Table of Contents NoRestriction

Authors
Susan Elizabeth Ramrez

Peter Stearns
Sam Wineburg
Senior Consulting Author

Steven A. Goldberg
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ii CONTENTS
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Authors
Susan Ramrez
Susan Elizabeth Ramrez is the Penrose Chair of History and Latin
American Studies at Texas Christian University. She received her
Ph.D. in History from the University of Wisconsin, Madison, and taught
for many years at DePaul University. A specialist in the history and
culture of the Andean region, Professor Ramrez is the author of
numerous articles and books, including The World Upside Down:
Cross-Cultural Contact and Conflict in Sixteenth Century Peru.
Her most recent book, To Feed and Be Fed: The Cosmological
Bases of Authority and Identity in the Andes, offers a new inter-
pretation of the rise and fall of the Inca Empire. She serves on
the editorial boards of the Hispanic American Historical Review
and The Americas.
Peter Stearns
Peter N. Stearns is Professor of History and Provost at George Mason
University. Founder and longtime editor of the Journal of Social
History, Stearns is also author and editor of numerous books, including
the Encyclopedia of World History and the six-volume Encyclopedia
of European Social History from 1350 to 2000. Professor Stearns
received his Ph.D. from Harvard University and has taught for
over 40 years. He is a member of the American Historical Society
and the Social Science History Association, among other profes-
sional organizations. His current research topics include the
history of gender, body image, and emotion. His most recent
book is Childhood in World History.
Sam Wineburg
Sam Wineburg is Professor of Education and Professor of History (by
courtesy) at Stanford University, where he directs the only Ph.D. program
in History Education in the nation. Educated at Brown and Berkeley, he
spent several years teaching history at the middle and high school levels
before completing a doctorate in Psychological Studies in Education
at Stanford. His book Historical Thinking and Other Unnatural Acts:
Charting the Future of Teaching the Past won the Frederic W. Ness
Award from the Association of American Colleges and Universities.
His work on teacher community won the 2002 Exemplary Research
on Teaching and Teacher Education Award from the American
Educational Research Association. He was a member of the blue-
ribbon commission of the National Research Council that wrote
the widely circulated report, How People Learn: Brain, Mind,
Experience, and School. He is also the Senior Consulting Author
on Holts American Anthem.
COntents iii
Consultants
Program Consultant Academic Consultants
Kylene Beers, Ed.D. Elizabeth Shanks Ahmet T. Karamustafa, Ph.D.
Senior Reading Researcher Alexander, Ph.D. Professor of History and
School Development Program Professor of Rabbinic Judaism and Religious Studies
Yale University Talmudic Literature Department of History
New Haven, Connecticut Department of Religious Studies Washington University in
University of Virginia St. Louis
Senior Consulting Author Charlottesville, Virginia St. Louis, Missouri
Steve Goldberg Elizabeth A. Clark, Ph.D. Christopher L. Salter, Ph.D.
NCSS Board of Directors John Carlisle Kilgo Professor Professor of Geography and Chair Emeritus
Social Studies Department Chair of Religion Department of Geography
New Rochelle High School Department of Religion University of Missouri-
New Rochelle, New York Duke University Columbia
Durham, North Carolina Columbia, Missouri
Program Advisers
Academic Reviewers
Christian Appy, Ph.D. Geoff Koziol, Ph.D. Paolo Squatriti, Ph.D.
Department of History Department of History Department of History
University of Massachusetts, Amherst University of California University of Michigan
Amherst, Massachusetts Berkeley, California Ann Arbor, Michigan
Jonathan Beecher, Ph.D. Robert J. Meier, Ph.D. Marc Van De Mieroop, Ph.D.
Department of History Department of Anthropology Department of History
University of California, Santa Cruz Indiana University Columbia University
Santa Cruz, California Bloomington, Indiana New York, New York
Stanley M. Burstein, Ph.D. Vasudha Narayannan Educational Reviewers

Professor Emeritus of Ancient History Department of Religion
Department of History University of Florida Sally Adams
California State University, Gainesville, Florida Garden Grove High School
Los Angeles Garden Grove, California
Los Angeles, California David L. Ransel, Ph.D.
Department of History Chris Axtell
Prasenjit Duara, Ph.D. Indiana University Sheldon High School
Department of History Bloomington, Indiana Sacramento, California
University of Chicago
Chicago, Illinois Susan Schroeder, Ph.D. Tim Bayne
Department of History Lincoln East High School
Benjamin Ehlers, Ph.D. Tulane University Lincoln, Nebraska
Department of History New Orleans, Louisiana
University of Georgia Derrick Davis
Athens, Georgia Helaine Silverman, Ph.D. Reagan High School
Department of Anthropology Austin, Texas
Lamont King, Ph.D. University of Illinois
Department of History Urbana, Illinois Terry Dawdy
James Madison University Lake Travis High School
Harrisonburg, Virginia Austin, Texas
iv CONTENTS
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Educational Reviewers Field Test Teachers
Sally Adams Saundra J. Harris Bruce P. Beichner
Garden Grove High School Lane Technical College Allegheny-Clarion Valley High School
Garden Grove, California Prep High School Foxburg, Pennsylvania
Chicago, Illinois
Chris Axtell Earl Derkatch
Sheldon High School Marc Hechter Owasso High School
Sacramento, California Palo Verde High School Owasso, Oklahoma
Las Vegas, Nevada
Tim Bayne Steve Goldberg
Lincoln East High School Preya Krishna-Kennedy New Rochelle High School
Lincoln, Nebraska Bethlehem Central High School New Rochelle, New York
Delmar, New York
Derrick Davis David Futransky
Reagan High School Brian Loney Cosby High School
Austin, Texas Jefferson County Public School Cosby, Tennessee
Golden, Colorado
Terry Dawdy Anthony L. Marshall
Lake Travis High School Jennifer Ludford Booker T. Washington High School
Austin, Texas Princess Anne High School Tulsa, Oklahoma
Virginia Beach, Virginia
Nick Douglass Josh Mullis
Anderson High School Patrick Teagarden Barr-Reeve Junior/Senior High School
Cincinnati, Ohio Homestead High School Montgomery, Indiana
Fort Wayne, Indiana
Lynn M. Garcia Michael B. Shuran
Hutchinson Central Technical High Reagan Williams Tullahoma High School
School DH Conley High School Tullahoma, Tennessee
Buffalo, New York Greenville, North Carolina
Nancy Webber
Ernestine Woody
Barbara Harper E. E. Waddell High School
Freedom High School
Bryant High School Charlotte, North Carolina
Tampa, Florida
Bryant, Arkansas
Krissie Williams
Barnstable High School
Hyannis, Massachusetts
COntents
Contents
Themes of History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
How to Use Your Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxxii
Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxxiv
Social Studies Skills Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H1
Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H40
North Carolina Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC2
Countdown to Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NC6
UNIT PrehistoryAD 300

1 The Dawn of Civilization ............................................................................ 1
The Beginnings of Civilization,

Prehistory1000 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
.#
North Carolina Standards
Social Studies Objective 1.01; 1.02; 1.03; 1.04; 1.05; 1.06; 2.01; 6.01; 7.01; 8.04; 8.06
Historys Impact Video Series
Impact of Archaeology
Geography Starting Points: Early People and Agriculture, 200,0003000 BC . . . . . . . . . . . . 4
SECTION 1 The First People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
SECTION 2 The Beginning of Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
SECTION 3 Foundations of Civilization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
History and Geography: River Valleys and Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Document-Based Investigation: Methods of Archaeology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The Ancient Near East, 4000 BC550 BC . . . . . . . . . . . 30

.#
Social Studies Objective 1.01; 1.02; 1.04; 1.05; 1.06; 2.01; 6.01; 8.01; 8.02; 8.03
Impact of Judaism throughout the World
Geography Starting Points: Fertile Crescent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

SECTION 1 Mesopotamia and Sumer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
World Literature: Excerpt from The Epic of Gilgamesh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
SECTION 2 Fertile Crescent Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
SECTION 3 The Hebrews and Judaism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
SECTION 4 The Persian Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Document-Based Investigation: Building Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
vi CONTENTS
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Nile Civilizations, 5000 BCAD 300 . . . . . . . . . . . . . . . . . . . . .60
.#
Social Studies Objective 1.02; 1.03; 1.04; 1.05; 1.06; 2.01; 6.01; 8.01
Impact of the Egyptian Pyramids
Geography Starting Points: The Nile Valley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

SECTION 1 The Kingdom of Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Focus on Themes: Belief Systems: Government and Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
SECTION 2 Egyptian Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Arts Around the World: Architecture: Egyptian Temples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
SECTION 3 The Nubian Kingdoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Document-Based Investigation: The Gift of the Nile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Ancient India and China, 2500 BC250 BC . . . . . . . .90

.#
Social Studies Objective 1.01; 1.02; 1.03; 1.04; 1.05; 1.06; 2.01; 2.02; 2.03; 2.04; 2.05; 2.08;
3.02; 6.01; 6.03; 7.01; 8.01; 8.02; 8.03; 8.04; 8.06
Impact of Hinduism as a World Religion
Geography Starting Points: Eastern Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
SECTION 1 Early India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
SECTION 2 Hinduism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
SECTION 3 Buddhism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
SECTION 4 Chinas First Dynasties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Document-Based Investigation: Changing Views of Early China . . . . . . . . . . . . . . . . . . . . . . . . 114
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Themes and Global Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
CONTENTS vii
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UNIT
2100 BCAD 1500
2 The Growth of Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Classical Greece, 2100 BC150 BC . . . . . . . . . . . . . . . . . . . . . 124

.#
Social Studies Objective 1.01; 1.02; 1.04; 2.02; 6.03; 7.01; 8.01; 8.03; 8.04
Impact of the Greek Scholars
Geography Starting Points: The Early Greeks, 600 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

SECTION 1 Early Greece. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
World Literature: Excerpt from The Odyssey, by Homer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
SECTION 2 The Classical Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
SECTION 3 Greek Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Arts Around the World: Drama: Greek Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
SECTION 4 Alexander the Great and His Legacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Document-Based Investigation: The Diffusion of Greek Culture. . . . . . . . . . . . . . . . . . . . . . . . . . 156
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Rome and Early Christianity,

750 BCAD 500 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
.#
Impact of Ancient Rome on the World Today
Geography Starting Points: Italy and the Mediterranean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

SECTION 1 The Foundations of Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Focus on Themes: Government and Citizenship: Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
SECTION 2 From Republic to Empire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
SECTION 3 Roman Society and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
SECTION 4 The Rise of Christianity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
SECTION 5 The Fall of Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Document-Based Investigation: Romes Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
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The Americas, 1000 BCAD 1500. . . . . . . . . . . . . . . . . . . . . . . . 196
.#
Impact of Mayan Achievements on Math and Astronomy
Geography Starting Points: Environments of the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

SECTION 1 North America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
SECTION 2 Mesoamerica. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
SECTION 3 South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .211
Document-Based Investigation: Theories on Migration to the Americas . . . . . . . . . . . . . . . . 216
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Empires of China and India,

350 BCAD 600 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
.#
Impact of Buddhism as a World Religion
Geography Starting Points: China and India, c. 320s220s BC . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

SECTION 1 The Growth of China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
SECTION 2 Chinese Society and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
SECTION 3 Indian Dynasties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
SECTION 4 Indian Society and Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
History and Geography: Nomads and Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Document-Based Investigation: Chinese and Indian Views on Government . . . . . . . . . . . . 244
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
UNIT
1001500
3 Cultures in Contact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Muslim Civilization, 5501250 . . . . . . . . . . . . . . . . . . . . . . . . 254

.#
Impact of Islam throughout the World
Geography Starting Points: Arabia, c. 550. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

SECTION 1 The Origins of Islam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
SECTION 2 The Spread of Islam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
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History and Geography: Diffusion of a Civilization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
SECTION 3 Society and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Arts Around the World: Decorative Arts: Islamic Calligraphy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Document-Based Investigation: Navigation and the Hajj. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
African Kingdoms, 1001500. . . . . . . . . . . . . . . . . . . . . . . . . . . 280

.#
Impact of the Salt Trade
Geography Starting Points: Environments of Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

SECTION 1 Early Civilizations of Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
SECTION 2 Trading States of East Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Focus on Themes: Economic Systems: Barter and Alternative Economies . . . . . . . . . . . . . . . . 294
SECTION 3 Kingdoms of West Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Document-Based Investigation: The Influence of Trade on African Culture . . . . . . . . . . . . 302
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
Cultures of East Asia, 5501400 . . . . . . . . . . . . . . . . . . . . . 306

.#
Impact of Chinese Culture on Japan
Geography Starting Points: East Asia, c. 600 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

SECTION 1 Chinese Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
SECTION 2 The Mongol Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
SECTION 3 Japan and Korea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
World Literature: Excerpt from The Tale of Genji, by Lady Murasaki Shikibu . . . . . . . . . . . . . 328
SECTION 4 Civilizations of Southeast Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
Document-Based Investigation: Status of Women in Asian Cultures . . . . . . . . . . . . . . . . . . . . 334
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
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UNIT
3001500
4 Medieval Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Kingdoms and Christianity, 3001250 . . . . . . . . . . 344

.#
Impact of Christianity as a World Religion
Geography Starting Points: Spread of Christianity, 3001200 . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

SECTION 1 The Byzantine Empire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Arts Around the World: Architecture: Hagia Sophia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
History and Geography: City at a Crossroads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
SECTION 2 The Rise of Russia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
SECTION 3 Christianity in Western Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Document-Based Investigation: Views of a Ruler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
The Early Middle Ages, 8001215 . . . . . . . . . . . . . . . . . . 370

.#
Social Studies Objective 1.01; 1.02; 3.02; 6.03; 8.01; 8.03
Impact of the Feudal System in Europe
Geography Starting Points: Europe, 815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372

SECTION 1 Charlemagnes Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
World Literature: Excerpt from The Song of Roland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
SECTION 2 New Invaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
SECTION 3 The Feudal and Manorial Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
SECTION 4 The Growth of Monarchies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
SECTION 5 Power of the Church . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
Document-Based Investigation: Perspectives on Magna Carta . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
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The High Middle Ages, 10001500 . . . . . . . . . . . . . . . . . 400
.#
Social Studies Objective 1.01; 1.02; 1.04; 3.02; 8.01
Impact of the Bubonic Plague
Geography Starting Points: Europe, 1095 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402

SECTION 1 The Crusades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
SECTION 2 Trade and Towns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
SECTION 3 Art and Culture of the Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
Focus on Themes: Arts and Ideas: Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
SECTION 4 Challenges of the Late Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
Document-Based Investigation: The Black Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432
UNIT
12001800
5 New Ideas, New Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Renaissance and Reformation

13001650 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
.#
Social Studies Objective 1.01; 1.02; 1.04; 3.03; 7.01; 8.01; 8.02
Impact of the Renaissance and Reformation
Geography Starting Points: Europe, c. 1300 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436

SECTION 1 The Italian Renaissance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
SECTION 2 The Northern Renaissance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444
World Literature: Sonnet 61, by Francesco Petrarch, and Sonnet 116,
by William Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448
SECTION 3 The Protestant Reformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
SECTION 4 The Counter-Reformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Focus on Themes: Migration and Diffusion: Diffusion of Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Document-Based Investigation: The Renaissance and Individualism . . . . . . . . . . . . . . . . . . . 462
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
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Exploration and Expansion
14001700 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466
.#
Social Studies Objective 1.01; 1.02; 1.03; 1.04; 3.04; 3.05; 3.06; 3.07; 6.01; 7.01
Impact of the Columbian Exchange on Europe and the Americas
Geography Starting Points: European Discovery, 14001700. . . . . . . . . . . . . . . . . . . . . . . . . . . . 468

SECTION 1 Voyages of Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
SECTION 2 Conquest and Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476
SECTION 3 New Patterns of Trade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 482
SECTION 4 The Atlantic Slave Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488
Document-Based Investigation: Contact and Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494
New Asian Empires, 12001800 . . . . . . . . . . . . . . . . . . . . . 496

.#
Impact of the Samurai Tradition on Japan Today
Geography Starting Points: Asian Empires, c. 1600s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498

SECTION 1 The Ottoman and Safavid Empires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
SECTION 2 The Mughal Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504
SECTION 3 The Ming and Qing Dynasties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509
History and Geography: The Voyages of Zheng He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514
SECTION 4 Medieval Japan and Korea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516
Document-Based Investigation: Feudalism in Japan and Europe . . . . . . . . . . . . . . . . . . . . . . . . 522
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 524

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530
CONTENTS xiii
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UNIT
15001820
6 Changes in European Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .531
The Monarchs of Europe, 15001800 . . . . . . . . . . . . 532

.#
Impact of Spains Golden Century
Geography Starting Points: Monarchs of Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534

SECTION 1 The Power of Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535
SECTION 2 Absolute Monarchy and France . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540
SECTION 3 Monarchy in England. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
The Arts Around the World: Music: Classical Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551
SECTION 4 Rulers of Russia and Central Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552
History and Geography: Imperial St. Petersburg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558
Document-Based Investigation: Views of Absolutism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 562
xiv CONTENTS
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Enlightenment and Revolution,
15501800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 564
.#
Impact of the Declaration of Independence
Geography Starting Points: European Centers of Learning, c. 1750 . . . . . . . . . . . . . . . . . . . . . 566

SECTION 1 The Scientific Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567
SECTION 2 The Enlightenment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574
SECTION 3 The American Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580
Document-Based Investigation: Documents of Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588
The French Revolution and Napoleon,

17891815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
.#
Impact of the French Revolution

SECTION 1 The Revolution Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 593
World Literature: Excerpt from A Tale of Two Cities, by Charles Dickens. . . . . . . . . . . . . . . . . . 600
SECTION 2 The Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
Focus on Themes: Government and Citizenship: Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 607
SECTION 3 Napoleons Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 608
SECTION 4 Napoleons Fall and Europes Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614
Document-Based Investigation: Reactions to Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 628
CONTENTS xv
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UNIT
17001920
7 Industrialization and Nationalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629
The Industrial Revolution, 17001900 . . . . . . . . . . 630

.#
Impact of Industrialization
Geography Starting Points: Resources of Great Britain, 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632

SECTION 1 A New Kind of Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633
SECTION 2 Factories and Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640
SECTION 3 New Ideas in a New Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 646
Document-Based Investigation: Child Labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654
Life in the Industrial Age, 18001900 . . . . . . . . . . . 656

.#
Impact of Technology
Geography Starting Points: Urban Growth in the Industrial Age . . . . . . . . . . . . . . . . . . . . . . . . . 658

SECTION 1 Advances in Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 659
Focus on Themes: Science and Technology: Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 665
SECTION 2 Scientific and Medical Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 666
SECTION 3 Daily Life in the Late 1800s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671
Arts Around the World: Painting: Impressionism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 677
Document-Based Investigation: Artistic Responses to the Industrial Age. . . . . . . . . . . . . . . 678
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 680
Reforms, Revolutions, and War,

18001900 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 682
.#
Impact of the Womens Suffrage Movement
Geography Starting Points: European Possessions, 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 684

SECTION 1 Reforms in the British Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 685
SECTION 2 Revolution and Change in France. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 691
SECTION 3 Independence in Latin America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 695
SECTION 4 Expansion and War in the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 701
Document-Based Investigation: Independence in Latin America . . . . . . . . . . . . . . . . . . . . . . . . 706
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 708
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Nationalism in Europe, 18001920 . . . . . . . . . . . . . . . . 710
.#
Impact of Nationalism

SECTION 1 Italian Unification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 713
SECTION 2 German Unification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 718
SECTION 3 Austria-Hungary and the Ottoman Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 723
SECTION 4 Unrest in Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 728
World Literature: Excerpt from War and Peace, by Leo Tolstoy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 733
Document-Based Investigation: Revolutions and Unification . . . . . . . . . . . . . . . . . . . . . . . . . . . . 734
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 736
The Age of Imperialism, 18001920 . . . . . . . . . . . . . . 738

.#
Impact of Imperialism
Geography Starting Points: European Imperialism, 1850 and 1914 . . . . . . . . . . . . . . . . . . . . . 740

SECTION 1 The British in India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 741
SECTION 2 East Asia and the West . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 746
History and Geography: Imperialism and a Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 754
SECTION 3 The Scramble for Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 756
SECTION 4 Imperialism in Latin America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 761
Document-Based Investigation: Imperialism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 766
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 768

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 774
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UNIT
19141945
8 The World at War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .775
World War I, 19141918 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 776

.#
Impact of Modern Warfare
Geography Starting Points: European Alliances and Military Forces, 1914 . . . . . . . . . . . . . 778
SECTION 1 The Great War Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 779
SECTION 2 A New Kind of War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 783
SECTION 3 Revolution in Russia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 789
SECTION 4 The War Ends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 794
Document-Based Investigation: Causes of World War I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 800
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 802
The Interwar Years, 19191939 . . . . . . . . . . . . . . . . . . . . . . . 804

.#
Impact of the 1929 Stock Market Crash
Geography Starting Points: Postwar Colonies and Nationalism, 1920s . . . . . . . . . . . . . . . . . 806

SECTION 1 Unrest in Asia and Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 807
SECTION 2 The Great Depression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 812
Focus on Themes: Society: Social Welfare Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 817
SECTION 3 Japanese Imperialism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 818
SECTION 4 Dictators in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823
Document-Based Investigation: Nationalism in India and Germany . . . . . . . . . . . . . . . . . . . . 828
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 830
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World War II, 19301945 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 832
.#
Impact of World War II
Geography Starting Points: Europe, 1930s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 834

SECTION 1 Axis Aggression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 835
SECTION 2 The Allied Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 843
World Literature: Hatred, by Wislawa Szymborska. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 851
History and Geography: The Battle of Stalingrad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 852
SECTION 3 The Holocaust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 854
SECTION 4 The End of the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 858
Document-Based Investigation: The Holocaust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 864
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 866

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 872
UNIT
1945Present
9 The Contemporary World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 873
Europe and North America, 1945Present . . . . 874

.#
Impact of the European Union
Geography Starting Points: Communist and NATO Countries, 1949 . . . . . . . . . . . . . . . . . . . . . 876

SECTION 1 Beginnings of the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877
SECTION 2 Superpower Rivalries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 882
SECTION 3 Changing Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 888
SECTION 4 After the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 894
History and Geography: The Nuclear Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 900
Document-Based Investigation: The Collapse of the Soviet Union . . . . . . . . . . . . . . . . . . . . . . . 902
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 904
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Asia, 1945Present. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 906
.#
Impact of Vietnams Location
Geography Starting Points: Asia, 1945 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 908

SECTION 1 South Asia after Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 909
SECTION 2 Independence Struggles in Southeast Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 914
SECTION 3 Communist China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 920
SECTION 4 The Rise of Pacific Rim Economies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 925
Document-Based Investigation: The Cultural Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 930
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 932
Africa and the Middle East, 1945Present. . . . . 934

.#
Impact of Oil
Geography Starting Points: Africa and the Middle East, 1950 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 936
SECTION 1 African Independence Movements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 937
Arts Around the World: Sculpture: African Sculpture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 942
SECTION 2 Post-Colonial Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 943
World Literature: Excerpt from After the Deluge, by Wole Soyinka . . . . . . . . . . . . . . . . . . . . . . 948
SECTION 3 Nationalism in the Middle East and North Africa . . . . . . . . . . . . . . . . . . . . 949
SECTION 4 Conflicts in the Middle East . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 954
Document-Based Investigation: The Iranian Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 960
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 962
Latin America, 1945Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 964

.#
Impact of NAFTA
Geography Starting Points: Turmoil in Latin America, 1945Present . . . . . . . . . . . . . . . . . . . 966

SECTION 1 Revolution and Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 967
SECTION 2 The Rise of Dictatorships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 973
SECTION 3 Democratic and Economic Reforms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978
Document-Based Investigation: NAFTA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 984
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 986
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Todays World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 988
.#
Impact of September 11, 2001
Geography Starting Points: World Per Capita GDP, 2006. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 990

SECTION 1 Trade and Globalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 991
SECTION 2 Social Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 996
SECTION 3 Threats to World Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1000
SECTION 4 Environment and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1005
Focus on Themes: Geography and Environment: Climate Change . . . . . . . . . . . . . . . . . . . . . . .1009
Document-Based Investigation: Genetically Modified Crops. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1010
Chapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1012
Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1014

Themes and Global Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1016
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1018
UNIT
Case Studies: Issues in the Contemporary World
10 Document-Based Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1019

Impact of the United Nations
CASE STUDY 1: Civic Participation: The United Kingdom

and South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1022
CASE STUDY 2: Developing Societies: Brazil and Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . 1026
CASE STUDY 3: Building Economic Powerhouses: China and India . . . . . . . . . . . . . . 1030
CASE STUDY 4: Women in Society: Ireland and Turkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1036
CASE STUDY 5: The Role of the United Nations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1040
Reference Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R1
Key Events in World History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R2

Geography Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R19
Atlas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R32
Economic Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R48
Primary Source Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R54
Biographical Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R79
English and Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R93
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R123
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R155
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Features
HISTORY &Geography READING LIKE A HISTORIAN
Analyze and interpret primary and secondary source
Explore the relationships between history and documents on world history.
geography. Analyzing Visuals: Stone Age Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
River Valleys and Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Analyzing Primary Sources: A Cuneiform Tablet . . . . . . . . . . . . . . . . 35
Nomads and Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242 Analyzing Points of View: A Description of Nubia . . . . . . . . . . . . . . 82
Diffusion of a Civilization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 Evaluating Historical Interpretation: Harappan Trade . . . . . . . . 95
City at a Crossroads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Analyzing Primary Sources: Greek History . . . . . . . . . . . . . . . . . . . . . . 145
The Voyages of Zheng He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514 Analyzing Primary Sources: The Law of the Twelve Tables . . 165
Imperial St. Petersburg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .558 Analyzing Primary Sources: Maya Carvings . . . . . . . . . . . . . . . . . . . . . 207
Imperialism and a Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 754 Interpreting Literature as a Source: A Tamil Poem . . . . . . . . . . . . 236
The Battle of Stalingrad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 852 Interpreting Literature as a Source: Sufi Poetry . . . . . . . . . . . . . . . . 264
The Nuclear Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 900 Analyzing Secondary Sources: Great Zimbabwes
Walls Speak . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .292
Analyzing Visuals: Song City Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314
Linking TO Today Analyzing Primary Sources: Justinians Code . . . . . . . . . . . . . . . . . . . 349
Analyzing Points of View: Viking Raids . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Recognizing Bias in Primary Sources: The Crusades . . . . . . . . . . 406
Link the people and events of world history to the
world you live in today. Analyzing Visuals: Reformation Woodcuts . . . . . . . . . . . . . . . . . . . . . 450
Analyzing Primary Sources: Recruiting Colonists . . . . . . . . . . . . . . 480
Roads and Armies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Analyzing Visuals: Kabuki Theater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520
Mythological References Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Interpreting Political Cartoons: A View of Oliver Cromwell . . 548
Ashokas Lasting Fame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Interpreting Literature as a Source: Voltaires Candide . . . . . . . 577
The Sunni-Shia Divide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265 Analyzing Visuals: Storming the Bastille . . . . . . . . . . . . . . . . . . . . . . . . 596
Eastern and Western Christianity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 Analyzing Secondary Sources: An Early Historian
The Sikhs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507 on the Textile Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
The British Monarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546 Analyzing Primary Sources: A Scientists Report on
The Science of Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568 Island Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .667
Telephone Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663 Interpreting Political Cartoons: The Dreyfus Affair . . . . . . . . . . . 693
The Balkans Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 726 Analyzing Visuals: Bloody Sunday in St. Petersburg . . . . . . . . . . 731
Women in War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 786 Interpreting Political Cartoons: U.S. Neutrality . . . . . . . . . . . . . . . . 796
Roots of the Arab-Israeli Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 810 Recognizing Bias in Secondary Sources: The Nanjing
The Conflict in Kashmir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 911 Massacre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 821
Analyzing Visuals: Propaganda Posters . . . . . . . . . . . . . . . . . . . . . . . . . 847
Analyzing Visuals: A Soviet Military Parade . . . . . . . . . . . . . . . . . . . . 886
World Religions Analyzing Primary Sources: Occupation of Japan . . . . . . . . . . . . . 926
Analyzing Primary Sources: Kwame Nkrumahs
Learn about some of the major religions that have I Speak of Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 938
shaped world history. Evaluating Historical Interpretation: Mothers of
the Plaza de Mayo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 974
Sacred Texts: The Torah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Analyzing Points of View: Globalization . . . . . . . . . . . . . . . . . . . . . . . . . 994
Sacred Texts: Bhagavad Gita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Sacred Texts: Dhammapada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Sacred Texts: The New Testament . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Sacred Texts: The Quran . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .260
Christianity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459
Hinduism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 912
Buddhism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 918
Judaism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 951
Islam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 957
xxii CONTENTS
w8ncfs_toc_survey.indd xxii 2/27/07 7:13:30 PM

