Journey Across Time Active Reading Note-Taking Guide - Glencoe

480 Pages·2006·16.33 MB·English

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Active Reading Note-Taking Guide
S W
TUDENT ORKBOOK
D F , P .D.
OUGLAS ISHER H
S D S U
AN IEGO TATE NIVERSITY
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A A
BOUT THE UTHOR
Douglas Fisher, Ph.D., is a Professor in the Department of Teacher
Education at San Diego State University. He is the recipient of an
International Reading Association Celebrate Literacy Award as well
as a Christa McAuliffe award for excellence in teacher education.
He has published numerous articles on reading and literacy, differen-
tiated instruction, and curriculum design as well as books, such as
Improving Adolescent Literacy: Strategies at Work and Responsive Curricu-
lum Design in Secondary Schools: Meeting the Diverse Needs of Students.
He has taught a variety of courses in SDSU’s teacher-credentialing
program as well as graduate-level courses on English language
development and literacy. He has also taught classes in English,
writing, and literacy development to secondary school students.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce
the material contained herein on the condition that such material be reproduced only for classroom use;
be provided to students, teachers, and families without charge; and be used solely in conjunction with
Journey Across Time.Any other reproduction, for use or sale, is prohibited without written permission from
the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, Ohio 43240-4027
ISBN: 978-0-07-878949-6
MHID: 0-07-878949-4
Printed in the United States of America.
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Letter to the Student
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Chapter 1: The First Civilizations
Section 1: Early Humans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Section 2: Mesopotamian Civilization . . . . . . . . . . . . . . . . . . . . . . . . . 6
Section 3: The First Empires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter 2: Ancient Egypt
Section 1: The Nile Valley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Section 2: Egypt’s Old Kingdom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Section 3: The Egyptian Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Section 4: The Civilization of Kush. . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter 3: The Ancient Israelites
Section 1: The First Israelites. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Section 2: The Kingdom of Israel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Section 3: The Growth of Judaism . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Chapter 4: The Ancient Greeks
Section 1: The Early Greeks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Section 2: Sparta and Athens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Section 3: Persia Attacks the Greeks. . . . . . . . . . . . . . . . . . . . . . . . . . 78
Section 4: The Age of Pericles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Chapter 5: Greek Civilization
Section 1: The Culture of Ancient Greece. . . . . . . . . . . . . . . . . . . . . . 89
Section 2: Greek Philosophy and History . . . . . . . . . . . . . . . . . . . . . 96
Section 3: Alexander the Great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Section 4: The Spread of Greek Culture. . . . . . . . . . . . . . . . . . . . . . 106
Chapter 6: Early India
Section 1: India’s Early Civilizations. . . . . . . . . . . . . . . . . . . . . . . . . 111
Section 2: Hinduism and Buddhism. . . . . . . . . . . . . . . . . . . . . . . . . 117
Section 3: India’s First Empires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Chapter 7: Early China
Section 1: China’s First Civilizations . . . . . . . . . . . . . . . . . . . . . . . . 127
Section 2: Life in Ancient China . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Section 3: The Qin and Han Dynasties. . . . . . . . . . . . . . . . . . . . . . . 138
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Chapter 8: The Rise of Rome
Section 1: Rome’s Beginnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Section 2: The Roman Republic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Section 3: The Fall of the Republic . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Section 4: The Early Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Chapter 9: Roman Civilization
Section 1: Life in Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Section 2: The Fall of Rome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Section 3: The Byzantine Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Chapter 10: The Rise of Christianity
Section 1: The First Christians. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Section 2: The Christian Church . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Section 3: The Spread of Christian Ideas . . . . . . . . . . . . . . . . . . . . . 195
Chapter 11: Islamic Civilization
Section 1: The Rise of Islam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Section 2: Islamic Empires. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Section 3: Muslim Ways of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Chapter 12: China in the Middle Ages
Section 1: China Reunites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Section 2: Chinese Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Section 3: The Mongols in China . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Section 4: The Ming Dynasty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Chapter 13: Medieval Africa
Section 1: The Rise of African Civilizations. . . . . . . . . . . . . . . . . . . 241
Section 2: Africa’s Government and Religion . . . . . . . . . . . . . . . . . 248
Section 3: African Society and Culture. . . . . . . . . . . . . . . . . . . . . . . 254
Chapter 14: Medieval Japan
Section 1: Early Japan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Section 2: Shoguns and Samurai. . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Section 3: Life in Medieval Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Chapter 15: Medieval Europe
Section 1: The Early Middle Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Section 2: Feudalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Section 3: Kingdoms and Crusades . . . . . . . . . . . . . . . . . . . . . . . . . 288
Section 4: The Church and Society . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Section 5: The Late Middle Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
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Chapter 16: The Americas
Section 1: The First Americans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Section 2: Life in the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
Section 3: The Fall of the Aztec and Inca Empires. . . . . . . . . . . . . . 317
Chapter 17: The Renaissance and Reformation
Section 1: The Renaissance Begins . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Section 2: New Ideas and Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Section 3: The Reformation Begins. . . . . . . . . . . . . . . . . . . . . . . . . . 332
Section 4: Catholics and Protestants. . . . . . . . . . . . . . . . . . . . . . . . . 338
Chapter 18: Enlightenment and Revolution
