AUDIO Objectives A Fragmented Region - Welcome to …wohistal.weebly.com/uploads/2/5/0/0/25006786/_wohist… · · 2014-09-01Chapter 9, Section 3 Page 294 294 The Byzantine Empire,

Chapter 9, Section 3

Page 294

294 The Byzantine Empire, Russia, and Eastern Europe

Vocabulary Builder

33SECTION

Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Describe how geography influenced the development of Eastern Europe.

! Understand how migrations contributed to cultural diversity in Eastern Europe.

! Learn about three early Eastern Euro-pean kingdoms.

Prepare to Read

Build Background KnowledgeAsk students to recall and discuss the influences that shaped the development of the Byzantine and Russian empires. Then encourage them to preview the headings and visuals in this section to predict the influences that shaped the development of Eastern Europe.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, A Fragmented Region

Ask How did Ibrahim-Ibn-Yaqub describe the Slavs? (They were very diverse, and if not for warring factions could be very strong.)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 3 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

!

Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the concept web tracking the conditions and events that led to the diversity of peoples and cultures of Eastern Europe.

Reading and Note Taking Study Guide, p. 86

Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 2, p. 45; Teaching Resources, Skills Handbook, p. 3

High-Use Word Definition and Sample Sentence

dominate, p. 295 v. to have control, power, or authority over somebody or somethingThe unequal number of votes in the election shows that one political party dominates the country.

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33WITNESS HISTORYWITNESS HISTORY AUDIO

Shaping Eastern EuropeObjectives• Describe how geography influenced the

development of Eastern Europe.• Understand how migrations contributed to

cultural diversity in Eastern Europe.• Learn about three early Eastern European

kingdoms.

Diversity ofEastern Europe

Terms, People, and PlacesdietGolden Bull of 1222

Reading Skill: Recognize Multiple Causes As you read, notice the conditions and events that led to the diversity of peoples and cultures in Eastern Europe. Keep track of these causes by filling in a concept web like the one below. Add ovals as needed.

The history of Eastern Europe has been marked by migration, for-eign conquest, war, and revolution. Along with the Slavs describedby Ibrahim-Ibn-Yaqub, the region is home to a diverse mix of peo-ples who have often battled with each other and with foreigners.At the same time, this diverse mix of peoples has greatly enrichedthe culture of the region.

Geography Shapes Eastern EuropeEastern Europe has been both a buffer and a crossroads. It is awide swath of territory lying between German-speaking CentralEurope to the west and the largest Slavic nation, Russia, to theeast. It reaches from the chilly waters of the Baltic Sea, downacross the plains of Poland and Hungary, and then through themountainous Balkan Peninsula. This roughly triangular arm ofland, often called simply the Balkans, juts southward into thewarm Mediterranean.

Much of the region lies on the great European Plain that linksup with the steppes of southern Russia. Its main rivers, such asthe Danube and the Vistula (VISH chuh luh), flow either south intothe Black Sea or north into the Baltic Sea. Goods and culturalinfluences traveled along these river routes. As a result, the Bal-kans in the south felt the impact of the Byzantine empire and,later, the Muslim Ottoman empire. In contrast, northern regionsbordering Germany and the Baltic Sea forged closer links to West-ern Europe. The eastern part of the region felt the strong influenceof Russia.

How did its rivers affect Eastern Europe?

King Milutin of Serbia

A Fragmented RegionIn 965, Ibrahim-Ibn-Yaqub, a Jewish traveler from Moorish Spain, visited Eastern Europe:

“ The lands of the Slavs stretch from the Syrian Sea to the Ocean in the north. . . . They comprise numerous tribes, each different from the other. . . . If not for the disharmony amongst them, caused by the multiplication of factions and by their fragmentation into clans, no people could match them for strength. . . . The Slavs wage war with the Byzantines, with the Franks and Langobards, and with other peoples . . . with varying success.”

Focus Question How did geography and ethnic diversity contribute to the turmoil of Eastern European history?

Balkan Peninsulaethnic group

Silver brooch

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Chapter 9 Section 3 295

Solutions for All Learners

Teach

Geography Shapes Eastern Europe/Migrations Contribute to DiversityInstruct! Introduce Display Color Transpar-

ency 56: Eastern Europe, About 1300. Ask students to locate the Danube and Vistula rivers. Then ask Why were these rivers important? (trade, migration, spread of culture)

Color Transparencies, 56

! Teach Point out that a lack of geo-graphic barriers was one factor that led to the migration of a variety of people to Eastern Europe. Using the Think-Write-Pair-Share strategy (TE, p. T23), ask students to use the map to answer the following question: Which people migrated into Eastern Europe dur-ing its early development? (Slavs from Belarus; several groups from Asia; Vikings, Germans, and Jews) How did the migration into Eastern Europe of many diverse peoples change it? (As different groups migrated into East-ern Europe, they brought their lan-guages, cultures, and religions with them.)

