Student Edition
How to Use This Program
1 The teacher begins each lesson with a Lesson Presentation preview activity that engages inquiry and sets a foundation for the lesson’s content.
2 Guided by the Presentation, students participate in an interactive activity that connects to both the C3 Framework and English Language Arts literacy. In these activities, students use the tools of social studies inquiry: asking questions, using sources and other evidence to develop claims, and conclusions.communicating
4 The lesson concludes with students demonstrating their knowledge of the lesson’s core ideas and of the inquiry process though a variety of paper and online assessments.
3 In their online Student Subscription, students expand their knowledge through reading the Student Text and working through an Interactive Tutorial They then process what they have learned in their online Interactive Student Notebook. Students can also test their knowledge by playing a game-like online Reading Challenge. Alternatively, students can read from the hardcover Student Edition and complete a consumable Interactive Student Notebook.
The components of this program provide the tools needed for a complete learning cycle.
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Did the benefits of Roman expansion outweigh the costs?
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7 The Decline of Feudalism 86
How did events in Europe contribute to the decline of feudalism and the rise of democratic thought?
How did Christianity originate and spread?
2 The Origins and Spread of Christianity...................... 30
8 The Byzantine Empire 98
4 The Development of Feudalism in Western Europe ... 52
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How did the Byzantine Empire develop and form its own distinctive church?
Reading Further: The Trials of Joan of Arc 94
unit 1
1 From Republic to Empire 14
The World in 300 C.E.
Site of Encounter: Rome
Investigating Primary Sources: What Kind of Ruler Was Justinian I?............... 106
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Setting the Stage
How did the distant regions of the world become more interconnected through medieval and early modern times?
5 The Roman Catholic Church in Medieval Europe 64
What was life like in medieval European towns?
TimesMedievalDuringEurope
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6 Life in Medieval Towns 76
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Timeline ........................................................................ 110vii
To what extent have the contributions of ancient Rome influenced modern society?
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3 The Legacy of the Roman Empire 40
Program Introduction
How well did feudalism establish order in Europe in the Middle Ages?
How influential was the Roman Catholic Church in medieval Europe?
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Setting the Stage
How did Islam originate and spread?
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12 From the Crusades to New Muslim Empires 160
How do the beliefs and practices of Islam shape Muslims’ lives?
What important innovations and adaptations did medieval Muslims make?
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11 Muslim Innovations and Adaptations 138
9 The Origins and Spread of Islam.............................. 116
unit 2
TimesinIslamMedieval
Timeline 178
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Reading Further: History at the Dinner Table 152
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10 Learning About World Religions: Islam 126
Site of Encounter: Cairo 156
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Investigating Primary Sources: What Motivated People to Participate in the Crusades? 172
Site of Encounter: Norman Sicily............................................................................. 176
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How did the Crusades affect the lives of Christians, Muslims, and Jews?
14 The Evolution of Religion in South Asia 196
13 The Achievements of the Gupta Empire 184
South 300–1200Asia, unit 3
Why is the period during the Gupta Empire known as a “golden age”?
Setting the Stage
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How did the spread of Hinduism, Buddhism, and Islam throughout Asia affect each religion?
......................................................................................... 204 Timeline ........................................................................ 208ix
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Site of Encounter: Calicut
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CultureThe AfricaofKingdomsandWest
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To what extent did trans-Saharan trade lead to Ghana’s wealth and success?
unit
In what ways did Islam influence West African society?
18 The Cultural Legacy of West Africa 248
In what ways do the cultural achievements of West Africa influence our culture today?
Site of Encounter: Mali 246
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Investigating Primary Sources: What Does Ibn Battuta’s Writing Reveal about Islam in Medieval Mali? 242
15 Early Societies in West Africa 214
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16 Ghana: A West African Trading Empire.................... 222
Reading Further: Youssou N’Dour: A Modern-Day Griot 256 260
What was the most significant factor in the development of early societies in West Africa?
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17 The Influence of Islam on West Africa 232
Setting the Stage 212
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Timeline ........................................................................