Section 1: The Age of Exploration. . . . . . . . . . . . . . . . . . . . . . . . . . . 345
Section 2: The Scientific Revolution . . . . . . . . . . . . . . . . . . . . . . . . . 352
Section 3: The Enlightenment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Section 4: The American Revolution. . . . . . . . . . . . . . . . . . . . . . . . . 365
Chapter 19: Industry and Nationalism
Section 1: The French Revolution and Napoleon . . . . . . . . . . . . . . 371
Section 2: The Industrial Revolution . . . . . . . . . . . . . . . . . . . . . . . . 377
Section 3: Society and Industry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
Section 4: Nationalism and Nation-States . . . . . . . . . . . . . . . . . . . . 387
Chapter 20: Imperialism and World War I
Section 1: The New Imperialism. . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Section 2: Nationalism in China and Japan . . . . . . . . . . . . . . . . . . . 399
Section 3: World War I Begins. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
Section 4: World War I Changes the World . . . . . . . . . . . . . . . . . . . 410
Chapter 21: World War II and the Cold War
Section 1: The Rise of Dictators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415
Section 2: World War IIBegins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Section 3: The Allies Win the War. . . . . . . . . . . . . . . . . . . . . . . . . . . 426
Section 4: The Cold War. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432
Section 5: The End of Empire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
Chapter 22: Building Today’s World
Section 1: Challenges in Latin America . . . . . . . . . . . . . . . . . . . . . . 443
Section 2: Africa and the Middle East . . . . . . . . . . . . . . . . . . . . . . . 449
Section 3: The Cold War Ends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Section 4: The World Enters a New Century. . . . . . . . . . . . . . . . . . 461
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TToo tthhee SSttuuddeenntt
Can you believe it? The start of another school year is upon
you. How exciting to be learning about different cultures,
historical events, and unique places in your social studies
class! I believe that this Active Reading Note-Taking Guide
will help you as you learn about your community, nation,
and world.
Note-Taking and Student Success The notes you take in this column will help
you focus on the important information in
Did you know that the ability to take
the lesson.As you become more comfort-
notes helps you become a better student?
able using the Cornell Note-Taking
Research suggests that good notes help you
System,you will see that it is an important
become more successful on tests because
tool that helps you organize information.
the act of taking notes helps you remember
and understand content.This Active Reading
Note-Taking Guide is a tool that you can The Importance of Graphic Organizers
use to achieve this goal.I’d like to share
Second,there are many graphic organiz-
some of the features of this Active Reading
ers in this Active Reading Note-Taking
Note-Taking Guide with you before you
Guide.Graphic organizers allow you to see
begin your studies.
the lesson’s important information in a visu-
al format.In addition,graphic organizers
The Cornell Note-Taking System
help you understand and summarize infor-
mation,as well as remember the content.
First,you will notice that the pages in the
Active Reading Note-Taking Guide are
arranged in two columns,which will help
Research-Based Vocabulary Development
you organize your thinking.This two-column
design is based on the Cornell Note- Third,you will notice that vocabulary is
Taking System,developed at Cornell introduced and practiced throughout the
University.The column on the left side of Active Reading Note-Taking Guide.When
the page highlights the main ideas and you know the meaning of the words used
vocabulary of the lesson.This column will to discuss information,you are able to
help you find information and locate the understand that information better.Also,
references in your textbook quickly.You you are more likely to be successful in
can also use this column to sketch drawings school when you have vocabulary knowl-
that further help you visually remember the edge.When researchers study successful
lesson’s information.In the column on the students,they find that as students acquire
right side of the page,you will write detailed vocabulary knowledge,their ability to learn
notes about the main ideas and vocabulary. improves.The Active Reading Note-Taking
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TToo tthhee SSttuuddeenntt
Guide focuses on learning words that are nections between their lives and the text
very specific to understanding the content and predict what will happen next in the
of your textbook.It also highlights general reading.They question the information and
academic words that you need to know so the author of the text,clarify information
that you can understand any textbook. and ideas,and visualize what the text is
Learning new vocabulary words will help saying.Good readers also summarize the
you succeed in school. information that is presented and make
inferences or draw conclusions about the
facts and ideas.
Writing Prompts and Note-Taking
I wish you well as you begin another
Finally,there are a number of writing school year.This Active Reading Note-
exercises included in this Active Reading Taking Guide is designed to help you
Note-Taking Guide.Did you know that understand the information in your social
writing helps you to think more clearly? It’s studies class.The guide will be a valuable
true.Writing is a useful tool that helps you tool that will also provide you with skills
know if you understand the information in you can use throughout your life.
your textbook.It helps you assess what you
have learned. I hope you have a successful school year.
You will see that many of the writing
Sincerely,
exercises require you to practice the skills
of good readers.Good readers make con- Douglas Fisher
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Chapter 1, Section 1
Early Humans
(Pages 8-15)
Setting a Purpose for Reading Think about these questions as you read:
• How did Paleolithic people adapt to their environment and use tools to
help them survive?
• How did life change for people during the Neolithic Age?
As you read pages 9–15 in your textbook,complete this graphic organizer by
filling in the causes and effects that explain how early humans adapted to their
environment.
Cause: Effect:
Cause: Effect:
nc. Cause: Effect:
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Chapter 1,Section 1 1
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Early Humans
(pages 9–11)
What would it be like to live in the Stone Age? As you read,
list words and phrases that help you picture the life of
early humans. Then write a paragraph describing a day in
your life as a Paleolithic man or woman.
Define or describe the following terms from this lesson.
historian
archaeologist
artifact
C
o
p
y
r
ig
fossil ht ©
b
y
T
h
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anthropologist r
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ill C
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nomad an
ie
s
, In
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technology
2 Chapter 1,Section 1