chapter 3 guided reading hinduism and buddhism...

People and Ideas on the Move 45

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GUIDED READING Hinduism and Buddhism DevelopSection 2

A. Comparing and Contrasting As you read about Hinduism and Buddhism, takenotes to fill in the comparison chart below.

B. Clarifying On the back of this paper, describe the religious traditions and beliefs of Jainism.

CHAPTER

3

Hinduism Buddhism

1. Founder/Origins

2. Key beliefs

3. Gods

4. Sacred literature

5. Effect on society

6. Modern-day traditions

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LITERATURE SELECTION from Siddharthaby Herman HesseTranslated by Hilda Rasner

In his novel Siddhartha, the 20th-century German author Hermann Hesse recre-ates the life of Siddhartha Gautama, the founder of Buddhism, in fictional form.As you read this excerpt from the novel, think about how Siddhartha feelsbefore and after his awakening.

Section 2

Awakening

As Siddhartha left the grove in which the Buddha,the Perfect One, remained, in which Govinda

remained, he felt that he had also left his formerlife behind him in the grove. As he slowly went onhis way, his head was full of this thought. He reflecteddeeply, until this feeling completely overwhelmedhim and he reached a point where he recognizedcauses; for to recognize causes, it seemed to him, is to think, and through thought alone feelingsbecome knowledge and are not lost, but becomereal and begin to mature.Siddhartha reflected deeply as he went on his way.He realized that he was no longer a youth; he wasnow a man. He realized that something had lefthim, like the old skin that a snake sheds. Somethingwas no longer in him, something that had accompa-nied him right through his youth and was part ofhim: this was the desire to have teachers and to lis-ten to their teachings. He had left the last teacherhe had met, even he, the greatest and wisestteacher, the holiest, the Buddha. He had to leavehim; he could not accept his teachings.Slowly the thinker went on his way and asked him-self: What is it that you wanted to learn from teach-ings and teachers, and although they taught youmuch, what was it they could not teach you? Andhe thought: It was the Self, the character andnature of which I wished to learn. I wanted to ridmyself of the Self, to conquer it, but I could notconquer it, I could only deceive it, could only flyfrom it, could only hide from it. Truly, nothing inthe world has occupied my thoughts as much as theSelf, this riddle, that I live, that I am one and amseparated and different from everybody else, that Iam Siddhartha; and about nothing in the world do Iknow less than about myself, about Siddhartha.The thinker, slowly going on his way, suddenlystood still, gripped by this thought, and another

thought immediately arose from this one. It was:The reason why I do not know anything aboutmyself, the reason why Siddhartha has remainedalien and unknown to myself is due to one thing, toone single thing—I was afraid of myself, I was flee-ing from myself. I was seeking Brahman, Atman, Iwished to destroy myself, to get away from myself,in order to find in the unknown innermost, thenucleus of all things, Atman, Life, the Divine, theAbsolute. But by doing so, I lost myself on the way.Siddhartha looked up and around him, a smilecrept over his face, and a strong feeling of awaken-ing from a long dream spread right through hisbeing. Immediately he walked on again, quickly,like a man who knows what he has to do.Yes, he thought, breathing deeply, I will no longertry to escape from Siddhartha. I will no longerdevote my thoughts to Atman and the sorrows ofthe world. I will no longer mutilate and destroymyself in order to find a secret behind the ruins. Iwill no longer study Yoga-Veda, Atharva-Veda, orasceticism, or any other teachings. I will learn frommyself, be my own pupil; I will learn from myselfthe secret of Siddhartha.He looked around him as if seeing the world forthe first time. The world was beautiful, strange andmysterious. Here was blue, here was yellow, herewas green, sky and river, woods and mountains, allbeautiful, all mysterious and enchanting, and in themidst of it, he, Siddhartha, the awakened one, onthe way to himself. All this, all this yellow and blue,river and wood, passed for the first time acrossSiddhartha’s eyes. It was no longer the magic ofMara, it was no more the veil of Maya, it was nolonger meaningless and the chance diversities ofthe appearances of the world, despised by deep-thinking Brahmins, who scorned diversity, whosought unity. River was river, and if the One andDivine in Siddhartha secretly lived in blue andriver, it was just the divine art and intention that

CHAPTER

3

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russoms

Text Box

Excerpt from Siddhartha by Herman Hesse. Copyright © 1951 by New Directions Publishing Corp. Used by permission of New Directions Publishing Corp.

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58 Unit 1, Chapter 3

there should be yellow and blue, there sky andwood—and here Siddhartha. Meaning and realitywere not hidden somewhere behind things, theywere in them, in all of them.How deaf and stupid I have been, he thought,walking on quickly. When anyone reads anythingwhich he wishes to study, he does not despise theletters and punctuation marks, and call them illu-sion, chance and worthless shells, but he readsthem, he studies and loves them, letter by letter.But I, who wished to read the book of the worldand the book of my own nature, did presume todespise the letters and signs. I called the world ofappearances, illusion. I called my eyes and tongue,chance. Now it is over; I have awakened. I haveindeed awakened and have only been born today.But as these thoughts passed through Siddhartha’smind, he suddenly stood still, as if a snake lay in hispath.Then suddenly this also was clear to him: he, whowas in fact like one who had awakened or wasnewly born, must begin his life completely afresh.When he left the Jetavana grove that morning, thegrove of the Illustrious One, already awakened,already on the way to himself, it was his intentionand it seemed the natural course for him after theyears of his asceticism to return to his home and hisfather. Now, however, in that moment as he stoodstill, as if a snake lay in his path, this thought alsocame to him: I am no longer what I was, I am nolonger an ascetic, no longer a priest, no longer aBrahmin. What then shall I do at home with myfather? Study? Offer sacrifices? Practice medita-tion? All this is over for me now.Siddhartha stood still and for a moment an icy chillstole over him. He shivered inwardly like a smallanimal, like a bird or a hare, when he realized how

