Name: Period: Test Date:€¦ · Manorialism: Chivalry: Holy Land: Middle Ages Document Based...

Name:________________________

Period:________________________

Test Date:______________________

Intro to Geography

Geography Terms

Term Definition

Latitude

Longitude

Equator

Prime Meridian

Hemispheres

Absolute Location

Relative Location

Geographic Features

Directions: Give a definition for each geographic feature below. You must then list an effect of the feature. Lastly, give an example for each feature.

Geographic Features Definition Effect Example

Archipelago Chain of islands Isolation, protection Greece, Japan

Deserts

Irregular Coastline

Island

Lack of Warm Water Ports

Monsoons

Mountain

Rainforests

Regular Coastline

River Valley

Strategic Location

Fields of Study in Global History

Directions: Match the job description with the proper field of study.

1 _____ Archeologist

2 _____ Anthropologist

3 _____ Sociologist

4 _____ Economist

5 _____ Geographer

6 _____ Historians

7 _____ Political Scientist

A study the Earth and its features

B study history

C study the interaction of people

D study distribution of wealth

E study social behaviors

F study past societies

G study government

Culture

Define the following terms:

Culture:

Cultural diffusion:

Answer the following questions:

What are some characteristics of culture?

In what ways can cultural diffusion occur?

Religion

Religions are characterized as monotheistic and polytheistic. - _______________: belief in only one God

- _______________: belief in many gods

Monotheistic religions include: Judaism, Christianity, Islam Polytheistic religions include: Animism, Hinduism, Shintoism

Philosophies sometimes considered belief systems: Buddhism, Confucianism, Daoism/Taoism

All religions have beliefs, customs, and practices. They believe in a moral way to live.

Religion Book Location Basic Beliefs

Animism Africa

Buddhism India

Confucianism China

Daoism/Taoism China

Hinduism India

Shintoism Japan

Monotheistic Religions

Judaism Middle East

Christianity Europe

Islam Middle East

First Civilizations

The _________________ allows for civilizations to form as people stopped hunting and gathering and began growing their own food.

Early civilizations developed in river valleys.

- Because of _______________ - Transportation

- _______________ and communication

The main river valley civilizations are Egypt (Nile R.), Mesopotamia (Tigris/Euphrates R.), India (Indus R.), and China (Yellow R.).

Early Civilizations

Egypt

Mesopotamia

India

China


Pharaoh:

Ziggurat:

Hammurabi’s Code:

Mandate of Heaven:

Civil Service Exam:

First Civilizations

Document Based Questions

Document 1 - From Food Gathering To Food Producing

. . . Paleolithic men could not control their food supply. So long as they relied on foraging, hunting, fishing, and trapping, they were dependent on the natural food supply

in a given area to keep from starving. But while Paleolithic men continued their food-gathering pattern of existence in Europe, Africa, and Australia, groups of people in the

Near East began to cultivate edible plants and to breed animals. Often described as the ―first economic revolution‖ in the history of man, this momentous change from a food-

gathering to a food-producing economy initiated the Neolithic Age. Paleolithic man was a hunter; Neolithic man became a farmer and herdsman. . . .Source: T. Walter Wallbank,

et al., Civilization: Past and Present, Scott, Foresman and Company

1 According to the authors of this passage, what is one significant change that occurred

between the Paleolithic Age and the Neolithic Age?

______________________________________________________________________

______________________________________________________________________

Document 2 – Location of Early Civilizations

2 Based on this map, identify one geographic feature that influenced the location of

early centers of civilization.

______________________________________________________________________

Document 3 – The Dynastic Cycle

3 According to this chart, how did Chinese rulers lose power?

______________________________________________________________________

4 How did Chinese rulers show that they had the Mandate of Heaven?

______________________________________________________________________

Document 4 - Gupta Physicians

By Gupta times, Indian physicians had pioneered the use of herbs and other remedies to treat illness. Surgeons were skilled in setting bones and in simple plastic surgery to

repair facial injuries. Doctors also began vaccinating people against smallpox about 1,000 years before this practice was used in Europe….Source: This excerpt, about Gupta

India’s medical achievements, is from the textbook World History: Connections to Today (Ellis, Elisabeth Gaynor, Esler, Anthony. Upper Saddle River, New Jersey: Prentice Hall,

1999).

5 Identify two advancements made by Gupta physicians in the treatment of wounds and

illness.

______________________________________________________________________

6 Which Gupta medical practice was not transmitted to Europe for almost 1,000 years?

______________________________________________________________________

Ancient Greece

KEY INFORMATION

The _______________ developed many individual _______________ because geography (mountains/waterways) isolated them from one another.

The two most important city-states were _______________ (golden age) and

_______________ (militaristic).

One of the most important achievement of the Greeks is in the area of _______________. They developed a form of _______________.

The Greeks made numerous contributions in the areas of math, science, art,

architecture, and philosophy.

________________________ spread a form of culture known as _______________.

Famous philosophers include _______________, Plato, and _______________.

VOCAB PRACTICE (define these terms)

Golden Age:

Polis:

Socratic Method:

Hellenistic Culture:

Direct Democracy:

ATHENS

SAME

SPARTA

Ancient Greece

Venn Diagram

Directions: Place each topic below under the proper heading the Venn Diagram.

Topics for Diagram: limited democracy, Greek language, monarchy with two kings, military school, mythological heroes, laws made by assembly, Olympic games, trade and travel not allowed, only male citizens in assembly, trade with other city states,

military training for all boys, education for boys, girls trained to be mothers of soldiers, women obey men, women inferior, gods and religious beliefs, women own property

Ancient Greece


Document 1 - Pericles’ Funeral Oration, given to Athenians in about 430 BCE Our plan of government favors the many instead of the few: That is why it is called a

democracy… As for social standing, advancement is open to everyone, according to ability. While every citizen has an equal opportunity to serve the public, we reward our

most distinguished citizens by asking them to make our political decisions. Nor do we discriminate against the poor. A man may serve his country no matter how low his

position on the social scale…Source: Pericles’ Funeral Oration, given to the Athenians in about 430 BCE

1 What type of government was Pericles describing?

______________________________________________________________________

______________________________________________________________________

2 Identify two characteristics of Athenian government.

______________________________________________________________________

______________________________________________________________________

Document 2 – The Parthenon in Athens

3 Identify one distinguishing characteristic of this building in Greece.

______________________________________________________________________

______________________________________________________________________

4 How have the features of this building influenced other cultures?

______________________________________________________________________

______________________________________________________________________

Ancient Rome

KEY INFORMATION

Rome lasted from 509 B.C. until 476 A.D. and its history is divided into two periods, Roman _______________ and _______________.

The Roman Republic was ruled by Consuls, _______________ (senators), and

_______________.

The Roman Empire begins when _______________ becomes dictator.

The Romans experienced a _______________ during the _______________ in which they made many achievements. Their most important achievement was in the area of

law. They developed the ________________________________.

