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ii
CONTENTS
Workbook Activities
Unit 1: Early Civilizations
Chapter 1: The First Civilizations
Activity 1
Activity 2
The Stone Age
Mesopotamian Cultures and Empires
1
2
Chapter 2: Ancient Egypt
Activity 3
Activity 4
Events in the Nile River Valley
Egypt and Nubia
3
4
Chapter 3: The Ancient Israelites
Activity 5
Activity 6
The Kingdoms of the Israelites
Life Among the Israelites
5
6
Unit 2: The Ancient World
Chapter 4: The Ancient Greeks
Activity 7
Activity 8
The History of Ancient Greece
Ancient Greece
7
8
Chapter 5: Greek Civilization
Activity 9 Greek and Hellenistic Culture
Activity 10 Alexander’s Invasion of the Persian Empire
9
10
Chapter 6: Early India
Activity 11 Hinduism and Buddhism
Activity 12 The Mauryan and Gupta Empires
11
12
Chapter 7: Early China
Activity 13 China’s Early Dynasties
Activity 14 Early China
13
14
Unit 3: New Empires and New Faiths
Chapter 8: The Rise of Rome
Activity 15 The Development of Rome
Activity 16 The Roman Republic and Empire
15
16
Chapter 9: Roman Civilization
Activity 17 The Decline of Rome
Activity 18 The Eastern and Western Roman Empires
17
18
Chapter 10: The Rise of Christianity
Activity 19 The Spread of Christianity
Activity 20 The Eastern Orthodox and Roman Catholic Churches
19
20
Chapter 11: Islamic Civilization
Activity 21 The Muslim Empires
Activity 22 Muslim Life
21
22
iii
CONTENTS, CONTINUED
Unit 4: The Middle Ages
Chapter 12: China in the Middle Ages
Activity 23 Causes and Effects in Medieval China
Activity 24 Events in Medieval China
23
24
Chapter 13: Medieval Africa
Activity 25 Society in Medieval Africa
Activity 26 Early African Societies
25
26
Chapter 14: Medieval Japan
Activity 27 Early and Medieval Japanese Society
Activity 28 The Ashikaga
27
28
Chapter 15: Medieval Europe
Activity 29 Medieval Europe
Activity 30 Feudalism in Medieval Europe
29
30
Unit 5: A Changing World
Chapter 16: The Americas
Activity 31 History of the First Americans
Activity 32 North American Cultures
31
32
Chapter 17: The Renaissance and Reformation
Activity 33 Renaissance and Reformation Europe
Activity 34 Renaissance Arts and Culture
33
34
Chapter 18: Enlightenment and Revolution
Activity 35 Europe From the 1400s Through the 1700s
Activity 36 Trade Between England and the American Colonies
35
36
Unit 6: Modern Times
Chapter 19: Industry and Nationalism
Activity 37 The French Revolution
Activity 38 Independence in Latin America
37
38
Chapter 20: Imperialism and World War I
Activity 39 Britain’s Empire in India
Activity 40 World War I
39
40
Chapter 21: World War II and the Cold War
Activity 41 World War II and the Cold War
Activity 42 The Cold War and the End of Empire
41
42
Chapter 22: Building Today’s World
Activity 43 Building Today’s World
Activity 44 The World Enters a New Millennium
iv
43
44
Name
Date
Class
Workbook Activity 1
The Stone Age
The first humans lived during the Stone Age.
The first part of this period is called the Paleolithic Age,
or Old Stone Age. It lasted from about 2.5 million
years ago until about 8000 B.C.The second part of this
period is called the Neolithic Age, or New Stone Age.
It lasted from about 8000 B.C. until 4000 B.C.
DIRECTIONS: Completing a Graphic Organizer Read each statement in the
list below. Then, fill in the statement in the correct spot on the Venn diagram. Statements
that are about the Paleolithic Age go in the left circle, statements about the Neolithic Age
go in the right circle, and statements about both ages go in the middle section. After you
have completed the diagram, answer the questions that follow.
• lived in small groups of nomads
• created wall paintings
• underwent the farming revolution
• lived in villages
• made farming tools
• practiced specialization of jobs
• made tools out of copper and bronze
• built shelters
• hunted and fished
• gathered plants and fruits
• made stone tools and weapons
• farmed, raised animals, and traded
• discovered how to use fire
• started to speak a language
• created cave paintings
PALEOLITHIC AGE
Copyright © by The McGraw-Hill Companies, Inc.
Date: ____________
lived in small groups of
nomads; gathered plants
and fruits; discovered
how to use fire; started
to speak a language;
created cave paintings
NEOLITHIC AGE
BOTH
hunted and
fished; made
stone tools
and weapons;
built shelters
Date: ____________
created wall paintings;
underwent the farming
revolution; lived in villages;
farmed, raised animals,
and traded; made farming
tools; practiced
specialization of jobs;
made tools out of
copper and bronze
1. In what important ways were people from the Paleolithic Age and people from
the Neolithic Age alike? People from both ages made tools out of stone and
created paintings.
2. What do you think was the most important development made during the
Stone Age? Explain. Answers will vary, but should be based on material in
the text.
1
Name
Date
Class
Workbook Activity 2
Mesopotamian Cultures and Empires
DIRECTIONS: Distinguishing Fact from Opinion Decide whether the statements
below are facts or opinions. Write F for fact or O for opinion in the blank next to each statement. Then answer the questions that follow.
1.
F
The Chaldeans invented the first seven-day calendar.
2.
O
Because Assyrian soldiers were so cruel, it made sense for the
people of Assyria to rebel.
3.
F
Babylon was the largest and richest city in the world at its time.
4.
O
To prevent people in conquered lands from rebelling, Assyrians
had little choice but to resettle them elsewhere.
5.
O
The Chaldeans were probably happy to join the Persian Empire
because they were having a hard time controlling the land they
had conquered.
6.
F
Sumerian city-states had their own governments.
7.
O
More people would have supported the Code of Hammurabi
if it had been less strict.
8.
F
Assyrian kings divided their empire into provinces that were
ruled by officials.
9.
F
Sargon set up the world’s first empire.
10.
O
The most important Sumerian achievement was their religion.
numbers of people could be fed. The rivers also made it easy for
people to travel around the area and to trade with other groups.
12. Why is Mesopotamia called the “cradle of civilization”? The Sumerians of
Mesopotamia made many important inventions that affected other groups
of people throughout history and even our lives today. For instance,
they invented writing, the plow, the sailboat, and the wagon wheel.
2
Copyright © by The McGraw-Hill Companies, Inc.
11. Why did early civilizations arise in the valleys of the Tigris and Euphrates
Rivers? The river valleys had good conditions for farming, so large
Name
Date
Class
Workbook Activity 3
Events in the Nile River Valley
DIRECTIONS: Time Line Decide when each of the events listed below occurred. Write
the dates to the left of each statement to match each event to the proper spot on the time
line. Then answer the questions that follow.
1. 2600 B.C.
2. 540 B.C.
The Old Kingdom begins.
3. 2050 B.C.
The Middle Kingdom
begins.
6. 1670 B.C.
7. 2540 B.C.
The Hyksos take over Egypt.
8. 728 B.C.
9. 1550 B.C.
Kush gains control of Egypt.
10. 1370 B.C.
Amenhotep IV takes Egypt’s
throne and introduces a
new religion.
Kush’s rulers move the capital
to Meroë.
4. 3100 B.C.
King Narmer unites Upper
and Lower Egypt.
5. 850 B.C.
Nubians form the kingdom
of Kush.
3200 B.C.
2370 B.C.
3100 B.C. 2600 B.C.
1750 B.C.
2050 B.C.
Ahmose drives out the
Hyksos and begins the
New Kingdom.
1100 B.C.
1670 B.C.
2540 B.C.
Egyptians build the Great
Pyramid for King Khufu.
1370 B.C.
1550 B.C.
500 B.C.
728 B.C.
540 B.C.
850 B.C.
Copyright © by The McGraw-Hill Companies, Inc.
11. What caused the end of the Old Kingdom? About 2300 B.C., pharaohs
lost control as nobles battled each other. The ruling dynasty lost power.
12. What event led to the end of the Middle Kingdom? In 1670 B.C., the
Hyksos attacked Egypt and took control away from the pharaohs.
13. Describe the series of events that led to the end of Egypt’s power in the Nile
River valley. Egypt’s power began to fade after Ramses II. By 1150 B.C.,
the Egyptians had lost their empire and controlled only the Nile delta.
After that, Egypt came under attack from other groups, including
Libyans, the people of Kush, and the Assyrians.
14. What happened to end Kush? Around A.D. 350, Axum’s armies burned
Meroë to the ground.
3
Name
Date
Class
Workbook Activity 4
Egypt and Nubia
Two different civilizations grew up in the Nile
River valley. Hunters and gatherers moved into the
Nile River valley between 6000 and 5000 B.C.
These people became the first Egyptians. Nubia lay
to the south of this region. Historians believe that
people first arrived in Nubia in about 2000 B.C.
These people later formed the civilization of Kush.
DIRECTIONS: Making Comparisons Write E next to each statement that refers to
Egypt, NK next to each statement that refers to either Nubia or Kush, and ENK if the statement refers to Egypt and either Nubia or Kush. Then answer the questions that follow.
