7th Grade Student Workbook

th
7 Grade
World History
Medieval and
Early Modern
Times
Student Workbook
Name: ____________________
Period: ____
The
e Sign
nificcan
nce of
th
he Qu
uran and
a d
S nna
Sun
ah
Stan
S ndaard 7.22.3
1
IntentionallyLeftBlank
Student Handout 1
Primary Source Response
Directions: Read the quote and think carefully about what it says. Then, answer the
questions using complete sentences.
Day One:
Feed the hungry, visit the sick, and free the [prisoner] if he be [wrongly in prison].
What would a person say if he or she held
this belief?
What actions would a person take if he or

she held this belief?
Day Two:
None of you [truly] believes until he wishes for his brother what he wishes for himself.
this belief?

Day Three:
He who is not loving to Gods creatures and to his own children, God will not be loving
to him.
this belief?

Summary: What are some ideas that these three texts have in common?
Student Handout 2
Comparing Religions
Directions: Use your knowledge about world religions to fill in the missing sections of the chart.
Religion
Religious Text
Judaism
Torah
Bible
Quran
Holy City
Place of Worship
Symbols
Church
Crescent Moon
Student Handout 3
Directions: With a partner, read over the bulleted lists on the Quran and the Sunnah. Discuss which facts you feel are important and put a
star next to the two you feel are most important. Finally, write one sentence summaries of the Quran and the Sunnah, using the important
information.
The Quran
Believed by Muslims to be divine
revelation (God's words).
The holy scripture of Islam revealed
(made known) to Muhammad.
Muslims recite the Quran, attempting to
memorize it and understand God's
commandments. Quran literally means
recitation (to repeat).
Provides important general guidelines for
living a moral and good life.
A main source of Islamic law.
Restate in your own words the two most important

facts.
Two important facts about the Quran are
_______________________________________
_______________________________________
_______________________________________
Explain why you feel the two facts you chose are the
most important.
These facts are important because
_______________________________________
_______________________________________
_______________________________________
The Sunnah
Believed by Muslims to be an account of
Muhammads life. Muhammads life is
believed to be the model Muslim life.
Muhammad's companions gave this
information to later generations.
Muslims study the Sunnah to model their
behavior according to Muhammad's
teachings.
Provides details and examples for
applying the Qur'an's teachings in daily
life.
A main source of Islamic law.
Restate in your own words the two most important
facts.
Two important facts about the Sunnah are
_______________________________________
_______________________________________
_______________________________________
Summarize the information in one sentence, using

your most important facts.
These facts are important because
_______________________________________
_______________________________________
_______________________________________ 5
Student Handout 4
Visual Analysis Tool

Read the following quote:
The Messenger of God said, Islam is based on five [pillars]:
[One is] to offer the Salat (prayers) dutifully and perfectly.
What does the quote mean?
How would this belief be important in the life of

a Muslim?
Examine the picture on the transparency.

Describe what is happening in the picture.
How are the ideas in the quote linked to the

action in the image?
Student Handout 5
Vocabulary Development
Explain
significant
Something that has an impact
on people
Term:
significant
Definition:
important
War
Examples of things that are significant
Document 1
Analyzing Primary Sources:

The Quran and the Sunnah
O mankind! We created you from a single [pair] of a male and a female, and made you into
nations and tribes, that you may know each other (not that you may despise each other).
-Quran 49:13
Part 1
How would this belief be significant in the life

of a Muslim?
Part 2
Which Gallery Walk picture best represents this quote? Placard # ________________

Document 2

A mans giving in alms (money to the poor) one piece of silver in his lifetime is better than giving
one hundred when about to die.
-Sunnah
Part 1

of a Muslim?
Part 2

Document 3

Heed (pay attention to) God in respect of animals: ride them when they are fit to be ridden, and
get off when they are tired.
-Sunnah
Part 1

of a Muslim?
Part 2

10
Document 4

Men shall have a portion of what the parents leave [when they die], and women shall have a
portion of what the parents and the near relatives leave, whether there is little or much of it.
-Quran 4:7
Part 1

of a Muslim?
Part 2

11
Document 5

And do not covet (want or desire) that by which God has made some of you excel; men shall
have the benefit (profit) of what they earn and women shall have the benefit of what they earn.
-Quran 4:32
Part 1

of a Muslim?
Part 2

12
Student Handout 6
The Quran and Sunnah in Daily Life

Objective:
Students will be able to explain the impact of the Quran and Sunnah on the daily lives
of Muslims.
Writing Task:
The Quran and Sunnah greatly influence the lives of Muslims. In one paragraph, explain
what the Quran and Sunnah are, why they are significant, and how they influence the daily
lives of Muslims.
Directions:
Choose one quotation from Documents 2-5. After explaining what the Quran and
Sunnah are, and why they are important to Muslims. Explain how the quotation you
chose would impact Muslims lives.
Use the graphic organizer to plan your paragraph. When you are writing, use the criteria
checklist below to ensure you have completed all aspects of the writing task.
Criteria Checklist:

Content
Topic sentence is clearly related to the
significance of the Quran and Sunnah.
The paragraph explains why the Quran
and Sunnah are significant (See Student
Handout 3).
The paragraph contains a specific
example from the quote.
The paragraph explains the impact of the
Quran and Sunnah on the daily lives of
Muslims.

Format
The paragraph contains a well thought-out
topic sentence.
Details and facts support the topic
sentence.
Explanations are clear.
Explanations are related to the details and
facts.
Concluding sentence finishes your
thought.
Paragraph is indented.
Student Handout 7
Brainstorming Chart
What are
they?
Directions: Use this sheet to brainstorm

ideas that you can use when writing your
paragraph response to the prompt:
The Quran and Sunnah greatly

influence the lives of Muslims. In
one paragraph, explain what the
Quran and Sunnah are, why
they are significant, and how
they influence the daily lives of
Muslims.
The Quran
and Sunnah
How do they
impact
Muslims
daily lives?
Example
for
Quran or
Sunnah.
Why are they

significant?
14
Student Handout 8
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Reason/
Detail/
Fact
Reason/
Detail/
Fact
Concluding
Thought
15
5 sentence paragraph
Student Handout 8
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Concluding
Thought
16
Student Handout 8
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Concluding
Thought
8 sentence paragraph17
18
Ghana an
nd Mal
M li
Stan
S ndaard
d 7.44.1
19
20
Student Handout 1
Imagine you are a North African trader who must deliver a load of salt. As you travel
south towards the empire of Ghana, you know that you must travel across the desert,
through the savannah, and may have to cross the Niger River. You have heard many
stories from your fellow traders about the difficulties of this journey. This will be your first
trip.
Imagine you come to one of the locations depicted on the transparency. Write a brief
diary entry that describes your adventures, feelings, and any difficulties you may have
encountered.
976 C.E.
Dear Diary,
21
Student Handout 2
Word
Geography
Religion
Achievements
Definition
GRAPES
Picture
Write your own definition.
Your own picture
Examples
The study of
the Earths
surface,
climates, and
countries.
Belief in one or
more gods.
Something
important or
difficult done
successfully.
22
Student Ha
S
andout 2
Word
Politics
Economics
Social
Structures
Definitio
on
GRAPES
S
Pic
cture
Your own piccture
Exam
mples
Ideas and
activities
relating to
governmen
nt
and power..
The study of
o
the producttion
and trade of
o
goods and
money.
The
on of
organizatio
d the
people and
ve in
way they liv
a society.
23
Student Handout 3
Summary Practice
Directions: Summarize the following reading. Remember, when you summarize, you take the
most important ideas from a reading passage and restate them using fewer words. Try
practicing this skill using the reading passage below. As you read, underline key terms or
important ideas.
Clever Jackal Gets Away

