7th Grade World History Medieval to Early Modern Times Cover TOC Preface

CALIFORNIA SOCIAL STUDIES WORLD HISTORY Medieval to Early Modern Times ' Re a Historian Historians use paintings , like this detail of a Japanese folding screen from the 17003 , to help understand the past . As you study world history , you too will learn how to use different historical sources to Read like a Historian . To find out more about reading like a historian and the historical sources that follow , visit , More Online By Frances Marie Secondary Literacy Coordinator , Los Angeles School District , Los Angeles , California

What Does It Mean to Read like a Historian ?

In your history class you will be doing a lot of reading , ing , and . Much of your reading and thinking will center on different types of texts or materials . Since you are in a history class reading all sorts of things , a question to consider is , What does it mean to think , read , and solve problems like a historian ?

Historians work with different types of sources to stand and learn from history . Two categories of sources are primary and secondary sources . Primary Sources are historical documents , written accounts by a firsthand witness , or objects that have survived from the past . A study of primary sources might include letters , government documents , diaries , photographs , art objects , stamps , coins , and even clothing . Secondary Sources are accounts of past events created by people some time after the events happened . This book and other books written about historical events are examples of secondary sources . As you learn more about your work as a historian , you will begin to ask questions and analyze historical materials . You will be working as a detective , digging into history to create a richer understanding of the mysteries of the past .

Artifacts , such as this mask of an Aztec god , take many forms . They might be coins , stone tools , pieces of clothing , or even items found in your backpack . As you study artifacts in this textbook , ask yourself questions like the ones below , Why was this object created ?

When and where would it have been used ?

Who used the artifact ?

What does the artifact tell me about the technology available at the time it was created ?

What can it tell me about the life and times of the people who used it ?

How does the artifact help to make sense of the time period ?

Magna Cana 17 Ordinary lawsuits shall not follow the royal court around , but shall be held in a fixed place . 20 For a trivial offense , a free man shall be fined only in proportion to the degree of his offense , and for a serious offense correspondingly , but not so heavily as to deprive him of his livelihood . 28 No constable or other royal official shall take corn or other movable goods from any man without immediate payment , unless the seller voluntarily offers postponement of this . Carta , 1215 Asking questions can help you determine the relevance and importance of primary sources such as Magna Carta , a ment signed by King John of England in 1215 that limited the king power . As you read the primary source above and the primary and secondary sources included in this textbook , ask yourself questions like the ones below . Who created the source and why ?

Did the writer have firsthand knowledge of the event , or report what others saw or heard ?

Was the writer a neutral party , or did the author have opinions or interests that might have influenced what was recorded ?

Did the writer wish to inform or persuade others ?

Was the information recorded during the event , immediately after the event , or after some lapse of time ?

Secondary Sources i Well placed for the caravan trade , it was badly situated to defend itself from the raiders of the Sahara . These restless nomads were repeatedly hammering at the gates of Timbuktu , and often enough , they burst them open with disastrous results for the . Life here was never quite safe enough to recommend it as the centre center of a big Davidson , from A History of When reading secondary sources , such as the description of Timbuktu above , historians ask additional questions to seek understanding . They try to source the text , build evidence , and interpret the message that is being conveyed . For ans , reading is a quest to evidence to answer or challenge a historical problem . As you study secondary sources , ask questions like the ones below . Who is the author ?

What do I know about this author ?

Did the author have information ?

What is the relationship to the event ?

What might be the motivation in writing this piece ?

What type of evidence did the author look at ?

Are any assumptions or bias present ?

How does this document fit into the larger context of the events I am studying ?

What kind of source is it ?

Is the source an original ?

is the content probable or reasonable ?

What does the date tell me about the event ?

What do I already know about this topic that will help me understand more of what I am reading ?

Historical Map ( I as . Maps are symbolic representations of places shown in tion to one another . The map above was created around 1375 in Spain and shows part of North Africa . All maps necessarily include some details and leave out others . As you study maps in this textbook , ask questions like the ones below . When and where was the map produced ?

What details has the mapmaker chosen to include ( or exclude ) on this map ?

Why was the map drawn ?

How can I determine if the map is accurate ?

How are maps used to analyze the past , present , and future ?

Art , like the tapestry above , which was created in the in France , is another important source for historians . One way to study a piece of art is to write down everything that you think is important about it . Then divide the image into four sections and describe the important elements from each section . As you study art in this textbook , ask questions like the ones below . What is the setting for the art ?

When and where in the past was the art created ?

What is the subject of the art ?

What other details can I observe ?

What does the art reveal about its subject ?

How can I describe the artist point of view ?

' The es of Zheng He ocean voyages were remarkable . Some of his ships , like the one shown here , were among the largest in the world at the time . This large ship was more than 300 feet long and carried about 500 I people . back exotic animals like these giraffes from Africa . Sailors grew vegetables and herbs in special containers and brought livestock for food on the long voyages . give you information in a visual format , using captions and boxes to help explain the intent of the drawing . As you study in this textbook , use the helpful tips and questions below . List the parts of the drawing and the importance of each part . Describe the focus or significance of the drawing . Do the captions and boxes clarify the drawing purpose ?

Does the drawing help me understand the information that I am studying in my textbook better ?

CALIFORNIA SOCIAL WORLD HISTORY Medieval to Early Modern Times Stanley Richard Shek HOLT , AND A Harcourt Education Company Orlando Austin New York San Diego Landon Authors Stanley Stanley is Professor Emeritus of Ancient History and former Chair of the Department of History at California State University , Los Angeles . received his , and degrees from the University of California at Los Angeles and is the author of more than 100 books , articles , and chapters on ancient history . His ties include ancient Greece , Greek and Roman Egypt , and Kush . has served as President of the Association of Ancient Historians and as a member of the California Science Models Project , the California Content Review Panel for Science , and the Content Review Panel for the California STAR test in history . Richard Shek Richard Shek is Professor of Humanities and Religious Studies at California State University , Sacramento . A native of China , Shek did his undergraduate work in Tokyo , Japan , and received his in history from the University of California at Berkeley . His specialties are East Asian cultural and religious history , and he has numerous publications on Confucianism , Buddhism , and popular religion in China and Japan . Shek has served as a member of the California Content Review Panel for Science and is currently a member of the Content Review Panel for the California STAR test in history . Copyright 2006 by Holt , and Winston All rights reserved . No part of this publication may be reproduced or transmitted in any form or by any means , electronic or cal , including photocopy , recording , or any information storage and retrieval system , without in writing from the publisher . Requests for permission to make copies of any part of the work should be mailed to the following address Department , Holt , and Winston , 10801 , Building , Austin , Texas 78759 . For acknowledgments , see page , which is an extension of the copyright page . HOLT and the Owl Design are trademarks licensed to Holt , and Winston , registered in the United States of America other jurisdictions . Printed in the United States of America if you have received these materials as examination copies free of charge , Holt , and Winston retains title to the materials and they may not be resold . Resale of examination copies is strictly prohibited . Possession of this publication in print format does not entitle users to convert this publication , or any portion of it , into electronic format . 0321110090807

Program Consultants Contributing Author Beers , Senior Reading Researcher School Development Program Yale University New Haven , Connecticut Consultants John Ferguson , Senior Religion Consultant Assistant Professor Political Justice Howard Payne University , Texas Rabbi Gary Religion Consultant Director of Interfaith Affairs League New York , New York General Editor Frances Marie Secondary Literacy Los Angeles School District Los Angeles , California Frank Senior Consultant Dean , Downtown and West Sacramento Outreach Centers Sacramento City College Sacramento , California Kimberly Plummer , Senior Consultant Science Advisor Holt , and Winston California Consultant Manager California Specialists Ann , Middle School History Teacher San Union High School District Solana Beach , California Julie Chan , Director , Literacy School District Costa Mesa , California Gary , Assistant Superintendent San Joaquin County Office of Education Stockton , California Senior Literature and Writing Specialist Carol English Department Chairperson Santa Monica High School Santa Monica , California , Senior Consultant Assistant Professor Department of History University of California at Davis Davis , California Fern Sheldon , Curriculum Specialist Rowland Unified School District Rowland Heights , California

