.

;t

like a
Historians use paintings, like this
detail of a Japanese folding screen frotn
the 1700s, 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
4

...
~

&y Frances Marie Gipson

. Secondary Literacy Coordinator
Los Angeles Unified 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, think-
ing, and problem-solving. 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 under-
stand and learn from history. Two categories of sources are
primary and secondary sources.

PrimarySourc.es are historical documents, written accounts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 text-
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 Carta
"[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 ... "
-Magna Carta, 1215

Asking questions can help you determine the relevance and

importance of primary sources such as Magna Carta, a docu-
ment signed by King john of England in 1215 that limited the
king's 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?
l
• Was the writer a neutral party, or did the author have j
opinions or interests that might have influenced what
was recorded? j
• 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

Timbuktu
I Well placed for the caravan trade, it was badly situated to defend
itself from the Tuareg 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 inhabi-
tants. life here was never quite safe enough to recommend it as the
centre [center] of a big state.i
-Basil Davidson, from A History of West Africa

When reading secondary sources, such as the description of

Timbuktu above, historians ask additional questions to see~
understanding. They try to source the text, build evidence,
and interpret the message that is being conveyed. For histori-
ans, reading is a quest to find 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 firsthand information? What is the
authorls relationship to the event?
What might be the authorls 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?
r
Is the content probable or reasonable?
I What does the date tell me about the event?
What do I already know about this topic that will help
t me understand more of what I am reading?
Maps are symbolic representations of places shown in rela-
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 1500s
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?
I; • What does the art reveal about its subject?
• How can I describe the artist's point of view?
The Voyages
of Zhenglte
Zheng He's 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
people.

Infographics give you information in a visual format, using

captions and call-out boxes to help explain the intent of the .
drawing. As you study infographics 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 signific.ance of the drawing.
• Do the .c aptions and call-out boxes clarify the
drawing's purpose?
• Does the drawing help me understand the information
that I am studying in my t'e xtbook better? ·
 Dr. Stanley M. Burstein is Professor Emeritus of Ancient
History and former Chair of the Department of History at
California State University, Los Angeles. Dr. Burstein received
his B.A., M.A., and Ph.D. 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 special-
ties include ancient Greece, Greek and Roman Egypt, and
Kush. Dr. Burstein has served as President of the Association
of Ancient Historians and as a member of the California
History-Social Science Standards/Course Models Project, the
California Content Review Panel for History-Social Science,
and the Content Review Panel for the California STAR test
in history.

Dr. Richard Shek is Professor of Humanities and Religious

Studies at California State University, Sacramento. A
native of China, Dr. Shek did his undergraduate work in
Tokyo, Japan, and received his Ph.D. 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, Daoism, Buddhism, and
popular religion in China and] apan. Dr. Shek has served
as a member of the California Content Review Panel
for History-Social Science and is currently a member of
the Content Review Panel for the California STAR test
in history.

Copyright © 2006 by Holt, Rinehart and Winston

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechani-
cal, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
Requests for permission to make copies of any part of the work should be mailed to the following address: Permissions Department,
Holt, Rinehart and Winston, 10801 N. MoPac Expressway, Building 3, Austin, Texas 78759.
For acknowledgments, see page R81, which is an extension of the copyright page.
HOLT and the "Owl Design" are trademarks licensed to Holt, Rinehart and Winston, registered in the United States of America and/or
other jurisdictions.
Printed in the United States of America

If you have received these materials as examination copies free of charge, Holt, Rinehart 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. ~
ISBN 0-03-073399-5 j
5 6 7 8 9 032 11 10 09 08 07
 Contributing Author General Editor Senior,.Literature and
Kylene Beers, Ed. D. Frances Marie Gipson Writing sp-ecialist
Senior Reading Researcher Secondary Literacy CaroiJago
School Development Program Los Angeles Unified School English Department Chairperson
Yale University District Santa Monica High School
New Haven, Connecticut Los Angeles, California Santa Monica, California

John Ferguson, M.T.S.,J.D. J. Frank Mala ret Andres Resendez, Ph.D~

Senior Religion Consultant Senior Consultant Senior Consultant
Assistant Professor Dean, Downtown and West Assistant Professor
Political Science/Criminal Justice Sacramento Outreach Centers Department of History ~
Howard Payne University Sacramento City College University of California at Davis
Brownwood, Texas Sacramento, California Davis, California
Rabbi Gary M. Bretton- Kimberly A. Plummer, M.A.
Granatoor Senior Consultant
Religion Consultant History-Social Science Educator/
Director of Interfaith Affairs Advisor
Anti-Defamation League Holt, Rinehart and Winston
New York, New York California Consultant Manager

Ann Cerny, M.A. Gary F. Dei Rossi, Ed.D. Fern M. Sheldon, M.Ed.
Middle School History Teacher Assistant Superintendent Curriculum Specialist
San Dieguito Union High School San joaquin County Office of Rowland Unified School District
District Education Rowland Heights, California

.. Solana Beach, California

Julie Chan, Ed.D.
Stockton, California

Director, Literacy Instruction

Newport-Mesa Unified School
District
Costa Mesa, California
r

iii
 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 Ann Cerny, M.A. Tim Gearhart

Middle School History Teacher Daniel Lewis Middle School
Anne Bjornson San Dieguito Union High School Paso Robles, California
A.P. Giannini Middle School District
San Francisco, California Frances Marie Gipson
Solana Beach, California
Secondary Literacy
Michael Bloom Julie Chan, Ed.D. Los Angeles Unified School
Ross School Director, Literacy Instruction District
Ross, California Newport-Mesa Unified School Los Angeles, California
Anthony Braxton District
CaroiJago
Herbert H. Cruickshank Costa Mesa, California
English Department Chairperson
Middle School Mary Demetrion Santa Monica High School
Merced, California Patrick Henry Middle School Santa Monica, California
Los Angeles, California
Wendy Larson
Charlyn Earp La Lorna Jr. High
Mesa Verde Middle School Modesto, California
San Diego, California
J. Frank Mala ret
Carla Freel Senior Consultant
Hoover Middle School Dean, Downtown and West
Merced, California Sacramento Outreach Centers
Sacramento City College
Sacramento, California
Vicki Matthews
Sacramento
Elsinore Middle School
Fairfield• ;. Elk Grove
Lake Elsinore, California
Davis
San Francisco . Modesto Kimberly A. Plummer, M.A.
Senior Consultant
History-Social Science Educator/
Advisor
Holt, Rinehart & Winston
California Consultant Manager

Paso Robles• Andres Resendez, Ph.D.

Senior Consultant

~ngeles
Assistant Professor
Department of History
Rowland Heights University of California at Davis
Santa Monica • I . corona Davis, California
Torrance • Lake El smore
.
Laguna Niguel Costa Mesa
Sola ~ Beach . La Mesa
San Diegot - - - - - -

iv
 Academic Reviewers
Jonathan Beecher, Ph.D.
Department of History
University of California, Santa Cruz
Jerry H. Bentley, Ph.D.
Department of History
University of Hawaii
Elizabeth Brumfiel, Ph.D.
Department of Anthropology
Fern M. Sheldon, M.Ed. Northwestern University
Curriculum Specialist Evanston, Illinois
Rowland Unified School District
Rowland Heights, California Eugene Cruz-Uribe, Ph.D.
Department of History
Joseph Snedeker Northern Arizona University
Niguel Hills Middle School
Laguna Niguel, California Toyin Faiola, Ph.D.
Department of History
Heidi Wajda University of Texas
Raney Intermediate
Corona, California Sandy Freitag, Ph.D.
Director, Monterey Bay History
and Cultures Project
Field Test Teachers Division of Social Sciences
Debby Bonner University of California, Santa Cruz
Dover Middle School Yasuhide Kawashima, Ph.D.
Fairfield, California Department of History
Tom Funk University of Texas at El Paso
Toby Johnson Middle School Robert J. Meier, Ph.D.
Elk Grove, California Department of Anthropology
Ann Larkin Indiana University
La Mesa Middle School Marc Van De Mieroop, Ph.D.
La Mesa, California Department of History
Sherry Marchant Columbia University
Toby Johnson Middle School New York, New York
Elk Grove, California M. Gwyn Morgan, Ph.D.
Gary Moore Department of History
Casimir Middle School University of Texas
Torrance, C~lifornia Robert Schoch, Ph.D.
CGS Division of Natural Science
Boston University
David Shoenbrun, Ph.D.
Department of History
Northwestern University
Evanston, Illinois

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 cannot be charged for any viewing
of the piece. This video is available in QuickTime format at the KVIE Web site at http:/ /www.kvie.org/
education/outreachservices/.
v
Geography and Map Skills ....................................... H1
Reading Social Studies .......................................... H 12
Academic Words ................................................. H 16
History-Social Science Content Standards ..................... H 18
Analysis Skills .................................................... H23
How to Make This Book Work for You ......................... H24
Places You Will Study............................................ H26

........................................... 1

CHAPTER 1 Studying the

Ancient World ......................... 2

California Standards
Analysis Skills
Hl5 Recognize that interpretations of history are subject to change as new infor-
mation is uncovered.

History's Impart Video Series

The Impact of Archaeology

Sedion 1 Clues from the Past .................................... 6

Sedion 2 Putting the Pieces Together . . . . . . . . . . . . . . . . . . . . . . . . . 1o
Social Studies Skills Understanding Historical Interpretation .......... 16
Standards Review .................................................... 17
Standards Assessment ............................................... 19
 CHAPTERl The Fall of Rome .................... 20

California Standards
History-Social Science
7.1 Students analyze the causes and effects of the vast expansion and ultimate
disintegration of the Roman Empire.
Analysis Skills
Hl4 Recognize the role of chance, oversight, and error in history.

History's Impact Video Series

The Impact of Ancient Rome on the World Today

Sedion 1 The Roman Empire ................................... 24

Sedion 2 Fall of the Western Roman Empire ................. 30
Sedion 3 The Byzantine Empire ............................... 36
Social Studies Skills Chance, Error, and Oversight in History .......... 42
Standards Review .................................................... 43
Standards Assessment ............................................... 45

Unit 1 Writing Workshop A Description of Ancient Architecture ........ 46

CONTENTS Vii
 ................................... 48

CHAPTER3 The Rise of Islam.................... 5o

California Standards
History- Social Science
7.2 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Islam in the Middle Ages.
Analysis Skills
Hl2 Understand sequence in historical events.
CS 1 Explain how major events are related to one another in time.
CS 2 Construct various time lines of events, people, and periods.