During the Pax Romana the Romans made advancements in art, architecture, and

engineering. They built roads, aqueducts, and the _______________.

The collapse of the Roman Empire was not caused by a single event but rather a series of _______________ events that took place over an extended period of time. (social,

economic, political, and invasions)


Pax Romana:

Republic:

Senate:

Patricians:

Plebeians:

Laws of Twelve Tables:

Ancient Rome Downfall Chart

Directions: Place the following information provided into a graphic organizer under the proper heading. Determine if the statement is a political, social, economic, or military cause of the decline and fall of Rome.

High taxes, unemployment, inflation, invasion by barbarians, mercenaries, lack of loyalty, lack of patriotism, ineffective

leadership, Roman army lacks training and discipline, welfare, slave labor, division of empire, corrupt government, diseases, people become lazy

Military Causes Economic Causes Political Causes Social Causes

Ancient Rome


Document 1 –Roman Law Common Principles of Roman Law:

- People of the same status are equal before the law. - An accused person is innocent until proven guilty.

- The accused should be allowed to face his or her accuser and defend against the charge.

- Guilt must be established ―clearer than daylight‖ through evidence.

1 Identify two rights guaranteed to citizens by these laws.

______________________________________________________________________

______________________________________________________________________

Document 2 – Government of Roman Republic

2 Name two similarities between the government of the Roman Republic and the United

States. ______________________________________________________________________

______________________________________________________________________

Byzantine Empire KEY INFORMATION

The Byzantine Empire _______________ the contributions of Ancient Greece and

Ancient Rome for _______________ civilization. (architecture, art, law)

The Byzantine Empire was originally the _______________ portion of the Roman Empire. _______________ became its capital and it thrived because of its location on

major trade routes between Europe and Asia.

Emperor _______________ developed a set laws that became known as _______________ Code. It was a revision of the old Roman law system.

_______________was a _______________ church built in Constantinople by Justinian.

It is still standing today but it is a Muslim mosque.

The Byzantine Empire influenced _______________ through cultural diffusion. This

included the Eastern Orthodox Church, _______________, autocratic ruler, and art and architecture.

The empire lasted until 1453 when they were conquered by the _______________

(Muslims)


Justinian’s Code:

Autocratic Ruler:

Cyrillic Alphabet:

Islamic Empire, African Trading Kingdoms

KEY INFORMATION

The Islamic/Arab Empire spread from India to Spain and reached its peak during the 800’s.

The Islamic Empire preserved _______________ culture, made many achievements in

the areas of math, science, medicine, architecture, literature, art, and they developed a prosperous economy.

Some achievements of the Islamic Empire were _______________, study of algebra,

astronomy, and medicine. These achievements eventually spread to _______________.

African Trading Kingdoms _______________ in East and West Africa. They developed along trade routes. They made their money from the _______________ trade.

The main trading kingdoms in Africa were _______________, Ghana, and Songhai on the west coast while _______________, Axum, and Kush were located on the east

coast.

_______________was a famous ruler of the Kingdom of Mali. His greatest contribution is that he took a _______________ (hajj) to Mecca showing the importance of Islam

while spreading culture.


Hajj:

Calligraphy:

Gold-salt trade:

Bantu Migration:

Islamic Empire, African Trading Kingdoms Mapping Civilizations

Directions: Use the textbook (pg 258) or another resource to shade the map with the location of the Islamic Empire by the year 750 A.D. Then use the textbook (pg 291) or

another resources to shade the early kingdoms of Africa including Nubia, Axum, Ghana, Mali, and Songhai. Create a key for each empire or kingdom and list the dates of

existence.

Middle Ages

KEY INFORMATION

After the fall of the _______________, Europe was chaotic and lacked a central government. As a result, _______________ developed because people needed

protection.

Society was organized into a _______________. In this system lords gave lands to vassals/knights who in turn offered their service as soldiers in the lord’s military (land is

exchanged for food and protection). Peasants and serfs were on the bottom of the social structure and worked the land.

_______________ is the economic system present during the Middle Ages. It was a

_______________ community.

The only stabilizing force during the Middle Ages was the _______________.

The _______________ were an attempt by the European Christians to re-conquer the

_______________from Jews and Muslims. The _______________ of the Crusades was that it increased trade with the Middle East, cities and towns grew, cultural diffusion,

kings become more powerful and the church loses power.

The _______________ killed millions of people throughout Europe and Asia. As a result the value of the individual _______________ and the _______________ lost even more

power.


Feudalism:

Manorialism:

Chivalry:

Holy Land:

Middle Ages Document Based Questions

Document 1 - Manorialism . . . Of necessity, the manor was a self-sufficient economic unit in view of the

overwhelming difficulties of transportation in the period. International trade was carried on only to serve the demands of the wealthy, and it was largely in the hands of aliens

[different peoples]—Greeks, Jews, Moslems. Local society made almost no use of money. To the extent that local exchange was carried on, it was conducted by barter.

The small amount of international trade ruled out the need for gold coinage. The Carolingians minted only silver coins, which were all that was usually necessary when

the smallest silver coin could buy a cow. When gold coins were needed, Byzantine and Moslem currency was used. . . .Source: Norman F. Cantor, The Civilization of the Middle

Ages, Harper Perennial

1 According to Norman Cantor, what are two ways manorialism influenced the economy

of Europe?

______________________________________________________________________

______________________________________________________________________

Document 2 - Manor System

The manorial system, widespread in the West from Charlemagne’s time onward, was not at first favorable to the development of agriculture and commerce. Manors tended to be

self-sufficient; the economy was closed. People lived in their small world, in constant fear of the strange world beyond, from which came only evil. The best they could hope

for was to endure; and they endured...Source: Morris Bishop, The Middle Ages, Houghton Mifflin

2 According to Morris Bishop, what are two characteristics of the manorial system?

______________________________________________________________________

______________________________________________________________________

Document 3 – Crusades

Though the great princes were apt to remain aloof, western knights responded readily to the appeal of the holy war. Their motives were in part genuinely religious. They were

ashamed to continue fighting amongst themselves; they wanted to fight for the Cross. But there was also a land-hunger to incite them, especially in northern France, where

the practice of primogeniture [eldest son inherited all] was being established. As a lord grew unwilling to divide his property and its offices, now beginning to be concentrated

round a stone-built castle, his younger sons had to seek their fortunes elsewhere. There was a general restlessness and taste for adventure in the knightly class in France, most

marked among the Normans, who were only a few generations removed from nomadic freebooters. The opportunity for combining Christian duty with the acquisition of land in

a southern climate was very attractive. The Church had reason to be pleased with the progress of the movement. Could it not be applied also to the eastern frontier of

Christendom? . . .Source: Steven Runciman, A History of the Crusades, Cambridge University Press, 1951

3 According to this document, state one reason European knights and soldiers joined the Crusades.

______________________________________________________________________

______________________________________________________________________

Document 4 – The Black Death . . . The late-medieval depression began well before the coming of the Black Death

(1348–1349). The fundamental trends of demographic and economic decline were not set off by the plague, but they were enormously aggravated by it. Carried by fleas that

infested black rats, the bubonic plague entered Europe along trade routes from the East and spread with frightening speed. The death toll cannot be determined with any

precision. The best estimate would probably be to of Europe’s population. In many crowded towns the mortality rate may well have exceeded 50 percent, whereas isolated

rural areas tended to be spared. Consequently, the most progressive, most enterprising,

and best-trained Europeans were hit the hardest. Few urban families can have been spared altogether. Those who survived the terrible years 1348–1349 were subjected to

periodic recurrences of the plague over the next three centuries. Fourteenth-century medical science was at a loss to explain the process of infection, and fourteenth-century

urban sanitation was so primitive as to only encourage its spread. Some people fled their cities, some gave way to religious frenzy or stark hedonism [lack of moderation],

and some remained faithfully at their posts, hoping for divine protection against the pestilence [disease]. But none can have emerged from the ordeal unaffected. . .

