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1 WEEK In what city do you live? 2. In what county do you live? 1. In what state do you live? 2. In what country do you live? 1. On what continent do you live? (p. RA6) 2. In what two hemispheres do you live? (pp. RA2-RA3) 1. What country borders the U.S. to the north? (p. RA6) 2. What country borders the U.S. to the south? (p. RA6) 1. What ocean borders the U.S. to the east? (p. RA6) 2. What ocean borders the U.S. to the west? (p. RA6) This section intentionally blank Revised

WEEK 1-2 1. What two empires are shown on the map? 2. List three continents on which the empires have land. (pp. RA14-RA15) 1. What is the capital of the Western Empire? 2. In what modern-day country is the city located?

2 WEEK What two empires are shown on the map? 2. List three continents on which the empires have land. (pp. RA14-RA15) 1. What is the capital of the Western Empire? 2. In what modern-day country is the city located? (p. RA12) 1. What body of water borders the Western Empire to the west? 2. What body of water borders the Eastern Empire to the north? 1. What is the capital of the Eastern Empire? 2. In what modern-day country is the city [called Istanbul today] located? (p. RA13) 1. To which empire did London belong? 2. What body of water borders both empires? (p.53) Revised

3 WEEK In 33 A.D., Roman Emperor Constantine I founded a capital on the site of the ancient city of Byzantium. Renamed Constantinople, the city s location which separated the Black Sea from the Mediterranean and the Balkans from Asia Minor made it a valuable strategic prize. Soon the Roman Empire was governed in the west from Rome and in the east from Constantinople. [In] 476 A.D., the Byzantines became the guardians of Greco-Roman culture and Constantinople became the easternmost outpost of Christendom. There were few ethnic groups in Europe and the Middle East that did not attack the Byzantines. Huns, Goths, Persians, Slavs, Arabs, Bulgars, Russians, Normans, and Turks all tried to carve away pieces of the Empire for themselves, threatening Constantinople with the same ultimate fate as Rome. The Byzantines defended themselves with an extremely active and intricate foreign policy, as well as the best organized, best trained, best equipped, and highest paid military force of the Dark Ages. Source: Survival of the Byzantine Empire, Michael Antonucci 1. What is the topic of the passage? 2. List two words or terms from the passage that are not familiar to you (do not include names). 1. What is the main idea of paragraph 1? 2. What is the main idea of paragraph 2? 1. Who was the ruler of Constantinople? 2. What was the main religion of the Byzantine Empire? 1. What was the city s name before it was called Constantinople? 2. Why was Constantinople described as a valuable strategic prize (line 3)? 1. What can you infer was the ultimate fate of Rome (line 9)? 2. Why were the Byzantines able to defend Constantinople? Revised

WEEK 1-4 1. What is the largest country on the Arabian Peninsula? (pp. RA16-RA17) 2. What two rivers flow through Iraq? (pp. RA16-RA17) 1. What body of water is located north of Iran? (pp. RA16-RA17) 2. In what direction does the Nile River flow?

4 WEEK What is the largest country on the Arabian Peninsula? (pp. RA16-RA17) 2. What two rivers flow through Iraq? (pp. RA16-RA17) 1. What body of water is located north of Iran? (pp. RA16-RA17) 2. In what direction does the Nile River flow? (pp. RA16-RA17) 1. What body of water is located north of Turkey? (pp. RA16-RA17) 2. What continent is located west of the Arabian Peninsula? (pp. RA16-RA17) 1. What body of water separates Europe and Africa? (pp. RA16-RA17) 2. In what direction would you travel to go from Egypt to Saudi Arabia? (pp. RA16-RA17) 1. What capital city is located on the Tigris River? (pp. RA16-RA17) 2. What body of water separates the Arabian Peninsula from Northern Africa? (pp. RA16-RA17) Revised

5 WEEK Shah Abbas, or Abbas the Great, took the throne in He helped create a Safavid culture and golden age that drew from the best of the Ottoman, Persian, and Arab worlds. Reforms Shah Abbas reformed aspects of both military and civilian life. He limited the power of the military and created two new. One of these was an army of Persians. The other was a force that Abbas recruited from the Christian north. He equipped both of these armies with modern artillery. Abbas also reformed his government. He punished corruption severely and promoted only officials who proved their competence and loyalty. He hired foreigners from neighboring countries to fill positions in the government. To convince European merchants that his empire was tolerant of other religions, Abbas brought members of Christian religious orders into the empire. As a result, Europeans moved into the land. Then industry, trade, and art exchanges grew between the empire and European nations. A New Capital The Shah built a new capital at Esfahan that covered four and a half miles, It was a showplace for the many artisans, both foreign and Safavid, who worked on the buildings and the objects in them. For example, 300 Chinese potters produced glazed building tiles for the buildings in the city, and Armenians wove carpets. Art Works Shah Abbas brought hundreds of Chinese artisans to Esfahan. Working with Safavid artists, they produced intricate metalwork, miniature paintings, calligraphy, glasswork, tile work, and pottery. This collaboration gave rise to artwork that blended Chinese and Persian ideas. Carpets The most important result of Western influence on the Safavids, however, may have been the demand for Persian carpets. This demand helped change carpet weaving from a local craft to a national industry. In the beginning, the carpets reflected traditional Persian themes. As the empire became more culturally blended, the designs incorporated new themes. In the 16 th century, Shah Abbas sent artists to Italy to study under the Renaissance artist Raphael. Rugs then began to reflect European designs. Source: Cultural Blending Case Study: The Safavid Empire, McDougall Littell Revised

