The European Heritage

Transcription

1 Sectio 4 Step-by-Step Istructio Review ad Preview Studets have leared how trade iflu eced the civilizatios of Africa ad Asia. Now they will read about the developmet of civilizatio i Europe. SECTION 4 Ciamo, Pearls, ad Gold [I] laded ad showed them a variety of merchadise, with the view of fidig out whether such thigs were to be foud i their coutry. This merchadise icluded ciamo, cloves, seepearls, gold, ad may other thigs, but it was evidet that they had o kowledge whatever of such articles. Vasco de Gama, Roud Africa to Idia, Sectio Focus Questio What major iflueces shaped Europea civilizatio? Before you begi the lesso for the day, write the Sectio Focus Questio o the board. (Lesso focus: Judeo-Christia traditios ad Greek ad Roma ideas iflueced Europea civilizatio; the Crusades ad Reaissace led Europe to look beyod its borders.) Prepare to Read Build Backgroud Kowledge Direct studets attetio to the sectio title The Europea Heritage. Explore the cocept of heritage with studets. Ask: What is our America heritage? The use the Idea Wave participatio strategy (TE, p. T24) to ecourage studets to braistorm aspects of our commo heritage as Americas. Record studets ideas o the board. Set a Purpose Read each statemet i the Readig Readiess Guide aloud. Ask studets to mark the statemets as True or False. Teachig Resources, Uit 1, Readig Readiess Guide, p. 19 Have studets discuss the statemets i pairs or groups of four, the mark their worksheets agai. Use the Numbered Heads participatio strategy (TE, p. T24) to call o studets to share their group s perspectives. The studets will retur to these worksheets later. Europea merchats sold goods from Africa ad Asia. Readig Skill Key Terms ad People mootheism Jesus salvatio direct democracy republic feudalism Marti Luther Hery the Navigator Vasco da Gama 22 Chapter 1 Roots of the America People Differetiated Istructio L1 Eglish Laguage Learers The Europea Heritage Objectives Uderstad the importace of the Judeo- Christia traditio. Lear how Greece ad Rome shaped ideas about govermet ad law. Discover the impact of the Crusades ad the Reaissace o Europe. Fid out why Europeas bega to look beyod their borders. Use Graphics to Costruct Meaig Textbooks iclude iformatio beyod the mai text that ca be useful to your uderstadig. Notext material icludes maps, charts, ad photos. These materials ofte have accompayig text such as captios or titles. Use this material to gai uderstadig as you read. L1 Special Needs Vocabulary Developmet Have studets make a list of Key Terms ad High-Use Words ad their defiitios. The have them create flashcards with the word o Why It Matters Through migratio ad trade, Europeas, Africas, ad Asias exchaged goods, ivetios, ad ideas. Sectio Focus Questio: What major iflueces shaped Europea civilizatio? The Judeo-Christia Traditio Europea beliefs ad values were shaped by two religios of the aciet Middle East: Judaism ad Christiaity. The ifluece of these two religios is kow as the Judeo- Christia traditio. Judaism Aroud 1700 B.C. a system of beliefs called Judaism arose amog the Israelites, a omadic people of the Middle East. Judaism was the first major world religio to teach mootheism, the idea that there is oly oe God. The Israelites credited Moses with brigig God s laws to them. Those laws icluded the Te Commadmets, a set of religious ad moral rules. Jews believed that every Jew must obey the Te Commadmets ad other religious ad moral laws. Other early religios regarded rulers as gods. Judaism held that eve the most powerful ruler had to obey God s laws. This belief formed the basis for the later view that o perso, o matter how powerful or wealthy, is above the law. oe side ad its defiitio o the other. Pair studets ad have parters quiz each other o the defiitios of the words usig the flash cards. 22 Chapter 1