alone he was. He had been homeless for years andhad not felt like this. Now he did feel it. Previously,when in deepest meditation, he was still his father’sson, he was a Brahmin of high standing, a religiousman. Now he was only Siddhartha, the awakened;otherwise nothing else. He breathed in deeply andfor a moment he shuddered. Nobody was so aloneas he. He was no nobleman, belonging to any aris-tocracy, no artisan belonging to any guild and find-ing refuge in it, sharing its life and language. Hewas no Brahmin, sharing the life of the Brahmins,no ascetic belonging to the Samanas. Even themost secluded hermit in the woods was not oneand alone; he also belonged to a class of people.Govinda had become a monk and thousands ofmonks were his brothers, wore the same gown,shared his beliefs and spoke his language. But he,Siddhartha, where did he belong? Whose life wouldhe share? Whose language would he speak?At that moment, when the world around him melt-ed away, when he stood alone like a star in theheavens, he was overwhelmed by a feeling of icydespair, but he was more firmly himself than ever.That was the last shudder of his awakening, the lastpains of birth. Immediately he moved on again andbegan to walk quickly and impatiently, no longerhomewards, no longer to his father, no longer look-ing backwards.

Discussion QuestionsDetermining Main Ideas1. How does Siddhartha feel before his awakening?2. How does he feel after his awakening?3. Drawing Conclusions What kind of person do

you think Siddhartha is, based on your reading ofthis excerpt?

Name Siddhartha continued

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HISTORYMAKERS Siddhartha GautamaEnlightened One

“Let a man overcome anger by love, let him overcome evil by good. Let him over-come the greedy by liberality, the liar by truth.”—Siddhartha Gautama, the Buddha

Section 2

Born a prince in a warrior family, SiddharthaGautama lived in northern India during a time

of turmoil. From a young age, he was disturbed bythe suffering of his world. Unsatisfied with the lifeof ease, he hoped to find deeper meaning in his life.He tried many ways of reaching inner peace, butnone worked. When he finally discovered his path,he decided to teach others how to reach that samestate—and in doing so, founded a new religion.Siddhartha was born near the foot of the HimalayaMountains. His father ruled a small kingdom andhoped that his son would follow after him.Siddhartha was not the typical prince, however. Hewas concerned more with spiritual matters andwrestled with deep questions about human life. Heasked himself, “Why is there suffering and what isdeath?” Hoping to settle his son down, the king builthim a palace, but Siddhartha continued to be restless.At age 29, he later recalled, he broke with his com-fortable life:

In the days before my enlightenment . . . Ibethought me that a hole-and-corner life is allthat a home can give, whereas a wandering[religious man] is as free as air. . . . So the timecame, when I was quite young and with awealth of coal-black hair untouched by grayand in all the beauty of my early prime—despite the wishes of my parents, who weptand lamented—I cut off my hair and beard . . . and went off from home.

He tried for six years to find the solution to hisspiritual longing. In the end meditation providedthe answer. He experienced the Bodhi, or momentof enlightenment. Life is suffering, he decided, butpeople do not realize this fact and try to achievepleasure. By following Siddhartha’s eight rules or theEightfold Path, one can end desire and bring aboutthe needed understanding. Then the person experi-ences a release from suffering, a state called nirvana.Siddhartha came to be called the Buddha, or“Enlightened One.” He quickly went to a park inthe Indian city of Benares and preached his first

sermon. He continued for 46 years, travelingthroughout India. Soon he had many followers.The Buddha had great compassion for people, andhe strongly rejected the inequality that was a cen-tral part of India’s caste system. In this system, theBrahmins, or priests, were considered the mostworthy of people. The outcasts, or untouchables,were shunned by all others. People lived in thecaste into which they were born. The Buddha oncesaid, “Not by birth does one become an outcast,not by birth does one become a Brahmin. By deedsone becomes an outcast, by deeds one becomes aBrahmin.” He was reinforcing the message madeclear in another saying: “Hatred does not cease byhatred at any time; hatred ceases by love.”The Buddha gathered large numbers of followers.He did not want to create a religion that relied on astrict hierarchy to grow. He once told his followers,“Be ye lamps unto yourselves. Be a refuge to your-selves. Hold fast to the truth as to a lamp. Look notfor refuge to anyone besides yourselves.”Even in his death, the Buddha showed his feelingfor others. As the story goes, the Buddha was 80years old when he took a meal offered by a poorbeliever. The food was spoiled, but the Buddha didnot wish to hurt the feelings of his host and ate itanyway—although he prevented his followers fromjoining him. Soon after, he was taken sick. He laiddown in a grove of trees and gave his final instruc-tions to his followers. As he lay dying, he sent amessenger to the poor man who had cooked thefatal meal to reassure the man that he should notfeel any blame. Soon after, he died. According toBuddhist belief, his soul passed into nirvana.

Questions1. Drawing Conclusions Explain what you think

the Buddha means by the quote on this page.2. Formng and Supporting Opinions Do you

agree with the Buddha’s idea that all life is suf-fering? Explain.

3. Hypothesizing How could the Buddha’s messageabout the caste system undermine Hindu society?

CHAPTER

3

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A. Following Chronological Order As you read this section, take notes to answerthe questions about the time line.

God commands Abraham to take his people to Canaan.

Descendants of Abraham move to Egypt.

Hebrews begin their “exodus”from Egypt.

Hebrews unite and form thekingdom of Israel.

King David is succeeded by his son Solomon.

Kingdom splits into two, Israel and Judah.

Assyrians conquer Israel.

Chaldeans attack Jerusalem and destroy Solomon’s Temple.

Second Temple is completed.

