Download World History Segment 1 Final Exam Review

World History
Segment 1 Final Exam
Review
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Module 1 Outline
 Monotheistic Religions
 Spread of Islam
 Start of Byzantine Empire
 Expansion and Achievements during the Byzantine
Empire
 Collapse of Byzantine Empire
Monotheistic Religions (1.02)
Monotheistic Religions
 Christianity, Judaism, and ?? (Write in the chat box)
 Similarities: All believe in _?__ God, have same roots,
all have divisions within (Christianity: Baptists,
Lutherans, etc. - Islam: Sunni (elect) and Shiite
(blood))
 Differences: Prophets (Jesus, Muhammad); Some
beliefs/practices (sacraments, Five Pillars of Faith)
Spread of Islam (1.03)
 Islam spread through Military conquest
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and Trade
First Spread was Muhammad: Fled Mecca
to Medina. He then conquered Mecca.
Beginning of Islamic Empire in around
city of Mecca.
The first four rulers to follow spread Islam
throughout the Arabian Peninsula as well
as Persia, Syria and much of Egypt.
The next spread was under the Umayyad
Caliphate. Spread Islam across North
Africa and into what is now Spain as well
as northern India.
Lastly, a group of people called Mongols
pushed into India and overthrew the Delhi
Sultanate there and started a Muslim
Empire in India. This angered the Hindus
of India and only for a short time did the
two groups live in peace under Islamic
ruler, Akbar.
Social Classes of Islamic Empire
Muslim Arabs: most
privileged and paid less in taxes
Muslim Non-Arabs : paid
more in taxes than Muslim
Arabs
Dhimmis: People of the Book,
referring to Jews and Christians
who based their faiths on the
Bible; higher status than slaves
but did not have equal rights to
Muslims
Slaves: lower status
Creation of Byzantine Empire (1.05)
 Roman Emperor Constantine set up an Eastern Capital to the Roman Empire:
Constantinople. (Rome -Western Capital, Constantinople-Eastern Capital)
 Constantine converted to Christianity and it became the major religion under
him and spread because it unified diverse groups of people in the region.
 People in the East still thought of themselves as part of Roman Empire and
both empires shared similar laws and traditions.
 Disputes: The Byzantine Emperor was head of religious and political aspects of
the empire (everything). But in western part of Empire, Pope was leader of
Church and King as leader of political matters. Caused 2 disputes:
 Iconoclasm controversy: whether images of people should be part of church
worship.
- Supported use: The Pope, West and East bishops, John of Damascus (leader)
- Against use (Iconoclasts): Emperor of East, The Byzantine Orthodox Church
 The Great Schism: The issue over unleavened bread and the power of the pope.
Pope Leo IX sent representatives to Constantinople wanting acknowledgement
that the pope was superior and Rome was the head of the Christian church. The
leaders in this meeting ended up excommunicating one another. This event
marks the Great Schism, or split, in Christianity between East and West. The
Church in the West became the Roman Catholic Church. The Eastern Orthodox
Church continued to grow in the East, based in Constantinople.
Byzantine Empire Achievement and Expansion
(1.06)
 Architecture: hippodrome, aqueduct. The
Church: Hagia Sophia
 Cultural: copying and preserving of Roman
and Greek texts. Kept learning and culture
alive!
 Economically: maintained trade link between
Europe and Asia
 Politically: Justinian I, an emperor known for
his legal code (laws). He also conquered and
expanded the empire through his general,
Belisarius. Justinian’s wife Theodora, used
her influence to further many of her causes.
For example, she changed strict divorce laws
to give more benefits to women.
Collapse of Byzantine Empire (1.07)
 Collapse
 New Empire
 Justinian’s general, Belisarius, left the
 Ottoman Empire replaced
Byzantine army scattered across the
Byzantine and set up their capital
empire. Thin lines of defense in many
at Constantinople after taking the
areas left the empire open to attack.
city.