2 Christiaity About 2,000 years ago, a Jewish teacher amed Jesus of Nazareth bega to preach i the regio aroud the Sea of Galilee. Jesus attracted a followig. May believed that he was the Messiah, the Savior chose by God. The Gospels, which recout the life of Jesus, tell how crowds flocked to hear Jesus teach ad perform miracles. Local officials, however, saw Jesus as a political threat. The Roma rulers of Jerusalem arrested, tried, ad crucified Jesus. Followers of Jesus said that he rose from the dead three days later. The life ad teachigs of Jesus ispired a ew religio, Christiaity. Christiaity is based o the belief that Jesus was ideed the Messiah, set by God to save the world. Christias teach that Jesus was, i fact, God i huma form. The teachigs of Jesus emphasized love, mercy, ad forgiveess. Jesus also taught that all people have a equal chace for salvatio, or everlastig life. These beliefs appealed to may people, especially the poor ad oppressed. This helped Christiaity spread from the Middle East across Europe. As Christiaity spread, the Romas at first viewed it as a threat. Christias were subject to arrest ad death. Later, emperors accepted Christiaity ad made it the official religio of the Roma Empire. As a result, it evetually became the domiat religio of all of Europe. What does Christiaity teach about Jesus? The Te Commadmets [I.] I am the Lord your God, who brought you out of the lad of Egypt, out of the house of bodage. You shall have o other gods before me.... [III.] You shall ot take the ame of the Lord your God i vai;... [V.] Hoor your father ad your mother, that your days may be log i the lad which the Lord your God gives you. [VI.] You shall ot kill.... [VIII.] You shall ot steal. Book of Exodus, Revised Stadard Versio Paitig showig Moses with the Te Commadmets Use Graphics to Costruct Meaig Preview the pictures i this sectio. What do they suggest to you about the cotet of the text? Teach The Judeo-Christia Traditio p. 22 Istructio Vocabulary Builder Before teachig this sectio, preteach the High-Use Words participate ad precise before readig, usig the strategy o TE p. T21. Key Terms Have studets complete the See It Remember It chart for the Key Terms i this chapter. Have studets read The Judeo-Christia Traditio usig the Oral Cloze strategy (TE, p. T22). Ask: What is the coectio betwee Judaism ad Christiaity? (Jesus, whose life ad teachigs ispired Christiaity, was Jewish; Christiaity embraced may Jewish beliefs.) Idepedet Practice Have studets begi to fill i the Study Guide for this sectio. Iteractive Readig ad Notetakig Study Guide, Chapter 1, Sectio 4 (Adapted Versio also available.) Moitor Progress As studets fill i the Notetakig Study Guide, circulate to make sure they uderstad how Judaism ad Christiaity were coected ad came to ifluece Europeas. Provide assistace as eeded. Accordig to the Book of Exodus, God gave the Te Commadmets to the Israelite leader Moses. Five of the Commadmets are give above. (a) Apply Iformatio How does this selectio reflect the Judeo-Christia idea of mootheism? (b) Draw Coclusios How do the Te Commadmets say we should treat other people? Sectio 4 The Europea Heritage 23 Aswers Readig Skill Possible respose: The pictures suggest that the text is goig to make a lik betwee past ad preset. Use the iformatio below to teach studets this sectio s high-use words. High-Use Word participate, p. 24 precise, p. 27 Defiitio ad Sample Setece v. to take part i Adult America citizes have the right to participate i electios. adj. exact; accurate Early settlers were able to create precise caledars based o the su. Christiaity teaches that Jesus is the Messiah, the Savior, God i huma form. Readig Primary Sources (a) The speaker idetifies himself as the Lord your God ad says that people will have o other gods. (b) Possible respose: The Te Com madmets say we should treat others with respect ad kidess. Chapter 1 Sectio 4 23