B. Writing for a Specific Purpose On the back of this paper, explain the significanceof Palestine, the covenant, and monotheism to Judaism and the Hebrew people.

Name Date

GUIDED READING The Origins of JudaismSection 4

CHAPTER

3

2000B.C.

1650B.C.

1300-1200B.C.

1020B.C.

962B.C.

922B.C.

722B.C.

586B.C.

515B.C.

1. What sacred writings describe the early history of the Hebrews?

2. How were the Hebrews treated in Egypt?

3. Why is Moses an important figure in Jewish history?

4. What were the achievements of Saul and David?

5. Why did King Solomon build a great temple in Jerusalem?

6. What were the reasons for the division?

7. Who was Nebuchadnezzar?

8. What ruler allowed the Hebrews to return toJerusalem?

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Name Date

GEOGRAPHY APPLICATION: LOCATION

Early Eastern Mediterranean CivilizationsDirections: Read the paragraphs below and study the map carefully. Then answerthe questions that follow.

Section 4

In the thousand-year period that followed thedecline of the Sumerians around 2000 b.c., sev-

eral important civilizations sprouted in the regionof the eastern Mediterranean Sea. Some did notsurvive the period, but most had a lasting impact.The map below shows the area of greatest landoccupation of five of these civilizations during thesecond century b.c. Hittites flourished from about 2000 b.c. to 1190 b.c. Minoans ruledMediterranean trade from about 2000 b.c. to 1400

b.c. Phoenicians emerged as the Mediterranean’sstrongest trading civilization around 1100 b.c. andruled the sea until 842 b.c. Philistines came to the region in the 1200s b.c. and clashed with theHebrews until being vanquished around 1000 b.c.Hebrews fled Egypt and returned to the easternMediterranean around 1200 b.c. They expandednorth and south and united into a powerful king-dom around 1020 b.c.

CHAPTER

3

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JerusalemJerusalem

BabylonBabylon

HittitesHittites

PhoeniciansPhoenicians

HebrewsHebrews

PhilistinesPhilistines

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Peoples of the Eastern Mediterranean Region, 2000–1000 B.C.

0 400 Kilometers

0 200 Miles

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Interpreting Text and Visuals

1. What are the five eastern Mediterranean civilizations covered on the map?________________

____________________________________________________________________________

2. Which eastern Mediterranean civilization ruled the largest territory during the millennium of

2000 b.c. to 1000 b.c.? __________________________________________________________

Describe the extent of that territory. ________________________________________________

____________________________________________________________________________

3. What major city-states are shown on the map? ______________________________________

____________________________________________________________________________

4. What unique situation made the Minoans dominant in Mediterranean trade from about 2000 b.c.

to 1400 b.c.? __________________________________________________________________

____________________________________________________________________________

5. Who succeeded the Minoans as the most powerful Mediterranean trader? ________________

____________________________________________________________________________

Look at the map. Why is it no surprise that this civilization eventually came to dominate the

Mediterranean?________________________________________________________________

____________________________________________________________________________

6. Which eastern Mediterranean civilizations do you think caused the Hebrews the most problems?

____________________________________________________________________________

Name Early Eastern Mediterranean Civilizations continued

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Classical Greece 1

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GUIDED READING Cultures of the Mountains and the Sea

Section 1

A. Analyzing Causes and Recognizing Effects As you read this section, makenotes in the chart to explain how each geographic characteristic or historical eventinfluenced the history and culture of early Greek civilization.

B. Determining Main Ideas On the back of this paper, explain the significance ofmyths and the epics of Homer in ancient Greek culture.

CHAPTER

5

History and Culture

1. Location “around” a sea

2. Rugged mountains

3. Little fertile farmland

4. Moderate climate

5. Mycenaean adaptation ofMinoan culture

6. The Trojan War

7. The collapse of Mycenaean civilization

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2 Unit 2, Chapter 5

Name Date

GUIDED READING Warring City-StatesSection 2

A. Analyzing Causes and Recognizing Effects As you read about the growth of Greek city-states, answer the questions about events in the time line. (Some dates are approximate.)

Sparta conquers Messenia.

Spartans put down a revolt by Messenians.

Draco writes the first legal code.

Athenian aristocrats chooseSolon to govern.

Cleisthenes introduces politicalreforms in Athens.

Athenians defeat Persians in battle at Marathon.

Greeks defeat remaining Persian army.

B. Determining Main Ideas On the back of this paper, explain the relationshipbetween the polis and monarchy, aristocracy, oligarchy, tyrants, anddemocracy.

CHAPTER

5

725 B.C.

650 B.C.

621 B.C.

594 B.C.

500 B.C.

490 B.C.

479 B.C.

1. How did Sparta treat the Messenians?

2. What type of society did Sparta create in responseto the revolt?

3. How did Athenians avoid major political upheavals?

4. What economic and political reforms did Solon initiate?

5. What steps did Cleisthenes take to create a limiteddemocracy in Athens?

6. What advantages did the Greek soldiers have over the Persians?

7. What were the consequences of the Persian Wars?

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Classical Greece 3

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A. Summarizing As you read this section, take notes to answer questions aboutAthens’ golden age.

Pericles had three goals for Athens.

The Greeks invented drama.

Greek philosophers search for truth.

B. Analyzing Causes and Recognizing Effects On the back of this paper, brieflyexplain the causes and consequences of the Peloponnesian War.

Name Date

GUIDED READING Democracy and Greece’s Golden Age

Section 3

CHAPTER

5

1. How did Pericles strengthen democracy? 2. What steps did Pericles take to strengthen the empire and glorify Athens?

3. What themes were common in Greek tragedy? 4. What do the themes of Greek comedies suggest about the men and women of Athens?

