Answer Keys History and Geography Daily Work

Answer Keys History and Geography Daily Work 0616-0616 Contents History and Geography Lessons....67 History and Geography Lesson Manual...73 History and Geography Activities...75

Answer Keys History and Geography Lessons Note: The answers listed herein that follow a page number are from the textbook Ancient Civilizations Through the Renaissance ( Holt McDougal). Page 439 You Try It!: 1 Samurai, which comes from the word servant, were supposed to serve their lords. 2 In Japan at this time, there were more than 10,000 samurai. 3 statistics Page 441 Interpreting Maps: 1 Hokkaido, Honshu, Shikoku, and Kyushu 2 on the coast; possible answer: that is where the land is flattest Reading Check: isolated group of islands; tops of undersea volcanoes: about 20 percent of the land is flat, coastal plains Page 442 A Shinto Shrine: trees and plants Page 443 Reading Check: by building up armies and conquering neighbors; by claiming to be descended from the sun goddess Page 445 Reading Check: Confucian ideas, Buddhism, government Section 1 Assessment: 1a mountains 1b Japan is far enough from China and Korea that Japan could create its own culture, but close enough to borrow ideas from China and Korea. 2a a traditional religion based on nature that began in Japan 2b They built up armies and conquered their neighbors until they ruled much of Honshu. 3a built temples and wrote interpretations of Buddhist teachings 3b possible answers: Confucianism, because it outlined the way families should behave; Buddhism, because it became so popular 4 arrow language, Buddhism, Confucian ideas, government ideas; circle Shinto, clan system 5 possible answers: Japan s dramatic geography, such as Mount Fuji, Buddhist temples, for example, the statue of Buddha in Horyuji Page 447 Analyzing Primary Sources: shy and nervous Page 449 Analyzing Visuals: It shows how important art and culture were at the time. Reading Check: literature, visual art, architecture, fashion, and performing arts Page 450 Reading Check: It became more of an art form for nobles, commoners developed Pure Land Buddhism, and Zen Buddhism appealed to warriors. Section 2 Assessment: 1a Heian 1b Nobles supported the arts and made great advances in literature, painting, calligraphy, and drama. 1c Answers will vary, but students should indicate that women were able to take part in and write about court society. 2a Pure Land and Zen Buddhism 2b Nobles enjoyed rituals and ceremonies, whereas the common people did not have tome or money for that. 2c possible answers: They liked the teachings of Buddhism; it was simple and lacked elaborate rituals. 3 possible fan: architecture natural style, elegant gardens and ponds; visual art paintings, calligraphy; fashion silk robes, gold jewelry; literature diaries, novels, performing arts Noh, musicians 4 possible answers: Noh plays combined music, speaking, and dance; poetry was often about love or nature; illustrations could be an actor in a play and a poem. Page 451 Drawing Conclusions: Her position as a noble and as a servant to Empress Akiko enabled her to observe and comment upon court and upper-class life in Japan. Page 452 Guided Reading: 1 a visit by the U.S. president or by an important foreign dignitary 2 possible answer: His fussiness, nervousness, and attention to detail show the respect in which he holds his guests, how honored he is by their visit, and that he wants to make their visit as exciting as possible. Page 453 Connecting Literature to History: 1 music, poetry, and dancing 2 possible answers: The preparations for the party were elaborate and detailed, and the nobles enjoyed a variety of entertainment 3 possible answer: Japanese court life was filled with elaborate preparations; people wore beautiful clothing, enjoyed entertainment and luxuries, were waited upon, and has to do little themselves. Page 455 Analyzing Visuals: the shogun Reading Check: The emperor was busy in Heian, and the leader of the Minamoto clan defeated another powerful clan and took control of the country. 67

