Study Guide to accompany Kishlansky • Geary • O’Brien CIVILIZATION IN THE WEST Sixth Edition Volume One Paul Brasil Blue Mountain Community College New York Boston San Francisco London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal Study Guide, Volume I to accompany Civilization in the West, 6/e Copyright ©2006 Pearson Education All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. ISBN: 0-321-31697-5 1 2 3 4 5 6 7 8 9 10-OPM-08 07 06 05 CONTENTS Introduction v Chapter 1 The First Civilizations 1 Chapter 2 Early Greece, 2500 B.C.–500 B.C.E. 13 Chapter 3 Classical and Hellenistic Greece, 500-100 B.C.E. 25 Chapter 4 Early Rome and the Roman Republic, 800–146 B.C.E 37 Chapter 5 Imperial Rome, 146 B.C.E.-192 C.E. 49 Chapter 6 The Transformation of the Classical World 61 Chapter 7 The Classical Legacy in the East: Byzantium and Islam 73 Chapter 8 The West in the Early Middle Ages, 500–900 85 Chapter 9 The High Middle Ages 97 Chapter 10 The Later Middle Ages, 1300–1500 109 Chapter 11 The Italian Renaissance 121 Chapter 12 The European Empires 133 Chapter 13 The Reform of Religion 145 Chapter 14 Europe at War, 1555–1648 157 Chapter 15 The Experiences of Life in Early Modern Europe, 1500-1650 169 Chapter 16 The Royal State in the Seventeenth Century 177 Answers to Self-Tests 189 iv Introduction The Study Guide is keyed to help the student understand the comparative and connective aspects of the text. Rather than focus on rote memorization of data, the Study Guide emphasizes recognition of major themes and interpretation of connective links among civilizations. Each chapter within the text is covered in the Study Guide so that the student proceeds from the specific data to the important summary themes and comparative conclusions. Most chapters of the Study Guide include the following elements: • An outline demonstrating the organization of each chapter in the text and the major historical points covered; • A timeline asking the student to organize major events in each chapter chronologically; • A list of important terms, people, and events to be defined; • A map exercise establishing the geopolitical structure of the chapter; • A series of short questions entitled “Making Connections” seeking to establish students' familiarity with larger blocks of information connecting the items found in “Terms, People, Events;” • Two broad essays stressing the major interpretive points of each chapter and asking students to make significant comparisons and contrasts among historical periods; • A self-test of factual information featuring multiple-choice questions covering both specific data and general interpretations. A selection of these questions is taken directly from the Test Bank for Civilization in the West. How should you use the Study Guide? Read the text chapter first. The Study Guide was not intended to replace the text, simply to supplement it. After your first reading, look at the outline in the Study Guide. The outline should help you to organize the elements of the chapter and point out important concepts. Arrange the chapter chronologically by filling out the timeline. It may be helpful to compare the timeline for the chapter on which you are working with those of other chapters to gain a comparative view of political, social, and economic events. Once the organization of the chapter and its chronological framework is clear to you, move on to the “Terms, People, Events.” These specific points of information can best be handled by writing out definitions for each—perhaps in your notebook. You may discover that these terms can be supplemented by items covered in lecture. “Making Connections” asks you to take the major points in the outline and put them together in short essay form. The purpose of putting blocks of information together is to make certain that you understand relationships between important people and events. The last activity in the Study Guide—”Putting Larger Concepts Together”— asks you to make broad generalizations about the major themes of each chapter and, occasionally, to compare the ideas explored in one chapter with material from earlier chapters. These may be more difficult to accomplish, but they check your ability to understand the v comparative developments in European history. Essays covered in “Putting Larger Concepts Together” could be used as a focus for in-class discussion or possibly as examination questions. Remember, the Study Guide is coordinated with the Test Bank. No study guide can guarantee a good grade. The text and the Study Guide represent only one component of the course. Individual instructors may vary in their approaches to the course. Lectures may incorporate materials not included in the text or differ dramatically in interpretation. Instructors may opt not to use the Test Bank in order to offer questions that more closely