California Program Advisor The California program consultants and reviewers included on these pages provided guidance throughout the development of Holt California Social Studies World History Medieval to Early Modem Times . As the map below demonstrates , their valuable contributions represent the viewpoints of teachers throughout California . Educational Reviewers Anne . Middle School San Francisco , California Michael Bloom Ross School Ross , California Anthony Braxton Herbert Middle School Merced , California , Paso Robles . Ann , Middle School History Teacher San Union High School District Solana Beach , California Julie Chan , Director , Literacy Instruction School District Costa Mesa , California Mary Henry Middle School Los Angeles , Earp Mesa Verde Middle School San Diego , California Carla Hoover Middle School Merced , California aide Tim Daniel Lewis Middle School Paso Robles , California Frances Marie Secondary Literacy Los Angeles School District Los Angeles , California Carol English Department Chairperson Santa Monica High School Santa Monica , California Wendy Larson La Lorna High Modesto , California Frank Senior Consultant Dean , and West Sacramento Outreach Centers Sacramento City College Sacramento , California Vicki Matthews Middle School lake , California Kimberly Plummer , Senior Consultant Science Advisor Holt , Winston California Consultant Manager , Senior Consultant Assistant Professor Department of History University of California at Davis Davis , California

Fern Sheldon , Curriculum Specialist Rowland School District Rowland Heights , California Joseph Middle School Laguna , California Heidi Intermediate Corona , California Field Test Teachers Debby Bonner Dover Middle School , California Tom Funk Toby Johnson Middle School Elk Grove , California Ann Larkin La Mesa Middle School Ia Mesa , California Sherry Toby Johnson Middle School Elk Grove , California Gary Moore Middle School Torrance , California Meet the Sikhs is a video that discusses the Sikh community in northern California . Starting with an annual Sikh celebration , the video provides an overview of the Sikh community , including the foundation of its religious beliefs and attire , immigration patterns , and the accomplishments of community members . The video can be downloaded for educational purposes only , and admission can not be charged for any viewing of the piece . This Video is available in format at the Web site at . Academic Reviewers Jonathan Beecher , Department of History University of California , Santa Cruz Jerry Bentley , Department of History University of Hawaii Elizabeth , Department of Anthropology Northwestern University , Illinois Eugene , Department of History Northern Arizona University , Department of History University of Texas Sandy , Director , Monterey Bay History and Cultures Project Division of Social Sciences University of California , Santa Cruz , Department of History University of Texas at El Paso Robert Meier , Department of Anthropology Indiana University Marc Van De , Department of History Columbia University New York , New York Morgan , Department of History University of Texas Robert , Division of Natural Science Boston University David , Department of History Northwestern University , Illinois

Geography and Map Skills Reading Social Studies Academic words . Science Content Standards . Analysis Skills How to Make This Book Work for You . Places You Will Study . IKE ?

Connecting with Past Learnings Studying the Ancient World California Standards Analysis Skills HI Recognize that interpretations of history are subject to change as new mation is uncovered . History Impact Video Series The Impact of Archaeology Section I Clues from the Past Section Putting the Pieces Together 10 Social Studies Skills Understanding Historical Interpretation . 16 Standards Review . 17 Standards Assessment . 19

) The Fall of Rome California Standards Science Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire . Analysis Skills HI Recognize the role of chance , oversight , and error in history . History impact Video Series The Impact of Ancient Rome on the World Today Section I The Roman Empire 24 Section Fall of the Western Roman Empire 30 Section The Byzantine Empire 36 Social Studies Skills Chance , Error , and Oversight in History . Standards Review . 43 Standards Assessment . 45 Unit I Writing Workshop A Description of . 46 CONTENTS vii

we The Islamic World The Rise of Islam . California Standards Science Students analyze the geographic , political , economic , religious , and social structures of the civilizations of in the Middle Ages . Analysis Skills HI Understand sequence in historical events . Explain how major events are related to one another in time . time lines of events , people , and periods . History Impact Series The Impact of Mecca on Islam Section I Geography and Life in Arabia 54 Section Origins of Islam 59 Section Islamic Beliefs and Practices 66 Social Studies Skills Using Time Lines . 72 Standards Review . 73 Standards Assessment . 75

The Spread of Islam . California Standards Science Students analyze the geographic , religious , and social structures of the civilizations of Islam in the Middle Ages . Analysis Skills Frame questions for study and research . Determine the context in which statements were made . History Impact Video Series The Impact of Mecca on Islam Section I Early Expansion 80 Section Muslim Empires . 88 Section Cultural Achievements 94 Social Studies Skills Determining the Context of Statements . Standards Review . 101 Standards Assessment . 103 Unit writing Workshop A Summary of a History Lesson . 104 CONTENTS ix

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West African Civilizations he i Early West African Societies California Standards Science Students analyze the geographic , political , economic , religious , and social structures of the civilizations of and Mali in Medieval Africa . History Impact Video Series The Impact of the Salt Trade Section I Geography of Africa Section Early Culture and Trade 116 Social Studies Skills Making Group Decisions . 122 Standards Review . Standards Assessment . 125

West African Empires ' Standards Science Students analyze the geographic , political , economic , religious , and social structures of the civilizations of and Mali in Medieval Africa . Analysis Skills 08 Use a variety of maps to explain the expansion and disintegration of empires . Distinguish fact from opinion . History Impact Video Series The Impact of the Salt Trade Section I Empire of 130 Section Empire of Mali 136 Section Empire of 142 Section Historical and Artistic Traditions 147 Social Studies Skills Interpreting Maps Expansion of Empires . Standards Review . Standards Assessment . Unit Writing Workshop How and Why in History . 158 CONTENTS xi

xii Wu . Standards Science Students analyze the geographic , political , economic , religious , and social structures of the civilizations of China in the Middle Ages . Analysis Skills HI Conduct of economic and political issues . History Impact Series The Impact of an Isolationist Policy on the Development of a Society Section China Section Tang and Song Achievements 170 Section Confucianism and Government 176 Section The Yuan and Ming Dynasties 180 Social Studies Skills Analyzing and Costs . 190 Standards Review . 191 Standards Assessment . 193 In .

Japan . California Standards Science Students analyze the geographic , political , economic , religious , and social structures of the civilizations of Medieval Japan . History Impact Video Series The Impact of the Samurai Tradition on Japan Today Section I Geography and Early Japan 198 Section Art and Culture in Heian 204 Section Growth of a Military Society . 212 Social Studies Skills Solving Problems . 218 Standards Review . 219 Standards Assessment . 221 Unit Writing Workshop Comparing Cultures and People . 222 CONTENTS XII

1111 Medieval Europe The Early Middle Ages I California Standards Science Students analyze the geographic , political , economic , religious , and social structures of the civilizations of Medieval Europe . Analysis Skills Analyze primary and secondary sources . History Impact Video Series The Impact of the Feudal System in Europe Section I Geography of Europe 230 Section Europe after the Fall of Rome 234 Section Feudalism and Manor Life 242 Section Feudal Societies 248 Social Studies Skills Interpreting Diagrams . 252 Standards Review . 253 Standards Assessment . 255 I ni

The Later Middle Ages 256 California Standards Science Students analyze the geographic , political , economic , religious , and social structures of the civilizations of Medieval Europe . Analysis Skills 68 Identify physical and cultural features . HI Understand and distinguish cause and effect History Impact Video Series The Impact of the Bubonic Plague Section I Popes and Kings 260 Section The Crusades 264 Section Christianity and Medieval Society 269 section Political and Social Change 276 Section Challenges to Church Authority . Social Studies Skills Interpreting Maps Cultural Features . Standards Review . 287 Standards Assessment . Unit Writing Workshop A Historical Narrative . CONTENTS

VI CONTENTS Renewal in Europe i The Renaissance Standards Science Students analyze the origins , accomplishments , and geographic diffusion of the Renaissance . Analysis Skills Use maps to identify the migration of people and the growth of economic systems . Impact Video Series The Impact of the Renaissance and Reformation Section I Origins of the Renaissance 298 Section The Italian Renaissance 304 Section The Renaissance beyond Italy 312 Social Studies Skills Understanding Transportation Maps . 320 Standards Review . 32 Standards Assessment . I . 323 , i

