Answer Keys History and Geography Daily Work

Answer Keys History and Geography Daily Work 0616-0616 Contents History and Geography Textbook...35 History and Geography Lesson Manual...40 History and Geography Activities...41

Answer Keys History and Geography Textbook Note: The answers listed herein that follow a page number are from the textbook Ancient Civilizations Through the Renaissance ( Holt McDougal). Page 227 You Try It!: 1 By learning the meaning of Greek root words, we can guess the meaning of some English words that have these roots. 2 The root dem means people, so a demagogue gets his or her power from the support of the people. 3 possible answer: Words with Latin roots might help students who understand Spanish, French, Italian, or Portuguese understand many English words. Page 229 Interpreting Maps: Ionian, Mediterranean, and Aegean seas Page 230 Early Trading Cultures: to trade in the Mediterranean Reading Check: Villages and towns were separated by mountains. Page 231 Reading Check: Minoans eastern Mediterranean; Mycenaeans Mediterranean and Black Seas Page 232 Interpreting Maps: the Black Sea Focus on Reading: Polis means citystate, so one can infer that it is some type of city. Page 233 Reading Check: to band together for protection and stability Section 1 Assessment: 1a mountains, valleys, and costal plains 1b It provides jobs in shipbuilding and a means of trading with other communities. 1c Mountains would provide a form of protection, keeping others from easily attacking. 2a the Minoan civilization 2b They both traded with other societies, both influenced Greek culture, and both used the sea for travel. 3a Greek word for city-state 3b Answers will vary, but students should indicate an understanding that acropolises served to protect the city-state. 4 functions of polis provided protection; centers for trade; gave people an identity as members of the city-state 5 possible answers: Clam seas might be friendly and inviting; towering mountains might be heartless and cruel. Page 235 Interpreting Maps: 1 northeast 2 possible answers: caused immediate death and destruction and long-term decline of Minoan civilization due to damage to ships, harbors and farmland Page 237 Oli- means a few and -garchy means to rule, so oligarchy means rule by a few. Reading Check: In Greece, a good leader who held power through the use of force and who had the people s support. Page 239 Analyzing Visuals: usually by a show of hands; sometimes by secret ballot Page 240 Analyzing Primary Sources: that the government of Athens was better than that of other cities Reading Check: They participated in the assembly, on juries, and held public offices. Page 241 Reading Check: direct democracy each citizen participates directly in government; representative democracy elected officials represent citizens in government and make and vote on laws Section 2 Assessment: 1a rich landowners 1b oligarchy rule by a few wealthy aristocrats; tyranny rule by one powerful leader 2a All citizens could participate in assembly, vote on laws, and debate issues 2b encouraged people to participate in government and paid public officials 3a direct democracy 3b when there are many citizens 4 oligarchy aristocrats ruled; tyranny powerful leader ruled; democracy all citizens ruled; possible sentence Common people had no role in government under oligarchy and tyranny but were very active in democracy. 5 possible answers: Cruel individuals might create a harsh government, whereas friendly people might tend to create a democratic government. Page 243 Analyzing Visuals: possible answers: Poseidon is riding a dolphin; Zeus is holding a lightning bolt. Page 245 Analyzing Information: similar take place every four years; include footraces, boxing, wrestling; different Only men competed in ancient times, while men and women compete today; today there are many more sports than in ancient times. Reading Check: to explain natural events like volcanic eruptions 35