.Source: C.Warren Hollister, Medieval Europe: A Short History, Second Edition, John Wiley & Sons, 1968

4 Based on this document, identify two ways the Black Death spread throughout

Europe. ______________________________________________________________________

______________________________________________________________________

Early China, Japan, Mongols, and Russia

KEY INFORMATION

Like Europe in the Middle Ages, _______________ was organized into a feudal society based on land holding. _______________ (like knights) were the warrior class and they

followed the _______________ code which is similar to chivalry.

Japanese society was led by an _______________ (figurehead). The real power was in the hands of the _______________ who controlled his _______________ (lords). The

_______________ were the warrior class with peasants, merchants, and artisans near the bottom.

The _______________, led by _______________ and Kublai Khan controlled a large

empire in the Eurasian Steppe. Their strict rule allowed for cultural diffusion and safe trade along the _______________. They also influenced early _______________ by

demonstrating absolute government.

_______________ is known for his travels throughout Mongol lands. His journals are

primary sources still used today for information pertaining to the Mongols. _______________ is also known for his travels throughout Asia.

The _______________ and _______________ Dynasties were Golden Ages in China.


Pax Mongolia:

Primary Source:

Steppe:

Bushido Code:

Golden Age:

Czar/Tsar:

Early China, Japan, Mongols, and Russia Social Structure Comparison

Directions: Complete the social pyramid that compares European and Japanese Feudal society. Use each term once from the box below.

European

Feudalism

Japanese

Feudalism

Use the following terms to complete your chart:

King, Vassal, Knight, Lord, Samurai, Daimyo,

Emperor, Serf, Peasant, Peasant, Shogun

Renaissance

KEY INFORMATION

The _______________ was a rebirth of classical _______________ and _______________ culture. It started in Italy during the 1300’s. The cities of

_______________ had great wealth from trade and manufacturing. As a result they spent their wealth on the arts and education.

_______________ is the emphasis on the achievement of the individual instead of

religious issues.

During this period a ____________________ emerged where people began to test traditional beliefs, mainly the _______________.

Famous Renaissance painters include _______________, Michelangelo, and Raphael.

Literary achievements include the works of Dante, Cervantes, Shakespeare, and _______________.


Golden Age:

Patron:

Perspective:

Renaissance Matching Activity

Directions: Match the painter or author with their works. Some may have more than

one correct answer. Write the number of the work under each Artist or author.

Artist/Author Works

Leonardo da Vinci

Michelangelo

Raphael

Machiavelli

Shakespeare

Cervantes

Dante

1. Divine Comedy

2. Romeo and Juliet

3. Sistine Chapel

4. Mona Lisa

5. David

6. Don Quixote

7. The School of Athens

8. Pieta

9. Hamlet

10. The Last Supper

11. The Prince

Renaissance Document Based Questions

Document 1 – Changes in the Renaissance . . . In the Middle Ages to praise man was to praise God, for man was a creation of God.

But Renaissance writers praised man himself as a creator. They played down the sinfulness he was born with and emphasized his ability to think and act for himself, to

produce works of art, to guide the destiny of others. They freed man from his pegged place in the medieval hierarchy, halfway between matter and spirit, and allowed him to

roam at will, through all the levels of being, sometimes identifying himself with the brutes, sometimes with the angels. He was seen as the ruler of nature—the lord,

although not the Lord, of creation. This new vision of man sprang from a heightened awareness of self. Medieval men had been preoccupied with searching their souls, but

Renaissance men were much more intrigued with exploring, and indeed parading, their own personalities. Petrarch is a perfect example. Although his serious interests centered

on his work in discovering and editing ancient texts, Petrarch was also interested in

himself. In his letters, designed for posterity [future generations] as well as his friends, he left a record of his reactions to love affairs and friendship, to mountains and the

flowers in his garden. They are an intellectual and emotional self-portrait, the first since antiquity [ancient times]. . . . Source: John R. Hale, Great Ages of Man: A History of the

World’s Cultures: Renaissance, Time-Life, 1965

1 In what way did man’s view of the world change during the Renaissance? ______________________________________________________________________

______________________________________________________________________

Document 2 – Leonardo da Vinci

Leonardo da Vinci studied the anatomy of the human

body while he was apprenticed to Andrea del Verrocchio. To learn about the body, he dissected and studied

human corpses. Da Vinci was interested in the structure and the function of the various parts of the human body.

His drawings reflect what he learned as he studied.

2 According to this document, state one of Leonardo da Vinci’s contributions to science.

_____________________________________________

________________________________________

________________________________________

Reformation

KEY INFORMATION

The Protestant Reformation was a major turning point in history. It was a call by _______________to reform to the practices of the _______________.

Martin Luther was upset with _______________ corruption, including the practice of

selling _______________, and he nailed the _______________to a church in Wittenberg, Germany. The Church wanted him to recant his ideas and he refused. He

was _______________.

Luther’s ideas spread rapidly by the invention of the _________________________. Johann _______________ is credited with developing moveable type.

As a result of the Protestant Reformation, there was no longer _______________ in

Europe. The Catholic Church lost some of its power giving more power to

_______________.

_______________ was another reformation leader. He believed in predestination.

The _______________ or _______________ Reformation was the Church response to Luther. During this period they ended corruption and returned to traditional teachings.

These reforms were made at the ____________________ in 1545.

____________________ started the Jesuits who emphasized spiritual and moral discipline and strict loyalty to the Catholic Church.


Indulgences:

95 Theses:

Excommunicate:

Predestination:

Reformation Cryptogram

Directions: A cryptogram is a puzzle where a sentence is encoded by substituting the actual letters of the sentence with different letters or symbols. The challenge of the

puzzle is to 'decode' the sentence to reveal the original English sentence.