Primary Sources DOCUMENT-BASED INVESTIGATION
Examine key documents, speeches, political cartoons,
and other primary sources that tell the story of Analyze topics in world history by using a variety
world history. of primary and secondary source documents.
Hammurabis Code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Methods of Archaeology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
The Battle of Thermopylae. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138 Building Empires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
The Death of Caesar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 The Gift of the Nile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Virgils Aeneid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Changing Views of Early China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Faxians Record of India. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 The Diffusion of Greek Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Ibn Battutah in Kilwa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Romes Legacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
The Pillow Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Theories on Migration to the Americas. . . . . . . . . . . . . . . . . . . . . . . . . . 216
Benedictine Rule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363 Chinese and Indian Views on Government. . . . . . . . . . . . . . . . . . . . . 244
A Summons to Parliament . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 Navigation of the Hajj. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
The Divine Comedy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 The Influence of Trade on African Culture. . . . . . . . . . . . . . . . . . . . . . 302
An Explorers Journal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474 Status of Women in Asian Cultures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
The Treatment of Native Americans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 Views of a Ruler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
The English Bill of Rights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 550 Perspectives on Magna Carta. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Rousseaus Social Contract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575 The Black Death. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
The Three Estates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 594 The Renaissance and Individualism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
Declaration of the Rights of Man and of the Citizen. . . . . . . . . . . 598 Contact and Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492
A View of Andrew Carnegie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 647 Feudalism in Japan and Europe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522
The Iron Law of Wages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 648 Views of Absolutism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560
Bolvars Message to the Congress of Angostura. . . . . . . . . . . . . . 699 Documents of Democracy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
Mazzinis Young Italy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 715 Reactions to Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620
Lenins Call to Power. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 793 Child Labor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652
Stalins Five-Year Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 825 Artistic Responses to the Industrial Age. . . . . . . . . . . . . . . . . . . . . . . . . 678
The Attack on Pearl Harbor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841 Independence in Latin America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 706
Hiroshima. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 861 Nationalism and Unification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 734
The Marshall Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 879 Imperialism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 766
Economic Reforms in China. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 924 Causes of World War I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 800
Mandelas Trial Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 944 Nationalism in India and Germany. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 828
Fidel Castro Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 969 The Holocaust. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 864
Ethnic Conflict in Darfur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1004 The Collapse of the Soviet Union. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 902
The Cultural Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 930
The Iranian Revolution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .960
NAFTA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 984
World Genetically Modified Crops. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1010
Literature
Learn about the beliefs and experiences of people who The Arts Around the World
lived in other times and places through excerpts from
world literature.
Epic of Gilgamesh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Take a closer look at a period in world history by
examining the arts of that period.
The Odyssey, by Homer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
The Tale of Genji, by Lady Murasaki Shikibu. . . . . . . . . . . . . . . . . . . . 328 Architecture: Egyptian Temples. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
The Song of Roland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 Drama: Greek Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Sonnet 61, by Francesco Petrarch and Sonnet 116, . Decorative Arts: Islamic Calligraphy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
by William Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448 Architecture: Hagia Sophia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
A Tale of Two Cities, by Charles Dickens. . . . . . . . . . . . . . . . . . . . . . . . . 600 Art and Architecture: The Italian Renaissance. . . . . . . . . . . . . . . . . 440
War and Peace, by Leo Tolstoy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 733 Music: Classical Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551
Hatred, by Wislawa Szymborska. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 851 Painting: Impressionism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 677
After the Deluge, by Wole Soyinka. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 948 Music: The Blues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 814
Sculpture: African Sculpture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 942
COntents xxiii
FORENSICS IN HISTORY HISTORY AND ECONOMICS
Uncover a mystery in history using the tools of Explore basic economic concepts in the context of
modern science. world history.
Can DNA Help Trace Our Origins? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Needs and Wants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
What Can We Learn from Mummies? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Scarcity, Supply, and Demand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Did Disease Cause Romes Fall? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Saving and Investing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486
Can a Mutant Cell Stop a Killer Disease? . . . . . . . . . . . . . . . . . . . . . . . . 286 Making Economic Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543
What Happened to the Princes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422 Factors of Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 634
How Were Slaves Treated in the North? . . . . . . . . . . . . . . . . . . . . . . . . . 490 Budgeting Money and Preventing Debt . . . . . . . . . . . . . . . . . . . . . . . . . 975
Was Napoleon Murdered? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 617
Do the Prints Match? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669
Was It the Angel of Death? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 856
Identifying the Dead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 896
FFACES
ACES OF HISTORY
ISTORY
Simn Bolvar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 698
Meet the people who have made history and learn Jos de San Martn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .698
about their lives. Abraham Lincoln . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 705
Mary and Louis Leakey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Otto von Bismarck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 720
Nebuchadnezzar II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Sun Yixian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 750
Zoroaster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Emiliano Zapata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .762
Hatshepsut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Kaiser Wilhelm II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 782
Confucius . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Vladimir Lenin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 792
Laozi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Woodrow Wilson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 795
Pericles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Mohandas Gandhi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 809
Hannibal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Adolf Hitler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 826
Scipio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Winston Churchill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 840
Pachacuti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Dwight D. Eisenhower . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 846
Shi Huangdi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Anne Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 855
al-Khwarizmi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 Martin Luther King Jr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 889
Mansa Musa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 Mikhail Gorbachev . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .892
Wu Zhao . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 Ho Chi Minh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 916
Kublai Khan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 Mao Zedong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 921
Justinian and Theodora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 Jomo Kenyatta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .939
Alexander Nevsky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359 Golda Meir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 956
Eleanor of Aquitaine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388 Violeta Chamorro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 979
Thomas Aquinas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 Aung San Suu Kyi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 997
Joan of Arc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 James D. Watson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1008
Leonardo da Vinci . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Michelangelo Buonarroti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .442
John Calvin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Suleyman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501
Akbar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Cardinal Richelieu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
Peter the Great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 554
Galileo Galilei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 572
George Washington . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581
Napoleon Bonaparte . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611
Prince Klemens von Metternich . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 619
James Watt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 637
Thomas Edison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 660
Marie Curie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 668
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GEOGRAPHY Starting Points Maps Focus on Themes
Interactive Start with a map that establishes Explore a world history theme in two contextsthe
the geographical setting of the chapter. past and the present.
Early People and Agriculture, 200,0003000 BC . . . . . . . . . . . . . . . . 4 Belief Systems: Government and Religion . . . . . . . . . . . . . . . . . . . . . . . .71
Fertile Crescent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Government and Citizenship: Citizenship . . . . . . . . . . . . . . . . . . . . . . . 170
The Nile Valley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Economic Systems: Barter and Alternative Economies . . . . . . . 294
Eastern Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Arts and Ideas: Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
The Early Greeks, 600 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Migration and Diffusion: Diffusion of Ideas . . . . . . . . . . . . . . . . . . . . . 461
Italy and the Mediterranean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Government and Citizenship: Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . 607
Environments of the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Science and Technology: Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 665
China and India, c. 320s220s BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Society: Social Welfare Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 817
Arabia, c. 550 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Geography and Environment: Climate Change . . . . . . . . . . . . . . 1009
Environments of Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
East Asia, c. 600 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Spread of Christianity, 3001000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
Europe, 815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
Themes Through Time
Europe, 1095 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Study historical themes through key dates and
Europe, c. 1300 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436 moments in world history.
European Discovery, 14001700 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468
Asian Empires, c. 1600s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .498 Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Monarchs of Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534 Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
European Centers of Learning, c. 1750 . . . . . . . . . . . . . . . . . . . . . . . . . . 566 Astronomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 570
Europe, 1789 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 592 Womens Suffrage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 686
Resources of Great Britain, 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632 Terrorism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1002
Urban Growth in the Industrial Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658
European Possessions, 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 684
Europe, 1815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 712 HISTORY CLOSE-UP
European Imperialism, 1850 and 1914 . . . . . . . . . . . . . . . . . . . . . . . . . 740
European Alliances and Military Forces, 1914 . . . . . . . . . . . . . . . . . 778 Explore key developments and events in world
Postwar Colonies and Nationalism, 1920s . . . . . . . . . . . . . . . . . . . . . . 806 history through in-depth and close-up illustrations
Europe, 1930s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 834 and photo essays.
Communist and NATO Countries, 1949 . . . . . . . . . . . . . . . . . . . . . . . . . 876 atal Hyk: An Early Farming Village . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Asia, 1945 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 908 A Shang Kings Tomb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Africa and the Middle East, 1950 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 936 Roman Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Turmoil in Latin America, 1945Present . . . . . . . . . . . . . . . . . . . . . . . 966 Inca Roads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
World Per Capita GDP, 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 990 Dome of the Rock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Mansa Musas Pilgrimage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Mongols on the Move . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
COUNTERPOINTS A Typical Manor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
A Trade Fair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410
The Way of the Warrior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518
Examine some issues in world history through
different viewpoints. The Wreck of the Spanish Armada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539
Valley Forge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 582
Two Sources on Indian Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Factory Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 642
Two Sources on Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
New York City in the Late 1800s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 672
Views on the Mongols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Shanghai, 1900 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 748
Two Sources on the Power of the Papacy . . . . . . . . . . . . . . . . . . . . . . . . 394
Trench Warfare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 784
Two Sources on Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .485
The London Blitz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 839
Two Sources on China and Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
The Cuban Missile Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 883
Two Views on Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Tiananmen Square, 1989 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 922
Two Views on the Domino Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 917
Communism in Cuba . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 970
A Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 993
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Maps
Interpret maps to see where important events happened and
analyze how geography has influenced world history.
Migration of Early Humans . . . . . . . . . . . . . . . . . . . . . . . 9 Asia and the Pacific World . . . . . . . . . . . . . . . . . . . . . 684 Uprising in Eastern Europe . . . . . . . . . . . . . . . . . . . . 892
Growth of Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Independence in Latin America . . . . . . . . . . . . . . . 697 The Breakup of the Soviet Union, 1991 . . . . . . . 895
Phoenician Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Latin America, 1790 . . . . . . . . . . . . . . . . . . . . . . . . . . 697 The European Union, 2006 . . . . . . . . . . . . . . . . . . . 897
Israel and Judah: Kingdom of Israel, United States, 1803 . . . . . . . . . . . . . . . . . . . . . . . . . . . 702 Religious Groups in India and
c. 930 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 United States, 1845 . . . . . . . . . . . . . . . . . . . . . . . . . . . 702 Pakistan, 1947 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 910
Israel and Judah: Divided United States, 1853 . . . . . . . . . . . . . . . . . . . . . . . . . . . 702 Southeast Asia, 1965 . . . . . . . . . . . . . . . . . . . . . . . . . 915
Kingdoms, c. 920 BC . . . . . . . . . . . . . . . . . . . . . . . . .48 A Nation Divided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 704 Independence in Africa . . . . . . . . . . . . . . . . . . . . . . . . 940
The Persian Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 The Unification of Italy, 18581870 . . . . . . . . . 716 Creation of Israel, 19472006 . . . . . . . . . . . . . . . . 955
New Kingdom Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 The Unification of Germany, 18651871 . . . . 721 Israel after the Six-Day War, 1967 . . . . . . . . . . . . 955
Egypt and Kush, 1500 BC . . . . . . . . . . . . . . . . . . . . . . .83 Ethnic Groups in Austria-Hungary . . . . . . . . . . . . 725 Israel, 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 955
Egypt and Kush, 700 BC . . . . . . . . . . . . . . . . . . . . . . . . .83 The Dual Monarchy, 1867 . . . . . . . . . . . . . . . . . . . . 725 Poverty in Latin America, 2006 . . . . . . . . . . . . . . . 982
Early India, c. 1700 BC . . . . . . . . . . . . . . . . . . . . . . . . . . .92 The Ottoman Empire . . . . . . . . . . . . . . . . . . . . . . . . . . 727 World Average Life Expectancy, 2002 . . . . . . . . 998
Early China, c. 1050 BC . . . . . . . . . . . . . . . . . . . . . . . . . .92 The British in India, 17671858 . . . . . . . . . . . . . . 743 World Terrorism Incidents, 19952005 . . . . . . 1001
Shang and Zhou Dynasties . . . . . . . . . . . . . . . . . . . . . 111 Imperialism in China, 18421900 . . . . . . . . . . . . 747 South African Elections, 19942004 . . . . . . . . 1024
Sanxingdui, China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Southeast Asia, 1895 . . . . . . . . . . . . . . . . . . . . . . . . . 753 World: Political . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R32
Athens, c. 500 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Imperialism in Africa . . . . . . . . . . . . . . . . . . . . . . . . . . 759 World: Physical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R34
Minoans and Mycenaeans . . . . . . . . . . . . . . . . . . . . 128 United States Intervention in the Africa: Political . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R36
Peloponnesian War . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Caribbean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 764 Africa: Physical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R37
Alexanders Empire, 323 BC . . . . . . . . . . . . . . . . . . . 151 The Panama Canal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 764 Asia: Political . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R38
Early People of Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 World War I Battles, 1914 . . . . . . . . . . . . . . . . . . . . . 781 Asia: Physical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R39
The Punic Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 World War I Battles, 19151917 . . . . . . . . . . . . . . 787 Europe: Political . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R40
The Roman Empire, 117 . . . . . . . . . . . . . . . . . . . . . . . 175 Europe and the Middle East, 1915 Europe: Physical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R41
The Spread of Christianity . . . . . . . . . . . . . . . . . . . . . 186 and 1921 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 798 North America: Political . . . . . . . . . . . . . . . . . . . . . . . R42
Division and Invasion . . . . . . . . . . . . . . . . . . . . . . . . . . 189 The Long March, 19341935 . . . . . . . . . . . . . . . . 808 North America: Physical . . . . . . . . . . . . . . . . . . . . . . . R43
North American Cultures . . . . . . . . . . . . . . . . . . . . . . 200 The Spread of the Blues . . . . . . . . . . . . . . . . . . . . . . . 815 South America: Political . . . . . . . . . . . . . . . . . . . . . . . R44
Early Mesoamerican Civilizations . . . . . . . . . . . . . 204 Japanese Aggression, 19311937 . . . . . . . . . . . 820 South America: Physical . . . . . . . . . . . . . . . . . . . . . . . R45
South American Cultures . . . . . . . . . . . . . . . . . . . . . . 212 Totalitarian Governments . . . . . . . . . . . . . . . . . . . . . 824 Oceania: Political . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R46
Early American Settlements . . . . . . . . . . . . . . . . . . . 216 The London Blitz, 19401941 . . . . . . . . . . . . . . . . 839 The North Pole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R47
Qin and Han Dynasties . . . . . . . . . . . . . . . . . . . . . . . . 225 The Invasion of the Soviet Union, The South Pole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R47
Mauryan and Gupta Empires . . . . . . . . . . . . . . . . . . 235 19411943 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 852 North Carolina: Physical . . . . . . . . . . . . . . . . . . . . . . . .SF1
Islam in Arabia, 632 . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 The End of the War, 19441945 . . . . . . . . . . . . . 859 North Carolina: Political . . . . . . . . . . . . . . . . . . . . . . . .SF2
Spread of Islam, 632760 . . . . . . . . . . . . . . . . . . . . 263 Nazi Camp Locations . . . . . . . . . . . . . . . . . . . . . . . . . . 864 Governors of the State of North Carolina;
Sunni and Shia Distribution . . . . . . . . . . . . . . . . . . . 265 Divided Berlin, 1949 . . . . . . . . . . . . . . . . . . . . . . . . . . 878 North Carolina Government . . . . . . . . . . . . . . . .SF3
Bantu Migration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 Cold War Hot Spots . . . . . . . . . . . . . . . . . . . . . . . . . . . . 885 North Carolina Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . .SF4
Aksum and Ethiopia . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
West African Kingdoms . . . . . . . . . . . . . . . . . . . . . . . . 297 Interactive
Tang and Song Dynasties, 6181279 . . . . . . . . . 311
Mongol Empire, 1294 . . . . . . . . . . . . . . . . . . . . . . . . . 319 Early People and Agriculture, European Centers of Learning, c. 1750 . . . . 566
Japan, 1300 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 200,0003000 BC . . . . . . . . . . . . . . . . . . . . . . . . 4 Europe, 1789 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 592
Korea, 9181392 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327 Fertile Crescent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Napoleons Empire . . . . . . . . . . . . . . . . . . . . . . . . . 612
Southeast Asian Kingdoms, 6001350 . . . . . . 330 Ancient Mesopotamia . . . . . . . . . . . . . . . . . . . . . . .34 Europe after the Congress of Vienna,
Christianity, c. 325 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346 The Hittite Empire . . . . . . . . . . . . . . . . . . . . . . . . . . .40 1815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618
The Byzantine Empire . . . . . . . . . . . . . . . . . . . . . . . . . 354 The Assyrian Empire . . . . . . . . . . . . . . . . . . . . . . . . . 41 Resources of Great Britain, 1800 . . . . . . . . . . 632
The Growth of Russia . . . . . . . . . . . . . . . . . . . . . . . . . . 357 The Chaldean Empire . . . . . . . . . . . . . . . . . . . . . . . . 41 Industrialized Europe, 1900 . . . . . . . . . . . . . . . 650
Missionaries and Monasteries in Europe . . . . . . 364 The Nile Valley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Urban Growth in the Industrial Age . . . . . . . . 658
Europe, 1215 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 Old Kingdom Pyramids . . . . . . . . . . . . . . . . . . . . . . .64 U.S. Railroads, 1870 . . . . . . . . . . . . . . . . . . . . . . . . 661
Vikings, Magyars, and Muslims, 8001000 . . . 380 Eastern Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 European Possessions, 1800 . . . . . . . . . . . . . . . 684
The Holy Roman Empire, 1100 . . . . . . . . . . . . . . . . 390 Spread of Buddhism . . . . . . . . . . . . . . . . . . . . . . . . 106 Europe, 1815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 712
Crusader States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405 The Early Greeks, 600 BC . . . . . . . . . . . . . . . . . . . 126 European Imperialism, 1850 and 1914 . . . . 740
Medieval Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 Persian Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 European Alliances and Military Forces,
Hundred Years War . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 Italy and the Mediterranean . . . . . . . . . . . . . . . 162 1914 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 778
Spread of the Black Death . . . . . . . . . . . . . . . . . . . . . 424 Environments of the Americas . . . . . . . . . . . . . 198 Postwar Colonies and Nationalism,
Spread of Protestantism . . . . . . . . . . . . . . . . . . . . . . . 454 China and India, c. 320s220s BC . . . . . . . . . 222 1920s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 806
Religions in Europe, 1600 . . . . . . . . . . . . . . . . . . . . . 457 The Silk Roads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Europe, 1930s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 834
Map of the World, c. 1575 . . . . . . . . . . . . . . . . . . . . . 468 Arabia, c. 550 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Axis Advances, 19391941 . . . . . . . . . . . . . . . 837
Colonies in the Americas . . . . . . . . . . . . . . . . . . . . . . 477 Environments of Africa . . . . . . . . . . . . . . . . . . . . . 282 World War II in Europe and North Africa,
The Atlantic Slave Trade . . . . . . . . . . . . . . . . . . . . . . 489 East Asia, c. 600 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308 19411943 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 845
The Ottoman Empire, 13001683 . . . . . . . . . . . 500 Spread of Christianity, 3001000 . . . . . . . . . . 346 War in the Pacific, 19421944 . . . . . . . . . . . . 849
Mughal Empire, 1526-1707 . . . . . . . . . . . . . . . . . . . 506 Europe, 815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 Communist and NATO Countries, 1949 . . . . 876
Ming and Qing Dynasties, 13681911 . . . . . . . . 511 Europe, 1095 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402 The Iron Curtain . . . . . . . . . . . . . . . . . . . . . . . . . . . . 878
Japan and Korea, 15921597 . . . . . . . . . . . . . . . . 517 The Crusades, 10951204 . . . . . . . . . . . . . . . . 404 The Korean War, 19501951 . . . . . . . . . . . . . . 880
The Expansion of Russia . . . . . . . . . . . . . . . . . . . . . . . 555 Europe, c. 1300 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436 Asia, 1945 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 908
Central Europe, 1763 . . . . . . . . . . . . . . . . . . . . . . . . . . 557 European Discovery, 14001700 . . . . . . . . . . 468 The Vietnam War, 19641975 . . . . . . . . . . . . 916
The Revolutionary War . . . . . . . . . . . . . . . . . . . . . . . . 584 Explorers and Their Routes . . . . . . . . . . . . . . . . 472 Africa and the Middle East, 1950 . . . . . . . . . . 936
France, 1793 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604 Asian Empires, c. 1600s . . . . . . . . . . . . . . . . . . . . 498 Turmoil in Latin America, 1945Present . . 966
Russian Campaign, 1812 . . . . . . . . . . . . . . . . . . . . . . 615 The Safavid Empire, 15001639 . . . . . . . . . . 502 World Per Capita GDP, 2006 . . . . . . . . . . . . . . . 990
U.S. Railroads, 1850 . . . . . . . . . . . . . . . . . . . . . . . . . . . 661 Monarchs of Europe . . . . . . . . . . . . . . . . . . . . . . . . 534
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Charts and Graphs To examine key facts
and concepts, look
Charts, Graphs, and Time Lines for this special logo:
Analyze information presented visually to learn more about history.
Increase in Leisure Activities . . . . . . . . . . . . . . . . . . 675 Economic Growth in Asia, 19862004 . . . . . . 928

Chapter 22 Visual Study Guide . . . . . . . . . . . . . . . 680 HIV in Sub-Saharan Africa . . . . . . . . . . . . . . . . . . 946
Early Hominids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 British Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 688 World Jewish Population by Country, 2005 . . 951
Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Causes and Effects of Revolution in Brazils Foreign Debt, 19651985 . . . . . . . . . . 975
Chapter 1 Visual Study Guide . . . . . . . . . . . . . . . . . . .28 Latin America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 700 GDP Per Capita in Latin America . . . . . . . . . . . . 983
Mesopotamian Achievements . . . . . . . . . . . . . . . . . .37 Causes and Effects of Westward Expansion . . . 703 Motor Vehicle Production, 19502000 . . . . . 993
Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Chapter 23 Visual Study Guide . . . . . . . . . . . . . . . 708 World Urbanization, 19502030 . . . . . . . . . . . . . 999
Cyrus and Darius . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Nationalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 714 Election Turnout, United Kingdom . . . . . . . . . . . 1024
Chapter 2 Visual Study Guide . . . . . . . . . . . . . . . . . . .58 Steps to Unification in Germany . . . . . . . . . . . . . . 719 Election Turnout, South Africa . . . . . . . . . . . . . . . 1024
Egyptian Influences on Kushite Culture . . . . . . . . .84 Czars of Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 729 Brazilian Ethanol Production . . . . . . . . . . . . . . . . . 1028
Chapter 3 Visual Study Guide . . . . . . . . . . . . . . . . . . .88 The Russian Revolution of 1905 . . . . . . . . . . . . . . 732 Brazilian Alternate Fuel Vehicles . . . . . . . . . . . . . 1028
The Varnas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97 Chapter 24 Visual Study Guide . . . . . . . . . . . . . . . 736 Chinas Oil Consumption, 19802005 . . . . . . . 1033
Chapter 4 Visual Study Guide . . . . . . . . . . . . . . . . . 116 Forms of Imperialism . . . . . . . . . . . . . . . . . . . . . . . . . . 742 Indias GDP by Sector, 2005 . . . . . . . . . . . . . . . . . . 1035
The Greek Gods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 The Meiji Reforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 752 Indias Labor Force by Sector, 1999 . . . . . . . . . . 1035
Causes and Effects of the Peloponnesian War 141 The New Imperialism in Africa . . . . . . . . . . . . . . . . 760 World Cases of Polio, 19802005 . . . . . . . . . . .1042
Greek Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Chapter 25 Visual Study Guide . . . . . . . . . . . . . . . 768 UN Budgets, 19962005 . . . . . . . . . . . . . . . . . . . . 1042
Chapter 5 Visual Study Guide . . . . . . . . . . . . . . . . . 158 Causes of World War I . . . . . . . . . . . . . . . . . . . . . . . . . 780
Etruscan Influences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Effects of World War I . . . . . . . . . . . . . . . . . . . . . . . . . . 799
Checks and Balances in the Roman Chapter 26 Visual Study Guide . . . . . . . . . . . . . . . 802
Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Causes of the 1929 Stock Market Crash . . . . . . 813 The Beginnings of Civilization,
Roman Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Social Programs in Selected Countries . . . . . . . . 817 Prehistory1000 BC . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Causes and Effects of the Fall of Rome . . . . . . . . 191 Major Japanese Events, 1929 to 1940 . . . . . . . 819 The Ancient Near East, 4000 BC550 BC . . . . . .30
Chapter 6 Visual Study Guide . . . . . . . . . . . . . . . . . 194 Common Features of Totalitarian Nile Civilizations, 5000 BCAD 300 . . . . . . . . . . . .60
Chapter 7 Visual Study Guide . . . . . . . . . . . . . . . . . 218 Governments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 824 The Rulers of Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
Roman Empire and Nomads . . . . . . . . . . . . . . . . . . . 242 Chapter 27 Visual Study Guide . . . . . . . . . . . . . . . 830 Ancient India and China, 2500 BC250 BC . . . .90
Han China and Nomads . . . . . . . . . . . . . . . . . . . . . . . 243 World War II Casualties . . . . . . . . . . . . . . . . . . . . . . . . 862 Classical Greece, 2100 BC150 BC . . . . . . . . . . . . 124
Chapter 8 Visual Study Guide . . . . . . . . . . . . . . . . . 246 Causes and Effects of WWII . . . . . . . . . . . . . . . . . . . . 863 Rome and Early Christianity,
The End of Unity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267 Chapter 28 Visual Study Guide . . . . . . . . . . . . . . . 866 750 BCAD 500 . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Chapter 9 Visual Study Guide . . . . . . . . . . . . . . . . . 278 Causes and Effects of the Cold War . . . . . . . . . . . 881 The Americas, 1000 BCAD 1500 . . . . . . . . . . . . 196
Trading Empires of West Africa . . . . . . . . . . . . . . . . 300 Contrasting Economic Systems . . . . . . . . . . . . . . . . 891 Empires of China and India, 350 BCAD 600 220
Chapter 10 Visual Study Guide . . . . . . . . . . . . . . . . 304 Recent U.S. Military Involvement, Qin and Han Dynasties . . . . . . . . . . . . . . . . . . . . . . . . 226
Innovations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 2001Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 898 Muslim Civilization, 5501250 . . . . . . . . . . . . . . . 254
Chapter 11 Visual Study Guide . . . . . . . . . . . . . . . . 336 Chapter 29 Visual Study Guide . . . . . . . . . . . . . . . 904 African Kingdoms, 1001500 . . . . . . . . . . . . . . . . . 280
Chapter 12 Visual Study Guide . . . . . . . . . . . . . . . 368 Chapter 30 Visual Study Guide . . . . . . . . . . . . . . . 932 Cultures of East Asia, 5501400 . . . . . . . . . . . . . 306
Charlemagnes Achievements . . . . . . . . . . . . . . . . . 376 Political Trends in Post-Colonial Africa . . . . . . . . 945 Kingdoms and Christianity, 3001250 . . . . . . . 344
Feudal Obligations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383 Causes and Effects of the Suez Canal Crisis . . . 952 The Early Middle Ages, 8001215 . . . . . . . . . . . . 370
Chapter 13 Visual Study Guide . . . . . . . . . . . . . . . 398 Muslim Population by Country, 2006 . . . . . . . . . 957 The High Middle Ages, 10001500 . . . . . . . . . . 400
Causes and Effects of the Crusades . . . . . . . . . . . 407 Chapter 31 Visual Study Guide . . . . . . . . . . . . . . . . 962 Renaissance and Reformation, 13001650 . . 434
Effects of the Plague . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Mexico Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . 981 Exploration and Expansion, 14001700 . . . . . 466
Chapter 14 Visual Study Guide . . . . . . . . . . . . . . . 426 Mexicos Trade Balance, 19932003 . . . . . . . . . 984 New Asian Empires, 12001800 . . . . . . . . . . . . . 496
Causes of the Renaissance . . . . . . . . . . . . . . . . . . . . 439 Chapter 32 Visual Study Guide . . . . . . . . . . . . . . . 986 The Monarchs of Europe, 15001800 . . . . . . . . 532
The Reformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 460 Major Trade Organizations and Enlightenment and Revolution,
Chapter 15 Visual Study Guide . . . . . . . . . . . . . . . 464 Agreements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 995 15501800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 564
Causes and Effects of the French and World Internet Access, 2006 . . . . . . . . . . . . . . . . . 1007 The French Revolution and Napoleon,
Indian War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481 Chapter 33 Visual Study Guide . . . . . . . . . . . . . . 1012 17891815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
The Columbian Exchange . . . . . . . . . . . . . . . . . . . . . 483 Megacities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1029 The Industrial Revolution, 17001900 . . . . . . . 630
Basic Principles of Mercantilism . . . . . . . . . . . . . . . 484 Ireland and Turkey Comparison, 2005 . . . . . . . 1038 Life in the Industrial Age, 18001900 . . . . . . . 656
Chapter 16 Visual Study Guide . . . . . . . . . . . . . . . 494 Education Rates in Turkey, 2004 . . . . . . . . . . . . . 1039 Reforms, Revolutions, and War, 18001900 . 682
Achievements of the Mughal Emperors . . . . . . . 508 UN Millennium Development Goals . . . . . . . . . 1042 Changes in Frances Government . . . . . . . . . . . . . 692
Chapter 17 Visual Study Guide . . . . . . . . . . . . . . . 524 Nationalism in Europe, 18001920 . . . . . . . . . . 710
Chapter 18 Visual Study Guide . . . . . . . . . . . . . . . 562 The Age of Imperialism, 18001920 . . . . . . . . . 738
The Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . 569 World War I, 19141918 . . . . . . . . . . . . . . . . . . . . . . 776
Causes and Effects of the Scientific Major Christian Denominations, 2004 . . . . . . 459 Russia in Turmoil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 790
Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573 Major U.S. Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . 658 The Interwar Years, 19191939 . . . . . . . . . . . . . . 804
Key Enlightenment Ideas . . . . . . . . . . . . . . . . . . . . . . 579 Major European Cities . . . . . . . . . . . . . . . . . . . . . . 658 World War II, 19301945 . . . . . . . . . . . . . . . . . . . . . 832
Chapter 19 Visual Study Guide . . . . . . . . . . . . . . . 588 Population of Ireland, 17801920 . . . . . . . . . 689 Europe and North America, 1945Present . . . 874
Causes of the Revolution . . . . . . . . . . . . . . . . . . . . . . 595 Germanys Economic Growth, 18901913 . . 722 Asia, 1945Present . . . . . . . . . . . . . . . . . . . . . . . . . . . 906
Governments of Revolutionary France . . . . . . . . 606 The Armenian Massacre . . . . . . . . . . . . . . . . . . . 788 Africa and the Middle East, 1945Present . . . 934
Soldiers in Napoleons Russian Campaign . . . . 615 Unemployment, 19291933 . . . . . . . . . . . . . . 816 Conflict in Iraq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 958
Chapter 20 Visual Study Guide . . . . . . . . . . . . . . . 622 Decline of World Trade, 19291933 . . . . . . . . 816 Latin America, 1945Present . . . . . . . . . . . . . . . . . 964
Effects of the Factory System . . . . . . . . . . . . . . . . . . 644 Europes Jewish Population . . . . . . . . . . . . . . . . . 857 Todays World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 988
Effects of Industrialization on Women . . . . . . . . 649 Global Nuclear Weapons, 19452005 . . . . . . 900
Chapter 21 Visual Study Guide . . . . . . . . . . . . . . . . 654 Hindus by Country, 2005 . . . . . . . . . . . . . . . . . . . 912
New Ideas in the Sciences . . . . . . . . . . . . . . . . . . . . . 670 Buddhists by Country, 2005 . . . . . . . . . . . . . . . . 918
CONTENTS xxvii
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UNIT 1 UNIT 4
Justinian, Prologue to the Digest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Donald Johanson, from Ancestors: In Search of Human Origins . . . . . . . . . . . . . . . 6
The Russian Primary Chronicle, 860862 (63686370) . . . . . . . . . . . . . . . . . . 357
Sir Leonard Woolley, quoted in Fundamentals of Archaeology, 1979 . . . . . . . 26
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Einhard, The Life of Charlemagne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
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A monk of Noirmoutier, quoted in The Viking World by James
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Arrian, Anabasis, Book VI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
The Manner of Doing Homage and Fealty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Herodotus, History of the Persian Wars, Book VIII . . . . . . . . . . . . . . . . . . . . . . . . . . 55
King Edward I, A Summons to Parliament, 1295 . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Author Unknown, description of the life of Sargon . . . . . . . . . . . . . . . . . . . . . . . . . 56
Emperor Henry IV, letter to Pope Gregory VII, 1076 . . . . . . . . . . . . . . . . . . . . . . . 394
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Pope Gregory VII, letter to the bishop of Metz, Germany, 1081 . . . . . . . . . . . . 394
The Sehetepibre Stela, Loyalty Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Magna Carta, 1215 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Strabo, Geography, first century AD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Roger of Wendover, eyewitness account of the signing of
Strabo, Geography, first century AD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Magna Carta, 1215 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Herodotus on the importance of the Nile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Raymond dAguilers, History of the Franks who Captured Jerusalem . . . . . . . 405
Egyptian hymn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Raymond dAguilers, quoted in The First Crusade, edited by
Akhenaten, The Hymn to Aten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Edward Peters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406
Rigveda, 10.90 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Dante Alighieri, The Divine Comedy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
The Buddha, Sermon at Benares, c. 528 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Jean Froissart, Chronicles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Duke of Zhou, quoted in Sources of Chinese Tradition . . . . . . . . . . . . . . . . . . . . . . .111 Marchionne, account of Florence during the Black Death . . . . . . . . . . . . . . . . . . 424
UNIT 2 Giovanni Boccaccio, The Decameron, c. 1350 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425
Xenophon, The Polity of the Spartans, c. 375 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 UNIT 5
Herodotus, History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Leonardo Bruni, Panegyric to the City of Florence, 1403 . . . . . . . . . . . . . . . . . . . 438
Plato, Republic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Giovanni Pico della Mirandola, Oration on the Dignity of Man, 1486 . . . . . . 439
Pericles, quoted in Thucydides, History of the Peloponnesian War . . . . . . . . . . 145 Niccolo Machiavelli, The Prince, 1513 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Sappho, Hymn to Aphrodite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Pope Innocent III, On the Misery of the Human Condition, 1195 . . . . . . . . . . . 462
Aristophanes, The Clouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Giovanni Pico della Mirandola, Oration on the Dignity of Man, 1486 . . . . . . 463
Plutarch, Life of Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Desiderius Erasmus, Preface to the New Testament . . . . . . . . . . . . . . . . . . . . . . . 463
Wiraz, Arda Wiraz Namag . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Journal entry from a writer who accompanied Magellan . . . . . . . . . . . . . . . . . . 474
Plutarch, Life of Alexander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Bartolom de Las Casas, Brief Account of the Devastation of the Indies . . . . 478
Cicero, On the Republic 11.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Adam Smith, The Wealth of Nations, 1776 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485
The Law of the Twelve Tables, 450 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Lope de Aguirre, letter to King Philip II of Spain, 1561 . . . . . . . . . . . . . . . . . . . . . 485
Cicero, On the Republic 11.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Charles DAvenant, An Essay on the East-India Trade, 1697 . . . . . . . . . . . . . . . 486
Suetonius, The Death of Caesar, 44 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Olaudah Equiano, The Interesting Narrative of the Life of
Augustus, quoted in Suetonius, The Twelve Caesars . . . . . . . . . . . . . . . . . . . . . . . 174 Olaudah Equiano, 1789 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489
Virgil, The Aeneid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Bartolom de Las Casas, abridgement of Columbuss personal journal . . . . . 492
Thomas Jefferson, letter to John Adams, 1796 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 King Ferdinand and Queen Isabella, letter to the governor of
Bernal Daz del Castillo, The Conquest of New Spain, 1568 . . . . . . . . . . . . . . . . 209 Hispaniola, 1503 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493
Sima Qian, Records of the Grand Historian (Shiji) . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Esmail, quoted in A Literary History of Persia, Volume 4, by Edward
Ashoka, Twelfth Major Rock Edict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 G. Browne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503
A.L. Basham, from The Garland of Madurai as it appears in The Wonder Anonymous Mughal citizen, quoted in History of Aurangzeb, by
that was India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Jadunath Sarkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508
Faxian, A Record of Buddhistic Kingdoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Qianlong, letter to King George III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
Panchatantra, translated by Arthur William Ryder . . . . . . . . . . . . . . . . . . . . . . . . 240 Lord Macartney, diary entry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
Hanfeizi, Hanfeitzu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Matsuo Basho, translated by Harry Behn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521
Confucius, The Analects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Hojo Shigetoki, essay, 1256 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522
Kautilya, Arthasastra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 Bishop Fulbert of Chartres, reply to Duke William of Aquitaine, 1023 . . . . . . 523
UNIT 3 UNIT 6
Quran 29:46 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Duc de Saint-Simon, The Court of Louis XIV, 1746 . . . . . . . . . . . . . . . . . . . . . . . . 543
Rumi, Unmarked Boxes, translated by John Moyne and The Diary of Samuel Pepys, May 2, 1660 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Coleman Barks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 The English Bill of Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 550
Rumi, The Fairest Land, c. 1250 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 Jacques Benigne Bossuet, Politics Derived from Holy Writ . . . . . . . . . . . . . . . . . 561
Quran, Sura 2:196 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 John Conduitt, Conduitts Account of Newtons Life at
Nasir Khusraw, c. 1050 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 Cambridge, 1727 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 570
Ibn Jubayr, c. 1183 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 John Locke, Two Treatises on Government, 1690 . . . . . . . . . . . . . . . . . . . . . . . . . . 575
Ibn Battutah, translated by G.S.P. Freeman-Grenville from Jean-Jacques Rousseau, The Social Contract, 1763 . . . . . . . . . . . . . . . . . . . . . . . 575
East African Coast, Select Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Thomas Hobbes, Leviathan, 1651 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
al Bakri, The Book of Routes and Kingdoms, c. 1067 . . . . . . . . . . . . . . . . . . . . . . . 297 John Locke, Two Treatises on Government, 1690 . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Ibn Fadl Allah al-Omari, from Sight-Seeing Journey, c. 1300s . . . . . . . . . . . . . . 298 Voltaire, Candide, 1759 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577
Leo Africanus, History and Description of Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 Thomas Jefferson, Declaration of Independence, 1776 . . . . . . . . . . . . . . . . . . . . 582
Ibn Battutah, Travels in Asia and Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303 Magna Carta, 1215 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
Li Bo, Quiet Night Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313 Baron de Montesquieu, The Spirit of the Laws, 1748 . . . . . . . . . . . . . . . . . . . . . . 586
Anonymous, Tale of the Destruction of Riazan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Thomas Paine, Common Sense, 1776 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
Marco Polo, Description of the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Thomas Jefferson, Declaration of Independence, 1776 . . . . . . . . . . . . . . . . . . . . 587
Marco Polo, Description of the World, trans. by Teresa Waugh . . . . . . . . . . . . . 320 Declaration of the Rights of Man and of the Citizen, August 1789 . . . . . . . . . 598
Anonymous, from Kokinshu, c. 905 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 London Times, January 25, 1793 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603
Sei Shonagon, The Pillow Book, c. 991 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Maximilien Robespierre, Justification for the Use of Terror speech,
February 5, 1794 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605
xxviii CONTENTS
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Franois-Auguste-Ren de Chateaubriand, Essay on Revolutions, 1797 . . . 620 Ronald Reagan, speech, January 11, 1989 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 903
London Times, January 25, 1793 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621 Jawaharlal Nehru, speech, August 14, 1947 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 910
Thomas Paine, Rights of Man, 1792 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621 Dwight Eisenhower, speech, April 7, 1954 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 917
Robert McNamara, speech, April 16, 1996 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 917
UNIT 7 Deng Xiaoping, speech, 1985 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 924
Carleton Smith, visitor to the Lancashire mines, 1833 . . . . . . . . . . . . . . . . . . . . . 637 Joint Chiefs of Staff Instruction to General Douglas MacArthur, 1945 . . . . . 926
Manchesters Factory Children Committee to the House of Song of Ox-Ghosts and Snake Demons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 930
Commons, 1836 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641
Youqin Wang, paper, 1996 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 931
David Ricardo, On Wages, 1817 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 648 Peoples Liberation Army Daily, editorial, June 7, 1966 . . . . . . . . . . . . . . . . . . . . 931
Elizabeth Bentley, interview, 1815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Kwame Nkrumah, I Speak of Freedom: A Statement of African
John Charles Spencer, speech in the House of Commons, 1832 . . . . . . . . . . . . 653 Ideology, 1961 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 938
Marshall Fox, New York Herald, December 21, 1879 . . . . . . . . . . . . . . . . . . . . . . 660 Jomo Kenyatta, Facing Mount Kenya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 939
Charles Darwin, Beagle Diary, 1835 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667 Nelson Mandela, Rivona trial speech, 1964 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 944
Jacob Riis, The Battle with the Slum, 1902 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 673 Mohammad Reza Pahlavi, speech, 1972 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 960
Caspar David Friedrich . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 678 Ayatollah Khomeini, speech, 1979 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 961
Sir Walter Scott, Ivanhoe, 1819 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 678 Fidel Castro, speech to United Nations, September 26, 1960 . . . . . . . . . . . . . . 969
Gustave Courbet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679 Jo Fisher, Mothers of the Disappeared, 1989 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 974
Henrik Ibsen, An Enemy of the People, 1883 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 679 Elena Quijano de Rendn, quoted in Massacre in Mexico, by
Thomas Wood, child mill worker, quoted in Useful Toil . . . . . . . . . . . . . . . . . . . . . 687 Elena Poniatowska . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 980
Benjamin Disraeli, speech before House of Commons, 1866 . . . . . . . . . . . . . . 688 World Bank report on NAFTAs effects on Mexico, 2003 . . . . . . . . . . . . . . . . . . . 985
Father Matthew, Irish priest, in a letter to Prime Minister Trevelyan . . . . . . . . 689 Timothy A. Wise and Kevin P. Gallagher, NAFTAs effects on the
mile Zola, Jaccuse, 1898 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 694 Mexican economy, 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 985
Simn Bolvar, Message to the Congress of Angostura, 1819 . . . . . . . . . . . . . . 699 Leslie Sklair, sociologist, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 994
John OSullivan, editorial, 1845 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703 Meghnad Desai, economist, 2001 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 994
Abraham Lincoln, Gettysburg Address, 1863 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 704 Description of a Janjaweed attack, 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1004
Toussaint LOuverture, response to Napoleon, 1799 . . . . . . . . . . . . . . . . . . . . . . . 706 Norman Borlaug, interview, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1010
Nathaniel Aguirre, The Memoirs of Juan de la Rosa, 1885 . . . . . . . . . . . . . . . . . 707 Center for Food Safety, Fatal Harvest: The Tragedy of Industrial
Jos Mart, article, 1891 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 707 Agriculture, 2002 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1011
Giuseppe Mazzini, On Nationality, 1852 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 714 Norman Borlaug, Plant Physiology, 2000 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1011
Camillo di Cavour, 1846 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 715
Giuseppe Mazzini, instructions to his Young Italy, 1831 . . . . . . . . . . . . . . . . . . 715 UNIT 10
Father Gapon, petition to the czar, 1905 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 734 The Economist, March 4, 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1025
Otto von Bismarck, Blood and Iron speech, 1862 . . . . . . . . . . . . . . . . . . . . . . . . 735 Jessica Piombo, Politics in a Stabilizing Democracy: South Africas 2004
Carl Schurz, memoir, c. 1850 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 735 Elections, Strategic Insights, May 2004 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1025
Cecil Rhodes, Confessions of Faith, 1877 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 757 Brazilian President Luiz Igncio Lula da Silva, interview, Financial
Theodore Roosevelt, Roosevelt Corollary, 1904 . . . . . . . . . . . . . . . . . . . . . . . . . . . 765 Times, July 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1028
Sun Yixian, History of the Chinese Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 766 Thomas Friedman, The World is Flat, 2005 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1033
Rudyard Kipling, The White Mans Burden, 1899 . . . . . . . . . . . . . . . . . . . . . . . . 767 Aravind Adiga, My Lost World, Time, June 26, 2006 . . . . . . . . . . . . . . . . . . . 1034
Millard Fillmore, letter to the emperor of Japan, 1853 . . . . . . . . . . . . . . . . . . . . . 767 Chris Patten, Mystery Candidate, Financial Times, August 4, 2006 . . . . 1035
Mary Robinson, former president of Ireland, speech, 1992 . . . . . . . . . . . . . . 1038
UNIT 8 Nilufer Gole, interview, Frontline, PBS, June 2001 . . . . . . . . . . . . . . . . . . . . . . . . 1039
British Colonel Ernest Swinton, September 18, 1914 . . . . . . . . . . . . . . . . . . . . . . 782 Claudia Rosett, How Corrupt Is the United Nations? Commentary,
Vladimir Lenin, Decree on Land, October 26, 1917 . . . . . . . . . . . . . . . . . . . . . . . . 792 April 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1043
Vladimir Lenin, Call to Power speech, October 24, 1917 . . . . . . . . . . . . . . . . . 793 Ann Florini, The UN at 60: Senescence or Renaissance?
French report on German morale, September 1918 . . . . . . . . . . . . . . . . . . . . . . . 797 The Brookings Institution, 2005 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1044
Wilhelm II, speech, July 31, 1914 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 800
David Lloyd George, statement, January 5, 1918 . . . . . . . . . . . . . . . . . . . . . . . . . . 800 PRIMARY SOURCE LIBRARY
Allied Powers commission, May 6, 1919 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 800 Laozi, The Dao De Jing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R54
Ugaki Kazushige, army minister, 1928 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 820 Plato, The Apology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R55
Joseph Stalin, First Five-Year Plan speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 825 Aristotle, Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R56
Mohandas Gandhi, address to the United States, 1931 . . . . . . . . . . . . . . . . . . . . 828 Julius Caesar, The Gallic Wars, 50 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R57
Nazi Party philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 829 Anonymous, Beowulf, translated by Burton Raffel . . . . . . . . . . . . . . . . . . . . . . . . . R58
Adolf Hitler, speech, 1927 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 829 Magna Carta, 1215 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R59
Winston Churchill, speech, June 4, 1940 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 840 Thomas Aquinas, Summa Theologica, 1273 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R60
Franklin D. Roosevelt, speech, December 8, 1941 . . . . . . . . . . . . . . . . . . . . . . . . . 841 Ibn Battutah, Travels in Asia and Africa, 13251345 . . . . . . . . . . . . . . . . . . . . . R61
Seaman Second Class Eddie Jones, quoted in War Stories: Jean de Venette, The Chronicle, c. 1368 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R62
Remembering World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 842 Geoffrey Chaucer, The Canterbury Tales, c. 1387 . . . . . . . . . . . . . . . . . . . . . . . . . . R63
Alois Dorner, German soldier, January 1943 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 848 Martin Luther, Refusal at the Diet of Worms, 1521 . . . . . . . . . . . . . . . . . . . . . . . . . R64
Captain Reid Draffen, quoted in War Stories: Remembering Miguel de Cervantes, Don Quixote, 1615 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R65
World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 857 Thomas Hobbes, Leviathan, 1651 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R66
Father John A. Siemes, Eyewitness to HiroshimaAugust 6th, 1945 Charles de Secondat, Baron de Montesquieu, The Spirit of Laws, 1748 . . . R67
in The Atomic Bombings of Hiroshima and Nagasaki, 1946 . . . . . . . . . . . 861 Thomas Jefferson, The Declaration of Independence, 1776 . . . . . . . . . . . . . . . . R68
Declaration of the Three Powers, December 1, 1943, Tehran . . . . . . . . . . . . . . 862 Adam Smith, The Wealth of Nations, 1776 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R69
Leon Bass, oral history, 1991 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 864 Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792 . . . . . . . . R70
Maximilian Grabner, c. 1946 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 864 Karl Marx and Friedrich Engels, The Communist Manifesto, 1848 . . . . . . . . . R71
Herman Graebe, German engineer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 865 Erich Maria Remarque, All Quiet on the Western Front, 1929 . . . . . . . . . . . . . . R72
Howard Elting Jr., letter, August 10, 1942 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 865 Mohandas K. Gandhi, On Nonviolent Resistance, 1916 . . . . . . . . . . . . . . . . . . . . R73
Pablo Picasso, Guernica, 1937 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R74
UNIT 9 Elie Wiesel, Never Shall I Forget, 1955 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R75
Winston Churchill, speech, March 5, 1946 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 879 Eleanor Roosevelt, Address to the United Nations . . . . . . . . . . . . . . . . . . . . . . . . . R76
George C. Marshall, speech, June 15, 1947 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 879 Nelson Mandela, Inaugural Address, 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R77
Mikhail Gorbachev, Perestroika: New Thinking for Our Country Aung San Suu Kyi, Nobel Peace Prize Acceptance speech, 2001 . . . . . . . . . . . R78
and the World, 1987 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 892
CIA report to Congress, June 1991 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 902
Mikhail Gorbachev, On My Country and the World, 2000 . . . . . . . . . . . . . . . . . . 903
CONTENTS xxix
w8ncfs_toc_survey.indd xxix 2/27/07 7:19:35 PM