Page 247 Biography: possible answers: to make them more popular with readers; it would be easier to list just one author. Reading Check: to give advice about life or to teach a lesson Page 249 Reading Check: They contributed many stories, words, and symbols that we use today. Section 3 Assessment: 1a stories about gods and heroes that try to explain how the world works 1b to explain the gods actions and how the world works 2a the Iliad and the Odyssey 2b fables teach some lesson to the reader; Myths are meant to entertain or explain 3a language, literature, moviemaking, art, team mascots 3b Answers will vary, but students should indicate an understanding that myths are still very popular and exciting 3c Answers will vary, but students should show an understanding that the stories told are timeless and interesting 4 epic poetry describe deeds of heroes, tales of adventure; lyric poetry set to music, emotional; fables teach a lesson, animals as characters 5 possible answers: The friendly gods would help humans, while the cold god would cause many problems for humans. Page 250 Guided Reading: 1 a racing chariot horse 3 possible answer: He was intimidated by the sight of Achilles brilliant armor. Page 251 Guided Reading: 1 out of fear of dying and because of the pain from rowing through such a rough sea Connecting Literature to History: 1 They are all brave warriors. 2 The passage uses sea monsters to explain a dangerous strait in the Mediterranean. Page 252 Practice and Apply the Skill: benefits brought peace and prosperity to Athens; began new policies to unify city; created new festivals; built temples and monuments; oversaw many improvements during his rule; costs ruled by force; took power from aristocrats, who became unhappy and eventually convinced a rival city-state to attack Athens. Students paragraphs will vary, but most students will probably say that the rule of Peisistratus was good for the people of Athens. Pages 253 254 Chapter 8 Review Reviewing Vocabulary, Terms, and People: 1 polis 2 citizens 3 tyrant 4 democracy 5 fables 6 aristocrats 7 oligarchy 8 classical Comprehension and Critical Thinking: 9a Mountains divided the cities, so the city-states developed independently, and each one saw itself as a different state. 9b in common traded around Mediterranean, ended partly because of volcanic activity; different Minoans: lived on Crete, did not speak Greek; Mycenaeans lived on Greek mainland, built fortresses, spoke Greek, more warlike, established colonies, conquered by invaders from Europe 9c The polis made people feel safe, so they were free to focus on activities like colonization and trade. 10a Draco created strict laws to prevent a government overthrow; Solon created new laws not as strict as Draco s, gave rights to nonaristocrats; Peisistratus tyrant who unified Athens and made improvements 10b oligarchy only a few people have power; tyrant an individual held power through the use of force; democracy all citizens had right to participate 10c Answers will vary, but students should conclude that direct democracy is hard to achieve in large countries. 11a Zeus, Hera, Poseidon, Hades, Demeter, Hestia, Athena, Apollo, Artemis, Ares, Aphrodite, Hephaestus, Dionysus, Hermes; Theseus, Jason, Hercules, Achilles, Odysseus 11b possible answers adventures, war, heroes, winning despite obstacles, history 11c possible answer yes, because the English language has many Greek roots and Greek literature appeals to people of many places and times Reading Skills: 12 b 13 a 14 very small Using the Internet: 15 Comparing Greek Governments Activity Rubric: Students work should: describe what life would be like under the following forms of government: a tyranny, oligarchy, direct democracy, and monarchy explain basic facts about each type of government include a three-dimensional model, drawing, or diagram be neatly designed and include clear labels and titles use proper spelling, grammar, and punctuation Social Studies Skills: 16 possible answers: Costs difficult to make decisions, not everyone represented; Benefits more rights for all citizens, more pride in Athens, citizens gained power; Sentences will vary but should be supported. Reviewing Themes: 17 possible answer: The Greek people would have been more unified and would not have developed city-states; they would not have traded by sea or founded colonies. 18 helped allowed it to trade around the Mediterranean; hurt may have been destroyed by volcano and wave 19 People who were not citizens could not take part in government. 20 Focus on Writing Rubric: Students myths should: feature a main character describe that character s actions and personality have a beginning, middle, and end explain something about the world use exact verbs 36