History's Impact Video Series

The Impact of Mecca on Islam

Sedion 1 Geography and Life in Arabia . ...................... 54

Sedion 2 Origins of Islam ...................................... 59
Sedion 3 Islamic Beliefs and Practices ....................... 66
Social Studies Skills Using Time Lines ................................ 72
Standards Review .................................................... 73
Standards Assessment ............................................... 75

viii
 The Spread of Islam .............. 76

California Standards
History-Social Science
7.2 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Islam in the Middle Ages.
Analysis Skills
HR 1 Frame questions for study and research .
HR 5 Determine the context in which statements were made.

History's Impact Video Series

The Impact of Mecca on Islam

Sedion 1 Early Expansion ...................................... 80

Sedion l Muslim Empires . .... . ............ : ................... 88
Sedion 3 Cultural Achievements . .............................. 94
Social Studies Skills Determining the Context of Statements ......... 100
Standards Review ................................................... 101
Standards Assessment .............................................. 103

Unit 2 Writing Workshop A Summary of a History Lesson ............ 104

CONTENTS iX
 ............... 106

CHAPTER 5 Early West African

Societies ................................. 1oa
Califomia Standards
History-Social Science
7.4 Students analyze the geographic, political, economic, religious, and social
structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Afric a.

History's Impact Video Series

The Impact of the Salt Trade

Sedion 1 Geography of Africa ................................ 112

Sedion 2 Early Culture and Trade ............................. 116
Social Studies Skills Making Group Decisions ....................... 122
Standards Review ................................................... 123
Standards Assessment .............................................. 125
 CHAPTER& West African Empires ......... .126

California Standards
History-Social Science
7.4 Students analyze the geographic, political, economic, religious, and social
structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Analysis Skills
CS 3 Use a variety of maps to explain the expansion and disintegration of
empires.
HR 2 Distinguish fact from opinion.

History's Impact Video Series

The Impact of the Salt Trade

Sedion 1 Empire of Ghana .................................... 130

Sedion l Empire of Mali ...................................... 136
Sedion 3 Empire of Songhai ........................·.......... 142
Sedion 4 Historical and Artistic Traditions .................. 147
Social Studies Skills Interpreting Maps: Expansion of Empires . ...... 154
Standards Review ................................................... 155
Standards Assessment .............................................. 157

Unit 3 Writing Workshop How and Why in History . .................. 158

CONTENTS
 ................................ 160

CHAPTER 7 China ....................................... 162

California Standards
History-Social Science
7.3 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of China in the Middle Ages.
Analysis Skills
Hl6 Conduct cost-benefit analyses of economic and political issues.

History's Impact Video Series

The Impact of an Isolationist Policy on the Development of a Society

Sedion 1 China Reunifies ..................................... 166

Sedion 2 Tang and Song Achievements ...................... 170
Sedion 3 Confucianism and Government. ................... 176
Sedion 4 The Yuan and Ming Dynasties ..................... 180
Social Studies Skills Analyzing Benefits and Costs . .................. 190
Standards Review ................................................... 191
Standards Assessment .............................................. 193
 CHAPTERS Japan ...................................... 194

California Standards
History-Social Science
7.5 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Japan.

History's Impact Video Series

The Impact of the Samurai Tradition on Japan Today

Sedion 1 Geography and Early Japan ........................ 198

Sedion l Art and Culture in Heian ........................... 204
Sedion 3 Growth of a Military Society ....................... 212
Social Studies Skills Solving Problems . .............................. 218
Standards Review ................................................... 219
Standards Assessment .............................................. 221

Unit 4 Writing Workshop Comparing Cultures and People ........... 222

CONTENTS
 ................................... 224

CHAPTER 9 The Early Middle Ages ........ 226

California Standards
History-Social Science
7.6 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Europe.
Analysis Skills
HR 4 Analyze primary and secondary sources.

History's Impact Video Series

The Impact of the Feudal System in Europe

Sedion 1 Geography of Europe ............................... 230

Sedion l Europe after the Fall of Rome ..................... 234
Sedion 3 Feudalism and Manor Life ......................... 24 2
Sedion 4 Feudal Societies ..................................... 24 8
Social Studies Skills Interpreting Diagrams . ......................... 2 52
Standards Review ................................................... 2 53
Standards Assessment .............................................. 2 55

CONTENTS

........od
 The Later Middle Ages ........ 2s6

Califomia Standards
History-Social Science
7.6 Students analyze the geographic, political, economic, religious, and social
structures of the civilizations of Medieval Europe.
Analysis Skills
CS 3 Identify physical and cultural features.
Hl2 Understand and distinguish cause and effect.

History's Impact Video Series

The Impact of the Bubonic Plague

Sedion 1 Popes and Kings .................................... 260

Sedion 2 The Crusades ........................................ 264
Sedion 3 Christianity and Medieval Society ................. 269
Sedion 4 Political and Social Change ........................ 276
Sedion 5 Challenges to Church Authority ................... 282
Social Studies Skills Interpreting Maps: Cultural Features ........... 286
Standards Review ................................................... 287
Standards Assessment .............................................. 289

Unit 5 Writing Workshop A Historical Narrative ...................... 290

CONTENTS
 ······························· 292

The Renaissance ................... 294

California Standards
History-Social Science
7.8 Students analyze the origins, accomplishments, and geographic diffusion of
the Renaissance .
Analysis Skills
CS 3 Use maps to identify the migration of people and the growth of economic
systems.

History's Impact Video Series

The Impact of the Renaissance and Reformation

Sedion 1 Origins of the Renaissance ........................ 298

Sedion 2 The Italian Renaissance ............................ 304
Sedion 3 The Renaissance beyond Italy ..................... 312
Social Studies Skills Understanding Transportation Maps ........... 320
Standards Review ................................................... 321
Standards Assessment .............................................. 323
 The Reformation
of Christianity .. ..................... 324
Califomia Standards
History-Social Science
7.9 Students analyze the historical developments of the Reformation.

History's Impact Video Series

The Impact of the Renaissance and Reformation

Sedion 1 The Protestant Reformation ........................ 328

Sedion l The Catholic Reformation .......................... 334
Sedion 3 Effects of the Reformation ......................... 340
Social Studies Skills Understanding Graphs ......................... 346
Standards Review ................................................... 347
Standards Assessment .............................................. 349

CHAPTER 13 The Scientific

Revolution ............................. 35o
Califomia Standards
History-Social Science
7.10 Students analyze the historical developments ofthe Scientific Revolution
and its lasting effect on religious, political, and cultural institutions.

History's Impact Video Series

The Impact of the Renaissance and Reformation

Sedion 1 A New View of the World .......................... 354

Sedion l Discoveries and Inventions ........................ 358
Sedion 3 Science and Society ................................. 364
Social Studies Skills Analyzing Tables ............................... 370
Standards Review ....................................................371
Standards Assessment .............................................. 373

Unit 6 Writing Workshop A Social Studies Report .................... 374

CONTENTS XVii
 1 .~. . . ........... 378

CHAPTER 14 The Early Americas .............. 38o

California Standards
History-Social Science
7.7 Students compare and contrast the geographic, political, economic, religious,
and social structures ofthe Meso-American and Andean civilizations.
Analysis Skills
HR 3 Distinguish relevant from irrelevant, essential from incidental, and verifiable
from unverifiable information.

History's lmpad Video Series

The Impact of Mayan Achievements on Math and Astronomy

Sedion 1 Geography and Early Cultures ..................... 384

Sedion 2 The Maya ............................................ 390
Sedion 3 Maya Life and Society .............................. 395
Social Studies Skills Accepting Social Responsibility . ................ 402
Standards Review ................................................... 403
Standards Assessment .............................................. 405