1.
ENK
Used pyramids for burying kings.
8.
ENK
2.
E
Ruled by kings called pharaohs.
9.
E
3.
NK
Learned how to make iron.
10.
ENK
Ruled by dynasties.
4.
ENK
Grew wealthy through trade.
11.
ENK
Built temples and monuments.
5.
ENK
Invaded by foreign groups.
12.
NK
Raised herds on grassy savannas.
6.
E
Collected tribute from conquered
peoples.
13.
E
Set up capitals at Memphis and
Thebes.
7.
NK
Set up capitals at Napata and
Meroë.
14.
E
Built pyramids at Giza.
Practiced slavery.
Believed in life after death.
15. When and why did the cultures of Egypt and Nubia begin to mix?
The mixing of cultures began in the mid-1400s B.C. when the Egyptians
took control of Nubia. During this time, the people of Nubia adopted
and hieroglyphics. The exchange of people and goods between Egypt
and Nubia also contributed to the mixing of cultures.
16. The first kingdom in Nubia was called Kerma. What contact did the people
of Kerma have with Egypt? In what ways were they like the Egyptians?
The people of Kerma had close ties with Egypt. They traded cattle, gold,
ivory, and enslaved people to Egyptians. Like the Egyptian pharaohs,
the kings of Kerma were buried in tombs with precious stones, gold,
jewelry, and pottery.
4
Copyright © by The McGraw-Hill Companies, Inc.
many Egyptian practices and ways, including religion, metal working,
Name
Date
Class
Workbook Activity 5
The Kingdoms of the Israelites
DIRECTIONS: Sequencing Place the following events in the order in which
they took place. Write 1 in the blank next to the first event, 2 in the blank next to the
second event, and so on.
1.
7
The Persians allow the Jews to return to Judah.
2.
1
The Israelites divide the land of Canaan among their 12 tribes.
3.
4
The Israelite empire splits into the kingdoms of Israel and Judah.
4.
3
King David creates an empire and makes Jerusalem his capital.
5.
5
The Assyrians conquer Israel and force the people to leave their
homeland.
6.
9
The Romans conquer Judah.
7.
2
King Saul unites the Israelites in battle against the Philistines.
8.
6
The Chaldeans send the king of Judah and thousands of Jews
to Babylon.
9.
8
The Maccabees drive the Greeks out of Judah.
10.
10
A Jewish revolt fails, and the Romans forbid Jews to live in
Jerusalem.
Copyright © by The McGraw-Hill Companies, Inc.
11. When did the Israelites leave Mesopotamia to settle in Canaan?
during the 1800s B.C.
12. Why did the Israelites leave Canaan and settle in Egypt?
A famine hit Canaan, and the Israelites had to move to Egypt
to survive.
13. What role did Joshua play in the history of the Israelites?
Joshua took over as leader of the Israelites after Moses died. He led his
people in the conquest of Canaan, including the city of Jericho.
14. How did Judah come to be called Palestine?
The Romans changed the name of Judah after the Jewish revolt in
A.D.
132.
5
Name
Date
Class
Workbook Activity 6
Life Among the Israelites
DIRECTIONS: Multiple Choice Put X in the space before the best answer. Then
answer the question that follows.
1. Who led the Israelites from slavery in Egypt?
X
A.
Moses
C.
B.
Abraham
D.
2. Jewish laws told Jews what clothing to wear and
A.
what beverages to drink.
C.
B.
what schools to attend.
D.
Jacob
Deborah
X
what foods to eat.
what books to read.
3. Which group of Jews was willing to fight the Romans for their freedom?
A.
the Pharisees
C.
the Essenes
X
B.
the Sadducees
D.
the Zealots
4. What took place during the Babylonian exile?
X
A.
Jews met on the Sabbath in synagogues.
B.
Ezra wrote the five books of the Torah.
C.
Jewish ideas spread throughout the Mediterranean world.
D.
Rabbis collected the teachings of the Talmud.
6. The Jews of the Diaspora were those who
X
A.
lived outside of Judah.
B.
studied the Hebrew Bible in its Greek version.
C.
kept a kosher diet.
D.
broke away from the Temple in Jerusalem.
7. How did the education of Jewish boys and girls differ? Boys learned about
the Torah from religious leaders and elders. Girls learned about taking
care of the home and the family from their mothers.
6
Copyright © by The McGraw-Hill Companies, Inc.
5. How did the Israelites first gain the land of Canaan?
A.
The land was empty.
B.
They made agreements with other groups for it.
C.
They signed a covenant with the Philistines for it.
X They fought other groups for it.
D.
Name
Date
Class
Workbook Activity 7
The History of Ancient Greece
DIRECTIONS: Completion In the space provided, write the word that best completes
the sentence.
Salamis
Minoan
agora
Peisistratus
1. The
Minoan
Sparta
acropolis
Athens
helots
Mycenaean
Dorian
Pericles
Persians
civilization developed on the island of Crete.
Sparta
2. The government of the city-state of
oligarchy.
3. The first Greek kings were leaders of the
civilization.
was an
Mycenaean
Pericles
4. The achievements of the Athenian leader
included
democratic reforms, rebuilding programs, and supporting culture.
5. The fortified area on the hill in a polis was called the
acropolis
.
Salamis
6. The battle at
during the Persian Wars ended when
the Greeks destroyed most of the Persian fleet.
Copyright © by The McGraw-Hill Companies, Inc.
Peisistratus
7. The tyrant
them land, money, and jobs.
helped poor people in Athens by giving
Dorian
8. During the Dark Age, the
and brought iron weapons to the region.
9. Women in
property.
Athens
people invaded Greece
had no political rights and could not own
agora
10. In Greek city-states, the
served as a market and a
place where people could meet and debate issues.
11. To win the Peloponnesian War, Sparta turned to the
for help.
Persians
12. After conquering a neighboring city-state, the Spartans forced the people
helots
there to become captive workers, or
.
7
Name
Date
Class
Workbook Activity 8
Ancient Greece
DIRECTIONS: Short Essay Answer the questions below in the space provided.
1. Describe two ways that the societies of Sparta and Athens differed.
Possible answers: Sparta put much more focus on its military; women in
Sparta had more rights and freedoms than women in Athens; the Spartan
government was an oligarchy and the Athenian government became a
democracy; Athens encouraged literature and the arts while Sparta
frowned upon those subjects.
2. How was the direct democracy in Athens different from the representative
democracy that the United States practices today? In Athenian direct
democracy, people gathered at mass governmental meetings and each
citizen could vote on every law and policy. In a representative democracy,
citizens vote for a smaller group of people who then make the laws and
government decisions.
3. Why did many people in ancient Greece make their living from the sea?
Mainland Greece is a rocky peninsula, so many people lived near
the water.
people who lived in early Greek communities felt independent. Instead
of joining with other communities, they formed their own city-states.
5. What did the word citizen mean in most city-states of ancient Greece? What
rights did citizens usually hold? A citizen was a free native-born man who
owned land. Citizens had the right to vote for officials, pass laws, hold
office, own property, and defend themselves in court.
6. Between 750 B.C. and 550 B.C., what areas did Greeks colonize?
along the coasts of Italy, France, Spain, North Africa, and western Asia
8
Copyright © by The McGraw-Hill Companies, Inc.
4. Why did city-states, rather than larger kingdoms, develop in early Greece?
The mountains and seas divided the people of ancient Greece. The
Name
Date
Class
Workbook Activity 9
Greek and Hellenistic Culture
DIRECTIONS: Drawing Conclusions Read the paragraph and write C in the blank
at the left of each of the statements that is a likely conclusion that can be drawn. Then
answer the questions that follow.
There were many philosophers who studied
and taught in the Greek and Hellenistic world.
Many of them lived in Athens. The Sophists, however, traveled from city to city to teach people to
use knowledge to improve themselves. They also
taught that what was right for one person might
be wrong for another. Unlike the Sophists, Socrates
believed that an absolute truth existed. He told his
students to seek the truth by asking questions. The
philosophers Plato and Aristotle both wrote books
1.
C
2.
3.
C
that explained their ideas about government.
Aristotle’s ideas even influenced the development
of the American government. Epicurus taught that
happiness was the goal of life and that people must
seek pleasure. He believed that people could avoid
worry by staying out of politics and public service.
Zeno developed Stoicism. This philosophy stated
that happiness came from following reason, not
emotions, and doing one’s duty.
Epicurus and Zeno recommended
different ways to achieve
happiness.
4.
All the Greek philosophers lived
in Athens.
5.
C
Zeno would have told his fellow
citizens to serve their city in
various ways.
The Sophists preferred to teach
Athenians over other Greeks.
The Sophists did not believe that
an absolute truth existed.
Copyright © by The McGraw-Hill Companies, Inc.
6. What is a philosopher? How do you know? Philosophers are people who
think about the world in which people live. They study the human mind,
human behavior, and the institutions that people create. Philosophers
often teach their ideas to others. The philosophers of the ancient world
addressed such issues and taught people the best way to live their lives.
7. Would Zeno tell a young student to spend his or her time studying or playing?
How do you know? studying; Zeno believed that people should do their
duty and the duty of a student is to learn
8. What conclusions can you draw about Aristotle’s ideas about government?
Since Aristotle’s ideas about government influenced the development of
American government, he must have had some ideas that support
democratic government.