The Reformation of Christianity 324 California Standards Science Students analyze the historical developments ofthe Reformation . History Impact Series The Impact of the Renaissance and Reformation Section I The Protestant Reformation 328 Section The Catholic Reformation 334 Section Effects of the Reformation Social Studies Skills Understanding Graphs . 346 Standards Review . 347 Standards Assessment . 349 The Revolution . California Standards Science Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious , political , and cultural institutions . History Impact Video Series The Impact of the Renaissance and Reformation Section I A New View of the World . 354 Section Discoveries and Inventions . Section Science and Society 364 Social Studies Skills Analyzing Tables . 370 Standards Review . Standards Assessment . 373 Unit writing workshop A Social Studies Report . 374 CONTENTS xvii

Civilization in the Americas The Early Americas California Standards Science Students compare and geographic , political , economic , religious , and social structures of the and Andean civilizations . Analysis Skills Distinguish relevant from irrelevant , essential from incidental , and verifiable from unverifiable information . History Impact Video Series The Impact of Mayan Achievements on Math and Astronomy Section I Geography and Early Cultures Section The Maya Section Maya Life and Society 395 Social Studies Skills Accepting Social Responsibility . Standards Review . 403 Standards Assessment . XVIII CONTENTS

The Aztec and Inca Empires Standards Science Students compare and contrast the geographic , political , economic , religious , and social structures of the and Andean civilizations . Analysis Skills Use maps to identify cultural features of neighborhoods , cities , states , and countries . History Impact Video Series The Impact of Mayan Achievements on Math and Astronomy Section I The Aztec Empire 410 Section Aztec Life and Society 416 Section The Inca Empire 422 Section Inca Life and Society 427 Social Studies Skills Interpreting Culture Maps . 434 Standards Review . 435 Standards Assessment . 437 Unit Writing Workshop Opinions about Historical Events . 438 CONTENTS

1111 The Early Modern World The Age of Exploration Standards Science Students analyze political and economic change inthe sixteenth , teenth , and eighteenth centuries ( the Age of Exploration , the Enlightenment , and the Age of Reason ) Analysis Skills Explain central issues and problems fromthe past . History Impact Video Series The Impact of the Columbian Exchange on Europe and America Section I Great Voyages of Discovery . 446 Section The Columbian Exchange 454 Section Origins of Capitalism 459 Social Studies Skills Identifying Central Issues . Standards Review . Standards Assessment .

or Enlightenment and Revolution California Standards Science Students analyze political and economic change in the sixteenth , teenth , and eighteenth centuries ( the Age of Exploration , the Enlightenment , and the Age of Reason ) Analysis Skills Detect different historical points of view on historical events . HI Explain the sources of historical continuity and howthe combination of ideas and events explains the emergence of new patterns . History Impact Video Series The Impact of the Declaration of Independence on America Today Section I Ideas of the Enlightenment . 474 Section New Views on Government . 478 Section The Age of Revolution 484 Social Studies Skills Continuity and Change in History . Standards Review . Standards Assessment . Unit Writing Workshop Cause and Effect in History . Epilogue . References Declaration of Independence . Constitution . Atlas . Gazetteer , Facts about the World . Biographical Dictionary . English and Spanish Glossary . Index Credits and Acknowledgments . CONTENTS

Features History and Geography Explore the relationships between history and geography around the world . The Hajj . 86 Crossing the Sahara . The Great Wall . The Black Death . Inca Roads . 432 Mapping New Worlds . literature in History Learn about people who lived in other times and places in excerpts from literature . 152 The Tale of Genji . Beowulf . Romeo and Juliet . The . 400 Girl with a Pearl Earring . 464 BIOGRAPHIES Meet the people who have history and learn about their lives . Justinian and Theodora . 41 . 65 Mehmed II . 89 Omar . 97 Manin . Musa . the Great . i i . Empress Wu . Kublai Khan . 187 Prince . Lady . Saint Patrick . 235 Charlemagne . 239 Eleanor of . Richard I . Saladin . 267 Saint Francis of . Saint Thomas Aquinas . 274 Queen Isabella . i . 284 Marco Polo . Michelangelo . 31 I William Shakespeare . 317 Martin Luther . 330 John Calvin . 333 Saint Ignatius of . Copernicus . 359 Sir Isaac Newton . Hernan Cortes . 413 Moctezuma II . I . 413 . i . 415 . Francisco Pizarro . 425 Voltaire . 477 John Locke . 483

Charts , and Time Lines Analyze information presented visually to learn more about history . CHARTS Roman Accomplishments . 26 Why Rome Fell . 35 The Western Roman and Byzantine Empires 40 Sources of Islamic Beliefs . 69 Reasons for Buddhism Spread . 169 Difficult Exams . 178 Comparing and Contrasting Europe and Japan . The Crusades . A Monk Daily Schedule . 271 Features of Classical and Renaissance Statues . i . 305 Results of the Council of Trent . 337 Some Results of the Reformation . 344 Understanding Graphs . 346 Discoveries . 360 Analyzing Tables . 370 Effects of Exploration . i . Ideas of the Enlightenment . 476 Evidence of the Past . i . An Artifact as Evidence . 11 The Legacy of Rome . 26 Roman Carving . 29 The Glory of Constantinople . 38 Nomads and Townspeople . 57 The Blue Mosque . 99 Environments of Africa . Overgrazing . 135 Timbuktu . i . i 139 Growing Rice . 171 Civil Exams . 178 Priests led religious ceremonies from the tops of temples . The Voyages of Zheng He . 183 The Forbidden City . 184 Geography and Living . 232 Life on a Manor . i . 244 The Monastery . 270 Florence . 302 Renaissance Art . 307 The Catholic Church Reforms . 336 Greek Thinkers . i . i . 355 Roots of the Scientific Revolution . 356 . 392 A Maya King and His Court . 412 Machu . i . 428 The Caravel . Enlightenment Thinkers . CONTENTS

TIME LINES The Fall of Rome . 20 Key Events in Roman History . 34 The Rise of Islam . 50 Three Religions . 60 The Spread of Islam . 76 The Spread of Islam . 80 Early West African Societies . West African Empires . 126 West African Empires . 146 China . Japan . The Early Middle Ages . The Later Middle Ages . Beginnings of Democracy in England . The Renaissance . Printing in Europe . The Reformation of Christianity . Religious Wars in Europe . 342 The Scientific Revolution . 350 The Early Americas . The Aztec and Inca Empires 406 The Age of Exploration . Enlightenment and Revolution . 470 The Enlightenment Reaches America . Examine key facts and concepts quickly and easily with graphics . Chapter I Visual Summary . Roman Accomplishments . 26 Why Rome Fell . 35 The Western Roman and Byzantine Empires . 40 Chapter Summary . 43 The Five Pillars of Islam . 68 Sources of Islamic Beliefs . 69 Chapter Summary . 73 Chapter Visual Summary . Society . Chapter Visual Summary . West African Empires . Chapter Visual Summary . Reasons for Buddhism Spread . Chinese Inventions . Chapter Visual Summary . Influences from China and Korea . 20 Samurai Society . 213 Chapter Visual Summary . 219 Feudal Society . Comparing and Contrasting Europe and Japan . Chapter Summary . 253 The Crusades . 268 Beginnings of Democracy in England . 278 Chapter 10 Visual Summary . 287 Chapter II Visual Summary . Results of the Council of Trent . 337 Some Results of the Reformation . 344 Chapter 12 Visual Summary . 347 Discoveries . 360 The Scientific Method . 365 Rationalism and Democracy . 367 Chapter Visual Summary . Chapter Visual Summary . 403 People in Aztec Society . Chapter Visual Summary . 435 The Columbian Exchange . Effects of Exploration . Supply and Demand . 462 Chapter Visual Summary . Ideas of the Enlightenment . 476 Documents of Democracy . 486 Chapter 17 Visual Summary .

