3. Medieval Europe 48

Contents 3.1 The medieval European world 50 3.2 Everyday life 52 3.3 Medieval achievements 56 3.4 The Crusades 58 3.5 Crime and punishment 62 3.6 Military and defence systems 64 Pearson History New South Wales 3.7 Source study: Significant people 66 (for teachers) vi 3.8 The influence of the medieval world 68 How to use this book viii 3.9 Investigating history 70 History skills toolbox x 4. The Ottoman Empire 72 1. Overview: the ancient to the modern world 2 4.1 The Ottoman Empire 74 1.1 The end of the Roman Empire 4 4.2 Key features of the empire 76 1.2 Two major religions 6 4.3 Everyday life 80 1.3 Feudalism 10 4.4 Source study: Architecture and art 82 1.4 The Crusades 12 4.5 Growth of an empire 86 1.5 The rise of the Ottoman Empire 14 4.6 A tolerant society 90 1.6 Voyages of trade and discovery 16 4.7 The strength and influence 1.7 The Renaissance 18 of the empire 92 1.8 The Scientific Revolution 20 4.8 Investigating history 94 1.9 Investigating history 22 5. Renaissance Italy 96 2. The Vikings 24 5.1 Italian city-states 98 2.1 The Viking world 26 5.2 Everyday life 100 2.2 Everyday life in Viking society 30 5.3 Art and architecture 104 2.3 The Norse gods and religion 32 5.4 Science and technology 106 2.4 Viking expansion 34 5.5 Literature and thinking 108 2.5 Source study: Viking conquest 38 5.6 Florence 110 2.6 The invasion of England in 1066 40 5.7 Source study: Significant people 112 2.7 Significant individual: Leif Ericson 42 5.8 Legacy of the Renaissance 116 2.8 The Viking legacy 44 5.9 Investigating history 118 2.9 Investigating history 46 6. The Khmer Empire 120

6.1 Key sites and extent of the empire 122 6.2 Key social groups 124 6.3 Daily life 126 6.4 Power, wealth and trade in Angkor 130 6.5 Source study: Cultural achievements: temples 132 6.6 Religion 136

iv PEARSON history New South Wales 8 6.7 Water management in Angkor 138 10. The Black Death 218 6.8 The decline of Angkor 140 10.1 Living conditions in the 6.9 The significance of Angkor 142 fourteenth century 220 6.10 Investigating history 144 10.2 Medicine in the fourteenth century 224 7. under the shoguns 146 10.3 Origins and spread of the Black Death 226 10.4 The causes of the Black Death 230 7.1 Japan before the shoguns 148 10.5 Source study: Treatments for, and 7.2 The origins of the shogunate 150 responses to, the Black Death 232 7.3 The unification of Japan 152 10.6 The impact of the plague 236 7.4 Political and social features 10.7 Investigating history 240 of Tokugawa Japan 154 7.5 Cultural features of Tokugawa society 158 11. The Spanish conquest 7.6 Everyday life in Tokugawa society of the Americas 242 and economic features 160 11.1 Pre-Columbian life in the Americas 244 7.7 Source study: Control of foreign trade 162 11.2 Life in an Aztec city 246 7.8 Land use under the Tokugawa 164 11.3 Life in an Inca city 248 7.9 The decline and the legacy of 11.4 The beliefs of the Aztecs and the Tokugawa shogunate 166 the Incas 250 7.10 Investigating history 168 11.5 The Spanish arrive in the Americas 252 11.6 Source study: First contact 256 8. Polynesian expansion 170 11.7 Impacts of the conquest 258 11.8 Long-term effects of colonisation 260 8.1 The geography of Polynesia 172 11.9 Investigating history 262 8.2 The origin and spread of Polynesian settlers 174 12. Colonisation and contact 264 8.3 Source study: Polynesian society 176 8.4 Use of environmental resources 180 12.1 The Plains Indians of North America 266 8.5 Everyday life in Maori society 184 12.2 Contact with Plains Indians 268 8.6 Cultural achievements of 12.3 The life of Sitting Bull 272 Maori society 188 12.4 The British colonisation of Australia 274 8.7 Investigating history 192 12.5 Contact between the British and Aboriginal people 276 9. Mongol expansion 194 12.6 Source study: The smallpox mystery 278 12.7 Bennelong’s experience of contact 280 9.1 Geography 196 12.8 Government policies towards 9.2 Nomadic life and society 198 Aboriginal people to 1900 282 9.3 Significant individual: Genghis Khan 200 12.9 Investigating history 286 9.4 The Mongol army 204 9.5 Source study: Mongol expansion Index 288 and conquered peoples 208 9.6 Mongol rule in China 212 9.7 Consequences of Mongol expansion 214 9.8 Investigating history 216