Page 457 Analyzing Information: Loyalty, hard work, and sacrifice are still important parts of Japanese society. Reading Check: possible answers: followed code of Bushido; practiced rituals like flower arranging or growing bonsai trees; tea ceremonies Page 458 Interpreting Maps: Hirado and Hakata Reading Check: Nobles were unhappy that the shogun did not give them credit for fighting the Mongols, the emperor wanted more control, and daimyo broke free of the shogun s control. Page 459 Reading Check: Japan began to trade with other countries and let European missionaries live in Japan. Section 3 Assessment: 1a Daimyo hired the samurai to defend themselves and their property. 1b possible answer: to prevent a revolt 2a samurai code of rules 2b to improve their self-discipline 3a the Mongols 3b Daimyo took control of their small piece of land, they collected taxes, and made laws, and fought wars. 4 Oda Nobunaga and Tokugawa leyasu 5 possible answer: center circle Samurai were professional warriors who served a daimyo; outer circles follow Bushido; serve daimyo; paid with land or food 6 possible responses Samurai were professional warriors; they tried to live simple, disciplined lives; samurai put great value in loyalty and honor. Page 460 Practice and Apply the Skill: 1 deciding what action to take in the war between the lord and the emperor; It is a problem because I am bound by Bushido to serve my lord, but I have also pledged loyalty to the emperor. 2 my lord going to war against emperor; internal unrest in Japan, emperors struggle against the shoguns for power, daimyo s efforts to free themselves from the shoguns control, and the samurai code that I must follow 3 Possible options include supporting the lord, supporting the emperor, trying to maintain neutral, trying to be a peacemaker, or doing nothing. Students may think of other options as well. They should list realistic advantages and disadvantages for each option. 4 Solutions will vary, but the one chosen should be based on an accurate and reasoned evaluation of the options identified in Question 3. Pages 461 462 Chapter 15 Review Reviewing Vocabulary, Terms, and People: 1 regent 2 samurai 3 clans 4 values 5 court 6 shogun 7 Zen 8 Shinto 9 daimyo 10 Shotoku 11 structure Comprehension and Critical Thinking: 12a served as regent of Japan from 593 to 622; influential in spreading Chinese ideas and culture, including Buddhism, throughout Japan 12b because Japan is located on islands; Japanese leaders helped bring Chinese and Korean culture to Japan, which influenced many areas of Japanese life, such a writing. 12c Because they lived on islands, the Japanese were separated from other people of Asia, which allowed them to develop their own government and society. 13a She wrote The Tale of Genji, considered the world s first fulllength novel as well as a great work of literature. 13b The imperial court at Heian was a great supporter of the arts. They created a center of culture and learning that included fashion, literature, visual arts, architecture, performing arts, and Buddhism. 13c Answers will vary, but students should correctly describe the imperial court s lifestyle of ease, privilege, beauty, and artistic culture. 14a the rule of Japan by shoguns of the Tokugawa family, which lasted from the early 1600s to the 1860s 14b A few strong nibles, unhappy with the government, vied for power. One clan gained control and its leader began ruling as shogun in the emperor s place. The groups of this society were the emperor, shogun, daimyo, samurai, and peasants. 14c served their lords and the emperor; led simple, disciplined lives according to a strict code of laws called Bushido; learned to fight; performed peaceful tasks that required great concentration, such as writing poetry Reviewing Themes: 15 The military ran the government through the system of shogun, daimyo, and samurai. 16 Nobles became less interested in art and more involved in war. Society broke apart, no longer unified under a single ruler. 17 Bushido values such as loyalty, honor, and self-discipline remain central to Japanese life. Reading Skills: 18 Prince Shotoku took steps to introduce Chinese culture into Japan. 19 Possible answers: stories or examples; Either method could have given specific examples of what Shotoku brought to Japan. 20 definition of regent; It explains Shotoku s position in Japan and his ability to change society. Using the Internet: 21 Drawing a Comic Strip Rubric: Students comic strips should: clearly present the governing structure of Japan include a shogun, daimyo, samurai, and emperor as characters use illustrations, ideas, and wording that is appropriate for early Japan use vivid designs, illustrations, and words that show an understanding of Japanese anime Social Studies Skills: 22 possible response idea: join together with a nearby village; consequences: will have more warriors available to fight 68