Independent PracticeWeb Code nap-0931 will take students to an interactive map and timeline. Have students complete the interactivity on Jewish migrations and then answer the questions in the text.

Monitor ProgressAs students fill in their concept webs, circulate to make sure they understand the conditions and events that led to the diversity of peoples and cultures of East-ern Europe. For a completed version of the concept web, see

Note Taking Transparencies, 86A

Answers

Trade routes along the rivers brought goods and diverse ideas and cultures into Eastern Europe.

Thinking Critically1. They wanted to escape persecution and hoped

for greater freedom and opportunity elsewhere.2. Sample: They hoped to shift blame.

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Special Needs

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

! Adapted Note Taking Study Guide, p. 86! Adapted Section Summary, p. 87

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Less Proficient Readers

To help students summarize how geography helped shape Eastern Europe, have them look for evidence of this in the text and create a bulleted list of their findings. Then have students use their bulleted list to write a one-sentence summary of their conclusions. Have them follow the same procedure for each of the red headings in the section.

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English Language Learners

The status of Jews varied greatly in Medieval Europe. Treatment of Jews in different regions and time periods could range from tolerant to oppressive. Restrictions included limits on the types of jobs Jews could hold, curfews, or mandatory special dress or markings. Beginning around the time of the Crusades, Christian Western Europeans began to increase restrictions on Jews. When the Black Death devastated the population in the 1300s, city dwellers often blamed the Jews for causing outbreaks. By 1400, Jews had been expelled from (thrown out of) England and France. By 1500, Spain and Portugal followed suit. The picture to the left shows a group of Jews leaving England. Many Jews settled in more tolerant Muslim regions or Eastern Europe. Those regions benefited from the skills and knowledge the Jews brought with them.

Migration and Expulsions, 500–1650

INFOGRAPHIC

Migrations Contribute to DiversityEastern Europe’s geography has contributed to its cultural diversity. Theease of migration through the region encouraged many different peoplesto seek new homes there. Some neighboring groups sought to influence ordominate the region. As a result, Eastern Europe now includes a wealthof languages and cultures.

Ethnic Groups Settle in Eastern Europe and the Balkans In theearly Middle Ages, the Slavs spread out from a region centered onpresent-day Belarus. The West Slavs filtered into present-day Poland andthe Czech and Slovak republics. The South Slavs occupied the Balkans.The Balkans were peopled by various other ethnic groups as well. (Anethnic group is a group of people who share the same language andcultural heritage.)

Vocabulary Builderdominate—(DAHM uh nayt) v. to have control, power, or authority over somebody or something

Thinking Critically1. Draw Inferences Why do

you think some Jews migrated voluntarily?

2. Identify Central Issues What did Western European leaders hope to achieve by expelling Jews from their lands?

For: Interactive map and timelineWeb Code: nap-0931

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296 The Byzantine Empire, Russia, and Eastern Europe

History Background

Three Early Kingdoms DevelopInstruct! Introduce: Key Terms Have students

find the key term diet (in blue) in the text. Explain that the names of govern-mental political bodies vary among countries. In the United States, we are familiar with the terms “House” and “Senate” but other countries may use different terms such as assembly, par-liament, or legislature. Ask students if they know of a country whose legisla-ture we refer to as a diet (Japan). Ask students to skim the text to predict the fate of early Eastern European kingdoms.

! Teach Point out that during the Middle Ages, Eastern Europe included many kingdoms and small states. Internal shifts in political power had an impact on a kingdom’s ability to survive. Ask What are three noteworthy exam-ples of these kingdoms? (Poland, Hungary, and Serbia) Why did the shift in power from monarchs to assemblies of nobles cause the kingdoms of Poland and Hungary to grow weaker? (Loss of a central power made it difficult to act decisively.)

Independent Practice

As they read, have students chart the important events in the history of Poland, Hungary, and Serbia.


Monitor ProgressAsk students to compare their charts with those of their classmates to find like-nesses and differences. Circulate to answer questions and make suggestions. For a completed version of the chart, see

Note Taking Transparencies, 86B

Answer

Christian missionaries spread the beliefs of the Orthodox and Roman Catholic Churches, Ottoman invaders contributed Islam, and refu-gees from persecution brought Judaism.

The Golden Bull A bull is an official document, or edict. The Golden Bull of 1222 was so called because it was closed with a golden seal. It was issued when nobles lost patience with the extravagant ways of King Andrew II. The bull included 31 articles. Some of the rights it proclaimed had already been granted in earlier days. New rights set out in the document included a requirement that the king convene the

diet, or assembly, on a regular basis; a restriction against imprisonment of a noble without a proper trial; and a denial of the right to tax nobles’ estates. The king was no longer permitted to force nobles to serve in his army abroad without pay, and his county officials could be dismissed for misconduct. Nobles reserved the right to resist any king who violated the Golden Bull, without fear of punishment.