History See how people lived and how places looked in the past by taking a view of history . The Glory of Constantinople . 38 Nomads and Townspeople . 57 The Blue Mosque . 99 Timbuktu . The Forbidden City . 184 Life on a Manor . 244 The Monastery . Florence . 392 . 412 Machu . 428 The Caravel . LINKING To TODAY Link people and cultures from the past to the world around you today . Shopping . 58 Music From Mall to Memphis . The Paper Trail . Modern Samurai . 215 School Days . 273 Modern Reformers . 332 Science in School . Preserving Food . 424 Effects of the Columbian Exchange . 456 Points of View See how different people have interpreted historical issues in different ways . Views of Power . Views of Writing . 388 Historic Documents Examine key documents that have shaped world history . The Benedictine Rule . Magna Carta . 277 Luther Theses . Declaration of Independence . Constitution . Social Studies Skills Learn , practice , and apply the skills you need to study and analyze history . Understanding Historical Interpretation . Chance , Error , and Oversight in History . 42 Using Time Lines . 72 Determining the Context of Statements 100 Making Group Decisions . Interpreting Maps Expansion of Empires . Analyzing Benefits and Costs . Solving Problems . Interpreting Diagrams . Interpreting Maps Cultural Features . Understanding Transportation Maps . 320 Understanding Graphs . 346 Analyzing Tables . 370 Accepting Social Responsibility . Interpreting Culture Maps . 434 Identifying Central Issues . 466 Continuity and Change in History . 490 CONTENTS

Reading Social Studies Learn and practice skills that will help you read your social studies lessons . Specialized Vocabulary of History . Main Ideas in Social Studies . 22 Chronological Order . 52 Questioning . 78 Organization of Facts and Information . Facts and Opinions about the Drawing Conclusions about the Past Stereotypes and Bias in History . Evaluating Sources . 228 Causes and Effects in History . 258 Greek and Latin Word Roots . 296 Online Research . Comparing and Contrasting Historical Facts . 352 Analyzing Historical Information . 382 Main Ideas and Their Support . Summarizing Historical Texts . Points of View in Historical Texts . Learn to write about history . A Description of Ancient Architecture . 46 A Summary of a History Lesson . How and Why in History . Comparing Cultures and People . 222 A Historical Narrative . 290 A Social Studies Report 374 Opinions About Historical Events . Cause and Effect in History . 494 Use writing to study and on the events and people who made history , A Persuasive Composition . A Web Site . i . 50 An I Am Poem . I . 76 A Journal Entry . A Magazine Article . A Travel Brochure . 194 A Job Advertisement . A Historical Article . A Movie Proposal . 294 A Book Jacket . 324 A Travel Brochure . 380 A Lively Dialogue . I . 406 A Persuasive Article . 470 Focus on SPEAKING Use speaking skills to study and on the events and people who made history . A Narrative Poem . 20 A Praise Song . 126 A Defense . An Informative Report .

Interpret maps to see where important events happened and analyze how geography has history . South America . Europe . Japan . West Africa . Arabia . China . Ancient Troy . 14 The Roman Empire at its Height , 117 . 25 Early Christianity in the Roman Empire . 28 The Eastern and Western Empires . 31 Invasions of the Roman Empire , 32 The Byzantine Empire , 1025 . 37 Arabia , 570 . 55 Islam in Arabia , 632 . 62 Early Muslim Conquests . 81 Trade in the Muslim World . 82 The City of Cordoba . 84 The Ottoman Empire . 89 The Empire . 91 The Mughal Empire . 92 Africa Physical . 113 Environments of Africa . Assessment Map . 125 Empire , 1050 . 131 Mali Empire , 1300 . 137 Empire , 1500 . 143 Mali and . 154 Chinese Dynasties , 167 Spread of Buddhism . 169 The Grand Canal . 172 Mongol Empire , 1294 . 181 The Great Wall . 189 Japan Physical . 199 Heian . 204 Mongol Invasions of Japan . 216 Europe Physical . The Spread of Christianity . Charlemagne Empire . Invasions of Europe , AD . 238 Europe , 1000 . 261 The Major Crusades , AD . 267 The , AD . 283 Old City Jerusalem . 286 Routes of Marco Polo , 299 Major Trading Cities in Renaissance Italy . 301 Venetian Trade Routes . 320 Spread of Catholicism , 338 Religions in Europe , 1600 . 341 Assessment Map . 349 The Americas Physical . Migration to the Americas . I . Early Civilizations in the Americas . I . 389 Maya Civilization . 391 Assessment Map . The Aztec Empire , 1519 411 The Inca Empire , 1530 423 Inca Roads . 432 Peoples of Lake . Assessment Map . European Exploration , 448 Mapping New Worlds . The Columbian Exchange . 455 World Trade Patterns , Assessment Map . European Monarchies , 1789 . 479 World Political . North America Physical . North America Political . South America Physical . South America Political . Europe Physical . Europe Political . Asia Physical . Asia Political . Africa Physical . Africa Political . CONTENTS

Primary Sources Relive history through eyewitness accounts , literature , and documents . CHAPTER I Barbara Tuchman , on bias , from Practicing History . 18 CHAPTER , on Attila , from History of the Goths . 33 Justinian , from The Story of the Building of the Church of Santa Sophia . 40 CHAPTER From The Koran , translated by . 60 From The Koran , translated by . 70 CHAPTER , on , quoted in A Literary History of Persia Volume , by Edward . 90 Ibn , on his travels in Asia and Africa , from The Travels . 95 Omar , on elation , from The , translated by Edward FitzGerald . 97 , on the clash between the Muslim and European armies , from The Crusade of Richard , by John 100 CHAPTER , on the splendor of , from The Book of Routes and Kingdoms . 134 , on Musa , from Seeing Journeys . 138 Leo , on Timbuktu , from History and Descriptions of Africa . Ibn , on Mali , from Travels in Asia and Africa . 149 , from . Basil Davidson , on Timbuktu , from A . History of West Africa . 157 CHAPTER Li Bo , Quiet Night Thoughts . 173 On Mongol destruction , from The Tale of the Destruction of , in Medieval Russia Epics , Chronicles , and Tales , edited by Serge 181 Marco Polo , on a Chinese city , from Description of the World . 182 CHAPTER Sei , from The Pillow Book . 205 Kino , on nature , from the . 206 From the Diary of Lady , from Anthology of Japanese Literature , edited by Donald Keene 209 Lady , from The Tale of Genji . 210 Yamamoto , on the samurai , from . 215 CHAPTER From the Rule of Saint Benedict , translated by Abbot Parry . 236 From Beowulf . On knights , from The Song of Roland , translated by Frederick Goldin . 249 On the samurai , from The Tale of the , translated by Helen Craig McCullough . 250 Basho , haiku , from Anthology of Japanese Literature , edited by Donald Keene . 251 , on Charlemagne , from Two Lives of Charlemagne , translated by Lewis Thorpe . 254 , on Charlemagne , from Two of Charlemagne , translated by Lewis Thorpe . 254

CHAPTER Pope Gregory VII and Emperor Henry , on views of power . Saint Bernard of , on the Crusades , from In Praise of the New Knighthood . Geoffrey Chaucer , on Canterbury , from The Canterbury Tales . 270 Francis of , on Christian living , from The Prayer of Saint Francis . 272 From Magna Carta . 277 CHAPTER I I Marco Polo , on fuel , from A Description of the World . 300 Niccolo Machiavelli , from The Prince . Francesco , on learning history , quoted in a 1366 letter to . Miguel de Cervantes , from Don Quixote , translated by Samuel Putnam . 316 William Shakespeare , from As You like It , Act , Scene . 317 William Shakespeare , from Romeo and Juliet . 318 Christine de , on women , from The Book of the City of Ladies . CHAPTER German Woodcuts . Erasmus , on abuses in the Church , from The Praise of Folly . 329 Martin Luther , from Luther Theses . 331 CHAPTER II Galileo , on his work , from A Letter to the Grand Duchess Christina of Tuscany from Galileo , 361 CHAPTER David Grove and Mary , on views of writing . legend , on the importance of maize , quoted in Kingdoms of Gala , Kingdoms of Jade by Brian . 389 A Maya Carving . 399 From the . CHAPTER Diaz del Castillo , on , from The Conquest of New Spain . 413 Fray Diego Duran , on an Aztec festival , from Historia de Las de Nueva de la Tierra . 417 Bernardino de , on Aztec riddles , from Florentine Codex . On Spaniards , from Letter to a King A Peruvian Chief Account of Life under the Incas Under Spanish Rule by . CHAPTER Sailor , on exploration , quoted in Edward Burns , et al , from World Civilizations . Christopher Columbus , on America , from Selected Letters of Christopher Columbus , translated by Major . Tracy Chevalier , From Girl with a Pearl Earring . Samuel de , on . From Voyages of Samuel de , edited by Grant . 466 Christopher Columbus , on meeting Native Americans , from his journal . CHAPTER I John Locke , on government , from Second Treatise of Government . From the Declaration of Independence . Jean Jacques Rousseau , on government , from The Social Contract . 492 From the Declaration of independence . 493 CONTENTS