(A Traditional African Story)
One day long ago, Jackal was running through a narrow, rocky pass. Suddenly he was aware of
a movement ahead of him in the pass. "Oh, no," Jackal moaned and stopped in his tracks. Lion
was coming toward him. Realizing that Lion was too close for him to escape, Jackal was filled
with fear, but he thought of a plan.
Crouching down on the cliff path, he looked at the rocks above. "Help! Help!" he cried. Lion
stopped short in surprise. "Oh, great Lion! Help! See those great rocks above us? They are
about to fall! We shall both be crushed to death! Oh, mighty Lion, do something! Save us!"
Jackal crouched even lower, his paws covering his head.
Lion looked up, most alarmed. Before he even had a chance to think, Jackal was begging him to
use his strength to hold up the rocks. So Lion put his strong shoulder to the rocks and pushed.
"Oh, thank you, great Lion!" cried Jackal. "I will quickly bring that log over there to put under the
rock, and we will both be saved!" With that Jackal ran out of sight. Lion was left all alone to
struggle under the weight of the unmoving rock. How long he remained there before he realized
that it was a trick, we will never know.
Key Terms in Reading

(One term has been provided; add other key terms from the passage.)
Jackal
Imagine you are sending a text message to your best friend and each word in the
message costs 10. You have $1.80 to spend.
Write a one sentence text message that summarizes the story, using as many key terms
as you can.
24
Student Handout 4
GRAPES CHALLENGE!
Directions: Using GRAPES as your theme, think of at least one example for each of the
remaining letters of the alphabet. Be sure to write G, R, A, P, E, or S next to your
example, indicating either geography, religion, achievement, politics, economics or
social structures.
Achievements
B
C
D
Economics
F
Geography
H
I
J
K
L
M
N
O
Politics
Q
Religion
Social Structures
T
U
V
W
X
Y
Z
25
26
Document 1
Directions: As you read, and look and underline or highlight information related to each of the categories
of GRAPES. Then, record information related to GRAPES on Student Handout 5, in the secondary
source column.
Ghana: An Empire Built on Trade
nomadic without a
permanent home
trans-Saharan trade
across the Sahara Desert
tribute tax
inhabited lived in
The Beginnings of Ghana

In the 400s, a group of primarily nomadic people named the
Berbers formed a kingdom just south of the Sahara desert; they called
their kingdom Ghana. They began to use camels to carry goods across
the Sahara Desert. From the north came salt; from the west came the rich
resources of gold, ivory, and other goods. Ghana was located in the
middle of the salt and gold trade routes.
The Empire of Ghana
Although founded by Berbers, Ghana eventually was controlled by
the Soninke, a group of people living in the region. They built their capital
city, Kumbi Saleh, right on the edge of the Sahara and the city quickly
became the most important southern trade center of the Saharan trade
routes. The kingdom was ruled by a king called the ghana. In addition to
holding military power, the king was the supreme judge of the kingdom.
Gradually, Ghana grew very rich, due in large part to the transSaharan trade. The ghana required traders to give him a percentage of
the products they were trading. If a trader was trading in gold, he was
required to pay the ghana part of his gold. The ghana also placed a tax on
the local goldmines. As Ghana grew richer, the kingdom expanded into an
empire, requiring neighboring groups of people to pay tribute. This
increased Ghanas wealth and power even more.
Kumbi Saleh
Kumbi Saleh was the capital of Ghana. It actually two cities six
miles apart, separated by a road. Most of the houses were built of wood
and clay, but wealthy and important residents lived in homes of wood and
stone. About 30,000 people lived in Kumbi Saleh. The most important part
of the city was protected by a stone wall and served as the royal and
spiritual capital of the empire. Here is where the king lived, his palace
being the grandest structure in the city. It also contained a sacred grove of
trees used for religious ceremonies. The other part of the city was the
center of trade and served as a business district of the capital. It was
inhabited almost entirely by Arab and Berber merchants, and contained
more than a dozen mosques.
The End of Ghana
In the year 1062 CE, however, the empire of Ghana came under
attack. Berbers, calling themselves Almoravids, sought to gain control of
the Saharan trade routes, and launched a war against Ghana. In 1076 the
Almoravids captured Kumbi Saleh, ending rule of the ghanas and
converting many to Islam.
27
Document 2
Directions: As you read, and look and underline or highlight information related to each of the categories
of GRAPES. Then, record information related to GRAPES on Student Handout 5, in the secondary
source column.
Mali: West Africas Golden Empire

demise end
trans-Saharan trade
across the Sahara Desert
agriculturally ability to
farm, grow crops
cultivation growing
prosperity wealth
vast very large
The Beginnings of Mali