Mongols, will have better relations with neighbors Focus on Writing: 23 Rubric: Students travel brochures should: include facts that will interest and audience describe Japanese art forms and samurai warriors present drawings or images that would encourage people to visit Japan be brief and to the point Page 463 Standardized Test Practice 1 B 2 A 3 D 4 B 5 C 6 A 7 B Page 467 You Try It!: 1 The early Greeks also worshiped many gods and goddesses, possible answer paragraph is not intended to compare and contrast Greek and Mayan religious systems 2 Not many houses today could hold all those people; Very few people are farmers today; Now, most people buy their clothes; no, those sentences belong in a paragraph that compares and contrasts Mayan life and modern life. Page 468 Reading Check: relied on land for farming, trees and plants for building, forest animals for food Page 469 Interpreting Maps: 1 rivers, coastlines, regions where highlands met lowlands 2 cacao and cotton Page 470 Reading Check: No single ruler united the many city-states into one empire. Page 471 Analyzing Visuals: helped may have brought it power as an important stop on trade routes between the lowlands and the highlands; hurt may have led it into conflict as other Maya cities fought to control it Page 472 Reading Check: king, priests, merchants, noble warriors, farmers, and slaves Page 473 Reading Check: rebellion by the common people, increased warfare, lack of food, climate change Section 1 Assessment: 1a deer, rabbits, and monkeys for food; wood poles, vines, and mud fir building materials 1b Increased food supply and trade could support larger cities. 2a possible answers; temples, pyramids, palaces, plazas, canals, ball courts 2b brought city-states into contact with each other, provided food and supplies that were not available locally, held civilization together 3a kings, priests, warriors, merchants 3b offered blood to the gods by piercing themselves or by offering human sacrifices 3c Students should exhibit an understanding of Maya contributions in art, mathematics, science, and writing and provide reasons to support their opinions. 4a They stopped building temples and went to live in the countryside. 4b Answers will vary, but could include rebellion, food shortages, warfare, and climate change. 5 Answers should show Maya achievements in art, math, science, and writing. 6 Students should list some of the cities on the Maya Civilization map and describe some features of Maya cities that they want to include in their article. Page 475 Interpreting Maps: 1 Bay of Campeche, Gulf of Mexico, Pacific Ocean 2 Tenochtitlán, Texcoco, and Tlacopán Reading Check: war, tribute, and trade Page 476 Analyzing Visuals: the Great Temple because it stands in the heart of the city Page 477 Aztec Arts: bright colors, stone sculpture, gems, mask with feathers Reading Check: Battle captives were used as human sacrifices. Page 478 Reading Check: alliances with other people in the region, better weapons, horses, disease Section 2 Assessment: 1a in central Mexico in the early 1300s 1b built causeways, canals, chinampas 1c benefit improved trade; hindrance limited farmland, made Aztecs vulnerable to isolation 2a human hearts and blood 2b possible answer: slaves, because they had to work for other people and could be sacrificed 3a the Aztec emperor conquered by Cortés 3b They did not like losing battles and paying tribute to the Aztecs. 3c possible answer: Aztecs would not have been conquered by the Spanish 4 Aztecs were fierce warriors, demanded tribute from conquered people, controlled trade network; order of answers will vary. 5 Responses will vary. Students should use vivid, colorful language to describe Tenochtitlán, chinampas, and other features. Page 480 Biography: possible answers: to unify empire, to make conquered people easier to control Interpreting Maps: 1 about 2,400 miles if measured in a straight line, about 2,700 if measured along the Pacific coast 2 centrally located, mountains provided protection from invaders 69

Reading Check: brought in new leaders, educated leaders children in the capital, established an official religion, established Quechua as the official language, imposed a labor tax, collected and distributed goods Page 482 Analyzing Visuals: bright colors, intricate detail, gold and silver, animals, and people Reading Check: upper class lived in stone houses, wore the best clothes, did not have to pay labor taxes; lower class worked all day, lived outside of the city, had to pay labor taxes, were servants Page 483 Biographies: Atahualpa: possible answers: as savages who needed to convert; Pizarro: possible answers: Inca empire would continue to control South America; weakened by civil war, empire might still have collapsed. Reading Check: war between Atahualpa and Huáscar, refusal of Atahualpa to convert to Christianity, capture and killing of Atahualpa Section 3 Assessment: 1a along the west coast of South America; coastal deserts, snowy mountains, fertile valleys, and thick forests 1b collected a labor tax called a mita, distributed goods collected through the mita 1c possible answers: yes resource distributed effectively; no limited freedoms 2a upper class of emperor, priests, and government officials; and lower class of farmers, artisans, and servants 2b All parts of the empire were connected, simplifying travel and communication. 