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Chapter Introduction
Section 1 Classical Europe
Section 2 Medieval Europe
Section 3 The Beginning of
Modern Times
Reading Review
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
Chapter Objectives
• Describe the governments and culture
of ancient Greece and Rome. 
• Explain the importance of religion in
European history. 
• Outline events that defined the
beginnings of the Modern Age.
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This chapter discusses cultures that
created the foundations for the
government and culture of the United
States.
What do you know about ancient Greece
and Rome?
As you read the chapter, write down
things you learn about Greece and Rome
that were important achievements and
why.
Guide to Reading
Main Idea
Ancient Greece and Rome made
important contributions to Western culture
and civilization. 
Terms to Know
• classical 
• republic 
• polis 
• consul 
• democracy 
• Senate 
• philosophy 
• emperor
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Guide to Reading (cont.)
Reading Strategy
Create a chart like the one on page 236
of your textbook. Write one fact that you
already know about each category in the
“Know” column. After reading the section,
write one fact that you have learned about
each category in the “Learn” column.
Guide to Reading (cont.)
Section Objectives
• Identify significant accomplishments
of Greek culture. 
• Explain how Alexander spread Greek
culture. 
• Describe the Roman system of
government and law.
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Click the Speaker button
to replay the audio.
The Golden Age of Greece
• The Classical period of Greece reached
its “Golden Age” in the 400s B.C. 
• By that time, the city-state, or polis,
had grown from being ruled by a king to
the almost direct rule of the people, or
democracy. 
• Athens was the home of the world’s first
democratic constitution.
(pages 236–237)
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The Golden Age of Greece (cont.)
• Athenian artists produced famous and
influential works of philosophy,
literature, and drama. 
• Three great philosophers were
Socrates, Plato, and Aristotle.
(pages 236–237)
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The Golden Age of Greece (cont.)
• During this period, city-states like
Athens and Sparta often fought against
each other because they wanted to
expand their empires. 
• In the 300s B.C. Phillip II and his son,
Alexander the Great, conquered all
of Greece.
(pages 236–237)
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What lands were included in Alexander
the Great’s empire, and how did he
influence this empire?
The empire included Persia and
Egypt and stretched eastward into
India. Alexander and his successors
spread Greek culture everywhere,
where it mixed with Persian and
Egyptian culture.
(pages 236–237)
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The Rise of Rome
• Rome was settled sometime around
1000 B.C. and dominated much of the
Italian Peninsula by 700 B.C. 
• The Romans were a mostly agricultural
society and were less likely to live in
cities.
(pages 237–238)
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The Rise of Rome (cont.)
• Rome started as a monarchy, but
changed to a republic. 
• In a republic, people choose their
leaders.
(pages 237–238)
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The Rise of Rome (cont.)
• The foundation of Roman law was
the Twelve Tables. 
• The “tables” were actually bronze
tablets on which laws regarding wills,
courts, and property were recorded,
and the laws applied to all citizens
of Rome, both common and noble.
(pages 237–238)
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In Rome, who were the consuls and
how were they chosen? Who were
the senators?
Rome was led by two consuls,
individuals chosen by the people,
who reported to the Senate.
Members of the Senate were
landowners who served for life.
(pages 237–238)
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(pages 237–238)
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to replay the audio.
From Republic to Empire
• From 246 to 146 B.C. a series of wars
transformed the Roman Republic into
the Roman Empire. 
• The peoples conquered by Rome were
given Roman citizenship and equality
under the Roman law.
(pages 238–239)
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From Republic to Empire (cont.)
• Under the empire, senators lost power
to emperors, or absolute rulers, of
Rome. 
• Caesar Augustus was the first Roman
Emperor, and he initiated the Pax
Romana.
(pages 238–239)
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From Republic to Empire (cont.)
• Jesus Christ was born in Palestine. 
• Christianity became the official religion
of the Roman Empire in the A.D. 300s.
(pages 238–239)
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From Republic to Empire (cont.)
• The Roman Empire began to decline in
the early A.D. 300s. 
• Some of the causes were reform in
government coming too late, plagues
that killed many people, and the
crumbling of the frontier defenses in
the north.
(pages 238–239)
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What was the new technology of the
Huns and how did it help them?
The Huns introduced a new technology
unknown to the Roman cavalry–the
stirrup. The stirrup allowed the Huns to
use their weapons while riding horses.