~
~ ·i2
· !( ; .>""; ~
!r) · ~ .•
..
:-tHI ' . JiJ[';.- . ,. ~
_,~ ~ . . . ~~:~ ..
~~~ -.

•••
XVIII CONTENTS
 The Aztec and
Inca Empires ........................... 4o6

California Standards
r History-Social Science
7.7 Students compare and contrast the geographic, political, economic, religious,
and social structures of the Meso-American and Andean civilizations.
Analysis Skills
CS 3 Use maps to identify cultural features of neighborhoods, cities, states, and
countries.

History's Impact Video Series

The Impact of Mayan Achievements on Math and Astronomy

Sedion 1 The Aztec Empire . ................................... 41 o

Sedion 2 Aztec Life and Society .............................. 416
Sedion 3 The Inca Empire ..................................... 422
Sedion 4 Inca Life and Society ............................... 427
Social Studies Skills Interpreting Culture Maps ...................... 434
Standards Review ................................................... 435
Standards Assessment .............................................. 437

Unit 7 Writing Workshop Opinions about Historical Events ........... 438

CONTENTS XiX
 ................. 440

The Age of
Exploration ............................ 442

California Standards
History-Social Science
7.11 Students analyze political and economic change in the sixteenth, seven-
teenth, and eighteenth centuries (the Age of Exploration, the Enlightenment,
and the Age of Reason).
Analysis Skills
Hl1 Explain central issues and problems from the past.

History's Impact Video Series

The Impact of the Columbian Exchange on Europe and America

Sedion 1 Great Voyages of Discovery ........................ 446

Sedion 2 The Columbian Exchange .......................... 454
Sedion 3 Origins of Capitalism ............................... 459
Social Studies Skills Identifying Centra/Issues ....................... 466
Standards Review ................................................... 467
Standards Assessment .............................................. 469
 CHAPTER 17 Enlightenment
and Revolution .................... .47o

California Standards
~ History-Social Science
7.11 Students analyze political and economic change in the sixteenth, seven-
teenth, and eighteenth centuries (the Age of Exploration, the Enlightenment,
and the Age of Reason).
Analysis Skills
HR 5 Detect different historical points of view on historical events.
Hl3 Explain the sources of historical continuity and how the combination of
ideas and events explains the emergence of new patterns.

History's Impact Video Series

The Impact of the Declaration of Independence on America Today

Sedion 1 Ideas of the Enlightenment ........................ 474

Sedion l New Views on Government ........................ 478
Sedion 3 The Age of Revolution .............................. 484
Social Studies Skills Continuity and Change in History .............. 490
Standards Review ................................................... 491
Standards Assessment .............................................. 493

Unit 8 Writing Workshop Cause and Effect in History ................ 494

Epilogue ....................................................496

References................................................. Rl
Declaration of Independence ........................................ R2
U.S. Constitution ..................................................... R6
Atlas ............................................................... R26
Gazetteer ........................................................... R38
Facts about the World .............................................. R42
Biographical Dictionary ............................................. R48
English and Spanish Glossary ....................................... R56
Index ............................................................... R66
Credits and Acknowledgments ...................................... R81

CONTENTS XXi
 History and Geography BIOGRAPHIES
~"""""""'

Explore the relationships between history Meet the people who have influenced history
and geography around the world. and learn about their lives.

The Hajj ...................................... 86 Justinian and Theodora ....................... 41

Crossing the Sahara .... :' .................... 120 Fatimah ...................................... 65
The Great Wall .............................. 188 Mehmed II ................................... 89
The Black Death ............................. 280 Omar Khayyam ............................... 97
Inca Roads .................................. 432 Tunka Manin ................................ 134
Mapping New Worlds ....................... 452 Mansa Musa ................................ 141
Askia the Great .............................. 145

Literature in Hi;toiy~;,~,,. Empress Wu ................................. 168

Kublai Khan ................................. 187
Learn about people who lived in other times Prince Shotoku .............................. 202
and places in excerpts from literature.
Lady Murasaki Shikibu ....................... 209
Sundiata .................................... 152 Saint Patrick ................................. 235
The Tale of Genji ............................ 21 0 Charlemagne ................................ 239
Beowulf ..................................... 240 Eleanor of Aquitaine ......................... 246
Romeo and Juliet ........................... 318 Richard I .................................... 266
The Po pol Vuh .............................. 400 Saladin ...................................... 267
Girl with a Pearl Earring ..................... 464 Saint Francis of Assisi ........................ 272
Saint Thomas Aquinas ....................... 274
Queen Isabella .............................. 284
Marco Polo .................................. 299
Michelangelo ................................ 311
Charlemagne William Shakespeare ........................ 317
Martin Luther ............................... 330
John Calvin .................................. 333
Saint Ignatius of Loyola ...................... 336
Nicolaus Copernicus ......................... 359
Sir Isaac Newton ............................ 362
Hernan Cortes .............................. 413
Moctezuma II ............................... 413
Malintzin .................................... 415
Pachacuti ................................... 423
Atahualpa ................................... 425
Francisco Pizarro ............................ 425
Voltaire ...................................... 477
John Locke .................................. 483 1
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's Spread ............. 169
Difficult Exams .............................. 178
Comparing and Contrasting Europe and
Japan ..................................... 251
The Crusades................................ 268
A Monk's Daily Schedule .................... 271
Features of Classical and Renaissance
Statues .................................... 305
Results of the Council of Trent. .............. 337
Some Results of the Reformation ............ 344
Understanding Graphs ...................... 346
Kepler's Discoveries ........................ . 360
The Voyages of Zheng He ................... 183
Analyzing Tables ............................. 370
The Forbidden City .......................... 184
Effects of Exploration ........................ 458
Geography and Living ....................... 232
Ideas of the Enlightenment. ................. 476
Life on a Manor ............................. 244
INFOGRAPHICS The Cluny Monastery ........................ 270
Evidence of the Past. ........................ . .. 7 Florence ............................. : ....... 302
An Artifact as Evidence . . . . . . . . . . . . . . . . . . . . . . . 11 Renaissance Art ............................. 307
The Legacy of Rome .......................... 26 The Catholic Church Reforms ................ 336
Roman Carving . . ............................. 29 Greek Thinkers .............................. 355
The Glory of Constantinople .................. 38 Roots of the Scientific Revolution ............ 356
Nomads and Townspeople ................... 57 Palenque .................................... 392
The Blue Mosque ............................ 99 A Maya King and His Court .................. 396
Environments of Africa ...................... 114 Tenochtitlan ................................. 412
Overgrazing ................................. 135 Machu Picchu ............................ : .. 428
Timbuktu .................................... 139 The Caravel ................................. 447
Growing Rice ................................. 171 Enlightenment Thinkers ..................... 480
Civil Service Exams .......................... 178

CONTENTS XXiii
 TIME LINES Chapter 3 Visual Summary ................... 73
The Fall of Rome ............................. 20 Chapter 4 Visual Summary .................. 101
Key Events in Roman History ................. 34 Village Society ............................... 117
The Rise of Islam ............................. 50 Chapter 5 Visual Summary .................. 123
Three Religions ............................... 60 West African Empires ........................ 146
The Spread of Islam .......................... 76 Chapter 6 Visual Summary .................. 155
The Spread of Islam .......................... 80 Reasons for Buddhism's Spread ............. 169
Early West African Societies .................. 108 Chinese Inventions .......................... 174
West African Empires ........................ 126 Chapter 7 Visual Summary .................. 191
West African Empires ........................ 146 Influences from China and Korea ............ 201
China ....................................... 162 Samurai Society ............................. 213
Japan ....................................... 194 Chapter 8 Visual Summary .................. 219
The Early Middle Ages ....................... 226 Feudal Society............................... 243
The Later Middle Ages ....................... 256 Comparing and Contrasting Europe and
Japan ..................................... 251
Beginnings of Democracy in England ........ 278
Chapter 9 Visual Summary .................. 253
The Renaissance ............................ 294
The Crusades ................................ 268
Printing in Europe ........................... 312
Beginnings of Democracy in England ........ 278
The Reformation of Christianity .............. 324
Chapter 10 Visual Summary ................. 287
Religious Wars in Europe .................... 342
Chapter 11 Visual Summary ................. 321
The Scientific Revolution .................... 350
Results of the Council of Trent. .............. 337
The Early Americas .......................... 380
Some Results of the Reformation ............ 344
The Aztec and Inca Empires ................. 406
Chapter 12 Visual Summary ................. 347
The Age of Exploration ...................... 442
Kepler's Discoveries ......................... 360
Enlightenment and Revolution .............. 470
The Scientific Method ....................... 365
The Enlightenment Reaches America ........ 482
Rationalism and Democracy ................. 367
Chapter 13 Visual Summary ................. 371
Chapter 14 Visual Summary ................. 403
People in Aztec Society ...................... 416
Examine key facts and concepts quickly and easily
Chapter 15 Visual Summary ................. 435
with graphics.
The Columbian Exchange ................... 455
Chapter 1 Visual Summary ................... 17
Effects of Exploration ........................ 458
Roman Accomplishments .................... 26
Supply and Demand ........................ 462
Why Rome Fell ............................... 35
Chapter 16 Visual Summary ................. 467
The Western Roman and Byzantine Empires .. 40
Ideas of the Enlightenment. ................. 476
Chapter 2 Visual Summary ................... 43
Documents of Democracy ................... 486
The Five Pillars of Islam ...................... 68
Chapter 17 Visual Summary ................. 491
Sources of Islamic Beliefs .................... 69

xxiv
 History Close-up Points of View
See how people lived and how places looked in See how differen t people have interpreted
the past by taking a close-up view of history. historical issues in different ways.
The Glory of Constantinople .................. 38 Views of Power ............................. 262
Nomads and Townspeople ................... 57 Views of Writing ............................. 388
The Blue Mosque ............................ 99
Timbuktu .................................... 139
The Forbidden City .......................... 184 Historic Documents
Life on a Manor ............................. 244
Examine key documents that have
The Cluny Monastery ........................ 270 shaped world history.
Florence ..................................... 302
The Benedictine Rule ........................ 236
Palenque .................................... 392
Magna Carta ................................ 277
Tenochtitlan ................................. 412
Luther's Ninety-Five Theses .................. 331
Machu Picchu ............................... 428
Declaration of Independence ................. R2
The Caravel ........... . ..................... 447
U.S. Constitution ............................. R6

Social Studies Skills

Link people and cultures from the past Learn, practice, and apply the skills you need to
to the world around you today. study and analyze history.