With the demise of Ghana, another great empire arose in West Africa.
Mali, located in the Sahel, a grassland region on the southern border of the
Sahara Desert, became powerful by controlling the rich trans-Saharan trade
routes between northern and western Africa, especially the gold trade. Mali
was located in an agriculturally rich area along the upper Niger River. Most of
the gold for trade came up the Niger River, which gave Mali a chance to
control that trade. Control of the Niger River helped Mali grow as an empire.
Malis First King
Sundiata, the historical founder of Mali (whose name meant Hungering
Lion), ruled Mali from 1230-1255 CE. As a king, he was said to have worn
hunters garments instead of royal robes. At the time of Sundiatas rule, the
empire of Mali extended over 1,000 miles from east to west and Mali took
control of the gold and salt trade. Sundiata is also said to have introduced the
cultivation and weaving of cotton into the area.
The Golden Age of Mali
The rulers of Mali came to be called mansa, meaning emperor or
master. Mansa Musa was Malis greatest king, ruling from 1312 to 1337 CE.
He was the grandson of Sundiatas half brother, and ruled Mali at a time of
great prosperity, during which trade tripled. During his rule, he doubled the
land area of Mali; it became a larger kingdom than any in Europe at the time.
The cities of Mali became important trading centers for all of West Africa as
well as famous centers of wealth, culture, and learning. Timbuktu, an
important city in Mali, became one of the major cultural centers not only of
Africa but of the entire world. Vast libraries and Islamic universities were built.
These became meeting places of the finest poets, scholars, and artists of
Africa and the Middle East. Mansa Musa, who was Muslim, was perhaps best
known outside of Mali for his pilgrimage to Mecca in 1324 C.E. According to
some accounts, 60,000 people accompanied him, along with 200 camels
laden with gold, food, clothing, and other goods. This pilgrimage displayed
Mansa Musas enormous wealth and generosity.
The End of Mali
After the death of Mansa Musa, the power of Mali began to decline.
Mansa Musas sons could not hold the empire together. In 1430 C.E., the
Berbers in the north took much of Malis territory, including the city of
Timbuktu, and gradually Mali lost its hold on trade until the empire crumbled.
28
Student Handout 5
GRAPES Organizer
Directions: Transfer the information from the primary and secondary sources onto the chart below.
Ghana
Secondary Sources (Document 2)
Primary Sources (Document 4)
G
R
A
P
E
S
Summarize the secondary source information here.

29
Student Handout 5
Mali
Secondary Sources (Document 1)
Primary Sources (Document 3)
G
R
A
P
E
S
Summarize the secondary source information here.
30
Document 3
Primary Sources
Directions: Read each of the excerpts. In the GRAPES column, categorize the excerpt with
G, R, A, P, E, or S (some quotes may have more than one category). As you read, circle or
underline the evidence that supports your choice of G, R, A, P, E, or S.
Transfer any information about GRAPES onto Student Handout 5.
Empire
Notes, Key
Vocabulary Terms,
Key Concepts
imams religious leaders
muezzins men who call
Muslims to prayer
jurists legal scholars
1.
Ghana
audience meting with the

king
profess believe
2.
Ghana
dinar money
levies charges a tax
archers soldiers who
shoot arrows
3.
Ghana
Excerpt
G, R,
A, P,
E, or S
Reason for Your

Answer
The city of Ghana consists of

two towns situated on a
plain. One of these towns,
which is inhabited by
Muslims, is large and
possesses twelve mosques,
in which they assemble for
the Friday prayer. There are
salaried imams and
muezzins, as well as jurists
and scholars.
The audience is announced
by the beating of a drum
which they call duba made
from a long hollow log. When
the people who profess the
same religion as the king
approach him they fall on
their knees and sprinkle dust
on their head, for this is their
way of greeting him. As for
the Muslims, they greet him
only by clapping their hands.
On every donkey-load of salt
when it is brought into the
country their king levies one
golden dinar and two dinars
when it is sent out. The king
of Ghana, when he calls up
his army, can put 200,000
men into the field, more than
40,000 of them archers.
Source of Ghana quotes: Al-Bakri, The Book of Routes and Realms, cited in Levitzion and Hopkins, Corpus of
Early Arabic Sources for West African History, (Cambridge University Press, 1981) pp 79 81.
31
Document 4
Primary Source
Directions: Read each of the excerpts. In the GRAPES column, categorize the excerpt
with G, R, A, P, E, or S (some quotes may have more than one category). As you read,
circle or underline the evidence that supports your choice of G, R, A, P, E, or S.
Transfer any information about GRAPES onto Student Handout 5.
Empire
4.
Mali
Notes, Key
Vocabulary Terms,
Key Concepts
worn garments old
clothing
turban head covering
dons wears
humility lack of pride
dejection sadness
unjust unfair
abhorrence hatred
injustice unfairness
sultan ruler
5.
Mali
zeal dedication
6.
Mali
Excerpt
G, R, A,
P, E, or
S
Reason for Your

Answer
If [the king] summons any

[person] . . . the person
summoned takes off his clothes
and puts on worn garments,
removes his turban and dons a
dirty skullcap, and enters with
his garments and trousers
raised knee-high. He goes
forward in an attitude of humility
and dejection and knocks the
ground hard with his elbows.
[The people of Mali] are seldom
unjust, and have a greater
abhorrence of injustice than any
other people. Their sultan
shows no mercy to anyone who
is guilty of the least act of it.
There is complete security in
their country. Neither traveler
nor inhabitant in it has anything
to fear from robbers or men of
violence.
On Fridays, if a man does not
go early to the mosque, he
cannot find a corner to pray in,
on account of the crowd. . . .
[On Friday,] even if a man has
nothing but an old worn shirt, he
washes it and cleans it, and
wears it to the Friday service.
Yet another [characteristic of
the people of Mali] is their zeal
for learning the Quran by heart.
Source of Mali quotes: Ibn Battuta, Travels in Asia and Africa 1325 1354, tr. and ed. H. A. R Gibb (London:
Broadway House , 1929)
Student Handout 6
The Significant Features of Ghana and Mali
Objective:
Students will be able to explain the impact of the significant features of either Ghana or
Mali based on the GRAPES model.
Writing Task:
Ghana and Mali were two great empires that arose in West Africa. In one paragraph, explain
three characteristics of either Ghana or Mali and explain why these characteristics were
significant.
Directions:
Choose one empire, either Ghana or Mali. Explain three characteristics of that empire
using three of the key categories of GRAPES. Explain why each characteristic was
significant.
Use the graphic organizer to plan your paragraph. When you are writing, use the criteria
Criteria Checklist:
Content
The topic sentence is clearly related to
Ghana or Mali.
Paragraph contains three characteristics
of Ghana or Mali.
At least one characteristic is from the
primary source section on the GRAPES
organizer.
The significance of each characteristic is
explained.
The concluding statement is clearly
related to Ghana or Mali.
Format
The paragraph contains a well thought out
topic sentence.
Paragraph contains a concluding
statement.
sentence.
Explanations are related to the details and
facts.
Concluding sentence finishes your
thought.
Student Handout 7
Brainstorming Chart
your paragraph response to the prompt:
Describe the
characteristic
What is one
characteristic?
Ghana and Mali were two great