(pages 238–239)
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Defining Terms
Define Match the terms on the right with their definitions on
the left.
__
D 1. term derived from Greek,
meaning “love of wisdom”
__
B 2. Greek term for city-state
__
C 3. form of government in which
citizens choose the nation’s
leaders by voting for them
__
E 4. nation with a strong national
government headed by elected
leaders
__
A 5. relating to the ancient Greek
and Roman world
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A. classical
B. polis
C. democracy
D. philosophy
E. republic
Recalling Facts
Government In its democratic
constitution, what two rights did Athens
give all free males over the age of 20?
All males over the age of 20 had the rights
to vote and to speak freely.
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Recalling Facts (cont.)
Culture Name four influences that Greece
had on Roman culture.
Art, religion, mythology, and the Latin
alphabet influenced Roman culture.
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Critical Thinking
Analyzing Information Why do you
suppose some of Rome’s citizens wanted
absolute rulers instead of elected
senators?
Possible answer: An absolute ruler can
make decisions without having to discuss,
debate, or compromise.
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Critical Thinking (cont.)
Making Connections What is one freedom
that American democracy has today that
was clearly not recognized in the Roman
Empire?
Possible answer: American democracy has
freedom of religion.
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Applying Social Studies Skills
Making Inferences Why do you think the
story of Romulus and Remus was created?
Answers will vary.
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Close
Research the art of Greece and Rome.
Write a paragraph that describes how
social issues influenced art there.
Guide to Reading
Main Idea
The Middle Ages saw the spread
of Christianity, the growth of cities,
and the growing powers of kings.
Guide to Reading
Terms to Know
• bishop 
• vassal 
• pope 
• manor 
• missionary 
• tenant 
• monastery 
• serf 
• convent 
• guild 
• common law 
• apprentice 
• feudalism 
• charter
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Guide to Reading (cont.)
Reading Strategy
Create a chart like the one on page 241
of your textbook. Fill in the chief duty or
role of each of these members of society.
Guide to Reading (cont.)
Section Objectives
• Explain the importance of Christianity
as a political influence in Medieval
Europe. 
• Describe the medieval social and
political systems.
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Click the Speaker button
to replay the audio.
The Rise of Christianity
• It was during the Middle Ages that
Christianity in the form of the Roman
Catholic Church became a political
power in western Europe. 
• By the A.D. 500s, popes had become
the leaders of the Church.
(pages 241–242)
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The Rise of Christianity (cont.)
• In eastern Europe, Christianity was
known as Eastern Orthodoxy and was
under the leadership of the emperors
in Constantinople. 
• The early popes sent missionaries,
teachers of Christianity, to every part
of Europe. 
• Through its schools, the Christian
Church greatly advanced learning
in Europe.
(pages 241–242)
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The Rise of Christianity (cont.)
• Beginning in the A.D. 1000s, the Church
sponsored a series of holy wars called
the Crusades.
(pages 241–242)
What was the Church’s goal in the
Crusades?
It sent armies to capture Jerusalem
in Palestine from the Islamic caliphs,
or rulers. The Church also crusaded
in northern and eastern Europe for
about four centuries to spread
Christianity.
(pages 241–242)
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The Holy Roman Empire
• The Germans combined their common
law, the unwritten laws that come from
local customs, with Roman law and
founded kingdoms all over Europe–
from Spain to England to Germany
and Italy. 
• One of the most important German
kingdoms was that of the Franks. 
• In 771 Charlemagne was elected king
of the Franks.
(page 242)
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The Holy Roman Empire (cont.)
• On Christmas Day in the year 800,
Charlemagne was proclaimed the
protector of the Christian Church in the
West and was crowned the head of the
Roman Empire in the West, which
became known as the Holy Roman
Empire.
(page 242)
After Charlemagne’s death in 814, what
happened to his empire?
Charlemagne’s empire was inherited
by his son and grandsons. It was
broken up into several kingdoms,
becoming the foundations for modern
Germany, Italy, France, and Spain.
(page 242)
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Medieval Society
• Most people during the Middle Ages
were farmers who lived under
feudalism. 
• Under feudalism, lords would give land
to a noble or knight to work, govern,
and defend. 
• In return, those who received the land
swore loyalty to the lords and became
their vassals. 
• The feudal estate and basic economic
unit was called the manor.
(pages 242–243)
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Medieval Society (cont.)
• Two types of farmers on the manor
were tenants and serfs. 
