Download 4 - SweetWaterHistory

Chapter 4
Europe—Early
History
4
Europe—Early History
Chapter Introduction
Section 1 Classical Greece and
Rome
Section 2 Medieval Europe
Section 3 From Renaissance to
Revolution
Reading Review
Chapter Assessment
Click on a hyperlink to view the corresponding slides.
4
Europe—Early History
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.
Click the mouse button or press the
Space Bar to display the information.
Click the speaker button to play the audio.
Classical Greece and Rome
4
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 
• emperor
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
Guide to Reading (cont.)
Reading Strategy
Create a chart like the one on page 128
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.
Classical Greece and Rome
4
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.
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
Click the speaker button to play the audio.
Classical Greece and Rome
4
The Golden Age of Greece
• When historians talk of Classical
Europe, they mean ancient Greece and
Rome. 
• 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 direct rule of the people, or
democracy. 
• Athens was the home of the world’s first
democratic constitution.
(pages 128–129)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
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. 
• The city-states of Athens and Sparta
often fought against each other
because they wanted to expand their
boundaries.
(pages 128–129)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
The Golden Age of Greece (cont.)
• In the 300s B.C. Phillip II and his son,
Alexander the Great, conquered all
of Greece. 
• Alexander’s empire eventually included
Persia and Egypt and stretched
eastward into India.
(pages 128–129)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
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 spread Greek
culture everywhere he invaded,
where it mixed with Persian and
Egyptian culture.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
The Rise of Rome
• Rome was settled sometime around
1000 B.C. and dominated much of the
Italian Peninsula by 700 B.C. 
• Italy could be easily invaded, so the
Romans developed a strong army. 
• The Romans borrowed the Latin
alphabet from the Greeks. 
• Rome started as a monarchy, but
changed to a republic.
(page 130)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
The Rise of Rome (cont.)
• In a republic, people choose their
leaders. 
• The people of Rome chose two
consuls to represent them. 
• They reported to the Senate,
landowners who served for life. 
• The foundation of Roman law was the
Twelve Tables. 
• The “tables” were bronze tablets on
which laws regarding wills, courts, and
property were recorded.
(page 130)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
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.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
From Republic to Empire
• From 264 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. 
• 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 130–131)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
From Republic to Empire (cont.)
• The Romans built temples, stadiums,
baths, aqueducts, and roads. 
• Jesus of Nazareth was born during the
rule of Caesar Augustus. 
• For centuries, Christians were
persecuted. 
• Christianity became the official religion
of the Roman Empire in the A.D. 300s.
(pages 130–131)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
From Republic to Empire (cont.)
• The Roman Empire began to decline in
the A.D. 300s. 
• Emperor Constantine moved the capital
to Constantinople and tried to reform
the government. 
• Plagues killed many people, and
Germanic groups invaded from the
north.
(pages 130–131)
Click the mouse button or press the
Space Bar to display the information.
Classical Greece and Rome
4
What were aqueducts, and how
were they built?
Romans used the arch to build
aqueducts, or overhead channels
that carried water long distances.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
Click the speaker button to play the audio.
Classical Greece and Rome
4
Defining Terms
Define Match the terms on the right with their definitions on
the left.
__
D 1. nation with a strong national
government headed by elected
leaders
A. Classical
B 2. Greek term for “city-state”
__
C. democracy
C 3. form of government in which
__
citizens choose the nation’s
leaders by voting for them
D. republic
F 4. absolute ruler of Rome
__
A 5. relating to the ancient Greek
__
and Roman world
E 6. elected chief official of the
__
Roman Republic
Click the mouse button or press the
Space Bar to display the answer.
B. polis
E. consul
F. emperor
Classical Greece and Rome
4
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 right
to vote and to speak freely.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
Recalling Facts (cont.)
Culture Name four influences that Greece
had on Roman culture.
Greek art, religion, mythology, and the
Latin alphabet influenced Roman culture.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
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.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
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.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
Applying Social Studies Skills
Making Inferences Why do you think the
story of Romulus and Remus was created?
Answers will vary, but should recognize the
connection between mythology and history.
