Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Contents Document-Based Activities To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v How to Use Primary and Secondary Source Documents . . . . . . . . . . . . . . . . . . . vi Activity 1: Ancient Mesopotamia Part A: Using Source Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Activity 2: Ancient Egypt Part A: Using Source Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Activity 3: Ancient Rome Part A: Using Source Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Activity 4: Han China Part A: Using Source Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Activity 5: The Renaissance Part A: Using Source Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Activity 6: Age of Exploration Part A: Using Source Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Activity 7: The Industrial Revolution Part A: Using Source Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Activity 8: Cuneiform to Computers Part A: Using Source Material. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Part B: Writing a Document-Based Question . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Rubric for Scoring Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Sources and Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Copyright © by Holt, Rinehart and Winston. All rights reserved. World History iii Document-Based Activities To the Teacher The materials in this Document-Based Questions (DBQ) workbook may be used to reinforce or extend any study of middle school world history. Through the source documents contained in the book, students will be introduced to eight interesting and important topics. Studying and analyzing each group of sources will provide students with opportunities to develop and use their critical thinking skills. The content will expand students’ thinking beyond the facts, dates, and events they will learn about in their textbooks. DBQs are an important part of today’s learning environment. To understand the world around them, students need to learn to analyze information as well as the documents that contain them. In addition high stakes social studies exams are using document-based activities to determine competence in writing and social studies. This workbook is designed to help students develop the skills needed to succeed at answering document-based questions and essays. Overview Each of the eight activities in this workbook is divided into two parts. Part A of an activity contains the source materials—which include art, artifacts, primary sources, and secondary sources. Following each source are two questions that direct the student’s attention to key information in the source. Part B of each activity identifies the essay topic (called the Task). Part B also provides brief historical background and writing guidelines. Procedure Before students begin Part A, explain that some documents may contain unfamiliar vocabulary. Point out the italicized words that are sometimes listed after Before You Read. You may wish to discuss these words or see that dictionaries are available nearby. When students begin Part B, explain that the Task box contains the essay topic. Review the writing guidelines listed at the bottom of the page. Remember to remind students that they must use at least four of the sources in part A to get a score of 5. Students should not need their textbooks to write the essay, but you may prefer to allow students to use them. Scoring Carefully explain the criteria you will use to score student work. The 5-point rubric is placed at the back of this workbook. Focus on requirements such as format, length, paragraph order, a clear introductory paragraph, need for supporting evidence, use of examples, and a strong conclusion. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History iv Document-Based Activities To the Student What are Document-Based Questions (DBQs)? A document-based question (DBQ) requires you to use a source or a group of sources to produce a written response. DBQs cannot be answered without a careful analysis of source material. Unlike a math problem, finding the answer depends on the use of an outside reference. DBQs are not as difficult as you might think. The idea is to learn to use documents as guides. Sometimes sources help you prove something you already know about a subject. Other times source material guides you to develop a new opinion. Knowing how to examine documents on your own is an important learning tool. Once you’ve mastered this skill, you will be able to draw interesting conclusions and record them in a clear and organized way. This workbook contains eight DBQ activities. First you will study a collection of source materials and answer short questions about each one. The documents and questions will help you develop a response to the essay topic at the end of the activity. Some of the documents may contain vocabulary that is unfamiliar. These words are identified in the directions that come before the document. This way you will have a chance to look up the words in a dictionary before you read the passage. In the second part of the activity, you will see an essay prompt to which you must provide a written response. And you must base your answer on some or all of the source materials. The essay topic is called the “Task” and looks like this example. TASK Explain the reasons for the rapid settlement of the West that began in the middle of the 1800s. Following the Task box is a set of guidelines to help you get started. Your essay will be scored on a scale of 0–5, with 5 being the highest grade. Your teacher will show you the grading rubric for student essays. The most important thing to remember about writing essays for document-based questions is to USE THE SOURCE MATERIALS provided. Let them guide you to an accurate and complete response. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History v Document-Based Activities How to Use Primary and Secondary Source Documents As you study history, you will use a variety of sources to help you understand the past. Primary sources are first-hand accounts of an event, such as diaries, letters, and interviews. Primary sources also include historic documents like Magna Carta and objects that have survived from the past such as coins and stamps. Secondary sources are accounts of past events written some time after they occurred by people who were not eye witnesses. Your textbook or an encyclopedia are examples of secondary sources. Both types of sources can provide reliable information; both can also contain bias and inaccuracy. It is your job to judge the quality of the sources you encounter in your studies. Here are some tips. • Read source documents carefully, and re-read if you don’t understand the content at first. State the main idea in your own words. When you come across difficult words or unfamiliar subjects, consult a dictionary or encyclopedia. • Ask questions like “Who created the source and for what purpose?” and “How much time has passed since the source was created?” Historians use the rule of time and place to judge the reliability of source material. The closer a source and its creator were to the time and place of an event, the more reliable the source should be. • Compare sources with each other. Always use more than one source to confirm the accuracy of information. • Knowing what to expect from a source will also help. Consider the type of document at hand. Is it a court record or a memoir, a scientific report or an ad? Did the author intend to create a private or public record? Adjust your expectations accordingly. • Learn to distinguish factual information from opinions. For example, primary sources that are first-hand accounts can make a subject come alive. But they can also be one-sided because they are so personal. Look for vocabulary associated with individual points of view. Words like personally, in my opinion, or it seemed like can signal that the author is stating an opinion or feeling. As you continue in your studies, your ability to evaluate and use source material will increase. It is sure to be an interesting experience. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History vi Document-Based Activities Name Class ACTIVITY 1 Date Document-Based Activities Ancient Mesopotamia Using Source Materials Part A DIRECTIONS Examine the following texts and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your studies to answer the questions. Your answers will help you write a short essay about ancient Mesopotamia. Document 1 c. 4000–3000 BC Complex cities develop in Mesopotamia. 7000 BC Agriculture first develops in Mesopotamia 4000 BC 3500 BC c. 2350–2200 BC Sargon of Akkad conquers Mesopotamia and forms the world’s first Empire. 2500 BC c. 3000 BC Sumerians create world’s first civilization in Mesopotamia c. 2000 BC Some Sumerian cities have over 100,000 residents. c. 2200–1800 BC City of Ur dominates Sumer and then is replaced by Babylon, which rules all of Mesopotamia 1500 BC c. 1770 BC Hammurabi of Babylon issues a written code of laws. 1000 BC c. 1600–1200 BC The Hittites and then the Kassites conquer Mesopotamia 1a. According to the time line, about how long ago did the Sumerians create the world’s first civilization? 1b. About how old was Mesopotamian civilization when Hammurabi created his code of laws? Do you think they were the very first laws written in Mesopotamia? Why or why not? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 1 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued Document 2 2a. Why did the Tigris and Euphrates rivers flood each year? 2b. Within which large arc of rich, fertile farmland was Mesopotamia located? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 2 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued Document 3 Before You Read: The following words in the document below may be new to you: hath, subjection, entrusted, sceptre, bringeth, thereof, garnered, procured. You may want to look them up in a dictionary. Marduk, Anu, and Bel were Babylonian gods. Hammurabi, the mighty king, the king of Babylon, the king who hath brought to subjection the four quarters of the world, who hath brought about the triumph of Marduk, . . . am I. When Anu and Bel gave me the land of Sumer and Akkad to rule and entrusted their sceptre to my hands, I dug out the Hammurabicanal, which bringeth abundance of water unto the land of Sumer and Akkad. Both the banks thereof I changed to fields for cultivation, and I garnered piles of grain, and I procured unfailing water for the land of Sumer and Akkad. —from a monument 3a. What is Hammurabi so proud of? 3b. Why were canals so important to Mesopotamia? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 3 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued Document 4 Before You Read: The following words in the document below may be new to you: outgrowth, cuneiform, millennium, stereotyped, compilations, considerable, acquaintance, botanical, zoological, mineralogical, excavated, dismissed. You may want to look them up in a dictionary or encyclopedia. The Sumerian school was the direct outgrowth of the invention and development of the cuneiform system of writing, Sumer’s most significant contribution to civilization. The first written documents were found in a Sumerian city named Erech . . . Among them are several which contain word lists intended for study and practice. That is, as early as 3000 BC, some scribes were already thinking in terms of teaching and learning . . . In the third millennium BC, these “textbooks” became increasingly more complete, and gradually grew to be more or less stereotyped and standard for all the schools of Sumer. Among them we find long lists of names of trees and reeds; of all sorts of animals, including insects and birds; of countries, cities, and villages; of stones and minerals. These compilations reveal a considerable acquaintance with what might be termed botanical, zoological, geographical, and mineralogical lore . . . One of the most human documents ever excavated in the Near East is a Sumerian essay dealing with the day-to-day activities of a schoolboy . . . The composition . . . begins with a direct question to the pupil: “Schoolboy, where did you go from earliest days?” The boy answers: “I went to school.” The author then asks: “What did you do in school?” There follows the pupil’s reply . . : “I recited my tablet, ate my lunch, prepared my (new) tablet, wrote it, finished it; then they assigned me my oral work, and in the afternoon they assigned me my written work. When school was dismissed, I went home, entered the house, and found my father sitting there. I told my father of my written work, then recited my tablet to him and my father was delighted.” —From History Begins at Sumer by Samuel Noah Kramer. Copyright ©1981 by Samuel Noah Kramer. Reproduced by permission of the University of Pennsylvania Press. 4a. What was the basic purpose of schools in ancient Mesopotamia? 4b. Why did Kramer call the development of writing “Sumer’s most significant contribution to civilization”? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 4 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued © Werner Forman/CORBIS Erich Lessing/Art Resource, NY Document 5 —The standard of Ur, c. 2600 BC —Assyrian wall carving, c. 630 BC 5a. What new invention in transportation had the Mesopotamians made by 2600 BC? 5b. Two thousand years later, how had the Mesopotamians improved their invention? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 5 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued Document 6 Before You Read: The following words in the document below may be new to you: exalted, righteousness, well-being, pending, justified, capital, suit, gentleman, mina. You may want to look them up in a dictionary or encyclopedia. Anu and Bel were Babylonian gods. [From the Prologue] Anu and Bel called by name me, Hammurabi, the exalted prince, who feared God, to bring about the rule of righteousness in the land, to destroy the wicked and the evil-doers; so that the strong should not harm the weak; . . . to further the well-being of mankind. [Examples from the Code of Laws] 3. If a man, in a case pending judgment, has uttered threats against the witnesses, or has not justified the word that he has spoken, if that case be a capital suit, that man shall be put to death. 