4 61 37626 HA8 AC SWKBK FM - St Leonard's College
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First published 2012 byJohn Wiley & Sons Australia, Ltd42 McDougall Street, Milton, Qld 4064Typeset in 11.5/14 pt Times New Roman John Wiley & Sons Australia, Ltd 2012The moral rights of the authors have been asserted.ISBN 978 0 7303 3762 1 (workbook)ISBN 978 1 1183 2476 9 (eWorkbook)Reproduction and communication for educational purposesThe Australian Copyright Act 1968 (the Act) allows a maximum of onechapter or 10% of the pages of this work, whichever is the greater, to bereproduced and/or communicated by any educational institution for itseducational purposes provided that the educational institution (or the bodythat administers it) has given a remuneration notice to Copyright AgencyLimited (CAL).Reproduction and communication for other purposesExcept as permitted under the Act (for example, a fair dealing for thepurposes of study, research, criticism or review), no part of this book may bereproduced, stored in a retrieval system, communicated or transmitted in anyform or by any means without prior written permission. All inquiries shouldbe made to the publisher.Front cover image: Getty Images /Florian WernerCartography by Spatial Vision, MelbourneIllustrated by various artists, Aptara and the Wiley Art StudioTypeset in India by AptaraPrinted in Singapore byCraft Print International Ltd10 9 8 7 6 5 4 3 2This textbook contains images of Indigenous people who are, or may be,deceased. The publisher appreciates that this inclusion may distress someIndigenous communities. These images have been included so that theyoung multicultural audience for this book can better appreciate specificaspects of Indigenous history and experience.In this book, the word ‘Aborigine’, rather than ‘Koori’ or any other regionalterm, is used when referring to Indigenous Australians. The issues raisedare not unique to any particular region of Australia so the country-widereference has been maintained.It is recommended that teachers first preview resources on Aboriginaltopics in relation to their suitability for the class level or situation. It isalso suggested that Aboriginal parents or community members beinvited to help assess the resources to be shown to Aboriginal children.At all times the guidelines laid down by the Department of Educationshould be followed.
ContentsIntroduction viAcknowledgements viiCHAPTER 1A world in change (c. 650–1400)Analysing a visual source 1People on the move 3Lifestyle changes 5Who had the power? 6Conflict, conquest and change 7Changes in Asiaand the Pacific 9Worksheet 1.7 Identifying continuityand change 11Worksheet 1.8 The medieval legacy 13Worksheet 1.9 Crossword 14Worksheet 1.10 Summing up 15Worksheet 1.11 Reflection 16Worksheet 1.1Worksheet 1.2Worksheet 1.3Worksheet 1.4Worksheet 1.5Worksheet 1.6A world of expanding contacts(c. 1400–1750)Worksheet 2.1 Europe and the restof the world 17Worksheet 2.2 The emerging powerof western Europe 19Worksheet 2.3 The Portuguese andWorksheet 2.7Worksheet 2.8Worksheet 2.9Spanish voyages 21A portrait of Vasco da Gama 23A PMI chart 24Analysing a historian’sargument 25Word search 26Summing up 27Reflection 28Medieval Europe (c. 590–1500)Worksheet 4.1 The Dark Ages 41Worksheet 4.2 Stand up and fight 43Worksheet 4.3 My home is mycastle 45Worksheet 4.4 The Church’s power —for better or for worse 47The Black Death 48The Peasants’ Revolt 49Analysing illustrations 50The legacy ofmedieval Christendom 51Worksheet 4.9 Word search 52Worksheet 4.10 Summing up 53Worksheet 4.11 Reflection 54CHAPTER 5The Ottoman Empire (c. 1299–1683)Worksheet 5.1 Analysing architectureWorksheet 5.2 The beginnings andThe Vikings (c. 790–1066)55spread of Islam 56Worksheet 5.3 The golden age of IslamWorksheet 5.4 The establishment ofWorksheet 5.5Worksheet 5.6CHAPTER 3Worksheet 3.1 Scandinavia through the agesWorksheet 3.2 Viking country 31CHAPTER 4Worksheet 4.5Worksheet 4.6Worksheet 4.7Worksheet 4.8CHAPTER 2Worksheet 2.4Worksheet 2.5Worksheet 2.6Fighters and berserkers 32Shipbuilding 33Traders not raiders 34From pagans toChristians 35Worksheet 3.7 Interpreting sources 36Worksheet 3.8 The Viking legacy 37Worksheet 3.9 Word search 38Worksheet 3.10 Summing up 39Worksheet 3.11 Reflection 40Worksheet 3.3Worksheet 3.4Worksheet 3.5Worksheet 3.6Worksheet 5.729Worksheet 5.857empire 58Suleiman the Magnificent 59Life in the OttomanEmpire 60Interpreting OttomanEmpire sources 61The Ottoman legacy 63