 Latin Crusaders turning against the
 Changed religion to Islam
Byzantines leading to a loss of
 Focused expansion toward the
territory
West due to important religious
 Competition in trade (Pope Innocent
and trade power.
gave merchants in Venice a license to
 Under leader Suleyman I the
trade with Muslims)
Ottoman Empire added more land
 Finally, the Ottoman Turks launched
and became very powerful.
an all-out attack on Constantinople.
After hours of intense fighting, the
Ottomans managed to lay many
ladders against the walls, which
allowed their soldiers to climb into the
city. Constantinople was a desired city
to hold due to its location being the
perfect trade spot between Europe and
Asia.
Module 2 Outline
 Medieval Social Structure/Feudalism
 Rulers and the Church during Medieval Times
 The Crusades
 Medieval Arts and Literature
 Guilds and changing economies
 Developing National Identities
 East Asia (Japan)
Medieval Hierarchy (2.01)
Feudalism:
Feudalism is derived from word "fief."
Fiefs are tracts of land that powerful
people leased to less powerful people.
These land grants were the foundation of
the rural medieval social structure and
functioned like small villages.
Medieval Rulers and Religion (2.02)
Medieval Rulers – uniting small kingdoms
Clovis: The most notable Merovingian ruler
who united most of the Franks under his rule
in the late fifth century.
Charlemagne: Leader of France who united
many of the former Roman Empire lands and
was eventually crowned that too Holy Roman
Emperor. He expanded Christian influence his
empire. He was a champion of the Roman
ideals of law, universality, and justice.
Otto I: Otto I began by uniting the feudal
kingdoms of Germany under his reign. Otto
ruled in part by granting greater power to
Church authorities, specifically bishops and
monastic abbots, in order to weaken the power
of the dukes
William the Conqueror, Duke of Normandy, In
1066 he led a powerful force of Frenchmen
across the English Channel and into England.
He defeated the English, and William became
William I, King of England.
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The Viking Threat
The Vikings were fierce warriors who emerged
from Scandinavia and wreaked havoc across
European kingdoms, plundering villages and
towns. The Vikings helped establish the culture
of the region by blending together Norse
influences with Christianity and other traditions
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The Medieval Church
Medieval monasteries were not only centers of
religion but also centers of learning. Monks
studied language, mathematics, music, and
other subjects and began schooling others. The
most remarkable illuminated (decorated)
manuscripts came from the hands of the
monastics. One was The Book of Kells which
contains the New Testament of the Bible,
including the four Gospels. Monastic scholars
copied ancient Greek and Roman texts and
recorded new histories as well. Some, such as St.
Thomas Aquinas , tried to bridge the gap
between ancient Greek and Roman philosophies
and Christian faith. They started a school of
thought known as scholasticism: used reason to
defend religious faith. Modern universities
began as monastic and cathedral schools.
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The Crusades (2.03)
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In 1095, Emperor Alexius I of the Byzantine Empire appealed to Pope Urban II for help in
defending against the invading Muslim Turks. Pope Urban agreed and called for a military
expedition to retake the Holy Land from the Turks, whom he called infidels.
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The Crusades was not a single army, war, movement, or effort. Rather, the series of events,
battles, and movements that are collectively called the Crusades took place over the course of
nearly 200 years. Altogether, most historians account for eight Crusades.
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The 1st Crusade (The People’s Crusade) is noteworthy because it was basically average people
fighting. In 1096, a French monk named Peter the Hermit pulled together a disorganized
army of peasants and soldiers with his fiery sermons (most were killed).
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In the mid-12th century, the Turkic ruler Saladin rose to lead the Seljuk Turks and succeeded
in uniting the fragmented Muslim armies of Southwest Asia and North Africa. To Saladin,
the Christian armies were the infidels that had to be evicted.