Page 255 Standardized Test Preparation 1 A 2 B 3 C 4 D 5 C 6 B 7 A Page 259 You Try It!: 1 It compares Athenian boys to Spartan boys. 2 Spartan boys; but 3 unlike; also; by indicating comparison and contrast 4 alternating back and forth between topics (ABAB) Page 261 Interpreting Maps: 1 Cyrus the Great 2 Sardis and Susa Page 262 Persia Under Darius: because Darius is the king, and the king is more important than any official, The respective size of the images is meant to convey their relative power and importance Reading Check: Cyrus the Great Page 263 The Persian Wars: bows and arrows and spears Reading Check: Darius organized the empire into 20 provinces, then appointed a governor (satrap) for each province. The satraps had considerable authority to collect taxes, act as judges, and exercise military power in Darius s name. Page 264 Interpreting Maps: 1 near Sparta and Athens 2 about 700 miles Reading Check: Darius and Xerxes wanted to invade Greece because parts of Greece were rebelling against the Persian Empire and were trying to break away from Persian rule. Page 265 Reading Check: Darius and Xerxes wanted to invade Greece because parts of Greece were rebelling against the Persian Empire and were trying to break away from Persian rule. Section 1 Assessment: 1a almost all of Southwest and Central Asia, Mesopotamia, and several Greek cities 1b He allowed them to keep their customs. 2a by dividing it into 20 provinces, each with a satrap to rule for Darius 2b allowed the king to send orders to and receive information from all parts of his empire relatively rapidly 3a because many Greek city-states were rebelling against the Persian Empire 3b possible answer: The Greek army would have has less time to prepare and they might have been defeated. 4 Battle of Marathon armies: Greeks and Persians; winner: Greeks; result: Persians withdrew (marked start of Persian Wars) [Students charts should also include the Battles of Thermopylae, Salamis, and Plataea.] 5 Students tables should include Cyrus the Great, Darius I, and Xerxes I and the accomplishments of each. Page 268 Analyzing Points of View: Lycurgus s viewpoint stresses that most of a boy s education should be focused on how to fight and endure pain and how to conquer in battle. This viewpoint is the basis for Sparta s military society. Plato s viewpoint is that both a boys mind and his body should be trained and educated. This viewpoint reflects the value that Athens placed on both the mind and the body. Focus on Reading: Like is used to show how two things are similar; unlike is used to show how two things are different. As you read, these words will give you clues about the similarities and differences between Sparta and Athens. Reading Check: the military Page 269 Reading Check: because men didn t think women needed education Page 270 Interpreting Maps: 1 Athens 2 about 550 miles Page 271 Reading Check: Sparta became the most powerful city-state in Greece Section 2 Assessment: 1a 40 years 1b Boys trained for military service from age 18 to 20, and men served in the army from age 20 to 60. Spartan women had more rights than other Greek women. 2a reading, writing, counting, singing, playing a musical instrument, history, and thinking 2b It didn t emphasize the military, and it encouraged the arts and sciences. 3a Sparta 3b because Athens treated them like subjects 4 Sparta military: main element in society; education: limited to basics; women: had rights, owned land, trained physically; Athens military: limited service; education: wealth boys given education; women : few rights and not educated 5 Students may compare and contrast characteristics, such as the emphasis on military training or on education. Page 273 The Phalanx: Longer spears enabled Philip s army to attack first in any battle. Reading Check: Philip was able to defeat Greece because few Greeks responded to Athens s call for all Greeks to join together to fight. As a result, the armies of Athens and their chief ally were easily defeated. Page 275 Interpreting Maps: 1 about 3,300 miles 2 the Aegean Sea, Nile, Tigris, and Euphrates rivers Reading Check: Alexander destroyed Thebes, attacked the Persian Empire in Asia Minor, went to Egypt and was crowned pharaoh, and defeated the Persian army for the final time. As he traveled, he built new cities modeled after Greek cities and encouraged Greek settlers to move. 37

Page 276 Reading Check: When Alexander died without an obvious heir, his generals divided the empire. Section 3 Assessment: 1 Philip II of Macedonia 2a Asia Minor, Egypt, and the Persian Empire 2b because they rebelled; to make them an example for other Greeks so they would not turn against him 2c to demonstrate his control and power 3a Macedonia, Syria, and Egypt 3b because they were Greek-like 4 successful military leader (conquered Greece and Egypt); conquered the Persian Empire; built new cities; spread Greek culture, and built temples and theatres 5 Alexander conquered the Persian Empire; spread Greek culture; built cities, temples, theatres Page 279 Analyzing Visuals: Students may answer to trade or for sacrifices to the gods. Page 280 Analyzing Primary Sources: Be quiet then, and have patience. Reading Check: The Greeks created sculptures, paintings, and buildings, and wrote drama and history. Page 281 Biography: because he was a great mathematician who influenced the development of geometry Reading Check: how the human mind works, how individuals live and make decisions about behavior Page 282 Reading Check: studied human body to see how it worked; causes and treatments of diseases Section 4 Assessment: 1a comedies and tragedies 1b to counter an optical illusion that made straight columns looks curved 1c Sculptors were able to capture movement and create a realistic body carefully, especially while it was moving. 