3 Greek ad Roma Traditios p. 24 Istructio Have studets read Greek ad Roma Traditios. Remid them to look for details to aswer the Sectio Focus Questio. Have studets cotrast Atheia ad Roma ideas about democratic govermet. (Atheia democracy was a direct democracy i which a assembly of ordiary citizes made decisios. I the Roma republic, people chose represetatives to gov er.) Discuss with studets the coectio betwee educatio ad democracy. Ask: Why is educatio importat i a democracy? (Possible aswer: Citizes i a democracy are resposible for the outcomes of govermet ad eed to be kowledgeable ad iformed so that they ca aalyze prob lems ad make decisios.) Idepedet Practice Have studets cotiue fillig i the Study Guide for this sectio. Iteractive Readig ad Notetakig Study Guide, Chapter 1, Sectio 4 (Adapted Versio also available.) Moitor Progress As studets fill i the Notetakig Study Guide, circulate to make sure they uderstad the cotributios of Greek ad Roma traditios to the Europea heritage. Provide assistace as eeded. Vocabulary Builder participate (pahr TIHS uh payt) v. to take part Educatio i Athes This Greek vase paitig shows a Atheia school. At the ceter, a teacher checks a studet s writig tablet. Critical Thikig: Iterpret Art Idetify oe other subject that the studets at this school are learig. Greek ad Roma Traditios Judaism ad Christiaity shaped Europea religious ad moral thikig. At the same time, the aciet civilizatios of Greece ad Rome shaped Europea political traditios. Greek ad Roma ideas would later deeply ifluece the Fouders of the Uited States. Atheia Democracy I the fifth cetury B.C., the Greek citystate of Athes experieced a sudde explosio of learig ad creativity. Perhaps its most remarkable achievemet was the birth of democracy. Athes was a direct democracy. Direct democracy is a form of govermet i which a assembly of ordiary citizes makes decisios. This differs from the moder America form of govermet, i which citizes elect represetatives to make laws. Ay adult male citize could participate i the Atheia Assembly. The Atheia leader Pericles described the Atheia idea of democracy: Our costitutio is amed a democracy, because it is i the hads ot of the few but of the may.... We decide or debate, carefully ad i perso, all matters of policy. Pericles, from The History of the Pelopoesia War (Thucydides) Still, Atheia democracy had limitatios. Wome, slaves, ad foreig-bor people could ot participate i govermet. Atheias believed that a democracy depeded o wellrouded, educated citizes. I Atheia schools, boys studied may areas of kowledge, from history ad grammar to poetry ad music. Because Atheia citizes were expected to voice their opiios i the Assembly, schools also traied studets i public speakig. Roma Govermet ad Law While democracy was developig i aciet Greece, a few small villages i cetral Italy were growig ito the city of Rome. Over time, the Romas developed ew traditios i law ad govermet. 24 Differetiated Istructio L1 Less Proficiet Readers L1 Special Needs Readig Aids Suggest to studets that they use a ruler to help them keep their place as they read, lie to lie, dow a page of text. Have studets mark ufamiliar words or phrases (such as code of laws) with sticky otes. Periodically check stu dets progress ad help them uderstad vocabulary they have marked as well as difficult passages. Aswer Iterpret Art Music is depicted. 24 Chapter 1

4 Republica Govermet 509 B.C. The Roma Republic was established. The elected Seate became the chief goverig ad lawmakig body of Rome The Fouders of the Uited States admired the Roma Republic. Whe they wrote the Costitutio, they gave lawmakig power to a elected Cogress similar to the Roma Seate. But they divided Cogress ito two separate houses, the Seate ad the House of Represetatives. Cogress Today Today, as i the past, the me ad wome of Cogress make laws that affect the lives of all Americas. For: Cogress i the ews Visit: PHSchool.com Web Code: mvc-1014 I 509 B.C., the Romas overthrew their kig ad set up a republic. A republic is a form of govermet