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Which method of selecting officials led to the best leaders for China? Investigating Primary Sources: What Was It Like to Take a Civil Service Examination? 274
Setting the Stage 264
21 Chinese Discoveries and Inventions 286
How have medieval Chinese discoveries and inventions influenced the modern world?
Timeline ........................................................................ 314xi
How did the foreign-contact policies of three medieval Chinese dynasties affect China?
unit
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22 China’s Contacts with the Outside World ................ 298
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Reading Further: The Explorations of Admiral Zheng He ..................................... 306 Site of Encounter: Quanzhou 310
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19 The Political Development of Imperial China ........... 266
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How did the Chinese improve their economy during the Tang and Song dynasties?
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20 China Develops a New Economy 278
ChinaImperial
23 The Influence of Neighboring Cultures on Japan .... 320
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24 Heian-kyo: The Heart of Japan’s Golden Age .......... 330
What was the role of the samurai in the military society of medieval Japan?
Timeline 364
What was life like for aristocrats during the Heian period?
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25 The Rise of the Warrior Class in Japan .................... 346
TimesMedievalDuringJapan unit
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Setting the Stage 318
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In what ways did neighboring cultures influence Japan?
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Reading Further: Tomoe Gozen: History or Legend? 360
Investigating Primary Sources: Why Was Lady Murasaki an Important Figure in Japan’s History? 342
Investigating Primary Sources: How Did Religion Influence Aztec Culture? ... 400
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Timeline
Setting the Stage 368
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26 The Maya 370
What led to the rise, flourishing, and fall of the Maya civilization?
What was daily life like for Aztecs in Tenochtitlán?
How did the Aztecs rise to power?
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How did the Incas manage their large and remote empire?
30 Achievements of the Maya, Aztecs, and Incas 420
What were the significant achievements of the Maya, Aztecs, and Incas?
unit 7 AmericasofCivilizationsthe
28 Daily Life in Tenochtitlán 390
27 The Aztecs 382
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Site of Encounter: Tenochtitlán 404
29 The Incas 408
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Reading Further: Walking Across Space: Incan Rope Bridges 428
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Setting the Stage
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Timeline ........................................................................ 454 xiv
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31 The Mongol Empire
32 Increasing Trade and Competition
How did the Mongol Empire destroy states and increase the interconnection of Afroeurasia?
unit 8 1200–1490World,MedievalThe
How did increasing trade lead to the exchange of ideas and new conflicts?
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33 The Renaissance Begins 460
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What advances were made during the Renaissance?
Setting the Stage 458
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34 Florence: The Cradle of the Renaissance 474
What were the effects of the Reformation?
ReformationandRenaissanceEurope’s unit 9
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What factors led to the weakening of the Catholic Church and the beginning of the Reformation?
35 Leading Figures of the Renaissance 486
37 The Spread and Impact of the Reformation 514
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What changes in Europe led to the Renaissance? Investigating Primary Sources: How Does Renaissance Art and Literature Reflect Humanist Ideals? 470
36 The Reformation Begins 504
Reading Further: From Gutenberg to the Internet 500
Timeline ...................................................................... 528xv
In what ways have various leading figures of the Renaissance affected modern society?
Reading Further: Bartolomé de Las Casas: From Conquistador to Protector of the Indians 550
Investigating Primary Sources: How Did the Enlightenment Influence the Declaration of Independence? 576
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Timeline 580 582
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How did the Scientific Revolution change the way people understood the world?
AgeModernEntersEuropethe unit 10
How did the Age of Exploration change the way Europeans viewed the world?
Resources .....................................................................
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40 The Enlightenment
38 The Age of Exploration 534
39 The Scientific Revolution 554
How have the ideas of the Enlightenment influenced modern government?