5. What was Plato’s vision of the ideal society? 6. What is the philosophic legacy of Aristotle?

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4 Unit 2, Chapter 5

Name Date

GUIDED READING Alexander’s Empire Section 4

A. Analyzing Causes and Recognizing Effects As you read about the empirebuilding of Alexander, note the goals and results of some of his actions.

B. Drawing Conclusions On the back of this paper, explain how Philip II andDemosthenes are linked in the history of classical Greece.

CHAPTER

5

Action(s) Goal(s) Result(s)

1. Led soldiers across Hellespont into Anatolia

2. Launched surprise attackagainst Persians near Issus

3. Rejected Darius’ peace settlement of all lands west of Euphrates River

4. Launched a phalanx attack followed by a cavalry charge at Gaugamela

5. Led army into Indus Valley

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RETEACHING ACTIVITY Alexander’s EmpireSection 4

ClarifyingWrite T in the blank if the statement is true. If the statement is false, write F in theblank and then write the corrected statement on the line below it.

____ 1. Philip II was the king of Peloponnesia who hoped to take control of Greece.

____________________________________________________________________________

____ 2. Philip organized his troops into phalanxes armed with 18-foot pikes and prepared to attack Greece.

____________________________________________________________________________

____ 3. The Macedonians defeated the Greeks at the battle of Chaeronea, which ended Greek independence.

____________________________________________________________________________

____ 4. Philip’s son Demosthenes proclaimed himself king of Macedonia upon Philip’s death.

____________________________________________________________________________

____ 5. Darius III attempted to lead Persian forces against the Macedonians, but failed.

____________________________________________________________________________

____ 6. Alexander founded the city of Alexandria at the mouth of the Nile River in Egypt, one of a dozencities he eventually named after himself.

____________________________________________________________________________

____ 7. Alexander and his exhausted forces finally turned back toward home after winning a particularlyfierce battle in Persepolis.

____________________________________________________________________________

____ 8. Alexander died at the age of 32 during brutal fighting in Babylon.

____________________________________________________________________________

____ 9. Three leaders took control of Alexander’s empire after his death: Antigonus in Macedonia and theGreek city-states, Ptolemy in Egypt, and Seleucus in Arabia.

____________________________________________________________________________

____ 10. Alexander’s conquests brought about a vibrant new culture that blended Greek and Eastern customs.

____________________________________________________________________________

CHAPTER

5

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Classical Greece 5

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Name Date

GUIDED READING The Spread of Hellenistic Culture

Section 5

A. Summarizing As you read this section, fill in the diagram by listing the achieve-ments of Hellenistic scholars and philosophers.

B. Clarifying Define Hellenistic and explain how Alexandria became a center ofHellenistic culture.

CHAPTER

5

1. Astronomy 2. Mathematics

3. Physics 4. Philosophy

Hellenistic Culture

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A. Following Chronological Order As you read about the growth of Rome into apowerful republic, answer the questions about events in the time line. (Some datesin the time line are approximate.)

Rome is founded, according tolegend.

Etruscan becomes king of Rome.

Roman aristocrats overthrowmonarchy and establish a republic.

Officials begin writing the Twelve Tables.

Rome and Carthage go to war, and Punic Wars begin.

Second Punic War begins.

Romans defeat Hannibal’s army.

Third Punic War begins when Rome lays siege to Carthage.

Rome destroys Carthage.

B. Recognizing Main Ideas On the back of this paper, describe the form of gov-ernment the Romans established under the republic. Use the following terms.

Senate tribunes consuls dictator

Name Date

GUIDED READING The Roman RepublicSection 1

CHAPTER

6

753 B.C.

600 B.C.

509 B.C.

451 B.C.

264 B.C.

218 B.C.

202 B.C.

149 B.C.

146 B.C.

1. How did geography affect the development ofRome?

2. How did the Etruscans influence the developmentof Rome?

3. Which were the main groups that competed forpower in the early Roman republic?

4. What is the significance of the Twelve Tables inRoman law?

5. What were the causes of the first Punic War?

6. What tactic did Scipio use to defeat Hannibal?

7. What was the significance of the Punic Wars forRome?

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Ancient Rome and Early Christianity 27

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GUIDED READING The Roman Empire Section 2

A. Clarifying As you read about the creation of the Roman Empire, make notes in thediagram to describe Roman government, society, economy, and culture.

B. Synthesizing Explain how the following terms and names relate to Julius Caesar.

C. Determining Main Ideas On the back of this paper, explain the importance ofAugustus and the Pax Romana in the history of the Roman Empire.

CHAPTER

6

1. Economy 3. Values

4. Social structure

2. Form of government

5. Religion 6. Entertainment

Roman Empire

1. Civil war

2. Triumvirate

3. Gaul

4. Absolute rule

5. Marcus Brutus and Gaius Cassius

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GEOGRAPHY APPLICATION: MOVEMENT

The Roads of the Roman EmpireDirections: Read the paragraphs below and study the map. Then answer thequestions that follow.

The famous Roman roads were a vast network of hard-surfaced roads connecting the city of

Rome to the farthest reaches of its empire. Thestone-paved highways lasted for more than a thou-sand years, and some sections are still in use today.Author Isaac Asimov claimed that there was no bet-ter mode of transportation in the world until thearrival of railroads close to 2,000 years later.Romans began building roads in 312 B.C. followingtheir first major conquests. The beginning stretch,the Appian Way, trailed 132 miles southeast out ofRome. Thereafter, roadbuilding kept pace with the

empire’s expansion. Eventually, Roman roads wound53,000 miles around the Mediterranean and north-eastern Atlantic regions.The roads, constructed by slaves and soldiers, werewide enough for large wagons to pass each other.The principal use of the highways was to moveRoman armies from one part of the empire toanother. However, citizens were free to use theroads. The Roman statesman Cicero once spoke ofmoving 56 miles in a cart in just ten hours. However,travelers had to be alert for bandits, as people mightsimply “disappear” while riding on Roman roads.