 Even though Europe lost control of the Holy Land, the Crusades benefited Europe in a
number of ways : it opened up trade in new places, knowledge and technologies were
shared which ultimately helped to usher in Europe’s Age of Exploration and led to
nearly five centuries of European cultural and economic dominance.
Medieval Arts and Literature (2.04)
 ART: Religious, no perspective but
improvement from previous periods of
history
 LITERATURE: Examples= Beowulf:
About a monster, helped to influenced
the English language; The Canterbury
Tales by Geoffrey Chaucer: provides a
humorous view of people living during
the Middle Ages.
 ARCHITECTURE: Gothic (characterized
by very high ceilings, flying buttresses,
large stained glass windows, and pointed
arches) architecture became common
 MUSIC: Homophonic( where all voices
sing together, without harmony)
Changes in Medieval European Economy and
Guilds (2.05)
 During the High Middle Ages, in the 900s
and 1000s, the economic system in Europe
began to change. To gain more farmland,
lords had their peasants clear forests and
drain swamps. Lords also supported the
building of more large structures, such as
cathedrals. All of this work stimulated the
economy and promoted urbanization.
(more town-like)
 Merchant and Craft guilds formed guilds to
benefit their members and to serve their
clients. They helped to establish trading
territories. They obtained charters
(contracts) from feudal lords that granted
them rights to regulate trade in a specific
urban center. The guild also supported its
members, providing aid when needed and
caring for family members. They worked
together to secure their goods, wagons,
horses, and other property.
Developing National Identities (2.06)
The system of feudalism had created a patchwork of many small towns clustered around
castles or other places of local authority across Europe. As feudalism began to unravel,
monarchs started to gobble up the small feudal towns and provinces into larger
kingdoms.
 France: Hugh Capet: increased French territory governed from a central location in
Paris. Later Joan of Arc, a 13 yr. old girl who led an attack against the English Army
during the 100 Year War, became a symbol of the unification of France and played a
key role in helping France regain a national identity because everyone identified with
her and with their newly-strengthened country
 England: Alfred the Great: strengthened the army, built a navy, and constructed
fortresses all over England. Gradually he was seen as not just king of one part of the
country, but king of all England; one single leader. Later in England, The nobles of
England forced the King to sign a document: The Magna Carta. Many of the ideas first
written in the Magna Carta would later form the basis of modern democracy. It was the
first document to limit the powers of the monarchy
 Spain: Ferdinand and Isabella: Because they came from different places, the marriage
of Ferdinand of Aragon and Isabella of Castile in the late 15th century helped to unify
the peninsula religiously, linguistically, and ultimately, nationally.
Medieval Japan (2.07)
 Adopted lots from the Chinese: Buddhism, written
symbols, and also imitated their politics and
created a central government
 Samurai’s were their warrior class.
 Japan tended to lean towards isolationism as their
foreign policy. The attempted invasions by the
Mongos (and Korea) made them eventually turn
away from China.
 Later, as westerners and Christian missionaries
began traveling to the country, Japan once again
turned to isolationism until the 1800s.
Module 3 Outline
 West African Kingdoms
 Africa (bigger picture)
 Mesoamerican and South American civilizations
West African Kingdoms (3.01)
Who: Ghana, Mali, Songhai
Social: Example from Mali: Mansa Musa, leader of Mali went to Mecca and introduced Arab
architecture, which changed the way the people built their homes and he brought his empire of Mali
to the attention of the Muslim world. Example from Songhai: It was the largest empire of the three
and actually had a hierarchical system
Political: Example: The founder of the Mali Empire was a man named Sundiata. He unified many
of the Mandé chiefs to fight a rival, the Soso Kingdom. Sundiata won, and the Mali Empire began.
Example: Sundiata: the founder of the Mali Empire, organized many of the Mandé chiefs to fight a
rival, the Soso Kingdom. Example: Sunni Ali the Great: founder of the Songhai empire, led the
Songhai in conquering the cities of Mema and Timbuktu.