Setting the Stage 532
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Physical Features of Japan 318 Medieval Japan 319 Asian Influences on Japanese Culture 322
Three Early West African Kingdoms, 500 to 1600 c.e. 221
The Spread of the Plague in the 14th Century 90
The Mongol Empire, About 1300 272
Japan, 794 332
Medieval Europe, About 1300 13
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Roman Empire About 200 c.e. 43
Two North African Trade Routes, 400–1200 c.e. 227 The Travels of Ibn Battuta, 1325–1353 242
The Byzantine Empire, Mid-6th Century 100 The Arabian Peninsula 118
Physical Features of Mexico, Central America, and South America 368 Climate Zones of Mexico, Central America, and South America 369 Major Early Civilizations of Mexico, Central America, and South America 369 Maya Civilization, About 900 c.e. 373
The Silk Road During the Tang Dynasty 300 Route of Marco Polo, 1271–1295 303
The Expansion of Islam, 632–750 124 Medieval Trade Routes 140
Kingdom of Ghana, About 1000, c.e. 225
The Yuan and Ming Dynasties 265
Latin Prefixes Used in English Words 48 Latin Roots Used in English Words 49 The Seven Catholic Sacraments 68 Monsoon Direction and Season 205 China’s Imperial Dynasties 268 Voyages of Discovery, 1405–1521 308 Steps of the Scientific Method 561
Territory Controlled by Rome, About 264 B.C.E. 19 Territory Controlled by Rome, About 146 B.C.E. 21 Territory Controlled by Rome, About 44 B.C.E. 23 Territory Controlled by Rome, About 117 C.E. 25 Judea, About 1 C.E. 32
Afroeurasia Trade Circles 6
Major Muslim Empires, 900–1500 171
Physical Features of Africa 212 Vegetation Zones of Africa 213 Kingdoms of West Africa 213
Medieval European Towns and Trade Routes, About 1500 c.e. 78
Naval Voyages of Zheng He, 1405–1433 304 Trade and Interconnectedness c. 1300 310
Physical Features of South Asia and Surrounding Areas 182
Major European Crusades, 1096–1204 163
Physical Features of Europe 12
Diagrams and Tables
The Gupta Empire, 320–550 C.E. 183
Physical Features of Europe 458 Europe, About 1500 459 Major Italian City-States During the Renaissance 467 Christianity in Europe, About 1600 525 The Worldwide Spread of Christianity, About 1700 526 European Exploration and Land Claims, 1488–1610 532
The Spread of Buddhism 183 Achievements of the Gupta Empire, About 320–550 C.E. 187
Maps
Four Khanates of the Mongol Empire, About 1300 441
The Silk Road on the Sea 7
Physical Features of Asia 264 The Sui, Tang, and Song Dynasties 265
Trade Routes in Asia, About 550 C.E. 194
Routes of Portuguese Explorations 539 Routes of Early Spanish Explorations 542 Routes of Later Spanish Explorations 544 Routes of Other European Explorations 547 Routes of World-Wide European Explorations, 1400–1700 548
The Valley of Mexico, About 1500 385 The Aztec Empire, Early 1500s 388 The Inca Empire, About 1500 410 Civilizations of the Americas, 300–1500 c.e. 427 Physical Features of Afroeurasia 436 Trade and Interconnectedness c. 1300 437
—Stephen, Count of Blois, 1098
The Great Learning, Confucius, date unknown 275
The Declaration of Independence, 1776 579
Count Stephen to Adele, his sweetest and most amiable wife, to his dear children, and to all his vassals of all ranks—his greeting and blessing.
The Spirit of Laws, Montesquieu, 1748 577
The Germans at first regard of the crusaders as madmen., Ekkehard of Aurach, early 1100s 175
The Seven Likenesses of a Candidate, Pu Songling, date unknown 276
Selected Primary Sources: Text
An Essay on Crimes and Punishments, Cesare Beccaria, 1764 578
The Two Treatises of Government, John Locke, 1689 or 1690 576
On the Nature of Poetry, Petrarch, mid-1300s 472
Stephen, Count of Blois and Chartres, To His Wife, Adele
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The Secret History, Procopius, mid-6th century 109 Stephen, Count of Blois and Chartres, to His Wife, Adele, Stephen, Count of Blois, 1098 173
The Decameron, Giovanni Boccaccio, mid-14th century 473
Travels in China, Sir John Barrow, 1804 274
The Diary of Murasaki, Lady Murasaki, 1007 343
The Diary of Murasaki, Lady Murasaki, 1008 345 Sonnet CXXVI, Petrarch, 14th century 345
The Institutes of Justinian, Book 1: Of Persons, 527-565 c.e. 107
The Diary of Sarashina, Lady Sarashina, 1022 344
You may be very sure, dearest, that the messenger whom I sent to give you pleasure, left me before Antioch safe and unharmed, and through God’s grace in the greatest prosperity. And already at that time, together with all the chosen army of Christ, endowed with great valor by Him, we had been continuously advancing for twenty-three weeks toward the home of our Lord Jesus. You may know for certain, my beloved, that of gold, silver and many other kind of riches I now have twice as much as your love had assigned to me when I left you. For all our princes, with the common consent of the whole army, against my own wishes, have made me up to the present time the leader, chief and director of their whole expedition.