3a 1537 3b internal problems, leader captured, Spanish advantage with guns and horses, disease 3c possible answers: weakened the Inca army and Atahualpa s power; Atahualpa may have been able to rebuild the army and defeat the Spaniards. 4 Students diagrams should reflect ideas in the text. 5 Student responses will vary, but should reflect text information accurately. Page 485 Inca Roads: 1 excellent stonework, steps up steep mountainsides, rope bridges across rivers 2 high mountains, deep valleys, swift rivers; no wheeled vehicles Page 486 Practice and Apply the Skill: 1 possible answer: increased trade; expected 2 The building of great temples and palaces could be a positive effect; mistreating workers could be a negative effect 3 Answers will vary, but students should clearly state and support their opinions. 4 possible answer: may have ended Maya civilization because interrupted trade; unexpected Pages 487 488 Chapter 16 Review Reviewing Vocabulary, Terms, and People: 1 T 2 F; conquistadors 3 T 4 T 5 F; Hernán Cortés 6 T 7 F; Quechua 8 F; causeways 9 F; Atahualpa 10 T Comprehension and Critical Thinking: 11a northern Guatemala and the Yucatán Peninsula; AD 250 to 900 11b Their priests studied the stars to plan the best times for religious festivals. 11c to obtain goods that weren t available locally; for power and new farmland 12a a magnificent city with 200,000 people, chinmpas, huge temples, a busy market, and a grand palace; on an island in the middle of Lake Texcoco 12b War, tribute, and human sacrifices were important to Aztec power, and warriors were responsible for all these things. 12c possible answers: alliances weapons and horses, geography, and disease. Students should give reasons for their answers. 13a Pachacuti expanded the Inca Empire, rebuild Cuzco and established and official Inca religion; Atahualpa fought Huáscar to claim the throne, was captured and killed by Francisco Pizarro 13b the empire s long, narrow shape, high Andes, coastal deserts, many different people and languages within the empire 13c possible answers: appreciated, because they knew the government would take care of them; resented, because they had no freedom Social Studies Skills: 14 See the Alternate Assessment Handbook for Rubric 14: Group Activity and Rubric 11: Discussions. Using the Internet: 15 Go to your e-textbook for this activity. Reading Skills: 16 Cacao trees are evergreens. 17 In many parts of the world, access to clean water is still a problem. 18 Does that idea appeal to you? Reviewing Themes: 19 Maya villages traded natural resources found locally throughout the region; Inca long, narrow empire made it easier for government to control trade 20 possible answers: Maya large cities, temples, canals, terraced farmland, observatories; Aztecs causeways, chinampas, aqueduct; Incas paved roads, rope bridges, terraced mountainsides Focus on Writing: 21 Rubric: Students articles should: describe ancient sites in the Americas use vivid details to pique reader interest be written clearly and concisely Page 489 Standardized Test Practice 1 D 2 C 3 A 4 B 5 D 6 A 7 D Page 491 Explore the Art: that soldiers wore armor, wielded swords and lances, sometimes fought on horseback, and fought in hand-to-hand combat Page 495 You Try It!: 1 Yes, because these rules for behavior were used by monks in the early 500s to guide their lives and 70

it gives specific information about their daily lives. 2 possible answer: Original writings, such as diaries and letters written by people of the period 3 No, because the world has changed a great deal since medieval times. Page 497 Interpreting Maps: 1 Scandinavian, Iberian, Italian, Balkan 2 possible answer: might have prevented or slowed people who wanted to move north or south through the area. Page 498 Reading Check: In northern Europe the land is flat with rivers that flow to the seas, and the climate is mild and cool. In southern Europe, there are more mountain ranges, and the climate is warm and sunny. Page 499 Reading Check: southern Europe cities near the coast and river valleys; northern Europe cities away from oceans and near rivers Section 1 Assessment: 1a the shape and elevation of land in a region 1b possible answer: Southern Europe is dry and warm. 2a coastal plains or river valleys where it is flat enough to farm 2b north; flat land, fertile soil, and many rivers 2c People will live where they can grow crops and be protected from the cold climate, so Scandinavians settled on coasts. 