Themes of History
N o two historical events or periods are exactly alike, but there are
common themes that can be traced through all of human history. As
you read Human Legacy, look for the eight themes described below. They
appear again and again, not just in this textbook, but throughout history.
These themes help you see ways all peoples and societies are alike and
ways they are different.
Some of the noblest human aspirations and Because resources are scarce and peoples needs and
achievements have been enshrined in artworks wants are many, every society needs an economic
and in ideas. The arts can inspire us, and ideas can system by which to allocate available resources. Eco-
move us to action. nomic systems may changefrom a simple barter
What ideas unite and motivate a society? system to todays complex global capitalismbut the
need to order the exchange of goods, services, and
How does a culture express itself through its arts
resources remains a constant in human history.
and ideas?
How are scarce resources allocated in a society?
How do the arts of different societies express
enduring human needs and beliefs? Why have some people or groups of people had
more resources than others?
How do economic systems affect political and
social systems?
Beliefs can be powerful forces for societies as well How do different systems strive to ensure
as individuals. Religious beliefs, for instance, have efficiency? fairness?
inspired great works of devotion, sacrifice, and art.
They can also serve to define and divide people.
What do people believe about the nature of the
universe? Geography and environment influence the way
What do people believe about how society should societies develop. A desert society develops different
be ordered and governed? economic and social practices than a sea faring one.
People both modify their environment and adapt to it
How do beliefs motivate people?
in order to best meet their needs.
How do people change their environment and make
changes to their environment?
Economic Systems In what ways do geography and environment
influence a society?
NORTH
POLE
Since 1979 more than

20% of the Polar Ice Cap
has melted away.
ARCT IC SEA
ICE BOUN DARY IN 1979
Geography and Environment

Today, most people believe that a governments power Humans use science to try to understand their
comes from the consent of the governedthat in gov- environment, and they use technology to try to shape
ernment, citizens are the ultimate authority. But that and control it. The urge to understand the world
belief is relatively new. Different societiesin the past and to invent new tools to shape it is a fundamental
and even todayadopt different forms of government. aspect of human nature.
What is the proper form of government? What are the different concepts that people have
Who should be a citizen? Why has that question had about the world? How have they changed
over time?
had different answers at different times?
How have the tools people used changed over time,
What is the relationship between those who govern
often radically reshaping the limits of human
or rule and those who are governed or ruled?
possibility?
How have technological advances given one society
advantages over another?
From the days of the earliest humans in Africa, people
have been on the move, hunting animals, looking for
fresh fields to plant, and seeking new places for trade.
The movement of peoples, goods, and ideas has the The complex pattern of relationshipspolitical,
power to transform and even destroy empires economic, culturalthat bind people together make
and nations. a society. In any historical period, these patterns may
be loosely defined or they may be embodied in institu-
What are the large patterns of movement that
shape human history? tions such as governments and churches.
How are new ideas, ways of doing things, and What are the social classes that make up a society?
diseases spread? How is political and economic power distributed?
What motivates people to seek new lands? What are the customs and norms that unite
a society?
The Contemporary World, 1945Present
Themes & Global Connections ENVIRONMENTAL CHALLENGES TODAY

Using Resources Wisely People need to
use resources to survive, and using them in
a sustainable way can be a major challenge.
How is globalization changing the worlds economic systems? What environmental challenges are
affecting the worlds people and places?
Focus on Themes
Globalization is the process by which countries are linked through trade
As populations and economies grow, so too does Protecting the Environment Living in and
and culture. Improvements in mass communication and modern transpor-
using the earths environments while protecting
tation technologies have allowed people, goods, and information to spread the need for resources and the demands on the
them is a challenge as populations grow and
around the globe faster than ever before. As a result, global and regional environment. The challenge that people face
developments spread.
trade are growing, and countries are increasingly linked economically around the globe is how to balance growth and
Free Trade
Government
and culturally. development with practices that will help pre-
Regional trade organizations serve and protect the natural resources and Reducing Pollution Preventing and clean-
that seek to lower trade barriers environments that we depend on. ing up pollution of the land, water, and air is a
and increase trade among
and Citizenship
challenge in many places.
Global Culture countries are growing.
A global culture is developing as people
have more access to the same
information and products. Fighting Global Warming Reducing green-
The 1789 Declaration of the Rights of Man and of the house gases without disrupting economies is
Outsourcing an international challenge.
Citizen described how the French government would Companies are sending more
treat its citizens. The first article of the declaration states, Growth of Trade work overseas, creating jobs in
Men are born and remain free and equal in rights. The Global and regional trade are Effects of some places but eliminating
declaration uses the word men, but many asserted that growing as the world economy Globalization them in others. Skills
the article applied to women, too. That women were
expands. FOCUS UNDERSTANDING THEMES Effects on My
Community
equal to men was a truly revolutionary idea, and it fright- How have globalization, challenges facing society, and
environmental issues affected the community you live Globalization
ened many people in France and the rest of Europe. Interdependence
NOW Young workers in Rennes, France, Multinational Corporations in? Read a local newspaper to gather information about Societal Challenges
Countries are relying on each
protest unfair working conditions. Large companies that operate current events in your community. Then create a chart
other more than ever for Environmental
around the world are growing like this one and use it to describe how these global
goods and services. Challenges
in size and influence. themes are affecting the area where you live.
EQUALITY THEN Equality was a key goal of the EQUALITY NOW Just as it was in France during the
National Convention, which took control of France in French Revolution, the idea that all people are equal
1792. Determined that everyone should be treated the is important in democracies around the world today.
same, the Convention went so far as to ban the titles In most modern democracies, all citizensmen and CHALLENGES FACING SOCIETIES TODAY Global Connections STARBUCKS AROUND THE WORLD
monsieur and madame, the French equivalents of Mr. womenare free to take part in the government. In Human Rights Despite government commitments to protect human
and Mrs. These titles, Convention leaders argued, had addition, laws have made it illegal to discriminate What challenges do societies around rights, people around the world are still victims of human rights abuses. With globalization, places around the world
been derived from the words for lord and ladynoble against people based on their gender, race, occupation, the world face today? are connected more than ever before. The
/ 0 35 ) &6301& "4*"
titlesand should be abolished. Instead, people were or income. Poverty Poverty is a major problem in both developed and developing people, culture, and businesses in one place ".&3*$"
In both developed and developing countries,
countries, despite global efforts to reduce it. can affect those of other places far away.
required to address one another as Citizen. For In spite of the progress made by many democra- people face many difficult issues that affect
example, when King Louis XVI was overthrown, he cies, equality for all is still a goalnot a realityfor their societies. These include safeguarding Making Connections This map shows the "'3*$"
human rights, fighting poverty and health Health Fighting disease and hunger, making quality health care available, store locations and major resource locations
45"3#6$,44503&4
became Citizen Capet, after his familys ancient name. many governments and their citizens. In many places, #:$06/53: 4065)
problems, providing services and economic and educating people about health issues are worldwide challenges. of a multinational coffee company. How does ".&3*$"
Despite the for example, women cannot vote, hold office, drive cars, the information on this map show some of
opportunities to migrants and immigrants,
governments inten- or even appear in public alone. Consequently, groups of the effects of globalization around the world?
"6453"-*"
and protecting societies from the threats of Migration and Urbanization As cities grow and people migrate to new
tions, however, people people all around the world are working hard to make terrorism and conflict. places, providing them with jobs and services is a challenge. Write a short essay identifying three effects of o
were not treated equality a reality. The ideal of equality supported in globalization based on this map. o
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equally. Women in the French Revolution, though not fully achieved, is Terrorism and Security Societies around the world face increasing
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particular had few alive in the world today. threats from terrorism and regional conflicts. Sources: starbucks.com; U.S. Department of Agriculture; Fortune Magazine
Starbucks is a registered trademark of Starbucks U.S. Brands, LLC Ltd.
rights. Although many o
women had taken 1016 UNIT 9 THE CONTEMPORARY WORLD 1017

part in the Revolution,
they were not allowed
to participate in the Skills
FOCUS UNDERSTANDING THEMES
new government.
w8nafs_u09_themesrev.indd 1016 10/23/06 3:42:54 PM w8nafs_u09_themesrev.indd 1017 10/23/06 3:42:56 PM
Other people banned 1. Summarize What does the Declaration of the Rights of
from the government Man and of the Citizen say about equality?
2. Analyze How did the treatment of women during the
Human Legacy allows you to track important themes through history.

included servants, men
under 25, and people French Revolution differ from the Declarations goals?
3. Predict Do you think women around the world will gain
who did not pay taxes.
rights or lose rights in the future? Why?
THEN Parisians march-
ing on the Legislative Look for special themes of history features as you read.
Assembly.
THE FRENCH REVOLUTION AND NAPOLEON 607
themes of history xxxi

w8nafs_nap_sec2.indd 607 9/13/06 10:49:26 AM
How to Use Your Textbook
Holt World History: Human Legacy was created to make your study of world
history an enjoyable, meaningful experience. Take a few minutes to become
familiar with the books easy-to-use organization and special features.
Your textbook
How to Use
The Dawn of Unit

Civilization Unit Openers list the chapter titles and the years
PrehistoryAD 300 the chapters cover. Each unit opener identifies the
CHAPTER 1
The Beginnings of
main themes covered in the unit. A historic painting
or photograph illustrates the time period you are
Civilization
Prehistory1000 BC
CHAPTER 2
The Ancient Near East
4000 BC550 BC
CHAPTER 3
Nile Civilizations
about to explore.
5000 BCAD 300
CHAPTER 4
Ancient India and China
2500 BC250 BC
Themes
Unique environmental and geographic fea-
tures led to the development of civilizations
This photograph shows the with common characteristics in different parts The Dawn of Civilization, PrehistoryAD 300
Chephren and Mycerinus of the world.
pyramids in Egypt at sunrise.
The migration of peoples spread ideas and
Themes & Global Connections
goods from one part of the world to another.
Migrating peoples also adopted and adapted
the ideas and goods of the people they GEOGRAPHICAL AND ENVIRONMENTAL
encountered. CHARACTERISTICS OF RIVER VALLEY CIVILIZATIONS BELIEF SYSTEMS
How did the geography and Reliable Source of Water
What were the belief systems of CIVILIZATION/
environment of various river valleys The rivers provided the water necessary for agriculture in regions without
early civilizations like? PEOPLE BELIEF SYSTEMS
The belief systems of these early civilizations around the world make the rise of adequate rainfall. The Niles flooding was predictable. Sometimes the Tigris Belief systems associated with the river
varied widely, and they helped shape the soci- different civilizations possible? and Euphrates, the Indus, and the Huang He did not have enough water, valley civilizations all concerned them- Mesopotamia People worship many gods.
eties in which they arose. Early civilizations arose in river valleys and sometimes disastrous floods struck. Building irrigations systems helped selves with the need to control nature
that had similarities in their geography tame the rivers and provided the right amount of water to the fields. and secure a successful harvest. The Egypt People worship many gods and emphasize the afterlife.
1 and environment. The geography of those ruler played a central role in both govern-
valleys provided water and fertile soil. The Fertile Soil ment and religion. In time, belief systems Canaan/Israel The ancient Hebrews create Judaism.
environment provided plants and animals Year after year, early peoples planted the same crops, depleting the soil of became more complex. Scholars think the
that could be domesticated. necessary nutrients. However, the annual flooding of the rivers replenished Jews began the first monotheistic religion.
the soil by adding a new layer of silt to the fields. Persia Zoroaster founds Zoroastrianism; concept of Dualism.
Zoroaster founded another monotheistic
religion and emphasized the concept of
w8nafs_u01_opn.indd 1 10/10/06 7:58:57 AM
Plants Suitable for Cultivation dualism. Three religionsHinduism, India Hinduism, Jainism, and Buddhism begin here.
Native grasses in the Near East and China were suitable for domestication. Jainism, and Buddhismbegan in India
Once domesticated, these cereal grasses were adaptable to other areas and are still practiced today. China was China The ruler needs the Mandate of Heaven and ancestors
such as the Nile valley. influenced by the philosophical ideas of are venerated; the philosophies of Confucius and Laozi
Themes and Global Connections

Confucius and Laozi. become important.
Animals Suitable for Domestication
The ancestors of domesticated sheep, goats, pigs, and cattle are native to
the Fertile Crescent. Also domesticated were native cattle in Egypt, pigs in
Harappa, and pigs and silkworms in China. Skills
FOCUS UNDERSTANDING THEMES
features end each unit. Graphic organizers Choose one of the civilizations discussed in the unit to look at
more closely. Use your textbook and other resources to answer the
following questions and to complete the chart. How did geogra-
phy and environment shape that civilization? How might migra-
Theme
Geography and environment
Contributions
and tables show how each unit theme

Migration and diffusion
tion and diffusion have influenced its development? What were
Egyptian scripts the unique characteristics of the civilizations belief systems and Belief systems
How did migration and diffusion affect early civilizations? have they had a lasting influence?
When people migrate, or move from one place to another, they bring
Canaanite
relates to the period of history covered in

with them their beliefs, ways of life, and even domesticated plants and
scripts Stonehenge and its megaliths, or
animals. In this way the diffusion, or spread, of ideas or things from
one place to another takes place. Global Connections huge stones, was once a sacred site.
Consider the diffusion of writing. The advantages of writing were
obvious, and writing diffused rapidly. The peoples who invaded Meso- Phoenician alphabet River valley civilizations were not the only ancient places with
the unit. A Global Connections box helps

potamia adopted cuneiform to their own languages, and it remained impressive sites such as the pyramids in Egypt. Stonehenge
in use until the first century AD. Canaanite scribes used Egyptian in England and New Grange in Ireland are two examples of
hieratic and demotic scripts to represent the sound of the initial letter Greek alphabet prehistoric sites in Europe.
of Canaanite words. The Phoenicians used this system as the basis Making Connections Choose one of these sites or
for their alphabet. A true alphabet, its individual symbols repre- another ancient site and research what is known about how
you examine the global impact of key

sented sounds rather than syllables or ideas. The Greeks adopted and Roman alphabet and why it was built. Prepare a presentation to explain what
changed the Phoenician alphabet to suit their language. The Romans the site can tell us about the people who built it and their
adapted the Greek alphabet, and Roman scripts form the basis of most geography and environment, how migration and diffusion
European scripts today. Modern European might have influenced the monument, and what the monu-
ment reveals about the belief systems of the people who
developments in history.
alphabets
built it.
120 UNIT 1 121
w8nafs_u01_themesrev.indd 120 10/23/06 2:00:20w8nafs_u01_themesrev.indd

PM 121 10/23/06 2:00:24 PM
Chapter C HAPTER History's Impact video program
9
Watch the video to understand the impact of Islam
Chapter Openers include an introduction called

5501250 throughout the world.
The Big Picture, a time line for the years covered in Muslim
the chapter, and a painting or photograph. A chapter Civilization
theme is also highlighted. The Quran, Islams holy
book, states that Muham-
mad was the last prophet
sent by God to humanity. In the centuries
after his death, Islam spread across much of
the Eastern Hemisphere, becoming one of
Chapter Review pages provide a full array of

the worlds major religions. Muslim civiliza-
tion developed states that touched three
continents and produced some of historys
most notable achievements in the arts and
sciences.
assessments, including writing prompts. Theme

Islam, one of the worlds major monotheistic faiths,
spread to a vast area over a very short time. In this
chapter you will learn how Islam is a belief system
that affects every aspect of a devout followers life.
CHAPTER
History's Impact video program Reading
9 Chapter Review TIME LINE Review the video to answer the closing question:
What impact has Islam had on the world?
610 Muhammad reports the
first revelations from Allah.
732 Muslim advance in Europe stopped
in France at the Battle of Tours. 969
like a Historian The Great Mosque in
Damascus, Syria, built
between about 706 and 715, is one of the oldest and
largest monuments in the Islamic world. When it was
c. 570 built, the mosque served not just as a place of wor-
VISUAL STUDY GUIDE Comprehension and CHAPTER
Critical Thinking
Muhammad is
Interpreting Literature as a Source
622 Muhammad flees 786 Harun al-Rashid leads the
Fatimid rule
extends to
1055
The Seljuk Turks
1258
The Mongols capture ship, but also as a religious school, law court, hospital,
EVENTS
born in Arabia. Reading Like a Historian
to Medinathe hegira. Abbasid caliphate to its height. Egypt. take Baghdad. Baghdad. homeless shelter, and place for political gatherings.
SECTION 1 (pp. 257261)
15. a. Recall Where was Muhammad born,
500 and what The excerpt is from the Rubaiyat by Omar Khayyam, who
750 1000 1250 Analyzing Visuals Judging from the photo, what
Five Pillars of Islam was his occupation as a young man? lived from about 1048 to 1131. Khayyam was both a poet
618 768 c. 800 900 1066 The Norman Conquest 1215 role do you think the mosque plays in its community?
WORLD and a scholar familiar with medicine,
begins astronomy,Ghana
and is a major
b. Explain Why did Muhammad
EVENTSrelocate from Tang dynasty Charlemagne Mayan civilization ends Anglo-Saxon rule of England. King John signs the See Skills Handbook, p. H26
mathematics.
begins in China. his reign as king trading empire in reaches its peak. 1000 Vikings settle on the Magna Carta in
Mecca to Medina?

of the Franks. West Africa. England.
1 2 3 4 5 c. Evaluate Evaluate this statement: The Five
Some for the Glories of This World; and some coast of North America.
Sigh for the Prophets Paradise to come;
State the Pray five times a Give alms to the Fast from dawn Go on a Pillars of Islam are very 254 CHAPTER
complicated 9 require
and Ah, take the Cash, and let the Credit go,
MUSLIM CIVILIZATION 255
profession of faith. day while facing poor and other to dusk during pilgrimage, or hajj,
Mecca. needy people. Ramadan. to Mecca.
years of study to determine their meaning.
SECTION 2 (pp. 262267)
Nor heed the rumble of a distant Drum!

Omar Khayyam, The Rubaiyat
16. a. Describe What happened to the Muslim com- 20. Infer In the second line, to whom does the
munity following Muhammads death?
w8nafs_isw_opener.indd 254 Prophet refer? 10/9/06 11:51:57 AM w8nafs_isw_opener.indd 255 10/9/06 11:53:00 AM
b. Explain What roles did Ali and Husayn play in 21. Analyze What do you think Khayyam is recom-
The Spread of Islam Islamic Civilization the split between the Sunni and the Shia? mending to the reader?
c. Elaborate Why might a historian say that the 22. Develop The region where Khayyam lived was
Muhammad reports revelations from Allah, Society Abbasid dynasty had a major impact on Islam as a under the austere rule of the Seljuk Turks. How
attracts followers, and gains influence in Arabia. Islamic texts influenced the structure of the world religion? do you think the Seljuk Turks would have viewed
family, the treatment of women and slaves,
and trade. SECTION 3 (pp. 270274) Omar Khayyams poem?
go.hrw.com
17. a. Identify What do Islamic texts say about Practice Online
After Muhammads death, conflict surrounds the Scholarship
succession, leading to the Sunni-Shia split. Muslim scholars helped preserve ancient slavery? Using the Internet Keyword: SHL ISW
Greek texts and made original contributions to b. Explain How did scholarship in the Muslim 23. Under Umayyad rule, Spain reached a golden age
astronomy, mathematics, medicine, geography, world affect Europe? of both Muslim and Jewish culture. Advances in
The Umayyad dynasty expands territory and history, and other fields. c. Develop What was the connection between many fields, especially agriculture and architec-
strengthens the caliphates central government. Arts Muslim expertise in astronomy and the require- ture, were made, and Crdoba became one of the
Muslim art developed distinctive features, ments of the Islamic faith? richest and grandest cities in Europe. Using the
including calligraphy. The works of poets and keyword above, do research to explore Muslim
The Abbasid dynasty stimulates trade, scholarship, other writers are still read today.
and the arts, but ends with disunity and invasion.
Reading Skills Spain. Then create a brochure that describes the
main achievements of the era.
Identifying Implied Main Ideas Read the passage
below from this chapter. Then answer the questions
that follow.
Review Key Terms and People 8. the first caliph
Identify the correct term or person from the chapter that 9. poet whose poems were collected into the
Khadijah
Women played vital roles in the early Muslim community.
and several other women were among the first
Description: Writing a Comparison In the
Islamic world, architecture developed distinctive fea-
best fits each of the following descriptions. converts. Some of these women even went into battle. They
Rubaiyat tures. Many beautiful mosques from the early years of
also influenced political decisions. Women lost status during
1. persons who follow Islam 10. historian who warned later historians against bias the Abbasid dynasty, however. Women of the Abbasid court the caliphate still stand.
and praising rulers in their works in order to gain were confined to a secluded part of the palace called the 24. Assignment: In an essay, compare the architecture
2. instrument used to navigate at sea
favor harem. Covering the hair and sometimes wearing a veil also of traditional mosques with the architecture of
3. group that seeks a mystical religious experience
11. beautifully styled writing often applied to build-
became common during Abbasid rule.
houses of worship that you have already studied,
such as Egyptian, Greek, or Roman temples. To
4. tall towers from which the faithful are called to ings, pottery, textiles, and metalwork 18. What is the implied main idea of the paragraph? provide support for your comparison, use infor-
prayer 19. What details help you find the implied main idea?
12. a building for Muslim worship mation from this chapter, previous chapters, and
5. Muhammads journey from Mecca to Medina other research as needed. Use specific examples to
13. medical scholar who was also known as Avicenna
6. term that means successor describe ways that the buildings are similar and
14. nomadic Arab peoples different.
7. dynasty that defeated the Umayyads
xxxii
278 CHAPTER 9 MUSLIM CIVILIZATION 279
w8nafs_isw_review.indd 278 10/9/06 11:51:46

w8nafs_isw_review.indd
AM 279 10/9/06 11:51:53 AM
Section
Each section begins with a Main Idea statement, Focus
Questions, and Key Terms and People. In addition, each
section includes the following special features:
SECTION
Taking Notes graphic
3 Japan and Korea organizers help you record
BEFORE YOU READ As you
key ideas as you read.
Your textbook
read,
MAIN IDEA READING FOCUS KEY TERMS AND PEOPLE use a graphic orga-
nizer like this to take
Geography and cultural 1. What factors shaped early archipelago
notes about early
borrowing from China Japanese civilization? Shinto
How to Use
Japan and Korea.
shaped the early civiliza- 2. How did foreign influences Prince Shotoku
tions of Japan and Korea. Lady Murasaki Shikibu Japan Korea
shape life in early Japan?
Koryo dynasty
3. What characteristics defined
Japans Heian period?
The Inside Story begins

4. What were the main events
in the history of early Korea?
How might geography shape

a societys beliefs? According to
Japanese legend, the first gods appeared
the section with an on-the- Koryos rulers continued to adopt Chinese
ideas but worked to maintain distinct Korean
features. One Koryo ruler declared, We have
KOREA, 9181392
&
always had a deep adoration for Tang-style
scene story from history.

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when the heaven and earth separated. The world still had culture . . . But our country is a separate land, ,JMPNFUFST .U1BFLUV .
54
no land, however. So the gods ordered Izanagi and Izanami,
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and our peoples character is different. For -BNCFSUDPOGPSNBMDPOJDQSPKFDUJPO
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gods who were brother and sister, to form the land of Japan. instance, the Koryo adopted a civil service
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At this time the heavenly deities, all with one command, examination system similar to Chinas; in
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said to the two deities Izanagi-no-mikoto and Izanami-no- Korea, though, only nobles could take the test, / :B /(/
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mikoto: Complete and solidify this drifting land! Giving and government positions were inherited. As a
*NKJO3 /"/
,PSFB#BZ
The Myth of Izanami and Izanagi, by Obayashi Eitaku, c. 1885; Photograph 2007 Museum of Fine Arts, Boston
[Izanagi and Izanami] the Heavenly Jeweled Spear, they result, Korean society was divided between a 1ZPOHZBOH
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entrusted the mission to them. powerful nobility and the rest of the people. &BTU4FB
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thrived. Korean artisans created pottery cov-

and sister dipped the Heavenly Jeweled Spear into the $)*/" .
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ered with a blue-green glaze called celadon. :FMMPX4FB
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ocean of the world and stirred. They stirred the brine [sea 1VZV
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This celadon pottery rivaled Song porcelain
water] with a churning-churning sound; and when they ,PHVSZP,JOHEPN D
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in beauty and was highly prized. In addition, JU +"1"/
lifted up [the spear] again, the brine dripping down from 1BFLDIF,JOHEPN D
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the Koreans used Chinese methods of printing 4JMMB,JOHEPN D B4 5TVTIJNB
the tip of the spear piled up and became an island. This and carved some 80,000 wooden blocks to print ,P
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Reading Check
was the island Onogoro. After creating this first island, the Buddhist texts. The Koreans later improved o D
brother and sister went on to create all the islands of Japan. the process by creating metal movable type. ,PSZP,JOHEPN D
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For the early people who lived on these islands, the In the 1200s the Mongols of Yuan China
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ever-present nearness of the sea shaped their lives and
OF THE
invaded and occupied Korea. They forced .POHPMJOWBTJPO
o
beliefs. Today the legend of Izanagi and Izanami remains a
questions provide frequent

Koryos rulers to pay immense tributes and
FLOATING
popular Japanese creation myth. enslaved many Koreans. They took artisans to
GEOGRAPHY
China, and forced men to serve in the Yuan mil-
itary. When the Yuan dynasty weakened, Kore-
SKILLS INTERPRETING MAPS
Early Japanese Civilization
opportunities to review and
ans rebelled. In 1392 a Korean general founded 1. Place What physical features help separate
WORLD
Northeast of China and some 100 miles east of the a new dynasty, which ruled until 1910. Korea from China?
Asian mainland lies the island country of Japan. The 2. Movement Did the Tang Chinese invade
Sequence What were the
Japanese call their land Nippon, meaning Land of Korea by land or by water during the 660s?
major events and periods in early Korean history?
The legendary gods Izanagi and Izanami

the Rising Sun. Japan sits on the western edge of the
Pacificwhat perhaps felt to the early Japanese like assess your understanding. go.hrw.com
create the first island of Japan.
the origin of the sunrise. This location and the geogra-
phy of Japan has shaped life in the region. SECTION 3 ASSESSMENT Online Quiz
Keyword: SHL CEA HP
Reviewing Ideas, Terms, and People Critical Thinking

322
Section Assessment
1. a. Recall What is Shinto, and how does it differ from many 5. Identify Cause and Effect Using your notes and a graphic
other major religions? organizer like this one, explain how China influenced Japan
b. Explain How has Japans location been both an advantage and Korea.
and a disadvantage? Japan
2. a. Identify Who was Prince Shotoku, and how did he
questions help you check your

w8nafs_cea_sec3.indd 322 10/9/06 3:09:35 PM contribute to early Japanese history? China
b. Summarize What aspects of Chinese culture did the Korea
Japanese borrow?
3. a. Describe What was life like at the Heian court?
understanding of a sections b. Identify Cause and Effect How did the status of women
in Japan influence the development of Japanese literature?
4. a. Recall Which kingdom first unified Korea?
6. Narration You are a member of a Japanese mission sent to
b. Analyze How did Chinas nearness to Korea affect the
main ideas. There is also

Tang China. Write a short diary entry in which you describe
development of Korean culture?
what you are doing and the purpose of your mission.
assessment practice online. CULTURES OF EAST ASIA 327
w8nafs_cea_sec3.indd 327 10/10/06 7:51:25 AM
Test Prep and Practice CHAPTER
23 Document-Based Investigation
Holt World History: Human Legacy provides many Independence in Latin
America A Bolivian Supports Independence A Cubans View of San Martn
opportunities to help you prepare for standardized tests. Historical Context These four documents are accounts of several Latin
American revolutions by people involved in or affected by these revolutions.
In 1885 Bolivian writer and statesman Nataniel Agu-
irre published The Memoirs of Juan de la Rosa, a novel
about a fictional soldier in the Bolivian revolution. In
Jos Mart, a supporter of the Cuban revolution, pub-
lished an article in 1891 describing Jos de San Mar-
tn. In the article Mart describes the life of the
the excerpt below, de la Rosas teacher tells him about liberator of Argentina, Chile, and Peru through the
Task Study the documents and answer the questions that some of the motivations behind the revolution. eyes of a Cuban revolutionary.
From the Conquest to 1930, by Diego Rivera, 1900s
follow. After you have studied all the documents, you will be
asked to write an essay outlining similarities and differences The country where we were born, as well as many other His veins flowed with the blood of a soldier from Len and
Document-Based Investigation features appear

between several Latin American revolutions. countries in this part of the world, obey a king who is two a granddaughter of conquistadors; his father was governor
thousand leagues away, on the other side of the ocean. of Yapey on the banks of one of Americas great rivers.
It takes one year for our complaints to reach his feet, and He learned to read on the mountain slopes and grew up in
we never know whenif at allthe resolutions that his the town as a gentlemans son in the shade of the palms
Council dictates, or even his sovereign dispositions, will and the urundays [kinds of trees]. He was taken to Spain to
at the end of every chapter. They allow you to analyze

arrive here. His agents believe that they are demigods, learn dancing and Latin in a school for the sons of noble-
high above us. His subjects who come from there consider men. At the age of 12 the child who seldom laughed
Mexicos History Reflected in Art themselves nothing more and nothing less than our mas- became a cadet. When as a Spanish lieutenant-colonel of
In the 1900s Mexican artist Diego Rivera painted ters and lords. Those of us who are their very children 34 he returned to fight against Spain, he was no longer
enormous murals throughout Mexico City. This sec- the criollos [Bolivian-born people with only Spanish the man forged by the wind and rain of the pampas [grass-
and write about historical documents.

tion of Riveras mural in the citys National Palace blood]are looked upon with disdain; they think that we lands] deep in his America, but the soldier who, in the glow
shows the history of Mexico. Rivera depicts Father should never aspire to the honors and public positions of his native memories, had nurtured in the shadows of the
Hidalgo and other prominent figures in Mexicos that are reserved just for them. The mestizos [people with Masonic Lodge of Lautaro, among young patricians and
struggle for independence standing above the eagle mixed Spanish and Indian blood], whose blood is half like noblemen from Madrid, the will to work systematically and
in the center of the mural. theirs, are scorned and condemned to suffer innumerable according to plan for American independence.
humiliations.
Standardized Test Practice tests appear at the end Skills

FOCUS
D OCUMENT 1
READING LIKE A HISTORIAN
D OCUMENT 4
of every unit. They follow a format like the kind used on

a. Describe How does Rivera represent the leaders of the a. Interpret Do you think Mart respects San Martn? Why or
Freedom in Haiti Mexican Revolution? why not?
Several months after he seized power in France in b. Analyze How does Rivera represent the people of Mexico b. Compare and Contrast What are some similarities and
1799, Napoleon issued a proclamation to the people It is not a circumstantial freedom conceded to ourselves in this mural? differences between San Martn and other revolutionaries
alone that we want. It is the absolute adoption of the D OCUMENT 2 you have read about?
of Haiti promising to respect the rights of the colonys
many standardized tests.

free black citizens. He decreed that the words Remem- principle that any man born red, black or white cannot be a. Interpret Why did Toussaint LOuverture refuse to follow
the property of his like. We are free today because we are Napoleons order?
ber, brave blacks, that the French people alone rec-
the stronger party. The Consul maintains slavery in b. Analyze How do Toussaint LOuvertures words indicate People supported independence in the Americas for many
ognize your freedom and equality of rights should
Martinique and Bourbon; we will thus be slaves when he that a rebellion in Haiti might occur in the future? reasons. What were some of these reasons, and how did
be written on the flags of the colony. But Toussaint
LOuverture refused to follow the order and responded will be stronger. D OCUMENT 3 they affect Latin American independence? Using the
a. Interpret How does Aguirre characterize the documents above and information from this chapter, form
with the following words.
Spanish? a thesis that expresses your opinion. Then write a short
b. Identify Main Ideas Why should Bolivians support the essay to support your opinion.
revolution, according to Aguirre?
See Skills Handbook, pp. H25, H28
706 CHAPTER 23 REFORMS, REVOLUTIONS, AND WAR 707
Standardized Test Practice

w8nafs_ref_dbi.indd 706 9/27/06 2:11:50w8nafs_ref_dbi.indd
PM 707 9/27/06 2:11:53 PM
Directions Write your answer for each statement or question on a separate answer sheet. Choose
Yaroslav the Wise was known for The growth of trade in Europe was
the letter of the word or expression that best completes the statement or answers the question.
A codifying Byzantine law. A controlled by merchants from northern Europe and
B developing the Cyrillic alphabet. Italy.
This map shows Europe The person who first unified most of the Christian C codifying Russian law. B set back by the Crusades.
lands in western Europe after the fall of Rome was
D defeating Constantinople. C controlled by the Hanseatic League.
A Henry II.
D hindered by guilds that prohibited the used of credit.
/PSUI B Charlemagne. Gregory the Great worked to
4FB #BMUJD
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10-"/%
D William the Conqueror. B expand the power of the kings over the church. A unemployed knights pillaging the countryside.
"5-"/5*$ )0-: B the need for vassals to provide fealty to lords.
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C convert the Roman emperor to Christianity.
Charlemagne changed Frankish society by
-&/ &.1*3& )6/("3: D complete an important work of philosophy. C attempts to improve the manorial system.
7
/"7"33& A destroying Roman texts.