GEOGRAPHY AND MAP SKILLS . Mapping the Earth A globe is a scale model of the earth . It is useful for showing the entire . earth or studying large areas of the earth surface . A pattern of lines circles the globe in west and directions . It is called a grid . The intersection of these imaginary lines helps us places on the earth . The lines in the grid are lines of latitude . Lines of latitude are called because they are always parallel to each other . These imaginary lines measure north and south of the equator . The equator is an imaginary line that circles the globe halfway between the North and South Poles . Parallels measure distance from the equator in degrees . The symbol for degrees is . Degrees are further divided into minutes . The symbol for minutes is ' There are 60 minutes in a degree . Parallels north of the equator are labeled with an Those south of the equator are labeled with an The lines are lines of longitude . Lines of longitude are called meridians . These imaginary lines pass through the Poles . They measure distance east and west of the prime meridian . The prime meridian is an imaginary line that runs through Greenwich , England . It longitude . Lines of latitude range from , for tions on the equator , to or , for locations at the Poles . Lines of longitude range from on the prime meridian to on a meridian in the Ocean . Meridians west of the prime meridian to are labeled with a Those east of the prime meridian to are labeled with an Lines of Longitude Meridian Lines of Latitude North Pole

The equator divides the globe into two halves , called hemispheres . The half north of the equator is the Northern Hemisphere . The southern half is the Southern Hemisphere . The prime meridian and the meridian divide the world into the Eastern Hemisphere and the Western Hemisphere . However , the prime meridian runs right through Europe and Africa . To avoid dividing these continents between two hemispheres , some mapmakers divide the Eastern and Western hemispheres at . This places all of Europe and Africa in the Eastern Hemisphere . Our planet land surface is divided into seven large landmasses , called continents . They are in the maps on this page . Landmasses smaller than continents and completely surrounded by water are called islands . Geographers also organize Earth water surface into parts . The largest is the world ocean . Geographers de the world ocean into the Ocean , the Atlantic Ocean , the Indian Ocean , and the Arctic Ocean . Lakes and seas are smaller bodies of water . Western Hemisphere North Pole Northern Hemisphere Southern Hemisphere ?

man Pole ANTARCTICA . warm am Eastern Hemisphere North Pole GEOGRAPHY AND MAP SKILLS HI Mapmaking A map is a diagram of all or part of the earth surface . Mapmakers have created different ways of showing our round planet on maps . These different ways are called map projections . Because the earth is round , there is no way to show it accurately in a flat map . All maps are distorted in some way . Mapmakers must choose the type of map projection that is best for their purposes . Many map projections are one of three kinds cylindrical , conic , or . eff . oE . ca Cylindrical Projections Cylindrical projections are based on a cylinder wrapped around the globe . The cylinder touches the globe only at the equator . The meridians are pulled apart and are parallel to each other instead of meeting at the Poles . This causes landmasses near the Poles to appear larger than they really are . The map below is a projection , one type of cylindrical projection . The projection is useful for navigators because it shows true direction and shape . However , it distorts the size of land areas near the Poles . Paper cylinder GEOGRAPHY AND MAP SKILLS

Conic Projections Conic projections are based on a cone placed over the globe . A conic projection is most accurate along the lines of latitude where it touches the globe . It retains almost true shape and size . Conic projections are most useful for showing areas that have long dimensions , such as the United States . Conic Projections A projections are based on a plane touching the globe at one point , such as at the North Pole or South Pole . A projection is useful for showing true tion for airplane pilots and ship navigators . It also shows true area . However , it distorts the true shapes of landmasses . Flat plane GEOGRAPHY AND MAP SKILLS

Map Essentials Maps are like messages sent out in code . Mapmakers provide certain elements that help us translate these codes . These elements help us understand the message they are presenting about a particular part of the world . Of these elements , almost all maps have titles , directional indicators , scales , and legends . The map below has all four of these elements , plus a locator map . GEOGRAPHY AND MAP SKILLS Title A map title shows what the subject of the map is . The map title is usually the thing you should look at when studying a map , because it tells you what the map is trying to show . ELEVATION Feet Meters , 500 ' 200 ( Sea level ) Below sea level ( Sea level ) Below sea level 250 500 Miles 250 500 Kilometers '

Compass Rose A directional indicator shows which way north , south , east , and west lie on the map . Some mapmakers use a north arrow , which points toward the North Pole . Remember , north is not always at the top of a map . The way a map is drawn and the location of directions on that map depend on the perspective of the mapmaker . Most maps in this textbook indicate direction by using a compass rose . A compass rose has arrows that point to all four principal directions , as shown . Scale 250 500 Kilometers Mapmakers use scales to represent the distances between points on a map . Scales may appear on maps in several different forms . The maps in this textbook provide a bar scale . Scales give distances in miles and kilometers . To the distance between two points on the map , place a piece of paper so that the edge connects the two points . Mark the location of each point on the paper with a line or dot . Then , pare the distance between the two dots with the map bar scale . The number on the top of the scale gives the distance in miles . The number on the bottom gives the distance in kilometers . Because the distances are given in large intervals , you may have to approximate the actual distance on the scale . ELEVATION Legend The legend , or key , explains what the symbols on the map 13 20 4000 sent . Point symbols are used to specify the location of things , such as cities , that do not take up much space on the map . Some legends , 222 such as the one shown here , show colors that represent certain ( Sea level ) Sea level ) elevations . Other maps might have legends with symbols or colors . that represent things such as roads . Legends can also show economic resources , land use , population density , and climate . Locator Map A locator map shows where in the world the area on the map is located . The area shown on the main map is shown in red on the locator map . The locator map also shows surrounding areas so the map reader can see how the information on the map relates to neighboring lands . GEOGRAPHY AND MAP SKILLS 33 in

GEOGRAPHY AND MAP SKILLS 100 200 Miles 100 200 Kilometers Frankish Kingdom , AD 768 I added by Charlemagne , AD capital Working with Maps The Atlas at the back of this textbook includes both physical and political maps . Physical maps , like the one you just saw , show the major physical features in a region . These features include things like mountain ranges , rivers , oceans , islands , deserts , and plains . Political maps show the major political features of a region , such as countries and their borders . capitals , and other important cities . Historical Map In this textbook , most of the maps you will study are cal maps . Historical maps , such as this one , are maps that show information about the past . This information might be which lands an empire controlled , where a certain group of people lived , what large cities were located in a region , or how a place changed over time . Often colors are used to indicate the different things on the map . Be sure to look at the map title and map legend to see what the map is showing . What does this map show ?

of Japan Route Map One special type of historical map is called a route map . A route map , like the one above , shows the route , or path , that someone or something followed . Route maps can show things like trade routes , invasion routes , or the journeys and travels of people . The routes on the map are usually shown with an arrow If more than one route is shown , eral arrows of different colors may be used . What does this route map show ?

Sea of Japan VI ! PACIFIC OCEAN Mongol attack , 1274 ) Mongol attack , 1281 mo 200 Miles 100 200 Kilometers The maps in this textbook will help you study and understand history . By working with these maps , you will see where tant events happened , where empires rose and fell , and where people moved . In ing these maps , you will learn how has history . GEOGRAPHY AND MAP SKILLS !