v pearson history NEW SOUTH WALES

PEARSON history PEARSON history PEARSON history NEW SOUTH WALES NEW SOUTH WALES NEW SOUTH WALES S.B. A.B. T.C. Student Book The student book has been written specifically to meet the requirements of the Board of Studies syllabus for the Australian Curriculum: History. It features: • content written for New South Wales teachers by New South Wales teachers • a dedicated introduction to history skills through the History PEARSON history NEW SOUTH WALES Skills Toolbox

S.B. PEARSON history PEARSON history NEW SOUTH WALES NEW SOUTH WALES A.B. T.C. • units which are clearly linked to the Board of Studies syllabus • extensive use of primary source study material • activities built around Bloom’s Revised Taxonomy. Activity Book The activity book is a write-in resource designed to: • reinforce, extend and enrich learning initiated through the student book PEARSON history PEARSON history PEARSON history NEW SOUTH WALES NEW SOUTH WALES NEW SOUTH WALES S.B. A.B. T.C. • be used as part of an integrated homework program, or for independent classroom use. Teacher Companion The teacher companion makes lesson preparation easy by linking student book pages to teaching and learning strategies. This teacher resource: • creates explicit links between the student book and Board

PEARSON history PEARSON history PEARSON history of Studies syllabus for the Australian Curriculum: History NEW SOUTH WALES NEW SOUTH WALES NEW SOUTH WALES S.B. A.B. T.C. • contains solutions to student book and activity book activities. How to use this book

Pearson History New South Wales has been created for the Board of Studies syllabus for the Australian Curriculum: History. It provides a fully integrated approach to teaching Historical Concepts and Historical Skills. The student book chapters are divided into clear two- or four-page units which cover every depth study topic required by the syllabus.

1397 ad Giovanni de’Medici moves to Florence Chapter opener chapter 5 1400 Each chapter opens with a dynamic image and 1417 ad Brunelleschi begins work on the dome of the Florence Cathedral renaissance 1420 Italy 1429 ad a timeline. Both of these sources can be used Cosimo de’Medici inherits family bank and rises to great power in Florence The Renaissance was an innovative and intellectual period in European history when a new way of looking at the world developed. It began in the fourteenth century ad and continued until the 1440 as a springboard for pre-topic discussion and to early sixteenth century. It sparked the Scientific Revolution, the Reformation and the Enlightenment periods; all times of further change in European society. The term Renaissance is from the French 1452 ad Leonardo da Vinci is born word for ‘rebirth’ and reflects the wisdom and 1454 ad Gutenberg Bible published after Johannes develop students’ skills in using source material. learning, and art and architecture of the ancient Gutenberg invents the printing press world of Greece and Rome, which had been 1460 rediscovered by the philosophers, scholars and artists of the wealthy city-states of Italy during this time. 1469 ad Lorenzo de’Medici (‘the Magnificent’) takes power in Florence

1480

1486 ad Pico publishes his collection of 900 treatises and is condemned by the Catholic Church

1494 ad The Medici are ousted from Florence

1498 ad Leonardo da Vinci paints The Last Supper 1500

1504 ad Michelangelo creates the statue of David 1505 ad Leonardo da Vinci paints the Mona Lisa

1513 ad Niccolò Machiavelli publishes The Prince

1517 ad The Reformation movement begins Source 5.0.1 Music-making Angel, a fresco by Melozzo da Forli, c. 1480, Pinacoteca (art gallery), Vatican Museum, Rome, Italy Source 5.0.2 Timeline of Renaissance Italy

