Presentation Plus! Glencoe World History
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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.
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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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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
http://wh.glencoe.com
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.
This feature can be found on pages 366–367 of your textbook.
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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.
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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.
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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.
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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.
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This feature can be found on pages 258–261 of your textbook.
Click the Speaker Button to listen to the audio again.
Read the excerpt
on pages 258–261
of your textbook.
Then answer the
questions on the
following slides.
This feature can be found on pages 258–261 of your textbook.
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.
This feature can be found on pages 258–261 of your textbook.
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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.
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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.
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• 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 1206.
This feature can be found on pages 258–261 of your textbook.
• 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.
This feature can be found on pages 186–187 of your textbook.
This feature can be found on pages 186–187 of your textbook.
This feature can be found on pages 186–187 of your textbook.
This feature can be found on pages 186–187 of your textbook.
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.
This feature can be found on pages 186–187 of your textbook.
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