enough to copy the ______. Calligraphers used sharpened ______or ______dipped in ink to write on parchment or paper. *Calligraphy was used to copy the ______, decorate everyday objects such as pottery, tiles and ______, and to decorate coins and mosques walls. Textiles *Textiles are ______cloth. It is used for personal wear and as ______goods. Weavers wove wool, ______, silk and ______into cloth which was ______with vivid colors. *Valuable clothes featured long bands of ______or designs showing important ______. Fabrics were embroidered with ______thread. *Clothes showed ______and served as ______symbols in the Muslim world. Music in Muslim Spain *In Cordoba, Spain a unique style of Music developed that blended elements of ______and native ______cultures. *Define – conservatory- ______*Ziryab, a talented musician and singer, opened the first ______in Cordoba. Musicians and ______worked together to create songs about ______, nature, and the ______of the empire. The vocalists were accompanied by instruments such as ______, flutes and ______. 10.11 Recreation Polo *Muslims learned the game from the ______. Polo is a game played on ______. Players use mallets to strike a ball through a ______. Horses were looked at as ______symbols and the game became popular with the wealthy. Polo is known as the “sport of ______.” It is still played today. Chess *Chess was probably invented in ______. ______introduced the game to the Muslim world. Caliphs invited chess champions including ______and ______to play in tournaments at the palace. *In Chess each player commands a small ______of pieces. Players move pieces on the board according to ______rules. The goal of the game is to ______the opponent’s king. Checkmate means that the opponent’s king cannot move without being captured. Name______Class Period______Eng – Social Studies Guide for Chapter 11 – From the Crusades to New Muslim Empires Goal: To understand the motivations, events and impact of the crusades on its participants and the world.

11.1 Introduction *Crusades are a series of ______wars launched by European Christians against Muslims. *A purpose of the crusades was to gain control of ______-- referred to by Christians as the ______. The spiritual heart of Palestine was the city of ______. This city is ______to Jews, Christians and Muslims alike. *In the 11th century, the ______Turks gained control of Palestine. In 1095, the______Emperor asked Pope Urban II for help against the Muslims. The Pope called on ______to go on crusade. *______were also targets of crusaders as they were considered to be heretics. 11.2 Events Leading Up to the Crusades * Define the following: *Sultan- ______*Anatolia- ______

*Seljuk Turks took control of the ______Empire. They further took ______and Palestine from the Fatimad dynasty. The Seljuk Turks overran much of ______(Asia Minor) which was controlled by the Byzantine Empire. *Jerusalem is sacred city to ______, ______and ______. For Judaism, it is where the ______temple once stood. For Christians, it is where ______was crucified and rose from the dead. For Muslims, it is where ______took his night journey.

*After the Seljuk Turks took control of Jerusalem, Christians were afraid that they would no longer be able to visit ______and other ______sites in the Holy Land. 11.3 The Story of the Crusades *In 1095, the emperor of the Byzantine Empire asked Pope ______for help fighting the Seljuk Turks. At a meeting of nobles and church leaders in Clermont, France, the Pope called for a ______to drive the Muslims back and retake ______. The pope promised ______to ______for all those who joined the fight. *Christian ______inspired many people to join the crusades. Merchants saw a chance to earn money through ______. Younger sons of nobles hoped to gain ______in the Holy Land. The First Crusade (1096-1099) *Crusaders captured the city of ______, Syria in 1098. The crusaders captured the city of ______in July 1099 and massacred Muslims and ______living in the city. Four crusader kingdoms were established in ______, ______, modern day ______and ______. The Second Crusade (1146-1148) *In 1144, Muslims captured ______, the capital of the northernmost Crusader Kingdom. In response, the ______crusade was begun. A German Crusader army was badly ______in Anatolia. A second crusader army, led by the King of France, was defeated at ______, Syria. The Third Crusade (1189-1192) *Define – ransom- ______*King Richard I of ______led the third crusade. He fought ______- ______-______known by Europeans as Saladin. Saladin took back most of ______from the Crusaders. In 1187, Saladin recaptured the city of ______, but did not kill its residents. Many were freed, others were ______and still others were ______into slavery. *King Richard I was able to force the surrender of the Palestinian town of ______. Richard I is well known for ordering the ______of 2700 Muslim prisoners. *King Richard I was not able to recapture ______. Instead, he negotiated and signed a ______treaty which allowed Christian pilgrims to enter the city. Later Crusades *In 1212, there was a ______. Tens of thousands of peasant children joined the crusade, but few, if any, reached the ______Land. Many were sold into ______. Some returned ______. Others simply ______without a trace. *Later crusades were never able to retake the city of ______. Muslims were able to take back ______, the last crusader city in 1291. The Reconquista *Define the following: *Iberian Peninsula – ______*Inquisition – ______*Expulsion – ______*The Reconquista (______) is a series of wars to retake the ______Peninsula from Muslims. In 1085, Christians captured ______, in central Spain. In 1139, Portugal became an ______Christian kingdom. *Many ______and ______remained in areas ruled by Christians. In the 1400s, Queen Isabella and King Ferdinand used the ______, a church court, to find out if Muslim and Jewish ______were still practicing their old religion. People were tortured and ______at the stake. Jews and Muslims were ______from Spain. *In 1492, Spain captured ______the last Muslim stronghold in Spain. 11.4 Christians and the Crusades Impact on Christians as a group *Crusaders suffered the effects of war. Some were ______or killed in battle. Others died from ______and the hardship of travel. *The use of ______increased in Europe as crusaders needed a way to pay for supplies. Knights began performing ______functions, such as making loans or investments. Kings started ______systems to raise funds for the crusades. *The power of ______grew as nobles and knights left to fight the crusades. *______earned enormous profits as trade between Europe and the Middle East increased. ______, a cotton fabric from Persia, was used to make European clothes. Europeans developed a taste for melons, ______, sesame seeds and ______beans.

The Experience of Individuals *Richard I was devoted to the ______cause and to ______ideals of courage and honor. He spent most of his ______on crusade and ______his people heavily to pay for it. *Anna Comnena, the daughter of a ______emperor, had ______feelings about the crusaders. She respected them as ______, but realized that many of them were ______. She suspected that not all were fighting for ______, but instead were looking for wealth, land or glory. 11.5 Muslims and the Crusades Impact on Muslims as a Group *Muslims died in battles and ______. Crusaders also destroyed Muslim ______. *Muslims began to adopt a ______(permanent) army. Muslim traders earned ______from trade with Europe. Muslims ______together to fight the crusaders. The Experiences of Individuals *Salah al-Din became the greatest Muslim leader of the Crusades. He was able to ______Muslim groups under his ______and strong leadership. *Usamah ibn-Munqidh fought ______against the Crusaders. Still he respected the Christians and the Jews because of their faith in ______God. 11.6 Jews and the Crusades *Define the following: *Synagogue – ______*Anti-Semitism – ______*Segregation- ______

Impact on Jews as a Group

*Jews were the victims of violent ______. Whole communities of Jews were ______. Crusaders destroyed ______and holy books. Jews were forced to accept ______. *Prejudice against Jews, or ______, increased even among non- crusaders. Jews could no longer hold ______office. England and France ______the Jews from their countries. *In the 14th and 15th centuries, the Jews were segregated and forced to live in ______. The Experience of Individuals *Eliezer ben Nathan admired the devotion of Jews who ______themselves and their own children rather than being forced to convert to Christianity. *Eleazar ben Judah’s wife and three children were killed by crusaders, but he continued to preach love for all ______. 11.7 The Mongol Invasion *The Mongols were a ______people whose homeland was to the ______of China. ______Kahn the leader of the Mongols swept his armies across central ______and conquered the ______dynasty. *The ______were able to stop the Mongols in Palestine. The Mongols eventually converted to ______and made ______the language of their government. 11.8 New Muslim Empires and the Expansion of Islam The Ottoman Empire *The Ottomans captured ______bringing an end to the Byzantine Empire. At its height, the Ottoman Empire covered parts of southeastern ______, North ______, ______and Turkey. *Jews, Christians and Muslims all had their own local communities in the empire called ______. The Safavid Empire *Muslims in ______founded the Safavid Empire. Their rulers, or ______, controlled parts of Iraq and Persia. The Safavids were ______Muslims. The Ottomans were ______Muslims. The two groups fought a series of wars. The Mughal Empire *Babur, a descendent of ______Kahn, founded the Mughal Empire. The word Mughal means ______in Arabic. The empire covered most of ______. The Further Spread of Islam *Islam spread to ______Africa, to the people living around the ______Desert and to the islands of ______which has the largest number of Muslims in the world. Name______Class Period______Eng – Social Studies Guide for Chapter 12 – Early Socieites in West Africa Goal: To understand the theories of origin of early societies in West Africa. 12.1 Introduction *Three kingdoms arose in West Africa ______, ______and ______. Muslim scholars began writing about the kingdom of Ghana in the ______. Ghana was at least ______years old by then. *Historians and archaeologists examine the ______features of an area to see why people may have chosen to settle there. They also look at ______, such as tools, to see how people’s lives may have improved. 12.2 Geography and Trade Geography

*In the north, West Africa is dominated by the ______Desert. To the west and south, West Africa is bordered by the ______Ocean. To the east, are the ______of present day Cameroon. *The Sahara Desert covers ______square miles of Northern and Western Africa. It is covered with ______dunes, bare, rocky ______and even mountains. It is not a ______place for large settlements. *South of the Sahara is the ______or the Sahel. There is enough water there to grow ______grasses and some small bushes and ______to survive. *The southern Sahel merges with the ______, an area of tall grasses and scattered trees. The area has a long ______season. Crops such as ______, sorghum and rice can be grown. Cattle, goats and sheep can eat the ______that grows there. Water from the ______river help make the land fertile. *The river extends into the ______zone. This zone’s northern part is a ______forest of trees and shrubs. Oil ______, yams and ______trees grow here. The southern part of the zone is lush ______where rain falls year-round. Trees such as ______and teak grow here. Trade *Different ______are found in each of the vegetation zones. People living in different zones had to ______to get items they could not provide for themselves. *The Niger ______and other waterways served as trading routes for early West African settlements. 12.3 Early Communities and Village *Define – extended family- ______*An extended family includes close relatives such as grandparents, aunts, ______, and their ______. An extended family may include between ______to ______people. *The extended family worked ______to clear the fields, plant seed and harvest crops. One of the ______made decisions for the family community. *Extended families joined together to form ______. A village may contain between ______to ______people. A village leader was probably chosen for his ______. *Extended families joined together to get needed ______on large projects such as controlling a flooding river or mining. They also joined together for ______. 12.4 The Development of Towns and Cities *Two reasons for the growth of villages into cities were ______and ______. Ironwork and Trade *Scholars believe knowledge of ironworking came to West Africa by way of ______who crossed the Sahara Desert or that the knowledge developed ______among people in the northern part of West Africa. *By the 500s B.C.E. the ______(of present day central Nigeria) were making iron tools. *The process of heating and melting ore in order to get iron or other metals from it is called ______. The red-hot iron is hammered and bent into useful shapes by ______. Tools such as axes and ______were made. Weapons such as ______could also be made. 1.Farmers using iron tools could clear the land and grow crops more ______than with stone tools.

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

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

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

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

*Other settlements grew up around ______resources such as ______ore and good farmland. The Ancient City of Jenne-jeno *Jenne-jeno was built in the ______century B.C.E. and existed for ______years. It is located where the Niger River meets the ______River. *The people traded their surplus goods, such as catfish, ______, onions and ______. In return they got salt, ______ore, ______and gold. *Jenne-jeno had ______people living there. It was surrounded by a ______wall _____ feet wide and 13 feet high. People lived in ______homes made of mud bricks. *The most respected people in the city were the ______. They were thought to have ______(magical or godlike) powers. *Blacksmiths served as political leaders, judges, doctors and even ______the future. 12.5 The Rise of Kingdoms and Empires *Define – tribute- ______*Trading cities charged ______on goods that were bought or sold. With the money they raised these cities were able to raise large ______. The armies would conquer other rival cities and take over their ______. *Kings could also demand ______from conquered people. It was a sign of acceptance of the king and could pay for ______from outside attack. *West African kings were both political and ______leaders. *The disadvantages of being part of a kingdom were that you had to pay ______and supply men to serve in the ______. *The advantages of being part of a kingdom were that your territory was protected by the kingdom, trade routes were ______, small wars between cities stopped and ______goods were passed out throughout the kingdom. Name______Class Period______Eng – Social Studies Guide for Chapter 13 – Ghana: A West African Trading Empire Goal: To understand the economics and mechanics of the West African gold/ salt trade. 13.1 Introduction *The kingdom of Ghana lasted from sometime before 500 C.E. to the ______. The word Ghana means ______. *The modern country of Ghana is located far ______of the old kingdom. The area where the kingdom was is now part of Mauritania and ______. *The control of trade, particularly in ______, made the king of Ghana and his people very wealthy. 13.2 Ghana’s Government and Military The King and His Government *The king of Ghana served as the head of the ______, had the final say in matters of ______and led the people in ______worship. *The king tightly controlled the supply of gold by requiring that all ______of gold found in the kingdom had to be given to the king. Other people could only have gold ______. *The king appointed ______to rule some parts of the empire. Government officials were probably in charge of the armed forces, ______, taxes, and ______. *Define – matrilineal – ______*The royal inheritance was ______. This meant that when the king died, the son of the king’s ______took over the throne. Ghana’s Military *Ghana’s military included a ______army, ______forces and ______soldiers. *The regular army kept the ______secure, put down minor ______and maintained ______and order. The soldiers wore knee-length cotton ______, sleeveless ______(long shirts), ______and headdresses. The number of feathers in a headdress indicated a soldier’s ______. *Define – headdresses- ______*Soldiers used weapons such as spears, ______, swords, ______, and bows and arrows. *Every ______in the empire was required to complete military training and could be called up to serve. *Elite soldiers were selected for their ______, ______and intelligence. They served the king as ______, escorts and ______advisors.