Click the mouse button or press the
Space Bar to display the answer.
Classical Greece and Rome
4
Close
Research the art of Greece and Rome.
Write a paragraph that describes how
social issues influenced art of these
civilizations.
4
Medieval Europe
Guide to Reading
Main Idea
The Middle Ages saw the spread
of Christianity, the growth of cities,
and the growing powers of kings. 
Terms to Know
• pope 
• manor 
• missionary 
• serf 
• common law 
• guild 
• feudalism 
• charter
• vassal 
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
Guide to Reading (cont.)
Reading Strategy
Create a chart like the one on page 133
of your textbook. Fill in the chief duty or
role of each of these members of society.
4
Medieval Europe
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.
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
Click the speaker button
to play the audio.
4
Medieval Europe
The Rise of Christianity
• The 1,000-year period between
Classical and modern times is called
the medieval era, from a Latin word for
“Middle Ages.” 
• 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 133–134)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
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, or
those who spread their religious views,
to every part of Europe. 
• Monks and nuns helped the poor, and
they were also teachers.
(pages 133–134)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
The Rise of Christianity (cont.)
• Through its schools, the Christian
Church greatly advanced learning
in Europe. 
• Beginning in the A.D. 1000s, the Church
sponsored a series of holy wars called
the Crusades. 
• Their purpose was to capture
Jerusalem from its Islamic rulers.
(pages 133–134)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
What resulted from the Crusades?
They led to centuries of mistrust
between Christians and Muslims and
increased mistreatment of Jews.
They also made Europeans aware of
the rich Byzantine and Muslim
cultures. Trade increased, and
towns in western Europe grew.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
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 134)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
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. 
• After Charlemagne died in 814, his
heirs broke up his kingdom, creating
the foundations for the modern
countries of Germany, Italy, France, and
Spain.
(page 134)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
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.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
Medieval Society
• A new political and social system
known as feudalism, emerged during
the Middle Ages. 
• Under feudalism, kings would give land
to a noble. 
• In exchange, the noble provided military
service and knights for the king’s army. 
• The noble swore loyalty to the king and
became his vassal.
(page 135)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
Medieval Society (cont.)
• The feudal estate was called the
manor. 
• Two types of farmers on the manor
were tenants and serfs. 
• Serfs were not as free and were usually
poorer than tenant farmers.
(page 135)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
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.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
The Growth of Cities
• Towns in the Middle Ages were fairly
independent and wanted to be 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. 
• Over time, some towns grew into cities
and became political and religious
centers as well.
(page 136)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
The Growth of Cities (cont.)
• Kings won the support of the
townspeople by building great cathedrals
and granting the residents privileges and
freedoms in written documents called
charters. 
• Kings collected taxes in exchange for
granting charters. 
• With money, kings could pay soldiers
instead of giving them land. 
• Feudalism and the power of nobles
declined.
(page 136)
Click the mouse button or press the
Space Bar to display the information.
4
Medieval Europe
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.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
Defining Terms
Define Match the terms on the right with their definitions on
the left.
__
H 1. medieval workers’ organization
A. pope
__
B 2. teacher of Christianity
B. missionary
__
D 3. political and social system in
which kings would give land to
a noble
C. common law
A 4. head of the Roman Catholic
__
Church
D. feudalism
E. vassal
F. manor
C 5. unwritten laws that came from
__
local customs
G. serf
E 6. a noble who swore loyalty to the
__
king in return for land
I.
Click the mouse button or press the
Space Bar to display the answer.
H. guild
charter
4
Medieval Europe
Defining Terms
Define Match the terms on the right with their definitions on
the left.
__
G 7. farm laborer who could be
bought and sold along with the
land
A. pope
I 8. written agreement guaranteeing
__
privileges and freedoms
C. common law
F 9. feudal estate made up of a
__
manor house or castle and land
E. vassal
B. missionary
D. feudalism
F. manor
G. serf
H. guild
I.
Click the mouse button or press the
Space Bar to display the answer.
charter
4
Medieval Europe
Recalling Facts
History When was the first Christian Bible
completed?