3 Northern Europe landforms: Northern European Plain; climate: mild and cool; vegetation: forests; Southern Europe landforms: mountains; climate: warm and sunny; vegetation: hardy shrubs and trees; Scandinavia landforms: mountains and hills; climate: cold; vegetation: few plants 4 possible answer: You would own land that others farmed for you; you would probably live near rivers; because of the flat land, it was easy for invaders to enter the region. Page 501 Interpreting Maps: as far as Ireland and Britain Page 502 Analyzing Primary Sources: possible answers: to avoid wanting more things; to prevent distractions Reading Check: Missionaries traveled to spread Christianity, while monks built monasteries in remote locations where they taught about Christianity. Page 503 Interpreting Maps: to the east and south Reading Check: built a huge empire that included schools to teach many subjects, including Christianity Page 504 Interpreting Maps: the Vikings Reading Check: the Magyars, Muslims, and Vikings Section 2 Assessment: 1a Monks lived in communities called monasteries. 1b to convert people to Christianity 1c possible answer: to help them live as good Christians 2a uniting much of Europe in an empire 2b possible answer: creating schools: it helped spread Christianity 3a Britain, Ireland, France, Iceland, Germany, Spain, and the Iberian and Italian peninsulas 3b Viking raids were fast, unpredictable, and very fierce. 4 possible answers: Unity the spread of Christianity, the rule of Charlemagne; Disruption Viking, Muslim, and Magyar invasions 5 possible responses: to protect from invasions, to protect monasteries Page 505 Drawing Conclusions: Answers will vary, but students might say that people in Europe continued to see themselves as Europeans. Page 507 Analyzing Visuals: A noble could receive land from a lord or king and in turn grant land to a lower-ranking noble. Reading Check: Nobles needed to defend their lands from invaders and from other nobles or kings. Page 508 Reading Check: It was carried there by William the Conqueror. Page 509 Analyzing Visuals: foods (vegetables, wheat, flour, and bread), wool for clothing, tools for farming Page 510 Biography: She ruled Aquitaine, was a vassal of the king, and was married to two kings. Reading Check: nobles lived more comfortably than peasants, had larger houses and servants; peasants worked hard, lived in small houses, little freedom Page 511 Reading Check: The production of more food meant that more people could be fed, which caused the population to grow. This growth in population caused towns to grow. The growth of towns led to an increase in trade, which in turn led people to move to cities in search of jobs, causing cities to grow even more. Section 3 Assessment: 1a warriors who fought on horseback 1b because they had received land from the lord 1c Answers will vary, but students should note that the lords received protection and loyalty while knights received land. 2 He introduced feudalism to England after he conquered it in 1066. 3a It had a large house or castle, fields, forests, pastures, and a village. 3b Answers will vary, but students should indicate 71

that a serf s life was very difficult. 4a new technology that produced larger harvests 4b They had more opportunities to make more money in cities than on the manor. 5 lord to knight military aid, gift of land; knight to lord military service, money on special occasions; knight to serf land to farm on, protection; serf to knight food or other payment 6 possible responses: look for brave, dedicated knights; pay them with land or money Page 513 Samurai and Knights: similarities wore armor, rode horses, trained soldiers, fought with swords; differences knight carried a banner and shields; armor made of different materials Focus on Reading: because it provides a firsthand account of the lives of knights Page 514 Art in Europe and Japan: The European painting has a religious theme, while the Japanese painting emphasizes nature. Reading Check: Both had to swear vows of loyalty to their lords. Both were expected to live disciplined and honorable lives. Both were admired for their courage and bravery. Page 515 Reading Check: Europe Christianity influenced almost all artistic forms; Japan blend of Shinto, Buddhism, and Confucianism; art based on themes of nature Section 4 Assessment: 1a a code of behavior that knights were expected to follow 1b swore oaths of loyalty, fought, followed codes of honor, received some type of reward for services, greatly admired for bravery 1c Local lords needed the support of warriors to defend their lands in the absence of central order. 2a Christian; a blend of Buddhism, Shinto, and Confucianism 2b Haiku were about nature, while medieval European poems were about religion. 