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Triumph UNIT 4.1 When Sultan Selim I (1470–1520) and his troops Unit content The Ottoman Empire occupied Syria and Egypt in 1517, he referred to himself as a ‘world conqueror’. It was his own son, Suleiman (1494–1566), who eclipsed him. Europeans gave Suleiman the title ‘the Magnificent’. His rule brought the Ottomans to the peak of their power. Suleiman was also known A powerful empire His beylik was located on the border of the throughout the Islamic world as ‘Suleiman the Unit content is based on the requirements of Byzantine Empire, which was in decline at the The Ottoman Empire was one of the most Lawgiver’ because he completely reconstructed time. The Byzantine Empire had reached its powerful and enduring empires in world history. the Ottoman legal system during his reign. greatest territorial extent in the 500s ad, and It grew out of the country now known as Turkey a ‘peak’ of political, economic and cultural Source 4.1.2 Osman I, Decline and came to dominate large parts of south-eastern founder of the Ottoman integration in the ninth and tenth centuries. Suleiman’s reign ended in 1566 and he was Europe, including Greece and the Balkans, as Empire, from A Series of the Board of Studies syllabus. The content is Incursions westwards by the Mongols from Central well as the Middle East and North Africa. With replaced by a series of weak and drunkard sultans, Asia had also caused a steady flow of refugees Portraits of the Emperors of Constantinople (modern Istanbul) as its capital, Turkey, by John Young, 1808 meaning the Ottoman Empire began a drawn-out into Osman’s territory. This population growth the empire controlled the border between Asia decline. It was for this reason that by the turn of was used by Osman to strengthen his kingdom. and Europe—and between the Muslim east and the twentieth century the Ottoman Empire had ‘Ottoman’ is derived from the sixteenth-century the Christian west—for more than 600 years. earned a reputation as ‘the sick man of Europe’ (see supported by written and visual primary and An empire is born Italian word ottomano, which came from the name Source 4.1.3). Nevertheless, the Ottoman Empire Osman. Gradually, Osman’s forces pushed the A power struggle between Osman and his still outlived Sir Thomas Roe by nearly 300 years, Osman Bey Byzantines westwards along the Turkish peninsula, neighbouring beyliks ended in 1299, when and would inflict defeat on British, Australian and The Ottoman Empire began with Osman I (1258– culminating in the 1326 capture of Bursa, now the Osman crowned himself sultan (king) of what New Zealand soldiers in the Gallipoli campaign of 1326 ad), who became bey (chief) of one of the fourth most populous city in Turkey. The siege of later became known as the Ottoman Empire. World War I (1914–1918) before its collapse in 1922. many small kingdoms called beyliks that covered Bursa lasted several years. Osman lived just long secondary source material, illustrations, maps, Turkey. Osman became bey after his father’s enough to hear of its fall but was 88 years old and death in 1281, when he was just 23 years old. Source 4.1.1 The Ottoman Empire at its greatest on his death bed when this happened. territorial extent [The Ottoman Empire] has become like an old body, crazed through with many vices, which Crossing into Europe remain when the youth and strength is decayed. timelines and tables to enable and reinforce After the death of Osman I, more victories followed Paris Vienna under the leadership of new sultans, resulting in CRIMEA FRANCE HUNGARY Source 4.1.3 A quote by English diplomat Sir Thomas ATLANTIC OCEAN much of Greece and the Balkans coming under Venice Roe in 1621, in J. Goodwin, Lord of the Horizons: Belgrade Caspian Sea Ottoman rule. However, Constantinople was a A History of the Ottoman Empire, Vintage, 1999, p. xiv BULGARIA Black Sea Aral Sea major obstacle to Ottoman expansion in Europe. Rome Istanbul (Constantinople) student learning. SPAIN Activities GREECE ARMINIA Constantinople Lisbon Cordoba Athens ANATOLIA Tabriz Constantinople was founded by the Roman Tunis Remembering and understanding Algiers SYRIA emperor Constantine (272–337 ad) after he Mediterranean Sea 1 Who was Osman Bey, and why was he Fez Damascus Baghdad converted to . Its fearsome defensive Tripoli important to the Ottoman Empire? N O R Jerusalem walls were over 22 kilometres in length and T H Alexandria PERSIA 2 Look at Source 4.1.1. Describe, in your own A Cairo F A reinforced by more than 400 strong points R words, the territorial extent of the Ottoman I R C EGYPT A such as towers, bastions and fortresses. These A B factors made it difficult to conquer. Its position— Empire at its height. Medina I Aswan A blocking the ‘neck’ of land joining Europe and Applying and analysing Arabian Sea Red Sea Mecca KEY Asia—also meant it was important to conquer. 3 Discuss the importance of Constantinople Decline of the Empire Its conquest in 1453 by Sultan Mehmed II to the Ottomans. Extent of the Ottoman Empire c. 1683 (1432–1481), or Mehmed the Conqueror, opened Extent of the Ottoman Empire c. 1914 4 Examine the main idea in Sir Thomas Roe’s 0 500 km the way for the Ottoman Empire to become one analysis of Ottoman decline. What was it? of the mightiest empires in history. Was it accurate? Explain your answer.