Worksheet 5.9 Crossword 64Worksheet 5.10 Summing up 65Worksheet 5.11 Reflection 66CHAPTER 6Renaissance Italy (c. 1400–1600)Worksheet 6.1 The Renaissance —what was it? 67Worksheet 6.2 Artistic stars 68Worksheet 6.3 The Renaissance spreads 69Worksheet 6.4 Daring to delve 70Worksheet 6.5 Analysing a visual source 71Worksheet 6.6 Church — challengeand change 72Worksheet 6.7 Interpreting Renaissance-erasources 73Worksheet 6.8 Legacies of the Renaissance 75Worksheet 6.9 Word search 76Worksheet 6.10 Summing up 77Worksheet 6.11 Reflection 78CHAPTER 7Angkor and the Khmer Empire(c. 802–1431)Worksheet 7.1 The Khmer Empire inJapanese society 96Warriors’ world 97Beliefs and values 98Note-taking 99Imperial Japan 100The legacy ofShogunate Japan 101Worksheet 8.9 Word search 102Worksheet 8.10 Summing up 103Worksheet 8.11 Reflection 104Worksheet 8.3Worksheet 8.4Worksheet 8.5Worksheet 8.6Worksheet 8.7Worksheet 8.8CHAPTER 9Polynesian expansion acrossthe Pacific (c. 700–1756)Great undertaking 105Great Fleet 106Who’s who? 107Living with a newland 108Worksheet 9.5 Making your ownnotes 109Worksheet 9.6 Customs and culture 110Worksheet 9.7 Analysing a painting 111Worksheet 9.8 Crossword 112Worksheet 9.9 Summing up 113Worksheet 9.10 Reflection 114Worksheet 9.1Worksheet 9.2Worksheet 9.3Worksheet 9.4context 79Worksheet 7.2 Rise and fall of anempire 81Worksheet 7.3 Religious influences 83Worksheet 7.4 Religious art 84Worksheet 7.5 The Khmer people 85Worksheet 7.6 Amazing Angkor! 87Worksheet 7.7 Note-taking 88Worksheet 7.8 The Khmer legacy 89Worksheet 7.9 Crossword 90Worksheet 7.10 Summing up 91Worksheet 7.11 Reflection 92CHAPTER 8Japan under the shoguns (c. 794–1687)Worksheet 8.1 Geography and history —connections 9395Worksheet 8.2 Rule by mightiv ContentsCHAPTER 10Mongol expansion (c. 1206–1368)Worksheet 10.1 Chinese life vsMongolian life 115Worksheet 10.2 Genghis Khan:using words to painta portrait 117Worksheet 10.3 Mongol warriors 119Worksheet 10.4 The Yuan dynasty 121Worksheet 10.5 Court culture 123Worksheet 10.6 Decline and defeat 125Worksheet 10.7 The Mongol legacy 126Worksheet 10.8 Recognising differentperspectives 127Worksheet 10.9 Crossword 128Worksheet 10.10 Summing up 129Worksheet 10.11 Reflection 130
CHAPTER 11CHAPTER 12The Black Death — a 14th centuryplagueWorksheet 11.1 What was the Black Death?Worksheet 11.2 Lifestyle and conditionsThe Spanish conquest of theAmericas (c. 1492–1572)131help the Black Death 133Worksheet 11.3 Warfare and tradehelp the Black Death 134Worksheet 11.4 Responses and treatments 135Worksheet 11.5 The plague that changedthe world 137Worksheet 11.6 The Black Death —cause and effect 138Worksheet 11.7 Recognising differentperspectives 139Worksheet 11.8 Word search 140Worksheet 11.9 Summing up 141Worksheet 11.10 Reflection 142Worksheet 12.1 The Aztecs — asurprising civilisation 143Worksheet 12.2 The contribution ofColumbus145Worksheet 12.3 Analysing a paintingWorksheet 12.4 New Spain 147Worksheet 12.5 Slavery — how146and why 149Worksheet 12.6 Impact of colonisationWorksheet 12.7 Recognising different150perspectives 151Worksheet 12.8 Legacy 153Worksheet 12.9 Crossword 154Worksheet 12.10 Summing up 155Worksheet 12.11 Reflection 156Contentsv
IntroductionHistory Alive 8 for the Australian Curriculum Student Workbook is a fill-in workbook to be usedalongside the History Alive 8 for the Australian Curriculum textbook. The student workbook is designedto deepen and enhance students’ learning and understanding of the rich content found in the textbook.Key features Worksheets for classwork, homework or revision Worksheets to reinforce students’ study of specific spreads in the student textbook Skills worksheets to practise and refine key History skills Thinking tools worksheets to explore a range of thinking tools Vocabulary worksheets to develop subject-specific language and terminology Visual learning worksheets to foster visual literacy Summing up worksheets to help students check their understanding of key content and concepts Reflection worksheets that provide a structured way for students to reflect on the progress of theirlearningAnswers to all worksheet questions and activities are provided in the History Alive 8 for the AustralianCurriculum eGuide.viContents