2c Answers will vary, but students should indicate that medieval Europe and feudal Japan both had a system of feudalism. 3 similarities professional warriors; received land; loyal to lords; followed codes of honor; differences religion; type of armor worn 4 possible responses: to swear an oath of loyalty, to be obedient, to be brave; through conversation, provide written laws Page 516 Practice and Apply the Skill: 1 a cutaway diagram 2 fireplaces 3 to draw water from the well 4 wood and some stone above the waterline and stone below the waterline 5 the waterfilled moat surrounding the castle; the single entrance and drawbridge; the high, narrow windows Pages 517 518 Chapter 17 Review Reviewing Vocabulary, Terms and People: 1 monks 2 Eleanor 3 feudalism 4 chivalry 5 serfs 6 vassal 7 manor 8 Charlemagne (mystery word: medieval) Comprehension and Critical Thinking: 9a Northern European Plain 9b rivers transportation routes; seas transportation, protection from attack, food 9c Answers will vary, but students should exhibit an understanding of Europe s diverse geography. 10a missionaries and monks 10b covered much of the same territory 10c possible answer: Monks in these monasteries worked to convert the people living nearby to Christianity. 11a fewer rights than men, had to obey fathers or husbands, worked in the home 11b They brought skilled workers to the manors to build everything people would need to live. 11c Limited amounts of money led to the development of feudalism, and feudalism in part led to the system of manorialism. 12a samurai 12b European art and literature dealt mainly with religious themes, whereas Japanese art and literature dealt mainly with natural themes. 12c They were heroes who were greatly admired for their courage, loyalty, and exciting deeds. Reading and Analysis Skills: 13 The first passage is a secondary source, because it says that no one is alive who has personal knowledge of the events. The second is a primary source, because the author had known Charlemagne personally. 14 the second because he knew and spoke with Charlemagne Using the Internet: 17 Go to your e-textbook for this activity. Social Studies Skills: 18 protection armor, helmet, shield; recognition banner, cloth, trappings 19 sword 20 to identify the lord for whom he fought Focus on Writing: 21 Rubric: Students job advertisements should: explain why knights are need describe the skills or traits of the people best suited for the job. list the rules for behavior tell how knights will be paid and emphasize the benefits of the job. Page 519 Standardized Test Practice 1 B 2 A 3 A 4 A 5 C 6 C 7 B 72

History and Geography Lesson Manual Answer Key Answer Keys History and Geography Lesson Manual LESSON 121 What inferences could you make about how geography might influence life in early Japan? Students might infer that farming would be limited in Japan due to the mountains. Students might also infer that like Greece, people in Japan learned to make a living from the sea. Around what date was The Tale of the Genji written? 1000 LESSON 122 Looking at the map, can you predict which areas likely had the greatest population density? Students should identify flat areas characterized by the green such as the area near Edo or Osaka. Accept all reasonable answers. Can you think of other examples of cultural diffusion you have learned about in this course? Answers will vary. Possible answers include the spread of Greek culture under Alexander the Great, the spread of Roman culture during the Roman Empire, and the spread of Islamic culture to areas such as the kingdom of Mali. LESSON 123 How did this mentality shape the types of art developed by nobles during the Heian period? Answers will vary but students should make the connection between nobles identity as people apart from the rest of society and the emphasis on beauty and elegance in art forms of the period. LESSON 126 Application Essential Question: How did the Japanese blend borrowed customs and native traditions into a unique culture? Students answers may include examples of culture borrowed from China and Korea such as a writing system and Buddhism and native traditions such as the traditions of the samurai and the Shinto religion. LESSON 128 What can you infer about the Inca civilization from looking at this photograph? Answers will vary. Possible answers include: They were good builders. They had artisans who could mine and carve stone. They had some kind of government that planned the city. Accept all reasonable answers. What did you find most extraordinary about Machu Picchu? Answers will vary. What empire was expanding at about the same time that the Inca empire was