Goals: Pretests and Tests Classwork/ Study Guides Grading Policy Overhaul Essential Questions

Goal: To understand the motivations, events and impact of the crusades on its participants and the world.

1. 
   Introduction
   

*A purpose of the crusades was to gain control of ________________ -- referred to by Christians as the ____________ ______________. The spiritual heart of Palestine was the city of _______________. This city is ______________ to Jews, Christians and Muslims alike.

*In the 11^th century, the ________ Turks gained control of Palestine. In 1095, the_______________ Emperor asked Pope Urban II for help against the Muslims. The Pope called on ___________ to go on crusade.

*______________ were also targets of crusaders as they were considered to be heretics.

* Define the following:

*Sultan-

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*Anatolia-

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*Seljuk Turks took control of the _____________ Empire. They further took ___________ and Palestine from the Fatimad dynasty. The Seljuk Turks overran much of ____________ (Asia Minor) which was controlled by the Byzantine Empire.

*Jerusalem is sacred city to ______________, _______________ and ____________. For Judaism, it is where the _________ temple once stood. For Christians, it is where __________ was crucified and rose from the dead. For Muslims, it is where _______________ took his night journey.

*After the Seljuk Turks took control of Jerusalem, Christians were afraid that they would no longer be able to visit _______________ and other ___________ sites in the Holy Land.

11.3 The Story of the Crusades

*In 1095, the emperor of the Byzantine Empire asked Pope ____________ for help fighting the Seljuk Turks. At a meeting of nobles and church leaders in Clermont, France, the Pope called for a ___________________ to drive the Muslims back and retake __________________. The pope promised __________ to ______________ for all those who joined the fight.

*Christian _____________ inspired many people to join the crusades. Merchants saw a chance to earn money through ___________. Younger sons of nobles hoped to gain _______________ in the Holy Land.

The First Crusade (1096-1099)

*Crusaders captured the city of ____________, Syria in 1098. The crusaders captured the city of ______________ in July 1099 and massacred Muslims and __________ living in the city. Four crusader kingdoms were established in _______________, ______________, modern day __________________ and _____________.

*In 1144, Muslims captured ________________ , the capital of the northernmost Crusader Kingdom. In response, the ___________ crusade was begun. A German Crusader army was badly __________ in Anatolia. A second crusader army, led by the King of France, was defeated at _____________, Syria.

*Define – ransom-

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*King Richard I of ______________ led the third crusade. He fought ________-______-___________ known by Europeans as Saladin. Saladin took back most of __________ from the Crusaders. In 1187, Saladin recaptured the city of _______________, but did not kill its residents. Many were freed, others were _______________ and still others were _________ into slavery.

*King Richard I was able to force the surrender of the Palestinian town of __________. Richard I is well known for ordering the _____________ of 2700 Muslim prisoners.

*King Richard I was not able to recapture ______________. Instead, he negotiated and signed a ___________ treaty which allowed Christian pilgrims to enter the city.

*In 1212, there was a _____________ ______________. Tens of thousands of peasant children joined the crusade, but few, if any, reached the _______ Land. Many were sold into ____________. Some returned _________. Others simply ______________ without a trace.

*Later crusades were never able to retake the city of ________________. Muslims were able to take back ___________, the last crusader city in 1291.

The Reconquista

*Define the following:

*Iberian Peninsula –

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*Inquisition –

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*Expulsion –

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*The Reconquista (____________________) is a series of wars to retake the ___________ Peninsula from Muslims. In 1085, Christians captured ____________, in central Spain. In 1139, Portugal became an ____________ Christian kingdom.

*Many ____________ and ______________ remained in areas ruled by Christians. In the 1400s, Queen Isabella and King Ferdinand used the _______________ , a church court, to find out if Muslim and Jewish _________ were still practicing their old religion. People were tortured and ____________ at the stake. Jews and Muslims were ___________ from Spain.

*In 1492, Spain captured ______________ the last Muslim stronghold in Spain.

11.4 Christians and the Crusades

Impact on Christians as a group

*Crusaders suffered the effects of war. Some were ___________ or killed in battle. Others died from _______________ and the hardship of travel.

*The use of _____________ increased in Europe as crusaders needed a way to pay for supplies. Knights began performing ___________ functions, such as making loans or investments. Kings started __________ systems to raise funds for the crusades.

*The power of ____________ grew as nobles and knights left to fight the crusades.