empires that arose in West
Africa. In one paragraph, explain
three characteristics of either
Ghana or Mali and explain why
these characteristics were
significant.
Explain the
significance
Ghana or
Mali
What is one
characteristic?
Describe the
characteristic
Explain the
significance
Explain the
significance
What is one
characteristic?
Describe the
characteristic
34
Student Handout 8
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Reason/
Detail/
Fact
Reason/
Detail/
Fact
All of these characteristics were significant because
Concluding
Thought
35
Student Handout 8
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Concluding
Thought
36
Student Handout 8
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Concluding
Thought
38
The
T e Sp
pre
ead
d off
Buddh
hism in
i Tan
T ng
Ch
hina
Stan
S ndaard
d 7.33.1
39
40
Student Handout 1
The Spread of Ideas
Directions: Fill in the chart in response to the questions below. Be prepared to share
your ideas.
Question
1) If you discovered a
cure for a disease
such as cancer, how
and why would you
share it?
HOW
WHY
2) If you discovered
the secret to living a
happy life, how and
why would you share
it?
41
42
Document 1
Background Reading
Directions: While reading, circle the words or phrases that you think capture the big ideas. As a
hint, topic sentences usually help a reader to know what a paragraph is about. When you finish
identifying the big ideas, write a summary statement that includes one idea from each paragraph
in the box at the bottom of the page.
cultural diffusion spread of
ideas from one culture to
another
The term cultural diffusion is used to describe the spread of

cultural items from one culture to another culture. Ideas,
products, religion, and technology are examples of things that
have been diffused. If you are not from a Chinese background
and you have eaten Chinese food, you have experienced the
diffusion of Chinese food, since the style of Chinese food
began in China and eventually made its way to California.
The teachings of Buddhism are examples of something that
spread or diffused during ancient and medieval world history.
Buddhism began in India in the 6th century B.C.E. by
Siddhartha Gautama (si-DAHR-thuh GOW-tum-uh), who
came to be known as the Buddha. He taught that life is an
endless cycle of birth, death, and rebirth that can be escaped
by following the Eightfold Path, a code of morals or teachings.
These teachings and others spread across India and Asia
during and after the Buddhas lifetime.
reunified to bring back

together, to reunite
During the Han Dynasty (from 206 B.C.E. to 220 C.E.)

Buddhism spread to China. This took place through
merchants, or traders, and missionaries, people who travel to
spread religious teachings. Eventually the Han Dynasty fell,
bringing China into a period of division. In 589 C.E. the Sui
Dynasty reunified China, creating a new central government.
The Sui also carried out public works projects, promoted
religious tolerance and preserved Chinese classics. The Sui
did not last for long however and fell in 618 C.E.
In 618 C.E. a new dynasty arose in China. This dynasty came
to be known as the Tang Dynasty. Many people consider this
dynasty to be one of the greatest dynasties in Chinas history.
Many new ideas and inventions spread across China during
the almost 300 years that the Tang ruled. Buddhism, although
it had already spread to many parts of China, rose to its
greatest heights and power during the Tang Dynasty. Many
Chinese people found hope in Buddhist teachings particularly
during times of political and social unrest, and during times of
economic and physical suffering.
Summary Statement
Document 2
The Spread of Buddhism in Asia
500 B.C.E. 800 C.E.
44
Document 2
Map Questions: Part 1
Directions: Use the map to complete the following tasks and questions.
1.
2.
3.
4.
Circle the title of the map.

Draw a box around the map key.
Put a star next to the map scale.
What is the total number of years represented by this map?
5. What continent does this map represent? _______________________________

6. What do the dark lines with arrows represent? ___________________________
7. Where did Buddhism originate, or begin? _______________________________
8. What countries did Buddhism spread to? ________________________________

____________________________________________________________________
Map Questions: Part 2

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
46
Document 3
Focus Reading: The Spread of Buddhism in Tang China
Directions: Circle the most important words or big ideas from each paragraph. Use the words
you selected to write at least two specific reasons for the spread of Buddhism in the box
provided. In addition, answer the question in the box.
Introduction
The spread of Buddhism from its origins (beginnings) in Sarnath, India, throughout Asia
was a major event in history. There were a number of reasons why Buddhism spread.
Religious Reasons
Buddhism spread in China for religious reasons. A Chinese monk named Xuan Zang
traveled to India and returned with over 500 crates of books and materials. In China he
spent years translating Buddhist documents into Chinese and promoting (spreading) his
faith. The desire to read Buddhist texts also led to the development of wood-block
printing. Buddhism also attracted interest because of its morals or teachings and its
promises of a better life. Married and pregnant women sought help by praying to
Guanyin the Bodhisattva (an enlightened being) of Mercy. The mixing of Daoism,
Confucianism, and Buddhism also helped Buddhism to spread. Finally, many people
saw Buddhism as a way to escape the suffering from all of the problems in China.
Two religious reasons:
How might this have led to the spread of Buddhism in Tang China?
Political Reasons
Buddhism spread due to political reasons. The leaders of the Tang Dynasty made
Buddhism a big part of life in China. Emperor Taizong gave money to monasteries, sent
representatives to India to collect Buddhist texts, and had Buddhist paintings and
statues built across China. Another Chinese leader, Empress Wu, ordered many
Buddhist temples to be built and sculptures to be created around China and gave more
power to monks. She also invited scholars to come to China to spread Buddhist
teachings. In addition, Empress Wu made a law saying that Buddhism was more
important than other belief systems in China.
Two political reasons:
47
Document 3
Economic Reasons
Economic factors helped Buddhism to spread in China. The traders and merchants who
were involved with trade on the Silk Road helped to spread Buddhist teachings as they
traveled. In China, Buddhist monasteries (religious communities) conducted banking
services and loaned farmers money. Merchants gave their money and goods to
monasteries for safe-keeping, making the monasteries like banks and warehouses.
Wealthy people often donated their money or land to monasteries as well, making those
communities major landholders with a lot of power and influence.
Two economic reasons:
Social Reasons
Social factors also played a role in the spread of Buddhism. Buddhist temples and
monasteries provided medical care, ran schools and mills, pressed oil, and provided
seeds to farmers in need. Travelers stayed in monasteries during their journeys.
Buddhist missionaries taught that giving one son to a monastery would benefit ten
generations of his relatives. Buddhist stories were spread by monks who would show
pictures and tell stories to audiences who could not read. Buddhist leaders and monks
played a significant role in Chinese society.
Two social reasons:
Which two categories of reasons do you think were the most important? Why?
48
Student Handout 2
The Spread of Buddhism in China
Objective:
Students will be able to explain how and/or why Buddhism spread in China.
Writing Task:
Buddhism spread in China during the Tang Dynasty for many reasons. In a well organized
response, answer the following question:
What caused Buddhism to spread in China during the Tang Dynasty? Write a response
focusing on two of the following reasons: religious reasons, political reasons, economic
reasons, or social reasons.
Directions:
Choose two of the categories of reasons from Document 3 to write about. Identify the
key details you will use. Make sure you are putting the information in your own words.
Use Student Handout 3 to plan your paragraph. When you are writing, use the criteria
Criteria Checklist:

Content
Topic sentence includes two specific
reasons (categories) related to the spread
of Buddhism in China.
The paragraph includes two specific
details about why Buddhism spread.
The paragraph contains specific
explanations of the details.
The concluding sentence has information
on the two specific reasons (categories)
found in the topic sentence.

