Guía de Uso y Lectura

Holt McDougal
World
History
PATTERNS OF INTERACTION
Spanish/English
Guided Reading Workbook
Copyright by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopying or recording, or by
any information storage or retrieval system, without the prior written permission of the
copyright owner unless such copying is expressly permitted by federal copyright law.
Permission is hereby granted to individuals using the corresponding students textbook
or kit as the major vehicle for regular classroom instruction to photocopy entire pages
from this publication in classroom quantities for instructional use and not for resale.
Requests for information on other matters regarding duplication of this work should
be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts,
Copyrights, and Licensing, 9400 South Park Center Loop, Orlando, Florida 32819.
Printed in the U.S.A.
ISBN 978-0-547-52101-5
1 2 3 4 5 6 7 8 9 XXX 16 15 14 13 12 11 10
450000000000 A B C D E F G
If you have received these materials as examination copies free of charge, Houghton Mifflin
Harcourt Publishing Company retains title to the materials and they may not be resold.
Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this
publication, or any portion of it, into electronic format.
Contents/Contenido
Being a Strategic Reader/

Practicar la lectura estratgica. . . . . . vii
Chapter 1: The Peopling of the World,
Prehistory2500 B.C./Captulo 1: Los
seres humanos pueblan el mundo,
Prehistoria a 2500 a.C.. . . . . . . . . . . . . . 1
Section/Seccin 1 . . . . . . . . . . . . . . . . . . . 1
Section/Seccin 2 . . . . . . . . . . . . . . . . . . . 6
Section/Seccin 3 . . . . . . . . . . . . . . . . . . 11
Chapter 2: Early River Valley
Civilizations, 3500 B.C.450 B.C./
Captulo 2: Primeras
civilizacionesdelos valles
fluviales,3500 a.C.450 a.C.. . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . . .
Section/Seccin 4 . . . . . . . . . . . . . . . . . .
16
16
21
26
30
Chapter 3: People and Ideas on the

Move, 2000 B.C.250 B.C./Captulo 3:
Movimiento de pueblos e ideas,
2000a.C.250 a.C.. . . . . . . . . . . . . . . . . 35
Section/Seccin 1 . . . . . . . . . . . . . . . . . . 35
Section/Seccin 2 . . . . . . . . . . . . . . . . . . 41
Section/Seccin 3 . . . . . . . . . . . . . . . . . . 45
Section/Seccin 4 . . . . . . . . . . . . . . . . . . 51
Chapter 4: First Age of Empires, 1570
B.C.200 B.C./Captulo 4: Nacimiento
de imperios, 1570 a.C.200 a.C.. . . . . 56
Section/Seccin 1 . . . . . . . . . . . . . . . . . . 56
Section/Seccin 2 . . . . . . . . . . . . . . . . . . 61
Section/Seccin 3 . . . . . . . . . . . . . . . . . . 66
Section/Seccin 4 . . . . . . . . . . . . . . . . . . 70
Chapter 5: Classical Greece, 2000
B.C.300 B.C./Captulo 5: La Grecia
clsica, 2000 a.C.300 a.C. . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . . .
Section/Seccin 4 . . . . . . . . . . . . . . . . . .
Section/Seccin 5 . . . . . . . . . . . . . . . . . .
75
75
79
84
89
93
Chapter 6: Ancient Rome and Early

Christianity, 500 B.C.A.D. 500/
Captulo 6: La Roma antigua
ylosprimeros cristianos,
500 a.C.500 d.C.. . . . . . . . . . . . . . . . . . 97
Section/Seccin 1 . . . . . . . . . . . . . . . . . . 97
Section/Seccin 2 . . . . . . . . . . . . . . . . . 102
Section/Seccin 3 . . . . . . . . . . . . . . . . . 107
Section/Seccin 4 . . . . . . . . . . . . . . . . . 112
Section/Seccin 5 . . . . . . . . . . . . . . . . . 116
Chapter 7: India and China Establish
Empires, 400 B.C.A.D. 550/Captulo 7:
India y China establecen imperios,
400 a.C.550 d.C.. . . . . . . . . . . . . . . . . 121
Section/Seccin 1 . . . . . . . . . . . . . . . . . 121
Section/Seccin 2 . . . . . . . . . . . . . . . . . 126
Section/Seccin 3 . . . . . . . . . . . . . . . . . 131
Chapter 8: African Civilizations,
1500 B.C.A.D. 700/Captulo 8:
Civilizaciones africanas,
1500 a.C.700 d.C.. . . . . . . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
136
136
141
145
Chapter 9: The Americas: A Separate

World, 40,000 B.C.A.D. 700/
Captulo 9: Amrica: Un mundo
aparte,40,000 a.C.700 d.C. . . . . . . . 150
Section/Seccin 1 . . . . . . . . . . . . . . . . . 150
Section/Seccin 2 . . . . . . . . . . . . . . . . . 155
Section/Seccin 3 . . . . . . . . . . . . . . . . . 160
Chapter 10: The Muslim World,
6001250/Captulo 10: El mundo
musulmn, 6001250 . . . . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
164
164
169
174
Chapter 11: Byzantines, Russians,

and Turks Interact, 5001500/
Captulo 11: Bizancio, Rusia y Turqua
interactan, 5001500. . . . . . . . . . . . . 179
Section/Seccin 1 . . . . . . . . . . . . . . . . . 179
Section/Seccin 2 . . . . . . . . . . . . . . . . . 184
Section/Seccin 3 . . . . . . . . . . . . . . . . . 189
Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.
iii
Spanish/English Guided Reading Workbook
Contents/Contenido
continued/continuacin
Chapter 12: Empires in East Asia,
6001350/Captulo 12: Imperios de
Asia del este, 6001350. . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
Section/Seccin 4 . . . . . . . . . . . . . . . . .
Section/Seccin 5 . . . . . . . . . . . . . . . . .
194
194
199
203
207
212
Chapter 17: European Renaissance

and Reformation, 13001600/
Captulo17: Renacimiento europeo
yReforma, 13001600 . . . . . . . . . . . . 291
Section/Seccin 1 . . . . . . . . . . . . . . . . . 291
Section/Seccin 2 . . . . . . . . . . . . . . . . . 296
Section/Seccin 3 . . . . . . . . . . . . . . . . . 301
Section/Seccin 4 . . . . . . . . . . . . . . . . . 306
Chapter 13: European Middle Ages,

5001200/Captulo 13: La Edad Media
europea, 5001200 . . . . . . . . . . . . . . . 217
Section/Seccin 1 . . . . . . . . . . . . . . . . . 217
Section/Seccin 2 . . . . . . . . . . . . . . . . . 222
Section/Seccin 3 . . . . . . . . . . . . . . . . . 226
Section/Seccin 4 . . . . . . . . . . . . . . . . . 230
Chapter 18: The Muslim World

Expands, 13001700/Captulo 18:
Expansin del mundo musulmn,
13001700. . . . . . . . . . . . . . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
Chapter 14: The Formation of Western

Europe, 8001500/Captulo 14:
Nacimiento de Europa occidental,
8001500. . . . . . . . . . . . . . . . . . . . . . . . 235
Section/Seccin 1 . . . . . . . . . . . . . . . . . 235
Section/Seccin 2 . . . . . . . . . . . . . . . . . 240
Section/Seccin 3 . . . . . . . . . . . . . . . . . 246
Section/Seccin 4 . . . . . . . . . . . . . . . . . 251
Chapter 19: An Age of Explorations

and Isolation, 14001800/Captulo 19:
Era de exploraciones y aislamiento,
14001800. . . . . . . . . . . . . . . . . . . . . . . 326
Section/Seccin 1 . . . . . . . . . . . . . . . . . 326
Section/Seccin 2 . . . . . . . . . . . . . . . . . 331
Section/Seccin 3 . . . . . . . . . . . . . . . . . 336
Chapter 15: Societies and Empires

of Africa, 8001500/Captulo 15:
Sociedades e imperios de frica,
8001500. . . . . . . . . . . . . . . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
256
256
261
266
Chapter 16: People and Empires in

the Americas, 5001500/Captulo 16:
Pueblos e imperios de Amrica,
5001500. . . . . . . . . . . . . . . . . . . . . . . . 271
Section/Seccin 1 . . . . . . . . . . . . . . . . . 271
Section/Seccin 2 . . . . . . . . . . . . . . . . . 276
Section/Seccin 3 . . . . . . . . . . . . . . . . . 281
Section/Seccin 4 . . . . . . . . . . . . . . . . . 286
311
311
316
320
Chapter 20: The Atlantic World,

14921800/Captulo 20: El mundo
delAtlntico, 14921800 . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
Section/Seccin 4 . . . . . . . . . . . . . . . . .
341
341
346
351
356
Chapter 21: Absolute Monarchs

in Europe, 15001800/Captulo 21:
Monarcas absolutistas de Europa,
15001800. . . . . . . . . . . . . . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
Section/Seccin 4 . . . . . . . . . . . . . . . . .
Section/Seccin 5 . . . . . . . . . . . . . . . . .
360
360
365
370
375
379
iv
Contents/Contenido
Chapter 22: Enlightenment and
Revolution, 15501789/Captulo 22:
Ilustracin y revolucin,
15501789 384
Section/Seccin 1 . . . . . . . . . . . . . . . . . 384
Section/Seccin 2 . . . . . . . . . . . . . . . . . 389
Section/Seccin 3 . . . . . . . . . . . . . . . . . 394
Section/Seccin 4 . . . . . . . . . . . . . . . . . 399
Chapter 27: The Age of Imperialism,

18501914/Captulo 27: Una poca de
imperialismo, 18501914. . . . . . . . . . 486
Section/Seccin 1 . . . . . . . . . . . . . . . . . 486
Section/Seccin 2 . . . . . . . . . . . . . . . . . 491
Section/Seccin 3 . . . . . . . . . . . . . . . . . 496
Section/Seccin 4 . . . . . . . . . . . . . . . . . 501
Section/Seccin 5 . . . . . . . . . . . . . . . . . 505
Chapter 23: The French Revolution

and Napoleon, 17891815/Captulo 23:
La Revolucin Francesa y Napolen,
17891815. . . . . . . . . . . . . . . . . . . . . . . 404
Section/Seccin 1 . . . . . . . . . . . . . . . . . 404
Section/Seccin 2 . . . . . . . . . . . . . . . . . 409
Section/Seccin 3 . . . . . . . . . . . . . . . . . 414
Section/Seccin 4 . . . . . . . . . . . . . . . . . 419
Section/Seccin 5 . . . . . . . . . . . . . . . . . 424
Chapter 28: Transformations Around

the Globe, 18001914/Captulo 28:
Transformaciones en todo el globo,
18001914. . . . . . . . . . . . . . . . . . . . . . . 510
Section/Seccin 1 . . . . . . . . . . . . . . . . . 510
Section/Seccin 2 . . . . . . . . . . . . . . . . . 515
Section/Seccin 3 . . . . . . . . . . . . . . . . . 520
Section/Seccin 4 . . . . . . . . . . . . . . . . . 526
Chapter 29: The Great War, 19141918/
Captulo 29: La Gran Guerra,
19141918. . . . . . . . . . . . . . . . . . . . . . . 530
Section/Seccin 1 . . . . . . . . . . . . . . . . . 530
Section/Seccin 2 . . . . . . . . . . . . . . . . . 535
Section/Seccin 3 . . . . . . . . . . . . . . . . . 539
Section/Seccin 4 . . . . . . . . . . . . . . . . . 544
Chapter 24: Nationalist Revolutions

Sweep the West, 17891900/
Captulo 24: La revolucin nacionalista
recorre Occidente, 17891900. . . . . 428
Section/Seccin 1 . . . . . . . . . . . . . . . . . 428
Section/Seccin 2 . . . . . . . . . . . . . . . . . 433
Section/Seccin 3 . . . . . . . . . . . . . . . . . 438
Section/Seccin 4 . . . . . . . . . . . . . . . . . 443
Chapter 30: Revolution and

Nationalism, 19001939/Captulo 30:
Revolucin y nacionalismo,
19001939. . . . . . . . . . . . . . . . . . . . . . . 548
Section/Seccin 1 . . . . . . . . . . . . . . . . . 548
Section/Seccin 2 . . . . . . . . . . . . . . . . . 553
Section/Seccin 3 . . . . . . . . . . . . . . . . . 558
Section/Seccin 4 . . . . . . . . . . . . . . . . . 563
Chapter 25: The Industrial Revolution

17001900/Captulo 25: La Revolucin
Industrial, 17001900 . . . . . . . . . . . . . 448
Section/Seccin 1 . . . . . . . . . . . . . . . . . 448
Section/Seccin 2 . . . . . . . . . . . . . . . . . 453
Section/Seccin 3 . . . . . . . . . . . . . . . . . 457
Section/Seccin 4 . . . . . . . . . . . . . . . . . 462
Chapter 31: Years of Crisis,

19191939/Captulo 31: Aos
de crisis, 19191939. . . . . . . . . . . . . .
Section/Seccin 1 . . . . . . . . . . . . . . . . .
Section/Seccin 2 . . . . . . . . . . . . . . . . .
Section/Seccin 3 . . . . . . . . . . . . . . . . .
Section/Seccin 4 . . . . . . . . . . . . . . . . .
Chapter 26: An Age of Democracy

and Progress, 18151914/Captulo 26:
Una poca de democracia y progreso,
18151914. . . . . . . . . . . . . . . . . . . . . . . 467
Section/Seccin 1 . . . . . . . . . . . . . . . . . 467
Section/Seccin 2 . . . . . . . . . . . . . . . . . 472
Section/Seccin 3 . . . . . . . . . . . . . . . . . 477
Section/Seccin 4 . . . . . . . . . . . . . . . . . 481
568
568
573
578
583
Contents/Contenido
Chapter 32: World War II, 19391945/
Captulo 32: II Guerra Mundial,
19391945. . . . . . . . . . . . . . . . . . . . . . . 588
Section/Seccin 1 . . . . . . . . . . . . . . . . . 588
Section/Seccin 2 . . . . . . . . . . . . . . . . . 593
Section/Seccin 3 . . . . . . . . . . . . . . . . . 598
Section/Seccin 4 . . . . . . . . . . . . . . . . . 603
Section/Seccin 5 . . . . . . . . . . . . . . . . . 608
Chapter 35: Struggles for Democracy,

1945Present/Captulo 35: Luchas por
la democracia, 1945Presente . . . . . 660
Section/Seccin 1 . . . . . . . . . . . . . . . . . 660
Section/Seccin 2 . . . . . . . . . . . . . . . . . 665
Section/Seccin 3 . . . . . . . . . . . . . . . . . 670
Section/Seccin 4 . . . . . . . . . . . . . . . . . 675
Section/Seccin 5 . . . . . . . . . . . . . . . . . 680
Chapter 33: Restructuring the Postwar

World, 1945Present/Captulo 33:
Reestructuracin del mundo de
posguerra, 1945Presente. . . . . . . . . 612
Section/Seccin 1 . . . . . . . . . . . . . . . . . 612
Section/Seccin 2 . . . . . . . . . . . . . . . . . 617
Section/Seccin 3 . . . . . . . . . . . . . . . . . 622
Section/Seccin 4 . . . . . . . . . . . . . . . . . 627
Section/Seccin 5 . . . . . . . . . . . . . . . . . 632
Chapter 36: Global Interdependence,

1960Present/Captulo 36:
Interdependencia global,
1960Presente. . . . . . . . . . . . . . . . . . . 685
Section/Seccin 1 . . . . . . . . . . . . . . . . . 685
Section/Seccin 2 . . . . . . . . . . . . . . . . . 690
Section/Seccin 3 . . . . . . . . . . . . . . . . . 695
Section/Seccin 4 . . . . . . . . . . . . . . . . . 700
Section/Seccin 5 . . . . . . . . . . . . . . . . . 705
Chapter 34: The Colonies Become New

Nations, 1945Present/Captulo 34:
Las colonias forman nuevas naciones,
1945Presente. . . . . . . . . . . . . . . . . . . . 636
Section/Seccin 1 . . . . . . . . . . . . . . . . . 636
Section/Seccin 2 . . . . . . . . . . . . . . . . . 641
Section/Seccin 3 . . . . . . . . . . . . . . . . . 645
Section/Seccin 4 . . . . . . . . . . . . . . . . . 650
Section/Seccin 5 . . . . . . . . . . . . . . . . . 655
vi
Being a Strategic Reader/Practicar la lectura estratgica
How to Use this Book/Cmo usar este libro

The purpose of this Guided Reading Workbook is to help you read and understand
your history textbook, World History: Patterns of Interaction. You can use this
Guided Reading Workbook in two ways./El propsito del Spanish/English Guided
Reading Workbook es ayudarte a leer y entender tu libro de historia World History:
Patterns of Interaction. Puedes usar el Spanish/English Guided Reading Workbook de
dos maneras.
1. Use the Guided Reading Workbook side-by-side with your history book./Usa el
Spanish/English Guided Reading Workbook al leer tu libro de historia.
Turn to the section that you are going to read in the textbook.
Then, next to the book, put the pages from the Guided Reading
Workbook that accompany that section. All of the heads in the
Guided Reading Workbook match the heads in the textbook./Busca
la seccin que vas a leer en tu libro. Despus coloca al lado del libro
las pginas del Spanish/English Guided Reading Workbook que van
con esa seccin. Los ttulos del Spanish/English Guided Reading
Workbook son iguales a los del libro.
Strategy: Read the Terms
and Names and the
definition of each. The Terms
and Names are in dark type
in the section./Estrategia:
Lee los Trminos y
nombres y la definicin de
cada uno. Los encontrars
en la seccin en letra negrita.
Name/Nombre _________________ Class/Clase___________________Date/Fecha_____________
European Renaissance and Reformation/Renacimiento europeo
y Reforma
Section/Seccin 1
Italy: Birthplace of the Renaissance/

Italia, cuna del Renacimiento
Terms and Names/Trminos y nombres
Renaissance/Renacimiento Period of rebirth of art and learning in Europe lasting
from about 1300 to 1600/Renovacin del arte y los conocimientos en Europa

desde 1300 hasta 1600
humanism/humanismo Focus on human potential and achievements/Inters en el
potencial y los logros humanos

secular/secular Concerned with worldly rather than spiritual matters/Interesado
Strategy: Use a graphic

organizer to help you
organize information in the
section./Estrategia: Usa
un organizador grfico para
organizar la informacin de la
seccin.
en lo terrenal ms que en cuestiones espirituales

patrons/mecenas People who financially supported artists/Persona que apoya
econmicamente a los artistas

perspective/perspectiva Art technique that re-creates three dimensions/Tcnica
artstica que recrea las tres dimensiones

vernacular/verncula Use of native language instead of classical Latin/Lengua
local
Before You Read/Antes de leer

In the last section, you read about the development of the Incan
Empire./En la seccin anterior, leste acerca del desarrollo del
imperio inca.
In this section, you will learn about the beginning of the
Renaissance./En esta seccin, leers acerca del comienzo del
Renacimiento.
Use the Guided

As You Read/Al leer
Reading Workbook
Use an outline to organize each summarys main ideas and details./
tohelp you read
Usa un esquema para organizar las ideas principales y los detalles de
cada sntesis.
andorganize the
information in the
textbook./Usa el
Spanish/English
291
Guided Reading
Workbook como
ayuda para leer y organizar la informacin del texto.
HS_SNLASAN521015_C17S1.indd 291
8/18/10 2:16:03 PM
vii

Practicar la lectura estratgica

2. Use the Guided

Reading Workbook to
study the material that
will appear in the
chapter tests./Usa el
Spanish/English
Guided Reading
Workbook al estudiar
el material que
aparecer en los
exmenes.
Strategy: Answer the

question at the end of each
part./Estrategia: Contesta la
pregunta que est al final de
cada parte.
Strategy: Underline the main

ideas and key information
as you read./Estrategia:
Subraya las ideas principales
y la informacin clave a
medida que lees.
Section/Seccin 1, continued/continuacin
People tried to show that they could

master many fields of study or work.
Someone who succeeded in many fields
was admired greatly. The artist
Leonardo da Vinci was an example of
this ideal. He was a painter, a scientist,
and an inventor. Men were expected to
be charming, witty, well educated, well
mannered, athletic, and self-controlled.
Women were expected to have many
accomplishments, too. But women were
not to show them in public./Dominar
muchos campos de estudio o de trabajo
era importante. Quienes tenan xito en
muchos campos eran profundamente
admirados. El artista Leonardo da Vinci
es un ejemplo de este ideal: fue pintor,
cientfico e inventor. Se esperaba que los
hombres fueran ingeniosos, bien
educados, con buenos modales, atlticos
y controlados. Se esperaba que las
mujeres tambin tuvieran muchas dotes,
pero que no las mostraran en pblico.
artwork changed also. Art in the Middle

Ages was mostly religious. Renaissance
artists reproduced other views of life.
Michelangelo showed great skill as an
architect, a sculptor, and a painter./Los
artistas del Renacimiento usaron nuevos
mtodos. Los escultores crearon figuras
ms realistas que las de la Edad Media.
Los pintores usaron la perspectiva para
crear la ilusin de que sus pinturas eran
tridimensionales. Los temas del arte
tambin cambiaron. En la Edad Media
el arte era principalmente religioso. Los
artistas renacentistas reprodujeron otras
visiones de la vida. Miguel ngel
mostr gran talento como arquitecto,
pintor y escultor.
3. How did the methods and subjects
in art change?/Cmo cambiaron los
mtodos y los temas del arte?
2. What are secular ideas?/Qu son las

ideas seculares?
Renaissance WRiTeRs change
liTeRaTuRe (Pages 475477)/los
escRiToRes RenacenTisTas
caMBian la liTeRaTuRa
(Pginas 475477)
How did literature change during the
Renaissance?/Cmo cambi la
literatura durante el Renacimiento?
Renaissance writers also achieved
greatness. Several wrote in the
vernacular. This means they wrote in
their native languages. It was a change
from the Middle Ages, when most
writing was done in Latin. Writers also
changed their subject matter. They
began to express their own thoughts and
feelings. Sometimes they gave a detailed
look at an individual. Dante and others
wrote poetry, letters, and stories that
The Renaissance
RevoluTionizes aRT
(Pages 474475)/el
RenaciMienTo Revoluciona el
aRTe (Pginas 474475)
How did art change during the
Renaissance?/Cmo cambi el arte
durante el Renacimiento?
Renaissance artists sometimes used
new methods. Sculptors made figures
more realistic than those from the
Middle Ages. Painters used perspective
to create the illusion that their paintings
were three-dimensional. The subject of
293
8/13/10 12:34:28 PM
Reread the summary of every chapter./Vuelve a leer

el resumen de cada captulo.
Review the definitions of the Terms and Names in
the Guided Reading Workbook./Repasa las
definiciones de Trminos y nombres del Spanish/
English Guided Reading Workbook.
Strategy: Read the

summary. It contains the
main ideas and the key
information under the head./
Estrategia: Lee el resumen.
Debajo del ttulo aparecen
las ideas principales y la
informacin clave.
Review the graphic organizer that you created as

you read the summaries./Repasa el organizador
grfico que creaste al leer los resmenes.
Review your answers to questions./Repasa tus
respuestas a las preguntas.
viii

Practicar la lectura estratgica

The last page of each

section of the Guided
Reading Workbook
ends with a graphic
organizer that will help
you better understand
the information in the
section. Use the graphic
organizer to take notes as
you read. The notes can
help you to prepare for the
section quiz and chapter
tests./La ltima pgina de
cada seccin del Spanish/
English Guided Reading
Workbook termina con un
organizador grfico que
te ayudar a comprender
mejor la informacin
de la seccin. Usa el
organizador grfico para
tomar notas mientras lees.
Las notas te ayudarn
a prepararte para las
actividades de la seccin y
los exmenes del captulo.
As you read about the rebirth of learning and the arts in Italy, write
notes to answer the questions./Al leer acerca del renacimiento del
conocimiento y de las artes en Italia, escribe notas para contestar las
preguntas.
In Italy, thriving urban centers, a wealthy merchant class, and the classical heritage
of Greece and Rome encouraged the development of new ideas and values./En
Italia, centros urbanos dinmicos, una clase de ricos comerciantes y la herencia de
la Grecia y la Roma clsicas estimularon el desarrollo de nuevas ideas y valores.
1. How did humanism influence the

growth of learning?/Cul fue la
influencia del humanismo sobre el
desarrollo de conocimientos?
2. How did ideas about piety and a
simple life change?/De qu manera
cambiaron las ideas sobre la piedad y
la sencillez de la vida?
3. What role did patrons of the arts play
in the development of Renaissance
ideas?/Qu papel desempearon los
mecenas en el desarrollo de las ideas
renacentistas?
Styles in art and literature changed as artists and writers emphasized the
individual./Los estilos del arte y la literatura se transformaron, y los artistas y
escritores subrayaron el valor de lo individual.
4. What effects did the emphasis on

individuals have on painters and
sculptors?/Cules fueron los efectos
de darle importancia al individuo
sobre pintores y escultores?
5. How did writers reflect Renaissance
values in their work?/Cmo se
reflejaron los valores renacentistas
en las obras literarias?
6. How did the writing of Petrarch,
Boccaccio, and Machiavelli
demonstrate the values of
humanism?/Cmo demostraron los
valores del humanismo los escritos de
Petrarca, Boccaccio y Maquiavelo?
295
8/11/10 6:12:49 PM
ix
Name/Nombre__________________ Class/Clase___________________Date/Fecha_____________
The Peopling of the World/Los seres humanos pueblan
elmundo
Section/Seccin 1
Human Origins in Africa/Orgenes

humanos en frica
artifact/artefacto Remains, such as tools, jewelry, and other human-made objects/
Herramientas, joyas y otros objetos hechos por seres humanos de otros tiempos
culture/cultura Peoples way of life/Modo de vida de un grupo
hominid/homnido Human or other creature that walks upright/Ser humano o de
otras especies que camina en dos piernas

Paleolithic Age/Paleoltico Old Stone Age/Antigua Edad de Piedra
Neolithic Age/Neoltico New Stone Age/Nueva Edad de Piedra
technology/tecnologa Ways of applying knowledge, tools, and inventions to meet
needs/Formas de aplicar conocimientos, herramientas e inventos para satisfacer

necesidades
Homo sapiens/Homo sapiens Species name for modern humans/Especie de los
seres humanos modernos

In this section, you will read about the earliest humans./En esta
seccin, leers acerca de los primeros seres humanos.
As You Read/Al leer

Use a diagram to list the advances of the hominids discussed in the
section./Usa un diagrama para enumerar los avances de los
homnidos que se comentan en la seccin.
artefactos, se conoce la cultura, o modo

de vida de un grupo.
In the early 1970s, archaeologists in
East Africa found the footprints of
humanlike beings, called
australopithecines. Humans and other
creatures that walk upright, such as
australopithecines, are called hominids.
These footprints were made about
3.5million years ago./A principios de la
dcada de 1970, se encontraron en el
este de frica pisadas de seres parecidos
a los humanos, llamados
australopithencis. Los seres humanos y
de otras especies que caminan en dos
piernas, como los australopithencis, se
llaman homnidos. Las pisadas tienen
unos 3.5 millones de aos.
Because these early beings walked
upright, they could travel long distances
more easily than four-footed ones. They
could also use their free arms to carry
food, tools, and children. They also had
an opposable thumb that could move
across the palms of their hands and
touch their other fingers. The opposable
thumb allowed them to pick up and
hold objects./Como estos seres
caminaban en dos piernas, podan viajar
distancias largas con ms facilidad. En
los brazos cargaban alimentos,
herramientas y nios. Tambin tenan
pulgares oponibles, que se pueden
presionar contra los otros dedos para
agarrar objetos.
Scientists Search for Human

Origins (Pages 57)/LOS
CIENTFICOS INVESTIGAN LOS
ORGENES DE LA HUMANIDAD
(Pginas 57)
How do scientists learn about early
humans?/Cmo estudian los
cientficos a los primeros seres
humanos?
People can learn about the past by
using written records. But these records
cover only the last 5,000 years or so of
human life. To learn about the time
before written records, scientists called
archaeologists use special skills and
tools./Un modo de conocer nuestro
pasado es consultar registros escritos.
Pero esos registros cubren slo los
ltimos 5,000 aos de la vida humana.
Para saber qu pas antes, los cientficos
llamados arquelogos aplican
conocimientos y herramientas
especiales.
Archaeologists work at places called
digs. They uncover artifacts: tools,
jewelry, or other things made by people.
Archaeologists also dig up bonesthe
bones of ancient humans and of the
animals that lived with them. Some of
these bones have become fossils,
meaning they have survived over time
because they were preserved in stone. By
studying bones and artifacts, scientists
learn about the culture, or way of life, of
early humans./Los arquelogos trabajan
en excavaciones y desentierran
artefactos: herramientas, joyas y otras
cosas hechas por el ser humano.
Tambin desentierran huesos de seres
humanos antiguos y de los animales que
vivieron en su poca. Algunos huesos
son fsiles, es decir, estn preservados en
piedra. Al estudiar los huesos y
1. What were the first humanlike

beings, and where were they
found?/Cules fueron los primeros
seres parecidos a los humanos y
dnde se encontraron sus restos?
The Old Stone Age Begins

(Pages 78)/COMIENZA LA
ANTIGUA EDAD DE PIEDRA
(Pginas 78)
What advances did hominids make
during the Stone Age?/Qu avances
hicieron los homnidos durante la
Edad de Piedra?
Humans made important advances
during a period called the Stone Age,
when people used tools made of stone.
At this time, they also began to use fire
and learned to speak./Los seres
humanos realizaron importantes
avances durante el perodo llamado
Edad de Piedra, cuando comenzaron a
usar herramientas hechas de piedra. En
esa poca tambin empezaron a usar el
fuego y aprendieron a hablar.
Scientists divide the Stone Age into
two parts. The Paleolithic Age, or Old
Stone Age, began about 2.5 million years
ago and lasted until about 8000b.c. The
Neolithic Age, or New Stone Age, went
from about 8000 b.c. toaround 3000 b.c./
Los cientficos dividen la Edad de Piedra
en dos. El Paleoltico, o Antigua Edad de
Piedra, que comenz hace cerca de 2.5
millones de aos, dur hasta cerca de
8000 a.C. El Neoltico, o Nueva Edad de
Piedra, abarc desde 8000 a.C. hasta
aproximadamente 3000 a.C.
Much of the Old Stone Age
overlapped the Ice Age, when the earth
was colder than it is now. Huge sheets of
iceglacierscovered much of the land.
About 10,000 years ago, the earths
temperature increased. The ice sheets
grew smaller. People began to roam
wider stretches of land./Gran parte de la
Antigua Edad de Piedra coincidi con la
poca glacial, cuando la Tierra era ms
fra de lo que es ahora. Enormes capas
de hieloglaciarescubrieron gran
parte de la Tierra. Unos10,000 aos
atrs la temperatura aument. Las capas
de hielo se redujeron y quedaron

expuestos trechos ms grandes de tierra.
In East Africa, archaeologists found a
hominid fossil they named Homo habilis.
It means man of skill. The fossil was
given this name because the site also held
tools made of lava rock. Homo habilis
lived about 2.5 million years ago./Los
arquelogos encontraron en frica del
este un fsil de homnido que llamaron
Homo habilis. Significa hombre hbil.
El fsil recibi ese nombre porque en el
sitio tambin se encontraron herramientas
hechas de piedra volcnica. El Homo
habilis vivi hace aproximadamente 2.5
millones de aos.
About 1.6 million years ago, another
kind of hominid lived. This one was
Homo erectus. Homo erectus began to
use tools for special purposes. That is
when technology began. Homo erectus
dug for food in the ground, cut meat
from animal bones, and scraped animal
skins. Homo erectus also used fire and
may have had spoken language./Unos
1.6 millones de aos atrs, vivi otro
homnido: el Homo erectus. ste
comenz a usar herramientas para fines
especficos, dando comienzo a la
tecnologa. El Homo erectus sacaba
races, cortaba carne de huesos animales
y limpiaba pieles de animal. Tambin
usaba el fuego y se cree que emple el
lenguaje hablado.
2. Who were Homo habilis and Homo
erectus?/Quines fueron el Homo
habilis y el Homo erectus?
The Dawn of Modern Humans;

New Findings Add to
Knowledge (Pages 813)/LOS
ALBORES DE LOS SERES
HUMANOS MODERNOS; NUEVOS
DESCUBRIMIENTOS
CONTRIBUYEN AL CONOCIMIENTO
(Pginas 813)
Who were the Neanderthals and
Cro-Magnons?/Quines fueron los
Neandertal y los Cro-Magnon?
Many scientists believe that Homo
erectus eventually developed into
humans, or Homo sapiens./Muchos
cientficos creen que los Homo erectus
evolucionaron hasta convertirse en
Homo sapiens, o seres humanos
modernos.
Scientists once thought that
Neanderthals were ancestors of
modernhumans but no longer do.
Thesehominids appeared 200,000 years
ago. They lived in caves or built shelters
of wood or animal skins. At one time,
they were thought to be rough and wild
people. Now scientists think that they
may have held religious beliefs. These
people found ways to survive the
freezing cold of the Ice Age. About
30,000 years ago, though, the
Neanderthals strangely disappeared./
Los cientficos antes crean que los
Neandertal eran los antepasados de los
actuales seres humanos, pero ya no
piensan eso. Estos homnidos
aparecieron hace 200,000 aos. Vivan
en cuevas o construan refugios de
madera o de pieles de animal. En una
poca se crea que eran seres salvajes y
brutales, pero ahora se cree que tenan
creencias religiosas. Lograron sobrevivir
en el fro de la poca glacial, pero hace
unos 30,000 aos desaparecieron
misteriosamente.
About 10,000 years before these
people vanished, the Cro-Magnons
appeared. Their bodies were just like

those of modern people. Scientists think
that these people worked with one
another in planning large-scale hunts of
animals. They may have also had more
skill at speaking than did the
Neanderthals. Because they had these
skills, the Cro-Magnons were better at
finding food. That may explain why CroMagnons survived and Neanderthals
did not./Hace 10,000 aos
aproximadamente, antes de que los
Neandertal desaparecieran, aparecieron
los Cro-Magnon. Su cuerpo era como el
nuestro. Los cientficos piensan que
trabajaban en grupos planeando grandes
caceras de animales. Tambin se cree
que tenan un mejor lenguaje que los
Neandertal. Debido a eso, los CroMagnon estaban ms capacitados para
encontrar comida. Eso puede explicar
que sobrevivieran mientras que los
Neandertal desaparecieron.
Scientists are continuing to work on
many sites in Africa. New discoveries
continually add to what we know about
human origins./Los cientficos
continan trabajando en muchos sitios
en frica. Los nuevos descubrimientos
que hacen continuamente aportan
nuevos conocimientos sobre los orgenes
de los seres humanos.
3. How is the species Homo sapiens
different from earlier hominids?/En
qu se diferencia el Homo sapiens de
los homnidos anteriores?
As you read about early humans, fill in the chart below by describing
the physical traits and achievements of each species of hominid listed./
Al leer acerca de los primeros humanos, llena el cuadro con la
descripcin de los rasgos fsicos y los logros de cada especie de
homnidos que aparece en la lista.
Name/Nombre
Traits/Rasgos
Achievements/Logros
1. Australopithecines/
Australopithencis
2. H
omo habilis/Homo
habilis
3. H
omo erectus/Homo
erectus
4. Neanderthals/Neandertal
5. C
ro-Magnons/
Cro-Magnon
Fill in the chart below to compare the Old Stone Age and the
NewStone Age./Llena el cuadro a continuacin, comparando
laAntigua Edad de Piedra con la Nueva Edad de Piedra.
Stone Age/Edad de
Piedra
Began/Inicio
Ended/Fin
Achievements/
Logros
Paleolithic Age/
Paleoltico
Neolithic Age/
Neoltico
elmundo
Section/Seccin 2
Humans Try to Control Nature/Los

seres humanos buscan controlar la
naturaleza
nomad/nmada Person who wanders from place to place/Persona que va de un
lado al otro
hunter-gatherer/cazador-recolector Person whose food supply depends on hunting
animals and collecting plant foods/Persona cuyo abasto de comida depende de la

cacera de animales y la recoleccin de plantas
Neolithic Revolution/Revolucin Neoltica Agricultural revolution that occurred
during the Neolithic period/Revolucin agrcola que ocurri durante el Neoltico

slash-and-burn farming/tala y quema Early farming method that some groups used
to clear fields/Antiguo mtodo agrcola usado por algunos grupos para limpiar
los terrenos
domestication/domesticar Taming of animals/Amansar animales

In the last section, you read about the earliest humans./En la seccin
anterior, leste acerca de los primeros humanos.
In this section, you will read about the development of agriculture
and a settled way of life./En esta seccin, leers acerca del desarrollo
de la agricultura y de los asentamientos.
As You Read/Al leer

Use an outline to organize the sections main ideas and details./Usa
un esquema para organizar las ideas principales y los detalles de la
seccin.
Early Advances in
Technology and Art
(Pages 1415)/LOS PRIMEROS
ADELANTOS EN LA TECNOLOGA
Y EL ARTE (Pginas 1415)
What advances occurred in
technology and art?/Qu adelantos
ocurrieron en la tecnologa y el arte?
The first humans had faced a struggle
for survival. For thousands and
thousands of years, they had two
concerns: finding food and protecting
themselves. They used fire, built shelters,
made clothes, and developed spoken
language. These areas of life are all part
of culture. Human culture changed over
time as new tools replaced old and
people tested new ideas. Later some
modern humans increased the pace of
change./Los primeros seres humanos
lucharon por sobrevivir. Durante miles
de aos sus dos grandes preocupaciones
fueron buscar comida y protegerse.
Usaron el fuego, construyeron refugios,
hicieron ropas y aprendieron a hablar.
Estas reas de la vida forman parte de la
cultura. La cultura humana fue
cambiando al surgir nuevas
herramientas e ideas. Ms tarde, el
ritmode los cambios aument.
The people who had lived in the early
part of the Old Stone Age were nomads.
They moved from place to place. They
were hunter-gatherers./Los primeros
humanos de la Antigua Edad de Piedra
eran nmadas. Iban de un lado a otro.
Eran cazadores-recolectores.
They found food by hunting and
gathering nuts, berries, and roots. The
Cro-Magnon people, who came later,
made tools to help them in their search./
Cazaban o recolectaban nueces, frutas,
hojas y races. Los Cro-Magnon, que
existieron despus, fabricaron
herramientas para ayudarse en la
bsqueda de comida.
These early modern humans used

many toolsmore than 100 different
ones. They used stone, bone, and wood.
They made knives, hooks, and bone
needles./Estos primeros seres humanos
tenan ms de cien herramientas.
Usaban piedra, hueso y madera. Hacan
cuchillos, anzuelos y agujas de hueso.
Cro-Magnon people also created
works of art, including paintings.
Thousands of years ago, Stone Age
artists mixed charcoal, mud, and animal
blood to make paint. They used this
paint to draw pictures of animals on
cave walls and rocks./Los Cro-Magnon
tambin crearon obras de arte y
pinturas. Hace miles de aos, los artistas
de la Edad de Piedra mezclaban carbn,
lodo y sangre animal para hacer
pinturas de animales en los muros de
cuevas y en rocas.
1. In what ways did Cro-Magnon
people change human culture?/De
qu modos los Cro-Magnon
cambiaron la cultura humana?
The Beginnings of
Agriculture (Pages 1516)/LOS
INICIOS DE LA AGRICULTURA
(Pginas 1516)
What was the Neolithic Revolution?/
Qu fue la Revolucin Neoltica?
For centuries, humans lived by
hunting and gathering. Humans lived in
small groups of 25 to 70 people. They
often returned to a certain area in the
same season each year because they
knew it would be rich in food at that
time./Durante cientos de aos, los seres
humanos vivieron de la caza y la
recoleccin. Vivan en grupos pequeos
Domestication is the taming of animals./

Junto con el cultivo de plantas,
comenzaron a criar animales.
Domesticaron caballos, perros, cabras y
cerdos. Domesticar significa amansar
animales.
Archaeologists have studied a site in
the northeastern part of modern Iraq. It
is called Jarmo. The people who lived in
this region began farming and raising
animals about 9,000 years ago./Los
arquelogos han estudiado un sitio en el
noreste de la actual nacin de Irak. Se
llama Jarmo. Los habitantes de esa
regin comenzaron a cultivar la tierra y
a criar animales hace unos 9,000 aos.
de 25 a 70 personas. Regresaban a
determinados sitios en la misma
temporada cada ao, porque saban que
en esa poca abundara la comida.
Over the years, some humans realized
that they could leave plant seeds in an
area one year and find plants growing
there the next year. This was the
beginning of a new part of human life:
farming./Con el paso del tiempo, se
dieron cuenta de que si dejaban semillas
en un lugar, al ao siguiente
encontraran plantas. se fue el inicio de
una nueva parte de la vida humana: la
agricultura.
Scientists think that the climate
became warmer all around the world at
about the same time. Humans new
knowledge about planting seeds
combined with this warmer climate to
create the Neolithic Revolutionthe
agricultural revolution that occurred
during the Neolithic period./Los
cientficos piensan que, por ese tiempo,
el clima se volvi ms clido en todo el
mundo. Los nuevos conocimientos sobre
la siembra de semillas, sumados a un
clima ms clido, crearon la Revolucin
Neoltica: una revolucin agrcola que
ocurri durante el Neoltico.
Instead of relying on gathering food,
people began to produce food. One early
farming method was slash-and-burn
farming. That meant cutting trees and
burning them to clear a field. The ashes
were used to fertilize the soil./En vez de
depender de los alimentos que
encontraban, empezaron a cultivarlos.
Uno de los mtodos agrcolas ms
antiguos fue la tala y quema: cortaban y
quemaban los rboles para limpiar los
terrenos, y con las cenizas fertilizaban el
suelo.
Along with growing food, they also
began to raise animals. They tamed
horses, dogs, goats, and pigs.
2. How did life change during the

Neolithic Revolution?/Cmo
cambi la vida durante la
Revolucin Neoltica?
Villages Grow and Prosper

(Pages 1618)/LAS ALDEAS
CRECEN Y PROSPERAN
(Pginas 1618)
How did the growth of farming
villages change life?/En qu cambi
la vida con las aldeas agrcolas?
People began to farm in many spots
all over the world. The study of one
village in modern-day Turkey shows
what early farming communities were
like./La agricultura se comenz a
practicar en muchas partes del mundo.
El estudio de una aldea en la actual
Turqua muestra cmo eran las primeras
comunidades agrcolas.
The village called Catal Huyuk grew
on the good land near a river. Some
workers grew wheat, barley, and peas.
Others raised sheep and cattle. Because
these workers produced enough food for

all the people, others could begin
developing other kinds of skills. Some
made pots out of clay that they baked.
Others worked as weavers. Some artists
decorated the village. Archaeologists
have found wall paintings that show
animals and hunting scenes. They have
found evidence that the people had a
religion, too./La aldea llamada Catal
Huyuk se levantaba en tierra frtil cerca
de un ro. Unos trabajadores cultivaban
trigo, cebada y chcharos. Otros criaban
borregos y ganado. Como esos
trabajadores producan suficientes
alimentos para todos, los dems
desarrollaron otras habilidades. Unos
hacan vasijas de barro cocido y otros
eran hiladores. Unos decoraban la
aldea. Se han hallado pinturas murales
que muestran animales y escenas de
caza, as como evidencias de que tenan
una religin.
Early farming villagers had problems,
too. If the farm crop failed or the lack
of rain caused a drought, people

starved. Floods and fires caused damage
and death. With more people living near
each other than before, diseases spread
easily. Still, some of these early villages
grew into great cities./Las primeras
aldeas agrcolas tambin tenan
problemas. Si se perdan las cosechas o
haba sequa por falta de lluvia, se
moran de hambre. Las inundaciones y
los incendios causaban daos y muertes.
Como haba ms gente reunida en un
mismo sitio, las enfermedades se
contagiaban fcilmente. Sin embargo,
algunas de esas primeras aldeas
crecieron y llegaron a ser grandes
ciudades.
3. What problems did early farming
villages face?/Qu problemas tenan
las primeras aldeas agrcolas?
As you read this section, take notes to answer questions about the
development of agriculture./Al leer esta seccin, toma notas para
contestar las preguntas acerca del desarrollo de la agricultura.
People of the Old Stone Age were nomads who wandered from place to place in
search of food./Los humanos de la Antigua Edad de Piedra eran nmadas que
iban de un lugar a otro en busca de alimento.
1. H
ow did hunter-gatherers use
2. What types of art did Paleolithic
technology to improve their chances
people create?/Qu arte cre la
of survival?/Cmo usaron la
gente del Paleoltico?
tecnologa los cazadores-recolectores
para mejorar sus oportunidades de
supervivencia?
About 10,000 years ago, an agricultural revolution began./Hace aproximadamente

10,000 aos, comenz una revolucin agrcola.
3. W
hat factors led to the agricultural
4. How did farming develop and spread
revolution?/Qu factores causaron la
worldwide?/Cmo se desarroll y se
revolucin agrcola?
extendi la agricultura en el mundo
entero?
Farming led to a settled way of life./La agricultura llev a una vida sedentaria.
5. W
hat were some of the cultural
achievements of Neolithic
villagers?/Cules fueron algunos de
los logros culturales de los habitantes
de aldeas del Neoltico?
6. What problems did early villagers

face?/Qu problemas enfrentaron
los primeros habitantes de aldeas?
10
elmundo
Section/Seccin 3
Civilization Case Study: Ur in

Sumer/Estudio sobre civilizacin:
Uren Sumeria
civilization/civilizacin Culture with advanced cities, specialized workers, complex
institutions, record keeping, and improved technology/Cultura con ciudades

avanzadas, trabajadores especializados, instituciones complejas, registros y
tecnologa desarrollada
specialization/especializacin Development of skills in a specific kind of work/
Desarrollo de conocimientos de un trabajo especfico

artisan/artesano Skilled worker that makes goods by hand/Trabajador
especializado que hace productos a mano

institution/institucin Long-lasting pattern of organization in a community/Patrn
duradero de organizacin en una comunidad

scribe/escriba Professional record keeper/Persona que lleva registros
cuneiform/cuneiforme Wedge-shaped writing developed in Sumer/Escritura en
forma de cuas desarrollada en Sumeria

Bronze Age/Edad de Bronce Time when people began using bronze/poca en que
se comenz a usar el bronce

barter/trueque Trading goods and services without money/Intercambio de bienes y
servicios sin dinero

ziggurat/zigurat Pyramid-shaped monument; part of a temple in Sumer/
Monumento en forma de pirmide; parte de un templo en Sumeria
11

In the last section, you read about the development of agriculture
and a settled way of life./En la seccin anterior, leste acerca del
desarrollo de la agricultura y de los asentamientos humanos.
In this section, you will read about factors leading to the rise of
civilizations./En esta seccin, leers acerca de los factores que
llevaron al surgimiento de las civilizaciones.
As You Read/Al leer

Use a chart to summarize characteristics of the civilization at
Sumer./Usa un cuadro para resumir las caractersticas de la
civilizacin en Sumeria.
Villages Grow into Cities

(Pages 1920)/LAS ALDEAS SE
CONVIERTEN EN CIUDADES
(Pginas 1920)
What changed as villages grew into
cities?/Qu cambi cuando las
aldeas se convirtieron en ciudades?
Over time, farmers developed new
toolshoes, sickles, and plow sticks.
These helped them grow even more
food. They decided to plant larger areas
of land. The people in some villages
began to irrigate the land, bringing
water to new areas. People invented the
wheel for carts and the sail for boats.
These new inventions made it easier to
travel between distant villages and to
trade./Con el tiempo, los agricultores
inventaron nuevas herramientas:
azadones, guadaas y arados que
permitieron cultivar ms alimentos.
Decidieron sembrar ms tierras.
Comenzaron a irrigar, es decir, llevar
agua a nuevos terrenos. Se invent la
rueda para las carretas y la vela para los
botes. Estos nuevos inventos facilitaron
los viajes y el comercio de productos

entre las distintas aldeas.
Life became more complex as the
villages began to grow. People were
divided into social classes. Some people
had more wealth and power than others.
People began to worship gods and
goddesses that they felt would protect
their crops and make their harvests
large./Conforme las aldeas crecieron, la
vida se volvi ms compleja. La
poblacin se dividi en clases sociales.
Algunos tenan ms riqueza y poder que
otros. Se comenz a adorar dioses y
diosas con la esperanza de que
protegeran y aumentaran las cosechas.
1. How did life become more complex?/
Qu aspectos de la vida se volvieron
ms complejos?
12
How Civilization Develops

(Pages 2021)/DESARROLLO
DEUNA CIVILIZACIN
(Pginas 2021)
What makes a civilization?/En qu
consiste una civilizacin?
One of the first civilizations arose in
Sumer. It was in Mesopotamia, between
the Tigris and Euphrates rivers of
modern Iraq. A civilization has five
features./Una de las primeras
civilizaciones surgi en Sumeria, en la
regin de Mesopotamia, entre los ros
Tigris y ufrates, en el actual Irak. Una
civilizacin tiene cinco caractersticas.
First, a civilization has advanced
cities that contain many people and
serve as centers for trade./Primero, tiene
ciudades avanzadas y muy pobladas,
que sirven como centros de comercio.
Second, civilizations have specialized
workers. Specialization is the
development of skills needed for one
specific kind of work. Skilled workers
who make goods by hand are called
artisans./Segundo, tiene trabajadores
especializados. La especializacin es el
desarrollo de los conocimientos
necesarios para un trabajo especfico.
Los trabajadores especializados que
hacen productos a mano se llaman
artesanos.
Third, civilizations have complex
institutions. Government, organized
religion, and an economy are examples
of complex institutions./Tercero, una
civilizacin tiene instituciones
complejas. Los gobiernos, la religin
organizada y la economa son ejemplos
de instituciones complejas.
A fourth feature of civilizations is
record keeping, which is needed to keep
track of laws, debts, and payments. It
also creates the need for writing. Scribes
were people who used writing to keep

records. Cuneiform, which means
wedge shaped, was a form of writing
invented in Sumer./La cuarta
caracterstica de una civilizacin es tener
registros donde se anotan las leyes, las
deudas y los pagos. Para tal fin es
necesario escribir. Los escribas eran
personas que llevaban registros escritos.
En Sumeria se invent una forma de
escritura llamada cuneiforme, que
significa en forma de cua.
Fifth, civilizations have improved
technology that can provide new tools
and methods to solve problems./Quinto,
una civilizacin tiene tecnologa
desarrollada que le permite disponer de
nuevas herramientas y mtodos para
solucionar problemas.
Sumer had all the features of a
civilization. One of the new technologies
in Sumer was making a metal called
bronze. The term Bronze Age refers to
the time when people began using
bronze to make tools and weapons./
Sumeria tena todas las caractersticas
de una civilizacin. Una de las nuevas
tecnologas de Sumeria fue la
produccin de un metal llamado bronce.
El trmino Edad de Bronce se refiere a la
poca en que se comenz a usar el
bronce para hacer herramientas y
armas.
2. Name the five features of a
civilization./Enumera las cinco
caractersticas de una civilizacin.
13
services without money is called barter.