9
Name
Date
Class
Workbook Activity 10
Alexander’s Invasion of the Persian Empire
DIRECTIONS: Analyzing Information Read the paragraph and study the graph. Then
answer the questions in the space provided.
Alexander’s invasion of the Persian Empire was delayed by a rebellion in Thebes.
Alexander’s army marched 240 miles, from Pelion to Thebes, in only 14 days. In
September 335 B.C. Alexander destroyed Thebes. Then the army of about 37,000
men turned eastward. The army first met the Persians in June 334 B.C. at the Battle
of Granicus. The Greeks killed many of the Persians, including their commanders.
Alexander sent about 2,000 survivors back to Macedonia in chains. After this
victory, many Persian cities opened their gates to Alexander without a fight.
Alexander's Army on the Invasion of Persian Empire
43%
Other
38%
Macedonian
soldiers
Soldiers
14,000 Macedonian soldiers
7,000 Greek soldiers
16,000 Other
19%
Greek
soldiers
a rebellion in Thebes
2. When Alexander’s army marched to Thebes
from Pelion, about how many miles did they
cover each day?
about 17 miles a day
3. About how long after he reached Thebes
did Alexander fight the Persians at the Battle
of Granicus?
about nine months
10
4. About how many Greek soldiers served
in Alexander’s army?
about 7,000
5. Who made up the smallest group of soldiers
in Alexander’s army?
Greek soldiers
Copyright © by The McGraw-Hill Companies, Inc.
1. What delayed Alexander’s invasion of the
Persian Empire?
Name
Date
Class
Workbook Activity 11
Hinduism and Buddhism
Hinduism is one of the world’s oldest religions. By about 600 B.C., however, many
Indians began to question Hindu ideas. Out of these questions came a new religion
called Buddhism.
Copyright © by The McGraw-Hill Companies, Inc.
DIRECTIONS: Making Comparisons Write H next to each phrase that refers to Hinduism, B next to each phrase that refers to Buddhism, and HB if the phrase refers to both.
Then answer the question that follows.
1.
H
Worshiped many deities who controlled the
forces of nature
2.
B
Founded by Siddhartha Gautama
3.
B
Told people to follow the Four Noble Truths and the
Eightfold Path
4.
HB
5.
H
Believed that the soul wanted to be united with Brahman
6.
H
Read ancient sacred texts called the Upanishads
7.
B
Honored the Buddha as an important religious figure
8.
HB
9.
H
Earned the reward of a better life by following dharma
10.
B
Believed that to reach nirvana a person had to give up all desires
11.
B
Split into two groups known as Theravada and Mahayana
12.
H
Supported the varna system
13.
H
Believed if a person did his or her duty he or she would have
good karma
14.
B
Spread to many people throughout Southeast Asia
Believed in reincarnation
Arose in India
15. How did Hindus and Buddhists look at social class differently? Hindus
believed that a person must perform the duties of his or her caste to rise
higher in the social caste system and move closer to Brahman. Buddhists
believed that members of any caste could achieve nirvana.
11
Name
Date
Class
Workbook Activity 12
The Mauryan and Gupta Empires
DIRECTIONS: Completing a Chart Fill in the chart below with at least three
examples of achievements of each of the people or group of people. Then answer the
questions that follow.
Major Achievements
Chandragupta
Maurya
Asoka
Gupta Writers
Gupta
Mathematicians
Gupta Scientists
founded the
Maurya dynasty;
set up a
centralized
government;
built a strong
army; set up a
good spy system;
set up a postal
system
sent teachers to
spread
Buddhism
throughout
Asia; built
hospitals, roads,
and stupas;
practiced religious tolerance
wrote epic
poems, such
as the
Mahabharata
and the
Ramayana, that
contain moral
and religious
lessons; wrote
love stories;
wrote fables to
teach lessons
about duty
used algebra;
developed the
idea of zero;
explained the
concept of
infinity; created
Indian-Arabic
numbers; invented algorithms
followed and
mapped movements of planets
and stars; understood the Earth
was round and it
revolved around
the sun; understood gravity;
came up with the
idea of atoms;
invented medical
tools; set broken
bones and
performed
surgeries
support their answers.
2. How did the ideas of Indian mathematicians reach other cultures?
Arab traders adopted some of these ideas—such as the use of number
symbols—and then Europeans borrowed them from the Arabs. These
ideas then spread through Europe.
3. What does most Indian literature have in common? Most Indian literature
stresses the importance of doing your duty.
12
Copyright © by The McGraw-Hill Companies, Inc.
1. Which person or group of people on the chart above do you think made the
most important contributions to Indian society? Explain your answer.
Answers will vary, but students should supply reasons and facts that
Name
Date
Class
Workbook Activity 13
China’s Early Dynasties
DIRECTIONS: Drawing Conclusions Read the paragraph and write C in the blank at
the left of each of the statements that is a likely conclusion that can be drawn. Then
answer the questions that follow.
In China, the Shang dynasty rose to power in the Huang He valley. From their
capital of Anyang in northern China, Shang kings governed over many territories with
the help of warlords. Many social classes existed in Shang China—aristocrats, traders,
artisans, and farmers—but all the people worshiped the same gods and honored their
ancestors. Shang kings believed that they received their power and wisdom directly
from the gods. Before making important decisions, they asked for the gods’ help using
oracle bones. Priests scratched questions on the bones and then looked for answers
in the bones’ cracks. The Shang developed China’s first writing system nearly 3,500
years ago using special characters called pictographs and ideographs.
1.
C
There was no writing in China before the Shang dynasty.
2.
The Chinese people worshiped their kings as if they were gods.
3.
Traders held a high position in Shang society.
4.
C
Religion played an important role in early Chinese civilization.
5.
C
The Shang dynasty had many levels in its society.
Copyright © by The McGraw-Hill Companies, Inc.
6. At what level do you think the warlords fit in the Shang social classes? Why?
They occupied a high level because they helped the kings hold onto
and rule their territory.
7. How do you think children in Shang society treated their parents? Explain your
answer. People in Shang China practiced filial piety, so children probably
respected and obeyed their parents.
8. How important were priests in the Shang religion? Priests were very
important, because only priests could receive messages from the gods
using oracle bones.
13
Name
Date
Class
Workbook Activity 14
Early China
DIRECTIONS: Cause and Effect Fill in each blank box in the cause-and-effect graphic
organizer below.
Cause
1. Beginning about 500 B.C., the Zhou
kingdom grew weak.
1. Local rulers fought each other
2. The scholar Hanfeizi believed that
people were naturally evil.
2. He developed the teachings of
3. A nomadic people known as
3. Qin Shihuangdi built the Great
Wall of China out of stone, sand,
and rubble.
the Xiongnu attacked Chinese
farms and villages.
for power and ignored the
Zhou kings.
Legalism, which called for harsh
laws and stiff punishments.
4. Qin treated many Chinese
people cruelly.
4. After Qin’s death, people
5. Han Wudi wanted talented
5. Han Wudi made people who
wanted government jobs take
hard tests.
people to serve in the
government.
6. Many farmers did not own
enough land to feed their
families.
rebelled and overthrew the
Qin dynasty.
6. Many farmers sold their land to
aristocrats and became tenant
farmers.
7. China’s empire grew.
8. The Chinese invented the rudder
and a new way to move the sails
of ships.
8. Chinese ships could trade with
9. Chinese leaders thought that
9. Merchants in ancient China were
not allowed to hold government
jobs.
10. Confucius wanted to bring peace
to Chinese society.
peoples in Southeast Asia and
along the Indian Ocean.
10. He created Confucianism,
which emphasized duty,
goodness, knowledge, and
the Golden Rule.
Copyright © by The McGraw-Hill Companies, Inc.
7. Han armies attacked lands to the
south and west of China.
government officials should
not be concerned with money.
14
Effect
Name
Date
Class
Workbook Activity 15
The Development of Rome
DIRECTIONS: Using a Map Study the map and use the information to answer the
questions.
3. After 650 B.C. the Etruscans
moved from their homeland and
took control of most of Latium.
AL
45 N
ETRURIA
tic
ria a
Ad Se
1. The Latins, later called
the Romans, built Rome
between 800 and 700 B.C.
ber R.
Ti
N
E
Corsica
NN
LATIUM
S
APE
W
PS
Po R.
N
I
Rome
PA
NI
A
Sardinia Tyrrhenian
Sea
4. In 509 B.C. the Romans
100 mi.
rebelled against their king 0
and set up a republic
0
100 km
ES
CA
M
Azimuthal Equidistant projection
Me
dit
err
Sicily
Carthage anea
nS
ea
AFRICA
10 E
Strait of
Messina
5. By 267 B.C.
the Romans had
defeated the
Greeks, gaining
control of almost
40 N
all of Italy.
Ionian
Sea
2. Greeks moved to
the region between
750 B.C. and 550 B.C.
15 E
1. Where did the Latins build a new community by 700 B.C.? Rome
Copyright © by The McGraw-Hill Companies, Inc.
2. What body of water did the Tiber River connect to? the Mediterranean Sea
3. What happened at Rome in 509 B.C.? The Romans rebelled against their
king and set up a republic.