GEOGRAPHY AND MAP SKILLS Geographic Dictionary i , er deposits soil into the ocean a natural flow of water that runs through the land ! by water STRAIT a narrow body of water connecting two SINKHOLE ' a circular depression formed when the roof of a cave collapses

i an area oflaw land between or . a deep , narrow valley with steep walls rounded , elevated area of land smaller than a mountain a hill of sand shaped by Wind . ii ancl , MOUNTAIN an area of rugged ' land that generally feet ) rge Vail ' ice , a rea ! in desert with a water source ) A , if large , flat , SKILLS

' at . oE lung . The Five Themes . of Geography Geography is the study of the world people and places . As you can imagine . studying the entire world is a big job . To make the job easier , geographers have created the Five Themes of Geography . They are location , Place , Environment Interaction , Movement , and Region . You can think of the Five Themes as windows you can look through to study a place . If you looked at the same place through five different windows , you would have five different perspectives , or viewpoints , of the place . Using the Five Themes in this way will help you better understand the world people and places . Location The first thing to study about a place is its location . Where is it ?

Every place has an absolute exact location on Earth . A place also has a relative location in relation to other places . Use the theme of location to ask questions like , Where is this place located , and how has its location affected it ?

Place Every place in the world is unique and has its own personality and character . Some things that can make a place unique include its weather , plants and mals , history , and the people that live there . Use the theme of place to ask questions like , What are the unique features of this place , and how are they important ?

Interaction People interact with their environment in many ways . They use land to grow food and local materials to build houses . At the same time , a place environment how people live . For example , if the weather is cold , people wear warm clothes . Use the theme of interaction to ask questions like , What is this environment like , and how does it affect the people who live there ?

GEOGRAPHY AND MAP SKILLS Movement The world is constantly changing , and places are affected by the movement of people , goods , ideas , and physical forces . For example , people come and go , new businesses begin , and rivers change their course . Use the theme of ment to ask questions like , How is this place changing , and why ?

Region A region is an area that has one or more features that make it different from surrounding areas . A desert , a country , and a coastal area are all regions . use regions to break the world into smaller pieces that are easier to study . Use the theme of region to ask questions like What common features does this area share , and how is it different from other areas ?

sums ' amass 92 Lum ow am seep ' ug Mau Aq ade ) aux am anew osse 110 MEN eui ' ug 9141 ! uo ) man Id GEOGRAPHY AND MAP SKILLS ' aul Se eu ! um ! aul ) am ug ?

ga 23 gin ma in Become an Active Reader by Beers Did you ever think you would begin reading your social studies book by reading about reading ?

Actually , it makes better sense than you might think . You would probably make sure you learned some soccer skills and strategies before playing in a game . Similarly , you need to learn some reading skills and strategies before reading your social studies book . In other words , you need to make sure you know whatever you need to know in order to read this book successfully . Tip Use the Reading Social Studies Pages Take advantage of the two pages on ing at the beginning of every chapter . Those pages introduce the chapter themes explain a reading skill or strategy and identify key terms , people , and academic vocabulary . Themes Why are themes important ?

They help our minds organize facts and information . For example , when we talk about baseball , we may talk about types of pitches . When we talk about movies , we may discuss animation . Historians are no different . When they discuss history or social studies , they tend to think about some common themes , Geography , Religion , Politics , Society and Culture , and Science and Technology . Tens which theme Reading Studies want or themes are ' chapter a ! rI Milli Ideas In Social . a i Explains a skill or strategy good readers use READING SOCIAL Reading Skill or Strategy Good readers use a number of skills and strategies to make sure they understand what they are reading . These lessons will give you the tools you need to read and understand social studies . Key Terms , People , and Academic Vocabulary Before you read the chapter , review these words and think about them . Have you heard the word before ?

What do you already know about the people ?

Then watch for these words and their meanings as you read the chapter . Gives you practice in the reading skill . identifies the important words in the chapter . mun Tip Read like a Skilled Reader You will never get better at reading your social studies any book for that you spend some time ing about how to be a better reader . Skilled readers do the following They preview what they are supposed to read before they actually begin reading . They look for vocabulary words , titles of sections , information in the margin , or maps or charts they should study . They divide their notebook paper into two columns . They title one column Notes from the Chapter and the other column Questions or Comments I They take notes in both columns as they read . They read like active readers . The Active Reading list below shows you what that means . They use clues in the text to help them out where the text is going . The best clues are called signal words . Chronological Order Signal Words , second , third , before , after , later , next , following that , earlier , Cause and Effect Signal Words because of due to , as a result of the reason for , therefore , consequently Contrast Signal Words likewise , also , as well as , similarly , on the other hand Active Reading Successful readers are active readers . These readers know that it is up to them to out what the text means . Here are some steps you can take to become an active . and successful , reader Predict what will happen next based on what has already happened . your predictions do match what happens in the text , the confusing parts . Question what is happening as you read . Constantly ask yourself why things have happened , what things mean , and what caused certain events . what you are reading . Do not try to summarize the . entire chapter ! Read a bit and then it . Then read on . Connect what is happening in the part you reading to what you have already read . Clarify your understanding . Stop to ask yourself whether you are confused by anything . You may need to to clarify , or you may need to read further and collect more before you can understand . what is happening in the text . Try to see the events or places in your mind by drawing maps , making charts , or jotting down notes about what you are reading . READING SOCIAL ( I

in . in , Tip difficult words . Key Terms and People At the beginning of each section you will a list of key terms or people that you will need to know . Be on the lookout for those words as you read through the section . the Enlighten Pay Attention to Vocabulary It is no fun to read something when you do know what the words mean , but you ca learn new words if you only use or read the words you already know . In this book , we know we have probably used some words you don know . But , we have followed a pattern as we have used more a secular , or , thinkers disa The Enlightenment Roots The main lulu ul me runs in looked to me Greeks , Romans , and me of . lire , and Salem mic provided ideas also . Greek and Roman Philosophers um in new . on , the concept ol law , the ids mara law governed now are world . Greek and Roman as guidelines , began studying the world in a new way They applied muse nor me me ny Ind . Christianity The hump antler dues amur mus that in the One , In me Middle aim palm explain wu . Other Ramon In Lil in Europe also the ideas oi the For example , some Renal ) used Greek and Roman ideas to were as molt were yous , they focused on value and lame ! man are glory diced , nu pi engineers , hE ) Greek idea For many people ur my their example , Greeks , the Romans used example , some builders ( alumni and open spam mil in the same building look . mu way Roman did . in an , many me and use own They used . may Roman nuke buildings larger and , engineers ago . me Greeks nad alum Later Roman style , many Arr ! of design in own is dos Io buildings , of Roman design and used many of in many public even may , ideas . my sought wry ru . in to bang large and strong , was nor the only Add however , Roman wan na their which me were inspired by me ACADEMIC In he Greeks works me may can mile ear examples innovation ( a new idea or way of doing thing Academic Vocabulary When we use a word that is important in all classes , not just social studies , we it in the margin under the heading Academic Vocabulary . You will run into these academic words in other textbooks , so you should learn what they mean while reading this book . ma or hour READING SOCIAL STUDIES

Social Studies Vocabulary We know that some words are special to this particular topic of social studies , world history . As you read this book , you will be more successful if you know the meaning of the words in the following list . Social Studies Words to Know Time AD refers to dates after Jesus birth refers to dates before the birth of Jesus of Nazareth refers to Before Common Era ! dates before the birth of Jesus of Nazareth CE refers to Common Em , dates after Jesus birth century a period of years decade a period of 10 years era a period of time , The Earth and Its Resources climate the certain area over a long period of time geography the study of the earths physical and cultural features landforms the natural features of the land surface physical features the features on the lands surface , such as mountains and rivers region an area with one or more features that make it different from surrounding areas resources materials found on the earth that people need and value civilization culture custom economy politics ritual scholar society trade the culture of a particular time or place the knowledge . beliefs , customs , and values of a group of people a repeated practice tradition the system in which people make and exchange goods and services government the regular form for a ceremony or observance a person who has completed advanced study a group of people who share common traditions the exchange of goods or services READING SOCIAL HI )