*_____________ earned enormous profits as trade between Europe and the Middle East increased. _____________, a cotton fabric from Persia, was used to make European clothes. Europeans developed a taste for melons, __________, sesame seeds and __________ beans.

The Experience of Individuals

*Richard I was devoted to the _____________ cause and to __________ ideals of courage and honor. He spent most of his _________ on crusade and ________ his people heavily to pay for it.

*Anna Comnena, the daughter of a ____________ emperor, had ____________ feelings about the crusaders. She respected them as ___________, but realized that many of them were _______________. She suspected that not all were fighting for ___________, but instead were looking for wealth, land or glory.

11.5 Muslims and the Crusades

Impact on Muslims as a Group

*Muslims died in battles and ________________. Crusaders also destroyed Muslim _________________.

*Muslims began to adopt a ______________ (permanent) army. Muslim traders earned ____________from trade with Europe. Muslims ____________ together to fight the crusaders.

The Experiences of Individuals

*Salah al-Din became the greatest Muslim leader of the Crusades. He was able to ______________ Muslim groups under his __________ and strong leadership.

*Usamah ibn-Munqidh fought ___________ against the Crusaders. Still he respected the Christians and the Jews because of their faith in ___________ God.

11.6 Jews and the Crusades

*Define the following:

*Synagogue –

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*Anti-Semitism –

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*Segregation-

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*Jews were the victims of violent _________________. Whole communities of Jews were ____________. Crusaders destroyed _______________ and holy books. Jews were forced to accept _______________.

*Prejudice against Jews, or _______________, increased even among non-crusaders. Jews could no longer hold _______________ office. England and France ________________ the Jews from their countries.

*In the 14^th and 15^th centuries, the Jews were segregated and forced to live in ______________.

*Eliezer ben Nathan admired the devotion of Jews who __________ themselves and their own children rather than being forced to convert to Christianity.

*Eleazar ben Judah’s wife and three children were killed by crusaders, but he continued to preach love for all _______________.

11.7 The Mongol Invasion

*The Mongols were a _____________ people whose homeland was to the _________ of China. _________________ Kahn the leader of the Mongols swept his armies across central ______________ and conquered the __________ dynasty.

*The _____________ were able to stop the Mongols in Palestine. The Mongols eventually converted to ___________ and made ______________ the language of their government.

11.8 New Muslim Empires and the Expansion of Islam

The Ottoman Empire

*The Ottomans captured ________________ bringing an end to the Byzantine Empire. At its height, the Ottoman Empire covered parts of southeastern ___________, North _____________, ____________ and Turkey.

*Jews, Christians and Muslims all had their own local communities in the empire called ______________.

The Safavid Empire

*Muslims in ________________ founded the Safavid Empire. Their rulers, or _________, controlled parts of Iraq and Persia. The Safavids were _______ Muslims. The Ottomans were ___________ Muslims. The two groups fought a series of wars.

*Babur, a descendent of ___________ Kahn, founded the Mughal Empire. The word Mughal means ____________ in Arabic. The empire covered most of _______________.

*Islam spread to ________ Africa, to the people living around the _________ Desert and to the islands of ____________ which has the largest number of Muslims in the world.

Name_______________________

Class Period_______________________

Goal: To understand the theories of origin of early societies in West Africa.

*Three kingdoms arose in West Africa _____________, ______________ and _______________. Muslim scholars began writing about the kingdom of Ghana in the _________. Ghana was at least ________ years old by then.

*Historians and archaeologists examine the _________ features of an area to see why people may have chosen to settle there. They also look at ___________ , such as tools, to see how people’s lives may have improved.

12.2 Geography and Trade

Geography

*In the north, West Africa is dominated by the __________ Desert. To the west and south, West Africa is bordered by the ___________ Ocean. To the east, are the ____________ of present day Cameroon.

*The Sahara Desert covers __________________ square miles of Northern and Western Africa. It is covered with ___________dunes, bare, rocky __________ and even mountains. It is not a __________ place for large settlements.

*South of the Sahara is the _____________ or the Sahel. There is enough water there to grow __________ grasses and some small bushes and ___________ to survive.

*The southern Sahel merges with the _____________, an area of tall grasses and scattered trees. The area has a long ____________ season. Crops such as __________, sorghum and rice can be grown. Cattle, goats and sheep can eat the ____________ that grows there. Water from the ________ river help make the land fertile.