Shopping .................................... 58 Understanding Historical Interpretation ....... 16

Music From Mali to Memphis ................ 150 Chance, Error, and Oversight in History ....... 42

The Paper Trail .............................. 175 Using Time Lines ............................. 72

Modern Samurai ............................ 215 Determining the Context of Statements ..... 100

School Days ................................. 273 Making Group Decisions .................... 122

Modern Reformers .......................... 332 Interpreting Maps: Expansion of Empires .... 154

Science in School ........................... 366 Analyzing Benefits and Costs ................ 190

Preserving Food ............................. 424 Solving Problems ............................ 218

Effects of the Columbian Exchange .......... 456 Interpreting Diagrams ....................... 252
Interpreting Maps: Cultural Features ......... 286
Understanding Transportation Maps ......... 320
Understanding Graphs ...................... 346
Analyzing Tables ............................. 370
Accepting Social Responsibility .............. 402
Interpreting Culture Maps ................... 434
Identifying Central Issues .................... 466
Continuity and Change in History.......... . . 490

CONTENTS XXV
 Reading Social Studies
Learn and practice skills that will help you read
FOCUS ON WRITING z
Use writing to study and reflect on the events
your social studies lessons. and people who made history.

Specialized Vocabulary of History ............... 4 A Persuasive Composition ...................... 2

Main Ideas in Social Studies .................. 22 A Web Site ................................... 50
Chronological Order. ......................... 52 An "I Am" Poem .............................. 76
Questioning .................................. 78 A Journal Entry .............................. 108
Organization of Facts and Information ....... 110 A Magazine Article .......................... 162
Facts and Opinions about the ·Past .......... 128 A Travel Brochure ........................... 194
Drawing Conclusions about the Past ........ 164 A Job Advertisement ........................ 226
Stereotypes and Bias in History .............. 196 A Historical Article ........................... 256
Evaluating Sources .......................... 228 A Movie Proposal ........................... 294
Causes and Effects in History ................ 258 A Book Jacket ............................... 324
Greek and Latin Word Roots ................. 296 A Travel Brochure ........................... 380
Online Research ............................. 326 A Lively Dialogue ............................ 406
Comparing and Contrasting A Persuasive Article ......................... 470
Historical Facts ............................ 352
Analyzing Historical Information ............. 382
,~

Main Ideas and Their Support ............... 408 FOCUS ON SPEAKING I

Summarizing Historical Texts ................ 444 J.
Use speaking skills to study and reflect on
Points of View in Historical Texts ............ 472 the events and people who made history.

A Narrative Poem ............................ 20

\;. ·- ·- " • ·- _-'···<· ,.. -·~"' ,_ ;-~ ... ·._;.-,.~-- -· -~_. . ,.,. ~r_ - .. _·<';·-- -._-·~- .....
~~---~-;:- --!~.:-~:. ..
.Writ1rig
- r_} _ •:. :C c
orkShop_:.J~~~"j',:_'_d__:,~J,_f!:J$
";~-~. ,..:~ ··-
• ---::;,:.'·
·-
;,.::-J~:ZT ;17";:~ A Praise Song ......... . . .. .. . . ...... . .. 126
A Defense .... ... ...... . . . ..... . .. ..... 350
Learn to write about history.
An Informative Report. . .... . ..... .. ..... 442
A Description of Ancient Architecture ....... 46
A Summary of a History Lesson ............ 104
How and Why in History ................... 158
Comparing Cultures and People ........... 222
A Historical Narrative ....................... 290
A Social Studies Report .................... 374
Opinions About Historical Events .......... 438
Cause and Effect in History .................. 494

xxvi
Interpret maps to see where important events happened and
analyze how geography has influenced history.

Mesoamerica ................................ H26 Invasions of Europe, AD 800-1000 .......... 238

South America .............................. H26 Europe, 1000 ............................... 261
Europe ...................................... H27 The Major Crusades, AD 1096-1204 ........ 267
Japan ....................................... H27 The Reconquista, AD 1000-1300 ............ 283
West Africa .................................. H27 Old City: Jerusalem .......................... 286
Arabia ....................................... H27 Routes of Marco Polo, 1271-1295 ........... 299
China ....................................... H27 Major Trading Cities in Renaissance Italy ..... 301
Ancient Troy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Venetian Trade Routes ....................... 320
The Roman Empire at its Height, 117 ......... 25 Spread of Catholicism, 1400s- 1700s ... . .... 338
Early Christianity in the Roman Empire ....... 28 Religions in Europe, 1600 ................... 341
The Eastern and Western Empires ............ 31 Assessment Map ............................ 349
Invasions of the Roman Empire, 340-500 .... 32 The Americas: Physical ...................... 385
The Byzantine Empire, 1025 .................. 37 Migration to the Americas ................... 386
Arabia, 570 ................................... 55 Early Civilizations in the Americas ........... 389
Islam in Arabia, 632 .......................... 62 Maya Civilization ............................ 391
Early Muslim Conquests ...................... 81 Assessment Map ............................ 405
Trade in the Muslim World ................... 82 The Aztec Empire, 1519 ..................... 411
The City of Cordoba .......................... 84 The Inca Empire, 1530 ...................... 423
The Ottoman Empire ......................... 89 Inca Roads .................................. 432
The Safavid Empire ........................... 91 Peoples of Lake Texcoco .................... 434
The Mughal Empire .......................... 92 Assessment Map ............................ 437
Africa: Physical .............................. 113 European Exploration, 1487-1580 ........... 448
Environments of Africa ...................... 114 Mapping New Worlds ....................... 452
Assessment Map ............................ 125 The Columbian Exchange ................... 455
Ghana Empire, c. 1050 ...................... 131 World Trade Patterns, 1500-1800 ........... 460
Mali Empire, c. 1300 ........................ 137 Assessment Map ............................ 469
Songhai Empire, c. 1500 .................... 143 European Monarchies, 1789 ................. 479
Mali and Songhai ........................... 154 World: Political .............................. R26
Chinese Dynasties, 589-1279 ............... 167 North America: Physical ..................... R28
Spread of Buddhism ........................ 169 North America: Political ..................... R29
The Grand Canal ............................ 172 South America: Physical. .................... R30
Mongol Empire, 1294 ....................... 181 South America: Political ..................... R31
The Great Wall .............................. 189 Europe: Physical. ............................ R32
Japan: Physical. ............................. 199 Europe: Political ............................. R33
Heian ....................................... 204 Asia: Physical. ............................... R34
Mongol Invasions of Japan .................. 216 Asia: Political ................................ R35
Europe: Physical. ............................ 231 Africa: Physical .............................. R36
The Spread of Christianity ................... 235 Africa: Political .............................. R37
Charlemagne's Empire ...................... 237

CONTENTS XXVii
 Relive history through eyewitness accounts,
literature, and documents.

CHAPTER 1 CHAPTER 7
Barbara W. Tuchman, on bias, from Li Bo, "Quiet Night Thoughts" ............. . . 173
Practicing History. . . . . . . . . . . . . . . . . . . . . . . . . . . 18 On Mongol destruction, from "The Tale of
the Destruction of Riazan," in Medieval
CHAPTER 2 Russia's Epics, Chronicles, and Tales,
Jordanes, on Attila, from History of the edited by Serge Zenkovsky ................ 181
Goths ...................................... 33 Marco Polo, on a Chinese city, from
Justinian, from The Story of the Building Description of the World . .................. 182
of the Church of Santa Sophia ............. 40
CHAPTER 8
CHAPTER 3 Sei Shonagon, from The Pillow Book ........ 205
From The Koran, translated by Kino Tomonori, on nature, from the
N.J. Dawood ............................... 60 Gosenshu ................................. 206
From The Koran, translated by From the Diary of Lady Murasaki Shikibu,
N. J. Dawood ............................... 70 from Anthology of Japanese Literature,
edited by Donald Keene ................... 209
CHAPTER 4
Lady Murasaki Shikibu, from The Tale of
Esma'il, on Shiism, quoted in A Literary Genji ...................................... 21 0
History of Persia Volume 4, by Edward G.
Browne ........................ : ........... 90 Yamamoto Tsunetomo, on the samurai,
from Hagakure . ........................... 215
Ibn Battutah, on his travels in Asia and
Africa, from The Travels .................... 95
CHAPTER 9
Omar Khayyam, on elation, from The From the Rule of Saint Benedict, translated
Rufxiiyat, translated by Edward by Abbot Parry OSB ....................... 236
FitzGerald .................................. 97
From Beowulf . .............................. 240
Baha' ad-Din, on the clash between the
Muslim and European armies, from The On knights, from The Song of Roland,
Crusade of Richard I, by John Gillingham .. 100 translated by Frederick Goldin ............. 249
On the samurai, from The Tale of the Heike,
CHAPTER 6 translated by Helen Craig McCullough ..... 250
ai-Bakri, on the splendor of Ghana, from Matsuo Basho, haiku, from Anthology
The Book of Routes and Kingdoms . ....... 134 of Japanese Literature, edited by Donald
ai-Umari, on Mansa Musa, from Sight- Keene ..................................... 251
Seeing Journeys . .......................... 138 Einhard, on Charlemagne, from Two Lives
Leo Africanus, on Timbuktu, from History of Charlemagne, translated by Lewis
and Descriptions of Africa ................. 144 Thorpe .................................... 254

Ibn Battutah, on Mali, from Travels in Asia Notker, on Charlemagne, from Two Lives
and Africa 1325-1354 .................... 149 of Charlemagne, translated by Lewis
Thorpe .................................... 254
D. T. Niane, from Sundiata .................. 152
·Basil Davidson, on Timbuktu, from A
History of West Africa ..................... 157

~
xxviii
CHAPTER 10 Zuni legend, on the importance of. maiie,
Pope Gregory VII and Emperor Henry IV, quoted in Kingdoms of Gold, kingdoms of
on views of power ........................ 262 Jade by Brian Fagan ....................... 389

Saint Bernard of Clairvaux, on the A Maya Carving ............................. 399

Crusades, from In Praise of the New From the Popol Vuh ......................... 400
Knighthood ............................... 265
Geoffrey Chaucer, on Canterbury, from The CHAPTER 15
Canterbury Tales .......................... 270 Bernal Dfaz del Castillo, on Tenochtitlan,
Francis of Assisi, on Christian living, from from The Conquest of New Spain ......... 413
The Prayer of Saint Francis . ............... 272 Fray Diego Duran, on an Aztec festival, from
From Magna Carta .......................... 277 Historia de Las Indios de Nueva Espana e
Islas de Ia Tierra Firme . ................... 417
CHAPTER 11 Bernardino de Sahagun, on Aztec riddles,
Marco Polo, on fuel, from A Description of from Florentine Codex ..................... 420
the World ................................. 300 On Spaniards, from Letter to a King: A
Niccolo Machiavelli, from The Prince ........ 306 Peruvian Chief's Account of Life under
the Incas Under Spanish Ruff; by
Francesco Petrarch, on learning history, Huaman Poma ............................ 425
quoted in a 1366 letter to Boccaccio ...... 31 0
Miguel de Cervantes, from Don Quixote, CHAPTER 16
translated by Samuel Putnam ............. 316
Sailor, on exploration, quoted in Edward
William Shakespeare, from As You like It, McNall Burns, et al, from World
Act 2, Scene 7 ............................. 317 Civilizations ............................... 448
William Shakespeare, from Romeo and Christopher Columbus, on America, from
Juliet ...................................... 318 Selected Letters of Christopher Columbus,
Christine de Pizan, on women, from The translated by R. H. Major .................. 450
Book of the City of Ladies ................. 323 Tracy Chevalier, From Girl with a Pearl
Earring . ................................... 464
CHAPTER 12 Samuel de Champlain, on Algonquins.
German Woodcuts .......................... 329 From Voyages of Samuel de Champlain,
Desiderius Erasmus, on abuses in the 1604-1618, edited byW. L. Grant ......... 466
Church, from The Praise of Folly ........... 329 Christopher Columbus, on meeting Native
Martin Luther, from Luther's Ninety-five Americans, from his journal ............... 468
Theses .................................... 331
CHAPTER 17
CHAPTER 13 John Locke, on government, from Second
Galileo Galilei, on his work, from A Letter to the Treatise of Government. ................... 483