195. If a man has struck his father, his hands one shall cut off. 196. If a man has caused the loss of a gentleman’s eye, his eye one shall cause to be lost. 197. If he has shattered a gentleman’s limb, one shall shatter his limb. 198. If he has caused a poor man to lose his eye or shattered a poor man’s limb, he shall pay one mina of silver. 229. If a builder has built a house for a man and has not made strong his work, and the house he built has fallen, and he has caused the death of the owner of the house, that builder shall be put to death. [From the Epilogue] By the command of Shamash (the sun-god), the great judge of heaven and earth, let righteousness go forth in the land . . . In future time, through all coming generations, let the king, who may be in the land, observe the words of righteousness, which I have written on my monument. . . . —Code of Hammurabi, c. 1780 BC 6a. According to Hammurabi, why did he order this collection of laws to be written? 6b. How did the Code of Hammurabi affect Mesopotamian society? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 6 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued Document 7 Before You Read: The following words in the document below may be new to you: furlong, royal cubits, precinct, enclosure, masonry, wont. You may want to use a dictionary or encyclopedia to look them up. The city stands on a broad plain, and is an exact square, a hundred and twenty furlongs in length each way . . . It is surrounded, in the first place, by a broad and deep moat, full of water, behind which rises a wall fifty royal cubits in width and two hundred in height . . . The city is divided into two portions by the river which runs through the midst of it. This river is the Euphrates, a broad, deep, swift stream . . . The houses are mostly three and four storeys high . . . The centre of each division of the town was occupied by a fortress. In the one stood the palace of the kings, surrounded by a wall of great strength and size in the other was the sacred precinct . . . a square enclosure two furlongs each way, with gates of solid brass . . . In the middle of the precinct there was a tower of solid masonry, a furlong in length and breadth, upon which was raised a second tower, and on that a third, and so on up to eight. The ascent to the top is on the outside, by a path which winds round all the towers. When one is about half-way up, one finds a resting-place and seats, where persons are wont to sit some time on their way to the summit. On the topmost tower there is a spacious temple. —Herodotus, ancient Greek historian, c. 550 BC 7a. What kind of building does Herodotus say is on the top of the tower? 7b. Was religion was an important force in Babylonian society? Explain your answer. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 7 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued Document 8 Before You Read: The following words in the document below may be new to you: eruptions, tumors, afflict, inexhaustible, hydromel, saturate. You may want to use a dictionary or encyclopedia to look them up. For eruptions and tumors which afflict the body: Fill a vase which has held drugs with water from an inexhaustible well; put in it a shoot of . . . a . . . reed, some date-sugar, some wine, some bitter hydromel; add to it some . . . saturate it with pure water (and) pour upon it the water of the (sick) man; cut reeds in an elevated meadow; beat some pure date-sugar with some pure honey; add some sweet oil which comes from the mountain (and) mix them together; rub (with this ointment,) the body of the (sick) man seven times. —from a text in the British Museum 8a. What is this “recipe” supposed to cure? 8b. How did Assyrian doctors come up with this remedy? Do you think it worked? Why or why not? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 8 Document-Based Activities Name Class Date Activity 1, Ancient Mesopotamia, continued Writing A Document-Based Essay Part B DIRECTIONS Write an essay about ancient Mesopotamia. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT For hundreds of thousands of years, hunter-gatherers lived off the land and moved around in search of food. Then, in Mesopotamia, something remarkable happened; humans learned how to farm. The very first civilization was established. TASK Mesopotamia eventually developed into an advanced civilization. Identify and discuss three characteristics of Mesopotamian society that prove their civilization was advanced. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the • • • • • assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 9 Document-Based Activities Name Class 2 ACTIVITY Date Document-Based Activities Ancient Egypt Using Source Material Part A DIRECTIONS Examine the following texts and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your studies to answer the questions. Your answers will help you write an essay about ancient Egypt. Document 1 c. 2700–2200 BC Old Kingdom; Khufu rules c. 2500 BC, builds Great Pyramid 3000 BC 2500 BC c. 3200 BC Upper and Lower Egypt develop into two kingdoms c. 2050–1750 BC Middle Kingdom; ends with invasion by Hyksos 2000 BC c. 1500 BC Egypt conquers Kush c. 1050 BC c. 670 BC Kush regains Assyyrians independence conquer Egypt 1000 BC c. 1500–1050 BC New Kingdom; Egypt becomes an empire; Ramses II rules c. 1200 BC 500 BC c. 716 BC Kush conquers Egypt 1a. According to the time line, about how many years passed from the beginning of the Old Kingdom to the end of the New Kingdom? 1b. For how many years did Kush rule Egypt? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 10 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Document 2 2a. What clues does the map provide to explain why Upper and Lower Egypt first developed as two separate kingdoms? 2b. Where was all of the fertile soil of ancient Egypt located? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 11 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Document 3 Before You Read: The following words in the document below may be new to you: emerging, perish, illuminator. You may want to look them up in a dictionary. Hymn to the flood. Hail flood! emerging from the earth, arriving to bring Egypt to life, hidden of form, the darkness in the day, the one whose followers sing to him, as he waters the plants . . . Maker of barley, grower of . . . grain, creator of festivals of the temples. When he delays . . . everyone is orphaned, and if the offerings of the gods are distributed, then a million men perish among mankind Illuminator coming out of the darkness fat for his cattle, it is his might that creates everyone, and none can live without him . . . , All work is possible by him– all writings of hieroglyphs, his produce in the land of reeds. 3a. According to the passage, what is the main purpose of the Nile flood? 3b. What happened to the Egyptians if the Nile didn’t flood? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 12 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Document 4 BUILDING THE GREAT PYRAMID Before You Read: The following words in the document below may be new to you: tiers, levers, portable. You may want to look them up in a dictionary. CXXIV [5] The pyramid itself was twenty years in the making. Its base is square, each side eight hundred feet long, and its height is the same; the whole is of stone polished and most exactly fitted; there is no block of less than thirty feet in length. CXXV This pyramid was made like stairs, which some call steps and others, tiers. [2] When this, its first form, was completed, the workmen used short wooden logs as levers to raise the rest of the stones; they heaved up the blocks from the ground onto the first tier of steps; [3] when the stone had been raised, it was set on another lever that stood on the first tier, and the lever again used to lift it from this tier to the next. [4] It may be that there was a new lever on each tier of steps, or perhaps there was only one lever, quite portable, which they carried up to each tier in turn; I leave this uncertain, as both possibilities were mentioned. —Herodotus, ancient Greek historian, c. 550 BC 4a. According to Herodotus, how long did it take to build the Great Pyramid? 4b. The Great Pyramid was over 2,000 years old when Herodotus saw it. Modern historians now think it was built in a different way than Herodotus thought. How do you think Herodotus arrived at his explanation of how the pyramid was built, and what does that say about Egyptian civilization? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 13 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Document 5 Before You Read: The following words in the document below may be new to you: thee, calling, knoweth, profitable, endureth, scribe, vouchsafed. You may want to look them up in a dictionary. Mesekhent was the Egyptian goddess of birth. Would that I might make thee love books more than thy mother, would that I might bring their beauty before your face. It is greater than any calling . . . If he knoweth the books, then true of him is: “They are good for thee.” . . . A day at school is profitable to thee, and its work endureth even like the mountains . . . Mesekhent hath vouchsafed success to the scribe; at the head of the officials is he set, and his father and his mother thank God for it . . . Behold, this it is that I set before thee and thy children’s children. —from Papyrus Sallier, edited by M. Maspero, in Genre épistolaire, translated by Aylward M. Blackman 5a. What does the author mean when he tells his son that a day of schoolwork “endureth even like the mountains”? 5b. Why were scribes set “at the head of the officials”? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 14 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Document 6 Before You Read: The following words in the document below may be new to you: dispatch, hath, telleth, obelisk, graven, shaft, pedestal, measureth, tapering, amounteth, cubits, fingers, pyramidion, reckon up, mayest. You may want to look them up in a dictionary or encyclopedia. A dispatch hath come from the crown-prince . . . and it telleth how an obelisk hath been newly made, graven with the name of his majesty; it is 110 cubits in length of shaft, its pedestal measureth 10 cubits, and the block at its end measureth 7 cubits on every side. The tapering amounteth to 1 cubit and 1 finger; its pyramidion is 1 cubit in height, and its . . . measureth 2 fingers. Reckon up now that thou mayest supply every man that is needed for the dragging, and send them to the Red Mountain . . . Decide for us how many men are needed to drag it. Answer quickly and hesitate not! —Papyrus Anastasi, translated by Aylward Blackman 6a. This is an ancient Egyptian math problem. What is the student being asked to figure out? 6b. Anyone who went to school to be a scribe had to solve this kind of problem. What might this suggest about the kinds of work scribes accomplished in ancient Egypt? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 15 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Document 7 Before You Read: The following words in the document below may be new to you: wrought, offerings, thwarted, processions, therein. You may want to look them up in a dictionary. I have done no hurt unto man, nor have I wrought harm unto beasts . . . I have had no knowledge of evil; nor have I acted wickedly . . . Each day have I laboured more than was required of me . . . I have caused no wrong to be done to the servant by his master . . . I have caused none to feel pain . . . I have not committed murder . . . I have not wronged the people . . . I have not carried away the offerings made unto the blessed dead . . . I have not stolen from the orchards; nor have I trampled down the fields . . . I have not added to the weight of the balance; nor have I made light the weight in the scales . . . I have not driven the cattle from their pastures . . . I have not thwarted the processions of the god . . . I am pure. I am pure. I am pure. I am pure . . . May no evil happen unto me in this land in the Hall of Double Right and Truth, because I know, even I, the names of the gods who live therein and who are the followers of the great god. —The Book of the Dead, Chapter 125 7a. The Egyptian Book of the Dead includes this speech for the soul to give while awaiting judgment. What does it tell you about Egyptian moral codes? 7b. What contribution do you think religion made to Egyptian society? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 16 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Document 8 Before You Read: The following words in the document below may be new to you: physician, functioning. You may want to look them up in a dictionary. Priests of the goddess Sekhmet specialized in medicine. Beginning of the secrets of the physician: The knowledge of the functioning of the heart and the knowledge of the heart [itself]. There are vessels in every body part. When some physician, some Sekhmet priest, some magician lays his fingers on the head, on the back of the head, on the hands, on the location of the heart, on both the arms and both the legs, then he will feel the heart, as there are vessels in every body part and it speaks at the tip of the vessels in all body parts. . . When the air which enters through the nose, enters the heart and the lung, then it is them (i.e. the vessels) which pass the air into the whole belly. . . There are six vessels leading to both arms, three to the right and three to the left, leading to his fingers. There are six vessels leading to both his legs, three to the right leg and three to the left leg, until they reach the sole of the foot. —Papyrus Ebers, translated by André Dollinger. Translation copyright ©2000 by André Dollinger. Reprinted by permission of the translator. 8a. What does the writer mean by saying the heart “speaks at the tip of the vessels”? 8b. How do you think Egyptian doctors came to know so much about the human body? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 17 Document-Based Activities Name Class Date Activity 2, Ancient Egypt, continued Writing a Document-Based Essay Part B DIRECTIONS Write an essay about the ancient civilization of Egypt. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT The civilization of ancient Egypt lasted for over 2,500 years. During that time, the Egyptians turned a desert and a river into one of the richest cultures the world has ever seen. Today we marvel at the variety and depth of Egypt’s earliest accomplishments. TASK Discuss three of ancient Egypt’s most important contributions to civilization. You may choose from the areas of art, science, government, or learning. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the • • • • • assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 18 Document-Based Activities Name Class ACTIVITY 3 Date Document-Based Activities Ancient Rome Using Source Material Part A Directions Examine the following texts and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your textbook to answer the questions. Your answers will help you write an essay about ancient Rome’s accomplishments. Document 1 Before You Read: The following words in the document below may be new to you: dingy, graceless, metropolis, awed, erected, porticoes, heyday, spectacle, magnetism. You may want to look them up in a dictionary. The Forum was a public square in Rome. Mars the Avenger was a Roman god of war. It was also during the Augustan Age that Rome, long a dingy, graceless, and unattractive city, became the grand metropolis of polished marble that awed the world in the centuries that followed. Says historian Chester G. Starr: Augustus built a new Forum, which had its center in a temple of Mars the Avenger; around the edge of his Forum were statues of great heroes of Rome, including his own ancestors. In addition, he erected so many theaters, porticoes, and other buildings that Rome began to be a truly great city. It was so great, in fact, that the ancient Greek geographer Strabo, who visited the city in its heyday, called it “a spectacle from which it is hard to tear yourself away.” Strabo added, “Rome, which has exercised such magnetism over the centuries beyond all other cities, did so first in the days of Augustus.” —From The Age of Augustus by Don Nardo. Copyright ©1997 by Lucent Books, Inc. Reproduced by permission of the publisher. 1a. What did Augustus do to change the appearance of Rome? 1b. Why did Strabo find Rome so impressive? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 19 Document-Based Activities Name Class Date Activity 3, Ancient Rome, continued Document 2 Roman Advances • widespread use of arch • roads • calendar © Free Agents Limited/CORBIS • written laws • aqueducts • cement 2a. Which Roman accomplishment was most important? Explain your answer. 2b. The Roman aqueduct seen here, the Pont du Gard, stands today. It is considered an amazing engineering achievement. Explain how Roman accomplishments made building this aqueduct possible. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 20 Document-Based Activities Name Class Date Activity 3, Ancient Rome continued Document 3 Before You Read: The following word in the document below may be new to you: spare. You may want to look it up in a dictionary. Remember, Roman, where your skills lie: It is your task to rule the peoples by your power, to add civilization to peace, to spare the defeated and to beat down the proud in war. —–Virgil, The Aeneid 3a. According to Virgil, what task should the Romans use their skills to accomplish? 3b. How does the author think Romans should feel about their society? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 21 Document-Based Activities Name Class Date Activity 3, Ancient Rome, continued Document 4 Before You Read: The following words in the document below may be new to you: guardianship, acquisition, torts, flung, false witness, capital punishment, ordained, binding. You may want to look them up in a dictionary. The Twelve Tables Tables I & II Table III Table IV Table V Table VI Table VII Table VIII Table IX Table X Table XI & XII Courts and trials Debts Rights of fathers over the family Legal guardianship and inheritance Buying and owning things Rights to land Laws about injuring others (Torts) Public laws Sacred laws Supplements I & II VIII, 23. Whoever is convicted of speaking false witness shall be flung from the Tarpeian Rock. IX, 3. The penalty shall be capital punishment for a judge . . . who has been found guilty of receiving a bribe. IX, 6. Putting to death . . . any man who has not been convicted . . . is forbidden. XII, 5. Whatever the People has last ordained shall be held as binding by law. 4a. How do the Twelve Tables reflect the importance of law, order, and fairness in ancient Rome? 4b. In what ways are the Roman laws shown above similar to our laws today? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 22 Document-Based Activities Name Class Date Activity 3, Ancient Rome, continued © Publications Scientifiques du Muséum national d’Historie naturelle, Paris Document 5 5a. This sculpture shows the Emperor Augustus with his family. What does the sculpture convey about the importance of family to the Romans? 5b. Why might a government leader want to be shown this way? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 23 Document-Based Activities Name Class Date Activity 3, Ancient Rome, continued Document 6 Before You Read: The following words in the document below may be new to you: militia, composed, render, forbade. You may want to look them up in a dictionary. © Bettmann/CORBIS For protection against fires, [Augustus] organized a militia composed of freedmen, whose duty it was to render assistance, and as action against collapses, he reduced the heights of the new buildings and forbade that any structure on the public streets should rise as high as seventy feet. —–Strabo, Geography, from Strabo of Amasia by Daniela Dueck, Routledge, 2000. Emperor Caracalla discusses with his architect the expansion of the baths of Caracalla to be opened for free use to all Roman citizens. 6a. According to the quotation and the picture above, what are some of the ways Roman emperors helped the citizens of Rome? 6b. How is the role of government in ancient Rome similar to the role of government today? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 24 Document-Based Activities Name Class Date Activity 3, Ancient Rome, continued Document 7 Romance Language Official Language of French Italian Portuguese Romanian Spanish Belgium, Benin, Burkina Faso, Burundi, Cameroon, Canada, Central African Republic, Chad, Comoros, Democratic Republic 0f the Congo, Republic of the Congo, Cote d’Ivoire, Djibouti, Equatorial Guinea, French Polynesia, Gabon, Guadeloupe, Guinea, Haiti, Jersey, Madagascar, Mali, Mauritius, Mayotte, Monaco, New Caledonia, Niger, Reunion, Rwanda, Saint Pierre and Miquelon, Senegal, Seychelles, Switzerland, Togo, Vanuatu Italy, Switzerland Angola, Brazil, East Timor, Guinea-Bissau, Portugal, Sao Tome and Principe Romania Argentina, Bolivia, Costa Rica, Ecuador, Equatorial Guinea, Nicaragua, Panama, Paraguay, Peru, Spain, Venezuel Number of Speakers 77,000,000 62,000,000 176,000,000 26,000,000 322,000,000 7a. All of the languages above developed from Latin, the language of Rome. As a result, they are known as Romance languages. What Romance language has the largest number of speakers today? 7b. What does the continued use of Romance languages today indicate? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 25 Document-Based Activities Name Class Date Activity 3, Ancient Rome, continued Document 8 Before You Read: The following words in the document below may be new to you: inaccessible, uninhabited, domination, supremacy, duration. You may want to look them up in a dictionary. Rome rules every country that is not inaccessible or uninhabited . . . she is the first and only state recorded in all time that ever made the risings and settings of the sun the boundaries of her domination. Nor has her supremacy been of short duration, but more lasting than that of any other city or kingdom. —–Dionysius, Roman Antiquities, from Strabo of Amasia by Daniela Dueck, Routledge, 2000. 8a. Why was Rome able to rule such a large empire? 8b. How might the size of the empire have affected cultural exchanges among those who were ruled by the Romans? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 26 Document-Based Activities Name Class Date Activity 3, Ancient Rome, continued Writing the Document-Based Question Part B DIRECTIONS Write an essay about the civilization of ancient Rome. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT Sometime before the mid-700s BC, a group of people called the Latins moved to the hills near the Tiber River. There they formed what would eventually become the center of Roman civilization. This civilization would grow to become one of the most influential in history. TASK Discuss three ways in which the civilization of ancient Rome influences our world today. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the assign• • • • • ment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 27 Document-Based Activities Name Class ACTIVITY 4 Date Document-Based Activities Han China Using Source Materials Part A DIRECTIONS Examine the following text and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your studies to answer the questions. Your answers will help you write an essay about Han China. Document 1 Before You Read: The following words in the document below may be new to you: bequeathed, template, self-perpetuating, subsequent, dynamics. You may want to look them up in a dictionary. The West inherits its traditions from the Romans and the Greeks, while China inherits from the Han. —Liu Qingzhu, director of the Institute of Archaeology in Beijing The dynasty arose 2,200 years ago and lasted more than four centuries. Today, ethnic Chinese still call themselves Han—an echo of a golden age in art, politics, and technology when China rivaled the Roman Empire in power and prestige . . . It bequeathed a template of ideal rule—a united China and a self-perpetuating government—that became the goal of all subsequent dynasties . . . In the Han legacy, too, are spiritual and ethical dynamics that guide millions of Asians. One is Confucianism. —Mike Edwards, National Geographic Magazine, February 2004. 1a. What two civilizations are compared with the Han in these quotes? 1b. How did the Han dynasty influence the goals of later dynasties? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 28 Document-Based Activities Name Class Date Activity 4, Han China, continued Document 2 Before You Read: The following words in the document below may be new to you: exceptional, detestation, envoys. You may want to look them up in a dictionary. Exceptional work demands exceptional men. . . . A man who is the object of the world’s detestation may live to accomplish great things . . . it is simply a question of training. We therefore command the various district officials to search for men of brilliant and exceptional talents, to be our generals, our ministers, and our envoys to distant states. –Emperor Wudi from Classical Chinese Literature, edited by John Minford and Joseph S. M. Lau. Copyright ©2000 by Columbia University Press. Reproduced by permission of the publisher. 2a. What is Emperor Wudi looking for in generals and leaders? 2b. During the Han dynasty the government found and trained leaders. How does that compare to the way leaders are chosen in the United States? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 29 Document-Based Activities Name Class Date Activity 4, Han China, continued Erich Lessing/Art Resource, NY Document 3 3a. During the Han dynasty horses became symbols of wealth. One horse ate enough grain to feed a family of six. Why might the Han have thought of horses as symbols of strength and power? 3b. How might the need for horses lead to increased interaction between China and Central Asia? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 30 Document-Based Activities Name Class Date Activity 4, Han China, continued Document 4 Trade between Europe and Asia EUROPE N W ASIA E S Rome Me d it e rra Samarkand Athens Antioch nean AFRICA Sea Alexandria Kashgar USH UK ND HI Baghdad Great Wall of China Jade Gate Pass Bactria TIBET HI The Silk Road M AL CHINA AYAS INDIA Han mirrors Chinese silks Graeco-Roman objects found in southeast Asia, dated as AD 1–300 GOBI DESERT 0 0 Arabian Sea 1000 mi. Bay of Bengal South China Sea INDIAN OCEAN 1000 km 4a. How far west were Chinese silks traded? 4b. Exports are items that are sold. Imports are items that are purchased. According to the map, which was greater, China’s imports or exports? How does this map show that the Chinese grew wealthy from trade? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 31 Document-Based Activities Name Class Date Activity 4, Han China, continued Document 5 Before You Read: The following words in the document below may be new to you: collated, evolution, proceeding, antiquity. You may want to look them up in a dictionary. I have collected and collated all the old traditions that were scattered and . . . lost in the world; I have examined how affairs were conducted; I have looked for the explanation of their success or failure. . . . I have done 130 chapters in all. For my part I have wanted to examine everything that concerns heaven and man, to understand the evolution that has been proceeding from antiquity to our own day and make it the work of a single author. –Sima Qian, Han historian, Shiji, c. 100 BC 5a. According to the document, why did Sima Qian write the Shiji? 5b. How did Sima Qian preserve Chinese history? 5c. Later historians used Sima Qian’s work as a model for their own. Are there similarities between history textbooks today and Sima Qian’s ideas? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 32 Document-Based Activities Name Class Date Activity 4, Han China, continued Document 6 Before You Read: The following words in the document below may be new to you: convenient, hemp. You may want to look them up in a dictionary. In ancient times writing was generally on bamboo or pieces of silk, which were called ji. But silk being expensive and bamboo heavy, these two materials were not convenient. Then Tsai Lun thought of using tree bark, hemp, rags, and fish nets. In 105 he made a report to the emperor on the process of papermaking, and received high praise for his ability. –An official history of paper 6a. How was paper an improvement over previous writing materials? 6b. Paper spread to Central Asia in 751, and to Baghdad by 793. From Baghdad, paper spread to the eastern frontiers of Europe. Look again at the map of the Silk Road in Document 4. Was the Silk Road a factor in the spread of paper? Explain your answers. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 33 Document-Based Activities Name Class Date Activity 4, Han China, continued Document 7 Han Accomplishments and Inventions • Government based on merit system • Earliest known maps • Dictionary • Paper • Wheelbarrow • Device for measuring distance • Seismograph 7a. Which invention or accomplishment was most helpful to Han society? Explain your answer. 7b. Select two Han inventions and describe how they are used today. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 34 Document-Based Activities Name Class Date Activity 4, Han China, continued Document 8 Before You Read: The following words in the document below may be new to you: marvelous, profusion, splendour, homage. You may want to use a dictionary to look them up. In the courtyard is a marvelous tree, Flowers in profusion start from the green leaves. I pull down the branches. I gather their splendour, I will do homage with them to the friend of my heart Their fragrant scent fills my breast, my sleeves, The road is long, and no way of sending them . . . The thing in itself is not worth giving you, All that affects me is time which passes and keeps us apart. –A poem from Gushi (Nineteen Old Songs), AD 50–150 from The Han Dynasty, translated by Janet Seligman. Copyright ©1982 by Rizzoli International Publications. Reproduced by permission of the publisher. 8a. During the Han dynasty people thought a poem should be meaningful to later generations. How does this poem meet that goal? 8b. During the Han dynasty, a Bureau of Music was created to encourage poets and musicians. What does this fact suggest about the Han dynasty? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 35 Document-Based Activities Name Class Date Activity 4, Han China, continued Writing a Document-Based Essay Part B DIRECTIONS Write an essay about the Han dynasty of China. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT The Han dynasty ruled China from 205 BC to AD 220. During that time, the Chinese empire expanded to the north, south, and west. Its new boundaries took in much of the land that makes up China today. Han rulers encouraged creativity, and many new inventions were developed during this period. TASK How did the invention of paper change Han society? Discuss the effects of this invention on government, commerce, and personal life. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the • • • • • assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 36 Document-Based Activities Name Class ACTIVITY 5 Date Document-Based Activities The Renaissance Document-Based Essay Part A DIRECTIONS Examine the following texts and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your studies to answer the questions. Your answers will help you write an essay about the Renaissance. Document 1 Before You Read: The following words in the document below may be new to you: regal, courtly, appropriately, dread, inglorious, scorns, antiquity, delusion. You may want to look them up in a dictionary. On the coming of evening, I return to my house and enter my study; I take off the day's clothing, covered with mud and dust, and put on garments regal and courtly; … I enter the ancient courts of ancient men, where, received by them with affection, I feed on that food which … I was born for, where I am not ashamed to speak with them and to ask them the reason for their actions; … for four hours of time I do not feel boredom, I forget every trouble, I do not dread poverty, I am not frightened by death; entirely I give myself over to them. —Niccolo Machiavelli, 1513 O inglorious age! that scorns antiquity, its mother, to whom it owes every noble art . . . What can be said in defense of men of education who ought not to be ignorant of antiquity and yet are plunged in . . . darkness and delusion? —Francesco Petrarch, 1366 1a. According to Petrarch, why were some educated people living in darkness? 1b. In what ways do both these letters reflect Renaissance values? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 37 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued Scala/Art Resource, NY Document 2 2a. What scientific instrument is shown in the picture? 2b. Explain how Galileo’s instrument and studies of the skies contributed to the success of Europeans during the Age of Exploration? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 38 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued Document 3 Before You Read: The following words in the document below may be new to you: illustrious, emboldened, excellency, besieged, founded, armoured, unassailable, serried, ordnance. You may want to look them up in a dictionary. Most illustrious Lord, . . . I am emboldened without prejudice to any one else to put myself in communication with your excellency, in order to acquaint you with my secret . . . 1. I have plans for bridges, very light and strong and suitable for carrying very easily, … And plans for burning and destroying those of the enemy. 2. When a place is besieged I know how to cut off water from the trenches … 3. I have plans for destroying every fortress or other stronghold unless it has been founded upon rock. 5. I have also plans for making cannon, very convenient and easy of transport, with which to hurl small stones in a manner almost of hail … 7. Also I can make armoured cars, safe and unassailable, which will enter the serried ranks of the enemy … 8. I can make cannon, mortars, and light ordnance, of very beautiful and useful shapes, quite different from those in common use. 9. In short, as the variety of circumstances shall necessitate, I can supply an infinite number of different engines of attack and defence. 10. And if it should happen that the engagement was at sea, I have plans for constructing many engines … and ships which can resist the fire of all the heaviest cannon … —from The Drawings of Leonardo da Vinci. Published by Reynal & Hitchcock, 1945. 3a. What kind of services is Leonardo da Vinci offering in this letter? 3b. What does this letter tell us about the spread of new ideas and inventions during the Renaissance? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 39 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued © Bettmann/CORBIS Document 4 –Leonardo da Vinci, “Sketch of a Flying Machine” 4a. What modern machine is modeled after this sketch? 4b. What are some ways this machine is used today? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 40 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued Document 5 Before You Read: The following words in the document below may be new to you: monumental, victorious, superhuman. You may want to look them up in a dictionary. The unique qualities of Michelangelo’s art are fully present in the David, the earliest monumental statue of the High Renaissance … Michelangelo’s David looks challenging—not a victorious hero but the champion of a just cause. Michelangelo had just spent several years in Rome, where he had been deeply impressed with the emotion-charged, muscular bodies of Hellenistic (Greek) sculpture … The heroic scale, their superhuman beauty and power, and the swelling volume of their forms became part of Michelangelo’s own style and, through him, of Renaissance art in general. —–from History of Art: A Survey of the Major Visual Arts from the Dawn of History to the Present Day by H. W. Janson. Copyright © 1962 by H. W. Janson. Reproduced by permission of Harry N. Abrams, Inc. 5a. Which sculptures did Michelangelo study and use in his own work? 5b. Based on the information in this passage, what were some characteristics of Renaissance sculptures? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 41 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued Galleria dell’Accademia, Florence/SuperStock Document 6 6a. Describe the physical features of the statue. 6b. How does this 13-foot tall statue make David, the biblical character who killed Goliath, look like a hero? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 42 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued Scala/Art Resource, NY © Sandro Vannini/CORBIS Document 7 7a. In designing the church of San Lorenzo, the architect Brunelleschi used round arches and columns. How can you tell that Brunelleschi used mathematical ratios, perspective, and balanced proportion in his design? 7b. In what ways does the church’s design reflect the Renaissance values of harmony, classical Greek and Roman balance, and simple beauty? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 43 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued Document 8 European Printing Centers during the Renaissance 0 150 0 150 300 mi. Stockholm 1483 300 km Edinburgh 1507 N W Dublin 1551 E Baltic Sea Copenhagen 1489 North Sea S London 1480 Mainz 1455 Paris 1470 Berlin 1540 Antwerp 1470 Rhin ATLANTIC OCEAN Milan 1470 Rome 1467 Medite rra ne a n e NORTH AFRICA S a Political boundaries in 1490 Belgrade 1552 Florence 1471 Madrid 1499 Prague 1478 Danube Geneva 1478 Frankfurt 1478 e 8a. In what European city was the first book printed? 8b. In what ways was the spread of printing tied to the spread of ideas and knowledge? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 44 Document-Based Activities Name Class Date Activity 5, The Renaissance, continued Writing A Document-Based Essay Part B DIRECTIONS Write an essay about the Renaissance. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT In the early 1300s, a movement known as the Renaissance began in Italy and spread throughout Europe. It was a time of discovery, invention, and renewal. The Renaissance changed the way Europeans saw themselves and their world. TASK Discuss two Renaissance values or ideas that are reflected in the art produced during that period. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the • • • • • assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 45 Document-Based Activities Name Class ACTIVITY 6 Date Document-Based Activities Age of Exploration Using Source Material Part A DIRECTIONS Examine the following texts and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your studies to answer the questions. Your answers will help you write an essay about the Age of Exploration. Document 1 Before You Read: The following words in the document below may be new to you: intellectual, subsequent, consequences, realm. You may want to look them up in a dictionary. In all these areas, the age of exploration set in motion processes practical and intellectual, economic and moral, that shaped subsequent centuries. They showed the world to be one. We are still working out the consequences of that oneness, particularly in the realm of sharing the planet as different cultures. Through the exploration of space, we are able for the first time to see a visual image of the one earth. That picture was first imagined, however, by the age of exploration. —from “Columbus and the Age of Exploration” by Michael Marshall from The World and I, vol. 13, issue 11, November 1998. Copyright ©1998 by News World Communications, Inc. Reproduced by permission of the publisher. 1a. According to this passage, what lasting effect did the Age of Exploration have on people’s ideas about the world? 1b. The writer thinks that people from different cultures still have problems getting along. What are some examples of early explorers and peoples in the Americas and Africa not getting along? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 46 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Document 2 The voyages of Hojeda, Vespucci, Pinzón, John Cabot, Cabral, and others soon demonstrated that something larger and more impressive than one of the Western Islands lay to the west, and by the beginning of the sixteenth century there was little doubt that the ocean could be and had been crossed. —from English Discovery of America to 1585 by Franklin T. McCann. Copyright 1952 by Franklin T. McCann. Reproduced by permission of the author. 2a. What did the early trips by explorers to the Americas show Europeans about their knowledge of the world? 2b. What effect did the discovery that the ocean could be crossed have on Europeans? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 47 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Document 3 Library of Congress “NORTH AMERICA, 1650” 3a. Describe the biggest differences between North America as it is shown here and how it appears on a modern map. 3b. From the differences you have listed above, describe how the Age of Exploration changed Europeans’ knowledge about North America. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 48 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Document 4 Before You Read: The following word in the document below may be new to you: staple. You may want to look it up in a dictionary. The Europeans in America, like those at home, were very slow to accept potatoes as a staple food. Even in the Andean highlands, the homeland of the white potato, the Europeans at best considered it a semifood. —Alfred W. Crosby Jr., The Columbian Exchange: Biological and Cultural Consequences of 1492. Published by Greenwood Publishing Co., Westport, CT, 1972. 4a. According to this passage, what food did Europeans have a hard time accepting? 4b. Explain how the Age of Exploration changed peoples’ diets and ideas about food. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 49 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Document 5 Before You Read: The following words in the document below may be new to you: traffic, importation, void, market. You may want to look them up in a dictionary. In 1442 the first . . . slaves were imported into Europe. They were taken from Africa to Portugal in ships of Prince Henry, the “Navigator.” From that time there was little traffic in [African slaves] until after the discovery of America. Then there was great destruction of American Indians by war, disease, and killing work, and the importation of [African slaves] into Spanish America was begun in order to fill the void in the labor market. —–Sir Arthur Helps, Negro Slavery in America, Its Introduction by Law, 1517 5a. How did the discovery of the Americas affect the peoples of Africa? 5b. How did European colonization affect the Native Americans in the Americas? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 50 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Guaman Poma de Ayala f. 1936–Nueva Coronica y Buen Gobierno (Codex péruvien illustré), Travaux et Mémoires d l’Institut d’Ethnologie Document 6 6a. This drawing shows part of a battle between Spanish conquistadors and Native Americans. Which person is the conquistador? What details support this? 6b. In the fighting between conquistadors and Native Americans, who was the winner? What advantages shown here helped him win a victory? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 51 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Document 7 Before You Read: The following words in the document below may be new to you: idolaters, apprehension, spring, ignorance, vessels. You may want to look them up in a dictionary. They have no religion, and are not idolaters, but believe that all power and goodness are in heaven. They are firmly convinced that I, with my ships and men, came from heaven, and, in this belief, received me at every place at which I touched, after they had overcome their apprehension. This does not spring from ignorance, for they are very intelligent, and navigate all these seas and relate everything to us astonishingly well; but they have never seen men with clothes on, nor vessels like ours. —–Christopher Columbus, Letter from his First Voyage, 1492 7a. What did the first Native Americans to meet Columbus believe about him? 7b. How did these beliefs affect relations between Native Americans and the European conquistadors? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 52 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Document 8 Items Exchanged Between the Old and New Worlds Item Type From Old World Diseases chicken pox, the common cold, influenza, malaria, measles, smallpox, yellow fever cattle, chickens, goats, horses, pigs, sheep bananas, barley, clover, coffee,daisies, dandelions, grapes, Kentucky bluegrass, oats, olives, onions, melons, peaches, ragweed, rice, sugarcane, wheat Animals Plants From New World alpacas, guinea pigs, llamas, turkeys avocados, beans, cacao (source of chocolate), chicle (source of chewing gum), corn, guavas, papayas, peanuts, peppers, pineapples, potatoes, pumpkins, squash, sweet potatoes, tobacco, tomatoes —–Reproduced by permission of Harold Tallant. 8a. What kind of information does the table contain? 8b. Choose two items from the table, and explain how they affected their new environment. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 53 Document-Based Activities Name Class Date Activity 6, Age of Exploration, continued Writing A Document-Based Essay Part B DIRECTIONS Write an essay about the Age of Exploration. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT In the late 1400s, an era of discovery known as the Age of Exploration began. It started with the first trips around the southern tip of Africa and with Columbus’s voyages to the Americas. The resulting interaction among the peoples of Europe, Africa, and the Americas changed the world forever. TASK Discuss three ways the lives of Native Americans changed as a result of European colonization of the New World. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the • • • • • assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 54 Document-Based Activities Name ACTIVITY Class 7 Date Document-Based Activities The Industrial Revolution Using Source Material Part A DIRECTIONS Examine the following texts and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your studies to answer the questions. Your answers will help you write an essay about the Industrial Revolution. © Time-Life Pictures/Getty Images Document 1 1a. What does this political cartoon show about the way children were treated in factories during the Industrial Revolution? 1b. Why might factory managers have been harsh with the children who worked for them? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 55 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued Document 2 Before You Read: The following words in the document below may be new to you: inflicted, conscious. You may want to look them up in a dictionary. Note that Manchester is a city in Great Britain and that corporal punishment is a form of discipline that involves physical force. I have visited many factories, both in Manchester and the surrounding districts, during a period of several months and I never saw a single instance of corporal punishment inflicted on a child. The children seemed to be always cheerful and alert, taking pleasure in using their muscles. The work of these lively elves seemed to resemble a sport. Conscious of their skill, they were delighted to show it off to any stranger. At the end of the day’s work they showed no sign of being exhausted. —–Andrew Ure, The Philosophy of Manufactures, 1835 2a. What are some possible reasons that Mr. Ure’s description of factory life is so different from Document 1? 2b. Could Documents 1 and 2 both be accurate? Explain how they could both be accurate or why they could not both be accurate. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 56 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued Document 3 Before You Read: The following words in the document below may be new to you: scribbling, employ, whilst, arduous, pains, apprenticeship. You may want to look them up in a dictionary. Men of common sense must know, that so many machines in use, take the work from the hands employed in scribbling. . . . How are those men, thus thrown out of employ to provide for their families? . . . Some say, begin and learn some other business. Suppose we do; who will maintain our families, whilst we undertake the arduous task; and when we have learned it, how do we know we shall be any better for all our pains? For by the time we have served our second apprenticeship, another machine may arise, which may take away that business also. —–Yorkshire Cloth Workers, 1786 3a. What do the cloth workers say caused the men to lose their jobs? 3b. How do the workers respond to the argument that they should learn new skills to get a new job? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 57 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued Document 4 Before You Read: The following words in the document below may be new to you: capitalist, corrupted, wretches. You may want to look them up in a dictionary. The machinery of England is, in many instances, a dreadful curse to that country. . . . The works usually go night and day, one set of boys and girls go to bed, as another set get up to work. The health, the manners, the morals, are all corrupted. They work not for themselves, but for the capitalist who employs them; . . . they are machines. . . . The whole system tends to increase the wealth of a few capitalists, at the expense of the health, life, morals, and happiness of the wretches who labor for them. —–Thomas Cooper, 1823 4a. Why does the writer think that the machinery of England was a curse? 4b. According to this passage, who gained the most from the factory system? Whose work was responsible for this gain? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 58 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued Document 5 Europe, 1850 KINGDOM OF SWEDEN AND NORWAY ATLANTIC OCEAN IRELAND N W E S 0 150 300 mi. 0 150 300 km North Sea GREAT BRITAIN DENMARK Baltic Sea NE NETHERLANDS GERMAN BELGIUM STATES RUSSIAN EMPIRE FRANCE AUSTRIAN EMPIRE a RT Mediterranean Sea Se ITALIAN STATES tic ria PO Black Sea Ad UG AL SWITZERLAND SPAIN Percentage of total population living in cities with 100,000 or more residents 5% or less 6%–10% 20% or more OTTO MAN EM PIR E 5a. In 1850, what European country had the highest percentage of people living in cities with 100,000 or more residents? What might have caused this concentration of people? 5b. What country was more industrialized in 1850, France or Spain? What might have caused the difference between the two countries? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 59 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued © CORBIS Document 6 6a. Why would it be an advantage for a steel factory to be close to train tracks? 6b. What negative effect of the Industrial Revolution is clearly visible in this illustration? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 60 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued Document 7 Before You Read: The following words in the document below may be new to you: scandalous, ventilated, deprived, defray, refuse, notorious, quarters, exceptionally. You may want to look them up in a dictionary. The way in which the vast mass of the poor are treated by modern society is truly scandalous. They are herded into great cities where they breathe a fouler air than in the countryside which they have left. They are housed in the worst ventilated districts of the towns; they are deprived of all means of keeping clean. They are deprived of water because this is only brought to their houses if someone is prepared to defray the cost of laying the pipes. River water is so dirty as to be useless for cleansing purposes. The poor are forced to throw into the streets all their sweepings, garbage, dirty water, and frequently even disgusting filth. . . . The poor are deprived of all proper means of refuse disposal and so they are forced to pollute the very districts they inhabit. And this is by no means all. There is no end to the sufferings which are heaped on the heads of the poor. It is notorious that general overcrowding is a . . . feature of the great towns, but in the workingclass quarters people are packed together in an exceptionally small area. Not satisfied with permitting the pollution of the air in the streets, society crams as many as a dozen workers into a single room, so that at night the air becomes so foul that they are nearly suffocated. The workers have to live in damp dwellings. When they live in cellars the water seeps through the floor and when they live in attics the rain comes through the roof. The workers’ houses are so badly built that the foul air cannot escape from them. —–Friedrich Engels, The Condition of the Working Class in England, 1845 7a. According to Friedrich Engels, what were conditions like for English workers during the Industrial Revolution? 7b. As a leading socialist of his time, what might Engels have suggested to improve the workers’ situation? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 61 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued Document 8 Before You Read: The following words in the document below may be new to you: well situated, formerly, domestic, hearth, inevitable, mode, crude, commodities, preceding, deemed, clad, appointments. You may want to look them up in a dictionary. The “good old times” were not good old times. Neither master nor servant was as well situated then as today. . . . It is easy to see how the change has come. . . . Formerly articles were manufactured at the domestic hearth or in small shops which formed part of the household. . . . But the inevitable result of such a mode of manufacture was crude articles at high prices. Today the world obtains commodities of excellent quality at prices which even the generation preceding this would have deemed incredible. . . . The poor enjoy what the rich could not before afford. What were the luxuries have become the necessaries of life. The laborer has now more comforts than the farmer had a few generations ago. The farmer has more luxuries than the landlord had, and is more richly clad and better housed. The landlord has books and pictures rarer, and appointments more artistic, than the King could then obtain. —–Andrew Carnegie, “Wealth,” 1889 8a. How does Andrew Carnegie view the changes brought on by the Industrial Revolution? 8b. Carnegie grew up poor. He started working in a factory at the age of twelve and worked at many different jobs until he made a fortune in the U.S. steel industry. How might this experience have shaped Carnegie’s views on the Industrial Revolution? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 62 Document-Based Activities Name Class Date Activity 7, The Industrial Revolution, continued Writing a Document-Based Essay Part B DIRECTIONS Write an essay about the Industrial Revolution. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT Starting in the early 1700s, a series of new inventions completely changed the way goods were made. As a result, the lives of working people changed dramatically. The Industrial Revolution, as this period of change is called, began in Great Britain but soon spread to other parts of Europe and the United States. TASK Discuss the positive and negative results of the Industrial Revolution. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the • • • • • assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 63 Document-Based Activities Name ACTIVITY Class 8 Date Document-Based Activities Cuneiform to Computers Using Source Materials Part A DIRECTIONS Examine the following texts and pictures. Underline key words and make notes in the margin if you wish. Then use the documents and what you have learned in your studies to answer the questions. Your answers will help you write an essay about how advances in communication have changed the world throughout history. Erich Lessing/Art Resource, NY Document 1 1a. Describe the writing shown in this picture. 1b. Why was the invention of writing so important to ancient peoples? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 64 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued Document 2 Before You Read: The following words in the document below may be new to you: laudable, divine, sanction, composed, adorn, resplendent, memorable. You may want to look them up in a dictionary. The art of printing books was at this time (1458) first invented in Germany. . . . It is certain that no matter how worthy, how laudable, and how useful they were, without divine aid and sanction it would not have been possible. In praise of which a certain fellow of ours has composed the following verse: “O happy printing art, to take place in our century, and spread all over world; so let us adorn you with high praises. Language is made resplendent by your invention and now everyone may become learned with little labor, under your guidance, since this memorable art was discovered.” —Bernardinus de Banalius, Venice, 1486, from A History of Printing by John Clyde Oswald, Appleton and Company, 1928. 2a. According to the author, what made the art of printing books possible? 2b. What does the passage say about the printing press and learning? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 65 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued Document 3 Before You Read: The following words in the document below may be new to you: wholly, annihilation, pulse, extremity, throb. You may want to look them up in a dictionary. It is difficult to realize, at first, the importance of a result so wholly unlike anything with which we have been familiar; and the revolution to be effected by the annihilation of time . . . will not be appreciated until it is felt and seen. . . . [The telegraph] makes the pulse at the extremity beat—throb for throb and in the instant—with that at the heart . . . In short, it will make the whole land one being—a touch upon any part will—like the wires—vibrate over all. —from a Philadelphia newspaper, 1846 3a. Based on this passage, how was the telegraph different from anything before it? 3b. How did the author feel the telegraph would affect the country as a whole? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 66 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued Document 4 I believe in the future wires will unite the head offices of telephone companies in different cities. A man in one place may communicate by word of mouth with another in a distant place. —Alexander Graham Bell, inventor of the telephone, 1878 4a. Based on Bell’s statement, do you think he thought his invention would be successful? State why or why not. 4b. How did the invention of the telephone affect the business and commerce problems caused by the large size of the United States? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 67 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued Document 5 Households with Radios, 1922–1928 8 Number of Households (in millions) 7 6 5 4 3 2 1 1922 1923 1924 1925 Year 1926 1927 1928 Adapted from World History, Perspectives on the Past: Issues of the Modern Age. Copyright ©1994 by D. C. Heath and Company. Reproduced by permission of the publisher. 5a. What does the chart show about the use of the radio during the years shown? 5b. Why did so many homes have radios by 1928? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 68 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued Document 6 Before You Read: The following words in the document below may be new to you: convention, opportunity, obscurity, dominant, metamorphosis. You may want to look them up in a dictionary. The real birth of the television news era can be dated from the 1948 political convention. Television had then its first real opportunity to prove to the masses of Americans that it could deliver a service unlike anything that had ever been available. News broadcasts went from obscurity in the late 1940s to a dominant role in electing a president in 1952. The number of the curious who had looked in on some part of either of the conventions was estimated at more than 60 million. Television news has undergone quite a metamorphosis since the early 1950s. Television news has evolved from the single fifteenminute nightly newscast of the 1950s to a twenty-four-hour cable television service. —from The Decade that Shaped Television News: CBS in the 1950s by Sig Mickelson. Copyright ©1998 by Praeger Publishers. Reproduced by permission of the publisher. 6a. According to the author, what role did TV news play in politics in 1952? 6b. What does the growth of news shows say about what people want to know? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 69 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued © Tribune Media Services, Inc. All Rights Reserved. Reprinted with permission. Document 7 7a. What is the cartoonist’s message about e-mail and the Internet? 7b. How have e-mail and the Internet changed the way people communicate? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 70 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued Document 8 Before You Read: The following words in the document below may be new to you: advent, irrespective. You may want to look them up in a dictionary. Today, of course, communications technologies have woven parts of the world together into an electronic web. No longer is community or dialogue restricted to a geographical place. With the advent of the fax machine, telephones, computers, personal and professional relationships can be maintained irrespective of time and place. —Howard Frederick, speech at Institute for Global Communications, 1992. Reproduced by permission of the author. 8a. What is meant by the words “electronic web?” 8b. What equipment do you use to help you communicate with others? Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 71 Document-Based Activities Name Class Date Activity 8, Cuneiform to Computers, continued Writing a Document-Based Essay Part B DIRECTIONS Write an essay about the ways human communication has changed throughout history. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using at least four of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. HISTORICAL CONTEXT A system of writing, cuneiform, was introduced over 5,000 years ago. For the first time, people were able to record information and share it with others. Many new inventions followed over the centuries, each time enabling people to communicate better and faster. Today we live in an astonishing time where the barriers created by time and distance no longer exist. TASK Identify two major breakthroughs in communications that have occurred during human history. Analyze their effects on the business and personal lives of the people of the time. GUIDELINES • Provide a thorough response to the Task. Be sure to cover all parts of the • • • • • assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 72 Document-Based Activities Rubric for Scoring Essays This rubric is designed to help evaluate student essays. For a score of 5, student • shows a complete understanding of the question or theme • states the theme or problem clearly in his or her own words • addresses all aspects of the task • demonstrates an ability to analyze, evaluate, and compare and contrast issues and events • supports the theme or question by using many relevant facts, examples, and details • provides information in a well organized and logical way • uses at least four of the documents to create the essay For a score of 4, student • shows a good understanding of the question or theme • states the theme or problem clearly in his or her own words • addresses most aspects of the task • demonstrates an ability to analyze, evaluate, and compare and contrast issues and events • uses relevant facts, examples, and details • provides information in a well organized and logical way • uses three documents to create the essay For a score of 3, student • shows a satisfactory understanding of the question or theme • states the theme or problem by repeating similar examples • addresses most aspects of the task, but glosses over some details • demonstrates an ability to analyze issues and events, but not in depth • uses some relevant facts, examples, and details • provides information in a generally organized way • uses two documents to create the essay For a score of 2, student • shows limited understanding of the question or theme • fails to state the theme or problem • attempts to address the task • demonstrates an illogical analysis of issues and events • includes few facts, examples, or details; introduces some errors • provides information that is poorly organized • uses one document to create the essay Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 73 Document-Based Activities For a score of 1, student • shows very limited understanding of the question or theme • fails to state the theme or problem • attempts to address the task • lacks any analysis of issues and events • includes few facts, examples, or details; introduces many errors • provides information with little or no organization • uses no documents For a score of 0, the student fails to complete any of the tasks satisfactorily, work is illegible, or paper is blank. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 74 Document-Based Activities Sources/Acknowledgements ACTIVITY 1: ANCIENT MESOPOTAMIA “Assyrian Inscriptions in the British Museum,” translated by Professor J. Helevy. Reprinted in The Library of Original Sources, Oliver J. Thatcher, editor. Milwaukee, Wisconsin: University Research Extension Co., 1907, p. 436. Herodotus, i, 178–181. George Rawlinson, History of Herodotus (Third Edition), London, 1875, vol. i, pp. 297–302. John Murray. Reprinted in Historical Selections, by Hutton Webster, Ph.D., D.C. Heath and Company, 1929, pp. 52–53. King, L.W., Letters and Inscriptions of Hammurabi, London, 1898–1900, vol. iii, pp. 190–191. Luzac and Company. Reprinted in Historical Selections, by Hutton Webster, Ph.D., D.C. Heath and Company, 1929, pp. 40–41. Kramer, Samuel Noah, History Begins at Sumer: Thirty-Nine Firsts in Recorded History. University of Pennsylvania Press, 1981, pp. 3, 6, 10–11. Prologue from “The Code of Hammurabi,” translated by L.W. King, in Library of the Future.® Fourth Edition. Version 5.0. World Library, Inc., 1996. Found at www.originalsources.com. Laws and Epilogue from “The Code of Hammurabi.” Reprinted in The Library of Original Sources, Oliver J. Thatcher, editor. Milwaukee, Wisconsin: University Research Extension Co., 1907, p. 436. Found at www.originalsources.com. ACTIVITY 2: ANCIENT EGYPT “The Hymn to the Nile Flood,” transliteration after Helck 1972, using the copy on Papyrus, Chester Beatty V as principal source, © 2002 University College London. Found at http://www.digitalegypt.ucl.ac.uk/literature/floodtransl.html. Herodotus, ii, 124–125, in Herodotus, with an English translation by A. D. Godley. Cambridge. Harvard University Press. 1920. Available at http://www.perseus.tufts.edu. Links to quotations: http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=Hdt.+2.124.1 and http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=Hdt.+2.125.1. Preserved in Papyrus Sallier, ii, and Papyrus Anastasi, vii, in the Britsh Museum, edited by Maspero, in Genre épistolaire, pp. 48ff, translated by Aylward M. Blackman and reprinted in The Ancient Egyptians: A Sourcebook of their Writings by Adolf Erman, Harper & Row, Publishers, New York, 1966, p. 68. Preserved in Papyrus Anastasi, i, in the British Museum. Translated by Aylward M. Blackman and reprinted in The Ancient Egyptians: A Sourcebook of their Writings by Adolf Erman, Harper & Row, Publishers, New York, 1966, pp. 224–225. The Book of the Dead; The Papyrus of Ani, translated by E.A. Wallis Budge, 1895. Found at: http://www.sacred-texts.com/egy/ebod/ebod35.htm. “An Assyrian Prescription,” translation from: http://nefertiti.iwebland.com/ timelines/topics/eberspapyrus.htm. From the German translation found at: http://www.hieroglyphen.net/andere/Ebers/ebers.htm. The papyrus itself resides Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 75 Document-Based Activities Sources/Acknowledgements at the University of Leipzig. A photo may be found at: http://www.ub.unileipzig.de/Wir_ueber_uns/sosa/scholl_4.htm. ACTIVITY 3: ANCIENT ROME Nardo, Don. The Age of Augustus, San Diego, CA: Lucent Books, 1997, p. 11. Overy, Richard. Complete History of the World, Sixth Edition, New York: Barnes Publishers, 2004, p. 100. “Twelve Tables.” Translation by Professor John Paul Adams, California State University – Northridge. Found at: http://www.csun.edu/~hcfll004/12tables.html. Accessed April 5, 2005. Strabo, Geography. Translation by Daniela Dueck. Strabo of Amasia: A Greek Man of Letters in Augustan Rome. London: Routledge, 2000, p. 99. Found at: http://www.questia.com. Dionysius, Roman Antiquities. Translation by Daniela Dueck. Strabo of Amasia: A Greek Man of Letters in Augustan Rome. London: Routledge, 2000, p. 132. Found at: http://www.questia.com. ACTIVITY 4: HAN CHINA Edwards, Mike. Han. National Geographic Magazine, February 2004, pp. 2, 8, 28. Immell, Myra. The Han Dynasty. Farmington Hills, MI: Lucent, © 2003, pp. 58, 80. Trade Map: Overy, Richard. Complete History of the World, Sixth Edition. New York: Barnes & Noble, Inc., by arrangement with Times Books, an imprint of HarperCollins Publishers, ©2004, pp. 78–79. Sima Qian: Shiji (Records of the Historian): Pirazzoli-t’Serstevens, Michèle. The Han Dynasty, translated by Janet Seligman, New York: Rizzoli International Publications, c. 1982, p. 101. Poem from Gushi (Nineteen Old Songs): Pirazzoli-t’Serstevens, Michèle. The Han Dynasty, translated by Janet Seligman, New York: Rizzoli International Publications, c. 1982, p. 108, 200. ACTIVITY 5: THE RENAISSANCE Letter from Machiavelli.” Source: http://www.j-bradford-delong.net/Politics/ Vettori.html. Da Vinci, Leonardo. The Drawings of Leonardo da Vinci. New York: Reynal & Hitchcock, 1945, p. 80–81. From: http://www.questia.com. MacCurdy, Edward, editor and translator. The Notebooks of Leonardo da Vinci, 2nd edition. Volume 2. 1955, reissued 1977. Leonardo da Vinci: “Sketch of a Flying Machine.” Source: Codex Atlanticus. Biblioteca Ambrosiana, Milan, Italy. Undated. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 76 Document-Based Activities Sources/Acknowledgements Janson, H.W. History of Art: A Survey of the Major Visual Arts from the Dawn of History to the Present Day. New York: Harry N. Abrams, 1970, p. 359. ACTIVITY 6: AGE OF EXPLORATION Marshall, Michael. Columbus and the Age of Exploration, World and I, Vol. 13, November 1998. From: http://www.questia.com. McCann, Franklin T. English Discovery of America to 1585. New York: King’s Crown Press, 1952. p. 167. From: http://www.questia.com. “North America, 1650.” Created by, Nicholas Sanson. Found at: http://hdl.loc.gov/loc.gmd/g3300.ct000705. Crosby Jr., Alfred W. The Columbian Exchange: Biological and Cultural Consequences of 1492. Westport, CT: Greenwood Publishing Co., 1972, p. 66. Negro Slavery in America, Its Introduction by Law, by Sir Arthur Helps, 1517. From: The Great Events by Famous Historians. Edited by Rossiter Johnson. Harrogate, TN: The National Alumni, 1926. Found at: http://www.originalsources.com. “Select Letters of Columbus: The Great Delusion. Christopher Columbus, 1492.” From: History in the First Person: Eyewitnesses of Great Events: They saw it Happen. Edited by Louis Leo Snyder and Richard B. Morris. Translated by R.H. Major. Harrisburg, PA: Stackpole Co., 1951. Found at: http://www.originalsources.com. ACTIVITY 7: THE INDUSTRIAL REVOLUTION Ure, Andrew. The Philosophy of Manufactures. London: Chas. Knight, 1835. Found at: http://www.spartacus.schoolnet.co.uk/IRure.htm “Yorkshire Cloth Workers’ Petition,” Leeds Intelligencer [Newspaper], 1786. From, Industrial Revolution Primary Sources, James L. Outman and Elizabeth M. Outman, authors. Matthew May, editor. Farmington Hills, MI, 2003. UXL, p. 58. The Industrial Revolution: Opposing Viewpoints, William Dudley, editor. San Diego, CA, 1998. Greenhaven Press, p. 16. Friedrich Engels, The Condition of the Working Class in England, translated and edited by Henderson, W.O., and W.H. Chaloner. Stanford, CA: Stanford University Press, 1968, pp. 110–111. Andrew Carnegie, “Wealth,” North American Review, vol. 148, no. 391 (June 1889), 653–654. From, Industrial Revolution Primary Sources, James L. Outman and Elizabeth M. Outman, authors. Matthew May, editor. Farmington Hills, MI, 2003. UXL, p.36–37. ACTIVITY 8: CUNEIFORM TO COMPUTERS Oswald, John Clyde, contributor. A History of Printing, Its Development through Five Hundred Years. New York: D. Appleton an Company, 1928, p. 12. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 77 Document-Based Activities Sources/Acknowledgements Czitrom, Daniel J. Media and the American Mind: From Morse to McLuhan. Chapel Hill, NC: University of North Carolina Press, 1982, p. 7, 12. Found at: http://www.questia.com. “Alexander Graham Bell quotation.” Source: http://www.att.com/history/inventing.html. Chart: Radio Usage. Source: Adapted from World History: Perspectives on the Past, Issues of the Modern Age, Larry S. Krieger and Kenneth Neill, D.C. Heath and Company, © 1994, p. 76. Mickelson, Sig. The Decade That Shaped Television News: CBS in the 1950s. Westport, CT: Praeger Publishers, 1998, p. 3, 11, 89. Sherman, Dennis. Western Civilization, Sources, Images, and Interpretations, Fifth Edition/Vol. II, Since 1660, McGraw-Hill Higher Education, 2000, p. 332. Photo Credits © Werner Forman/CORBIS, page 5 (l) Erich Lessing / Art Resource, NY, page 5 (r) © Free Agents Limited/CORBIS, page 20 Alinari / Art Resource, NY, page 23 © Bettmann/CORBIS, page 24 Erich Lessing / Art Resource, NY, page 30 Scala / Art Resource, NY, page 38 © Bettmann/CORBIS, page 40 © SuperStock, Inc. / SuperStock, page 42 Scala / Art Resource, NY, page 43 (l) © Sandro Vannini/CORBIS, page 43 (r) Library of Congress, Geography and Map Division, page 48 Time Life Pictures/Getty Images, page 55 © CORBIS, page 60 Erich Lessing / Art Resource, NY, page 64 Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 78 Document-Based Activities Document-Based Activities Answer Key Holt Social Studies World History Copyright © by Holt, Rinehart and Winston All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Requests for permission to make copies of any part of the work should be mailed to the following address: Permissions Department, Holt, Rinehart and Winston, 10801 N. MoPac Expressway, Building 3, Austin, Texas 78759. HOLT is a registered trademark licensed to Holt, Rinehart and Winston, registered in the United States of America and/or other jurisdictions. Printed in the United States of America ISBN [0-03-043512-9] 1 2 3 4 5 6 7 8 9 018 08 07 06 05 Contents TOC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii Answer Key, Activity 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Answer Key, Activity 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Answer Key, Activity 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Answer Key, Activity 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Answer Key, Activity 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Answer Key, Activity 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Answer Key, Activity 7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Answer Key, Activity 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Scoring Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Copyright © by Holt, Rinehart and Winston. All rights reserved. World History iii Document-Based Activities Answer Key ANSWER KEY Document-Based Questions Activity 1: Ancient Mesopotamia DOCUMENT 6 6a. Hammurabi orders a collection of laws to be written because the gods commanded him to bring justice and the rule of law to the land. 6b. Possible answer: The Code of Hammurabi likely affected Mesopotamian society by shifting the way people conceived of justice, from something that was administered by the individual, to something that was administered by the state. DOCUMENT 1 1a. According to the time line, the Sumerians created the world’s first civilization approximately 5,000 years ago. 1b. Mesopotamian civilization was approximately 1,230 years old when Hammurabi created his code of laws. Possible answer: Yes. They were the first that were written for all people to see. DOCUMENT 7 2a. Both rivers rise into the mountains. In the spring, melting snow in the higher elevations of these mountains would cause flooding the plains below. 2b. Mesopotamia was located in the Fertile Crescent. 7a. Herodotus indicates that there was a shrine at the top of the tower in Babylon. 7b. Possible answer: That Mesopotamians built such an elaborate structure to serve as a shrine would seem to indicate that religion was a highly important component of society. DOCUMENT 3 DOCUMENT 8 DOCUMENT 2 3a. In the passage, Hammurabi is expressing his pride in having built a canal around Babylon. 3b. Canals allowed the people to control the yearly river flooding and to bring water to their crops when it was dry 8a. The recipe is supposed to create an ointment that will cure eruptions and tumors on the human body. 8b. Possible answer: The ointment was probably the result of thousands of years of trial and error. It probably worked since it had been tested over so many years. DOCUMENT 4 4a. The basic purpose of schools in Mesopotamia was teach reading and writing. 4b. Possible answer: Kramer refers to the development of writing as “Sumer’s most significant contribution to civilization” because it allowed people to preserve and share thoughts and ideas with others, across both time and distance. Activity 2: Ancient Egypt DOCUMENT 1 1a. According to the time line, approximately 1,984 passed from the beginning of the Old Kingdom to the end of the New Kingdom. 1b. According to the time line, Kush ruled Egypt for approximately 46 years. DOCUMENT 5 DOCUMENT 2 5a. By 2600 BC Mesopotamians had invented the wheel. 5b. By two thousand years later, Mesopotamians had improved upon their invention with the incorporation of spokes, which made the wheel lighter and faster. 2a. Possible answer: Despite being connected by the Nile River, the geography of the regions of Upper and Lower Egypt were so distinct that they developed into separate regions. 2b. Fertile soil in Egypt can be found only within a tight band that straddles the Nile River. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 1 Document-Based Activities Answer Key DOCUMENT 3 their behavior. Religion brought Egyptians together for work and worship. Religion also provided Egyptians with a sense of safety. 3a. The passage indicates that the main purpose of the Nile flood was to bring Egypt to life. 3b. Egyptians feared that if the Nile failed to flood that people would die and that human activity would vanish. DOCUMENT 8 8a. Possible answer: In saying that the heart “speaks at the tip of the vessels,” the author of the document is simply making the observation that the beat of the heart, or its pulse, can be felt at certain points on the body. 8b. Egyptian knowledge of the human body was largely the result of the practice of mummification, which offered Egyptian priests unique opportunities to observe the body’s inner workings. DOCUMENT 4 4a. According to Herodotus, it took 20 years to build the Great Pyramid. 4b. Possible answer: Herodotus probably spoke to the Egyptian people and read existing accounts of their construction. These accounts were probably more mythical than factual, which would indicate that Egyptian culture was already in an advanced stage. Activity 3: Ancient Rome DOCUMENT 5 5a. Possible answer: The author is suggesting that what his son learns at school will stay with him for the rest of his life. If his son then passes on his knowledge to others, it need not ever pass from existence. 5b. Possible answer: Scribes were the only people who could read and write. They were therefore necessary to record everything that happened in the kingdom. DOCUMENT 1 1a. To change the appearance of Rome, Augustus built a new Forum and erected many theatres, porticoes, and other new buildings. 1b. Students answers will vary. They may suggest that Strabo was impressed with Rome’s architecture and its atmosphere of excitement and activity. DOCUMENT 2 2a. Students’ answers will vary but should demonstrate an understanding of the importance of various Roman advances and inventions. 2b. Roman inventions and advances like the creation of cement and the development of arches, made the construction of the Pont du Gard possible. These two items in particular were both needed for its construction. DOCUMENT 6 6a. The ancient Egyptian math problem is asking the solver to figure out how heavy a particular obelisk would be, for the purposes of calculating how many men would be needed to drag it into place. 6b. Possible answer: Scribes were needed for all kinds of jobs that demanded any type of record keeping. Scribes were mathematicians, engineers, scientists, doctors, letter writers, record keepers, and secretaries. DOCUMENT 3 3a. According to the passage by Virgil, the tasks that Romans should use their skills to accomplish are to rule the people, encourage civilization, show mercy to the defeated, and defeat the proud. 3b. After reading the passage from Virgil, Romans might have felt proud or justified in their conquest of other peoples. DOCUMENT 7 7a. The speech indicates that Egyptians valued goodness and truth, the practice of not doing harm to others, and respect for humans, animals, and the gods. 7b. Religion likely gave society a moral foundation on which the people based Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 2 Document-Based Activities Answer Key DOCUMENT 4 millions of people speak languages that are closely related to the language of Rome. 4a. The Twelve Tables demonstrate the importance of law, order, and fairness in ancient Rome in that they cover a wide range of issues. The laws provided procedures for courts and trials. Several laws emphasize justice and equity in legal decisions. 4b. Possible answers: Yes, the laws cover areas similar to our laws today, such as property, debt, injury, courts, and trials. Like several of the laws from the Twelve Tables, our laws today emphasize the need for truth and fairness in legal procedures. DOCUMENT 8 8a. Possible answers: Rome had an efficient government and an economy that enabled it to rule a vast territory. 8b. Rome’s size likely led to increased cultural exchange within its borders and among its neighbors. Activity 4: Han China DOCUMENT 1 1a. The quotes in Document 1 compare Han China with Greek and Roman civilizations 1b. Later dynasties considered the Han dynasty to be a model. Unification of China and stable governments were goals of later dynasties because of the Han influence. DOCUMENT 5 5a. The sculpture indicates that the family was highly valued in Roman society. 5b. Students’ answers will vary. Many will suggest that a government leader might hope that being portrayed as devoted to the family would encourage support among the people. DOCUMENT 2 2a. Emperor Wudi was seeking generals and other leaders that exhibited exceptional talents. 2b. Possible answer: Many leaders in the United States today are elected by citizens. This was not the case in Han China where the people were not able to select their leaders. DOCUMENT 6 6a. Some of the ways indicated by the document that Roman emperors were able to help Roman citizens was through the organization of groups to serve as firemen, the implementation of building codes, and the construction of recreational facilities for the public. 6b. Possible answers: Yes, there are similarities between the role of government in ancient Rome and the role of government today. For example, the government of Rome provided for public safety services and regulated buildings for public safety, much like the U.S. government does today. The government today also provides services for recreation, just as the government of ancient Rome did. DOCUMENT 3 3a. The Han came to see horses as symbols of strength and power because they were used by the military to protect the empire. 3b. Han demand for horses would have lead to increased interaction between China and Central Asia as they would have had to either trade, buy, or fight in order to obtain them. DOCUMENT 4 4a. Chinese silks were traded as far west as present-day England. 