Sometimes their deals were written
down by scribes./En el interior de la
ciudad, los trabajadores metalrgicos
hacan puntas de bronce para lanzas.
Los ceramistas hacan vasijas. Los
comerciantes se reunan con gente de
otras regiones. Cambiaban puntas de
lanza y vasijas por artculos que Ur no
produca. Esa forma de intercambiar
bienes y servicios sin dinero se llama
trueque. A veces los escribas anotaban
esos negocios.
Urs most important building was the
temple. Part of the temple was a
ziggurat, a pyramid-shaped structure.
Priests there led the citys religious life./
El edificio ms importante de Ur era el
templo. Parte del templo era un zigurat,
una estructura en forma de pirmide.
All, los sacerdotes dirigan la vida
religiosa de la ciudad.
Civilization Emerges in Ur
(Pages 2223)/NACE UNA
CIVILIZACIN EN UR
(Pginas 2223)
What was civilization like in
Ur?/Cmo era la civilizacin de Ur?
One of the early cities of Sumer was
named Ur. The city was surrounded by
walls built of mud dried into bricks. Ur
held about 30,000 people. Social classes
included rulers and priests, traders, craft
workers, and artists./Una de las primeras
ciudades de Sumeria se llam Ur. Estaba
rodeada de muros construidos con
ladrillos de barro. Ur tena cerca de
30,000 habitantes. Tena clases sociales
de gobernantes, sacerdotes,
comerciantes, artesanos y artistas.
Farmers outside the city walls raised
the food for them all. Some workers dug
ditches to carry water to the fields.
Officials of the city government planned
all this activity./Fuera de las murallas de
la ciudad, los agricultores cultivaban
alimentos para todos. Cavaban zanjas
para llevar agua a los campos. Los
funcionarios del gobierno de la ciudad
planeaban esas actividades.
Inside the city, metalworkers made
bronze points for spears. Potters made
clay pots. Traders met people from other
areas. They traded the spear points and
pots for goods that Ur could not
produce. This way of trading goods and
3. What social classes existed in

Ur?/Qu clases sociales existan
enUr?
14
As you read this section, fill in the boxes below. List the social and
economic changes that led to the development of cities and the rise of
civilizations./Al leer esta seccin, llena los cuadros. Enumera los
cambios sociales y econmicos que provocaron el desarrollo de
ciudades y el surgimiento de la civilizacin.
Village and town life begins./Empieza la vida en las aldeas y los pueblos.
1. E
conomic changes/Cambios
econmicos
2. Social changes/Cambios sociales
Cities emerge and grow./Las ciudades surgen y crecen.
3. E
conomic changes/Cambios
econmicos
4. Social changes/Cambios sociales
Civilizations arise./Surgen las civilizaciones.
15
Early River Valley Civilizations/Primeras civilizaciones de los
valles fluviales

Section/Seccin 1
City-States in Mesopotamia/
Ciudades estado de Mesopotamia
Fertile Crescent/Media Luna Frtil Arc of rich farmland in southwest Asia between
the Persian Gulf and the Mediterranean Sea/Arco de tierra agrcola muy frtil en
Asia del suroeste, entre el golfo Prsico y el mar Mediterrneo
Mesopotamia/Mesopotamia The land between the Tigris and Euphrates rivers/
Regin entre los ros Tigris y ufrates

city-state/ciudad estado Political unit much like an independent country/Unidad
poltica similar a un pas independiente

dynasty/dinasta Series of rulers from a single family/Serie de gobernantes de la
misma familia
cultural diffusion/difusin cultural New ideas spreading from one culture to
another/Traspaso de ideas de una cultura a otra

polytheism/politesmo Belief in many gods/Creencia en muchos dioses
empire/imperio Peoples, nations, or independent states under control of one ruler/
Conjunto de pueblos, naciones o estados conquistados por un gobernante

Hammurabi/Hammurabi Babylonian ruler famous for his code of laws/Gobernante
babilonio famoso por su cdigo de leyes

In the last chapter, you read about the earliest humans and the first
civilization./En el captulo anterior, leste acerca de los primeros seres
humanos y la primera civilizacin.
In this section, you will learn more about early civilization in a part
of Mesopotamia called Sumer./En esta seccin, aprenders ms
acerca de la primera civilizacin en una regin de Mesopotamia
llamada Sumeria.
As You Read/Al leer

Use a chart to identify Sumers environmental problems and
solutions./Usa un cuadro para identificar los problemas ambientales
de Sumeria y sus soluciones.
16
Geography of the Fertile

Crescent (Pages 2930)/
GEOGRAFA DE LA MEDIA LUNA
FRTIL (Pginas 2930)
What problems did the Sumerians
face?/Qu problemas tenan los
sumerios?
There is an arc of rich land in
Southwest Asia that is called the Fertile
Crescent. Two of its rivers, the Tigris
and the Euphrates, flood in the spring.
This flooding leaves rich mud, called silt,
in the plain between the rivers. Because
of this, many thousands of years ago
humans began to settle in that plain,
known as Mesopotamia. They grew
wheat and barley. It was here that the
first civilization began./Existe un arco de
tierra frtil en Asia del suroeste llamado
la Media Luna Frtil. Dos ros, el Tigris
y el ufrates, crecen y se desbordan en
primavera. Las aguas cubren la llanura
que hay entre los dos ros y dejan
lgamo, un lodo que hace que la tierra
sea frtil. Por eso, hace miles de aos,
grupos de seres humanos comenzaron a
poblar esa regin, llamada
Mesopotamia. Cultivaron trigo y
cebada. Fue ah donde se inici la
primera civilizacin.
About 3300 b.c., the Sumerians
moved into this region and settled. They
faced three problems. First, the floods
were not regular, and once they passed,
the hot sun quickly baked the land into
clay. Second, the small farming villages
had no protection against enemies.
Third, the area lacked stone, wood, and
metal to use for tools./Hacia el ao
3300a.C., los sumerios se mudaron a
esa regin. Tenan tres problemas.
Primero, la crecida de los ros no era
regular y, una vez que pasaba, el sol
resecaba la tierra. Segundo, las pequeas
aldeas agrcolas no tenan proteccin
contra sus enemigos. Tercero, la regin
careca de piedra, madera o metal para

hacer herramientas.
The Sumerians solved these problems.
They dug irrigation ditches from the
river to their fields so they could bring
water to their crops. They built walls of
baked mud around their villages for
defense. Because they could grow more
food than they needed, they traded the
extra for stone, wood, and metal from
other lands./Los sumerios solucionaron
estos problemas. Excavaron canales de
irrigacin para llevar agua del ro a los
campos de cultivo. Construyeron
murallas de barro cocido alrededor de
sus aldeas como medio de defensa.
Como cosechaban ms alimentos de los
necesarios, los intercambiaban por
piedra, madera y metal de otras tierras.
1. How did the Sumerians solve the
problems they faced?/Cmo
solucionaron sus problemas los
sumerios?
Sumerians Create City-States

(Page 30)/LOS SUMERIOS
CREANLAS CIUDADES ESTADO
(Pgina 30)
How did the Sumerians govern?/
Cmo gobernaron los sumerios?
Several large city-states were at the
center of the Sumerian world. These
city-states had control over a
surrounding area. They could act
independently, much like a country does
today. Slowly, some people rose to
power in a number of the city-states.
They became rulers, as did their children
after them. Rule of an area by the same
family is called a dynasty./Varias
ciudades estado de gran tamao fueron
el centro del mundo sumerio. Esas
17
ciudades estado controlaban toda la

regin vecina. Podan actuar
independientemente, como un pas
actual. Poco a poco, ciertas personas
tomaron el poder y gobernaron varias
ciudades estado. Al morir, sus hijos las
gobernaban. Una serie de gobernantes
de la misma familia se llama dinasta.
As population and trade grew,
Sumerians came into contact with other
peoples. Their own ideas affected others.
The Sumerians also got ideas from other
cultures. This process of spreading ideas
or products is called cultural diffusion./
Al aumentar la poblacin y el comercio,
los sumerios entraron en contacto con
otros pueblos. Sus propias ideas
influyeron a otros. Los sumerios
tambin adquirieron ideas de otras
culturas. Este proceso de traspasarse
ideas o productos se conoce como
difusin cultural.
adoraban a muchos dioses. Crean que

cada dios tena poder sobre distintas
fuerzas de la naturaleza o partes de la
vida. Los sumerios crean que eran
sirvientes de los dioses y que las almas
de los muertos iban a un lugar triste
bajo la tierra. Esas ideas se extendieron
a otras regiones y a otros pueblos.
Society was divided into social classes.
At the top were the priests and kings,
after whom came wealthy merchants.
Next were workers in fields and
workshops. Slaves made up the lowest
level. Women could enter most careers
and could own property. But there were
some limits on them./La sociedad estaba
dividida en clases sociales. En la cima
estaban los sacerdotes y reyes; despus
estaban los comerciantes ricos; luego
venan los trabajadores del campo y de
los talleres; y en el ltimo nivel estaban
los esclavos. La mujer poda trabajar en
casi cualquier cosa y tener propiedades,
con algunos lmites.
The people of Sumer invented the
sail, the wheel, and the plow. They were
the first to use bronze. They also
developed the first writing systemon
clay tablets. They invented arithmetic
and geometry, which they used to help
build large structures./Los sumerios
inventaron la vela de navegacin, la
rueda y el arado. Fueron los primeros en
usar el bronce. Tambin inventaron el
primer sistema de escritura (en tabletas
de barro). Inventaron la aritmtica y la
geometra, y las aplicaron para construir
grandes estructuras.
2. Who governed the city-states?/

Quin gobernaba las ciudades
estado?
Sumerian Culture
(Pages 3132)/LA CULTURA
SUMERIA (Pginas 3132)
What did the Sumerians believe and
accomplish?/Qu creencias tenan y
qu lograron los sumerios?
The Sumerians believed in polytheism,
or many gods. Each god had power over
different forces of nature or parts of
their lives. Sumerians believed that
people were just the servants of the
gods. Souls of the dead went to a joyless
place under the earths crust. These
views spread to other areas and shaped
the ideas of other peoples./Los sumerios
crean en el politesmo, es decir,
3. How was Sumerian society

organized?/Cmo se organiz la
sociedad sumeria?
18
The First Empire Builders

(Pages 3234)/LOS FORJADORES
DEL PRIMER IMPERIO
(Pginas 3234)
Who built the worlds first
empire?/Quin forj el primer
imperio del mundo?
Centuries of fighting between the
city-states made the Sumerians weak. In
2350 b.c., the conqueror Sargon defeated
Sumer and captured other cities to the
north. He built the worlds first empire.
An empire brings together several
peoples, nations, or previously
independent states. It puts them under
the control of one ruler./Siglos de luchas
entre las ciudades estado debilitaron a
los sumerios. En el ao 2350 a.C., el
conquistador Sargn derrot a Sumeria
y captur otras ciudades del norte. Forj
el primer imperio del mundo. Los
imperios conquistan y gobiernan
pueblos, naciones o estados antes
independientes, que quedan bajo el
mando de un solo gobernante.
A few hundred years later, a different
group of people conquered the
Sumerians. These people built a capital

at Babylon, establishing the Babylonian
Empire. They were led by a king named
Hammurabi. He is famous for his code
of laws. It was a harsh code that
punished people for wrong doing.
However, it also made it clear that the
government had some responsibility for
taking care of its people./Pocos siglos
despus, un grupo distinto conquist la
regin sumeria. Estableci su capital en
Babilonia y fund un imperio. Su rey,
llamado Hammurabi, se hizo famoso
porque escribi un cdigo de leyes. Era
un cdigo severo que castigaba la mala
conducta, pero tambin deca que el
gobierno deba ayudar al pueblo.
4. Why was Hammurabis Code
important?/Por qu el cdigo de
Hammurabi era importante?
19
As you read about the Sumerians, fill in the chart below to explain how
they solved problems they faced./Al leer acerca de los sumerios, llena el
cuadro para explicar la forma en que solucionaron distintos problemas.
The problems/Los problemas
The Solutions/Las soluciones
1. W
ith flooding of the rivers
unpredictable, how could
farmers water their fields during
the dry summer months?/El
desbordamiento de los ros era
imprevisible; por tanto, cmo
regaban sus tierras los
campesinos durante los meses
de sequa del verano?
2. W
ith no natural barriers, how
could villagers protect
themselves?/Sin barreras
naturales, cmo se protegan
los habitantes de aldeas?
3. W
ith limited natural resources,
how could Sumerians get the
materials for tools and
buildings?/Los sumerios tenan
recursos naturales limitados;
cmo obtenan materiales para
herramientas y edificios?
4. H
ow should the Sumerian
city-states be ruled?/Cmo
deberan haberse gobernado las
ciudades estado sumerias?
5. W
hat could be done to please
the gods and earn their
protection in life?/Qu solan
hacer para agradar a los dioses
y obtener la proteccin en vida?
List examples of Sumerian culture in the boxes below./Enumera

ejemplos de la cultura sumeria en los cuadros.
Religion/Religin
Literature/
Literatura
Architecture/
Arquitectura
Inventions/
Inventos
20
valles fluviales

Section/Seccin 2
Pyramids on the Nile/Pirmides

delNilo
delta/delta Marshy area at the mouth of a river/Regin pantanosa en la
desembocadura de un ro
Narmer/Narmer King of Upper Egypt who united Upper and Lower Egypt/Rey
del alto Egipto que uni el alto y el bajo Egipto

pharaoh/faran Egyptian ruler thought of as a god/Gobernante egipcio que era
considerado dios
theocracy/teocracia Government in which the ruler is considered to be a divine
figure/Gobierno en el que se cree que el gobernante es un dios

pyramid/pirmide Resting place for Egyptian kings after death/Tumba de los reyes
egipcios
mummification/momificacin Process by which a body is preserved after death/
Proceso que permite preservar un cuerpo despus de la muerte

hieroglyphics/jeroglficos Egyptian writing system/Sistema de escritura egipcio
papyrus/papiro Plant used to make a paper-like material/Planta con que se haca
papel

In the last section, you read about the city-states that arose in
Mesopotamia./En la seccin anterior, leste acerca de las ciudades
estado que surgieron en Mesopotamia.
In this section, you will learn about early civilization along the Nile./
En esta seccin, aprenders acerca de la civilizacin que surgi a lo
largo del ro Nilo.
As You Read/Al leer

Use a web diagram to summarize Egyptian achievements./Usa una
red de palabras para resumir los logros egipcios.
21
The Geography of Egypt

(Pages 3537)/LA GEOGRAFA DE
EGIPTO (Pginas 3537)
What was the key feature of early
Egypts geography?/Cul fue la
caracterstica clave de la geografa
egipcia?
Another civilization arose along the
banks of the Nile River of East Africa.
The Nile flows to the North, toward the
Mediterranean Sea. It, too, floods each
year. The waters leave rich soil on the
river banks. There the people of ancient
Egypt grew food and began to build
their own culture. They worshiped the
Nile as a life-giving god./A orillas del ro
Nilo, en frica del este, surgi otra
civilizacin. El Nilo corre en direccin
norte, hacia el mar Mediterrneo.
Tambin se desborda cada ao y hace
que la tierra sea frtil. Ah, el pueblo del
antiguo Egipto cultiv alimentos y
desarroll su propia cultura. El Nilo se
consideraba como dios dador de vida.
For many centuries, the people of
Egypt lived in two kingdoms, Upper
Egypt and Lower Egypt. Upper Egypt
extended north from the Niles first area
of rapids, or cataracts, to the Nile delta.
The delta is a broad, marshy, triangular
area of rich land. Lower Egypt began
here and continued north to the
Mediterranean, just 100 miles away./
Durante muchos siglos, los egipcios
vivieron en dos reinos: el bajo y el alto
Egipto. El alto Egipto comenzaba en las
primeras cataratas del Nilo y se extenda
hasta su delta. El delta es ancho,
pantanoso, triangular y tiene tierras
frtiles. El bajo Egipto continuaba
alnorte hasta el Mediterrneo, a
100millas de distancia.
1. How did the Nile create

boundaries?/Qu fronteras
estableca el Nilo?
Egypt Unites into a Kingdom

(Pages 3738)/EGIPTO FORMA UN
REINO (Pginas 3738)
Who ruled the kingdom?/Quin
gobernaba el reino?
About 3000 b.c., the king of Upper
Egypt, Narmer, united the two
kingdoms. In the years between 2660
and 2180 b.c., the basic marks of the
culture of Egypt arose. Ruling over the
land was the pharaoh. He was not only a
king but was also seen as a god. A
government in which a ruler is seen as a
divine figure is a theocracy./Hacia el ao
3000 a.C., Narmer, rey del alto Egipto,
uni los dos reinos. Entre los aos 2660
y 2180 a.C. surgieron las caractersticas
bsicas de la cultura egipcia. Gobernaba
un faran, quien adems de rey era
considerado un dios. El gobierno en el
que se cree que el gobernante es un dios
se llama teocracia.
Pharaohs believed they would rule the
land after their death. So these kings
built themselves magnificent tombs. The
tombs were huge pyramids made out of
massive limestone blocks./Los faraones
crean que gobernaran sus tierras
despus de muertos. Por eso se
construyeron magnficas tumbas. Eran
enormes pirmides hechas de bloques de
rocas masivas.
22
and people who worked in crafts. At the

bottom were the peasants. In later times,
the Egyptians had slaves. People could
move from one rank of society to
another. Those who could read and
write held important positions./El
faran y su familia estaban en la cima de
la sociedad egipcia. Despus estaban los
ricos, que tenan grandes extensiones de
tierras, los sacerdotes y los miembros del
gobierno y el ejrcito. Despus vena la
clase media: mercaderes y artesanos. Al
final estaban los campesinos. En pocas
posteriores, los egipcios tuvieron
esclavos. La gente poda cambiar de
rango social. Quienes saban leer y
escribir ocupaban posiciones
importantes.
The Egyptians, like the Sumerians,
developed a way of writing. In their
writing system, hieroglyphics, pictures
stood for sounds or ideas. The pictures
could be put together to make words
and sentences. At first they wrote on
stone. Later they began to make a kind
of paper from the papyrus plant. The
Egyptians invented a system of written
numbers and a calendar. Their calendar
had 12 months, each of which had
30days. They were famous in the ancient
world for their ideas in medicine./Los
egipcios, al igual que los sumerios,
inventaron una forma de escritura. Su
sistema se basaba en jeroglficos, dibujos
que representaban sonidos o ideas y que
al unirse formaban palabras y oraciones.
Al principio escribieron sobre piedra.
Despus comenzaron a fabricar una
especie de papel de la planta del papiro.
Los egipcios inventaron un sistema de
nmeros escritos y un calendario. Este
calendario tena 12 meses, cada uno de
30 das. Fueron famosos en el mundo
antiguo por sus ideas sobre medicina.
After 2180 b.c., the pharaohs lost
power. Egypt went through a time of
2. Why did pharaohs build pyramids?/

Por qu los faraones construyeron
pirmides?
Egyptian Culture; Invaders

Control Egypt (Pages 3841)/
LACULTURA EGIPCIA; LOS
INVASORES CONTROLAN EGIPTO
(Pginas 3841)
What were the features of Egyptian
culture?/Cules fueron las
caractersticas de la cultura egipcia?
Egyptians believed in many gods and
in an after-life. One god, they thought,
weighed the hearts of each dead person.
Hearts judged heavy with sin were eaten
by a beast. Good people, with
featherweight hearts, would live forever
in a beautiful Other World. To prepare
for this, Egyptians preserved a dead
persons body by mummification. This
kept the body from decaying./Los
egipcios crean en muchos dioses y en la
vida despus de la muerte. Pensaban que
un dios pesaba el corazn de cada
muerto. Los corazones pesados por los
pecados eran devorados por una bestia.
La gente buena, cuyo corazn era como
una pluma, vivira para siempre en un
hermoso mundo. Para prepararse para
la vida eterna, los egipcios preservaban
a los muertos mediante la momificacin.
Esto impeda que el cuerpo se
descompusiera.
The pharaoh and his family were at
the top of Egyptian society. Below them
were people of wealth who owned large
amounts of land, the priests, and
members of the government and army.
Then came the middle classmerchants
23
troubles. Then strong rulers once again

took control. They ruled for four
centuries until a group of Asians called
the Hyksos arrived in horse-drawn
chariots. The land fell to these invaders
in 1640 b.c./A partir del ao 2180 a.C.,
los faraones perdieron poder y Egipto
sufri un perodo de problemas.
Despus volvieron a surgir gobernantes
fuertes que recuperaron el control.
Gobernaron durante cuatro siglos hasta
que un grupo de asiticos, los hicsos,
llegaron en carrozas tiradas por

caballos. La regin cay ante los
invasores en el ao 1640 a.C.
3. How was Egyptian society
organized?/Cmo estaba
organizada la sociedad egipcia?
24
As you read about ancient Egyptian civilization, fill out the chart
belowby writing notes to answer the questions./Al leer acerca de
lacivilizacin del antiguo Egipto, llena el cuadro con notas que
respondan a las preguntas.
Government/Gobierno
1. W
hy is Narmer a legendary hero in
ancient Egyptian history?/Por qu
Narmer es un hroe legendario en la
historia del antiguo Egipto?
2. H
ow did the role of Egyptian pharaohs
differ from the role of Mesopotamian
rulers?/En qu se distingui el papel
de los faraones egipcios del papel de
los gobernantes de Mesopotamia?
3. W
hy did the Egyptians build great
pyramids for their kings?/Por qu los
egipcios construyeron enormes
pirmides para sus reyes?
Culture/Cultura
4. H
ow did Egyptian religious beliefs
compare with those of the
Mesopotamians?/En qu se
diferencian las creencias religiosas
egipcias de las creencias religiosas
de Mesopotamia?
5. W
hat social classes made up
Egyptian society?/Qu clases
sociales conformaban la sociedad
egipcia?
6. W
hat were significant achievements
of the ancient Egyptians in science
and technology?/Cules son las
aportaciones de los antiguos egipcios
a la ciencia y la tecnologa?
7. H
ow did the Egyptian writing system
compare with the Mesopotamian
system?/En qu se distingue el
sistema de escritura egipcio del
sistema mesopotmico?
25
valles fluviales

Section/Seccin 3
Planned Cities on the Indus/Ciudades

planificadas a orillas delIndo
subcontinent/subcontinente Land mass that is a distinct part of a continent/Masa
de tierra que forma una parte diferenciada de un continente

monsoon/monzn Seasonal wind/Viento de temporada
Harappan civilization/civilizacin harappa Ancient settlements in the Indus River
Valley/Asentamientos antiguos en el valle del ro Indo

In the last section, you read about the development of culture along
the Nile./En la seccin anterior, leste acerca del desarrollo de la
cultura a orillas del Nilo.
In this section, you will learn about the first civilization in India./En
esta seccin, aprenders acerca de la primera civilizacin que surgi
en India.
As You Read/Al leer

Use a chart to draw conclusions about Indus valley civilizations./Usa
un cuadro para sacar conclusiones sobre las civilizaciones del valle
del Indo.
The Geography of the Indian

Subcontinent (Pages 4445)/LA
GEOGRAFA DEL SUBCONTINENTE
INDIO (Pginas 4445)
What is a subcontinent?/Qu es un
subcontinente?
South Asiamodern India, Pakistan,
and Bangladeshis a sub continent. It is
separated from the rest of Asia by tall
mountains. Just below the mountains
are two large plains that hold the
Ganges and Indus rivers. The high
mountains gave the people safety from

invaders. Because they lived close to the
sea, the people could travel over the
water to trade with other peoples./Asia
del sur los actuales India, Paquistn y
Bangladesh forma un subcontinente.
Est separado del resto de Asia por altas
montaas. Al pie de las montaas
empiezan dos grandes llanuras por
donde corren los ros Ganges e Indo.
Las altas montaas protegan al pueblo
de invasores. Como vivan cerca del mar,
26
Indus Valley. So, they have not learned

much about these people. They do know
that they were farming along the river
by about 3200 b.c. The culture is called
Harappan civilization because many
discoveries were made near the city of
Harappa. They also know that the
culture of these people covered an area
larger than either Mesopotamia or
Egypt./Los historiadores no han podido
interpretar los escritos de los pueblos del
valle del Indo. Por tanto, no saben
mucho acerca de ellos. Pero saben que
practicaron la agricultura a orillas del
ro alrededor del ao 3200 a.C. A esa
cultura se le llama civilizacin harappa
porque muchos de los hallazgos son de
la ciudad de Harappa. Se sabe que
abarcaba una regin mayor que
Mesopotamia o Egipto.
About 2500 b.c., these people began
building their first cities. In
Mesopotamia, cities were a jumble of
winding streets. In the Indus Valley,
however, the builders carefully planned
their cities. They made a grid of streets.
They built an area called a citadel that
was easy to defend. All the important
buildings were here. They also had
systems for carrying water and sewage./
Hacia el ao 2500 a.C., estos pueblos
comenzaron a construir sus primeras
ciudades. En Mesopotamia, las calles de
las ciudades eran como un laberinto. En
el Indo, planearon cuidadosamente las
ciudades. Trazaron las calles como una
cuadrcula. Construyeron una
ciudadela, una parte de la ciudad fcil
de defender. Todos los edificios
importantes estaban ah. Tenan
sistemas para llevar agua y
alcantarillado.
Because the houses were mostly alike,
scholars think that the Indus culture did
not have big differences between social
classes./Como las casas eran parecidas,
los habitantes de la regin comerciaban

con otros pueblos.
The people along the Indus River
faced many of the same challenges that
the people in Mesopotamia did. Their
river flooded each year and left soil good
for farming. But the floods did not occur
at the same time each year. Also, the
river sometimes changed course. The
regions weather caused problems, too.
Each winter, strong winds blew dry air
across the area. Each spring, the winds
brought heavy rains. These seasonal
winds are called monsoons./Los pueblos
del ro Indo tenan los mismos
problemas que los de Mesopotamia. El
ro se desbordaba cada ao y dejaba
tierra frtil para la agricultura, pero eso
no ocurra al mismo tiempo cada ao.
Adems, el ro a veces cambiaba de
curso. El clima tambin provocaba
problemas. Cada invierno, fuertes
vientos de aire seco barran la regin.
Cada primavera, llegaban vientos con
copiosas lluvias. Esos vientos de
temporada se llaman monzones.
1. What challenges did the people
along the Indus River face?/Qu
problemas tenan los habitantes de
las orillas del ro Indo?
Civilization Emerges on the

Indus; Harappan Culture
(Pages 4648)/NACE LA
CIVILIZACIN EN EL INDO;
LACULTURA HARAPPA
(Pginas 4648)
What were cities like on the
Indus?/Cmo eran las ciudades del
Indo?
Historians cannot understand the
writings of the people who settled in the
27
los historiadores creen que no haba

grandes diferencias sociales.
These early people left an important
mark on the region. Some religious
objects include symbols that became
part of later Indian culture. Historians
also think that the people of the area
had extensive trade with people in the
region and with the people of
Mesopotamia./Estos antiguos pueblos
dejaron una importante huella en la
regin. Algunos smbolos religiosos
pasaron a la cultura de India. Los
historiadores adems piensan que estos
pueblos tenan mucho comercio con la
regin y con Mesopotamia.
civilization collapsed around 1500 b.c.

Satellite images suggest a shift in the
earths crust that caused earthquakes.
Because of the quakes the Indus River
may have changed its course. This would
stop the good effects of the yearly
floods. The people may have overworked
the land. This would have left the soil
too poor to produce crops./Hacia el ao
1750 a.C., las ciudades comenzaron a
mostrar signos de ocaso. La civilizacin
del valle del Indo cay hacia el ao
1500a.C. Imgenes por satlite indican
que un desplazamiento de la corteza
terrestre ocasion terremotos. Debido a
esto el ro Indo pudo haber cambiado de
curso y terminaron los desbordamientos
anuales. Tambin es posible que, por
haber sido labradas en exceso, las tierras
dejaran de producir buenas cosechas.
2. Name two conclusions that have

been drawn about Harappan
civilization./Da dos conclusiones
sobre la civilizacin harappa.
3. Name two reasons why Indus Valley

civilization may have ended./
Enumera dos razones por las que
pudo terminar la civilizacin del
valle del Indo.
Mysterious End to Indus

Valley Culture (Page 49)/FINAL
MISTERIOSO DE LA CIVILIZACIN
DEL INDO (Pgina 49)
How did Indus Valley culture
end?/Cmo termin la cultura del
Indo?
Around 1750 b.c., the cities began to
show signs of decline. The Indus Valley
28
As you read this section, list the key characteristics of the first Indian
civilization in the web diagram below./Al leer esta seccin, enumera las
caractersticas clave de la primera civilizacin de India dentro del
diagrama.
Settlements/Buildings/
Asentamientos/construcciones
Geography/Geografa
Ancient Indian Civilization/

Antigua civilizacin de India
Economic Life/Vida econmica
Religious Beliefs/Creencias
religiosas
29
valles fluviales

Section/Seccin 4
River Dynasties in China/Dinastas

de los ros de China
loess/loes Fertile soil/Tierra frtil
oracle bone/hueso de orculo Animal bone used by ancient Chinese priests to
communicate with the gods/Hueso animal usado por los antiguos sacerdotes
chinos para comunicarse con los dioses
Mandate of Heaven/Mandato del Cielo Divine approval of the ruler/Aprobacin
divina del gobernante

dynastic cycle/ciclo dinstico Pattern of rise, fall, and replacement of dynasties/
Patrn de surgimiento, cada y sustitucin de dinastas

feudalism/feudalismo Political system in which nobles or lords are granted the use
of lands that belong to the king/Sistema poltico en que el rey otorga a los nobles
el uso de tierras

In the last section, you read about Indus Valley culture./En la seccin
anterior, leste acerca de la cultura del valle del Indo.
In this section, you will learn about the earliest cultures in China./En
esta seccin, aprenders acerca de las culturas ms antiguas de
China.
As You Read/Al leer

Use a time line to identify major events in early Chinese dynasties./
Usa una lnea cronolgica para identificar los sucesos importantes
de las primeras dinastas chinas.
30
Civilization Emerges in Shang

Times (Pages 5152)/NACE LA
CIVILIZACIN EN TIEMPOS DE LOS
SHANG (Pginas 5152)
What was the Shang Dynasty?/Qu
fue la dinasta Shang?
A few thousand years ago, some
people began to farm along Chinas
rivers. About 2000 b.c., the first dynasty
of rulers brought government to China./
Hace unos miles de aos, se comenz a
practicar la agricultura a orillas de los
ros. Hacia el 2000 a.C., surgi la
primera dinasta de gobernantes chinos.
Around 1500 b.c., a new dynasty, the
Shang, began to rule. This dynasty left
the first written records in China.
Objects found in their palaces and
tombs also tell us much about their
society. Chinese people built their
buildings of wood, not mud-dried brick
as the other early cultures did. Huge
walls made of earth surrounded these
buildings to protect them. The walls
were needed because it was a time of
constant war./Hacia el 1500 a.C.,
comenz a gobernar una nueva dinasta,
la Shang. Esta dinasta dej los primeros
registros escritos en China. Los objetos
encontrados en sus palacios y tumbas
tambin nos dicen mucho acerca de su
sociedad. En China se hicieron
construcciones de madera, no de
ladrillo, como en otras culturas.
Enormes murallas de tierra rodeaban las
ciudades para protegerlas. Eran
necesarias porque era una poca de
guerras constantes.
The king and the nobles who helped
him fight these wars were at the top of
Shang society. At the bottom was the
mass of peasants who lived in simple
huts outside the city walls. They worked
The Geography of China

(Pages 5051)/LA GEOGRAFA DE
CHINA (Pginas 5051)
How did geography affect Chinas
past?/Cmo afect la geografa a
China?
Chinas geography caused it to
develop apart from other cultures. A
great ocean, huge deserts, and high
mountains isolate China from other
areas. The mountains did not protect
China totally, however. People living to
the north and west invaded the land
many times during Chinese history./La
geografa hizo que China se desarrollara
aparte de otras culturas. Un gran
ocano, enormes desiertos y altas
montaas aslan a China de otras
regiones. Pero las montaas no la
protegen por completo. Grupos del
norte y el oeste han invadido a China
muchas veces durante su historia.
There are two rich rivers within
Chinathe Huang He and the Yangtze.
Almost all the good farmland in China
lies between these rivers. The Huang He
deposited huge amounts of silt when it
overflowed. This silt is fertile soil called
loess. The Chinese people also made use
of the flood waters of these rivers./
Existen dos grandes ros en China: el
Huang He y el Yangtz. Casi toda la
tierra agrcola de China est entre esos
ros. El Huang He deposita enormes
cantidades de lgamo cuando se
desborda. Esa tierra frtil se llama loes.
Los chinos tambin aprovecharon las
inundaciones de los ros.
1. Why did China develop apart from
other cultures?/Por qu China se
desarroll aparte de otras culturas?
31
hard on the farms, using wooden tools

because the Shang believed that bronze
was too good to be used for farming./El
rey y los nobles estaban en la cima de la
sociedad Shang. Al final estaban los
campesinos, que vivan en chozas fuera
de las murallas de la ciudad. Trabajaban
arduamente con herramientas de
madera porque los Shang crean que el
bronce era demasiado valioso para
usarlo en la agricultura.
These were animal bones and shells./La

familia tambin desempeaba un papel
importante en la religin. Se pensaba
que los familiares muertos podan influir
sobre la vida de los vivos. Se les
veneraba para mantenerlos felices. Los
Shang tambin pedan consejo a los
dioses. Para ello usaban huesos de
orculo, que eran huesos de animales y
conchas.
The Chinese system of writing
differed from those of other groups.
Symbols stood for ideas, not sounds.
This allowed the many different groups
in China to understand the same writing
even though each had a special spoken
language. The written language had
thousands of symbols, however. Only
specially trained people learned to read
and write./El sistema chino de escritura
era diferente al de otros grupos. Se
basaba en smbolos, no en sonidos. Esto
permita que muchos grupos
comprendieran la misma escritura
aunque cada uno tuviera un idioma
hablado distinto. Pero el lenguaje escrito
tena miles de smbolos y, por tanto,
slo gente especialmente educada
aprenda a leer y escribir.
2. What were three features of Shang

culture?/Nombra tres caractersticas
de la cultura Shang.
The Development of Chinese

Culture (Pages 5254)/EL
DESARROLLO DE LA CULTURA
CHINA (Pginas 5254)
What beliefs shaped Shang
society?/Qu creencias tena la
sociedad Shang?
Shang society was held together by a
strong belief in the importance of the
groupall the peopleand not any
single person. The most important part
of society was the family. Children grew
up learning to respect their parents./La
sociedad Shang estaba unida por una
firme creencia en la importancia del
grupo, no del individuo. La parte ms
importante de la sociedad era la familia.
Los nios aprendan a respetar a sus
padres.
The family played a central role in
Chinese religion, too. The Chinese
thought that family members who had
died could still influence the lives of
family members who were alive. They
gave respect to dead members of the
family, hoping to keep them happy. The
Shang also asked for advice from the
gods. They used oracle bones to do this.
3. Name three important values of

Shang culture./Enumera tres valores
importantes de la cultura Shang.
Zhou and the Dynastic Cycle

(Pages 5455)/LOS ZHOU Y
ELCICLO DINSTICO
(Pginas 5455)
What is the Mandate of
Heaven?/Qu era el Mandato del
Cielo?
About 1027 b.c., a new group, the
Zhou, took control of China. They
adopted Shang culture. They also
32
started an idea of royalty that was new

to China. Good rulers, they said, got
authority to rule from heaven. This was
known as the Mandate of Heaven. They
claimed the Shang rulers were not just
and had lost the favor of the gods. That
is why they had to be replaced. From
then on, the Chinese believed in divine
rule. However, it also meant that
disasters such as floods or war pointed
to a ruler that had lost the support of
the gods and needed to be replaced.
Until the early 1900s, the Chinese had
one dynasty after another. This pattern
of rise, fall, and replacement of
dynasties is known as the dynastic cycle./
Hacia el 1027 a.C., gobern a China un
nuevo grupo, los Zhou. Adopt la
cultura Shang, pero impuso una nueva
idea de realeza. Los Zhou decan que los
buenos gobernantes reciban la
autoridad del cielo. Esto se conoci
como Mandato del Cielo. Decan que
por no ser justos, los gobernantes Shang
haban perdido el favor de los dioses y
tenan que ser sustituidos. A partir de
entonces, se crey en el gobierno divino.
Las inundaciones o la guerra
significaban que el gobernante haba
perdido el apoyo de los dioses y que era
necesario sustituirlo. China tuvo una
dinasta tras otra hasta principios del
siglo 20. Este patrn de surgimiento,
cada y sustitucin de dinastas se
conoce como ciclo dinstico.
The Zhou gave members of the royal

family and other nobles the rights to
large areas of land. They established
feudalism. Feudalism is a political
system in which the nobles owe loyalty
to the king. The nobles promise to fight
for the rulers and to protect the peasants
who live on the land./Los Zhou dieron a
los miembros de la familia real y a otros
nobles el derecho de usar grandes
extensiones de tierra. Establecieron el
feudalismo. ste es un sistema poltico
en el que los nobles deben lealtad al rey.
Los nobles prometen luchar por el rey y
proteger a los campesinos que viven en
esas tierras.
Eventually the Zhou rulers lost all
power. The nobles fought each other for
control of China in a period called the
time of the warring states. It lasted
many hundred years. The Chinese
people suffered during this time./Con el
tiempo, los gobernantes Zhou perdieron
todo el poder. Los nobles lucharon entre
s por el control de China durante un
perodo llamado era de los estados en
guerra. Dur muchos siglos y caus
mucho sufrimiento.
4. Name two important changes
brought about by the Zhou./
Enumera dos cambios importantes
generados por los Zhou.
33
As you read this section, fill out the chart below by describing key
features of ancient China under the Shang Dynasty./Al leer esta
seccin, llena el cuadro con los rasgos clave de la antigua China bajo el
reinado de la dinasta Shang.
1. Geographic features/
Caractersticas
geogrficas
2. Environmental
challenges/Desafos
ambientales
3. Settlements/
Asentamientos
4. S
ocial classes/Clases
sociales
5. Role of family/Papel de
la familia
6. Religious beliefs/
Creencias religiosas
7. W
riting system/Sistema
de escritura
8. Technological advances/ 9. Artistry/Arte

Adelantos tecnolgicos
34
People and Ideas on the Move/Movimiento de pueblos e ideas

Section/Seccin 1
The Indo-Europeans/Los
indoeuropeos
Indo-Europeans/indoeuropeos Group of Asian peoples who migrated to many
different places/Grupo de pueblos asiticos que emigr a muchos sitios

steppes/estepas Dry grasslands/Praderas secas
migration/migracin Movement of people from one place to another/
Desplazamiento de grupos humanos de una regin a otra

Hittites/hititas Group of Indo-European peoples who occupied Anatolia/Grupos
de pueblos indoeuropeos que ocuparon Anatolia

Anatolia/Anatolia Large peninsula in modern-day Turkey/Pennsula grande en la
actual Turqua
Aryans/arios Group of Indo-Europeans/Grupo indoeuropeo
Vedas/Vedas Sacred literature of the Aryans/Literatura sagrada de los arios
Brahmin/brahamn Priest/Sacerdote
caste/casta Class/Clase
Mahabharata/Mahabarata Poem that tells the story of a great war/Poema que narra
una guerra

In the last chapter, you read about peoples who built civilizations in
the great river valleys./En el captulo anterior, leste acerca de los
pueblos que crearon civilizaciones en los valles de los grandes ros.
In this section, you will learn about the movements of two groups of
people who lived on the grasslands of Asia./En esta seccin,
aprenders acerca de los desplazamientos de dos grupos que vivieron
en las praderas de Asia.
As You Read/Al leer

Use a web diagram to record some of the languages that stem from
Indo-European./Usa un diagrama en red para registrar algunos de
los idiomas que tienen races indoeuropeas.
35
The Hittite Empire

(Pages 6263)/EL IMPERIO
HITITA(Pginas 6263)
Who were the Hittites?/Quines
fueron los hititas?
The Hittites were Indo-European
peoples. They rode two-wheeled chariots
and used iron weapons to conquer
Anatolia. Anatolia is also called Asia
Minor. It is a huge peninsula in modernday Turkey. The Hittites moved farther
and took the ancient lands of
Mesopotamia. When they moved to the
south, they ran into the Egyptians.
Neither side was able to defeat the other.
So, they decided to make peace./Los
hititas fueron un pueblo indoeuropeo.
Tenan carrozas de dos ruedas y armas
de hierro, con las que conquistaron
Anatolia. Anatolia tambin recibe el
nombre de Asia Menor. Es una enorme
pennsula en la actual Turqua. Los
hititas siguieron avanzando y
conquistaron las antiguas tierras de
Mesopotamia. Al sur, se encontraron
con los egipcios. Ninguno de los dos
pueblos pudo derrotar al otro. As que
decidieron hacer la paz.
The Hittites adopted many features
of the culture that had grown in
Mesopotamia before they arrived. They
changed others to suit their own ideas.
Their laws, for instance, were less harsh
than the code of Hammurabi. The
Hittites ruled their Southwest Asian
empire from about 2000 to 1190 b.c.
Then they fell to a new wave of
invaders./Al llegar, los hititas adoptaron
muchos rasgos de la cultura de
Mesopotamia. Cambiaron otros rasgos
para adaptarlos a sus ideas. Por ejemplo,
sus leyes eran menos severas que el
Indo-Europeans Migrate
(Pages 6162)/LOS
INDOEUROPEOS EMIGRAN
(Pginas 6162)
Who were the Indo-Europeans?/
Quines fueron los indoeuropeos?
The Indo-Europeans were a group of
peoples who came from the steppesthe
dry grasslands of western Asia. The
Indo-Europeans rode horses and tended
cattle, sheep, and goats. They spoke
many different languages, but all of
them came from the same original
language./Los indoeuropeos fueron un
grupo de pueblos que lleg de las
estepas: las praderas secas de Asia del
oeste. Eran buenos jinetes, y criaban
ganado, ovejas y cabras. Hablaban una
variedad de idiomas derivadas de un
tronco comn.
For some reason, starting about
1700 b.c., the Indo-Europeans began to
leave their homeland. They moved into
some of the settled areas and began to
conquer them. These migrations,
movements of people from one region
to another, took place over a long
period of time./Por razones
desconocidas, hacia el 1700 a.C. los
indoeuropeos se fueron de sus tierras, se
mudaron a regiones habitadas y las
conquistaron. Esas migraciones,
desplazamientos de grupos humanos de
una regin a otra, se realizaron durante
un largo perodo.
1. What happened to the
Indo-Europeans?/Qu hicieron
losindoeuropeos?
36
The Aryans were divided into three

classes of people. There were priests
(Brahmins), warriors, and peasants or
traders. They viewed the non-Aryans
living in the area as a fourth class. Over
time, they made many rules for how
people in these classes, or castes, could
interact with one another. People were
born into their caste for life. Some
impure people lived in a group outside
this class system. They were butchers,
grave diggers, and trash collectors.
Because they did work that was thought
unclean, they were called
untouchables./Los arios estaban
divididos en tres clases: sacerdotes
(brahamanes), guerreros y campesinos o
comerciantes. Consideraban que los que
no eran arios formaban una cuarta
clase. Con el tiempo, establecieron
muchas reglas acerca de las relaciones
entre esas clases, o castas. No se poda
cambiar la casta en que se naca. Los
impuros vivan en un grupo fuera del
sistema de castas: carniceros,
sepultureros y recolectores de basura.
Como su trabajo se consideraba sucio,
se les llamaba intocables.
Over many centuries, the Aryans took
more and more of what is now India.
Eventually many powerful people tried
to create their own kingdoms. They
fought each other until one kingdom,
Magadha, won control over almost all
of India. Around this time, an epic
poem, the Mahabharata, was written. It
tells of the blending of cultures at the
time. It also sets down ideals that were
to become important in Hindu life./A lo
largo de los siglos, los arios se
cdigo de Hammurabi. Los hititas

tuvieron un imperio en Asia del suroeste
desde el 2000 hasta el 1190 a.C.,
aproximadamente. Luego, cayeron ante
una nueva ola de invasores.
2. How did the Hittites react to the
culture they found in Mesopotamia?/
Cmo reaccionaron los hititas a la
cultura que encontraron en
Mesopotamia?
Aryans Transform India