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Poland Hungary Serbia

Important Events

Waves of Asian peoples migrated into Eastern Europe, among them theHuns, Avars, Bulgars, Khazars, and Magyars. Vikings and other Germanicpeoples added to the mix.

Christians and Muslims Influence the Region Powerful neighbor-ing states exercised strong cultural and religious influences on EasternEurope. Byzantine missionaries spread Eastern Orthodox Christianityand Byzantine culture throughout the Balkans. German knights and mis-sionaries from the West brought Roman Catholic Christianity to Poland,Hungary, the Czech area, and the western Balkans. In the 1300s, the Otto-mans invaded the Balkans, bringing Islam into pockets of that region.

Jewish Settlers Migrate to Poland In the early Middle Ages, therewere thriving Jewish communities in Muslim Spain. Jews had alsomigrated to Western Europe. Although educated Jews sometimes heldimportant government and scholarly posts, Christians often blamedJews for hard times and natural disasters. Western European Christianslaunched brutal attacks on Jewish communities, particularly during theCrusades and the Black Death. Monarchs in England, France, and Spaineven expelled Jews from their lands. Faced with persecution or expul-sion, many Jews fled east in the late Middle Ages. Eastern Europebecame a refuge for many Jewish settlers.

In 1264, Prince Boleslaw of Cracow issued a charter protecting the lib-erties of Jews, and Polish kings continued a policy of toleration towardJews for the next 500 years. As a result, Jewish villages sprang up inPoland and other sparsely populated areas of Eastern Europe. Jewishmerchants and scholars contributed to the economic and cultural devel-opment of Poland during this period.

How did three major religions come to Eastern Europe?

Three Early Kingdoms DevelopDuring the Middle Ages, Eastern Europe included many kingdoms andsmall states. Sometimes empires absorbed national groups. Alliances orroyal marriages might bind others together. A look at the kingdoms ofPoland, Hungary, and Serbia will demonstrate these shifting fortunes.

Poland Enjoys Greatness Mission-aries brought Roman Catholicism to theWest Slavs of Poland in the 900s. Withina century, the first Polish king wascrowned. To survive, Poland often had tobattle Germans, Russians, and Mongols.

The marriage of Queen Jadwiga(yahd VEE gah) to Duke WladyslawJagiello (vwah DIS wahf yahg YEH loh) ofLithuania in 1386 ushered in Poland’sgreatest age. Poland-Lithuania was thelargest state in Europe, stretching fromthe Baltic to the Black Sea. Unlike inRussia or most of Western Europe, how-ever, political power in Poland graduallyshifted from the monarch to the nobles.They met in a diet, or assembly, where

Reading Skill: Recognize Sequence As you read, fill in important events in the history of these countries in a chart like the one below.

Duke Jagiello (below) and Queen Jadwiga (right) of Poland

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Chapter 9 Section 3 297

Assess and Reteach

Assess Progress! Have students complete the Section

Assessment.

! Administer the Section Quiz.

Teaching Resources, Unit 2, p. 44

! To further assess student under-standing, use

Progress Monitoring Transparencies, 38

ReteachIf students need more instruction, have them read the section summary.


Adapted Reading and Note Taking Study Guide, p. 87

Spanish Reading and Note Taking Study Guide, p. 87

ExtendSee this chapter’s Professional Develop-ment pages for the Extend Online activity on the Diaspora.

Answer

In Poland, a single noble’s power of the “free veto” made it difficult for the government to take decisive action; in Hungary, the Golden Bull strictly limited royal power; in Serbia, less talented political successors to Stefan were not able to ward off the Turks.

Section 3 Assessment

1. Sentences should reflect an understanding of the term, person, or place listed at the beginning of the section.

2. A broad fertile plain, network of rivers, and lack of geographic obstacles facilitated migration. Trade, military conquests, mis-sionaries, and dynastic marriages brought different cultures into direct contact. This contact often led to conflict.

3. The lack of geographic obstacles, rich natu-ral resources, and wide network of naviga-ble rivers encouraged migration and trade.

4. Its geography and location facilitated migration and made it a cultural crossroads.

5. Both had been powerful Roman Catholic kingdoms that were eventually conquered by different ethnic groups. Neighboring Germans and Russians absorbed Poland; Mongols and, later, Ottoman Turks over-ran Hungary.

" Writing About HistoryParagraphs should present the thesis state-ment and specific facts that support all statements made about the subject’s life.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-0931.

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33

the vote of a single noble could block the passage of a law.This liberum veto, or “free veto,” made it hard for the govern-ment to take decisive action.