Format
The paragraph contains a well thought out
topic sentence.
sentence.
Concluding sentence finishes the overall
thought of the paragraph.
Handwriting is neat.
49
Student Handout 3
Brainstorming Chart
your paragraph response to the prompt:
What caused Buddhism to

spread in China during the Tang
Dynasty? Write a response
focusing on two of the following
reasons: religious reasons,
political reasons, economic
reasons, or social reasons.
Causes of
the spread of
Buddhism
50
Student Handout 4
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Concluding
Thought
51
52
Student Handout 5
Explanation Stems
The following stems help to set up the explanation of details
and evidence.
This means that
This meant that
That means
This shows that
This showed that
That shows
This was important because
This was significant because
53
54
The Effe
E ectss of th
he
C sad
Crus
dess
Stan
S ndaard
d 7.66.6
55
56
Student Handout 1
Journal, Day One
Directions: Choose one character from the image and imagine that you are that
character.
You have traveled for thousands of miles and are now engaged in a brutal
battle. Why are you willing to fight and potentially lose your life? What
could possibly motivate you to take on this challenge?
Journal, Day Two

Directions: Imagine that you are this crusader returning home from war.
You have traveled for thousands of miles and fought in countless battles.
Now that you are a few miles from your home, how do you feel about the
journey you have taken? If you had to choose to go to war again, would
you?
57
58
Document 1
The Causes and Course of the Crusades
What were the Crusades?
The Crusades were holy wars fought between Christians in Europe and Muslims in the
Middle East between 1095 and 1291. Although the main goal of the Crusades was to
take control of Jerusalem away from the Muslims, there were many reasons why
European knights and others were willing to travel and fight a war in a foreign land.
Why were Europeans willing to fight the Crusades?
For centuries, Christian pilgrims traveled from Europe to Jerusalem. In the 11th century,
however, the Seljuk Turks, who were Muslim, began to interfere with these pilgrimages.
In 1071, the Seljuk Turks fought against the Byzantine Empire at the Battle of Manzikert.
The Byzantines, who were Christian, lost. The Byzantine emperor asked the Christians in
Europe to help protect his empire from the Turks. In 1095, Pope Urban II called for a
crusade against the Muslims to regain control of Jerusalem. To all crusaders, he gave
this promise:
All who die by the way, whether by land or by sea, or in battle against the
[Muslims], shall have immediate [forgiveness] of sins.
-Pope Urban II, 1095
Besides the promise of forgiveness of sins, there were other reasons Europeans were
willing to fight. Read the following list of reasons and decide whether the reason is
religious, political, or economic. Then, put a letter next to each reason: R for religious, P
for political, and E for economic.
Reason
Religious, Political
or Economic?
The desire to take control of Jerusalem away from Muslims.

The belief that fighting in a crusade would give you
forgiveness of sins.
The chance to travel and make money.
The desire to defend the Byzantine empire from the Turks.
The opportunity for younger sons of European nobles to get
new land in the Middle East.
The possibility of opening up new trade routes between
Europe and the Middle East.
Take another look at the reasons why Europeans were willing to fight. Which one would
have convinced you most to go on a crusade? Why?
59
Document 1
Course of the First Four Crusades
There were nine Crusades fought by European Christians against Muslims in the Middle
East. The following chart summarizes the first four.
Crusade
First
Years
1095-1099
Second
1147-1149
Third
1189-1192
Fourth
1201-1204
Summary
At the urging of Pope Urban II in 1095, the First Crusade succeeded in
taking Jerusalem and was the most successful from the European
point of view. When Jerusalem fell in 1099, crusaders massacred
Jews, Christians and Muslims alike. Then the leaders divided up the
land into territories, each governed by a European feudal lord.
The Second Crusade started when Europeans lost control of Edessa,
territory that they had previously controlled, to the Muslims. Led by
King Louis VII of France and King Conrad III of Germany, the
Europeans failed to regain any land and the crusade was a failure from
a European point of view.
The Third Crusade was a response to Jerusalems fall in 1187 to Salah
al-Din (Saladin). Three great armies from Europe were led by Richard
the Lion-hearted of England, Philip II of France, and the Holy Roman
emperor Frederick Barbarossa, Europes greatest warrior. However,
Frederick accidentally drowned, the other two kings quarreled, and the
whole crusade failed from a European point of view.
Instead of going to Jerusalem, the Fourth Crusade went to the
Byzantine Empires capital, Constantinople, for various reasons. The
European armies looted (robbed) the city and overthrew the Byzantine
emperor. The main outcomes of the Fourth Crusade were to deepen
the division between Greek and Latin Christianity and to hasten the
Byzantine Empires decline.
Discuss with a partner: Based on what you have read, were the first four Crusades a
success or failure for the Europeans? Why?
60
Document 2
The Effects of the Crusades
Directions: Read each effect, and then determine why it was significant.
Effect
General
Effects
Effects on
Jews in
Europe
European contact with

the cultures of the
Eastern Mediterranean
grew.
Trade of Asian goods

increased, including
spices, furs, cloth,
cane sugar, rice, and
different fruits such as
melons and apricots.
European towns grew

and made the role of
urban merchants more
important.
The violence
unleashed by the
Crusades caused
great suffering for
Jews due to AntiSemitism, or prejudice
against Jews.
By the end of the

Crusades, Jews could
no longer hold public
office and Christians
took over businesses
that had been run by
Jews.
Isolation of Jews
spread throughout
Europe during the 14th
and 15th centuries.
Jews were forced to
live in crowded
Which category does

the effect represent?
G,R, A, P, E, S
Why is this effect

significant?
61
Document 2
Effect
Effects on
Christians
in Europe
Effects on
Muslims
Which category does

G,R, A, P, E, S
Why is this effect

significant?
neighborhoods called
ghettos. Typically,
walls and gates
separated ghettos
from the rest of the
town or city.
Approximately two
million Christians were
wounded or killed in
the battle.
Crusaders needed a
way to pay for
supplies, which
increased the use of
money in Europe.
Knights began
performing banking
functions, such as
making loans; knights
also started tax
systems to raise funds.
Royals grew more
powerful as nobles
and knights left to
fight. This helped end
feudalism.
After Crusaders
returned home,
European merchants
earned enormous
profits by trading for
new goods.
An unknown number
of Muslims lost their
lives and property in
battles.
Muslims gained
exposure to new
weapons and military
ideas during the
Crusades, including
adopting a permanent
army.
Muslim merchants
62
Document 2
Effect
Which category does