.
$"45*-& "3"(0/
#MBDL4FB D the inability of kings to defend their lands from attack.
"E
10356("- UJD B encouraging learning and codifying laws. Viking raiders from Scandinavia
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C encouraging the Crusades. A defeated the Magyars. What does the following excerpt from the will of
UFSSBOFBO4F0'4*$*-:
Francis of Assisi indicate about him?

B
D developing separate laws to suit each conquered tribe. B eventually settled in France.
%
C defeated the Normans in England. When the Lord gave me the care of some brothers, no one
A European king who fought in the Crusades was
D eventually settled the coast of northern Italy. showed me what I ought to do, but the Most High himself
A Philip Augustus.
revealed to me that I ought to live according to the model
B Saladin. Which of the following best explains the change in
A after Charlemagne. of the holy gospel . . . Those who presented themselves to
C Richard the Lion-Hearted. European population shown on the graph?
B before Charlemagne. follow this kind of life distributed all they might have to the
D Frederick Barbarossa. poor.
C during Charlemagnes reign. &45*."5&%1016-"5*0/*/"3&"40'&6301&
D during Charles Martels reign. The religious crises during the Middle Ages were 'SBODF-PXDPVOUSJFT(FSNBOZ4DBOEJOBWJB#SJUJTI*TMFT
'SBODF-PXDPVOUSJFT#SJUJTI*TMFT(FSNBOZ4DBOEJOBWJB
A He would be concerned with the needs of the poor.
the result of
During the Middle Ages, popes were able to exer- B He would be concerned with the needs of the rich.
A The Hundred Years War.
cise power over nobles because of C He would want to build magnificent churches.
B an increase in the amount of heresy against the church.
1PQVMBUJPO JONJMMJPOT
A the fealty oath. D He wanted to increase the churchs wealth.

C the creation of friars.
B the Benedictine Code.
D the growth of trade and towns.
C the threat of excommunication.
D the ability to choose bishops. Byzantine art is characterized by Constructed Response After the fall of Rome and dur-

A secular themes. ing the Middle Ages, the church, feudalism, and manorialism
A major accomplishment of Justinian I was
B Christian themes. played important roles in Europe. Recall what you learned
A founding the city of Constantinople.
C Muslim themes. about each topic. Then write a brief essay in which you summa-
B leading the Nika Revolt. rize how the church, feudalism, and manorialism affected life in
D classical Greek themes.
C defeating his enemies in battle at the Milvian Bridge.

Europe.
D having Roman law codified. Constantinoples location was important because :FBS
it was 4PVSDF +PTJBI$3VTTFMM i1PQVMBUJPOJO&VSPQF wJO$BSMP.$JQPMMBFE
The early monasteries of Europe were A a rich prize for invading peoples.
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(MBTHPX$PMMJOT'POUBOB
o
Constructed Response Muslim traders and the Mongols
A instrumental in spreading Christianity. B near the Bosporus. were important in moving goods and ideas from Asia into
B clustered in major cities. C well fortified and had a good water source. A the Crusades Europe. Recall what you have learned about the diffusion of
C ruled directly by the pope. D on the land route from Europe to Asia. B a smallpox epidemic goods and ideas between Asia and Europe. Write a brief essay
D closed by barbarian raids in the AD 300s. C the plague on how these contacts affected Europe during the Middle Ages.
D drought and poor harvests
428 UNIT 4 MEDIEVAL EUROPE 429
HOW TO USE YOUR TEXTBOOK xxxiii

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Scavenger Hunt
Holt World History: Human Legacy opens a window on the past. Before
you begin your journey into the past, take a minute to familiarize your-
self with this book and its contents.
On a separate piece of paper, write the answers to the Scavenger
Hunt questions below. Enjoy your journey.
How many units and chapters are in the book? How do you know?
Where in Human Legacy do you find the atlas?
The Reading Like a Historian section in the front of the book offers students
instruction in various skills, such as analyzing primary sources. Name two
other places in Human Legacy where you find additional Reading Like a
Historian skills practice.
Where and how do you find key terms and people for Chapter 22, Section 3?
Where do you find time lines to help you understand the chronology of
events?
Where do you find important academic vocabulary words defined?
Where do you find review questions to help you study?
If you want help with test-taking strategies, where do you look?
Where do you look to find a list of all of the primary sources used?
Where can you find a map that gives you an introduction to Chapter 18?
xxxiv
Skills Handbook
with Test-Taking Strategies
Reading Skills Writing and Speaking Skills
Skills Handbook
Becoming an Active Reader Creating Written Presentations: Biography. . . . . H34
by Dr. Kylene Beers. . . . . . . . . . . . . . . . . . . . . . . . . . . . H2 Creating Written Presentations: Expository. . . . . H35
Academic Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . H4 Creating Written Presentations: Persuasive. . . . . H36
Identifying Main Ideas and Details. . . . . . . . . . . . . . . H6 Creating Written Presentations: Research . . . . . . H37
Sequencing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H7 Making Oral Presentations. . . . . . . . . . . . . . . . . . . . . . . H38
Understanding Causes and Effects . . . . . . . . . . . . . . H8
Understanding Comparison and Contrast . . . . . . . H9
Test-Taking Strategies
Making Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H10
Strategies for Multiple Choice. . . . . . . . . . . . . . . . . . . H40
Identifying Problems and Solutions . . . . . . . . . . . . . H11
Strategies for Historical Sources. . . . . . . . . . . . . . . . . H41
Drawing Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . H12
Strategies for Political Cartoons. . . . . . . . . . . . . . . . . H42
Making Generalizations. . . . . . . . . . . . . . . . . . . . . . . . . . H13
Strategies for Line and Bar Graphs . . . . . . . . . . . . . . H43
Strategies for Pie Graphs. . . . . . . . . . . . . . . . . . . . . . . . . H44
Social Studies Skills Strategies for Political and Thematic Maps. . . . . H45
Interpreting Time Lines. . . . . . . . . . . . . . . . . . . . . . . . . . H14 Strategies for Constructed Response. . . . . . . . . . . . H46
Interpreting Line and Bar Graphs. . . . . . . . . . . . . . . . H15 Strategies for Extended Response. . . . . . . . . . . . . . . H47
Interpreting Pie Graphs. . . . . . . . . . . . . . . . . . . . . . . . . . H16 Strategies for Document-Based Questions. . . . . . H48
Interpreting Charts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H17
Interpreting Movement Maps . . . . . . . . . . . . . . . . . . . H18
Interpreting Historical Maps. . . . . . . . . . . . . . . . . . . . . H19
Analyzing Costs and Benefits. . . . . . . . . . . . . . . . . . . . H20
Evaluating Information on the Internet. . . . . . . . . H21
Reading Like a Historian Skills

Reading Like a Historian
by Dr. Sam Wineburg. . . . . . . . . . . . . . . . . . . . . . . . . H22
Analyzing Primary Sources. . . . . . . . . . . . . . . . . . . . . . . H25
Analyzing Visuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H26
Interpreting Political Cartoons. . . . . . . . . . . . . . . . . . H27
Interpreting Literature as a Source. . . . . . . . . . . . . . H28
Recognizing Bias in Primary Sources . . . . . . . . . . . . H29
Analyzing Secondary Sources. . . . . . . . . . . . . . . . . . . . H30
Recognizing Bias in Secondary Sources . . . . . . . . . H31
Evaluating Historical Interpretation . . . . . . . . . . . . H32
Analyzing Points of View . . . . . . . . . . . . . . . . . . . . . . . . H33
Skills handbook H
Becoming an Active Reader by Dr. Kylene Beers
D o you read a letter or email from a friend the same way you read a
newspaper article? What about a poem and the instructions to an
exam? Or a novel and a textbook? Chances are the answer is no: you read
Skills Handbook
differently depending on your purpose for reading. When you are reading
for information, such as when you are reading a textbook, you have a
different purpose than when you are reading just for fun.
A different purpose calls for a different way of reading. In a textbook,
especially a history book, there are a lot of facts, concepts, and unfamiliar
words and names. You cant expect to absorb all that if you just let the
words slide by. You have to be an active readerquestioning what you
read, anticipating, making connections, stopping to review.
Human Legacy is structured to help you be an S ECTION
active reader. Sections, for example, are organized in 1 Revolution and

outline format, with main heads and subheads to help Intervention
you navigate the material. There are frequent review BEFORE YOU READ Take notes
on trends
M I R F K T PEOPLE in Latin America and
questions to help you assess whether or not you are

AIN DEA EADING OCUS EY ERMS AND
In reaction to economic and on the conflicts in this
1. What were some key eco- import-substitution led
social conditions in Latin section.
nomic and social trends in industrialization
America after World War postwar Latin America? Liberation Theology
absorbing the main points. Take a moment to famil-

Trends Conflicts
II, many Central American Fidel Castro
2. How did the Cuban Revolu-
countries experienced con- Che Guevara
tion come about and what
flicts that involved interven- changes did it bring? Sandinistas
iarize yourself with some of the ways that this text-

tion by the United States. junta
3. What other conflicts arose
Contras
in Central America?
book facilitates reading comprehension.

LAND
FOR THE
Reading Focus and Reading Check The
Reading Focus questions act as a type LANDLESS
of outline for each section. The Reading
Check questions offer opportunities to Members of Brazils
assess what you have learned as you go.

Landless Workers Movement
march to the capital.
Who has a right to a countrys There is only one way to force the government to expropri-
Key Terms and PeopleAt the beginning land? In Brazil, less than 3 percent of
the population owns about two-thirds
ate [take] them. You think theyll do it if we write them a
letter? Asking the mayor is a waste of time, especially if
U.S. Involvement Cubas move toward Other Conflicts
of the countrys farmland. As a result, more than 1.5 million hes a landowner. You could talk to the priest, but if hes not
of each section you will find a list of terms, communism during the Cold War troubled U.S. landless workers have joined together to try to get land for READING
leaders. They viewed Latin America as part Brazils
of As
poor
problem
Cuba, economic inequality was a serious SKILLS
in citizens.
in other Central American countries.
interested, whats the point? We have to organize and take
over that land ourselves.
Understanding
a U.S. sphere of influence and wanted to keep Brazils huge Landless Workers Movement, known as Causes and Over the years, the MST has gained legal rights to much
people, places, and events that you will communism out of the region. Shortly after
World War II, the United States helped set up
The MST
Yet economic conditions
organizes Political
affected
were
groups ofcorruption
manyunused
not the only cause
the MST for its initials in Portuguese, was founded in 1984. Effects
of conflicts. and repression
landless farmers
placesprivate
as well.
land.
to invade and causedland
In addition,
About 350,000 families have acquired land through
What
conflicts in
invasions and takeovers. However, these invasions
One MST U.S.
the Organization of American States (OAS), an Central America?
build camps on large, lands. leader naturally anger Brazils large landowners. As a result, the
need to know. Watch for these words as organization of countries in the Americas that
promotes economic and military cooperation.
support
explained
ments
for anticommunist
the reasons
stirred
for these landbut
nationalist
corrupt
invasions:
passions
govern-
You
in
have
Guate-
a right to land. There are unused properties in the region.
MST is regularly in conflict with the police and other govern-
ment officials.
The OAS was strongly anticommunist. mala, El Salvador, and Nicaragua.
you read. Repeated U.S. attempts to oust Cubas com-

munist leaders failed. In 1961 a U.S.-trained
Guatemala In 1952 Guatemalas president,
Jacobo Arbenz, used land reform to take over
LATIN AMERICA 967
invasion force of Cuban exiles landed in the

large landholdings and distribute the land to
Reading Skills Good readers use a num- Bay of Pigs, along Cubas southern coast. Their
mission was designed to spark a nationwide
uprising against Castro. But it was a disaster. 967
peasants. This policy hurt the United Fruit
Company, an American company that owned
w8nafs_lat_sec1.indd 10/10/06 4:04:24 PM
huge amounts of mostly uncultivated land in
ber of reading skills and strategies to Cuban troops easily defeated the invaders.
Still stinging from this defeat, U.S. presi-
dent John F. Kennedy soon found himself in
Guatemala.
Pressure from the United Fruit Company,
make sure they understand what they are

along with concerns that Arbenz was a left-
a far more serious crisis with Cuba and the
ist, or radical, persuaded the U.S. government
Soviet Union. In 1962 the CIA learned that
that Guatemalas president must be removed ACADEMIC
the Soviet Union was building nuclear missile
reading. In the margins, look for questions

from power. The CIA intervened in a coup that VOCABULARY
sites in Cuba. Missiles from these sites would intervene to enter
toppled Arbenz in 1954 and replaced him with
be able to easily hit targets in America. Ken- into an event to
a military dictator. The coup was the start of
nedy ordered a naval blockade to intercept affect its outcome
that reinforce the reading skills you will be

nearly a half century of repressive dictator-
Soviet ships loaded with missiles for Cuba.
ships in Guatemala.
This tense confrontation, known as the Cuban
The harshness of the government and the
missile crisis, brought the world as close to
learning in this handbook. nuclear war as it had ever been. In the end,
however, a compromise was reached, and the
end of social reforms upset many peasants.
Some joined rural guerrilla forces, and civil
war raged from the 1970s to the 1990s between
Soviet Union removed the missile sites.
the guerrillas and government troops. Finally,
Academic Vocabulary When we use a Results of the Revolution In the years

since these Cold War conflicts, the Cuban
in 1996, a peace accord brought an end to the
fighting.
word that is important in all classes, not

Revolution has had mixed results. For example,
El Salvador Civil war also struck El Salva-
Cubans have good access to health care and
dor, where military dictatorships kept power
education. However, peoples civil liberties are
through unfair elections and repression. In
just in social studies, we define it in the

restricted under a one-party system. The gov-
1980 government assassins gunned down
ernment jails opponents and watches citizens
Archbishop Oscar Romero, an outspoken gov-
through a network of neighborhood spies.
ernment critic, as he was leading mass. Romero
margin under the heading Academic Economic effects have also been mixed.
Castros policies led many Cubans to leave the
country. Most went to the United States, and
was one of many priests in Latin America who
supported Liberation Theology.
Romeros murder sparked a bloody civil
Vocabulary. You will see these words in Cubas economy struggled as a result. Castro
relied on the Soviet Union for economic sup-
port. But when the Soviet Union collapsed in
war between Communist-supported guerrilla
groups and the army. Peasant villagers were
often caught in the middle as government-
other textbooks, so you should learn what 1991, Cubas economy suffered. Cuba has also
suffered for decades because of a U.S. economic
embargo.
sponsored death squads roamed the coun-
tryside killing civilians suspected of aiding the
they mean while reading this book.

opposition. The Reagan administration sup-
Identify Cause and Effect ported the Salvadoran government and the
What were some of the causes and effects of the army by providing money and military aid.
Cuban Revolution? Violence continued into the 1990s.
H
LATIN AMERICA 971
Skills handbook
w8nafs_lat_sec1.indd 971 10/10/06 4:06:50 PM
Read Like a Skilled Reader
How can you become a more skilled reader? For starters, you first need to
think about how to become a better reader. You also can use the following
Skills Handbook
ideas and strategies.
Skilled readers . . .
Preview what they are supposed to read Use clues from the text, such as the
before they begin reading. They look for signal words shown below, to help determine
titles of chapters and sections, listings of or cement understanding.
main ideas and focus questions, vocabulary Sequencing words: first, second, third,
words and key terms, information in the before, after, soon, later, next, then, following
margin such as Academic Vocabulary, and that, earlier, finally
visuals such as charts, graphs, maps, and Cause and effect words: because, so, since,
photographs due to, as a result of, the reason for, therefore,
Construct tables or K-W-L charts into which brought about, led to, thus, consequently
they organize ideas from the reading. They
Comparison and contrast words: like-
write notes in the tables or charts as they
wise, similarly, also, as well as, unlike, how-
read.
ever, on the other hand
Active Reading
Successful readers are active readers. Active readers know that it is up to
them to figure out what the text means. Here are some steps you can take to
become an active and successful reader.
Predict what will happen next on the Connect events in the text to what you
basis of what already has happened in already know or have read.
the text. When your predictions do not
Clarify your understanding by pausing
match what happens in the text, reread
occasionally to ask questions and check
to clarify meaning.
for meaning. You may need to reread
Question what is happening as you read. to clarify or read further to collect
Constantly ask yourself why events hap- more information before you gain
pen, what certain ideas mean, and what understanding.
causes events to occur.
Visualize people, places, and events in the
Summarize what you are reading fre- text. Envision events or places by draw-
quently. Do not try to summarize an entire ing maps, making charts, or taking notes
chapter! Instead, break a chapter into about what you are reading.
smaller parts. Read some of the text and
summarize. Then move on.
Skills handbook H
Building Your Vocabulary
Holt Human Legacy helps you build your vocabulary by highlighting two
types of vocabulary words. Key terms and people are listed at the begin-
ning of every section. These are words you need to know to master the
social studies content. You will encounter the definitions of the terms as
Skills Handbook
you read the section. You can also turn to the Glossary for definitions.
Academic vocabulary are words you need to know for other classes. They
appear in the margins of sections. Below is a list of these academic vocabu-
lary words, along with their definitions.
Academic Word/Definition
administer to manage or to run export an item sent to other regions for trade
allocate to distribute for a particular purpose framework t he context or background for an action or
event
amendment a written change to a legal document
fundamental basic
assessed evaluated or determined
generation g
roup of people born and living about the
assume believe to be true same time
blockade to isolate an enemy by using troops or warships hypothesis assumption or theory
commerce trade or the exchange of goods ideology a system of ideas, often political
commission t o order the creation of something such as a immigrate to move to another country to live
piece of art
import bring into a place or country
component part or element
incorporated combined or made into one body or unit
constraints limitations
infrastructure p
ublic works, such as buildings and roads,
currency money that are needed to support a population
cycle to alternate among two or more things or events initiate to begin
despite in spite of institute to originate and establish
deviate to turn away from a course or topic integrate to blend or join together
discrimination t he act of treating a person differently intermittent happening from time to time, not constant
because of race, gender, or national origin
intervene to enter into an event to affect its outcome
displace t o cause a person, animal, or thing to move from
its usual place invest to commit money in order to make a financial return
distribution t he spread of something among a group of irrelevant not appropriate or related to the subject
people
labor work
diverse made up of many elements, varied
legislation laws or rules passed by a governing body
domestic relating to the home or to household activities
legitimacy the right to rule
entity having an independent or separate distinction
liberal supporter of political and social reform
ethnic common background or culture
maintain keep up or support
H Skills handbook
Academic Word/Definition
maximize to increase to the greatest possible level resolved determined
patriarch father figure revenue m

oney that a government uses to pay for public
programs
perspective personal point of view
sacraments s olemn Christian rites believed to have been
phase a period or stage within a longer process instituted by Jesus Christ
Skills Handbook
portray t o show or depict something, such as a person or scope extent or degree
a scene
sector a subdivision of society
preclude t o prevent something or someone from doing
something security freedom from danger or fear
predominant most common or important stability resistance to change or destruction
prejudiced b
iased against a racial, religious, or national stance a n attitude, position, or view about someone or
group something
preliminary c oming before and usually forming a status position or rank

necessary introduction to something else
subsequent later; following in time
privileges s pecial rights granted to certain people because
of their position in society sufficient enough of what is needed
prohibition an order or law that forbids synthesize to combine several parts into a whole
proportion t he size or amount of a thing in relation to technique method, way of performing a task
another thing
theories p
lausible general principles offered to explain
prosperity wealth or success what has been observed
rational having reason or understanding utilize to make use of
regime a specific and often harsh government valid correct or justified
region an area with one or more common features violate break or ignore
regulation a law designed to control or govern conduct welfare well-being
A Note about Chronological Terms

Historians like to fix exact dates on The system of dating used in the West
events, but that isnt as easy as it seems. began around AD 525, though it did not
Different cultures and different histori- gain general acceptance in Europe until
cal eras use different methods for dating the 1200s. Holt Human Legacy follows
events. The ancient Romans, for example, this common usage. The table below
measured dates by the years in the reign shows some of the terms used in dating
of an emperor. events and their meanings.
Chronological Terms
BC short for Before Christ, it refers to dates before BCE short for Before the Common Era, it refers to
the birth of Jesus dates before the birth of Jesus
AD short for Anno Domini, Latin for in the Year of CE short for Common Era, it refers to dates after the
the Lord, it refers to dates after the birth of Jesus birth of Jesus
Skills handbook H
Identifying Main Ideas .# North Carolina Skills
1.02 Summarize to select
and Details
main ideas.
Define the Skill

SKILLS HANDBOOK
The main idea is the central thought in a passage. It is a general statement

READING SKILLS
that conveys the key concept the author wants the reader to know. The main
idea can come at the beginning, middle, or end of a passage, although it is most
often found at the beginning. The main idea can be one or two sentences and
can be implied or directly stated.
Details are statements that support or explain the main idea. Details are
specific and provide additional information to the reader, such as the who,
what, when, where, why, and how of the main idea. Details include statements,
statistics, examples, explanations, and descriptions.
Learn the Skill

Read the passage below and note how the details support the main idea.
France continued to grow and change during the era of the Third
Republic. Officials wrote a new constitution under which the govern-
ment would have a two-house legislature and a president. Public edu-
cation laws required free education for children between the ages of 6
and 13. Union membership became legal. All men now had the right
to vote.
Main Idea
France continued to grow and change during the era of the Third Republic.
Details
Detail 1 Detail 2 Detail 3 Detail 4
Officials wrote a new Public education Union membership All men had the right
constitution that laws required free became legal. to vote.
would have a two- education for children
house legislature and aged 6 to 13.
a president.
Apply the Skill

Turn to Section 4 of the chapter titled Reforms, Revolutions, and War and locate
the blue head titled Effects on Native Americans. Use a graphic organizer like
the one above to identify the main idea and details of the passage.
1. Identify the main idea in the passage. Restate it in your own words.
2. What details support the main idea?
3. Explain how the details add to the main idea.
H6 READING SKILLS
w8ncfs_frm_SH_H6_H13.indd H6 2/15/07 8:16:35 AM

Sequencing .# North Carolina Skills
1.08 Use context clues and appropriate
sources such as glossaries, texts, and
dictionaries to gain meaning.
Define the Skill
Placing events in chronological order is called sequencing. By sequencing, you
can gain a greater, more accurate understanding of the events that took place.
SKILLS HANDBOOK
Learning to sequence can also help you to understand relationships among
events, including how a past event can influence present and future events.
READING SKILLS
Learn the Skill
Days, months, and years can help in determining sequence. Clue words, such as
before, after, then, by, first, and next, can also help.
First Event World War I By 1914 conditions in Russia were so bad that Second Event Czar
Date 1914 the arrival of World War I provided some relief Nicholas II takes com-
for Nicholas and his top government officials. In mand of Russian forces.
late 1915 Czar Nicholas II decided to take per- Date 1915
sonal command of the Russian forces. After the
czar took command of the troops, things grew
even worse for Russia. By the end of 1916, Rus-
sia was once again on the edge of a revolution.
Change finally arrived in Russia on March 8,
Last Event Citizens take 1917 as unhappy citizens took to the streets of Third Event Things grew
to the streets. Petrograd, the Russian capital, to protest the worse for Russia.
Date March 8, 1917 lack of food. Clue Word after
Apply the Skill

Identify the three main events in the passage below and place them in correct
chronological order. List the clue words or dates that signal the order of the
events.
The year 1917 went badly for the Allies. A failed French offensive
in the spring caused rebellion among some French troops. In July,
the British launched an offensive near Ypres, in Belgium. Known
as the Third Battle of Ypres, it was a disaster for the British. The
Germans held the only bit of high ground in the very flat area, and
they used it effectively to defend the region. In November, the Brit-
ish assault was finally called off.
1. In what year did the British launch the offensive near Ypres?
2. What happened in November 1917?
3. How long did the Battle of Ypres last?
READING SKILLS H7

Identifying Causes .# North Carolina Skills
1.04 Detect cause and effect.
and Effects
Define the Skill
SKILLS HANDBOOK
By understanding causes and effects and seeing connections between them,

READING SKILLS
you can determine why certain events occurred and whether events are related.
A cause is something that makes something else happen. Often times a cause
will be directly stated in the text. Occasionally, a cause will be impliedor
stated indirectly. An effect is something that happens as the result of a cause.
One cause may have more than one effect and, similarly, an effect may have
several causes. Identifying causes and effects can help you better understand
what you have read.
Cause
Learn the Skill The Treaty of
Versailles
Identify the causes and effects in the passage. Start by identifying a cause
and then look for one or more of the effects. Look for clue words such as since,
because, therefore, and however.
Effect
First cause The German
The Treaty of Versailles, which ended World economy was
War I, had seriously damaged the German damaged.
economy. The terms of the treaty left the
Germans feeling humiliated. Adolf Hitler
wanted the nation to have more living Effect
room in which the German people could Germans felt
grow and prosper. In other words, Hitler humiliated.
wanted more territory for Germany.
Last effect
Effect
Hitler wanted
Apply the Skill more territory
Read the following sentences and answer the questions using what you have for Germany.
learned about identifying causes and effects.
At the end of the war, much of Europe and Asia lay in ruins. Tens of
millions of people had died in the war, many of them civilians. In many
areas the physical devastation was nearly complete. Entire cities, vil-
lages, and farms had been destroyed or damaged heavily, and national
economies were near collapse.
1. What were the effects of the war on civilians?

2. What caused the collapse of national economies?
3. Identify one effect of the war on cities and villages.
H8 READING SKILLS

Understanding Comparison .# North Carolina Skills
1.08 Use context clues and
and Contrast
appropriate sources such
as glossaries, texts, and
dictionaries to gain meaning.
Define the Skill
SKILLS HANDBOOK
Comparing involves looking at both the similarities and differences between
READING SKILLS
two or more people, places, or events. Contrasting means examining only the
differences between things. Being able to identify comparisons and contrasts is
an important tool for comprehension.
Learn the Skill

Clue words can help you identify when a comparison or contrast is being made.
Look at the chart below for some clue words.
Many Enlightenment philosophers shared Highlighted words are

the belief that governmental organization was points of comparison.
something that should be analyzed closely.
But, they did not all agree on what type of Underlined words are
government was the best. Thomas Hobbes clue words.
believed that society needed a strong central
authority to control and contain the natural
barbarism of humans. John Locke, however, Clue Words
held the belief that people were naturally rea-
Comparison Contrast
sonable and that the purpose of government
was to protect peoples natural rights. The share, similar, however, while,
ideas of both philosophers were used in creat- like, also, both, unlike, different,
ing new governments. in addition, but, although
besides
Apply the Skill

Read the following passage and answer the questions using what you have
learned about comparison and contrast.
Two of the most important scholars who helped develop the scien-
tific method were Francis Bacon and Ren Descartes. In England,
Francis Bacon wrote in 1620 that the only true way to gain scientific
knowledge was through experimentationobserving, measuring, and
verifying. In France, meanwhile, Ren Descartes placed more empha-
sis on reason. He believed that everything should be doubted until it
could be proven by reason. Descartes relied on mathematics and logic
to prove basic truths.
1. How did the philosophy of Bacon compare with that of Descartes?

2. What did Bacon and Descartes help to develop?
READING SKILLS H9

Making Inferences .# North Carolina Skills
1.03 Draw inferences.
Define the Skill

Sometimes reading effectively means understanding both what the writer tells
you directly and what the writer implies. By filling in the gaps, you are making
SKILLS HANDBOOK
inferences, or educated guesses. Making inferences involves using clues in the

READING SKILLS
text to connect implied ideas with ideas that are stated. You also draw on your
own prior knowledge and use common sense to make inferences.
Learn the Skill

To make an inference, study what the passage says. Think about what else you
know about the subject, and then make an educated guess about the implied
meaning.
1. What the passage says

Mussolini favored a totalitarian
Though he became prime minister through demo- form of government.
cratic means, Mussolini quickly became a dictator. 2. What you know about the
Not satisfied with simply having political control, topic or can connect to your
he sought to influence the thoughts, feelings and experience. In their drive for con-
behaviors of the Italian people. This attempt to trol, dictators violate the democratic
control all aspects of life is called totalitarianism. rights of their citizens.
3. Make an inference. Totalitar-
ianism threatened democracy in
Italy.
Apply the Skill

Read the following passage and then use the three steps described above to
make an inference about it.
The worst day was October 29, known as Black

Tuesday. On that single day, investors sold off 16
million shares. With few people wanting to buy the
stocks that flooded the Market, stock prices col-
lapsed completely. Many investors who had bor-
rowed money to buy stocks were forced to sell at a
loss to repay their loans.
1. On Black Tuesday, what economic crisis did the United States face?
2. Using the reading and your prior knowledge, explain the effects
that a major economic crisis can have on a countrys people.
3. What can you infer about the effects of the stock market crash?
H10 READING SKILLS

Identifying Problems .# North Carolina Skills
4.01 Use hypothetical reasoning
and Solutions
processes.
Define the Skill
SKILLS HANDBOOK
Throughout history, people have faced problems and sought solutions to those
READING SKILLS
problems. As a result, historians describing historical events often structure
their writing by identifying a problem and then describing its actual or possible
solutions. By identifying problems and solutions, you can better under-
stand the challenges that people have faced over time and the means by which
they have resolved such difficulties.
Learn the Skill

Look for problems that are identified in the reading and then determine what
solutions were or are being pursued. Most problems have more than one
solution.
Problem
Human rights are being
In spite of international agreements, people around the world violated in the world.
continue to suffer human rights abuses. Arbitrary arrest, torture,
slavery, and even killing are daily occurrences in some countries.
The United Nations works to protect human rights by monitoring Solution 1
areas of concern, investigating abuses, and working with national The UN works to pro-
governments to improve conditions. Moreover, as globalization tect human rights.
advances, stronger economic conditions can help foster adherence
to human rights standards. Not only do opportunities increase,
helping children to get an education and more women to find jobs, Solution 2
but businesses gain an incentive to follow practices that will help Globalization improves
them avoid potentially ruinous publicity. economic situations in
many countries.
Apply the Skill

Use a graphic organizer like the one above to identify the problems and solu-
tions in the following passage.
During recent years, the number of worldwide terrorist attacks has

increased, as has the violence of these attacks. After September 11,
2001, the United States government took many actions to prevent
future terrorist attacks. It sought to strengthen its international and
domestic intelligence services. It increased its focus on the security
of the nations borders and transportation networks. It sought to find
and cut off the funding sources for terrorist networks.
1. What problem does the U.S. face from terrorism in recent years?
2. Identify two solutions that the U.S. used to address
these problems after September 11.
READING SKILLS H11

Drawing Conclusions .# North Carolina Skills
4.06 Draw conclusions.
Define the Skill

Historical writing provides you with facts and information. But often you have
to determine the meaning of events on your own. You need to combine the
SKILLS HANDBOOK
facts and information, along with your prior knowledge, to draw conclusions
about the reading. In drawing conclusions, you analyze the reading and form
READING SKILLS
opinions about its meaning.
Learn the Skill

To draw conclusions, combine the information you find in the reading with what
you already know. Look for a common link or theme. Then put it all together.
Drawing on the work of Faraday and Swan, Thomas Edison developed the first
usable and practical lightbulb in 1879. The new invention caused a sensation.
Having created a demand for lightbulbs, Edison then needed to supply the elec-
tricity that powered them. So he built the worlds first central electric power plant
in New York City. The plant illuminated several city blocks. As a result of Edisons
work, life during the Industrial Age became easier and more convenient.
Information gathered What you already know What all the information
from the passage you + about the topic = adds up toyour
are reading Electricity is a huge part of conclusion
Thomas Edison invented peoples lives today and is The invention of the lightbulb
the lightbulb in 1879 used in many capacities in was one of the first steps
and built the worlds first everyday life. towards the modernized world
central electric plant. we know today.
Apply the Skill

Read the following sentences. Think about what you know about telephone
usage today. Use the process above to draw conclusions about the passage.
One day, Bell and his assistant Thomas Watson were working on a new
device. Bell suddenly yelled, Mr. Watson, come here, I need you! Wat-
son was pleased to hear Bells voice not just from across the room, but
through the devices receiver as well. The telephone was born.
During the 1880s, demand for telephones increased, and telephone
companies quickly laid thousands of miles of phone lines in every region
of the United States. By 1900 almost 1.5 million telephones were in
American homes and offices. The telephone was on its way to becoming
the ubiquitous instrument it is today.
1. When did telephone usage become commonplace in the United States?

2. What information can you conclude about the importance of
the telephone in creating modern communications?
H12 READING SKILLS

Making Generalizations .# North Carolina Skills
1.08 Use context clues and
appropriate sources such
as glossaries, texts, and
Define the Skill dictionaries to gain meaning.
A generalization is a statement that applies to different examples or situa-

tions not just to one. When making generalizations, you collect different
SKILLS HANDBOOK
examples, identify what they have in common, and then make a statement that
READING SKILLS
applies equally to all examples.
Learn the Skill

In the passage, identify examples that have something in common. Then try to
make a generalization that applies to all the examples.
For many years, right-wing military dictatorships ruled Argentina.

They struggled with declining industry as well as rising unemployment,
inflation, and foreign debt. Meanwhile, they cracked down on dissent by
severely limiting personal freedoms.
In Brazil, as opposition to their military dictatorship grew, the econ-
omy crashed. Oil prices rose in the 1970s and the economy fell into debt
and hyperinflation, a very high level of inflation that grows rapidly in a
short period of time. The inflation rate exceeded 2,500 percent by 1993.
Example 1: Example 2: Generalization:

Argentinas military dic- In Brazil, the military Many Latin American
tatorships struggled with + dictatorships led the = countries under military
declining industry, infla- economy into debt and dictatorships had
tion, and foreign debt. hyperinflation. struggling economies.
Apply the Skill

Using the process described above, make a generalization about the struggles
in Latin America.
In El Salvador, a civil war broke out in which Communist-supported

groups battled the army. Villagers were often caught in the middle as the
governments army roamed the countryside killing civilians suspected of
aiding the opposition.
In Nicaragua, control was in the hands of the Somoza family who had
ruled for four decades. The Somozas anticommunist views kept them in
favor with the United States, but their corruption and violent repressive
tactics alarmed many Nicaraguans. An anti-Somoza movement gained
strength.
1. What conflict took place in El Salvador?

2. What was a problem of the Somoza family in Nicaragua?
3. Make a generalization about Latin American political struggles.
READING SKILLS H13

Interpreting Time Lines .# North Carolina Skills
3.02 Interpret graphs and
charts.
Define the Skill

A time line organizes events that occurred during a specific period of time into
chronological order. It has a beginning date and an ending date. The time span
SKILLS HANDBOOK
SOCIAL STUDIES SKILLS
is the years between the beginning date and the ending date. Time intervals
mark shorter increments of time within the time span. They appear at regular
intervals, for example, every 5 or 10 years. Two time lines can be used to list
events that happened within a certain time span but at different places. These
are called parallel time lines. There are parallel time lines at the beginning of
each chapter in this book.
By organizing events chronologically, time lines can help you see how
events are related. Seeing how events are related can help you find cause-and-
effect relationships between the events. Time lines also allow you to compare,
contrast, and draw conclusions about historical events.
Learn the Skill

Use the following strategies to read the time line.
1 Identify the time span of the time line.

Look at the beginning date and the ending
date to determine the time period.
TIME LINE
Changes in Frances
1871 A strong demo-
Government cratic government with a
1830 King Charles fled France 1852 Louis Napoleon arrested new constitution emerged
during the July Revolution and members of the National Assembly during the Third Republic.
Louis Philippe was crowned king. and the French elected him emperor.
1848 After the Revolution of

1848, Louis Philippe abdicated and
the Second Republic formed with
Louis Napoleon as president.
2 Determine the time intervals of the

time line.
Check to see whether the years are evenly
3 Analyze the events on the
time line.
Recognize the types of events that
spaced. Determine whether the time is divided the time line describes and deter-
by decades, by centuries, or by another division. mine how they are related.
Apply the Skill

1. What is the time span of the time line?
2. What are the time intervals of the time line?
3. How are the events on the time line related?
H14 SOCIAL STUDIES SKILLS

Interpreting Line and Bar Graphs
.# North Carolina Skills
Define the Skill 3.02 Interpret graphs and
charts.
Graphs are diagrams that present statistical or numeric data. They can display
amounts, trends, ratios, or changes over time. A line graph is a visual repre-
SKILLS HANDBOOK
sentation of data organized so that you can see a pattern of change over time.
In most cases, the vertical axis of a line graph shows quantities while the hori-
zontal axis shows time. A bar graph compares quantities. A single bar graph
compares one set of data, while a double bar graph compares two sets of data.
Knowing how to interpret line graphs and bar graphs can help you recognize
historical trends.
Learn the Skill

Use the following strategies to interpret the line graph. Use the following strategies to interpret the bar graph.
1 Read the title of the graph.