• Serfs were not as free and usually
poorer than tenant farmers.
(pages 242–243)
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What kinds of people might occasionally
visit the manors?
Sometimes people with special skills
would visit the manors. Tinkers made
a living by moving from estate to
estate, patching pots or fixing other
metal objects. Minstrels and other
troubadours entertained by playing
music, juggling, or acting as
comedians, or fools.
(pages 242–243)
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The Growth of Cities
• Towns in the Middle Ages were fairly
independent and free of the feudal
lords’ control. 
• They served as centers of trade and
manufacturing. 
• Manufacturing came under the control
of workers’ organizations known as
guilds.
(page 244)
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The Growth of Cities (cont.)
• Over time, some towns grew into cities
and became political and religious
centers as well. 
• Kings won the support of the
townspeople by building great
cathedrals and granting the residents
privileges and freedoms in written
documents called charters.
(page 244)
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How did young people in the Middle
Ages acquire job skills?
Young workers, called apprentices,
spent years learning a trade so they
could join a guild. With experience,
the apprentices became journeymen
and eventually master craftsmen.
(page 244)
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Defining Terms
Define Match the terms on the right with their definitions on
the left.
__
A 1. official of the Christian church
A. bishop
__
C 2. teacher of Christianity
B. pope
__
E 3. place where nuns live, pray, and
study
C. missionary
__
B 4. head of the Roman Catholic
Church
__
D 5. place where monks live, pray,
and study
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D. monastery
E. convent
Recalling Facts
History When was the first Christian Bible
completed?
The first Christian Bible was completed
before A.D. 500.
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Recalling Facts (cont.)
History What kind of work were most
people involved in during the Middle Ages?
Most people were involved in farming.
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Critical Thinking
Evaluating Information Common laws
were unwritten laws that came from local
customs. What are the possible difficulties
that can arise from having such unwritten
laws?
Possible answers: Laws are open to
interpretation and may not be uniformly
applied; different customs may conflict; as
conditions change common law may no
longer apply.
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Critical Thinking (cont.)
Analyzing Information Rome has been
known as the Roman Republic, the Roman
Empire, and the Holy Roman Empire. How
do these labels signify major political
changes?
Political power changed from the citizens,
to an absolute ruler, to a ruler of both the
church and the state.
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Applying Social Studies Skills
Describing In three to four sentences,
describe life on the manor for a common
person. Use as many descriptive words
(adjectives) as possible.
Answers will vary.
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Close
Create a display of a manor and its
lands.
Guide to Reading
Main Idea
The study of science, art, and education
was renewed in the period following the
Middle Ages. 
Terms to Know
• indulgences 
• revolution 
• Protestant 
• reform 
• divine right of
kings 
• Columbian
Exchange 
• constitution
• Parliament 
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Guide to Reading (cont.)
Reading Strategy
Create a time line like the one on page
245 of your textbook. As you read, add
the following terms to the line in the
correct order.
Protestant Reformation
Age of Exploration
American Revolution
Renaissance
French Revolution
Guide to Reading (cont.)
Section Objectives
• Explain advances in arts, science, and
nationhood achieved during the
Renaissance. 
• Identify the causes of the Reformation.

• Compare the causes and results of
revolutions in the Americas and Europe.
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Click the Speaker button
to replay the audio.
The Renaissance
• The growth of cities and trade and the
gradual breakup of feudalism led to the
end of the Middle Ages. 
• The Renaissance–sparked by an
interest in education, art, and science–
began around 1350 in cities of northern
Italy and spread to other cities of
Europe. 
• Curiosity and enthusiasm for life were
at the heart of the Renaissance.
(pages 245–246)
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The Renaissance (cont.)
• Noted Renaissance artists were
Leonardo da Vinci and Michelangelo
Buonarotti. 
• During the Renaissance, writers began
to use the language they spoke every
day instead of Latin or French, the
language of the educated.
(pages 245–246)
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The Renaissance (cont.)
• The printing press with moveable type
was invented around 1450 by
Johannes Gutenberg. 
• The printing press made books more
numerous and less expensive, thereby
encouraging more people to learn to
read and write. 
• Western European rulers became more
powerful.
(pages 245–246)
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How were nations created during the
Renaissance?
As western European rulers became
more powerful, they united their
countries, creating nations based on
a common language and culture.