13.3 Trade: The Source of Ghana’s Wealth *Ghana was located between two areas that wanted to trade, ______Africa and the ______forests of West Africa. Traders from the north brought salt, copper and ______(used as money). They traded these goods for ______nuts, hides, ______goods, ivory, ______, and ______from the southern forests. *Each times traders passed through the kingdom of Ghana they had to pay heavy ______. The History of the Trans-Saharan Trade *Trans-Saharan trade grew because of two factors: (1) the introduction of the ______; and (2) the spread of ______. *Camels can drink up to ______gallons of water at a time and can travel several days without stopping. Camels have double rows of ______and ______ear openings which keep out the sand. *In the 7th century, Muslims ______Ghana. The Muslims were unsuccessful but Muslim ______settled in West Africa. The Journey South *North Africans traders started their journey at the ______border of the Sahara desert. ______brought the trade goods to the oasis city of Sijilmasa. *The traders waited for the rainy season to end before starting out so that watering places were ______and there was ______for the animals to eat. The traders used ______to carry their goods in the Sahara Desert. *Trader caravans would walk until the ______. They then rested until the ______went down. The journey was dangerous as you could become disoriented and become ______or run out of drinking ______. *The traders stopped in Taghaza, a village where ______, was mined. Traders took on a load of salt and moved next to Walata at the edge of the desert. They transferred their goods to donkeys and ______. *Define – porter- ______*The traders then passed through ______on their way to the markets on the Gulf of ______, near the southern forests. The trip took about ______months. 13.4 The Gold-Salt Trade *North Africans wanted ______. People in the forests south of Ghana wanted ______. Ghana made money by ______traders who passed through its lands. Wangara: The Secret Source of Gold *Gold was needed in Italy and Muslim lands to make ______. Gold was also used to purchase ______and ______from China. *The area known as ______was full of Gold. The Wangarans kept the location of their gold mines ______. If a gold miner was kidnapped to reveal the location of the mines, then all trading would ______. Taghaza: A Village Built with Salt *People in West African needed salt to replace the salt they lost from ______. Salt was also used to keep their food from ______and to give to their ______. West Africans liked the ______of salt on their food. *Define – deposits- ______*______is the process by which salt is produced by pouring water into holes of the salty earth. The water ______and salt is left to collect. *Salt mining was done by digging ______and ______to reach the salt which was then cut out in blocks. *Miners at Taghaza were ______of the Arab traders. There were no natural resources there so the miners depended on the traders to bring them food such as millet, ______and dates. Ghana’s System of Taxes *Traders were taxed when they ______Ghana and when they left. *One-sixth of an ounce of gold was charged for each load of ______that came into the kingdom from the north. One-third of an ounce of gold was charged for each load that traders took out of the kingdom to the ______. *Five-eighths of an ounce was charged for every load of ______. A little more than an ounce of gold was charged for every load of ______merchandise. *The taxes helped pay for the ______which protected the kingdom and the trade ______. 13.5 The Exchange of Goods *In Ghana, the capital city of ______contained a great market. Items such as ______weapons and tools, ______jewelry, cloth and ______goods could be purchased there. *Cattle, sheep, ______, wheat, ______, ______fruit, ivory, pearls and ______were also sold at the market. Everything was paid for with gold ______. *Trade with the Wangarans took place along a ______in the southern forests. Traders used a system of ______barter and never met face to face. Traders would leave their goods, such as wool, silk, cotton, dates, figs, grains, leather and ______along the river and beat a ______. *The traders would then leave. The Wangarans would place ______next to the goods, beat the drum and leave. The traders, if satisfied, would take the gold and leave. If not satisfied with the amount they would beat the drum again. They would ______back and forth until the trade was complete. *This trading system allowed people who spoke different ______to trade. It also helped keep the ______of the gold mines secret. 13.6 The Decline of Ghana and the Rise of Mali *Muslim warriors called ______attacked Ghana and successfully captured ______. Eventually they were beaten back, but the kingdom had ______apart. *Resources, particularly ______and ______became scarce. People were forced to leave in search of ______conditions. *Around 1240, the ______people conquered Kumbi. The Mali empire reached from the ______Ocean to beyond the Niger River, and from the ______forests to the salt and copper mines of the ______. *Mali’s leaders accepted ______. Name______Class Period______Eng – Social Studies Guide for Chapter 14 – The Influence of Islam on West Africa Goal: To understand the influence of Islam on West African society *In the ______century Islam spread through the Middle East and North Africa. In the ______century, Muslim merchants and traders came to West Africa. Over the next several ______years, Islam spread among West Africans. *West Africans ______Islamic culture with the own traditions. West Africans, for example, continued to pray to the ______of their ancestors even after they began praying to God in Arabic. 14.2 The Spread of Islam in West Africa Traders Bring Islam to Ghana *Sending armies to conquer West Africa was not practical as the ______Desert offered the West Africans great protection. *Muslim traders and ______first brought Islam to West Africa. The king of Ghana allowed the Muslims to build ______, but did not convert to Islam himself. *A thriving Muslim community developed in Kumbi complete with twelve ______and their own iman. *The Almoravids waged ______and for a time ruled Kumbi and further spread Islam. Islam in Mali *The Mande people accepted ______, but did not follow all of its ______. In about 1240, the Mande conquered Kumbi and took control of the ______routes. *In 1312, ______became the ruler of Mali. He was the West African ruler to practice ______. *On his hajj to Makkah, Musa’s caravan had over 500 slaves each carrying a six- pound ______of ______. Two hundred camels followed carrying ______pounds of gold. *Musa’s hajj impressed the people and rulers of ______with his enormous wealth. Islam in Songhai *Sunni Ali built a powerful ______that was able to break Songhai away from ______and eventually conquer it. *In the 1490s, Askia Mohammed Toure, a devout Muslim, became king and set up rigid controls to be sure that Islam was ______properly. He led a series of wars to ______non-Muslims to Islam. 14.3 New Religious Practices *The West Africans adopted the ways of Islam, including the ______Pillars of Faith, fasting, worshipping in Mosques and celebrating religious festivals. *The West Africans kept old religious practices that did not ______the Five Pillars of Faith. West Africans continued to show respect to the spirit of dead ______. They continued to use ______or charms to help them protect them from harm. *Define – amulet- ______*Local ______sometimes offended Muslims from other areas. For example the ruler’s daughters went ______and people threw ______on their heads as the king approached. *West African children who did not memorize the Qur’an were put in ______until they learned it. 14.4 New Ideas About Government and Law *Define the following: *succession – ______*patrilineal – ______*The line of government succession changed from ______to ______, The right to rule was now passed from ______to ______. *The government became highly ______. Rulers exercised more control of local rulers and adopted Islamic titles such as ______or the amir or ______(“Commander of the Faithful”). *West Africans adopted ______(Islamic law) to replace customary law. Customary laws were not ______. *Customary law required the guilty person (or his/her family) to ______the injured party with gifts or services. *Shari’ah is written law. It was administered by judges called ______in a court. 14.5 A New Emphasis on Education *The trading city of ______became a center of Islamic learning. *The University of ______was made up of several small schools. Each school was run by an ______or scholar. *The basic course of learning included the Qur’an, Islamic studies, ______and literature. Beyond that, studies in a particular field, such as astronomy, ______, physics or ______, philosophy, ______, art or history were offered. *The highest degree required _____ years of study. Students who received this degree could wear a ______. This symbolized divine light, ______, knowledge and excellent moral character. *Trade associations set up their own colleges for people to study the ______of trading. Qur’anic schools were set up for children to study the ______. *Libraries of hand copied books were built up by ______and ______. 14.6 A New Language *In West Africa, ______became the language of religion, learning, commerce (trade) and government. West Africans continued to use their ______languages in everyday speech. *The Qur’an was written in ______and all Muslims were expected to memorize it. Scholars used Arabic to record the ______and culture of West Africa. Using a ______language, Arabic, for trade made communication much easier. The government used Arabic writing to keep important ______. 14.7 New Architectural Styles *In West Africa, ______were built using mud and wood. Architectural styles of West Africa and Islam were ______. For example, a minaret was made to look like the symbol of a ______ancestor. *The architect al-Saheli built the famous mosque in Timbuktu, ______. It was made of limestone and earth mixed with ______. Beams projecting out of the mosque were used as ______for repairs. *Define – scaffolding- ______*Al-Saheli built ______houses made of ______and with flat roofs. These houses also had clay ______for the rainy seasons. This design replaced the ______shaped houses with thatched roofs. 14.8 New Styles in Decorative Arts *Define – textiles- ______*West Africans adopted the use of ______(artistic writing) and ______patterns for their own art and textiles. *Words from the Qur’an were used to decorate costumes, fans, ______and amulets. Geometric patterns decorated textiles for clothing, stools and ______containers. *West Africans adopted the Arabic ______, which has wide, long sleeves and a long skirt. Name______Class Period______Eng – Social Studies Guide for Chapter 15 – The Cultural Legacy of West Africa Goal: To understand the influence of West African culture on our society 15.1 Introduction

*In West Africa, talented poet-musicians called ______are responsible for memorizing stories, sayings and the history of the city or town. This ______tradition helped to preserve West Africa’s history and cultural legacy. 15.2 West African Oral and Written Traditions *Define – genealogy- ______*Griots tell stories, sing songs and recite poems often while playing a ______or ______instrument. *Every ______had its own griot. The griot was responsible for ______all the important events that occurred there. Griots could recite the births, ______, marriages, battles, ______and the coronation of kings. Some griots could recite the ______of every villager going back centuries. *Rulers relied on griots as trusted ______because they used the griot’s knowledge of ______to shed light on current problems. *The story of ______the king who founded Mali’s empire is a famous griot story. *Modern griots are famous stars of West African ______music. Folktales *Define – folktale – ______*Folktales were used to pass along West African ______and to teach young people ______and values. *West African folktales were brought to the Americas by ______. They passed down the folktales ______from one generation to the next. *A trickster tale tell of a clever animal or human who ______other. ______stories, as retold by the author Joel Chandler Harris, are an example of a trickster tale. Proverbs *Proverbs are ______sayings. They use ______from everyday life to express ideas or give ______. *”Every time an old man dies it is as if a library has burnt down.” This proverb implies that the old man had much ______that can no longer be accessed. Written Traditions *Written traditions became more important after the arrival of ______. Arabic writings preserved in ______and ______schools are a source of history, legends and culture of West Africa. 15.3 West African Music *Music communicates ideas, ______and feelings. It celebrates ______events and important ______in people’s lives. In Ghana there are songs celebrating the loss of a child’s first ______. Call and Response *Define – call and response- ______*The leader sings the ______. The chorus sings the ______. The leader and the chorus repeat the ______over and over again as they perform the song. *Slaves brought call and response songs to America and used it to ease the burden of ______, celebrate ______occasions, and express ______at their situation. *Gospel, ______, blues, rock and roll and ______are influenced by call and response songs. Musical Instruments *A ______is made of wooden bars laid across a frame. The musician strikes the bar with a ______, or hammer, to make melodies. *The ______is a small stringed instrument made of a hollowed out piece of wood carved in the shape of a canoe. The strings are made of thin ______line. *The ______is a harp like instrument with ______strings. The body of the kora is made of a ______that has been cut in half and covered with cow skin. The ______are made of fishing line. Drumming *Drums are played at parties, ______meetings, and ceremonies, such as ______and ______. *Drums are made of hollowed out ______or pieces of ______. They are covered with ______skins. *Drumming, singing and dancing take place together in a ______formation. *West African drum music evolved into new styles, particularly in ______. Dance *West Africans dance during rituals and during ______to mark the important events in people’s lives. *Dance ______often reflect the conditions people live in. For example, dancers in a forest region may move as if they’re finding their way through a forest *Dancers may wear ______to represent the spirits of traditional West African religion. 15.4 West African Visual Arts *Some art, such as fabrics and baskets, satisfied ______needs. Other art, such as masks and sculptures, were used in ______and ______. Sculpture *West Africans used religious sculptures to call upon the ______to help them in everyday life. Sculptures were also used to honor ______, spirits or ______. *Define – terra-cotta- ______*The ______made terra-cotta sculptures of human figures that had long, narrow heads, unusual hair styles and dramatic expressions. *The Yoruba people of Ife, Nigeria, made sculptures of terra-cotta, bronze, copper and, later on, ______. *The Benin artists made statues to honor the ______court and elaborate plaques to show the ______power and authority. Masks *Masks were worn during ______, in performances and in sacred rites. They were used to bring the spirit of gods and ancestors into the ______. *______, a world famous Spanish painter of the 20th century was inspired by the masks. Textiles *Three well known types of West African fabric are ______fabrics, ______fabrics and ______cloth. *Stamped fabric is made by drawing a grid of ______on a piece of cloth using a thick dye. A ______is used to fill in the squares with patterns. The stamps represent proverbs, ______, objects, plants or animals. *Story fabrics show events such as a king hunting ______. In applique, smaller pieces of fabric are attached to a larger, ______piece to make designs or pictures. *Define -applique – ______*Kente cloth is made by sewing together narrow strips of ______or simple ______. The colors and designs have ______meaning that reflect the makers’ history, values, beliefs. One may see the influence of kente cloth in the ______made by slaves in America. Everyday Objects *Practical objects, such as ceramic storage containers, utensils, ______and baskets, are turned into things of beauty. *Baskets are made by the ______method. Fibers are wound into ______and then strips of fiber bind the ______together. This art form is still practiced in the American ______. Name______Class Period______Eng – Social Studies Guide for Chapter 16 – The Political Development of Imperial China Goal: To understand and assess the effectiveness of the systems of government (aristocracy, meritocracy and rule by foreigners) during China’s dynastic period. 16.1 Introduction *Historians divide Chinese history into periods ruled by ______or ruling families. *China was first ______under an emperor in the third century B.C.E. From that time on, emperors have needed ______to rule such a large country. *Some emperors relied on the wealthy landowners or ______to help run China. Other emperors preferred to employ officials of proven merit or a ______. Mongol emperors used government by ______and selected foreigners to serve as government officials. 16.2 The Government of Imperial China *Prince Zheng, the head of the state of ______, became the first Chinese ruler to claim the title of emperor. China’s Imperial Dynasties *A dynasty was established by rulers naming the next ruler from the same ______. *Chinese rulers based their right to rule on the “______.” It was believed that ______chose the dynasty to rule, and supported the dynasty as long as it ruled well. Natural disasters, such as famines, plagues, earthquakes and floods, were signs that Heaven was ______. People could ______the emperor if he lost the Mandate of Heaven. Dynasty Time Period Known For Qin dynasty 221-______B.C.E. Unification of China under an emperor

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

Six dynasties 220 – 581 C.E. A period of ______and ______.

______dynasty 589 – 618 C.E. Reunification of China

Tang dynasty ______- ______C.E. Economic development and growth; many ______and ______.

Five dynasties in the north 907-960 C.E. A period of ______Ten kingdoms in the 907-970 C.E. and division. south ______dynasty 960 – 1279 C.E. Economic development and growth; many inventions and discoveries

Yuan dynasty (the 1279-1368 C.E. Control of China by Mongols) ______.

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

China’s Breakup and Reunification *Define the following: *bureaucracy – ______*warlord – ______*The Han dynasty fell because ______relatives and servants of the emperor had seized control of the government. High ______were imposed which ruined families and forced small farmers to lose their farms. ______attacked the countryside and ______fought each other and began to oppose the emperor. China broke up into ______kingdoms. *In 589, the ______dynasty reunified China. A general named Li Yuan declared himself ______and established the Tang dynasty. 16.3 Aristocracy: The Tang Dynasty *Define – civil service examination – ______*During the Han dynasty, emperors created the ______examination. Candidates had to ______the test to hold government office. The test had questions on Chinese ______, poetry and legal and ______issues. It was mainly based on the work of ______, China’s great philosopher and teacher. *During the early part of the Tang dynasty, emperors chose ______for most high level jobs. An aristocrat might be hired because he ______into the imperial family, his ______or grandfather held high office, or because of personal recommendations. *The civil service examination was open to all except merchants, ______, and beggars. The test favored aristocrats because they were the only group that could ______tutors, books and time to study. 16.4 Meritocracy: The Song Dynasty *Meritocracy means rule by officials chosen for their ______. *The exams were based on neo – Confucianism which blended the teachings of Confucius with elements of ______and ______(two traditional Chinese religions). The ______by Zhu Xi became the basis of study for all civil service exams. *Confucius taught that people must act properly in ______important relationships: (1) ______and subject; (2) father and ______; (3) older sibling and ______sibling; (4) ______and wife; and (5) friend and ______Except for ______and ______, one person is above the other in the relationship. Those ______should be kind to those below. Those ______should respect and obey those above. *Song emperors believed those who studied Confucius would be ______, moral, and able to maintain order. *Under the song, the ______classes gained the ability to become scholar- officials. People could attend state-______local schools and go on to ______to become scholars. If they passed a ______test, they could go to the capital to take the ______exam. *To prevent cheating, candidates were ______in a small room for several days. A second person recopied the test so that the ______would not recognize a candidate’s handwriting. *If a candidate passed the test, he had to wait a few ______before their first appointment. The job was often very ______from his hometown so the candidate could not play ______with family and friends. *Government officials were ______from military service and taxes. 16.5 Government by Foreigners: The Period of Mongol Rule *In the 13th century, the ______conquered China. Their leader, ______took the title of emperor of China. *Chinese society was divided into ______classes. At the top were the ______, next came ______(such as Tibetans, Persians, Turks and Central Asians), the third class was ______Chinese and the ______Chinese were the fourth and lowest class. *The Mongols ended the civil service exams and appointed other ______to serve as government officials. Trusted ______were also appointed to government positions. Chinese scholars served as ______and minor officials. *The Chinese rebelled against the Mongols and reestablished their own government under the ______dynasty. 16.6 The Revival of the Civil Service System