(Pages 6365)/LOS ARIOS
TRANSFORMAN A INDIA
(Pginas 6365)
Who were the Aryans?/Quines
fueron los arios?
The Aryans were another group of
Indo-European people. They moved
into what is now India and transformed
it. They first captured the land of the
people of the Indus Valley. Archaeology
tells almost nothing about the Aryans.
But their sacred literature, the Vedas,
tells a lot about them./Los arios fueron
otro grupo de pueblos indoeuropeos. Se
mudaron a la actual India y la
transformaron. Primero conquistaron el
valle del Indo. La arqueologa dice muy
poco acerca de los arios. Pero su
literatura sagrada, los Vedas, nos dice
mucho.
37
apoderaron de ms regiones en la actual

India. Con el tiempo, muchos grupos
quisieron formar sus propios reinos.
Lucharon entre s hasta que un reino,
Magadha, gobern casi toda India. Por
esa poca, se escribi un poema pico, el
Mahabharata. Narra la mezcla de
culturas de la poca y establece ideales
que despus cobraron importancia en la
vida de India.
3. What is the caste system?/Qu es el

sistema de castas?
38
As you read about the migration of Indo-European peoples, fill in the

blanks in the following summary./Al leer acerca de la migracin de los
pueblos indoeuropeos, llena los espacios en blanco del siguiente
resumen.
From about 1700 to 1200 b.c., waves of Indo-European nomads
migrated from their homelands in the (1) _______________, the dry
grasslands north of the Caucasus Mountains. One group, the Hittites,
settled in (2) _______________, a rugged peninsula in a region today
called Turkey. They conquered (3) _______________, the chief city in
the Tigris-Euphrates valley, signed a peace treaty with Egypt, and
blended many of their traditions with the more advanced
Mesopotamian culture. With their superior two-wheeled
(4)_______________ and their war weapons made of
(5)_______________, the Hittites created an empire that dominated
Southwest Asia for over 450 years./De 1700 a 1200 a.C., olas de
nmadas indoeuropeos emigraron de sus tierras de (1)
_______________, en los pastizales al norte de los montes Cucasos.
Un grupo, los hititas, se estableci en (2) _______________, una
pennsula montaosa de la regin que actualmente se llama Turqua.
Conquistaron (3) _______________, la principal ciudad en el valle del
Tigris y el ufrates; firmaron un tratado de paz con Egipto; y
mezclaron muchas de sus propias tradiciones con la cultura ms
avanzada de Mesopotamia. Con sus (4)_______________ superiores de
dos ruedas y sus armas de guerra hechas de (5) _______________, los
hititas crearon un imperio que domin del suroeste de Asia durante
ms de 450 aos.
About 1500 b.c., another Indo-European group, the (6) ____________,
entered India through the mountain passes of the Hindu Kush.
Unlikethe people they conquered, they were light skinned and had
notdeveloped a writing system. The invaders were divided into
39
socialclasses, later called (7) _______________. Over time four major

social classes developed, the highest being the (8) _______________, or
priests, and the lowest, the (9) _______________, or laborers. Beginning
around 1000 b.c., chiefs began to set up kingdoms in the Indian
subcontinent; the most important of these kingdoms was
(10)_______________./Hacia 1500 a.C., otro grupo indoeuropeo, los
(6) _______________, entr en India a travs de los pasajes montaosos
del Kush hind. A diferencia de los pueblos que conquist, era de tez
blanca y no tena un sistema de escritura. Se divida en clases sociales,
posteriormente llamadas (7) _______________. Al cabo del tiempo, se
desarrollaron cuatro clases sociales importantes, de las cuales la ms
elevada era la de los (8) _______________, o sacerdotes, y la ms baja,
la de los (9) _______________, o trabajadores. Hacia el ao 1000 a.C.,
se comenzaron a establecer reinos en el subcontinente de India; el ms
importante fue (10) _______________.
Many modern languages trace their origins to languages spoken by the
Indo-Europeans. Among the Indo-European family of languages
spoken in Europe and Asia today are (11) ______________ and
(12)____________./Muchos idiomas modernos tienen sus orgenes en
las lenguas de los indoeuropeos. Entre la familia de lenguas
indoeuropeas habladas en Europa y Asia en la actualidad estn el
(11)_______________ y el (12) _______________.
40

Section/Seccin 2
Hinduism and Buddhism Develop/

Surgen el hinduismo y el budismo
reincarnation/reencarnacin Belief that the soul is reborn/Creencia de que el
almarenace
karma/karma Good or bad deeds/Buenos o malos actos
Jainism/jainismo Religion that teaches that every living creature has a soul and no
living creature can be harmed/Religin que ensea que todos los seres vivos
tienen alma y que no se les debe hacer dao
Siddhartha Gautama/Siddharta Gautama Founder of Buddhism/Fundador del
budismo
enlightenment/iluminacin Wisdom/Sabidura
nirvana/nirvana Buddhas word for release from selfishness and pain/Palabra
budista que indica liberacin del egosmo y del dolor

In the last section, you read about the Hittites and the Aryans./En la
seccin anterior, leste acerca de los hititas y los arios.
In this section, you will learn about the roots of Hinduism and
Buddhism./En esta seccin, aprenders acerca de las races del
hinduismo y el budismo.
As You Read/Al leer

Use a Venn diagram to compare the beliefs and practices of
Buddhism and Hinduism./Usa un diagrama de Venn para comparar
las creencias y las prcticas del budismo y del hinduismo.
Hinduism Evolves Over
Centuries (Pages 6668)/EL
HINDUISMO EVOLUCIONA A
TRAVS DE LOS SIGLOS
(Pginas6668)
What is Hinduism?/Qu es el
hinduismo?
Hinduism is a collection of religious
beliefs that forms no one system. Unlike
many religions, it was not founded by

only one person. It is a religion that
allows great variety for its followers.
Certain ideas became common to the
beliefs of all Hindus./El hinduismo es
una serie de creencias religiosas, no un
sistema unificado. A diferencia de
muchas religiones, no fue fundado por
una sola persona. Es una religin que
41
permite a sus seguidores una gran

variedad de prcticas. Tiene ciertas ideas
bsicas.
Hindus believe that each person has a
soul. However, there is also a larger soul,
called Brahman, that brings together all
the individual souls. A persons goal is
to become free of desire and not
bothered by suffering. When that takes
place, the persons soul wins escape from
life on Earth. Hindus believe in
reincarnation. They believe the soul is
born again into another body after
death. In the next life, the soul has
another chance to learn its lessons.
According to Hindus, how a person
behaves in one life has an effect on the
persons next life. This is the souls
karmagood or bad deeds./El
hinduismo sostiene que todas las
personas tienen alma. Pero tambin
existe un alma general, llamada
Brahman, que une todas las almas. La
meta de la persona es liberarse del deseo
y no preocuparse por el sufrimiento.
Cuando esto sucede, el alma logra
escapar de la vida en la Tierra. El
hinduismo cree en la reencarnacin: que
el alma nace en otro cuerpo despus de
la muerte. En la siguiente vida, el alma
tiene otra oportunidad de aprender sus
lecciones. La conducta en una vida
afecta la siguiente vida. Esto es el karma
del alma: sus actos buenos o malos.
Another religion that arose in India
was Jainism. It was started by Mahavira,
a man who lived from about 599 to
527b.c. He believed that every creature
in the worldeven an animalhas a
soul. Because of that, people must be
sure not to harm any creature. Today,
Jains take jobs that are certain not to
hurt living things./Otra religin que
surgi en India es el jainismo. La
comenz Mahavira, que vivi del 599 al
527 a.C., aproximadamente. Crea que
todos los seres vivos incluso los

animales tienen alma. Por eso, no se le
debe hacer dao a ninguna criatura.
Hoy, los jainistas slo realizan trabajos
que no lastimen a los seres vivos.
1. Name three Hindu beliefs./Enumera
tres creencias hindes.
The Buddha Seeks

Enlightenment (Pages 6871)/
BUDA BUSCA LA ILUMINACIN
(Pginas 6871)
What is Buddhism?/Qu es el
budismo?
Another new religion, Buddhism,
arose about the same time as Hinduism
and Jainism. Buddhism has millions of
followers all around the world. It was
started around 528 b.c. by Siddhartha
Gautama./Otra religin, el budismo,
surgi al mismo tiempo que el
hinduismo y el jainismo. El budismo
tiene millones de seguidores en el mundo
entero. Lo comenz Siddharta Gautama
alrededor del 528 a.C.
Siddhartha searched for a way that
would allow him to escape the suffering
of human life. He spent many years
searching for this answer. He was
looking for enlightenment, or wisdom.
Finally, he sat down and meditated
under a tree. After 49 days, he had his
answer. He was now called the Buddha,
which means the enlightened one./
Siddharta busc la forma de escapar al
sufrimiento de la vida humana. Buscaba
la iluminacin, o sabidura. Tras muchos
aos de bsqueda, se sent a meditar
bajo un rbol y a los 49 das encontr la
respuesta. Desde ese momento se le
42
llam Buda, que significa el

iluminado.
The Buddha began to teach others
how to attain enlightenment. They were
to follow a plan of behavior called the
Eightfold Pathright views, right
resolve, right speech, right conduct,
right livelihood, right effort, right
mindfulness, and right concentration.
This would lead to nirvana, or a release
from selfishness and pain./Buda
comenz a ensear cmo alcanzar la
iluminacin. Propuso un plan de
conducta llamado el camino de Ocho
Senderos, que abarca: buenas opiniones,
buenas resoluciones, buena forma de
hablar, buena conducta, buena manera
de ganarse la vida, buen esfuerzo,
buenos pensamientos y buena
concentracin. Esto llevara al nirvana,
oliberacin del egosmo y del dolor.
As with Hinduism, the Buddha
taught that the soul would be reborn
into a new life. This chain of new lives
would continue until the soul, like
Buddha, reached understanding./Como
en el hinduismo, Buda predic que el
alma renacera en una nueva vida. Esa
cadena de vidas continuara hasta que el
alma alcanzara la sabidura.
These ideas attracted many followers.
Many people who lived in the lower
classes of Indian society saw these ideas
as a chance to escape from the limits
placed on them. This teaching also
spread in southern India. There the
Aryans did not have much influence.
Some followers took the ideas to other
lands./Esas ideas atrajeron muchos
seguidores. A mucha gente de las clases
ms bajas de India le dieron esperanza

de escapar a los lmites que la sociedad
impona. Las enseanzas de Buda
tambin se difundieron en el sur de
India, donde los arios no tenan mucha
influencia. Algunos seguidores llevaron
sus ideas a otras tierras.
In the centuries after Buddhas death
in 483 b.c., Buddhism appeared in
Southeast Asia. Later it was carried to
China and then to Korea and Japan.
Merchants and traders played an
important role in spreading the religion.
Strangely, in India where Buddhism was
founded, the religion faded. Many
places that are important to Buddhism
remain in India, however. Buddhists
from around the world come there to
visit locations connected to the life of
Buddha./Buda muri en el 483 a.C. y en
los siglos siguientes el budismo se
extendi por Asia del sureste. Despus
lleg a China, y luego a Corea y Japn.
Los comerciantes desempearon un
papel importante en su difusin.
Curiosamente, el budismo desapareci
en India, donde se fund. Pero budistas
del mundo entero viajan a India a visitar
los lugares conectados a la vida de
Buda.
2. Name four basic beliefs of
Buddhism./Enumera cuatro
creencias bsicas del budismo.
43
As you read about Hinduism and Buddhism, take notes to fill in the
comparison chart below./Al leer acerca del hinduismo y del budismo,
toma notas para llenar los cuadros de comparacin.
Hinduism/Hinduismo
Buddhism/Budismo
1. F
ounder/origins/
Fundador/origen
2. K
ey beliefs/
Creencias centrales
3. Gods/Dioses
4. S
acred literature/
Literatura sagrada
5. E
ffect on society/
Efecto en la
sociedad
6. M
odern-day
traditions/
Tradiciones actuales
44

Section/Seccin 3
Seafaring Traders/Comerciantes
martimos
Minoans/minoicos Group of powerful seafaring people/Poderoso pueblo marinero
Aegean Sea/mar Egeo Sea between modern-day Greece and Turkey/Mar entre las
actuales Grecia y Turqua

Knossos/Knosos Minoan capital city/Ciudad capital de los minoicos
King Minos/rey Minos King of Knossos/Rey de Knosos
Phoenicians/fenicios Most powerful traders along the Mediterranean/
Comerciantes ms poderosos del Mediterrneo

In the last section, you read about major religions that developed in
India./En la seccin anterior, leste acerca de las principales
religiones que surgieron en India.
In this section, you will learn about traders whose influence spread
throughout the Mediterranean./En esta seccin, aprenders sobre los
comerciantes del Mediterrneo.
As You Read/Al leer

Use a chart to identify Minoan and Phoenician accomplishments./
Usa un cuadro para identificar los logros de los minoicos y los
fenicios.
45
Knosos, la ciudad capital de los

minoicos. Ellos le pusieron el nombre a
esta cultura por su famoso rey Minos.
Encontraron bellos murales de escenas
de la cultura minoica. Una caracterstica
interesante de la vida minoica fue la
elevada posicin de las mujeres. Una
diosa de la tierra encabezaba todos los
dioses de Creta y las mujeres
gobernaban sitios religiosos
importantes. Las mujeres no
desempeaban papeles importantes en
otras culturas vecinas.
Minoan cities were damaged in
1470b.c. by a series of disasters. First, a
number of earthquakes rocked the
island, destroying buildings. Then a
volcano exploded on a nearby island.
That was followed by huge waves and
clouds of white ash from the volcanos
fire. These shocks seem to have been too
much for the Minoans. The Minoan
civilization ended about 1200 b.c./En el
ao 1470 a.C. las ciudades minoicas
sufrieron una serie de desastres: primero,
varios terremotos sacudieron la isla y
destruyeron edificios; despus, un volcn
hizo erupcin en una isla cercana, y la
erupcin cre enormes olas y nubes de
cenizas. Estos desastres fueron
demasiado para los minoicos. La
civilizacin termin en el 1200 a.C.,
aproximadamente.
Minoans Trade in the

Mediterranean (Pages 7273)/
LOS MINOICOS COMERCIAN EN EL
MEDITERRNEO (Pginas 7273)
Who were the Minoans?/Quines
fueron los minoicos?
In the Mediterranean area, a new
culture arose on the island of Crete. The
Minoans were peaceful people who lived
in rich cities that were safe from
invaders. They controlled trade in their
area, Crete. Crete is a large island on the
southern edge of the Aegean Sea. The
Minoans sent their fine pottery, swords,
and metal drinking cups to other lands.
They also sent other countries their style
of art and architecture. This style later
had influence on the art of Greece./En la
regin mediterrnea, surgi la cultura de
los minoicos. Eran un pueblo pacfico
que viva en ciudades ricas y a salvo de
invasores. Controlaron el comercio en
Creta, una isla grande en el extremo sur
del mar Egeo. Los minoicos enviaron
cermica fina, espadas y copas de metal
a otras tierras. Tambin enviaron su
estilo de arte y arquitectura. Este estilo
influy posteriormente en el arte griego.
Archaeologists have explored the
ruins of Knossos, the capital city of the
Minoans. It was the archaeologists that
first called the culture Minoan, after its
famous ruler, King Minos. They found
beautiful wall paintings that offer views
of Minoan culture. One interesting
feature of Minoan life was the high
position that women appear to have
held. An earth goddess seems to have
headed all the gods of Crete, and
women ruled over some important
religious places. Women did not play
such important roles among other
peoples who lived nearby./Los
arquelogos han explorado las ruinas de
1. What were three important features

of Minoan culture?/Nombra tres
caractersticas importantes de la
cultura minoica.
46
Phoenicians Spread Trade

and Civilization (Pages 7376)/
LOS FENICIOS DIFUNDEN EL
COMERCIO Y LA CULTURA
(Pginas 7376)
Who were the Phoenicians?/
Quines fueron los fenicios?
Another group of people arose in the
Mediterranean. They lived in several
city-states in what is today Lebanon.
They traded far and wide. Some may
have even sailed as far as Britainand
perhaps around Africa. They were the
Phoenicians./Otro pueblo del
Mediterrneo vivi en varias ciudades
estado del actual Lbano: los fenicios.
Comerciaron por toda la regin. Quiz
navegaron hasta Inglaterra y tal vez
alrededor de frica.
The Phoenicians put colonies all
along the Mediterranean coast. Colonies
were 30 miles apart. This was the
distance that one of their ships could
travel in a day. One of those colonies,
Carthage, in North Africa, later became
a major power in the Mediterranean
world. Phoenicians traded such goods as
wine, weapons, metals, ivory, slaves, and
objects made of wood and glass. They
also made a purple dye that was highly
valued./Los fenicios establecieron
colonias a lo largo de la costa
mediterrnea. Las colonias estaban a
30millas de distancia una de otra. Era
la distancia que sus barcos podan
viajaren un da. Una de esas colonias,
Cartago, en frica del norte, despus
fue una importante potencia en el
mundo mediterrneo. Los fenicios
comerciaron con vino, armas, metales,
marfil, esclavos, y objetos hechos de
madera y vidrio. Tambin hicieron un
tinte morado altamente valorado.
The important achievement of the
Phoenicians was their alphabet. They
used symbols to stand for the sounds of

consonants. They brought their system
of writing to other lands such as Greece,
where Greeks changed the form of some
letters. The alphabet that we use today,
however, had its beginnings in
Phoenician writing./El logro ms
importante de los fenicios fue su
alfabeto. Crearon smbolos para
representar sonidos de consonantes.
Llevaron su sistema de escritura a otras
tierras, como Grecia, donde cambiaron
las formas de algunas letras. El alfabeto
que usamos actualmente viene de la
escritura fenicia.
2. How did the Phoenicians spread
their culture?/Cmo difundieron su
cultura los fenicios?
Ancient Trade Routes

(Page 76)/RUTAS COMERCIALES
DE LA ANTIGEDAD (Pgina 76)
What were the major trading
networks?/Cules fueron las
principales redes comerciales?
Trading networks also connected the
Mediterranean Sea with other centers of
world commerce in South and East
Asia. Some routes went across Central
Asia by land. Some sea routes went
across the Arabian Sea. These networks
helped people exchange products and
information. Traders carried ideas,
religious beliefs, art, and ways of living.
They did not just trade goods. They also
helped trade culture./El mar
Mediterrneo tambin estaba conectado
47
por redes comerciales con Asia del sur y

Asia del este. Algunas rutas atravesaban
Asia central por tierra. Otras cruzaban
el mar Arbigo. Con esas redes se
intercambiaban productos e
informacin. Los comerciantes llevaban
ideas, creencias religiosas, arte y
costumbres. Adems de productos,
difundan su cultura.
3. Why were trade networks so

important?/Por qu fueron tan
importantes las redes comerciales?
48
As you read about the Minoan and Phoenician civilizations, write notes
to explain what each statement listed below suggests about these
seafaring traders./Al leer acerca de las civilizaciones minoica y fenicia,
explica qu sugiere cada oracin sobre esos comerciantes martimos.
1. M
inoan cities had no
fortifications./Las ciudades
minoicas no tenan
fortificaciones.
2. Archaeologists excavating
the Minoan capital city found
the remains of wall
paintings, seals, and fine
painted pottery./Los
arquelogos que exploraron
la capital minoica
encontraron restos de
pinturas murales, sellos y
cermica finamente pintada.
3. M
any works of Minoan art
depict women as major
goddesses and priestesses./
Muchas obras del arte
minoico muestran a diosas
y sacerdotisas importantes.
4. M
inoans sacrificed bulls to
their gods and enjoyed the
sport of bull-leaping./Los
minoicos sacrificaban toros
para sus dioses y
practicaban el deporte de
saltar toros.
5. The Phoenicians were the
first Mediterranean people
to sail beyond the Straits of
Gibraltar, possibly even
around Africa by way of the
Red Sea./Los fenicios
fueron el primer pueblo
mediterrneo en navegar
ms all del estrecho de
Gibraltar, y quizs incluso
navegaron alrededor de
frica por el mar Rojo.
49
6. The Phoenicians worked in
wood, metal, glass, and
ivory and produced redpurple dye from snails in the
waters off the city-states of
Sidon and Tyre./Los fenicios
trabajaban la madera, el
metal, el vidrio y el marfil, y
produjeron un tinte prpura
rojizo de caracoles que
pescaban frente a las
ciudades estado de Sidn y
Tiro.
7. There are some similarities
among Phoenician, Greek,
and modern-day alphabets./
Existen algunas similitudes
entre los alfabetos actuales,
el afabeto fenicio y el
griego.
50

Section/Seccin 4
The Origins of Judaism/Orgenes del

judasmo
Canaan/Canan Ancient home of the Israelites/Antiguo hogar de los hebreos
Torah/Torah First five books of the Hebrew Bible/Primeros cinco libros de la
Biblia hebrea
Abraham/Abraham Father or the first of the Jewish people/Padre de los
primeros hebreos
monotheism/monotesmo Belief in a single god/Creencia en un solo dios
covenant/convenio Mutual promise between god and the Jewish people/Promesa
mutua entre Dios y los hebreos

Moses/Moiss According to the Torah, the man that led the Jews out of slavery/
Conforme a la Torah, el hombre que liber de la esclavitud a los judos

Israel/Israel Region on the eastern end of the Mediterranean Sea/Regin en el
extremo este del mar Mediterrneo

Judah/Judea Israelite kingdom in Canaan/Reino hebreo en Palestina
tribute/tributo Payment made by a weaker power to a stronger power/Pago de una
potencia dbil a una ms fuerte

In the last section, you read about the spread of culture through
trade./En la seccin anterior, leste acerca de la difusin de la cultura
a travs del comercio.
In this section, you will learn about the origins of Judaism./En esta
seccin, aprenders acerca de los orgenes del judasmo.
As You Read/Al leer

Use a time line to show major Hebrew leaders and one fact about
each./Usa una lnea cronolgica para mostrar los principales lderes
hebreos y un dato sobre cada uno.
51
The Search for a Promised

Land (Pages 7778)/LA BSQUEDA
DE LA TIERRA PROMETIDA
(Pginas 7778)
Where did the Israelites claim
land?/Qu tierras tenan los
hebreos?
The Israelites made a claim to an
important piece of land that was called
Canaan. They believed the land had
been promised to them by God. This
region sat on the eastern edge of the
Mediterranean Sea and on the Red Sea,
which led to the Indian Ocean. It
opened to the trade of many lands.
Most of what we know about the early
history of the Israelites comes from the
Torah, the sacred book of the Jewish
people./Los hebreos se asentaron en una
regin importante, la regin de la actual
Palestina. Crean que Dios les prometi
esas tierras. Su antiguo hogar era la
regin de Palestina llamada Canan.
Estaba en el extremo este del
Mediterrneo, en la costa del mar Rojo
que conduce al ocano ndico. Es una
posicin muy ventajosa para el comercio
con muchas tierras. Mucho de lo que
sabemos acerca de la historia antigua de
los hebreos proviene de la Torah, su
libro sagrado.
The story of the Israelites began in
Mesopotamia. There, according to the
Torah, God chose a man named
Abraham to be the father, or the first
of the Jewish people. God told Abraham
to move his family to Canaan. Abraham
promised that he and his people would
always obey God. (The Israelites were
among the worlds earliest peoples to
believe in one god, or monotheism.) God,
in turn, promised to always protect them
from their enemies. This was the first of
many covenantspromises between God
and the Jewish people./La historia de
loshebreos comenz en Mesopotamia.
Ah, segn la Torah, Dios escogi a un

hombre llamado Abraham para ser el
padre de los hebreos. Dios le dijo que
mudara su familia a Palestina. Abraham
prometi que l y su pueblo siempre
obedeceran a Dios. (Los hebreos son
uno de los pueblos ms antiguos que
creen en un solo dios, o monotesmo.)
Dios, a su vez, prometi protegerlos de
sus enemigos. ste fue el primero de
muchos conveniospromesas entre
Dios y los hebreos.
1. What role did Abraham play in early
Jewish history?/Qu hizo Abraham
en la historia antigua hebrea?
Moses and the Exodus

(Pages 7880)/MOISS Y EL
XODO(Pginas 7880)
Who was Moses?/Quin era
Moiss?
When their crops failed, the Israelites
moved to Egypt around 1650 b.c. Over
time, they were forced to become slaves.
After many years, they fled. The Jews
called this mass departure the
Exodus./Hacia el 1650 a.C., los hebreos
perdieron las cosechas y se mudaron a
Egipto. Con el tiempo fueron esclavos.
Tras muchos aos huyeron. Esta huida
en masa de Egipto se llama el xodo.
According to the Torah, a man
named Moses led them out of Egypt
between 1300 and 1200 b.c. They
traveled 40 years in a wilderness. During
that time, the Torah says, God gave
Moses the Ten Commandments. These
were the laws that the Israelites were to
follow. For the second time, God
promised to protect them in return for
their obedience to his laws./Conforme a
la Torah, un hombre llamado Moiss
52
sac a los hebreos de Egipto entre los

aos 1300 y 1200 a.C. Caminaron
durante 40 aos en el desierto. La Torah
dice que, en esa poca, Dios dio a
Moiss los Diez Mandamientos. Eran
las leyes que los hebreos deban seguir.
Por segunda vez, Dios prometi
protegerlos a cambio de obediencia a las
leyes.
After Moses died, the Israelites finally
reached Canaan and settled. There they
began to adopt new ways of life. They
often fought with other peoples living in
the area, as each group tried to control
the best land and other resources./Tras
la muerte de Moiss, los hebreos por fin
llegaron a Palestina. Ah comenzaron a
adoptar otras costumbres. A menudo
pelearon con los pueblos que vivan en
la regin, pues cada grupo quera
controlar las tierras y sus recursos.
The Israelites were organized into
twelve groups, called tribes. Each tribe
was separate from the others. But in
times of danger they would unite under
leaders called judges. One of those
judges was a woman named Deborah. It
was unusual for women in ancient
society to hold such a position. Women
usually were expected to stay home and
raise children./Los hebreos se
organizaron en doce grupos llamados
tribus. Cada tribu estaba separada de las
otras. Pero en momentos de peligro se
unan bajo dirigentes llamados jueces.
Uno de esos jueces fue una mujer
llamada Dbora. En la sociedad
antigua, no era frecuente que una mujer
tuviera esa posicin. Se esperaba que la
mujer se encargara de la casa y educara
a los hijos.
The Jews had other leaders called
prophets. They said that they were
messengers sent by God to tell the
people how he wanted them to act.
These prophets told the people that they
had two duties: to worship God and to

deal in just and fair ways with one
another. With this message, religion was
changing. Instead of being a part of life
run by priests, it was now a matter of
each person living a moral life./Los
hebreos tenan otros dirigentes llamados
profetas. Decan que eran mensajeros
enviados por Dios para indicarles la
forma de actuar. Los profetas
predicaban dos obligaciones: adorar a
Dios y tratar en forma justa a los dems.
Con este mensaje, la religin comenz a
cambiar. En vez de ser una parte de la
vida regida por los sacerdotes, cada
persona deba vivir una vida moral.
2. What were the Ten Commandments?/
Qu eran los Diez Mandamientos?
The Kingdom of Israel

(Pages 8182)/EL REINO DE ISRAEL
(Pginas 8182)
How was Israel formed?/Cmo se
form Israel?
After the exile, the only large tribe left
was the tribe of Judah. As a result, the
Israelites came to be known as the Jews.
Their religion was called Judaism./Tras
el exilio, slo qued la tribu de Judea.
Por tanto, los hebreos recibieron el
nombre de judos. A su religin se le
llam judasmo.
From about 1020 to 922 b.c., the Jews
were united into one kingdom, Israel.
Three kings helped unite them. The first,
Saul, drove off their enemies. The
second, David, made Jerusalem the
capital. The third, Solomon, built a
magnificent temple to be used to
worship God./Entre los aos 1020 y 922
a.C., los judos se unieron en un solo
reino: Israel. Tres reyes ayudaron a
53
unirlos. El primero, Sal, alej a los

enemigos. El segundo, David, hizo de
Jerusaln la capital. El tercero, Salomn,
construy un magnfico templo
destinado a la adoracin a Dios.
After Solomons death, though, the
kingdom split into two parts. Israel was
in the north, and Judah was in the
south. For the next two centuries, each
of the kingdoms had times of
prosperity, followed by low periods./Pero
tras la muerte de Salomn, el reino se
dividi en dos: Israel en el norte y Judea
en el sur. Durante los dos siglos
siguientes, cada reino tuvo prosperidad
seguida de tiempos difciles.
it does not attack./Ms adelante, ambos

reinos perdieron su independencia.
Israel y Judea comenzaron a pagar
tributo a Asiria. El tributo es dinero
pagado por una potencia ms dbil a
una ms fuerte para no ser atacada.
Eventually, the northern kingdom fell
to the Assyrians. Later, the southern
kingdom fell to the Babylonians. Many
Jews were forced into exile in Babylon.
They lived there for many years during
what was known as the Babylonian
Captivity. Then the Babylonians
themselves were conquered by the
Persian king Cyrus the Great. The new
ruler let 40,000 Jews return home./Con
el tiempo, el reino del norte cay bajo el
dominio de Asiria. Despus, el reino del
sur cay bajo el dominio de Babilonia.
Muchos judos tuvieron que exiliarse en
Babilonia. Vivieron ah durante muchos
aos en lo que se conoci como el
cautiverio babilonio. Luego Babilonia
fue conquistada por el rey persa Ciro el
Grande. El nuevo gobernante permiti
que 40,000 judos regresaran a su tierra.
3. How was Israel split?/Cmo se

dividi Israel?
The Babylonian Captivity

(Page 82)/EL CAUTIVERIO
BABILONIO (Pgina 82)
Who conquered Israel and

Judah?/Quin conquist a Israel y
Judea?
Disaster came when both kingdoms
lost their independence. Israel and
Judah began to pay tribute to Assyria.
Tribute is money paid by a weaker
power to a stronger power to make sure
4. What was the Babylonian

Captivity?/Qu fue el cautiverio
babilonio?
54
As you read this section, take notes to answer the questions about the
time line./Al leer esta seccin, toma notas para contestar las preguntas
sobre la lnea cronolgica.
2000 b.c./
a.C
God commands Abraham to

takehis people to Canaan./
Dios ordena a Abraham que
lleve a su pueblo a Canan.
1650 b.c./
a.C
Descendants of Abraham
move to Egypt./Los
descendientes de Abraham
semudan a Egipto.
1300-1200
b.c./a.C
Israelites begin their exodus

from Egypt./Los hebreos
comienzan su xodo de
Egipto.
1020 b.c./
a.C
The jews unite and form the

kingdom of Israel./Los hebreos
se unen y forman el reino de
Israel.
962 b.c./
a.C
922 b.c./
a.C
King David is succeeded by

hisson Solomon./El sucesor
del rey David es su hijo
Salomn.
1. What sacred writings describe the early history of the

Israelites?/Qu escrituras sagradas describen la
historia temprana de los hebreos?
2. How were the Israelites treated in Egypt?/Qu trato

recibieron los hebreos en Egipto?
3. W
hy is Moses an important figure in Jewish history?/
Por qu es Moiss una figura importante en la historia
juda?
4. What were the achievements of Saul and David?/

Cules fueron los logros de Sal y de David?
5. Why did King Solomon build a great temple in

Jerusalem?/Por qu el rey Salomn construy
un gran templo en Jerusaln?
Kingdom splits into two,

Israeland Judah./El reino se
divide en dos: Israel y Judea.
6. What were the reasons for the division?/Cules fueron
las razones de esta divisin?
722 b.c./
a.C
Assyrians conquer Israel./Los

asirios conquistan Israel.
586 b.c./
a.C
Chaldeans attack jerusalem

anddestroy Solomons
Temple./Los caldeos atacan
Jerusaln y destruyen el
templo de Salomn.
515 b.c./
a.C
Second Temple is completed./

Se termina el segundo templo.
7. Who was Nebuchadnezzar?/Quin fue

Nabucodonosor?
8. What ruler allowed the Jewish people to return to

Jerusalem?/Qu gobernante permiti que los
hebreosretornaran a Jerusaln?
55
First Age of Empires/Nacimiento de imperios

Section/Seccin 1
The Egyptian and Nubian Empires/

Los imperios egipcio y nubio
Hyksos/hicsos Invaders that ruled Egypt from 1640 to 1570 b.c./Invasores que
gobernaron Egipto de 1640 a 1570 a.C.

New Kingdom/Nuevo Reino Period after the Hyksos rulers/Perodo posterior al de
los hicsos
Hatshepsut/Hatshepsut New Kingdom ruler who encouraged trade/Gobernante
del Nuevo reino que promovi el comercio

Thutmose III/Tutmose III Warlike ruler; stepson of Hatshepsut/Gobernante
guerrero, hijastro de Hatshepsut

Nubia/Nubia Region of Africa bordering Egypt/Regin de frica al sur de Egipto
Ramses II/Ramss II Pharaoh and great builder of Egypt/Faran y gran
constructor de Egipto
Kush/Kush Nubian kingdom/Reino nubio
Piankhi/Pianki Kushite king who forced the Libyans out of Egypt/Rey kushita que
expuls a los libios de Egipto

Mero/Mero Home and trading center of the Kush kingdom/Centro poltico y
comercial del reino Kush

In the last section, you read about the religion of the ancient
Israelites./En la seccin anterior, leste acerca de la religin de los
antiguos hebreos.
In this section, you will read about the interaction of Egypt and
Nubia./En esta seccin, leers acerca de la interaccin de Egipto y
Nubia.
As You Read/Al leer

Use a time line to identify important events in the history of Egypt
and Nubia./Usa una lnea cronolgica para identificar los sucesos
importantes de la historia de Egipto y Nubia.
56
Nomadic Invaders Rule Egypt

(Page 89)/INVASORES NMADES
GOBIERNAN EGIPTO (Pgina 89)
Who were the Hyksos?/Quines
fueron los hicsos?
At the end of its second period of
glory, power struggles weakened Egypt.
New invaders, the Hyksos, arrived. They
had the chariot. Egyptians had never
seen this war machine before. The
Hyksos ruled Egypt for many years.
Some historians believe that the Hyksos
encouraged the Israelites to settle there./
Al final de su segundo perodo de gloria,
las luchas por el poder debilitaron a
Egipto. Llegaron los hicsos, un nuevo
grupo de invasores. Tenan unas
carrozas para la guerra que los egipcios
no conocan. Los hicsos gobernaron
Egipto durante muchos aos. Unos
historiadores creen que animaron a los
hebreos a establecerse en Egipto.
Around 1600 b.c., a series of warlike
rulers began to restore Egypts power.
Eventually, the Hyksos were driven
completely out of Egypt. The pharaohs
began some conquests of their own./
Hacia 1600 a.C., varios gobernantes
guerreros comenzaron a recuperar el
poder de Egipto. Con el tiempo,
expulsaron a los hicsos por completo.
Los faraones comenzaron a conquistar
otras tierras.
powerful than ever./El perodo entre

1570 y 1075 a.C. se llam el Nuevo
Reino. En ese tercer perodo, Egipto fue
ms rico y poderoso que nunca.
Hatshepsut was one of the rulers of
the New Kingdom. She encouraged
trade. Her stepson, Thutmose III, was
more warlike. He and other New
Kingdom pharaohs brought Egyptian
rule to Syria and Canaan in the east.
They also moved south into Nubia. This
was a part of Africa near where the Nile
began. Egypt had traded with Nubia
and influenced the region since the time
of the Middle Kingdom./Hatshepsut fue
una de las gobernantes del Nuevo
Reino. Promovi el comercio. Su
hijastro Tutmose III se dedic a la
guerra. l y otros faraones lograron que
Egipto dominara a Siria y Canan,
situados al este. Tambin extendieron
sus territorios a Nubia, hacia el sur. sta
era una regin de frica cerca del
nacimiento del Nilo. Desde la poca del
Reino Medio, Egipto comerciaba con
Nubia y ejerca influencia en la regin.
The pharaohs of the New Kingdom
did not build pyramids, like those who
had come before. Instead, they built
great tombs in a secret place called the
Valley of the Kings. Some pharaohs also
built huge palaces for themselves or
temples to the Egyptian gods./Los
faraones del Nuevo Reino no
construyeron pirmides como los
anteriores. En cambio, construyeron
grandes tumbas en un sitio secreto
llamado el Valle de los Reyes. Algunos
tambin construyeron palacios para
ellos y templos para sus dioses.
Ramses II stood out among the great
builders of the New Kingdom. He
reigned from about 1290 to 1244 b.c./
Ramss II se destac como gran
constructor durante el Nuevo Reino.
Rein de 1290 a 1244 a.C.
1. How did Egypt fall to the Hyksos?/

Cmo cay Egipto ante los hicsos?
The New Kingdom of Egypt

(Pages 9091)/EL NUEVO REINO
DEEGIPTO (Pginas 9091)
The time from 1570 to 1075 b.c. is
called the New Kingdom. In this third
period, Egypt was richer and more
57
The Kushites Conquer the

Nile Region (Pages 9293)/
LOSKUSHITAS CONQUISTAN
LAREGIN DEL NILO
(Pginas 9293)
How did the Kushites rule?/Cmo
gobernaron los kushitas?
As Egypt grew weaker, the Nubian
kingdom of Kush became more
powerful. Under Egyptian rule, the
people of Kush accepted many Egyptian
traditions and customs. They felt that
they had to protect Egyptian values./
Cuando Egipto se debilit, el reino
nubio de Kush adquiri ms poder. Bajo
el gobierno egipcio, el pueblo de Kush
acept muchas tradiciones y costumbres
egipcias, y ahora crea que era necesario
proteger los valores egipcios.
A Kushite king named Piankhi moved
into Egypt to force out the Libyans. He
united the Nile Valley. He wanted to
bring back Egypts glory. The Kushites
ruled Egypt for a few decades. Then the
Assyrians invaded. They forced the
Kushites back to their home./Un rey
kushita llamado Piankhi entr a Egipto
para expulsar a los libios. Uni el valle
del Nilo. Quera restaurar la gloria de
Egipto. Los kushitas gobernaron Egipto
durante varias dcadas. Despus los
asirios invadieron y los kushitas
tuvieron que regresar a sus tierras.
2. What was the relationship between

Nubia and Egypt during the New
Kingdom?/Qu relacin hubo entre
Nubia y Egipto durante el Nuevo
Reino?
The Empire Declines

(Pages 9192)/LA CADA DEL
IMPERIO (Pginas 9192)
How did Egypt lose power?/
Cmo perdi poder Egipto?
Around 1200 b.c., invaders attacked
the eastern Mediterranean. They
brought trouble with them./Hacia el
1200 a.C., nuevos invasores atacaron el
este del Mediterrneo, trayendo
problemas.
Some of these invaders were called the
Sea Peoples. They attacked the
Egyptian empire. They attacked the
Hittite kingdom, too./Uno de los
invasores se llamaba el pueblo del mar.
Atac el imperio egipcio y el reino hitita.
As the power of Egypt fell, the land
broke into many small kingdoms. People
from Libya began to invade Egypt. They
took control of the land. They followed
the Egyptian way of life./El poder de
Egipto cay y la regin se dividi en
varios reinos pequeos. Los libios
llegaron a Egipto y pronto tomaron el
control de la regin. Despus adoptaron
las costumbres egipcias.
4. How did the Kushites view Egyptian

culture?/Cmo vean los kushitas la
cultura egipcia?
3. Who invaded Egypt?/Quines

invadieron Egipto?
58
The Golden Age of Mero

(Page 94)/LA EDAD DE ORO DE
MERO (Pgina 94)
What was Mero?/Qu fue Mero?
The Kushite kings settled in the city
of Mero, south of Egypt. Their
kingdom entered a golden age. The city
played an important role in trade. Mero
also became an important center for
making iron weapons and tools./Los
reyes kushitas se establecieron en la
ciudad de Mero, al sur de Egipto. Su
reino entr en una edad de oro. La
ciudad desempe un gran papel en el
comercio. Mero tambin fue
importante centro de fabricacin de
armas y herramientas de hierro.
Traders in the city brought their iron
to the ports of the Red Sea. These goods
were taken on ships to Arabia and India.
The traders from Mero, in the

meantime, brought back jewelry, cloth,
silver lamps, and glass bottles. The city
thrived from about 250 b.c. to about a.d.
150. By a.d. 350 Mero had fallen to
rival Aksum, a seaport farther south./
Los comerciantes de la ciudad llevaban
el hierro a los puertos del mar Rojo. De
ah lo transportaban en barcos a Arabia
e India. Al mismo tiempo, los
comerciantes de Mero traan joyas,
telas, lmparas de plata y botellas de
vidrio. La ciudad creci del 250 a.C. al
150 d.C., aproximadamente. Hacia el
350 d.C. Mero cay ante su rival
Aksum, un puerto ubicado ms al sur.
5. Why was Mero important?/Por
qu fue importante Mero?
59
As you read about the Egyptian empire, fill in the chart below with the
dates and achievements of the rulers listed./Al leer acerca del imperio
egipcio, llena el cuadro con las fechas y logros de los gobernantes
enumerados.
Name of Ruler/Nombre del
gobernante
Time of Reign/poca de
reinado
Achievements/Logros
Queen Ahhotep/Reina
Ahhotep
Hatshepsut/Hatshepsut
Thutmose III/Tutmose III
Ramses II/Ramss II
Libyan pharaohs/
Faraones libios
Piankhi/Piankhi
60

Section/Seccin 2
The Assyrian Empire/El imperio

asirio
Assyria/Asiria Powerful empire in northern Mesopotamia/Poderoso imperio del
norte de Mesopotamia
Sennacherib/Senaquerib Assyrian king and empire builder/Rey asirio que form
un imperio
Nineveh/Nnive Assyrias capital on the Tigris River/Capital de Asiria en el
roTigris
Ashurbanipal/Asurbanipal Assyrian king who gathered writing tablets from many
lands/Rey asirio que reuni tablillas de escritura de muchas tierras

Medes/medos People who helped to destroy the Assyrian empire/Pueblo que atac
al imperio asirio
Chaldeans/caldeos People who helped to destroy the Assyrian empire/Pueblo que
atac al imperio asirio

Nebuchadnezzar/Nabucodonosor Chaldean king who rebuilt Babylon/Rey de
Caldea que reconstruy Babilonia

In the last section, you read about Egypt and Nubia./En la seccin
anterior, leste acerca de Egipto y Nubia.
In this section, you will read about the Assyrians, the people who
took over Egypt./En esta seccin, leers acerca de los asirios, un
pueblo que conquist a Egipto.
As You Read/Al leer

Use a chart to identify the causes of the rise and decline of the
Assyrian power./Usa un cuadro para identificar las causas del
surgimiento y la cada del imperio asirio.
61
A Mighty Military Machine

(Pages 9596)/UNA POTENCIA
MILITAR (Pginas 9596)
Who were the Assyrians?/Quines
fueron los asirios?
For a time, Assyria was the greatest
power in Southwest Asia. The Assyrians
began as a farming people in the
northern part of Mesopotamia. Because
their homes were open to attack, they
formed a strong fighting force. Soon
they turned to conquest. Assyrian kings,
including the fierce Sennacherib, built an
empire that stretched from east and
north of the Tigris River all the way to
central Egypt./Durante una poca,
Asiria fue la principal potencia del Asia
del suroeste. Los asirios comenzaron
como un pueblo agrcola del norte de
Mesopotamia. Debido a que sus pueblos
eran fciles de atacar, formaron una
poderosa fuerza de combate. Pronto
comenzaron a realizar conquistas. Los
reyes asirios, entre ellos el fiero
Senaquerib, formaron un imperio que se
extenda del este y el norte del ro Tigris
hasta Egipto central.
The Assyrians used many different
methods to win their battles. Their
soldiers carried strong iron-tipped
spears and iron swords. They used large
numbers of men with bows. They dug
tunnels under city walls to weaken them.
They used heavy battering rams to
knock down the wooden gates of the
city./Los asirios usaron muchos mtodos
para ganar batallas. Los soldados tenan
fuertes lanzas y espadas de hierro.
Tenan grandes contingentes de
arqueros. Cavaban tneles bajo las
murallas de las ciudades para
debilitarlas. Derribaban las puertas de
madera de las ciudades con arietes.
The Assyrians conquered almost

everything in their path. They usually
killed or enslaved those they defeated.
Some Assyrian kings bragged about
their cruelty toward people they
captured./Los asirios conquistaron casi
todo a su paso. Generalmente mataban
o esclavizaban a los derrotados. Algunos
reyes asirios se jactaban de ser crueles
con los conquistados.
Sometimes conquered peoples would
revolt. Assyrians wanted to stop these
rebellions and dominate the peoples.
They forced groups of captives to leave
their homelands. Then the captives were
too far away to cause trouble./A veces
los pueblos conquistados se rebelaban.
Para evitar esas rebeliones y dominar al
pueblo, los asirios mandaban grandes
grupos de cautivos a vivir a otras partes.
Estando tan lejos, no causaban
problemas.
1. What made the Assyrians such a
strong fighting force?/Por qu los
asirios tenan tal fuerza de combate?
The Empire Expands

(Page 96)/EL IMPERIO SE
EXPANDE(Pgina 96)
Whom did the Assyrians conquer?/
A quines conquistaron los asirios?
Between 850 and 650 b.c., the
Assyrians conquered all of
Mesopotamia along with Syria and
Canaan. Then they took modern Turkey
and Egypt. They ruled by putting in
power kings who would support them.
They also collected taxes and tribute
yearly payments from peoples who were
62
weaker. If a city did not pay, the

Assyrian army moved in and destroyed
it./Entre 850 y 650 a.C., los asirios
conquistaron toda Mesopotamia, as
como Siria y Palestina. Despus
conquistaron los actuales Turqua y
Egipto. Para gobernar, impusieron reyes
fuertes. Adems exigieron impuestos y
tributos: pagos anuales de pueblos ms
dbiles. Si una ciudad no pagaba, el
ejrcito asirio atacaba y la destrua.
The Assyrian kings were builders, too.
One built the city of Nineveh on the
north branch of the Tigris River. It was
the largest city of its day. The city was
surrounded with walls./Los reyes asirios
tambin fueron grandes constructores.
Uno construy la ciudad de Nnive en el
ramal norte del ro Tigris. Fue la ciudad
ms grande de su poca y estaba
rodeada de murallas.
Another king, Ashurbanipal, gathered
thousands of writing tablets from the
lands that had been taken. Some of
these tablets were dictionaries. The
collection provided historians with
much information about the earliest
civilizations in Southwest Asia. The
library was also the first to have many of
the features of a modern library,
including a cataloging system./Otro rey,
Asurbanipal, reuni miles de tablillas
escritas en las tierras conquistadas.
Algunas eran diccionarios. La coleccin
suministr a los historiadores mucha
informacin sobre las primeras
civilizaciones de Asia del suroeste. Esta
biblioteca fue la primera con un sistema
de catalogacin y otras caractersticas de
las bibliotecas modernas.
2. Besides conquering other people,

what did the Assyrians accomplish?/
Adems de conquistar otros pueblos,
cules fueron los logros de los
asirios?
The Empire Crumbles