4. Where was the Etruscans’ homeland? Etruria
5. About how long did it take for the Roman Republic to conquer most of Italy?
about 240 years
6. Rome was built on seven hills about 15 miles from the mouth of the Tiber
River. Why do you think this was a good location for the city? Rome had
access to the Mediterranean Sea but was far enough away to avoid
raids by pirates. The hills made the city defensible.
15
Name
Date
Class
Workbook Activity 16
The Roman Republic and Empire
DIRECTIONS: Multiple Choice Put X in the space before the best answer.
1. Which of the following was NOT one of Augustus’ accomplishments?
A.
creation of a permanent, professional army
B.
reformation of the tax and legal system
C.
rebuilding Rome with palaces, fountains, and public buildings
X
D.
setting free the enslaved people
2. In the Roman Republic, who were the top government officials?
A.
senators
C.
plebeians
X
B.
consuls
D.
praetors
3. During the reign of the “Good Emperors,” the emperors
X
A.
took more power from
C.
called for the Pax
the Senate.
Romana.
B.
expanded Rome to
D.
created the Guard.
include Praetorian Spain
and Gaul.
4. What was the result of the Punic Wars?
A.
The Carthaginians destroyed Rome.
X
B.
Rome gained control of the Mediterranean region.
C.
Julius Caesar became a military hero.
D.
Rome was plunged into a civil war.
6. All of the following made it easier to move and trade through the empire
EXCEPT
A.
the building of new roads.
B.
the creation of a standard system of weights and measures.
X
C.
the eruption of Mt. Vesuvius.
D.
the acceptance of a common currency.
16
Copyright © by The McGraw-Hill Companies, Inc.
5. Most people in the Roman Empire made a living by
A.
working for the
C.
trading.
government.
X
B.
serving in the army.
D.
farming.
Name
Date
Class
Workbook Activity 17
The Decline of Rome
Copyright © by The McGraw-Hill Companies, Inc.
DIRECTIONS: Distinguishing Fact From Opinion Decide whether the statements
below are facts or opinions. Write F for fact or O for opinion in the blank next to each
statement.
1.
O
Rome’s political problems were mainly caused by poor leadership.
2.
F
To fight inflation, Rome’s government put less gold in its coins.
3.
F
The reforms of Diocletian and Constantine ultimately failed to
save the Roman Empire.
4.
O
Rome’s strongest influence on today’s culture comes from its ideas
about government and citizenship.
5.
O
Diocletian made a mistake when he set the prices of goods and
wages in order to boost the economy.
6.
F
The Roman Empire finally fell to a Germanic general named
Odoacer.
7.
O
Diocletian was an important reformer but he did not have enough
support from the people.
8.
F
Theodosius divided the empire into the Western Roman Empire
and the Eastern Roman Empire.
9.
F
Social, economic, and political problems all helped cause the
decline of Rome.
10.
O
Roman emperors should have used more force to drive out the
Vandals.
11.
F
Most prisoners captured in foreign lands spent their lives as slaves.
12.
F
Under Constantine, the sons of workers had to follow their fathers’
trades, the sons of farmers had to work the land their fathers
worked, and the sons of soldiers had to serve in the army.
17
Name
Date
Class
Workbook Activity 18
The Eastern and Western Roman Empires
In the A.D. 300s, Emperor Constantine
moved his capital to the Greek city of Byzantium,
later known as Constantinople. Within less than
100 years, Emperor Theodosius had split the
empire into the Western Roman Empire and the
Eastern Roman Empire. From that point on, the
two empires had different rulers, customs, and
histories.
DIRECTIONS: Making Comparisons Write W next to each phrase that refers to the
Western Roman Empire, E next to each phrase that refers to the Eastern Roman Empire,
and B if the phrase refers to both. Then answer the question that follows.
W
Ended when it fell to Germanic invaders
2.
B
Followed the Christian religion
3.
E
Created the Justinian Code of law
4.
E
Capital lay between the Black and Aegean Seas
5.
W
Romulus Augustulus was its last emperor
6.
W
Built the Colosseum
7.
E
Authors mostly wrote about religion
8.
B
Laws and government had influence on countries in Europe
9.
E
Was the center of trade between Europe and Asia
10.
B
Gave women some important rights
11.
W
Led by Theodosius
12.
B
Influenced by the Greek culture
13.
B
Conquered other lands
14. Which culture do you think made more contributions to society? Explain your
answer. Answers will vary, but should be supported by evidence from
the text.
18
Copyright © by The McGraw-Hill Companies, Inc.
1.
Name
Date
Class
Workbook Activity 19
The Spread of Christianity
DIRECTIONS: Completion In the space provided, write the word that best completes
the sentence.
Judaea
parables
Theodosius
gospels
martyrs
Zealots
apostle
Jerusalem
persecute
Edict of Milan
Paul of Tarsus
disciples
1. After the Romans took over Judah in 63 B.C., it became a Roman province
Judaea
called
led by a Roman governor instead of a king.
Paul of Tarsus
2.
traveled throughout the eastern Mediterranean to
spread Jesus’ messages and found Christian churches.
Theodosius
3.
supported Christianity in Rome by making
Christianity the official religion and even outlawing other religions.
gospels
4. The
of Matthew, Mark, Luke, and John became part
of the New Testament.
5. After Jesus’ death, his 12
disciples
began to spread the
message of Jesus and his resurrection.
6. Jesus often presented his messages about God through stories called
parables
.
Copyright © by The McGraw-Hill Companies, Inc.
7. An
apostle
8. Constantine issued the
named Peter helped set up a church in Rome.
Edict of Milan
in A.D. 313, making
Christianity legal.
9. A group of Jews called the
Zealots
led an unsuccessful
rebellion against the Romans in A.D. 66.
10. Jesus was crucified by Roman officials in the city of
Jerusalem
.
11. Roman officials began to see Christians as a threat to the government and
persecute
began to
them.
12. Many Christians became
martyrs
rather than give up their
beliefs.
19
Name
Date
Class
Workbook Activity 20
The Eastern Orthodox and Roman Catholic Churches
DIRECTIONS: Completing a Chart. Fill in the chart with details about the Eastern
Orthodox and Roman Catholic Churches. Then answer the question below.
Roman Catholic Church
Leading Church
Official
patriarch
pope
Ideas About
Icons
a few Byzantines, including
Emperor Leo III, opposed
them and ordered them
removed from churches
pope opposed the removal
of icons
Ideas About
Leadership of
Christian
Churches
Byzantines claimed that
the patriarch and other
bishops were equal to
the pope
pope claimed he was head
of all Christian churches
Relationship
between Religion
and Government
emperor was in control,
and church leaders
respected his wishes
pope claimed spiritual
and political power, but
quarreled with kings over
church and government
affairs
Code Governing
Monasteries and
Convents
Basilian Code
Benedictine Code
Places Where
Religion Spread
Slavs in Eastern Europe,
lands bordering the
Byzantine Empire to the
north
Britain and Ireland
Important
Missionaries
Cyril and Methodius
Patrick
1. What happened as a result of the conflicts between the Eastern Orthodox Church
and Roman Catholic Church? The pope and the patriarch
excommunicated each other, starting a schism that led to the split
between the churches.
20
Copyright © by The McGraw-Hill Companies, Inc.
Eastern Orthodox Church
Name
Date
Class
Workbook Activity 21
The Muslim Empires
DIRECTIONS: Matching Match each item in Column A with its description in Column
B. Write the correct letters in the blanks.
Copyright © by The McGraw-Hill Companies, Inc.
Column A
E
1. Damascus
P
2. Sunnis
Column B
A. acts of worship that Muslims must fulfill
B. Mogul ruler who permitted Hindus to keep their
religion
K
3. Abu Bakr
N
4. Suleiman I
C. group of Muslims who spent their time praying and
teaching Islam
I
5. Shiites
D. group that created a Muslim empire in India
B
6. Akbar
E. capital of the Umayyad rulers
H
7. Madinah
F.
J
8. Timbuktu
G. holy book of Islam
O
9. Delhi
H. city where Muhammad went to live in A.D. 622
G
10. Quran
A
11. Five Pillars
L
12. Seljuk Turks
F
13. Abbasids
D
14. Moguls
M
15. Kaaba
C
16. Sufis
group that ruled the Arab Empire until A.D. 1258
I.
Muslims who believed that only descendants of
Muhammad’s son-in-law should be caliph
J.
west African city that became a center of Muslim
learning in the A.D.1300s
K. first caliph after Muhammad’s death
L.
nomadic group who captured Baghdad and ruled the
Abbasid dynasty
M. holiest place in Arabia
N. sultan who ruled the Ottoman empire in the
A.D.1500s
O. capital of the Muslim empire in India
P.
Muslims who accepted the Umayyad dynasty as their
rulers
21
Name
Date
Class
Workbook Activity 22
Muslim Life
DIRECTIONS: Short Essay Answer the questions below in the space provided.
1. What things helped the success of Muslim trade? As the Muslim empires
expanded, Arabic became the language of trade. Muslim rulers made
coins. Muslim merchants kept detailed records.
2. Why are Muslim scientists thought to be the founders of chemistry? Muslim
scientists experimented with metals and kept records of their work.
3. What was unique about Muslim art? Art could not show Muhammad or
events from his life; could show designs.