The title tells you the subject
or purpose of the graph.
1 Read the title of the graph.
Read the title and the legend to
determine the subject of the graph.
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and gives the units of the slower the change. The
measurement. closer the line is to being per-
pendicular to the horizontal
axis, the quicker the change.
2 Read the horizon-
tal and vertical
axis labels.
3 Analyze the
information on
the graph.
The labels tell what the Compare the amounts
Apply the Skill bar graph measures and shown on the bar graph.
gives the units of mea-
1. What information does the line graph compare? surement.
2. What information does the bar graph compare?
3. What conclusion can you draw from the data in the bar graph?
SOCIAL STUDIES SKILLS H15

Interpreting Pie Graphs .# North Carolina Skills
charts.
Define the Skill

A pie graph is a circular chart that shows how individual parts relate to the
whole. The circle of the pie symbolizes the whole amount. The slices of the
SKILLS HANDBOOK
pie represent the individual parts of the whole. Knowing how to interpret pie
graphs will allow you to better understand and evaluate historical data as well
as to recognize historical trends.
Learn the Skill

Use the following strategies to interpret the pie graph.
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the graph.
The title tells you the
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the graph. 1SPUFTUBOU
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Compare the sizes of
each piece within the graph. 0UIFS$ISJTUJBO

3 Analyze the
information
on the graph.
Determine what
the percentages tell
about the subject of
the pie graph.
Apply the Skill

1. What information does the pie graph compare?
2. Which branch of Christianity has the fewest number of followers?
3. What percentage of Christians are Roman Catholic?
w8ncfs_frm_SH_H14_H21.indd H16 2/27/07 7:59:16 PM

Interpreting Charts .# North Carolina Skills
charts.
Define the Skill

Charts are visual representations of information. Historians use charts to orga-
nize, condense, simplify, and summarize information in a convenient, easy-to-
SKILLS HANDBOOK
read format.
Simple charts combine or compare information. Tables classify information
by groups. Numbers, percentages, dates, and other data can be classified in the
columns and rows of a table for reference and comparison. Diagrams illustrate
the steps involved in a process so that the information is easier to understand.
Knowing how to read and use charts allows you to interpret, compare, analyze,
and evaluate historical information.
Learn the Skill

Use the following strategies to interpret the chart. MAJOR JAPANESE EVENTS
1929 TO 1940
1929 The Great Depression hits Japan.
1 Read the title of the chart.

The title tells you the subject
of the chart.
1931 Japan takes control of Manchuria, China.
1933 Japan withdraws from the League of Nations.
1934 Japan announces it will no longer submit to

2 Look at the way the infor-
mation is organized.
Charts can be organized alphabeti-
limits on its navy.
cally, chronologically, or by topic. 1936 Japan signs agreement with Germany.
1937 Japanese troops kill hundreds of thousands of

civilians in Nanjing, China.
3 Analyze the information

found in the chart.
Interpret, compare, and contrast
1940 Japan attempts to expand its power in Asia
by proposing an economic alliance of Asian nations.
the information in the chart to
draw conclusions and make infer- Japanese troops in Shanghai, China
ences or predictions.
Apply the Skill

1. How is the information in the chart organized?
2. How many events are listed on the chart?
3. According to the chart, what major
event occurred in Japan in 1931?

Interpreting Movement Maps
Define the Skill 3.01 Use map and globe
reading skills.
Different types of maps are used for different purposes. Movement maps
show travel from one point to another. They can track sea voyages, explora-
SKILLS HANDBOOK
tions, or migrations. They can span a week, a few months, or thousands of years.
Understanding how to read and interpret a movement map can help you learn
more about historical events, their chronology, and the geographical locations
they have affected.
Learn the Skill

Use the following strategies to interpret movement maps.
THE SLAVE TRADE
1 Read the title and legend.

The title tells you the subject of
2
the map. The legend explains what
Identify the
the symbols and the colors on the
patterns of
map mean.
movement shown
on the map.
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Analyze the
information
on the map.
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Apply the Skill

1. What was the path of the slave trade?
2. Which continents were directly involved in the slave trade?
3. To which continent were most enslaved people sent?

Interpreting Historical Maps
Define the Skill 3.01 Use map and globe
reading skills.
Historical maps provide information about a place at a certain time in
history. You can use historical maps to locate historical events, to learn how
SKILLS HANDBOOK
geography influences history, or to trace human interaction with the environ-
ment. Historical maps can show information such as population density, eco-
nomic activity, political alliances, battles, and movement of people and goods.
Historical maps can help you learn how places have changed over time.
Learn the Skill

Use the following strategies to interpret historical maps. 1 Read the title and legend.
The title will help you identify the
subject and the purpose of the map.
The legend explains the meaning of
the symbols and the colors on the map.
Westward Expansion of the United States

1803 1845
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$,
that have changed. /

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Note which parts of the map

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changed as time passed. .&9*$"/

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Apply the Skill

1. What is the purpose of these historical maps?
2. How did the United States change from 1803 to 1853?

Analyzing Costs and Benefits
Define the Skill 1.01 Read for literal meaning.
A cost-benefit analysis is a process that measures whether a project or a

policy is worthwhile by calculating its benefits and comparing those benefits to
SKILLS HANDBOOK
its costs. Businesses large and small as well as government agencies all conduct
cost-benefit analyses before deciding on a course of action.
Historians have the benefit of hindsight. They can look at events that have
already happened and make cost-benefit analyses to determine whether a deci-
sion was the right one. The process is relatively straightforward when costs and
benefits can be expressed in terms of money or basic economic indicators such
as employment figures, gross domestic product, and inflation. Some costs and
benefits, however, such as time or safety, are not easily measured by how much
money is earned or lost. Also, people may disagree about the value of the costs
and benefits.
Learn the Skill

Use the following strategies to analyze costs and benefits.
BUILDING VERSAILLES
1 Identify
the costs.
Determine the
COSTS BENEFITS
2 Identify the
benefits.
Determine the
costs of this Cost five percent of the Kept court safer from benefits of the
project. countrys annual revenue Paris crowds proposed project.
Created resentment Was clear symbol
among the people of kings power
Palace uncomfortable Palace had many grand
and crowded and beautiful features.
3 Analyze the costs and the benefits

and draw conclusions.
Compare the costs with the benefits.
Apply the Skill

1. What was one cost of building Versailles?
2. What was one benefit of this project?
3. Based on the cost-benefit chart, do you think it was a
good investment to build the palace? Explain.

Evaluating Information .# North Carolina Skills
2.03 Utilize different types
on the Internet
of technology.
Define the Skill
SKILLS HANDBOOK
The Internet is an international computer network that connects schools, busi-
nesses, government agencies, and individuals. Every Web site on the Internet
has its own address called a URL. Each URL has a domain. The domain tells you
the type of Web site you are visiting. Common domains in the United States
are .com, .net, .org, .edu, and .gov. A Web site with the domain .edu means that
it is sponsored by an educational institution. A Web site with the domain .gov
means that it is sponsored by a government institution.
The Internet can be a valuable research tool. Evaluating the content found
on the Internet will help you determine its accuracy and reliability.
Learn the Skill

Use the following strategies to evaluate information on the Internet.
1 Identify the Web

sites domain.
Determine who sponsors
the Web site. Web sites
sponsored by reputable
organizations, educational
institutions, and govern-
ment agencies usually pro-
vide accurate and reliable
information.
3 Identify the author and
check for bias.
Not all sites provide you with an
2 Understand the
purpose of the site.
Find out whether the pur-
author. If the site does, try to deter-
mine the authors credentials. If
the site does not, decide whether
pose of the site is to inform, the Web site presents balanced
to persuade, or to entertain. information or is overly biased
toward a certain point of view.
Apply the Skill

1. What is the domain of the Web site? Do you think the informa-
tion on the Web site will be reliable? Why or why not?
2. What is the purpose of this Web site?
3. Do you think this Web site presents a balanced point of view
or a biased point of view? Explain your response.

Reading
like a Historian
Reading like a Historian skills
Skills Handbook
W hat does it mean to read like a historian?

When I asked a group of 10th graders, they
were stumped. Maybe its like having a mind that
spins around like a computer, crammed with dates
and facts and stuff, answered one. Remembering
everything youve ever readyou know, like a pho-
tographic memory, said another.
The truth is that historians are not computers
and they have no better memories than the rest of us.
While many historians know a lot about their areas of
expertise, when you ask them questions about topics
and eras they havent studied, they seem pretty much
like anyone else. So, if historians are not walking ency-
clopedias, what makes them distinctive?
How they read.
History as an Argument When we read like a historian we notice things

When historians sit down to read a letter from a 16th weve never seen before. Look at the name of the book
century Spanish cleric, a novel from a 19th century Rus- youre holding, Holt World History: Human Legacy.
sian writer, or even Amongathechapter
Native Americansfrom the textbook
who joined you are
The Conquest of Peru About 10 years Even the two little words human legacy form an
Corts was a woman named Malintzin, also
now holding,
For each country they approach it as an argument. Not in argumentor the beginning of one.
after the conquest of the Aztecs, a conquista-
called Malinche. Because she was able to speak dor named led an expedition
Francisco Pizarro
you read about, the Aztec language, Malintzin became invalu- to Peru. Pizarro had heard of the fabulous
the sense
its coloniesof
in a a brawl
take notes about
or street fight. Butwinin
able to Corts as a translator.
In addition to his Native American allies,
wealth the sense of
of Perus Inca Empire, and
some of that wealth for himself.
he hoped to
chart like this one.
someone making helped ahimclaim, stating
Corts had several other advantages that
Location Description defeat the Aztecs. a position,
He had metal trying toSmallpox had
The Inca Empire that Pizarro found was
already weakened significantly.
weapons and heavy armor, neither of which
emperors death, civil war had broken out. A World

recently swept through, killing many people,
convince us that was his or her description of
known to the Aztecs, as well as guns. Also,
Corts and a few of his soldiers rode horses,
events shouldwake of the
including the emperor. In the
NEW YORK STANDARDS
Literature
2.4 Students explain the
be believed. Some Aztecs were so scared at their first sight trol of the empire when, hadtheonly
animals never before seen in the Americas. new ruler, Atahualpajust taken con-
Spanish arrived.
importance of analyzing nar-
ratives drawn from different
of the horses that they fled in terror. As it had times and places to understand
Atahualpa heard of the Spaniards arrival Leo Tolstoy (18281910) historical events.
in the Caribbean, disease also swept through and agreed to meet with them in 1532. At that
the Aztec Empire, killing thousands of people. meeting, Pizarro demanded that Atahualpa
Historians rely on primary sources, such as
On November 8, 1519, Corts and his army accept Christianity and hand over his empire About the Reading Leo Tolstoys novel War and Peace,
Dinner at the Zemstvo, by Grigori Mjasoedov, 1872
entered Tenochtitln. Though Corts and published from 1865 to 1869, is considered one of the
to Spain. Atahualpa refused, and the Spanish
NEW YORK
nonfiction and literary works, to tell their
Moctezuma greeted each other respectfully, the
Spanish soon took the emperor prisoner. Battle
greatest novels of all time. It follows the lives of five Russian
took him prisoner. Though Atahualpa gave families in the early 1800s and presents a picture of Russian
Pizarro a huge fortune in gold and silver, the society during this time. In the passage below, two of the nov-
Unit 3-E6
Spanish
storiesand to bolster their arguments.
erupted, during which Moctezuma was killed.
After months of heavy fighting, Corts took the
Spanish killed him and headed south to Cuzco,els characters, Pierre Bezukhov and Prince Andrew Bolkonsky,
the Inca capital. There they destroyed the Inca argue about whether or not people should live their lives to
colonialism city and the entire Aztec Empire. army and took over the empire. help others or to help themselves.
Think about how Prince Andrew
views Russias serfs.
PRIMARY SOURCES Excerpt from
The Treatment of Native Americans

Bartolom de Las Casas was vocal in his protests of the came upon dead bodies on my way, and upon
War and Peace
treatment of Native Americans by Europeans. In his others who were gasping and moaning in their by Leo Tolstoy
Brief Account of the Destruction of the Indies, Las Casas death agony, repeating Hungry, hungry. And
described the terrible ordeals that the Native Americans this was the freedom, the good treatment, and Come on lets argue then, said Prince Andrew. You
the Christianity that Indians received. talk of schools, he went on, crooking a finger, educa-
faced as forced laborers, despite orders from the king of
tion and so forth; that is you want to raise him (point-
Spain that they be protected and taught Christianity. Is there a single nation which would not
ing to a peasant who passed by them taking off his
think that the world is full of just such evildo- cap) from his animal condition and awaken in him
The Indians were totally deprived of their ers as the Spaniards if their first experience This painting shows Russian serfs in the 1800s.
spiritual needs, while it seems to me that animal hap-
freedom and were put in the harshest, fiercest, with that outside world was with a people who piness is the only happiness possible, and that is just
most horrible servitude and captivity which entered territories by force, killed the people, what you want to deprive him of. I envy him, but you
and there are plenty of them as it is. It would be differ-
no one who has not seen it can understand. and deprived them of their rights? Just because want to make him what I am, without giving him my
ent if you grudged losing a laborerthats how I regard
Even beasts enjoy more freedom when they are means. Then you say, lighten his toil. But as I see it,
the Spaniards told them to obey the King of himbut you want to cure him from love of him. And
allowed to graze in the fields. When the Indians physical labor is as essential to him, as much a condi-
Castile [Spain], supposing they understood, he does not want that. And besides, what a notion that
tion of his existence, as mental activity is it to you or
were allowed to go home, they often found it what obligation did they have to obey since medicine ever cured anyone! Killed them, yes! said he,
me. You cant help thinking. I go to bed after two in
deserted and had no other recourse than to go frowning angrily and turning away from Pierre.
they already had their own kings? the morning, thoughts come and I cant sleep but toss
out into the woods to find food and die. When about till dawn, because I think and cant help think-
they fell ill, which was very frequently because ing, just as he cant help plowing and mowing; if he
they are a delicate people unaccustomed to Skills didnt, he would go to the drink shop or fall ill. Just as
FOCUS READING LIKE A HISTORIAN I could not stand his terrible physical labor but should
such work, the Spaniards did not believe them go.hrw.com
1. Analyze According to Las Casas, how have the die of it in a week, so he could not stand my physical Skills World Literature
and pitilessly called them lazy dogs, and kicked
Spanish mistreated Native Americans? idleness, but would grow fat and die. The third thing FOCUS READING LIKE A HISTORIAN Keyword: SHL WRLIT
and beat them; and when illness was apparent what else was it you talked about? and Prince Andrew
they sent them home as useless. I sometimes 2. Draw Conclusions For what audience do you think 1. Describe How would you describe Prince Andrews attitude
crooked a third finger. Ah, yes, hospitals, medicine. He
Las Casas was writing? What makes you think so? toward Russias serfs?
has a fit, he is dying, and you come and bleed him and
2. Interpret Literature as a Source Do you think this novel
See Skills Handbook, p. H25 patch him up. He will drag about as a cripple, a burden
accurately portrays the views of some upper-class Russians
to everybody, for another ten years. It would be far eas-
toward serfs? Why or why not?
ier and simpler for him to die. Others are being born
478 CHAPTER 16 See Skills Handbook, p. H28
H22 Reading like a Historian

NATIONALISM IN EUROPE 733
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w8nafs_nat_sec4.indd 733 10/10/06 7:39:25 AM

Think about it. Compare your book with those Consider this: the Industrial Revolution occurred in
written 30 or 40 years ago, which had titles like Rise of England during the years 1780 to about 1830. While
Western Civilization or the Triumph of the West or the historians might dicker over the precise dates of the
Tradition of Western Society. These older books taught Industrial Revolution, few dispute that something big
students that what mattered most was what hap- and important took place. But the moment we turn

pened in the West, particularly in Europe. They drew a from this fact to the question of whywhy did the
straight line from the Greeks and Romans to Medieval Industrial Revolution occur in England and not, for
Skills Handbook
Europe to the Renaissance and the discovery of the example, in China or India weve landed ourselves in
New World. Now and then the four-fifths of the worlds the middle of a raucous argument.
population who are not heirs to the Western tradition On one side are the historians who claim that the
would make an appearance. But the message was key factor in the birth of the Industrial Revolution was
clear. The West and its peoples were at the center. chance and something called contingency. According
Everyone else was in the margins. to their argument, the British were lucky enough to
Holt World History: Human Legacy makes a have vast coal deposits in their soil, which fueled the
different argument: the whole of human history, ravenous industrial machine by providing a steady
not just the West, is our legacy, our inheritance. stream of cheap fuel. England also had a convenient
Accordingly, for us to truly understand the world we source of cheap cotton and a ready market for finished
need to look beyond our narrow slice of it. Ancient textiles in her American colonies. These factors, so the
China is as much a part of who we are, and who we will argument goes, were not destined or preordained but
become, as ancient Greece. were contingent: They happily came together at the
right time and the right place to produce the Industrial
Your Role in the Argument Revolution. Theres only one reason why China and
Once you understand history as an argument you have a India didnt industrialize before England, according
crucial role to play in it. History can no longer be served to this reasoning. In the words of one historian: They
on a silver platter for you to swallow whole. Once you simply did not have colonies or coal.
see history as an argument you realize that for every
major historical interpretation, there are multiple ways
of viewing things. You cant sit back and watch this
Reading
like a Historian
happen; you have to make up your own mind. You see, An Early Historian on
Notice the adjectives the author
used to describe the textile industry,
starting with admirable.
calling something an argument means that it must the Textile Industry

Analyzing Secondary Sources Historians often read what
be defended, must be backed by evidence rather than other historians before them had to say. Using older sources,
modern historians can learn how events were viewed in the
When this admirable series of machines was
made known, and by their means yarns were
committed unquestioningly to memory. past. However, historians who wrote about events soon after
they happened usually had a different perspective than histori-
produced far superior in quality to any before
spun in England, as well as lower in price, a
ans who wrote many years after the event.
mighty impulse was communicated to the cot-
The quotation here is from a British historian. When he
ton manufacture. Weavers could now obtain
was writing, the textile industry had already been thoroughly
mechanized. an unlimited quantity of yarn at a reasonable
price; manufacturers could use warps of cotton,
which were much cheaper than the linen warps
CHAPTER formerly used. Cotton fabrics could be sold lower
21 Document-Based Investigation than had ever before been known.

Skills E. Baines, History of the Cotton Manufacture in Great Britain,
FOCUS READING LIKE A HISTORIAN London, 1835
Child Labor NEW YORK STANDARDS

2.3 Students analyze evidence
1. Credibility Would Baines be an authority on the
long-term effects of industrialization? Why or why not? The lower prices would have long-term results,
critically and demonstrate an under- Children in the Mines
Historical Context The four documents below tell us about child labor during but Baines could not predict them all at this
the early Industrial Revolution and how different people saw the issue.
standing of how circumstances of
Children were also hired to work in 2. Details What details show the authors attitude
time and place influence perspective.
Great Britains coal mines. In this about the textile industry? early stage in the Industrial Revolution.
3.3 Students examine the social/
Task Examine the documents and answer the questions that follow. After you cultural, political, economic, and reli- drawing, you see an older, stronger
have studied the documents, you will be asked to write an essay describing the gious norms and values of Western worker wearing a harness and See Skills Handbook, p. H30
connection between child labor and public attitudes. Use evidence from these and other world cultures. pulling a cart full of coal. Smaller
selections and the chapter to support the position you take in your essay. children push the cart from behind.
Pulling seeds from raw cotton blossoms Nevertheless, the ever-faster spinning
Historians must read
Woman pulling coal truck while children push, artist unknown, c. 1848
Interview with Elizabeth Bentley Q Explain what you had to do. was time-consuming when done by hand. An machines soon created a demand for better
A When the frames are full, they have to stop the frames,
In 1815 the British Parliament sent out researchers to Speech in the House of Commons, 1832 American
any employment in factories named
would not beEli
moreWhitney
injuri- solved the prob- weaving machines. To meet that demand, in
interview child workers and learn more about factory
conditions. Here is an excerpt from an interview with a
and take the flyers off, and take the full bobbins off, and
carry them to the roller, and then put empty ones on, and
set the frame going again.
John Charles Spencer was a member of the Brit-
ish Parliaments House of Commons. Although he
ous than beneficial to the labouring classes?
lem. He built a machine, called the cotton gin, sources
1785 critically.
Edmund Cartwright That
patented the power
young woman who had worked in a textile mill. As long as that
we haveremoved
a manufacturing the seeds
population efficiently.
in the loom, a larger, faster weaving system.
requires understanding
Q Does that keep you constantly on your feet? supported some reforms for child workers, he was
kingdom it will be impossible to render their occupation
Q What were the hours of labour when you were not so A Yes, there are so many frames and they run so quick. against a proposed law to limit their work day to 10
as wholesome as thatThe fiber was
of agricultural labourers,then
or per- spun into thread or
thronged [busy]? Q Your labour is very excessive?
hours. Here he addresses Michael Sadler, a fellow
member who proposed the law, in a speech. yarn.
sons engaged James
in out-door labour. Hargreaves,
This is an evil that can-a weaver, revolution- Cloth-Making in Factories The new
a sources historical
A Yes, you have not time for anything. not be remedied. It is too late now to argue about the
A From six in the morning till seven at night.
ized the spinning process with a machine he machines were too big for the weavers cot-
Q What time was allowed for meals? Q Suppose you flagged [slowed down] a little, or were late, I am of the opinion that the effect . . . must necessarily be unwholesome nature of manufacturing employment.
A Forty minutes at noon. what would they do? a fall in the rate of wages, or, what is more probable, that We have gotcalled the spinning
a manufacturing population, andjenny,
it must which spun several tage. They had to be housed in large buildings
contextthe
ing that housed knowledge
children would cease to be employed at all in manufac- be employed. Any measure which shall have the effect
Q Had you any time to get your breakfast or drinking? A Strap [whip] us.
tories. Now I appeal to the honourable member whether threads
of diminishing the meansat once. Hargreaves
of employment to labourers machine was not constructed specially for that purpose. A build-
A No, we had to get it as we could. Q And they are in the habit of strapping those who are last
in doffing?
a measure which would prevent children from obtaining engaged inperfect.
manufacturesThe thread
will produce it misery.
extensive produced was still thick industrial machines became
Q Do you consider doffing a laborious employment?
known as a factory, from the old word manu-
and beliefs of the people
A Yes.
A Yes. and prone to break when woven into cloth.
Q Constantly? Skills Richard Arkwright, another inventor, solved factory. Factories needed ready supplies of
A Yes. FOCUS READING LIKE A HISTORIAN
this problem with the spinning frame, which power. Arkwright built early factories to house
D OCUMENT 1
a. Summarize What were some of the problems that Eliza-
D OCUMENT 4
a. Summarizespun stronger,
What is Spencers thinner
main argument against thread.
the at thea spinning
time.system driven by water power. His
beth Bentley faced at the factory? proposal to limit childrens workday to 10 hours?
Finally, the thread was woven into fabric. system was known as the water frame.
Children in Danger b. Draw a Conclusion How does Elizabeths plain way of b. Analyze What social class does Spencer seem to repre-
speaking affect your reaction to her testimony? Theinterests
sent, and whose traditional
is he upholding? in-home weaving loom was From this flurry of invention and innovation,
Factory owners often preferred to hire children
and women rather than men. Men expected higher D OCUMENT 2
about six feet widethe width a man could an industry was born. In 1770 England produced
Supervisor whipping a young boy, artist unknown, 1853
wages, and employers suspected that they were a. Describe What does the scene show?
b. Compare Does this illustration confirm or contradict what What do you reach
think werefrom side to
the connections side
among childto push the thread back
about 50,000 bolts of cloth. By 1800 the textile
more likely to rebel against the strict rules and con-
was said in Document 1? Explain your answer.
ditions that were common in factories. The children labor, factory conditions, attitudes about capitalism,
and forth on a shuttle. The flying shuttle, pat- output had increased to 400,000 bolts.
were subject to harsh punishment if they were late,
D OCUMENT 3 reactions to capitalism, and the rise of labor movements?
fell behind in their work, or talked too much.
a. Describe What would happen to the small children if the ented above
Using the documents by John Kay,from
and information doubled
the the speed at which
worker in the harness were to fall or stumble? chapter, form a thesis that might explain the general Identify Problem and
b. Infer How do you think the person who drew this a weaver
impact of child labor on publiccould
opinion.doThen,the
writejob.
a Because many work-
picture felt about children working in the mines? short essay to support your position. Solution How did machines solve problems that
ers lost their jobs as a result, Kay was attacked
See Skills Handbook, pp. H25H26 weavers faced?
and fled to France. He died in poverty.
652 CHAPTER 21
636 CHAPTER 21
THE INDUSTRIAL REVOLUTION 653
H23
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CHAPTER
33 Document-Based Investigation Historians need to be able to

understand continuity and change.
Genetically Modified NEW YORK STANDARDS
Crops
1.3 Students analyze historic
events from around the world by
examining accounts written from
For example, people have always
Historical Context The documents below provide information about the debate
different perspectives.
needed food, but the technology of
over genetically modified crops.
food production changes.
Task Examine the documents and answer the questions that follow. After you
have studied all the documents, you will be asked to write an essay about geneti-
cally modified crops. You will need to use evidence from these selections and from
the chapter to support the position you take in your essay.
Old MacDonalds Agribusiness Farm, by Andy Singer, 2002

Skills Handbook
A Cartoonists View are what historians call differences in scale. Where

The cartoon at right was created by American cartoon-
ist Andy Singer. Published in 2002, it shows a farmer
singing about farm life while spraying crops, using
historians come down on the issue of the technological
the childrens song Old MacDonald Had a Farm as a
basis for the songs lyrics.
progress represented by the Industrial Revolution will
depend on whether their focus is a 50 year period or a
500 year one. Scale determines not only what histori-
ans see but what they choose to look at.
Even though historians argue over the meaning
Norman Borlaugs Opinion
A scientist and crop researcher, American Norman
Borlaug received the Nobel Peace Prize in 1970 for his
You can philosophize about this but Ive been in the field
for a long time and I believe genetically modified food
crops will stop world hunger . . .
of the past, they often draw on the same concepts in
work to end world hunger. In this 2002 interview, he
speaks about the use of biotechnology and the develop-
ment of genetically modified crops.
If we had continued practicing conventional farming, we
would have cut down millions of acres of forest, thereby
doing so. At the heart of almost every historical inter-
Biotechnology will help these [developing] countries
accomplish things that they could never do with conven-
destroying wildlife habitat, in order to increase cropland
to produce enough food for an escalating population. And
we would have to use more herbicides in more fields, which
pretation is the notion of continuity and change: the
tional plant breeding. The technology is more precise and
farming becomes less time consuming. The public needs to
be better informed about the importance of biotechnology
would damage the environment even more. Technology
allows us to have less impact on soil erosion, biodiversity,
wildlife, forests, and grasslands.
idea that the world before us is both the same and
1010
in food production so it wont be so critical . . .
CHAPTER 33
different from the one inhabited by people in the past.
We see the interplay of continuity and change when
w8nafs_tod_dbi.indd 1010 10/10/06 3:29:19 PM we compare the world today with the world around
1500. Then, as now, most of the worlds population
Hogwash, argue historians on the other side. lived on just under seven percent of the earths 60 mil-
The Industrial Revolution that swept England was lion square miles of land. Over the past 500 or so years,
not a matter of chance, of things simply coming that hasnt changed much: 70% of the world still lives
together. The scientific and technological superiority on the same 4.25 million square miles. But consider
of Britain, writes a historian on this side, was itself an this change: Since 1500, the worlds population has
achievement the result of work, ingenuity, imagina- mushroomed from 350 million to 6 billion, an increase
tion, and enterprise. of 1700%. Most of these people are crammed into the
There you have ityou are in the midst of a his- same inhabited territory that was known to the world
torical dogfight. in 1500!
Making Historical Judgments Why History Matters

How do you know which is right? Heres where it gets Why should we care about any of thiscontinuity and
dicey. There is no single right answer to big questions of change, scale, contingency, the role of ideas, or even
historical interpretation like there is in math. Interpre- how to read like a historian? We should care because
tations arent right or wrong as much as they are better our images of the pasthow things got to be the way
and worse. Better interpretations account for more of they areguide the decisions we make in the present.
the evidence and are able to explain more of the big If we think that the West owes its technological superi-
pictureincorporating social, geographical, cultural, ority to certain ways of thinking and a particular set of
and political factors in so doing. Weaker interpretations cultural institutions, our positions and policies toward
ignore pieces of evidence or use ideology as a substi- others will be different than if we attribute our advan-
tute for hard thinking. tage to a set of environmental and historical factors
Sometimes interpretive differences come about that came together at the right time.
because historians focus on different time frames. Put differently, how we interpret the past shapes
Even though they may seem to be arguing about the the reality we create in the present. Our reality in the
same thing, one may focus on what occurred during a present, in turn, gives birth to the world well inhabit in
decade or a centurywhile others may try to capture the future.
what happened over millennia. These time differences And nothing could be more important than that!
H24 Reading like a Historian

Analyzing Primary Sources .# North Carolina Skills
2.01 Use appropriate
sources of information.
Define the Skill

Primary sources are documents or other artifacts created by people present
READING LIKE A HISTORIAN SKILLS

Primary sources can include:
at historical events either as witnesses or participants. Usually, you can identify Letters
SKILLS HANDBOOK
a primary source by reading for first-person clues such as I, we, and our. These Photographs
Diaries
types of sources are valuable to historians because they give information about
Newspaper stories
an event or a time period. Pamphlets, books, or
other writings
Court opinions
Learn the Skill Autobiographies
Pottery, weapons, and
Use the following strategies to analyze this primary source. other artifacts
Government data, laws,
and statutes
Speeches
1 Identify the author or creator of

the primary source and the date in
which it was created.
The date gives you a historical context in
which to place the primary-source document.
Vladimir Lenin issued his Call to Power speech on October 24,

1917, urging Russians to rise up and seize power from the provi-
sional government. The Bolshevik Revolution began the next day.
2 Compare details in the
primary source to what
you know about the historical
event or time period.
I am writing these lines on the evening of the
24th. The situation is critical in the extreme. In fact
The time frame of the primary
source allows you to make con-
it is now absolutely clear that to delay the uprising nections between your previous
would be fatal. knowledge and the information
With all my might I urge comrades to realize the document provides.
that everything now hangs by a thread; that we are
confronted by problems which are not to be solved
by conferences or congresses (even congresses of
Soviets), but exclusively by peoples, by the masses,
by the struggle of the armed people.
[W]e must not wait. We must at all costs,
this very evening, this very night, arrest the gov-
ernment, having first disarmed the officer cadets,
3 Determine what the
authors intentions are in
creating the primary source.
and so on. The document has a particular pur-
We must not wait! We may lose everything!
pose and can be used by its author
to inform, persuade, direct, or influ-
ence the audience.
Apply the Skill

1. What is Lenins point of view?
2. How would this source help a historian write a historical
interpretation of the Russian Revolution?
READING LIKE A HISTORIAN H25

Analyzing Visuals .# North Carolina Skills
3.05 Interpret history
through artifacts, arts,
and media.
Define the Skill
Visuals, including paintings, drawings, photographs, and political cartoons,

are another type of primary source. Like any primary source, they need to be
SKILLS HANDBOOK
analyzed critically. Sometimes visuals offer an accurate portrayal of the details

of a historical figure or event. In other instances, they represent an exaggerated
or biased point of view. Knowing and understanding an artist or photographers
point of view can sometimes reveal more to a historian than the actual image
itself. By analyzing visuals, we are given an opportunity to see historical events
through the eyes of the artist or photographer.
Learn the Skill

Use the following strategies to analyze visuals.
1 Identify the subject and determine the
3
medium that is being used. Examine the details
Visuals can be a photograph, a piece of fine art, an and the way in which
advertisement, or a cartoon. The type of visual being the subject is depicted.
used can help you determine the audience. The details in the visual that
surround the main subject
can help you determine how
the subject is depicted and
what the artist wants you to
know about the subject.
2 Identify the credit

line and title.
The credit line tells you
4 Place the image in a
historical context.
The time frame in which the
who created the image image was created gives you an
and the title can give idea of what the artists possible
you clues as to what the intentions were in creating the
artist intended the image image. You can draw on your
to show. Death of Marat, by Jacques-Louis David, 1793
knowledge of that particular
time period to help further your
understanding of the image.
Apply the Skill

1. What details of Marats death are shown in this painting?
2. How does the artist portray Marats death? What might his
purpose be in portraying Marat in such a manner?
H26 READING LIKE A HISTORIAN

Interpreting Political Cartoons
3.04 Interpret social
Define the Skill and political messages

Political cartoons are another kind of visual used to help us understand a of cartoons.
particular historical time period. These differ from visuals such as photographs
SKILLS HANDBOOK
and fine art because political cartoons express a point of view. They often
exaggerate characteristics of subjects or events in order to convey a specific
message, either about politics in particular or society in general. Historians use
political cartoons to understand how a certain person or event was perceived at
the time. To interpret political cartoons, examine all the elements while consid-
ering the social, political, and historical context of the time.
Learn the Skill

Use the acronym BASIC to interpret political cartoons.
B Background Knowledge
Place the political cartoon in its historical context.
Use your prior knowledge of what is being depicted to
analyze the cartoons message about that particular
event or person.
A Argument
Determine what the artist is trying to say in the
political cartoon. Analyze the message that the artist is
sending to the audience.
S Symbolism
Analyze any symbols in the cartoon. Symbols can be
used to represent large groups that cant be depicted
easily or to stand for a person or an event. Symbols can
also be used to simplify the cartoon or make its mes-
sage clearer to the audience.
I Irony
Examine the irony that is present in the cartoon.
Irony is the use of words to express something differ-
ent from their literal meaning. Sometimes in political
cartoons, examples of irony are implied through the
various symbols and pictures.
C Caricature (or exaggeration)

Often in political cartoons, facial features or
peoples bodies are exaggerated. Analyze any exag-
gerations present in the cartoon and consider what the
meaning of such exaggerations might be.
Apply the Skill

1. Who are the parties being depicted in this cartoon?
2. What is the artist trying to say about the relationship
between NAFTA and Mexican industries?

Interpreting Literature .# North Carolina Skills
3.05 Interpret history
as a Source
through artifacts, arts,
and media.
Define the Skill

SKILLS HANDBOOK
Historians can sometimes use literature written during a particular time

period to gain detailed insights into certain people, places, and events. For
example, a poem set in the Middle Ages, such as Chaucers Canterbury Tales,
can provide historical details about the lifestyle of people in England in the
1300s. However, because most literature is fiction, it needs to be approached
with special caution. Literature, even historical fiction, cannot be taken at face
value or treated as a reliable source of information.
Learn the Skill

Use the following strategies to interpret literature.
1 Identify the
author and time
period of the piece.
Excerpt from War and Peace, by Leo Tolstoy, 1805
The time period allows

you to place the literary
Come on lets argue then, said Prince
Andrew. You talk of schools, he went on,
work into a historical crooking a finger, education and so forth; that
context. You can then is you want to raise him (pointing to a peasant
draw on your knowledge
who passed by them taking off his cap) from
of that time period to
interpret the meaning of his animal condition and awaken in him spiri-
the piece. tual needs, while it seems to me that animal
happiness is the only happiness possible, and
that is just what you want to deprive him of. I 3 Determine whether
the literature is
2 Look for descrip- envy him, but you want to make him what I am, meant to describe a
tive passages that without giving him my means. Then you say, certain historical event
help you determine lighten his toil. But as I see it, physical labor or to elicit an emo-
the authors tone, or is as essential to him, as much a condition of tional response.
manner of expression. Writers often try to elicit
his existence, as mental activity is to you or me. an emotional response
The authors tone helps
us to understand how the You cant help thinking. I go to bed after two in from their audiences.
author feels about the the morning, thoughts come and I cant sleep Analyze the passage and
subject he or she is writ- but toss about till dawn, because I think and decide whether or not
ing about. In historical cant help thinking, just as he cant help plow- the author is trying to
literature the tone can make you feel one way or
ing and mowing; if he didnt, he would go to the
be used to demonstrate another about the subject
a widely felt emotion of drink shop or fall ill. Just as I could not stand matter.
people during that par- his terrible physical labor but should die of it in
ticular time period. a week, so he could not stand my physical idle-
ness, but would grow fat and die.

Apply the Skill
1. What is the authors point of view?
2. What is the goal of the literature selection?
3. What can historians learn about social classes in Russia
by reading this selection?

Recognizing Bias in .# North Carolina Skills
3.03 Detect bias.
Primary Sources

Define the Skill
SKILLS HANDBOOK
To develop an effective analysis of primary sources, historians must learn to
recognize bias and the source of bias in primary sources. A bias is a prefer-
ence or inclination that inhibits a person from making an impartial judgment.
A persons bias can be influenced by political, social, cultural, or personal beliefs.
Most primary sources reflect some type of bias, either from the person who cre-
ated the source or the person viewing the source. Bias can give clues about an
authors intent or background. For example, the author may be trying to justify
an action or sway an opinion.
Sometimes an author expresses a personal view without knowing that it is
biased. Bias can help historians understand the different attitudes during a cer-
tain time in history. To avoid bias, a historian must look at many sources on the
same incident or issue.
Learn the Skill

Use the following strategies to recognize bias.
1 Identify the speaker or author.