Reformation Document Based Questions

Document 1 - The Book Before Gutenberg The earliest books were written on scrolls. From the Second Century A.D. to the present

time, however, most books have been produced in the familiar codex format—in other words, bound at one edge. During the Middle Ages, manuscript books were produced by

monks who worked with pen and ink in a copying room known as a scriptorium. Even a small book could take months to complete, and a book the size of the Bible could take

several years. . . .Source: ww.hrc.utexas.edu/exhibitions/permanent/gutenberg/2a.html

1 According to this document, how were books made before the development of the Gutenberg press?

______________________________________________________________________

______________________________________________________________________

Document 2 – Effects of Moveable Type Printing

. . . Gutenberg’s methods spread with stunning rapidity. By 1500 an estimated half million printed books were in circulation: religious works, Greek and Roman classics,

scientific texts, and Columbus’s report from the New World. An acceleration of the Renaissance was only the first by-product of the Gutenberg press. Without it, the

Protestant movement might have been stillborn [failed], as well as the subsequent political and industrial revolutions. Gutenberg, however, got none of the glory. His

brainchild [idea] bankrupted him; the year his Bible was published, a creditor took over his business. Little more is known of the inventor — in part because he never put his

own name into print. . . . Source: Robert Friedman, ed., The Life Millennium: The 100

Most Important Events & People of The Past 1,000 Years, Time, 1998

2 Based on this document, state two effects of Gutenberg’s invention.

______________________________________________________________________

______________________________________________________________________

Mesoamerican Civilizations

KEY INFORMATION

The _______________, _______________, and _______________ civilizations were located in Central and South America. They are considered to be _______________

civilizations.

Characteristics of the Mesoamerican Civilizations

Maya Aztec Inca

- built _______________

systems - _______________

- Pyramid shaped temples

- writing system (hieroglyphics)

- _______________ - number system with

the use of zero

- _______________ - strong central

government - _______________

society - practiced

_______________ - built Tenochtitlan

- _______________

- _______________ - terrace

_______________ - road system

The Aztec and the Inca civilizations were defeated by the _______________. Although

these civilizations were advanced, their lack of _______________ technology led to their defeat by the _______________.


Conquistadors:

Chinampas:

Quipas:

Terrace Farming:

Mesoamerican Civilizations Document Based Questions

Document 1 – Spanish Proclamation to Native Americans 1512 On the part of the king, subduer of barbarous nations, we notify and make known to you

as best we can that the Lord our God, living and eternal created the heaven and earth and one man and one woman, of whom you and we and all the men of the world were

and are descendants, as well as all those who come after us.

We ask that..... you acknowledge the Christian church as the ruler and superior of the whole world, and as superiors that you agree to let the Christian priests preach to you.

If you do so, you will do well....we will receive you in love and charity.... and shall leave you free without slavery (The Priests) shall not compel you to become Christians unless

you yourself wish to be converted.

But if you do not do this.... we shall forcefully enter into your country and shall make

war against you.... we shall take you and your wives and your children and shall make slaves of them.... we protest that the death and losses which shall result from this are

your fault.

1 According to the document, list three things that the natives must agree to. ______________________________________________________________________

______________________________________________________________________

2 According to the document, what are the consequences if they fail to comply?

______________________________________________________________________

______________________________________________________________________

Document 2 – Cortez Treatment of the Native Americans This great city contains many mosques, or houses for idols, very beautiful buildings

situated in the different precincts. I overturned the idols in which these people believed the most and rolled them down the stairs. Then I had those places cleaned, for they

were full of blood from the sacrifices. And I set up Christian images in them. This disturbed Montezuma and the natives a good deal. And they told me not to do it. They

said that if it became known, the people would rise against me, as they believed that these idols gave them all their goods. If the people allowed them to be ill-treated, they

would be angered and give nothing, and would take away the fruits of the soil and cause the people to die of want.

3 How did Cortez try to change the Native American’s religion?

______________________________________________________________________

______________________________________________________________________

Age of Exploration

KEY INFORMATION

In the 1400’s Europeans began exploring the world as a result of the invention of the astrolabe and the caravel as well as improved mapmaking skills by _______________.

_______________ began dominating the peoples of Africa, Asia, and the Americas.

This is known as _______________. The reason they dominated these counties was for God, gold, and glory.

Some key explorers include: Prince Henry the Navigator, _______________ Magellan,

Vasco da Gama, and Christopher Columbus.

_______________ is the policy of a country to export (sell) more than they import (buy) to build wealth.

The social structure of the Spanish controlled regions of Latin America included _______________, Creoles, Mestizos, Mulattoes, and Native Americas/slaves.

A _______________ developed that included finished good from Europe going to Africa.

Slaves were traded from Africa to the Americas and raw materials being traded from the new world to Europe. This was known as _______________.

As a result of the Age of Exploration, goods, ideas, customs, and technologies were

exchanged between the Eastern and Western Hemispheres for the first time. This is known as the _______________.


Astrolabe:

Caravel:

Cartographers:

Imperialism:

Middle Passage:

Encomienda System:

Age of Exploration Social Structure


Peninsulares:

Creoles:

Mestizos:

Mulattoes:

Native Americas, slaves:

Using the above information, create your own social pyramid within the triangle below.

Most Power

Fewest People

Least

Power

Most

People

Age of Exploration Document Based Questions

Document 1 - The Big Business of Slave Trading . . . When in 1517 Bishop Bartolomeo de Las Casas advocated [supported] the

encouragement of immigration to the New World by permitting Spaniards to import African slaves, the trading of humans in the New World formally began. Las Casas was

so determined to relieve Indians of the onerous [difficult] burden of slavery that he recommended the enslavement of Africans. (Later, he so deeply regretted having taken

this position that he vigorously renounced it.) The ban against the use of Africans was removed, and Charles II issued licenses to several Flemish traders to take Africans to

the Spanish colonies. Monopoly of the trade went to the highest bidders. Sometimes it was held by Dutch traders, at other times by Portuguese, French, or English. As West

Indian plantations grew in size and importance, the slave trade became a huge, profitable undertaking employing thousands of persons and involving a capital outlay of

millions of dollars. By 1540 the annual importation of African slaves into the West Indies

was estimated at 10,000. . .Source: Franklin and Moss, From Slavery to Freedom: A History of African Americans, Alfred A. Knopf

1 According to Franklin and Moss, what was one reason enslaved Africans were

imported to the ―New World‖ by Europeans?

______________________________________________________________________

______________________________________________________________________

Document 2 - Long-Term Effects of Slave Trade

The trade in African slaves brought about the largest forced movement of people in

history. It established the basis for black populations in the Caribbean and in North and South America. At the same time, it disrupted social and political life in Africa and

opened the door for European colonization of the continent. . . .The shift in European demand from gold, foodstuffs, and such products to slaves changed the relations among

African groups and states. The prices Africans received for slaves made it more profitable for them to take captives from their neighbors than to establish networks for

producing and selling other goods. In this way the slave trade encouraged strong states to raid weaker states for slaves. As a result, many African societies were torn by

organized slave wars and general banditry. Successful slave-raiding and trading societies formed new states that were dominated by military groups and constantly at war with

their neighbors. . . .Source: John Middleton, ed., Africa: An Encyclopedia for Students, Volume 4, Thomson Learning

2 Based on this excerpt from Africa: An Encyclopedia for Students, state two effects of

the slave trade on Africa.