4. Why did the cities of Baghdad, Cairo, and Damascus develop in the locations
they did? These cities were located on trade routes.
5. What different roles did men and women play in Muslim society?
Men ran government, society, and business. Women helped run
Muslim families.
6. What was the House of Wisdom? It was a center in Baghdad where
Christian, Jewish, and Muslim scholars all studied.
7. List three important Muslim scientists or writers, and explain what they did.
Al-Razi was a chemist who developed a system of categorizing substances.
wrote the Rubaiyat. Ibn Khaldun was a historian.
8. How did scholars and mathematicians of the Muslim world contribute to the
spread of important ideas to Europe? Scholars translated the works of
ancient thinkers into Arabic, and these ideas eventually reached Europe.
Muslim mathematicians also spread Arabic numerals to Europe.
9. What do you think a typical bazaar was like? A typical bazaar was made up
of stalls and shops filled with goods from Asia.
22
Copyright © by The McGraw-Hill Companies, Inc.
Ibn Sina was a doctor who showed how diseases spread. Omar Khayyam
Name
Date
Class
Workbook Activity 23
Causes and Effects in Medieval China
DIRECTIONS: Cause and Effect Fill in each of the blanks below with a statement
describing causes and effects. Then answer the questions that follow.
Cause
Final Effect
Farmers revolted
and killed Yangdi.
3. Turkish nomads gain
land in central Asia.
Turkish nomads
take control of
the Silk Road.
5. Advances in irrigation and
crop methods and types.
Farms grew more
and more rice.
Travel within and
outside of China
became easier.
The Mongols
became strong
enough to attack
major civilizations.
1. Farmers got angry at
Yangdi’s high taxes.
7. Tang rulers built roads
and waterways.
9. Ghenghis Khan led his
army against other peoples
of the Mongolian steppes.
Copyright © by The McGraw-Hill Companies, Inc.
First Effect
2. Sui dynasty ends.
4. China’s economy
weakens.
6.
Number of people
in China increased.
8. Chinese merchants
increased trade in
other parts of Asia.
10. The Mongols built the
largest empire the
world had ever known.
11. What positive effects did the Grand Canal have on China? The Grand
Canal, which linked two rivers, became an important water route for
shipping goods between northern and southern China.
12. What negative effects did the arrival of Buddhism have on China?
Some Chinese people believed that Buddhist monks and nuns weakened
respect for family life because they did not marry.
13. What positive effects did the Mongols have on China? Under Mongol rule,
China reached the height of its wealth and power. Because the Mongols
ruled a large empire, China prospered from increased trade with these
areas. The Mongols enlarged China’s empire by conquering Vietnam and
northern Korea.
23
Name
Date
Class
Workbook Activity 24
Events in Medieval China
DIRECTIONS: Sequencing Place the following events in the order in which they took
place. Write 1 in the blank next to the first event, 2 in the blank next to the second event,
and so on. Then answer the questions that follow.
1.
2
Yangdi builds the Grand Canal.
2.
4
A Chinese general founds the Song dynasty.
3.
7
Mongols invade China.
4.
9
Portuguese fleets arrive off the coast of China.
5.
8
Yong Le moves the capital of China to Beijing.
6.
6
Mongol leaders meet in the Gobi and elect Temujin
as Genghis Khan.
7.
3
The Tang order that Buddhist monasteries and temples
be destroyed.
8.
5
A Chinese printer invents moveable type.
9.
1
The Sui dynasty reunites China.
10. Which happened first in the Song dynasty: nomads took over parts of
northern China or rulers moved the capital to Hangzhou? Nomads took
over parts of Northern China
12. Which happened first in the Ming dynasty: Zhu Yuanzhang set up a capital at
Nanjing or Yong Le built the Imperial City? Zhu Yuanzhang set up a
capital at Nanjing
13. Which happened first: Genghis Khan invaded China or Kublai Khan started
the Yuan dynasty? Genghis Khan invaded China
14. Which happened first: the Ming dynasty ruled China or the Tang dynasty
ruled China? Tang dynasty ruled China
24
Copyright © by The McGraw-Hill Companies, Inc.
11. Which happened first in the Sui dynasty: Wendi ruled or Yangdi ruled?
Wendi ruled
Name
Date
Class
Workbook Activity 25
Society in Medieval Africa
DIRECTIONS: Multiple Choice Put X in the space before the best answer.
1. Which event did the most to bring enslaved Africans to the Americas?
A.
Muslim merchants began trading for non-Muslim Africans.
X
B.
The Portuguese began using enslaved Africans on their plantations.
C.
More Bantu chiefs began to sell their people to slave traders.
D.
Many African criminals were sold into slavery.
2. What great kingdom arose in southeast Africa?
X
A.
Ghana
C.
B.
Benin
D.
Zimbabwe
Axum
3. West African storytellers were called
A.
musas.
B.
Bantus.
dhows.
griots.
C.
D.
X
4. How did the Bantu migrations affect Africa?
X
A.
The Bantu spread their language, skills, and religious ideas.
B.
The Bantu conquered much of Africa and built great dynasties.
C.
The Bantu began the practice of slavery.
D.
The Bantu drove the Berbers from their homes in North Africa.
Copyright © by The McGraw-Hill Companies, Inc.
5. Which ruler spent almost 40 years trying to save Africans from slave traders?
X
A.
Queen Nzinga
C.
Sundiata Keita
B.
Sunni Ali
D.
Queen Dahia al-Kahina
6. One reason some Africans who lived in cities turned to Islam was that
A.
they learned about the religion from Ibn Battuta.
X
B.
it helped merchants and rulers trade with Muslim Arabs.
C.
they wanted to be different than rural Africans.
D.
they no longer wanted to honor their ancestors.
7. The most important economic activity among the empires of West Africa was
A.
gold mining.
C.
trading.
X
B.
salt mining.
D.
all of the above.
8. Early African songs of hardship later developed into a type of music called
A.
rap.
C.
ragtime.
X
B.
the blues.
D.
spirituals.
25
Name
Date
Class
Workbook Activity 26
Early African Societies
DIRECTIONS: Using Maps Locate the places listed below on the map of Africa. Write
the correct letter from the map next to each place name. Then answer the questions that
follow.
C
Timbuktu
E
Ethiopia
G
Congo River
H
Kalahari Desert
F
Sahara
B
D
A
Great Zimbabwe
Benin
EUROPE
N
W
E
ASIA
S
F
C
AFRICA
E
D
A
G
SOUTH
AMERICA
Mogadishu
B
H
1. What empires were located in West Africa? Ghana, Mali, Benin, Songhai
2. What empires and city-states arose in what is Ethiopia today?
Saba, Axum, Kush
3. What happened in Mali after Mansa Musa died? Mali began to decline,
and Berbers conquered the region. Then Sunni Ali took the region from
4. Why were the city-states of Mogadishu, Mombasa, Kilwa, and Zanzibar
important? They were all trade cities along Africa’s east coast. They had
become important centers of trade by the A.D. 1300s, where Africans and
Arab Muslims shared goods and ideas.
5. How did Zimbabwe’s gold, copper, and ivory reach lands in Arabia and Asia?
The Shona people sent these goods to the East African coast, and from
there they were shipped to Arabia and Asia.
6. What items did the people of Benin trade with Europeans? food, crafts,
enslaved Africans
26
Copyright © by The McGraw-Hill Companies, Inc.
the Berbers and created the Songhai empire.
Name
Date
Class
Workbook Activity 27
Early and Medieval Japanese Society
DIRECTIONS: Completion In the space provided, write the word that best completes
the sentence. Then answer the questions that follow.
Nara
Shinto
Prince Shotoku
Ashikaga
Copyright © by The McGraw-Hill Companies, Inc.
1. The leader
Jimmu
Yayoi
Taika
Yamato
Jimmu
Murasaki Shikibu
Jomon
took the title “emperor of heaven.”
Jomon
2. The
culture made clay pottery that has been found
throughout Japan.
Taika
3. Under the
, Japan was divided into provinces that
were run by officials who reported to the emperor.
Prince Shotoku
4. To create a strong government,
created a constitution for Japan around A.D. 600 and began a series of reforms.
Ashikaga
5. The
shogunate began in A.D. 1333, but it lasted
only a short time, since revolts soon broke out across Japan.
Shinto
6. According to Japanese religion of
, when people
need help they call on the nature spirits, or kami.
Murasaki Shikibu
7. Lady
wrote The Tale of the Genji, which described
the adventures of a Japanese prince.
Yamato
clan brought most of Japan
8. In the A.D. 500s, the
under its rule.
Yayoi
9. The
culture appeared in Japan around 300 B.C. and
were the ancestors of the Japanese people.
Nara
was built,
10. In the A.D. 700s, a new capital city called
and it became the center of Japanese government and religion.
11. What was the main concern of Shintoism? How was Buddhism different?
Shintoism was concerned with daily life, while Buddhism prepared
people for the life to come.
12. Contrast Shinto shrines and Buddhist shrines. Shinto shrines were usually
simple wooden structures built near natural features. Buddhist shrines
were built in the Chinese style and had many decorations.
27
Name
Date
Class
Workbook Activity 28
The Ashikaga
DIRECTIONS: Short Essay Fill in the missing labels in the diagram on the right
showing levels of society during the Ashikaga shogunate. Then answer the questions.