The authors place in the context of
a historical event or time period will give
you an idea of what sort of bias he or
she might have toward the subject.
Carelton Smith, visitor to the Lancashire mines, 1833

2 Examine the authors
point of view.
The children, boys and girls, earned their wages
by drawing the coals in tubs along the galleries by
Analyze what beliefs the
author is trying to convey to
means of a belt and chain, which passed along their his or her audience.
waists. Many girls were thus employed, and after a
time became crooked and deformed.

3 Compare the primary source with other
sources and with historical evidence.
Look to other sources available on this particular
subject. Use a variety of sources to develop your
own conclusions regarding the event or time period.
Apply the Skill

1. What is the authors goal in writing this passage?
2. Explain how a historian might use this document in preparing a historical
account of child labor in coal mines.

Analyzing Secondary Sources
2.01 Use appropriate
Define the Skill sources of information.
A secondary source is an account that is produced after a historical event by

people who were not present at the actual event. These people rely on primary
SKILLS HANDBOOK
sources in order to write their secondary-source accounts. Secondary sources

often contain summaries and analyses of events and time periods. Your text- Other kinds of secondary
book can be considered a secondary source. sources include
Depending on the sorts of questions we ask, a document that we might Encyclopedia entries
Web sites
have initially considered to be a secondary source can actually be a primary Articles and essays by
source. For example, a history textbook from the mid-1800s is normally con- historians
sidered to be a secondary source. But if we use that book to look at the ways in Biographies
which history was written in the mid-1800s, the history text then becomes a pri-
mary source. It is important to pay attention to the ways in which a document is
presented to us before determining whether it is a primary or secondary source.
Learn the Skill

Use the following strategies to analyze secondary sources.
1 Identify the source.
2
The author and the Einhard, the official biographer of Charlemagne, Analyze the summary of
date give you a historical The Life of Charlemagne, 830
historical events provided
context for the source. by the source.
Charlemagne practised the Chris-
tian religion with great devotion and
The author of a secondary source
usually offers a summary of events
piety. . . As long as his health lasted or a time period.
he went to church morning and eve-
ning with great regularity, and also
for early-morning Mass, and the
late-night hours.

3 Primary-source possibilities.
Determine whether or not this sec-
ondary source could also be considered
a primary source. Use the date and your
knowledge of the speaker to help you
draw conclusions about how this source
could be both primary and secondary.
Apply the Skill

1. What important information about Charlemagne can be
found in this passage?
2. In what ways could this secondary source be viewed as a
primary source?

Recognizing Bias in .# North Carolina Skills
1.05 Recognize bias and
Secondary Sources
propaganda.

Define the Skill
SKILLS HANDBOOK
Most secondary sources, like most primary sources, contain some sort of bias
based on the authors beliefs. Many secondary sources take a position on a his-
torical event or time period and use that position to interpret the events that
took place. Even secondary-source accounts that are meant to be neutral can
reflect a bias of some sort. It is important to be able to notice when bias exists
in a secondary source so that you can make your own assessment of the
sources legitimacy.
Learn the Skill

Use the following strategies to recognize bias in secondary sources.
1
This excerpt is taken from a Chinese History textbook and is
Identify the
compiled by the Peoples Education Company.
author and his
or her purpose in
writing the text.
Secondary sources
After the fight curtain was drawn back, the
headquarters of the 29th troop of [the] Chi- 2 Analyze the words
the author uses to
describe people, places,
are written with a nese defending army issued an order that
and events.
distinctive purpose they had to hold fast to Lugouqiao. Before this The words or phrases that
toward the authors command was issued, the soldiers could not the author uses have a
audience. hold back their anger. So when the command great deal to do with how
reached them, the soldiers instantly ran out he or she feels about the
of the countryside, wishing they could wipe subject. Identify and ana-
lyze these words in order to
out the enemy immediately. The two lines of
recognize what sort of bias
Chinese soldiers defended either side of the the author has.
railroad bridge. Facing hundreds of Japanese
attackers, they were not cowed in the least,
and they engaged in intense hand-to-hand
fights with [the] enemies. Nearly all of them
died at the end of the battle of the bridge. See- 3 Determine the
authors opinion
about the subject being
ing their comrades fall in the battle, other
discussed.
soldiers, without showing much sorrow,
The author is looking at
clenched their teeth. They fought forward. these events with particular
Even the wounded who were ordered to feelings towards his or her
retreat were still charging ahead. subject. By analyzing where
the author is coming from,
you can recognize the bias
in the writing.
Apply the Skill
1. What is the source?
2. Are there examples of emotional language in the
excerpt? If so, what are they?
3. Is there bias in this passage? Explain your answer.

Evaluating Historical Interpretation
1.05 Recognize bias and
Define the Skill propaganda.
Historians and others evaluate historical interpretations to determine the

credibility, level of bias, and relevance of the material. A historical interpreta-
SKILLS HANDBOOK
tion is a way to explain the past. These interpretations can change over time as
historians learn more about the people and events of the past.
Learn the Skill

Use the following strategies to evaluate historical interpretation.
1 Identify the author or publisher of the

source to determine credibility.
The introduction tells you the authors name and his
profession. You may have to do additional research
to find out what the authors background is in order
2
to determine credibility.
Consider when the source
was created.
The more current the publishing
Excerpt from The World of Rome, by historians Peter Jones and Keith Sidwell, 1997
date is, the more recent the schol-
Roman subjects have had a continuing appeal for cinema audi-

ences. One thinks of Ben-Hur and Spartacus, for example, which
arship is and, therefore, the more
credible the source.
established our view of galleys and chariot-races indelibly
There have been many novels devoted to Roman subjects. The
best known in English, perhaps, are Robert Graves I, Claudius
and Claudius the God, adapted for TV in the 1960sBut it is not
only the large-scale which shows the deep penetration of our con-
sciousness by Roman images (even if these are merely images of
images). All around, we can see trivial examples of this impact.
There are Roman-style porticoes on fast-food stores and statue 3 Examine the level of bias
in the interpretation.
The author or authors of histori-
niches on minute houses on large estates. There are togas and cal interpretations take a position
gladiators in Bugs Bunny cartoons. There are Roman soldiers on the particular time period or
in Asterix books. There are Latin tags on British pound coins. event that they are discussing.
There is a laurel wreath on the Whitehall cenotaph [a World War Analyze the way in which their
I monument in London]. bias affects their interpretation of

the event or time period.
For all this, the world of Rome is ultimately responsible.
Apply the Skill

1. Who are the authors of the interpretation?
2. When was the source created? How does this affect the scholarship?
3. How does bias affect the interpretation?

Analyzing Points of View .# North Carolina Skills
4.02 Examine, understand,
and evaluate conflicting
viewpoints.
Define the Skill

Interpretations of past events often come from differing points of view. Two
historians given the same primary-source documents may, and often do, look
SKILLS HANDBOOK
at the historical event or time period in two completely different ways. These
differing interpretations may reflect an extreme bias for one view or another,
or they may reflect two different schools of thought. Historians are often faced
with alternative points of view of a time or an event in the past when conduct-
ing their research. Good historians do additional research to find the accuracies
in each account.
Learn the Skill

Use the following strategies to analyze points of view.
Archaeologists Dennis Stanford and Bruce

Bradleys views on migration to the Americas, 1999
We reason that generations of Solutrean hunters
1 Identify infor-
mation given
about the authors
learned to cope with ice and weather conditions to fol-
low resources such as Harp seals and Great Auks that
migrated north and westward along with retreating
and the time during
which their research ice in late spring. Through such activities they ended
was conducted. up (by accident and/or design) along the exposed con-
2
Knowing the authors tinental shelf of North America discovering a New Define and analyze
background and when
they conducted their
Land.
the main points in
each argument.
work gives you an Determine what each
insight into where their author is saying about the
scholarship lies in the topic.
grand scheme of the Archaeologist Stuart J. Fiedels view on migration to the Americas, 1987
subject material.
The striking similarity of fluted points and asso-
ciated artifacts across the whole expanse of North
America suggests that the continent was rapidly
filled by Paleo-Indian hunting bands, each retaining
for several centuries the tool-making traditions of an
ancestral population that originally entered through 3 Compare the points
of view.
Based on the time period of
the ice-free corridor around 10,000-9500 BC. But the
their study and their conclu-
only place from which this hypothetical group could sions, analyze the authors
have come is Alaska, where there is hardly any exist- alternative points of view in
ing evidence of Clovis occupation.
order to draw conclusions
about the topic.
Apply the Skill

1. What is the main point of each selection?
2. Which source do you feel has more credibility? Why?

CREATING WRITTEN PRESENTATIONS
Biographical Writing .# North Carolina Skills

2.06 Create written, oral,
musical, visual, and theatrical
A biography is the story of a persons life as told by someone else. Historical presentations of social studies
information.
accounts usually include a great deal of biographical writing. Personalizing history
in this way makes it more interesting and easier to understand for many people.
WRITING AND SPEAKING SKILLS
Follow these steps when you write a biography.

SKILLS HANDBOOK
1. Prewrite 2. Write
Identifying the Subject Sometimes you will be Use a Writers Framework to create a draft.
assigned a subject; sometimes you will have a choice.
When choosing, pick a person who interests you, one Introduction
that you would like to know more about. Be sure to get Start with a quotation, anecdote or fascinating fact.
your choice approved by your teacher. Identify your subject, giving facts and details that
Identifying a Thesis Decide on your point of view reflect your point of view toward him or her.
toward the person. Is he or she a leader, an artist, a Clearly express the main focus, or thesis, of your paper
scientist? Was he or she a hero, a failure; famous or in a single statement.
infamous? Focus your thoughts in a single statement,
which can serve as your thesis statement. A thesis
statement tells what your paper will be about.
Gathering Information and Details You will be Body
able to find information about your subject in ency- Choose three or four main events from the persons
clopedias and other reference books, in articles, on life to develop into paragraphs supporting your thesis.
CD-ROMs and Web sites, and through other informa- Give specific facts and examples that directly support
tional sources. You want to check with your teacher the main idea in each paragraph.
or librarian to make sure your sources are reliable and Use chronological order to organize your paper.
objective. Choose facts, examples, anecdotes, and
other details that relate directly to your thesis. Its bet-
ter to have a few paragraphs of carefully explained,
related information than a running list of dates and Conclusion
other facts. Restate the main focus (thesis) of your paper.
Organizing Information and Details Almost all Give additional biographical information about the
biographical writing is organized in chronological, or person to strengthen or expand your thesis.
time, order. Use an outline to gather specific details Relate the person to historical events at that time
under a main idea for each paragraph in your paper. or to someone else in history.
Be prepared to revise your thesis as you gather infor-
mation and learn more about your subject. You will
not be able to use all the information you find. Pick 3. Revise and Publish
only what best supports and illustrates your thesis and Evaluating and Revising Look back at each
main ideas. paragraph. Revise wording or sentence structure to
strengthen the links between your thesis and the sup-
porting information.
Proofreading and Publishing Double-check the
spelling of all names of people, places, and events.
Also, check all dates.
Many historical societies, service clubs, and other
groups sponsor essay contests. Check the guidelines
for entering any such contests.
H34 WRITING AND SPEAKING SKILLS

Expository Writing .# North Carolina Skills

Essay questions on tests, book reports, and other assignments that require you to presentations of social studies
information.
explain or present information about a particular subject are types of expository
writingexplaining or giving information about a topic. The specific information

you give and what you say about it depends on not only your topic, but also the
SKILLS HANDBOOK
organization, or structure, of your writing. Follow these steps when you write an
expository paper.
Identifying a Topic Most expository writing assign- Use a Writers Framework to create a draft.
ments include a topic or choice of topics. Often, the
structure is assigned, too. Much of your expository Introduction
writing will involve at least one of the following three Introduce your topic, providing any details or
common structures, shown here with example topics. description readers will need to understand it.
Comparison-contrast topic: Explain three ways Briefly explain how you will develop your topic.
that the United Nations is like the League of Nations, Clearly state your thesis for your paper.
and three ways they differ.
Cause and effect topic: How did industrialization
change British social structure, and what results of
those changes are seen in todays society?
Sequence of events topic: Trace the history of Body
European exploration of the Americas. Follow your outline in presenting examples, facts, and
other information in each paragraph.
Writing a Thesis Statement Your response to your
Use transitional words such as then, as a result, and
topic will guide the wording of your thesis statement. rather than to relate ideas and information clearly.
In a single sentence, state the main idea behind what
you will write about the topic.
Comparison-contrast thesis: Though similar in
origin, aims and hopes, the United Nations and the
League of Nations differed in organization, scope, Conclusion
and authority. Briefly summarize (in a sentence or two) the key ideas
and information in the body of your paper.
Gathering and Organizing Information Some Use information from the body of your paper to
expository writing assignments involve research. restate your thesis in more specific words.
Books, CD-ROMs, the Web, and other information Expand on your thesis by explaining the
sources can provide facts, examples, and other details importance, predicting future developments,
about your topic. As a rule, you will want to organize or exploring some other aspect of your topic.
your information in an outline according to the struc-
ture you chose or were assigned.
Organize by comparison-contrast: Sometimes you
3. Revise and Publish
will want to give all your points of comparison first,
then all the contrasting points. In other cases, you will Evaluate and Revise Make sure that you have
give a point of comparison, then a contrast; then the clearly introduced both your topic and the structure of
next comparison, followed by the next contrast, etc. your paper. Replace any weak transitional words with
Organize by cause and effect: Usually, you will more precise words or phrases.
give the cause(s) first, then the effect(s). Proofread and Publish Proofread your paper to be
Organize by sequence of events: In most cases, sure that it is free of errors in punctuation, usage, and
you will use chronological, or time, order to organize spelling. Transitional words often need to be set off by
a sequence of events. punctuation, so check them with special care.
WRITING AND SPEAKING SKILLS H35

Persuasive Writing .# North Carolina Skills

presentations of social studies
The purpose of persuasion is to convince others to believe something or do some- information.
thing. Youll most often find persuasive writing in advertisements, editorials written
for newspapers and magazines, or in the speeches of political leaders. Persuasive

SKILLS HANDBOOK
writing turned into a speech is common in the great speeches of political leaders.
Follow these steps when you write a persuasive paper.
Identifying an Issue One requirement for persua- Use a Writers Framework to create a draft:
sion is a topic about which people disagree. If every-
one agrees, there is no need to persuade. If you are Introduction
asked to create a persuasive essay, an editorial, or a Start with a question, quotation, or interesting fact.
persuasive speech, start by identifying an issue with Clearly state your thesis.
these characteristics: Give background information so readers understand
1. You have an opinion about it. the issue.
2. There are clearly defined pro and con arguments
about the issue.
Identifying a Thesis Once you have an issue, write
a sentence that defines your opinion or position on it. Body
Example thesis: Wealthier countries should help Include at least three reasons to support your thesis.
poorer countries develop their economies. Support each reason with evidence, emotional
Building an Argument The support provided for an appeals, or ethical appeals.
opinion or thesis is called an argument. A persuasive Organize the reasons by order of importancemost
argument must be based on logical proof and evi- to least or least to most.
dence. It may also include appeals to emotions or to
a persons ethics.
Evidence: Facts, statistics, anecdotes, expert testi-
mony, and precise examples Conclusion
Emotional Appeals: Appeals to ideas people care Summarize your argument.
about, such as love of country or human life and Restate your thesis in different words.
welfare Include a call to actiona sentence that tells readers
Ethical Appeals: Appeals to the readers sense of what you want them to do.
right and wrong
Gathering and Organizing Support Unless you 3. Revise and Publish
have already studied your topic, you will have to do Evaluate and Revise Turn the statements in the
some research for reasons and information to support Writers Framework into questions and ask yourself
your opinion. You can check online sources, textbooks, what changes you need to make. For example, Do I
newspapers, etc. have a clear statement of my thesis in the introduction
Once you have gathered the support, youll need to my paper?
to think about the order in which you should present
it. Sometimes you will want to put the strongest and Proofread and Publish Proofread your paper to be
most compelling information or reason first, to sure that it is free of errors in punctuation, usage, and
capture your readers attention. At other times you spelling. If you have a computer with spell-check, be
may want to save it for the end, to make a strong sure to use it. You also need someone to read what you
final impression. have written. You could submit a persuasive paper to
the editorial page of your school or local newspaper.

Research Writing .# North Carolina Skills

Unlike other expository writing, research writing requires you to present not only information.
your own ideas and knowledge on a topic but those of others. Consequently, the
success of your research papers will depend on how well you find, select, and use

information sources. Follow these steps when you write a research paper.
SKILLS HANDBOOK
Identifying a Topic and Research Question Use a Writers Framework to create a draft:
In some cases, your teacher will assign the general
subject, or topic, of your report. Other times, you will Introduction
choose your own. Topics often include time periods, Grab readers interest by opening with an interesting
fact or anecdote.
places, people, and events in history. To shape your
topic, turn it into a research question. For example, Give background information to acquaint readers with
your topic and the research youve done.
if your topic were the Bolshevik Revolution, you
Clearly state your thesis.
might ask What were the causes of the Bolshevik
Revolution?
Gathering and Recording Information To answer
your research question, you will need to seek informa-
Body
tion about your topic in sources such as books, articles,
Devote at least one paragraph to each main idea in
and CD-ROMs. Information from all sources needs to
your outline.
be factual, up-to-date, logical, and objective.
Quote sources accurately and enclose all direct quota-
Keep a numbered list of the sources you use. tions in quotation marks.
Record each note on a separate piece of paper or
Insert a parenthetical source citation after each piece
note card, including the source number and the page of research information that you use.
number(s) where the information appears.
Writing a Thesis Statement Gathering informa-
tion will guide you in answering your research ques-
tion. That answer can serve as a statement of the Conclusion
main idea, or thesis, you will develop in your report. Summarize your main points.
Example thesis: The primary cause of the Bolshevik
Restate your thesis, relating it to your research.
Revolution was long-term social unrest.
Create a Works Cited page listing your sources.
Organizing Your Information Sort your notes into
several major categories; then divide them further into
subtopics. Organize all of these in an outline, according 3. Revise and Publish
to how you want to present the information.
Evaluating and Revising Double check all quota-
Depending on your thesis, you might organize by
tions to make sure theyre accurate. Where you have
order of importance, chronological order, comparison
summarized or paraphrased information, make sure
and contrast, or cause and effect. With the example
you have used your own words.
thesis on the Bolshevik Revolution, you might arrange
causes in their order of importance or simply discuss Proofreading and Publishing Proofread to be sure
causes before effects. that you have enclosed each direct quotation in quo-
tation marks. Check to be sure that you have given a
parenthetical citation for the source for each piece of
information used in your report.
WRITING AND SPEAKING SKILLS H37

MAKING ORAL PRESENTATIONS
Expository and Persuasive Speeches

Speeches are a common form of sharing information or persuading an audience. 2.06 Create written, oral,
Preparing to give a speech usually involves the same steps as writingplanning,
researching, organizing, drafting, and revising. Delivering a speech, however, information.

SKILLS HANDBOOK
requires an additional set of skills. Follow these steps when you prepare and deliver
a speech about a historical event or issue.
1. Prepare the Speech Typical ways to organize an informative speech

include:
Identifying an Issue or Topic Sometimes you will
Organize by cause and effect: Discuss the cause(s)
be assigned a historical topic or issues for a speech.
before the effect(s).
Other times you will be able to choose your own.
Organize by sequence: Discuss stages or actions in
Identifying your Purpose chronological order.
To Inform: Expository, or informative speeches, pro- Organize by comparison-contrast: You might dis-
vide facts about and/or explain a historical event or cuss one event or person and then discuss the other
situation. event and person. You can also organize by points
To Persuade: Persuasive speeches attempt to of comparison. For example, you might compare two
change listeners opinions about an issue on which kings on political skills, military skills, and finally on
there are clearly defined pro and con arguments. In their legacy to the world.
addition to facts and examples, persuasive speeches
For a persuasive speech, you would typically:
rely on emotional appeals.
Organize by order of importance: Save the most
Identifying a Thesis A thesis statement is the important and/or most dramatic point for last, to
statement of your main idea. You may be able to iden- make a final impact on your audience.
tify it as soon as you have a topic or an issue, but you
Making Note Cards In most situations, you need
may also wait until after you have done some research
to speak from a few note cards rather than a written
and gathered information. Here are examples of thesis
paper. Make a separate card for:
statements.
Each major point. Add reminder notes about facts,
Expository thesis: Napoleons Russian Campaign
examples, or ideas you want to use to support that
was troubled from the beginning, and it ended in
point.
failure.
Direct quotations to be read word for word.
Persuasive thesis: Napoleons ego and pride were
When to show a map, chart, or other visual material
the cause of his failure in the Russian Campaign.
to support your points.
Gathering Information Use reference books, his-
tory books, primary sources, and other sources to
Main Point: The Grand Army Dissolves
gather information. Persuasive speeches need facts,
Describe how Napoleons army dissolved on its retreat from
statistics, anecdotes, expert testimony, and precise
Russia.
examples just as much as expository speeches.
Conditions: Winter; horrible, mud-soaked roads; no food,
Organizing Your Notes Review the information attacks from Russian army and partisans.
you have gathered and identify the main points you How long it tookOctober to tk
Key Facts:
want to makethe points that relate to and support Statistic: From 600,000 soldiers to 94,000
With no food, soldiers kille
your thesis. Then select a way to organize your Set up quote d and ate their horses, wh
ich
meant they had to walk.
presentation.
With no shoes, soldiers
feet bled on the snow
Because many soldiers
were not French, they mo
re quickly
abandoned the army

2. Practice the Speech
Practice will help build your self-confidence as well as
help you spot and correct mistakes. You need to prac-
tice more than once, evaluating and changing your
speech as you go.
Rehearse If possible, practice your speech in front
of an audiencefriends or family members. It is also
helpful to practice in front of a mirror or make a video
of your practice session. That way you can listen to the
speech as well as observe the way you handled your-
self while speaking.
Verbal Communication In a speech, it is not just
the words that are important, it is also how the words
are expressed. As you rehearse, adjust how well you do
the following:
Speak clearly and slowly
Project your voice more loudly than in normal
speech
Stress words related to the main points
Use small silences to suggest important points or 3. Deliver the Speech
give listeners time to think No matter how well you have planned and researched
Nonverbal Communication We use nonverbal sig- your topicand you should know your topic inside
nals whenever we speak, but when giving a speech, it and outand how much you have practiced your
is especially important to control and use these signals presentation, actually standing in front of an audience
effectively. Practice controlling the following: and giving the speech is a challenge. Almost every-
Facial Expressions: Frowning, smiling, etc. signal one is a little bit nervous when giving a speech, even
your feelings people who have made a career as a speaker. Here are
Eye Contact: Maintaining eye contact with your some things you can do to make speaking easier:
audience makes them feel as though you are com- Check Your Audiovisual Media: Before the speech,
municating directly to them make sure all electronic equipment is cued up and
Gestures: Move your arms, hands, or head to ready to go.
emphasize your verbal message Read the Audience: Do they seem to be agreeing
or disagreeing with the points you are making? Are
Using Audiovisual Media Audiovisual media can
they going to sleep or whispering to one another?
make your speech more interesting and clarify your
You may need to adjust your verbal and nonverbal
ideas. Audiovisual media include audio recordings,
signals.
films, maps, charts, graphs, pictures, illustrations,
Slow Down: Force yourself to control the pace of
power point presentations or anything else stored on a
your speech. Dont rush through it to get to the end.
personal computer.
Focus on What You Want to Say: Concentrate on
Use visuals that are large enough for everyone in
your purpose for speaking. Dont be distracted or
the audience to see and read.
wander.
If you are going to use media as you present your
Finish with Finesse: Close your speech with
speech, you need to include it when you rehearse.
emphasis on your main idea or point.
writing and speaking skills H39

Multiple Choice
One of the most common questions you might see on a test is a multiple-choice
question. These questions consist of a stem and several answer options. Use the
strategies below to answer multiple-choice questions.
TEST-Taking Strategies
Skills Handbook
The word best indi-

cates that you should
Learn look for the option that best

explains why Henry broke
from the church.
Read the stem carefully and

1. Which of the following best explains why Henry VIII broke
Stem
review each of the answer away from the Catholic Church?
options.
A The pope refused to grant him an annulment.
Examine the question for Answer Options
B He was a close friend and follower of Martin Luther.
key words and facts that C He wanted to be head of the church.
indicate what the question is D He strongly opposed the sale of indulgences.
asking.
Pay careful attention to
2. Which of the following was not a writer associated
questions that are phrased
with the Renaissance?
in the negative.
A William Shakespeare
Some questions contain words
B Christine de Pisan
such as not and except. In these
cases, look for the answer option C Miguel de Cervantes
that is not true. D Johannes Gutenberg
Eliminate answer options
that you know are incorrect 3. The Catholic Counter-Reformation led to
This will help you narrow down A improved relations between Catholics and Protestants.
your choices. B the formation of new religious orders. You can eliminate
C the creation of the Lutheran Church. option C if you recall
Consider options such as all that the Lutheran Church
of the above and none of D all of the above. was a result of the Protes-
tant Reformation.
the above as you would any
other possible response. 4. Which of the following accurately describes Renaissance
Watch for modifiers. art?
Answer options that include A Renaissance art never focused on individuals.
absolute words such as always or B Renaissance art always had a religious theme.
never are sometimes incorrect. C Renaissance artists rarely created sculptures.
Consider the options that D Renaissance paintings used a technique known as
remain and select the best. perspective.
If you are not sure of the answer, Absolute words such as always,
select the option that makes the never, all, none, and every often
signal an incorrect option.
most sense.
Answers: 1(A), 2 (D) , 3 (B), 4 (D)

H40 TEST-TAKING STRATEGIES
Historical Sources
Often, test questions will include historical sources in order to assess your ability to analyze
documents or images. Historical sources are written or visual sources that tell us about
important events or people in history. Historical sources can be primary-source documents
created by people present at historical events or during a historical time period, or second-
Skills Handbook
ary sources created after an event by a person who was not present. Use the strategies
below to answer questions using historical sources.
Learn
Ferdinand Magellan
Briefly examine the histori-
Magellans greatness stands out, despite all attempts to
cal source and the questions disparage him. He not only had the gift of making the right
that accompany it. decision at the right time; he was able to outwit enemies
Look at the title and skim the who were plotting to kill him, and to keep the loyalty of his
source to identify the subject. men. And, as the Portuguese sailor who wrote the Leiden
Then read the questions to help Narrative recorded, he was an industrious man, and never
you understand what informa- rested, the kind of sea captain who slept little and woke at
tion to focus on. a moments notice for anything like a change of wind. As a
mariner and navigator he was unsurpassed; and although
Examine the source carefully.
he did not live to complete the greatest voyage of discov-
Take note of when the source
ery in the worlds history, he planned it, and discovered the
was created and by whom. Look
Strait that shall forever bear his name, as well as the Mar-
for key events, persons, or other ianas and the Philippines where no European had touched
details that provide information before.
about the subject. Samuel Eliot Morison, The European Discovery of America:
The Southern Voyages, 1974, p. 320
Study the source to deter-
These words
mine its purpose and point indicate that the
of view. author thought highly
of Magellan.
Look for clues that might indi-
cate why the source was created.
Was it intended to create a reac- 1. Which of the following correctly identifies an accomplish-
ment of Ferdinand Magellan?
tion in the audience? Is it for
informational purposes? A He wrote the Leiden Narrative.
B He was the first European to reach the Marianas and
Re-read the questions that
the Philippines.
accompany the historical
C He was the greatest explorer who ever lived.
source and review the source
D He discovered a sea route from Europe to Asia.
to find the answers.
2. What is the authors point of view toward the subject?

A The author believes that Magellans voyage was not very
important in world history.
B He thinks that Europeans were wrong to colonize the
Americas.
C The author thinks highly of Ferdinand Magellan.
D He believes that Magellan was a better sailor than
Columbus
Answers: 1(B), 2 (C)
TEST-TAKING STRATEGIES H41
Political Cartoons
Another common type of test question asks you to analyze a political cartoon. Political
cartoons are primary sources that use images and symbols to make a point about political
figures or issues. Because cartoons often provide insight into the opinions and values of a
Skills Handbook
historical period, exams use political cartoons to test your knowledge of a particular period.
Use the strategies below to answer test questions that deal with political cartoons.
Learn
Taille, Impots et Corvee (Tithes, Taxes,
Identify the cartoons and Labor), France late 1700s
subject.
Read the cartoons title and cap- The priest and noble-
The title, place, and man were common
tion to help determine its sub- date of the cartoon symbols of Frances First and
ject. Information that indicates help us identify the sub- Second estates. The man
ject as France on the eve under the rock represents
when the cartoon was created of the French Revolution. the peasants and laborers
can also help you identify the of the Third Estate
subject matter.
Interpret symbols and
images used in the cartoon.
Political cartoons often use
symbols to express ideas. For
example, an olive branch might
represent the idea of peace.
Exaggerated images or facial
expressions often indicate
emotions. Showing the peasant
being literally crushed
Determine the cartoonists might indicate that the
point of view. artist believed the Third
Examine the cartoon to under- Estate was suffering.
stand what point the artist
1. The cartoon likely represents
is trying to make. Recognize
whether the subject is portrayed A Frances economic difficulties under King Louis XVI.
positively or negatively. Does the B religious disagreements that led to the French
Revolution.
cartoonist agree or disagree with
the issue? C political reasons for Napoleons rise to power.
D social problems before the French Revolution.
Read the questions carefully
and study the political car-
toon to find the answers. 2. What point is the artist most likely trying to make in this
cartoon?
A The First and Second estates oppress the Third Estate.
B The First and Second estates share their wealth with the
Third Estate.
C Members of the Third Estate should not pay their taxes.
D The three estates should work together to solve the coun-
trys economic problems.
Answers: 1(D), 2 (A)
Line and Bar Graphs
Other test questions assess your ability to read graphs. Graphs are used to show statistical
or numerical information in a visual way. Line graphs illustrate how quantities and trends
change over time. Bar graphs compare groups of numbers within categories and some-
times show change over time. Use the strategies below to answer questions that cover line
Skills Handbook
and bar graphs.
Learn
Read the title of the graph to determine its Read any legends or additional labels on
main idea the graph.
Read the questions that accompany the Legends and additional labels provide informa-
graph. tion about what the colors, patterns, or symbols
Reading the questions first will help you focus in
XOBGT@OBUB on the graph mean.
OEQBTT
FGB on the most important part of the

graph. Identify any trends or patterns that the
Study the label on the vertical axis. graph reveals.
The vertical axis generally indicates what the Re-read the questions and review the graph
graph measures. to find the answers.
Examine the label on the horizontal axis.
The horizontal axis usually tells you the time
The bars indicate
period the graph covers. that German
production of steel and
coal was rising .
1016-"5*0/0'*3&-"/% o (&3."/:4&$0/0.*$(3085) o
4UFFM1SPEVDUJPO $PBM1SPEVDUJPO

1PQVMBUJPO NJMMJPOT
(SFBU'BNJOF o

5IPVTBOETPGUPOT

.JMMJPOTPGUPOT

The purple seg-

ment of the line

indicates the period of
the Great Famine.

:FBS
4PVSDF )FBSUI5BY3FUVSOT *SJTI$FOTVT
The graph covers the :FBS :FBS
years 1780 to 1920. 4PVSDF 0YGPSE"UMBTPG8PSME)JTUPSZ
1. Which statement best summarizes the 2. According to the graphs, between 1890 and
information in the line graph? 1913, Germanys
A The Irish population declined dramatically A coal production declined as a result of
around 1900. the Great Depression.
B The population of Ireland has always been B steel production and coal production
smaller than that of Great Britain. both experienced dramatic increases.
C Irelands population increased dramatically C coal production declined, while steel pro-
as a result of the Industrial Revolution. duction increased.
D After years of population growth, the Irish D. economy was relatively stable.
population declined rapidly around the time
of the Great Famine.
Answers: 1(D), 2 (B)
WNAFS?AMEA
Pie Graphs NDPASS

Some tests include questions that require you to interpret information in pie graphs. A pie
graph shows how parts are related to a whole. Slices of a pie graph should add up to 100%
and are proportional to the percentage each represents. Sometimes exams will have two
Skills Handbook
pie graphs side by side in order to show a comparison. Use the strategies below to answer
questions about pie graphs.
Learn
Read the title of the graph
to learn the topic and time 803-%+&8*4)1016-"5*0/
period it covers. #:$06/53:
Read the questions that 3VTTJB
accompany the pie graph. 'SBODF
Reading the questions first will *TSBFM "SHFOUJOB

help you focus in on the most $BOBEB
important aspect of the graph. 6OJUFE
6OJUFE ,JOHEPN
Identify the different 4UBUFT
0UIFS

slices into which the pie
graph is divided.
Look for a legend or labels to
explain what the different slices 4PVSDF +FXJTI7JSUVBM-JCSBSZ The slices on this
graph refer to the
represent. What percentage does different countries around
each slice represent? the world where Jews
lived in 2005.
Draw conclusions about the
information presented in the
graph. 1. In 2005 the majority of the worlds Jewish population lived
Consider why some slices are A in Europe.
larger or smaller than others.
B in Israel.
What does the data tell you
C outside Israel.
about the topic of the graph?
D outside the United States.
If there are two graphs,
compare and contrast them
to identify and understand 2. Which of the following conclusions can accurately be drawn
from the graph above?
trends.
A In 2005 Jews lived in many different parts of the world.
Re-read the questions and
B Jews make up the largest religious group in Israel today.
review the graph to find the
C A large number of Jews lived in Europe in 2005.
answers.
D In 2005 Judaism was the third largest religion in the
world.
Answers: 1(C), 2 (A)

Political and Thematic Maps
Questions asking you to interpret maps frequently appear on tests. Political maps show
countries and the political divisions within them. They may also highlight physical features
such as mountains or bodies of water. Thematic maps focus on a specific topic and often
show patterns of movement, distribution of resources, or location of events. Special sym-
Skills Handbook
bols, such as icons or arrows, are often used on thematic maps. Use the strategies below to
answer questions about political and thematic maps.
Learn Mughal Empire, 15261707
Identify the maps subject 53"/409*"/"

and read the questions that '&3("/" .VHIBM&NQJSF
5FSSJUPSZBEEFE o
accompany the map. )JOEV,VTI
5FSSJUPSZBEEFE o
The maps title will often indicate ,BCVM
&VSPQFBOUSBEJOHQPTU
the subject. Reading the ques- ,BOEBIBS #BUUMFTJUF
tions will help you identify infor- -BIPSF %BUFPGCBUUMF
Note that each
mation you need to focus on. 4"'"7*%
battle site on
1BOJQBU ) #SBINBQVUSB3JW
FS
WFS * .
3J %FMIJ
Study the map legend. the map1&34*"
contains "HSB
" -
" : " 4
T
*OEV
the name and the ,IBOVB

The legend tells
The legend will help you identify year of the battle.
'BUFIQVS
4JLSJ
(BOHFT3JW
you what territory
FS
what the different colors and

#&/("-
was added to the Mughal
"SBCJBO */%*" $BMDVUUB
symbols mean. These can give 4FB Empire and indicates the
/ symbols for battles and
you details about the purpose of trading posts.
%FDDBO
the map. #PNCBZ
1MBUFBV
BUT #BZPG
Examine the maps compass (I
8F
."3"5)"4 #FOHBM
O
TUF
U FS
rose and scale. (PB

SO
*/%*"/
&BT
(I
The compass rose can help you 0$&"/

BUT
determine direction, while the

/ $BMJDVU
scale can help you estimate the
&
&
distance between two places. 4SJ-BOLB
Study the information pro-

vided on the map. .JMFT
,JMPNFUFST
Read all the labels and study the 5XPQPJOUFRVJEJTUBOUQSPKFDUJPO
other information, such as colors, 1. In 1530 the Mughal Empire was centered
borders, or symbols. A around coastal cities.
Re-read the questions care- B in the Himalayas.
fully and review the map to C in northern India.
find the answers. D in southern India.
2. Why might European trading posts have been located

along Indias coasts?
A to be close to valuable natural resources
B to be near shipping routes
C to be protected from invaders
D to be nearby large cities
Answers: 1(C), 2 (B)
w8nafs_iwy000026a
Constructed Response
1st pass
7-12-06
w8nafs_iwy000014a
Some tests include constructed-response questions. Constructed-response questions ask
3rd pass
you to interpret a source and answer open-ended, short-answer questions. Unlike multiple-
7-12-06
choice questions, the answers are not given. You have to construct them. Use the strategies
Skills Handbook
below to answer constructed-response questions.
Learn
DECLINE OF WORLD UNEMPLOYMENT,
Identify the subject of the
TRADE, 19291933 19291933
document and read the ques-
70 30
tions that accompany it. Germany
Examine the title and any other
World Trade (in billions of U.S. $)
60 25
information that might indicate
Percent of Workforce
50
the subject of the document. 20
Great
Reading the questions help you 40 Britain
identify the information you 15
need to focus on. 30
10
Study the document care- 20
United States
fully.
10 5
Documents can include written
excerpts, graphs, charts, political 0 0
cartoons, maps, or other visuals. 1929 1930 1931 1932 1933 1929 1930 1931 1932 1933
Identify information presented in Year Year
Source: Economic Discrimination and Source: Historical Statistics of the United
the document such as facts, fig- Political Exchange States; European Historical Statistics
ure, opinions, or points of view.
Read the directions that
accompany the questions.
Directions Examine the line graphs carefully and answer the
Make sure you understand what
questions that follow in complete sentences.
you are expected to do to answer
the questions. Some questions
require answers that can easily 1. What country had the highest unemployment rate between
be found in the source. Others 1929 and 1933?
ask you to connect pieces of Germany had the highest unemployment rate.
information from different parts
of the source. Others may require
2. How might the decline in world trade have affected the
you to make inferences using
unemployment rate?
information not in the source.
The drop in world trade could have caused a
Re-read the questions and
decline in the number of available jobs.
then use the document and
your knowledge of the sub-
ject to find the answers. 3. What caused the decline of world trade and the rise of
Write your answers. unemployment rates?
Use the space provided to write The Great Depression caused world trade to
your answers to each question. decline and unemployment rates to rise.