Religion: Traditional religion coexisted with Islam. For example, in Ghana people were animists
which meant they believed that individual spirits that inhabit natural objects and phenomena
Intellectual: Scholars from all over the Muslim world came to Timbuktu to study (Mali). In
Songhai, Islamic scholars visited and influenced neighboring lands. Islam played an important role
in the intellectual realm.
Technological: Mining: Gold, salt
Economic: Trade! All over Africa! Gold (source of wealth) for Salt.
Downfall: Songhai military defeats inspired revolts against the ruling family (internal); MaliInternal fighting over succession; Ghana- Expanded north due to climate changes, but became an
easier target for desert nomads in the Sahara
Big Picture Africa (3.02)
 As the populations of the western kingdoms grew,
overpopulation caused citizens to migrate east and
south to build new empires!
All depended on salt trade as their source of wealth but
this also allowed them to become vulnerable to foreign
manipulation and invasion with those they traded
with. All became mostly Islamic in religion and trade
with Arabs affected the development of these African
kingdoms economically (trade of salt was a source of
wealth) and politically (as many kingdoms fell to
invasions by them eventually).
Early Mesoamerican Civilizations (3.03)
These cultures greatly influenced
other cultures long before the
arrival of Europeans.
Olmec
Zapotec
Chavin
Moche
Nazca
What’s the difference between a
mother culture and a sister
culture?
Maya, Inca, Aztec (3.04 and 3.05)
Maya
The Maya recorded astronomical data and had a hieroglyphic writing system. Mayan writing and
calendars show a strong Zapotec influence. Religion and astronomy deeply influenced daily life. The Maya
had a strong mathematical system that allowed them to be successful in trade as well. Pacal the Great
became the king of the Mayan city of Palenque through a female; as a result, he believed that he must
legitimize his claim to the throne to add stability to his reign by displaying texts stating Pacal’s royal
ancestry as well as his image on every new building. Pacal ruled for about 67 years, during which he
expanded Palenque's power in the western Maya states
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Aztec
-Aztec social structure was divided by social class and an individual could rise in social class through
personal success. The Aztecs believed in many gods and had several ritual calendars that marked specific
holiday observations (a difference from the others). The Aztecs took human sacrifice to an extreme and
often had mass human sacrifices. Moctezuma I, a ruler of the Aztecs, would even start wars just to capture
more prisoners for this practice. The priests carried out blood-letting and human sacrifice ceremonies.
After the Spanish conquered, their history was recorded by Spanish missionaries.
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Inca
Record tells of a large and warlike nation in the Andes that numbered 15,000,000 at the time of the
conquest. From conquered populations, the Incas demanded a tax of labor. This tax could be paid with
military service, construction work, or agriculture work. Unlike pre-Columbian civilizations, Incans
received basic necessities in exchange for government work so the lower class, the ones doing the projects,
were taken care of. Huayna Capac , 11th ruler of the Incas, is known for significantly expanding the Incan
Empire.
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Module 4 Outline
 Pandemics and Epidemics
 The Renaissance
 The Reformation/Counter-Reformation
 Exploration and Discovery
 Slavery
Science, Rebirth, and Plagues (4.01)
 A global or very widespread
occurrence of a disease is called a
pandemic.
 While both developed nations and
developing nations are at risk
during a pandemic, developing
nations have an added risk of
spreading disease due to poor
sanitation and crowding in cities
that often exists. In addition, many
of the world’s poorest nations
simply do not have the money or
the medical supplies to stop or slow
down pandemics.
 A disease that is confined to a
limited location is called an
epidemic.
 Today, infectious diseases travel at
jet-plane speed
The bubonic plague or Black Death,
which killed about 50% of Europe’s
population in the mid-1300s, was one of
the worst pandemics ever known.
Black rats caught bubonic plague from
other species of rats that were infested
with plague-carrying fleas. When infected
rats died, the fleas hopped off them and
onto other rats—or nearby humans.