______________________________________________________________________

______________________________________________________________________

Age of Absolutism

KEY INFORMATION

After the _______________ monarchs began to increase their power as the Roman Catholic Church lost some of its power. These monarchs became known as

_______________ monarchs.

These monarchs believed their right to rule came from God. This is known as _______________.

Absolutism in Russia saw Peter the Great bring _______________ and Catherine the

Great met their need for a _______________.

Absolutism in France saw Louis XIV (_______________) spend France into bankruptcy eventually leading to the _______________.

In England, the _______________/English Civil-War led to _______________and parliament taking control. This was a step in English democracy which began with the

_______________ in 1215.


Absolutism:

Magna Carta:

Limited Monarchy:

English Bill of Rights:

Glorious Revolution:

Westernization:

Age of Absolutism Timeline

Directions: Place the following dates with the event in the proper order on the above timeline.

1588-Spanish Armada defeated, 1642-English Civil War, 1215-Magna Carta, 1682-Peter the Great takes control of

Russia, 1688-Glorious Revolution, 1643-Louis XIV begins rule of France, 1556-Philip II begins rule of Spain, 1534-Act of Supremacy, 1542-Akbar the Great allows religious tolerance in India, 1689-English Bill of Rights is passed

Age of Absolutism Document Based Questions

Document 1 - Westernization of Russia

1 According to this cartoons, state one way in which Peter the Great tried to control the actions

of his people.

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Document 2 - Peter the Great’s Reforms . . . Peter’s military reform would have remained an isolated incident in Russian military

history had it not left a distinct and deep impression on the social and intellectual composition of all Russian society, and even influenced future political developments.

The military reform itself made necessary other innovations, first to maintain the reorganized and expensive military forces, and then to ensure their permanency. The

new recruiting methods, by spreading military obligations to classes hitherto [up to this time] exempt, and thus affecting all social classes, gave the new army a more varied

composition, and completely altered existing social relationships. From the time that

noblemens’ serfs and servants joined the new army as ordinary recruits instead of only as menials or valets [servants], the position of the nobility, which had been

preponderant [dominant] in the old army, was completely changed. . . . Source: Vasili Klyuchevsky, translated by Liliana Archibald, Peter the Great, St. Martin’s Press

2 According to Vasili Klyuchevsky, what was one way Peter the Great attempted to

control the Russian people? [1] ______________________________________________________________________

______________________________________________________________________

3 According to Vasili Klyuchevsky, what was one effect Peter the Great’s reform had on

the Russian nobles? ______________________________________________________________________

______________________________________________________________________

Scientific Revolution and Enlightenment

KEY INFORMATION

The same _______________ that was present during the Renaissance was also present during the Scientific Revolution and the _______________.

The scientists of the Scientific Revolution relied on _______________ and

_______________ rather than past beliefs.

Examples of scientist from the Scientific Revolution include _______________ (heliocentric theory), _______________ (improved telescope), and Isaac Newton (law

of gravity, motion).

The writers and philosophers of the Enlightenment believed that government should _______________ the lives of its citizens.

Enlightened _______________ are monarchs that incorporated the ideas of the Enlightenment in their rule to make the lives of their citizens better.

Examples of Enlightened philosophers include _______________ (life, liberty, property),

_______________ (power of human reason), Baron de _______________ (separation of powers, three branches gov’t, checks and balances), _______________ (freedom

speech), and Jean-Jacques _______________ (people give up own interest for common good).

Enlightened _______________ include Maria Theresa (Austria), Catherine the Great

(Russia), and Joseph II (Austria).


Natural Rights:

Natural Laws:

Scientific Method: using

Heliocentric Theory:

Directions: Use the notes from this section and other sources to

complete the crossword puzzle.

Across

3. using experimentation and observation

5. three branches of government or checks and balances

7. life, liberty, property

9. the heliocentric theory of the universe

10. enlightened despot from Russia

11. improved the telescope

12. laws that govern human behavior

Down

1. power of human reason

2. freedom of speech

4. sun is the center of the universe

6. people should give up their own interest for the common good of

the people

8. law of gravity and motion

Scientific Revolution and

Enlightenment Crossword Puzzle

Scientific Revolution and Enlightenment Document Based Questions

Document 1 - Changes from Scientific Revolution

. . . Gradually scientists came to challenge more and more what the ancients [past civilizations] taught. They came to develop new, better methods of finding out how

things worked. Mathematical knowledge increased and helped them to reason. They began to think up experiments to check on their ideas in a methodical way. The scientific

revolution had begun.

Many men were needed to bring this about. These men came from every part of Europe.

They wrote books to explain their ideas. The printing press made it possible to produce thousands of copies which found their way all over Europe. Scientists were able to learn

from one another and give one another new ideas. So the Scientific Revolution was not the work of Englishmen, or Frenchmen, or Italians alone. It was the work of Europeans.

And, as we have seen, even they did not do it all by themselves. The Chinese, the Indians, the Persians, and the Arabs all gave something before it came about. Today this

is not hard to understand, because men and women from all over the world add to scientific knowledge and so help one another. . . .Source: Peter Amey, Scientific

Revolution, Greenhaven Press

1 Based on this document, state two changes resulting from the Scientific Revolution.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Document 2 - Heliocentric Theory

. . . Assumptions 1. There is no one center of all the celestial [heavenly] circles or spheres [planets].

2. The center of the earth is not the center of the universe, but only of gravity and of the lunar sphere.

3. All the spheres [planets] revolve about the sun as their mid-point, and therefore the sun is the center of the universe. . . .— Nicholas Copernicus, The Commentariolus,

(1510)

Source: Edward Rosen, Three Copernican Treatises, Columbia University Press

2 State one scientific belief of Copernicus that is being described in this passage.

______________________________________________________________________

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French Revolution

KEY INFORMATION

In 1789 the people of France became upset with many events. These events included _______________ of the king (King Louis XVI), _______________ (Estates System),

and poor harvest. They also felt the influence of other revolutions (American).

French society was broken into The _______________. The First Estate included members of the clergy, the Second Estate included the nobles, and the Third Estate

(bourgeoisie) included everyone else in French society. The First and Second Estates controlled the majority of the _______________ and held the most political power while

paying few to no _______________.

The _______________was made up of members of the _______________. They broke away from the other Estates and wrote a new _______________. This constitution

included the _______________of the _______________which was similar to the

American Bill of Rights.

The revolution went through many stages. These stages included _______________, Reign of Terror/Robespierre, the Directory, and dictatorship of Napoleon Bonaparte.

During _______________ control of France, he expanded French territory while making

changes to society. He instituted the _______________ Code that included ideas from the Enlightenment. Napoleon attempted to take over all Europe but failed after Russia’s

climate helped defeat his army.