1. Who was at the head of society in the Ashikaga
shogunate? at the bottom? The emperor was at
the head; the merchants, peasants, farmers, and
craftworkers were at the bottom.
2. What rules and responsibilities did the daimyo have?
They ruled their own lands and created their
Emperor
own samurai armies. However, they had to
pledge loyalty to the emperor and the shogun.
Shogun
3. Who served the daimyo? What did they do? The
samurai; they had to serve him in times of war.
4. What code did the samurai live by, and what did this
code demand? The samurai lived by Bushido,
which demanded that a samurai be loyal to his
master. It demanded that samurai be
courageous, brave, and honorable and ignore
daimyo
personal wealth.
title of shogun as a reward and to
keep him loyal to the royal family.
6. How did Japan change under the rule
of the shoguns? Japan developed its
Samurai
Samurai
arts and culture, produced more
goods, and grew richer.
Merchants
28
Peasants
Farmers
Craftworkers
Copyright © by The McGraw-Hill Companies, Inc.
5. How was the role of shogun created? In 1192 the
Japanese emperor gave Minamoto Yoritomo the
Name
Date
Class
Workbook Activity 29
Medieval Europe
DIRECTIONS: Matching Match each item in Column A with its description in
Column B. Write the correct letters in the blanks.
Copyright © by The McGraw-Hill Companies, Inc.
Column A
N
1.
Column B
Charles Martel
A. German king who became the first ruler of the
Holy Roman Empire
E
2.
William the Conqueror
F
3.
Joan of Arc
D
4.
Magna Carta
C
5.
Ivan III
K
6.
Saladin
O
7.
Reconquista
L
8.
Charlemagne
J
9.
Urban II
B
10.
Parliament
M
11.
Isabella of Castile
G. English ruler who was forced to give up power to
the Great Council
A
12.
Otto I
H. pope who sent missionaries to Britain
I
13.
Philip II
I.
H
14.
Gregory the Great
French king who captured land in western France
and made the country more powerful
G
15.
King John
J.
pope who urged Europeans to launch the Crusades
B. lawmaking body that was the first step toward
representative government in England
C. czar of Russia who drove out the Mongols and
expanded Russian territory
D. document establishing that people have rights and
the power of the government should be limited
E. Norman king who won the throne of England
F.
French peasant who helped soldiers win back land
from England in the Hundred Years’ War
K. ruler of Egypt who recaptured Jerusalem from the
Christians
L. Frankish king who ruled an empire in western and
central Europe
M. ruler who united the lands of Spain into a Catholic
country
N. Frankish leader who stopped the Muslim advance
into Europe
O. struggle to take back the Iberian Peninsula from the
Muslims
29
Name
Date
Class
Workbook Activity 30
Feudalism in Medieval Europe
DIRECTIONS: Drawing Conclusions Read the paragraph and write C in the blank
at the left of each of the statements that is a likely conclusion that can be drawn. Then
answer the questions that follow.
With the collapse of Charlemagne’s empire, Western Europe lost its last strong
central government. Instead, nobles who owned land gained more power. These
lords created manors on their lands. A manor usually consisted of the lord’s castle,
the surrounding fields, and a village. Serfs lived in the village, worked the noble’s lands,
and also grew food for themselves. The lord controlled their lives. For instance, serfs
had to get permission to leave the manor or to marry. They even had to pay the lord
for certain services, like using the village mill. Not all nobles, however, owned land.
These nobles became vassals for a lord. Vassals served in the lord’s army as knights,
and in return, they received land from the lord. Free peasants made up another social
group in feudal Europe. These peasants often lived on the village manors but their
lives were somewhat different from the lives of serfs. For instance, they could leave
the manor whenever they wanted.
1.
C
The collapse of Charlemagne’s empire brought changes to
Western Europe.
2.
Kings did not play an important role in feudal European society.
3.
Most serfs could earn land from the lord.
4.
C
Manors were made up of large pieces of land.
5.
C
Vassals held a higher social rank than peasants did.
lord’s fields, they lived on manors.
7. What do you think vassals who received land from a lord did with it?
They probably set up their own manors with serfs and peasants
working their fields.
8. What conclusions can you make about the difference between peasants and
serfs? Peasants enjoyed more rights than serfs did.
30
Copyright © by The McGraw-Hill Companies, Inc.
6. What kinds of work do you think peasants performed? Explain.
Many peasants probably farmed, since, like serfs who worked in the
Name
Date
Class
Workbook Activity 31
History of the First Americans
DIRECTIONS: Time Line Decide when each of the events listed below occurred. Write
the dates to the left of each statement to match the event to the proper spot on the time
line. Then answer the questions that follow.
1. A.D. 1533
Atahualpa is sentenced to
death for treason.
5. 1200 B.C.
The Olmec civilization
begins in Mesoamerica.
2. 1000 B.C.
The Mound Builder civilization forms in eastern North
America.
6. A.D. 1438
Pachacuti builds the Inca
Empire.
7. A.D. 100
The Anasazi move into the
Southwest.
Corn reaches eastern North
America.
8. A.D. 1492
The Spanish start their
invasion of the Aztec Empire.
Columbus lands on
Hispaniola.
9. A.D. 1325
The Aztec settle on an island
in Lake Texcoco.
3.
4.
A.D.
A.D.
600
1519
1200 B.C.
512 B.C.
1200 B.C. 1000 B.C.
A.D. 175
A.D.100
A.D. 862
A.D.600
A.D 1550
A.D.1325 A.D.1492
A.D.1533
A.D.1519
Copyright © by The McGraw-Hill Companies, Inc.
A.D.1438
10. When did people first arrive in the Americas, and from where did they come?
They probably came from Asia over the Beringia land bridge between
15,000 and 40,000 years ago.
11. When did the Mayan civilization reach its height? When and why did it begin
to decline? The Mayan civilization reached its height in the A.D. 400s
and 500s. By the A.D. 900s, its cities were deserted, but historians do not
know the cause.
31
Name
Date
Class
Workbook Activity 32
North American Cultures
DIRECTIONS: Using Maps Examine the map below. Then answer the questions that
follow.
180
INUIT
ARCTIC
OCEAN
INUIT
INUIT
N
TLINGIT
Gra
MISSISSIPPIAN
R.
hi a
n
IROQUOIS
HOPEWELL
io
Oh
500 mi.
0
500 km
Lambert Azimuthal
Equal-Area projection
lac
pi .
sip R
Ri
o
Mt
s.
si
s.
NAVAJO
HOHOKAM HOPI
APACHE PUEBLO
0
HURON
s
PAWNEE
POMO
CHUMASH
COHUILLA
Great
Lakes
Mis
Mt
HIDATSA
MANDAN
Ap
CHINOOK
40 W
cky
PACIFIC
OCEAN
INUIT
Ro
W
E
Hudson
Bay
HAIDA
ALGONQUIN
CHEROKEE
pa
N
S
60
INUIT
160 W
e
nd
HOPEWELL
NATCHEZ
Gulf of
Mexico
20 N
120 W
80 W
as homes and used dogsleds to travel on land and kayaks to travel by sea.
2. What technologies did the Pueblo develop, and why? They dug irrigation
canals to bring water to their fields.
3. Do you think the Mandan, Hidatsa, and Pawnee could have survived without
the buffalo? Explain. No, because the buffalo gave them meat for food,
bones for tools, and skins for clothing and shelter.
4. What were some important accomplishments of the Mississippian culture?
They built enormous pyramid-shaped mounds with flat tops and large
cities, some with as many as 10,000 people.
32
Copyright © by The McGraw-Hill Companies, Inc.
1. How did Native Americans who lived in the Arctic region survive?
They hunted seals, walruses, caribou, and polar bears. They built igloos
60 W
Name
Date
Class
Workbook Activity 33
Renaissance and Reformation Europe
Copyright © by The McGraw-Hill Companies, Inc.
DIRECTIONS: Distinguishing Fact from Opinion Decide whether each statement
below is a fact or an opinion. Write F for fact or O for opinion in the blank next to the
statement. Then answer the questions that follow.
1.
O
The printing press was the most important contribution to the rise
of humanism in Europe.
2.
O
Most people can understand why the term Renaissance is used for
the period in Italian history from 1350 to 1550.
3.
F
Italy’s city-states grew wealthy as a result of trade.
4.
O
Queen Elizabeth I of England was a better ruler than James I
because she tolerated the Puritans.
5.
O
The most important cause of the Renaissance was that people
became more secular.
6.
F
During the Renaissance, Florence’s bankers began to lend money
and charge interest.
7.
O
If Marco Polo had not written such a good book, people in Europe
would not have been interested in China.
8.
O
The Edict of Nantes was a good step toward religious tolerance,
but it did not go far enough.
9.
F
Italy’s wealthy citizens played a role in the rise of the Renaissance
because they were able to pay painters, sculptors, and other artists
to produce works.
10.
O
Jesuit missionaries in the Philippine Islands found better ways to
convert people to Christianity than Jesuits in Japan.
11. Describe one view held by humanists about their world. Possible answers:
They believed that the individual and human society were important. They
believed it was important to strike a balance between faith and reason.
12. List two opinions that Niccolò Machiavelli held about people and rulers.
Possible answers: People were greedy. People were self-centered. Rulers
should do whatever they needed to do in order to keep power and
protect their city. Rulers should kill and lie if necessary.