G,R, A, P, E, S
Why is this effect

significant?
trade with Europe

which helped fund
projects such as the
building of mosques
and religious schools.
Muslims grew more

unified as they banded
together to fight their
common enemy.
63
Student Handout 2
Skit Presentation Guidelines
Primary Source Analysis and Skit Writing:
Each group will be assigned one primary source excerpt to read and analyze. Your group must
complete the following steps:
1. Read the excerpt.
2. Read the excerpt a second time, checking with your team to make sure that everyone
understands the quote.
3. Write a summary of the primary source in the first box (narrators first line).
4. Write a skit that shows what is happening in the primary source. Each person in your
group should have at least two lines.
5. Explain why the primary source is significant in the last box (narrators last line).
Primary Source Presentation Criteria:
Each group will present a short (2-4 minute) skit that acts out the effects of the Crusades
described in the excerpt you were assigned.
The guidelines for the presentation are:
1. The skit should be based on the action described in the excerpt.
2. Each member of the group must speak at least twice.
3. Skits should take the material seriously and should contain appropriate dialogue.
Responsibilities of Students not Presenting
1. Listen quietly and be a good audience.
2. In the summary and significance columns of Document 9 write the main idea of the
presentation and the significance.
a. Pay careful attention to what the narrator says.
b. Save questions until the end of the presentation.
64
Document 3
Primary Source: The Effects of the Crusades
A European Describes How Crusaders became Accustomed to Living in the
Middle East
Consider, I pray, and reflect how in our time God has transferred the West into
the East . . . He who was a Roman or a [European] is now an inhabitant of
Palestine [the land around Jerusalem]. . . . Some have taken wives not merely of
their own people, but [also Muslim women who became Christian]. . . . Different
languages, now made common, become known to both races, and faith unites
those whose fathers were strangers. . . . Therefore why should one who has
found the East so favorable return to the West?
-Fulcher of Chartres, Chronicles
Source: Krey, August C. The First Crusade: The Accounts of Eyewitnesses and Participants.
Princeton, Princeton University Press, 1921.
Here is a short play that summarizes this passage and explains why it is
significant.
Narrator:
Some European crusaders began to settle down in the Middle East.

They married Middle Eastern women who had become Christian and
learned to speak other languages. These crusaders were very
happy with their new lives and did not want to return home.
Crusader 1:
Hey Charles, remember how we used to want to go back to France?

Well, I dont want to any more.
Crusader 2:
Why not? You always said you wanted to. What happened?
Crusader 1:
I met this woman and I think I want to marry her. Id like you to meet
her.
Fatima:
Hello, Charles.
Crusader 2:
Hello, Fatima. I understand that Eric wants to marry you, but I dont
understand. Dont you two speak different languages? How are you
going to understand each other?
Fatima:
I am learning French and he is learning Arabic. Before long, well

learn each others language.
Narrator:
This is significant because it shows that the European crusaders

were influenced by the customs and people of the new places where
they lived. Crusaders and the local people exchanged language,
religion, and culture.
65
66
Document 4
A Muslim Describes European Medicine
They brought before me a knight on whose leg [a sore] had grown . . . To the knight I
applied [medicine] until the [sore] opened and became well . . . Then a [European]
physician came to them and said, This man knows nothing about treating them. Which
would you prefer, living with one leg or dying with two? The knight replied, Living with
one leg. The physician said, Bring me a strong knight and a sharp ax. A knight came
with the ax. Then the physician laid the leg of the patient on a block of wood and [told]
the knight to chop it off in one blow. Accordingly he struck it--while I was looking on-one blow, but the leg was not [cut off]. He dealt another blow, upon which the marrow of
the leg flowed out and the patient died on the spot.
-The Autobiography of Usmah
Source: Krey, August C. The First Crusade: The Accounts of Eyewitnesses and Participants. Princeton,
Princeton University Press, 1921.
As a group, write a short play that summarizes this passage and explains why it is
significant. Each character should have two lines. The narrators first line should
summarize the passage; the narrators last line should explain why it is significant. Use
the back of this paper if you need more room.
Narrator:
(Summarize the
passage.)
Narrator:
(Explain why the
passage is
significant.)
67
68
Document 5
A Muslim Describes Dining with a European
Among the [Europeans] are those who have associated long with the Muslims. . .
A knight presented an excellent table, with food extraordinarily clean and
delicious. Seeing me [not eating], he said, Eat, be of good cheer! I never eat
[European] dishes, but I have Egyptian women cooks and never eat [anything
but] their cooking.
As a group, write a short play that summarizes this passage and explains why it
is significant. Each character should have two lines. The narrators first line
should summarize the passage; the narrators last line should explain why it is
significant. Use the back of this paper if you need more room.
Narrator:
(Summarize the
passage.)
Narrator:
(Explain why the
passage is
significant.)
69
70
Document 6
A Muslim Describes Crusaders Attacking Jerusalem
In fact Jerusalem was taken from the north on the morning of Friday July 15,
1099. The population was put to the sword by the [crusaders]. In the [mosque
near the summit of the city, the crusaders] slaughtered more than 70,000 people,
among them a large number of Imams and Muslim scholars, devout men who
had left their homelands to live lives of [holy] seclusion in the Holy Place.
-Ibn Al-Athir, The Perfect History
Narrator:
(Summarize the
passage.)
Narrator:
(Explain why the
passage is
significant.)
71
72
Document 7
A European Describes How Crusaders Attacked German Jews
At the beginning of summer in the same year in which Peter, and Gottschalk,
after collecting an army, had set out, there assembled a large [number] of
Christians from diverse kingdoms and lands. . . . They rose in a spirit of cruelty
against the Jewish people and slaughtered them without mercy; they destroyed
the houses and synagogues of the Jews and divided among themselves a very
large amount of money.
-Albert of Aix
Narrator:
(Summarize the
passage.)
Narrator:
(Explain why the
passage is
significant.)
73
74
Document 8
A Resident of Constantinople Describes How Crusaders Attacked the City during the
Fourth Crusade
And so the streets, squares, houses of two and three stories, sacred places, houses for
nuns and monks, sacred churches, even the Great Church of God and the imperial
palace, were filled with [European crusaders], all of them maddened by war and
murderous in spirit, all clad in armor and bearing spears, swords and lances . . . as they
[robbed] the sacred places and trampled on the divine things [and] ran over the holy
vessels. ... Moreover, they tore children from their mothers and mothers from their
children . . . fearing neither God's anger nor man's vengeance.
-Nicholas Mesarites
Source: From Der Epitaphios des auf seinen Bruder Johannes, ed. by A. Heisenberg, Bayerische
Akademie der Wissenschaft, translated by Deno Geanakoplos, Byzantium, Univ. of Chicago Press,
1984, p. 369.
As a group, write a short play that summarizes this passage and explains why it is
significant. Each character should have two lines. The narrators first line should
summarize the passage; the narrators last line should explain why it is significant. Use
the back of this paper if you need more room.
Narrator:
(Summarize the
passage.)
Narrator:
(Explain why the
passage is
significant.)
76
Document 9
Primary Sources: The Effects of the Crusades
Quote
A European Describes How Crusaders
became Accustomed to Living in the
Middle East
Consider, I pray, and reflect how in our
time God has transferred the West into
the East . . . He who was a Roman or a
[European] is now an inhabitant of
Palestine [the land around Jerusalem].
. . . Some have taken wives not merely
of their own people, but [also Muslim
women who became Christian]. . . .
Different languages, now made
common, become known to both races,
and faith unites those whose fathers
were strangers. . . . Therefore why
should one who has found the East so
favorable return to the West?
-Fulcher of Chartres, Chronicles
A Muslim Describes European
Medicine
They brought before me a knight on
whose leg [a sore] had grown . . . To
the knight I applied [medicine] until the
[sore] opened and became well . . .
Then a [European] physician came to
them and said, "This man knows
nothing about treating them. Which
would you prefer, living with one leg or
dying with two?" The [knight] replied,
"Living with one leg." The physician
said, "Bring me a strong knight and a
sharp ax." A knight came with the ax.
Then the physician laid the leg of the
patient on a block of wood and [told]
the knight to chop it off in one blow.
Accordingly he struck it--while I was
looking on--one blow, but the leg was
not [cut off]. He dealt another blow,
upon which the marrow of the leg
flowed out and the patient died on the
spot.
Summary of Primary
Source
Some crusaders lived in the
Middle East. They married
Middle Eastern women and
learned to speak other
languages. Crusaders were
very happy with their new
lives and did not want to
return home.
Why is this significant?