expanding? The Ottomans expanded to conquer Constantinople about the same time that Pachacuti was expanding the Inca Empire. Can you think of other civilizations that developed as city-states? Possible answers include the Sumerians and the Greeks. LESSON 130 How was Aztec culture similar to the Mayan culture which had thrived centuries before? How was it different? Similarities include a single ruler, worshiping many gods, human sacrifice, and studying astronomy. Differences include their methods of farming, and different pastimes such as telling riddles and playing ball games. What city was the furthest south in the Aztec Empire? Xoconocho LESSON 131 Application Essential Question: What led to the development of complex societies in the Americas? Answers include trade (for the Maya and Aztec), conquest (for the Aztec and Inca), and innovations that allowed them to thrive in their environment, such as the Aztec floating gardens and the Inca roads. LESSON 132 Does Europe s geography remind you of the geography of any other regions you have learned about during this course? Answers will vary. For example, students may recall that other regions such as India and Mesopotamia, rivers flowed from the mountains to the sea and created river plains. In what ways is Europe s geography different from the other areas you have learned about? Answers will vary. For example, students may note that Europe is located further north than 73

History and Geography Lesson Manual Answer Key most of the regions studied during this course. Based on what you already learned about geography, which areas of Europe do you think were best for farming and why? Answers will vary but should include areas of lower elevation such as the Northern European Plain, the Po River valley, and the area west of the Carpathian Mountains. LESSON 133 What event happened about the same time that Heian became the capital of Japan? Charlemagne was crowned emperor of much of Europe. LESSON 135 What rivers marked the boundary between Christian and non-christian areas in Europe? The Rhine and Danube Rivers Why might Charlemagne have wanted to capture Rome? Possible answer. Charlemagne wanted to conquer the former capital of the Roman empire. Some students may also know that Rome was the location where the pope lived. LESSON 136 How was the life of a serf similar or different from a slave? Serfs were technically not owned like slaves. However, serfs had very few rights and were seldom allowed to leave the land they worked on. 74

History and Geography Activities Answer Key Answer Keys History and Geography Activities ACTIVITY 15 Comparing Social Structures (History and Geography Lesson 125) Shogun Japan Other Society Emperor: a figurehead who did not have Answers will vary. much power Shogun: a powerful military ruler Daimyo: powerful lords Samurai : warriors that served the daimyo and shogun Peasants: poor with little power What do you notice about these two social structures? How are they alike? How are they different? What do the social structures tell you about what each civilization valued? Answers will vary but should be based on the information on their chart. ACTIVITY 16 The Geography of the Americas (History and Geography Lesson 131) Map: Lake Texcoco Gulf of Mexico Questions: 1 The Inca 2 The Aztec and the Maya overlapped territory. They did not fight for control of the same territory because the Aztec rose to power centuries after the Mayas declined. 3 Answers will vary. Students might infer that it would be easier to defend a capital in the mountains than on the coast. ACTIVITY 17 The Geography of Europe (History and Geography Lesson 135) Map: Vikings Muslims Magyars Iberian Peninsula North Sea Aachen Paris Tours PYRENEES Rhine River Scandinavian Peninsula Italian Peninsula Rome APLS Baltic Sea CARPATHIAN MTS. Danube River Balkan Peninsula Mediterranean Sea N O R T H E R N E U R O P E A N P L A I N Black Sea SIERRA MADRE DEL SUR Tenochtitlan Pacific Ocean Yucatán Peninsula Palenque Myan Empire Aztec Empire Inca Empire Chan Chan ANDES MOUNTAINS Machu Piccu Cuzco Questions: 1 The Iberian Peninsula 2 Aachen 3 The Baltic Sea and the North Sea 4 Answers will vary. Students may remember that Tours was a center of Christianity and so may have been a target of Muslim armies seeking to convert Christians to Islam. Or students may note that it was one of the nearest large cities to the areas the Muslim armies had conquered in Spain. 5 They settled between the Alps and the Carpathian Mountains near the Danube. Students may infer that they chose to settle in this area which was protected by mountains on all sides. They may also infer that they chose to settle near a river to have access to good farmland. 75