The Great Plague began with infected
black rats in Asia were slowly carried to
port cities in the Middle East and then to
Europe. The plague moved inland and
across the continent on people carrying
infected fleas. This pandemic happened
through trade routes.
Italian City States (4.02)
 Italy was not a unified country.
Instead, it was a collection of
smaller kingdoms and city-states.
 Religion, trade, climate, and
agriculture were all features of
Italy that allowed it to develop citystates before the rest of Europe.
-Venice: First city state due to its
ideal location on the Adriatic Sea
-Rome and Florence: Major for the
arts and culture
-Naples: Trade due to it being the
southern most city-state
The Renaissance (4.03)
 One of the most important aspects of the Renaissance (which means
"rebirth") was a shift in thinking. Humanism is a system of thought that
gives the most importance to human rather than divine matters. During the
Renaissance, humanism placed new value on the individual.
 Humanists believed that ideas, art, and inventions were valuable in
themselves, not just for the glorification of God, and that there could be less
emphasis on religion.
 Humanism allowed artists to paint portraits of secular, non-religious people
and places. Writers could write literature in the vernacular (language) of the
people and not just in Latin. Other Renaissance thinkers were able to create
inventions and building projects that benefitted people now and made
everyday life easier.
 As part of humanist study, scholars started seeking out the classic works of
poetry, history, and even mathematics. As for art, oil painting was refined
and the result was bright, lifelike art that depicted everyday life. Classic
(Greek and Roman) art techniques were also used again. Example:
Chiaroscuro: an artistic effect used in painting, contrasting light and shade.
Reintroduced from the Greeks.
The Reformation & Counter-Reformation (4.04)
The Roman Catholic Church was a very powerful institution during the Middle Ages. The
Church affected people’s everyday lives in countless ways and was the only religious
authority. By the 1500s, though, the call for reform became urgent. These calls led to a
movement called the Reformation. The leaders and followers of the movement later became
known as Protestants. These reformers pushed for an end to religious corruption and an
increased focus on religion and the teachings of the Bible. The Catholic Church’s response to
the reformers was known as the Counter-Reformation.
Leaders of Reformation:
 John Wycliffe: believed that the Bible, not the pope, was the highest source of religious
authority; people should be able to read the Bible for themselves
 Jan Hus: attacked the sale of indulgences as a sinful practice. The Church allowed people
to buy indulgences as a substitute for penance and prayer.
 Erasmus: In his theological works, he publically exposed and criticized the papacy and
singled out corruption in the Church.
 Martin Luther: humans gained salvation through faith alone, rather than through faith
and good works, such as prayer and acts of charity
 John Calvin: believed that there should be no separation between politics and religion,
and that Christians should build an ideal state
The Counter-Reformation: A. Council of Trent- Called by the Roman Catholic Church to
correct abuses and fight corruption. B. Spread Catholic Faith. Can be seen through the great
missionary works of Ignatius of Loyola. C. The Index of Forbidden Books to control
information.
Exploration and Discovery (4.05 and 4.06)
 Why Explore: Gold, Glory, God
- Initial Exploration to Africa and India (Portugal a big leader
in this – for trade reasons)
 New World Discovered and Motivations
- France: focused on trade
- England : focused on settling and starting colonies
- Spain: more in South America. Enslaved natives, spread
religion, gold.
 Effects of These Worlds Colliding
- Columbian Exchange: From America- Corn, potatoes,
squash, tomatoes, peanuts, and tobacco all traveled to the
rest of the world. From Europe brought back to Americadomesticated animals, the horse which allowed for greater
mobility of the natives, and of course disease!
Slavery (4.07)
 Desire and large demand for slaves and free labor in
the Americas after disease killed many of the natives
(were the first used for slavery)
 Slaves were captured and traded from West Africa
who benefited greatly from this new trade and actually
accrued more wealth and health.
 Made their way to the Americas on the Middle
Passage (across the Atlantic)