Grand Duchess Christina of Tuscany From the Declaration of Independence ...... 486
from Coli/eo Galilei, 1615 ................. 361 Jean Jacques Rousseau, on government,
from The Social Contract . ................. 492
CHAPTER 14
From the Declaration of Independence ...... 493
David Grove and Mary E. D. Pohl, on views
of writing .................................. 388

CONTENTS XXiX
A globe is a scale model of the earth. It is useful for showing the entire
earth or studying large areas of the earth's surface.

A pattern of lines circles the globe in east- Lines of Latitude

west and north-south directions. It is called
a grid. The intersection of these imaginary
lines helps us find places on the earth.
The east-west lines in the grid are lines
of latitude. Lines of latitude are called paral-
lels because they are always parallel to each
other. These imaginary lines measure dis-
tance 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 o. 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 anN. Those south
of the equator are labeled with an S.
The north-south lines are lines of
longitude. Lines of longitude are called
meridians. These imaginary lines pass Lines of Longitude
through the Poles. They measure distance
east and west of the prime meridian. The North Pole
prime meridian is an imaginary line that
runs through Greenwich, England. It repre-
sents oo longitude.
Lines of latitude range from 0°, for loca-
tions on the equator, to 90°N or 90°5, for
locations at the Poles. Lines of longitude
range from oo on the prime meridian to 180°
0n a meridian in the mid-Pacific Ocean.
Meridians west of the prime meridian to 180°
are labeled with a W. Those east of the prime
meridian to 180° are labeled with an E.

Prime
Meridian
 Northern Hemisphere

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 180° 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 20°W. This places all of
Europe and Africa in the Eastern Hemisphere. Southern Hemisphere
Our planet's land surface is divided into
seven large landmasses, called continents.
They are identified in the maps on this page.
Landmasses smaller than continents and
completely surrounded by water are called
islands.
Geographers also organize Earth's water
surface into parts. The largest is the world
ocean. Geographers divide the world ocean
into the Pacific Ocean, the Atlantic Ocean,
the Indian Ocean, and the Arctic Ocean.
Lakes and seas are smaller bodies of water.

Western Hemisphere Eastern Hemisphere

North Pole North Pole

Prime/
Meridian ANTAIKTI€A

South Pole South Pole

GEOGRAPHY AND MAP SKILLS

 A map is a flat diagram of all or part of the earth's surface. Mapmakers have created
different ways of showing our round planet on flat 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 flat 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 flat-plane.

Cylindrical Projedions
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.
Paper cylinder
\~~~===---
'' ........ The map below is a Mercator projection, one
'' .... ........
type of cylindrical projection. The Mercator
' ....
....
'' projection is useful for navigators because it
''
'' shows true direction and shape. However, it
'
distorts the size of land areas near the Poles.

Hl 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 east-west
dimensions,
such as the
United
States.

Paper cone

Conic projection

Flat-plane Projections
Flat-plane projections are based on a plane
touching the globe at one point, such as at
the North Pole or South Pole. A flat -plane
projection is useful for showing true direc- Flat-plane projection
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

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 fifth-a locator map.

0 Title
A map's title shows what the subject of the map is. The map title
is usually the first thing you should look at when studying a map,
because it tells you what the map is trying to show.

Feet

13,120
6,560
1,640
i
656 . .
:wei) 0 ~ l:
Meters

4,000
2,000
500
200
0 (Sea level) 1 "" '', c ~¥11R~l~.- I <:Z!J
Below Below
sea level sea level
250
8 Compass Rose N
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
W
*E s
this textbook indicate direction by using a compass rose. A compass
rose has arrows that point to all four principal directions, as shown.

8 Scale 250
----.
500 Miles

Mapmakers use scales to represent the distances between points on 250 500 Kilometers

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 find 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, com-
pare the distance between the two dots with the map's 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.

0 Legend ELEVATION
Feet Meters
The legend, or key, explains what the symbols on the map repre- 13,120 4,000
sent. Point symbols are used to specify the location of things, such 6,560 2,000
1,640 500
as cities, that do not take up much space on the map. Some legends, 656 200
such as the one shown here, show colors that represent certain (Sea level) 0 0 (Sea level)
Below Below
elevations. Other maps might have legends with symbols or colors sea level sea level
that represent things such as roads. Legends can also show economic
resources, land use, population density, and climate.

0 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

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 his tori-
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 first to see what the
map is showing. What does this
map show?

.t)
 o Sea of Japan

..
Yellow
Sea

East PACIFIC
China OCEAN
Sea

w
*• s
<'
~ Mongol attack, 1274
~ Mongol attack, 1281
0

0 100
100 200 Miles

200 Kilometers

r ~

Route Map
, One special type of historical map is called a The maps in this textbook will help you
route map. A route map, like the one above, study and understand history. By working
shows the route, or path, that someone or with these maps, you will see where impor-
something followed. Route maps can show tant events happened, where empires rose
things like trade routes, invasion routes, and fell, and where people moved. In study-
~ or the journeys and travels of people. The ing these maps, you will learn how geogra-
routes on the map are usually shown with an phy has influenced history.
arrow. If more than one route is shown, sev-
eral arrows of different colors may be used.
What does this route map show?

GEOGRAPHY AND MAP SKILLS H7.

GUlF
a large part of
the ocean that
extends into land
 ..,
1:
i\ ..
\ ...

Geography is the study of the world's 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, Human-
Environment Interaction, Movement, and Region. You can think of the Five
Themes as f1ve windows you can look through to study a place. If you looked
at the same place through f1ve different windows, you would have f1ve different
perspectives, or viewpoints, of the place. Using the Five Themes in this way will
help you better understand the world's people and places.

0 Location The first thing to study

about a place is its location. Where is it?
Every place has an absolute location-its
exact location on Earth. A place also has a
relative location-its location in relation 0 Movement The world is constantly
to other places. Use the theme of location changing, and places are affected by the
to ask questions like, "Where is this place movement of people, goods, ideas, and
located, and how has its location affected it?" physical forces. For example, people come
and go, new businesses begin, and rivers
E) Place Every place in the world is change their course. Use the theme of move-
unique and has its own personality and ment to ask questions like, "How is this place
character. Some things that can make a place changing, and why?"
unique include its weather, plants and ani-
mals, history, and the people that live there. 0 Region A region is an area that has
Use the theme of place to ask questions like, one or more features that make it different
"What are the unique features of this place, from surrounding areas. A desert, a country,
and how are they important?" and a coastal area are all regions. Geogra-
phers use regions to break the world into
C) Human-Environment lnteradion smaller pieces that are easier to study. Use the
People interact with their environment in theme of region to ask questions like "What
many ways. They use land to grow food and common features does this area share, and
local materials to build houses. At the same how is it different from other areas?"
time, a place's environment influences how
people live. For example, if the weather is
cold, people wear warm clothes. Use the
theme of human-environment interaction
to ask questions like, "What is this place's
environment like, and how does it affect the
people who live there?"

H10 GEOGRAPHY AND MAP SKILLS

ll H Slli)IS dVV\1 ONV AHdV~9039
 by Dr. Kylene 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 #1
Use the Reading Social
Studies Pages
Take advantage of the two pages on read- Reading Skill or Strategy
ing at the beginning of every chapter. Those Good readers use a number of skills and
pages introduce the chapter themes; explain strategies to make sure they understand what
a reading skill or strategy; and identify key they are reading. These lessons will give you
terms, people, and academic vocabulary. the tools you need to read and understand
social studies.
Themes
Why are themes important? They help our Key Terms, People, and Academic Vocabulary
minds organize facts and information. For Before you read the chapter, review these
example, when we talk about baseball, we words and think about them. Have you
may talk about types of pitches. When we heard the word before? What do you already
talk about movies, we may discuss animation. know about the people? Then watch for
Historians are no different. When they these words and their meanings as you read
discuss history or social studies, they tend to the chapter.
think about some common themes: Econom-
ics, Geography, Religion, Politics, Society and Gives you practice
Culture, and Science and Technology. in the reading skill
or strategy.

Tells which theme

or themes are
FocuaonThenMI lnttis~')OUwWI dMsionofthe~Rolhewesternt'I'Tlft

important in the !Ndaboutthetallofoneofthe~andent

cMizatlons-lheJtlrMl~Yoowillleamwhat
¥1dtheNSWml!ll'1)i"e.n:lleamaboutthe
reasonsfor!Nt(JviSI()nYoo¥riiJseehow politlul

chapter problemslttoor!WeitsdtiesandMIIearnabout
their'lvaderswhoattackeditYouwillreadaboutlhe
andreligious prac.ticesdtleredlnthetwopatSof
theempireandlearnwhatlhosedifferencesmeant
Problems Threaten
the Empire
S.ction2
OtOCtttian~nJ
Atits~llthellonwiEmpi"'lnduded li'OIII Constentioei~.Jt}

Main Ideas in Social Studies

all the bond aroond the Medlt~tlllll911 SN.
Tite ~ln the ellr1y l00sMrddl«<hom t "'
aJ¥il'
::.·,~:
llr\bllnJOUthiOEgypl,andfromtheAtlllntlc
corrupoon!,.:N)
~nallthewaytothi!PtrslanGulf Sectioe3
=•iso,:~:·:~~r!~~~~o~'::~:.:W:~ Butthennpl~dklnolstaythat la~l'ot Justinitn(p.•
!Mirme.~niogs. 'NI'ol!nweflndrminide.l~wefindtherneanlng loo3. 8ythfmdofthe IOOsmtpm:nMd Theoclofa/p.JT)

~tlfytngMalnldu5 Mosl~nophswritten.OOUthistory ·~~ KJvmupDTM'oftlwluldtheltomananny

hadconquertd.~tmperOBfnmllhlt
s.,.unti~~tE....-Ip.31}

==
mosaicl(p.lf}
includii!IINiinldN. SclnwtimelhenvinldNkstMed(ltlriylnl thennpirrhadbfocornlotoolllrgetodrimd

~£~~
lleflt<!net. Atot~time,the ..... id9is~ed,notM.Ited or 8")\'tffl efficlemly. As bltt'f rulcn dis-
::::;;·::~~~~M~~=~ph'S (onttninthe ~theeftnp!"I'OI'S-fl&ht

Growth of Territory IT
_n._ '
" ... ~ . . . . . .: " '
peoplt"""'lMdedllor'r>t.
I.IIMcldleplftgrlph. Ait;)'OUI·
r· Ml.""'*lsthiJ,..IIptl
---
:4~T~oo~;:~§
an;ockedRome's nonhmlborden..Aithil'
Qlowii>On(p.ll}
rnotltyllbout,orltJ~op~t1" Sltft81JY{I.J1J
$.111Wtlmt, l'tri!Janarmloeslnvadedlnthe

Explains a skill ~=~~:.~s

tlfic;.m(,..3f}
+ l.===::..~. l'ast. ~Romans~themsdvefor
200ytarJ,bui(MllyliiSJ"IOOSI
l:~;;::...-~
or strategy good
deslroyedRomiulM:~tlemenU
"" ........ ,.,~ ..... ""
=nM=~~a= ~P"Orlok,"lf""'Mb'
An1-ttM followlf19 quHIIon1.00Ut flndlng ll\aln ldHs.

readers use :~h.~~~·~~~·: ~~~a:.~ 1 . 1Mlich--.tenceupteHStheiNIInlde•aftheflm~aph?

·----·-·
-- important
How can you tell?

~=~~=;~~:~ J. WNotilltwmaoink~Nollhe~ondp¥~7 tisttwodNis

Identifies the
~ ~ .... ...
fromlhe~llph!NotwpportthMINoinldea

) , Wh,tillheiNiinkiNollhethirdpMagtaph? -·-~ ....

words in
the chapter.

H12 READING SOCIAL STUDIES

 Tip #2
Read like a Skilled Reader
You will never get better at reading your • They read like active readers. The Active
social studies book-or any book for that Reading list below shows you what that
matter-unless you spend some time think- means.
ing about how to be a better reader. • They use clues in the text to help them
Skilled readers do the following: figure out where the text is going. The best
• They preview what they are supposed to clues are called signal words.
read before they actually begin reading. Chronological Order Signal Words:
They look for vocabulary words, titles of first, second, third, before, after, later,
sections, information in the margin, or next, following that, earlier, finally
maps or charts they should study. Cause and Effect Signal Words:
• They divide their notebook paper into two because of, due to, as a result of, the
columns. They title one column "Notes reason for, therefore, consequently
from the Chapter" and the other column
Comparison/Contrast Signal Words:
"Questions or Comments I Have."
likewise, also, as well as, similarly, on the
• They take notes in both columns as other hand
they read.

Active Reading
Successful readers are active readers. These readers know that it is up to