The Response to Pope Urban II’s Plea, Fulcher of Chatres, 1100s 174
The Travels of Ibn Battuta A.D. 1325-1354. Vol. I, Ibn Battuta, 1325-1354 243–245
You have certainly heard that after the capture of the city of Nicaea we fought a great battle with the perfidious Turks and by God’s aid conquered them. Next we conquered for the Lord all Romania and afterwards Cappadocia. And we learned that there was a certain Turkish prince Assam, dwelling in Cappadocia . . . thither we directed our course. All his castles we conquered by force and compelled him to flee to a certain very strong castle situated on a high rock. We also gave the land of that Assam to one of our chiefs and in order that he might conquer the above-mentioned Assam, we left there with him many soldiers of Christ. Thence, continually following the wicked Turks, we drove them through the midst of Armenia, as far as the great river Euphrates. Having left all their baggage and beasts of burden on the bank, they fled across the river into Arabia.
Painting on the Brancacci Chapel in Florence, Italy called St. Peter Healing the Sick with His Shadow, 1425-1427 470
Helaine Silverman, on crossing an Incan rope bridge, 1997 431
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Joan of Arc, on her message to King Charles 95
Joan of Arc, on signing her confession, 1431 97 Procopius, The Secret History 101 Procopius, on the Hagia Sophia 108 Rabi’a, poem 147
Illumination from the Codex Justinianus, 6th century b.c.e. 106 Map of Jerusalem, 12th century 160 Painted scroll from Vietnam called The Festive Return of the Civil Servant, 14th or 15th century 277 Painting on a page from the diary of Lady Murasaki, 13th century 333
Fulcher of Chartres, account of Pope Urban II’s speech at the Council of Clermont 172 Ibn Battuta, on Islam in West Africa 237 Marco Polo, The Travels of Marco Polo, the Venetian 279 Fujiwara Michinaga, on the world 334 Sei Shonagon, Pillow Book 339 Murasaki Shikibu, poem 342 Matsuo Basho, haiku 353 Samurai poem 356
Giorgio Vasari, on Donatello’s David 479 Martin Luther, Luther’s Large Catechism 518 Antonio de Montesinos, sermon, 1511 551
Ephraim George Squier, advice on crossing an Incan rope bridge 431
Joan of Arc, on seeing three saints, 1425 94
Painting titled The School of Athens by Raphael, 1510 464 Map of Florence, late-15th century 466
Drawing titled Vitruvian Man by Leonardo da Vinci, 1661 556
Manuscript illumination of an entertainer and ball player from the Aztec Codex Mendoza, 1541 402 Manuscript illumination of a game of ōllamalitzli from the Aztec Codex Magliabechiano, mid-1400s 403
Selected Primary Source Quotations
Joan of Arc, on being put on trial, 1431 97
Thomas Hobbes, Levianthan, 1651 568 Voltaire, on the right to be governed by law 571 Abigail Adams, on women’s rights, 1776 574 Mary Wollstonecraft, A Vindication of the Rights of Woman, 1792 574
Bartolomé de las Casas, The Devastation of the Indies: A Brief Account, 1552 552
Antonie van Leeuwenhoek, on seeing bacteria 562 Bernard de Fontenelle, on reason and progress, 1702 565
Italian canvas portrait of Francesco Petrarch by Andrea del Castagno, 1450 471 Map of the world called Maris Pacifici by Ortelius, 1589 534
Aztec vessel of Tlaloc from Tomb Number 21 in Tenochtitlan, Mexico, 1400s 400 Aztec stone carving of Quetzalcoatl, 15th century 401
Woodblock image from a Japanese book, 1670 342 Aztec terracotta vessel of Tlaloc 393 Aztec sacrificial knife inlaid with shell, 14th–16th century 398
Joan of Arc, on the truce between King Charles VII and Duke of Burgundy, 1429 96
Selected Primary Sources: Artifacts and Art
Dimension Applying2 Disciplinary Concepts and Tools
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The four Dimensions identified by the National Council for Social Studies in The College, Career, and Civic Life (C3) Framework for Social Studies State Standards help prepare students to be engaged and thoughtful citizens as they explore social studies using the Inquiry Arc. History Alive! integrates each of these Dimensions.