74 PEARSON history New South Wales 8 Chapter 4 The Ottoman Empire 75

viii PEARSON history New South Wales 8 Curtained sleeping room for childern Beds were wide benches, who often had a heavily carved bed and had mattresses filled with straw or heather. Sloping roof with hole for smoke to escape Woollen blankets and Utensils made of metal, Activities UNIT 2.2 furs were used as bed covers. wood or bone were Everyday life in Viking society decorated with carvings

Special area for women to weave Small windows cloth for making covered with family clothes. The activities have been written using Bloom’s Farming Most families and their animals lived under animal skins This cloth was in winter coarse but very the same roof in winter. At the beginning of strong and warm. Viking lifestyles were largely determined by the the Viking Age, longhouses did not have any environment. Those Vikings that lived in the windows—a fire in the middle of the building rugged country of Norway often survived and provided warmth, light and a means of cooking, Walls and roof Revised Taxonomy. Answers require a range of thrived through fishing and hunting animals such its smoke escaping through an opening in the made of stone, as bear and reindeer, sometimes supplementing wood or turf roof. By the time the Vikings started on their Gaps in walls Bare earth floor their living by trading the skins and pelts of filled with clay overseas raids, many longhouses included an Walls decorated Chest for valuable personal animals they hunted. Where the land was suitable, Tables and stools with tapestries items and clothing. There additional room for bathing, milking cows, and shields were no cupboards. rearing animals such as sheep, cattle pigs and made by Viking smoking and storing food, and making bread. craftsmen were often richly carved. A fire burned day and night in a responses that incorporate the requirements goats formed the main occupation for most Separate areas had also been created for weaving central fireplace of stones, usually people. In more temperate climates and where with a large cauldron on it. and sleeping (see Source 2.2.2). land was more suitable for farming crops, such as Source 2.2.2 A modern artist’s impression in southern Sweden and Denmark, various crops Activities Women and children of the interior of a Viking longhouse such as oats, barley, peas, cabbages and beans were Remembering and understanding grown. In good years, surplus crops were traded. Viking women were relatively powerful and of the Board of Studies syllabus. The activities independent in Viking society. After marriage, Young girls would also learn from their mothers 1 List three important roles of Viking women. Housing Viking women kept their surnames, held the keys how to milk cows, make butter and cheese, 2 Explain how the natural environment of the to the family’s barns and storage chests, and ran harvest grain and make bread. Viking homelands affected the daily life of Viking houses were typically called ‘longhouses’. the household entirely when the men were at sea the people who lived there. As the name suggests, they were long and Viking boys and girls usually married between or war. Viking women had the right to divorce 3 Draw up a table with two columns. In one can all be answered within the student book narrow houses made of locally available building the ages of twelve and fifteen. It was compulsory their husbands and it was a simple process. The column write the heading ‘Women and girls materials. In Norway and Sweden, where timber for the bride to bring a dowry to the marriage. Viking woman or man needed three witnesses in in Viking society’. In the other column write was plentiful, the longhouses were sturdy, with The dowry was provided by the bride’s father. front of which they simply stated their desire to the heading ‘Women and girls in the twenty- solid wooden walls and roofs. The roofs were kept divorce. first century’. Compare and contrast the roles, waterproof by layers of birch bark and turf (a … Ingibjorga … was the fairest of women. position and rights of the two groups and unit being studied. Answers are provided in the layer of soil or peat), or by thatch. Viking children did not go to school but learnt their write your responses in the columns. trade or household skills from their parents. Viking Ari, Thorkel’s son, asked her to wife, and boys worked with their fathers. If living on a farm, she was wedded to him. He got a great Applying and analysing dower with her, and amongst the rest that this work included fishing, planting trees, growing 4 she brought with her from her home was a Create a ‘For sale’ advertisement for a and harvesting crops, tending animals and even Viking longhouse. Include: cultivating bees. If their father was a boatbuilder or man named Kol: he was of high degree, but teacher companion. • a catchy sales title he had been taken captive in war, and was a craftsman, the son would accompany him from a • four to five features of the house (a very early age and learn the skills of his father. From called a thrall. So he came with Ingibjorga to Surnadale. maximum of one sentence for the the age of sixteen, boys were allowed to go to battle description of each feature) with their fathers. • a map showing the location of the house Girls stayed at home with their mothers and would Source 2.2.3 Extract from Gísla Saga Súrssonar or The (consider where they were built) have spent a significant portion of the day cooking, Saga of Gisli the Outlaw, Chapter 1: ‘The thrall’s curse’, • who to contact for more information. looking after younger children and weaving. trans. G.W. DaSent, 1866 5 From the point of view of a 12-year-old Weaving was a particularly important skill to child, write a series of three diary entries Source 2.2.1 Remains of a Viking longhouse in the Faroe develop because women were responsible for that provide observations about daily life Islands, tenth century ad creating clothing and blankets for the household. for children in Viking society.