*The river extends into the ____________ zone. This zone’s northern part is a ____________ forest of trees and shrubs. Oil _______, yams and _______ trees grow here. The southern part of the zone is lush _______________ where rain falls year-round. Trees such as _________________ and teak grow here.

*Different ____________ are found in each of the vegetation zones. People living in different zones had to ___________ to get items they could not provide for themselves.

*The Niger _____________ and other waterways served as trading routes for early West African settlements.

12.3 Early Communities and Village

*Define – extended family-

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*An extended family includes close relatives such as grandparents, aunts, _________, and their _____________________. An extended family may include between _______ to _______ people.

*The extended family worked ______________ to clear the fields, plant seed and harvest crops. One of the __________ ___________ made decisions for the family community.

*Extended families joined together to form _____________. A village may contain between _______ to ________ people. A village leader was probably chosen for his _____________.

*Extended families joined together to get needed __________ on large projects such as controlling a flooding river or mining. They also joined together for _______________.

12.4 The Development of Towns and Cities

*Two reasons for the growth of villages into cities were ______________ and _________________.

*Scholars believe knowledge of ironworking came to West Africa by way of ___________ who crossed the Sahara Desert or that the knowledge developed _____________ among people in the northern part of West Africa.

*By the 500s B.C.E. the _______ (of present day central Nigeria) were making iron tools.

*The process of heating and melting ore in order to get iron or other metals from it is called ________________. The red-hot iron is hammered and bent into useful shapes by _________________. Tools such as axes and ___________ were made. Weapons such as _________ could also be made.

*Jenne-jeno was built in the __________ century B.C.E. and existed for ______________ years. It is located where the Niger River meets the ____________ River.

*The people traded their surplus goods, such as catfish, ________ ________, onions and _________. In return they got salt, _________ ore, __________ and gold.

*Jenne-jeno had _____________ people living there. It was surrounded by a ______________ wall _____ feet wide and 13 feet high. People lived in ______________ homes made of mud bricks.

*The most respected people in the city were the _____________________. They were thought to have _________________ (magical or godlike) powers.

*Blacksmiths served as political leaders, judges, doctors and even ____________ the future.

*Define – tribute-

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*Trading cities charged _____________ on goods that were bought or sold. With the money they raised these cities were able to raise large _____________. The armies would conquer other rival cities and take over their _______________.

*Kings could also demand _______________ from conquered people. It was a sign of acceptance of the king and could pay for ___________ from outside attack.

*West African kings were both political and ________________ leaders.

*The disadvantages of being part of a kingdom were that you had to pay _________________ and supply men to serve in the ____________.

*The advantages of being part of a kingdom were that your territory was protected by the kingdom, trade routes were ___________, small wars between cities stopped and ____________ goods were passed out throughout the kingdom.

Name___________________________

Class Period___________________________

Goal: To understand the economics and mechanics of the West African gold/ salt trade.

*The kingdom of Ghana lasted from sometime before 500 C.E. to the ____________. The word Ghana means _________ ___________.

*The modern country of Ghana is located far ___________ of the old kingdom. The area where the kingdom was is now part of Mauritania and __________.

*The control of trade, particularly in ____________, made the king of Ghana and his people very wealthy.

*The king of Ghana served as the head of the ____________, had the final say in matters of ____________ and led the people in ___________ worship.

*The king tightly controlled the supply of gold by requiring that all __________ of gold found in the kingdom had to be given to the king. Other people could only have gold ___________.

*The king appointed _______________ to rule some parts of the empire. Government officials were probably in charge of the armed forces, ____________, taxes, and ______________.

*Define – matrilineal –

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*The royal inheritance was _________________. This meant that when the king died, the son of the king’s _______________ took over the throne.

Ghana’s Military

*Ghana’s military included a _____________ army, _____________ forces and ___________ soldiers.

*The regular army kept the ___________ secure, put down minor ____________ and maintained ____________ and order. The soldiers wore knee-length cotton ________, sleeveless ____________ (long shirts), _________ and headdresses. The number of feathers in a headdress indicated a soldier’s ______________.

*Define – headdresses-

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*Soldiers used weapons such as spears, _____________, swords, ___________ ____________, and bows and arrows.

*Every __________ in the empire was required to complete military training and could be called up to serve.

*Elite soldiers were selected for their ____________, _______________ and intelligence. They served the king as _________________, escorts and _________ advisors.