AcknowledgementsThe authors and publisher would like to thank the following copyright holders, organisations andindividuals for their permission to reproduce copyright material in this book.Cover: Getty Images /Florian WernerImages Alamy Limited: 57 (education) /Pictorial Press Ltd Art Archive: 19 /Cornelis de Vries BritishMuseum: 36 (left) Corbis Australia 10 (Timur) /Ken Welsh /Design Pics; 11 (bottom, left) /ZhuangYingchang/Xinhua Press; 18 /Bettmann; 36 (right); 48 (bottom, right) /Heritage Images; 55 /Yann ArthusBertrand; 59 /The Gallery Collection; 70 (Galileo) /Bettmann; 135 (middle, right) /Heritage Images Getty Images, page 10/ (Genghis Khan)/ Getty Images/National Geographic/James L. Stanfield;10 (Kublai Khan) /Hulton Archive; 11 (bottom, right) /Science Photo Library; 11 (top, left) /ChinaPhotos/Stringer; 23; 29 (top) /De Agostini; 57 (astronomy) /The Bridgeman Art Library/Italian School;57 (medicine); 105 /Herbert Kawainui Kane/National Geographic; 117 /National Geographic/James L.Stanfield; 135 (bottom, right) /Time & Life Pictures; 135 (middle, left) /NYPL/Science Source;147 /Bridgeman Art Library/Look and Learn Giuseppe Rava: 119 Henriette Browne, 1860: 61 iStockphoto: 71 /Steven Wynn; 148 /Georgios Kollidas Pearson Scott Foresman: 17 Photolibrary: 43 (left) /Bridgeman Art Library/The Stapleton Collection; 125 /The Bridgeman ArtLibrary/Chinese School; 151/Bridgeman Art Library/Biblioteca Nazionale Centrale, Florence, Italy. Rare Books and Special Collections, University of Sydney Library: 70 (Vesalius) /Opera Omniaanatomica & chirurgica. Cura Hermanni Boerhaave & Bernhardi Siegfried Albini. Vesalius, Andreas.Lugduni Batavorum: apud Joannem du Vivie at Joan. & Herm. Verbeek, 1725 Rochester Institute ofTech: 69 /Robert A. Thom, Chinese Block Printing, oil on canvas, 36 27 inches, Kimberly ClarkGraphic Communications Through the Ages Series, ca. 1960. Image supplied courtesy of RIT CaryGraphic Arts Collection, Wallace Center Shutterstock: 10 (Babur) /Antonio Abrignani; 13 /ScottMaxwell/LuMaxArt; 50 /kated; 57 (maths) /Tupungato; 87 (bottom) /Dmitry Strizhakov; 87 (top)/Luciano Mortula; 153 /Atlaspix Spatial Vision: 93 University of Sydney Library: 70 (Fracastoro)/Fracastoro, Giralomo, 1478–1553. Operum pars prior (et pars posterior) philosophica & medica Lugduni: apud Franciscum Fabruni, 1591 University of Western: 70 (Pare) /Pare, Ambroise, 1510–90.The works of that famous chirurgeon Amrose Parey/(regular) translated out of Latin and compared withthe French, by Th. Johnson. London: Printed by Mary Clark, 1678 Vikingsandsaxons.com:29 (bottom) Westminster Abbey Library: 135 (bottom, left) /Dean and Chapter of WestminsterText Orion Publishing Group: 25 /The Illustrated History of Europe: A Unique Portrait of Europe'sCommon History, F. Delouche, p. 196, Published by Orion Books, English Translation/Richard Mayne,1993Every effort has been made to trace the ownership of copyright material. Information that will enable thepublisher to rectify any error or omission in subsequent editions will be welcome. In such cases, pleasecontact the Permissions Section of John Wiley & Sons Australia, Ltd.Acknowledgementsvii
CHAPTER 1: A world in change (c. 650–1400)Analysing a visualsourceWorksheet 1.1Visual CHistory Alive 8: pages 6–7Student: . Class: . . Due date: . . Study the visual information, and then answer the questions below.1a Many houses like this one have survived to the present day. What does this tell us about the levelof certain skills in medieval society?.b What design features could you call decorative?. John Wiley & Sons Australia, LtdHistory Alive 8 for the Australian Curriculum Student Workbook1
