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Contents The Period in Perspective By the beginning of the first millennium A.D., the great states of the ancient world were mostly in decline. On the ruins of these ancient empires, new patterns of civilization began to take shape. Some of these new societies built upon elements of earlier civilizations, even as they moved in unique directions. At the same time, between 400 and 1500, new civilizations were beginning to appear in a number of other parts of the world–Japan, Southeast Asia, Africa, and the Americas. Like earlier states, most of these civilizations obtained much of their wealth from farming. More striking, however, is that these societies were being increasingly linked through trade.

Intro 1 Click the Speaker button to listen to the audio again.

Intro 2 Click the mouse button or press the Space Bar to display the information. Unit Objectives After studying this unit, you should be able to:  identify how Arab, African, and Asian empires spread.  compare medieval Europe with previous civilizations.  describe feudalism, the authority of the Roman Catholic Church, and the impact of the Crusades.  summarize the development of civilizations in the Americas.

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World History Online Explore online information about the topics introduced in this unit. Click on the Connect button to launch your browser and go to the Glencoe World History Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to

World Literature 1 This feature can be found on pages 366–367 of your textbook. Click the Speaker Button to listen to the audio again. Click any of the images on the left to listen to the excerpt on pages 366–367 of your textbook. Then answer the questions on the following slides.

World Literature 2 What detail in Taking Leave of a Friend reveals a custom specific to Li Bo’s times? Bowing to each other over clasped hands at a distance is a custom specific to Li Bo’s times. This feature can be found on pages 366–367 of your textbook. Click the mouse button or press the Space Bar to display the answer.

World Literature 3 What happens between the beginning of the first stanza and the end of the second stanza of Hard Is the Journey? There is a shift from a luxurious feast to a wintry nature scene. This feature can be found on pages 366–367 of your textbook. Click the mouse button or press the Space Bar to display the answer.

World Literature 4 What is the significance of the last line of Listening to a Flute in Yellow Crane Pavilion? Possible answer: The beauty of the flute music heard in a city served as a substitute for the beauty of nature that could have been experienced at home. This feature can be found on pages 366–367 of your textbook. Click the mouse button or press the Space Bar to display the answer.

World Literature 5 Critical Thinking Li Bo describes beauty and peace and luxury in Hard Is the Journey. Why do you think he calls the journey “hard”? Possible answer: He calls the journey “hard” because life is full of difficult choices. This feature can be found on pages 366–367 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Special Report 1 This feature can be found on pages 258–261 of your textbook. Click the Speaker Button to listen to the audio again.

Special Report 2 This feature can be found on pages 258–261 of your textbook. Read the excerpt on pages 258–261 of your textbook. Then answer the questions on the following slides.

Special Report 3 This feature can be found on pages 258–261 of your textbook. Click the mouse button or press the Space Bar to display the answer. How did Genghis Khan’s experiences in his youth prepare him for his later military and political success? Genghis learned to catch food, to ride and control horses, and how to forge political friendships and allies.

Special Report 4 What made Mongol armies so much stronger than their enemies? Mongol armies were trained to fight from horseback. They fired arrows forward and backward from their horses. They wore leather, and their silk tunics were designed to blunt enemy arrows. This feature can be found on pages 258–261 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Special Report 5 What region suffered the most at the hands of the Mongols? Why was this region so harshly ravaged? The Khwarizm Empire was ravaged because Shah Muhammad refused to establish friendly trade relations with Genghis Khan; the governor of one of the provinces had a caravan of Mongol trade merchants murdered, and an ambassador sent by Genghis Khan to meet the shah was murdered. This feature can be found on pages 258–261 of your textbook. Click the mouse button or press the Space Bar to display the answer.

Special Report 6 In the summer of 2001, an archaeological team searching for the grave site of Genghis Khan reported that the site had finally been found 200 miles northeast of the Mongolian capital of Ulaanbaatar. The burial site is near the site where Genghis Khan is thought to have been born and may be near the site where he was proclaimed emperor of all Mongols in This feature can be found on pages 258–261 of your textbook.

Special Report 7 The Mongolian wild horse, the takhi, is better known to Westerners as the Przewalski horse. A Russian explorer, Nikolai Przewalski discovered these horses in 1870 and then introduced the Mongolian takhi to western Europe where it is now bred in zoos. A newborn takhi can stand upon its legs immediately and can run soon after birth. This feature can be found on pages 258–261 of your textbook.

Looking Back 1 This feature can be found on pages 186–187 of your textbook.

Looking Back 2 This feature can be found on pages 186–187 of your textbook.

Looking Back 3 This feature can be found on pages 186–187 of your textbook.

Looking Back 4 This feature can be found on pages 186–187 of your textbook.

Looking Back 5 This feature can be found on pages 186–187 of your textbook. Click the mouse button or press the Space Bar to display the answer. Early arithmetic was used at first for business transactions and simple calculations that were part of daily life. How did mathematics make it possible for fifteenth- and sixteenth-century explorers to voyage into unknown regions? Explorers were able to calculate, at least very roughly, the radius of the earth. Using mathematics, they were also able to conduct celestial navigation. By measuring the angle from their position to the North Star, explorers were able to calculate latitude. Knowing how far north or south of the Equator they were enabled them to plot their positions and navigate into unknown areas.

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