*Ghana was located between two areas that wanted to trade, ___________ Africa and the ______________ forests of West Africa. Traders from the north brought salt, copper and _____________ ___________ (used as money). They traded these goods for ________ nuts, hides, __________ goods, ivory, __________, and ___________ from the southern forests.

*Each times traders passed through the kingdom of Ghana they had to pay heavy _________.

The History of the Trans-Saharan Trade

*Trans-Saharan trade grew because of two factors: (1) the introduction of the ______________; and (2) the spread of ________________.

*Camels can drink up to _______ gallons of water at a time and can travel several days without stopping. Camels have double rows of ___________ and ________ ear openings which keep out the sand.

*In the 7^th century, Muslims ______________ Ghana. The Muslims were unsuccessful but Muslim ______________ settled in West Africa.

*North Africans traders started their journey at the _______________ border of the Sahara desert. _______________ brought the trade goods to the oasis city of Sijilmasa.

*The traders waited for the rainy season to end before starting out so that watering places were ___________ and there was ___________ for the animals to eat. The traders used ____________ to carry their goods in the Sahara Desert.

*Trader caravans would walk until the ________________. They then rested until the ______ went down. The journey was dangerous as you could become disoriented and become __________ or run out of drinking __________.

*The traders stopped in Taghaza, a village where ______________, was mined. Traders took on a load of salt and moved next to Walata at the edge of the desert. They transferred their goods to donkeys and _______________.

*Define – porter-

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*The traders then passed through ____________ on their way to the markets on the Gulf of ______________, near the southern forests. The trip took about ______ months.

*North Africans wanted ____________. People in the forests south of Ghana wanted ______________. Ghana made money by _____________ traders who passed through its lands.

*Gold was needed in Italy and Muslim lands to make _____________. Gold was also used to purchase ______________ and ________________ from China.

*The area known as _______________ was full of Gold. The Wangarans kept the location of their gold mines ______________. If a gold miner was kidnapped to reveal the location of the mines, then all trading would __________.

Taghaza: A Village Built with Salt

*People in West African needed salt to replace the salt they lost from ______________. Salt was also used to keep their food from ___________ and to give to their _____________. West Africans liked the ___________ of salt on their food.

*Define – deposits-

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*__________________ is the process by which salt is produced by pouring water into holes of the salty earth. The water _____________ and salt is left to collect.

*Salt mining was done by digging ____________ and ______________ to reach the salt which was then cut out in blocks.

*Miners at Taghaza were _____________ of the Arab traders. There were no natural resources there so the miners depended on the traders to bring them food such as millet, ___________ ____________ and dates.

Ghana’s System of Taxes

*Traders were taxed when they _________ Ghana and when they left.

*One-sixth of an ounce of gold was charged for each load of _______________ that came into the kingdom from the north. One-third of an ounce of gold was charged for each load that traders took out of the kingdom to the _______________.

*Five-eighths of an ounce was charged for every load of _______________. A little more than an ounce of gold was charged for every load of _____________ merchandise.

*The taxes helped pay for the _____________ which protected the kingdom and the trade _____________.

13.5 The Exchange of Goods

*In Ghana, the capital city of ______________ contained a great market. Items such as ____________ weapons and tools, _________ jewelry, cloth and ___________ goods could be purchased there.

*Cattle, sheep, __________, wheat, ____________, __________ fruit, ivory, pearls and ________________ were also sold at the market. Everything was paid for with gold ________________.

*Trade with the Wangarans took place along a ____________ in the southern forests. Traders used a system of ___________barter and never met face to face. Traders would leave their goods, such as wool, silk, cotton, dates, figs, grains, leather and _______________ along the river and beat a __________.

*The traders would then leave. The Wangarans would place _______ __________ next to the goods, beat the drum and leave. The traders, if satisfied, would take the gold and leave. If not satisfied with the amount they would beat the drum again. They would ____________ back and forth until the trade was complete.

*This trading system allowed people who spoke different _____________ to trade. It also helped keep the ____________ of the gold mines secret.

*Muslim warriors called ________________ attacked Ghana and successfully captured ____________. Eventually they were beaten back, but the kingdom had ____________ apart.

*Resources, particularly _______________ and ________________ became scarce. People were forced to leave in search of ____________ conditions.

*Around 1240, the _______________ people conquered Kumbi. The Mali empire reached from the ____________ Ocean to beyond the Niger River, and from the ____________ forests to the salt and copper mines of the _____________.

*Mali’s leaders accepted _____________.

Name________________________

Class Period________________________