This is significant because
this shows that the crusaders
were influenced by the
customs and people of the
new places where they lived.
Source:
Krey, August C. The First Crusade: The Accounts of Eyewitnesses and Participants. Princeton: Princeton
University Press, 1921.
77
Document 9
A Muslim Describes Dining with a
European
Among the [Europeans] are those who
have associated long with the Muslims.
. . . A knight presented an excellent
table, with food extraordinarily clean
and delicious. Seeing me [not eating],
he said, "Eat, be of good cheer! I never
eat [European] dishes, but I have
Egyptian women cooks and never eat
[anything but] their cooking. "
A Muslim Describes Crusaders

Attacking Jerusalem
In fact Jerusalem was taken from the
north on the morning of Friday July 15,
1099. The population was put to the
sword by the [crusaders]. In the
[mosque near the summit of the city,
the crusaders] slaughtered more than
70,000 people, among them a large
number of Imams and Muslim scholars,
devout men who had left their
homelands to live lives of [holy]
seclusion in the Holy Place.
-Ibn Al-Athir, The Perfect History
A European Describes How Crusaders
Attacked German Jews
At the beginning of summer in the
same year in which Peter, and
Gottschalk, after collecting an army,
had set out, there assembled a large
[number] of Christians from diverse
kingdoms and lands. . . . They rose in a
spirit of cruelty against the Jewish
people and slaughtered them without
mercy; they destroyed the houses and
synagogues of the Jews and divided
among themselves a very large
amount of money.
-Albert of Aix
Source:
78
Document 9
A Resident of Constantinople
Describes How Crusaders Attacked the
City during the Fourth Crusade
And so the streets, squares, houses of
two and three stories, sacred places,
nunneries, houses for nuns and
monks, sacred churches, even the
Great Church of God and the imperial
palace, were filled with [European
crusaders], all of them maddened by
war and murderous in spirit, all clad in
armor and bearing spears, swords and
lances, as they [robbed] the sacred
places and trampled on the divine
things [and] ran riot over the holy
vessels. ... Moreover, they tore children
from their mothers and mothers from
their children, fearing neither God's
anger nor man's vengeance.
-Nicholas Mesarites
Source:
79
80
Student Handout 3
The Effects of the Crusades
Objective:
Students will be able to explain the effects of the Crusades on Jewish, Muslim, and
Christian populations in Europe.
Writing Task:
The Crusades were a turbulent time in Europe. They affected not only the lives of
those who fought but altered the course of Jewish, Muslim, and Christian lives in very
different ways. Write two paragraphs that explain the effects of the Crusades on one
group in Europe.
Directions:
Choose one group (Jews, Muslims, or Christians) and explain the effects the Crusades
had on that group. You are required to write two paragraphs, one introduction
paragraph and one body paragraph, that explains the effects of the Crusades.
Use the graphic organizers to plan your paragraph. When you are writing, use the
criteria checklist below to ensure you have completed all aspects of the writing task.
Criteria Checklist:

Content
Introductory paragraph explains
what the Crusades were.
Introductory paragraph explains
the general effects of the
Crusades.
Introductory paragraph informs
the reader about the topic for the
second paragraph.
Topic sentences are clearly
related to the effects of the
Crusades.
Details are specific to the impact
of the Crusades on Jewish,
Muslim, or Christian populations.
Explanations are related to the
impact of the Crusades on
Jewish, Muslim, or Christian
populations.

Format
Each paragraph contains a well
thought out topic sentence.
Details and facts support topic
sentences.
Explanations are related to the facts
and details.
Concluding sentences finish the
thought of the paragraphs.
Paragraphs are indented.
Student Handout 4
What were
the causes?
Brainstorming Chart
your response to the prompt:
The Crusades were a turbulent

time in Europe. They affected
not only the lives of those who
fought but altered the course of
Jewish, Muslim, and Christian
lives in very different ways. Write
two paragraphs that explain the
effects of the Crusades on one
group in Europe.
Paragraph 1
What were
they?
The
Crusades
Paragraph 2
What impact did

they have on
Jews, Christians,
or Muslims?
What were
the general
effects?
Student Handout 5
The Introduction
Subject
What were the

Crusades?
What were the

causes of the
Crusades?
What were the
general effects of
the Crusades?
Who was
affected by the
Crusades?
Introduction83
Student Handout 6
Body Paragraph
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Reason/
Detail/
Fact
Reason/
Detail/
Fact
Concluding
Thought
84
Student Handout 6
Body Paragraph
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Concluding
Thought
85
Student Handout 6
Body Paragraph
Subject
Topic Sentence
(Main Idea)
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Reason/
Detail/
Fact
Explain
Concluding
Thought
Roots of the Scientific

Revolution
Standard 7.10.1
87
88
Student Handout 1
Answer the following questions.