Together, students and teachers create a base for inquiry and research by determining the background and content needed to answer their questions. History Alive! ‘s Student Text scaffolds disciplinary concepts in civics, economics, geography, and history throughout each grade.
The C3 Framework
Dimension Developing1 Questions and Planning Inquiries
The inquiry process begins with the use of compelling and supporting questions that are developed by both teachers and students. The story-like Student Text in History Alive! inspires questioning. The Preview activities in each Presentation connect to prior knowledge and encourage students to ask questions and plan inquiries.
Students have the opportunity to build their claims both independently and collaboratively, to receive critiques, and to present their claims in public settings. Both individually and in groups, students of History Alive! construct and critique historical explanations and arguments. Throughout activities, students present their claims in a variety of formats.
Compelling questions call for students to obtain and evaluate evidence from primary and secondary sources to help support their claims. In History Alive!, students pursue research and make evidence-supported claims during class discussions and in their Interactive Student Notebooks.
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Dimension Communicating4 Conclusions and Taking Informed Action
Dimension Evaluating3 Sources and Using Evidence
Each unit in History Alive! has a four-page Investigating Primary Sources feature that engages and challenges students to analyze a variety of sources. Each feature incorporates a set of style and content elements that guides students into building strong arguments supported with evidence. Here are some highlights that show how Investigating Primary Sources engages students’ curiosities.
Along with supporting the development of beautiful architecture, Justinian supported artists who created paintings and carvings of great beauty and value. This picture is an example of such art. It is a page from the Codex Justinianus the set of law books created for Justinian. How are the people interacting with Justinian in this piece of art? Can you tell how the artist felt about Justinian?Justinian may be best known for the set of legal codes he helped create. Soon after he became emperor, Justinian assigned a committee of ten lawyers to review all the laws and rules of previous emperors. He wanted outdated laws removed or updated and new laws added. The result was a set of four books called the Codex Justinianus which translates from Latin to Justinian’s Code. It remains the foundation for laws in many nations today.
3. The child born to you and your wife is in your power. And so is the child born to your son of his wife, that is, your grandson or granddaughter; so are your great-grandchildren, and all your other descendants. But a child born of your daughter is not in your power, but in the power of its own father.—Institutes of Justinian, Book 1: “Of Persons,” 527-565 C.E.
What Kind of Ruler Was Justinian I?
Investigating Primary Sources
The Institutes of Justinian
1. Jurisprudence is the knowledge of things divine and human; the science of the just and the unjust.
A bold willthecompellingparagraphintroductionsetsupthequestionandsourcesthatstudentsexplore.
This picture from the 6th century depicts Justinian I on the throne and his subjects around him. This image could be one piece of evidence about the kind of ruler Justinian was.
Textual primary sources are easily identifiable. Students are challenged and asked to analyze these primary sources, and use their analysis in a supported claim.
Why might it have been important to Justinian to have these laws?
3. The maxims of law are these: to live honesty, to hurt no one, to give every one his due.
5. In the condition of slaves there is no distinction; but there are many distinctions among free persons; for they are either born free, or have been set free.
The title frames an engaging, compelling question that guides the entire piece. Students later build a claim that answers this question.