(Pages 9798)/LA CADA DEL
IMPERIO (Pginas 9798)
Why did the Assyrians fall?/Por
qucayeron los asirios?
The Assyrians had also made many
enemies over the years. After a while,
those enemies banded together. An
army made up of Medes, Chaldeans,
and others struck back. In 612 b.c., they
destroyed the city of Nineveh. Many
people in the area were glad that the city
was in ruins./Los asirios se ganaron
muchos enemigos. Con el tiempo, esos
enemigos se unieron. Un ejrcito
formado por medos, caldeos y otros
pueblos atac y destruy Nnive en el
612 a.C. Muchos pueblos de la regin se
alegraron.
The Chaldeans, who had ruled the
area earlier, took control of
Mesopotamia again. A Chaldean king
named Nebuchadnezzar rebuilt the city
of Babylon. Once more it was one of the
greatest cities of the world. The city
included famous hanging gardens with
63
many different plants from the cool

mountain regions. Slaves watered the
plants with hidden pumps./Los caldeos,
quienes gobernaron la regin en el
pasado, controlaron Mesopotamia de
nuevo. Un rey caldeo llamado
Nabucodonosor reconstruy la ciudad de
Babilonia. Nuevamente fue una de las
grandes ciudades del mundo, famosa
por jardines colgantes con plantas de las
regiones montaosas. Los esclavos las
regaban con bombas ocultas.
Babylon also featured a ziggurat. This
step-shaped pyramid soared 300 feet
into the air. It was the tallest building in
Babylon. At night, priests would study
the stars and the planets. They recorded
what they saw. This was the beginning
of the science of astronomy./Babilonia

tambin tena un zigurat. Esta
construccin en forma de pirmide tena
300 pies de altura. Era el edificio ms
alto de la ciudad. Por la noche, los
sacerdotes estudiaban las estrellas y los
planetas. Registraban sus observaciones.
ste fue el comienzo de la astronoma.
3. Who were the Chaldeans?/Quines
eran los caldeos?
64
As you read about the rise and fall of the Assyrian Empire, fill in the
diagram below./Al leer acerca del florecimiento y la cada del imperio
asirio, llena el diagrama.
Weapons and equipment/Armas
y equipo
Military tactics/Tcticas militares
Assyrian Empire/
Imperio asirio
Method of governing/Mtodo de
gobierno
Culture/Cultura
65

Section/Seccin 3
The Persian Empire/El imperio persa

Cyrus/Ciro Persian king who created a huge empire/Rey persa que cre un gran
imperio
Cambyses/Cambises Cyruss son/Hijo de Ciro
Darius/Daro Persian king who put satraps in place and built the Royal Road/Rey
persa que nombr strapas y construy el Camino Real

satrap/strapa Governor who ruled locally/Gobernador de una provincia
Royal Road/Camino Real Road that helped unify the Persian Empire/Camino que
unific el imperio persa

Zoroaster/Zoroastro Persian prophet and religious reformer/Profeta y reformador
religioso de Persia

In the last section, you read about the military might of the Assyrians./
En la seccin anterior, leste sobre el poder militar de los asirios.
In this section, you will read about the wise rule of the Persians./En
esta seccin, leers sobre el sabio gobierno de los persas.
As You Read/Al leer

Use a diagram to identify the similarities and differences between
Cyrus and Darius./Usa un diagrama para identificar las similitudes y
diferencias entre Ciro y Daro.
The Rise of Persia

(Pages 99100)/EL NACIMIENTO
DE PERSIA (Pginas 99100)
How did Persia come to
power?/Cmo alcanz Persia el
poder?
Persia, a new power, arose east of
Mesopotamia, in modern Iran. The area
had good farmland. It was also rich in
minerals. There were mines of copper,
lead, gold, and silver./Persia, una nueva
potencia, surgi al este de
Mesopotamia, en el actual Irn. La

regin era buena para la agricultura y
rica en minerales. Tena minas de cobre,
plomo, oro y plata.
The Persians joined with other forces
to help defeat the Assyrians. About
550b.c., the Persians began their own
conquests./Los persas unieron sus
fuerzas con otros pueblos para derrotar
a los asirios. Hacia el 550 a.C.,
comenzaron sus propias conquistas.
66
Their king was Cyrus, an excellent

general. Cyrus led his army to conquer a
huge empire. It stretched from the Indus
River in India all the way to Anatolia.
The empire covered about 2,000 miles.
Cyrus took all this land in just over
10years./Su rey, Ciro, fue un excelente
general. Su ejrcito conquist un
enorme imperio. Abarcaba el valle del
Indo hasta Anatolia: unas 2,000 millas.
Ciro conquist todas esas tierras en slo
10 aos.
Cyrus won this vast land in part
because of the wise way he treated the
people there. Cyrus did not follow the
examples of the Assyrians. They
destroyed towns and cities. Cyrus,
however, made sure that his army did
not harm the people he conquered. He
allowed the people to practice their old
religions, too. Cyrus let the Israelites
return to Jerusalem and rebuild their
temple there. Cyrus was also a great
warrior. He was killed in battle./La
conquista de estas vastas tierras se
debi, en parte, a la forma inteligente de
tratar a los pueblos del lugar. Ciro no
sigui el ejemplo de los asirios, quienes
destruan aldeas y ciudades. Al
contrario, mand que su ejrcito no
lastimara a los pueblos conquistados.
Permiti que los derrotados practicaran
su propia religin. Ciro autoriz que los
hebreos regresaran a Jerusaln y
reconstruyeran su templo. Ciro fue un
gran combatiente y muri en una
batalla.
Persian Rule (Pages 100101)/

ELGOBIERNO PERSA
(Pginas 100101)
Who was Darius?/Quin fue Daro?
Cyrus died in 530 b.c. The kings who
followed him had to decide how to run
the vast new empire. His son, Cambyses,
conquered Egypt. Cambyses was not
like his father. He was not wise or
understanding. He did not respect the
Egyptians and their way of life./Ciro
muri en el 530 a.C. Los reyes siguientes
tuvieron que decidir cmo gobernar este
nuevo y vasto imperio. Su hijo Cambises
conquist Egipto. Cambises no era
como su padre. No era sabio ni bueno.
No respet las costumbres egipcias.
The next king, Darius, proved as able
as Cyrus. Darius put down several
revolts. He won more land for the
empire and created a government for the
empire. Only Greece escaped Persian
control./El siguiente rey, Daro, fue tan
sabio como Ciro. Sofoc varias
revueltas, obtuvo ms tierras para el
imperio y cre un sistema de gobierno.
Slo Grecia escap al control persa.
Darius divided the land into 20
provinces, each holding a certain group
of people. He allowed each group to
practice its own religion, speak its own
language, and obey many of its own
laws. He also put royal governors
satrapsin place to make sure that the
people obeyed his laws./Daro dividi las
tierras en 20 provincias, cada una
habitada por un grupo. Permiti que
cada grupo practicara su religin,
hablara su idioma y siguiera muchas de
sus propias leyes. Adems, nombr a
gobernadores reales strapas para
que hicieran obedecer las leyes persas.
Darius built the Royal Road to unite
his large empire. This excellent road
1. What made Cyrus a great leader?/

Por qu Ciro fue un gran
gobernante?
67
Aprophet named Zoroaster said there

were two powerful spirits. One stood for
truth and light. The other represented
evil and darkness. The two spirits were
in a constant struggle. People needed to
take part in the struggle. They would be
judged on how well they fought. These
ideas influenced later religions./Durante
el imperio persa, surgi una nueva
religin en Asia del suroeste. Zoroastro,
un profeta, proclam que haba dos
espritus poderosos. Uno representaba a
la verdad y la luz. El otro al mal y la
oscuridad. Los dos espritus estaban en
lucha constante. Para entrar al paraso,
todos deban participar en la lucha y ser
juzgados. Estas ideas influyeron en otras
religiones posteriores.
The Persians left their mark in
history. They were fair and
understanding. The Persians showed
respect for other cultures. Their
government brought order to Southwest
Asia./Los persas dejaron una huella en
la historia. Eran justos y respetaban
otras culturas. Su gobierno llev orden a
Asia del suroeste.
system ran 1,677 miles. Royal

messengers on horses could travel this
distance in about seven days. The Royal
Road made communication better
within the empire. Transportation
became easier too./Daro construy el
Camino Real para unir este gran
imperio. Su excelente sistema de
caminos comprenda 1,677 millas. Los
mensajeros reales podan recorrer el
camino a caballo en siete das. El
Camino Real facilit la comunicacin y
el transporte en el imperio.
Darius also had metal coins made
that could be used for business anywhere
in the empire. The coins had a standard
value. This money system, along with
the Royal Road, helped increase trade./
Daro tambin mand hacer monedas
de metal para los negocios de todo el
imperio. Las monedas tenan un valor
estndar. Este sistema monetario y el
Camino Real aumentaron el comercio.
2. How did Darius change Persia?/
Cmo cambi Daro a Persia?
3. What mark did the Persians leave on

history?/Qu huella dejaron los
persas en la historia?
The Persian Legacy (Page 103)/

EL LEGADO PERSA (Pgina 103)
What is the legacy of the Persian
Empire?/Cul fue el legado del
imperio persa?
During the Persian Empire, a new
religion arose in Southwest Asia.
68
As you read about the Persian Empire, take notes to fill in the Venn
diagram below to compare the reign of King Cyrus with that of King
Darius./Al leer acerca del imperio persa, toma notas para llenar el
diagrama de Venn y comparar el reinado del rey Ciro y del rey Daro.
King Cyrus/
Rey Ciro
Both/
Ambos
King Darius/
Rey Daro
69

Section/Seccin 4
The Unification of China/La

unificacin de China
Confucius/Confucio Chinas most influential scholar/Pensador de gran influencia
en China
filial piety/amor filial Childrens respect for their parents and elders/Respeto de los
hijos hacia padres y mayores

bureaucracy/burocracia Organization of government into agencies and
departments/Organizacin del gobierno en agencias y departamentos

Daoism/taosmo Philosophy of Laozi that puts people in touch with the forces of
nature/Filosofa de Laozi que pone al ser humano en contacto con las fuerzas de
la naturaleza
Legalism/legalismo Chinese idea that a highly efficient and powerful government
is the key to social order/Idea china de que un gobierno altamente eficiente y

poderoso es la clave del orden social
I Ching/I Ching Chinese book that gave advice on practical and everyday problems/
Libro chino sobre cuestiones cotidianas y prcticas

yin and yang/yin/yang Powers that govern the natural rhythms of life and must be
balanced/Poderes que gobiernan los ritmos naturales de la vida y que deben estar
equilibrados
Qin Dynasty/dinasta Qin Dynasty that unified China/Dinasta que uni a China
Shi Huangdi/Shi Huangdi First emperor of China; leader of the Qin Dynasty/
Primer emperador de China; cabeza de la dinasta Qin

autocracy/autocracia Government in which the ruler has unlimited power/
Gobierno de poder ilimitado
70

In the last section, you read about the Persian empire./En la seccin
anterior, leste acerca del imperio persa.
In this section, you will learn how China was restored to order./En
esta seccin, aprenders cmo se restaur el orden en China.
As You Read/Al leer

Use a web to indicate how the chaos of the warring states affected
the philosophy, politics, and cities of China./Usa una red para
mostrar de qu manera el caos de los estados en guerra afect la
filosofa, la poltica y las ciudades chinas.
Confucius and the Social
Order (Pages 104105)/
CONFUCIO Y EL ORDEN SOCIAL
(Pginas 104105)
How did Confucius try to restore
order in China?/Cmo trat
Confucio de restaurar el orden en
China?
After the fall of the Zhou Dynasty,
China became a land of troubles.
Ancient Chinese values were forgotten.
Civilization seemed doomed. Yet some
thinkers tried to find ways to restore
these values./Despus de la cada de la
dinasta Zhou, surgieron muchos
problemas en China. Los antiguos
valores se olvidaron y la civilizacin
pareca perdida. Pero varios pensadores
se propusieron restaurar esos valores.
One of the most important thinkers
was Confucius. He was born in 551 b.c.
Confucius believed that order could
return. But first, the people would have
to work at five basic relationships. These
were ruler and subject, father and son,
husband and wife, older and younger
brothers, and friend. The family
relationships, he thought, were the most
important. Confucius stressed that
children should practice filial piety.
Thisis respect for parents and elders./

Uno de los pensadores ms importantes
fue Confucio. Naci en el 551 a.C.
Confucio crea que el orden regresara si
se mejoraban cinco relaciones bsicas:
entre gobernante y gobernado, padre e
hijo, esposo y esposa, hermanos
mayores y menores, y amigo y amigo.
Pensaba que las relaciones familiares
eran las ms importantes. Confucio
subray que los hijos deban practicar el
amor filial, o respeto a padres y mayores.
Confucius also tried to make
government better. He helped create the
basis of a bureaucracy. This is a system
of departments and agencies for running
the government. Education was
important for the people who held jobs
in this kind of government. Over time,
the ideas of Confucius spread to other
countries of East Asia./Confucio
tambin intent mejorar el gobierno.
Cre las bases de la burocracia: un
sistema de departamentos y agencias
para administrar el gobierno. La
educacin era importante para obtener
empleo en el gobierno. Con el tiempo,
las ideas de Confucio se extendieron a
otros pases de Asia del este.
71
1. How did Confucius try to restore

ancient Chinese values?/Cmo trat
Confucio de restaurar los antiguos
valores chinos?
2. What was the basic purpose of all

these ethical systems?/Cul era el
fin bsico de estos sistemas ticos?
The Qin Dynasty Unifies China

(Pages 107109)/LA DINASTA QIN
UNIFICA CHINA (Pginas 107109)
What happened during the Qin
Dynasty?/Qu sucedi durante la
dinasta Qin?
A 13-year-old ruler became ruler of
the Qin Dynasty. He ended the troubles
of the warring states. This young ruler
used the ideas of Legalism to unite
China. After ruling for 20 years, he took
a new nameShi Huangdi. This means
First Emperor./Un gobernante de 13
aos de la dinasta Qin asumi el poder.
Termin con los problemas de la era de
los estados en guerra. Este joven
gobernante uni a China aplicando las
ideas del legalismo. Tras 20 aos de
gobernar, adopt el nombre de Shi
Huangdi. Esto significa el primer
emperador.
Shi Huangdi doubled the size of
China. He established an autocracy. In
this kind of government, a ruler has
unlimited power. Shi Huangdi forced
wealthy nobles to give up their land in
the country and move to his capital city.
He destroyed his enemies. The emperor
wanted to control ideas, too. He ordered
his government to burn books./Shi
Huangdi duplic el tamao de China.
Estableci una autocracia. En este tipo
de gobierno, el gobernante tiene poder
ilimitado. Shi Huangdi oblig a los
nobles ricos a dejar sus tierras y
mudarse a la capital. Destruy a sus
Other Ethical Systems

(Pages 105107)/OTROS SISTEMAS
TICOS (Pginas 105107)
What other ethical systems
developed?/Qu otros sistemas
ticos surgieron?
Another thinker of this period was
Laozi. He said nature follows a universal
force called the Dao, or the Way. His
beliefs are called Daoism./Otro pensador
de este perodo fue Laozi. Deca que la
naturaleza sigue una fuerza universal
llamada Tao, el camino. Sus creencias
se conocen como taosmo.
Other thinkers formed a set of beliefs
called Legalism. They said the
government should use the law to
restore order in China./Otros
pensadores propusieron una serie de
creencias llamadas legalismo. Afirmaban
que el gobierno deba restaurar el orden
en China por medio de la ley.
Some Chinese people looked for
practical advice in solving problems.
They might refer to a book called I
Ching. Other people turned to the idea
of yin and yang. These two powers
represented the harmony between
opposite forces in the universe./Cuando
los chinos buscaban consejos prcticos
para solucionar problemas, consultaban
el libro llamado I Ching. Se basa en la
idea del yin y el yang, dos fuerzas
opuestas del universo que deben estar en
armona.
72
enemigos. Shi Huangdi tambin quera

controlar las ideas y mand quemar
libros.
Shi Huangdi also had peasants build
a network of roads that linked one
corner of the empire to another. He set
standards for writing, law, money, and
weights and measures to be followed
throughout the empire./Shi Huangdi
hizo que los campesinos construyeran
una red de caminos para conectar el
imperio de un extremo al otro.
Estableci normas para la escritura, las
leyes, el dinero, los pesos y las medidas,
y las implant en todo el imperio.
In the past, some Chinese rulers had
built sections of wall to try to block
attacks from northern nomads. Shi
Huangdi had hundreds of thousands of
poor people connect these sections of
wall and make a huge barrier. When
finished, the Great Wall of China
stretched for thousands of miles./En el
pasado, se haban construido secciones
de una muralla para impedir los ataques
de los nmadas del norte. Shi Huangdi

hizo que cientos de miles de pobres
conectaran esas secciones y levantaran
una muralla. Al terminarla, la Gran
Muralla abarcaba miles de millas.
These steps won the emperor little
support. When he died, his son took the
throne. Just three years into his reign,
peasants revolted and managed to
overthrow the emperor. By 202 b.c., the
Qin Dynasty had given way to the Han
Dynasty./El emperador perdi apoyo
debido a estas medidas. Al morir, su hijo
subi al trono. A los tres aos de su
reinado, los campesinos se rebelaron y
lo derrocaron. Hacia el 202 a.C., la
dinasta Qin cay frente a la dinasta
Han.
3. Name two changes that Shi Huangdi
made./Nombra dos cambios que
hizo Shi Huangdi.
73
As you read this section, take notes summarizing the basic ideas of the
following Chinese philosophies./Al leer esta seccin, toma notas que
sinteticen las ideas bsicas de las siguientes filosofas chinas.
1. Confucianism/
Confucionismo
Founder:/Fundador:
2. Daoism/Taosmo
Founder:/Fundador:
3. Legalists/Legalistas
Founder:/Fundador:
Ideas about social order:/

Ideas acerca del orden
social:
Ideas about government:/

Ideas acerca del gobierno:
Ideas about order and

Ideas about a universal
harmony:/Ideas acerca del force:/Ideas acerca de
orden y la armona:
una fuerza universal:
Ideas about social order:/

Ideas acerca del orden
social:
Ideas about government:/

Ideas acerca del gobierno:
74
Classical Greece/La Grecia clsica

Section/Seccin 1
Cultures of the Mountains and

theSea/Culturas de las montaas
ydelmar
Mycenaean/micnicos Member of a group who settled on the Greek mainland
around 2000 b.c./Grupo que se estableci en Grecia hacia el ao 2000 a.C.

Trojan War/Guerra de Troya War in which the Mycenaeans attacked the city of
Troy/Guerra en que los micnicos atacaron la ciudad de Troya

Dorian/dricos Member of a group of people who migrated into the Greek
mainland/Grupo que emigr a Grecia

Homer/Homero Greek poet who composed the Iliad and the Odyssey/Poeta griego
que escribi la Ilada y la Odisea

epic/epopeya Heroic story told in the form of a long poem/Relato heroico
narrado en forma de poema

myth/mito Traditional story that explains why the world is the way it is/Relato
tradicional que explica el mundo

In the last section, you read about belief systems in ancient China
and the Qin Dynasty./En el captulo anterior, leste acerca de las
creencias de la antigua China y sobre la dinasta Qin.
In this section, you will read about the development of culture in
ancient Greece./En esta seccin, leers cmo se desarroll la cultura
en la Grecia antigua.
As You Read/Al leer

Use a chart to organize information about the roots of Greek
culture./Usa un cuadro para organizar la informacin sobre las
races de la cultura griega.
75
Geography Shapes Greek Life

(Pages 123124)/LA GEOGRAFA
MOLDEA LA VIDA GRIEGA
(Pginas 123124)
How did geography influence the
Greeks?/Por qu la geografa
molde la vida griega?
The lives of the ancient Greeks were
shaped by the geography of their land.
Greece is a rocky land with high
mountains and deep valleys. These land
forms were like barriers. Moving over
the land was difficult. For these reasons,
Greeks living in different areas could not
be easily united./La geografa molde la
vida de los antiguos griegos. Grecia es
un pas rocoso de altas montaas y
valles profundos. Las montaas eran
barreras naturales y dificultaban el
transporte por tierra. Poreso, los griegos
vivan en regiones diferentes que no
podan unificarse fcilmente.
Good farmland covered only about
one-fourth of Greece and could not
support many people. The need for more
living space and the lack of good
farmland may have influenced the
Greeks to find new colonies./Slo una
cuarta parte de Grecia era tierra frtil y
eso no bastaba para alimentar a la
poblacin. Seguramente la falta de
tierra para habitar y cultivar presion a
los griegos a buscar nuevas colonias.
The Greeks had easy access to the
sea, however. They became excellent
sailors. Trade became important because
Greece had few natural resources./Los
griegos tenan el mar y se volvieron
excelentes marineros. Como Grecia
tena pocos recursos naturales, el
comercio se volvi importante.
The climate is mild. As a result, Greek
people spent much time outdoors. They
attended public events and even
conducted government outside./El clima
era suave, as que los griegos pasaban
mucho tiempo afuera. Asistan a

funciones pblicas e incluso conducan
el gobierno al aire libre.
1. Why was sea trade important for the
Greeks?/Por qu el comercio
martimo fue importante para Grecia?
Mycenaean Civilization
Develops (Pages 124125)/LA
CIVILIZACIN MICNICA SE
DESARROLLA (Pginas 124125)
Who were the Mycenaeans?/
Quines fueron los micnicos?
A large wave of people moved from
Europe, India, and Southwest Asia.
Some of these people settled on the
Greek mainland around 2000 b.c. They
were later called Mycenaeans. They were
ruled by powerful warrior-kings./Una
gran ola humana se desplaz de Europa,
India y Asia del suroeste, y varios
grupos se establecieron en Grecia hacia
el ao 2000 a.C. Despus se les dio el
nombre de micnicos. Tenan poderosos
reyes guerreros.
The Mycenaeans developed a strong
culture. They borrowed from the
Minoan culture of Crete. They adapted
the Minoan form of writing and artistic
design. The Mycenaeans also became
interested in trade./La cultura de los
micnicos se desarroll mucho.
Tomaron elementos de la cultura
minoica de Creta, y adoptaron su forma
de escritura y su diseo artstico.
Tambin se interesaron en el comercio.
According to legend, Mycenaeans
fought a long war with the people of
Troy, a city in Turkey. This conflict was
76
called the Trojan War./Conforme a la

leyenda, los micnicos lucharon una
larga guerra con Troya, una ciudad de
Turqua: la Guerra de Troya.
The war was said to have started
because a Trojan youth kidnapped a
Greek woman. Her name was Helen.
She was the beautiful wife of a Greek
king. The Greek army later destroyed
Troy./Se dice que la guerra empez
porque un joven de Troya se rob a una
hermosa mujer griega llamada Helena.
Era la esposa de un rey. Despus, el
ejrcito griego destruy a Troya.
existen registros escritos de este perodo y

se sabe poco de l.
The spoken word lived on, however.
Agreat storyteller named Homer made
up epics, long poems, based on tales he
heard. Epics are about heroes and their
deeds. One of Homers great epics was
the Iliad. It centers on the heroes of the
Trojan War. The heroes of the Iliad are
warriors. Homer tells about their courage
and noble actions in battle./Los relatos
orales de los micnicos s sobrevivieron.
Un gran narrador llamado Homero
compuso epopeyas: largos poemas
basados en historias que escuch. Las
epopeyas relatan las proezas de hroes.
Una de las grandes epopeyas de Homero
fue la Ilada, basada en los hroes de la
Guerra de Troya. Homero relata su valor
y nobleza en las batallas.
The Greeks also created a rich set of
myths. These stories explain the actions
of gods and events in nature. In Greek
myths, gods often act like humans. For
example, they show feelings, such as
love, hate, and jealousy. Unlike humans,
though, the Greek gods lived forever./
Los griegos tambin idearon una serie
de mitos. Estos relatos explican los actos
de los dioses y los sucesos de la
naturaleza. En los mitos griegos, los
dioses se comportan como seres
humanos; por ejemplo, sienten amor,
odio y celos. Pero a diferencia de los
seres humanos, vivan para siempre.
2. How were the Mycenaeans

influenced by the Minoans?/Qu
influencias recibieron los micnicos
de los minoicos?
Greek Culture Declines

Under the Dorians
(Pages 125126)/LA CULTURA
GRIEGA DECLINA BAJO LOS
DRICOS (Pginas 125126)
What was Greece like under the
Dorians?/Cmo fue Grecia bajo
losdricos?
The culture of the Mycenaeans fell
about 1200 b.c. Sea raiders destroyed their
palaces. A less advanced people called the
Dorians occupied the land. Forthe next
400 years, Greece went into decline. No
written records exist from this period.
Little is known about this era./La sociedad
de los micnicos cay hacia el ao 1200
a.C. Invasores martimos destruyeron sus
palacios. Un pueblo menos avanzado,
llamado drico, ocup la regin. Durante
los siguientes 400 aos, Grecia declin. No
3. How did Homer keep Greek culture

alive under the Dorians?/Cmo
mantuvo viva la cultura griega
Homero bajo los dricos?
77
As you read this section, make notes in the chart to explain how each
geographic characteristic or historical event influenced the history and
culture of early Greek civilization./Al leer esta seccin, toma notas en
el cuadro para explicar cmo cada caracterstica geogrfica o suceso
histrico influy sobre la historia y la cultura de la antigua civilizacin
griega.
History and Culture/Historia y cultura
1. L
ocation around a sea/Localizacin,
alrededor del mar
2. R
ugged mountains/Montaas
escarpadas
3. L
ittle fertile farmland/Poca tierra frtil
de cultivo
4. M
oderate climate/Clima moderado
5. M
ycenaean adaptation of Minoan
culture/Adaptacin micnica de la
cultura minoica
6. The Trojan War/La Guerra de Troya
7. The collapse of Mycenaean
civilization/Cada de la civilizacin
micnica
78

Section/Seccin 2
Warring City-States/Ciudades
estado en guerra
polis/polis City-state of ancient Greece/Ciudad estado de Grecia
acropolis/acrpolis Fortified hilltop in an ancient Greek city/Cima amurallada en
una antigua ciudad griega

monarchy/monarqua Government ruled by a king or queen/Gobierno regido por
un rey o una reina

aristocracy/aristocracia Government ruled by a small group of noble families/
Gobierno regido por un pequeo grupo de familias nobles

oligarchy/oligarqua Government ruled by a few powerful people/Gobierno regido
por unos cuantos poderosos

tyrant/tirano Powerful ruler who gained control of a city-states government by
asking the common people for support/Gobernante poderoso que buscaba el

apoyo de la gente comn para ganar el poder
democracy/democracia Rule by the people/Gobierno del pueblo
helot/ilota Peasant forced to stay on the land/Campesino obligado a permanecer
en el campo
phalanx/falange Side-by-side fighting formation of Greek foot soldiers/Formacin
de combate griega de infantera

Persian Wars/Guerras Prsicas Wars between Greece and the Persian Empire/
Guerras entre Grecia y el Imperio persa

In the last section, you read about the rise of early cultures in
Greece./En la seccin anterior, leste acerca del surgimiento de las
primeras culturas en Grecia.
In this section, you will read about city-states and their
governments./En esta seccin, leers acerca de las ciudades estado y
su gobierno.
As You Read/Al leer

On a double time line, note the important events in the development
of Athens and Sparta./En una lnea cronolgica doble, anota los
sucesos importantes del desarrollo de Atenas y Esparta.
79
Rule and Order in Greek

City-States (Page 127)/
GOBIERNO Y ORDEN EN LAS
CIUDADES ESTADO GRIEGAS
(Pgina 127)
How were city-states governed?/
Cmo era el gobierno de las
ciudades estado?
The center of Greek life was the polis,
or city-state. A polis was made up of a
city and the countryside villages
surrounding it. Men would gather in the
marketplace or on a fortified hilltop in
the polis, called an acropolis, to conduct
business./El centro de la vida griega era
la polis, o ciudad estado, que era una
ciudad y las aldeas que la rodeaban. Los
hombres se reunan en el mercado o en
la cima amurallada de la polis, llamada
acrpolis, para realizar negocios.
The city-states had different kinds of
government. Some had a monarchy, a
government ruled by a king or queen.
Some had an aristocracy, a government
ruled by a small group of noble families.
Later, some merchants and craft workers
formed an oligarchy, a government ruled
by a few powerful people./Las ciudades
estado tenan distintos tipos de
gobierno. Algunas tenan una
monarqua, un gobierno regido por un
rey o una reina. Otras tenan una
aristocracia, un gobierno regido por un
grupo pequeo de familias nobles.
Despus, unos comerciantes y artesanos
formaron una oligarqua, un gobierno
de unos cuantos poderosos.
Sometimes, the common people
clashed with the rulers of the city-states.
Powerful individuals called tyrants
sometimes appealed to the common
people for support. Tyrants would then
rule the city-state. Unlike today, tyrants
generally were not considered harsh or
cruel. Rather, they were looked upon as
leaders who did things for the ordinary

people./A veces, los pobres se levantaban
contra los gobernantes de las ciudades
estado. Poderosos individuos llamados
tiranos solan obtener el apoyo de esos
grupos. Entonces los tiranos gobernaban
las ciudades estado. A diferencia de hoy,
los tiranos no eran brutales ni crueles,
sino lderes que actuaban en favor de los
pobres.
1. What types of government existed in
the city-states?/Qu tipos de
gobierno tenan las ciudades estado?
Athens Builds a Limited

Democracy (Pages 128129)/
ATENAS DESARROLLA UNA
DEMOCRACIA LIMITADA
(Pginas 128129)
How was Athens governed?/Cmo
se gobern Atenas?
In some city-states, most notably
Athens, the idea of representative
government took hold. In Athens, as in
other city-states, wealthy nobles and
poor people clashed. The people of
Athens avoided major political
problems, however, by making reforms.
Reformers in Athens tried to build a
democracy, or government by the
people./En algunas ciudades estado,
particularmente en Atenas, se afianz la
idea del gobierno representativo. Como
ocurri en otras partes, los nobles ricos
y la gente pobre se enfrentaban. Pero los
atenienses evitaron grandes problemas
polticos mediante reformas. Los
reformadores propusieron una
democracia, o gobierno del pueblo.
80
Sparta Builds a Military State

(Pages 129, 131)/ESPARTA
DESARROLLA UN ESTADO MILITAR
(Pginas 129, 131)
How was Sparta governed?/Cmo
se gobern Esparta?
Sparta was a very strong city-state in
the south of Greece. It conquered its
neighbor Messenia. The people of
Messenia became helots. They were
peasants forced to stay on the land they
worked. They had to give the Spartans
half their crops./Esparta era una
poderosa ciudad estado ubicada en el
sur de Grecia. Conquist a su vecina
Mesenia. Oblig a sus habitantes a
trabajar las tierras y a entregar la mitad
de sus cosechas. Esos campesinos
reciban el nombre de ilotas.
An assembly, the Council of Elders,
and elected officials governed Sparta.
Two kings ruled over Spartas military.
Sparta prized military skills. Boys joined
the army at the age of seven and went
through a long period of training as
soldiers. Spartan women ran the family
estates, freeing their husbands to serve
in the army./Una asamblea, el Consejo
de Ancianos, y funcionarios elegidos
gobernaban Esparta. Dos reyes
gobernaban a los militares. Esparta
apreciaba las dotes militares. Los nios
ingresaban en el ejrcito a los siete aos
y reciban entrenamiento militar por
muchos aos. Las espartanas manejaban
las propiedades familiares para que los
hombres se dedicaran al ejrcito.
In 594 b.c., a trusted statesman

named Solon came to power.
Heintroduced far-reaching changes to
the government of Athens. He gave
citizens a greater voice. He made it
possible for any citizen of Athens to join
discussions in the assembly, which
approved laws. About 90 years later a
leader named Cleisthenes took power
and introduced further democratic
reforms./En el ao 594 a.C. asumi el
poder Soln, un respetado estadista que
realiz grandes cambios en el gobierno.
Dio a los ciudadanos mayor poder de
decisin. Permiti que cualquier
ciudadano participara en las discusiones
de la asamblea, donde se aprobaban las
leyes. Unos 90 aos despus un lder
llamado Clstenes hizo ms reformas
democrticas.
Athenian citizens, then, were able to
participate in a limited democracy. Not
everyone was involved in making
political decisions, though. Only free
adult men were citizens. Women and
slaves had few rights. They played little
or no role in political life./Los atenienses
entonces pudieron gozar de una
democracia limitada. Pero no todos
participaban en las decisiones polticas.
Slo los adultos varones libres eran
ciudadanos. Las mujeres y los esclavos
tenan pocos derechos. No tenan voz en
la vida poltica.
2. Why was Athens not a full
democracy?/Por qu Atenas no era
una democracia total?
3. What was Spartas focus as a

city-state?/Qu era lo ms
importante para Esparta?
81
The Persian Wars

(Pages 131133)/LAS GUERRAS
PRSICAS (Pginas 131133)
Who fought the Persian Wars?/
Quines lucharon en las Guerras
Prsicas?
Over the years, the Greeks developed
the ability to make iron weapons. Because
these cost less than weapons made of
bronze, more people could afford them.
Soon each city-state had its own army. In
this army, soldiers stood side by side.
They had a spear in one hand and a
shield in the other. Together they formed
a phalanx./Los griegos aprendieron a
construir armas de hierro. Como
costaban menos que las armas de bronce,
ms gente poda comprarlas. Pronto cada
ciudad estado tena su propio ejrcito. En
esos ejrcitos, los soldados combatan
codo con codo. Sostenan una lanza en
una mano y un escudo en la otra. Juntos
formaban una falange.
The Persian Wars were fought
between Greece and the Persian Empire.
In 490 b.c., Persian ships landed 25,000
soldiers on the coast of Greece. At the
Battle of Marathon, the Greeks won a
tremendous victory that saved Athens./
Las Guerras Prsicas fueron una serie de
conflictos entre Grecia y el Imperio
persa. En el 490 a.C., llegaron barcos

persas a las costas de Grecia con 25,000
soldados. En la Batalla de Maratn, los
griegos obtuvieron una enorme victoria
que salv a Atenas.
Ten years later, the Persians returned.
The Greeks lost a battle on land, despite
the heroic efforts of a small band of
Spartans. The Persians also burned
Athens. However, the ships of Athens
won a great sea battle. The Greeks
followed it with another victory on land.
The threat from Persia was over./Diez
aos despus, regresaron los persas. Los
griegos perdieron una batalla en tierra,
pese a los esfuerzos heroicos de un
pequeo grupo de espartanos. Los
persas, adems, incendiaron Atenas.
Pero los barcos atenienses ganaron una
gran batalla martima, seguida por otra
victoria griega en tierra. As se acab la
amenaza de Persia.
4. What was the outcome of the
Persian Wars?/Cul fue el resultado
de las Guerras Prsicas?
82
As you read about the growth of Greek city-states, answer the

questions about events in the time line. (Some dates are approximate.)/
Al leer acerca del crecimiento de las ciudades estado de Grecia,
contesta las preguntas acerca de los sucesos de la lnea cronolgica.
(Algunas fechas son aproximadas.)
725 B.C./
725 a. C.
Sparta conquers Messenia./

Espartaconquista Mesenia.
1. H
ow did Sparta treat the Messenians?/Cmo
trat Esparta a los mesenios?
650 B.C./
650 a. C.
Spartans put down a revolt by

Messenians./Los espartanos
sofocan una revuelta en
Mesenia.
2. What type of society did Sparta create in

response to the revolt?/Qu tipo de sociedad
cre Esparta en respuesta a la revuelta?
621 B.C./
621 a. C.
Draco writes the first legal code./

Dracoescribe el primer cdigo
penal.
3. How did Athenians avoid major political

upheavals?/Cmo evitaron grandes trastornos
polticos los atenienses?
594 B.C./
594 a. C.
Athenian aristocrats choose

Solon to govern./Los
aristcratas atenienses eligen a
Soln como gobernante.
4. What economic and political reforms did Solon

initiate?/Cules fueron las reformas
econmicas y polticas que inici Soln?
500 B.C./
500 a. C.
Cleisthenes introduces political

reforms in Athens./Clstenes
introduce reformas polticas en
Atenas.
5. What steps did Cleisthenes take to create a

limited democracy in Athens?/Qu medidas
tom Clstenes para crear una democracia
limitada en Atenas?
490 B.C./
490 a. C.
Athenians defeat Persians in

battle at Marathon./Los
atenienses derrotan a los persas
en la Batalla de Maratn.
6. What advantages did the Greek soldiers have

over the Persians?/Qu ventajas tenan los
soldados griegos sobre los persas?
479 B.C/
479 a. C.
Greeks defeat remaining

Persian army./Los griegos
derrotan al ejrcito persa
restante.
7. What were the consequences of the Persian

Wars?/Cules fueron las consecuencias de
las Guerras Prsicas?
83

Section/Seccin 3
Democracy and Greeces Golden

Age/La democracia y la edad de oro
de Grecia
direct democracy/democracia directa Form of government in which citizens rule
directly/Forma de gobierno en que los ciudadanos gobiernan directamente

classical art/arte clsico Art in which harmony, order, and balance were
emphasized/Arte en que se subrayan la armona, el orden y el equilibrio

tragedy/tragedia Serious drama dealing with such themes as love, hate, war, or
betrayal/Obra dramtica seria que gira en torno al amor, el odio, la guerra o la

traicin
comedy/comedia Light and amusing play that may poke fun at serious subjects/
Obra ligera y divertida que se burla de asuntos serios

Peloponnesian War/Guerra del Peloponeso War in which Athens and its allies were
defeated by Sparta and its allies/Guerra en que Atenas y sus aliados fueron
derrotados por Esparta y sus aliados
philosopher/filsofo Thinker who uses logic and reason to explore lifes important
questions/Pensador que sigue la lgica y la razn para explorar las grandes

preguntas de la vida
Socrates/Scrates Greek thinker who explored truth and justice and developed a
method of questioning and answering/Pensador griego que explor la verdad y la

justicia, y cre un mtodo de preguntas y respuestas
Plato/Platn Socratess student who wrote The Republic, a view of the ideal
society/Discpulo de Scrates que escribi La repblica, una visin de una

sociedad ideal
Aristotle/Aristteles Platos student who developed a method for testing and
organizing ideas./Discpulo de Platn que cre un mtodo para organizar ideas
84

In the last section, you read about the government of the city-states./
En la seccin anterior, leste acerca del gobierno de las ciudades
estado.
In this section, you will read about democracy and the Golden Age
of Greece./En esta seccin, leers acerca de la democracia y la edad
de oro de Grecia.
As You Read/Al leer

Use a web diagram to organize information about Pericles goals for
Athens./Usa un diagrama en red para organizar la informacin sobre
los objetivos de Pericles para Atenas.
Pericles Plan for Athens

(Pages 134135)/EL PLAN DE
PERICLES PARA ATENAS
(Pginas 134135)
How did Pericles change Athens?/
Cmo cambi Pericles a Atenas?
Pericles led Athens during its golden
age. He served in this role from 461 to
429 b.c. Greek culture reached new
heights under his leadership./Pericles
gobern a Atenas durante su edad de
oro. Bajo su gobiernode los aos 461
a 429 a. C.la cultura griega alcanz
nuevas alturas.
Pericles set three goals. One goal was
to make Athens much more democratic
through direct democracy. This meant
that citizens ruled directly and not
through representatives./Pericles tena
tres metas para Atenas. Una era hacerla
ms democrtica mediante la
implementacin de la democracia
directa. Esto significaba que los
ciudadanos gobernaban directamente,
no por medio de representantes.
Another goal was to make Athens
stronger. Pericles helped build up
Athens navy. It became the strongest in
the Mediterranean./Otra meta de
Pericles era fortalecer a Atenas. Ampli
la marina y lleg a ser la ms fuerte del

Mediterrneo.
Another goal was to make Athens
beautiful. Pericles used money from the
empire to buy gold, ivory, and marble.
He helped fund great works of art./La
tercera meta era embellecer la ciudad.
Con el dinero del imperio, Pericles
compr oro, marfil y mrmol para
Atenas. Financi grandes obras de arte.
1. What were Pericles three main goals
for Athens?/Cules fueron las tres
metas principales de Pericles para
Atenas?
Glorious Art and

Architecture (Pages 135136)/
LA GLORIA DEL ARTE Y LA
ARQUITECTURA (Pginas 135136)
How was Greek art unique?/Por qu
el arte de Grecia era nico?
One of the glories of Athens was the
Parthenon. This temple was built to
honor the goddess Athena. It is a
masterpiece of art. Like other buildings
and sculptures in Greece, it is an
85
example of classical art. It reflects order,

balance, and proportion./Una de las
glorias de Atenas fue el Partenn. Se
construy en honor de la diosa Atenea.
Como otros edificios y esculturas
griegas, es ejemplo del arte clsico.
Subraya el orden, el equilibrio y la
proporcin.
the development of the subject of

history./Otros escritores, como
Herdoto y Tucdides, fueron
precursores del reportaje veraz de los
sucesos. Su trabajo llev al surgimiento
de la historia como tema de estudio.
3. What was the purpose of Greek
comedies?/Cul era el propsito de
las comedias griegas?
2. Why was the Parthenon built?/Por

qu se construy el Partenn?
Athenians and Spartans Go

to War (Pages 137138)/LOS
ATENIENSES Y LOS ESPARTANOS
SE DECLARAN LA GUERRA
(Pginas 137138)
What was the Peloponnesian
War?/Qu fue la Guerra del
Peloponeso?
After being rivals for many years,
Sparta and Athens finally went to war.
The Peloponnesian War began in 431 b.c.
The conflict ended badly for Athens. In
430 b.c. a horrible plague killed a great
many people in Athens. After several
battles, the two sides signed a truce.
However, they were soon back at war.
Finally, Athens gave up in 404 b.c.
Athens had lost its empire./Tras ser
rivales durante muchos aos, Esparta y
Atenas por fin se declararon la guerra.
La Guerra del Peloponeso comenz en el
431 a.C. El conflicto termin mal para
Atenas. En el 430 a.C., una terrible peste
mat a mucha gente en Atenas. Despus
de varias batallas, los dos lados
firmaron una tregua, pero al poco
tiempo reanudaron la guerra. Por
ltimo, Atenas se rindi en el 404 a.C. y
perdi su imperio.
Drama and History (Page 136)/

TEATRO E HISTORIA (Pgina 136)
What kinds of drama did Greeks
produce?/Qu obras de teatro
crearon los griegos?
Athens also became home to a group
of very skilled playwrights. Some wrote
tragedies. These plays were about the
pain and suffering of human life./Atenas
tambin tuvo un grupo de escritores de
teatro muy destacados. Algunos
escribieron tragedias: obras sobre el
dolor y el sufrimiento de la vida
humana.
Other playwrights wrote comedies.
These plays made audiences laugh about
important ideas. Some plays were
critical of customs, politics, and people.
Such performances showed that Athens
was a free and open society./Otros
escribieron comedias: obras que
provocan risa acerca de ideas
importantes. Criticaban las costumbres,
la poltica y a los atenienses.
Demuestran que Atenas era una
sociedad libre y abierta.
Also, such writers as Herodotus and
Thucydides pioneered the accurate
reporting of events. Their works led to
86
grandes pensadores fue Scrates.