33
Name
Date
Class
Workbook Activity 34
Renaissance Arts and Culture
DIRECTIONS: Short Answer Answer the questions below in the space provided.
1. Why do you think Shakespeare’s plays are still interesting to audiences today?
He wrote plays that people can still understand today because he
showed people’s strengths, weaknesses, and emotions.
2. Why is Petrarch called the father of Italian Renaissance humanism?
He learned about ancient Greek and Roman works, and he also
encouraged other Europeans to search for and study classical manuscripts.
3. What important methods did artists in northern Europe use during the
Renaissance? Painters began to use oil painting, while artists like Dürer
made engravings out of woodcuts.
4. What did Dante’s The Divine Comedy and Chaucer’s The Canterbury Tales have
in common? Both of these works were written in vernacular language so
more people could read them.
5. Why did more artists in the Renaissance focus on nonreligious topics?
During the Renaissance, people became more interested in the world
around them and the present-day life than in religion and the afterlife.
6. What topics interested humanist scholars? They wanted to learn about
plants, animals, human anatomy, medicine, astronomy, and mathematics.
7. How were the painting styles of the Renaissance different from the styles of
the Middle Ages? Renaissance painting tried to show people and their
emotions as they appeared in real life. Renaissance painters also
used techniques to make their work look more realistic and
three-dimensional.
34
Copyright © by The McGraw-Hill Companies, Inc.
Artists’ works reflected this new secular feeling.
Name
Date
Class
Workbook Activity 35
Europe from the 1400s Through the 1700s
DIRECTIONS: Cause and Effect Fill in each blank in the graphic organizer below with
a sentence to complete the cause or effect.
Cause
1. Europeans wanted to bypass
merchants in the Middle East and
buy spices from East Asia cheaply.
Europeans looked for a sea
passage to East Asia.
2. Portuguese farmers started to
The Portuguese brought enslaved
Africans to work their fields in the
Azores, Madeira, and Cape Verde Islands.
grow sugarcane on the Azores,
Madeira, and Cape Verde Islands.
3. European thinkers in the 1700s
believed that reason, not faith or
tradition, should guide society.
The Age of Enlightenment began.
4. Some English people wanted
religious freedom or the chance to
make a better life.
English settlers established and
came to colonies in North
America.
5. English privateers raid Spanish
King Philip II of Spain sent the Spanish
Armada to invade England.
treasure ships.
Copyright © by The McGraw-Hill Companies, Inc.
Effect
6. European countries develop the idea
of mercantilism.
European countries tried to
export a lot of goods and set up
colonies.
7. Europeans brought germs that gave
Native Americans diseases like
smallpox, measles, and malaria.
Millions of Native Americans died
of these diseases.
8. King James II fled England
Parliament asked Mary and William to
take the throne of England.
during the “Glorious
Revolution.”
9. Galileo pointed his telescope at
the skies.
10. Europeans learned how to build
astrolabes, compasses, and better
ships.
Galileo found clear evidence that
Earth revolved around the sun.
Europeans set out to explore
unknown lands.
35
Name
Date
Class
Workbook Activity 36
Trade Between England and the American Colonies
DIRECTIONS: Analyzing Information Use the graphs and your knowledge about
the American colonial period to answer the questions.
American Exports to England 1764–1776
3.5
3.0
2.5
2.0
1.5
1.0
.5
0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
.5
0
17
64
17
65
17
66
17
67
17
68
17
69
17
70
17
71
17
72
17
73
17
74
17
75
17
76
Value of Goods in British Pounds (in millions)
4.0
17
64
17
65
17
66
17
67
17
68
17
69
17
70
17
71
17
72
17
73
17
74
17
75
17
76
Value of Goods in British Pounds (in millions)
English Imports to the Colonies 1764–1776
4.5
Source: Historical Statistics of the United States
1. In what year was the value of imports from England the highest?
1771
2. In 1765 the British Parliament passed the Stamp Act. Colonists were outraged
and boycotted British goods. How does the graph of imports to the colonies
show Americans’ reaction to the tax? The number of English imports to
the colonies dropped from 2.3 million pounds in 1764 to 1.9 million
pounds in 1765.
3. What happened in 1775–1776 to reduce the flow of trade goods between
England and its colonies? The American Revolution began.
5. Why did the British raise taxes on the colonies beginning in 1764?
The British had gone into debt fighting a war with France for control of
North America.
6. In what year was the value of imports and exports the closest? The furthest
apart? either 1769 or 1776; 1771
7. When were the Intolerable Acts passed, and how did they affect the colonists?
1774; The colonists hated them, which made them more determined to
to fight.
8. Between which two years did English imports show the greatest drop?
1774 and 1775
36
Copyright © by The McGraw-Hill Companies, Inc.
4. Overall, did the American colonies export or import more goods? import
Name
Date
Class
Workbook Activity 37
The French Revolution
Copyright © by The McGraw-Hill Companies, Inc.
DIRECTIONS: Distinguishing Fact from Opinion Decide whether the statements
below are facts or opinions. Write F for fact or O for opinion in the blank next to each
statement. Then answer the questions that follow.
1.
F
Peasants made up more than 80 percent of the French people.
2.
O
The bourgeoisie would have supported the nobles if they didn’t
have such high taxes.
3.
F
When the Bastille was attacked on July 14, 1789, it was defended
by little more than 100 soldiers and it held only 7 prisoners.
4.
O
Louis XVI and Marie Antoinette did not seem to like the lower
classes.
5.
F
In 1791, the National Assembly made France a constitutional
monarchy to be ruled by an elected assembly.
6.
O
Leaders of the Mountain, such as George-Jacques Danton and
Jean-Paul Marat, saw themselves as the voice of the people and
defenders of the revolution.
7.
O
The guillotine was the most frightening invention of the French
Revolution.
8.
F
Napoleon Bonaparte’s military talent helped him rise to the rank
of general by the time he was 24 years old.
9.
O
Napoleon’s worst mistake was his attempt to invade Russia in the
summer of 1812.
10.
F
In 1815, at Waterloo in Belgium, Napoleon was finally defeated
by an international force led by Britain’s Duke of Wellington.
11. List the levels in French society in the 1700s and describe the members
of each level.
The First Estate was made up of the Catholic clergy, who did not pay taxes
and received money from church lands. The Second Estate was nobles, who
filled the highest posts in the government and military. The Third Estate
was made up of the middle class merchants, doctors, lawyers, and teachers;
the city workers, including artisans and servants; and the bottom layer,
the peasants.
37
Name
Date
Class
Workbook Activity 38
Independence in Latin America
DIRECTIONS: Using a Map Study the map on page 749 of your textbook and use the
information to answer the questions.
1. List each country next to the year in which it gained independence.
Remember: A decade is a span of 10 years.
1804
Haiti
1830
Ecuador
1811
Venezuela
1838
Costa Rica, Honduras
1816
Argentina
1902
Cuba
1818
Chile
1903
Panama
1819
Colombia
1962
Jamaica, Trinidad & Tobago
1821
Mexico, Peru, Nicaragua
1966
Barbados, Guyana
1822
Brazil, Dominican Republic
1981
Belize
1828
Uruguay
2. During which three decades did the highest number of countries achieve
independence?
The highest number of countries in Latin America achieved independence
between 1810–1819, 1820–1829, and 1960–1969.
3. Compare how democracy was achieved by Great Britain and France.
In Great Britain, democracy came peacefully, through the political actions
democracy was marked by civil war between the upper class and the
working class.
4. What factors slowed down the development of democracy and prosperity in
Latin America?
Democracy and prosperity were slowed down by frequent political conflict, the role of religion in society, boundary disputes between neighbors,
tensions between rich and poor, and strong leaders called caudillos.
5. Define manifest destiny.
Manifest destiny is the idea that the borders of the United States should
stretch from the Atlantic Ocean to the Pacific Ocean.
38
Copyright © by The McGraw-Hill Companies, Inc.
of the Chartists—William Gladstone, and Benjamin Disraeli. In France,
Name
Date
Class
Workbook Activity 39
Britain’s Empire in India
DIRECTIONS: Drawing Conclusions Read the paragraph. Write C in the blank at
the left of each statement that is a likely conclusion that can be drawn from the reading.
Then answer the questions that follow.
In 1608, British traders from the East India
Company arrived in India. Over the next 50 years,
they built a string of trading forts along India’s
coasts. The East India Company set up an army
and supported local Indian rulers who agreed to
work with them. The company’s army also fought
the French, Britain’s main rival in India.
During the next 100 years, Britain’s East India
Company took over much of India and grew
wealthy. It brought many European ideas and practices to the Indian people. Many Indians, however,
1.
The East India Company cooperated with all local Indian rulers.
2.
C
Sepoys were dissatisfied with their service in the British army.
3.
C
Britain cared more about its economic interests than it did about
the welfare of Indians.
4.
5.
Copyright © by The McGraw-Hill Companies, Inc.
felt that the British were trying to change their
culture.
In 1857, sepoys, or Indian soldiers in the company’s army, rebelled against their British officers.
The revolt then spread rapidly across northern
India. Britain quickly sent more soldiers to India
and put down the rebellion. Afterward, there were
bitter feelings between the British and Indians.