I. Justice and Law
The following primary source includes excerpts from a book from this set called the Institutes of Justinian. This book was compiled and published in 533 and became a textbook for law students and lawyers. This passage is just a small section of the book that describes the rights of people.Afteryou read the passage, consider these questions: What do these laws tell you about the rights of a person in Justinian’s empire?
All our law relates either to persons, or to things, or to actions. Let us first speak of persons; as it is of little purpose to know the law, if we do not know the persons for whose sake the law was made. The chief division in the rights of persons is this: men are all either free or slaves.
He was called Justinian the Great, but did he live up to his name? He is both praised and criticized in history books. Justinian I ruled the Byzantine Empire from 527 to 565. You will read two primary sources about Justinian that will help you understand and explain what kind of ruler he was.
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106 Lesson 8
Why is Justinian’s Code considered historically significant?
Our children, begotten in lawful marriage, are in our power.
Justinian I was the emperor of the Byzantine Empire, previously the Eastern Roman Empire, at a time of great turmoil. While he brought about several positive changes, many people considered him a tyrant. One of his achievements was expanding the Byzantine Empire to its greatest size in history. By the time of his reign, most of the Western Roman Empire had collapsed, and Justinian was determined to regain that territory. He retrieved areas in Italy, the southeastern coast of Spain, and much of North Africa that had previously been lost by enemyJustinianinvasion.was also responsible for restoring much of the beauty of the empire, which had suffered devastation from earthquakes, wars, and attacks by rebellious citizens. He rebuilt the city of Constantinople with new harbors, bridges, aqueducts (water supply systems), public buildings, and churches. One of these churches, the Hagia Sophia with its breathtaking dome and magnificent marble art, is one of the most famous buildings in the world today.
IX. The Power of Parents
2. The power which we have over our children is peculiar to the citizens of Rome; for no other people have a power over their children, such as we have over ours.
Each section provides well-researched background related to the primary sources and their historical contexts. This content can be used to help support students’ claims.
III. The Law of Persons
1. Freedom, from which men are said to be free, is the natural power of doing what we each please, unless prevented by force or by law.
JUSTICE is the constant and perpetual wish to render every one his due.
The Byzantine Empire 107
Investigating Primary Sources
came to the throne, he straightway succeeded in upsetting everything. What had previously been forbidden by the laws he introduced, while he abolished all existing institutions, as though he had assumed the imperial robe for no other purpose than to alter completely the form of government. He did away with existing offices, and established other new ones for the management of affairs. He acted in the same manner in regard to the laws and the army; not that he was led to do so by any love of justice or the public advantage, but merely in order that all institutions might be new and might bear his name; if there was any institution that he was unable to abolish at once, he gave it his name, that at least it might appear new. He could never satisfy his insatiable desire, either of money or blood; but after he had plundered one wealthy house, he would seek for another to rob, and straightway squander the plunder upon subsidies to barbarians, or senseless extravagance in building
Books and About JustinianPictures
Criticism of Justinian
Every feature ends with an activity that requires students to think critically and answer the compelling question.
Despite Justinian’s numerous accom plishments, he faced strong criticism. Both his biggest fan and his biggest critic might have been the military advisor and historian, Procopius.
The Secret History of the Court of Justinian
Procopius was an ambitious writer of history. He wrote eight books about the wars fought by Justinian. Procopius also wrote six books on the buildings that were constructed during Justinian’s reign. These books are filled with praise for Justinian’s achievements. About the reconstruction of the Hagia Sophia, Procopius wrote,
—Procopius, mid-6th century
This drawing shows Justinian with his wife Empress Theodora. She often influenced her husband’s decisions with her advice and persua sion. Theodora played a big role during Justinian’s reign and noted that he made few significant accomplishments after her death. What does this picture tell you about Justinian that you may not know from books? How are Justinian and Theodora portrayed here? What details do you notice? What does this picture tell us about the relationship between Justinian and Theodora?
Compare the text excerpts you’ve just read and think about the pictures. Consider what they say about Justinian as a ruler. Then use these sources and what you know to make an argument about the kind of ruler Justinian was and if his impact on the empire was more positive or more negative.
108 Lesson 8
Students are invited to observe images of artifacts, portraits, and more to better understand the content. Captions highlight important details of the accompanying image.