The effects of the French Revolution include the spreading of _______________ in Europe and nationalist ideas taking root in many nations.


Storming the Bastille

Bourgeoisie:

Reign of Terror:

Coup d’ etat:

Continental System:

Napoleonic Code:

French Revolution Document Based Questions

Document 1 - Powers of the king The King, Louis XVI, was absolute. He ruled by the divine right theory which held that he

had received his power to govern from God and was therefore responsible to God alone. He appointed all civil officials and military officers. He made and enforced the laws. He

could declare war and make peace. He levied taxes and spent the people’s money as he saw fit. He controlled the expression of thought by a strict censorship of speech and

press. By means of lettres de cachet (sealed letters which were really blank warrants for arrest) he could arbitrarily imprison anyone without trial for an indefinite period. He lived

in his magnificent palace at Versailles, completely oblivious to the rising tide of popular discontent. . . .Source: Friedman & Foner, A Genetic Approach to Modern European

History, College Entrance Book Co., 1938

1 According to this document by Friedman & Foner, what is one cause of the French

Revolution?

______________________________________________________________________

______________________________________________________________________

Document 2 - The Three Estates in Pre-Revolutionary France

10%

2 Based on the information in these graphs, identify one cause of the French Revolution.

______________________________________________________________________

______________________________________________________________________

Document 3 - The Declaration of the Rights of Man and the Citizen

Article 1 – Men are born and remain free and equal in rights. Social distinctions may be based only on considerations of the common good. . . .

Article 4 – Liberty consists in being able to do anything that does not harm others: thus, the exercise of the natural rights of every man has no bounds other than those that

ensure to the other members of society the enjoyment of these same rights. These bounds may be determined only by Law. . . .

Article 6 – The Law is the expression of the general will. All citizens have the right to take part, personally or through their representatives, in its making. It must be the

same for all, whether it protects or punishes. All citizens, being equal in its eyes, shall be equally eligible to all high offices, public positions and employments, according to their

ability, and without other distinction than that of their virtues and talents. . . . Article 11 – The free communication of ideas and of opinions is one of the most precious

rights of man. Any citizen may therefore speak, write and publish freely, except what is tantamount [equivalent] to the abuse of this liberty in the cases determined by Law. . . .

Source: The Declaration of the Rights of Man and the Citizen

3 Based on this excerpt from The Declaration of the Rights of Man and the Citizen, state two ways the National Assembly attempted to redefine the relationship between the

individual and the government.

______________________________________________________________________

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Document 4 – Changes Brought About by French Revolution

. . . By 1799, however, Frenchmen had had the experience of enjoying, at least in theory, freedom of speech and freedom of the press. Education had been reorganized

along the lines which it still follows in most modern states—free, compulsory, universal, and secular. The Revolution had given rise to an extensive, if not always great,

periodical press. Lack of opportunities had yielded to the ―careers open to talents‖ already mentioned, and such talents were encouraged and brought to fruition through

public prizes, state patronage, and similar devices. Moreover, while there had been few museums and libraries prior to 1789, the revolutionaries established many more,

planned still additional ones, and endeavored to integrate them with the educational

system. . . .Source: John Hall Stewart, ed., A Documentary Survey of the French Revolution, Macmillan

4 According to John Hall Stewart, what are two changes brought about by the French

Revolution by 1799?

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Age of Revolutions

KEY INFORMATION

In the late 1700’s the ideas of the Enlightenment and revolutionary ideas spread from the United States and Europe to Latin America. This led to many nations pushing for

_______________ from colonial powers including Haiti, Mexico, Bolivia, and Columbia.

The _______________ of _______________ worked to restore Europe to the way it was before _______________. They wanted to restore old monarchies keep a balance

of power between nations.

In Europe during the Age of Revolutions there were disagreements between conservatives and liberals. _______________ wanted Europe to remain the same

while _______________ wanted it to accept enlightened ideas.

Independence leaders include ______________________________ (Haiti), Simon

_______________ (Bolivia, Columbia), Father _______________ (Mexico) and Jose de San Martin (Argentina, Chile, Peru).


Balance of Power:

Caudillos:

Nationalism:

Age of Revolutions Conservative or Liberal

Revolutionary ideas continued to spread throughout the world after the American and French Revolutions. Two main view points on revolutions developed: Conservative and

Liberal (1848).

Directions: Determine whether an idea is conservative or liberal. Then place it in the column under the proper heading.

Liberal Conservative

1. Followed Enlightenment ideals

2. Opposed freedom of the press 3. Separation of powers

4. Spoke for the middle class (bourgeoisie) 5. They thought lower classes should respect those above them

6. Spoke out against divine right and the power of the church 7. They wanted to turn back the clock

8. Do not support revolutions 9. Voting rights

10. Wanted to give power back to the royal families 11. Preserving the Old Order of monarchs, nobles, landowners, church leaders

12. Defended natural rights: life, liberty, and property 13. Laissez-faire (hands-off) economy; Adam Smith; Free Market

14. Supported written constitutions 15. Rulers should be responsible to the people

16. They supported and benefited from the Old Order

17. Individual rights not seen as important 18. Government should protect the rights of the people

19. Supported the church

Age of Revolutions Document Based Questions

Document 1 - Letter by Toussaint L’Ouverture (August 29, 1793) Brothers and friends.

I am Toussaint L’Ouverture, my name is perhaps known to you. I have undertaken vengeance. I want Liberty and Equality to reign in San Domingo. I work to bring them

into existence. Unite yourselves to us, brothers, and fight with us for the same cause, etc. . . .Source: C. L. R. James, Lettres de Toussaint L’Ouverture, The Black Jacobins,

The Dial Press (adapted)

1 According to this letter, what did Toussaint L’Ouverture want to achieve in San Domingo?

______________________________________________________________________

______________________________________________________________________

Document 2 - Effects of Revolutions

. . . The work of Toussaint, Dessalines, Christophe, and Pétion endures in Haiti, but what they did went far, far beyond the boundaries of the island. The Haitian revolution has

had a profound influence on the history of the nineteenth century. . . .So far the negative aspect. There were others more positive. Haiti gave the impulse to and

subsidized [supported] the first national revolutions in Spanish America. When the Spanish American colonies saw that such a small and weak community could win and

keep its freedom, they took courage to fight for their own emancipation from European imperialism. In dark days, Bolivar the Liberator, ill and in distress, was welcomed by

Pétion, nursed to health and given courage to lead the struggling nationalities against Spain. He failed and returned to Haiti. He was once again befriended. Pétion supplied

him with arms, munitions, men, money, and printing material, and thus fortified he left

Haiti to begin the campaign which ended in the emancipation of the Five States. Pétion asked nothing in return but the freedom of the slaves. . . .Source: C. L. R. James, The

Black Jacobins, The Dial Press

2 What were two ways that the work of Toussaint L’Ouverture and his successors influenced global history according to C. L. R. James?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

People in Global History

Person Place/Time Description

Hammurabi

Jesus Christ

Mohammad

Siddhartha

Gautama

Confucius

Pericles

Socrates

Alexander the Great

Julius Caesar

Charlemagne

Justinian

Mansa Musa

Genghis Khan

Machiavelli

Leonardo da Vinci

Shakespeare

Martin Luther

John Calvin

Henry VIII

Oliver

Cromwell

Peter the Great

John Locke

Voltaire

Rousseau

Montesquieu

Adam Smith

Louis XIV

Louis XVI

Robespierre

Napoleon Bonaparte

Simon Bolivar

Toussaint

L’Ouverture

Miguel Hidalgo

Jose de San

Martin

Global Studies 9 Word Association (1)

Directions: Using word association, write the thing, event or person to which each group of

words refers.