6 WEEK What is the topic of the passage? 2. List two words or terms from the passage that are not familiar to you (do not include names). 1. Who was Shah Abbas? 2. What city was the capital of Persia during the Safavid Empire? 1. Why did Shah Abbas want to convince people that his empire was tolerant of other religions? 2. What caused carpet weaving to change from a local craft to a national industry? 1. Based on your understanding of the passage, define cultural blending. 2. Cite two pieces of text evidence to support your definition of cultural blending. 1. Why was the reign of Shah Abbas known as the Golden Age of Persia s Safavid Empire? 2. Cite two pieces of text evidence to support your answer to the previous question. This section intentionally blank Revised

7 WEEK 1-6 Source: Revised

8 WEEK What type of artifact is shown in the picture? 2. Cite two pieces of visual/text evidence to support your answer to the previous question. 1. Describe the people shown in the image. 2. Describe the activities shown in the image (what is happening?). 1. Describe the objects shown in the top portion of the image. 2. Describe the objects shown in the bottom portion of the image. 1. From what country does the artifact come? 2. What other information can you learn from the text included on the artifact? 1. Based on your observations, what is the topic of the artifact? 2. Why is the topic being commemorated? This section intentionally blank Revised

WEEK 1-7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Map A

pdf Map B Source: http://raineyms.blogspot.

9 WEEK Map A Source: Map B Source: Revised

10 WEEK From what city did Mansa Musa s pilgrimage begin? 2. What desert did Mansa Musa cross during his pilgrimage? 1. While on the pilgrimage, in which Egyptian city did Mansa Musa stop? 2. In what direction did the travelers go to reach Egypt? 1. On what river is Cairo located? 2. What city was Mansa Musa s final destination for the pilgrimage? 1. In what direction did travelers go to get from Cairo to Mecca? 2. On what peninsula is Mecca located? 1. The two maps are different. What 3 cities are shown along Mansa Musa s route on only one map? 2. When did Mansa Musa make his pilgrimage to Mecca? This section intentionally blank Revised

11 WEEK Some West Africans lived in towns and larger villages. They were involved in trading and other commerce. However, most of the people who lived in West Africa lived on small family farms and in small villages. Most of the people in a village were part of the same family. So you would find brothers and sisters, aunts and uncles, cousins, grandparents, and other relations all living in the same general area. One West African proverb says, Kings may come and go, but the family endures. Women and men shared the work that it took to feed and care for their families. But women and men had separate roles. The men did most of the hunting, and they served in the king s army. Men made spears and bows and arrows. They hunted using these weapons. They also used these weapons when they served as soldiers. Men made other kinds of tools. For example, they made axes, hoes, and other farm implements that were needed on a farm. They also built the houses, although most people spent most of their time outdoors. Women did most of the farming, especially during harvest time. They grew crops such as rice, millet, cotton, and yams. Women also made baskets and pots. They took care of the children, did the cooking, and kept the house in order. Source: 1. What is the topic of the passage? 2. List two words or terms from the passage that are not familiar to you (do not include names). 1. What is the main idea of paragraph 2? 2. What is the main idea of paragraph 3? 1. What is labor specialization?* 2. How did families in West Africa organize their work?* 1. What can you infer about the significance of family in West African society? 2. Using context clues, define implements (line 10). 1. What is the meaning of the West African proverb found in lines 5-6? 2. Rewrite the proverb in your own words. Revised

12 WEEK 1-9 GHANA MALI SONGHAI Time Period c c c Goods Traded iron products, animal products, salt, gold salt, gold salt, gold Key Facts Taxes from traders passing through made Ghana rich. King Mansa Musa built libraries and mosques. The empire created a code of laws. Songhai gained control of West African trade by conquering Timbuktu. It became the largest West African Kingdom. How Empire Ended Source: Textbooks Invaders from northwest Africa disrupted the empire. Poor leadership resulted in loss of control of Gao, and then the rest of the empire. Soldiers from Morocco invaded and overpowered Songhai. 1. Which West African empire lasted the longest? 2. What trading resources did all three empires have in common? 1. What contributions did Mansa Musa make to Mali? 2. What is a mosque? 1. What inference can be made about Songhai s military at the end of the empire? 2. What role did traders play in Ghana s wealth? 1. Which West African empire was the largest? 2. What can you infer about Timbuktu? 1. Which two empires ended in similar ways? 2. What was similar about the way they ended? Revised

The Muslim World. Ottomans, Safavids, Mughals

The Muslim World. Ottomans, Safavids, Mughals The Muslim World Ottomans, Safavids, Mughals SSWH12 Describe the development and contributions of the Ottoman, Safavid, and Mughal empires. 12a. Describe the development and geographical extent of the