30 PEARSON history New South Wales 8 Chapter 2 The Vikings 31

Other theories • Those who referred to ‘smallpox’ at the time UNIT 12.6 probably did not know about chickenpox. Macassan traders Source study unit • Chickenpox was just as deadly to Aboriginal It was thought by some that smallpox came The smallpox mystery people as smallpox. Europeans, however, were to northern Australia from Macassan traders Source Source Study immune to it. in the Indonesian archipelago, who arrived in • Chickenpox is caused by the same virus as larger numbers during the eighteenth century. shingles. Shingles is brought on by stress, Supporters of this theory use the following which many of the convicts were under. arguments: • Aboriginal people and convicts often came The smallpox outbreak The variolous matter • There is no evidence that anyone on the First The source study unit is designed to actively Several bottles containing skin infected with into contact. In 1789, about a year after the arrival of the First Fleet had smallpox. smallpox (known as variolous matter) were Fleet, many Aboriginal people around Sydney • Hot temperatures during the long voyage from brought on the First Fleet. These were to be used Cove began dying of what was thought to be England to Australia would have killed the DID YOU KNOW? to inoculate the next generation of children smallpox. The accounts of British colonists at the variolous matter that travelled with the First against the disease and were kept under lock and time show that most were upset and perplexed by Fleet. The World Health Organization declared on engage students in exploring a range of key in the settlement’s supply store. However, in the outbreak of the disease. No one quite knew • Smallpox was spread from northern to 8 May 1980 that smallpox had finally been March 1789 six marines were hanged for making who or what was the cause. southern Australia via a series of eradicated. This was after a global eradication counterfeit keys to the store and stealing food. interconnected trade routes. campaign, which started in 1966. The possibility exists that the bottles of variolous matter could have been opened accidently. Chickenpox, not smallpox An extraordinary calamity was now observed written and visual primary and secondary Dr John Carmody from the School of Medical among the natives. Repeated accounts Sciences at the University of Sydney has argued Activities brought by our boats of finding bodies of that the disease referred to as ‘smallpox’ in the the Indians in all the coves and inlets of the primary sources was in fact chickenpox. His Remembering and understanding harbour … On inspection, it appeared that reasons for believing this: all the parties had died a natural death: 1 Refer to Source 12.6.1. sources. Students are prompted to develop • A single case of smallpox among the settlers pustules, similar to those occasioned by the a List the things reported by Watkin would have quickly spread to at least fifty smallpox, were thickly spread on the bodies. Tench. others. b Does he show his attitude towards the • Not one primary source mentions such an events he is describing? How? Source 12.6.1 Captain Watkin Tench writing in his outbreak among the settlers. 2 Using Source 12.6.2 and the information in the important historical skill of examining journal on the smallpox epidemic in Sydney Cove, 1789. this unit, explain why bottles of variolous From A Complete Account of the Settlement at Port matter were taken on board the First Fleet. Jackson in New South Wales, published 1793, London, UK Applying and analysing First Fleet 3 Imagine that you are a forensic scientist Source 12.6.2 A nineteenth-century painting showing a evidence, and to consider concepts such as cause who has travelled back in time to Sydney Absence of symptoms young child being inoculated against smallpox Governor Arthur Phillip believed that smallpox Cove in 1789. What missing evidence would had come from two French ships that arrived in you look for to determine how the smallpox Botany Bay several days after the First Fleet. This epidemic began? Who would you question was because: It is true that our surgeons had brought out as witnesses and what would you ask variolous matter in bottles, but to infer that and effect, perspectives and interpretation, • doctors had checked that no one on the First them? Fleet had smallpox it (the smallpox outbreak) was produced 4 Of all the theories presented in this unit, • a year after their arrival, none of the settlers from this cause was a supposition so wild as which do you think best accounts for the displayed any symptoms to be unworthy of consideration. available evidence? Justify your answer in a • none of the settlers contracted the disease written exposition that provides reasons for and against each of the main theories, as empathetic understanding, and significance and during the outbreak. Source 12.6.3 From A Complete Account of the well as your own conclusion. Settlement at Port Jackson in New South Wales, by Captain Watkin Tench, 1793, London, UK Source 12.6.4 A modern sufferer of smallpox, photograph taken in 1961 contestability.