Example: Reign of Terror, Louis XVI, estates, guillotine, Robespierre: FRENCH

REVOLUTION

1. Bible, monotheistic, Messiah, Holy Spirit, Ten Commandments:

2. Cuneiform, Mesopotamia, ziggurats, polytheistic:

3. global epidemic, bubonic, decline in population, quickens end of feudalism:

4. Middle East, calligraphy, algebra developed, circumference of earth calculated:

5. Central Mexico, built Tenochititlan, human sacrifice, chinampas:

6. City-state, Greece, military society, monarchy with two kings:

7. Ottoman Empire, sultan, absolute ruler, golden age, improved justice:

8. Middle Passage, plantations, finished goods, raw materials:

9. The Way of Virtue, Laozi, Yin and Yang, Chinese philosophy:

10. English Bill of Rights, limited monarchy, William and Mary in power:

11. India, caste system, decimal system, Arabic numerals, built stupas:

12. Catherine the Great, Joseph II, Maria Theresa, reformed society:

13. Holy Roman Emperor, missi dominici, established many schools:

14. Estates General, The National Assembly, Tennis Court Oath:

15. Life, liberty, and property, separation of powers, freedom of speech:

16. “Eye for an eye”, Babylonian, harsh punishments, unequal application of law:

17. China, Mandate of Heaven, first books, feudalism:

18. Four Noble Truths, Eightfold Path, Tripitaka, Buddha:

19. Catholic response, reform of the Church, Ignatius Loyola:

20. Ghana, gold-salt trade, Songhai, Mansa Musa, Axum:



words refers.


REVOLUTION

1. Land and labor system in Latin America , European rule:

2. Reason, natural law, challenged absolute monarchy:

3. Permanent settlements, farming, domestication of animals:

4. Mecca , Five Pillars of Wisdom, Middle East :

5. Eastern Orthodoxy, influenced Russia, Constantinople:

6. Chinese, social order, filial piety, education:

7. The Prince, “ends justify the means”, absolute monarchies:

8. The Wealth of Nations, laissez-faire, father of capitalism:

9. French leader, nationalist, war, social equity, continental system:

10. Holy wars, increased trade, cultural diffusion, rise of absolute monarchies:

11. Manorialism, land, lords, vassals, three field system:

12. Nile River, pyramids, pharaohs, hieroglyphics:

13. City-state, direct democracy, philosophers, Parthenon:

14. Reincarnation, Brahman, Karma, dharma:

15. Samurai, bushido code, Shoguns, Daimyo:

16. Senate, patricians/plebeians, consuls, tribunes :

17. Genghis Khan, Golden Horde, Pax Mongolia:

18. Humanism, Leonardo Da Vinci, Italy, spirit of inquiry:

19. Torah, Moses, Ten Commandments, monotheistic:

20. Japan, nature worship, ancestor worship, Kami:



words refers.


REVOLUTION

1. South America, built a road system, quipus, terrace farming:

2. Russian, westernization, St. Petersburg, Russian Orthodox Church:

3. Continental system, coup d’etat, Napoleonic Code, genius:

4. Martin Luther, shatters religious unity in Europe , 95 Thesis:

5. Middle Passage, seeds of bitterness, encomienda system:

6. Macedonia, spread Hellenistic culture, great military leader:

7. Ivan the Great, Philip II, Louis XIV, Henry VII:

8. Copernicus, Heliocentric Theory, Isaac Newton, Law of Gravity:

9. Toussant L’Ouverture, Simon Bolivar, Jose de San Martin:

10. Julius Caesar, Pax Romana, Coliseum built, expansion:

11. French Revolution, monarch, executed, 1793:

12. Explorer, Portuguese, sailed around Africa to India, spice trade:

13. Mali, Muslim, wealthy from trade, pilgrimage to Mecca:

14. Printing press, moveable type, German, printed the Bible:

15. Central America, built pyramids, developed writing system:

16. Middle Kingdom, Zheng He develops trade routes, bring back civil service exams:

17. Global exchange of goods and ideas, Age of Exploration, named for Columbus:

18. Divine Right, Church of England, six wives, male heir needed:

19. Two Treatises of Government, natural rights, Enlightenment:

20. Developed an alphabet, traders, Middle East, Mediterranean Sea:



words refers.


REVOLUTION

1. All things have a spirit, traditional societies, first religion:

2. Untouchables, social structure, traditional India:

3. Law code, Byzantine, written down, Roman laws and legal writings:

4. Italian merchant, wrote about Mongols, introduced Europe to the riches of the East:

5. Renaissance, Italian, Painter, Sculptor, Sistine Chapel:

6. Spanish, Don Quixote, Renaissance writer:

7. Constantinople now Istanbul, Muslims, Middle East empire:

8. Italian, credited with discovering new world, sailed for Spain:

9. colonies benefit mother country, export more than you import, colonialism:

10. India, Mughal empire, religious tolerance, absolute ruler:

11. Italian astronomer, supported Heliocentric Theory, improved the telescope, put on trial:

12. Enlightenment, separation of powers, French thinker:

13. Napoleon, trade with England is illegal, major blunder:

14. Known as the Liberator, Grand Columbia, freed Venezuela from Spain:

15. Restore Europe to pre-French Revolution state, balance of power, Conservatives:

16. Puritan, English Civil War, led the Roundheads, leader of the British Commonwealth:

17. Sahara Desert, savanna or grassy plains, few rainforest, high plateau:

18. German monk, 95 Thesis, led Protestant Reformation:

19. Leader of Muslim army, crusades, took control of Jerusalem:

20. Bible, Quran, Torah, The Analects, Tripitaka, Upanishads:

Belief Systems Thematic Essay

Theme:

There are a variety of belief systems practiced throughout the world today. Many of these beliefs

have developed massive followings, and as a result, have had a considerable amount of influence

on culture in the areas where they are practiced.

Task:

You may use any example from your study of global history. Do not use the United States in your answer.

Some suggestions that you may wish to consider include: Judaism, Christianity, Hinduism, Islam Buddhism,

Shinto, Animism, Confucianism, and Taoism.