The first Christian Bible was completed by
A.D. 500.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
Recalling Facts (cont.)
History What kind of work were most
people involved in during the Middle Ages?
During the Middle Ages most people were
involved with farming.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
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 laws may no
longer apply.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
Critical Thinking (cont.)
Understanding Cause and Effect How
did the Crusades affect the growth of towns
in western Europe?
Christian armies needed supplies that were
made and traded in towns.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
Applying Social Studies Skills
Summarizing Information In a few
sentences, describe life on the manor for a
common person. Use as many adjectives
as possible.
Answers will vary.
Click the mouse button or press the
Space Bar to display the answer.
4
Medieval Europe
Close
Create a display of a manor and its
lands.
From Renaissance to Revolution
4
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 
• divine right of
kings
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
Guide to Reading (cont.)
Reading Strategy
Create a time line like the one on page
137 of your textbook. As you read, add
the following events to the line in the
correct order.
Protestant Reformation
Age of Exploration
American Revolution
Renaissance
French Revolution
From Renaissance to Revolution
4
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.
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
Click the speaker button to play the audio.
From Renaissance to Revolution
4
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. 
• Renaissance scholars were called
humanists because they were interested
more in the world and humans around
them than in religious ideas. (pages 137–138)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
The Renaissance (cont.)
• Noted Renaissance artists were
Leonardo da Vinci and Michelangelo
Buonarroti. 
• During the Renaissance, writers began
to use the language they spoke every
day instead of Latin or French, the
language of the educated. 
• The printing press with moveable type
was invented around 1450 by
Johannes Gutenberg.
(pages 137–138)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
The Renaissance (cont.)
• 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, uniting people and creating
nations based on a common language
and culture.
(pages 137–138)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
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.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
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, such as the selling of
indulgences, or documents that freed
the buyers from punishment for their
sins. 
• Because these Christians “protested”
corrupt Church practices, they came to
be called Protestants.
(pages 138–139)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
The Protestant Reformation (cont.)
• The movement to reform, or change, the
Catholic Church was called the
Protestant Reformation. 
• 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 Puritans.
(pages 138–139)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
Why did the Huguenots and Puritans
come to the Protestant cause?
Many came to the Protestant cause
seeking not only greater religious
freedom, but also political, economic,
and intellectual freedom.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
The Age of Exploration
• By the mid-1400s, Europe began to
reach out beyond its boundaries in a
great age of discovery and exploration. 
• Bartholomeu Dias was the first
European to reach the Cape of Good
Hope. 
• Vasco da Gama sailed around the cape
to India.
(page 139)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
The Age of Exploration (cont.)
• 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. 
• The Dutch, English, and French soon
joined the Spanish and Portuguese in
exploring and settling and trading with
the Americas, Asia, and Africa.
(page 139)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
The Age of Exploration (cont.)
• Eventually—in addition to trade goods—
people, diseases, and ideas were
distributed around the world in a process
called the Columbian Exchange.
(page 139)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
Who were the laborers for the new
settlers in the Americas?
First, Native Americans were used as
laborers on plantations and in mines.
After many were killed from disease
and overwork, traders eventually
transported more than 20 million
Africans to the Americas as enslaved
persons, until the slave trade was
outlawed in the early 1800s.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
The Age of Revolution
• A revolution is a great and often
violent change. 
• In the Americas, the colonies won
freedom from their European countries. 
• In Europe, people fought for freedom
from their kings, queens, and nobles. 
• Toward the end of the 1700s, people
came to feel that they should play a
greater, more direct role in government.
(pages 140–141)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
The Age of Revolution (cont.)
• The belief in the divine right of kings
was fading. 
• John Locke and Jean Jacques
Rousseau believed the government
should serve the people and protect
them and their freedom. 
• In Great 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.
(pages 140–141)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
The Age of Revolution (cont.)
• In the 1700s, 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 140–141)
Click the mouse button or press the
Space Bar to display the information.
From Renaissance to Revolution
4
Who was Napoleon Bonaparte?