i which people choose represetatives to gover them. I the Roma Republic, a elected seate ad assembly made the laws. Rome s code of laws defied the rights of citizes. Accordig to the code, everybody was equal uder the law. People accused of crimes were cosidered iocet util prove guilty. These priciples form the framework of the America system of justice. Log years of civil war led to the collapse of the Roma republic. I 27 B.C., a oble amed Octavia declared himself emperor. The Roma Empire would last for almost 500 years. Durig this time, Roma ideas about law ad govermet spread over a wide area. How did citizes participate i Greek ad Roma govermet? New Horizos After a period of declie, the Roma Empire fell to ivaders i A.D Europe fragmeted ito may small states. The 1,000-year period after the fall of Rome is kow as the Middle Ages. The Middle Ages By the ith cetury, feudalism had arise i Europe. Feudalism is a system i which a ruler grats parts of his lad to lords. I exchage, lords owed the kig military service ad fiacial assistace. I tur, lords grated lad to lesser lords Cogress couts electoral ballots for the 2008 presidetial electio. New Horizos p. 25 Istructio Have studets read New Horizos. Remid them to look for causes ad effects. Discuss with studets the causes ad effects of the Crusades. See that studets uderstad that may evets have ui teded effects. (Europeas left their homes to fight i the Crusades. Europeas failed to wi cotrol of the Holy Lad but the Cru sades helped them look beyod their ow world: they came ito closer cotact with the more advaced Muslim civilizatio; they leared about techology that could be used for avigatio.) Display the trasparecy to explore co ectios amog religio, trade, ad exploratio. Color Trasparecies, Religio, Trade, ad Exploratio Ask: What ideas ad advaces iflueced Europea thought ad learig durig the Reaissace? (ideas from aciet Greece ad Rome; advaces i sci ece; ivetios, such as the pritig press) Idepedet Practice Have studets cotiue fillig i the Study Guide for this sectio. Iteractive Readig ad Notetakig Study Guide, Chapter 1, Sectio 4 (Adapted Versio also available.) Moitor Progress As studets fill i the Notetakig Study Guide, circulate to make sure they uderstad the chagig Europea view of the world from the Crusades through the Reaissace. Provide assistace as eeded. Sectio 4 The Europea Heritage 25 History Backgroud Direct Democracy Direct democracy sur vives i the Uited States i the ceturies-old istitutio of the New Eglad tow meetig. Tow voters gather to cosider tow ad school budgets ad to discuss issues affectig the tow. May tows i New Eglad have foud that the demads of moder life have resulted i decliig attedace at tow meetigs. Yet tow meetigs have kept pace with co temporary times, with attedees discuss ig such issues as geetically egieered food ad uclear power. I Vermot, the first Tuesday i March is Tow Meetig Day, as it has bee for ceturies. Aswer Ay adult male citize could take part i govermet i Athes by makig decisios i their Assembly; Romas took part i govermet by elect ig represetatives i the seate. Chapter 1 Sectio 4 25

5 A Age of Exploratio Begis p. 27 Istructio Have studets read A Age of Explora tio Begis. Remid them to look for details that aswer the Sectio Focus Questio. Ask: Why was Portuguese price Hery called Hery the Navigator? (He set up a ceter for exploratio at Sagres where crews could lear about avigatio ad mapmakig.) Ask: Why did Portuguese sailors sail south alog the coast of West Africa? (They were lookig for a direct sea route to Asia so they could bypass other merchats ad icrease their profits from the spice trade.) Idepedet Practice Have studets complete the Study Guide for this sectio. Iteractive Readig ad Notetakig Study Guide, Chapter 1, Sectio 4 (Adapted Versio also available.) Moitor Progress As studets fill i the Notetakig Study Guide, circulate to make sure they uderstad Portugal s early domiatio