parallel their own treatment of the course. In any case, the Study Guide will strengthen your understanding of Civilization in the West and enable you to understand the broad patterns of change in European history. vi CHAPTER 1 The First Civilizations OUTLINE I. Introduction A. The Idea of Civilization The West is an idea that developed slowly during Greek and Roman civilization. Initially the Greeks referred to their homeland as the Europe—or “West.” The Romans took up the concept and applied it to the western half of their empire. Asia—or the East—was similarly a geographical innovation of the Greeks and Romans. Asia was that land that belonged to non-Greek cultures of Asia Minor, particularly the Persians. The Romans, too, regarded lands east of Greece as Asia. The name was retained and applied to other cultures beyond the Turkish peninsula such as China and India. Although what we refer to as “Western Civilization” began in the area that today we call the Middle East, we tend to associate the term more with developments in Europe, particularly after the birth of Christ. After the sixteenth century, Western civilization was exported through the process of conquest and colonization beyond the confines of Europe throughout the world. The exportation of Western civilization superimposed western culture on ancient traditions of art, science, economy, and politics in Asia, Africa, and the New World. The results of the exportation of Western civilization have been mixed. Both positive and negative results have emerged along with a new global culture. B. Ötzi’s Last Meal The discovery of the 5000-year-old remains of a man in the Ötzi valley provided us with a glimpse of life in the Stone Age. The Ötzi man’s diet consisted of meat, vegetables and einkorn wheat bread. He dressed in a simple leather breechcloth, calfskin belt, leather upper garment made from goat skin, and bear skin soled shoes. He carried a copper ax and flint knife. None of his clothes were woven. II. Before Civilization A. Introduction The first pre-humans appeared as early as five million years ago. They were toolmakers and survived by hunting and gathering. The first immediate ancestors of man, Homo sapiens, appeared over a hundred thousand years ago. One of the earliest varieties of Homo sapiens was Neanderthal man. Although closely related in structure and culture to modern man, Neanderthal man mysteriously disappeared about forty thousand years ago. Our immediate ancestors were Homo sapiens sapiens. All current races are descended from this subspecies. Early varieties of Homo sapiens sapiens lived as small bands of hunter-gatherers. 1 B. Dominance of Culture The Homo sapiens sapien’s original material culture (everything about human not inherited through biology) consisted of the production of stone and bone tools. By the late Paleolithic period (35,000-10,000 B.C.E.), early humans had produced art and appear to have formulated religious practices related to fertility and fecundity in the natural world around them. One of the best examples of cave painting is at Tassili-n-Ajjer in Algeria. In contains a painted record of life dating from 6000 B.C.E. to the time of Jesus. Around 10,000 B.C.E., hunter-gatherers residing in the Middle East began to become more sedentary. They stopped following the herds of wild animals and began to exploit the resources of a single area more completely. The transition to sedentary communities was most prominent along the shores of the Mediterranean and the foothills of the Zagros Mountains. Sedentary life permitted more rapid population growth and created a demand for greater food supplies. The demand for a more intense exploitation of the environment led to domestication of animals and cereal agriculture. C. Social Organization, Agriculture, and Religion Sedentary agricultural societies required more formal political organization in order to exploit the environment effectively. Religious rites of various types also became more important in agricultural societies. III. Mesopotamia: Between the Two Rivers A. Introduction Mesopotamia was not naturally well-suited to agriculture. Only the southern portions of the land between the Tigris and Euphrates—the area called Sumeria—were fertile, and limited rainfall necessitated irrigation. In order to ensure protection against neighboring nomadic peoples and make better use of the river plains, villages concentrated into larger urban centers. Urban development became pronounced around 3000 B.C.E. B. The Ramparts of Uruk The cities of Mesopotamia produced new social, political, and cultural systems. Religious priesthoods and military leaders created political and social elites. Beneath the elites were slaves, peasants who worked the land belonging to the elites, skilled workers who served the temple complexes, and free landowners.