2 by asking questions; the Socratic method 3a Hippocrates medicine; Euclid mathematics 3b Many of the philosophies, dramas, and scientific ideas upon which our society is based come from ancient Greece. 4 possible answers: Thucydides wrote history; Socrates created Socratic method, challenged existing ideas; Plato founded Academy. Proposed a model for a perfect society; Aristotle taught people to live in moderation, stressed importance of reason; Euclid created rules of geometry; Hypatia wrote about mathematics and astronomy 5 See the answer to item 4. Page 283 Making Inferences: No, because Athens placed a higher value on knowledge, truth, and trying to understand life than other city-states did. Athens honored philosophers more than other places did. Page 284 Practice and Apply the Skill: 1 organizational chart; to show the relationships among the different parts of Sparta s government; 2 The Assembly elected the ephors; 3 The Council of Elders served for life and proposed actions; Assembly members voted on the Council s proposals but could not propose actions on their own. 4 kings Pages 285 286 Chapter 9 Review Reviewing Vocabulary, Terms, and People: 1 Cyrus the Great 2 phalanx 3 Alexander the Great 4 Peloponnesian 5 Socrates 6 Hippocrates 7 reason 8 Euclid Comprehension and Critical Thinking: 9a Persian kings 9b The Greeks led the larger Persian navy into the narrow straits of Salamis, in which the Persian navy could not fit. As a result, the smaller Athenian boats easily sank many Persian ships. 9c a string army, efficient political organization under Darius I, good roads 10a Sparta Women had rights and responsibilities. They ran households when were gone, received physical training and competed in sporting events. Athens Women received no education, could not serve in the government, own property, or even leave their homes. 10b Sparta trained from an early age to be soldiers and they stayed in the army until they were 60 years old; Athens only served in the army from ages 18 to 20, learned to read, write and play instruments; in common had athletic and military training 10c Answers will vary, but students should understand the effect of Athens treatment of other city-states in the Delian League. 11a gave the soldiers longer spears and sent cavalry and archers into battle to support the phalanx 11b They kept some of their own customs and combined others with Greek ideas to create a new culture Hellenistic 11c possible answer: Greek rule might have spread throughout India and the rest of Asia, heavily influenced the people there. 12a a temple on the acropolis of Athens; Athens 12b All were teachers and philosophers. 12c possible answer: because they still relate to the daily lives of many people Reviewing Themes: 13 The Persians felt humiliated because they had been defeated by a smaller force. The Greeks felt proud for successfully defending their homeland against a larger military force. 14 The kings who led the government also led the army. 15 Women in Sparta had more rights. They could own land, run a household, and get an education. Women in Athens could do none of those things. Using the Internet: 16 Writing a Dialog Rubric: Students dialogue should: discuss whether it was right for Alexander and Cyrus to invade another country include 10 questions Socrates might have asked his students use language and references that are appropriate to ancient Greece use 38

proper spelling, grammar, and punctuation Social Studies Skills: 17 Charts will vary but should reflect chapter content. Reading Skills: possible answers: 18a Both had powerful, wellorganized armies and created great empires 18b Both conquered Mesopotamia and Egypt. 18c Cyrus was a Persian who led a revolt to take power. 18d Alexander was a Macedonian who inherited his throne from his father. 18e Cyrus passed his empire on to his son. 18f Alexander s empire fell apart because he had no clear heir. Focus on Writing: 19 Rubric: Students poems should: introduce a person that the student admires describe a summary of why he or she is respected offer precise language to bring the subject to life Page 287 Standardized Test Practice 1 A 2 A 3 B 4 D 5 D 6 B 7 B 39