(pages 245–246)
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The Protestant Reformation
• Some people during the Renaissance
believed that Church leaders were more
interested in wealth than religion. 
• Others disagreed with corrupt practices
of the Church. 
• Because these Christians “protested”
Catholic teachings, they came to be
called Protestants. 
• The movement to reform, or change,
the Catholic Church was called the
Protestant Reformation.
(pages 246–247)
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The Protestant Reformation (cont.)
• Two Protestant leaders were Martin
Luther, who organized his own new
Christian Church that taught in German,
and John Calvin, whose followers
included the American Pilgrims.
(pages 246–247)
Why did people come to the Protestant
cause?
Many came to the Protestant cause
seeking not only greater religious
freedom, but also political, economic,
and intellectual freedom.
(pages 246–247)
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The Age of Exploration
• By the mid-1400s, Europe began to
reach out beyond its boundaries in a
great age of discovery and exploration. 
• In 1492, King Ferdinand and Queen
Isabella of Spain sent an Italian
navigator, Christopher Columbus,
westward across the Atlantic searching
for another way to Asia.
(page 247)
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The Age of Exploration (cont.)
• The Dutch, English, and French soon
joined the Spanish and Portuguese in
exploring and settling and trading with
the Americas, Asia, and Africa. 
• Eventually–in addition to trade
goods–people, diseases, and ideas
were distributed around the world in
a process called the Columbian
Exchange.
(page 247)
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Who were the laborers for the new
settlers in the Americas?
Native Americans were used as
laborers on plantations and in mines.
In their place, traders eventually
transported more than 20 million
Africans to the Americas as enslaved
persons, until the slave trade was
outlawed in the early 1800s.
(page 247)
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Revolution
• A revolution is a great and often
violent change. 
• In America, the colonies won freedom
from their European mother countries. 
• In Europe, people fought for freedom
from their kings, queens, and nobles.
(pages 247–249)
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Revolution (cont.)
• Toward the end of the eighteenth
century, people came to feel that they
should play a greater, more direct role
in government. 
• John Locke and Jean Jacques
Rousseau believed the government
should serve the people and protect
them and their freedom.
(pages 247–249)
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Revolution (cont.)
• In Britain, kings and queens were
forced to accept a constitution, a plan
for government that shared power, but
gave most of it to the Parliament. 
• In the 1770s, the American colonies
revolted against European control and
became a model for many revolutions
in Europe and the Americas. 
• The French Revolution stimulated other
peoples to demand more personal and
political control over their lives.
(pages 247–249)
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Who was Napoleon Bonaparte?
Napoleon Bonaparte was a military
hero of the French Revolution who
became the dictator, the absolute
leader, of France. He declared himself
emperor of a new French Empire in
1804. Eventually, people almost
everywhere in Europe reacted against
him and went to war against France.
Napoleon was finally defeated in 1815.
(pages 247–249)
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Defining Terms
Define Match the terms on the right with their definitions on
the left.
__
C 1. to improve by changing
A. indulgences
__
A 2. pardons for sins, given or sold
by the Catholic Church
B. Protestant
__
E 3. great and often violent change
D. Columbian
Exchange
__
D 4. process in which people,
diseases, ideas, and trade were
distributed around the world
from the Americas
__
B 5. person who “protested” Catholic
practices; today, a member of a
non-Catholic Christian church
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C. reform
E. revolution
Recalling Facts
History What was the movement to reform
the Catholic Church called?
The Reformation was the movement to
reform the Catholic Church.
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Recalling Facts (cont.)
People Who is known as the “father of
printing in the Western world”?
Johannes Gutenberg is known as the
“father of printing in the Western world.”
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Critical Thinking
Examining Results Describe the effects
of the process called the Columbian
Exchange.
The movement of goods and ideas also
brought diseases, which killed Native
Americans. To replace their labor, Africans
were brought to America as slaves.
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Critical Thinking (cont.)
Making Connections How might a
revolution in one country encourage
political changes around the world?
The success of revolutionaries in one
country may encourage revolutionary
changes elsewhere.
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Applying Social Studies Skills
Identifying Why do you suppose the
period known as the Renaissance was
considered a “rebirth”?
Interest in art, science, and culture were
“reborn” after being in decline during the
Middle Ages.
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Close
Create a three-column chart with the
headings “Renaissance,” “Reform,” and
“Revolution.” Fill in the chart with
important events and people from this
section.