*The Ming reintroduced the ______exams to fill government positions. *The emphasis on moral behavior, justice, kindness, ______to the emperor, proper conduct and the importance of ______, helped to unify Chinese culture. *The exam system gave ______men, who were ambitious and hard working, a chance to be government officials. *The exams, however, did not test understanding of science, ______, or engineering. Confucian scholars had little respect for merchants, ______and trade so these areas were neglected by rulers. Name______Class Period______Guide for Chapter 17 – China Develops a New Economy Goal: To understand the causes and effects of growth of China’s economy during the Song dynasty 17.1 Introduction *China’s economy grew during the ______dynasty – 960-1279 C.E. *Changes in agriculture, particularly a boom in the production of ______, and an increase in trade and ______led to a time of great economic prosperity. *These changes fostered ______or the growth of cities. During medieval times, China’s cities ______Medieval European cities. 17.2 Changes in Agriculture Reasons for Agricultural Change *Farmers moved to the ______basins of the Chang ______river in southern China. Wars and attacks from ______drove people south. *Northern farmers cultivated ______and millet which grew well in a cold, dry climate. Southern farmers grew ______which thrived in the wet and warm climate. *It took ______months for a rice crop to mature from planting to harvest. Sometimes droughts and ______, violent storms, destroyed the crops. *In the 11th century, a new kind of rice, which was drought ______and matured in ______months instead of five, was introduced to China. *Define the following: *harrow – ______*chain pump – ______*Improved farming ______and tools further increased farm production. An improved plow and ______made it easier to prepare the fields for planting. Farmers began using ______to grow bigger crops. A ______pump helped irrigate fields. ______were used to grow crops on hillsides. Characteristics of the New Agriculture *Rice grows in flooded fields called ______. At first the rice grows in seedbeds and is then ______by hand to the paddies. The rice paddy has to be constantly watered and ______. *The Chinese also grew tea, cotton, sugar and ______trees to feed silkworms. Results of Agricultural Changes *The increased production of food led to a growth in China’s ______which exceeded 100 million people. *With ample food, people could make goods such as silk, ______cloth, and other products to sell and trade. Rice farmers could ______the extra rice they produced. Wealthy landowners could purchase ______goods. 17.3 The Growth of Trade and Commerce *Define the following: *barge – ______*currency – ______

*Rice, silk, tea, jade and porcelain traveled along trade routes to India, ______and Europe. Reasons for Growth in Trade and Commerce *Wealthy landowners were eager to buy ______. This encouraged both traders and the ______who made the luxury goods. *______transportation made shipment of large quantities of goods cheaper and faster. A ______could travel 45 miles a day, while an oxcart could only travel 25 miles a day. *Navigational charts, diagrams and the magnetic ______made it easier for sailors to find their way on long voyages. *The widespread availability of ______, in the form of paper money and copper coins further encouraged trade and commerce. Characteristics of China’s Commercial Growth *A ______shop is where merchants trade long strings of copper coins for paper money. If someone counterfeits (prints fake) paper money they will have their ______cut off! *Chinese sailing vessels are called ______. Results of Growth in Trade and Commerce *The ______class grew as a result of the increase in trade and commerce. *The increased prosperity brought China the highest ______of living in the world. 17.4 Urbanization *China’s cities were the ______in the medieval world. The city of Hangzhou had a population of ______people. Reasons for Urbanization *People were encouraged to move to cities because they could make a living as merchants, traders, ______, and shopkeepers. Characteristics of Cities *The cities were ______with people. *In the market area you might find, silk, silver, pearls, food items, fans, ______and porcelain for sale. In the entertainment area, you might find musicians, jugglers, ______and puppeteers performing outdoors. There are also theaters, ______, wine shops and teahouses. *The Chinese practiced ______binding to make the feet of women smaller as small feet were considered attractive. Results of Urbanization *Urbanization changed the way ordinary Chinese lived by providing ______centers of activity for work, trade and socializing. *Urbanization stimulated culture by giving artists an audience of ______, leisured people. Name______Class Period______Eng – Social Studies Guide for Chapter 18 – Chinese Discoveries and Inventions Goal: To understand the discoveries and inventions of the Chinese and their impact on civilization 18.1 Introduction *Many of the Chinese inventions and discoveries came during the ______and ______dynasties.

*A compass is a ______needle that aligns itself with the Earth’s magnetic poles so that one end points north and the other south. 18.2 Exploration and Travel Improving Travel by Sea *The Chinese developed their first compass as early as the ______century B.C.E. The first compasses used ______. The Chinese later used ______needles which were magnetized by rubbing the needle on loadstone. *The compass is useful for long sea voyages because one can figure out ______even without a landmark or a point in the sky to steer by. *The Chinese built their ships with ______compartments. If there was a leak in one compartment, the other compartments would keep the ship ______. Improving Travel on Rivers, Lakes, Canals, and Bridges *A______boat moves a ship forward by the use of a wheel with paddles attached around it. As the paddlewheel turns, the paddles move ______through the water, pushing the boat forward. *Define the following: *canal lock – ______*segmental arch bridge- ______*A ______lock allows boats to reach a higher level. A ______was lowered in the lock so the water level could be raised or lowered to the next level. Canal locks are still used today, including the ______Canal in Central America. *A ______arch bridge is different than a Roman bridge. Roman designed bridges rested on arches that were ______-______. Chinese bridges used arches that were a ______part or ______of a circle. Chinese bridges were stronger and required ______material to build. 18.3 Industry Paper *The Chinese invented the art of ______by the second century C.E. The bark of ______trees were thought to be used to make the first paper. *The knowledge of papermaking spread from China to Japan, across ______Asia and finally to Europe after 1100 C.E. Printing *The Chinese invented a technique called ______printing in the 7th century. The printer drew ______on paper. The paper was glued to woodblocks and the wood around the characters was ______out. The characters were left ______on the wood. The characters could be covered with black ______and paper could be brushed on the woodblocks, leaving an image of the characters on the paper. *By the 10th century, the Chinese started printing modern-style ______with pages. *Define – moveable type- ______*Moveable type consists of ______blocks for each character. The moveable type was made of ______. The type was placed in an ______frame. When finished, the type could be ______for the next printing job. This dramatically ______the cost of printing and made written material more widely available. Porcelain *Define the following: *porcelain – ______*mass-produce – ______*______is a type of fine pottery made by combining clay with the rocks quartz and ______. It was baked in a ______or oven at very high temperatures. The pottery is white, hard and ______. *By the 10th century, pictures were ______on the porcelain pieces and colored ______were used to decorate the porcelain. Workers ______-______dishes, bowls and vases. *Fine dinnerware is still referred to as ______. Steel *The Chinese first made steel before ______B.C.E. *Steel is less ______than iron and easier to bend into shapes. *The Chinese first made steel by blowing ______onto molten cast iron creates steel. In the 5th century, the Chinese made steel by mixing cast iron with ______iron under high heat. 18.4 Military Technology *Define the following: *Gunpowder – ______*Alchemy – ______*Catapult – ______*Alchemists experimented with natural substances in their search for a substance that would allow people to live ______and to turn cheaper metals into ______. *Alchemists’ experiments with a salty, white mineral, ______, led to the discovery of gunpowder. *In the 10th century, the Chinese made ______out of gunpowder and oil. They used it to spray enemies with a ______of fire. *Between the 11th and 14th centuries, the Chinese made ______shells with gunpowder. A ______launched the shells which then exploded when they landed. Small bombs called ______were lit and thrown by hand. *Knowledge of gunpowder reached Europe by the ______. *Rockets which used black powder made from saltpeter, charcoal, and ______were developed. The Chinese also developed a ______-stage rocket which propelled the rocket through the air and then dropped ______on enemies. 18.5 Everyday Objects *The Chinese invented ______cards. Printers used ______printing to make the cards from thick paper. *The Chinese invented ______money. The Chinese used multiple woodblocks to print each ______. A single bill would have many ______. *The Chinese invented the first ______clock. It was based on a wheel (powered by dripping water) that turned every twenty-four ______. Every quarter hour ______would beat and every hour a ______would chime. 18.6 Disease Prevention *Define the following: *inoculate – ______*immune system – ______*vaccine – ______*The Chinese developed ways to fight ______disease. When a person died of infectious disease, they burned a chemical that gave off a ______smoke. The smoke was actually a type of ______which killed germs. *A Chinese monk recommended ______the clothes of sick people. The hot temperature ______many germs. *In the 10th century, the Chinese learned how to ______people against smallpox. Chinese doctors took a small patch of a ______from an infected person and made it into a powder. The powder was inserted into the ______of the person to immunize. Name______

Class Period______Eng – Social Studies Guide for Chapter 19 – China’s Contacts with the Outside World Goal: To understand the reasoning behind and implications of China’s policies on foreign contact. 19.1 Introduction *Welcoming foreign contact brought great ______exchange as new ideas and products flowed in and out of China. *The monk, Xuan Zang, traveled to India and brought back thousands of ______scriptures. ______became a popular religion in China. *Many Chinese, however, ______foreign influence. 19.2 Foreign Contacts Under the Tang Dynasty *During the Tang Dynasty (618-907), the Chinese ______contact with foreigners (although attitudes change by the end of the dynasty). The Influence of Traders and Visitors *The trade route across Central Asia through which camel caravans traveled was known as the ______. *China also traded by sea with Korea, Japan, Indonesia and ______. *China sent silk, ______, paper, iron and ______to the West. China received ______, cotton, perfumes, ______and horses. *The upper class Chinese welcomed luxury goods such as rubies, ______, and other jewels. New foods such as spinach, ______, mustard and peas were introduced. ______, a Persian sport played on horseback became popular with China’s upper class. *Chinese could now sit on ______brought from Central Asia instead of the floor. Musical instruments from India, ______and Central Asia were adopted by the Chinese. *Religions entered China, but Jews, Christians, and Muslims ______few Chinese. ______, however, became a major part of Chinese life. Changing Attitudes *Towards the end of the Tang dynasty, foreign contact became ______welcome. *The Chinese placed ______on foreigners after the Uighurs attacked China from across the border. *The Chinese resented the ______of foreign merchants. *The Chinese resented the prosperity of Buddhist monasteries, especially since monks did not have to pay ______. Eventually, the Chinese began ______Buddhist property. 19.3 Foreign Contacts Under the Mongols *The Mongols, or the ______dynasty, ruled China for nearly 100 years. *Travel along the ______Road was safe as the entire region was under one government’s control. The Mongols developed a far-reaching ______trade. *Define – maritime- ______Thriving Trade and Cultural Exchange *The Mongols respected ______and actively promoted trade. Stations were set up every 20 miles along the Silk Road to provide ______and a place to ______. Chinese silk and porcelain were traded for ______, ______, and ivory. *Sea trade brought new goods such as diamonds, pearls, ______, cotton, muslin, black pepper, ______walnuts, and cloves.

*Foreigners brought special ______to China. Jamal al-Din, a Persian ______, helped develop a new calendar and set up an observatory. *Define – observatory – ______*Foreigners learned of China’s inventions such as gunpowder and ______. The Role of Foreigners in China *Foreign merchants could ______freely throughout China and did not have to pay ______. *Kublai Kahn appointed many ______as government officials. Marco Polo took ______and a ______years to reach China and spent seventeen years traveling the country as a government official. *Chinese resented being ruled by ______. They hated a Muslim finance minister named Ahmed so much they ______him. 19.4 Foreign Contacts Under the Ming Dynasty *Under the Ming dynasty (1368 – 1644), China continued ______contacts, but later Ming Emperors tried to ______China from foreign influence. Tributaries and Maritime Expeditions *Define – tributary- ______*Ming rulers felt other countries should acknowledge China’s greatness (most old, largest and most civilized country) by paying ______to China. *Ambassadors from tributaries had to ______(kneel three times and touch their heads to the floor three times each time they knelt) before the emperor. In return for tribute, China gave the ambassadors ______gifts and were allowed to buy and sell goods at ______markets. *Emperor Chengzu sent Admiral ______to parade China’s power, give gifts and collect tribute. There were over ______ships in the fleet and 27,000 men aboard. *The ships had tubs of earth for growing ______and ______. Large watertight compartments were converted to ______so the crew could eat fresh fish. *The fleet sailed as far as the east coast of ______. The fleet returned with sashes made of gold thread, ______herbs, dyes, spices, gems, pearls and ivory. The fleet also brought back exotic animals such as zebras, ostriches, ______, leopards and ______. Turning Inward *China stopped the expeditions so they could use the money to ______off Mongol invasions. *Ming rulers wanted to protect their people from ______influence, so they ______travel outside of China. *Scholar-officials wanted China to be a strongly unified stated based on a single ruler and ______values. Name______Class Period______Eng – Social Studies Guide for Chapter 20 – The Influence of Neighboring Cultures on Japan Goal: To understand the spread of cultural elements from neighboring cultures to Japan and its impact on Japan’s society 20.1 Introduction *Japan learned about Confucianism from a Chinese scholar who came to Japan from a ______kingdom. *Prince ______admired Chinese and Korean culture and actively encouraged contact with the mainland. *______of ______are the objects, ideas and customs of a society. *Cultural ______is the spread of cultural elements from one society to another. 20.2 Cultural Influences of India, China and Korea on Japan

*Japan learned of ______casting, Confucianism and Buddhism from visitors from ______. *Define –regent – ______*Prince Shotoku ruled as regent under the ______Suiko. *Knowledge of mainland culture could come from ______who traveled to China, gifts (such as ______and objects of ______) sent from the mainland and from ______workers who settled in Japan with their knowledge and skills. *The Japanese ______new ideas with their own traditions to create a unique culture. 20.3 Government: Imitating the Chinese System *In Japan, the emperor had only ______control over semi-independent clans, the uji. *In the seventh and eighth centuries, Japanese emperors adopted a ______style of government. Prince Shotoku created a set of ______for government officials and designated the emperor as the country’s ______ruler. *Emperor Tenchi created the Taika reforms which strengthened the ______government. Land was taken away from ______leaders and redistributed to all ______men and women. People had to pay heavy ______to support the imperial government. *Define the following *imperial- ______*aristocracy- ______*In China, government officials were chosen by examination. In Japan, a powerful aristocracy developed and, as a result, members of Japan’s ______families held all the government positions. 20.4 City Design: Adapting Chinese Ideas for a Magnificent City *Japan’s capital city of ______was based on the design for the Chinese capital of Chang’an. Both cities were laid out in a ______pattern with a wide boulevard down the center. *Chang’an covered an area of ______square miles and 2 million people, but Nara covered an area of ______square miles and 200,000 people. *Chang’an was surrounded by a ______, but Nara was not. 20.5 Religion: Buddhism Comes to Japan by Way of China and Korea *Buddhism originated in ______. The idea spread to China and then ______, before it reached Japan. *Shinto was Japan’s original ______. It expresses the love and respect for ______(and celebrates the life and beauty of it). Shinto stresses purifying whatever is ______, such as dirt, wounds and disease. *Buddhists see life as full of ______and suffering. The founder of Buddhism, ______, believed that there is an endless cycle of birth, death and rebirth. To escape this cycle, one must follow a moral code called the ______. One must show respect to others, act rightly and achieve wisdom through ______. Following the path leads to ______. *Define – meditation- ______*A form of Buddhism called ______or “Greater Vehicle” teaches that all people can reach nirvana. Its followers believe in ______- buddhas who can enter nirvana but chose to stay to help others reach enlightenment. *A Korean king introduced Mahayana to Japan when he sent the Japanese emperor a ______of the Buddha and a recommendation for the new religion. *The Japanese adopted Mahayana because they admired its ______and rituals. The Japanese considered Buddha to be a magical ______of families and the nation. *In Japan, Buddhism and Shinto ______together. Ceremonies to celebrate ______and ______are Shinto, the joyful religion. ______ceremonies are Buddhist, the religion that acknowledges pain and suffering. 20.6 Writing: Applying Chinese Characters to the Japanese Language *Ancient Japanese was only a ______language. Japanese learned Chinese writing from ______scholars.