Section 2

CHAPTER

6

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0 1,000 Kilometers

0 500 Miles

The Roads of the Roman Empire

�yRoman Empire, A.D. 117Roman road

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1. How is the area of the Roman Empire shown? ______________________________________

What symbol represents roads on the map? __________________________________________

2. What is the approximate straight-line distance in miles between Paris and Rome? __________

What is the approximate distance between the two cities along the Roman roads, choosing the

route that passes by Arelate? ____________________________________________________

3. Describe the location of the four significant breaks for bodies of water that the map shows in the

Roman road system. ____________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

4. How many miles of roads made up the Roman roads? ________________________________

5. Which two rivers provided a natural path for the Roman roads to follow? ________________

6. What was one drawback to the Roman roads? ______________________________________

____________________________________________________________________________

7. Suppose you are a Roman general who must move a legion of soldiers from Rome to Carthage.

Describe your two options. ______________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

8. “All roads lead to Rome” is a famous saying that originally described the Roman highway system.

Why would the Romans have developed their road network with Rome as its focus? ________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name The Roads of the Roman Empire continued

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RETEACHING ACTIVITY The Roman EmpireSection 2

____1. All of the following factors contributed tothe collapse of the Roman republic excepta. widening gap between rich and poor.b. outside invasion.c. breakdown of the military.d. a period of civil war.

____ 2. The military leader who joined forces withCrassus and Pompey to dominate Romewasa. Calpurnia.b. Marcus Brutus.c. Hannibal.d. Julius Caesar.

____ 3.The three men who ruled Rome for tenyears beginning in 59 B.C. were referred to as a a. trio.b. consul.c. triumvirate.d. senate.

____ 4.The second group of three rulers of Rome wasa. Octavian, Mark Antony, and Lepidus.b. Octavian, Augustus, and Mark Antony.c. Mark Antony, Lepidus, and Cleopatra.d. Caesar, Mark Antony, and Cleopatra.

____ 5.Octavian eventually came to be called“exalted one,” ora. Augustus.b. dictator.c. Pax Romana.d. Caesar.

____ 6.The period of peace and prosperity in theRoman Empire is known as the a. Augustus.b. Pax Romana.c. triumvirate.d. reform period.

____ 7.The Roman values of discipline, strength,and loyalty characterized a person with thevirtue of a. numina.b. Pax Romana.c. gravitas.d. wisdom.

____ 8.Gladiators, or professional fighters whooften fought to the death in public contests,were often drawn froma. consuls.b. tribunes.c. the senate.d. slaves.

CHAPTER

6

Multiple ChoiceChoose the best answer for each item. Write the letter of your answer in the blank.

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GUIDED READING The Rise of ChristianitySection 3

A. Analyzing Causes and Recognizing Effects As you read about the rise ofChristianity, fill in the charts below.

B. Clarifying On the back of this paper, explain how these terms relate toChristianity.

apostle bishop pope

CHAPTER

6

How did each of the following people influence the development of Christianity as a new religion?

1. Jesus of Nazareth

2. The Jews

3. Pontius Pilate

4. Peter

How did each of the following help to promote the spread of Christianity?

5. Pax Romana

6. Paul

7. Constantine

8. Theodosius

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GUIDED READING The Fall of the Roman Empire

Section 4

A. Analyzing Causes and Recognizing Effects As you read about the decline andfall of the Roman Empire, take notes to answer the questions.

B. Analyzing Causes and Recognizing Effects On the back of this paper, explain how mercenaries and Attila contributed to the decline and fall of the Roman Empire.

CHAPTER

6

1. What were the causes of each condition that led to the fall of the Roman Empire?

a. Disruption of trade

b. Gold and silver drain

c. Inflation

d. Decline of loyalty and discipline in military

e. Citizen indifference and loss of patriotism

2. What steps did Diocletian take to restore order and reform the empire?

3. What did Constantine do to reform the empire?

4. What caused the final collapse of the Western Roman Empire?

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RETEACHING ACTIVITY The Fall of the Roman EmpireSection 4

Determining Main IdeasChoose the word that most accurately completes each sentence below. Write that wordin the blank provided.

1. The end of the reign of Marcus Aurelius marked the end of two centuries of peace and prosperity

known as the .

2. , a drastic drop in the value of money coupled with a rise in prices, helped

weaken the Roman Empire.

3. Roman soldiers had become less loyal, so the government was forced to hire to

defend the empire.

4. A reform-minded emperor who divided the empire into two sections was .

5. gained control of the western part of the empire in A.D. 312 and eventually

secured control of the East as well.

6. Under Constantine, the capital of the empire was moved from Rome to , in what

is now .

7. This new capital city eventually became known as .

8. When the empire was again divided, the portion that survived was the .

9. Mongol nomads, the , attacked the Germanic peoples on the northern borders of

the empire, who in turn pushed into Roman lands and Rome itself.

10. The chieftain of the Mongol group, who now became a direct threat to Rome, was

.

11. The last Roman emperor was .

12. The eastern half of the Roman Empire came to be called the Empire.

CHAPTER

6

Constantine Attila mercenariesTurkey East HunsRomulus Augustulus inflation EgyptPersians Byzantine Pax Romanalegions Constantinople NorthByzantium West Diocletian

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GUIDED READING Rome and the Roots of Western Civilization

Section 5

A. Summarizing As you read about the roots of classical civilization, fill in the chartto identify elements of the Greco-Roman culture.