Section 1: Classical Europe
Main Idea
Ancient Greece and Rome made important
contributions to Western culture and
civilization. 
• Government The world’s first democratic
constitution was written in Athens. 
• History Alexander the Great conquered all of
Greece. 
• History Rome grew from Republic to Empire. 
• Religion Christianity spread over the Roman
world. 
• History The Roman Empire was invaded by
Germanic peoples and declined.
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Section 2: Medieval Europe
Main Idea
The Middle Ages saw the spread of
Christianity, the growth of cities, and
the growing powers of kings. 
• Religion The Roman Catholic Church became
a political power in western Europe. 
• History The first Christian Bible was completed
by A.D. 500. 
• History Charlemagne was crowned head of the
Roman Empire in the West and proclaimed
Protector of the Christian church in the West. 
• Government Feudalism was the medieval
political and social system.
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Section 3: The Beginning of
Modern Times
Main Idea
The study of science, art, and education
was renewed in the period following the
Middle Ages. 
• Culture Important cultural achievements in the
arts and learning spread throughout Europe in
the period known as the Renaissance. 
• History Johannes Gutenberg invented the
printing press. 
• Government Countries formed into nations
based on a common language and culture.
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Section 3: The Beginning of
Modern Times (cont.)
Main Idea
The study of science, art, and education
was renewed in the period following the
Middle Ages.
• Religion The Protestant faith emerged in
protest to the Roman Catholic Church. 
• History Christopher Columbus set sail across
the Atlantic. 
• Government Revolution erupted in the
Americas and Europe.
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Define Match the terms on the right with their definitions on
the left.
__
B 1. unwritten laws from customs
A. emperor
F 2. “protested” Catholic teachings
__
B. common law
__
H 3. “love of wisdom”
C. feudalism
__
J 4. workers’ organization
D. apprentice
__
C 5. medieval political and social
system
E. indulgences
F.
Protestants
__
D 6. young worker learning a trade
G. polis
G 7. city-state
__
H. philosophy
__
A 8. absolute ruler
I.
missionary
J.
guild
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Define Match the terms on the right with their definitions on
the left.
__
I 9. teacher of Christianity
A. emperor
__
E 10. freed owners from punishment
for sins
B. common law
C. feudalism
D. apprentice
E. indulgences
F.
Protestants
G. polis
H. philosophy
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I.
missionary
J.
guild
Section 1 Classical Europe
Government Where was the first
democratic constitution written?
The first democratic constitution was
written in Greece.
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Section 1 Classical Europe
History Who conquered all of Greece?
Phillip II and his son, Alexander the Great,
conquered all of Greece.
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Section 1 Classical Europe
Religion Which religion spread all over
the Roman world?
Christianity spread all over the Roman
world.
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Section 2 Medieval Europe
Religion Which religious group became
a political power in western Europe?
The Roman Catholic Church became a
political power.
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Section 2 Medieval Europe
Economics Explain the difference
between vassals and serfs.
Vassals were knights or nobles who
received land and swore loyalty to a lord;
serfs were poor farmers who in return for
use of land, seeds, tools, and protection
had to work as ordered by the lords of the
manor.
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Section 2 Medieval Europe
Government Name the political and social
system in medieval Europe.
Feudalism was the political and social
system in medieval Europe.
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Section 3 The Beginning of Modern Times
History What did Johannes Gutenberg
invent?
He invented a printing press with movable
type.
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Section 3 The Beginning of Modern Times
Religion Which faith emerged out of protest
to the Catholic Church?
The Protestant faith emerged out of protest
to the Catholic Church.
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Section 3 The Beginning of Modern Times
History What is Christopher Columbus
historically known for?
He is known for being the first to “discover”
America.
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Place Location Activity
Match the letters on the map with the numbered places listed below.
H ___ 1. Alexandria
F ___ 2. Macedonia
I ___ 3. Mediterranean
Sea
G ___ 4. Constantinople
J ___ 5. Black Sea
A ___ 6. Greece
D ___ 7. Athens
B ___ 8. Rome
C ___ 9. Tiber River
E ___ 10. Sparta
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Directions: Read the paragraphs below, and then
answer the question on the following slide.
The ancient Greeks held the Olympic Games in Olympia
every four years. The games were a religious festival in
honor of Zeus, the Greeks’ chief god. Trading and wars
stopped while the games took place. The first Greek
calendar began with the supposed date of the first Olympic
Games in 776 B.C.