of the age of exploratio. Provide assis tace as eeded. Tell studets to fill i the last colum of the Readig Readiess Guide. Probe for what they leared that cofirms or ivalidates each statemet. Have studets go back to their Word Kowledge Raitig Form. Rerate their word kowledge ad complete the last colum with a defiitio or example. Teachig Resources, Uit 1, Readig Readiess Guide, p. 19; Word Kowledge Ratig Form, p. 15 Copyig a Mauscript I Europe durig the Middle Ages, learig was i the hads of the Church. Moks like this oe spet hours ad hours each day carefully copyig books by had. Critical Thikig: Make Predictios How might the ivetio of mechaical pritig affect learig i Europe? 26 Chapter 1 Roots of the America People The Roma Catholic Church had great power i the Middle Ages. Daily life revolved aroud the rituals of the Catholic Church. The Catholic Church was also the ceter of learig. Outside of members of the clergy, few people, eve amog the obility, were able to read ad write. The Crusades I 1095, the leader of the Roma Catholic Church, Pope Urba II, declared a crusade, or holy war. Its object was to wi back cotrol of the regio kow as the Holy Lad, the lad where Jesus had lived ad taught. There were ie crusades over the ext 200 years. I the ed, they failed to wi permaet cotrol of the Holy Lad. Still, the Crusades had importat log-term effects. They put Europeas i closer cotact with the more advaced Muslim civilizatio. Europeas were attracted by the rich goods they saw i the Holy Lad. They tasted strage foods ad spices, such as orages, pepper, ad giger. They also leared about advaced techology used for avigatio. I time, the Crusades would help ispire Europeas to look overseas for trade. The Reaissace Begiig i the 1300s, there was a rebirth of learig that is kow as the Reaissace. Europea scholars rediscovered the classical texts of aciet Greece ad Rome. Artists reflected a ew iterest i subjects that had iflueced aciet thikers. Sciece ad ivetio flourished. Oe ivetio, i particular, had a great impact o society. I the mid-fifteeth cetury, Joha Guteberg iveted a pritig press. Usig movable type, the pritig press eabled a priter to produce a large umber of idetical books i a short time. As books became more available, the ability to read became more widespread. Durig the late Middle Ages, powerful atio-states emerged i Europe. Italia cities had log cotrolled trade o the Mediterraea. The ew atios Spai, Portugal, Frace, ad Eglad would shift the importat trade routes to the Atlatic Ocea. The Reformatio Sice the late Roma Empire, most Europeas had beloged to the Roma Catholic Church. Not all were happy with Catholicism, however. I 1517, a Germa mok amed Marti Luther demaded that the Roma Catholic Church reform. Whe his demads were rejected, Luther rebelled agaist the Catholic Church authority. Followers of Luther were called Protestats, because they were protestig certai Catholic Church practices. The movemet Luther led is called the Protestat Reformatio. Over time, Luther s movemet split, ad may Protestat churches emerged. The Reformatio also pluged Europe ito a log series of wars betwee Catholic ad Protestat forces. What was the Reaissace? Differetiated Istructio L1 Eglish Laguage Learers L1 Less Proficiet Readers L1 Special Needs Aswers Make Predictios As books became more widely available, more people would lear to read ad would become educated, ad learig would spread. a rebirth of learig i Europe that bega i the 1300s 26 Chapter 1 Create a Aotated Timelie Have stu dets work i groups to create aotated timelies that preset the iformatio i the subsectios New Horizos ad A Age of Exploratio Begis. Tell studets to plot evets ad their dates i chroological order o a timelie spaig the time frame For each evet, studets should write a ote that briefly describes the sigificace of the evet i the developmet of Europea civilizatio. Post the timelie so the whole class ca use it as a study aid.