*At first, Japanese scholars began using ______(“Chinese writing”) to write Japanese words. This was difficult because the two languages have different, grammar, ______and pronunciation. *The Japanese then invented ______(‘borrowed letters”). It used simplified Chinese characters to stand for ______in Japanese words. The Japanese could ______out the sounds of their own language. *Define syllable- ______*Both ______and ______are part of written Japanese today. 20.7 Literature: Adopting Chinese Poetic Form *The ______form of poetry uses Chinese characters and was modeled after Chinese poetry. *A short Tanka poem contains ______syllables. The syllables are divided into five lines of ______, ______, 5,______and ______syllables. 20.8 Sculpture: Carving Techniques travel to Japan from China and Korea

*Japanese sculptural ideas originated in ______. These ideas found their way to ______and ______. From those countries it was brought to Japan. *Chinese made their statue of Buddha out of ______. *Koreans made their statue of Buddha out of ______. *Japanese made their statue of Buddha out of ______. *How are the statues on page 225 similar and different from each other? ______20.9 Architecture: Adapting Temple Designs with Roots in India and China *New temple designs came to Japan from India by way of ______. *In India, Buddhist shrines called ______had roofs shaped like bells or upside-down bowls. In China, the bell shape was replaced with a series of stories and curved roofs creating structures called ______. *The Japanese adopted the ______design. *Define –pagoda – ______20.10 Music: Adopting New Music and Instruments from China *The Japanese adopted ______a form of Chinese court music. *A new mouth organ was adopted from the Chinese. It was called a _____ by the Chinese and a ______by the Japanese. It was designed to look like a ______, a mythical bird. Name______Class Period______Eng – Social Studies Guide for Chapter 21 – Heian-kyo: The Heart of Japan’s Golden Age Goal: To understand the cultural norms of the aristocracy of Japan’s Golden Age – the Heian period (794-1185) and its continuing influence on Japan. 21.1 Introduction *The emperor Kammu moved the capital of Japan from Nara to ______-______. *This period of time is referred to as Japan’s ______Age because of the great flourishing of Japanese culture. 21.2 A New Capital *Emperor Kammu decided to move the capital from Nara because he thought the influence of the ______priests was damaging to the government. *Originally, Kammu had planned to move the capital to ______. However, there were rumors of ______in the purchase of the land and the place seemed ______as the emperor’s family was sick at this time. *Define – corruption- ______*The new capital was built on the ______River. It was named Heian-kyo which means “The Capital of ______and ______.” *It was a walled city laid out in a ______pattern. In the center of the city were ______and government offices. Wealthy Heian families lived in ______surrounded by gardens with artificial lakes. *The mansions contained large rooms divided by ______or curtains and connected with ______-______covered walkways. ______was considered beautiful so there were few objects on the floors other than straw mats or cushions. *Manners were extremely important. A Heian lady sat behind a portable ______. An unmarried lady would permit her ______to see past the screen only after a romance had become serious. 21.3 The Rise of the Fujiwara Family *During the Heian period, the ______were the political and cultural leaders of Japan. The ______family controlled Japan for nearly 300 years. *The Fujiwara married many of their young ______into the royal family. They made sure the ______of the Fujiwara royal wives were chosen to be Emperors. The Fujiwara acted as ______to the emperor. *The Fujiwara family would often coax older ______to retire so a young child could take their place. The Fujiwara could then rule as ______in the young emperor’s name. *Fujiwara Michinaga was father-in-law of ______emperors and the grandfather of ______more. 21.4 Social Position in the Heian Court *A person’s rank was determined by what ______he or she came from. *There were ______main ranks in the Heian court hierarchy. The first three ranks served as high ______nobles appointed by the Emperor. The fourth and fifth ranks served as less important ______. The first through fifth ranks received money from ______paid by peasant farmers. *The sixth through ninth ranks were filled by minor officials, clerks and experts in such fields as ______and ______. *Members of different ranks had different types of houses and ______. *Members of the first through third ranks carried fans with ______folds. Men of the fourth and fifth ranks carried fans with ______folds. Fans of the lower ranks had ______folds. *Rank determined what ______clothing a person could wear, the ______of the gatepost in front of the family’s home and the harshness of a ______if found guilty of a crime. 21.5 Beauty and Fashion During the Heian Period *The ability to recognize ______was valued over qualities like generosity and honesty. *Small, pointed ______were considered attractive on male courtiers. *Define – courtier- ______*Heian women’s hair should be ______. *Teeth of men and women should be colored ______with a mixture of iron and other ingredients soaked in vinegar and tea. Both men and women should wear ______. *Women should use white ______powder to make themselves look pale. Heian women should also put touches of ______on their cheeks and paint a small red ______. Women should pluck their ______and paint on a set on their foreheads. *Women should wear many ______robes of different colors. 21.6 Entertainment at the Heian Court *Men enjoyed watching horse races, archery contests and ______wrestling. Both men and women enjoyed watching ______races. *______was a game played by kicking a leather ball back and forth, keeping it in the air as long as possible. *______was played by keeping go pieces balanced on one finger. *Festivals and celebrations sometimes involved contests which tested athletic, ______, or artistic skill. In the Festival of the Snake, one was required to drink a cup of ______and then think up and recite a ______. *Dancing was an important skill for Heian-kyo nobles as it was part of nearly every ______. *Bugaku performances combined dance with music and ______. The dancers wore ______and acted out a simple story using memorized movement. 21.7 Sculpture and Painting During the Heian Period *In the later Heian period, scupltors made statues by carving ______pieces from carefully selected wood and then ______them. Separate parts could be carved in ______quantities and a group of similar statues could be made quickly and precisely. ______, an artist for Fujiwara Michinaga, probably developed this technique. *Japanese painters developed ______or “Japanese painting.” The scene was drawn with ______lines and then filled in with ______colors. Lines were made quickly to suggest ______. In a restful scene, the lines were drawn more ______. *The four main types of yamato-e are: (1) landscapes showing the four ______; (2) places of ______beauty; (3) people doing ______tasks; and (4) scenes from ______(“story paintings”). *Paintings were used to decorate walls, screens and ______doors of homes and temples. Yamato-e can also be seen in ______paintings. *Scroll paintings show a series of scenes from ______to ______, so that viewers see events in time order as they unroll the scroll. 21.8 Writing and Literature During the Heian Period *Writing was the most valued form of ______in Heian, Japan. Everyone was expected to show ______in using words well. Writing in Daily Life *Define –imagery – ______*People were expected to make up poems in ______. If one received a poem from a friend, family member or acquaintance, one was expected to write a ______. The reply poem was supposed to have the same style ______and imagery as the original. *______was the more formal way of writing syllables and often used by men writing important documents. *______was considered less formal and was made with simple strokes. It was referred to as “______writing.” *Calligraphy skills were important as the Japanese believed that the handwriting revealed a person’s ______and goodness. Women Become Japan’s Leading Writers *Murasaki Shikibu wrote ______, often referred to as the world’s first novel. The story is about the love life of a fictional ______love life. The book focuses on the ______and *Sei Shonagon wrote ______Book, a collection of clever stories, character sketches, conversations, descriptions of art and nature, and various lists. It presents a detailed picture of life in ______-______. 21.9 The End of the Heian Period *The wealthy looked down on the ______and ______their problems. *The practice of giving large estates to wealthy nobles ______the emperor’s power. The nobles did not have to pay ______. Soon there was so much tax-free land that government could not ______enough taxes to support the emperor. *Bandits roamed the ______, attacking and robbing people. Wealthy landowners raised their own ______and armies to protect themselves instead of supporting the imperial government. *Civil war broke out over control of ______. Minamoto Yoritomo, the head of a ______family, seized power. 21.10 The Effect of the Heian Period on Japan Today *Heian authors have influenced ______Japanese writers. The Tales of Genji and Pillow Book are as basic to Japan as ______are to English speakers. *Japanese today write with the same ______as was used in The Tales of Genji. *Bugaku led to ______theater (a heroic story sung by a chorus as performers dance and act it out) which is still performed today. *Define- Noh theater- ______Name______Class Period______Eng – Social Studies Guide for Chapter 22 – The Rise of the Warrior Class in Japan Goal: To understand the role and the influence of the Samurai on Japanese society 22.1 Introduction *The ______are the warrior class in Japan. *In 1192, Minamoto Yoritomo took the title of ______, or commander in chief. He set up a ______government in the city of Kamakura. The emperor played a ______important role in Japan. *Samurai were expected to be honest, brave and intensely ______to their lord. The word samurai means “those who ______.” *Samurai would kill themselves with their own swords rather than “lose ______” or personal ______. 22.2 The Rise of the Samurai *Define the following:

*shogun- ______*daimyo- ______Samurai Under the Shoguns *Shoguns rewarded samurai with appointments to ______and grants of ______. In return, samurai pledged to serve and ______the shogun. Shifting Loyalties *By the 14th century, shoguns ruled with the help of ______, or warrior- lords. Large numbers of ______pledged their loyalty to the warrior- lords. *The warrior-lords expected to be rewarded for their loyalty and obedience with ______, ______or administrative ______. *In the 15th century, the daimyo, grew increasingly powerful, and ruled their land as independent ______. Daimyo fought each other for ______and power. The military government was eventually reestablished and, in 1603, Tokugawa Ieyasu became ______and established a new capital in ______(present day Tokyo). 22.3 The Samurai’s Armor and Weapons Armor *Samurai wore a colorful robe called a ______and baggy trousers underneath the armor. Samurai wore shin-guards made of ______or cloth to protect his legs. *Samurai armor was made of rows of small metal plates coated with ______and laced together with colorful silk cords. The armor was strong and ______-- allowing the Samurai to move freely. *Box like ______of armor covered a samurai’s chest and back. Metal sleeves covered his ______. Broad shoulder guards and panels hung over his ______. *Samurai wore a ferocious looking iron ______. Samurai also put on a ______. They burned incense in the helmet so that their heads would smell sweet if it was ______in battle. Weapons *Samurai fought with ______and ______, ______and ______. *A samurai’s bow could be ______feet long. Samurai were taught to shoot their bows on ______. *Spears were used to knock riders off their ______and to kill an enemy with a powerful ______. *Samurai swords were both ______enough not to break and ______enough to be razor sharp. Samurai carried two swords: (1) a long sword with a ______blade for fighting; and (2) a short sword to cut off ______. Samurai wore swords as a sign of their ______. 22.4 Military Training and Fighting Military Training *Samurai practiced shooting a bow until they could do it without ______. They learned to ______properly and to shoot while riding on the back of a ______. *In fencing, Samurai learned how to make the opponent make the ______move. They learned how to stay out of ______of an enemy sword, to fight in ______spaces and to fight against more than ______opponent. *Samurai learned how to fight with objects, such as ______fans or ______staffs. Samurai also learned how to fight without weapons by using ______. *Define- martial arts- ______Battle *Messengers from opposing sides met to decide the ______and ______of battle. *Armies faced each other a few hundred ______apart. Samurai shouted out their names, ______, ______deeds, and ______for fighting. Then the armies charged each other and fought a series of _____ on ______duels. *After the battle, the winners cut off the ______of their opponents and mounted them on boards. The evidence was presented to the warlord as proof that they had really ______their foes. *The warlord would reward his samurai with swords, ______, armor or land. 22.5 Mental Training *Samurai trained mentally to overcome emotions that might interfere with ______, especially the fear of ______. Training in Self-Control *To endure pain and suffering, Samurai went days without ______, marched barefoot in the ______and held stiff ______for hours. *To overcome the fear of death, Samurai thought of themselves as already ______. Training in Preparedness *Samurai could never ______since an attack could come at any time. They had to develop a “sixth sense” about danger. *A fencing master would whack his student with a wooden sword throughout the day when the student ______expected it to train him to be alert. 22.6 Training in Writing and Literature *Samurai practiced the art of ______, or beautiful writing. They used a brush, a ______of ink and paper or silk. *Samurai wrote ______, such as haiku. 22.7 Training for the Tea Ceremony *The tea ceremony fostered a spirit of harmony, ______and calm. It was a way to from ______among samurai. *Guests had to ______through a very low doorway. The room itself was very ______and decorated with only a scroll or a flower arrangement. Guests sit ______as the master makes and serves the tea. The guests then engaged in ______conversation. *The tea was made by scooping ______green tea from a container called a tea caddy into a bowl. Hot water was ladled into the bowl and then whipped with a ______whisk. Each guest took ______sips from the bowl, cleaned the rim of the bowl and passed it to the master to prepare more tea for the next guest. 22.8 Training in Spiritual Strength *Most samurai were ______. Amida Buddhism *Amida was an Indian ______who sent up a western paradise called Pure Land. Believers could enter the Pure Land by prayerfully repeating ______name. *Shinran taught that believers could reach the western paradise by sincerely saying Amida’s name ______. Zen Buddhism *Zen appealed to samurai because of its emphasis on effort and ______. *Zen stressed self-reliance and achieving enlightenment through ______. Zen Buddhists mediated for hours, sitting erect and ______-______without moving. *Becoming enlightened required one to give up every day, ______thinking. Masters posed ______(puzzling questions) to jolt the mind into enlightenment. *Zen masters created gardens of ______and ______to aid in meditation. *Zen Buddhism’s focus on discipline and the mind helped samurai overcome their fear of ______. 22.9 The Code of Bushido and Samurai Values *The samurai code of Bushido is translated as “The Way of the ______.” *Samurai were expected to be honest, fair and ______in the face of death. They were to value ______and personal ______more than their own lives. Loyalty and Personal Honor *Samurai were expected to be ______to his lord and to die for him if necessary. If a lord was murdered, the samurai might ______his death. *Samurai were expected to ______their personal honor. The least ______could lead to a duel. Ritual Suicide *Seppuku or ______occurred for many different reasons. *Samurai committed suicide to preserve ______honor, to avoid ______by the enemy, to atone for a ______, shameful deed or insult, and when their lord ______. They might also do it to protest a wrong or injustice or to ______their lord into behaving better. Finally, it might be done as ______for a crime. *Seppuku began with a bath, the unbinding of his ______, and the wearing of a white robe. A meal was served and then the samurai took a sword and plunged it into and across his ______. A swordsman standing behind him quickly cut off his ______to end his agony. 22.10 Women in Samurai Society Samurai Women in the Twelfth Century *In the 12th century, Samurai women enjoyed considerable ______. Women helped manage the ______and promote the family’s interests. If a husband died, women could ______property and perform the duties of a ______. Women were expected to be ______and brave. *Tomoe Gozen did take part in ______and even killed several enemies. Samurai Women in the Seventeenth Century *In the 17th century, Samurai women’s position was ______. Samurai men were the ______of their households. *Families arranged the marriages of their daughters to increase their ______and ______. Wives were expected to bear ______and look after their husbands. Sometimes, women were expected to ______themselves when their husbands died. *Peasant women had more ______, because they worked alongside their husbands. 22.11 Comparing Japan and Europe in the Middle Ages *Both Medieval Japan and Medieval Europe were the same in that: Ties of loyalty and obligation bound ______and ______. The rulers who rose to power were ______chiefs. The daimyos and the lords of Europe both built ______and held estates that were worked by ______. Both the samurai and the knights were ______who wore ______, rode ______and had a ______to live by. *Medieval Japan and Medieval Europe were different in that: In Europe, the King was the absolute leader, but the Shogun in Japan ruled in the name of the ______. Bushido was far more ______than the Code of Chivalry since it demanded a samurai kill himself to maintain honor. 22.12 The Influence of Samurai Values and Traditions in Modern Times *The samurai held power until ______. *In the 1940s during World War II, Japanese soldiers ______themselves rather than surrender. Suicide pilots called ______(“divine winds”) crashed their planes into enemy ships. *______arts are still studied throughout the world. *Samurai ideals of loyalty to family and respect for ______are still alive in modern Japan. Name ______Class Period______Eng – Social Studies Guide for Chapter 23 – The Maya Goal: To understand the origins, organization, practices and beliefs of the Mayan civilization 23.1 Introduction *The Mayan civilization lasted ______years from ______B.C.E. to ______C.E. *The ruins of the ancient city of ______lie deep in the Guatemalan jungle. *In a Mayan city, you would find temple-______. In the center of the city would be palaces made of hand-cut ______. These palaces are the homes of the ruler, ______and nobles. Farther out are stone houses of the ______and artisans. At the very edge are thousands of small thatched-roof house-mounds where the ______live. 23.2 The Development of Mayan Civilization *Define – Mesoamerica- ______*Mayan civilization reached its height between ______and ______C.E. It spread to present day southern ______, Belize, most of ______and parts of Honduras and El Salvador. *Mayan civilization covered varied terrain. In the south, ______forests covered the mountain highlands. The northern and central regions were ______, grasslands, and swamps (also known as the “lowlands”). The southern lowlands were covered in thick ______. The Origins of Mayan Civilization *The Maya built their civilization based on ideas borrowed from an earlier civilization, the ______. Their civilization reached its peak between ______and ______B.C.E. *The Olmec civilization was based on ______. A particularly important crop was ______, or corn. *The Olmec had a capital city which contained palaces, temples, and ______. They were the first Mesoamericans to develop large ______and ______centers. They were the first to use a ______calendar. Three Periods of Mayan Civilization *The Pre-Classical period lasted from about 2000 B.C.E. to ______B.C.E. Maya ______the land and lived in simple houses during this time. *The Classical period lasted from about ______to 900 C.E. The Maya constructed public buildings for ______and ______purposes at this time. *Define – hieroglyphic- ______*The Maya adopted and developed ideas from the ______. The Maya adapted their writing system and then developed their own ______writing system. The Maya improved their ______techniques and built enormous stone cities. *The Maya charted the movement of the ______, ______and planets and developed complex and highly accurate ______. *Maya society during the Classical period consisted of independent ______. There were over 40 cities including, Tikal, Copan, ______, and Palenque. The city-states had separate ______, but shared a common culture – social system, language, calendar, religion and way of life. *The Post-Classical period lasted from about 900 C.E. to ______C.E. Cities on the ______Peninsula continued to prosper during this time. 23.3 Class Structure *Define – social pyramid- ______The Ruler *The Ruler or Halach uninic (“______”) ruled the state and decided when to go to ______. He was considered a ______-______and wore a headdress as tall as a person during religious ceremonies. Nobles and Priests *The nobles and the priests were the only ones who knew how to ______and ______. *The nobles served as ______. They gathered taxes, supplies and ______for projects such as the construction of temples. Nobles led peasant ______in times of war. *Priests led ______, offered ______, and foretold the future. Priests were often mathematicians, ______and healers. Merchants and Artisans *Mayan traders imported stones such as obsidian and ______; copal, a ______sap used as incense, and ______, birds with shiny green feathers used in headdresses. *Mayan artisans painted books on paper and murals of Mayan ______and important ______. Sculptors created sculptures for ______and decorative designs on ______walls. Peasants *Peasant men grew ______, ______, ______and other crops. Women stayed close to home to prepare ______, weave and sew. *Peasants served as ______during wars. Slaves *Slaves performed ______labor for their owners. *Some slaves were ______into slavery. Parents could sell their ______into slavery. War prisoners of ______origin were made slaves. Criminals could be made slaves as ______for their crimes. *Slaves were not treated badly, but might be ______when their owner died. 23.4 Family Life *Peasants lived in one-room ______. Family houses were grouped around a ______. The ______was placed directly behind the main house. Duties of Family Members *Mayan women rose early to start the ______. Women had to prepare the food by pounding corn into ______and patting it into ______or tamales. *Women and older girls cared for small ______and for the family’s ______such as ducks and turkeys. Women also gathered, spun and wove ______into cloth. *Men and boys worked in the ______. They also hunted and trapped ______. Men also helped construct large ______such as palaces and temples. Men also served as ______in times of war. Special Occasions *At the birth of a child, a priest was called in to forecast the baby’s ______and give advice to the parents on how to raise the child. *The number three is special to Mayan women because it represents the three ______of the fireplace. *At three months old, a baby ______was given the tools she would use throughout her life. Tools for spinning and ______, carrying ______and cooking and soaking and grinding ______were placed in the baby’s hands. *The number four was special to Mayan men because it represents the four sides of the plot of ______where he would farm. *At four months of age, a baby ______was given the tools he would use throughout his life. Tools for farming (axes and planting sticks) and hunting (spears, knives and traps) were placed in the baby’s hands. *Define – coming-of-age ceremony- ______*Mayans went through the coming-of-age ceremony at the age of ______for girls and ______for boys. The ceremony involved confessions, ______with water and reciting rules of behavior. A priest would cut a white ______from the boy’s hair and a string of red ______from a girl’s waist. Marriage Customs *Men married when they were ______years old. Girls married when they were as young as ______years old. *Marriages were negotiated by the village atanzahab or ______. Families agreed on how much food and clothing went to the ______family. Families also agreed on how long a young ______would work for his new wife’s family. *A new house was built for the couple behind the home of the ______parents. 23.5 Religious Beliefs and Practices Beliefs and Rituals *The Mayan religion was ______- there were more than 160 gods. Mayans believed the gods should be honored because those gods could ______the world. *Mayan ______were the only ones who could explain signs and lead people through rituals. Priests consulted sacred ______, read omens, interpreted signs and predicted the ______. *To honor their gods, Mayans offered plants, food, flowers, ______, jade and shells. Mayans made blood offerings by ______animals and humans. The human sacrifices were usually, orphans, slaves and ______captured in war. *Define- sacrifice- ______*Define – pok-a-tok- ______*In the game pok-a-tok, teams of ______tried to hit a rubber ball through a stone ring by using their elbows, wrists and hips. Art on one court suggests the losing team was ______and the captain of the team was ______. The Sacred Calendar *The daily calendar was based on the ______year and divided the year into 18 months of 20 days each and 5 “______days”. *The sacred or ritual calendar was called the tzolkin or “______.” It was based on 13 months of 20 days for a total of ______days. Two cycles (one of 1 to 13 and the other of 20 day names of particular gods) combined to identify a particular ______. *Only priests could read the hidden ______of the Sacred Round. It was used to determine the best day to plant, hunt, cure do ______and perform ______ceremonies. 23.6 Agricultural Techniques Challenges Facing Mayan Farmers *The challenge was to grow enough food to feed a growing ______. Mayan land was not good for farming because it included dense ______, little surface ______and poor soil. *In the mountains, Mayans built ______, or earth steps, to create more flat land for farming. In the swampy lowlands, Mayans built ______- ______platforms surrounded by canals to drain excess water. In the forests, they used ______-and-______agriculture. This technique, however, ______out the soil and requires years of resting before it can be used again. *Define- slash-and-burn agriculture- ______The End of the Classic Period *By ______C.E. the Maya abandoned their cities for the jungle. *It is theorized that perhaps the Mayan ______grew faster than their ability to produce food to feed them, that there were periods of prolonged ______leading to massive crop failure or that there was uncontrolled ______. Name______Class Period______Eng – Social Studies Guide for Chapter 24 – The Aztecs Goal: To understand the origins and factors establishing the Aztec Empire 24.1 Introduction *The Aztec established a vast empire in central ______. The Aztecs flourished from ______to ______C.E. They were destroyed by invaders from ______. *A legend about the origins of the Aztec empire states that the Aztecs were to settle where they saw a ______perched on a cactus with a ______in its mouth. *The Aztecs settled on an island in the middle of Lake ______. There they built the city of Tenochtitlan (the place of the fruit of the ______cactus). 24.2 The Aztecs in the Valley of Mexico *The Valley of Mexico is about ______feet above sea level and is a fertile area. Civilization in the Valley of Mexico *Two previous groups in the Valley of Mexico influenced the Aztecs - the ______and the ______. Both groups built ______structures. The Arrival of the Aztecs *The Mexica, (later known as the ______) arrived in the Valley of Mexico around 1250 C.E. Aztec is derived from ______, an island in a lake to the northwest of the Valley of Mexico that the Aztec left around 1100 C.E. *Define – mercenary- ______*The Aztecs were employed as ______by the city-states in the Valley of Mexico. *The Aztecs adopted ______the Teotihuacan’s feathered serpent god. The Aztecs also married into the surviving ______royal line. *The Colhuas drove the Aztecs away when the Aztecs ______the Colhua chief’s daughter. The Aztecs were forced to an island in the shallow waters of Lake ______. Here they built the city called ______. From Mercenaries to Empire Builders Define – alliance ______*The Aztecs served as mercenaries for the ______. The Aztec gained land, ______connections and wealth through this alliance. The Aztec ______against the Tepanecs. *The Aztec joined two other city-states to form the ______. They conquered many areas. *Itzcoatl ______records that referred to the Aztecs’ humble beginnings and instead connected them to the Toltecs. 24.3 Tenochtitlan: A City of Wonders *The population of Tenochtitlan was between ______and ______people. * The Aztecs created ______or “floating gardens” by sinking timbers in the lake and filling the area between the timbers with mud, boulders and reeds. These “floating gardens” created an extra ______square miles of space. *Define – plaza- ______*At the center of the city lay a large commercial plaza which was surrounded by a wall called Coatepantli and was studded with sculptures of ______. Palaces and homes of ______lined the outside of the wall. *A stone pyramid called the ______stood inside the wall. It had ______staircases leading to double shrines. The shrines honored Huitzilopochtli, the ______god, and Tlaloc, the ______god. *In front of the shrines were stones used by priests for ______sacrifice. The trompantli (“______rack”) was used to display the ______of the thousands of people who were sacrificed. *Define the following: *aviary- ______*causeway- ______*dike- ______*The royal palace was the home of the ______ruler. It contained government offices, ______, courts, storerooms, gardens and courtyards. *One could obtain feathers of ______and ______at the royal aviary. *The marketplace sold gold, silver, ______, animal skins, clothing, pottery, ______and vanilla, tools and slaves. *Four wide ______met at the foot of the Great Temple. One could also travel by ______on the canals that crossed the city. *The ______that linked the city to the mainland were _____ to ______feet wide. They all had wooden ______that could be raised to let ______through and to ______the city in an enemy attack. *______carried water from the Chapultepec springs and a ______ten miles long helped control flood waters. 24.4 The Aztec Empire *By the 1500s, the Aztec Empire stretched from the Gulf of Mexico to the ______Ocean. It covered Central Mexico and reached as far south as ______. An Empire Based on Tribute *The Aztecs did not force conquered peoples to ______their ways. The conquered city-states were required to provide ______. *Tribute could be in many forms, such as food, ______, gems and stones, cotton, cloth, animals, animal skins, shells, building materials and even soldiers. Warfare *The Aztecs gained tribute, territory, laborers, and ______victims through warfare. Aztecs believed that Huitzilopochtli required ______blood for survival. *The Aztecs fought with bows and arrows, spears, clubs and wooden swords with sharp ______blades. Warriors carried shields decorated with figures of animals such as the ______and ______. *Aztecs asked a city to join the empire and gave then ______days to agree. If they refused, the Aztec attacked. Most defeated soldiers were ______. *A defeated city had only to pay ______, honor the god Huitzilopochtli and promise obedience to the Aztec ruler. Name______Class Period______Eng-Social Studies Guide for Chapter 25 – Daily Life in Tenochtitlan Goal: To understand the class structure and elements of daily life of the Aztec 25.1 Introduction *______beans are considered valuable in Aztec culture. *Priest preform sacrifices at the ______Temple. *Nobles play a game called tlachtli at a ______court. 25.2 Class Structure *Aztecs had ______main social classes. Aztec Ruler and family Noble Class (government ______, priests and high-ranking ______Commoners Peasants (not citizens) Slaves *Classes were not fixed – one could move up or fall ______the class structure. The Ruler *Define the following: *semi-divine- ______*hereditary- ______*The ruler was considered ______. The emperor maintained the empire and decided when to wage ______. The position was not ______. New emperors were chosen from the emperor’s family by a group of advisors. *Each ruler was expected to acquire new ______of his own. Government Officials, Priests and Military Leaders *Officials worked as ______and governors of the city’s districts. They may also work to collect tribute and supervise construction of public ______and roads. The emperor appointed government officials for ______. *Priests conducted religious rites, ran schools, studied the sky and made predictions about the ______. Priest generally came from the ______class, but a commoner could become one. *Military leaders commanded groups of soldiers and took part in ______councils. A commoner could become a leader by ______enemies in battle. Commoners *The highest class of commoners were called ______. They were professional traders who led ______to distant land to acquire exotic goods. Some also served as ______- reporting what tribute a city could pay. *The pochteca could send their children to ______schools. Membership in this class was ______. *Craftspeople, such as potters, jewelers and ______were the next level of commoners. *The lowest level of commoners included farmers, fishers, ______and servants. Farmers were loaned plots of land by their calpulli or ______. Define – ward- ______*All commoners paid tribute in the form of crops, labor or ______goods. Peasants *About ______% of the Aztec people were peasants. They hired out their services to ______. Slaves *One might be forced into slavery if they were prisoners of ______, lawbreakers or debtors. *Slaves had rights and could own ______, goods and even other slaves. *Children of slaves were born ______and were not considered slaves. *A slave could gain freedom by working off a ______, completing the terms of punishment for a crime, or when the master died. 25.3 Marriage *Define the following: *dowry – ______*polygamy- ______*Men married around the age of ______. Young women married around the age of ______. *Marriages were arranged by the ______of the bride and groom with the help of a matchmaker. It was customary for the bride’s family to ______at first. A few days later, the bride’s family would accept and set the ______. *Marriage ceremonies began with a ______at the bride’s house. That evening the guests marched to the ______house. The matchmaker carried the bride on her ______. The groom’s cloak and the bride’s blouse was tied together to symbolize the ______of marriage. Couples retired to ______for four days and then reemerged on the fifth day for another ______. *Aztecs permitted ______or to marry more than one wife. *Aztecs permitted divorce. A man could ask for divorce for a wife who ______her duties at home, had a poor temper or did not bear ______. A woman could ask for divorce if her husband ______her, deserted her or failed to ______her or her children. 25.4 Family Life *The ______was the master of the house as men had higher status than women. *Married women could, however, own ______and sell goods. Some older women worked at ______or midwifery. *Women wove ______of different colors and patterns and traded them at the market. *Women were honored for their role in giving ______to children as much as men were honored for fighting in wars. *Children learned skill form a ______age. Boys fetched ______and wood. Older boys learned how to ______and handle a canoe. Girls cleaned the ______and ground maize. Girls learned how to weave when they were ______years old. *______attended school. Commoners attended the telpochcalli or “house of youth” where they learned to be ______. Sons of nobles attended the calmercac where they learned to be ______, government officials or military commanders. 25.5 Food *The most important food of the Aztec was ______because it could be dried and then stored for a long time. *Maize was ground into ______. This was made into foods such as ______and tamales. Atole is maize ______. *Most people ate ______meals a day. *On special occasions, meat such as turkey, hairless ______, rabbits or pigeons might be eaten. *Farmers grew red peppers, tomatoes, sage, squash, green ______, sweet potatoes and avocados. *When food was scarce, people ate frogs, shrimp, insect eggs and ______, a type of plant skimmed off the surface of the lake. *Wealthy Aztecs ate ______ants, a lizard like creature – the ______, cocoa, pineapples, oysters and crabs. 25.6 Markets *Large towns held markets every day while small villages held them about every ______days. *People did not use money. Instead, the Aztec used a ______system. *People traded for cloth, dogs, warrior costumes, quetzal feathers, slaves, gold, silver and ______for making spoons. *Guards watched over the market to make sure the ______was acting honestly. A court with ______judges at one end of the market settled disputes. 25.7 Religious Practices *The Aztec ______god was called Huitzilopochtli. The Aztecs believed the sun god battled the forces of ______each night. To keep the sun god strong, the Aztec nourished him with ______. *The Aztec sacrificed hundreds of birds each ______. *The Aztec sacrificed humans. They particularly valued the sacrifice of ______captured in battle, because they believed their blood was especially nourishing. The victim was pinned down to a stone and his living ______was cut out. *Sacrificial victims of the ______god were thrown into a blaze. Women’s heads were cut off to honor the ______god. 25.8 Recreation *Patolli was a board game played on a ______-shaped board. The goal of the game was to move one’s piece around the board ______times first. *Tlachtli was a ______game played by nobles. Players tried to hit a rubber ball through a small ______projecting from a wall. Players had to use their elbows, knees and hips to hit the ball because using ______and ______were not allowed.