Each page concludes with a set of supporting questions that help students pursue the main question.
Read this excerpt from The Secret History. What does Procopius say were Justinian’s main goals? What other criticisms does Procopius claim? What does it mean that Justinian “abolished all existing institutions”? How does Procopius’s attitude toward Justinian differ in these two excerpts? Which source do you think is more reliable and why? What other sources could give you more information so that you can explain what kind of ruler Justinian was?
This drawing shows Justinian and his wife, Empress Theodora. The artist helps us imagine the kind of ruler Justinian was.
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ChapterWhenXIJustinian
It is indeed a proof of the esteem with which God regarded the emperor, that he furnished him with men who would be so useful in effecting his designs, and we are compelled to admire the wisdom of the emperor, in being able to choose the most suitable of mankind to execute the noblest of his works . . .
The Byzantine Empire 109
What does this quote tell you about the kind of ruler Justinian was? How might all of Procopius’s books help you understand the kind of ruler Justinian was? How might Procopius’s role as Justinian’s military advisor have affected what he wrote about the wars?
Though much of Procopius’s writing praised Justinian, he wrote a final book that did just the opposite. This book, titled The Secret History, attacks the way Justinian conducted war and ruled his empire with an iron fist. The book was not published until after Procopius’s death, and probably after the deaths of Justinian and Theodora. What reasons might explain why this last book, and not the earlier ones, contains so much criticism of Justinian and Theodora?
Empress Theodora
Main Ideas and Details Identify ing key ideas and details applies to reading primary and secondary text and the ability to use evidence and to create accurate summaries. Students should also identify the steps in relevant processes.
Craft and Structure Students determine the meaning of social studies vocabulary in context and can describe text structure and point of view.
Integration of Knowledge and Ideas Students should be able to integrate their learning on a topic from observing visuals and from reading the text in primary and secondary sources.
Literacy in History and Social Studies
Key Points in 6–8 Social Studies and History Literacy: Reading
History Alive! scaffolds the learning of social studies and history vocabulary by presenting the words and phrases in context but offer ing succinct definitions in the margins and glossary. Students record information based on text structure and historical perspective in their Reading Notes.
Each lesson in History Alive! concludes with a Processing task that requires students to demonstrate their understanding of main ideas and core concepts, as a result of carrying out investigations, reading the text, and researching a variety of sources.
History Alive! has literacy instruction built into the Student Text, Interactive Student Notebook, and Lesson Presentations. The following six key points emphasizes integration of literacy and language arts practices. They are particularly important in social studies instruction.
When students read History Alive! texts online, they have the option to see the main idea of each section highlighted. In the Presentation activities, students carry out inquiries and use their Interactive Stu dent Notebooks to develop supported claims.
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History Alive!
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Learning Through Research
Key Points in 6–8 Social Studies and History Literacy: Writing History Alive!
History Alive! provides opportunities for building research skills us ing print sources and digital sources. In the Presentation activities and Processing assignments, students gather and assess relevant in formation, and integrate this information with what they learn during hands-on activities to answer the compelling question.
Producing and Publishing Writing Clear, coherent, and routine writing appropriate to its purpose and audience is central throughout the writing standards.
Purposes for Writing Students write supported arguments that use organization, accurate evidence, and counterclaims. They are written in a formal style and include a strong conclusion.
History Alive! requires students to write for different purposes, in cluding to develop claims that are supported with evidence. In inqui ry activities, students are often asked to construct written arguments to persuade others to accept a conclusion or proposal. They construct their claims using precise language and social studies vocabulary.
Short research projects, using a variety of print and digital sources appropriately, should be carried out to answer broad questions that generate more specific questions.
History Alive! provides many writing opportunities, including to explain main ideas and proposals to compelling questions. Students engage in various writing exercises in their Interactive Student Notebooks.
Asian Influences on Japanese Culture
During the next three centuries, Japan sent officials, students, translators, and monks on ships across the sea to China. These people often remained in China for years before returning home with what they had learned. They also brought many examples of mainland culture, including paintings, religious statues, and musical instruments. As a result of these contacts, the Japanese acquired new ideas in government, the arts, architecture, and writing.