278 PEARSON history New South Wales 8 Chapter 12 Colonisation and contact 279

UNIT 9.8 Investigating history Mongol expansion Investigating History At the end of each chapter is a set of investigation Analysing artworks Mongol expansion into Baghdad Select three artistic representations of Mongol Only a few years after the Mongols sacked expansion from this chapter and analyse each. Baghdad in the 1258 invasions, its economy Choose from Sources 9.0.1, 9.3.6, 9.4.7, 9.4.8, 9.5.2, began to thrive again. Write a series of three tasks, based on Bloom’s Revised Taxonomy. 9.5.4 and 9.8.1. For each artwork, answer the letters to a friend in Cairo that explore the impact Source 9.8.1 A Japanese illustrated handscroll depicting following questions: of Mongol expansion on Baghdad. The first the Suenaga under fire from Mongol arrows and • What do you see? should be dated about 1240, and should describe bombs. This is an eighteenth-century copy of the original Glossary • What are the key messages the artist is trying and illustrate the sights, sounds and activity of thirteenth-century scroll. Kublai Khan’s invasions of Japan to convey? the city. The second should be dated during the in 1274 and 1281 were disastrous. The 1274 invasion was anda a sworn blood brother • What particular elements in the artwork sacking and should describe the destruction, the abandoned when a great storm caused 13 000 sailors These tasks incorporate content from the whole to drown. In 1281, another 60 000 Chinese and Koreans contiguous sharing a common border convey this and how? mood of the people and your own experiences drowned or were slaughtered trying to withdraw from etymologist a person who studies the history • How accurately do you think the image and fears. The third letter should be about Japan’s coastline in the face of another great storm. represents the event being depicted? Explain 15 years later and should describe the changes of words and their origins, and how they have changed over time your answer. that have (or have not) taken place. Additional Mongol battle plans research will be required, so begin with a KWL ger a Mongol tent made of felt stretched over chapter and appeal to a variety of learning Write a concluding paragraph that identifies key Imagine you are a Khwarazmian general in similarities and differences in the way that Mongol chart to establish what you already know and a circular wooden frame; still used in Mongolia 1220 who has just received a satchel of battle expansion has been represented across the three what you need to find out. plans stolen from the Mongols just before khan a chief of a Mongol clan sources, and suggest why this might be so. Travelling the Silk Road their invasion. A report from one of your spies mobilise to prepare and organise soldiers for accompanies the satchel. Create the satchel and active service styles. They can be set for further exploration Investigating Genghis Khan’s Imagine you are an envoy from a European court the report, making sure that they cover: Mongol a member of a small nomadic tribe early life travelling along the Silk Road during the time • a description of Mongol army organisation inhabiting the Mongolian plateau Write a short report or construct an AVD that of Kublai Khan. Write a travel diary of six to • a description of Mongol weapons and their investigates the early life of Genghis Khan and eight dated entries. Consider the geography and usage nökör the voluntary attachment to another explains how and why he developed into a landscape, the people, the beliefs, the law, and • the battle strategies they plan to employ in the warrior and assignment work, for individuals, pairs or roles in society as you move through the Middle great leader. Consider his early experiences and first few months plateau an area of mostly level high ground priorities, and the political, economic, cultural, East, Central Asia and China. What will you have • suggestions to the Khwarazm Shah about how social and technological aspects of his reign. heard the Mongols say about their own history to counter the Mongols. qanats ancient irrigation systems of Persia during your travels? How will your place of birth Begin with a KWL chart to establish what you Complete a plan first and get some feedback on quriltai an assembly of tribal leaders already know and avenues for further research. influence your impressions? Consider beginning with a mind map to help you plan your entries. your plan from a teacher or peer. shamanist a follower of shamanism, the small groups. The tasks provide opportunities traditional religion of the Mongols Silk Road the major land and sea trade route connecting eastern Asia and Europe tumen a division of the Mongol army for further research and skills development as (10 000 men) zud bad weather during the Mongolian winter well as interdisciplinary and general capabilities 216 PEARSON history New South Wales 8 Chapter 9 Mongol expansion 217 learning. A glossary of those terms not already defined or explained within the unit is provided at the end of each chapter.

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