Academic Words If only . Ifonly reading in school were like reading a letter from your best friend . If only reading in History were like reading Harry Potter It can be . you learn the language ! There is a reason that you might feel uncomfortable with reading academic textbooks . Common words in these books account for less than of the words in your favorite novels . No wonder reading in school seems so different from reading for fun ! Academic vocabulary refers to words that are used in most of your ' school subjects . The Holt Social Studies program has Academic Words that will be highlighted throughout this textbook . The Holt program provides structured practice to help support and improve your knowledge of this specialized vocabulary . Grade Academic Words Grade Academic Words to Set affect to change or influence agreement a decision reached by two aspects parts or more people or groups authority power right to rule aspects parts classical referring to the cultures of authority power , right to rule ancient Greece Of cause the reason something development the process of growing or improving classical to the cultures of efficient am ancient Greece or Rome pan contract a binding legal agreement . development creation ' distribute to divide among a group of impact effect result ' influence change , or have an effect on effect the results of an action or innovation new idea or way of doing decision Something establish up or create logical reasoned , out ideal ideas or goals that policy rule , course of action We UP principle basic belief . rule , or law impact effect , result procedure a series of steps taken to method a way of doing something accomplish a task neutral unbiased , not favoring either ' Series of by Which ! I primary main . most important ' principle basic belief , rule , or law ed process a series of steps by which a meg ?

for Mme task ' hed . purpose the is done structure eO ' set up ' 393 ' a ' traditional customary , 93 ' values ideas that people hold dear strategy a plan for a battle or and , to We by vary different mus of many types ACADEMIC WORDS Grade Academic Words abstract acquire advocate agreement aspects authority circumstances complex concrete consequences contemporary criteria development distinct efficiency element establish execute explicit facilitate factor function implement implications implicit incentive influence innovation method motive neutral primary principle procedure process reaction role strategy expressing a quality or idea without reference to an actual thing to get to plead in favor of a decision reached by two or more people or groups parts power . right to rule surrounding situation , not simple , real the effects of a particular event or events existing at the same time rules for the process of growing or improving separate productive and not wasteful part to set up or create to perform , carry out fully revealed without vagueness to bring about cause use or purpose to put in place effects of a decision understood though not clearly put into words something that leads people to follow a certain course of action change , or have an effect on a new idea or way of doing something a way of doing something a reason for doing something unbiased , not favoring either side in a rule , course of action main , most important basic belief . rule , or law a series of steps taken to accomplish a task a series of steps by which a task is accomplished a response assigned behavior a plan for a battle or war of many types ACADEMIC WORDS

in grade seven study the social , cultural , and technological changes that occurred in Europe , Africa , and Asia in the years AD . After reviewing the ancient world and the ways in which and historians uncover the past , students study the history and geography of great civilizations that were developing concurrently throughout the world ing medieval and early modern times . They examine the growing economic interaction among civilizations as well as the exchange of ideas , beliefs , technologies , and ties . They learn about the resulting growth of Enlightenment philosophy and the new examination of the concepts of reason and authority , the natural rights of human beings and the divine right of kings , in science , and the dogma of belief . Finally , students assess the political forces let loose by the Enlightenment , particularly the rise of democratic ideas , and they learn about the continuing of these ideas in the world today . SOCIAL SCIENCE CONTENT STANDARDS Students analyze the causes and effects of the vast expansion and ultimate of the Roman Empire . Study the early strengths and lasting of Rome ( of Roman citizenship rights under Roman law Roman art , architecture , engineering , and philosophy preservation and mission of Christianity ) and its ultimate internal weaknesses ( rise of SCIENCE CONTENT STANDARDS World History and Geography Medieval and Early Modern Times Science Content Standards mous military powers within the empire , undermining of citizenship by the growth of corruption and slavery , lack of tion , and distribution of news ) Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion . Describe the establishment by tine of the new capital in Constantinople and the development of the Byzantine Empire , with an emphasis on the sequences of the development of two distinct European civilizations , Eastern Orthodox and Roman Catholic , and their two distinct views on tions . Students analyze the geographic , cal , economic , religious , and social structures of the civilizations of Islam in the Middle Ages . Identify the physical features and describe the climate of the Arabian peninsula , its relationship to surrounding bodies of land and water , and nomadic and sedentary ways of life . Trace the origins of Islam and the life and teachings of Muhammad , including Islamic teachings on the connection with Judaism and Christianity . Explain the of the an and the as the primary sources of Islamic beliefs , practice , and law , and their in Muslims daily life .

. Discuss the expansion of Muslim rule through military conquests and treaties , emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language . Describe the growth of cities and the establishment of trade routes among Asia , Africa , and Europe , the products and inventions that traveled along these routes ( spices , textiles , paper , steel , new crops ) and the role of merchants in Arab society . Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science , geography , mathematics , philosophy , medicine , art , and literature . Students analyze the geographic , cal , economic , religious , and social structures of the civilizations of China in the Middle Ages . Describe the of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China , Korea , and Japan . Describe agricultural , technological , and commercial developments during the Tang and Song periods . Analyze the of Confucianism and changes in Confucian thought during the Song and Mongol periods . Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty . Trace the historic of such as tea , the manufacture of paper , printing , the compass , and gunpowder . Describe the development of the imperial state and the class . Students analyze the geographic , cal , economic , religious , and social structures of the civilizations of and Mali in Medieval Africa . Study the Niger River and the relationship of vegetation zones of forest , savannah , and desert to trade in gold , salt , food , and slaves and the growth of the and Mali empires . Analyze the importance of family , labor specialization , and regional commerce in the development of states and cities in West Africa . Describe the role of the caravan trade in the changing religious and cultural characteristics of West Africa and the of beliefs , and law . Trace the growth of the Arabic language in government , trade , and Islamic in West Africa . Describe the importance of written and oral traditions in the transmission of can history and culture . 53 Students analyze the geographic , cal , economic , religious , and social structures of the civilizations of Medieval Japan . Describe the of Japan to China and Korea and the lectual , linguistic , religious , and sophical of those countries on Japan . Discuss the reign of Prince of Japan and the characteristics of Japanese society and family life during his reign . Describe the values , social customs , and traditions prescribed by the system consisting of shogun , daimyo , and samurai and the lasting of the warrior code throughout the twentieth century . Trace the development of distinctive forms of Japanese Buddhism . SCIENCE CONTENT STANDARDS

lull I I CONTENT STANDARDS . Study the ninth and tenth centuries en age of literature , art , and drama and its lasting effects on culture today , including Tale of Genji . Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society . Students analyze the geographic , cal , economic , religious , and social structures of the civilizations of Medieval Europe . Study the geography of Europe and the Eurasian land mass , including their tion , topography , waterways , vegetation , and climate and their relationship to ways of life in Medieval Europe . Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its fusion after the fall of the western half of the Roman Empire . Understand the development of ism , its role in the medieval European economy , the way in which it was by physical geography ( the role of the manor and the growth of towns ) and how feudal relationships provided the foundation of political order . Demonstrate an understanding of the and cooperation between the Papacy and European monarchs ( Charlemagne , Gregory VII , Emperor Henry IV ) Know the of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions ( Magna Carta , parliament , development of habeas corpus , an independent judiciary in England ) Discuss the causes and course of the religious Crusades and their effects on the Christian , Muslim , and Jewish tions in Europe , with emphasis on the increasing contact by Europeans with of the Eastern Mediterranean world . SCIENCE CONTENT STANDARDS . Map the spread of the bubonic plague from Central Asia to China , the Middle East , and Europe and describe its impact on global population . Understand the importance of the church as a political , intellectual , and aesthetic institution ( founding of universities , political and spiritual roles of the clergy , creation of monastic and mendicant religious orders , preservation of the Latin language and religious texts , Thomas Aquinas synthesis of classical philosophy with Christian theology , and the concept of natural law ) Know the history of the decline of lim rule in the Iberian Peninsula that culminated in the and the rise of Spanish and Portuguese kingdoms . Students compare and contrast the graphic , political , economic , religious , and social structures of the and Andean civilizations . Study the locations , landforms , and climates of Mexico , Central America , and South America and their effects on Mayan , Aztec , and Incan economies , trade , and development of urban societies . Study the roles of people in each society , including class structures , family life , fare , religious beliefs and practices , and slavery . Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish . Describe the artistic and oral traditions and architecture in the three civilizations . Describe the ments in astronomy and mathematics , including the development of the dar and the knowledge of seasonal changes to the civilizations agricultural systems .