Extended Response
Extended-response questions are similar to constructed-response questions in that they
ask you to analyze information presented in a document such as a chart, graph, or map and
then to write a response. Extended-response answers, however, usually consist of a para-
TEST-TAKING STRATEGIES
graph or essay. You will be assessed partly on your ability to write a coherent, grammati-
SKILLS HANDBOOK
cally correct response. In addition to your interpretation and analysis of the document, your
answer should also include some prior knowledge of the topic.
To analyze and interpret the document, use the strategies you have already learned.
To answer the question, use the strategies below.
LEARN
Read the directions and ques-
MAJOR TRADE ORGANIZATIONS
tion carefully to determine AND AGREEMENTS
the purpose of your answer. ORGANIZATION [date formed] Members (in 2006) and goals
Be clear about what the question
is asking you to do. General Agreement on 125 members (in 1995); worked to
Tariffs and Trade (GATT) reduce tariffs and other international
Identify the subject and trade barriers; replaced by WTO
[1948]
purpose of the document.
Examine the title, labels, and World Trade Organization Nearly 150 members; promotes
other details that can indicate a (WTO) [1995] lower trade barriers
documents subject and purpose.
Study the document care- Group of Eight (G-8) [1975, 8 major industrial democracies;
as G-6] discuss international economic,
fully.
environmental, and other issues
Read the text and note facts
or details that might help you Organization of Petroleum 11 major oil exporting countries,
answer the question. Exporting Countries (OPEC) most in Middle East; coordinate oil
Use the question and your [1960] policies of members
notes to create a topic sen-
tence. European Union (EU) [1993] 25 European nations; work for
European economic and political
Questions often point towards
integration
an effective topic sentence. How-
Use facts and examples
ever, avoid simply restating the from the document to
question as a sentence. help support your answer.
Develop an outline or
graphic organizer to help Directions Use the table and your knowledge of world trade
organize your main points. to write an essay that answers the question below.
Write your answer in com-

plete sentences. 1. How have regional and international trade organizations
Start with your topic sentence. affected world trade? What are the advantages and disad-
Then refer to your outline as you vantages of such organizations?
write. Be sure to use correct gram- For the most part, international trade organizations have served to
mar, spelling, and punctuation. boost world trade. Some organizations, like the GATT were created
to boost trade. Others, like OPEC, were created to strict oil sales of its
members so that each will receive a high price for their products.

Document-Based Questions
Document-based questions ask you to analyze written and visual documents. Docu-
ment-based questions usually consist of two parts. The first part asks short-answer ques-
tions about each document. The second part asks students to use their answers and
Skills Handbook
information from the documents to produce an essay on a given topic. Use the strategies
below to answer document-based questions.
Learn
Read the Historical Context Historical Context In 1917 the United States was debating
information carefully. whether or not to enter World War I, then raging in its third year
This section will help you under- in Europe. There was strong sentiment to maintain neutrality.
stand the background of the
issue and documents that you Task Using information from the documents and your knowl-
will read. edge of world history, answer the questions that follow each docu-
Review the Task information. ment in Part A. Your answers to the questions will help you write
The task provides you with direc- the Part B essay, in which you will be asked to:
tions for answering the docu-
ment-based question. Discuss the positions both pro and con for United
States entry into World War I and describe the
Read the essay question
eventual course of events.
carefully. In this case, the
Be sure to pay attention to what question asks about
United States neutrality
the question is asking you to do. in World War I.
Skim each of the documents Part A: Short-Answer Questions
in Part A. Study each document carefully. Then answer the question or
Briefly examine each document questions that follow each document in the space provided.
to get an idea of the issues it
presents. Only two documents
are shown here. Typically,
document-based questions
16 January 1917
involve between four and eight
We intend to begin unrestricted submarine warfare on
documents.
the first of February. We shall endeavor in spite of this
Carefully examine and study to keep the United States neutral. In the event of this
each document. not succeeding, we make Mexico a proposal of an alli-
Look for points that might help ance on the following basis: Make war together, make
you answer the essay question. peace together, generous financial support, and an
If you are allowed to mark up understanding on our part that Mexico is to
the exam, underline or otherwise reconquer the lost territory in Texas, New Mexico, and
identify key points. You may Arizona....
also want to make notes in the Zimmermann
margin.
1. What did the Zimmermann telegram propose to Mexico?
The Zimmermann telegram proposed that Mexico join in an alliance
with Germany against the United States.

Skills Handbook
Read and answer each of the
document-specific questions.
As you answer the questions,
think about how each connects
to the essay topic.
Return to the essay question
to help you form a topic sen-
tence or thesis.
Create an outline or graphic
organizer to help organize
your main points.
Review the document and any
notes you made to find examples
to support your points.
Write your essay.
Include an introductory para-
graph that frames your argu-
ment, a main body with details
that explain it, and a closing
paragraph that summarizes your
position. Include specific details
or documents to support your
2. What point about United States neutrality in World ideas.
War I is this political cartoon attempting to make?
It makes the point that American patience is wearing thin.
Part B: Essay
Using information from the documents and your knowl-
edge of world history, write a well-organized essay recount-
ing the debate over the United Statess policy of neutrality
in World War I and the events that altered that policy.

Preparing for
Standardized Tests
Countdown
Everyone wants to ace the big test, but doing well takes preparation and
to Testing
practice. Holt World History: Human Legacy provides many opportunities for
you to prepare for the standardized tests.
There are 24 weeks of

Countdown to Testing WEEK 1 WEEK 2 practice questions. There
The Countdown to Testing 1 Tools such as spears, nets, and bows and
(Chapter 1.1) (Chapter 2.1)
is one question for each
arrows were developed If a man put out the eye of another man, his eye
day of the week.
section will help you study A during the Stone Age.
B by industrial civilizations.
C after the Neolithic Revolution.
shall be put out . . .
If he put out the eye of a mans slave, or break the
bones of a mans slave, he shall pay one-half of its
and prepare during the

D by workers in the first civilizations. value.
COUNTDOWN
TO TESTING
Hammurabis Code
(Chapter 1.2)
weeks before your test. 2 Which of the following developments helped

lead to the beginnings of agriculture?
A the rapid increase in population
1 Why might the punishments in the quote
above be different?
A Crimes involving injury were not tolerated.
B the invention of advanced tools
B Free people were valued more than slaves.
C the emergence of new plants as the climate
C Slaves were valued more than free people.
grew warmer
D Crimes against slaves were not punished.
D the establishment of permanent settlements
(Chapter 3.1)
(Chapter 1.2)
2 On what was the power of Egypts pharaohs
3 The development of farming brought based?
about which of the following changes?
A royal control of irrigation
A the first chariots
B their great wealth
B the construction of permanent settlements
C the belief that pharaohs were divine
C long-distance migration
D the construction of pyramids
D the ability to control fire
(Chapter 3.3)
(Chapter 1.3)
3 How did Egyptian civilization influence the
4 The earliest civilizations likely emerged Kingdom of Kush?
along river valleys because
A Egyptians taught Kushites how to raise cattle.
A powerful rivers provided protection for
B Egypt sent Christian missionaries to Kush.
early settlements.
C Kushites learned to make iron from Egyptians.
B rivers made the transportation of animals
D Kushites modeled their pyramids after those
easier.
in Egypt.
C many early religious practices were centered
on the worship of water.
D the fertile soil of river valleys allowed settlers (Chapter 2.3)
to grow plentiful crops. 4 How did Judaism differ from other religions
in the ancient Near East?
(Chapter 1.3) A Jewish leaders served as political and religious
rulers.
5 The division of society into merchants, B Judaism forbade the building of elaborate
artisans, and priests is an example of
temples.
which characteristic of a civilization?
C Jewish religious traditions had little influence
A advanced government
on daily life.
B division of labor
D Judaism developed as a monotheistic religion.
C food surplus
D large cities
(Chapters 2.1, 2.2, 3.2)
5 Sumerian cuneiform, Egyptian hieroglyph-
ics, and the Phoenician alphabet were
important because they
A allowed people to keep records.
References at the end of B led to the establishment of towns and cities.
C aided in the development of farming in the
each question direct you

Near East.
D led to advanced technologies.
to relevant material in COUNTDOWN TO TESTING CT3

your textbook.
w8nafs_frm_countdown.nat.indd CT3 10/23/06 11:30:06 AM
Other Test Prep and Practice

Other opportunities to practice and prepare for standardized tests
include:
Test-Taking Strategies Handbook in the Student Edition
w
Unit-level Standardized Test Practice in the Student Edition

w
Test Preparation Workbook

w
Test-Taking Tips
Use the Countdown to Testing questions to help
w w Read each question carefully. Be sure you know
you prepare. Spend a few minutes every day answering exactly what the question is asking.
that days question. w Answer the easy questions first. If you dont
Get plenty of sleep the night before the test. A
w know the answer to a question, skip it and come back
rested mind thinks more clearly and will help you focus to it later.
during the test. w Review your answers. Before handing in your test,
Arrive at the test prepared. Remember your pencil
w take a minute to look over your answers.
and eraser and anything else you may need on test day.
CT2
Week 1 Week 2

1 Tools such as spears, nets, and bows and
A during the Stone Age. shall be put out . . .
B by industrial civilizations. If he put out the eye of a mans slave, or break the
C after the Neolithic Revolution. bones of a mans slave, he shall pay one-half of its
D by workers in the first civilizations. value.
Countdown
to Testing
Hammurabis Code
(Chapter 1.2)

2 Which of the following developments helped
above be different?
grew warmer
(Chapter 3.1)
(Chapter 1.2)
(Chapter 3.3)
(Chapter 1.3)
3 How did Egyptian civilization influence the
4 The earliest civilizations likely emerged Kingdom of Kush?
early settlements.
easier.
in Egypt.
D the fertile soil of river valleys allowed settlers (Chapter 2.3)

to grow plentiful crops. 4 How did Judaism differ from other religions
in the ancient Near East?
(Chapter 1.3) A Jewish leaders served as political and religious
rulers.
5 The division of society into merchants, B Judaism forbade the building of elaborate
temples.
A advanced government
on daily life.
B division of labor
D Judaism developed as a monotheistic religion.
C food surplus
D large cities
(Chapters 2.1, 2.2, 3.2)

B led to the establishment of towns and cities.
Near East.
cOUNTDOWN TO TESTING CT3

Week 3 Week 4

1 Excavations at Mohenjo Daro and Harappa .JOPBOTFUUMFNFOU Do#$
indicate that early Indian civilizations (3&&$& .ZDFOBFBOTFUUMFNFOU D#$
A practiced monotheism.
B constructed large temple-pyramids.
"F
HF
C built large, advanced cities. "4*"
BO
.*/03
4F
D were destroyed by invaders from Egypt. .ZDFOBF
Countdown
B
to Testing
1FMPQPOOFTVT )388PSME)JTUPSZ
(Chapter 4.1) XOBGT@HSFNBQBD

.JOPBOTBOE.ZDFOBFBOT
2 After the decline of the Indus civilization,
TUQBTT
what new civilization arose in India?
A Aryan civilization . F E J U F S SB O F B O
4FB ,OPTTPT
B Buddhist civilization
C Sumerian civilization .JMFT
$SFUF
D Varnas civilization ,JMPNFUFST
1 The map above illustrates

(Chapter 4.2, 4.3) A the earliest known Greek civilizations.

3 One similarity between Hinduism and Bud- B Greek colonies in Asia Minor.
dhism is that they both C the empire of Alexander the Great.
A encourage the practice of yoga to aid in D the most powerful city-states in Greece.
meditation.
B believe in rebirth. (Chapter 5.1)
C believe Brahman created and preserves the
world. 2 Loyalty, bravery, and discipline are values
that would have been most highly prized by
D spread throughout Africa. )388PSME)JTUP
citizens of which city-state?
XOBGT@HSFNBQ
A Athens
(Chapter 4.4) .JOPBOTBOE.ZD
B Corinth TFDPOEQBTT
4 According to Chinas Mandate of Heaven C Macedonia
A a powerful god created the first Chinese D Sparta
civilization.
B rulers should obey the gods wishes. (Chapter 5.3)
C the gods would not allow corrupt rulers to
govern. 3 Aristotle is best known for his
A discovery that Earth is round.
D peasants should not participate in government.
B emphasis on thinking for oneself.
C recording of the teachings of Socrates.
(Chapter 4.3)
D logical study of most fields of science.
5 Which of the following correctly describes
the spread of Buddhism? (Chapter 5.4)
A Buddhism originated in India but later spread
to Southeast Asia, China, and Japan. 4 Alexander the Greats empire extended from
B Japanese missionaries introduced Buddhism to A Italy to Persia.
Southeast Asia. B Asia Minor to the Caspian Sea.
C Chinese merchants are credited with spreading C Greece to the Indus River.
Buddhism to India. D Egypt to Mesopotamia.
D Buddhism originated in China and later spread
to India. (Chapter 5.2)

5 The government of the United States differs
from that of ancient Athens in that
A U.S. citizens elect representatives to vote for
them.
B U.S. leaders can serve as many terms as they
wish.
C U.S. government is made up of only one branch.
D foreigners cannot become citizens of the United
States.
CT4 COUNTDOWN TO TESTING

Week 5 Week 6

1 The government of the Roman Republic 1 The discovery of elaborate tombs, giant
resembles todays U.S. government in that stone head monuments, and pyramids in
A both give veto power to legislative leaders. Olmec settlements most likely led scholars to
B both appoint powerful dictators in times of believe that
emergency. A the Olmec were skilled hunters.
C both are made up of only two branches. B Olmec society was highly organized.
Countdown
to Testing
D both use a system of check and balances. C the Olmec were polytheistic.
D Olmec towns served as religious and
(Chapter 6.2) ceremonial centers.

2 The shift from republic to empire in Rome
(Chapter 7.2, 7.3)
is credited to the efforts of
A Augustus 2 Which of the following is a similarity
B Constantine between the Aztec and Inca civilizations?
C Diocletian A Both created large and powerful empires.
D Julius Caesar B Trade played an important role in both
civilizations.
(Chapter 6.4) C Slaves made up the lowest social class in
both civilizations.
3 Emperor Constantines conversion to D Both civilizations were located in what is
Christianity helped now Central Mexico.
A him win a decisive battle.
B introduce Christianity to non-Jews.
(Chapter 7.2)
C Christianity spread more rapidly throughout
the empire. 3 Which of the following is an example of
D strengthen the Roman Empire. Aztec achievements in astronomy?
A the development of a writing system
(Chapter 6.3) B the creation of a 365-day calendar
C the use of chinampas
D the development of the concept of zero
(Chapter 7.1, 7.2, 7.3)

4 Which of the following identifies Mesoamer-
ican civilizations from earliest to latest?
A Anasazi, Aztec, Chavn, Inca
B Olmec, Maya, Aztec
C Zapotec, Aztec, Maya, Inca
D Maya, Hopewell, Aztec
4 The structure in the photo above is an

(Chapter 7.3)
example of the Romans skill in
A military conquest. 5 One way in which the Inca helped unify
B engineering. their large empire was to
C law. A build an extensive system of roads.
D science. B demand a labor tax from all citizens.
C develop a uniform system of writing.
(Chapter 6.5) D maintain a powerful military.

5 Which of the following was a key cause of
the economic troubles that led to Romes
collapse?
A A new capital at was constructed at
Constantinople.
B The Visigoths sacked the city of Rome.
C Emperors minted new coins that were not
as valuable as they previously had been.
D Diocletian split the empire into two parts.

Week 7 Week 8

1 Under Emperor Wudi, Confucianism became 1 Why did Muhammad leave Mecca for
the official government philosophy. Why Yathrib, or Medina?
might Confucianism have appealed to Wudi? A to avoid a war between the two cities
A It encouraged the use of strict laws and harsh B his teachings had angered many people
punishments. in Mecca
B It promoted the unification of the empire. C he believed Medina was a holy city
Countdown
to Testing
C It emphasized obedience and loyalty. D to relocate his trade business

D It stressed the importance of trade.
(Chapter 9.1)

(Chapter 8.2)
2 Which of the following is a similarity
2 The Silk Roads played an important role between Islam, Judaism, and Christianity?
during the Han dynasty because they A Each religion originated in Arabia.
A brought China into a global trade network. B Each teaches followers to fast during its
B helped bring silk production to China. holy month.
C allowed China to export goods and ideas C Each is a monotheistic religion.
to Japan. D Each believes that Muhammad is the last
D helped to protect northern China from of Gods prophets.
invaders.
(Chapter 9.2)

(Chapter 8.3)
3 The Muslim Empire expanded to all of the
3 During his rule, Ashoka contributed to following areas except
Indian society through all of the following A Spain
ways except B Egypt
A by improving roads and transportation. C Persia
B through his policy of taxation. D Russia
C in the construction of stone pillars.
D in his efforts to spread Buddhism. (Chapter 9.2)

Sunni and Shia Distribution
(Chapter 8.1, 8.2, 8.3, 8.4)

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A the Mediterranean world and China. 4 According to the map, the country with the
B rich and poor. most Shia Muslims is
C Hindus and Buddhists. A Iran.
D north India and south India. B Turkey.
C Saudi Arabia.
D Iraq.
(Chapter 9.3)

5 What role did Muslims play in global trade?
A They traded gold to the rest of the world.
B They connected traders in the East and the
West.
C They did not participate in global trade.
D They were the first to use coins in trade.

Week 9 Week 10

1 Which of the following played the most 1 The Tang and Sui dynasties strengthened
important role in early African society? the power of the central government by
A village priests A outlawing the production of weapons.
B the individual B banning the export of silk.
C kings and queens C reforming the bureaucracy.
D the family D encouraging new farming techniques to
Countdown
to Testing
increase rice production.
(Chapter 10.1)

(Chapter 11.1)
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C the invention of gunpowder
2 In what general direction did the Bantu D the introduction of horses to China
migration routes travel?
A southeast (Chapter 11.3)
B southwest
C northeast
4 The chief religion in early Japan was
A Buddhism
D northwest
B Shinto
C Confucianism
(Chapter 10.2) D Heian

3 What made the East African coast a center
of world trade? (Chapter 11.3)
A valuable trade items such as silk and glass
B its location on the Indian Ocean 5 China influenced the development of
Japans
C large cities with walls for protection
A military.
D powerful armies in Aksum and Ethiopia
B social classes.
C written language.
(Chapter 10.3) D geography.

4 The power of West African kingdoms such as
Ghana and Mali was largely based on their
A use of camels for transportation.
B conversion to Islam.
C control of the salt and gold trades.
D location along major trade routes.
(Chapter 10.3)

5 Mansa Musas pilgrimage to Mecca was
significant because it
A brought Malis great wealth to the attention
of other kingdoms.
B caused the price of gold to rise.
C brought great riches to the people of Mali.
D introduced camels to Arabia and Europe.

Week 11 Week 12

1 The Byzantine Empire emerged from
I . . . shall be to you both faithful and true, and
A the eastern portion of the Roman Empire.
B Rus settlements along the Baltic Sea. shall owe my Fidelity unto you, for the Land that
C the union of the Angles and the Saxons. I hold of you, and lawfully shall do such Customs
D barbarian tribes in Italy. and Services, as my Duty is to you, at the times
assigned.
Countdown
to Testing
(Chapter 12.1) from The Manner of Doing

Homage and Fealty
2 Why was Justinians law code significant?
A It outlawed slavery in the empire.
B It gave Justinian the title of emperor. 1 This quote most likely reflects the attitudes
C It established Christianity as the official of what members of the feudal system?
religion of the Byzantine Empire. A kings
B vassals
D It collected Roman laws into a simple and
C peasants
clear system of law.
D lords
(Chapter 12.1)
(Chapter 13.4)
3 Over time, the culture of the Byzantine
Empire was increasingly influenced by 2 Christians in what country defeated the
A China. Muslims and drove them from power in the
Reconquista?
B Greece.
A France
C Russia.
B Spain
D Western Europe.
C Norway
D Italy
(Chapter 12.2)

4 What led to the spread of Orthodox Christi- (Chapter 13.5)
anity into Eastern Europe and Russia?
A the Byzantines conquest of Kiev 3 Which of the following explains the great
power of medieval popes?
B Alexander Nevskis defeat of the Teutonic
A Popes controlled the religious lives of almost
Knights
everyone in Asia.
C the development of the Cyrillic alphabet
B Popes developed the feudal system.
D the split between the Catholic Church and the
C Popes had the power to name kings and
Orthodox Eastern Church
emperors.
D Popes held influence over politics and religion.
(Chapter 12.2)

5 Which of the following is an example of (Chapter 14.1)
Byzantine influence on Russia?
A the founding of Kiev 4 What effect did the Crusades have on the
economy of Europe?
B the rise of the Golden Horde
A led to an increase in trade between East and
C the establishment of the Russian Orthodox
West
Church
B ended the feudal system in Europe
D the development of canon law
C led to the decline of towns and cities
D introduced Islam to Europe
(Chapter 14.4)

5 Historians believe the Black Death
originated in
A Central Asia.
B the Americas.
C Italy.
D Northern Europe.

Week 13 Week 14

1 Renaissance art, literature, and education 1 In the 1300s what Muslim empire expanded
were greatly influenced by into Europe?
A the invention of the compass. A the Ottoman Empire
B ancient Greek and Roman achievements. B the Safavid Empire
C the love of beauty. C the Mughal Empire
D a renewed emphasis on religion. D the Ming Empire
Countdown
to Testing

2 By the 1500s Muslim empires controlled all
of the following regions except
A the Byzantine Empire.
B India.
C Japan.
D Persia.
(Chapter 17.3)

3 Under what dynasty did China expand to its
2 What Renaissance technique is illustrated
largest size?
by this painting?
A Ming
A humanism
B Qing
B movable type
C Tokugawa
C perspective
D Yuan
D predestination
(Chapter 17.3)
(Chapter 15.3)

4 Chinas Zheng He is significant because he
3 Whose actions helped spark the Protestant
A created laws to limit contact with foreigners.
Reformation?
B moved the Chinese capital to Beijing.
A Michelangelos
C led the rebellion that overthrew the Yuan
B Lorenzo de Medicis
dynasty.
C John Calvins
D led several voyages of exploration and trade.
D Martin Luthers
(Chapter 17.4)
(Chapter 16.1)

4 Which of the following was a reason for
5 Japanese feudalism differed from European
feudalism in that it featured
European overseas exploration?
A no code of ethics for samurai to follow.
A the desire to spread Christianity
B a shogun as a powerful central authority.
B the need for more land for Europes growing
C a class of strong professional warriors.
population
D no exchange of land between lords and vassals.
C the lack of resources in Europe
D the drive to compete with Chinese explorers
(Chapter 16.3)

5 How did the Columbian Exchange impact
life in the Americas?
A Thousands of farmers in the Americas were left
without lands to farm.
B Population in the Americas boomed as a result
of the introduction of new foods.
C European diseases devastated the Native
American population.
D Native empires were overthrown in the search
for gold.

Week 15 Week 16

1 The English Bill of Rights is an important 1 All of the following were causes of the
document because it French Revolution except
A sparked the English Civil War. A economic problems
B limited the power of the monarch. B support for Enlightenment ideas
C restored the English monarch to power. C social inequalities
D created the Estates General. D the desire for a strong ruler
Countdown
to Testing
(Chapter 18.2, 18.4) (Chapter 19.3, 20.2)

2 Which of the following is a similarity 2 One similarity between the French and
between Louis XIV and Peter the Great? American revolutions was that they both
A They both fought wars to expand their empires. A led to a period of terror and violence.
B They both made efforts to westernize their B resulted in the execution of the monarch.
empires. C established basic rights and freedoms.
C They both believed the people should have a D led to the establishment of constitutional
say in government. monarchies.
D They both ruled with the help of the pope.
(Chapter 20.2)

(Chapter 19.1) France, 1793
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that people were born with certain
natural rights? 3 Which of the following areas did not experi-
A Adam Smith ence counterrevolutionary activity?
B Baron de Montesquieu A Arras
C John Locke B Bordeaux
D Thomas Hobbes C Nantes
D Paris
(Chapter 19.3)
(Chapter 20.4)
5 How did the American Revolution express
the ideals of the Enlightenment? 4 Which event played the greatest role in
A American Patriots supported absolute Napoleons defeat?
monarchy. A the Russian campaign
B Colonists revolted against a government that B the Continental System
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D The new American government granted equal (Chapter 20.4)
rights to women.
5 Which of the following was a result of the
Congress of Vienna?
A It established democratic governments
throughout Europe.
B It created a powerful European Army.
C It led to the downfall of Napoleon.
D It restored monarchies to power in Europe.

Week 17 Week 18

1 What factor explains Great Britains 1 How did industrialization lead to reform
industrialization? movements?
A improvements in social equality A Factory owners called for economic reforms.
B growth of private investment B The lack of industrialization in some industries
C increasing political instability led to a call for change.
D expansion of cottage industries C The increased prosperity of factory workers
Countdown
to Testing
and middle-class citizens led them to demand
(Chapter 21.2) political change.
D Industrialization did not affect the reform
2 Which of the following most likely explains movement.
the rise of labor unions?
A Factory owners wanted better-trained workers.
(Chapter 23.2)
B Governments began regulating businesses.
C The need for more workers was increasing.
D Workers wanted their interests heard. It is a crime to punish the minds of the lowly and
the humble, to exasperate the passions of reaction
(Chapter 21.3) and intolerance, while seeking shelter behind
odious [horrible] anti-Semitism, which, if not
3 Which statement describes a market
suppressed, will destroy the great liberal France
economy?
A Strict regulations govern businesses. of the Rights of Man.
B Businesses and individuals are free to compete Emile Zola, Jaccuse
for trade.
C The government dictates what factories will 2 Emile Zola was inspired to write Jaccuse
produce. by what event in the late 1890s?
D Skilled workers are in high demand. A nationalism
B Zionism
(Chapter 21.3) C the Civil War
D the Dreyfus Affair
4 In contrast to capitalism, socialism
proposed that
(Chapter 23.3)
A there should be no industry.
B businesses and individuals should own and 3 Unlike the French revolutions of the 1800s,
control industry. the revolutions in Latin America sought
C society or the government should own and A independence.
control industry. B a return to absolute monarchy.
D the workers should own and control industry. C Communist government.
D improvements in factory conditions.
(Chapter 22.3)
(Chapter 24.1)
increase in leisure time? 4 What two European countries experienced
A the demand for entertainment increased unification movements in the mid-1800s?
B the number of factory workers decreased A France and Germany
C mass transportation improved B Portugal and Poland
D suburbs developed C Germany and Italy
D Austria and Spain
(Chapter 24.4)

5 Which of the following was a reform of Czar
Alexander II?
A He funded the construction of the Trans-
Siberian railroad.
B He freed the Russian serfs.
C He established a constitutional monarchy.
D He granted women the right to vote.

Week 19 Week 20

1 Great Britains most valuable colony was 1 What event triggered World War I?
A China. A Germanys invasion of Russia
B Egypt. B the assassination of Austrias archduke
C India. C the sinking of the Lusitania
D Vietnam. D the invention of trench warfare
Countdown
to Testing

2 What allowed European empires to gain a 2 Which of the following is an example of
foothold in Asia and Africa? total war?
A Asian and African rulers were eager to trade. A Governments tell factories what to produce
B European rulers negotiated for trade rights. for the war effort.
C Asian and African leaders began converting B Civilians are drafted into the military.
to Christianity. C Governments spend millions to develop more
D European leaders took advantage of their powerful weapons.
military superiority. D Neutral nations sell weapons to countries on
both sides of the war.
(Chapter 25.2)

(Chapter 26.3)
3 What effect did the opening of foreign trade
have on Japan? 3 What effect did the Russian Revolution have
A It encouraged Japan to modernize. on World War I?
B It led to the establishment of democracy. A It forced Russia to withdraw from the war.
C It created tensions between Japan and China. B It left Germany with no more allies.
D It led to war between Japan and Great Britain. C It led to the defeat of Austria-Hungary.
D It encouraged the United States to enter
(Chapter 25.3) the war.

(Chapter 26.3)
My desire is to open a path to this district
[of Africa], that civilization, commerce, and 4 Why is Vladimir Lenin a significant figure
Christianity might find their way there. in Russian history?
David Livingstones Cambridge Speech of 1857 A He created Russias first legislative body.
B He instituted a Communist regime in Russia.
C He curbed the governments control of the
4 What reasons does Livingstone give for Russian economy.
wanting to colonize Africa? D He was the commander of Russian forces in
A trade, religion, and to civilize the Africans World War I.
B gold, land, and slaves
C expansion of the slave trade and control of
(Chapter 26.4)
trade routes
D formation of alliances and trade 5 What was the main purpose of the Treaty
of Versailles?
(Chapter 25.4) A to ensure that another world war could not
take place
5 During the age of imperialism, in what part B to punish Germany for its role in the war
of the world did the United States most fre- C to punish Russia for withdrawing from
quently exert its influence? the war
A Africa D to reward the Unites States for entering
B Latin America the war
C China
D Russia

Week 21 Week 22

1 After World War I nationalist movements in 1 Which of the following is an example of
European colonies increased as a result of German aggression prior to World War II?
A the fear that colonists might be pulled into A Germany remained neutral.
another costly war. B Germany reclaimed and militarized the
B the lack of financial support from Europe. Rhineland.
C the fear that European nations would demand C Germany gave up control of Austria.
Countdown
to Testing
more resources to rebuild after the war. D Germany signed a treaty with Russia.
D the colonists belief that they had earned their
freedom by fighting in the war. (Chapter 28.1)

2 What event triggered World War II?
(Chapter 27.2)
A Germany invaded Poland.
2 Which of the following was a cause of the
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U.S. stock market crash in 1929? C Japan bombed Pearl Harbor.
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A increasing speculation in the stock market D Germany and the Soviet Union signed a
on by the high
B economic troubles brought nonaggression pact.
cost of maintaining colonies
C government regulation of the economy (Chapter 28.2)
D lack of confidence in the government
3 Which battle was a turning point in the
war in the Pacific?
(Chapter 27.2)
A Battle of El Alamein
3 How did the Great Depression in the B Battle of the Bulge
United States affect foreign nations? C Battle of Midway
A U.S. companies stopped exporting goods D Battle of Stalingrad
abroad.
B Nations were forced to borrow money from (Chapter 28.3)
the United States.
C World trade slowed dramatically.
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(Chapter 27.3, 27.4)
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4 In what way were Germany and Japan
similar during the 1930s?

A Both joined an alliance with the Soviet Union.
B Both established colonies in the Pacific.
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(Chapter 27.4)
4 What was the likely cause of the population
5 Which of the following tactics did Joseph change depicted in the graph above?
Stalin use to further his plan for economic A the dropping of atomic bombs
modernization?
B the Nazis Final Solution
A He worked to improve political rights for
C the London Blitz
women.
D the invasion of the Soviet Union
B He instituted a policy of collectivization of
small farms.
C He loosened government control of industry. (Chapter 28.4)

D He encouraged capitalist ideas and beliefs. 5 What two countries emerged from World
War II as the worlds most powerful nations?
A the United States and Japan
B Great Britain and the United States
C the Soviet Union and Germany
D the United States and the Soviet Union

Week 23 Week 24

1 Which of the following was a cause of the 1 What impact did World War II have on inde-
Cold War? pendence movements in Africa and Asia?
A The Soviet Union set up Communist govern- A African natives gained political strength by
ments in Eastern Europe. ruling the colonies during the war.
B The United States refused to force Germany B The cost of the war made European nations
to pay reparations. more determined to hang on to their colonies
Countdown
to Testing
C Soviet officials were charged with war crimes wealth.

during the Nuremberg Trials. C Independence movements emerged as Euro-
D The United States refused to loan money to pean countries lost power after the war.
the Soviet Union after the war. D The atrocities of the war led many Africans
to oppose foreign control.
(Chapter 29.1)

(Chapter 31.3)
2 The goal of the Truman Doctrine was to
A permanently divide Europe between East 2 The Zionist movement, immigration into
and West. Palestine, and the Holocaust led to
B rebuild the war-torn nations of Eastern A the creation of a Jewish state in Palestine.
Europe. B the Persian Gulf War.
C remove Stalin from power in the Soviet Union. C the Iranian Revolution.
D prevent the spread of communism. D the OPEC oil embargo.

3 All of the following are results of the U.S.- 3 During the Cold War, the United States
Soviet rivalry during the Cold War except became involved in Latin America in
A the Cuban missile crisis. order to
B the development of a nuclear arms race. A support the rights of the poor.
C the creation of Israel. B gain valuable natural resources.
D the Red Scare. C stop the spread of communism.
D end the rule of brutal dictators.
(Chapter 29.3)
(Chapter 33.1)
4 The fall of the Berlin Wall in 1989 has
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4 The process by which countries are linked
A the Cold War. through trade and culture is known as
B Germanys economic collapse. A urbanization.
C the collapse of communism. B international cooperation.
D ethnic tensions in Eastern Europe. C globalization.
D free trade.
(Chapter 29.4)
(Chapter 33.2)
5 Since the end of the Cold War, the United
States has been chiefly involved in 803-%63#"/*;"5*0/ o
conflicts in
A the Middle East.

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B Southeast Asia.
C Eastern Europe.
D Africa.