6 A Age of Exploratio Begis The Reaissace, the rise of atios, ad the expasio of trade set the stage for a era of exploratio. The perso who provided the leadership for this ew era was a brother of the kig of Portugal, kow to history as Price Hery the Navigator. A deeply religious ma, Hery hoped ot oly to expad Portuguese power but also to spread Christiaity to ew lads. I the 1400s, Hery set up a ceter for exploratio at Sagres (SAH greesh) i souther Portugal. He brought mathematicias, geographers, ad sea captais to this ceter to teach his crews everythig they eeded to kow about avigatio ad mapmakig. At Sagres, sailors leared how to use the magetic compass to fid their directio at sea. They also leared how to use a istrumet called the astrolabe to determie their precise latitude, or distace from the equator. Usig their ew skills, Portuguese sailors bega sailig southward alog the wester coast of Africa. By 1498, the Portuguese sailor Vasco da Gama passed the souther tip of Africa ad cotiued orth ad east to Idia. Da Gama s course became a importat trade route ad helped boost Portuguese wealth ad power. Later, Portuguese sailors pressed o to the East Idies, the source of trade i spices. Sectio 4 What was Price Hery s goal? Lookig Back ad Ahead By the time Vasco da Gama reached Idia, Price Hery was log dead. However, his work opeed the way for Europea sailors to reach far-flug corers of the globe. I the ext chapter, you will see how these sailors liked the log-separated worlds of the east ad west. Check Your Progress Vocabulary Builder precise (pree SìS) adj. exact; accurate For: Self-test with istat help Visit: PHSchool.com Web Code: mva-1014 Assess ad Reteach Assess Progress Have studets complete Check Your Progress. Admiister the Sectio Quiz. Teachig Resources, Uit 1, Sectio Quiz, p. 27 To further assess studet uderstadig, use the Progress Moitorig Trasparecy. Progress Moitorig Trasparecies, Chapter 1, Sectio 4 Reteach L1 If studets eed more istructio, have them read this sectio i the Iteractive Readig ad Notetakig Study Guide ad complete the accompayig questio. Iteractive Readig ad Notetakig Study Guide, Chapter 1, Sectio 4 (Adapted Versio also available.) Exted L3 Have studets write a diary etry from the poit of view of a sailor o Vasco da Gama s voyage aroud the tip of Africa. I their diary etries studets should express their hopes ad fears about the voyage. Comprehesio ad Critical Thikig 1. (a) Recall What role did citizes play i Athes? (b) Cotrast How did Atheia democracy differ from the Roma Republic? 2. (a) Recall How did Europeas make greater cotact with the outside world? (b) Idetify Beefits How might Europeas of that time beefit from icreased trade? Sectio 4 Check Your Progress Readig Skill 3. Use Graphics to Costruct Meaig How did previewig visual material i this sectio help you read more actively? How did this material add detail to your uderstadig of Europea civilizatio? Key Terms Aswer the followig questios i complete seteces that show your uderstadig of the key terms. 4. How did mootheism differ from other early beliefs? 1. (a) Citizes made decisios i the Athe ia Assembly (b) Atheia citizes participated directly i their democratic govermet; Romas elected represetatives to gov er them. 2. (a) through the Crusades, ad through trade (b) ew goods ad ideas 5. Why were obles importat i feudalism? 6. How are leaders chose i a republic? Writig 7. Some of the evets covered i this sectio iclude the Crusades, feudalism, ad the Reaissace. What do you thik life was like i Europe before these evets happeed? How did life i Europe chage after these evets? Aswer the questios i oe or two paragraphs. Sectio 4 The Europea Heritage Aswers will vary, but should metio that previewig the visuals raised ques tios that helped studets read actively to fid aswers; possible resposes: the visuals offered details about traditios described i the text ad illustrated the iflueces that shaped Europea civili zatio. 4. It taught that there was oly oe God, ot may gods. Progress Moitorig Olie Studets may check their comprehesio of this sectio by completig the Progress Moitorig Olie graphic orgaizer ad self-quiz. Aswer to expad Portuguese power ad spread Christiaity to ew lads 5. I retur for grats of lad, they provided military service ad fiacial assistace to the kig. 6. They are elected by citizes. 7. Studets paragraphs should demostrate a uderstadig of the sigificace of the evets i the developmet of Europea civilizatio ad provide accurate supportig details from the text of this sectio. Chapter 1 Sectio 4 27