Without a strong central government, Poland-Lithuaniadeclined. It enjoyed a final moment of glory in 1683 when thePolish king Jan Sobieski (yahn soh BYEH skee) broke theOttoman siege of Vienna. In the next century, however,Poland and Lithuania were gobbled up by ambitious neigh-bors and disappeared from the map.

The Magyars Rule Hungary The Magyars, who hadraided Europe from the Asian steppes, eventually settled inHungary. Like the West Slavs of Poland, they adopted RomanCatholicism. During the Middle Ages, Magyar rulers alsocontrolled present-day Slovakia, Croatia, and parts ofRomania. Like King John of England, the Hungarian kingwas forced to sign a charter recognizing nobles’ rights. Knownas the Golden Bull of 1222, it strictly limited royal power.

The Mongols overran Hungary in 1241, killing as muchas half its population. These invaders soon withdrew, so theMongol invasion did not have the lasting impact on Hun-gary that it had on Russia. The expansion of the OttomanTurks, though, ended Hungarian independence in 1526.

The Serbs Establish a Balkan Kingdom Some of the South Slavswho settled the Balkans became the ancestors of the Serbs. Early Serbleaders recognized Byzantine authority, and by the late 800s, most Serbshad accepted Orthodox Christianity. In the late 1100s, they set up theirown state, which reached its height in the 1300s under Stefan Dusan(STEH vahn DOO shahn). Dusan also encouraged Byzantine culture, evenmodeling his law code on that of Justinian.

Dusan’s successors lacked his political gifts, however, and Serbia couldnot withstand the advance of Ottoman Turks. At the battle of Kosovo in1389, Serbs fought to the death, a memory still honored by their descen-dants more than 600 years later.

How did each kingdom lose its independence?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0931

Terms, People, and Places1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Recognize Multiple Causes Use your completed concept web to answer the Focus Question: How did geography and ethnic diversity con-tribute to the turmoil of Eastern Euro-pean history?

Comprehension and Critical Thinking3. Determine Relevance How did

geography affect the development of Eastern Europe?

4. Identify Central Issues How did Eastern Europe become home to so many ethnic groups?

5. Make Comparisons How were the histories of Poland and Hungary simi-lar? How were they different?

! Writing About HistoryQuick Write: Write an IntroductionResearch someone you read about in this section, and write a thesis statement expressing an idea about that person’s life. Group information that supports your thesis statement into categories, such as actions that show bravery, actions that show reli-gious devotion, or actions that show power. Include specific facts to support these points. Write a paragraph supporting your thesis statement and major points.

Stefan Dusan (1308–1355)As king, Dusan based his law code on the Byzantine example, but he also attacked the empire he admired. He took Albania, Macedonia, and other lands from the Byzantines.

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CH

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Quick Study Guide! Have students use the Quick Study

Guide to prepare for this chapter’s tests. Students may wish to refer to the following pages as they review:

Religions in Eastern EuropeSection 1, pp. 284–287; Section 2, pp. 290–291; Section 3, pp. 295–296

Key Political LeadersSection 1, pp. 282–283, 285; Section 2, pp. 290–293; Section 3, pp. 296–297

The Byzantine Empire, Eastern Europe, and Russia in 1300Section 1, pp. 282–283, 286; Section 2, pp. 289–292; Section 3, pp. 294–297

Key Events in the Byzantine Empire, Eastern Europe, and RussiaSection 1, pp. 282–288; Section 2, pp. 289–293; Section 3, pp. 294–297

! For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 82, 84, 86Section Summaries, pp. 83, 85, 87

! Have students access Web Code nap-0941 for this chapter’s timeline, which includes expanded entries and additional events.

! If students need more instruction on analyzing timelines, have them read the Skills Handbook, p. SH30.

! When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 2, pp. 55–60

For Progress Monitoring Online, refer students to the Self-test with vocabulary practice at Web Code naa-0941.

L1

Special Needs L2


Use the following study guide resources to help students acquiring basic skills:


Adapted Note Taking Study Guide, pp. 82, 84, 86Adapted Section Summaries, pp. 83, 85, 87

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 82, 84, 86Spanish Section Summaries, pp. 83, 85, 87

L3

L2


Chapter EventsGlobal Events

330Constantinople becomes the capital of the Eastern Roman empire.

622Muhammad makes a

journey, known as the hijra, from Mecca to Yathrib.

527Justinianbegins his rule of the Byzantine empire.

800Pope Leo III crowns

Charlemagne emperor of

the Romans.

862Rurik begins

his rule of Novgorod,

establishing the Rus dynasty.