them to f1gure out what the text means. Here are some steps you can take to
become an active, and successful, reader.

Predid what will happen next based on Clarify your understanding. Stop occa-
what has already happened. When your sionally to ask yourself whether you are
predictions don't match what happens in confused by anything. You may need to
the text, re-read the confusing parts. re-read to clarify, or you may need to read
Question what is happening as you read. further and collect more information
Constantly ask yourself why things have before you can understand.
happened, what things mean, and what Visualize what is happening in the text.
caused certain events. Try to see the events or places in your
Summarize what you are reading fre- mind by drawing maps, making charts,
quently. Do not try to summarize the or jotting down notes about what you are
entire chapter! Read a bit and then sum- reading.
marize it. Then read on.
Conned what is happening in the part
r you're reading to what you have already
read.

READING SOCIAL STUDIES H 13

 Tip #3
Pay Attention to Vocabulary
It is no fun to read something when you don't know what
the words mean, but you can't 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't know.
But, we have followed a pattern as we have used more
difficult words.
The Enlightenment's Roots Christianity

Key Terms and People The main ideas of the Enlightenment

had their roots in other eras. Enlighten-
The history of Christianity in Europe pro-
vides other dues about ideas that emerged
in the Enlightenment. One theologian,
At the beginning of each section you ment thinkers looked back to the Greeks,
Romans, and the history of Christianity. Thomas Aquinas, had taught in the Middle
The Renaissance, Reformation, and Scien- Ages that faith paired with reason could
will find a list of key terms or people tific Revolution provided ideas also. explain the world. Although it was indebted
was mostly
that you will need to know. Be on the
lookout for those words as you read and
through the section. ~: :~~· c:~o~: The Renaissance and Reformation
to discover new truths. Building on Other reactions to the Christian Church
Greek ideas, Roman thinkers developed in Europe also influenced the ideas of the
the concept of natural law, the idea that a Enlightenment. For example, some Renais-
law governed how the world operated. sance thinkers used Greek and Roman
With Greek and Roman beliefs as ideas to raise questions about established
guideli nes, Enlightenment thinkers began religious beliefs. These Renaissance thinkers
studying the world in a new way. They were known as humanists.
applied these beliefs not just to the natural Although most humanists were reli-
world but also to the human wo rld of soci- gious, they focused on human value and
ety and government. achievement rather than the glory of God.

The skill of andent Roman engineers structures, they borrowed Greek ideas. For
inspired many later people to copy their example, like the Greeks, the Romans used
techniques. For example, some builders columns and open spaces to make
still design stadiums in much the same buildings look elegant and maje5
way Roman engineers did. In fact, many the Romans added an in novation
techniques engineers and architects use own. They used their engineering
today were directly inspired by the Roman make buildings larger and grander
engineers of 2,000 years ago. anything the Greeks had built.
Later civilizations greatly admired
Architecture Roman architectural style, copying many
Architecture, the art of designing buildings, elements of Roman design in their own
is closely related to engineering. Roman buildings. Elements of Roman design are
architects and engineers used many of the seen in many public buildings even today.
same ideas. They constantly sought ways
to make larger, stronger buildings. Art
In addition to being large and strong, Architecture was not the only field in
however, Roman architects wanted their which the Romans were inspired by the
buildings to be beautiful. Because they Greeks. Roman works of art also borrowed
admired the beauty of andent Greek heavily from earlier Greek examples.

innovation
(i-nuh-vAv-shuhn) a
new idea or way
of doing some-
thing

Academic Vocabulary
When we use a word that is important
in all classes, not just social studies,
we define it in the margin under the
heading Academic Vocabulary. You will
run into these academic words in other
THE FALL OF ROME 27
textbooks, so you should learn what
they mean while reading this book.

H 14 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's birth
BC refers to dates before the birth of Jesus of Nazareth
BCE refers to Before Common Era:' dates before the birth
I/

of Jesus of Nazareth
CE refers to ~~common Era:' dates after Jesus's birth
century a period of 100 years
decade a period of 10 years
era a period of time

climate the weather conditions in a certain area over a long

period of time
geography the study of the earth's physical and cultural features
landforms the natural features of the land's surface
physical features the features on the land's 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 ea·rth that people need and value

People and the Way They Live

civilization the culture of a particular time or place
culture the knowledge, beliefs, customs, and values of a group
of people
custom a repeated practice; tradition
economy the system in which people make and exchange goods
and services
politics government
ritual the regular form for a ceremony or observance
scholar a person who has completed advanced study
society a group of people who share common traditions
trade the exchange of goods or services

READING SOCIAL STUDIES H1.5

 If only ...
If only 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 .. .if 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 2o/o 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 identified 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 6 Academic Words Grade 7 Academic Words

acquire to get 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 or Rome
cause the reason something development the process of growing or
happens improving
classical referring to the cultures of efficient/ productive and not wasteful
ancient Greece or Rome efficiency
element part
contract a binding legal agreement
establish to set up or create
development creation
features characteristics
distribute to divide among a group of impact effect, result
people influence change, or have an effect on
effect the results of an action or innovation a new idea or way of doing
decision something
establish to set up or create logical reasoned, well thought out
ideal ideas or goals that people try policy rule, course of action
to live up to principle basic belief, rule, or law
impact effect, resu It procedure a series of steps taken to
method a way of doing something accomplish a task
neutral unbiased, not favoring either process a series Qf steps by which a
side in a conflict task is accomplished
primary main, most important rebel to fight against authority
principle basic belief, rule, or law role assigned behavior
process a series of steps by which a
strategy a plan for fighting a battle or
war
task is accomplished
structure the way something is set up
purpose the reason something is done
or organized
rebel to fight against authority traditional customary, time-honored
role a part or function values ideas that people hold dear
strategy a plan for fighting a battle or and try to live by
war various of many types
vary to be different

H16 ACADEMIC WORDS

Grade 8 Academic Words
abstract expressing a quality or idea without reference
to an actual thing
acquire to get
advocate to plead in favor of
agreement a decision reached by two or more people or groups
aspects parts
authority power, right to rule
circumstances surrounding situation
complex difficult, not simple
concrete specific, real
consequences the effects of a particular event or events
contemporary existing at the same time
criteria rules for defining
develop/ the process of growing or improving
development
distinct separate
efficient/ productive and not wasteful
efficiency
element part
establish to set up or create
execute to perform, carry out
explicit fully revealed without vagueness
facilitate to bring about
factor cause
function use or purpose
implement to put in place
implications effects of a decision
implicit understood though not clearly put into words
incentive something that leads people to follow a certain
course of action
influence change, or have an effect on
innovation a new idea or way of doing something
method a way of doing something
motive a reason for doing something
neutral unbiased, not favoring either side in a conflict
policy rule, course of action
primary main, most important
principle basic belief, rule, or law
procedure a series of steps taken to accomplish a task
process a series of steps by which a task is accomplished
reaction a response
role assigned behavior
strategy a plan for fighting a battle or war
vary/various of many types

ACADEMIC WORDS H 17
 S tudents in grade seven study the social,
cultural, and technological changes
that occurred in Europe, Africa, and Asia in
mous military powers within the empire,
undermining of citizenship by the growth
of corruption and slavery, lack of educa-
the years AD 500-1789. After reviewing the tion, and distribution of news).
ancient world and the ways in which archae- 2. Discuss the geographic borders of the
ologists and historians uncover the past, empire at its height and the factors that
students study the history and geography threatened its territorial cohesion.
of great civilizations that were developing
3. Describe the establishment by Constan-
concurrently throughout the world dur-
tine of the new capital in Constantinople
ing medieval and early modern times. They
and the development of the Byzantine
examine the growing economic interaction
Empire, with an emphasis on the con-
among civilizations as well as the exchange
sequences of the development of two
of ideas, beliefs, technologies, and commodi-
distinct European civilizations, Eastern
ties. They learn about the resulting growth
Orthodox and Roman Catholic, and their
of Enlightenment philosophy and the new
two distinct views on church-state rela-
examination of the concepts of reason and
tions.
authority, the natural rights of human beings
and the divine right of kings, experimen- 7.2 Students analyze the geographic, politi-
talism in science, and the dogma of belief. cal, economic, religious, and social structures
Finally, students assess the political forces let of the civilizations of Islam in the Middle
loose by the Enlightenment, particularly the Ages.
rise of democratic ideas, and they learn about
the continuing influence of these ideas in 1. Identify the physical features and describe
the world today. the climate of the Arabian peninsula, its
relationship to surrounding bodies of land
7.1 Students analyze the causes and effects and water, and nomadic and sedentary
of the vast expansion and ultimate disinte- ways of life.
gration of the Roman Empire. 2. Trace the origins of Islam and the life
1. Study the early strengths and lasting con-
and teachings of Muhammad, including
tributions of Rome (e.g., significance of Islamic teachings on the connection with
Roman citizenship; rights under Roman Judaism and Christianity.
law; Roman art, architecture, engineering, 3. Explain the significance of the Qur' an
and philosophy; preservation and trans- and the Sunnah as the primary sources of
mission of Christianity) and its ultimate Islamic beliefs, practice, and law, and their
internal weaknesses (e.g., rise of autono- influence in Muslims' daily life.

H 18 HISTORY-SOCIAL SCIENCE CONTENT STANDARDS

4. Discuss the expansion of Muslim rule 7.4 Students analyze the geographic, politi-
through military conquests and treaties, cal, economic, religious, and social structures
emphasizing the cultural blending within of the sub-Saharan civilizations of Ghana and
Muslim civilization and the spread and Mali in Medieval Africa.
acceptance of Islam and the Arabic
1. Study the Niger River and the relationship
language.
of vegetation zones of forest, savannah,
5. Describe the growth of cities and the and desert to trade in gold, salt, food, and
establishment of trade routes among slaves; and the growth of the Ghana and
Asia, Africa, and Europe, the products Mali empires.
and inventions that traveled along these
2. Analyze the importance of family, labor
routes (e.g., spices, textiles, paper, steel,
specialization, and regional commerce in
new crops), and the role of merchants in
the development of states and cities in
Arab society.
West Africa.
6. Understand the intellectual exchanges
3. Describe the role of the trans-Saharan
among Muslim scholars of Eurasia and
caravan trade in the changing religious
Africa and the contributions Muslim
and cultural characteristics of West Africa
scholars made to later civilizations in the
and the influence of Islamic beliefs, eth-
areas of science, geography, mathematics,
ics, and law.
philosophy, medicine, art, and literature.
4. Trace the growth of the Arabic language
7.3 Students analyze the geographic, politi- in government, trade, and Islamic schol-
cal, economic, religious, and social structures arship in West Africa.
of the civilizations of China in the Middle 5. Describe the importance of written and
Ages. oral traditions in the transmission of Afri-
can history and culture.
1. Describe the reunification of China under
the Tang Dynasty and reasons for the