Admiraba profundamente la verdad y la
justicia, pero algunos atenienses
desconfiaban de l y pensaban que sus
enseanzas eran peligrosas. Scrates fue
juzgado y condenado a muerte.
His pupil, Plato, recorded many of
Socratess ideas. Plato became an
important thinker in his own right.
Platos student, Aristotle, wrote books
that summarized the knowledge of the
Greeks. His system of logic became the
foundation of scientific thought used
today./Su discpulo, Platn, escribi
muchas ideas de Scrates. Platn fue un
importante pensador por derecho
propio. Su discpulo Aristteles escribi
libros que recogieron el pensamiento
griego. Su sistema de lgica es la base
del pensamiento cientfico de la
actualidad.
4. What was the result of the

Peloponnesian War?/Cul fue el
resultado de la Guerra del
Peloponeso?
Philosophers Search for

Truth (Pages 138139)/LOS
FILSOFOS BUSCAN LA VERDAD
(Pginas 138139)
What did philosophers contribute to
Greek culture?/Qu contribuyeron
los filsofos a la cultura griega?
After Athens defeat, this city-state
became home to several philosophers.
They were thinkers who tried to
understand human life. One of these
great thinkers was Socrates. He believed
deeply in truth and justice. Yet many
people did not trust him. They thought
his teachings were dangerous. Socrates
was brought to trial and condemned to
death./Tras la derrota de Atenas, esta
ciudad estado fue hogar de varios
filsofos. Eran pensadores que trataban
de explicar la vida humana. Uno de esos
5. Who were three important Greek

philosophers?/Nombra tres filsofos
griegos importantes.
87
As you read this section, take notes to answer questions about Athens
golden age./Al leer esta seccin, toma notas para contestar las
preguntas acerca de la edad de oro de Grecia.
Pericles had three goals for Athens./Pericles tena tres metas para Atenas.
1. H
ow did Pericles strengthen
democracy?/Cmo fortaleci
Pericles la democracia?
2. What steps did Pericles take to

strengthen the empire and glorify
Athens?/Qu medidas tom Pericles
para fortalecer el imperio y enaltecer
a Atenas?
The Greeks invented drama./Los griegos inventan el teatro.
3. W
hat themes were common in Greek 4. What do the themes of Greek
tragedy?/Cules fueron los temas
comedies suggest about the men and
ms frecuentes en la tragedia griega?
women of Athens?/Qu revelan los
temas de la comedia griega acerca
de los hombres y mujeres
atenienses?
Greek philosophers search for truth./Los filsofos griegos buscan la verdad.
5. W
hat was Platos vision of the ideal
6. What is the philosophic legacy of
society?/Cul era la visin de Platn
Aristotle?/Cul es el legado filosfico
sobre la sociedad ideal?
de Aristteles?
88

Section/Seccin 4
Alexanders Empire/El imperio de

Alejandro
Philip II/Felipe II King of Macedonia who conquered Greece/Rey de Macedonia
que conquist Grecia

Macedonia/Macedonia Kingdom located just north of Greece/Reino al norte de
Grecia
Alexander the Great/Alejandro Magno Philip IIs son who established a huge
empire/Hijo de Felipe II que estableci un enorme imperio

Darius III/Daro III Persian king/Rey persa

In the last section, you read about the Golden Age of Greece and the
fall of Athens./En la seccin anterior, leste acerca de la edad de oro
de Grecia y la cada de Atenas.
In this section, you will learn about Alexander the Great and his
empire./En esta seccin, aprenders acerca de Alejandro Magno y su
imperio.
As You Read/Al leer

Use an outline to organize main ideas about the growth of
Alexanders empire./Usa un cuadro para organizar las ideas
principales sobre el crecimiento del imperio de Alejandro Magno.
Felipe II subi al trono de Macedonia,
un reino localizado al norte de Grecia.
Era un rey poderoso con un ejrcito de
combatientes fieros. Felipe prepar su
ejrcito para invadir Grecia.
The Athenian orator Demosthenes
tried to warn the Greeks. He told
themabout Philips plans. But they
united too late to save themselves. The
Macedonians won. Greek independence
was now over./El orador ateniense
Demstenes advirti a los griegos de los
Philip Builds Macedonian

Power (Pages 142143)/FELIPE
ASUME EL PODER EN MACEDONIA
(Pginas 142143)
Who were the Macedonians?/
Quines eran los macedonios?
In 359 b.c., Philip II became king of
Macedonia, a kingdom located just to
the north of Greece. He was a strong
leader and trained his troops to be
tough fighters. Philip prepared his
armyto invade Greece./En el 359 a.C.,
89
planes de Felipe. Pero stos se unieron

demasiado tarde para salvarse. Los
macedonios ganaron. La independencia
de Grecia termin.
Philip planned to invade Persia next.
He never got the chance. He was killed.
His son Alexander became king at age
20. He became known as Alexander the
Great./Felipe iba a invadir a Persia
despus, pero fue asesinado. Su hijo
Alejandro subi al trono con 20 aos de
edad. Se le conoci como Alejandro
Magno.
Alexander then moved south to enter

Egypt. He was crowned pharaoh and
founded a city that he named for
himselfAlexandria. He then turned
back to Persia and won another great
battle. It ended all Persian resistance. The
empire was his./Despus Alejandro se
moviliz hacia el sur y entr a Egipto.
Fue coronado faran y fund una
ciudad con su nombre: Alejandra. A
continuacin regres a Persia y gan otra
gran batalla que puso fin a la resistencia
persa. El imperio le perteneca.
1. How did Greek independence end?/

Cmo termin la independencia
griega?
2. What two kingdoms did Alexander

defeat?/Cules fueron los dos reinos
que Alejandro derrot?
Alexander Defeats Persia

(Pages 143144)/ALEJANDRO
DERROTA A PERSIA
(Pginas 143144)
How did Alexander defeat Persia?/
Cmo derrot Alejandro a Persia?
Alexander was a brilliant general, just
like his father. He was prepared to carry
out his fathers dream of world
conquest. In 334 b.c., Alexander invaded
Persia. After Alexanders first victory,
the king of Persia, Darius III, raised a
huge army to face him. Alexander then
used a surprise attack. Darius III had to
retreat./Alejandro fue un general tan
brillante como su padre. Estaba
preparado para realizar el sueo de su
padre de conquistar el mundo. En el 334
a. C., Alejandro invadi Persia. Despus
de la primera victoria de Alejandro, el
rey persa, Daro III, reuni un enorme
ejrcito para combatirlo. Alejandro
lanz un ataque por sorpresa y Daro
tuvo que retirarse.
Alexanders Other
Conquests (Pages 144145)/
OTRAS CONQUISTAS DE
ALEJANDRO (Pginas 144145)
How far east did Alexander push?/
Hasta dnde lleg Alejandro?
Alexander pushed east, taking his
army as far as India. He moved deep
into that country. After many years of
marching and fighting, however, his
soldiers wanted to return home.
Alexander agreed and turned back. On
the way home, he began to make plans
for how to govern his new empire. Then
he suddenly fell ill and died. He was not
yet 33 years old./Alejandro sigui hacia
el este, hasta India. Entr hasta el centro
del pas. Pero tras muchos aos de
luchar, sus soldados queran regresar.
Alejandro acept y emprendi el
regreso. Durante el viaje, hizo planes
para gobernar el nuevo imperio. Pero
repentinamente enferm y muri. An
no cumpla los 33 aos.
90
Three of Alexanders generals divided

his empire. One ruled Macedonia and
Greece. Another took control of Egypt.
The third became ruler of the lands that
used to be in the Persian Empire.
Alexanders empire was not long lasting.
Yet it had important effects. After
Alexander, the people of Greece and
Persia and all the lands between mixed
together and shared ideas and culture./
Tres de los generales de Alejandro
dividieron su imperio. Uno gobern
Macedonia y Grecia. Otro gobern
Egipto. El tercero fue gobernante de las
tierras del imperio persa. El imperio de

Alejandro no fue duradero, pero tuvo
importantes efectos. Despus de
Alejandro, los pueblos de Grecia, Persia
y todas las tierras intermedias
compartieron ideas y culturas.
3. How did Alexanders power come to
an end?/Cmo termin el poder de
Alejandro?
91
As you read about the empire-building of Alexander, note the goals

and results of some of his actions./Al leer acerca de la construccin del
imperio de Alejandro, anota los objetivos y los resultados de sus actos.
Action(s)/Actos
Goal(s)/Objetivo(s)
Result(s)/Resultado(s)
1. L
ed soldiers across Hellespont
into Anatolia/Comand
ejrcitos a Anatolia,
atravesando Hellespont
2. L
aunched surprise attack
against Persians near Issus/
Lanz ataques sorpresa contra
los persas cerca de Issus
3. R
ejected Darius peace
settlement of all lands west of
Euphrates River/Rechaz el
acuerdo de paz de Daro de
todas las tierras al oeste del
ro ufrates
4. L
aunched a phalanx attack
followed by a cavalry charge at
Gaugamela/Lanz un ataque
de falanges seguido por una
carga de caballera en
Gaugamela
5. L
ed army into Indus Valley/
Llev el ejrcito al valle del
Indo
92

Section/Seccin 5
The Spread of Hellenistic Culture/

La difusin de la cultura helnica
Hellenistic/helnico Relating to the culture that blended Greek with Egyptian,
Persian, and Indian influences/Relacionado con la cultura que mezcl influencias

de Grecia, Egipto, Persia e India
Alexandria/Alejandra Egyptian city that was the center of Hellenistic culture/
Ciudad egipcia que fue el centro de la cultura helnica

Euclid/Euclides Greek mathematician and pioneer in geometry/Matemtico
griego precursor de la geometra

Archimedes/Arqumedes Greek scientist, inventor, and mathematician/Cientfico,
matemtico e inventor griego

Colossus of Rhodes/Coloso de Rodas Huge bronze statue created on the island of
Rhodes/Gran estatua de bronce creada en la isla de Rodas

In the last section, you read about the military conquests of
Alexander the Great./En la seccin anterior, leste acerca de las
conquistas militares de Alejandro Magno.
In this section, you will learn about the spread of Hellenistic culture./
En esta seccin aprenders cmo se extendi la cultura helnica.
As You Read/Al leer

Use a chart to list Hellenistic achievements in various categories./
Usa un cuadro para enumerar los logros helnicos en distintas
categoras.
93
Hellenistic Culture in
Alexandria (Pages 146147)/LA
CULTURA HELNICA EN
ALEJANDRA (Pginas 146147)
What was Hellenistic culture?/Qu
fue la cultura helnica?
A new culture arosethe Hellenistic
culture. It blended Greek with Egyptian,
Persian, and Indian influences. The
center of this culture was Alexandria,
Egypt. This city was located near the
mouth of the Nile River on the
Mediterranean Sea. Alexandria had a
ship harbor. Trade was lively. Alexandria
had a large population. These people
were from many different countries./Una
nueva cultura mezcl influencias griegas,
egipcias, persas y de India. Era la
cultura helnica. Su centro fue
Alejandra, Egipto, una ciudad
localizada cerca de la desembocadura
del ro Nilo, en el mar Mediterrneo.
Alejandra tena un puerto comercial
muy activo y una poblacin numerosa
proveniente de muchos pases.
Alexandria was also a beautiful city.
Its huge lighthouse towered over the
harbor. Its famous museum had works
of art, a zoo, and a garden. Alexandria
had the first true research library. It held
half a million papyrus scrolls. These
contained everything known in the
Hellenistic world./Alejandra era una
ciudad hermosa. Su enorme faro
dominaba el puerto. Su famoso museo
tena obras de arte, un zoolgico y un
jardn. Alejandra tuvo la primera
biblioteca de investigacin. Contena
medio milln de rollos de papiro con
todos los conocimientos del mundo
helnico.
1. Give two reasons why Alexandria

became a center of Hellenistic
culture./Por qu Alejandra era el
centro de la cultura helnica? Da dos
razones.
Science and Technology

(Pages 147148)/CIENCIA Y
TECNOLOGA (Pginas 147148)
What new ideas arose in science,
technology, and mathematics?/Qu
nuevas ideas surgieron en ciencias,
tecnologa y matemticas?
While scholars kept what was known
about science alive, others learned new
ideas. Some used an observatory to look
at the stars and planets. One of these
astronomers developed the idea that the
sun was actually larger than Earth. No
one had believed this before./Mientras
unos acadmicos mantenan vivos los
conocimientos antiguos, otros aprendan
nuevas ideas. Unos trabajaban en el
observatorio mirando estrellas y
planetas. Uno de esos astrnomos lleg
a la conclusin de que el Sol era mayor
que la Tierra, una idea totalmente
nueva.
The thinkers in Alexandria also made
advances in mathematics. Euclid wrote a
book with the basic ideas of geometry.
His approach is still used today.
Archimedes invented many clever
machines. One was the pulley. Another
94
is called the Archimedes screw. Its

purpose was to bring water from a lower
level to a higher one./Los pensadores de
Alejandra tambin lograron avances en
matemticas. Euclides escribi un libro
con las ideas bsicas de la geometra que
todava se usan. Arqumedes invent
mquinas ingeniosas, como la polea y el
tornillo de Arqumedes. El propsito del
tornillo de Arqumedes era llevar agua
de un nivel ms bajo a uno ms alto.
nuevas escuelas filosficas. Los estoicos

propusieron vivir una vida moral para
mantenernos en armona con las leyes
naturales. Sostenan que el deseo, el
poder y la riqueza llevan por el mal
camino. Los epicreos decan que slo
se debe confiar en lo aprendido a travs
de los cinco sentidos. Tambin instaban
a vivir de forma moral.
The arts were also important in
Hellenistic times. Great achievements
occurred in sculpture. Sculpture in the
earlier Greek style aimed at showing
perfect forms. In the Hellenistic age,
sculpted figures were more realistic and
emotional. The largest known
Hellenistic statue is the Colossus of
Rhodes. It stood over 100 feet high./Las
artes tambin fueron muy importantes
en la poca helnica. La escultura
avanz mucho. El estilo escultrico de la
antigua Grecia se propona mostrar
formas perfectas. En la era helnica, las
esculturas fueron ms realistas y
emotivas. La escultura helnica ms
grande es el Coloso de Rodas. Tena ms
de cien pies de altura.
2. What two inventions did Archimedes

make?/Nombra dos inventos de
Arqumedes.
Philosophy and Art

(Pages 148149)/FILOSOFA Y
ARTES (Pginas 148149)
What new developments occurred in
philosophy and the arts?/Cules
fueron los avances en la filosofa y
las artes?
Two new schools of philosophy arose
in these times. The Stoics argued that
people should live a good life to keep
themselves in harmony with natural
laws. Desire, power, and wealth led
people down the wrong path. The
Epicureans said that people could rely
only on what they learned from their
five senses. They urged everyone to live
moral lives./En esa poca surgieron dos
3. How were Hellenistic sculptures

different from earlier Greek
sculptures?/En qu difieren las
esculturas helnicas de las de la
Grecia anterior?
95
As you read this section, fill in the diagram by listing the achievements
of Hellenistic scholars and philosophers./Al leer esta seccin, llena el
diagrama con logros de los acadmicos y filsofos helnicos.
1. Astronomy/Astronoma
2. Mathematics/Matemticas
Hellenistic Culture/
Cultura helnica
3. Physics/Fsica
4. Philosophy/Filosofa
96
Ancient Rome and Early Christianity/La Roma antigua y los
primeros cristianos

Section/Seccin 1
The Roman Republic/La repblica

romana
republic/repblica Government in which citizens have the right to select their own
leader/Gobierno en que los ciudadanos tienen el derecho de elegir a su

gobernante
patrician/patricio Aristocratic landowner/Terrateniente aristcrata
plebeian/plebeyo Farmer, artisan, or merchant; commoner/Agricultor, artesano,
comerciante; persona comn

tribune/tribuno Official who helped the plebeians protect their rights/Funcionario
que ayudaba a los plebeyos a proteger sus derechos

consul/cnsul Official who was like a king/Funcionario que era como un rey
senate/senado Aristocratic branch of Romes government/Rama aristocrtica del
gobierno romano
dictator/dictador Roman leader who had absolute power to make laws and
command the army for a brief period/Gobernante con poderes absolutos para
dictar leyes y comandar el ejrcito por poco tiempo
legion/legin Military unit of the ancient Roman army/Unidad militar del ejrcito
de la Roma antigua
Punic Wars/Guerras Pnicas Series of wars between Rome and Carthage/Serie de
guerras entre Roma y Cartago

Hannibal/Anbal Carthaginian general who invaded northern Italy/General
cartagins que invadi el norte de Italia

In the last section, you read about Hellenistic culture. In this section,
you will read about the Roman Republic./En el captulo anterior,
leste acerca de la cultura helnica. En esta seccin, leers acerca de
la repblica romana.
As You Read/Al leer

Use an outline to take notes on the sections main ideas and details./
Usa un cuadro para tomar notas sobre las ideas principales y los
detalles de esta seccin.
97
romanos se declararon repblica. La

poblacin tena el derecho de votar y
elegir a sus gobernantes.
Two groups struggled for power in the
new republic. One was the patricians.
They were the aristocratic landowners
who held most of the power. The other
group was the plebeians. They were the
common farmers, artisans, and
merchants who made up most of the
population. At first, the patricians had
the most power. Over time, the plebeians
got the right to form their own assembly.
They could elect representatives called
tribunes./Dos grupos lucharon por el
poder de la nueva repblica. Uno era el
de los patricios, terratenientes
aristcratas que tenan gran parte del
poder. El otro era el grupo de plebeyos,
agricultores, artesanos y comerciantes
comunes que formaban la mayora de la
poblacin. Al principio, los patricios
tenan casi todo el poder. Con el tiempo,
los plebeyos obtuvieron el derecho a
formar su propia asamblea. Podan
elegir representantes llamados tribunos.
The basis for Roman law was the
Twelve Tables. This set of rules said that
all free citizens were protected by law./
La base del derecho romano eran las
Doce Tablas. Esta serie de reglas deca
que todos los ciudadanos libres estaban
protegidos por las leyes.
The government had three parts. Two
consuls, or officials, were elected each
year. They led the government and the
army./El gobierno tena tres partes.
La primera eran dos cnsules, o
funcionarios elegidos cada ao. Dirigan
el gobierno y el ejrcito.
The second part of the government
was the senate. It usually had 300
members chosen from the upper classes.
The senate passed laws./La segunda
parte del gobierno era el senado.
Generalmente tena 300 miembros
The Origins of Rome

(Pages 155156)/LOS ORGENES
DE ROMA (Pginas 155156)
Where was Rome founded?/Dnde
se fund Roma?
The city of Rome was founded by the
Latin people on a river in the center of
Italy. It was a good location, which gave
them a chance to control all of Italy. It
put them near to the midpoint of the
Mediterranean Sea. Two other groups
lived in what is now Italy: the Greeks in
the south, and the Etruscans in the
north. The Romans borrowed some
ideas from both peoples./La ciudad de
Roma la fundaron pueblos latinos a
orillas de un ro, en el centro de Italia.
Era un buen lugar para controlar toda
Italia cerca del centro del mar
Mediterrneo. Otros dos grupos vivan
en lo que hoy es Italia: los griegos en el
sur y los etruscos en el norte. Los
romanos tomaron ideas de ambos
pueblos.
1. What were the advantages of Romes
location?/Cules eran las ventajas
de la ubicacin de Roma?
The Early Republic

(Pages 156157)/LA PRIMERA
REPBLICA (Pginas 156157)
How was Rome governed?/Cmo se
gobern Roma?
In 509 B.C., Romans overthrew the
Etruscan king who had ruled over his
people and over Rome. The Romans
said Rome was now a republic. The
people had the power to vote and
choose leaders./En el 509 a.C., los
romanos derrocaron al rey etrusco que
gobernaba a su pueblo y a Roma. Los
98
elegidos de las clases altas. El senado

promulgaba leyes.
The third and most democratic part of
government was the assemblies. The
assemblies included members from
different parts of society, such as citizensoldiers or plebeians. The assemblies
could also make laws./La tercera parte del
gobierno, y la ms democrtica, eran las
asambleas. Tenan miembros de distintos
sectores de la sociedad, como ciudadanossoldados o plebeyos. Las asambleas
tambin podan promulgar leyes.
If there were a crisis, the republic
could appoint a dictator. This was a
leader with absolute power. The dictator
made laws and commanded the army.
But his power lasted for only six
months./Si surga una crisis, la repblica
poda nombrar a un dictador. Era un
gobernante con poder absoluto que
dictaba leyes y diriga al ejrcito. Pero su
poder slo duraba seis meses.
Any citizen who owned property had
to serve in the army. Roman soldiers
were organized into military units called
legions. The Roman legion was made up
of some 5,000 heavily armed foot
soldiers./Todo ciudadano con
propiedades tena que entrar al ejrcito.
Los soldados romanos estaban
organizados en unidades militares
llamadas legiones. La legin romana
estaba formada por 5,000 soldados de
infantera muy armados.
Rome Spreads Its Power

(Pages 158159)/ROMA EXTIENDE
SU PODER (Pginas 158159)
How did Rome spread its
power?/Cmo extendi Roma su
poder?
In the fourth century B.C., Rome
began to get larger. Within 150 years, it
had captured almost all of Italy. Rome
allowed some of the conquered peoples
to enjoy the benefits of citizenship. With
its good location, Rome saw a growth in
trade. This brought it into conflict with
Carthage, a trading city in North
Africa./En el siglo IV a.C., Roma
comenz a extenderse. Al cabo de 150
aos, conquist casi toda Italia. Roma
permiti que algunos pueblos
conquistados disfrutaran de los
beneficios de la ciudadana. Con su
buena ubicacin, Roma aument el
comercio. Esto provoc conflictos con
Cartago, una ciudad comercial de frica
del norte.
From 264 to 146 B.C., Rome and
Carthage fought three bitter wars called
the Punic Wars. In the first, Rome won
control of the island of Sicily. In the
second, Hannibal, a brilliant
Carthaginian general invaded northern
Italy. He and his soldiers did much
damage. But he was unable to take
Rome. It took an equally brilliant
Roman general, Scipio, to defeat him.
By the time of the third war, Carthage
was no longer a threat to Rome. Even
so, Rome destroyed the city and made
its people slaves. Carthage became a new
Roman province./Del 264 al 146 a.C.,
Roma y Cartago lucharon tres crueles
guerras llamadas las Guerras Pnicas.
En la primera, Roma gan el control de
2. What were the three main parts of

Roman government?/Cules eran
las tres partes principales del
gobierno romano?
99
la isla de Sicilia. En la segunda, Anbal,

un brillante general cartagins, invadi
el norte de Italia y caus muchos daos,
pero no pudo tomar Roma. Fue
necesario otro general igualmente
brillante, el romano Escipin, para
derrotarlo. En la poca de la tercera
guerra, Cartago ya no era amenaza para
Roma. Sin embargo, Roma destruy la
ciudad y esclaviz a su pueblo. Cartago
pas a ser provincia romana.
3. What happened as a result of the

wars with Carthage?/Qu sucedi
como resultado de las guerras con
Cartago?
100
As you read about the growth of Rome into a powerful republic,

answer the questions about events in the time line. (Some dates in the
time line are approximate.)/Al leer acerca de la transformacin de
Roma en una repblica poderosa, contesta las preguntas acerca de los
sucesos de la lnea cronolgica. (Algunas fechas son aproximadas.)
753 B.C./
753 a.C.
Rome is founded, according to

legend./Conforme a la leyenda,
se funda Roma.
1. H
ow did geography affect the development of
Rome?/Cmo afect la geografa el desarrollo
de Roma?
600 B.C./
600 a.C.
Etruscan becomes king of

Rome./Los etruscos son
reyes de Roma.
2. How did the Etruscans influence the

development of Rome?/Cmo influyeron los
etruscos sobre el desarrollo de Roma?
509 B.C./
509 a.C.
Roman aristocrats overthrow

monarchy and establish a republic./
Los aristcratas romanos derrocan a
la monarqua y establecen una
repblica.
3. W
hich were the main groups that competed for
power in the early Roman republic?/Cules
fueron los principales grupos que compitieron
por el poder en los inicios de la repblica
romana?
451 B.C./
451 a.C.
Officials begin writing the Twelve

Tables./Se comienzan
a escribir las Doce Tablas.
4. What is the significance of the Twelve Tables in

Roman law?/Cul fue la importancia de las
Doce Tablas para el derecho romano?
264 B.C./
264 a.C.
Rome and Carthage go to

war, and Punic Wars begin.
/Roma y Cartago entran en
guerra y comienzan las Guerras
Pnicas.
5. What were the causes of the first Punic

War?/Cules fueron las causas de la primera
Guerra Pnica?
218 B.C./
218 a.C.
Second Punic War begins./

Comienza la 2.a Guerra Pnica.
6. What tactic did Scipio use to defeat

Hannibal?/Cul fue la tctica que utiliz
Escipin para derrotar a Anbal?
202 B.C/
202 a.C.
Romans defeat Hannibals army./

Los romanos derrotan al ejrcito
de Anbal.
7. What was the significance of the Punic Wars

for Rome?/Cul fue la importancia de las
Guerras Pnicas para Roma?
149 B.C./
149 a.C.
Third Punic War begins when

Rome lays siege to Carthage./
Comienza la 3.a Guerra Pnica
cuando Roma sitia a Cartago.
146 B.C./
146 a.C.
Rome destroys Carthage/Roma

destruye a Cartago.
101
primeros cristianos
Section/Seccin 2
The Roman Empire/El imperio

romano
civil war/guerra civil Conict between two groups in the same country/Conflicto
entre dos grupos del mismo pas

Julius Caesar/Julio Csar Ambitious leader who brought order to Rome/
Gobernante ambicioso que impuso el orden en Roma

triumvirate/triunvirato Group of three rulers/Grupo de tres gobernantes
Augustus/Augusto First ruler of imperial Rome/Primer gobernante de la Roma
imperial
Pax Romana/Pax Romana Period of Roman peace and prosperity/Perodo de
prosperidad y paz en Roma

In the last section, you read about the creation of the Roman
Republic./En la seccin anterior, leste acerca de la creacin de la
repblica romana.
In this section, you will read about the transformation of Rome from
a republic to an empire./En esta seccin, leers acerca de la
transformacin de Roma de repblica a imperio.
As You Read/Al leer

Use a chart to show how Rome changed as it became an empire./Usa
un cuadro para mostrar cmo Roma cambi a medida que se
converta en un imperio.
The Republic Collapses
(Pages 160162)/LA REPBLICA
COLAPSA (Pginas 160162)
What conicts existed in
Rome?/Qu conflictos existan en
Roma?
Romes victory in Carthage brought
conflict between the rich and poor in
Rome. Civil war, or ghting between
groups in the same country, broke out.
Leading generals fought for power./La

victoria romana en Cartago provoc
conflictos entre ricos y pobres en Roma.
Estall la guerra civil: una lucha entre
grupos de un mismo pas. Los principales
generales lucharon por el poder.
Julius Caesar tried to take control.
First he joined with two others
Crassus, a wealthy man, and Pompey, a
successful general. They formed a
102
triumvirate, a group of three leaders. For

the next ten years, the triumvirate ruled
Rome./Julio Csar intent tomar el
control. Primero se uni a otros dos:
Craso, un hombre muy rico, y Pompeyo,
un general triunfador. Los tres formaron
un triunvirato: grupo de tres dirigentes.
Durante los siguientes diez aos, el
triunvirato gobern a Roma.
Caesar gained fame with several
victories in battle. Pompey feared Caesar
as a result. The two fought another civil
war that lasted several years. Caesar
won the civil war and then governed as
an absolute ruler, or a leader who holds
all power./Csar alcanz fama con
varias victorias en la guerra. Por tanto,
Pompeyo tema a Csar. Ambos
pelearon en otra guerra civil que dur
varios aos. Csar gan la guerra civil y
se declar gobernante absoluto, es decir,
un dirigente que tiene en sus manos
todo el poder.
Caesar made some reforms that
increased his popularity. But some
members of the senate distrusted him.
They killed him because they feared he
wanted to become king./Csar realiz
algunas reformas que aumentaron su
popularidad. Pero algunos miembros
del senado desconfiaban de l y lo
asesinaron porque crean que quera
ser rey.
Once again, Rome suffered civil war.
Caesars nephew was the winner. He
took the title Augustus, meaning
exalted one. The Roman Empire was
now ruled by one man./De nuevo, Roma
sufri una guerra civil. El sobrino de
Csar fue el ganador. Adopt el ttulo
de Augusto, que significa el exaltado.
El imperio romano ahora estaba
gobernado por un solo hombre.
1. How did Caesars rule lead to the
end of the republic?/Por qu el
gobierno de Csar llev al fin de la

repblica?
A Vast and Powerful Empire

(Pages 162163)/UN IMPERIO VASTO
Y PODEROSO (Pginas 162163)
What was the Pax Romana?/Qu fue
la Pax Romana?
For about 200 years, the Roman
Empire was a great power. Its
population of between 60 and 80 million
enjoyed peace and prosperity. This
period is known as the Pax Romana
Roman peace./Durante cerca de 200
aos, el imperio romano adquiri gran
poder. Su poblacin de 60 a 80
millones de personas disfrut de paz y
prosperidad. Este perodo se conoce
como la Pax Romana, lo que quiere
decir paz romana.
The empire stretched around the
Mediterranean, from modem Syria and
Turkey west and north to England and
Germany. It relied on farming, which
employed 90 percent of all workers./El
imperio abarcaba el Mediterrneo
(desde las actuales Siria y Turqua)
hasta Alemania e Inglaterra. Dependa
de la agricultura, que ocupaba al 90 por
ciento de los trabajadores.
Trade was also important. Traders
used common coins to buy and sell
goods. Coins made trading easier./El
comercio tambin era importante. Los
comerciantes tenan una moneda comn
para comprar y vender productos. Eso
facilitaba el comercio.
Rome had a vast trading network.
Goods traveled throughout the empire
by ship and along the Roman roads. The
Roman navy protected trading ships./La
red comercial de Roma era inmensa.
103
Los productos viajaban por barcos o

por las carreteras romanas. La marina
protega los barcos mercantes.
The army defended all the people and
Roman territories from attack. Many of
the armys troops came from the
conquered peoples. Once they finished
their time in the army, they became
Roman citizens./El ejrcito defenda de
ataques a toda la poblacin y los
territorios romanos. Muchas tropas del
ejrcito eran de pueblos conquistados.
Una vez que terminaban su servicio
militar, adquiran la ciudadana romana.
Augustus was Romes ablest emperor.
He brought peace to the frontier, built
many public buildings, and created a
lasting government. He also set up a
civil service. That is, he paid workers to
manage the affairs of government./
Augusto fue el emperador ms capaz de
Roma. Llev la paz a las fronteras del
imperio, construy muchos edificios
pblicos y cre un gobierno duradero.
Tambin estableci el servicio civil, es
decir, cre un sistema de empleados
pagados para administrar el gobierno.
Between A.D. 96 and A.D. 180, the
Five Good Emperors ruled Rome. The
death of Marcus Aurelius in A.D. 180
marked the beginning of the decline of
the Roman Empire and the end of Pax
Romana./Entre el 96 y el 180 d.C., cinco
buenos emperadores gobernaron a
Roma. La muerte de Marco Aurelio en
180 d.C. fue el comienzo del fin del
imperio romano y de la Pax Romana.
2. How were the people of the empire
employed?/En qu se empleaba la
gente del imperio?
The Roman World

(Pages 163165)/EL MUNDO
ROMANO (Pginas 163165)
How did the quality of Roman life
vary?/Cmo era la vida de distintos
grupos?
Throughout its history, Romans
valued discipline, strength, and loyalty.
The family was the center of Roman
society. The oldest man in the family
had complete authority in the
household. He controlled all the
property, too./A lo largo de su historia,
los romanos apreciaron la disciplina, la
fuerza y la lealtad. La familia era el
centro de la sociedad romana. El
hombre mayor de la familia tena
autoridad total sobre la familia.Tambin
controlaba todas las propiedades.
The Romans made more use of slaves
than any civilization before. About one
third of the people were slaves. Most
slaves came from conquered lands.
Slaves worked in the city and on farms.
Some slaves were forced to become
gladiators. Gladiators were professional
ghters who fought to the death in
public contests. Slaves did revolt from
time to time. None of these revolts
succeeded./Los romanos utilizaron ms
esclavos que cualquier otra civilizacin
anterior. Cerca de un tercio de la
poblacin era esclava. La mayora de los
esclavos vena de tierras conquistadas.
Los esclavos trabajaban en la ciudad y
en las granjas. Algunos eran obligados a
ser gladiadores. stos eran luchadores
profesionales que peleaban a muerte en
contiendas pblicas. Los esclavos se
rebelaron en varias ocasiones, pero
ninguna de esas revueltas tuvo xito.
104
Quality of life in imperial Rome

depended on social position. The
wealthy ate well and enjoyed luxuries.
The poorincluding many people in
Rome itselfhad no jobs and received
food from the government. Housing was
poor. People lived in constant danger of
re. To distract people from their
problems, the government gave many
celebrations and spectacles./La vida en
la Roma imperial dependa de la
posicin social. Los ricos coman bien y
disfrutaban de lujos. Los pobres
muchos de los cuales vivan en la
misma Roma no tenan empleo y
reciban alimentos del gobierno. Las
viviendas eran malas y el peligro de

incendios era constante. Para distraer a
la gente de sus problemas, el gobierno
realizaba celebraciones y espectculos.
3. Who were the slaves, and what work
did they do?/Quines eran los
esclavos y qu trabajos realizaban?
105
As you read about the creation of the Roman Empire, make notes in
the diagram to describe Roman government, society, economy, and
culture./Al leer acerca de la creacin del imperio romano, toma notas
en el diagrama que describan su gobierno, sociedad, economa y
cultura.
1. Economy/Economa
2. Form of
government/Forma de
gobierno
3. Values/Valores
Roman Empire/
Imperio romano
4. Social structure/
Estructura social
5. Religion/Religin
6. Entertainment/
Diversiones
Explain how the following terms and names relate to Julius Caesar./
Explica cmo se relacionan los siguientes trminos y nombres con Julio
Csar.
1. C
ivil war/Guerra Civil
2. Triumvirate/Triunvirato
3. G
aul/Galo
4. Absolute rule/Gobierno absoluto
5. M
arcus Brutus and Gaius Cassius/Marco Bruto y Gayo Casio
106
primeros cristianos

Section/Seccin 3
The Rise of Christianity/El ascenso

del cristianismo
Jesus/Jess Leader who came to be known as Christ and was believed to be a
savior/Lder conocido como Cristo y considerado salvador

apostle/apstol Close follower of Jesus/Seguidor cercano de Jess
Peter/Pedro First apostle who helped spread Christianity through Syria and
Judea/Primer apstol que difundi el cristianismo en Siria y Judea

Paul/Pablo Apostle who played a key role in the spread of Christianity throughout
the Roman Empire/Apstol que tuvo un papel clave en la difusin del

cristianismo en el imperio romano
Diaspora/dispora Moving away of the Jews from their homeland in Judea/Salida
de los judos de su tierra de origen en Judea

bishop/obispo Head of all churches in one area/Dirigente de las iglesias de una
regin
pope/papa Head of the Christian Church/Cabeza de la iglesia cristiana
Constantine/Constantino Roman emperor who ended persecution of Christians/
Emperador romano que termin la persecucin de los cristianos

In the last section, you read about the Pax Romana./En la seccin
anterior, leste acerca de la Pax Romana.
In this section, you will read about the development of Christianity./
En esta seccin, leers acerca del surgimiento del cristianismo.
As You Read/Al leer

Use a chart to show the events that led to the spread of Christianity./
Usa un cuadro para tomar notas sobre los sucesos que llevaron a la
difusin del cristianismo.
107
THE LIFE AND TEACHINGS OF

JESUS (Pages 168169)/LA VIDA
Y LAS ENSEANZAS DE JESS
(Pginas 168169)
Why did people believe Jesus was
the savior?/Por qu se crea que
Jess era el salvador?
One group of people that lost its land
to the Romans was the Jews. Many Jews
wanted the Romans to leave their land./
Los judos fueron uno de los pueblos
que perdieron sus tierras a manos de los
romanos y queran que se fueran.
Others hoped for the coming of the
Messiahthe savior. According to
Jewish tradition, God promised that the
Messiah would restore the kingdom of
the Jews./Unos judos esperaban la
llegada del Mesas: el salvador.
Conforme a la tradicin juda, Dios
prometi que el Mesas les restaurara
el reino.
Jesus was born in Judea. At about age
30, Jesus began to preach. His message
included many ideas from Jewish
traditions, such as the principles of the
Ten Commandments and the belief in
one God. According to close followers,
who were later called apostles, Jesus
performed many miracles, His fame
grew. Some believed him to be the longawaited Messiah. Roman leaders feared
he would incite the people. The Romans
arrested Jesus and put him to death./
Jess naci en Judea. Alrededor de los
30 aos, comenz a predicar. Predicaba
muchas tradiciones judas, como los
Diez Mandamientos y la creencia en un
Dios. Conforme a sus seguidores ms
cercanos, los apstoles, Jess realiz
muchos milagros. Su fama creci.
Algunos crean que era el Mesas
largamente esperado. Los dirigentes
romanos teman que incitara a la gente.
Los romanos detuvieron a Jess y lo
condenaron a muerte.
After his death, Jesus followers said

that he appeared to them again and then
went to heaven. They said this proved he
was the Messiah. They called him
Christ. This is the Greek word for
savior. His followers came to be called
Christians. Led by Peter, the first
apostle, they spread his teachings
throughout Judea and Syria./Despus de
la muerte de Jess, sus seguidores
dijeron que se les apareci y subi al
cielo. Dijeron que eso demostraba que
era el Mesas. Lo llamaron Cristo que,
en griego, significa salvador. Sus
seguidores adoptaron el nombre de
cristianos. Dirigidos por Pedro, el
primer apstol, difundieron sus
enseanzas en Judea y Siria.
1. Why was Jesus put to death?/Por
qu Jess fue condenado a muerte?
CHRISTIANITY SPREADS
THROUGH THE EMPIRE
(Pages 169170)/EL CRISTIANISMO
SE DIFUNDE EN EL IMPERIO
(Pginas 169170)
How did Christianity spread through
the empire?/Cmo se difundi el
cristianismo en el imperio?
At first Jesus followers were all
Jewish. Later, under one apostle, Paul,
Christians began to look to all people,
even non-Jews, to join the church. The
leaders of the early church traveled
throughout the empire spreading the
teachings of Jesus./Todos los primeros
seguidores de Jess fueron judos.
108
Despus, dirigidos por el apstol Pablo,

los cristianos empezaron a buscar
seguidores de otros grupos. Los
dirigentes de la iglesia viajaron por todo
el imperio difundiendo las enseanzas
de Jess.
During this time, Jews made attempts
to break free of the Romans. These
movements did not succeed. Most Jews
were driven from their homeland into
exile. This scattering of the Jews is called
the Diaspora./Durante esa poca, los
judos intentaron liberarse de los
romanos pero no tuvieron xito.
Muchos judos fueron expulsados de sus
tierras y enviados al exilio. Esa
dispersin de judos se llam dispora.
At the same time, Roman leaders
tried to punish the Christians. Some
were put to death or killed by wild
animals in the arena. But Christianity
continued to spread. After almost 200
years, millions of people across the
empire became Christians./Los romanos
castigaron a los cristianos. Mataron a
algunos. Arrojaron a otros a las fieras
para que los devoraran. Pero el
cristianismo continu difundindose.
Al cabo de 200 aos, millones de
personas del imperio romano eran
cristianas.
2. What did the Romans do to the
Jews?/Qu les hicieron los romanos
a los judos?
A WORLD RELIGION
(Pages 170172)/UNA RELIGIN
MUNDIAL (Pginas 170172)
Why did Christianity spread?/Por
qu se difundi el cristianismo?
Christianity spread for several
reasons. First, it accepted all believers,
rich or poor, male or female. Second, it
gave hope to the powerless. Third, it
appealed to those who were bothered by
the lack of morality in Rome. Fourth, it
offered a personal relationship with
God. Fifth, it offered the promise of life
after death./El cristianismo se difundi
por varias razones. Primero, aceptaba a
todos los creyentes, ricos o pobres,
hombres o mujeres. Segundo, daba
esperanza a los necesitados. Tercero,
apelaba a todos aqullos a quienes
preocupaba la falta de moralidad en
Roma. Cuarto, ofreca una relacin
personal con Dios. Quinto, ofreca la
promesa de vida despus de la muerte.
As the church grew, it became more
organized. Priests were in charge of
small churches. Bishops were in charge
of all the churches in one area. The pope
was in charge of all. The pope was the
head of the Christian Church./
Conforme creci la iglesia, se volvi ms
organizada. Los sacerdotes estaban a
cargo de las iglesias pequeas. Los
obispos se encargaban de todas las
iglesias de una regin. El papa estaba a
cargo de todo; era la cabeza de la iglesia
cristiana.
In A.D. 313, Christianity entered a
new era. The Roman emperor
Constantine said that Christians would
no longer be persecuted. He gave his
official approval to Christianity. A few
decades later, Christianity became the
empires official religion./En el 313 d.C.,
el cristianismo entr en una nueva era.
109
El emperador romano Constantino

anunci que los cristianos ya no seran
perseguidos. Dio su aprobacin oficial
al cristianismo. Pocas dcadas despus,
el cristianismo fue declarado la religin
oficial del imperio.
While Christianity grew in power, it
went through changes. Church leaders
sometimes disagreed over basic beliefs
and argued about them. Church leaders
called any belief that appeared to
contradict the basic teachings a heresy.
From time to time, councils met to end
disagreements and define beliefs./A
medida que el cristianismo aument su
poder, sufri varios cambios. Los
dirigentes de la iglesia a veces tenan
desacuerdos sobre creencias bsicas y
decan que cualquier creencia contraria

a las enseanzas era hereja. De vez en
cuando, se reunan en concilios para
arreglar los desacuerdos y definir las
creencias.
3. How was the church organized?/
Cmo se organiz la iglesia
cristiana?
110
As you read about the rise of Christianity, fill in the charts below./Al
leer acerca del surgimiento de la cristiandad, llena los cuadros.
How did each of the following people influence the development of
Christianity as a new religion?/Qu influencia tuvo cada persona o pueblo
sobre el desarrollo de la cristiandad como una nueva religin?
1. J esus of Nazareth/
Jess de Nazaret
2. The Jews/Los judos
3. P
ontius Pilate/Poncio
Pilato
4. P
eter/Pedro
How did each of the following help to promote the spread of Christianity?/
Cmo contribuyeron los siguientes factores o personas a la expansin de
la cristiandad?
5. P
ax Romana/Pax
Romana
6. P
aul/Pablo
7. C
onstantine/
Constantino
8. Theodosius/Teodosio
111
primeros cristianos

Section/Seccin 4
The Fall of the Roman Empire/

La cada del imperio romano
inflation/inflacin Large drop in the value of money and rise in the prices of
goods/Cada del valor del dinero y aumento de precios

mercenary/mercenario Foreign soldiers who fought for money/Soldado extranjero
que peleaba por dinero

Diocletian/Diocleciano Strong-willed army leader and Roman emperor/Dirigente
militar fuerte y emperador romano

Constantinople/Constantinopla New name for Byzantium under Constantine/
Nuevo nombre de Bizancio bajo Constantino

Attila/Atila Powerful chieftain of Huns/Poderoso jefe de los hunos

In the last section, you read about the spread of Christianity./En la
seccin anterior, leste acerca de la difusin del cristianismo.
In this section, you will learn how the Roman Empire collapsed./En
esta seccin, aprenders acerca de la cada del imperio romano.
As You Read/Al leer

Use a chart to identify what caused the problems facing the Roman
Empire./Usa un cuadro para identificar las causas de los problemas
que enfrent el imperio romano.
A Century of Crisis (Page 173)/
UN SIGLO DE CRISIS (Pgina 173)
What problems did Rome face?/Qu
problemas enfrent Roma?
Rome entered a period of decline
after the reign of Marcus Aurelius
ended in A.D. 180. Rome suffered
economic problems. Trade slowed as
raiders threatened ships and caravans on
sea and land. The economy suffered
from inflation, a drastic drop in the
value of money and a rise in prices.

Food supplies also dropped as tired soil,
warfare, and high taxes cut the amount
of grain and other foods produced on
farms./Cuando termin el reinado de
Marco Aurelio en el 180 d.C., Roma
entr en un perodo de ocaso. Sufri
problemas econmicos. El comercio
disminuy debido a los asaltantes que
amenazaban los barcos y caravanas por
mar y tierra. La economa sufri
112
inflacin: cada drstica del valor del

dinero y aumento de precios.
Los alimentos disminuyeron debido al
desgaste del suelo, las guerras y los altos
impuestos sobre granos y otros
productos agrcolas.
The empire also had military
problems. German tribes caused trouble
on the frontiers. Persians defeated the
Romans in A.D. 260 and captured the
emperor. Roman soldiers could no
longer be counted on. Instead,
mercenariessoldiers who fight for
moneyhad to be hired. At the same
time, Roman generals fought one
another for control of the empire./El
imperio tambin sufri problemas
militares. Las tribus alemanas causaban
problemas en las fronteras. Los persas
derrotaron a los romanos en el 260 d.C.
y capturaron al emperador. Ya no era
posible depender de los soldados
romanos. Por eso contrataron a
mercenarios: soldados que luchaban por
dinero. Al mismo tiempo, los generales
romanos se peleaban entre s por el
control del imperio.
himself a son of the chief Roman god.

He even divided the empire into eastern
and western halves to make it easier to
govern./Diocleciano subi al trono en el
284. Para proclamarse, dijo que era hijo
de un importante dios romano.
Promulg muchas leyes para arreglar la
economa. Dividi el imperio en dos
mitades, oriental y occidental, para
facilitar el gobierno.
Constantine continued many of these
changes. He became emperor of both
halves of the empire in 324. A few years
later, Constantine moved the capital of
the empire to a new city in northwestern
Turkey where Europe and Asia meet.
The city was Byzantium. In time, it was
given a new nameConstantinople, the
city of Constantine./Constantino fue
emperador de las dos mitades del
imperio en el 324 y continu muchos de
esos cambios. Pocos aos despus, mud
la capital del imperio a Bizancio, una
ciudad del noroeste de Turqua, donde
se unen Europa y Asia. Con el tiempo,
la llam Constantinopla, la ciudad de
Constantino.
1. What economic problems did Rome

face?/Qu problemas econmicos
sufri Roma?
2. Who was Constantine?/Quin fue

Constantino?
Emperors Attempt Reform

(Pages 174175)/LOS
EMPERADORES PROMUEVEN
REFORMAS (Pginas 174175)
What changes did the emperors
make?/Qu cambios hicieron los
emperadores?
Diocletian took the throne as emperor
in 284. He passed many new laws to try
to fix the economy. He tried to restore
the status of the emperor by naming
The Western Empire

Crumbles (Pages 175176)/EL
IMPERIO OCIDENTAL SE
DESMORONA (Pginas 175176)
Who overran Rome?/Quin derrot
a Roma?
Reforms delayed the end of the
Roman Empire but could not prevent its
fall. The eastern part of the empire
remained strong and unified. But
troubles continued in the west.
Germanic tribes moved into the empire.
113
They were trying to escape from the

Huns, fierce nomadic people from
central Asia, who were moving into their
land./Las reformas retrasaron el fin del
imperio romano pero no pudieron evitar
su cada. La parte oriental del imperio
permaneci fuerte y unificada. Pero los
problemas continuaron en la otra mitad.
Llegaron tribus germanas huyendo de
los hunos un fiero pueblo nmada del
Asia central que estaban invadiendo
sus tierras.
The Roman armies in the west
collapsed. German armies twice entered
Rome itself. In 408, Visigoths led by
their king, Alaric, put the city under
siege. In 444, the Huns united under a
powerful chieftain named Attila. Attila
and his armies terrorized both halves of
the empire./Los ejrcitos romanos del
occidente se derrumbaron. Los ejrcitos
germanos entraron dos veces a la propia
Roma. En el 408, los visigodos y su rey
Alarico sitiaron la ciudad. En el 444, los
hunos se unieron bajo un poderoso jefe

llamado Atila. Atila y sus ejrcitos
sembraron terror en ambas mitades del
imperio.
The invasions continued after Attilas
death. The Germans had arrived for
good. By 476, German peoples
controlled many areas of Europe. That
year a German general removed the last
western Roman emperor from the
throne./Las invasiones continuaron tras
la muerte de Atila. Los germanos se
quedaron. Para el 476, controlaban
muchas regiones de Europa. Ese ao, un
general germano derroc al ltimo
emperador romano occidental.
3. What role did Attila play in the
collapse of Rome?/Qu papel
desempe Atila en la cada de
Roma?
114
As you read about the decline and fall of the Roman Empire, take
notes to answer the questions./Al leer acerca del ocaso y la cada del
imperio romano, toma notas para contestar las preguntas.
1. What were the causes of each condition that led to the fall of the Roman Empire?/
Cules fueron las causas de cada factor que llev a la cada del imperio romano?
a. D
isruption of trade/
Problemas en el
comercio
b. G
old and silver drain/
Desvo de oro y plata
c. Inflation/Inflacin
d. D
ecline of loyalty and
discipline in military/
Debilitamiento de la
lealtad y disciplina militar
e. C
itizen indifference and
loss of patriotism/
Indiferencia ciudadana y
prdida de patriotismo
2. What steps did Diocletian take to restore order and reform the empire?/Qu
medidas tom Diocleciano para restaurar el orden y reformar el imperio?
3. What did Constantine do to reform the empire?/Qu hizo Constantino para

reformar el imperio?
4. What caused the final collapse of the Western Roman Empire?/Cul fue la causa
de la cada final del imperio romano occidental?
115
primeros cristianos

Section/Seccin 5
Rome and the Roots of Western

Civilization/Roma y las races de la
civilizacin occidental
Greco-Roman culture/cultura greco-romana Culture developed from the blending
of Greek, Hellenistic, and Roman cultures/Cultura que surgi de la mezcla de las

culturas griega, helnica y romana
Pompeii/Pompeya Roman town destroyed by the eruption of Mount Vesuvius/
Ciudad romana que fue destruida por la erupcin del monte Vesubio
Virgil/Virgilio Roman poet who wrote the Aeneid/Poeta romano que escribi La
eneida
Tacitus/Tcito Roman historian who recorded the good and bad of imperial
Rome/Historiador romano que document lo bueno y lo malo de la Roma

imperial
aqueduct/acueducto Pipeline or channel built to carry water/Tubera o canal para
llevar agua

In the last section, you read about the fall of Rome. In this section,
you will learn about the contributions of Rome to Western
civilization./En la seccin anterior, leste acerca de la cada de Roma.
En esta seccin, leers acerca de las contribuciones de Roma a la
civilizacin occidental.
As You Read/Al leer

Use a chart to list the accomplishments of the Roman Empire./Usa
un cuadro para enumerar los logros del imperio romano.
116
The Legacy of Greco-Roman

Civilization (Pages 178181)/
EL LEGADO DE LA CULTURA
GRECO-ROMANA (Pginas 178181)
What is Greco-Roman culture?/Qu
es la cultura greco-romana?
Rome took aspects of Greek and
Hellenistic culture and added ideas of
its own. The mixing of Greek,
Hellenistic, and Roman culture
produced a new culture called
Greco-Roman culture. This is also often
called classical civilization./Roma tom
aspectos de la cultura griega y helnica,
y aadi ideas propias. Esta mezcla de
las culturas griega, helnica y romana
produjo una nueva cultura llamada
cultura greco-romana. Tambin se le
llama civilizacin clsica.
Roman artists, philosophers, and
writers did not just copy Greek works.
They created a style of their own for
their own purposes. Much of Roman art
had practical purposes. It was aimed at
educating the public./Los artistas,
filsofos y escritores de Roma no se
limitaron a copiar las obras de Grecia.
Crearon su propio estilo con sus propios
fines. El arte romano tena fines
prcticos, como educar al pblico.
One example of the mixing of
cultures occurred in sculpture. Romans
borrowed Greek ideas but made their
sculptures more realistic. The Romans
also developed a kind of sculpture in
which images stood out from a flat
background./Un ejemplo de la mezcla
de culturas se ve en la escultura. Los
romanos tomaron ideas griegas pero sus
esculturas fueron ms realistas. Tambin
desarrollaron un tipo de escultura en
que las figuras sobresalen de un fondo
plano.
Romans were skilled at creating

pictures made from tiny tiles, a process
called mosaic. But Romans were
perhaps most skilled at painting. The
best examples of Roman painting are
found in the Roman town of Pompeii.
Pompeii was covered with ash after a
volcanic eruption. The ash preserved
many works of art and culture./Los
romanos fueron diestros para crear
pinturas con pequeos azulejos, un
proceso llamado mosaico. Pero su mejor
campo fue la pintura. Los mejores
ejemplos de pintura romana se
encuentran en Pompeya. Esta ciudad
romana fue cubierta por cenizas tras
una erupcin volcnica. Las cenizas
preservaron muchas obras de arte.
In both literature and philosophy,
Romans were inspired by the Greeks.
The poet Virgil wrote the most famous
work of Latin literature, the Aeneid. It
was modeled on the Greek epics of
Homer./Tanto en literatura como en
filosofa, los romanos se inspiraron en
los griegos. El poeta Virgilio escribi la
obra ms famosa de la literatura latina,
La eneida. Se inspir en las epopeyas
griegas de Homero.
The Romans also produced some
important histories. Tacitus is an
important Roman ancient historian.
Among ancient historians, he is known
for presenting accurate facts. He
described the good and bad parts of
imperial Rome in his Annals and
Histories./Tambin hubo importantes
historiadores romanos. Tcito fue uno
de ellos. Entre los historiadores
antiguos, es conocido por ofrecer datos
precisos. Describi lo bueno y lo malo
del imperio romano en sus obras Anales
e Historias.
117
1. Name three Roman cultural

achievements./Enumera tres logros
culturales de Roma.
The Legacy of Rome

(Pages 181183)/EL LEGADO DE
ROMA (Pginas 181183)
What were Romes most major
contributions to Western
culture?/Cules fueron las
contribuciones ms importantes de
Roma a la cultura occidental?
The Roman language, Latin, was
important in European history. It was
the official language of the Roman
Catholic Church into the 20th century.
Many European languages developed
from Latin, including French, Spanish,
Portuguese, Italian, and Romanian. And
many Latin words are used in other
languages, including English./El idioma
romano, el latn, fue importante en la
historia europea. Fue el idioma oficial
de la Iglesia Catlica Romana hasta el
siglo 20. Muchos idiomas europeos
derivan del latn, como francs, espaol,
portugus, italiano y rumano. Muchas
palabras latinas se usan en otros
idiomas, como el ingls.
Romans also became famous for their
skill at engineering. They used arches
and domes to build large, impressive
buildings. Many of these forms are still
used today. They also built an excellent
system of roads and several aqueducts.