The cultures of China, India, and Korea were major influences on the culture of medieval Japan.
Under Suiko, Shotoku, and later rulers, the government of Japan took an active interest in Korean and Chinese culture. Sometimes, knowledge of mainland culture came from Japanese who traveled to China. Sometimes, it came in the form of gifts, such as books and art objects, sent from the mainland to Japan. Sometimes, it came from Korean workers who settled in Japan, bringing their knowledge and skills with them.
1. Cultural Influences on Japan
Important new social studies words are in bold and blue type. These words are defined in the margin and in the glossary.
Academic vocabulary words are bolded in black and presented with a each with an informative title, create an organized structure that help readers understand and remember the main ideas.
Shortclear context.sections,
322 Lesson 23
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Prince Shotoku a Japanese
The Japanese did not just change their old ways for new ways, however. Instead, they blended new ideas with their own traditions to create a unique culture. Let’s look at several areas in which this happened, beginning with government. ruler who encouraged cultural diffusion from countries on the Asian mainland
Japan at this time was far from being a unified country. Power was divided among chiefs of a number of clans called uji (OOH-jee). But one ruling family in the region of Yamato, on the island of Honshu, had grown powerful enough to loosely control much of Japan. Empress Suiko came from this line of rulers, as did Prince Shotoku, who ruled as regent under the empress.
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By the time Empress Suiko and Prince Shotoku came to power in 593, cultural influences from the Asian mainland had been reaching Japan for hundreds of years. For example, craftspeople from the Korean Peninsula had brought knowledge of bronze casting and advanced ironworking to Japan. Immigrants and visitors from Korea had also introduced Japan to Confucianism and Buddhism. However, as Suiko, Shotoku, and later rulers sought out contact with the main land, the pace of cultural diffusion quickened.
Japan in Empress Suiko’s and Prince Shotoku’s day was a rural, agricultural society. People grew rice and other crops. The upper classes owned slaves and lived in houses with wooden floors and roofs of wood or thatch. The common people lived in huts with dirt floors and thatched roofs. Family life centered on the mother, who raised the children, while fathers often lived apart from their families. Compared to later eras, women enjoyed relatively high status.
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Prince Shotoku was the first Japanese ruler to borrow ideas about government from China. Shotoku is shown here between his two sons.
During the 7th and 8th centuries, Japanese rulers adopted a Chinese style of government. Japanese tradition credits Prince Shotoku with starting this develop ment. Borrowing Confucian ideas, the prince created ranks for government officials. In 604, he issued a set of guidelines called the Seventeen Article Constitution, which stated that the emperor was the supreme ruler: “In a country there are not two lords; the people have not two masters. The sovereign is the master of the people of the whole country.”
The Influence of Neighboring Cultures on Japan 323
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Starting with Prince Shotoku, Japanese rulers adopted new ideas about government from China. China’s form of government was both like and unlike Japan’s. For example, the emperors in China and Japan had quite dif ferent powers. The emperor in China was the sole ruler, whereas in Japan, the emperor had only loose control over the semi-independent uji. Uji controlled their own land, and their leaders struggled among themselves for the right to select the emperor and influence his decisions.WhileJapanese emperors depended on local leaders, the Chinese emperor ruled with the help of a bureaucracy of government officials. At least in theory, appointments to government jobs were based on merit. Any man who did well on an exami nation could become an official.
By the 700s, Japan’s imperial government looked much like China’s. It was strongly centralized and supported by a large bureau cracy. Over time, however, one key difference emerged. Although Prince Shotoku had called for government officials to be chosen on the basis of their ability, as in China, a powerful aristocracy developed in Japan during the 9th century. As a result, members of noble families held all the high positions in the government.
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2. Government: Imitating the Chinese System
Later rulers went much further in bringing Chinese-style changes to Japan. In the late 7th century, Emperor Tenmu and his wife and successor Empress Jitō reformed and strengthened the central govern ment. Control of the land was taken away from clan leaders and given to the emperor. The emperor then redistributed the land to all free men and women, and in return, people paid heavy taxes to support the imperial government.
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