7.5 Students analyze the geographic, politi-
spread of Buddhism in Tang China, Korea,
cal, economic, religious, and social structures
and Japan.
of the civilizations of Medieval Japan.
2. Describe agricultural, technological, and
commercial developments during the 1. Describe the significance of Japan's prox-
Tang and Song periods. imity to China and Korea and the intel-
lectual, linguistic, religious, and philo-
3. Analyze the influences of Confucianism
sophical influence of those countries on
and changes in Confucian thought during
Japan.
the Song and Mongol periods.
2. Discuss the reign of Prince Shotoku of
4. Understand the importance of both
Japan and the characteristics of Japanese
overland trade and maritime expeditions
society and family life during his reign.
between China and other civilizations in
the Mongol Ascendancy and Ming 3. Describe the values, social customs, and
Dynasty. traditions prescribed by the lord-vassal
system consisting of shogun, daimyo, and
5. Trace the historic influence of such dis-
samurai and the lasting influence of the
coveries as tea, the manufacture of paper,
warrior code throughout the twentieth
wood-block printing, the compass, and
century.
gunpowder.
4. Trace the development of distinctive
6. Describe the development of the imperial
forms of Japanese Buddhism.
state and the scholar-official class.

HISTORY-SOCIAL SCIENCE CONTENT STANDARDS H 19

 5. Study the ninth and tenth centuries' gold- 7. Map the spread of the bubonic plague
en age of literature, art, and drama and its from Central Asia to China, the Middle
lasting effects on culture today, including East, and Europe and describe its impact
Murasaki Shikibu's Tale of Genji. on global population.
6. Analyze the rise of a military society in 8. Understand the importance of the Catho-
the late twelfth century and the role of lic church as a political, intellectual, and
the samurai in that society. aesthetic institution (e.g., founding of
universities, political and spiritual roles
7.6 Students analyze the geographic, politi- of the clergy, creation of monastic and
cal, economic, religious, and social structures mendicant religious orders, preservation
of the civilizations of Medieval Europe. of the Latin language and religious texts,
1. Study the geography of Europe and the St. Thomas Aquinas's synthesis of classical
Eurasian land mass, including their loca- philosophy with Christian theology, and
tion, topography, waterways, vegetation, the concept of "natural law").
and climate and their relationship to ways 9. Know the history of the decline of Mus-
of life in Medieval Europe. lim rule in the Iberian Peninsula that
2. Describe the spread of Christianity north culminated in the Reconquista and the
of the Alps and the roles played by the rise of Spanish and Portuguese kingdoms.
early church and by monasteries in its dif-
fusion after the fall of the western half of 7.7 Students compare and contrast the geo-
the Roman Empire. graphic, political, economic, religious, and
social structures of the Meso-American and
3. Understand the development of feudal-
Andean civilizations.
ism, its role in the medieval European
economy, the way in which it was influ- 1. Study the locations, landforms, and
enced by physical geography (the role of climates of Mexico, Central America,
the manor and the growth of towns), and and South America and their effects on
how feudal relationships provided the Mayan, Aztec, and Incan economies,
foundation of political order. trade, and development of urban
societies.
4. Demonstrate an understanding of the
conflict and cooperation between the 2. Study the roles of people in each society,
Papacy and European monarchs (e.g., including class structures, family life, war-
Charlemagne, Gregory VII, Emperor fare, religious beliefs and practices, and
Henry IV). slavery.
5. Know the significance of developments in 3. Explain how and where each empire arose
medieval English legal and constitutional and how the Aztec and Incan empires
practices and their importance in the were defeated by the Spanish.
rise of modern democratic thought and 4. Describe the artistic and oral traditions
representative institutions (e.g., Magna and architecture in the three civilizations.
Carta, parliament, development of habeas 5. Describe the Meso-American achieve-
corpus, an independent judiciary in ments in astronomy and mathematics,
England). including the development of the calen-
6. Discuss the causes· and course of the dar and the Meso-American knowledge
religious Crusades and their effects on the of seasonal changes to the civilizations'
Christian, Muslim, and Jewish popula- agricultural systems.
tions in Europe, with emphasis on the
increasing contact by Europeans with cul-
tures of the Eastern Mediterranean world.

H20 HISTORY-SOCIAL SCIENCE CONTENT STANDARDS

7.8 Students analyze the origins, accom- 4. Identify and locate the European regions
plishments, and geographic diffusion of the that remained Catholic and those that
Renaissance. became Protestant and explain how the
1. Describe the way in which the revival of
division affected the distribution of reli-
classical learning and the arts fostered a gions in the New World.
new interest in humanism (i.e., a balance 5. Analyze how the Counter Reformation
between intellect and religious faith). revitalized the Catholic church and the
2. Explain the importance of Florence in forces that fostered the movement (e.g.,
the early stages of the Renaissance and St. Ignatius of Loyola and the Jesuits, the
the growth of independent trading cities Council of Trent).
(e.g., Venice), with emphasis on the cities' 6. Understand the institution and impact
importance in the spread of Renaissance of missionaries on Christianity and the
ideas. diffusion of Christianity from Europe to
3. Understand the effects of the reopening of other parts of the world in the medieval
the ancient "Silk Road" between Europe and early modern periods; locate missions
and China, including Marco Polo's travels on a world map.
and the location of his routes. 7. Describe the Golden Age of cooperation
4. Describe the growth and effects of new between Jews and Muslims in medieval
ways of disseminating information (e.g., Spain that promoted creativity in art,
literature, and science, including how
the ability to manufacture paper, trans-
lation of the Bible into the vernacular, that cooperation was terminated by the
printing). religious persecution of individuals and
groups (e.g., the Spanish Inquisition and
5. Detail advances made in literature, the the expulsion of Jews and Muslims from
arts, science, mathematics, cartography, Spain in 1492).
engineering, and the understanding of
human anatomy and astronomy (e.g., 7.1 0 Students analyze the historical de-
by Dante Alighieri, Leonardo da Vinci, velopments of the Scientific Revolution and
Michelangelo di Buonarroti Simoni, its lasting effect on religious, political, and
Johann Gutenberg, William Shakespeare). cultural institutions.

7.9 Students analyze the historical develop- 1. Discuss the roots of the Scientific Revo-
ments of the Reformation. lution (e.g., Greek rationalism; Jewish,
Christian, and Muslim science; Renais-
1. List the causes for the internal turmoil in
sance humanism; new knowledge from
and weakening of the Catholic church global exploration).
· (e.g., tax policies, selling of indulgences).
2. Understand the significance of the new
2. Describe the theological, political, and
scientific theories (e.g., those of Coper-
economic ideas of the major figures nicus, Galileo, Kepler, Newton) and the
during the Reformation (e.g., Desiderius significance of new inventions (e.g., the
Erasmus, Martin Luther, John Calvin, telescope, microscope, thermometer,
William Tyndale). barometer).
3. Explain Protestants' new practices of
3. Understand the scientific method
church self-government and the influence advanced by Bacon and Descartes, the
of those practices on the development of influence of new scientific rationalism on
democratic practices and ideas of federal- the growth of democratic ideas, and the .
ism. coexistence of science with traditional
religious beliefs.

HISTORY-SOCIAL SCIENCE CONTENT STANDARDS H21

 7.11 Students analyze political and eco-
nomic change in the sixteenth, seventeenth,
and eighteenth centuries (the Age of Explo-
ration, the Enlightenment, and the Age of
Reason).
1. Know the great voyages of discovery, the
locations of the routes, and the influence
of cartography in the development of a
new European worldview.
2. Discuss the exchanges of plants, animals,
technology, culture, and ideas among
Europe, Africa, Asia, and the Americas in
the fifteenth and sixteenth centuries and
the major economic and social effects on
each continent.
3. Examine the origins of modern capital-
ism; the influence of mercantilism and
cottage industry; the elements and
importance of a market economy in
seventeenth-century Europe; the chang-
ing international trading and marketing
patterns, including their locations on a
world map; and the influence of explorers
and map makers.
4. Explain how the main ideas of the
Enlightenment can be traced back to such
movements as the Renaissance, theRefor-
mation, and the Scientific Revolution and
to the Greeks, Romans, and Christianity.
5. Describe how democratic thought and
institutions were influenced by Enlighten-
ment thinkers (e.g., John Locke, Charles-
Louis Montesquieu, American founders).
6. 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.

H22 HISTORY-SOCIAL SCIENCE CONTENT STANDARDS

T he intellectual skills noted below are
to be learned through, and applied to,
the content standards for grades six through
4. Students assess the credibility of primary
and secondary sources and draw sound
conclusions from them.
eight. They are to be assessed only in conjunc- 5. Students detect the different histori-
tion with the content standards in grades six cal points of view on historical events
through eight. and determine the context in which the
In addition to the standards for grades six historical statements were made (the
through eight, students demonstrate the follow- questions asked, sources used, author's
ing intellectual reasoning, reflection, and research perspectives).
skills:
Historical Interpretation
Chronological and Spatial Thinking
1. Students explain the central issues and
1. Students explain how major events are problems from the past, placing people
related to one another in time. and events in a matrix of time and place.
2. Students construct various time lines of 2. Students understand and distinguish
key events, people, and periods of the cause, effect, sequence, and correlation in
historical era they are studying. historical events, including the long- and
3. Students use a variety of maps and docu- short-term causal relations.
ments to identify physical and cultural 3. Students explain the sources of historical
features of neighborhoods, cities, states, continuity and how the combination of
and countries and to explain the histori- ideas and events explains the emergence
cal migration of people, expansion and of new patterns.
disintegration of empires, and the growth 4. Students recognize the role of chance,
of economic systems. oversight, and error in history.
Research, Evidence, and Point of View 5. Students recognize that interpretations
of history are subject to change as new
1. Students frame questions that can be information is uncovered.
answered by historical study and research.
6. Students interpret basic indicators of
2. Students distinguish fact from opinion in economic performance and conduct cost-
historical narratives and stories. benefit analyses of economic and political
3. Students distinguish relevant from irrel- issues.
evant information, essential from inci-
dental information, and verifiable from
unverifiable information in historical
narratives and stories.

ANALYSIS SKILLS H23

 Studying history will be easy for you using this textbook. Take a few minutes to
become familiar with the easy-to-use structure and special features of this history
book. See how this textbook will make history come alive 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.

Chapter
Each Chapter includes a chapter-opener
introduction where the California History-
Social Science Standards and Analysis Skills
are listed out, a Social Studies Skills activity,
Standards Review pages, and a Standards
Assessment page.

Reading Social Stud ies , , 111'1!

Reading Social Studies These chapter level Keyterm5

-·
.. _ , C··~·•P"> '"'" " > L:~~gion .~c::~~- 11::::3 ••M•"'O » 0'
opJe
reading lessons give you skills and practice YouTryltl
that you can use to help you read the text- Pocw•onntem" .,fts~'JCIUIIIII
INdetulhllildcnUc..-lfldltt
dMimdlht"'lft-.lht~.,....
IA:Ih..WnM"PM.-diNm-.._h
Ol'lkatlonilhllt:I'Nn~"tttu·II;IJ'r\-- ,..,..INI.dMWJR.'ttlu .......... po4hjol
book. Within each chapter there is a Focus DldMtNIIh.thlatib~nl .. lwrlflbi::U
lhl.....,'lltlo~C."'I:lu ... I'Ndfltli:Mh
lnd ~ pr«kaclillln<l.,ltlttwoPICUOI
1ht . . . . andielr'n~lhOU!~~

on Reading note in the margin on the page

where the reading skill is covered. There Main Ideas in Social Studies
............... Wtw.., ... ~ . . . . -~16M.1
are also questions in the Standards Review ._,.,...,..WIIfn .....,.~
.. "-d_ldMI. ....... ,.,......
"'*'YIII'*""'•bWichvil«tt . • .tJM&tton

.........,....,.. ...... ~,.. ........wo..,.,.....,. ·;_j•.A

'
activity to make sure that you understand fNMtlt•_...._~.,..~llle·lt41Wd~M• ~
~~~~--WIIf;l,the-idt•lt~MI.ti.Nd.
~
the reading skill. ~~. u.tldN.-I~h~t--tndlht
-..ninQal ... ,ltMfoKhltlddtuillnlt.