Aqueducts carried water from distant
lakes or rivers to large cities./Los
romanos tambin fueron famosos por su
ingeniera. Usaron arcos y bvedas para
construir edificios grandes e
impresionantes. Muchos de sus
principios arquitectnicos an se usan.
Tambin construyeron un excelente
sistema de carreteras y acueductos para
llevar agua de lagos o ros distantes a las
grandes ciudades.
But Romes most lasting influence was
in the field of law. The Roman
government set standards of law that
still influence people today. Some of the
most important principles of Roman
law were:/Pero la influencia ms
duradera de Roma fue el derecho. El
gobierno romano estableci pautas
legales que an existen, por ejemplo,
que:
All persons had the right to equal
treatment under the law./Todas las
personas deben ser tratadas con
igualdad por la ley.
A person was considered innocent
until proven guilty./Una persona es
inocente hasta que se pruebe su
culpabilidad.
The burden of proof rested with the
accuser rather than the accused./El
que acusa de un crimen tiene que
demostrarlo.
A person should be punished only for
actions, not for thoughts./Se debe
castigar por acciones, no por
pensamientos u opiniones.
Any law that seemed unreasonable or
unfair could be set aside./Toda ley que
parece ilgica o injusta debe
eliminarse.
118
2. What important standards of law

were set by the Romans?/Qu
pautas importantes estableci el
derecho romano?
119
As you read about the roots of classical civilization, fill in the chart to
identify elements of the Greco-Roman culture./Al leer sobre las races
de la civilizacin clsica, completa el cuadro para identificar los
elementos de la cultura greco-romana.
Cultural Element/Elemento
cultural
Greek Contributions/
Contribuciones griegas
Roman Contributions/
Contribuciones romanas
1. S
culpture/Escultura
2. P
hilosophy/Filosofa
3. L
iterature/Literatura
Identify Roman achievements in the boxes below./Identifica los logros

romanos en las casillas.
4. Language/Idioma
5. Architecture/
Arquitectura
6. Engineering/Ingeniera
120
India and China Establish Empires/India y China establecen
imperios
Section/Seccin 1
Indias First Empires/Los primeros

imperios de India
Mauryan Empire/imperio maurio First empire in India, founded by Chandragupta
Maurya/Primer imperio de India, fundado por Chandragupta Mauria

Asoka/Asoka Grandson of Chandragupta; leader who brought the Mauryan
Empire to its greatest height/Nieto de Chandragupta; llev el imperio maurio

asu mayor auge
religious toleration/tolerancia religiosa Acceptance of the right of people to have
differing religious beliefs/Aceptacin del derecho de tener diferentes creencias

religiosas
Tamil/tamil Language of southern India; also the people who speak that language/
Idioma del sur de India; tambin se refiere al grupo que habla ese idioma
Gupta Empire/imperio gupta Second empire in India, founded by Chandra Gupta/
Segundo imperio de India fundado por Chandra Gupta

patriarchal/patriarcal Relating to a social system in which the father is the head of
the family/Sistema social en el que el padre es la cabeza de la familia

matriarchal/matriarcal Relating to a social system in which the mother is the head
of the family/Sistema social en el que la madre es la cabeza de la familia

In the last section, you read about the influence of ancient Rome./En
el captulo anterior, leste acerca de la influencia de la antigua Roma.
In this section, you will read about the Mauryan and Gupta empires
in India./En esta seccin, leers acerca de los imperios maurio y
gupta en India.
As You Read/Al leer

Use a chart to compare the Mauryan and Gupta empires./Usa un
cuadro para comparar los imperios maurio y gupta.
121
The Mauryan Empire Is

Established (Pages 189192)/
ESTABLECIMIENTO DEL IMPERIO
MAURIO (Pginas 189192)
How did the Mauryan Empire
begin?/Cmo comenz el imperio
maurio?
In 321 b.c., Chandragupta Maurya
used his army to defeat a powerful king
in eastern India. He became king, and
this started the Mauryan Empire./En el
321 a.C., Chandragupta Mauria derrot
con su ejrcito al rey del este de India.
Subi al trono e inici el imperio maurio.
Chandragupta then moved northwest.
In 305 b.c., he began to challenge
Seleucus, one of Alexander the Greats
generals. The two armies fought for
several years. Eventually Chandragupta
won. For the first time, northeastern and
northwestern India were joined under
the rule of one person./Despus
Chandragupta despach su ejrcito al
noroeste. En el 305 a.C., desafi a
Seleuco, un general de Alejandro
Magno. Los dos ejrcitos pelearon
durante varios aos y al final
Chandragupta gan. Por primera vez, el
noreste y el noroeste de India se unieron
bajo un solo gobierno.
Chandragupta was a harsh ruler.
Hecharged a heavy tax on farmers
one-half of the crop they grew each
year. He used this wealth to build a huge
army. He controlled his government by
carefully choosing officials and watching
them closely. He split his empire into
four provinces, each ruled by a prince.
These areas, in turn, were divided into
smaller pieces that were run by members
of the government. Life in
Chandraguptas court was rich. The
palace and capital city were beautiful./
Chandragupta fue un gobernante cruel.
Exigi elevados impuestos a los

agricultores: la mitad de su cosecha
anual. Con esas riquezas form un
enorme ejrcito. Controlaba el gobierno
mediante la eleccin y vigilancia
cuidadosa de funcionarios. Dividi al
imperio en cuatro provincias, cada una
gobernada por un prncipe. A su vez,
estaban divididas en fracciones ms
pequeas regidas por miembros del
gobierno. La vida en la corte de
Chandragupta era lujosa. El palacio y la
ciudad capital eran hermosos.
Chandraguptas grandson, Asoka,
took the throne in 269 b.c. He brought
the Mauryan Empire to its greatest
height. At first he was a warlike king
and fought many fierce battles with an
enemy to the south. Then he decided to
accept the teachings of the Buddha./El
nieto de Chandragupta, Asoka, subi al
trono en el 269 a.C. Llev al imperio
maurio a su mayor auge. Al principio
fue un rey guerrero y luch en fieras
batallas contra un enemigo en el sur.
Despus decidi seguir las enseanzas
de Buda.
Asoka promised to rule in a fair way.
He issued laws that urged his subjects to
avoid violence. He urged religious
toleration. This is acceptance of peoples
rights to differing religious beliefs.
He made great roads so that people
could travel easily. Soon after Asoka
died, however, his empire collapsed./
Asoka prometi gobernar con justicia.
Promulg leyes que instaban a evitar la
violencia. Abog por la tolerancia
religiosa, es decir, la aceptacin del
derecho de tener diferentes creencias
religiosas. Construy magnficas
carreteras para que se pudiera viajar
fcilmente. Pero poco despus de su
muerte, el imperio cay.
122
1. What changes did Asoka make in

the Mauryan Empire?/Qu cambios
hizo Asoka en el imperio maurio?
A Period of Turmoil (Page 191)/

UN PERODO PROBLEMTICO
(Pgina 191)
What troubles did lndia face?/Qu
problemas tena India?
For 500 years after Asoka, India was
a land of troubles. In the center of
India, a new dynastythe Andhra
Dynastydominated the region. In the
northwest, many Greeks, Persians, and
Central Asians entered the land. They
were fleeing the invasions of others.
These peoples added new ideas and
languages to Indias rich mix of culture.
In the south, three different kingdoms
fought each other off and on. The
people who lived in this region spoke the
Tamil language. They are called the
Tamil people./India tuvo problemas
durante los 500 aos posteriores a la
muerte de Asoka. Un nuevo reino la
dinasta Andar dominaba el centro.
Muchos griegos, persas y centroasiticos entraron al noroeste para
escapar de las invasiones de otros.
Aadieron nuevas ideas e idiomas a la
rica mezcla cultural de India. En el sur,
tres reinos pelearon con frecuencia. La
gente que viva en la regin hablaba
tamil. Se llaman tamiles.
2. Who are the Tamils?/Quines son

los tamiles?
The Gupta Empire is

Established (Pages 191192)/
ESTABLECIMIENTO DEL IMPERIO
GUPTA (Pginas 191192)
What was life like in the Gupta
Empire?/Cmo fue la vida en el
imperio gupta?
Around a.d. 320, Chandra Gupta I
came to power in the north. He was not
related to the first emperor. He took the
title of king and began to conquer
otherareas./Hacia el 320 d.C. Chandra
Gupta I subi al poder en el norte. No
estaba relacionado con el primer
emperador. Tom el ttulo de rey y
comenz a conquistar otras regiones.
His son, Samudra Gupta, followed
the same policy. For 40 years, he fought
to win new lands for the Gupta Empire.
Samudras son, Chandra Gupta II,
brought the empire to its largest size. He
added parts of western India, including
some important ports on the Indian
Ocean, to his empire. With these, the
Guptas were able to take part in the rich
trade that connected India, Southwest
Asia, and the world of the
Mediterranean Sea. The Gupta empire
stretched all across northern India./Su
hijo, Samudra Gupta, sigui la misma
poltica y durante 40 aos pele para
123
aumentar las tierras del imperio gupta.

Su hijo, Chandra Gupta II, llev el
imperio a su mxima extensin. Agreg
al imperio partes de India del oeste,
como algunos puertos del ocano
ndico. Con stos, los guptas pudieron
participar en el rico comercio que
conectaba a India, Asia del suroeste y el
mundo del mar Mediterrneo. El
imperio gupta abarc todo el norte de
India.
Most Indians lived in villages and
were farmers. Part of each crop that
they grew had to be paid to the king
each year. Farmers also had to set aside
part of each month to work on
community resources, such as wells or
dams. Craft workers and those who
worked in trade lived in special sections
of each village, town, or city./La
mayora de los habitantes de India
vivan en aldeas y eran agricultores.
Tenan que pagar parte de cada cosecha
anual al rey. Los agricultores tambin
tenan que trabajar determinadas horas
mensuales en proyectos comunitarios
como pozos o represas. Los artesanos y
comerciantes vivan en sectores aparte
de cada aldea, pueblo o ciudad.
Most families in northern India were
patriarchal. They were headed by the
oldest male. But in southern India, some
Tamil families were matriarchal. This
meant the mother was head of the
family. Property, and sometimes the
throne, were passed through the female

side of the family./La mayora de las
familias en el norte de India eran
patriarcales. Estaban encabezadas por el
hombre de mayor edad. Pero en el sur de
India, las familias tamiles eran
matriarcales. Esto significaba que la
madre era la cabeza de la familia. La
propiedad y, a veces, el trono se
heredaban por lnea materna.
The Gupta kings were patrons of the
arts. Artists flourished during the Gupta
rule. However, after the death of
Chandra Gupta II, another wave of
invaders moved into India. Over the
next hundred years, the great Gupta
Empire broke up into several smaller
kingdoms. The empire ended about 535./
Los reyes gupta fueron mecenas de las
artes. Las artes florecieron durante esa
poca. Pero despus de la muerte de
Chandra Gupta II, otra ola de invasores
entr en India. Durante los siguientes
cien aos, el gran imperio gupta se
dividi en reinos pequeos hasta acabar
hacia el ao 535.
3. How did the Gupta Empire
end?/Cmo termin el imperio
gupta?
124
As you read about the Mauryan and Gupta empires in India, take
notes to answer the questions about the time line. (Some dates on the
time line are approximate.)/Al leer acerca de los imperios maurio y
gupta en India, toma notas para contestar las preguntas acerca de la
lnea cronolgica. (Algunas fechas son aproximadas).
321 B.C./
321 a. C.
Chandragupta Maurya claims

the throne and the Mauryan
Dynasty begins./Chandragupta
Mauria se apodera del trono y
comienza la dinasta mauria.
1. H
ow did Chandragupta support his successful
war efforts?/Cmo fortaleci Chandragupta
susvictorias en la guerra?
301 B.C./
301 a. C.
Chandraguptas son assumes

the throne./El hijo de
Chandragupta sube al trono.
2. How did Chandragupta hold his vast empire

together?/Cmo mantuvo unido Chandragupta
a su vasto imperio?
269 B.C./
269 a. C.
Asoka, Chandraguptas
grandson, becomes king of the
Mauryan Empire./Asoka, nieto
de Chandragupta, es rey del
imperio maurio.
3. W
hy did Asoka wage war early in his reign?/
Por qu Asoka guerre al inicio de su reinado?
232 B.C./
232 a. C.
Asoka dies and the empire

begins to break up./Asoka
muere y el imperio comienza a
declinar.
4. How did Asoka show concern for subjects

well-being?/Cmo mostr Asoka su inters
porel bienestar de sus sbditos?
A.D. 320/
320 d. C.
Chandra Gupta I becomes first

Gupta emperor./Chandra
Gupta I es el primer emperador
gupta.
5. What did Chandra Gupta I accomplish during

hisreign?/Qu logr Chandra Gupta I durante
su reinado?
A.D. 335/
335 d. C.
Chandra Guptas son Samudra

becomes ruler./Samudra, hijo
de Chandra Gupta, gobierna.
6. What did Samudra accomplish during his

reign?/Qu logr Samudra durante su reinado?
A.D. 375/
375 d. C.
Chandra Gupta II becomes

king./Chandra Gupta II es rey.
7. What was the significance of Chandra Gupta IIs

military victories?/Cul fue la importancia de
las victorias militares de Chandra Gupta II?
8. What peaceful means did he use to strengthen

his empire?/Qu medios pacficos us para
fortalecer su imperio?
125
imperios
Section/Seccin 2
Trade Spreads Indian Religions

andCulture/El comercio difunde
lareligin y la cultura de India
Mahayana/mahayana Sect of Buddhism that offers salvation to all and allows
popular worship/Secta del budismo que ofrece la salvacin a todos y permite la

veneracin popular
Theravada/teravada Sect of Buddhism focusing on strict spiritual discipline/Secta
del budismo que se concentra en una estricta disciplina espiritual

Brahma/Brahma Creator of the world, in Hinduism/En hinduismo, el creador del
mundo
Vishnu/Visn Preserver of the world, in Hinduism/En hinduismo, el preservador
del mundo
Shiva/Shiva Destroyer of the world, in Hinduism/En hinduismo, el destructor del
mundo
Kalidasa/Kalidasa One of Indias greatest poets and playwrights/Uno de los
principales poetas y dramaturgos de India

Silk Roads/Ruta de la Seda Caravan routes that crisscrossed central Asia/Rutas de
las caravanas que cruzaban toda Asia central

In the last section, you read about the Mauryan and Gupta empires
of India./En la seccin anterior, leste acerca de los imperios maurio
y gupta.
In this section, you will learn how trade caused changes in Indian
religion and culture./En esta seccin, aprenders cmo el comercio
trajo cambios en la religin y la cultura de India.
As You Read/Al leer

Use a chart to list one or more specific developments of Indian
culture./Usa un cuadro para enumerar uno o ms desarrollos
especficos de la cultura india.
126
Buddhism and Hinduism

Change (Pages 193194)/
CAMBIOS EN EL BUDISMO Y EL
HINDUISMO (Pginas 193194)
What were the changes in religious
thought?/En qu cambi el
pensamiento religioso?
Over time, the religions of Hinduism
and Buddhism became more and more
distant from the common people. Priests
dominated Hinduism. Followers of the
Buddha found it difficult to find the
promised goal of release from this
world. As new peoples moved into
India, they brought new ideas. These
ideas had an impact on these religions./
Con el tiempo, las religiones del
budismo y el hinduismo se alejaron cada
vez ms de la gente comn. Los
sacerdotes dominaron el hinduismo. A
los seguidores de Buda les resultaba
difcil encontrar el objetivo prometido
de liberarse de este mundo. Los nuevos
pueblos que se mudaron a India llevaron
ideas que ejercieron influencia sobre las
religiones.
The Buddha had taught that a tough
spiritual life was the way to escape from
the suffering of the world. But selfdenial was difficult for most people.
Many people came to worship the
Buddha himself as a god, even though
he had forbidden it. Some came to
believe that other people could become
Buddhas themselves. They could do this
through good works and sacrifice./Buda
haba enseado que una vida espiritual
vigorosa era el camino para escapar al
sufrimiento del mundo. Pero la
autonegacin era difcil para la mayora
de la gente. Muchos veneraban a Buda
como a un dios, aunque l mismo lo
haba prohibido. Algunos pensaban que
otras personas podan ser budas
mediante buenas obras y sacrificio.
These ideas created a new kind of

Buddhism, the Mahayana sect. Those
who held on to the stricter beliefs
belonged to the Theravada sect. The new
Mahayana approach helped Buddhism
become a popular religion. All believers
had the chance to be saved. This change
caused an increase in art. Buddhists
with money built temples and shrines
and then paid artists to decorate them
with sculptures and paintings./Estas
ideas crearon un nuevo tipo de budismo:
la secta mahayana. Los que seguan el
budismo estricto formaron la secta
teravada. La nueva secta mahayana
populariz el budismo. Todos los
creyentes tenan oportunidad de
salvarse. Este cambio caus un aumento
en el arte. Los budistas adinerados
construyeron templos y altares, y
pagaron a artistas para que los
decoraran con esculturas y pinturas.
Hinduism changed, too. By the time
of the Mauryan Empire, only priests
were involved in many rituals of the
faith. For centuries, Hinduism had been
a religion of many gods. Now other
religions based on only one god were
becoming more important. Many
Hindus began to emphasize three gods
in particular. One was Brahma, creator
of the world. Another was Vishnu,
preserver of the world. The third was
Shiva, destroyer of the world. By
devoting themselves to these gods,
people began to feel the religion more
directly in their lives./El hinduismo
tambin cambi. En la poca del
imperio maurio, slo los sacerdotes
podan celebrar los rituales de la fe.
Durante siglos, el hinduismo haba sido
una religin de muchos dioses. Ahora,
otras religiones de un solo dios ganaban
importancia. Muchos hindes
comenzaron a venerar a tres dioses en
127
particular. Uno era Brahma, creador del

mundo. Otro era Visn, preservador del
mundo. El tercero era Shiva, destructor
del mundo. Al venerar a uno de estos
dioses, los creyentes comenzaron a sentir
la religin ms directamente en su vida.
1. What changes did the split in
Buddhism bring?/Qu cambios
trajo la divisin del budismo?
Achievements of Indian
Culture (Pages 194195)/
AVANCES DE LA CULTURA INDIA
(Pginas 194195)
What advances occurred in the arts
and sciences?/Qu avances
ocurrieron en las artes y las
ciencias?
The amount and quality of Indian art
increased. Poets and playwrights, such
as Kalidasa, wrote beautiful works of
literature. Other artists laid the
foundations for the classical form of
dance in India./La cantidad y calidad
del arte de India aument. Poetas y
dramaturgos como Kalidasa escribieron
bellas obras literarias. Otros artistas
crearon los cimientos de la forma clsica
de danza de India.
The scientists of India proved that
Earth was indeed round 1,000 years
before Columbus. They made great
advances in mathematics, too. They
invented the idea of zero and of decimal
numbers. The doctors of India became
highly skilled. They knew more than
1,000 diseases and used hundreds of
medicines from plants to help their
patients./Los cientficos de India
comprobaron que la Tierra era redonda
1,000 aos antes que Coln. Tambin

hicieron grandes aportes matemticos.
Inventaron la idea del cero y los
nmeros decimales. Los mdicos de
India reunieron muchos conocimientos.
Conocan ms de mil enfermedades y
usaban cientos de plantas medicinales
para ayudar a sus pacientes.
2. What advances did scientists and
mathematicians make?/Qu avances
hicieron los cientficos y
matemticos?
The Spread of Indian Trade

(Pages 195197)/LA EXPANSIN
DEL COMERCIO DE INDIA
(Pginas 195197)
How did Indias trade increase?/Por
qu aument el comercio de India?
Soon Indians learned about the Silk
Roads. These were caravan routes that
crisscrossed central Asia. Indian traders
joined in the trade along these routes.
Indians traded cotton cloth and animals
to China for silk. Traders brought spices
from Southeast Asia to India and then
sold them to Rome and other western
peoples./Pronto India descubri la Ruta
de la Seda. Eran rutas de caravanas que
cruzaban hacia Asia central. Los
comerciantes de India se unieron al
comercio de esas rutas. India venda
algodn y animales a China a cambio de
seda. Los comerciantes llevaban especias
de Asia del sureste a India, y despus las
vendan a Roma y a otros pueblos del
oeste.
This trade was so busy that large
numbers of Roman coins have been
found in India. The Indians also traded
128
their own cotton cloth in Africa for

ivory and gold. They sent rice and wheat
to Arabia for dates and horses. They
carried out this trade by land and sea./El
comercio aument tanto que se han
encontrado muchas monedas romanas
en India. Adems, India comerciaba
telas con frica a cambio de marfil y
oro. Enviaba arroz y trigo a Arabia a
cambio de dtiles y caballos. Los
comerciantes llevaban sus productos por
tierra y mar.
Indias culture spread beyond India.
The art and architecture of many lands
in Southeast Asia show the influence of
Indian art. Some people adopted
Hinduism, and many began to follow
Buddhism./La cultura de India se

difundi ms all de sus fronteras. El
arte y la arquitectura de muchas tierras
de Asia del sureste muestran la
influencia artstica de India. Otros
pueblos adoptaron el hinduismo y
muchos comenzaron a seguir el
budismo.
3. In addition to goods, what did India
send to different parts of the world?/
Adems de productos, qu envi
India a distintas partes del mundo?
129
As you read about the ways that Indian culture changed and expanded
between about 200 b.c. and a.d. 300, fill out the chart by writing notes
in the appropriate spaces./Al leer acerca de los cambios de la cultura de
India entre el 200 a.C. y el 300 d.C., aproximadamente, llena los
espacios correspondientes.
Changes in Religious Thought/Cambios en el pensamiento religioso
1. N
ote how Buddhism changed and
identify two effects of this change./
Nota cmo cambi el budismo y
enumera dos efectos de ese cambio.
2. N
ote how Hinduism changed and
identify two effects of this change./
Nota cmo cambi el hinduismo y
enumera dos efectos de dicho cambio.
Expansion of Culture/Difusin de la cultura
3. N
ote at least two examples of the
flowering of literature and performing
arts./Enumera al menos dos ejemplos
del florecimiento de la literatura y de
las artes escnicas.
4. N
ote at least two examples of the
flowering of science and
mathematics./Enumera al menos dos
ejemplos del florecimiento de la
ciencia y las matemticas.
Expansion of Trade and Commerce/Expansin del comercio
5. N
ote how development of the Silk
Roads and increased sea trade
contributed to the expansion of Indian
commerce./Describe cmo
contribuyeron el desarrollo de las
Rutas de la Seda y el aumento del
comercio martimo a la expansin del
comercio de India.
6. N
ote two effects of the expansion of
Indian trade./Enumera dos efectos de
la expansin del comercio de India.
130
imperios
Section/Seccin 3
Han Emperors in China/Los

emperadores Han de China
Han Dynasty/dinasta Han Chinese dynasty that ruled for most of the period from
202 b.c. to a.d. 220/Dinasta china que gobern del 202 a.C. al 220 d.C.
centralized government/gobierno centralizado Government that concentrates
power in a central authority/Gobierno que concentra el poder en una autoridad

central
civil service/servicio civil Administrative departments of a government; also, word
describing government jobs and employees/Departamentos administrativos de un

gobierno; empleos y empleados gubernamentales
monopoly/monopolio One groups complete control over the production and
distribution of certain goods/Control total de un grupo sobre la produccin y la

distribucin de ciertos bienes
assimilation/asimilacin Policy of encouraging conquered peoples to adopt the
institutions and customs of the conquering nation/Poltica que insta a los

pueblos conquistados a adoptar las instituciones y costumbres de la nacin
conquistadora

In the last section, you read about the spread of Indian religions and
culture./En la seccin anterior, leste acerca de la difusin de las
religiones y de la cultura de India.
In this section, you will read about the Han Dynasty in China./En
esta seccin, leers acerca de la dinasta Han en China.
As You Read/Al leer

Use an outline to organize main ideas and details on the Han
Dynasty./Usa un esquema para organizar las ideas principales y los
detalles sobre la dinasta Han.
131
The Han Restore Unity to

China (Pages 200202)/LOS HAN
REESTABLECEN LA UNIDAD EN
CHINA (Pginas 200202)
What changes did Han leaders
make?/Qu cambios hicieron los
gobernantes Han?
A strong empire also arose in China.
The Chinese had been united briefly
under the Qin empire. But it fell apart in
a period of civil war. In 202 b.c., Liu
Bang named himself the first emperor
of the Han Dynasty. The Han would
rule parts of China for the next 400
years. They set many patterns for
Chinese culture for centuries to come./
En China tambin surgi un imperio
poderoso. China se haba unido
brevemente durante el imperio Qin. Pero
se dividi durante un perodo de guerra
civil. En el 202 a.C., Liu Bang se
nombr primer emperador de la dinasta
Han. Los Han gobernaron partes de
China durante los siguientes 400 aos.
Establecieron muchos patrones
culturales para los siguientes siglos.
Liu Bang created a centralized
government. Local officials reported to
the emperor. The rule of the previous
emperor had been very harsh. Liu Bang
took a different approach. He lowered
taxes. He gave lighter penalties for
crimes. Life became easier for the
Chinese people./Liu Bang cre un
gobierno centralizado. Los funcionarios
locales del gobierno rendan informes al
emperador. El gobierno del emperador
anterior haba sido muy cruel. Liu Bang
adopt otro enfoque. Baj impuestos.
Castig con menos crueldad. La vida se
volvi ms fcil para los chinos.
From 141 to 87 b.c., the emperor
Wudi ruled Han China. He made his
empire almost the size of modern
China. He defeated nomads in the
north. He moved troops and settlers to
the west. He sent soldiers to the north

into modern Korea and to the south to
modern Vietnam./Del 141 al 87 a.C., el
emperador Wudi gobern a la China
Han. Extendi el territorio casi hasta las
dimensiones de la China actual. Derrot
a los nmadas en el norte. Mand
tropas y colonos al oeste. Envi
soldados al norte, a la actual Corea, y al
sur, al actual Vietnam.
1. What changes did Liu Bang
make?/Qu cambios hizo Liu Bang?
A Highly Structured Society;

Han Technology, Commerce,
and Culture (Pages 202205)/
UNA SOCIEDAD MUY
ESTRUCTURADA; TECNOLOGA,
COMERCIO Y CULTURA HAN
(Pginas 202205)
What advances took place?/Qu
avances hubo?
Chinese society under the Han
Dynasty was very structured. The
emperor was at the top. He had a large
number of officials. These officials
reached down to the smallest village.
They filled civil service jobs. Those who
wanted these jobs had to pass an exam.
The exam tested them on their
knowledge of the writings of the
Chinese philosopher Confucius./La
sociedad china era muy estructurada
bajo la dinasta Han. El emperador
estaba en la cima. Contaba con un gran
nmero de empleados del servicio civil.
Estos empleados controlaban hasta las
aldeas ms pequeas. Quienes deseaban
esos empleos tenan que tomar un
examen sobre los escritos del filsofo
chino Confucio.
132
To support a large government, the

emperor collected taxes. Farmers paid
part of the crops they gathered.
Merchants paid taxes on the goods they
traded. Peasants also had to work one
month a year on government projects,
such as dams and roads./Para financiar
el gobierno, el emperador recaud
impuestos. Los agricultores pagaban con
parte de sus cosechas. Los comerciantes
pagaban impuestos por las ventas. Los
campesinos tenan que dar un mes de
trabajo anual al gobierno para proyectos
de construccin, como represas y
carreteras.
Under Han rule, the Chinese created
many new inventions. One was paper.
Paper made books more available and
increased learning./Bajo la dinasta Han,
surgieron muchos inventos. Uno fue el
papel, por lo que los libros fueron ms
accesibles y aumentaron los
conocimientos en el pas.
The Chinese also improved farming
by inventing a new two-bladed plow.
This change was important because the
number of Chinese people had grown
greatly. As Han emperors told their
people, farming was the most important
work. At the same time, several
industries became important. The
government had a monopoly on, or took
complete control of, the mining of salt
and making of iron, coins, and alcohol.
It also made silk, which was in great
demand in other lands./Se invent el
arado de dos paletas, que mejor la
agricultura y fue muy til porque la
poblacin aument mucho. Los
emperadores Han le decan al pueblo
que la agricultura era el trabajo ms
importante. Asimismo, otras industrias
ganaron importancia. El gobierno tena
el monopolio, o control total, de las
minas de sal y de la fabricacin de
hierro, monedas y alcohol. Tambin
produca seda, que tena mucha

demanda en otras tierras.
2. Why were changes in farming so
important?/Por qu fueron tan
importantes los cambios en la
agricultura?
The Han Unifies Chinese

Culture; The Fall of The Han
and Their Return
(Pages 205207)/LOS HAN
UNIFICAN LA CULTURA CHINA; LA
CADA DE LOS HAN Y SU
REGRESO (Pginas 205207)
Why did problems develop?/Qu
problemas surgieron?
China now included many different
peoples. The Han rulers encouraged
assimilationmaking sure that these
people learned Chinese ways. They
urged the Chinese to marry them./
Ahora China tena muchos pueblos. Los
Han alentaron la asimilacin para que
todos aprendieran las costumbres
chinas. Instaron a los chinos a casarse
con gente de otros grupos.
One group that did not do well in
Han China was women. According to
Confucius, women were limited to
meeting the needs of their husband and
children. Some upper-class women,
however, were able to become involved
in other areas of life./Un grupo que
sufri en la China Han fue el de las
mujeres. Conforme a Confucio, la mujer
deba limitarse a satisfacer las
necesidades del esposo y los hijos. Pero
algunas mujeres de la clase alta pudieron
participar en otras actividades.
The Han empire began to have
problems. Rich people got richer, while
133
the poor were forced to pay heavy taxes.

Members of the court were caught up in
plots to gain power. Eventually, the
peasants rebelled against their high taxes
and poor lives./El imperio Han comenz
a tener problemas. Los ricos se
enriquecan ms y los pobres tenan que
pagar impuestos. Los nobles tramaron
complots para obtener poder. Los
campesinos se rebelaron contra los
impuestos y la pobreza.
A government official named Wang
Mang took the throne. He tried to help
the poor by taking land from the large
landholders. But a terrible flood struck
China and the peasants rebelled again.
The Han Dynasty was restored when a
member of the Han family was put on
the throne. This was called the Later
Han Dynasty./Un funcionario llamado
Wang Mang subi al trono. Intent
ayudar a los pobres dndoles tierras de
los terratenientes. Pero una terrible
inundacin azot a China, y los

campesinos se rebelaron. Un miembro
de la antigua familia imperial Han subi
nuevamente al trono y restaur la
dinasta. A esa nueva dinasta se le
llam Dinasta Han Tarda.
For the next few decades, China
enjoyed peace and wealth. But the same
problems arose. The gap between rich
and poor was too great. By a.d. 220, the
Han Dynasty had fallen for good./China
goz de paz y riqueza por un tiempo,
pero los mismos problemas resurgieron.
La brecha entre ricos y pobres era muy
grande. En el 220 d.C., la dinasta Han
cay para siempre.
3. What caused the fall of the Han
Dynasty?/Qu caus la cada de la
dinasta Han?
134
As you read about the Han Dynasty, take notes to fill in the charts./Al
leer acerca de la dinasta Han, toma notas para llenar los cuadros.
Ruler/
Gobernante
Objectives/Objetivos
How objectives were accomplished/

Cmo se cumplieron los objetivos
Destroy rivals power/

Destruir el poder de sus
rivales
Win popular support/
Obtener apoyo popular
2. E
mpress L/
Keep control of throne/
Emperatriz L
Mantener el control del
trono
3. W
udi/Wudi
Expand Chinese
Empire/Expandir el
imperio chino
Appoint qualified people
to government jobs/
Nombrar personas
calificadas en cargos
gubernamentales
4. W
ang Mang/
Restore order and bring
Wang Mang
the country under
control/Restaurar el
orden y control del pas
1. L
iu Bang/Liu
Bang
Use information from Section 3 to identify some results of each

situation or event./Con la informacin de la Seccin 3, identifica
algunos resultados de cada situacin o suceso.
Situation or Event/Situacin o suceso
5. P
aper is invented./Invencin del
papel
6. G
overnment makes techniques of silk
production a closely guarded secret./
El gobierno guarda en secreto las
tcnicas de la produccin de seda.
7. Territorial expansion brings people of
many cultures under Chinese rule./La
expansin territorial rene a pueblos
de muchas culturas bajo el gobierno
chino.
8. G
ap between rich and poor
increases./Aumenta la brecha entre
ricos y pobres.
135
African Civilizations/Civilizaciones africanas

Section/Seccin 1
Diverse Societies in Africa/Diversas

sociedades africanas
Sahara/Sahara Large desert in Africa/Enorme desierto de frica
savanna/sabana Grassy plain/Llanura con pastizales
Sahel/Sahel Land at the southern edge of the Sahara/Regin al sur del Sahara
animism/animismo Religion in which spirits play a role in daily life/Religin en la
que los espritus desempean un papel importante en la vida diaria

Nok/nok African people who lived in what is now Nigeria from 500 b.c. to a.d.200/
Africanos que vivieron en la actual Nigeria del 500 a.C. al 200 d.C.
Djenn-Djeno/Djenn-Djeno Oldest known city in Africa south of the Sahara/
Ciudad ms antigua de frica, al sur del Sahara

In the last section, you read about empires in China./En la seccin
anterior, leste acerca de los imperios de China.
In this section, you will learn how African people developed diverse
societies./En esta seccin, aprenders sobre las diversas sociedades de
los pueblos africanos.
As You Read/Al leer

Use an outline to organize ideas and details about Africa./Usa un
esquema para organizar ideas y detalles sobre frica.
A Land of Geographic
Contrasts (Pages 213215)/UNA
TIERRA DE CONTRASTES
GEOGRFICOS (Pginas 213215)
What are some of the geographic
contrasts in Africa?/Cules son
algunos contrastes geogrficos de
frica?
Africa is the second largest continent
in the world. It stretches 4,600 miles
from east to west and 5,000 miles from
north to south. It has about one-fifth of

the earths land. Much of the land is a
high plateau, with lower land near the
coasts. The rivers that flow along this
high land often form waterfalls or
rapids. As a result, boats cannot use
these rivers to travel either to or from
the coast. Also, the coast has few
harbors for so large a landmass./frica
es el segundo continente en tamao del
mundo. Abarca 4,600 millas de este a
136
oeste y 5,000 millas de norte a sur. Tiene

una quinta parte de la tierra del planeta.
Gran parte del continente ocupa una
meseta alta, con tierras bajas cerca de
las costas. Los ros frecuentemente
forman cascadas y rpidos. Por tanto,
no es posible usarlos para viajar a las
costas. Adems, las costas tienen pocos
puertos en comparacin con su
extensin.
Africa has many different
environments. There are hot, dry
deserts; steamy, wet rain forests; and
high, cool mountains./frica tiene
muchos entornos: desiertos calientes y
secos; selvas hmedas y calientes;
montaas altas y fras.
About a third of Africas land is
desert. Few people live there. Deserts
form a barrier to people who want to
move from one area to another. The
Sahara Desert in the north of Africa is
about one-third the size of the United
States. Dense rain forests cover much of
the central part of Africa./Cerca de un
tercio de frica es desierto. Poca gente
vive ah. Los desiertos son una barrera
para mudarse de una regin a otra. El
desierto del Sahara, en el norte de
frica, es ms o menos del tamao de
una tercera parte de Estados Unidos.
Selvas espesas cubren gran parte del
centro de frica.
The northern and southern regions of
Africa have large numbers of people.
Most Africans live on the savannas,
grasslands that cover almost half of the
continent. They grow grains, including
rice and wheat, and tend cattle./Las
regiones del norte y del sur de frica
tienen mucha poblacin. La mayora de
los africanos vive en las sabanas,
pastizales que cubren casi la mitad del
continente. Cultivan arroz y trigo, y
cran ganado.
The land at the southern edge of the

Sahara Desert is the Sahel. Each year,
the Sahara Desert takes over a little
more of this Sahel./La regin al sur del
desierto del Sahara es el Sahel. Cada
ao, el desierto del Sahara devora un
poco ms del Sahel.
1. Name three contrasting features of
African geography./Menciona tres
caractersticas de la geografa
africana.
Early Humans Adapt to Their

Environments (Pages 215216)/
LOS PRIMEROS SERES HUMANOS
SE ADAPTAN A SU AMBIENTE
(Pginas 215216)
When and where did people begin to
farm?/Cundo y dnde comenz la
agricultura?
The first humans in Africa got food
by hunting animals and gathering
plants. Even today, some African
peoples still use this method to get food./
Los primeros seres humanos conseguan
alimentos mediante la caza de animales
y la recoleccin de plantas. An hoy,
algunos pueblos africanos obtienen
alimentos de ese modo.
Over time, these people learned to
tame animals and raise them for food.
Like the hunters and gatherers, these
herders were nomadic people. As they
moved, they looked for grass and for
water for their animals. When food or
water was used up in one area, they
moved to another./Con el tiempo,
aprendieron a domesticar animales y a
criarlos para obtener alimentos. Al igual
que los cazadores y recolectores, estos
criadores de animales eran nmadas.
137
Iban de un lado a otro en busca de

pastos y agua para sus animales. Cuando
los alimentos o el agua se agotaban en
una regin, se mudaban a otra.
About 10,000 b.c., some people in
Africa began to farm. People used to
farm in the area of the Sahara before it
became a desert. They also farmed in
the Nile Valley and West Africa or on
the grass-lands. Some moved to the rain
forest./Hacia el 10,000 a.C., algunos
pueblos africanos comenzaron a
dedicarse a la agricultura. La regin del
desierto del Sahara antes tena campos
de cultivo. Adems, se cultivaba en el
valle del Nilo, en frica del oeste y en
los pastizales. Algunos grupos se
mudaron a la selva.
2. Where did African people settle and
begin farming?/En dnde se
asentaron y comenzaron a cultivar
los africanos?
Early Societies in West

Africa (Pages 216217)/
PRIMERAS SOCIEDADES
DEFRICA DEL OESTE
(Pginas 216217)
How did early societies live?/Cmo
vivan las sociedades antiguas?
The diverse environments of Africa
created much variety in the way different
African peoples lived. The people who
lived south of the Sahara, though, had
these features in common:/Los entornos
diversos de frica crearon gran variedad
de formas de vida. Pero los pueblos que
vivan al sur del Sahara compartan
estas caractersticas:
The family was the most important
unit of society. The family was an
extended family that included
grandparents, aunts, uncles, and

cousins. In some groups, family
included all the people who came
from common ancestors. This is
called a clan./La familia era la unidad
ms importante de la sociedad. Era
una familia extensa de abuelos, tos,
tas y primos. En algunos grupos, la
familia eran todos los descendientes
de los mismos antepasados. Este
grupo se llamaba clan.
They believed that one god created
the world. Their beliefs included
animism. They felt that plants,
animals, and other natural forces all
have spirits that play an important
role in life./Crean que un dios cre al
mundo. Crean en el animismo: que
plantas, animales y otras fuerzas
naturales tenan espritus que
desempeaban un papel importante
en la vida.
They relied on oral storytelling, rather
than writing, to pass on the traditions
of their people. In West Africa, for
example, storytellers, or griots, kept
history alive./Trasmitan sus
tradiciones por medio de la narracin
oral de historias, ms que por la
escritura. En frica del oeste, por
ejemplo, los griots narraban historias
y sucesos.
3. What features did people living
south of the Sahara have in
common?/Qu caractersticas
tenan en comn los pueblos del sur
del Sahara?
138
West African Iron Age

(Pages 217219)/LA EDAD DE
HIERRO DE FRICA DEL OESTE
(Pginas 217219)
Who were the Iron Age
societies?/Quines fueron las
sociedades de la Edad de Hierro?
The West African Nok culture existed
from about 500 b.c, to a.d. 200. The
Nok people made pottery figures and
were the first people in Africa who knew
how to make iron. Some styles of Nok
pottery are still found in Africa today./
La cultura nok del oeste de frica
existi ms o menos del 500 a.C. al
200d.C. Los nok hicieron figuras de
cermica y fueron los primeros africanos
en hacer hierro. Algunos estilos de la
cermica nok an se encuentran en
frica.
Djenn-Djeno is the oldest known
African city south of the Sahara. It is
located on the banks of the Niger River.
It dates from about 250 b.c. About
50,000 people lived there at its height.

At first, they lived in round huts made
of reeds and covered with mud. Later
they lived in houses of mud bricks. They
grew rice, raised cattle, and made iron.
They traded these goods for gold and
copper./Djenn-Djeno es la ciudad
africana ms antigua que se conoce al
sur del Sahara. Se encuentra a orillas del
ro Nger y existe desde el 250 a.C.
Cerca de 50,000 personas vivieron en
ella durante su auge. Al principio, vivan
en chozas redondas hechas de carrizos y
barro. Despus, construyeron casas de
ladrillos. Cultivaban arroz, criaban
ganado y fabricaban hierro. Los
cambiaban por oro y cobre.
4. What is Djenn-Djeno?/Qu es
Djenn-Djeno?
139
As you read about Africas diverse societies, fill out the chart./Al leer
acerca de las distintas sociedades de frica, llena el cuadro.
How did each environmental feature affect the peoples of ancient Africa?/Cmo
afectaron las caractersticas ambientales a los pueblos de la antigua frica?
Environmental feature/Aspecto ambiental
Effect on Africans/Efecto sobre los

africanos
1. W
aterfalls and rapids/Cascadas y
rpidos
2. S
ahara and Kalahari deserts/Los
desiertos del Sahara y Kalahari
3. M
editerranean coastal areas/La
regin de la costa mediterrnea
4. Tsetse fly/La mosca tsetse
5. F
ertile land of savannas/La tierra frtil
de las sabanas
Take notes to explain how the people in each group adapted to their
environment./Toma notas para explicar la forma en que cada grupo se
adapt a su entorno.
Group/Grupo
Methods of Adaptation/Mtodos de
adaptacin
6. S
an of the Kalahari Desert/San del
desierto de Kalahari
7. N
ok people/Nok
8. P
eople of Djenn-Djeno/Djenn-Djeno
140

Section/Seccin 2
Migration Case Study:

Bantu-Speaking Peoples/
Estudiosobre migracin:
Puebloshablantes de bant
migration/migracin A permanent move from one area to another/
Desplazamiento de una regin a otra

push-pull factors/factores de impulso-atraccin Reasons attracting or driving
people to move/Razones que llevan a mudarse de regin

Bantu-speaking peoples/pueblos hablantes de bant People who speak one of a
group of languages related to Bantu/Pueblos que hablan un idioma del grupo

bant

In the last section, you read about African societies populating the
continent. In this section, you will read about the causes and effects
of migration in Africa among Bantu-speaking peoples./En la seccin
anterior, leste acerca de las sociedades africanas que poblaban el
continente. En esta seccin, leers acerca de las causas y efectos de la
migracin africana entre los pueblos hablantes de bant.
As You Read/Al leer

Use a chart to identify causes and effects of specific events related to
Bantu migration./Usa un cuadro para identificar las causas y efectos
de los sucesos especficos relacionados con la migracin bant.
141
People on the Move

(Pages 220221)/PUEBLOS QUE
MIGRAN (Pginas 220221)
What are the main reasons for
migrations?/Cules son las
principales causas de las
migraciones?
Throughout human history, many
peoples have felt the urge to move from
their homes to a new land. This
movement is called migration. There are
many reasons that people make such a
move. But they can be grouped into
three main causes. They are
environmental change, economic
pressure, political and religious
persecution./En la historia de la
humanidad, muchos pueblos han
sentido la necesidad de buscar un nuevo
lugar para vivir. A esos desplazamientos
se les llama migracin. Existen muchas
razones para mudarse de una regin a
otra, pero se pueden agrupar en tres
causas generales: cambios ambientales,
presin econmica, y persecucin
poltica y religiosa.
Reasons people move into or out of
an area are called push-pull factors.
People may be attracted or pulled into
an area because they see economic
advantages. Or they may move because
they want freedom. Sometimes people
are pushed out of an area because the
environment changes and it is
impossible to live there. Other times
people may leave to find security or
peace that cannot be found in their area.
These are examples of push factors./Las
razones para mudarse de una regin a
otra se conocen como factores de
impulso-atraccin. Una regin puede ser
atractiva por sus ventajas econmicas o
por la libertad que ofrece. A veces el
ambiente de una regin cambia y la vida
se vuelve difcil, y la gente se tiene que ir.
En otras ocasiones la gente abandona

un lugar en busca de la seguridad o paz
que no tiene. stos son ejemplos de
factores de impulso.
In studying times before written
history, researchers look for clues to
migrations. One clue they use is
language. People take their language
with them when they move to a new
place. When historians find two
languages from two distant areas that
have words that are somewhat similar,
they can conclude that those two
languages may have both come from the
same language. However, some time
later the original speakers of the
language moved apart. Then the two
languages changed independently. This
kind of clue has given historians a way
of understanding the early history of
Africa./Al estudiar las pocas previas a
la historia escrita, los investigadores
buscan pistas de migraciones. Una pista
es el idioma, por ser algo que uno se
lleva cuando se muda. Cuando los
historiadores encuentran dos idiomas de
dos regiones distantes que tienen
palabras similares, piensan que quiz
ambos vienen de un mismo idioma y
que tiempo atrs sus hablantes se
mudaron a regiones distintas. Despus,
los dos idiomas cambiaron
independientemente. Tales pistas han
dado a los historiadores un medio para
comprender la historia antigua de
frica.
1. Name three key reasons for
migration./Enumera tres razones de
la migracin.
142
Massive Migrations
(Pages 220224)/MIGRACIONES
MASIVAS (Pginas 220224)
Who were the Bantu-speaking
peoples?/Quines eran los pueblos
hablantes de bant?
Many languages spoken in Africa
today developed from the same parent
language called Proto-Bantu. The
speakers of all these different languages
are called the Bantu-speaking peoples.
The people who spoke Bantu first lived
in a part of modern Nigeria. In the first
few centuries a.d., they began to move
south and east. Over time, they spread
throughout Africa south of the Sahara
Desert, reaching the southern tip around
500 years ago. They brought their
language and their culture with them./
Muchos idiomas actuales de frica
vienen de un mismo idioma llamado
proto-bant. Los que hablan todos esos
idiomas se llaman pueblos hablantes de
bant. Los pueblos que primero
hablaron bant vivieron en parte de la
actual Nigeria. En los primeros siglos de
nuestra era, comenzaron a desplazarse
al sur y al este. Con el tiempo, se
extendieron al sur del desierto del
Sahara, hasta llegar al extremo sur de
frica hace 500 aos. Llevaron su
idioma y su cultura.
One of the reasons people moved had
to do with their style of farming. They
would clear an area and use it until the
soil no longer could produce good crops.
The people then needed to move to a
new area to clear new ground./Una
razn de la migracin fue su forma de
agricultura: limpiaban la tierra y la
usaban hasta que ya no poda producir.
Entonces se mudaban a otra parte, y
limpiaban ms tierras.
Another reason they moved was that
their farming was so successful. Farming
helped them produce more food than

they could by hunting and gathering.
With more to eat, groups became larger
and the land more crowded. They could
not move north, where the Sahara
Desert made a barrier. So they had to
move farther and farther south./Otra
razn de la migracin fue que su
agricultura era tan productiva que
producan ms alimentos de los que
obtenan con la caza y la recoleccin. Al
tener ms alimentos, los grupos se
volvan ms numerosos y la regin ms
poblada. No podan mudarse al norte
porque el desierto del Sahara era una
barrera, as es que se mudaban cada vez
ms al sur.
As they reached new areas, the Bantu
peoples met other peoples. Sometimes
these meetings were violent. The Bantus,
who knew how to make iron, had better
weapons than those they met, who only
had stone tools. Some of the peoples
that they met are still found in Africa.
But they live in small areas with very
harsh environments.The Bantus took
the better land./Al llegar a nuevas
regiones, los pueblos bantes
encontraron a otros pueblos. A veces
esos encuentros eran violentos. Los
bantes que saban hacer hierro
tenan mejores armas que los dems,
cuyas armas eran de piedra. Algunos de
los pueblos que encontraron an estn
en frica, pero viven en pequeas
regiones muy aisladas. Los bantes
tomaron las mejores tierras.
2. Why did the Bantu peoples keep
moving to new areas?/Por qu los
bantes se mudaban constantemente
a nuevas regiones?
143
As you read this case study about the Bantu migrations, take notes to
answer the questions below./Al leer acerca de las migraciones bant,
toma notas para contestar las preguntas.
Bantu-speaking peoples adapted their skills to new environments they encountered
in their migrations southward./Los pueblos de habla bant se adaptaron a los
nuevos entornos que encontraron en sus migraciones hacia el sur.
1. a. H
ow did they change their farming
in the rain forests?/Cmo
cambiaron su agricultura en los
bosques tropicales?
2. a. How did they change their

techniques for herding in the
savannas?/Cmo cambiaron su
tcnicas de pastoreo en la sabana?
b. W
hy was the change necessary?/
Por qu fue necesario el cambio?
b. Why did they make this change?/

Por qu realizaron este cambio?
3. S
ome of their adaptations caused them to continue their migrations to new
places. Why?/Algunas de sus adaptaciones los obligaron a continuar su
migracin hacia nuevos lugares. Por qu?
The migrations of the Bantu-speaking peoples helped to shape the cultures of the
African continent./Las migraciones de los pueblos de habla bant moldearon las
culturas del continente africano.
4. a. W
hy did the Bantu-speaking
peoples move southward, rather
than to the north?/Por qu los
pueblos de habla bant se
mudaron hacia el sur en vez de
migrar hacia el norte?
5. a. How did the Bantu speakers relate

to the people they did not drive
out?/Cmo se relacionaron los
pueblos de habla bant con los
pueblos que no expulsaron?
b. W
hat happened to the
b. What were some results of their
non-Bantu-speaking
intermingling?/Cules fueron los
hunter-gatherer societies as
resultados de esta mezcla de
the newcomers spread
pueblos?
south?/Qu sucedi con las
sociedades de cazadores y
recolectores que no eran de
habla bant cuando los recin
llegados se extendieron por
elsur?
6. H
ow did the Bantu speakers help unify the various peoples of Africa?/Cmo
contribuyeron los pueblos de habla bant a unificar a diversos pueblos de
frica?
144

Section/Seccin 3
The Kingdom of Aksum/El reino

deAksum
Aksum/Akzum African kingdom that reached the height of its power in the fourth
century a.d./Reino africano que alcanz su mayor podero en el siglo 4 d.C.