4b. China’s exports were greater than its imports. The Chinese grew wealthy because they were selling more than they were buying. DOCUMENT 7 7a. Of the Romance languages, Spanish has the most speakers today. 7b. The continued use of Romance languages indicates that Rome’s influence was so far reaching that even today Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 3 Document-Based Activities Answer Key DOCUMENT 5 1b. Both letters in Document 1 reflect Renaissance values in that the men who wrote them both chose to study the past and learn from ancient scholars. The Renaissance was marked by a renewed interest in the past. 5a. The document suggests that Sima Quian wrote the Shiji to examine and understand the past. 5b. Sima Quian served to preserve Chinese history by collecting old traditions that might otherwise have been lost. 5c. Possible answer: Yes. Understanding and examining the past is also an important part of history textbooks today. DOCUMENT 2 6a. Paper was an improvement over previous writing materials because it was less expensive and not as heavy. 6b. Possible answer: Yes. The Silk Road was a factor because it passed through Central Asia and Baghdad. 2a. The scientific instrument shown in the picture from Document 2 is a telescope. 2b. Galileo’s invention of the telescope, and the subsequent advancement in the study of the skies that it enabled, contributed to the success of European voyages of exploration. This was so because sailors used the skies to navigate. With a greater understanding of the night sky – sailing became more accurate. DOCUMENT 7 DOCUMENT 3 DOCUMENT 6 7a. Possible answer: The accomplishment most helpful to Han society was the development of a government based on the merit system. Such a government provided capable leaders which helped everyone in Han society. 7b. Students’ answers will vary but should reflect knowledge of two Han inventions that are still in use today. 3a. Leonardo da Vinci is offering his services to make new military weapons. 3b. While students’ answers will vary, they should demonstrate a recognition of the role of creativity and the belief in one’s abilities to invent and produce new things as being central to the Renaissance. Some students may also not that new inventions often resulted from wars being planned for the future. DOCUMENT 8 8a. The poet chose to write about the feelings associated with being far from a friend. In that such feelings are universal to humanity, the poet met the Han goal of writing poetry that would be meaningful to future generations. 8b. In creating a Bureau of Music, the Han placed poets and musicians in positions of honor, and indicated their artistry was important to society. DOCUMENT 4 4a. The helicopter of the modern day is modeled after the sketch by Leonardo da Vinci from Document 4. 4b. Possible answers might include: helicopters are used for military purposes, in rescue efforts, in fire fighting and police work, in traffic control and reporting, and for transporting people. DOCUMENT 5 Activity 5: The Renaissance 5a. Michelangelo used Greek statues in his study and work. 5b. Renaissance sculptures are often described as being heroic, beautiful, and powerful. DOCUMENT 1 1a. Petrarch suggests that some people are living in darkness because they did not study ancient writers and were therefore unfamiliar with ancient times. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 4 Document-Based Activities Answer Key Activity 6: The Age of Exploration DOCUMENT 6 6a. Full descriptions of the statue will mention that it is of a very handsome man, with strong, well-defined muscles, classical even features, and curly hair. 6b. The statue makes David look like a hero because of its heroic proportions. The facial expression is calm and brave; the eyes are forward looking, not downcast. There is no fear in any of the features. DOCUMENT 1 1a. A lasting effect of the age of exploration as suggested by the passage was the development of the idea that no matter how far some places in the world are from each other, they are all a part of the same world. 1b. Possible answers include: Europeans fought with and conquered and enslaved various Native American and African peoples. DOCUMENT 7 7a. It is evident that Brunelleschi used mathematical ratios, perspective, and balanced proportion in his design of the church from the even placement and overall symmetry of the columns and arches. That the ceiling of the arcade is divided into five even segments, so that there is a definite center to the aisle of the church, would also seem to indicate the use of mathematical ratios and perspective. 7b. The design of the church of San Lorenzo is a reflection of the Renaissance values of harmony and simple beauty in many respects. It’s design is simple and harmonious. Windows are centered along the façade showing balance, and window sizes are proportionate to the size of the exterior walls. The columns are reminiscent of Greek and Roman temples. DOCUMENT 2 2a. Early trips by European explorers to the Americas demonstrated that their knowledge of the world was incomplete and that there was much more in the world than they had previously thought. 2b. Possible answers may include: the discovery by Europeans that the ocean could be crossed had the effect of generating interest among the people of Europe of discovering what the new lands may contain. A greater number of Europeans began to explore these new regions. People, even those who could not make the journey, became excited over the new opportunities the lands might hold. DOCUMENT 3 3a. The biggest difference between a modern map and the map shown in Document 3 is that in the early map, California is shown as a separate island and much of central, western, and northwestern North America is unknown and not shown. 3b. The age of exploration eventually lead to the accumulation by Europeans of accurate information about North America. DOCUMENT 8 8a. The first book was printed in Mainz, Germany. 8b. The spread of printing is related to the spread of ideas and knowledge in that printed books could be read by many, and books could be sent to other regions. Through the printed word, knowledge that had been limited could be distributed to many. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 5 Document-Based Activities Answer Key DOCUMENT 4 DOCUMENT 8 4a. According to the passage, Europeans were reluctant to accept potatoes as a regular part of their diets. 4b. The age of exploration led Europeans to begin eating new foods and to integrate them into their European diets. 8a. The chart is of items exchanged between the old world and the new world. 8b. Student’ answers will vary but should reflect a knowledge of how the newly traded items affected the populations that were encountering them for the first time. DOCUMENT 5 5a. The discovery of the Americas generated a surge in labor needs. To meet these labor needs, Europeans started capturing and enslaving Africans for use a laborers in the Americas. 5b. Europeans contributed to the deaths of great numbers of Native Americans through war, disease, and brutal work. As a result, the Europeans began depleting the number of Africans in Africa by enslaving them to do the work previously done by Native Americans. Activity 7: The Industrial Revolution DOCUMENT 1 1a. The document shows that supervisors were cruel and physically punished children for mistakes on the job. 1b. Possible answers include: that managers might have been under pressure to meet certain production targets or they themselves would be dealt with harshly. Also, children were probably more likely than adults to put up with that kind of punishment. DOCUMENT 6 6a. The person on the horse is clearly the conquistador. Details that support this conclusion are: the armor worn by the horse-rider, the sword he carries, the horse he is riding, and the cross on his chest and flag staff. 6b. The conquistadors emerged as the “big winner” in their dealings with Native Americans. Advantages shown in the image that led to this outcome are the horse the conquistador is riding, which Native Americans had never before encountered, and the advanced weaponry and armor. DOCUMENT 2 2a. Possible answers include: that the author may have visited factories where children actually were treated well; that owners might have told them to show enthusiasm because a visitor was watching; or that the author was lying for his own reasons. 2b. Both could be accurate because the author of Document 2 may have visited factories where children were not mistreated, but mistreatment could have been the norm in other factories. DOCUMENT 7 DOCUMENT 3 7a. The first Native Americans to have encountered Columbus believed him to be a person sent from heaven. Because of these, the first people to encounter him were afraid of him. 7b. The belief that the European explorers were somehow god-like undoubtedly made it easier for the Europeans to conquer the Native Americans, as they put up little or no resistance. 3a. The workers attribute the loss of jobs to the introduction of so many machines. 3b. The workers respond by wondering who will provide for their families while they learn a new skill, and they question how they can be sure that a new machine will not be invented that will make their new skills obsolete. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 6 Document-Based Activities Answer Key DOCUMENT 4 DOCUMENT 8 4a. The writer thinks that the introduction of machinery to England was a curse because the factory system ruined the health, happiness, manners, and morals of workers while benefiting on a few capitalists. 4b. According to the document, the capitalists, or owners, were the ones who benefited most from the factory system. These benefits came from the labor of the factory workers. 8a. Carnegie thinks that the changes brought on by the Industrial Revolution are very favorable because they resulted in the availability of goods that are better and cheaper than ever before available. Even the poor could now afford what the rich previously never could. What once were luxuries are now commonplace. Every class can afford items that are better than any that the class above it could previously have hoped to obtain. 8b. Because Carnegie himself had risen from poverty to wealth within the industrial system, he might have believed that others could do the same if they would work hard. Carnegie’s success might also have made him dismiss the negatives of industrialization while he focused on the positive aspects. DOCUMENT 5 5a. Great Britain has the highest percentage of its population living in cities with 100,000 or more residents. Students may infer that this was because the Industrial Revolution began first in Great Britain. 5b. Students should state that France was more industrialized than Spain in 1850, because a greater percentage of France’s population lived in cities with over 100,000 residents. They should understand that growth of cities was a result of industrialization. Activity 8: Cuneiform to Computers DOCUMENT 6 DOCUMENT 1 6a. Students should demonstrate an understanding that trains were utilized to bring raw materials to a factory and to haul finished goods away. 6b. The pollution coming from the smokestack of the factory is a clearly visible illustration of one negative effect of the Industrial Revolution. 1a. Possible answer: The image shows symbols carved into a clay tablet. 1b. Possible answer: The invention of writing was of great importance to ancient peoples because it enabled them to record their thoughts, to keep records, and to preserve their histories. DOCUMENT 2 DOCUMENT 7 2a. Divine aid and sanction were necessary to make printing possible. 2b. The passage suggests that the invention of printing made it possible for all people to become educated. 7a. According to Engels, conditions for English workers during the Industrial Revolution were “truly scandalous.” Workers had to endure overcrowding and a lack of water, sewer systems, and garbage removal; refuse and filth piled up in the streets; housing was damp because cellars and attics leaked; and foul air was a problem both indoors and out. 7b. Students may correctly suggest, that as a socialist, Engels would have advocated greater government and/or worker control over businesses. DOCUMENT 3 3a. The passage suggests that the telegraph was different from anything that came before it, in that it enabled, for the first time, instantaneous communication over distance. 3b. The author of the document felt that the telegraphy would link the entire nation together. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 7 Document-Based Activities Answer Key DOCUMENT 4 4a. Possible answer: Bell’s belief that cities across the nation would have telephone companies indicates he was confident in the ultimate success of his invention. 4b. Possible answer: The telephone mitigated the problems caused by the large size of the United States by rendering the distances between cities less significant. People could communicate with others over great distances, without delay. DOCUMENT 5 5a. The chart shows a sharp increase in the number of homes that had radios in the years shown. 5b. Possible answer: People liked what radios provided. They were most likely affordable and available. More programming was probably introduced. DOCUMENT 6 6a. According to the author, TV news played an important role in the 1952 presidential election. 6b. The popularity of news programming would seem to suggest that people are interested in knowing what’s going on in the world around them. DOCUMENT 7 7a. The cartoonist is making a statement about the growing reliance on e-mail as a medium for communication. 7b. E-mail and the Internet have made it possible for people to connect with each other almost instantaneously, and under a variety of circumstances. DOCUMENT 8 8a. Possible answer: the author likely is trying to suggest that communication methods and technology are interwoven, as if in a web. 8b. Students’ answers will vary, but will likely mention cell phones, e-mail, and internet chat rooms. Copyright © by Holt, Rinehart and Winston. All rights reserved. World History 8 Document-Based Activities Answer Key