Soon after the uprising, Britain took direct control
of India from the company.
Most Indian people welcomed British rule.
C
The sepoy rebellion did not end with good terms between the
soldiers and their officers.
6. In the first column of the chart below are listed the main imperialist powers in
the late 1800s and early 1900s. Fill in at least three countries over which each
power ruled.
Imperialist
Power
Countries/Regions over Which the Power Ruled
Britain
Singapore, Malay Peninsula, Burma, India, Egypt, South Africa, Sierra Leone,
Gambia, Nigeria, Sudan, East Africa, Uganda, Zimbabwe
France
Vietnam, Algeria, Tunisia, Morocco, French West Africa, French Equatorial
Africa, Madagascar
Germany
South West Africa, German East Africa, Kamerun, Togoland
Spain
Spanish Guinea, Rio de Oro, Spanish Morocco
United States
Cuba, Puerto Rico, Guam, Philippines, Hawaii, Panama Canal Zone
39
Name
Date
Class
Workbook Activity 40
World War I
DIRECTIONS: Sequencing Place the following 12 events in the order in which they
took place. Write 1 in the blank next to the first event, 2 in the blank next to the second
event, and so on.
9
1.
American and French troops block the German advance at
Chateau-Thierry.
2
2.
The Balkan League declares war on the Ottoman empire.
3.
7
The czar is overthrown in the Russian Revolution.
4.
5
A German submarine sinks the passenger ship Lusitania.
5.
11
6.
6
Arthur Zimmermann proposes that Mexico ally with Germany.
7.
3
Gavrilo Princip shoots and kills Archduke Franz Ferdinand.
8.
1
Austria-Hungary takes over Bosnia.
9.
8
President Wilson declares war on Germany.
10.
10
Americans shatter the German defenses in the Battle of the
Argonne Forest.
11.
12
The Treaty of Versailles formally ends the war; imposes reparations
upon Germany.
12.
4
French and British soldiers stop the German advance on the western
front; trench warfare begins.
Germany signs an armistice, which ends the fighting.
The Central Powers were made up of Austria-Hungary, Germany,
the Ottoman Empire, and Bulgaria. The U.S. fought on the side of
the Allies.
14. Which of the twelve events above do you think was most important? Give
three reasons for your answer.
Answers will vary. Check to make sure that reasons given are plausible.
40
Copyright © by The McGraw-Hill Companies, Inc.
13. Which countries made up the Allies? Which ones made up the Central Powers?
The Allies were made up of France, Russia, Great Britain, and Italy.
Name
Date
Class
Workbook Activity 41
World War II and the Cold War
DIRECTIONS: Matching Match each item in Column A with its description in
Column B. Write the correct letters in the blanks.
Copyright © by The McGraw-Hill Companies, Inc.
Column A
1.
H
Adolf Hitler
2.
B
inflation
3.
S
depression
4.
D
totalitarian state
5.
F
collectivization
6.
T
Joseph Stalin
7.
G
appeasement
8.
O
Pearl Harbor
9.
K
genocide
10.
A
D-Day
11.
I
Auschwitz
12.
C
Martin Luther King, Jr.
13.
L
containment
14.
N
Truman Doctrine
15.
P
Marshall Plan
16.
M
racial segregation
17.
E
civil disobedience
18.
R
Pan-Africanism
19.
Q
apartheid
20.
J
Mohandas K. Gandhi
Column B
A. Invasion of occupied France on June 6, 1944
B. Occurs when too much money is printed
and loses its value; businesses raise prices
C. Baptist minister who focused attention on
unfair treatment of African Americans
D. Political leaders totally control the way citizens think and live
E. Refusing to obey unjust laws in a nonviolent
manner
F. Combining small farms into large, factorylike farms run by the government
G. The idea that you can avoid war by giving in
to another government’s demands
H. Leader of Nazi Germany
I. One of several concentration camps in
which Jews were imprisoned and killed
J. Leader of India, championed independence
K. Killing an entire group of people
L. Policy of the United States that tried to hold
back the spread of communism
M. Separation of the races in various aspects of
public life
N. Pledged the United States to fight communism worldwide
O. Attack which led directly to U.S. entry into
World War II
P. Operation that sent supplies, machinery,
and food into Western Europe to aid its
recovery from World War II
Q. System of “apartness” which separated racial
and ethnic groups and limited the rights of
blacks
R. The unity of all black Africans, promoted
by the Organization of African Unity
S. A period of low economic activity
T. Leader of Russia who succeeded Lenin
41
Name
Date
Class
Workbook Activity 42
The Cold War and the End of Empire
DIRECTIONS: Completion In the space provided, write the word (or words) that best
completes the sentence.
Achmed Sukarno
African National Congress
communist
Ho Chi Minh
Indian National Congress
Lyndon Johnson
member nations
Muslim
Soviet Union
trade barriers
United Nations
Winston Churchill
1. Franklin Roosevelt, Winston Churchill , and Joseph Stalin were known as
the “Big Three.”
2. NATO
member nations
agreed to aid any member who was attacked.
3. In October 1962, President Kennedy learned that the
had placed long-range missiles in Cuba.
Soviet Union
United Nations
4. President Harry Truman persuaded the
to protect South Korea from invasion by North Korea.
to send troops
5. Behind the Iron Curtain, people feared being punished if they disagreed with
communist
the
system.
6. The nations making up the European Economic Community agreed to end
trade barriers
all
among them.
7. In 1885, a group of Indian leaders met in Mumbai to form the
Indian National Congress .
9.
Achmed Sukarno
and his nationalists declared the East Indies to be an
independent nation called Indonesia.
Ho Chi Minh
10. In Vietnam,
formed a group called the Vietnimh,
which struggled against Japan, France, and the United States for Vietnam’s
independence.
11. The Gulf of Tonkin Resolution gave
fight a war in Vietnam.
42
Lyndon Johnson
permission to
Copyright © by The McGraw-Hill Companies, Inc.
8. After World War II, the British realized that India would have to be split into
Muslim
a Hindu country and a
country.
Name
Date
Class
Workbook Activity 43
Copyright © by The McGraw-Hill Companies, Inc.
Building Today’s World
DIRECTIONS: Sequencing Place the following events in the order in which they took
place. Write 1 in the blank next to the first event, 2 in the blank next to the second event,
and so on. Then answer the questions that follow in the space provided.
5
1.
Augusto Pinochet becomes dictator of Chile by overthrowing the
elected president.
9
2.
First democratic election is held in South Africa, signaling an end
to apartheid.
6
3.
Stephen Wozniak and Steven Jobs build the first small computer
for personal use.
1
4.
Franklin D. Roosevelt announces the Good Neighbor Policy
toward Latin America.
12
5.
Two planes deliberately crash into the World Trade Center, killing
nearly 3,000 people.
8
6.
Ronald Reagan calls the Soviet Union an “evil empire” and starts a
military buildup.
2
7.
The United States puts an embargo in place against Cuba to pressure Fidel Castro to give up ties to the Soviet Union.
11
8.
Slobodan Milosevic is overthrown and a democratic government is
established in Serbia.
3
9.
China’s Cultural Revolution takes place, in which “undesirables”
were driven from the Communist Party.
10
10.
The Kyoto Protocol is signed, promising to reduce pollution that
might be causing global warming.
7
11.
The shah of Iran flees the country and Ruhollah Khomeini takes
over the government.
4
12.
Israel captures the Golan Heights, Gaza Strip, and the West Bank
in the Six-Day War against Arab nations.
13. Describe the affects of China’s Cultural Revolution.
Daily life was disrupted. People stopped working and factory production
slumped. Battles broke out between Red Guards and citizens. Political
leaders, teachers, and others accused of not supporting communism
were attacked.
43
Name
Date
Class
Workbook Activity 44
The World Enters a New Millennium
DIRECTIONS: Multiple Choice Put X in the space before the best answer.
1. Which invention has driven the technology revolution?
A.
the global economy
C.
X
B.
the computer
D.
the cell phone
the compact disc
2. The idea that the world’s economy and political systems are part of one big
system is called
A.
technology revolution.
C.
the Internet.
X
B.
General Agreement on
D.
globalism.
Trade and Tariffs.
3. Each of the following is a global challenge EXCEPT
X
A.
the Internet.
C.
B.
nuclear proliferation.
D.
global warming.
deforestation.
4. The European Union
A.
includes all European nations.
B.
shuts out Eastern European nations.
X
C.
issues a currency called the euro.
D.
has been losing members.
6. Today, most terrorist acts against Americans and Europeans are by
A.
Chinese Communists.
B.
the Red Brigade.
C.
the Irish Republican Army.
X
D.
groups from the Middle East.
7. The Asian Tigers got their nickname because they
A.
worked hard to preserve the tigers’ habitat.
B.
developed their art and culture.
C.
increased the size of their armed forces.
X
D.
built strong, modern economies.
44
Copyright © by The McGraw-Hill Companies, Inc.
5. After the 9/11 attacks, the United States’ first action was
A.
putting Saddam Hussein out of power.
X
B.
attacking Afghanistan to defeat Osama bin Laden.
C.
finding weapons of mass destruction around the world.
D.
rebuilding the World Trade Center.
ISBN: 978-0-07-878954-0
MHID: 0-07-878954-0
www.glencoe.com