Students analyze the origins , and geographic diffusion of the Renaissance . Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism ( a balance between intellect and religious faith ) Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities ( Venice ) with emphasis on the cities importance in the spread of Renaissance ideas . Understand the effects of the reopening of the ancient Silk Road between Europe and China , including Marco Polo travels and the location of his routes . Describe the growth and effects of new ways of disseminating information ( the ability to manufacture paper , lation of the Bible into the vernacular , printing ) Detail advances made in literature , the arts , science , mathematics , cartography , engineering , and the understanding of human anatomy and astronomy ( by Dante , Leonardo da Vinci , Michelangelo di , Johann , William Shakespeare ) Students analyze the historical ments of the Reformation . List the causes for the internal turmoil in and weakening of the Catholic church ( tax policies , selling of indulgences ) Describe the theological , political , and economic ideas of the major figures during the Reformation ( Erasmus , Martin Luther , John Calvin , William ) Explain Protestants new practices of church and the of those practices on the development of democratic practices and ideas of ism . Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of in the New World . Analyze how the Counter Reformation revitalized the Catholic church and the forces that fostered the movement ( Ignatius of and the Jesuits , the Council of Trent ) Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods locate missions on a world map . Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art , literature , and science , including how that cooperation was terminated by the religious persecution of individuals and groups ( the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492 ) Students analyze the historical of the Revolution and its lasting effect on religious , political , and cultural institutions . Discuss the roots of the ( Greek rationalism Jewish , Christian , and Muslim science humanism new knowledge from global exploration ) Understand the of the new theories ( those of , Galileo , Newton ) and the of new inventions ( the telescope , microscope , thermometer , barometer ) Understand the method advanced by Bacon and Descartes , the of new rationalism on the growth of democratic ideas , and coexistence of science with traditional religious beliefs . SCIENCE CONTENT STANDARDS

political and nomic change in the sixteenth , seventeenth , and eighteenth centuries ( the Age of ration , the Enlightenment , and the Age of Reason ) Know the great voyages of discovery , the locations of the routes , and the of cartography in the development of a new European worldview . Discuss the exchanges of plants , animals , technology , culture , and ideas among Europe , Africa , Asia , and the Americas in the and sixteenth centuries and the major economic and social effects on each continent . Examine the origins of modern ism the of mercantilism and cottage industry the elements and importance of a market economy in Europe the ing international trading and marketing , including their locations on a world map and the of explorers and map makers . Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance , the mation , and the Revolution and to the Greeks , Romans , and Christianity . Describe how democratic thought and institutions were by ment thinkers ( John Locke , Louis , American founders ) Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence . CONTENT STANDARDS an In I or SCIENCE CONTENT STANDARDS

he intellectual skills noted below are to be learned through , and applied to , the content standards for grades six through eight . They are to be assessed only in tion with the content standards in grades six through eight . In addition to the standards for grades six through eight , students demonstrate the ing intellectual reasoning , reflection , and research skills Chronological and Spatial Thinking . Students explain how major events are related to one another in time . Students construct various time lines of key events , people , and periods of the historical era they are studying . Students use a variety of maps and ments to identify physical and cultural features of neighborhoods , cities , states , and countries and to explain the cal migration of people , expansion and disintegration of empires , and the growth of economic systems . Research , Evidence , and Point of View . Students frame questions that can be answered by historical study and research . Students distinguish fact from opinion in historical narratives and stories . Students distinguish relevant from , essential from dental information , and from in historical narratives and stories . World History and Geography Medieval and Early Modern Times Historical and Social Sciences Analysis Skills . Students assess the credibility of primary and secondary sources and draw sound conclusions from them . Students detect the different cal points of view on historical events and determine the context in which the historical statements were made ( the questions asked , sources used , perspectives ) Historical Interpretation . Students explain the central issues and problems from the past , placing people and events in a matrix of time and place . Students understand and distinguish cause , effect , sequence , and correlation in historical events , including the and causal relations . Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns . Students recognize the role of chance , oversight , and error in history . Students recognize that interpretations of history are subject to change as new is uncovered . Students interpret basic indicators of economic performance and conduct analyses of economic and political issues . ANALYSIS SKILLS

How to Make This Work for You Book Studying history will be easy for you using this textbook . Take a few minutes to become familiar with the structure and special features of this history book . See how this textbook will make history come alive for you ! Each Chapter includes a introduction where the California Social Science Standards and Analysis Skills are listed out , a Social Studies Skills activity , Standards Review pages , and a Standards Assessment page . Reading Social Studies Reading Social Studies These chapter level reading lessons give you skills and practice that you can use to help you read the book Within each chapter there is a Focus on Reading note in the margin on the page where the reading skill is covered . There ao A , idea In Social dies are also questions in the Standards Review activity to make sure met you understand . the reading skill . Studies skills The Social Studies ' Skills lessons give you an opportunity to learn and use a skill that you will most likely use again . You will also be given a chance to make sure that you understand each skill by answering related questions in the Review activity . hI ( HOW TO MAKE THIS BOOK WORK FOR YOU . Unit Each chapter of this textbook is part of a Unit of study focusing on a particular time period . Each unit opener provides an illustration showing a young person of the period and gives you an overview of the exciting topics that you will study in the unit . You Try It !

Section The Section opener pages include Main Idea statements , an overarching big idea statement , and Key Terms and People . In addition , each section includes the ing special features . Growth of a wen ! If You Were There . introductions begin each section with a situation for you to , respond to , placing you in the time period , and in a situation related to the content ' ou will be stud in in the section ' a ' in Sum mam tool and Building Background sections connect what will be covered in this section with , what you studied in the previous section . i . 13 ' I . Short sections of content organize the information in each section into small . chunks of text that you should find too Hut In mi , he ' mi mans am all ! over um . label again ! We , they name in many . California Science Standards for grade that are covered in each section are listed on the first page . of each section of the textbook . I , ii . i Mi was It , iZ ' i . a ' in aqua than and their paw , 111 The in me mar , European ' Mirna sit a i , i , a In mama . Reading questions end each , mi ' section of content so that you can test , whether or not you understand what , you have just studied . I ' Summary and Preview To connect , yarn in read um mu moi became mule . for , what you have just studied in the section to what you will study in the next section , we include the Summary and Preview . Section Assessments the section assessment boxes provide an opportunity for you to make sure that you understand the main ideas ofthe I I ' section . We also provide assessment practice online ! sag . HOW TO MAKE THIS BOOK WORK FOR YOU

Places You Will Study As you study world history , you will learn about many places around the world . You will discover the places where civilizations developed , how geography cultures , and how these cultures have helped shape the world today . The maps that you see here show some of the main places you will study in this textbook . These are key places where empires began , new ways of thinking developed , religions spread , and cultures . You will learn much more about these places and the people who lived in them as you study world history . was an early center of culture in the Americas and home to the Maya and Aztec . South America one of the most advanced American ' cultures , the Incas , developed in he I Antarctic Circle Andes Mountains . GEOGRAPHY AND MAP SKILLS

Europe In Europe , the fall of Rome was followed by the Middle Ages . Later . eras of learning saw the creation of ideas that eventually affected the entire world . They included the Renaissance , Scientific Revolution , Age of Exploration , and Enlightenment . Japan The Japanese developed a military government run by generals called shogun and warriors called samurai . A series of empires ruled China , and the Chinse made many advances in science , art . and learning . AM The major world religion of Islam In West Africa , powerful empires like began in Arabia and quickly spread , Mali , and grew rich across much of Southwest Asia and through trade . North Africa . GEOGRAPHY AND MAP SKILLS