300 600 900

Quick Study Guide99 For: Self-test with vocabulary practiceWeb Code: naa-0941

Byzantine empireRussiaPoland

Czech areaHungaryThe Balkans

Eastern Orthodox ChristianityEastern Orthodox ChristianityRoman CatholicismMany Jewish settlements Roman CatholicismRoman CatholicismSerbs: Eastern Orthodox ChristianityCroats: Roman CatholicismSlovenes: Eastern Orthodox ChristianityBosnians: Islam

Region Religion

Caspian Sea

B lack Sea

Baltic S

ea

Moscow

Kiev

Constantinople

RUSSIANPRINCIPALITIES

LITHUANIAPOLISHSTATES

SELJUKSTATES

KHANATE OFTHE GOLDEN HORDE

HUNGARY

BULGARIASERBIA

BYZANTINEEMPIRE

TEUTO

NIC

ORDER Novgorod

0 400 mi

0 400 km

Conic Projection

N

S

EW

! Religions in Eastern Europe

! Key Political Leaders

! The Byzantine Empire, Eastern Europe, and Russia in 1300

! Key Events in the Byzantine Empire, Eastern Europe, and Russia

Progress Monitoring Online

Byzantine empire• Constantine established Constantinople (named for himself) as the capital of the eastern Roman empire; converted to Christianity• Justinian, emperor during the Byzantine empireís golden age

Russia• Rurik, Rus prince who ruled Novgorod• Princess Olga of Kiev, converted to Christianity• Yaroslav the Wise, presided over golden age in Kiev• Ivan the Great, expanded Russia and centralized power• Ivan the Terrible, tsar who established absolute power

Eastern Europe• Queen Jadwiga, queen of Poland, joint ruler of Poland-Lithuania• Duke Wladislaw Jagiello, Lithuanian duke, joint ruler of Poland-Lithuania• Stefan Dusan, ruler of Serbia

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298

CH

APT

ER99


Quick Study Guide! Have students use the Quick Study

Guide to prepare for this chapter’s tests. Students may wish to refer to the following pages as they review:

Religions in Eastern EuropeSection 1, pp. 284–287; Section 2, pp. 290–291; Section 3, pp. 295–296

Key Political LeadersSection 1, pp. 282–283, 285; Section 2, pp. 290–293; Section 3, pp. 296–297

The Byzantine Empire, Eastern Europe, and Russia in 1300Section 1, pp. 282–283, 286; Section 2, pp. 289–292; Section 3, pp. 294–297

Key Events in the Byzantine Empire, Eastern Europe, and RussiaSection 1, pp. 282–288; Section 2, pp. 289–293; Section 3, pp. 294–297

! For additional review, remind students to refer to the


Note Taking Study Guide, pp. 82, 84, 86Section Summaries, pp. 83, 85, 87

! Have students access Web Code nap-0941 for this chapter’s timeline, which includes expanded entries and additional events.

! If students need more instruction on analyzing timelines, have them read the Skills Handbook, p. SH30.

! When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 2, pp. 55–60

For Progress Monitoring Online, refer students to the Self-test with vocabulary practice at Web Code naa-0941.

L1

Special Needs L2




Adapted Note Taking Study Guide, pp. 82, 84, 86Adapted Section Summaries, pp. 83, 85, 87



Spanish Note Taking Study Guide, pp. 82, 84, 86Spanish Section Summaries, pp. 83, 85, 87

L3

L2


Chapter EventsGlobal Events

330Constantinople becomes the capital of the Eastern Roman empire.

622Muhammad makes a

journey, known as the hijra, from Mecca to Yathrib.

527Justinianbegins his rule of the Byzantine empire.

800Pope Leo III crowns

Charlemagne emperor of

the Romans.

862Rurik begins

his rule of Novgorod,

establishing the Rus dynasty.

300 600 900

Quick Study Guide99 For: Self-test with vocabulary practiceWeb Code: naa-0941

Byzantine empireRussiaPoland

Czech areaHungaryThe Balkans

Eastern Orthodox ChristianityEastern Orthodox ChristianityRoman CatholicismMany Jewish settlements Roman CatholicismRoman CatholicismSerbs: Eastern Orthodox ChristianityCroats: Roman CatholicismSlovenes: Eastern Orthodox ChristianityBosnians: Islam

Region Religion

Caspian Sea

B lack Sea

Baltic S

ea

Moscow

Kiev

Constantinople

RUSSIANPRINCIPALITIES

LITHUANIAPOLISHSTATES

SELJUKSTATES

KHANATE OFTHE GOLDEN HORDE

HUNGARY

BULGARIASERBIA

BYZANTINEEMPIRE

TEUTO

NIC

ORDER Novgorod

0 400 mi

0 400 km

Conic Projection

N

S

EW

! Religions in Eastern Europe

! Key Political Leaders

! The Byzantine Empire, Eastern Europe, and Russia in 1300

! Key Events in the Byzantine Empire, Eastern Europe, and Russia

Progress Monitoring Online

Byzantine empire• Constantine established Constantinople (named for himself) as the capital of the eastern Roman empire; converted to Christianity• Justinian, emperor during the Byzantine empireís golden age