Napoleon Bonaparte was a military hero of
the French Revolution who became the
dictator 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.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
Defining Terms
Define Match the terms on the right with their definitions on
the left.
__
C 1. belief that royalty ruled by the
will of God
__
A 2. pardons for sins, given or sold
by the Catholic Church
__
B 3. great and often violent change
Click the mouse button or press the
Space Bar to display the answer.
A. indulgences
B. revolution
C. divine right of
kings
From Renaissance to Revolution
4
Recalling Facts
History What was the movement to reform
the Catholic Church called?
The Reformation was the movement to
reform the Catholic Church.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
Recalling Facts (cont.)
People Why were Renaissance scholars
known as humanists?
They were concerned less with the
mysteries of heaven and more with the
world and humans.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
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 enslaved
persons.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
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.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
Applying Social Studies Skills
Drawing Conclusions 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.
Click the mouse button or press the
Space Bar to display the answer.
From Renaissance to Revolution
4
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.
Europe—Early History
4
Section 1: Classical Greece and
Rome
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 and spread Greek culture everywhere
he invaded. 
• History Rome grew from a Republic to an
Empire.
Click the mouse button or press the
Space Bar to display the information.
Europe—Early History
4
Section 1: Classical Greece and
Rome
Main Idea
Ancient Greece and Rome made important
contributions to Western culture and
civilization. 
• Religion Christianity spread throughout the
Roman world. 
• History The Roman Empire was invaded by
Germanic peoples and declined.
Click the mouse button or press the
Space Bar to display the information.
Europe—Early History
4
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.
Click the mouse button or press the
Space Bar to display the information.
Europe—Early History
4
Section 2: Medieval Europe
Main Idea
The Middle Ages saw the spread of
Christianity, the growth of cities, and
the growing powers of kings. 
• History Charlemagne was crowned head of the
Roman Empire in the West and proclaimed
Protector of the Christian church in the West. 
• Government Feudalism, the medieval political
and social system, was an exchange of land
from the king to nobles who provided military
service.
Click the mouse button or press the
Space Bar to display the information.
Europe—Early History
4
Section 3: From Renaissance to
Revolution
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.
Click the mouse button or press the
Space Bar to display the information.
Europe—Early History
4
Section 3: From Renaissance to
Revolution
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.
Click the mouse button or press the
Space Bar to display the information.
Europe—Early History
4
Define Match the terms on the right with their definitions on
the left.
__
B 1. unwritten laws from customs
A. emperor
F 2. farm laborer who could be bought B. common law
__
and sold along with the land
C. feudalism
H 3. written agreement guaranteeing D. democracy
__
privileges and freedoms
E. indulgences
J 4. workers’ organization
__
F. serf
C 5. medieval political and social
__
G. polis
system
H. charter
Click the mouse button or press the
Space Bar to display the answer.
I.
missionary
J.
guild
Europe—Early History
4
Define Match the terms on the right with their definitions on
the left.
D 6. government with elected leaders
__
G 7. Greek term for “city-state”
__
A 8. absolute ruler
__
__
I 9. person who spreads religious
views
A. emperor
B. common law
C. feudalism
D. democracy
E. indulgences
E
__10.
pardons for sins, given or sold by
F. serf
the Catholic church
G. polis
H. charter
Click the mouse button or press the
Space Bar to display the answer.
I.
missionary
J.
guild
Europe—Early History
4
Section 1 Classical Greece and Rome
Government Where was the first
democratic constitution written?
The first democratic constitution was
written in Greece.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 1 Classical Greece and Rome
History Who conquered all of Greece?
Phillip II and his son, Alexander the Great,
conquered all of Greece.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 1 Classical Greece and Rome
Religion Which religion spread all over
the Roman world?
Christianity spread all over the Roman
world.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 1 Classical Greece and Rome
History Who invaded the Roman Empire?
various groups of German peoples
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 2 Medieval Europe
Religion Which religious group became
a political power in western Europe?
The Roman Catholic Church became a
political power.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
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.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 2 Medieval Europe
Government Name the political and social
system in medieval Europe.