B. Clarifying Identify Roman achievements in the boxes below.

C. Comparing On the back of this paper, identify Virgil and Tacitus and their con-tributions to Roman culture.

CHAPTER

6

Cultural Element Greek Contributions Roman Contributions

1. Sculpture

2. Philosophy

3. Literature

4. Language 5. Architecture 6. Engineering

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A. Listed below are some of the major legacies of Hellenistic culture and of Roman culture.Use the Venn diagram to sort those cultural accomplishments. Two are already in theirproper places. (One is shared by both cultures.) Then answer the question that follows.

Roman Culture Both Hellenistic Culture

Use of arch and dome Natural, non-idealizedin architecture sculpture

B. In your opinion, what is the main difference between Hellenistic culture andRoman culture?

CONNECTIONS ACROSS TIME AND CULTURES

Hellenistic Culture and Roman CultureAs you learned in Chapter 5, the Hellenistic culture emerged as elements of Greekculture blended with Egyptian, Persian, and Indian influences. As you learned inthis chapter, the Romans preserved and expanded many Hellenistic values withintheir own culture and developed unique accomplishments of their own.

Section 5

CHAPTER

6THEMATIC CONNECTION:

POWER AND AUTHORITY

Cultural Accomplishments

1. Organized central government of a unified empire 6. Created system of law2. Made discoveries in mathematics and physics 7. Created fine mosaic art work3. Influenced by Greek culture 8. Built extensive system of roads4. Created philosophies of Stoicism and Epicureanism 9. Created famous museum and library5. Made realistic portrait sculptures 10. Computed circumference of earth

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African Civilizations 71

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GUIDED READING Diverse Societies in AfricaSection 1

A. Analyzing Causes and Recognizing Effects As you read about Africa’s diversesocieties, fill out the chart.

How did each environmental feature affect the peoples of ancient Africa?

B. Drawing Conclusions Take notes to explain how the people in each groupadapted to their environment.

C. Determining Main Ideas Describe what the societies south of the Sahara had incommon. Use the following terms in your description.

extended family clan animism griots

CHAPTER

8

Environmental feature Effect on Africans

1.Waterfalls and rapids

2.Sahara and Kalahari deserts

3.Mediterranean coastal areas

4.Tsetse fly

5.Fertile land of savannas

Group Methods of Adaptation

6.San of the Kalahari Desert

7.Nok people

8.People of Djenné-Djeno

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GEOGRAPHY APPLICATION: REGION

Desertification and Migration in AfricaDirections: Read the paragraphs below and study the maps carefully. Thenanswer the questions that follow.

Section 2

Human migration usually takes thousands ofyears and can be caused by a variety of factors.

One of those factors is environmental change, andit occurred on a large scale on the African continent.The change centered on the northern section ofAfrica, where the present-day Sahara Desert islocated. Before 10,000 B.C., the Sahara regionreceived abundant rainfall, from ten to fifty timesas much as it does today. As a result, many groupsof people once inhabited this lush and fertile sectionof Africa.

Then, between 10,000 and 7000 B.C., tempera-tures rose and rainfall became less frequent, lead-ing to desertification, a drying of the soil. Around3000 B.C., much of northern Africa became theSahara Desert.

As the desert slowly expanded, groups of peoplebegan to move south toward grassy savannas andnorth to the Mediterranean fringe, regions thatcould support human and animal life. This movementsparked a whole set of changes. As people moved,so did their ideas and technology. Iron-makingcapability, agricultural techniques, and other newideas rapidly spread across the continent. This climatic change was also a major factor in theBantu migrations.

The same environmental conditions that beganthis process are still occurring today. The Saharadesert continues to expand southward, causingmany problems in central Africa.

CHAPTER

8

��yyyyyy

��yyyyyy��

yyyyyyyyy

��

yyyyyyyyy

��yyyyyy

��yy��yy

��yyy��yyyy0˚ Equator 0˚ Equator

0˚ Equator0˚ Equator

Areas of Heavy Rainfall around 10,000–7000 B.C.

January

January

July

S A H A R A D E S E RT

July

Areas of Heavy Rainfall around 7000 B.C.–present

0 1,000 Kilometers

0 1,000 Miles

0 1,000 Kilometers

0 1,000 Miles

0 1,000 Kilometers

0 1,000 Miles

0 1,000 Kilometers

0 1,000 Miles

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1. Where was the African rainfall centered around 10,000–7000 B.C. in the month of July?

____________________________________________________________________________

2. Where is the rainfall centered since 7000 B.C. in the month of January? __________________

____________________________________________________________________________

3. On which two rainfall maps are the areas of rainfall nearly equal? ______________________

____________________________________________________________________________

4. How many miles farther south does rainfall extend in January, 7000 B.C.–present as compared to

January, 10,000–7000 B.C.? ______________________________________________________

5. In which month did more rain fall during 10,000–7000 B.C.? 7000 B.C.–present? __________

____________________________________________________________________________

6. Why did people migrate toward the areas of rainfall?__________________________________

____________________________________________________________________________

____________________________________________________________________________

7. How does migrating affect the development of technology and ideas in the world? ________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name Desertification and Migration in Africa continued

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GUIDED READING The Kingdom of AksumSection 3

A. Analyzing Causes and Recognizing Effects As you read about the Kingdom ofAksum, briefly note the causes or effects (depending on which is missing) of each situation.

B. Clarifying On the back of this paper, briefly identify Aksum, Adulis, and Ezana.

CHAPTER

8

Causes Effects

1. Aksum had access to the Red Sea, Blue Nile, and White Nile.

2. The port city of Adulis included people from Aksum’s trading partners.

3. The Aksumites created terrace farming, which retained water and prevented erosion.

4. Islamic invaders seized footholds in Africa, destroyed Adulis, and spread the religion of Islam.

5. Aksum’s new geographic location led to its decline as a power.


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GEOGRAPHY APPLICATION: REGION

Desertification and Migration in AfricaDirections: Read the paragraphs below and study the maps carefully. Thenanswer the questions that follow.