Name______Class Period______Eng – Social Studies Guide for Chapter 26 – The Incas Goal: To understand the rise of the Inca empire, its cultural norms and how the empire maintained control 26.1 Introduction *The Inca Empire developed in the ______Mountains of South America and lasted from the 1400s to 1532 C.E. (when the Spanish conquered them). *The Inca Empire extended over ______miles. To communicate over vast distances, the Incas used runners called ______to relay messages. A set of strings called a ______helped the runners remember messages. 26.2 The Rise of the Inca Empire *The Inca Empire covered the modern countries of Peru, Ecuador and most of Bolivia, Chile and ______. *Two groups that influenced the Inca were the ______and the ______. Both groups had well planned ______and irrigation systems. The Beginnings of the Empire *The capital of the Inca Empire was ______located in a valley high in the mountains of southern Peru. *Inca legend states that the Incas were descended from Inti, the ______god. Inti commanded his son ______to rise out of the waters of Lake Titicaca. Inti’s son founded the Inca tribe. *The empire began expanding in 1438 after Yupanqui (son of the Inca leader and later known as Pachacuti) defeated the ______, the Inca’s neighbors. Yupanqui and his son Topa Inca launched a series of ______against nearby tribes. Roads and Messengers *About ______miles of roads connected all areas of the empire. Every 15 to 30 miles a ______was placed to give travelers a place to rest. *Messengers, called ______, carried messages along an elaborate relay system. Messenger ______were built every couple of miles. A message could travel more than ______miles per day. *Messages consisted of memorized ______and sets of ______called quipus. The quipu is a ______aid. Knots tied on strings of different colors stood for ______. The Inca had no written ______. 26.3 Class Structure *There were three broad classes, the ______and his immediate family, ______and ______. *Those who were “Inca by blood” – whose families were originally from ______- were considered higher status than non-Incas. The Emperor *Incas believed that the emperor or ______Inca was descended from the sun god. The emperor ruled with ______authority. *The Sapa Inca owned ______in the empire. Servants carried him in a ______and the people did not look him in the ______. *Define – litter- ______*The Sapa Inca could have many wifes and hundreds of ______. The Sapa Inca’s primary wife was called the ______. She was his ______sister. Nobles *Nobles enjoyed privileges such as gifts of land, servants, ______, and fine clothing. Nobles did not have to pay ______and noble men could marry more than ______wife. *There were three classes of nobles, ______Inca (relatives of the emperor), ______Inca (no royal blood) and ______(leaders of conquered people). *Capa Incas were descended from ______Capac, the founder of the Inca dynasty. They controlled the land and resources, such as llamas, coca leaves, and ______. *Capa Inca held the most important positions in government, the ______, and priesthood. The governors of the four quarters of the empire, or ______, were chosen from the Capa Inca. *Hahua Incas were called “Inca by ______” and were elevated to noble status to help run the government. *Curacas were local leaders of ______peoples. Their job was to make sure their people were following Inca ______. *Curacas collected taxes and inspected their people to ensure they were following Inca ______and customs, such as proper clothing and keeping homes clean. Commoners *Commoners worked as ______and herders. They might also work on ______-sponsored projects. *Farmers grew squash, peppers, beans, peanuts, corn, and ______. The most important crop was the ______because it could survive heavy ______at high altitude. *Crops were collected and distributed to warriors, temple priest and people in ______. 26.4 Family Life *Define the following: *ayllu- ______*communal ______*Families in the Inca Empire belonged to larger clans called ______. Life in the Ayllu *The government ______land to each ayllu. People worked the ______land in a cooperative arrangement. *Curacas ruled over groups of 10, 100, 500, 1000, 5,000 and ______households. Leaders made sure the work assigned to them was completed. *Taxes were paid in the form of ______and ______. The Sapa Inca claimed one third of everything produced, the next third went to support the Inca ______system and the final third was kept by the commoners. *The mit’a or public duty tax was paid by contributing ______to government projects, such as repairing roads or mining. Childhood *Commoner children did ______receive formal education. They learned skills and customs from their ______. *Noble children were taught by amautas, or ______. They taught the noble children religion, geometry, history, military strategy, ______speaking and physical training. *At the age of ______, all boys received a loincloth. Nobles underwent a series of test of courage, strength and ______. After passing these tests, they received the ______of an Inca warrior. Marriage *Commoners married only ______wife. Men married in their early ______and women married at ______. *Marriages could be arranged by the family, the curaca or by the young people ______. There was even a “______market” where men could choose brides. *Marriage involved holding hands and exchanging ______. *Commoners lived in one room homes made of ______brick or stone. Nobles lived in fancier homes with ______rooms. 26.5 Religion Incas believed in many gods who controlled various aspects of ______. God Force of Nature Controlled Illapu

Paca Mama

Mama Cocha

Viracocha

Inti

*The sun god was important to Incas because the emperor was ______from the sun god and the sun god was the god of ______. *Huacas are places where Incas believe ______dwell. They include temples, charms, springs and ______. Religious Practices *Large number of priests worked in ______and shrines of the gods. *Incas sacrificed corn, live animals – such as llamas or ______. *Humans were sacrificed only on the most sacred occasion or in times of a ______disaster. ______were chosen because their purity honored the gods. *Priests practiced ______to try to predict the future. *Define the following: *divination- ______*oracle- ______*Chosen Women *Girls between the ages of ______and ______were selected to be chosen women. The chosen women studied Inca religion, how to prepare special ______and ______for relgious ceremonies and wove garments for the Sapa Inca and the Coya. *At the age of 15, chosen women could leave to work in temples or shrines, become convent teachers, or become ______of nobles or the Sapa Inca. *A few chosen women were ______at important religious events. 26.6 Relations with Other Peoples *A ______was sent to meet with a tribe and offer the tribe the opportunity to join the Inca Empire. If the tribe refused there would be ______. *Local leaders had to build a ______temple and accept that the Inca gods were more powerful than their own. Local leaders and their sons were sent to ______to study Inca law and Quechua, the official ______. *The leader of rebellious tribes were ______and their people were moved far away. *The Sapa Inca was thought to rule in the ______. Therefore, each Sapa Inca had to acquire new ______to establish his own source of power and wealth. Name______Class Period______Eng – Social Studies Guide for Chapter 27 – Achievement of the Maya, Aztecs and Incas Goal: To understand the achievements of the Maya, Aztecs and Incas and their continuing influence on society 27,1 Introduction *Mayan civilization reached its height from ______to ______C.E. Aztec and Inca civilization built their empires in the ______years before the Spanish arrived in the 1500s. *The ______made advances in writing, astronomy and architecture. *The ______adapted earlier pyramid designs to make massive stone temples. *The ______showed great skill in engineering and managing their empire. 27.2 Achievements of the Maya Science and Technology Define the following: *solar year- ______*stele- ______*In astronomy, the Maya could accurately track the movements of the ______and ______. This enabled the Maya to calculate the ______year to amazing precision of 365.2420 days. *In mathematics, the Maya was based on the number ______. They had place values for 1s, 20s, ______and so on. The Maya also recognized the need for ______in their number system. Art and Architecture *Mayan painters painted murals which showed nobles and priests, battle scenes, ceremonies and a ______sacrifice. *Maya constructed ______, upright stone slabs which had three dimensional carvings of gods and rulers. *Mayan weaving was colorful and had ______patterns. Women still weave huipiles, or embroidered ______. *In architecture, Maya built temple-pyramids from hand-cut ______bricks. A ______vault is a triangular archway built by angling two sets of stacked stone to meet at the top where a single stone joins the two sides. The archway had nine stone layers to represent the nine layers of the ______. Language and Writing Define the following: *glyph- ______*dialects- ______*Maya used ______to represent sounds, words, and ideas. The Maya created hundreds of ______and could write down anything in the spoken language. *Mayan groups spoke different ______. Four million Mesoamericans still speak one of ______or so Mayan languages. 27.3 Achievements of the Aztec Science and Technology *The artificial islands, or ______, were created by filling reed mats with boulders and mud. The islands were tied to wood ______which were driven into the lake. Farmers in Xochimilco, near ______City, still use artificial islands for gardens. * The causeways built in Tenochtitlan served as passageways to the mainland and as ______during the rainy season. *The Aztec adopted the Mayan ______and ______calendars. The ______calendar was useful for farming since it tracked the seasons. The ______calendar was used by priest to predict events. *The ______Stone is an enormous calendar weighing almost 25 tons. Its center shows the ______of the sun god. Arts and Architecture *The Aztecs practiced poetry, music, ______, painting and sculpture. *Aztec poets ______their poems or recited them to music. Sometimes, actors performed the poems to create a ______show with dialogue and costume. *Music and dance were important parts of Aztec ______and ______. The dancers formed ______and danced to drums and rattle bells. The dances have ______meaning. *Painters painted scenes showing ______and ______ceremonies. *Sculptors made statues and relief sculptures on ______walls. They sculpted small lifelike figures of people and animals from ______stones such as jade. *In architecture, the Aztecs are remembered for their massive stone ______. A unique feature of their construction was the ______such as those on the Great Temple. Language and Writing *The Aztec spoken language, ______, had a rich vocabulary which allowed speakers to create dramatic and flowery speeches and express ______concepts. *Define – pictograph- ______*The Aztec system of writing used both ______and ______. Scribes, however, only used writing to list ______or to outline ______. 27.4 Achievements of the Incas *Incas were able to create a large ______with many layers of authority to maintain tight control of their empire. This system unified their empire and spread Inca ______throughout their lands. Science and Technology *Define – suspension bridge- ______*Incas were able to build ______across the length and width of their empire. To get through steep mountain ranges, Incas carved ______and gouged ______out of rock. *Incas built ______bridges over rivers using thick ______cables anchored by stone towers. *In agriculture, the Inca built systems of ______to farm on mountains. The Inca also built ______that brought water to the top of the terrace from which it ran down to each level. *Define – trephination- ______*In medicine, Inca priests performed surgery called ______. The priests removed bone fragments that were pressing against the ______of the patient. Arts and Architecture *One important art was the making of ______for clothing. The clothing featured bright colors and bold ______patterns. Women wove ______from jungle birds directly into the cloth. *______was known as the “sweat of the sun.” Goldsmiths made masks, sculptures, ______and jewelry. *For music, the Inca played flutes, seashell horns, rattles, drums and ______. The modern music of the ______Mountains preserves elements of Inca music. *In architecture, Incas are known for their huge, durable ______buildings. The stones fit so tightly that not even a ______could fit between the stones. Language and Writing *The Inca spoken language ______is still used by about 10 million people in South America today. *The Inca did not have a ______language, but instead used ______as memory aids in sending messages and recording information. Name______Class Period______Eng – Social Studies Guide for Chapter 28 – The Renaissance Begins Goal: To understand the factors contributing to the emergence of the Renaissance 28.1 Introduction *Renaissance is a French word which means “______.” From the 1300s to the 1500s C.E., there was renewed interest in ______(Greek and Roman) art and learning. *Humanist believed in the ______and ______of all individuals. They balanced ______belief with the belief in the human ______. 28.2 What Was the Renaissance? *The Renaissance began in ______and spread to other parts of Europe. Renewed Interest in the Classical World *Roman Catholic monks helped preserve knowledge of ancient times by ______documents that survived from the classical period. *Returning crusaders and merchants from the East brought back classical works that were preserved in the ______Empire or obtained from ______scholars. Exploring the Rebirth of Classical Ideas Through Art Classical Art *The Classical period lasted from about 500 B.C.E. to ______C.E. Classical artists from ______and ______created sculptures, pottery, murals and mosaics. Classical art showed the importance of people, ______, gods and goddesses. Characteristics of Classical Art Artists valued ______and harmony.

Figures were ______, but often idealized. Figures were ______or draped in togas.

Bodies looked active and ______was believable.

Faces were calm and without ______.

Scenes showed either ______figures or real people doing tasks from daily life.

In paintings, there was little ______or sense of perspective.

*Define – perspective- ______Medieval Art The Medieval period lasted from about 500 C.E. to ______C.E. Medieval artists created ______glass windows, sculptures, illuminated manuscripts, paintings and tapestries. The purpose of the art was to teach ______to those who could not read. Characteristics of Medieval Art Most art was ______and showed Jesus, saints, etc.

Important figures were shown as ______than others around them.

Figures looked ______with little sense of movement.

Figures were fully ______in stiff looking clothing.

Faces were ______and showed little feeling.

Painted figures were two-dimensional or ______.

Paint colors were ______.

Backgrounds were mostly one color, often ______. Renaissance Art *The Renaissance lasted from the 1300s to the early ______C.E. Renaissance artists created sculptures, murals, drawings and ______. The goal was to show the importance of ______and nature, not just religion. Characteristic of Renaissance Art Artists showed religious and ______scenes.

Art reflected a great interest in ______.

Figures were lifelike and ______-______.

Bodies were ______and were shown moving.

Figures were either ______or clothed.

Scenes showed real people doing ______tasks.

Faces expressed what people were ______.

Colors were shown responding to ______.

Paintings were often ______.

Full backgrounds showed ______.