Athletes came from all over the Greek-speaking world to
compete. Only male athletes, however, were allowed to take
part, and women were not permitted even as spectators.
Olympic events at first consisted only of a footrace. Later,
the broad jump, the discus throw, boxing, and wrestling were
added. The Greeks crowned Olympic winners with wreaths
of olive leaves and held parades in their honor.
1. From the paragraphs, which of the following
statements about Greek culture is NOT correct?
F
G
H
J
The Greeks valued individual achievements.
The Greeks believed in many gods.
The Greeks believed in being healthy.
The Greeks discouraged individual glory.
Test-Taking Tip: Read all the choices carefully before choosing
the one that does NOT describe Greek culture. Eliminate answers
that you know are incorrect. For example, all the Olympic events
were performed by individuals, not by teams. Therefore, answer F
does describe Greek culture. The question, however, is asking for
the statement that does NOT describe Greek culture.
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The revolution in this country began in
1789 and stimulated revolutionary change
in Latin American and Europe. What
country is it?
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Explore online information about the
topics introduced in this chapter.
Click on the Connect button to launch your browser and go to the
Our World Today: People, Places, and Issues Web site. At this
site, you will find interactive activities, current events information,
and Web sites correlated with the chapters and units in the
textbook. When you finish exploring, exit the browser program to
return to this presentation. If you experience difficulty connecting
to the Web site, manually launch your Web browser and go to
http://owt.glencoe.com
Maps
Classical Europe
Medieval Europe c. 1200 A.D.
Click on a hyperlink to view the corresponding slide.
Great Britain
Great Britain does not celebrate an Independence
Day like the Fourth of July. However, Guy Fawkes
Day, November 5, is celebrated in England with
fireworks and bonfires. It marks the anniversary of
an unsuccessful plot to blow up the British
parliament.
According to a Medieval saying “City air makes one
free.” Legally, if a serf lived in a city for a year and
a day he was free.
Using B.C. and A.D.
Cultures throughout the world have based their
dating systems on significant events in their history.
For example, Islamic countries use a dating system
that begins with Muhammad’s flight from Makkah to
Madinah. For Western cultures, the most important
event was the birth of Jesus Christ.
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to replay the audio.
Using B.C. and A.D.
Learning the Skill About 515, a Christian monk developed
a system that begins dating from anno Domini, Latin for “the
year of the Lord.” Although some historians believe that the
monk made a small mistake in his figuring of the exact year
of Christ’s birth, his system of dating has lasted. Events
before the birth of Christ, or “B.C.,” are figured by counting
backward from A.D. 1. There was no year “0.” The year
before A.D. 1 is 1 B.C. Notice that “A.D.” is written before the
date, while “B.C.” is written following the date.
Using B.C. and A.D.
Practicing the Skill Study the time line of Classical Europe
to answer the questions on the following slides.
Using B.C. and A.D.
1. How old was Plato when he became a student of
Socrates?
He was 20 years old.
2. For how long did Alexander the Great rule?
Alexander the Great ruled for 13 years.
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Using B.C. and A.D.
3. How old was Julius Caesar when he was
assassinated?
Julius Caesar was 56 years old when he was
assassinated.
4. Who was emperor nearly 500 years after the rule of
Alexander the Great?
Marcus Aurelius was emperor nearly 500 years after the
rule of Alexander the Great.
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Leonardo da Vinci
The Italian Leonardo da Vinci is considered one of the
greatest artists of the Renaissance. He painted the Mona
Lisa and the Last Supper, two of the world’s best-known
paintings. He was also a talented architect, engineer, and
inventor. 
Read the text on page 250
of your textbook and answer
the questions on the
following slides.
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Click the Speaker button to replay the audio again.
Leonardo da Vinci
1. What are two of Leonardo’s best-known
works?
The Mona Lisa and the Last Supper are two of his
best-known works.
2. Why might Leonardo
have written his
notebooks in mirror
writing?
Perhaps he did this to keep
others from stealing his ideas,
to hide them from the Church,
or to keep the pages neat and
unsoiled by smeared ink.
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Leonardo da Vinci
3. Understanding Cause and Effect In what way did
Leonardo’s interest in the world around him influence
his work?
He used knowledge gained
from his study of nature to
make his paintings more
realistic.
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Items include jewelry
and expensive fabrics.
Only wealthy families
made portraits of their
children.
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