Section 2

Human migration usually takes thousands ofyears and can be caused by a variety of factors.

One of those factors is environmental change, andit occurred on a large scale on the African continent.The change centered on the northern section ofAfrica, where the present-day Sahara Desert islocated. Before 10,000 B.C., the Sahara regionreceived abundant rainfall, from ten to fifty timesas much as it does today. As a result, many groupsof people once inhabited this lush and fertile sectionof Africa.

Then, between 10,000 and 7000 B.C., tempera-tures rose and rainfall became less frequent, lead-ing to desertification, a drying of the soil. Around3000 B.C., much of northern Africa became theSahara Desert.

As the desert slowly expanded, groups of peoplebegan to move south toward grassy savannas andnorth to the Mediterranean fringe, regions thatcould support human and animal life. This movementsparked a whole set of changes. As people moved,so did their ideas and technology. Iron-makingcapability, agricultural techniques, and other newideas rapidly spread across the continent. This climatic change was also a major factor in theBantu migrations.

The same environmental conditions that beganthis process are still occurring today. The Saharadesert continues to expand southward, causingmany problems in central Africa.

CHAPTER

8

��yyyyyy

��yyyyyy��

yyyyyyyyy

��

yyyyyyyyy

��yyyyyy

��yy��yy

��yyy��yyyy0˚ Equator 0˚ Equator

0˚ Equator0˚ Equator

Areas of Heavy Rainfall around 10,000–7000 B.C.

January

January

July

S A H A R A D E S E RT

July

Areas of Heavy Rainfall around 7000 B.C.–present

0 1,000 Kilometers

0 1,000 Miles

0 1,000 Kilometers

0 1,000 Miles

0 1,000 Kilometers

0 1,000 Miles

0 1,000 Kilometers

0 1,000 Miles

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1. Where was the African rainfall centered around 10,000–7000 B.C. in the month of July?

____________________________________________________________________________

2. Where is the rainfall centered since 7000 B.C. in the month of January? __________________

____________________________________________________________________________

3. On which two rainfall maps are the areas of rainfall nearly equal? ______________________

____________________________________________________________________________

4. How many miles farther south does rainfall extend in January, 7000 B.C.–present as compared to

January, 10,000–7000 B.C.? ______________________________________________________

5. In which month did more rain fall during 10,000–7000 B.C.? 7000 B.C.–present? __________

____________________________________________________________________________

6. Why did people migrate toward the areas of rainfall?__________________________________

____________________________________________________________________________

____________________________________________________________________________

7. How does migrating affect the development of technology and ideas in the world? ________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name Desertification and Migration in Africa continued

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The Muslim World 1

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GUIDED READING The Rise of IslamSection 1

A. Analyzing Causes and Recognizing Effects As you read about Muhammad’slife and the rise of Islam, fill out the charts below to help you understand causesand effects. There can be one or several answers to each question.

The Prophet Muhammad

Beliefs and Practices of Islam

B. Clarifying On the back of this paper, explain the relationship of each term to thereligion of Islam.

Allah Qur’an mosque hajj Sunna shari’a

CHAPTER

10

CAUSE

1. What were Muhammad’s revelations?

2. Why were Muhammad’s ideas unpopular in Mecca?

3. In what way(s) was the Hijrah a turning point?

4. Why was Muhammad’s return to Mecca important?

EFFECTS

CAUSE

5. What does Islam teach its followers?

6. How does carrying out the Five Pillars and other laws of Islam affect the daily lives of Muslims?

7. How did observing Islamic teachings create unity among Muslims?

8. How did Islamic law affect Muslim attitudes toward Christians and Jews?

EFFECTS

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The Muslim World 19

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RETEACHING ACTIVITY The Rise of IslamSection 1

Reading Comprehension Find the name or term in the second column that bestmatches the description in the first column. Then write the letter of your answer in the blank.

____ 1. the Arabic name for God

____ 2. spiritual leader of the Islamic faith

____ 3. a monotheistic religion whose founder was Muhammad

____ 4. a follower of the religion of Islam

____ 5. the migration of Muhammad from Mecca to Yathrib in 622

____ 6. an Islamic house of worship

____ 7. pilgrimage to Mecca by followers of the Islamic faith

____ 8. the holy book of the Islamic faith

____ 9. the practice of the Islamic faith by following closely toMuhammad’s teachings

____10. the Islamic system of law that regulates the family life,moral conduct, and business and community life ofMuslims

CHAPTER

10

mosque

Qur’an

Sunna

Muhammad

Muslim

Hijrah

Allah

Islam

Shari’a

hajj

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GUIDED READING Islam ExpandsSection 2

A. Summarizing In the years following the death of Muhammad, the Muslims cre-ated a huge empire. Take notes to answer the questions about how Muhammad’ssuccessors spread Islam during this period of expansion.

B. Writing Expository Paragraphs On the back of this paper, write a paragraphexplaining the differences in the views of the Sunni, Shi’a, and Sufi.

CHAPTER

10

The “Rightly Guided” Caliphs

1. What did the “Rightly Guided” caliphsuse as guides to leadership?

2. What changes did they make duringtheir rule?

3. Why were they successful in their questto expand the empire and spread Islam?

The Umayyads

4. What ended the elective system ofchoosing a caliph?

5. What changes did the Umayyads make during their rule?

6. What led to the downfall of theUmayyads?

The Abbasids

7. How did the Abbasids come to power?

8. What changes did they make during their rule?

9. What major problem did the Abbasidsface?

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Section 2

CHAPTER

10GEOGRAPHY APPLICATION: PLACE

Rule and Taxation Under the UmayyadsDirections: Read the paragraphs below and study the charts carefully. Thenanswer the questions that follow.

After the assassination of the Muslim Empire’sfourth leader, or caliph, in 661, a family known

as the Umayyads took control of the region. TheUmayyad leader became the fifth caliph and under-took several changes.