Feudalism was the political and social
system in medieval Europe.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 3 From Renaissance to Revolution
History What did Johannes Gutenberg
invent?
He invented a printing press with movable
type.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 3 From Renaissance to Revolution
Religion Which faith emerged out of
protest to the Catholic Church?
The Protestant faith emerged out of protest
to the Catholic Church.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 3 From Renaissance to Revolution
History What is Christopher Columbus
historically known for?
He is known for being the first to “discover”
America.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Section 3 From Renaissance to Revolution
Government Where were revolutions
taking place in the eighteenth century?
In the Americas and in Europe.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Place Location Activity
Match the letters on the map with the numbered places listed below.
H ___ 1. Alexandria
F ___ 2. North Africa
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
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
Standardized Test Practice
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.
Europe—Early History
4
Standardized Test Practice
1. From the paragraphs, which of the following
statements about Greek culture is correct?
F The Greeks stressed group effort over individual
achievements.
G The Greeks believed in one god.
H The Greeks were not religious.
J The Greeks encouraged individual glory.
Test-Taking Tip: Read all the choices carefully before choosing
the one that correctly describes 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 not describe Greek culture. The question is asking for the
statement that DOES describe Greek culture.
Click the mouse button or press the
Space Bar to display the answer.
Europe—Early History
4
The revolution in this country began in
1789 and stimulated revolutionary change
in Latin America and Europe. What
country is it?
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the
topics introduced in this chapter.
Click on the Connect button to launch your browser and go to
The World and Its People Web site. Click on Chapter 4-Chapter
Overviews to preview information about this chapter. 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://www.glencoe.com/sec/socialstudies
Maps
Greek and Roman Empires
Medieval Europe c. A.D. 1200
Click on a hyperlink to view the corresponding slide.
Greek and Roman Empires
Medieval Europe C. A.D. 1200
The ancient Greek Olympics included boxing,
footracing, and the pentathlon (wrestling, long
jump, running, throwing the discus, and throwing
the javelin), as well as chariot racing and an event
called the pancratium—a brutal mixture of boxing
and wrestling.
In the Middle Ages, Christians made pilgrimages to
Palestine to visit the places associated with Jesus
Christ. To journey to these sites, European
pilgrims might have to travel for years and put up
with many hardships and frequent danger.
Many of the crops grown in the world today were
originally from the Americas and introduced to
Europe during the Age of Exploration. These crops
include corn, potatoes, tomatoes, and chocolate.
Manor Economy
A medieval manor had a traditional economy in
which jobs and skills were handed down
generation after generation. For example, a tenant
farmer’s son became a farmer. The children of
serfs had no choice but to learn the skills of their
parents. Serfs were not always farmers, however.
Some were millers who made flour out of grain, or
coopers who made barrels and buckets. Some
were blacksmiths and made tools, weapons, or
horseshoes out of iron and other metals. Young
women were usually married by age 14 and
worked at home and in the fields.
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 most Western cultures, the dating
system is based on the birth of Jesus. Christians
refer to Jesus as “Christ.”
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.
Click the mouse button or press the
Space Bar to display the answer.
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.
Click the mouse button or press the
Space Bar to display the answer.
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 142
of your textbook and answer
the questions on the
following slides.
Click the mouse button or press the
Space Bar to display the information.
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.
Click the mouse button or press the Space Bar to display the answer.
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.
Click the mouse button or press the Space Bar to display the answer.
Daily Focus Skills Transparencies
Europe—Early History – Section 1
Europe—Early History – Section 2
Europe—Early History – Section 3
Click on a hyperlink to view the corresponding slide.
Europe — Early History –
Section 1
Daily Focus Skills Transparencies
Answer: A
Click the mouse button or press the Space Bar to display the answer.
Europe — Early History –
Section 2
Daily Focus Skills Transparencies
Answer: D
Click the mouse button or press the Space Bar to display the answer.
Europe — Early History –
Section 3
Daily Focus Skills Transparencies
Items include
jewelry and
expensive
fabrics. Only
wealthy
families made
portraits of
their children.
Click the mouse button or press the Space Bar to display the answer.