CHAPTER 1: A world in change (c. 650–1400)PAGE 2Worksheet 1.123c What does this tell us about a landowner’s quality of life?.a List the different jobs you can see being performed by the landowner’s servants and workers.b In what sense could we describe life here as being like that of a small town?.a Describe the surrounding wall and gateway.b Why do you think the wall and gateway were built?.2 History Alive 8 for the Australian Curriculum Student Workbook John Wiley & Sons Australia, Ltd
CHAPTER 1: A world in change (c. 650–1400)People on the moveWorksheet 1.2General CHistory Alive 8: pages 8–11Student: . Class: . . Due date: . . In the fourth century CE, great empires existed on some, but not all, inhabited continents.1Which continents hosted great empires at this time? Tick the correct hAmericaNomadic outsiders could devastate even the greatest empire. Summarise the rise and fall of these threeempires by completing each column. Some answers have been given as examples.GuptaHanWestern RomanRegion/countryAchievementControlled Europe west ofRomeAttackersEnd of empire34220 CEWhich two great empires survived into the Middle Ages?a .b .Give two reasons for their eventual collapse.a .b . John Wiley & Sons Australia, LtdHistory Alive 8 for the Australian Curriculum Student Workbook3
CHAPTER 1: A world in change (c. 650–1400)PAGE 2Worksheet 1.2567In the early Middle Ages, nomads caused violent conflict through invasion.a From what types of habitat did they mainly originate?i .ii .iii .b Why might these habitats influence migration?.
History Alive 8 for the Australian Curriculum Student Workbook is a fill-in workbook to be used alongside the History Alive 8 for the Australian Curriculum textbook. The student workbook is designed to deepen and enhance students’ learning and understanding of the rich content found in the textbook. Key features
yes; m DEB 180 123 57 by the Linear Pair Postulate. So, by defi nition, a pair of corresponding angles are congruent, which means that ⃖AC ⃗ ⃖DF ⃗ by the Corresponding Angles Converse. 22. yes; m BEF 180 37 143 by the Linear Pa
mitosis, cell division. Classification of Epithelia Many kinds of epithelia exist in the body. Two features are used to classify and name epithelia: the number of cell layers and the shape of the cells (Figure 4.2). The terms simple and stratified describe
ELSEVIER Ecological Economics 10 (1994) 197-207 The worth of a songbird: ecological economics . Institute for Systems Engineering and Informatics, I-21020 Ispra (Va), Italy b The Research Methods Consultancy Ltd., Gresham House, 144 High Street, Edgware, Mid& HA8 7EZ, UK (Received 21 December 1992; accepted 30 July 1993) - Abstract
4.1 Back Check and Latch Adjustment 4.2 Spring Tension Adjustment . All wiring must conform to standard wiring practice in accordance with national and local wiring codes. Door must swing freely through the entire opening and closing cycle before beginning . - during power failure 15 lbs Door Opening/Closing Speed & ForceAdjustable .
Install only on a properly operating and balanced door. A door that is operating improperly could cause severe injury. Before installing the operator, have qualified service personnel make repairs to cables, and other hardware. Before installing the operator, remove or make inoperative, all locks (unless mechanically and/or electrically
The Power of the Mind Copyright 2000-2008 A. Thomas Perhacs http://www.advancedmindpower.com 3 Laws of the Mind Law #1 Every Mental Image Which You Allow to Take
(An Alex Rider adventure) Summary: After a chance encounter with assassin Yassen Gregorovich in the South of France, teenage spy Alex Rider investigates international pop star and philanthropist Damian Cray, whose new video game venture hides sinister motives involving Air Force One, nuclear missiles, and the international drug trade. [1. Spies—Fiction. 2. Adventure and adventurers—Fiction .
M. Peskin and D. Schroeder, An Introduction to Quantum Field Theory This is a very clear and comprehensive book, covering everything in this course at the right level. It will also cover everything in the \Advanced Quantum Field Theory" course, much of the \Standard Model" course, and will serve you well if you go on to do research. To a large extent, our course will follow the rst section of .