As the borders of the Muslim Empire grew, con-quered peoples included Jews, Christians, pagans(who believed in many different gods), and peoplewho had no religion at all. While the Muslims weregenerally tolerant of these people, many comingunder Muslim rule converted to Islam on their own.In this way they avoided the taxes that non-Muslimswere required to pay. However, the Umayyads

changed the system and began taxing everyone—Muslims and non-Muslims alike.

The Umayyads also made another significantchange in the way the empire was ruled. Instead ofthe rule passing from caliph to caliph through elec-tion, the fifth caliph instituted a succession of leadersbased on birth. He also instituted a bureaucracy, asystem of rule consisting of many different depart-ments managed by workers whom he had appointed.Provinces were ruled by emirs, or governors, with aline of authority eventually reaching down to thepeople. The caliph even kept some Christians inthe same government posts they had formerly held.

��yyyy��yyy��yyyAhl

Convert family unit

Non-Muslim Families

Non-Muslim Religious Leaders

17%

33%

40%

CaliphPolitical and religious leaderof Muslim Empire

EmirProvincial governor who ischosen by the caliph

ShaykhLocal Islamic religious leader

AhlIslamic family unit

AhlConvert family unit

Ra‘isVillage leader, a link between the government and the village people

Non-Muslim Families

Non-Muslim Religious Leaders

��yy

��yyyy

�yNon-MuslimGovernsPaid taxes to

�yMuslim convertsMuslim

Line of Authority Percentage of Total Income Taxed

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The Muslim World 7

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1. In the Muslim Empire, who is considered their leader—their authority—on earth?

____________________________________________________________________________

2. From whom did he directly receive taxes?

3. What person actually did the governing in each province of the Muslim Empire?

4. Which grouping was governed by both religious and government leaders at the same time?

____________________________________________________________________________

5. What do you call a departmental system of rule?

6. Which was the only group governed by the caliphs that did not pay taxes to someone?

____________________________________________________________________________

7. Which group paid the highest percentage of their income in taxes?

8. Did Muslim converts pay taxes in an amount closer to people born Muslims or to non-Muslims?

____________________________________________________________________________

9. Why were the shaykhs not involved in governing the non-Muslims?

____________________________________________________________________________

Name Rule and Taxation Under the Umayyads continued

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RETEACHING ACTIVITY Islam ExpandsSection 2

Determining Main Ideas Choose the word that most accurately completes eachsentence below. Write that word in the blank provided.

Sufi al-Andalus Fatimid DamascusShi’a Sunni Abbasid sakkscaliph Umayyads jihad caliphate

1. A Muslim title that means “successor” or “deputy” is .

2. The word is used to refer to the inner struggle against evil or an armed struggle

against unbelievers.

3. The Muslim family who came into power after 661 was the .

4. The rule of the three “rightly guided” caliphs was called a .

5. The caliphate, named after Muhammad’s daughter, was formed by

Shi’a Muslims.

6. were letters of credit that could be exchanged for cash in Muslim banks.

7. Muslims who followed Muhammad’s example were known as .

8. The believe that all Muslim rulers should be descended from Muhammad.

9. The Umayyads established the Muslim capital at .

10. One rebel group that overthrew the Umayyads in 750 was the .

11. A Muslim group who pursued poverty and devotion to a spiritual path were the .

12. was a Muslim state in Spain settled by the Abbasids.

CHAPTER

10

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The Muslim World 3

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A. Summarizing As you read about Muslim culture, write notes to help you summarize Muslim achievements in each area.

B. Drawing Conclusions On the back of this paper, define calligraphy andexplain why it was a particularly appropriate form of art for Muslims.

Name Date

GUIDED READING Muslim CultureSection 3

CHAPTER

10

1. Muslim society 2. Medicine, math, and science

3. Philosophy 4. Literature and the arts

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Global Interdependence 77

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GUIDED READING TerrorismCase Study: September 11, 2001

Section 4

CHAPTER

36

A. Recognizing Facts and Details As you read about terrorism, take notes toanswer the questions.

B. Recognizing Purpose On the back of this paper, name some of the reasons whyterrorist groups commit acts of terrorism.

1. Who?Who is Osama bin Laden?Who are sky marshals?

2. When?When were the U.S. embassies in Kenya and Tanzania bombed?

When did terrorists crash two airliners into the twin towers of the World Trade Center?

3. What?What is cyberterrorism?What is the Department of Homeland Security?

4. Where?Where did terrorists strike in Munich, Germany in 1972?

Where did cult members release a deadly nerve gas in 1995?

5. How?How has the United States increased aviation security?

How was part of the Pentagon destroyed?

6. Why?Why did the Irish Republican Army (IRA) engage in terrorist attacks?

Why are some people critical of the USA Patriot Act?

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RETEACHING ACTIVITY TerrorismCase Study: September 11, 2001

Section 4

Determining Main Ideas The following questions deal with terrorism. Answerthem in the space provided.

1. What are some motives behind terrorist acts?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. What are some examples of terrorist acts?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

3. What are “sleepers” and how did al-Qaeda use them?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Reading Comprehension Find the name or term in the second column that bestmatches the description in the first column. Then write the letter of your answer inthe blank.

____ 4. a term for terrorism linked to drug trafficking

____ 5. a term for the use of violence against people or propertyto force changes in societies or governments

____ 6. a department in the United States’ government thatfocuses on coordinating national efforts against terrorism

____ 7. an antiterrorism law that gave the United States’ government special allowances to search for and prosecute terrorists

____ 8. a term for politically motivated attacks on information systems such as computer networks

CHAPTER

36

a. Department ofHomeland Security

b. cyberterrorism

c. terrorism

d. USA Patriot Act

e. narcoterrorism

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