*Renaissance art was more influenced by ______art. 28.3 The Growth of Trade and Commerce

*The growth of trade and commerce contributed to the Renaissance in two ways: (1) trade brought new ______as well as goods into Europe; and (2) it made some people ______and those people could sponsor art and learning. *The ______helped strengthen trading relations between Europe and the Byzantine and Muslim cultures. This trade helped to reawaken interest in ______culture. *Trade with the East increased after the Mongol conquests in Asia as travel along the ______Road became safer. The tales of ______further sparked interest in Asia. *The Italian cities of ______and ______were centrally located on the trade route and became important trading centers. ______and ______in Germany provided inns for traveling merchants. *Instead of a barter economy, during the Renaissance, Europe developed a money economy where people used ______to purchase goods. Bankers were needed to exchange ______, loan money and finance businesses. *Some people became wealthy and with their wealth were able to ______new buildings and art to make their cities look more beautiful. *Define –patron- ______28.4 The Influence of Italian City-States *Define the following: *city-state- ______*republics- ______*Medieval towns in Italy demanded self-______and developed into independent city-states. A city-state consisted of a powerful city and the surrounding ______and ______. *City-states conducted trade, collected taxes and made their own ______. Some republics were governed by elected ______which could include nobles and commoners. *Guild members (called ______) or rich merchants often ruled Italian city-states and had long-term control. The fabulously rich ______of Florence are an example of this. *Florence became a center of cloth making and ______. Milan made metal goods and ______. Genoa was a trading center for ______and gold from North Africa. Venice was the most ______city state and had hundreds of ships that controlled the Mediterranean trade routes. *Rich families paid for the creation of statues, ______, beautiful buildings, elegant avenues, universities and hospitals. 28.5 The Growth of Humanism *One of the first humanists was an Italian poet named Francesco ______. *Humanists believed that all people had the ability to control their own lives and achieve ______. They stressed the studies of the ______which included grammar, rhetoric, history, poetry, and ethics. *Define – humanities- ______*Humanists did not simply copy the work of the Greeks and Romans, they tried to ______on their work. *Scientists began using ______and experimentation. *In government, Humanists separated the state and its right to rule from the ______. *In medieval Europe if one was born a ______, one would always have less status than a noble. Humanists, however, prized individual ______more than a person’s class or family. *Humanists believed that people should use their minds to question ______. This sometimes conflicted with the ______which taught that its laws were from God. Giordano Bruno, an Italian humanist, was ______at the stake. Name______Class Period______Eng – Social Studies Guide for Chapter 29 – Florence: The Cradle of the Renaissance Goal: To understand the cultural and scientific achievements and advances made as a result of the Renaissance 29.1 Introduction *Florence is located on the ______River. Florence is called the “______of the ______.” *The cathedral of Santa Maria del Fiore or the ______was the center of the city’s religous life. The Palazzo Vecchio (Old ______) was the headquarters of the city government. *Florence was the ______center of Europe. People came to the Mercato Nuovo (______) to trade their coins for florins, the ______coins of Florence. 29.2 The City of Florence *Florence was home to many great artists and thinkers including: the great ______Dante Alighieri; the famed painter and sculptor ______; the thinker and artist Leonardo ______; and the ______Donatello. *About ______residents lived inside the walls of Florence. *Florence acquired its wealth in the ______and woolen-cloth trade. The wealthy residents were ______of talented artists and thinkers. *The artists would ______with one another to produce greater work than they had before. *The work of Florentine artists inspired others to come to Florence to ______with master artists or to learn at the city’s schools and libraries. 29.3 Advances in Architecture and Engineering *Architects and builders were attracted to the classical building features of rounded ______, straight ______and domed roofs. *Humanists valued good citizenship so architects designed public buildings where citizens could ______. They used Roman-inspired roofed porches called ______to join buildings and create outdoor plazas. *The Duomo di Santa Maria del Fiore was begun in 1296 but not completed until ______C.E. The builders did not know how to build a large enough dome that would not ______. *Filippo Brunelleschi solved the problem by using eight huge stone ______which met at the top of the dome and leaned against each other. Hoops of iron, wood and brick ______around the arches. ______raised materials and food to the workers at the top of the dome as they were building it. *The Duomo di Santa Maria del Fiore stands over ______feet above the city. 29.4 Advances in Painting *Renaissance painters wanted to show real people who were posed in ______ways and who showed feelings. *Perspective was used to create the appearance of ______on a flat surface. *The ______a painted object, the farther away it appears. The ______an object, the closer it appears to be. *A feeling of depth could be created by ______that came closer together as they receded into the distance. *Careful ______could make an object appear three-dimensional. *Masaccio used ______to figure out how to divide the space in a painting to make it appear as it would in real life. Leonardo da Vinci studied ______, which helped him portray the body more realistically. *Oil paints were made by mixing powdered pigments with ______oil. These paints could be painted over previous work and showed details and ______in new ways. 29.5 Advances in Sculpture *Renaissance sculptors made the first ______statues that could be viewed in the round since ancient Greek and Roman times. Renaissance statues showed real people and ______. *Both Donatello and Michelangelo carved statues of ______. Michelangelo’s version was carved in white marble and stood about ______feet tall. *The statue expression shows the concentration and ______of a real youth on the verge of battle. 29.6 Advances in Literature *In Medieval times, writers wrote about ______topics. They wrote in a formal ______style. They wrote in ______. *In the Renaissance, writers wrote about ______, or non-religious, topics. They wrote in a more ______style that expressed thoughts and feelings about life. They wrote in their own ______instead of Latin. *Define- secular- ______*Dante Aligheri wrote ______. This poem describes Dante’s imaginary journey through the places where Christians believed their souls went in the ______. Dante described his travels through ______, or hell, ______, the place between heaven and hell, and ______, or heaven. *Dante’s work highlights strong emotions and the experience of ______. 29.7 Advances in Science and Mathematics *People began questioning old ideas. Scientists used observation and performed______to analyze the theories. *Leonardo da Vinci studied geometry, engineering, sound, motion, architecture, anatomy (including the ______of blood) and the effect of the ______on Earth’s tides. *Define – circulation- ______*Girolamo Cardano solved complex equations in ______and did pioneering work in ______, the science of chance. *Galileo Galilei proved that a heavier object and a lighter object fall at the same ______and therefore two objects dropped from the same height reach the ground at the same ______. 29.8 Florentine Politics *Machiavelli wrote a book entitled ______. He advised rulers to make their states strong by doing what worked best, rather than by being good or ______. A rulers should even ______if it helped him rule. *To Machiavelli, the end justifies the ______and rulers should be ______rather than loved. 29.9 Florentine Commerce and Trade *The economy of Florence was unusually ______. People often worked in ______kinds of businesses. *The shift to a money economy created a thriving ______industry in Florence. Even ______and kings borrowed from Florence’s banks. *In the Mercato ______(Old Market), people bought everyday items such as vegetables, fruits, bread, fish, meat, medicine and shoes. The Mercato ______(New Market) was the center for the cloth and ______industries. Food and ______were banned from the New Market. Name______Class Period______Eng – Social Studies Guide for Chapter 30 – Leading Figures of the Renaissance Goal: To understand the accomplishments of leading Renaissance figures. 30.1 Introduction *A “Renaissance Person” is one who is skilled and knowledgeable in many ______. A person who studied art or music might also be interested in science. 30.2 The Renaissance Spreads Through Europe *The Renaissance spread from ______to France, Germany, Flanders, Holland, England and Spain. *Renaissance ideas spread through trade, travel and ______. *Italy served as the ______to Europe for trade from Africa and the East. Traders brought new ______as well as goods. *Visitors to Italy came to study humanism or new styles and techniques for painting and ______. They spread those ideas when they returned home. *The invention of the ______press increased the flow of ideas throughout Europe. Johannes Gutenberg’s press used ______type and could print up to ______pages a day. Books and short works called ______could be produced quickly and cheaply. 30.3 Michelangelo, Italian Sculptor and Painter Michelangelo (1475-1564) was born in a small village near ______. Personality and Training *Michelangelo had a famously bad ______. He was also intensely ______. *Michelangelo, at age 13, apprenticed as a ______. At age 15, he apprenticed as a ______and lived in the Medici household. Talents and Achievements *Michelangelo was gifted in both sculpture and ______. His art combines beauty with ______expressiveness.