History and Geography Lesson Manual Answer Key Answer Keys History and Geography Lesson Manual LESSON 61 What clues can you gather about Greek geography from this picture? Answers will vary. Students should notice that the landscape is mountainous. They may also conclude that it is rocky and not good for farming. Did the Trojan War happen before or after the height of the Phoenician civilization? before LESSON 65 Based on what you know about modern democracy, how does modern democracy differ from our democracies today? Answers will vary based on student knowledge. Possible answers include: Ancient Athenians created their laws, but we hold elections to choose people to create the laws. Women were not allowed to participate in ancient Athens but they participate in democracies today. People voted by a show of hands or on pottery in ancient Athens, today they vote on paper or electronically. Accept all reasonable answers. LESSON 66 Do you recognize any of these names? Have you seen any of them used in our world today? Answers will vary. LESSON 68 Application What factors shaped government in Greece? Greek government was shaped by geography. Because mountains and seas separated different Greek citystates from each other, they developed into distinct entities with different forms of government. One city-state, Athens, experimented with many different forms of government such as monarchy, oligarchy and tyranny before finally settling on democracy. The Greeks dissatisfaction with each form of government led them to seek new ways of ruling themselves. LESSON 70 What empire was founded around the same time that Alexander the Great built his empire? The Mauryan Empire LESSON 75 Look at the locations of the battles on the map. What conclusions can you draw about the war based on the locations of the battles? Possible conclusions: Most of the battles appear to be fought in locations of Athenian allies. This might mean that the Spartans were stronger than the Athenians. Accept all reasonable answers. LESSON 76 Trace Alexander s route from Babylon, south to Pasargadae and north to Ecbatana. Why might Alexander have chosen to take this route as he conquered the Persian Empire? Possible answer: Alexander chose to go south to conquer the capital of Persia, Persepolis. Students may also note that Alexander went south along the western side of the mountain range and north along the eastern side of the same range and conclude that there was a mountain pass near Pasargadae. LESSON 77 Application What advances did the Greeks make that still influence the world today? Advances that student may cite include, democracy, philosophy, mathematical and scientific achievements, the influence of myths and literature on popular culture, etc. Accept all reasonable answers. Student should cite at least 3 advances. LESSON 78 Can you find other examples of charts and tables in your textbook? Accept all reasonable answers. Look at the examples found by your student to ensure that they are indeed a chart or table. 40

History and Geography Activities Answer Key Answer Keys History and Geography Activities ACTIVITY 8 The Geography of Ancient Greece (History and Geography Lesson 68) Map: was a part of the Harappan civilization. 3 The Royal Road went to the Mediterranean Sea. Students may infer that this allowed the heart of the Persian Empire to be connected to the Mediterranean Sea trade. 4 They overlapped along the Mediterranean Sea and Black Sea coasts. Students may infer that the highly autonomous Greeks may have resented Persian imperial power. Athens Aegean Sea Ionian Sea Mycenae Minoan civilization Mycenaean civilization Knossos Mediterranean Sea Questions: 1 The Aegean Sea 2 Knosses 3 Mycenaean. 4 Possible answers: invaders can only access the island by sea; gives access to the products of the sea for food and trading; can preserve culture because other civilizations do not have easy access ACTIVITY 9 The Geography of the Persian Empire (History and Geography Lesson 71) Map: Jaxartes River Black Sea Caucsus Mts. Nile River Caspian Sea ITALY Athens ASIA MINOR Tigris River Sardis Euphrates Mediterranean Sea River Jerusalem Susa Babylon Memphis EGYPT Zagros Mts. Persian Gulf Pasargadae Persepolis Indus River Hindu Kush Mts. Royal Road Conquered by Darius areas of Greek influence Red Sea Arabian Sea Questions: 1 The Persian Gulf 2 The Nile River was a part of the Egyptian civilization. The Tigris and Euphrates were a part of the Mesopotamian civilization. The Indus River 41