~~of!n;'!;~ l; ~~··
=.-:::::r~ ..--1 . ........ ,.,. . . All ......

::...""'::!:=~
Social Studies Skills The Social Studies l.'-- ... .,.....s.;tl . . .
Skills lessons give you an opportunity to
learn and use a skill that you will most likely
§::.~:: ~-
.::.~?:
::;..:.,. :,;;::: =-~:=C..4
·===~=-~
.......................
..... ... ., ........
,..~

11-ptth.N:Iboi.IIM-
"""""'>.t.wm.-' ~~~~=:
use again. You will also be given a chance to t\nw, .....

~::-..::::.~::.~~:· ~ =~.·.:::.::: ~~-.-p. . ,"*'J""•o:t.r.w.,t

. O t~~trllt'"'.._,."'
make sure that you understand each skill by
answering related questions in the Stan-
~ -::~-- .
-·-
o ..-.,lho!..,~,~t~t- .... ~lo . . . Oioe
e ...... ..,_ ... _ _ _ --- .

dards Review activity.

-- - -
$~:=.~~~~
_
0....•·-·-..... M.....,_ ..~
"""----...........__ ..-.,~--....._
0!;::::.::-:.-::~.;::-~.
........ ~ ..
.,_,_.,.
:.:';.':':.:·::~-
.:.::::.::::....... ..... _
lJJ ~,
--
4.. 1Jr~ .................. f ...

S. lo\.,....._..N".,.~~i~Mo\ot---
-.1

~
H24 HOW TO MAKE THIS BOOK WORK FOR YOU
Sedion
The Section opener pages include Main
Idea statements, an overarching big idea
statement, and Key Terms and People. In
addition, each section includes the follow- ~oaety
ing special features.
If YOU were there...
You are a Japanese warrior. proud of )QUr fighting skills. For many
If You Were There . . . introductions begin
each section with a situation for you to
•--=' ., 11.~:::u:!§i!.=::.. ~.. If ~ i' years )QU've been honored by most of society, but )QU face an
influence. awful dilemma. When )QU became a warrior. )QU swore to protect
respond to, placing you in the time period 2. Samuraiwarriorslived
honorably.
and fight for both )QUr lord and )QUr emperot: Now )QUr lord has
gone to war against the emperot: and both sides have called for
and in a situation related to the content 3. 0rderbrakedownwhenthe
powe roftheshogunswas )QU to join them.
that you will be studying in the section. challengedbyinvedersand
rebellions. How will you decide whom to ftgbt forf
4. Strong leaderstookoverand
reunified Japan.
Building Background sections connect
what will be covered in this section with
what you studied in the previous section.

Short sections of content organize the

::::o.~.m
1
information in each section into small "' SamuraiandShogunsTakeOverJapan
ChUnkS Of text that YOU ShOUldn't find tOO figurehead,p. ll3 Bythelate llOOs,Heianwasthegreatcenterofjapant>Seartand
· ~~~~~;~:';, ~:4
2
llterature. But in the rest of japan, life was very different. Power-
OVerwheImlng. ful nobles fought each o ther over land. Rebels fought against
imperial offidals. This fighting destroyed land, which made It

The California History-Social Science ~~~~~t::;h'::.n~.:on~~;:.f;:;n~:~~;r~~::U~~~~

Standards for 7th grade that are covered ~ courtly li re, they didn't notice the many problems growing in
11
in each section are listed on the first page their country.
c:Em 15.3 Describe the values, The Rise of the Samurai
of each section of the textbook. rocial customs,andtradttionspre· With the emperor distracted by life ln his court, japan's large
scribedbythe lord ·vessalsystem
consistingofshogun,daimyo,and landowners, or daimyo (ov-mee-oh), dedded that they needed
IBmuraiandthelastJnginfluence to protect their own lands. They hlred :~amunti (SA·muh·ry), or
ofthewarriorcodethroughoutthe
twentieth century,
trained professional warriors, to defend them and their prop-
er:ty. The samurai wore light annor and fought with swords and
7.5.6 Analyzttheriseofamititary
socletyinthelatetwelfthcenturyand bows. Most samurai came from noble families and inherited
theroleofthesamuraiinthatsociety. their positions from their fathers.

212 CHAPTER 8

West African Empires

The Destruction of Songhai

TI1e Moroccans' guns and cannons brought
disaster to Songhai. The swords, spears, and Reading Check questions end each
bows carri~'d by Songhai's warriors were no
match for fireanns.
section of content so that you can test
The Moroccans attacked Timbuktu and
l ·ij,j.lhliji!!Utf Predicting What do you whether or not you understand what
Gao, looting and taking over both cities.
The Moroccans didn't push farther into
mink happened to the people of West Africa you have just studied.
after the empire of Songhai was defeated?
Songhai, but the damage was done. Song-
hal never recovered from the los.~ of these
cities and the Income they produced. r;;ftftAJI'I' AJID PRMEW The empire
Summary and Preview To connect
Changes in trade patterns completed I ~f Songhai was known for its wealth, what you have just studied in the
Songhai's fall. Overland trade declined as culture, and learning. In the next St.'Ction
port dties north and south of the old empire you will read more about the major section to what you will study in the
became more impottant. For example,
people who lived south of Songhai began
West African cultures and how we know
about them.
next section, we include the Summary
and Preview.
Section 3 Assessment Section Assessments The section
Reviewing Ideas, Tenns, and People Gm 1.4.3 Critical Thinking assessment boxes provide an
1. a. Identify In what part of West Africa did Songhai 4. Analyzing
begin? Copy the graphic opportunity for you to make sure that
b. Summarize What did Sunni Ali accomplish? organizer on the
1. a. Identify What religion gained influence in right in eac.h 011al, you understand the main ideas of the
describe an important development in Songhai
Songhai under Askia the Great?
b. Analyze How did contact with other cultures du ring the rule of Askia the Great section. We also provide assessment
change Songhai's government1
ea.ta"'" FiYf""d• practice online!
3. a. Identify Which group of people invaded the
Songhai Empire in the 1590s? s. Evaluating Add information to your notes for
b. Predkt How might West Africa's history have Songhai's leaders. What were their achievements?
been different if the invaders who conquered Compare the Songhai achievements with those of
Songhai had not had firearms? Ghana and Mali.

146 CHAPTER 6

HOW TO MAKE THIS BOOK WORK FOR YOU H25

 As you study world history, you will learn about many
places around the world. You will discover the places where
civilizations developed, how geography influenced cultures, and
h ow 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 flourished. You will learn much more about
these places an d the people who lived in them as you study
world history.

Mesoamerica
Mesoamerica was an
early center of culture in
the Americas and home to the
Maya and Aztec civilizations.

South America
One of the most
advanced American
,
cultures, the Incas,
developed in the
Andes Mountains.

H26 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, Reformation,
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 Chinese
made many advances in
science, art, and learning.

West Africa The major world religion of Islam

In West Africa, powerful empires like began in Arabia and quickly spread
Ghana, Mali, and Songhai grew rich across much of Southwest Asia and
through trade. North Africa.

GEOGRAPHY AND MAP SKILLS H27