Choose two belief systems from your study of global history, and for each one:

- Identify the nation or region where it was founded.

- Describe two basic teachings of the belief system.

DOCUMENT-BASED QUESTION

Directions: The following question is based on the accompanying documents in Part A. As you analyze each

document, take into account both the source of the document and the author's point of view. Be sure to do each

of the following steps:

1. Carefully read the document-based question. Consider what you already know about this topic. How would

you answer the question if you had no documents to examine?

2. Read each document carefully, underlining key phrases and words that address the document-based question.

You may also wish to use the margin to make brief notes. Answer the questions that follow each document

before moving on to the next document.

3. Based on your own knowledge and on the information in the documents, formulate a thesis that directly

answers the question.

4. Organize supportive and relevant information into a brief outline.

5. Write a well-organized essay proving your thesis. You should present your essay logically. include

information both from the documents and from your own knowledge beyond the documents.

Historical Context:

Early civilizations arose in the river valleys of Mesopotamia, Egypt, China, and India. These earliest

civilizations made important and lasting contributions to humankind.

Task:

Using the information from the documents and your knowledge of global history, answer the questions

that each document in Part A. Your answers to the questions will help you write the Part B essay in

which you will be asked to

Choose two ancient civilizations and for each identify what two achievements of each of these

civilizations and how did each of these civilizations make lasting contributions to humankind?

Part A - Short-Answer Questions

Directions: Analyze the documents and answer the short answer questions that follow each document in the

space provided.

Document 1 - This document describes the accomplishments of the Sumerians.

Source: Bech, Black, Krieger, Naylor, Shabaka, World History: Patterns of Interaction, McDougal Littell, 1999 (adapted)

What were three accomplishments of the Sumerians?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

What impact did the Sumerian accomplishments have on other civilizations?

__________________________________________________________________________________________

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__________________________________________________________________________________________

Document 2 - This document provides information about planned cities on the Indus River.

Source: Bech, Black, Krieger, Naylor, Shabaka, World History: Patterns of Interaction, McDougal Littell, 1999 (adapted)

What made cities along the Indus unusual for their time?

__________________________________________________________________________________________

__________________________________________________________________________________________

What impact did urban planning have on later civilizations?

__________________________________________________________________________________________

__________________________________________________________________________________________

The Sumerians lived in southern Mesopotamia. They built a number of cities. Because they lacked stone and

timber, they used mud bricks to build walled cities, temples, and palaces. Their architectural innovations

included arches, columns, ramps, and the pyramid-shaped ziggurats. These new features and styles

influenced buildings throughout Mesopotamia. In addition, the Sumerians developed copper and bronze

tools and weapons. They also developed the world's first known writing, cuneiform. They used it on clay

tablets.

Archaeologists have found ruins of many cities along the Indus River. They date these cities back to about

2000 B.C.E. The largest cities were Mohenjo-Daro and Harappa. These cities were laid out along a precise

grid with a fortified citadel and a separate section for residential housing. Engineers provided indoor

plumbing and sewer systems so that most houses had private bathrooms and toilets.

Document 3 - This document provides information about the Code of Hammurabi.

Source: Bech, Black, Krieger, Naylor, Shabaka, World History: Patterns ofInteraction, McDougal Littell, 1999 (adapted)

What type of legal system did Hammurabi set up?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Why did Hammurabi want to set up a system of laws?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

What impact did the Code of Hammurabi have on world cultures?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Hammurabi was the king of Babylon in Mesopotamia. He set up one of the earliest written sets of laws in

history. It is called the Code of Hammurabi. It covered almost everything that affected the community,

including family relations, business conduct, and crime. Hammurabi wanted to unify his empire and provide

order and protection for the weak. This provided a model for other far-flung empires. Some of the laws

were:

• If a man destroys the eye of another man, they shall destroy his eye.

• If a son strikes his father, they shall cut off his hand.

• If two people have a disagreement, both will go before a judge for a decision. If one of these people does

not like the judge's ruling, then he has the right to appeal to a higher court.

Document 4 - The excerpt below describes farming in ancient Egypt.

According to the excerpt, what technology is being used?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

How does this technology work?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

How did this technology contribute to later societies?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Farmers in ancient Egypt developed a system of watering their fields using the water from the Nile River.

They built dams and dug ditches or canals to move the water into their fields. The farmers also built

reservoirs in which they collected water. They raised water from the pools into the irrigation ditches with a

shaduf, a weighted pole with a bucket on one end. The bucket was filled with water and then swung around

and emptied into the irrigation ditch. This technology continues to be used in many parts of the Middle East

to increase the amount of arable land.

Document 5 - This document provides information about Egyptian pyramids.

Source: Bech, Black, Krieger, Naylor, Shabaka, World History: Patterns ofInteraction,McDougal Littell, 1999 (adapted)

Why were the pyramids built?

__________________________________________________________________________________________

__________________________________________________________________________________________

How were the pyramids built?

__________________________________________________________________________________________

__________________________________________________________________________________________

Document 6 - This document provides information about the Chinese writing system.

Source: Bech, Black, Krieger, Naylor, Shabaka, World History: Patterns of Interaction,McDougal Littell, 1999 (adapted)

How would you describe the Chinese system of writing?

__________________________________________________________________________________________

__________________________________________________________________________________________

What impact did the written language have on China?

__________________________________________________________________________________________

__________________________________________________________________________________________

Pyramids were built as a, final resting place for the ka, or spirit, of the pharaoh. The embalmed body of the

pharaoh was placed in a special room within the pyramid. Also in the room were gold, jewels, chariots,

statues, and other objects the pharaoh might need in the afterlife. Pyramids were built of huge blocks of

stone that were moved into place by groups of peasants and other workers. The government organized and

directed these armies of workers.

Chinese, like other early writing systems developed from pictographs, simplified drawings of objects.

Other characters were developed to stand for ideas and parts of words. The writing system used in China

today is directly related to this earlier pictographic writing. China was a very large and diverse area.

Having a common written language made it possible to unify these lands and peoples.

Part B - Essay

Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.

Use evidence from at least three documents in your essay. Support your response with relevant facts, examples,

and details. Include additional outside information.

Historical Context:

Early civilizations arose in the river valleys of Mesopotamia, Egypt, China, and India. These earliest

civilizations made important and lasting contributions to humankind.

Task:

Using the information from the documents and your knowledge of global history, answer the questions

that each document in Part A. Your answers to the questions will help you write the Part B essay in

which you will be asked to

Guidelines:

In your essay be sure to:

Develop all aspects of the task

Incorporate information from at least three documents

Incorporate relevant outside information

Support the theme with relevant facts, examples, and details

Use a logical and clear plan of organization, including an introduction and conclusion that are

beyond a restatement of the theme

Choose two ancient civilizations and for each identify what were the achievements of each of these

civilizations and how did each of these civilizations make lasting contributions to humankind?

Name: Period: Test Date:€¦ · Manorialism: Chivalry: Holy Land: Middle Ages Document Based...

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