1. What does the picture above show?
.
2. The word root can mean many things. One of the meanings of root is the source,
beginning, or origin of a thing. What are some of the roots in your life? Explain
how those things have helped to make you into the person you are today.
89
Document 1
335 BCE
Aristotle, a Greek
philosopher,
founded the
Lyceum, a center
for scientific and
philosophical
inquiry.
161 CE
Ptolemy, a Greek
scholar,
geographer, and
astronomer, dies.
He supported the
idea of a
geocentric (earthcentered)
universe.
1111 CE
Al Ghazali, a
Muslim scholar
and theologian
from Persia who
attempted to
connect the ideas
of the Greeks and
Islam, dies.
1255 CE
Thomas Aquinas, a
Christian scholar
and theologian
from Italy, who was
influenced by the
ideas of al Ghazali
writes The
Principles of
Nature.
1572 CE
Tycho Brahe, a
Danish
astronomer who
discovered the
first supernova,
publishes De
Nova Stella.
1687 CE
Sir Isaac Newton,
an English
scientist who
defined the three
laws of motion,
publishes
Mathematical
Principles of
Natural Philsophy.
The Scientific Revolution
120 BCE
Hipparchus, an
ancient Greek
astronomer, dies.
He is considered
to be the greatest
ancient
astronomer.
833 CE
Muhammad ibn Musa
al Khwarizmi a
scholar in the House
of Wisdom in
Baghdad and father
of algebra, updates
Ptolemys work on
geography.
1190 CE
Maimonides, a
Jewish scholar from
Spain, completes
his Guide to the
Perplexed, using
rationalism to
connect Judaism
with Aristotles law
of nature.
1543 CE
1600 CE
Nicholas
Copernicus, a
Polish
mathematician,
announces his
theory of a
heliocentric (suncentered) universe.
Johannes Kepler, a
German
mathematician and
astronomer,
publishes New
Astronomy.
90
Document 1
Timeline Questions
1. What is the purpose of a timeline?
2. How many years does this timeline cover?

3. Circle the background of each person listed on the timeline (country, religion).
4. What is one major topic/event that you recently learned about that is not on the timeline? Insert it on the timeline.
5. Based on the information on the timeline, create a title and write it above the timeline.
6. Based on the information in the timeline, what do you think the term Scientific Revolution means?
7. What is the purpose of this specific timeline?
91
Student Handout 2
If I have seen further, it is by standing

on the shoulders of giants.
What does this mean?
Connection to the
timeline.
92
Document 2
Roots of the Scientific Revolution
Directions: Read the following information and answer the questions found in the boxes
below.
Introduction
You have taken science classes, read science books, and seen videos related to
science, but do you know what the word science means? The word science comes
from a Latin word which means knowledge, or understanding. For centuries people
around the world have gained knowledge of the natural world. In the 16th and 17th
centuries a new way of gaining knowledge of the natural world developed. This period is
now known as the Scientific Revolution. The Scientific Revolution did not just fall out of
the air; rather it was the result of scientific study made by scientists from numerous
places over hundreds of years.
In your own words, what was the Scientific Revolution?
Where did the Scientific Revolution come from?
Conclusion
Through a long process and the efforts of hundreds of scientists in many places,
a new way of understanding the natural world emerged. Superstition and tradition were
replaced with an understanding of science that depended on data, or facts, and
information that had been gained through observation and testing. In addition to this
process, which is called the scientific method, scientists developed new understandings
of things like gravity, and developed new tools like telescopes and thermometers.
Science has never been the same.
In your opinion, what were the three most important items that led to the Scientific
Revolution? List the item and one reason why that was an important root of the
Scientific Revolution. Use Student Handout 3 to help you.
1.
2.
3.
93
Student Handout 3
Directions: Use the information from the placards to complete the graphic organizer below.
Topic:
What is the title of
the placard?
Question 1:
How might this image relate to
the Scientific Revolution?
Question 2:
How did this group contribute to the
Scientific Revolution?
Question 3:
Why were the contributions of this
group important?
Placard 1
Placard 2
94
Student Handout 3
Topic:
What is the title of
the placard?
Question 1:
How might this image relate to
the Scientific Revolution?
Question 2:
How did this group contribute to the
Scientific Revolution?
Question 3:
Why were the contributions of this
group important?
Placard 3
Placard 4
Placard 5
95
Student Handout 4
Roots of the Scientific Revolution Writing Assignment
Background:
During the Scientific Revolution, new ideas transformed the way people understood the
universe and the way it works. Scientists like Newton, Galileo, and Copernicus are
often credited with discovering new scientific truths. However, Newton stated, If I have
seen further it is by standing on the shoulders of giants. He understood that each new
discovery was only made possible by the discoveries made before it.
Prompt: What were three important roots of the Scientific Revolution?
Task: Write a multi-paragraph response in which you:
1. Write an introduction that explains what the Scientific Revolution was and lists
the three roots you will be writing about. Use Student Handout 3 to help
decide what three groups/roots you will write about.
2. Write clear topic sentences that identify a specific root.
3. Provide details and evidence that show what each root contributed to the
Scientific Revolution.
4. Include explanations of your details.
5. Present at least one solid reason why each root you describe was an
important root, or cause, of the Scientific Revolution.
6. Write a conclusion in which you restate your main point. Identify which root
you think was the most important overall, and explain why that root was the
most important.
Vocabulary:
Use at least 8 of the following 12 terms correctly in your essay. Underline each term
that you use.
scientist(s), scientific
observation
tradition
roots, origins, or causes
improve, or progress
revolution
natural world
theories
astronomy, astronomer
important
investigate/Investigation
religion/religious
96
Brainstorming Page
Directions: Use this page to brainstorm your response to the prompt:
What were three important roots of the Scientific Revolution?
97
Student Handout 5
I
N
T
R
O
D
U
C
T
I
O
N
Historical Context:
Para
graph
1
What was the Scientific

Revolution?
Main Topic:
What were the three most
important roots of the Scientific
Revolution?
Topic Sentence
Main Idea
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Para
graph
2
First Root
Explanation
Concluding
Sentence
Topic Sentence
Main Idea
B
O
D
Y
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Para
graph
3
Second Root
Explanation
Concluding
Sentence
Topic Sentence
Main Idea
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Para
graph
4
Third Root
Explanation
Concluding
Sentence
98
Student Handout 5
I
N
T
R
O
D
U
C
T
I
O
N
Historical Context:
Para
graph
1
What was the Scientific

Revolution?
Main Topic:
What were the three most
important roots of the Scientific
Revolution?
Topic Sentence
Main Idea
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Para
graph
2
First Root
Explanation
Concluding
Sentence
Topic Sentence
Main Idea
B
O
D
Y
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Para
graph
3
Second Root
Explanation
Concluding
Sentence
Topic Sentence
Main Idea
Supporting
Detail/Evidence
Supporting
Detail/Evidence
Para
graph
4
Third Root
Explanation
Concluding
Sentence
Restate Main Topic

Para
graph
5
Final Thought
The most important root was ___
because ____
99
C
O
N
C
L
U
S
I
O
N

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