Russia• Rurik, Rus prince who ruled Novgorod• Princess Olga of Kiev, converted to Christianity• Yaroslav the Wise, presided over golden age in Kiev• Ivan the Great, expanded Russia and centralized power• Ivan the Terrible, tsar who established absolute power

Eastern Europe• Queen Jadwiga, queen of Poland, joint ruler of Poland-Lithuania• Duke Wladislaw Jagiello, Lithuanian duke, joint ruler of Poland-Lithuania• Stefan Dusan, ruler of Serbia

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Tell students that the main concepts for this chapter are Empire, Belief Systems, Cultural Diffusion, Geography’s Impact, and Trade, and then ask them to answer the Essential Question Review questions on this page. Discuss the Connections to Today topics and ask students to answer the questions that follow.

Essential Question Review1. Answers should compare how the

Roman and Byzantine empires spread their cultures across a wide expanse of Europe, with particular concentration on areas specified in the question.

2. Russia’s network of north to south rivers provided transportation for people, goods, and ideas. As a result, Russia was strongly influenced by the culture and religion of the Byzantine Empire. Answers should compare Russia’s devel-opment with one of the ancient civiliza-tions specified in the question.

3. The Vikings who settled Russia and the Phoenicians both established trading outposts along river and sea routes. The Phoenicians set up colonies, while the Vikings collected tributes, or forced payments. Trade enabled both societies to bring some cultural unity to their regions.

Connections to Today1. Responses will vary but should reflect a

comparison and understanding of the reasons behind and influences of the different governing styles of the three rulers. They should also draw parallels to the rules of Ivan III and Ivan IV.

2. Research should include an accurate description of a conflict in the Balkans and its causes during the modern period. Focus should be on the struggles of different ethnic and religious groups. Students may also describe attempted resolutions of this conflict and predict the likelihood of future clashes.

For additional review of this chapter’s core concepts, remind students to refer to the


Concept Connector, pp. 317, 321, 331, 339, 346, 354, 384

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Special Needs L2




Adapted Concept Connector, pp. 317, 321, 331, 339, 346, 354, 384



Spanish Concept Connector, pp. 317, 321, 331, 339, 346, 354, 384

L3L2


1076Pope Gregory VII excommunicates King Henry IV of

Germany.

1236–1241Mongol armies

called the Golden Horde

conquer Russia.

1324Mansa Musa, ruler of Mali, makes a pilgrimage to Mecca.

1386Poland-Lithuania

becomes the largest state in Europe.

1556Akbar becomes ruler of the Mughal empire in India.

1453Constantinople falls to the Turks.

1462Ivan the Great begins his reign in Russia.

1200 1500

Essential Question ReviewTo connect prior knowledge with what you have learned in this chapter, answer the questions below in your Concept Connector journal. Use the journal in the Reading and Note Taking Study Guide to record your answers (or go to www.phschool.com Web Code: nad-0907). In addition, record information about the following concepts:

• Empire: the Byzantine empire• Belief Systems: the Great Schism

1. Cultural Diffusion Byzantine rulers thought of their empire as the successor to the Roman empire. Like the Romans before them, the Byzantines spread their culture across a wide expanse of Europe. Compare how the two empires spread their cultures. Think about the following:• language and learning• religion• art and architecture• political ideas• where their culture spread• how their culture spread

2. Geography’s Impact Rivers have played a central role in the development of civilization. Compare how rivers affected development of Russia and Eastern Europe with one of the following ancient civilizations: Egypt, Mesopotamia, India, and China. Think about the following:• migration• trade• cultural diffusion

3. Trade One of the earliest trading centers was Phoenicia, an ancient culture of sea traders. Compare Phoenician trade with that of Kiev. Consider the following in your answer:• method of transportation• relationship with trading partners• effect on expansion

2. Conflict: Balkan Boiling Pot Throughout the 1990s, vio-lence exploded in the Balkans. In 1992, Eastern Orthodox Serbs, Bosnian Muslims, and Catholic Croats fought a bloody civil war in Bosnia. In 1998, Christian Serbs and Muslims of Albanian heritage clashed in Kosovo. These wars echo ethnic struggles that have gone on for more than 600 years in the Balkans as different ethnic and religious groups have dis-persed throughout the region. Even when forced to live together, the different groups have remained independent. Instead of blending together, ethnic and cultural differences in the Balkan region have continued to simmer and occasion-ally boil over. Research a conflict in the Balkans that occurred after 1900. Describe the conflict and its causes.