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of the world will be urbanized by 2020?
A less than 30 percent
B about 40 percent
C about 60 percent
D over 50 percent

North Carolina
Standard Course of Study:
STATE STANDARDS
NORTH CAROLINA
SOCIAL STUDIES :
NINTH GRADE WORLD HISTORY
World History at the ninth grade level is a survey course that gives students
the opportunity to explore recurring themes of human experience common to
civilizations around the globe from ancient to contemporary times.2 An histori-
cal approach will be at the center of the course. The application of the themes
of geography and an analysis of the cultural traits of civilizations will help
students understand how people shape their world and how their world shapes
them. As students examine the historical roots of significant events, ideas,
movements, and phenomena, they encounter the contributions and patterns of
living in civilizations around the world. Students broaden their historical per-
spectives as they explore ways societies have dealt with continuity and change,
exemplified by issues such as war and peace, internal stability and strife, and
the development of institutions. To become informed citizens, students require
knowledge of the civilizations that have shaped the development of the United
States. World History provides the foundation that enables students to acquire
this knowledge which will be used in the study of Civics and Economics and
United States History.
Strands: Geographic Relationships, Historic Perspectives, Economics and
Development, Government and Active Citizenship, Global Connections, Techno-
logical Influences and Society, Individual Identity and Development, Cultures
and Diversity
NC2 NORTH CAROLINA STATE STANDARDS
w8ncfs_frm_standards.indd NC2 2/23/07 8:02:42 AM

COMPETENCY GOAL 1 Historical Tools and 2.04 Examine the importance of India as a hub
PracticesThe learner will identify, evaluate, of world trade and as a cultural and religious
and use the methods and tools valued by histori- center during its Golden Age.
ans, compare the views of historians, and trace the
themes of history.
2.05 Assess the distinctive achievements of
Chinese and Japanese civilizations.
STATE STANDARDS
NORTH CAROLINA
.#
OBJECTIVES 2.06 Describe the rise and achievements of the
Byzantine and Islamic civilizations.
1.01 Define history and the concepts of cause and
effect, time, continuity, and perspective. 2.07 Describe the rise and achievements of
African civilizations, including but not limited to
1.02 Analyze and interpret primary and
Axum, Ghana, Kush, Mali, Nubia, and Songhai.
secondary sources to compare views, trace
themes, and detect bias. 2.08 Evaluate the achievements of the major
civilizations of the Americas during the
1.03 Relate archaeology, geography, anthropology,
pre-Columbian epoch including, but not limited
political science, sociology, and economics to the
to, the Aztecs, Incas, and Mayas.
study of history.
1.04 Define the themes of society, technology, COMPETENCY GOAL 3 Monarchies and
economics, politics, and culture and relate them EmpiresThe learner will investigate significant
to the study of history. events, people, and conditions in the growth of
1.05 Trace major themes in the development of monarchical and imperial systems of government.
the world from its origins to the rise of early
civilizations.
.#
OBJECTIVES
1.06 Examine the indicators of civilization, 3.01 Trace the political and social development
including writing, labor specialization, cities, of monarchies and empires including, but not
technology, trade, and political and cultural limited to, the Ming and Manchu dynasties,
institutions. the Mongol Empire, the Ottoman Empire, the
Moghul Empire, and the British Empire.
COMPETENCY GOAL 2 Emerging Civiliza- 3.02 Describe events in Western Europe from
tionsThe learner will analyze the development the fall of Rome to the emergence of nation-
of early civilizations in Africa, Asia, Europe, and states and analyze the impact of these events
the Americas. on economic, political, and social life in
medieval Europe.
.#
OBJECTIVES 3.03 Trace social, political, economic, and cultural
2.01 Trace the development and assess the changes associated with the Renaissance,
achievements of early river civilizations, Reformation, the rise of nation-states, and
including but not limited to those around the absolutism.
Huang-He, Nile, Indus, and Tigris-Euphrates 3.04 Examine European exploration and
rivers. analyze the forces that caused and allowed the
2.02 Identify the roots of Greek civilization and acquisition of colonial possessions and trading
recognize its achievements from the Minoan era privileges in Africa, Asia, and the Americas.
through the Hellenistic period. 3.05 Cite the effects of European expansion on
2.03 Describe the developments and achievements Africans, pre-Columbian Americans, Asians,
of Roman civilization and analyze the and Europeans.
significance of the fall of Rome.
NORTH CAROLINA STATE STANDARDS NC3

3.06 Compare the influence of religion, social 5.03 Analyze the causes and course of World
structure, and colonial export economies on War II and evaluate it as the end of one era and
North and South American societies. the beginning of another.
3.07 Evaluate the effects of colonialism on 5.04 Trace the course of the Cold War and
Africa, the Americas, Asia, and Europe. assess its impact on the global community
STATE STANDARDS
NORTH CAROLINA
including but not limited to the Korean War,

COMPETENCY GOAL 4 Revolution and the satellite nations of Eastern Europe, and
NationalismThe learner will assess the causes the Vietnam War.
and effects of movements seeking change, and 5.05 Examine governmental policies, such as the
will evaluate the sources and consequences of Kellogg-Briand Pact, which were established
nationalism. and the role of organizations including the
League of Nations, and the United Nations to
.#
OBJECTIVES maintain peace, and evaluate their continuing
4.01 Analyze the causes and assess the influence effectiveness.
of seventeenth to nineteenth century political
revolutions in England, North America, and COMPETENCY GOAL 6 Patterns of Social
France on individuals, governing bodies, OrderThe learner will investigate social and
church-state relations, and diplomacy. economic organization in various societies through-
out time in order to understand the shifts in power
4.02 Describe the changes in economies and
and status that have occurred.
political control in nineteenth century Africa,
Asia, Europe, and the Americas. .#
OBJECTIVES
4.03 Evaluate the growth of nationalism as a
6.01 Compare the conditions, racial composition,
contributor to nineteenth century European
and status of social classes, castes, and slaves
revolutions in areas such as the Balkans,
in world societies and analyze changes in those
France, Germany, and Italy.
elements.
4.04 Examine the causes and effects of the
6.02 Analyze causes and results of ideas
Russian Revolution and its effect on Russia
regarding superiority and inferiority in society
and the world.
and how those ideas have changed over time.
4.05 Evaluate the causes and effectiveness of
6.03 Trace the changing definitions of citizenship
nineteenth and twentieth century nationalistic
and the expansion of suffrage.
movements that challenged European
domination in Africa, Asia, and Latin America. 6.04 Relate the dynamics of state economies to
the well being of their members and to changes
COMPETENCY GOAL 5 Global WarsThe in the role of government.
learner will analyze the causes and results of 6.05 Analyze issues such as ecological/environ-
twentieth century conflicts among nations. mental concerns, political instability, and
nationalism as challenges to which societies
.#
OBJECTIVES must respond.
5.01 Analyze the causes and course of World 6.06 Trace the development of internal conflicts
War I and assess its consequences. due to differences in religion, race, culture, and
5.02 Assess the significance of the war experience group loyalties in various areas of the world.
on global foreign and domestic policies of the
1920s and 1930s.
NC4 NORTH CAROLINA STATE STANDARDS

COMPETENCY GOAL 7 Technology and 8.04 Characterize over time and place the
Changing Global ConnectionsThe learner interactions of world cultures.
will consider the short- and long-term consequences
of the development of new technology.
8.05 Analyze how the changing and competing
components of cultures have led to current global
issues and conflicts, and hypothesize solutions to
OBJECTIVES
STATE STANDARDS
.#
NORTH CAROLINA
persistent problems.
7.01 Assess the degree to which discoveries,
innovations, and technologies have accelerated
8.06 Analyze the meanings of civilization in
different times and places and demonstrate how
change.
such meanings reflect the societies of which they
7.02 Examine the causes and effects of scientific are a part.
revolutions and cite their major costs and
benefits.
7.03 Examine the causes and effects of industrial-
ization and cite its major costs and benefits.
7.04 Describe significant characteristics of global
connections created by technological change, and
assess the degree to which cultures participate
in that change.
COMPETENCY GOAL 8 Patterns of History

The learner will assess the influence of ideals,
values, beliefs, and traditions on current global
events and issues.
.#
OBJECTIVES
8.01 Trace developments in literary, artistic, and
religious traditions over time as legacies of past
societies or as cultural innovations.
8.02 Compare major Eastern and Western
beliefs and practices, including but not limited
to Buddhism, Christianity, Confucianism,
Hinduism, Islam, Judaism, and Shintoism,
and locate their regions of predominance.
8.03 Classify within the broad patterns of
history those events that may be viewed as
turning points.
NORTH CAROLINA STATE STANDARDS NC5

NORTH CAROLINA
Countdown to Testing
COUNTDOWN
How does Holt World History: Human Legacy, North Carolina Edition,
TO TESTING
help me practice the state goals and objectives?

Holt World History: Human Legacy, North Carolina Edition, provides complete coverage
of the North Carolina Goals and Objectives for Ninth Grade World History. To help you use
your textbook to learn and practice the standards, use the at-home practice tests for each week.
How can I use the Countdown to Testing tests?

W Each week has a practice test. You will see that each weeks test focuses on one or two
of the Competency Goals from the North Carolina Standard Course of Study.
W As you study the book with your class, ask yourself the questions on the practice test.
W There is one question for each day
of the week. Each of these questions There are 24 weeks of
addresses one of the Objectives under WEEK 1 WEEK 2 practice questions. There
that weeks Competency Goal. 1
.#
Objective 1.06 (Chapter 1.1)
Tools such as spears, nets, and bows and
.#
is one question for each
arrows were developed
A during the Stone Age.
If a man put out the eye of another man, his eye
shall be put out . . .
day of the week.
W If you have trouble answering the B by industrial civilizations.
If he put out the eye of a mans slave, or break the
D by workers in the first civilizations.
COUNTDOWN
question, each one refers to the section value.
TO TESTING
Hammurabis Code
.#
of the chapter where you can read the 2 Which of the following developments helped
above be different?
answer. B the invention of advanced tools
grew warmer
.#
.#
.#
.#
Objective 1.05, 2.01
(Chapter 1.3) 3 How did Egyptian civilization influence the
Kingdom of Kush?
4 The earliest civilizations likely emerged
early settlements.
in Egypt.
easier.
.#
D the fertile soil of river valleys allowed settlers 4 How did Judaism differ from other religions
to grow plentiful crops. in the ancient Near East?
A Jewish leaders served as political and religious
.#
Objective 1.04, 1.06 rulers.
(Chapter 1.3) B Judaism forbade the building of elaborate
temples.
5 The division of society into merchants,
on daily life.
A advanced government D Judaism developed as a monotheistic religion.
B division of labor
C food surplus
.#
Objective 1.06
D large cities (Chapters 2.1, 2.2, 3.2)
References at the end of A allowed people to keep records.
each question direct you Near East.
to relevant material in COUNTDOWN TO TESTING NC7

your textbook.
w8ncfs_frm_countdown.indd NC7 2/15/07 8:25:43 AM
NC6
w8ncfs_frm_countdown.indd NC6 2/15/07 12:36:34 PM

WEEK 1 WEEK 2
.#
Objective 1.06 (Chapter 1.1) .#
1 Tools such as spears, nets, and bows and
A during the Stone Age. shall be put out . . .
B by industrial civilizations. If he put out the eye of a mans slave, or break the
D by workers in the first civilizations.
COUNTDOWN
value.
TO TESTING
Hammurabis Code
.#
2 Which of the following developments helped
above be different?
grew warmer
.#
.#
.#
.#
(Chapter 1.3) 3 How did Egyptian civilization influence the
Kingdom of Kush?
4 The earliest civilizations likely emerged
early settlements.
in Egypt.
easier.
.#
D the fertile soil of river valleys allowed settlers 4 How did Judaism differ from other religions
to grow plentiful crops. in the ancient Near East?
A Jewish leaders served as political and religious
.#
Objective 1.04, 1.06 rulers.
(Chapter 1.3) B Judaism forbade the building of elaborate
temples.
5 The division of society into merchants,
on daily life.
A advanced government D Judaism developed as a monotheistic religion.
B division of labor
C food surplus
.#
Objective 1.06
D large cities (Chapters 2.1, 2.2, 3.2)
Near East.
COUNTDOWN TO TESTING NC7

WEEK 3 WEEK 4
.#
Objective 1.03, 2.01 .#
(Chapter 4.1)
.JOPBOTFUUMFNFOU Do#$
1 Excavations at Mohenjo Daro and Harappa (3&&$& .ZDFOBFBOTFUUMFNFOU D#$
indicate that early Indian civilizations

A practiced monotheism.
"F
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B constructed large temple-pyramids. "4*"
BO
.*/03
C built large, advanced cities.
4F
.ZDFOBF
COUNTDOWN
B
TO TESTING
D were destroyed by invaders from Egypt.

1FMPQPOOFTVT
.#
2 Why are many details about Indus Society
still a mystery? . FE J U FSSB O FB O
4 FB ,OPTTPT
A There is not much archaeological evidence.
B They had no writing system. .JMFT
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C They had too many city-states. ,JMPNFUFST
D Historians have not been able to read their

writing. 1 Mycenean kings built great monuments to
A raise money.
B appease the gods.
.#
Objective 8.02
C make people proud of their Greek heritage.
(Chapter 4.2, 4.3)
D show off their strength.
3 One similarity between Hinduism and Bud-
dhism is that they both .#
A encourage the practice of yoga to aid in
meditation. 2 Loyalty, bravery, and discipline are values
B believe in rebirth. that would have been most highly prized by
C believe Brahman created and preserves the citizens of which city-state?
world. A Athens
D spread throughout Africa. B Corinth
C Macedonia
D Sparta
.#
4 The Shang made many advances to .#
civilization, such as
A making paper. 3 Aristotle is best known for his
B creating a precise lunar calendar. A discovery that Earth is round.
C the specialization of labor. B emphasis on thinking for oneself.
D using an alphabet. C recording of the teachings of Socrates.
D logical study of most fields of science.
.#
.#
5 Which of the following correctly describes
the spread of Buddhism? 4 Alexander the Greats empire extended from
A Buddhism originated in India but later spread A Italy to Persia.
to Southeast Asia, China, and Japan. B Asia Minor to the Caspian Sea.
B Japanese missionaries introduced Buddhism to C Greece to the Indus River.
Southeast Asia. D Egypt to Mesopotamia.
C Chinese merchants are credited with spreading
Buddhism to India. .#
D Buddhism originated in China and later spread
to India.
5 The government of the United States differs
from that of ancient Athens in that
A U.S. citizens elect representatives to vote for
them.
B U.S. leaders can serve as many terms as they
wish.
C U.S. government is made up of only one branch.
D foreigners cannot become citizens of the United
States.
NC8 COUNTDOWN TO TESTING

WEEK 5 WEEK 6
.#
(Chapter 7.2)
1 How could people earn citizenship in
Romes early years? 1 The discovery of elaborate tombs, giant
A They had to be born as citizens. stone head monuments, and pyramids in
B They could perform special services to the Olmec settlements most likely led scholars to
government and might be rewarded with it. believe that
C They had to own enough slaves. A the Olmec were skilled hunters.
COUNTDOWN
TO TESTING
D They had to serve in the government. B Olmec society was highly organized.
C the Olmec were polytheistic.
.#
Objective 2.03 (Chapter 6.2) D Olmec towns served as religious and
ceremonial centers.
2 The shift from republic to empire in Rome
is credited to the efforts of .#
Objective 2.08
A Augustus. (Chapter 7.2, 7.3)
B Constantine.
C Diocletian. 2 Which of the following is a similarity
D Julius Caesar. between the Aztec and Inca civilizations?
A Both created large and powerful empires.
B Trade played an important role in both
.#
civilizations.
3 Emperor Constantines conversion to C Slaves made up the lowest social class in
Christianity helped both civilizations.
A him win a decisive battle. D Both civilizations were located in what is
B introduce Christianity to non-Jews. now Central Mexico.
C Christianity spread more rapidly throughout
the empire. .#
D strengthen the Roman Empire.
3 Which of the following is an example of
Aztec achievements in astronomy?
.#
A the development of a writing system
B the creation of a 365-day calendar
C the use of chinampas
D the development of the concept of zero
.#
(Chapter 7.1, 7.2, 7.3)
4 Which of the following identifies Mesoamer-
ican civilizations from earliest to latest?
A Anasazi, Aztec, Chavn, Inca
B Olmec, Maya, Aztec
4 The structure in the photo above is an C Zapotec, Aztec, Maya, Inca
example of the Romans skill in D Maya, Hopewell, Aztec
A military conquest.
B engineering. .#
C law. (Chapter 7.3)
D science.
5 One way in which the Inca helped unify
their large empire was to
.#
(Chapter 6.5) A build an extensive system of roads.
B demand a labor tax from all citizens.
5 Which of the following was a key cause of C develop a uniform system of writing.
the economic troubles that led to Romes D maintain a powerful military.
collapse?
A A new capital was constructed at
Constantinople.
B The Visigoths sacked the city of Rome.
C Emperors minted new coins that were not
as valuable as they previously had been.
D Diocletian split the empire into two parts.

WEEK 7 WEEK 8
.#
Objective 3.01, 8.02 .#
1 Under Emperor Wudi, Confucianism became 1 The conflict between Sunni and Shia
the official government philosophy. Why Muslims began
might Confucianism have appealed to Wudi? A when Muhammad died.
A It encouraged the use of strict laws and harsh B before Muhammad was born.
punishments. C with the Abbasid Dynasty.
COUNTDOWN
TO TESTING
B It promoted the unification of the empire. D when Muslims built Mecca.

C It emphasized obedience and loyalty.
D It stressed the importance of trade. .#
.#
2 Which of the following is a similarity
between Islam, Judaism, and Christianity?
2 The Silk Roads played an important role A Each religion originated in Arabia.
during the Han dynasty because they B Each teaches followers to fast during its
A brought China into a global trade network. holy month.
B helped bring silk production to China. C Each is a monotheistic religion.
C allowed China to export goods and ideas D Each believes that Muhammad is the last
to Japan. of Gods prophets.
D helped to protect northern China from
invaders. .#
.#
3 The Muslim Empire expanded to all of the
following areas except
3 During his rule, Ashoka contributed to A Spain
Indian society through all of the following B Egypt
ways except C Persia
A by improving roads and transportation. D Russia
B through his policy of taxation.
C in the construction of stone pillars. .#
Objective SCG.3.01
D in his efforts to spread Buddhism. (Chapter 9.2)
SUNNI AND SHIA DISTRIBUTION
.#
Objective 2.05
(Chapter 8.1, 8.2, 8.3, 8.4)
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.#
Objective 2.04 (Chapter 8.4) ,JMPNFUFST
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5 During the Gupta period Indian trade

helped link 4 According to the map, the country with the
A the Mediterranean world and China. most Shia Muslims is
B rich and poor. A Iran.
C Hindus and Buddhists. B Turkey.
D north India and south India. C Saudi Arabia.
D Iraq.
.#
5 What role did Muslims play in global trade?
A They traded gold to the rest of the world.
B They connected traders in the East and the
West.
C They did not participate in global trade.
D They were the first to use coins in trade.

WEEK 9 WEEK 10
.#
1 Which of the following played the most 1 The Tang and Sui dynasties strengthened
important role in early African society? the power of the central government by
A village priests A outlawing the production of weapons.
B the individual B banning the export of silk.
C kings and queens C reforming the bureaucracy.
D the family D encouraging new farming techniques to
COUNTDOWN
TO TESTING
increase rice production.
.#
Objective SCG.3.01
(Chapter 10.1) .#
BANTU MIGRATIONS 2 The compass and paper money were Chi-

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A the introduction of advanced warfare.
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C the creation of the civil-service system.
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D the increased importance of trade.

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Which of the following was an effect of

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A an increase in international trade
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C the invention of gunpowder
D the introduction of horses to China
2 In what general direction did the Bantu
migration routes travel? .#
A southeast (Chapter 11.3)
B southwest
C northeast 4 The chief religion in early Japan was
D northwest A Buddhism
B Shinto
.#
Objective 1.03, 2.07 C Confucianism
(Chapter 10.2) D Heian
3 What made the East African coast a center
of world trade?
.#
A valuable trade items such as silk and glass 5 China influenced the development of
B its location on the Indian Ocean Japans
C large cities with walls for protection A military.
D powerful armies in Aksum and Ethiopia B social classes.
C written language.
.#
D geography.
4 The power of West African kingdoms such as
Ghana and Mali was largely based on their
A use of camels for transportation.
B conversion to Islam.
C control of the salt and gold trades.
D location along major trade routes.
.#
5 Mansa Musas pilgrimage to Mecca was
significant because it
A brought Malis great wealth to the attention
of other kingdoms.
B caused the price of gold to rise.
C brought great riches to the people of Mali.
D introduced camels to Arabia and Europe.

WEEK 11 WEEK 12
.#
(Chapter 13.3)
1 The Byzantine Empire emerged from
A the eastern portion of the Roman Empire.
I . . . shall be to you both faithful and true, and
B Rus settlements along the Baltic Sea.
C the union of the Angles and the Saxons. shall owe my Fidelity unto you, for the Land that
D barbarian tribes in Italy. I hold of you, and lawfully shall do such Customs
and Services, as my Duty is to you, at the times
COUNTDOWN
TO TESTING
.#
Objective 2.06 (Chapter 12.1) assigned.
from The Manner of Doing
2 Why was Justinians law code significant? Homage and Fealty
A It outlawed slavery in the empire.
B It gave Justinian the title of emperor.
C It established Christianity as the official 1 This quote most likely reflects the attitudes
of what members of the feudal system?
religion of the Byzantine Empire.
A kings
D It collected Roman laws into a simple and
B vassals
clear system of law.
C peasants
D lords
.#
3 Over time, the culture of the Byzantine .#
Empire was increasingly influenced by
A China. 2 In the manorial system, serfs
B Greece. A had all the same rights as peasants.
C Russia. B could be bought and sold like slaves.
C were not full citizens and had few rights.
D Western Europe.
D could not have children.
.#
4 What led to the spread of Orthodox Christi-
anity into Eastern Europe and Russia? 3 Which of the following explains the great
A the Byzantines conquest of Kiev power of medieval popes?
B Alexander Nevskis defeat of the Teutonic A Popes controlled the religious lives of almost
Knights everyone in Asia.
C the development of the Cyrillic alphabet B Popes developed the feudal system.
C Popes had the power to name kings and
D the split between the Catholic Church and the
emperors.
Orthodox Eastern Church
D Popes held influence over politics and religion.
.#
(Chapter 12.2)
.#
Objective 3.02, 8.03, 8.04
(Chapter 14.1)
5 Which of the following is an example of
Byzantine influence on Russia? 4 What effect did the Crusades have on the
A the founding of Kiev economy of Europe?
B the rise of the Golden Horde A led to an increase in trade between East
C the establishment of the Russian Orthodox and West
Church B ended the feudal system in Europe
D the development of canon law C led to the decline of towns and cities
D introduced Islam to Europe
.#
(Chapter 13.4)
5 The ideas of the Magna Carta
A widened the kings power.
B helped form ideas that are part of
modern democracies.
C made nobles more powerful than the king.
D are no longer important.

WEEK 13 WEEK 14
.#
(Chapter 17.1)
1 Renaissance art, literature, and education
were greatly influenced by 1 In the 1300s what Muslim empire expanded
A the invention of the compass. into Europe?
B ancient Greek and Roman achievements. A the Ottoman Empire
C the love of beauty. B the Safavid Empire
D a renewed emphasis on religion. C the Mughal Empire
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TO TESTING
D the Ming Empire
.#
.#
(Chapter 17.2)
2 By the 1500s Muslim empires controlled all
of the following regions except
A the Byzantine Empire.
B India.
C Japan.
D Persia.
2 The voyage of enslaved Africans across the

.#
Atlantic Ocean was known as the
3 Under what dynasty did China expand to its
A Middle Passage. largest size?
B African-American Passage. A Ming
C Long Voyage. B Qing
D Passage of the Enslaved. C Tokugawa
D Yuan
.#
(Chapter 15.3) .#
3 Whose actions helped spark the Protestant
4 Chinas Zheng He is significant because he
Reformation?
A created laws to limit contact with foreigners.
A Michelangelos
B moved the Chinese capital to Beijing.
B Lorenzo de Medicis
C led the rebellion that overthrew the Yuan
C John Calvins
dynasty.
D Martin Luthers
D led several voyages of exploration and trade.
.#
4 Which of the following was a reason for (Chapter 17.4)
European overseas exploration?
A the desire to spread Christianity
5 Japanese feudalism differed from European
feudalism in that it featured
B the need for more land for Europes growing
A no code of ethics for samurai to follow.
population
B a shogun as a powerful central authority.
C the lack of resources in Europe
C a class of strong professional warriors.
D the drive to compete with Chinese explorers D no exchange of land between lords and vassals.
.#
5 How did the Columbian Exchange impact
life in the Americas?
A Thousands of farmers in the Americas were left
without lands to farm.
B Population in the Americas boomed as a result
of the introduction of new foods.
C European diseases devastated the Native
American population.
D Native empires were overthrown in the search
for gold.

WEEK 15 WEEK 16
.#
Objective 3.03, 4.01 .#
(Chapter 18.3) 1 All of the following were causes of the
1 The English Bill of Rights is an important French Revolution except
document because it A economic problems
A sparked the English Civil War. B support for Enlightenment ideas
B limited the power of the monarch. C social inequalities
C restored the English monarch to power. D the desire for a strong ruler
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D created the Estates General.

.#
Objective 4.02
.#
Objective 3.01 (Chapter 18.3) (Chapter 19.3, 20.2)
2 One similarity between the French and
2 Why did Henry VIII create the Protestant
American revolutions was that they both
Church of England?
A led to a period of terror and violence.
A to destroy Parliaments power
B resulted in the execution of the monarch.
B as a statement of war against the Catholic
C established basic rights and freedoms.
Church
D led to the establishment of constitutional
C to divorce his first wife
monarchies.
D to show that he had divine rights
.#
Objective SCG.3.01
.#
Objective 7.02 (Chapter 19.1) (Chapter 20.2)
3 Which of the following is a benefit of the $JUJFTXJUINBOZ
Scientific Revolution? TI $I
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A advances in physics, biology, and chemistry
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B Boyles Revolution 1BSJT "SFBTPGTVTUBJOFE

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.#
Objective 6.02 (Chapter 19.2) -BNCFSUDPOGPSNBM
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that people were born with certain

natural rights? .BSTFJMMF

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A Adam Smith
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B Baron de Montesquieu
C John Locke 3 Which of the following areas did not
D Thomas Hobbes experience counterrevolutionary activity?
A Arras
B Bordeaux
.#
C Nantes
5 How did the American Revolution express D Paris
the ideals of the Enlightenment?
A American Patriots supported absolute .#
monarchy.
B Colonists revolted against a government that
4 Which event played the greatest role in
Napoleons defeat?
failed to protect their rights.
A the Russian campaign
C The Patriots wanted to establish a free market
B the Continental System
economy.
C the Congress of Vienna
D The new American government granted equal
D the Battle of the Nile
rights to women.
.#
Congress of Vienna?
A It established democratic governments
throughout Europe.
B It created a powerful European Army.
C It led to the downfall of Napoleon.
D It restored monarchies to power in Europe.

WEEK 17 WEEK 18
.#
Objective 4.02, 7.03 .#
(Chapter 21.1)
1 How did industrialization lead to reform
1 What factor explains Great Britains movements?
industrialization? A Factory owners called for economic reforms.
A improvements in social equality B The lack of industrialization in some industries
B growth of private investment led to a call for change.
C increasing political instability C The increased prosperity of factory workers
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TO TESTING
D expansion of cottage industries and middle-class citizens led them to demand
political change.
.#
Objective 7.03 (Chapter 21.2) D Industrialization did not affect the reform
movement.
2 Which of the following most likely explains
the rise of labor unions?
A Factory owners wanted better-trained workers.
.#
B Governments began regulating businesses.
C The need for more workers was increasing. It is a crime to punish the minds of the lowly and
D Workers wanted their interests heard. the humble, to exasperate the passions of reaction
and intolerance, while seeking shelter behind
.#
Objective 1.03 (Chapter 21.3) odious [horrible] anti-Semitism, which, if not
3 Which statement describes a market suppressed, will destroy the great liberal France
economy? of the Rights of Man.
A Strict regulations govern businesses. Emile Zola, Jaccuse
B Businesses and individuals are free to compete
for trade. 2 Emile Zola was inspired to write Jaccuse
C The government dictates what factories will by what event in the late 1890s?
produce. A nationalism
D Skilled workers are in high demand. B Zionism
C the Civil War
.#
Objective 1.03 (Chapter 21.3) D the Dreyfus Affair
4 In contrast to capitalism, socialism .#

proposed that
A there should be no industry. 3 Unlike the French revolutions of the 1800s,
B businesses and individuals should own and the revolutions in Latin America sought
control industry. A independence.
C society or the government should own and B a return to absolute monarchy.
control industry. C Communist government.
D the workers should own and control industry. D improvements in factory conditions.
.#
.#
5 Which of the following was a result of the 4 What two European countries experienced
increase in leisure time? unification movements in the mid-1800s?
A the demand for entertainment increased A France and Germany
B the number of factory workers decreased B Portugal and Poland
C mass transportation improved C Germany and Italy
D suburbs developed D Austria and Spain
.#
5 Which of the following was a reform of Czar
Alexander II?
A He funded the construction of the Trans-
Siberian railroad.
B He freed the Russian serfs.
C He established a constitutional monarchy.
D He granted women the right to vote.

WEEK 19 WEEK 20
.#
1 Why did India stop exporting textiles to Asia 1 What event triggered World War I?
in the 1800s? A Germanys invasion of Russia
A Britain closed Indias textile factories. B the assassination of Austrias archduke
B Other Asian countries boycotted India. C the sinking of the Lusitania
C It was better for India to export raw materials. D the invention of trench warfare
D Indias cotton crop suffered from a drought.
COUNTDOWN
TO TESTING
.#
.#
2 Tanks and aircrafts were first used during
2 What allowed European empires to gain a which war?
foothold in Asia and Africa? A French Revolution
A Asian and African rulers were eager to trade. B Russian Revolution
B European rulers negotiated for trade rights. C World War I
C Asian and African leaders began converting D World War II
to Christianity.
D European leaders took advantage of their .#
military superiority. (Chapter 26.3)
3 What effect did the Russian Revolution have
.#
on World War I?
3 What effect did the opening of foreign trade A It forced Russia to withdraw from the war.
have on Japan? B It left Germany with no more allies.
A It encouraged Japan to modernize. C It led to the defeat of Austria-Hungary.
B It led to the establishment of democracy. D It encouraged the United States to enter
C It created tensions between Japan and China. the war.
D It led to war between Japan and Great Britain.
.#
.#
(Chapter 25.3)
4 Why is Vladimir Lenin a significant figure
in Russian history?
A He created Russias first legislative body.
My desire is to open a path to this district B He instituted a Communist regime in Russia.
[of Africa], that civilization, commerce, and C He curbed the governments control of the
Christianity might find their way there. Russian economy.
David Livingstones Cambridge Speech of 1857 D He was the commander of Russian forces in
World War I.
4 What reasons does Livingstone give for
wanting to colonize Africa?
.#
(Chapter 26.4)
A trade, religion, and to civilize the Africans
B gold, land, and slaves 5 What was the main purpose of the Treaty
C expansion of the slave trade and control of of Versailles?
trade routes A to ensure that another world war could not
D formation of alliances and trade take place
B to punish Germany for its role in the war
.#
Objective 3.04, 3.06 C to punish Russia for withdrawing from
(Chapter 25.4) the war
D to reward the United States for entering
5 During the age of imperialism, in what part the war
of the world did the United States most fre-
quently exert its influence?
A Africa
B Latin America
C China
D Russia

WEEK 21 WEEK 22
.#
1 After World War I nationalist movements in 1 Which of the following is an example of
European colonies increased as a result of German aggression prior to World War II?
A the fear that colonists might be pulled into A Germany remained neutral.
another costly war. B Germany reclaimed and militarized the
B the lack of financial support from Europe. Rhineland.
C the fear that European nations would demand C Germany gave up control of Austria.
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TO TESTING
more resources to rebuild after the war. D Germany signed a treaty with Russia.
D the colonists belief that they had earned their
freedom by fighting in the war. .#
.#
2 What event triggered World War II?
A Germany invaded Poland.
2 How did the U.S. government respond to B Italy attacked North Africa.
peoples troubles under President FDR? C Japan bombed Pearl Harbor.
A lowered taxes D Germany and the Soviet Union signed a
B did not change in any way nonaggression pact.
C helped people emigrate from the country
D created public works programs and gave .#
people jobs
3 Which battle was a turning point in the
war in the Pacific?
.#
A Battle of El Alamein
3 How did the Great Depression in the B Battle of the Bulge
United States affect foreign nations? C Battle of Midway
A U.S. companies stopped exporting goods D Battle of Stalingrad
abroad.
B Nations were forced to borrow money from .#
the United States. (Chapter 28.3)
C World trade slowed dramatically.
D It had little effect on most nations.
&6301&4+&8*4)1016-"5*0/

.#
(Chapter 27.3, 27.4)
JONJMMJPOT
1PQVMBUJPO

4 In what way were Germany and Japan

similar during the 1930s?
A Both joined an alliance with the Soviet Union.
B Both established colonies in the Pacific.
"GUFSXBS
C Both built up their military forces. :FBS
D Both had Communist governments. 4PVSDF 6OJUFE4UBUFT)PMPDBVTU.FNPSJBM.VTFVN
.#
4 What was the likely cause of the population
5 Which of the following tactics did Joseph change depicted in the graph above?
Stalin use to further his plan for economic A the dropping of atomic bombs
modernization?
B the Nazis Final Solution
A He worked to improve political rights for
C the London Blitz
women.
D the invasion of the Soviet Union
B He instituted a policy of collectivization of
small farms.
C He loosened government control of industry.
.#
D He encouraged capitalist ideas and beliefs. 5 What two countries emerged from World
War II as the worlds most powerful nations?
A the United States and Japan
B Great Britain and the United States
C the Soviet Union and Germany
D the United States and the Soviet Union

WEEK 23 WEEK 24
.#
1 Which of the following was a cause of the 1 What impact did World War II have on inde-
Cold War? pendence movements in Africa and Asia?
A The Soviet Union set up Communist govern- A African natives gained political strength by
ments in Eastern Europe. ruling the colonies during the war.
B The United States refused to force Germany B The cost of the war made European nations
to pay reparations. more determined to hang on to their colonies
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TO TESTING
C Soviet officials were charged with war crimes wealth.

during the Nuremberg Trials. C Independence movements emerged as Euro-
D The United States refused to loan money to pean countries lost power after the war.
the Soviet Union after the war. D The atrocities of the war led many Africans
to oppose foreign control.
.#
.#
2 The goal of the Truman Doctrine was to
A permanently divide Europe between East 2 The Zionist movement, immigration into
and West. Palestine, and the Holocaust led to
B rebuild the war-torn nations of Eastern A the creation of a Jewish state in Palestine.
Europe. B the Persian Gulf War.
C remove Stalin from power in the Soviet Union. C the Iranian Revolution.
D prevent the spread of communism. D the OPEC oil embargo.
.#
3 All of the following are results of the U.S.- 3 During the Cold War, the United States
Soviet rivalry during the Cold War except became involved in Latin America in
A the Cuban missile crisis. order to
B the development of a nuclear arms race. A support the rights of the poor.
C the creation of Israel. B gain valuable natural resources.
D the Red Scare. C stop the spread of communism.
D end the rule of brutal dictators.
.#
.#
4 The fall of the Berlin Wall in 1989 has
become a symbol of 4 The process by which countries are linked
A the Cold War. through trade and culture is known as
B Germanys economic collapse. A urbanization.
C the collapse of communism. B international cooperation.
D ethnic tensions in Eastern Europe. C globalization.
D free trade.
.#
(Chapter 29.4) .#
5 Since the end of the Cold War, the United 803-%63#"/*;"5*0/ o
States has been chiefly involved in
conflicts in
1FSDFOUVSCBO

A the Middle East.
B Southeast Asia.
C Eastern Europe.
D Africa.

QSPKFDUFE
:FBS
4PVSDF 6OJUFE/BUJPOT1PQVMBUJPO'VOE
5 According to predictions, what percent

of the world will be urbanized by 2020?
A less than 30 percent
B about 40 percent
C about 60 percent
D over 50 percent

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Authors

Susan Elizabeth Ramrez

Senior Consulting Author

w8ncfs_titlepage.indd 1 2/15/07 8:13:06 AM

Copyright 2008 by Holt, Rinehart and Winston

w8ncfs_frm_revsur.indd ii 2/27/07 7:58:40 PM

Stanley M. Burstein, Ph.D. Vasudha Narayannan Educational Reviewers

w8ncfs_frm_revsur.indd iv 2/15/07 8:13:58 AM

UNIT PrehistoryAD 300

The Beginnings of Civilization,

The Ancient Near East, 4000 BC550 BC . . . . . . . . . . . 30

Geography Starting Points: Fertile Crescent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

w8ncfs_toc_survey.indd vi 2/15/07 8:09:01 AM

Geography Starting Points: The Nile Valley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Ancient India and China, 2500 BC250 BC . . . . . . . .90

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

w8ncfs_toc_survey.indd vii 2/27/07 7:11:54 PM

Classical Greece, 2100 BC150 BC . . . . . . . . . . . . . . . . . . . . . 124

Geography Starting Points: The Early Greeks, 600 BC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Rome and Early Christianity,

Geography Starting Points: Italy and the Mediterranean. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

w8ncfs_toc_survey.indd viii 2/15/07 8:09:13 AM

Geography Starting Points: Environments of the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

Empires of China and India,

Geography Starting Points: China and India, c. 320s220s BC . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248

Muslim Civilization, 5501250 . . . . . . . . . . . . . . . . . . . . . . . . 254

Geography Starting Points: Arabia, c. 550. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

w8ncfs_toc_survey.indd ix 2/15/07 8:09:22 AM

African Kingdoms, 1001500. . . . . . . . . . . . . . . . . . . . . . . . . . . 280

Geography Starting Points: Environments of Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Cultures of East Asia, 5501400 . . . . . . . . . . . . . . . . . . . . . 306

Geography Starting Points: East Asia, c. 600 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338

w8ncfs_toc_survey.indd x 2/15/07 8:09:28 AM

Kingdoms and Christianity, 3001250 . . . . . . . . . . 344

Geography Starting Points: Spread of Christianity, 3001200 . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

The Early Middle Ages, 8001215 . . . . . . . . . . . . . . . . . . 370

Geography Starting Points: Europe, 815 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372

w8ncfs_toc_survey.indd xi 2/27/07 7:12:01 PM

Geography Starting Points: Europe, 1095 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428

Renaissance and Reformation

Geography Starting Points: Europe, c. 1300 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436

w8ncfs_toc_survey.indd xii 2/15/07 8:09:50 AM

Geography Starting Points: European Discovery, 14001700. . . . . . . . . . . . . . . . . . . . . . . . . . . . 468

New Asian Empires, 12001800 . . . . . . . . . . . . . . . . . . . . . 496

Geography Starting Points: Asian Empires, c. 1600s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526

w8ncfs_toc_survey.indd xiii 2/27/07 7:12:22 PM

The Monarchs of Europe, 15001800 . . . . . . . . . . . . 532

Geography Starting Points: Monarchs of Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534

w8ncfs_toc_survey.indd xiv 2/15/07 8:10:05 AM

Geography Starting Points: European Centers of Learning, c. 1750 . . . . . . . . . . . . . . . . . . . . . 566

The French Revolution and Napoleon,

Geography Starting Points: Europe, 1789 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 592

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624

w8ncfs_toc_survey.indd xv 2/15/07 8:10:20 AM

The Industrial Revolution, 17001900 . . . . . . . . . . 630

Geography Starting Points: Resources of Great Britain, 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632

Life in the Industrial Age, 18001900 . . . . . . . . . . . 656

Geography Starting Points: Urban Growth in the Industrial Age . . . . . . . . . . . . . . . . . . . . . . . . . 658

Reforms, Revolutions, and War,

Geography Starting Points: European Possessions, 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 684