Adulis/Adulis Chief seaport of Aksum/Principal puerto de Aksum
Ezana/Ezana King of Aksum who conquered Kush/Rey de Aksum que conquist
Kush
terraces/terrazas Step like ridges built on slopes to improve farming/Escalones
construidos en laderas para mejorar la agricultura

In the last section, you read about the migration of Bantu-speakers
across parts of southern Africa. In this section, you will learn about
the kingdom of Aksum and its role in trade./En la seccin anterior,
leste acerca de la migracin de los hablantes de bant hacia el sur de
frica. En esta seccin, aprenders acerca del reino de Aksum y de
su comercio.
As You Read/Al leer

Use a web diagram to list the achievements of Aksum./Usa un
diagrama en red para registrar los logros de Aksum.
The Rise of the Kingdom of
Aksum (Pages 225226)/EL
SURGIMIENTO DEL REINO DE
AKSUM (Pginas 225226)
How did Aksum arise?/Cmo surgi
Aksum?
The peoples in East Africa had a
great deal of contact with people from
other areas. The Kushite kingdom of
Nubia had close relations with Egypt.
Its kings even ruled Egypt for a while.
That kingdom continued for many
centuries as a trading power. It was then
replaced by the kingdom of Aksum in

what is now modern Ethiopia. The
dynasty that ruled Aksum and later
Ethiopia included the 20th-century ruler
Haile Selassie./Los pueblos de frica del
este tuvieron mucho contacto con
pueblos de otras regiones. El reino
kushita de Nubia tena buenas
relaciones con Egipto. Sus reyes incluso
gobernaron Egipto durante un tiempo.
Ese reino continu durante muchos
siglos como una potencia comercial.
Despus lo sustituy el reino de Aksum,
145
en la actual Etiopa. Un gobernante de

Etiopa del siglo 20, Haile Selassie,
perteneci a la dinasta que gobern a
Aksum y despus a Etiopa.
Aksum may have begun as early as
1000 b.c. when Arabian traders mixed
with the people of Kush. It became an
important part of world trade. Salt,
emeralds, brass, copper, gold, cloth,
olive oil, and wine all moved through
Aksum. Its trade routes helped link
Rome to India. Traders crowded into its
chief seaport, Adulis./Aksum quiz
comenz en el 1000 a.C., cuando los
comerciantes rabes se mezclaron con
los kushitas. Fue parte importante del
comercio mundial. En Aksum se
comerciaron sal, esmeraldas, latn,
cobre, telas, oro, aceite de oliva y vino.
Sus rutas comerciales conectaron a
Roma con India. Los comerciantes se
reunan en su principal puerto, Adulis.
In the early a.d. 300s, Aksum had a
strong new king named Ezana. He
brought the kingdom to its height
during his rule. Ezana captured more
land on the Arabian peninsula, and then
conquered Kush in 350./A principios del
siglo 4, Aksum tuvo un rey muy
poderoso llamado Ezana. Llev el reino
a su apogeo. Captur ms tierras en la
pennsula Arbiga y despus conquist
a Kush en el 350.
1. Why was Aksum an important
trading center?/Por qu Aksum fue
un importante centro de comercio?
An International Culture
Develops (Pages 227228)/UNA
CULTURA INTERNACIONAL SE
DESARROLLA (Pginas 227228)
What was unique about Aksums
culture?/Qu fue singular de la
cultura Aksum?
Aksum was an international trading
center. It was home to peoples from
many different cultures. There were
people from Aksums widespread
trading partners, including Egypt,
Arabia, Greece, Rome, Persia, India,
and even Byzantium. At the time of
King Ezana, these different peoples all
spoke to one another in Greek./Aksum
fue un centro internacional de comercio.
Fue el hogar de gente de muchas
culturas: Egipto, Arabia, Grecia, Roma,
Persia, India e incluso Bizancio. En
pocas del rey Ezana, estos distintos
pueblos hablaban entre s en griego.
The Aksumites, like other ancient
Africans, traditionally believed in one
god. They also worshiped the spirits of
nature and honored their dead
ancestors. During his rule, King Ezana
decided to become a Christian. The
religion slowly spread throughout the
land./Los askumitas, como otros
pueblos antiguos de frica, crean en un
solo dios. Tambin adoraban a los
espritus de la naturaleza y de sus
antepasados. Durante su gobierno, el
rey Ezana decidi convertirse al
cristianismo. La religin se difundi
lentamente por el territorio.
The people of Aksum also developed
a special way of building. They made
structures out of stone, not mud baked
into bricks by the hot sun. Their kings
built tall pillars of stone that reached as
high as 60 feet. They were among the
146
tallest structures in the ancient world./

En Aksum se invent una forma especial
de construccin. Se hacan estructuras
de piedra, no de ladrillos de barro
cocido por el sol. Los reyes construyeron
altos pilares de piedra que alcanzaban
hasta 60 pies de altura. Las estructuras
de Aksum son de las ms altas del
mundo antiguo.
Aksum made other advances as well.
Aside from Egypt and the city of Mero,
it was the only culture of ancient Africa
to have a written language. The
language of Aksum had been brought to
the land by Arab traders many hundreds
of years before. Aksum was also the first
state south of the Sahara to mint its
own coins./Aksum tambin tuvo otros
avances. A excepcin de Egipto y Mero,
fue la nica cultura de la antigua frica
que tuvo escritura. El idioma de Aksum
fue llevado por los comerciantes rabes
muchos siglos antes. Aksum tambin fue
el primer estado al sur del Sahara que
acu monedas.
The people of Aksum also developed
a new way of farming. They cut
terraces, steplike ridges, into the steep
mountainsides in their country. The
terraces helped the land hold water
instead of letting it run down the
mountain in a heavy rain. This was
called terrace farming. The people of
Aksum also used dams and stone tanks
to store water and used ditches to
channel it to their fields./El pueblo de
Aksum ide una forma nueva de
agricultura. Construy terrazas,
escalones en las laderas de montaas.
Las terrazas retenan el agua para que
no cayera montaa abajo y se llevara los
cultivos. Tambin construy represas y
tanques de piedra para almacenar agua,
y canales para llevarla hasta los campos.
2. What achievements and advances

were made in Aksum?/Qu logros y
avances se alcanzaron en Aksum?
The Fall of Aksum (Page 229)/LA

CADA DE AKSUM (Pgina 229)
Why did Aksum fall?/Por qu cay
Aksum?
Aksum remained an important power
in East Africa for 800 years. It was first
challenged in the 600s, after the new
religion of Islam came to Arabia. The
followers of Islam captured the lands
that Aksum held in the Arabian
peninsula. Within a few decades, they
had taken much of North Africa./
Aksum fue una potencia importante en
frica del este durante 800 aos. Su
primer desafo fue en el siglo 7, cuando
la nueva religin del islam lleg a
Arabia. Los seguidores del islam
capturaron las tierras que tena Aksum
en la pennsula Arbiga. En pocas
dcadas, conquistaron casi toda frica
del norte.
At first, these conquerors left Aksum
alone. Aksum remained an island of
Christianity in a sea of Islam. In 710,
however, the conquerors destroyed
Adulis. The Aksum kings moved
theircapital over the mountains to a
hard-to-reach area, in present-day
northern Ethiopia. Aksum was now cut
off from other Christian lands. It was
also isolated from the sea trade. Aksum
began to decline as a world power./Al
principio, los conquistadores no
147
perturbaron a Aksum, y fue como una

isla cristiana en el mar del islam. Pero en
el 710, los seguidores del islam
destruyeron Adulis. Los reyes de Aksum
mudaron la capital a las montaas, a
una regin difcil de alcanzar, en lo que
hoy es Etiopa. Aislado de otras tierras
cristianas y del comercio martimo,
Aksum comenz a declinar.
3. Why did the rulers of Aksum move

their capital?/Por qu los
gobernantes de Aksum mudaron la
capital?
148
As you read about the Kingdom of Aksum, briefly note the causes or
effects (depending on which is missing) of each situation./Al leer acerca
del reino de Aksum, describe las causas o los efectos (el que falte) de
cada situacin.
Causes/Causas
Effects/Efectos
1. Aksum had access to the Red

Sea, Blue Nile, and White Nile./
Aksum tena acceso al mar Rojo,
al Nilo Azul y al Nilo Blanco.
2. The port city of Adulis included

people from Aksums trading
partners./En la ciudad portuaria
de Adulis vivan socios
comerciales de Aksum.
3. The Aksumites created terrace

farming, which retained water and
prevented erosion./Los aksumitas
crearon cultivos de terrazas, los
cuales retenan agua y evitaban
la erosin.
4. Islamic invaders seized footholds
in Africa, destroyed Adulis, and
spread the religion of Islam./Los
invasores islmicos se
apoderaron de tierras en frica,
destruyeron Adulis y difundieron
la religin islmica.
5. Aksums new geographic location
led to its decline as a power./La
nueva ubicacin geogrfica de
Aksum provoc su cada como
potencia.
149
The Americas: A Separate World/Amrica: Un mundo aparte

Section/Seccin 1
The Earliest Americans/Los

primeros americanos
Beringia/Beringia Land bridge between Asia and the Americas/Puente de tierra
entre Asia y Amrica

Ice Age/poca glacial Time when sheets of ice covered large portions of North
America/Tiempo en que gran parte de Norteamrica estuvo cubierta por capas

de hielo
maize/maz Corn; the most important crop of the Americas/Grano; la cosecha
ms importante de Amrica

In the last chapter, you read about African civilizations./En el
captulo anterior, leste acerca de las civilizaciones africanas.
In this section, you will read about the Americas first inhabitants./
En esta seccin, leers acerca de los primeros pobladores de
Amrica.
As You Read/Al leer

Use a chart to list causes and effects of the development of the
Americas./Usa un cuadro para registrar las causas y los efectos del
desarrollo de Amrica.
A Land Bridge (Pages 235236)/
UN PUENTE DE TIERRA (Pginas
235236)
How did the earliest people come to
the Americas?/Cmo llegaron los
primeros pueblos a Amrica?
North and South America form a
single stretch of land. It stretches from
the Arctic Circle in the north to the
waters around Antarctica in the south.
The Atlantic and Pacific Oceans
separate the Americas from Africa,
Asia, and Europe./Norte y Suramrica
forman una sola extensin de tierra, que

abarca desde el Crculo Polar rtico en
el norte hasta las aguas de la Antrtida
en el sur. Los ocanos Atlntico y
Pacfico separan a Amrica de frica,
Asia y Europa.
But that was not always the case.
From around 1.6 million years ago until
about 10,000 years ago, the earth went
through an Ice Age. During this time,
huge sheets of ice called glaciers spread
south from the Arctic Circle. The level
of the worlds oceans went down. The
150
lowered oceans exposed land that is

today again covered by water./Pero no
siempre fue as. Desde hace unos
1.6millones de aos hasta 10,000 aos,
hubo una poca glacial. Durante esa
poca, enormes capas de hielo llamadas
glaciares bajaron desde el Crculo Polar
rtico. El nivel de los ocanos baj. Al
bajar el agua, qued expuesta tierra que
hoy de nuevo est cubierta por agua.
One strip of land, called Beringia,
connected Asia and North America.
Wild animals crossed this rocky land
bridge and entered North America for
the first time. Some of the Asian people
who hunted these animals followed
them. The people became the first
Americans./Una franja de tierra llamada
Beringia conectaba a Asia con
Norteamrica. Los animales cruzaron
por ese puente de tierra rocoso y
entraron a Norteamrica. Grupos
asiticos que cazaban a esos animales
los siguieron. Esos pueblos fueron los
primeros habitantes de Amrica.
No one knows for sure when these
first people arrived. Some scholars say
the people came to the Americas as long
ago as 40,000 b.c. Others say as late as
12,000 b.c. A discovery in Chile suggests
that people were well-settled in that part
of the Americas by 10,500 b.c. Since
Chile lies far south of the land bridge,
some experts say that people needed
many thousands of years to travel that
far. For this reason, they think that the
first people must have crossed the land
bridge in about 20,000 b.c./Nadie sabe
con certeza cundo llegaron. Algunos
expertos dicen que llegaron hacia el
40,000 a.C. Otros creen que no fue sino
hasta el 12,000 a.C. En Chile se han
descubierto indicios de grupos bien
asentados hacia el 10,500 a.C. Como
Chile est muy al sur del puente de
tierra, unos expertos creen que se
necesitaron miles de aos para viajar tan

lejos, y que los primeros grupos
debieron cruzar el puente de tierra hacia
el 20,000 a.C.
1. Where did the first Americans come
from?/De dnde llegaron los
primeros americanos?
Hunters and Gatherers

(Page 236)/CAZADORES Y
RECOLECTORES (Pgina 236)
How did early Americans
live?/Cmo vivan los primeros
americanos?
These first Americans lived as
hunters. One of their favorite hunting
targets was the huge mammoth. Over
time, however, all the mammoths died.
People were forced to look for other
food. They began to hunt smaller
animals and to fish. They also began to
gather plants and fruits to eat. They no
longer had to roam over large areas to
search for the mammoth, so they settled
for part of the year in one spot./Los
primeros americanos eran cazadores.
Una de sus presas favoritas era el
enorme mamut. Sin embargo, con el
tiempo, todos los mamuts murieron y
fue necesario buscar otro alimento.
Comenzaron a cazar animales ms
pequeos, a pescar, y a recolectar
plantas y frutas. Como no tenan que
caminar grandes distancias en busca del
mamut, se establecieron durante
temporadas del ao en un solo lugar.
Between 12,000 and 10,000 b.c., the
climate changed. The Ice Age ended,
and the world warmed up again. The
huge sheets of ice melted, and the
oceans rose again to cover the land
151
bridge that connected Asia to the

Americas. By this time, though, people
lived from north to south in the
Americas. They lived in many different
environments and found ways of life
suited to the place where they lived./
Entre el 12,000 y el 10,000 a.C., el clima
cambi. La poca glacial termin y la
temperatura del mundo subi. Las
enormes capas de hielo se derritieron y
los ocanos subieron nuevamente hasta
cubrir el puente de tierra que conect a
Asia con Amrica. Para entonces, ya
Amrica estaba poblada de norte a sur.
Haba grupos humanos adaptados a
entornos muy distintos.
2. What kinds of prey did the first
Americans hunt?/Qu cazaban los
primeros americanos?
Agriculture Creates a New

Way of Life (Page 238239)/
UNNUEVO ESTILO DE VIDA
GRACIAS A LA AGRICULTURA
(Pginas 238239)
How did agriculture change ways of
life?/Por qu la agricultura cambi
la vida?
About 7000 b.c., the people living in
central Mexico started a quiet
revolutionfarming. It was the same
kind of radical change that had
happened in several spots in Asia and
Africa. By 3400 b.c., they had several
foods that they grew, including squashes,
beans, chilies, and the most important
onemaize, or corn. Corn grew so well
that a family of three could, in four
months, grow enough corn to feed it for
two years./Aproximadamente en el
7000a.C., grupos que vivan en el centro
de Mxico comenzaron una revolucin

silenciosa: la agricultura. Fue el mismo
tipo de cambio radical que sucedi en
varios sitios de Asia y frica. Hacia el
3400 a.C., cultivaban varios alimentos,
como calabaza, frijol, chile y el ms
importante: maz. ste creca tan bien
que, en cuatro meses, una familia de tres
personas poda cultivar suficiente maz
para alimentarse durante dos aos.
Over many centuries, farming spread
throughout the Americas. In what is
now the eastern United States and in the
region of the Andes, people may have
discovered the idea of farming on their
own. In central Mexico, farmers became
so skilled at growing corn that they
could enjoy three harvests each
year./Alo largo de los siglos, la
agricultura se extendi por toda
Amrica. Es posible que la agricultura
se haya descubierto independientemente
en lo que ahora es el este de Estados
Unidos y en la regin de los Andes. En
el centro de Mxico, los agricultores
eran tan diestros en el cultivo del maz
que tenan tres cosechas anuales.
Farming had the same results in the
Americas that it did in Asia and Africa.
Growing food gave people a larger and
more reliable food supply. As more
people could be fed, they were healthier
and lived longer. As a result, the
population grew./La agricultura tuvo los
mismos resultados en Amrica que en
Asia y frica. El cultivo de alimentos
proporcion un abasto de comida mayor
y ms confiable. La mejor alimentacin
mejor la salud y prolong la vida. Por
tanto, la poblacin creci.
Because farmers produced so much
food, some people could concentrate on
other ways of making a living. They
began to work in different arts and
crafts and learned new skills. Some
people became rich. They owned more
152
than others and enjoyed a higher

position in society. Some people became
rulers. Others became their subjects./
Como los agricultores producan mucha
comida, otros podan dedicarse a otras
cosas. Comenzaron a trabajar en
diversas artes y oficios, y aprendieron
nuevas destrezas. Algunos se
enriquecieron. Tenan ms que los otros
y disfrutaban de mejor posicin en la

sociedad. Unos llegaron a ser
gobernantes. Los otros eran sbditos.
3. Why was maize so important?/Por
qu el maz fue tan importante?
153
As you read about the earliest Americans, take notes to answer

questions about their way of life./Al leer acerca de los primeros
americanos, toma nota para contestar las preguntas acerca de su forma
de vida.
The earliest Americans lived as hunters and gatherers./Los primeros americanos
vivieron como cazadores y recolectores.
1. According to most experts, when and

how did the first Americans arrive in
North America?/Conforme a la
mayora de los expertos, cundo y
cmo llegaron los primeros
americanos a Norteamrica?
2. As large animals became extinct, how

did hunters adapt to this change in
their environment?/Cuando los
animales grandes se extinguieron,
cmo se adaptaron los cazadores a
este cambio en su entorno?
The earliest Americans began to experiment with simple methods of farming./Los

primeros americanos comenzaron a experimentar con mtodos agrcolas
sencillos.
3. H
ow did farming develop in what is
now central Mexico?/Cmo se
desarroll la agricultura en la regin
que actualmente es el centro de
Mxico?
4. What crops grew well in the tropical

climate of Mexico?/Qu cultivos
crecieron bien en el clima tropical de
Mxico?
Agriculture dramatically changed peoples way of life./La agricultura cambi

radicalmente la vida de los pueblos.
5. H
ow did farming affect where people
lived?/Cules fueron los efectos de
la agricultura sobre la forma de vida?
6. How did farming affect the structure of

society?/Cules fueron los efectos
de la agricultura sobre estructura de la
sociedad?
154

Section/Seccin 2
Early Mesoamerican Civilizations/

Primeras civilizaciones
mesoamericanas
Mesoamerica/Mesoamrica Area that stretches south from central Mexico to the
northern part of modern-day Honduras/Regin que abarca desde el centro de

Mxico hasta la parte norte de la actual Honduras
OImec/olmeca People who flourished along the Mesoamerican coast of the Gulf
of Mexico from 1200 b.c. to 400 b.c./Civilizacin que floreci a lo largo de la

costa mesoamericana del golfo de Mxico desde el 1200 a.C. hasta el 400 a.C.
Zapotec/zapoteca Early Mesoamerican civilization that was centered in the
Oaxaca Valley of what is now Mexico/Antigua civilizacin mesoamericana que

se centr en el valle de Oaxaca del actual Mxico
Monte Alban/Monte Albn First urban center in the Americas, built by the
Zapotec/Primer centro urbano de Amrica, construido por los zapotecas

In the last section, you read about the first inhabitants of the
Americas./En la seccin anterior, leste acerca de los primeros
habitantes de Amrica.
In this section, you will read about the first civilizations in America./
En esta seccin, leers acerca de las primeras civilizaciones de
Amrica.
As You Read/Al leer

Use a Venn diagram to compare Olmec and Zapotec cultures./Usa
un diagrama de Venn para comparar las culturas olmeca y zapoteca.
155
The Olmec (Pages 240241)/LOS

OLMECAS (Pginas 240241)
Who were the Olmec?/Quines eran
los olmecas?
The story of American civilizations
begins in Mesoamerica. This area
stretches south from central Mexico to
the northern part of present-day
Honduras./La historia de las
civilizaciones americanas comienza en
Mesoamrica. Esta regin se extiende
desde el centro de Mxico hasta el norte
de la actual Honduras.
The earliest known American
civilizations arose in southern Mexico,
an area of hot rain forests. The people
are called the Olmec. They flourished
from about 1200 to 400 b.c. Their
culture had a great influence on their
neighbors and on peoples who lived
long after them./La civilizacin ms
antigua de Amrica surgi en el sur de
Mxico en una regin de selvas
tropicales. Se llam olmeca. Floreci
desde el 1200 a.C. hasta el 400 a.C. Su
cultura ejerci gran influencia en los
pueblos vecinos y posteriores.
The Olmec lived along the coast of
the Gulf of Mexico in a land of dense
forests and heavy rains./Los olmecas
vivieron a lo largo de las costas del golfo
de Mxico en una tierra de bosques
espesos y abundantes lluvias.
The land gave them many benefits. It
had good clay that could be used for
pottery. Wood and rubber could be
taken from the forest. The mountains to
the north had stone for building. The
rivers could be used to move people and
goods. The soil was excellent for
growing food./La tierra les dio muchos
beneficios. Tena buena arcilla que
serva para hacer cermicas. Podan
obtener madera y hule de la selva. Las
montaas al norte tenan piedra para
construcciones. Los ros servan para
transportar gente y productos. La tierra

era excelente para el cultivo.
Archaeologists have found earthen
mounds, courtyards, and pyramids built
of stones. On top of the mounds were
many monuments made of stone. Some
of these stone structures are very large.
They weigh as much as 44 tons./Los
arquelogos han descubierto
montculos, patios y pirmides de
piedra. En la cima de los montculos hay
monumentos de piedra muy grandes que
pesan hasta 44 toneladas.
Researchers are not sure whether the
Olmec sites were monuments to rulers or
areas important for religious reasons.
They do think that the Olmec had many
gods who stood for important forces of
nature. The most important god, it
seems, was the jaguar spirit. Many stone
monuments show figures that are halfhuman and half-jaguar./Los
investigadores no saben con seguridad si
esos sitios olmecas eran monumentos a
gobernantes o centros religiosos
importantes. Piensan que los olmecas
tenan muchos dioses que representaban
a las principales fuerzas de la
naturaleza. El dios ms importante, al
parecer, era el espritu del jaguar.
Muchos monumentos de piedra
muestran figuras que son mitad hombre
mitad jaguar.
The Olmec traded goods and their
culture with other people in the region.
In return for the products they made,
they received iron ore and different
kinds of stone. For some reason, the
Olmec disappeared around 400 b.c.
Historians still do not understand why.
But their influence lived on./Los olmecas
comerciaron productos y su cultura con
otros pueblos de la regin. A cambio de
los productos que hacan, reciban
mineral de hierro y distintas piedras. Por
razones desconocidas, los olmecas
156
desaparecieron alrededor del 400 a.C.

Pero su influencia perdur.
1. What evidence of Olmec civilization
has been found?/Qu evidencia de
la civilizacin olmeca se ha
encontrado?
Zapotec Civilization Arises

(Pages 242243)/EL SURGIMIENTO
DE LA CIVILIZACIN ZAPOTECA
(Pginas 242243)
Who were the Zapotec?/Quines
eran los zapotecas?
Another important early culture of
Mexico was that of the Zapotec people.
Their home was to the southwest of the
Olmec in a valley that had excellent soil
for farming and plenty of rainfall. By
about 1000 b.c. the Zapotec built stone
platforms and temples. A few hundred
years later, they developed a kind of
writing and a calendar./Otra cultura
antigua de Mxico que fue importante
es la zapoteca. Vivi al suroeste de los
olmecas, en un valle con excelente tierra
para la agricultura y lluvias abundantes.
Hacia el ao 1000 a.C., los zapotecas
construyeron plataformas y templos de
piedra. Siglos despus, tenan escritura y
un calendario.
Around 500 b.c., the Zapotec built the
first city in the Americas. The city was
called Monte Alban. As many as 25,000
people lived there. The city lasted as late
as a.d. 700. Monte Alban had tall
pyramids, temples, and palaces made
out of stone. It had an observatory that

could be used to look at the stars. But
the Zapotec culture collapsed. As with
the Olmec, historians do not know why./
Hacia el ao 500 a.C., los zapotecas
construyeron la primera ciudad de
Amrica. Se llam Monte Albn. Lleg
a tener 25,000 habitantes. La ciudad
dur hasta el 700 d.C. Monte Albn
tena altas pirmides, templos y palacios
de piedra. Tena un observatorio para
ver las estrellas. Pero la cultura zapoteca
declin. Al igual que con la olmeca, no
sabemos las razones.
2. What evidence of Zapotec
civilization has been found?/Qu
evidencia de la civilizacin zapoteca
se ha encontrado?
The Early Mesoamericans

Legacy (Page 243)/EL LEGADO
DELOS PRIMEROS
MESOAMERICANOS (Pgina 243)
How did the early Mesoamericans
influence later peoples?/Cul fue la
influencia de los primeros
mesoamericanos sobre otros
pueblos?
Both of these cultures left their mark
on later cultures. The jaguar figure of
the Olmec continued to appear in the
sculpture and pottery of people who
came later. Also, the look of Olmec
townswith pyramids, open space, and
huge stone sculptures was repeated in
later times. The ritual ball games of the
157
Olmec continued to be played./Ambas

culturas dejaron su huella en culturas
posteriores. La figura del jaguar de los
olmecas continu apareciendo en la
escultura y la cermica de pueblos
posteriores. Adems, el diseo de las
ciudades olmecas con pirmides,
espacios abiertos y enormes esculturas
de piedra se repiti en pocas
siguientes. Los juegos rituales de pelota
de los olmecas continuaron
practicndose.
The Zapotec also shaped the lives of
later peoples. Their way of writing and
their calendar were used by other
groups. The city of Monte Alban also
influenced later peoples, who built their
own cities in similar ways. These cities
combined religious purposes with the
needs of the common people who lived
in them./Los zapotecas tambin
influenciaron a pueblos posteriores. Su

forma de escritura y su calendario
fueron usados por otros grupos. La
ciudad de Monte Albn influy a otros
pueblos, quienes construyeron sus
ciudades en forma similar, combinando
propsitos religiosos con las necesidades
de la gente comn que las habitaba.
3. How did the Zapotec influence later
peoples?/Cul fue la influencia de
los zapotecas en otros pueblos?
158
As you read about early Mesoamerican civilizations, fill out the charts
by writing notes that describe aspects of the Olmec and Zapotec
civilizations./Al leer acerca de las primeras civilizaciones
mesoamericanas, llena los cuadros con notas que describan aspectos de
las civilizaciones olmeca y zapoteca.
Olmec/Olmeca
1. G
eography/Environment/Geografa/
entorno
2. Urban design/Diseo urbano
3. Economy/Economa
4. Achievements/Legacy/Logros/legado
Zapotec/Zapoteca
5. G
eography/Environment/Geografa/
entorno
6. Urban design/Diseo urbano
7. Language/Idioma
8. Achievements/Legacy/Logros/legado
159

Section/Seccin 3
Early Civilizations of the Andes/

Primeras civilizaciones de los Andes
Chavn/chavn First influential culture in South America, which flourished from
around 900 b.c. to 200 b.c./Primera cultura importante de Suramrica; floreci

del 900 a.C. al 200 a.C.
Nazca/nazca Culture that flourished along the southern coast of Peru from
around 200 b.c. to a.d. 600/Cultura que floreci a lo largo de la costa sur de Per
desde el 200 a.C. hasta el 600 d.C.
Moche/moche Culture that flourished along the northern coast of Peru from
around a.d. 100 to a.d. 700/Cultura que floreci a lo largo de la costa norte de
Per desde el 100 d.C. hasta el 700 d.C.

In the last section, you read about the first Mesoamerican
civilizations./En la seccin anterior, leste acerca de las primeras
civilizaciones mesoamericanas.
In this section, you will read about the civilizations of the Andes./En
esta seccin, leers acerca de las civilizaciones de los Andes.
As You Read/Al leer

Use a chart to record important information about early Andean
civilizations./Usa un cuadro para registrar la informacin importante
acerca de las primeras civilizaciones andinas.
Societies Arise in the Andes
DE LAS CIVILIZACIONES ANDINAS
(Pginas 246249)
What geographic factors made it
unlikely for a civilization to
arise?/Qu factores geogrficos
dificultaron el surgimiento de
civilizaciones?
Other interesting civilizations arose in
the Americas far to the south of the
Olmec and Zapotec peoples. These

civilizations grew in a very harsh
environmentthe Andes in South
America. This mountain range has
many peaks that are more than 20,000
feet high./Muy al sur de los pueblos
olmeca y zapoteca surgieron otras
civilizaciones interesantes en un entorno
muy difcil: los Andes, en Suramrica.
Esta cordillera tiene muchos picos de
ms de 20,000 pies de altura.
160
Toward the northern part of South

America, along these mountains, lies the
modern country of Peru. In this area,
the mountains are steep and very rocky.
Ice and snow cover the tops of the
mountains during the entire year. Travel
is hard./Hacia el norte de Suramrica,
alo largo de esas montaas, se
encuentra el actual Per. Las montaas
son empinadas y muy rocosas, y estn
cubiertas de hielo y nieve durante todo
el ao. Los viajes son difciles.
The climate changes quickly from
being hot during the day to bitter cold at
night. The soil is poor./El tiempo
cambia rpidamente de calor durante el
da a extremo fro en la noche. La tierra
es pobre.
It was in the mountains of this difficult
land that a new civilization arose. That
culture is called Chavn. It takes its name
from a major ruin, Chavn de Huntar in
the Andes. At this site, researchers have
found pyramids, open spaces, and large
mounds made of earth. The Chavn
culture was at its height from 900 b.c. to
200 b.c. It is considered the first
influential civilization in South America./
Fue en las montaas de esa tierra difcil
donde surgi una nueva civilizacin. Esa
cultura se llam chavn. Su nombre viene
de unas importantes ruinas, Chavn de
Huntar, localizadas en los Andes. En ese
sitio, los investigadores han descubierto
pirmides, espacios abiertos y grandes
montculos de tierra. La cultura chavn
alcanz su mayor auge entre el 900 a.C.
yel 200 a.C. Se considera la primera
civilizacin importante de Suramrica.
Scientists have found objects that
suggest that the Chavn culture helped
shape other cultures to the north and
south of this site. At these other sites are
the art styles and symbols of religion
found at Chavn. Scientists think that the
main site was not the center of a political
empire but was the chief site of a

spiritual or religious movement. People
from other areas may have made trips to
the main site to pay their respects. The
Chavn culture, like the Olmec in Mexico,
may have been a mother culture, one
that gave the first form to the ideas and
styles of the area./Ciertos objetos
encontrados indican que la cultura
chavn molde otras culturas del norte y
del sur. En otros sitios hay estilos
artsticos y smbolos religiosos como los
de Chavn de Huntar. Los cientficos
piensan que el sitio principal no era un
centro poltico sino religioso o espiritual.
Gente de otras regiones quiz viajaba all
para rendir respeto. La cultura chavn, al
igual que la olmeca de Mxico, quiz fue
la cultura cua, es decir, la que primero
dio forma a ideas y estilos en la regin.
1. What theories do scientists have
about the Chavn culture?/Qu
teoras tienen los cientficos acerca
de la cultura chavn?
Other Andean Civilizations

Flourish (Pages 247249)/OTRAS
CIVILIZACIONES ANDINAS
FLORECEN (Pginas 247249)
What other Andean civilizations
developed?/Qu otras civilizaciones
andinas florecieron?
Two other important cultures arose in
Peru. The Nazca culture developed along
the coast of the Pacific Ocean in the
southof Peru. It lasted from 200 b.c. to
a.d.600. The Nazca people built large and
161
complex systems to bring water to their

farmlands. They made beautiful cloth and
pottery./Otras dos culturas importantes
surgieron en Per. La nazca se desarroll
a lo largo de la costa del ocano Pacfico,
al sur de Per. Dur del200 a.C. al
600d.C. Los nazca construyeron sistemas
grandes y complejos para transportar
agua a los campos de cultivo. Hicieron
finas telas ycermicas.
The Nazca are most famous for the
Nazca Lines. They are huge pictures
scraped on the surface of a rocky
plain.The drawings include a monkey,
aspider, some birds, and other creatures.
The pictures are so large that they can
be seen and appreciated only from high
in the air. Some experts think that the
Nazca drew these pictures for their gods
to see./Los nazca son famosos por las
lneas de nazca, enormes imgenes de un
mono, una araa, aves y otros animales,
esculpidas sobre la superficie de una
planicie rocosa. Son tan grandes que
slo se pueden apreciar desde lo alto del
cielo. Algunos expertos piensan que los
nazca los dibujaron para que los vieran
sus dioses.
The other culture of early Peru arose
along the Pacific Coast but far to the
north. This was the Moche culture. It
lasted from a.d. 100 to a.d. 700. The
Moche tapped into rivers that flowed
down from the mountains. They built
ditches to bring water to their fields.
They raised corn, beans, potatoes,
squash, and peanuts. They also fished,
caught wild ducks and pigs, and hunted
deer./Otra cultura del antiguo Per se
desarroll a lo largo de la costa del
Pacfico, pero en el norte. Fue la cultura
moche. Dur del 100 d.C. al 700 d.C.
Los moche drenaron los ros que
bajaban de las montaas y construyeron
canales para llevar agua a sus campos.
Cultivaron maz, frijol, papa, calabaza y
man. Tambin pescaban, y cazaban

patos, jabals y venados.
Archaeologists have found some
tombs of the Moche people. They show
that the culture had great wealth. They
have found objects made of gold, silver,
and jewels. The Moche people made
beautiful pottery that showed scenes of
everyday life. So, even though they never
had a written language, it is possible to
learn much about how they lived./Los
arquelogos han descubierto tumbas del
pueblo moche que muestran que su
cultura tena gran riqueza. Han
encontrado objetos de oro, plata y joyas.
Los moche hacan fina cermica que
mostraba escenas de la vida diaria. Por
tanto, aunque no tuvieron escritura, es
posible aprender mucho acerca de su
vida y costumbres.
Eventually, the Moche culture also
fell. As with the other peoples of the
Americas, the reason for this fall is not
known. For the next hundred years,
other cultures would rise and fall in the
Americas. But most of them remained
separate from one another./Con el
tiempo, la cultura moche tambin
declin. Al igual que con otros pueblos
americanos, la razn se desconoce.
Durante los siglos siguientes, otras
culturas siguieron y declinaron en
Amrica. Pero la mayora permaneci
aislada de las dems.
2. Name three characteristics of the
Moche people./Enumera tres
caractersticas del pueblo moche.
162
As you read this section, fill in the chart to compare three early
civilizations that developed in the Andes./Al leer esta seccin, llena el
cuadro para comparar tres de las primeras civilizaciones que se
desarrollaron en los Andes.
Civilization/
Civilizacin
Environment/
Entorno
When Flourished/
poca de
florecimiento
Aspects of Culture/
Aspectos culturales
1. C
havn/Chavn
2. N
azca/Nazca
3. M
oche/Moche
163
The Muslim World/El mundo musulmn

Section/Seccin 1
The Rise of Islam/El surgimiento

delislam
Allah/Al One god of Islam/Dios del islam
Muhammad/Mahoma Founder of Islam/Profeta rabe que fund el islam
Islam/islam Religion based on the belief in Allah/Religin basada en la creencia
de Al
Muslim/musulmn Follower of the religion Islam/Seguidor del islam
Hijrah/Hijrah Muhammads move from Mecca to Yathrib (Medina) in 622/
Migracin de Mahoma de la Meca a Yathrib (Medina) en el 622

mosque/mezquita Islamic house of worship/Casa de veneracin islmica
hajj/hajj Pilgrimage to Mecca/Peregrinacin a la Meca
Quran/Corn Holy book of Islam/Libro sagrado del islam
Sunna/Sunna Islamic model for living based on the life and teachings of
Muhammad/Modelo de vida basado en las enseanzas de Mahoma

sharia/sharia Body of Islamic law/Conjunto de leyes islmicas

In the last section, you read about early civilizations in South
America./En el captulo anterior, leste acerca de las primeras
civilizaciones de Suramrica.
In this section, you will read about the rise of Islam./En esta seccin,
leers acerca del surgimiento del islam.
As You Read/Al leer

Use a diagram to list important aspects of Islam./Usa un diagrama
para enumerar los aspectos importantes del islam.
164
Deserts, Towns, and Trade

Routes (Pages 263264)/LOS
DESIERTOS, LAS CIUDADES Y
LAS RUTAS COMERCIALES
(Pginas 263264)
How did the desert help shape Arab
life?/Cmo molde el desierto la
vida rabe?
The harsh environment of the
Arabian Peninsula left its mark on the
Arab peoples. The land is almost
completely covered by desert. The desert
people were nomads. They herded
animals, leading them from one fertile
spot, or oasis, to another. Over time,
many of these people, called Bedouins,
began to live in towns and cities. They
also began to trade goods./El difcil
entorno de la pennsula Arbiga dej su
marca en los pueblos rabes. La tierra es
casi toda desierto. Los pueblos del
desierto eran nmadas. Pastoreaban
animales de un punto frtil, u oasis, a
otro. Con el tiempo, muchos de esos
pueblos, llamados beduinos,
comenzaron a vivir en aldeas y ciudades.
Tambin comenzaron a comerciar.
By the early 600s, trade became an
important activity in the Arabian
Peninsula. Merchants from the north
brought goods to Arabia. They traded
for spices and other goods. They also
brought new ideas./A principios del
siglo7, el comercio se volvi una
actividad importante en la pennsula
Arbiga. Los mercaderes del norte
llegaban con productos para cambiar
por especias y otros artculos. Tambin
traan nuevas ideas.
At this time, some Arabs believed in
one God, called Allah in Arabic. Others
believed in many gods. Religious
pilgrims came to Mecca to worship at an
ancient shrine called the Kaaba./En esa
poca, los pueblos rabes crean en un
Dios, llamado Al. Otros crean

enmuchos dioses. Realizaban
peregrinaciones religiosas a la Meca
para venerar un antiguo adoratorio
llamado la Kaaba.
1. When and how did trade become
important?/Cmo y cundo cobr
importancia el comercio?
The Prophet Muhammad

(Pages 264265)/EL PROFETA
MAHOMA (Pginas 264265)
Who was Muhammad?/Quin fue
Mahoma?
Around the year 570, Muhammad was
born into this Arab society. At around
age 40, he took religion as his lifes
mission. According to Muslim belief,
the angel Gabriel visited Muhammad
and told him to speak the word of God
to his people. Muhammad believed that
he was the last of the prophets./Mahoma
naci en esa sociedad rabe hacia el
570d.C. A los 40 aos de edad dedic
su vida a la religin. Conforme a las
creencias musulmanas, el ngel Gabriel
visit a Mahoma y le dijo que
difundiera la palabra de Dios a su
pueblo. Mahoma crea que l era el
ltimo de los profetas.
Muhammad began to teach that Allah
was the one and only God. The religion
based on his teachings is called Islam.
Its followers are called Muslims./
Mahoma comenz a ensear que Al
era el nico Dios. La religin basada
en sus enseanzas se llama islam. Sus
seguidores se llaman musulmanes.
At first many people in Mecca
opposed Muhammads views. They
feared Meccans would neglect
165
traditional Arab gods. Muhammad and

his followers were forced to leave Mecca
for Yathrib (later called Medina) in 622.
This became known as the Hijrah. The
Hijrah was a turning point for
Muhammad./Al principio, muchos
habitantes de la Meca se oponan a las
ideas de Mahoma por temor a que se
descuidara a los dioses rabes
tradicionales. Mahoma y sus seguidores
tuvieron que irse de la Meca y refugiarse
en Yathrib (despus llamada Medina) en
el 622. Esto se conoci como la Hijrah,
un momento decisivo para Mahoma.
Gradually, Muhammad and his
followers gained power. Finally, in 630,
Muhammad went to the Kaaba in
Mecca and destroyed the idols. Many of
the people of Mecca adopted Islam.
They began to worship Allah as the only
God. Muhammad died soon after, in
632. Much of the Arabian Peninsula
was already united under Islam./Poco a
poco, Mahoma y sus seguidores
adquirieron poder. En el 630, Mahoma
fue a la Kaaba de la Meca y destruy
los dolos. En la Meca muchos
adoptaron el islam y comenzaron a
venerar a Al como nico Dios.
Mahoma muri poco despus, en el 632.
Gran parte de la pennsula Arbiga ya
estaba unida por el islam.
2. What was the Hijrah?/Qu fue la
Hijrah?
Beliefs and Practices of

Islam (Pages 267268)/
CREENCIAS Y PRCTICAS DEL
ISLAM (Pginas 267268)
What do Muslims believe and
practice?/Qu creencias practican
los musulmanes?
Muslims have five duties to perform.
These duties include faith, prayer, alms,
fasting, and pilgrimage to Mecca. The
duties show a persons acceptance of the
will of Allah:/Los musulmanes tienen
cinco obligaciones: fe, oracin, limosnas,
ayuno y peregrinacin a la Meca. Estas
obligaciones muestran obediencia a la
voluntad de Al:
A Muslim must state the belief that,
There is no God but Allah, and
Muhammad is the Messenger of
Allah./Los musulmanes deben creer
que slo Al es Dios y Mahoma es el
mensajero de Al.
A Muslim must pray to Allah, facing
Mecca, five times every day. This may
be done at a mosque, an Islamic house
of worship./Deben orar a Al de cara
a la Meca cinco veces al da. Esto
puede hacerse en una mezquita, una
casa de oracin islmica.
A Muslim must give alms, or money
for the poor, through a tax./Deben
dar limosnas a los pobres por medio
de un impuesto.
A Muslim must fast during the holy
month of Ramadan. Muslims eat
only one meal a day, after sunset,
every day during this month./Deben
ayunar durante el mes sagrado de
Ramadn. Comen slo una vez al da,
despus del ocaso, todos los das
durante este mes.
166
A Muslim should perform the hajja

trip to the holy city of Meccaat
least once in his or her life./Deben
realizar la hajj un viaje a la ciudad
santa de la Meca al menos una vez
en su vida.
The central ideas of Islam are found
in the Quran. Muslims believe this book
states the will of Allah as revealed to
Muhammad. Muslims are also guided
by the example of Muhammads life,
called the Sunna, and by a set of laws
and rules, the sharia./Las ideas centrales
del islam se encuentran en el Corn. Los
musulmanes creen que este libro explica
la voluntad de Al como fue revelada a
Mahoma. Tambin se guan por el
ejemplo de la vida de Mahoma, llamado
Sunna, y por una serie de leyes y reglas,
la shariah.
Muslims believe that Allah is the
same God that Jews and Christians
worship. To Muslims, the Quran
perfects the earlier teachings of God
found in the Jewish Torah and the
Christian Bible. Because their holy

books were related to the Quran, Jews
and Christians enjoyed special status in
Muslim societies./Los musulmanes creen
que Al es el mismo dios de los judos y
cristianos. Para los musulmanes, el
Corn perfecciona las enseanzas de
Dios que contienen la Torah juda y la
Biblia cristiana. Como sus libros
sagrados se relacionaban con el Corn,
judos y cristianos disfrutaban de una
posicin especial en las sociedades
musulmanas.
3. What are the five duties of
Muslims?/Cules son las cinco
obligaciones de los musulmanes?
167
As you read about Muhammads life and the rise of Islam, fill out the
charts below to help you understand causes and effects. There can be one
or several answers to each question./Al leer acerca de la vida de Mahoma
y del surgimiento del islam, llena los cuadros para ver mejor causas y
efectos. Existen una o varias respuestas para cada pregunta.
The Prophet Muhammad/El profeta Mahoma
CAUSE/CAUSA
1. W
hat were Muhammads revelations?/Cules fueron las revelaciones de
Mahoma?
EFFECTS/EFECTOS
2. W
hy were Muhammads ideas unpopular in Mecca?/Por qu las ideas de
Mahoma no tuvieron aceptacin en La Meca?
3. In what way(s) was the Hijrah a turning point?/Por qu se dice que la Hijrah fue
un punto de viraje?
4. W
hy was Muhammads return to Mecca important?/Por qu fue importante el
regreso de Mahoma a La Meca?
Beliefs and Practices of Islam/Creencias y prcticas del islam

CAUSE/CAUSA
5. What does Islam teach its followers?/Qu ensea el islam a sus seguidores?
EFFECTS/EFECTOS
6. H
ow does carrying out the Five Pillars and other laws of Islam affect the daily
lives of Muslims?/Cmo afecta la vida diaria de los musulmanes cumplir los
Cinco Pilares y otras leyes del islam?
7. H
ow did observing Islamic teachings create unity among Muslims?/Cmo cre
unidad entre los musulmanes el cumplimiento de las enseanzas islmicas?
8. H
ow did Islamic law affect Muslim attitudes toward Christians and Jews?/Qu
influencia tuvo la ley islmica sobre las actitudes musulmanas con respecto a
cristianos y judos?
168

Section/Seccin 2
Islam Expands/La expansin

delislam
caliph/califa Highest political and religious leader in a Muslim government/
Mximo dirigente religioso y poltico del gobierno musulmn

Umayyads/omeyas Dynasty that ruled the Muslim Empire from a.d. 661 to 750/
Dinasta que gobern el imperio musulmn del 661 al 750 d.C.