For: Interactive timelineWeb Code: nap-0941

! Connections to Today1. Dictatorship: A Russian Tradition The Russian tsars

established a tradition of absolute dictatorship that contin-ued under Soviet premiers. After the collapse of communism and the breakup of the Soviet Union, Russia set up a demo-cratic government. Today, however, many people fear that Russia is again turning to autocratic rule. Research Soviet rulers such as Joseph Stalin and Nikita Khrushchev and a modern leader such as Vladimir Putin. Compare their rules to those of Ivan the Great and Ivan the Terrible.

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Chapter Assessment Chapter AssessmentTerms, People, and PlacesMatch the following definitions with the terms listed below.

Chapter Focus Question16. How did the Byzantine empire preserve the heritage of

Greece and Rome and help to shape the cultures of Russia and Eastern Europe?

Critical Thinking17. Draw Conclusions The Byzantine empire preserved part of

the heritage of the Roman empire. Why was this important?18. Synthesize Information Why was Justinian such a suc-

cessful ruler?19. Analyze Visuals What aspects of Constantinople appear

most prominent in this map? Why does the artist emphasize those?

! Writing About History

In this chapter’s three Section Assessments, you devel-oped skills for writing a biographical essay.Writing a Biographical Essay Many fascinating people helped shape the fortunes of Russia and the Byzantine Empire. Write a biographical essay about one of the following in which you present a conclusion about the personality, actions, and importance of the person: Justinian, Theodora, Ivan the Great, or Ivan the Terrible. Consult page SH18 of the Writing Handbook for additional help.Prewriting• Do online or library research to read accounts of each

of the people listed above.

• Choose the person who interests you most and gather information about him or her.

• Make a timeline of important events in the person’s life and draw conclusions about his or her personality and importance.

Drafting• Write a thesis statement that presents your conclu-

sion about the person.• Write an introduction presenting your thesis state-

ment and two or three major points that support your conclusion.

• Use specific facts to support your main points in the body of your essay, and sum up in your conclusion.

Revising• Use the guidelines for revising your essay on page

SH19 of the Writing Handbook.

autocratpatriarchiconsteppe

KievGolden Hordeethnic groupGolden Bull of 1222

1. a large group of people who share the same language and cultural heritage

2. open, treeless grassland3. highest church official in the Eastern Orthodox Church4. sole ruler with complete authority5. Mongol armies that invaded Russia6. charter limiting royal power signed by the Hungarian king7. holy image of a saint or other religious figure8. center of the first Russian state

Main IdeasSection 1 (pp. 282–288)9. Summarize how the Byzantine empire became rich and

successful.10. Describe the schism between the Orthodox Church and the

Church in Rome.Section 2 (pp. 289–293)11. How did the Rus, other Viking groups, and the Byzantine

empire affect the rise of Kiev?12. What were the effects of the Mongol rule of Russia?13. Describe the achievements of Ivan the Great.Section 3 (pp. 294–297)14. How did the Balkans become home to such a diverse mix

of peoples?15. How did Poland-Lithuania become the largest state in

Europe?

20. Test Conclusions (a) Patriotic Russians called Moscow the third Rome. Why do you think they did so? (b) Do you think Moscow was truly the heir to Rome? Why or why not?

21. Analyze Information How did absolute power develop in Russia?

22. Geography and History How did the location and geo-graphic features of the Balkans affect its history?

23. Recognize Cause and Effect Why did many Jews migrate to Eastern Europe?

g y

1. ethnic group

2. steppe

3. patriarch

4. autocrat

5. Golden Horde

6. Golden Bull

7. icon

8. Kiev

Main Ideas9. It had a strong central government,

powerful military, and location on prosperous trade routes.

10. The Byzantine Church rejected the Pope’s authority and differed from Rome in using religious icons and con-ducting masses in Greek.

11. Vikings settled among the Slavs and contributed to, and were absorbed into, the local culture. The Viking Rus ruled Novgorod; Rus lands later expanded to include Kiev. The Byzan-tines influenced religion and culture.

12. Their high taxes caused the rise of serfdom; Mongol rule cut Russia off from Western Europe; the Mongols’ absolute power influenced the devel-opment of autocratic rule.

13. He recovered Russian territories and expanded Moscow’s control, adopted Byzantine court rituals, and built the framework for absolute rule in Russia.

14. Its location made it a crossroads for migration.

15. Poland’s Queen Jadwiga married Duke Jagiello of Lithuania in 1386.

Chapter Focus Question16. It blended ancient Greek, Roman, and

Christian influences with other tradi-tions of the Mediterranean world. Trade brought Kiev into the Byzantine orbit, and Byzantine Christianity took hold in Russia. Byzantine missionaries exercised strong cultural influences throughout the Balkans and Eastern Europe, and Byzantine culture spread as war, migration, trade, and the use of absolute power united the empire.

Critical Thinking17. It allowed later peoples to benefit and

learn from the heritage of the Roman empire.