*Michelangelo’s famous sculptures include his David, Moses and the ______- a depiction of Mary, the mother of Jesus, mourning over her crucified son. *Michelangelo is known for his painting of the ceiling of the ______. It took him over ______years to complete the work. *Define – chapel- ______30.4 Titian, Italian Painter Titian (1488-1576) was born in a village in the ______Alps. Personality and Training *Titian trained in Venice under the artist Giorgione, a master of ______painting. *Titian was a ______man who could convince others to support his art. Talents and Achievements *Titian’s paintings appeared alive because of his inspired use of ______and his lively ______. *Titian painted classical myths and ______stories. As a court painter, he painted portraits of the ______and ______. 30.5 Albrecht Durer, German Artist *Albrecht Durer (1471-1528) was born in the German city of ______. Personality and Training *Durer learned the art of being a ______from his father. At 15, he trained under a well-known painter and ______. *He studied classical sculpture to learn ideal human ______. *Define – proportions – ______*Durer was a fashionable, ______man. Talents and Achievements *Durer’s paintings blended the detailed style of ______with the perspective and idealized beauty of Italian paintings. *Durer was known for his ______and ______. For example, The Four Horsemen of the ______illustrates a vision of the end of the world. *Define the following: *engraving- ______*woodcuts- ______*Printers used engravings and woodcuts to illustrate ______. *Durer also did portraits of ______and wealthy patrons. 30.6 Nicolaus Copernicus, Polish Scientist Nicholas Copernicus (1473-1543) was born in ______Poland. Personality and Training *Copernicus studied at the University of ______in Poland. Later he went to Italy to study medicine and ______law. While in Italy, he stayed at the room of an ______teacher’s house. *Copernicus was highly ______and a free ______unafraid to question accepted beliefs. Talents and Achievements *Copernicus based his thinking on what he saw not on what he ______have seen. *Copernicus theorized that the earth and the other planets revolve around the ______. He also believed the earth rotates on its ______. *Define -axis- ______*Copernicus’ teachings went against the Church’s teachings that the ______was the center of the universe. Ultimately, ______theories were proven to be correct. 30.7 Andreas Vesalius, Belgian Scientist *Andreas Vesalius (1514 -1564) was born in ______, in what is now Belgium. Personality and Training *Vesalius was born into a family of ______and ______. He studied stray ______and ______as a child. *Vesalius attended universities in Belgium, France and ______. He earned his ______degree in 1537. *Vesalius was hardworking, curious and confident, but could be ______and distant at times. Talents and Achievements *Vesalius began ______, or cutting open, human bodies. *Define – dissection- ______*Vesalius discovered that the human heart had ______hollow areas called ______. *Vesalius wrote a series of illustrated books called On the Structure of the Human Body which explained the ______of the body and how the body ______. It is considered the first modern ______textbook. 30.8 Isabella I, Queen of Spain Queen Isabella I (1451-1504) was born in the Spanish Kingdom of ______. Personality and Training *Isabella was highly ______, strong-willed and a devoted Catholic. *She had little formal education, but did learn ______, the language of the Church. Talents and Achievements *Isabella and, her husband and co-ruler, Ferdinand actively encouraged ______. She supported ______who would cross the Atlantic and “discover” the ______. *Define – New World- ______*Isabella unified Spain as a Catholic country by forcing ______to leave the country if they did not convert. 30.9 Elizabeth I, Queen of England *Queen Elizabeth (1533-1603) was born in ______. She was the daughter of King ______and Anne Boleyn. Personality and Training *Elizabeth was taught by an English ______. She learned to speak Greek, Latin, ______and Italian. *Elizabeth was strong-minded, but was willing to listen to ______. Talents and Achievements *Elizabeth ruled England for ______years. *Elizabeth supported theater, fashion, literature, dance and ______. *Elizabeth encouraged trade by establishing English ______companies in Africa, Asia and the Americas. She funded sea ______, enabling England to gain a foothold in North America. *England’s navy defeated the Spanish ______in 1588. This established England as one of the ______and richest countries in the world. 30.10 William Shakespeare, English Poet and Playwright *William Shakespeare (1564-1616) was born in the English town of ______-____-______. Personality and Training *Shakespeare studied ______and classical literature in grammar school. He went on to become an ______with a theater company in London. *Shakespeare had a reputation for being ______and a bit mysterious. He thought deeply about life and its ______, but had a sense of humor as well. Talents and Achievements *Shakespeare’s plays show a deep understanding of human ______and emotions. He wrote both ______and ______. Many of his plays (such as Hamlet, Romeo and ______, Macbeth and the Merchant of Venice) are still performed today. *Define the following: *comedy- ______*tragedy- ______*Shakespeare’s poetry is widely admired, particularly the 14-line ______. *Shakespeare wrote about timeless themes such as love, ______, power, ambition, hatred and ______. *Many common expressions are from Shakespeare, such as “Love is ______” and “All’s well that ______well.” 30.11 Miguel Cervantes, Spanish Writer Miguel Cervantes (1547-1616) was born in ______Spain. Personality and Training *Cervantes may have studied with ______. *As a soldier, Cervantes was ______twice in the chest and also injured his left ______. He spent time as a ______after being captured by pirates. *Cervantes was adventurous and ______. He had a ______sense of humor. Talents and Achievements *Cervantes wrote plays poems and novels, but had a particular talent for ______. *Define – satire- ______*Cervantes’ masterpiece is a book entitled ______, a tale about a tall, thin. elderly man who dresses as a knight and sets out to do noble deeds even though the age of knights have passed. 30.12 Leonardo da Vinci, Italian Renaissance Person *Leonardo da Vinci (1452-1519) was born in a village near ______. Personality and Training *Leonardo trained in Florence under a master ______and ______. *Throughout his life, Leonardo studied art, music, math, anatomy, ______, architecture and engineering. *Leonardo was endlessly ______. He was a careful ______and liked to figure things out himself. Talents and Achievements *Leonardo was an accomplished painter, sculptor, architect, engineer and ______. *Many of his inventions, such as the ______and ______, were ahead of his time. *The Mona Lisa is a ______of a woman with a mysterious smile. It shows a remarkable use of ______, balance and detail. Name______Class Period______Eng-Social Studies Guide for Chapter 31 – The Reformation Begins Goal: To understand what Church practices caused Martin Luther and others to become dissatisfied and begin the Reformation 31.1 Introduction *The ______was an historic movement where Christian churches broke away from the Catholic Church. *One reason for the weakening of the Catholic Church was ______. The humanists were very ______in their thinking and questioned many accepted beliefs. *A second reason for the weakening of the Catholic Church was the ______and ______(immoral and dishonest behavior) of Church officials. Some popes seemed more concerned with ______and ______than spiritual matters. *Those that broke away from the Catholic Church entirely were known as ______because of their protests against the Catholic Church. 31.2 Weakening of the Catholic Church Worldliness and Corruption Within the Church *Priests, monks and nuns made vows (solemn promises) not to ______or have ______, but many broke these vows. *Popes, cardinals and bishops behaved like ______and lived in elegant palaces and wore jeweled robes. *Define the following: *indulgence- ______*simony- ______*Church officials sold ______(a release from punishment for sins), to raise money. People who received them did not have to perform good ______to make up for their sins. *Church officials also engaged in ______- the sale of church offices or leadership positions. Each position could be a source of ______. People acquired ______positions in different places. *Some clergy charged people to see ______, such as the relic of saints. Political Conflicts with European Rulers *Popes accumulated vast ______and ______power. At times, monarchs came into ______with the Church. *People lost respect for the pope as the supreme head of the church when he lived in France as people believed the pope was controlled by ______king. *People were completely divided and confused during the “Great ______.” At that time, there were ______popes elected by different bodies and all claimed to be the legitimate pope. 31.3 Early Calls for Reform *Reformers wanted to ______the Church, not destroy it. John Wycliffe (About 1330-1334) *John Wycliffe, an English scholar, criticized the church’s right to ______from England, the power of the pope after the Great Schism and the sale of indulgences. *Wycliffe believed that the ______, not the Church, was the supreme source of religious authority. *Wycliffe was accused of ______or opinions that contradict church ______. His supporters were ______and some were burned at the stake. *Define the following: *heresy- ______*doctrine- ______*Jan Hus criticized the vast ______of the Catholic Church and spoke out against the pope’s authority. *Hus believed that the true head of the Catholic Church was ______. He wanted the bible and the mass to be offered in the ______language of the people. *Hus was ______at the stake for his beliefs. Catherine of Siena (1347-1380) *Catherine of Siena was an Italian ______who had visions of Jesus Christ. *She helped convince Pope Gregory XI to move the papacy back to ______from Avignon. *Catherine was declared a ______. She and other mystics emphasized ______experience of God more than formal observance of church practices. Desiderius Erasmus (1466-1536) *Erasmus’ book ______satirized the abuses by clergy and church leaders. *Erasmus wanted to reform the church from ______. His attacks on corruption, however, contributed to many people’s desire to ______the Catholic Church. 31.4 Martin Luther Breaks Away from the Church *Martin Luther was a ______from Germany. Luther’s Early Life *Luther was raised as a devout ______. He vowed to become a ______if he survived a violent thunderstorm. He became a monk and a ______. He studied the Bible thoroughly and earned a reputation as a ______and teacher. Luther Pushes for Change in the Catholic Church *The Catholic Church taught that to be “saved” people had to keep the ______and to live a good life. *Luther believed that salvation was a gift from God that people received in ______. *Luther strongly objected to the sale of Indulgences because it was selling false ______to uneducated people. *Luther posted a list of his arguments, ______, on the church door in Wittenberg. *Luther argued that the ______was the ultimate source of religious authority. He felt that the only true sacraments were ______and ______. *In January 1521, Luther was ______from the church. He was brought before the ______, an assembly of state leaders, in Worms. Luther ______to take back his teachings and went into hiding. Luther Starts His Own Church *Define – denomination- ______*Lutheranism, a new Christian denomination, emphasized study of the ______. Luther translated the bible to ______and wrote a baptism service, mass and new hymns (sacred songs) in the language. *Wars between Catholics and Lutherans ended with the Peace of ______in 1555. Each prince within the Holy Roman Empire could determine the ______of his subjects. 31.5 Other Early Leaders of the Reformation *Reformation succeeded most where ______embraced the protestant faith. Huldrych Zwingli (1484-1531) *Huldrych Zwingli was a Catholic ______in Zurich, Switzerland. *Zwingli wanted Christians to focus solely on the ______. His churches did not contain ______or ______. Services were simple, without music or ______. John Calvin (1509-1564) *John Calvin started a Protestant branch in ______, Switzerland. * Calvin taught that salvation came only from ______grace. He believed that God “saved” those that lived according to ______standards. Calvin believed firmly in hard work and ______(the careful use of money). King Henry VIII (1491-1547) *King Henry VIII formed the Church of ______and put himself at its head. *Henry did this so he could end his ______. The ______had refused to grant him a divorce. Henry also did not want to share power and ______with the Church. William Tyndale (About 1491-1536) *Define the following: *New Testament- ______*Old Testament- ______*Tyndale attacked ______in the Catholic Church and defended the English ______. *Tyndale translated the ______and the ______into English. His work was used in the preparation of the ______version of the Bible. Name______Class Period______Eng-Social Studies Guide for Chapter 32 – The Spread and Impact of the Reformation Goal: To understand the beliefs and practices of Protestant sects emerging from the Reformation and the Catholic response to the Reformation 32.1 Introduction *Each protestant ______, or group, had its own beliefs and practices. *Protestant sects shared a belief in the ______, individual conscience and the importance of faith. *The Catholic reform movement is called the ______- ______. Church officials worked to correct ______and defend the teachings of the Catholic Church. *The many divisions among Christians led to a series of wars and ______. 32.3 Lutheranism *Define the following: *scripture- ______*original sin- ______*Martin Luther could not find a basis in the ______for many of the Catholic Church’s teachings. Luther was troubled by the corruption in the church, especially the sale of ______. Beliefs About Sin and Salvation *Catholics believed that people ______salvation by following the teachings and practices of the church. Taking part in the ______was essential. For example, the sacrament of baptism, according to catholic teaching, washed away ______. *Luther denied that people could do anything to earn ______. People were “justified” or saved if they sincerely believed in Jesus Christ, were sorry for their ______and accepted the words of the Bible as truth – not by performing sacraments or good deeds. Ultimate Source of Authority *Lutherans believe the only true source of religious guidance is the ______. Catholics believe in other sources of church authority such as church councils and the ______. Rituals and Worship *Define – Holy Communion- ______*Lutherans met in church ______and used an altar, candles and a ______(a representation of Jesus on a cross). *Lutheran services included Holy ______(the Eucharist), Bible readings, and sermons. Lutherans sang ______in German. *Prayers were written and spoken in ______so that everyone could understand. Catholics wrote and spoke their prayers in ______. *Lutherans believed in two sacraments, ______and ______. Catholics believed in ______. Community Life *Luther believed in strict ______and strong families. Luther believed that women should have as many ______as possible. Luther’s ministers were free to ______, unlike Catholic priests. 32.3 Calvinism *Calvinism was founded by John ______, a French humanist who did most of his work in Geneva, Switzerland. Belief About Sin and Salvation *Calvinist believed that God chose certain people – the ______- to be saved and to enjoy eternal life. Everyone else was ______to spend eternity in hell. *Calvin maintained that God knew from the beginning of ______who would be saved and who would be condemned. *Define – predestination- ______*Good ______showed that a person was one of the elect who was destined for heaven. Singing, dancing, playing ______and wearing fancy robes were all forbidden. Ultimate Source of Authority *Calvinists believe that the ______was the only true source of religious guidance. *In a Calvinist state, religious rules also became laws for the ______. A lawbreaker was punished first by the Calvinist clergy and then the local ______system. *Define blasphemy- ______Rituals and Worship *Calvinist attended church up to ______times a week. Their services included ______which lasted for hours. *Calvinist churches were paneled in ______wood and people sat on long wooden ______. There were no paintings, statues or ______glass windows. *A preacher spoke from a ______. Men sat on one side of the room. Women and ______sat on the other. Children had to be ready to answer ______from the minister. *Calvinist believed in two sacraments, ______and ______. *Calvinist were not allowed to ______any words except those found in the Bible. *Define – pulpit- ______Community Life *Calvinist believed each community should be a ______- a state governed by God through religious leaders. *Define – theocracy- ______*Calvinist communities had strict laws based on the ______. People were not allowed to swear, dance, play ______or insult anyone. 32.4 Anglicanism *King ______VIII founded Anglicanism. He did not want to share his kingdom’s ______with the church. Henry also wanted to ______his wife so he could marry another woman. Beliefs About Sin and Salvation *Anglicans believed that baptism washed away ______, just as Catholics believe. *Anglicans believed that to go to heaven, all people needed was to believe in God, regret their sins, and receive God’s mercy – just as ______believe. *Anglicans believed that people should have ______in how they practiced their religion. Ultimate Source of Authority *Anglicans based their belief on the bible, but the English ______, as the head of the church, was the main interpreter of the Bible’s meaning. *The Archbishop of ______helped the monarch interpret the Bible. *In practice, people could interpret church beliefs in their own ways as long as they were loyal to the ______or ______. Rituals and Worship *The ______Church service was very and similar to a Catholic mass. The ______Church service was similar to the Lutheran service. *Church walls were painted ______and the ______were painted on a plain white wall. People sang hymns with ______words and easy melodies. *Anglican used only two sacraments, ______and ______. *English slowly replaced ______in Anglican services. King James I had an ______translation of the Bible prepared – the Authorized Version or the King James Version. Community Life *High Church communities were made up mostly of ______people. *Low Church communities were made up of ______-class and ______-class people. *Queen ______said that no one should be forced to believe or practice a particular kind of Anglicanism. 32.5 The Catholic Response: The Counter-Reformation *The ______-______is the movement to clarify teachings, correct abuses and win people back to the Catholic Church. The Council of Trent *The Council of Trent was a series of meetings of church leaders to combat ______in the church and to fight Protestantism. *The council affirmed the Catholic belief in seven ______and that individuals do have a role to play in deciding the fate of their souls. The council rejected the idea of ______. *The council insisted that church leaders do have a role in interpreting the ______. *The council corrected many of the abuses involving ______and church offices. Clergy were required to have better education and ______. ______were established for church services so they were more alike everywhere. Catholic Reformers and Missionaries *Teresa of Avila, a nun and ______, formed a new religious order in Spain. *The Society of Jesus (also known as the ______) was formed to preach, educate people and perform services such as feeding the poor. *Ignatius of Loyola, a Spanish ______, started the Society of Jesus. The Jesuits were dedicated teachers and ______. *Define missionary- ______Fighting the Spread of Protestantism *The ______was established by the church to deal with heresies. *Inquisitors sought out and tried ______. Punishments could include, fines, ______and even death. *King Ferdinand and Queen Isabella used the Spanish Inquisition against the ______. *The Roman Inquisition sought out and condemned people whose views were considered ______. *The Church published a list of ______it said offended the Catholic faith and forbid Catholics to read them. 32.6 Effects of the Reformation Religious Wars and Persecution *Catholics and Protestants alike persecuted members of other sects and as a result some groups ______to different countries – such as the French Protestants who went to Switzerland. *Catholics and Protestants fought ______, Several ______added to the horror of these wars. *Define – massacre- ______*The Thirty Years War (1618-1648) was fought mainly in ______. It was fought among Catholics and Protestants, and Protestants against other ______. *The Peace of Westphalia (1648) set ______between Catholic and Protestant lands. Most of Northern Europe, including Germany, was ______. Spain, Portugal, Italy, and France remained ______. The Rise of Nationalism and Democratic Practices *Define – nationalism- ______*More and more people identified with their ______. Official state ______strengthened national unity. *Monarchs grew ______as rulers claimed authority over religious as well as secular matters. *Monarchs claimed the divine rights of kings which, according to this idea, the monarch’s authority came directly from ______. France’s king established an ______. *Define – absolute monarchy- ______*The seeds of democratic ideas were planted in the Reformation’s notion of being true to the Bible and to their own ______. People were more willing to ______authority. *The ______fled from England to America in search of religious liberty. Leaders of Protestant churches were ______, not appointed by a high church official. The Spread of Christianity *Jesuits spread Catholicism to India, ______, Japan and southeast Asia. Protestant missionaries worked in Ceylon, India and ______. *English colonies in North America were ______. *French missionaries and settlers brought ______to Canada and the Mississippi valley. *The Spanish and the Portuguese brought Catholicism to the American southwest, Mexico and ______. Name______Class Period______Eng- Social Studies Guide for Chapter 33- The Age of Exploration Goal: To understand the motivations, accomplishments and impact of European explorers. 33.1 Introduction *The age of exploration lasted from about ______to ______C.E. Explorers wanted to find sea routes to east ______. *Explorers faced many hardships including running out of ______and water. 33.2 Reasons for the Age of Exploration Motives for Exploration *Europeans wanted spices, which were used to ______food during winter and to cover up the taste of food that was no longer ______. *Trade with the east was controlled by the ______and the ______. European monarchs and ______wanted to break the hold that these countries had on trade with the east. *Muslims brought the goods to the east coast of the ______Sea. Italian merchants brought the good to ______. Each time the goods changed hands, the price of the goods ______. *Explorers were also motivated by the chance for fame, glory, wealth, adventure and the desire to spread ______to native peoples. Advances in Knowledge and Technology *Define the following: *cartography- ______*longitude- ______*latitude- ______*caravel- ______*There were advances in ______, the art and science of mapmaking. By the 1500s, globes showed the earth as a ______. In 1507, a German cartographer, showed North and South ______as separate from Asia. Better maps made navigation ______. *Gerardus Mercator created maps using improved lines of ______and ______. These maps were much more accurate. *______are ships that were small, fast and easy to maneuver. They had shallow bottoms making it easier to travel along ______when the water was not deep. They used lateen (triangular) sail which could be positioned to take advantage of the ______no matter which way it blew. *Sailors used ______to find their bearing or direction of travel. The ______was used to figure out the distance north or south from the equator. *European weapons, such as a ship’s cannons, guns, armor and horses, gave Europeans an ______over the people they met. Portugal Begins the Age of Exploration Key Explorers *Prince Henry – the “Navigator” – was not an explorer himself, but encouraged exploration and directed many important ______. * Beginning in ______, Prince Henry sent explorers out to sea almost every year. He established a school of ______where sailors and mapmakers could learn their trade. *In 1488, Bartolomeu Dias was the first European explorer to go around the southern tip of ______. *In 1497, Vasco de Gama sailed around the southern tip of Africa, up the east coast of Africa and across the ______Ocean. He brought back cinnamon and pepper, but lost ______his ships. *In 1500, Pedro Cabral sailed southwest and ended up at the east coast of ______, which he claimed for Portugal. He continued on around Africa to Calicut, India where established ______posts and signed trading ______. The Impact of Portuguese Exploration *The Portuguese took control of the ______sea routes to Asia. They seized the seaport of ______in India and attacked the Moluccas, or ______Islands, in 1511. *The price of Asian goods, such as spices and fabrics went ______and more people could afford to buy them. *Define the following: *colony- ______*plantation- ______*The Portuguese established ______in Brazil. They forced the natives to work on ______plantations and to convert to Christianity. When the natives died from overwork, the Portuguese began bringing ______from Africa. 33.4 Spain’s Early Explorations Key Explorers *Christopher Columbus, an Italian explorer sailing for Spain, wanted to find a route to Asia by sailing ______. Columbus went ashore on an island in the ______Sea and claimed it for Spain. *Ferdinand Magellan, a Portuguese explorer sailing for Spain, hoped to find a ______through South America and continue onto Asia. Magellan was successful in finding the strait, but his crew ran out of ______and was plagued by disease and thirst. *Magellan himself died in fighting on the ______. His crew continued the voyage and returned to Spain with a load of ______. Of the five ships and 250 men which began the voyage, only one ship and ______sailors returned. They were the first people to ______the globe. Define the following: *strait- ______*circumnavigate- ______The Impact of Early Spanish Exploration *Columbus’ voyage revealed the existence of the ______. Magellan’s voyage proved that it was possible to sail around the ______. *Spain began to establish ______in the West Indies and earned great wealth from them. They sent Spain precious metals, sugar and new crops such as ______and pineapples. *Natives were forced to work in ______or ______. Natives were forced to convert to ______. Many natives died of overwork and ______. *The Spanish brought African ______to replace the natives. 33.5 Later Spanish Exploration and Conquest *Conquistadors (conquers) were permitted to establish settlements and seize the ______of natives. The Spanish government received ______of the treasures they found. *Hernan Cortes conquered the ______. Cortes took their leader, ______, hostage. *Four factors enabled the Spanish to defeat the Aztecs: (1) the Aztec thought that Cortes was their god ______so they let him into their capitol; (2) Cortes was able to make ______with Aztec enemies; (3) the Spanish had superior______, such as horses and armor; and (4) the Spanish brought disease that spread deadly ______among Aztecs. *Define - epidemic- ______*Francisco Pizzaro conquered the ______Empire. *The Inca emperor, Atahualpa, greeted the Spanish as ______, but the Spanish kidnapped the emperor. Although a ______was paid, the Spanish killed the emperor. The Impact of Later Spanish Exploration and Conquest *Wealth from the ______made Spain one of the world’s richest and most powerful countries. *The population of Spain grew because the food supply increased with the introduction of ______and ______from the new world. Luxury goods, such as ______and tobacco were introduced to Spain. *The abundance of gold and silver from the Americas ______Spain’s economy. It led to ______, an increase in the supply of money compared to goods resulting in higher prices. *The Spanish introduced animals, such as ______, cattle, sheep and ______, to America. *The Spanish wiped out the ______and ______civilizations. Millions of natives died from ______. 33.6 European Exploration of North America *England, France and the ______all sent expeditions to North America. Key Explorers *In 1497, John Cabot, an Italian sailor sailing for England, landed in ______. *In 1524, Verrazano de Giovanni, an Italian sailing for France, explored the Atlantic Coast from ______to Canada. Unfortunately, he was killed and ______by people in the West Indies on a later trip. *In 1609, Henry Hudson, an Englishman sailing for the Netherlands, tried to find a ______passage, but ended up exploring a river now known as the Hudson River. ______settlers came to settle in the Hudson river valley. *Henry Hudson, sailing under the English flag, tried again and sailed into a large bay in ______. His crew ______and set him, his son, and some loyal crew members adrift never to be heard from again. The Impact of European Exploration of North America *Fishing boats visited Canadian waters to catch ______and other fish. *Trading with Native Americans was established for otter skins, whale oil and ______and ______fur. *Define- northwest passage- ______*England and Spain went to ______. One factor in causing the war were the English ships (“sea dogs”) attacking Spanish ships and ports for their ______. *England defeated the Spanish ______sent to invade England. England and the Netherlands took more of an active role in trade and ______around the world. 33.7 The Impact of Exploration on European Commerce and Economics *Define the following: *capitalism- ______*market economy- ______*cottage industry- ______*mercantilism- ______*Capitalism is an economic system based on investing money for ______. People began investing money in trading ______so people could share in the profits they earned. *Money became more important as the price of goods were set by the ______market. The price of goods went up and down depending on how much ______and demand there was. *Cottage industries, especially in the making of ______, increased and paved the way for the system of factories later on. *Mercantilism is a policy to ______the amount of goods needed from other countries and ______the number of goods sold to other countries. *Colonies supplying raw ______to make goods reduced a nation’s need to trade with other countries. A nation could then sell the ______goods to other countries for a profit. Colonies were often ______from trading with other countries.