18. He was determined to increase the strength and prosperity of the Byzan-tine empire and to revive ancient Rome.

19. its domes and architecture; to show Constantinople’s greatness

20. (a) They regarded Rome as the height of civilization and power and wanted others to regard Moscow in the same way. (b) Sample: While influential dur-ing this period, Moscow never became the cultural, economic, and political leader that Rome had been.

21. Ivan III built the framework for absolute rule; Ivan IV centralized royal power

and introduced Russia to a tradition of extreme absolute power.

22. Its location on the Black Sea exposed it to the influence of the Byzantine and Otto-man empires.

23. They were expelled by several Christian nations in Western Europe and perse-cuted by others.

Terms, People, and Places

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Document-Based Assessment! To help students understand the docu-

ments on this page, give them the fol-lowing TIP: Read the documents several times to be sure you under-stand them. To refresh your mem-ory before your final reading, go back through your text and review the bold headings that are related to the documents.

! To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment, pp. 28–40

! If students need more instruction on synthesizing information, have them read the Skills Handbook, p. SH33.

Answers

1. C2. D3. B4. In their descriptions of “The Great City,”

students should include both praise and condemnation. Accurate and complete letters will contrast the magnificent beauty and strength of Constantinople with its poverty, crime, and intolerance.

" Writing About HistoryAs students begin the assignment, refer them to p. SH18 of the Writing Handbook for help in writ-ing a biographical essay. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising.

Completed essays should demonstrate that stu-dents have thoroughly researched the subject’s life and understand the person’s personality, actions,

and importance. The thesis statement should be present in the introduction and should be supported by major points that lead to a clearly-stated conclu-sion based on specific facts. The timeline should show that students have analyzed information and chosen the important dates and events in the per-son’s life. For scoring rubrics for writing assign-ments, see Assessment Rubrics, p. 8.

Document-Based Assessment

3. Document D shows that religious tolerationA extended to all faiths in ancient Constantinople.B was limited in ancient Constantinople.C was a founding principle of the city, thanks to

Constantine. D derived from a strong economic foundation.

4. Writing Task Write a letter home from a visitor to ancient Constantinople, describing “the Great City.” Use these docu-ments along with information from the chapter in your letter.

1. Constantine’s placement of the relic given by Empress Helena, as described in Document A, suggests that theA power of the Byzantine empire had shifted to the holy city

of Jerusalem.B holy city of Jerusalem was still the center of civilization.C focus of the Christian world would shift to the East.D Byzantine rulers had opposed the crusaders who

reclaimed Jerusalem for Christianity.

2. According to Document B, Constantinople’s wealth and grandeurA helped to eliminate poverty and crime.B were the result of highly supervised trading.C led to greater literacy and appreciation for the arts.D existed side by side with poverty and crime.

Analyzing DocumentsUse your knowledge of the Byzantine empire, Russia, and Eastern Europe and Documents A, B, C, and D to answer questions 1–4.

This nineteenth-century painting shows the Byzantine emperor receiving European troops into Constantinople.

Document D“It is a busy city, and merchants come to it from every country by

sea or land, and there is none like it in the world except Bagdad, the great city of Islam. . . . Wealth like that of Constantinople is not to be found in the whole world. Here also are men learned in all the books of the Greeks, and they eat and drink every man under his vine and his fig tree . . . No Jews live in the city, for they have been placed behind an inlet of the sea. An arm of the sea of Marmora shuts them in on the one side, and they are unable to go out except by way of the sea, when they want to do business with the inhabitants.“

—Itinerary (1160s), by Benjamin of Tudela,a Jewish traveler

Document C

Constantinople: “The Great City”The Byzantines called Constantinople “The Great City” and “The New Rome.” By the time of Constantine, Rome was in steep decline. Byz-antium—renamed Constantinople—became the capital of Constan-tine’s empire and a center of governmental, religious, and economic life. The city inspired both praise and condemnation, as the docu-ments below illustrate.

Document A“The focal point of Constantine’s new city was the Milion, or the

First Milestone. It consisted of four triumphal arches forming a square and supporting a cupola [dome], above which was set the most venerable [revered] Christian relic of all—the True Cross itself, sent back by the Empress Helena from Jerusalem a year or two before. From it all the distances in the Empire were measured; it was, in effect the centre of the world.“

—A Short History of Byzantium, by John Julius Norwich, 1997

Document B“The city itself is squalid and fetid and in many places harmed by

permanent darkness, for the wealthy overshadow the streets with buildings and leave these dirty, dark places to the poor and to travelers; there murders and robberies and other crimes . . . are committed. . . . In every respect she exceeds moderation; for, just as she surpasses other cities in wealth, so, too, does she sur-pass them in vice.“

—From Journey of Louis VII to the East (1147)by Odo of Deuil, a monk who accompanied the French king

on the Second Crusade

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