Shia/shia Branch of Islam whose members believe the first four caliphs are the
rightful successors of Muhammad/Rama del islam cuyos miembros creen que los
primeros cuatro califatos fueron los sucesores legtimos de Mahoma
Sunni/sunni Branch of Islam whose members believe Ali and his descendants are
the rightful successors of Muhammad/Rama del islam cuyos miembros creen que
Al y sus descendientes son los sucesores legtimos de Mahoma
Sufi/sufi Muslim who tries to achieve direct contact with God/Musulmn que
busca contacto directo con Dios

Abbasids/abasida Dynasty that ruled much of the Muslim Empire from a.d. 750 to
1258/Dinasta que gobern gran parte del imperio musulmn del 750 al 1258 d.C.
al-Andalus/al-Andalus Muslim-ruled area in what is now Spain/Regin
musulmana en la actual Espaa

Fatimid/fatimita Member of a Muslim dynasty that traced its ancestry to
Muhammads daughter Fatima/Dinasta musulmana descendiente de Ftima,

lahija de Mahoma

In the last section, you read about the rise of Islam./En la seccin
anterior, leste acerca del surgimiento del islam.
In this section, you will read about the spread of Islam./En esta
seccin, leers acerca de su difusin.
As You Read/Al leer

Use a chart to summarize developments that occurred in Islam
during the rule of the rightly guided caliphs, the Umayyads, and the
Abbasids./Usa un cuadro para resumir los desarrollos del islam
durante los gobiernos de los califas correctamente orientados,
losomeyas y los abasidas.
169
Muhammads Successors
Spread Islam (Pages 269270)/
LOS SUCESORES DE MAHOMA
DIFUNDEN EL ISLAM
(Pginas 269270)
How did other leaders spread
Islam?/Cmo difundieron el islam
otros dirigentes?
When Muhammad died, his followers
elected a new leader, Abu-Bakr. He had
been loyal to Muhammad. He was given
the title caliph. This means successor
or deputy. A successor is a person
who comes after and takes the place of
someone else. A deputy is an assistant
who acts on behalf of a leader who is
absent./Cuando Mahoma muri, sus
seguidores eligieron a un nuevo
dirigente, Abu-Bakr. Haba sido leal a
Mahoma. Le dieron el ttulo de califa.
Esto significa sucesor o delegado.
Un sucesor es la persona que sigue y
toma el lugar de otra. Un delegado es
lapersona que acta en nombre de un
dirigente ausente.
Abu-Bakr reacted quickly when a
group of Arabs abandoned Islam. He
defeated them in battle over a two-year
period. Abu-Bakr died soon after. But
his army began to conquer new lands.
By 750, the Muslim Empire stretched
from the Indus River in India west to
the Atlantic Ocean./Abu-Bakr reaccion
rpidamente cuando un grupo de rabes
abandon el islam. Tom las armas y los
derrot al cabo de dos aos. Abu-Bakr
muri poco despus. Pero su ejrcito
comenz a conquistar nuevas tierras. En
el 750, el imperio musulmn abarcaba
desde el ro Indo en India hasta el
ocano Atlntico.
Many of the people conquered by the
Muslims accepted Islam. Some found
the message of Islam appealing. Others
liked the fact that by becoming Muslims
they avoided paying a tax put only on
non-Muslims. But the Quran prevented

Muslims from forcing others to accept
the religion. Muslim rulers allowed
people to follow whatever beliefs they
chose./Muchos de los pueblos
conquistados por los musulmanes
aceptaron el islam: unos porque les
gustaba y otros para evitar el pago de un
impuesto que slo pagaban los que no
eran musulmanes. Pero el Corn
prohiba obligar a aceptar la religin
islmica y los gobernantes musulmanes
permitieron que cada quien siguiera las
creencias de su eleccin.
1. How did Abu-Bakr spread Islam?/
Cmo difundi Abu-Bakr el islam?
Internal Conflict Creates a

Crisis (Pages 270271)/LOS
CONFLICTOS INTERNOS GENERAN
CRISIS (Pginas 270271)
What disagreements arose?/Qu
desacuerdos surgieron?
After the murder of a ruling caliph in
656, different Muslim groups began to
struggle for control of the empire. Ali, a
cousin and son-in-law of Muhammad,
was chosen caliph. After a few years, he
was also killed. The system of electing
caliphs died with him./En el 656,
despus del asesinato del califa, distintos
grupos musulmanes lucharon por el
control del imperio. Al, primo y yerno
de Mahoma, fue elegido califa. Tras
pocos aos, l tambin fue asesinado. El
sistema de elegir califas muri con l.
A family known as the Umayyads
took control of the empire. They did not
follow the simple life of earlier caliphs.
Instead, they surrounded themselves
170
with wealth. This created a split in the

Muslim community./Una familia
conocida como los omeyas control el
imperio. No siguieron la vida sencilla de
califatos anteriores. Se rodearon de
riquezas, lo que cre una divisin en la
sociedad musulmana.
Most Muslims accepted Umayyad
rule. But a different view of the office of
caliph also developed. The Shia
groupthe party of the deceased
Alifelt that caliphs needed to be
relatives of Muhammad. Those who did
not openly resist Umayyad rule became
known as the Sunni. Among them were
many Muslims who felt that the
Umayyads had lost touch with their
religion. Another group, the Sufi,
reacted to the Umayyads life of luxury.
The Sufis emphasized a more spiritual
way of life./La mayora de los
musulmanes aceptaron el gobierno de
los omeyas. Pero surgi un concepto
distinto del califato. El grupo shia el
partido del difunto Al consideraba
que los califas deban ser parientes de
Mahoma. A los que no se opusieron
abiertamente al gobierno de los omeyas
los llamaron sunni. Entre stos haba
muchos musulmanes que crean que los
omeyas haban perdido contacto con la
religin. Otro grupo, los sufis,
reaccionaron ante los lujos de los
omeyas. Los sufis recomendaban una
vida ms espiritual.
2. How did the Shia and Sunni groups
arise?/Cmo surgieron los grupos
shia y sunni?
Control Extends Over Three

Continents (Pages 271272)/SE
EXTIENDE EL CONTROL EN TRES
CONTINENTES (Pginas 271272)
What Muslim states arose?/Qu
estados musulmanes surgieron?
After 750, there were Muslim
caliphates on three continents. The
Abbasids (7501258) took power and
murdered members of the Umayyad
family./Despus del 750, hubo califatos
musulmanes en tres continentes. Los
abasidas (7501258) tomaron el poder y
mataron a miembros de los omeyas.
The Abassids controlled the lands of
modern Iraq, Iran, and central Asia.
They built the city of Baghdad in
southern Iraq as their capital. They used
their location to control the rich trade
between China and Europe./Se
apoderaron de tierras en los actuales
Irak, Irn y Asia central. Construyeron
su capital, Bagdad, en el sur de Irak.
Con esa ubicacin controlaron el rico
comercio entre China y Europa.
One Umayyad prince escaped the
murders and went to Spain. Muslims
known as Berbers already lived there.
The prince set up a Muslim state
calledal-Andalus. The Umayyads of
al-Andalus (756976) controlled parts
of Spain and North Africa. Another
Muslim statethe Fatimid caliphate
(9091171)sprang up in North Africa.
This caliphate spread to western Arabia
and Syria. Although the Muslims were
divided politically, all of the different
communities were linked by religion,
language, culture, and trade./Un
prncipe omeya escap a Espaa. Los
musulmanes conocidos como bereberes
ya vivan ah. El prncipe estableci un
estado musulmn llamado al-Andalus.
171
Los omeyas de al-Andalus (756976)

controlaron partes de Espaa y frica
del norte. Otro estado musulmn el
califato fatimita (9091171) surgi en
frica del norte. Este califato se
extendi a Arabia y Siria. Aunque los
musulmanes estaban divididos
polticamente, todos estaban unidos por
religin, idioma, cultura y comercio.
3. Who were the Abbasids?/Quines

fueron los abasidas?
172
In the years following the death of Muhammad, the Muslims created

ahuge empire. Take notes to answer the questions about how
Muhammads successors spread Islam during this period of expansion./
En los aos que siguieron a la muerte de Mahoma, los musulmanes
crearon un vasto imperio. Toma notas para contestar las preguntas
acerca de la forma en que los sucesores de Mahoma difundieron el islam
durante ese perodo de expansin.
The Rightly Guided Caliphs/Los califas correctamente orientados
1. W
hat did the Rightly Guided caliphs
use as guides to leadership?/Con
qu guiaron su gobierno los califas
correctamente orientados?
2. W
hat changes did they make during
their rule?/Qu cambios realizaron
durante su gobierno?
3. W
hy were they successful in their
quest to expand the empire and
spread Islam?/Por qu tuvieron xito
en su objetivo de expandir su imperio
y difundir el islam?
The Umayyads/Los omeyas
4. W
hat ended the elective system of
choosing a caliph?/Qu dio fin al
sistema electoral para nombrar al
califa?
5. W
hat changes did the Umayyads
make during their rule?/Qu cambios
realizaron durante su gobierno?
6. W
hat led to the downfall of the
Umayyads?/Qu caus la cada de
los omeyas?
The Abbasids/Los abasidas
7. H
ow did the Abbasids come to
power?/Cmo llegaron los abasidas
al poder?
8. W
hat changes did they make during
their rule?/Qu cambios realizaron
durante su gobierno?
9. W
hat major problem did the Abbasids
face?/Cul fue el principal problema
de los abasidas?
173

Section/Seccin 3
Muslim Culture/La cultura

musulmana
House of Wisdom/Casa de la Sabidura Center of learning established in Baghdad
in the 800s/Centro de aprendizaje establecido en Bagdad en el siglo 9

calligraphy/caligrafa Art of beautiful handwriting/Arte de la escritura

In the last section, you read about the expansion of Islam./En la
seccin anterior, leste acerca de la expansin del islam.
In this section, you will read about the cultural achievements of
Muslim society./En esta seccin, leers acerca de los logros culturales
de la sociedad musulmana.
As You Read/Al leer

Use a web diagram to take notes on the key elements of Muslim
culture./Usa un diagrama en red para tomar notas sobre los
elementos clave de la cultura musulmana.
Muslim Society (Pages 273274)/

LA SOCIEDAD MUSULMANA
(Pginas 273274)
Where and how did Muslims
live?/Dnde y cmo vivieron los
musulmanes?
The Muslim Empire included people
of many different lands and cultures.
Major cities arose in the Muslim world.
They included Crdoba and Cairo,
centers of Muslim rule in Spain and
North Africa, and Baghdad, the
Abbasid capital./El imperio musulmn
tena pueblos de muy diversas tierras y
culturas. Surgieron importantes
ciudades, como Crdoba y
Cairo centros del gobierno musulmn
en Espaa y frica del norte y

Bagdad, la capital abasida.
Muslim society was divided into four
groups, At the top were people who were
Muslims from birth. Next came those
who converted to Islam. The third group
included Jews, Christians, and
Zoroastriansprotected because
Muslims shared some of their beliefs.
The fourth group was slaves, none of
whom were Muslims./La sociedad
musulmana se divida en cuatro grupos.
En la cima estaban los musulmanes de
nacimiento. Despus seguan los
convertidos al islam. El tercer grupo
inclua a judos, cristianos y
zoroastrianos, protegidos porque los
174
musulmanes compartan algunas de sus

creencias. El cuarto grupo era de
esclavos, donde no haba musulmanes.
According to Muslim law, women
should obey men. But Muslim women
still enjoyed more rights than did those
living in European society at the time.
The Quran gave Muslim women some
economic and property rights. In early
Muslim society, women could also have
an education and take part in public life.
Later they lost those rights./La ley
musulmana dicta que las mujeres
obedezcan a los hombres. Pero aun as,
las musulmanas gozaban de ms
derechos que las europeas de la poca.
El Corn les daba ciertos derechos
econmicos, como el de heredar
propiedades. En la antigua sociedad
musulmana, la mujer tambin poda
educarse y participar en la vida pblica.
Despus perdi esos derechos.
1. Name the four groups of Muslim
society./Enumera cuatro grupos de
lasociedad musulmana.
Muslim Scholarship Extends

Knowledge (Pages 274276)/LOS
ACADMICOS MUSULMANES
DIFUNDEN SU CONOCIMIENTO
(Pginas 274276)
How did Muslim scholars keep
learning alive?/Cmo conservaron
los conocimientos los acadmicos
musulmanes?
Muslims placed a high value on
learning and scholarship. Muslim
scholars added much to human
knowledge. Europe was in chaos and
much of the knowledge of Europeans
was in danger of being lost. During this
time, Muslim scholars collected ancient
Greek, Indian, and Persian works of

science and philosophy. The scholars
translated these works into Arabic. One
center of this study was the House of
Wisdom in Baghdad. Later, this ancient
learning returned to Europe when the
works of Muslim scholars were
translated./Los musulmanes valoraban
mucho los conocimientos y la erudicin,
e hicieron muchos aportes al
conocimiento humano. Europa estaba
sumida en el caos y gran parte de su
conocimiento estaba en peligro de
perderse. Durante esa poca, los
musulmanes reunieron obras cientficas
y filosficas griegas, hindes y persas.
Tradujeron esas obras al rabe. Un
centro de estudios fue la Casa de la
Sabidura, ubicada en Bagdad.
Posteriormente esos conocimientos
antiguos regresaron a Europa cuando se
tradujeron las obras de acadmicos
musulmanes.
2. Explain how Muslim scholars helped
save the learning of the West./
Explica cmo los acadmicos
musulmanes salvaron el
conocimiento occidental.
Arts and Sciences Flourish

(Pages 276278)/FLORECEN LAS
ARTES Y LAS CIENCIAS (Pginas
276278)
What were some achievements of
Muslim society?/Cules fueron los
logros de la sociedad musulmana?
Literature was a strong tradition
before Islam. Later, the Quran became
the standard for all Arabic literature and
poetry. The collection The Thousand and
One Nights included many entertaining
stories, fairy tales, and legends./Antes
175
del islam, la literatura ya tena una

fuerte tradicin. Ms adelante, el Corn
fue el libro de literatura y poesa rabe
por excelencia. La coleccin Las mil y
una noches reuni amenas historias,
cuentos de hadas y leyendas.
Muslims had their own special
practices in art. For instance, artists
could not draw pictures of people. Only
Allah, the religion said, could create life.
Unable to draw these images, Muslims
developed a new art form. They
practiced calligraphy, or the art of
beautiful handwriting./Los musulmanes
tenan una forma particular de arte.
Como la religin deca que slo Al
poda crear vida, los artistas no podan
dibujar seres humanos. Ante tal
limitacin, crearon una forma nueva de
arte. Practicaron la caligrafa, o el arte
de la escritura.
Muslim scholars made great advances
in medicine and mathematics. The
physician al-Razi wrote an encyclopedia
that collected all that was known about
medicine from Greece to India. In
science, Muslims studied the work of
ancient Greek scientists but used logic
rather than experiments to reach
conclusions. One Muslim scientist made
new discoveries about how people see.
His findings helped lead to the invention
of the telescope and microscope. A
mathematician named al-Khwarizmi
wrote a textbook that developed
algebra./Los acadmicos musulmanes
hicieron muchos avances en medicina y
matemticas. El fsico al-Razi escribi
una enciclopedia que reuni todo lo que
se conoca sobre medicina en Grecia e
India. En ciencias, los musulmanes
estudiaron las obras de los antiguos
cientficos griegos pero aplicaron la
lgica en lugar de hacer experimentos
para sacar conclusiones. Un cientfico
musulmn hizo nuevos descubrimientos
sobre la vista humana, que

contribuyeron a la invencin del
telescopio y el microscopio. El
matemtico al-Khwarizmi escribi las
bases del lgebra.
3. Name four achievements of Muslim
scientists and mathematicians./
Enumera cuatro logros de cientficos
y matemticos musulmanes.
Philosophy and Religion

Blend Views (Pages 278279)/SE
MEZCLAN LAS PERSPECTIVAS
FILOSFICAS Y RELIGIOSAS
(Pginas 278279)
How did philosophy blend with
Islam?/Cmo se incorpor la
filosofa al islam?
Philosophers at the House of Wisdom
also translated works of the ancient
Greek philosophers. Muslim
philosopher Ibn Rushd was criticized for
trying to join their ideas with Muslim
ideas. But he argued that Greek
philosophy and Islam both searched for
the truth. The Jewish philosopher
Maimonides, who lived in the Muslim
Empire, was also criticized for his ideas.
He wrote a book that blended
philosophy, religion, and science.
Philosophers reflected the different
people who lived in the Muslim Empire.
Muslims came to recognize the value of
their differences./Los filsofos de la
Casa de la Sabidura tambin tradujeron
obras de antiguos filsofos griegos. El
filsofo musulmn Ibn Rushd fue
criticado por tratar de unir el
pensamiento de los antiguos griegos y el
musulmn. Pero l sostena que tanto la
filosofa griega como el islam buscaban
la verdad. El filsofo judo Maimonides,
176
que viva en el imperio musulmn,

tambin fue criticado por sus ideas.
Escribi un libro que incorporaba la
filosofa, la religin y la ciencia. Los
filsofos mostraban las diferencias de
los habitantes del imperio musulmn.
Los musulmanes llegaron a reconocer el
valor de esas diferencias.
4. Why was Ibn Rushd criticized?/Por

qu fue criticado Ibn Rushd?
177
As you read about Muslim culture, write notes to help you summarize
Muslim achievements in each area./Al leer acerca de la cultura
musulmana, toma notas para resumir los logros musulmanes en cada
campo.
1. M
uslim society/Sociedad musulmana
2. Medicine, math, and science/

Medicina, matemticas y ciencias
3. Philosophy/Filosofa
4. Literature and the arts/Literatura y

artes
178
Byzantines, Russians, and Turks Interact/Bizancio, Rusia y
Turqua interactan
Section/Seccin 1
The Byzantine Empire/El imperio

bizantino
Justinian/Justiniano Powerful ruler of Byzantine Empire/Poderoso gobernante del
imperio bizantino
Justinian Code/cdigo de Justiniano Body of Roman law collected and organized
by Justinian around a.d. 534/Conjunto de leyes basadas en el derecho romano

que cre Justiniano hacia el 534 d.C.
Hagia Sophia/Catedral de Santa Sofa Church destroyed by mobs of rioters in 532
and rebuilt by Justinian/Iglesia destruida en el 532 por multitudes de

descontentos; fue reconstruida por Justiniano
patriarch/patriarca Leader of the Eastern church/Lder de la Iglesia Ortodoxa
icon/icono Religious image used in practices by eastern Christians/Imagen
religiosa utilizada en las prcticas religiosas de los cristianos ortodoxos

excommunication/excomunin Formal declaration that someone is no longer a
member of the Church/Expulsin oficial de la Iglesia Catlica

Cyrillic alphabet/alfabeto cirlico Alphabet invented by Saints Cyril and
Methodius, in which most Slavic languages, including Russian, are written/

Alfabeto creado por San Cirilo y San Metodio en que se basa la mayora de las
lenguas eslavas, como el ruso

In the last chapter, you read about the Muslim world./En el captulo
anterior, leste acerca del mundo musulmn.
In this section, you will learn about the Byzantine Empire./En esta
seccin, leers acerca del imperio bizantino.
As You Read/Al leer

Use a diagram to show Justinians accomplishments as emperor of
the New Rome./Usa un diagrama para mostrar los logros de
Justiniano como emperador de la Nueva Roma.
179
A New Rome in a New Setting

(Page 301)/SE CREA UNA NUEVA
ROMA (Pgina 301)
How did the Roman Empire change?/
Cmo cambi el imperio romano?
In the a.d. 300s, the emperor
Constantine moved the capital of the
Roman Empire to the east. He built a
great new capital city, Constantinople. It
was on the site of the old port city of
Byzantium. Constantinople became the
center of the empire. Power moved
eastward./En el 300 d.C., el emperador
Constantino traslad la capital del
imperio romano al este. Construy una
nueva gran capital, Constantinopla, en
el mismo lugar del antiguo puerto de
Bizancio. Constantinopla pas a ser el
centro del imperio bizantino. El centro
del poder se traslad al este.
The Roman Empire was officially
divided in 395. The western area was
overrun by German tribes. It did not
exist after 476. However, the Byzantine,
or eastern, part remained strong. It
lasted for hundreds of years./El imperio
romano se dividi oficialmente en el
395. La parte oeste fue invadida por las
tribus germanas y dej de existir despus
del 476. Sin embargo, el imperio
bizantino del este perdur por siglos.
In 527, Justinian became the
Byzantine emperor. He sent an army to
try to regain control of Italy. He hoped
to restore the Roman Empire once
again. By about 550, Justinian ruled
over almost all of the territory of the
old Roman Empire./En el 527,
Justiniano se proclam emperador
bizantino. Envi un ejrcito a Italia a
restaurar el imperio romano. Hacia el
550, Justiniano reinaba en casi todo el
antiguo territorio romano.
1. Who was Justinian?/Quin fue

Justiniano?
Life in the New Rome

(Pages 302303)/LA VIDA EN LA
NUEVA ROMA (Pginas 302303)
What changes did Justinian bring?/
Qu cambios llev a cabo
Justiniano?
Justinian directed legal experts to
create a complete code of laws based on
the laws of ancient Rome. This body of
civil lawthe Justinian Codeserved
the empire for 900 years./Bajo la
direccin de Justiniano, se cre un
cdigo completo de leyes basado en el
derecho de la antigua Roma. Este
conjunto de leyes civiles, conocido como
el cdigo de Justiniano, sirvi al imperio
durante 900 aos.
Justinian also worked at making
Constantinople a strong but also a
beautiful capital. He built high, sturdy
walls to protect the city from attack.
The main street of the city was lined
with shops and open-air markets. People
bought and sold goods from Asia,
Africa, and Europe there./Justiniano
tambin logr que Constantinopla fuera
una bella y poderosa capital. Construy
altas murallas para protegerla. En la
calle principal haba tiendas y mercados.
All se compraban y vendan productos
de Asia, frica y Europa.
In 532, riots broke out against the
emperor. Justinians troops maintained
control of the city, killing thousands of
rioters. A church called Hagia Sophia
(Holy Wisdom, in Greek) had been
180
destroyed by the mobs. Justinian rebuilt

it to become the most beautiful church
in the Christian world./En el 532, hubo
un levantamiento en contra del
emperador. Las tropas de Justiniano
mataron a miles y recuperaron el
control. La Catedral de Santa Sofa
(Santa Sabidura, o Hagia Sophia, en
griego) fue destruida por multitudes de
descontentos. Justiniano la reconstruy
y fue la iglesia ms bella del mundo
cristiano.
2. How did Justinian make
Constantinople a strong and
beautiful capital?/Cmo convirti
Justiniano a Constantinopla en una
bella y poderosa capital?
The Empire Falls (Page 304)/CAE

EL IMPERIO (Pgina 304)
What weakened the empire?/Qu
debilit al imperio?
The Byzantine Empire faced many
dangers. A terrible disease broke out in
542. The illness killed thousands of
people and returned every 8 to 12 years
until about 700. This weakened the
empire./El imperio bizantino vivi
muchos peligros. En el 542 surgi una
terrible enfermedad que mat a miles
depersonas. Brotaba cada 8 12 aos,
hasta el ao 700. Esto debilit al imperio.
Also, the empire was forced to
confront many enemies over the
centuries. Constantinople remained safe
during this time despite many attacks.
Eventually, though, the empire shrank.
By 1350, the empire included only the
capital city and lands in the Balkans
part of southeastern Europe./Tambin
confront muchos enemigos durante
siglos. A pesar de los numerosos
ataques, Constantinopla no cay. Pero

con el tiempo, el imperio se redujo.
Hacia el 1350, el imperio slo abarcaba
la ciudad capital y tierras de los
Balcanes, al sureste de Europa.
3. What were the two biggest problems
the empire faced?/Cules fueron los
dos problemas principales del
imperio bizantino?
The Church Divides

(Pages 304306)/SE DIVIDE LA
IGLESIA (Pginas 304306)
Why did the church divide?/Por qu
se dividi la Iglesia?
Although it was based on the Roman
Empire, the Byzantine Empire had
developed a culture of its own. People in
the Byzantine Empire spoke Greek, not
Latin. They belonged to the Eastern
Orthodox Church, not the Catholic
Church. The Eastern Church was led by
the patriarch, the leading bishop.
However, even the patriarch had to obey
the emperor./Aunque se bas en el
imperio romano, el imperio bizantino
tuvo su propia cultura. Sus ciudadanos
no hablaban latn sino griego.
Pertenecan a la Iglesia Ortodoxa de
Oriente, no a la Iglesia Catlica. La
Iglesia Ortodoxa de Oriente estaba
dirigida por un obispo principal o
patriarca. Pero incluso l tena que
obedecer al emperador.
The feeling of separateness from
Rome grew worse when one emperor
banned the use of icons. Icons are
religious images used by eastern
Christians to aid their devotions. The
emperor thought this was like idol
worship. Iconoclasts, or icon breakers
went into churches destroying images.
181
The pope supported the use of icons.

One pope even ordered the
excommunication of a Byzantine
emperor. That means that the pope said
the emperor could no longer be a
member of the Church./La separacin
de Roma se sinti ms cuando un
emperador prohibi los iconos. Los
iconos son imgenes religiosas con que
los cristianos ortodoxos practicaban sus
devociones. El emperador opinaba que
era como adorar dolos. Los
iconoclastas, que no crean en los
iconos, entraban en las iglesias y los
destrozaban. El papa catlico apoy los
iconos y orden la excomunin del
emperador bizantino. Eso quiere decir
que fue expulsado de la Iglesia Catlica.
Slowly the Eastern and Roman
churches grew further apart. In 1054,
the schism, or split, became permanent./
Lentamente, la Iglesia Ortodoxa de
Oriente y la Iglesia Catlica se fueron
separando ms. En 1054 la separacin,
ocisma, se hizo permanente.
Some missionaries traveled from the

Byzantine Empire to the north. Two
missionaries, Saint Methodius and Saint
Cyril developed an alphabet for the
Slavic languages. Many Slavic languages,
including Russian, are now written in
what is called the Cyrillic alphabet./
Misioneros del imperio bizantino
viajaron hacia el norte. Dos de ellos, San
Metodio y San Cirilo, crearon un
alfabeto para las lenguas eslavas. Hoy en
da, la mayora de las lenguas eslavas,
como el ruso, se escriben con el alfabeto
cirlico.
4. What are two differences between
the Eastern and Roman churches?/
Nombra dos diferencias entre la
Iglesia Ortodoxa de Oriente y la
Iglesia Catlica.
182
As you read about the history of Constantinople, the leading city of

the Byzantine Empire, take notes to answer questions about the time
line./Al leer acerca de la historia de Constantinopla la principal
ciudad del imperio bizantino, toma notas para contestar las
preguntas acerca de la lnea cronolgica.
527
Justinian becomes ruler of the eastern

empire./Justiniano es rey del imperio
oriental.
537
Justinian completes building the Hagia

Sophia./Justiniano termina la
construccin de Santa Sofa.
542
Deadly Plague sweeps through

Constantinople./Una peste mortal
azotaa Constantinopla.
674
Arab armies attack Constantinople./

Losejrcitos rabes atacan a
Constantinopla.
860
Russians invade Constantinople for the

first of three times./Los rusos invaden a
Constantinopla en la primera de tres
ocasiones.
1054
Christianity splits into the Roman

Catholic Church in the west and the
Orthodox Church in the east./La
cristiandad se divide en la Iglesia
Catlica Romana de Occidente y en
laIglesia Ortodoxa de Oriente.
1204
Crusading knights from Europe pillage

Constantinople./Los cruzados de
Europa saquean Constantinopla.
1453
Constantinople falls to Ottoman Turks./

Constantinopla cae bajo los turcos
otomanos.
1. What did Justinian accomplish during his

reign?/Qu logr Justiniano durante su reinado?
2. How did the plague affect Constantinople?/

Cules fueron los efectos de la peste sobre
Constantinopla?
3. How did the Byzantines first try to prop up their

shaky empire?/Cules fueron los primeros
intentos de los bizantinos por salvar su dbil
imperio?
4. What factors led to the schism?/Qu factores
causaron el cisma?
5. What was the effect of the split?/Cul fue el

efecto del cisma?
6. What factors enabled the city to survive foreign

attacks for hundreds of years before finally
falling?/Qu factores permitieron que la ciudad
sobreviviera a ataques extranjeros durante cientos
de aos hasta que por fin cay?
183
Turqua interactan
Section/Seccin 2
The Russian Empire/El imperio ruso

Slavs/eslavos People from the forests north of the Black Sea/Pueblos que
habitaban los bosques al norte del mar Negro

Vladimir/Vladimir Grandson of Olga who ordered all his subjects to adopt
Christianity/Nieto de Olga; orden a sus sbditos adoptar el cristianismo

Yaroslav the Wise/Yaroslav el Sabio Russian ruler who helped Kiev gain power
and wealth/Gobernante ruso; convirti a Kiev en una ciudad rica y poderosa

Alexander Nevsky/Alexander Nevsky Russian noble who gained power in Moscow/
Noble ruso que tom el poder de Mosc

Ivan III/Ivn III Moscow prince who led rebellion against Mongol rule/Prncipe de
Mosc que dirigi la rebelin contra el control mongol

czar/zar Russian emperor/Emperador ruso

In the last section, you read about the establishment and decline of
the Byzantine Empire./En la seccin anterior, leste acerca de los
inicios y del deterioro del imperio bizantino.
In this section, you will learn about the emergence of Russia./En esta
seccin, leers acerca del surgimiento de Rusia.
As You Read/Al leer

Use a chart to show how Mongol rule affected different parts of
Russian society./Usa un cuadro para mostrar cmo el gobierno
mongol afect distintas partes de la sociedad rusa.
184
Russias Birth (Pages 307308)/

NACE RUSIA (Pginas 307308)
Who were the Slavs?/Quines eran
los eslavos?
The Slavs lived in what is today
eastern Russia. The area was bounded
by the Ural Mountains and the Black
Sea on the south and the Baltic Sea on
the north./Los eslavos vivan en lo que
hoy es el este de Rusia. Esta regin
limita con los montes Urales y el mar
Negro al sur, y con el mar Bltico al
norte.
The Slavs lived in the forest areas.
They worked as farmers and traders. In
the 800s, some Vikings called the Rus
came from the north. They built forts
along the rivers and blended with the
Slavic people. They founded the cities of
Novgorod and Kiev and became the
rulers of the land. They began to trade
in Constantinople. With them, they
brought furs, timber, and the Slavs who
were their subjects. They sold these
people as slaves. In fact, the word slave
comes from Slav./Los eslavos vivan en
zonas boscosas. Trabajaban como
agricultores y comerciantes. En el siglo
9, lleg un pueblo vikingo del norte,
llamado rus, y conquist a los eslavos.
Construy fuertes al lado de los ros.
Fund las ciudades de Novgorod y
Kiev, y gobern esas tierras. Comerciaba
en Constantinopla pieles y madera.
Tambin venda a los eslavos como
esclavos. De hecho, la palabra esclavo
viene de eslavo.
Over time, the Vikings adopted the
culture of the Slavs. Divisions between
Vikings and Slavs disappeared. In 957
Princess Olga of Kiev converted to
Christianity. Her grandson, Vladimir,
also converted to Byzantine Christianity.
He was the ruler of Russia. He ordered
all of his subjects to adopt this religion.
Now more than trade linked Russia to
the Byzantine Empire./Los vikingos

rusos se mezclaron con los eslavos y con
el tiempo adoptaron la cultura de ellos.
Desaparecieron las diferencias entre los
dos pueblos. En el 957, la princesa Olga
de Kiev se convirti al cristianismo. Su
nieto, Vladimir, tambin se convirti al
cristianismo bizantino. Como era el
gobernante de Rusia, orden que todos
sus sbditos adoptaran esa religin.
Ahora, algo ms que el comercio una a
Rusia con el imperio bizantino.
Russia also looked to Constantinople
for religious leadership. Teachers from
the empire gave the Russian people
instructions in the new religion. The
king liked the idea that the ruler of the
empire was also the head of the church./
Rusia tambin segua la direccin
religiosa de Constantinopla. Maestros
del imperio instruan a los rusos en la
nueva religin. Al rey le complaca que
el gobernante del imperio fuera tambin
el lder de la Iglesia.
1. How did Olga and Vladimir
influence the Slavic people?/Qu
influencia tuvieron Olga y Vladimir
sobre el pueblo eslavo?
Kievs Power and Decline

(Pages 308309)/EL PODER Y LA
CADA DE KIEV (Pginas 308309)
What caused Kievs rise?/Por qu
obtuvo poder Kiev?
Under the influence of Byzantine
culture, Kiev grew to be a large, wealthy,
and cultured city. It continued to grow
as Vladimir took land to the west and to
the north. His son, Yaroslav the Wise,
came to power in 1019. He proved to be
an able ruler as well. Under him, Kiev
grew even more wealthy through trade
185
and alliances made with western

nations./Bajo la influencia de la cultura
bizantina, Kiev creci hasta ser una
gran ciudad, rica y culta. Su territorio
aument conforme Vladimir tomaba
tierras del oeste y del norte. Su hijo,
Yaroslav el Sabio, lleg al poder en 1019.
Tambin fue un hbil gobernante. Bajo
su gobierno, Kiev prosper an ms
debido al comercio y las alianzas con
naciones del oeste.
Then the state centered in Kiev began
to have problems. After Yaroslavs death
in 1054, his sons fought one another for
control of the land. Trade declined,
cutting the wealth of Kiev./Despus, el
gobierno de Kiev empez a tener
problemas. En 1504, tras la muerte de
Yaroslav, sus hijos lucharon entre s por
el control de las tierras. El comercio
declin y la riqueza de Kiev se redujo.
2. What caused Kievs decline?/Por
qu declin Kiev?
The Mongol Invasions; Russia

Breaks Free (Pages 309311)/LA
INVASIN MONGOL; SE LIBERA
RUSIA (Pginas 309311)
How did the Mongol invasions
change Russia?/Cmo cambi
Rusia debido a la invasin mongol?
In the middle 1200s, the Mongols
reached Kiev. They quickly overran the
Russian state, killing many people. The
Mongols held control of the area for
more than 200 years./A mediados del
siglo 13, los mongoles llegaron a Kiev.
Invadieron Rusia y mataron a mucha
gente. Los mongoles controlaron la
regin durante ms de 200 aos.
The Mongols had been fierce
conquerors, but they were not harsh
rulers. As long as the Russian people did

not rebel, the Mongols let them keep
their customs, including their Eastern
Christian religion./Aunque haban sido
fieros conquistadores, los mongoles no
fueron gobernantes crueles. Mientras
no se rebelaran, los rusos podan
conservar sus costumbres y su religin
ortodoxa.
The Mongols made the Russians pay
tribute, a sum of money that was owed
every year. They used Russian nobles to
collect the tribute. One of those nobles,
Alexander Nevsky, gained power. His
heirs became princes of Moscow. They
later used this city as their base of
power./Los mongoles exigan que los
rusos pagaran tributo, es decir, una
suma anual de dinero. Los nobles rusos
recaudaban el tributo. Uno de ellos,
Alexander Nevsky, se hizo muy
poderoso. Sus herederos se declararon
prncipes de Mosc y la convirtieron en
sede de su poder.
Control by the Mongols had
important effects on Russia. It isolated
the Russians from western Europe.
Russian society developed in its own
way. Rule by the Mongols united many
different areas of Russia under one
central authority. Before then, what is
now Russia had been ruled by a number
of princes. Mongol rule also led to the
rise of Moscow, which had a good
location near three major riversthe
Dnieper, the Don, and the Volga./El
control mongol ejerci importante
influencia sobre Rusia. Aisl a los rusos
de Europa del oeste, por lo que la
sociedad rusa se desarroll con un estilo
propio. El gobierno mongol uni
diversas regiones bajo una autoridad
central. Antes, cada una de las regiones
de la actual Rusia era gobernada por un
prncipe. El control mongol tambin
facilit el surgimiento de Mosc, que
186
est cerca de tres importantes ros: el

Dnieper, el Don y el Volga.
Ivan I increased the influence of
Moscow. Overtime, Ivan and his
successors added to the land that
Moscow controlled. In the late 1400s,
under Ivan III, Russia grew to be a
mighty empire. In 1453, the Byzantine
Empire had fallen, defeated by the
Turks. In 1472, Ivan married the niece
of the last Byzantine emperor. From
that time, he called himself czarthe
Russian version of Caesar. In 1480, Ivan
finally broke with the Mongols./El
prncipe Ivn I aument el poder de
Mosc. Con el tiempo, Ivn y sus
sucesores fueron tomando las tierras que
rodeaban a Mosc. A finales del siglo

15, bajo Ivn III, Rusia se convirti en
un poderoso imperio. En 1453 el
imperio bizantino cay derrotado ante
los turcos. En 1472 Ivn se cas con la
sobrina del ltimo emperador bizantino.
Desde entonces se hizo llamar zar, el
equivalente ruso de Csar. En 1480 Ivn
rompi con los mongoles para siempre.
3. Name three effects of Mongol rule
on Russia./Nombra tres
consecuencias del control mongol
sobre Rusia.
187
As you read about the Byzantine culture that developed in Russia, take
notes to answer the questions in the box./Al leer acerca de la cultura
bizantina que se desarroll en Rusia, toma notas para contestar las
preguntas.
1. W
hat ties linked Kiev to Byzantium?/
Cules fueron los vnculos entre
Kiev y Bizancio?
2. How did Vladimir and his son Yaroslav

contribute to the power of Kiev?/
Cmo contribuyeron Vladimir y su
hijo Yaroslav al poder de Kiev?
3. W
hat factors brought about Kievs
decline?/Cules fueron los factores
que provocaron la cada de Kiev?
4. How did the Mongols treat the

Russian people?/Cmo trataron los
mongoles al pueblo ruso?
5. W
hat were some effects of Mongol
rule on Russia?/Cules fueron
algunos de los efectos del gobierno
mongol sobre Rusia?
6. What events marked the beginning

ofan independent Russian Empire?/
Qu acontecimientos marcaron el
inicio de un imperio ruso
independiente?
188
Turqua interactan
Section/Seccin 3
Turkish Empires Rise in Anatolia/

Surgen imperios turcos en Anatolia
Seljuks/selycidas Turkish group that migrated into the Abbasid Empire in the
10th century and later established their own empire/Pueblo turco que emigr al
imperio abasida en el siglo 10 y estableci despus su propio imperio
vizier/visir Prime minister in a Muslim kingdom or empire/Ministro principal de
un reino o imperio musulmn

Malik Shah/Malik Sha Famous Seljuk sultan/Famoso sultn selycida

In the last section, you read about the growth of Russia./En la
seccin anterior, leste acerca del crecimiento de Rusia.
In this section, you will learn about the Turks in Anatolia./En esta
seccin, leers acerca de los turcos en Anatolia.
As You Read/Al leer

Use a chart to show important events and features of the various
occupations of Baghdad./Usa un cuadro para mostrar las
caractersticas y los acontecimientos importantes de las distintas
ocupaciones de Bagdad.
The Rise of the Turks

DE LOS TURCOS (Pginas 314315)
Who were the Seljuk Turks?/
Quines eran los turcos
selycidas?
The Turks were nomads from central
Asia. They lived by herding sheep and
goats. They traded with the settled
peoples of the Abbasid Empire./Los
turcos eran pueblos nmadas de Asia
central. Pastoreaban borregos y cabras.
Comerciaban con los pueblos del

imperio abasida.
Beginning in the 900s, they moved
into the lands of that empire and began
converting to Islam./A partir del siglo 10
emigraron a tierras de ese imperio y se
convirtieron al islam.
The Turks were fierce and highly
skilled fighters. The rulers of the empire
began to buy them as children to train
them for their armies. These Turkish
military slaves were known as
189
mamelukes. The Turks became an

important political factor in the empire.
Turkish soldiers many times removed
caliphs from the throne in Baghdad and
put new rulers in their place./Los turcos
eran muy buenos guerreros. Los
gobernantes del imperio abasida
compraban nios turcos para
entrenarlos como soldados. Esos
soldados esclavos turcos se llamaban
mamelucos. Los turcos se convirtieron
en un importante factor poltico del
imperio. Con frecuencia, los soldados
turcos derrocaban a los califas de
Bagdad e instalaban nuevos
gobernantes.
While the Turkish influence was
growing, the empire itself was shrinking.
Local leaders in several areas split off to
establish their own states. In 945, a
Persian army seized control of the
empire. Members of the Abbasid family
continued to hold the position of caliph
and act as religious leaders. The new
rulers of the government were from
outside the dynasty. They were called
sultans./A medida que creca la
influencia turca, el imperio se debilitaba.
Lderes de distintas regiones se
separaban y establecan sus propios
gobiernos. En 945, el ejrcito persa tom
el control del imperio. Miembros de la
familia de los abasidas continuaron
como califas y lderes religiosos. Los
nuevos gobernantes eran de otra
dinasta y se llamaban sultanes.
Large numbers of Turks settled in the
empire as these changes took place.
They were called Seljuks after the name
of the family that led them. In 1055, the
Seljuks captured Baghdad and took
control of the government. The Seljuks
used their force to take land from
another empirethe Byzantine Empire.
They won almost all of Anatolia.
Anatolia was the name for the peninsula

where modern Turkey is located. In this
position, the Seljuks stood almost at the
gates of Constantinople./Entre tanto,
cada vez ms turcos se establecan en el
imperio. Los llamaban los turcos
selycidas por el nombre de la familia
que los guiaba. En 1055, los selycidas
capturaron Bagdad y controlaron el
gobierno. Los selycidas se valieron de
la fuerza para conquistar tierras de otro
imperio: el bizantino. Conquistaron casi
toda Anatolia. As se llamaba la
pennsula donde hoy se encuentra
Turqua. En esa posicin los selycidas
estaban casi a las puertas de
Constantinopla.
The Seljuks relied on the government
experience of Persians in ruling their
empire. They chose the Persian city of
Isfahan as the capital of their kingdom.
They gave Persians important positions
in the government. For example, Nizam
al-Mulk was a Persian who served as
vizier, or prime minister. In return,
Persians became loyal supporters of
Turkish rule./Los turcos confiaron en la
experiencia de los persas para gobernar
su imperio. Fundaron su capital en la
ciudad persa de Isfahan. Concedieron
cargos importantes del gobierno a los
persas. Por ejemplo, Nizam al-Mulk fue
un persa que ocup el puesto de visir, o
primer ministro. A cambio, los persas
apoyaron al gobierno turco.
The Turks also adopted Persian
culture. The nomadic Seljuk Turks had
arrived in Southwest Asia as basically
illiterate. They were not familiar with
the traditions of Islam, which they had
just adopted. They looked to Persian
scholars to teach them the proper way to
follow Islam. They began to use the
Persian language for art and education.
Turkish rulers even took the Persian
190
word for kingshahas their title./

Los turcos tambin adoptaron la cultura
persa. Al llegar al suroeste de Asia, los
selycidas eran analfabetos. No
conocan las tradiciones del islam,
religin que acababan de adoptar.
Buscaron maestros persas para seguir
las enseanzas del islam y ser buenos
musulmanes. Empezaron a usar la
lengua persa en el arte y la educacin.
Los gobernantes turcos incluso
adoptaron como ttulo la palabra persa
sha, que quiere decir rey.
One of the greatest Seljuk rulers,
Malik Shah, became a patron of the
arts. He made the capital city more
beautiful by building many mosques, or
Muslim houses of worship. Persian
became so important that Arabicthe
language of the Quranalmost died
out in Seljuk lands./Uno de los
principales gobernantes selycidas,
Malik Sha, fue un gran patrocinador
de las artes. Embelleci la capital con
mezquitas, o templos musulmanes. El
persa adquiri tanta importancia que el
rabe idioma del Corn casi
desapareci en tierras selycidas.
1. What influence did Persians and
Persian culture have on the Seljuks?/
Qu influencia tuvo la cultura persa
en los selycidas?
Seljuks Confront Crusaders

and Mongols (Pages 316317)/
LOS SELYCIDAS SE ENFRENTAN
A LOS CRUZADOS Y LOS
MONGOLES (Pginas 316317)
Why did the Seljuk Empire collapse?/
Por qu cay el imperio selycida?
After Malik Shah died unexpectedly
in 1092, the Seljuk Empire collapsed
quickly. Weak rulers could not maintain
it. Collapse was also due to the
Crusades. Rulers in western Europe sent
armies to capture the holy lands of the
Middle East. These were places sacred
to Christians./Tras la repentina muerte
de Malik Sha en 1092, el imperio
selycida declin rpidamente. Una
serie de gobernantes dbiles no logr
mantenerlo. Otra razn de su ocaso
fueron las cruzadas. Los gobernantes de
Europa occidental enviaron ejrcitos a
las tierras sagradas de Medio Oriente.
Queran capturarlas porque eran
sagradas para los cristianos.
The First Crusade began in 1095, and
the Christian armies captured
Jerusalem. They established a Latin
Kingdom that lasted about a century.
Eventually, the Turks gathered enough
strength to fight back. They retook the
city in 1187./La primera cruzada
comenz en 1095. En ella los ejrcitos
cristianos capturaron Jerusaln.
Instalaron un reino cristiano que dur
casi cien aos. Con el tiempo, los turcos
reunieron fuerzas para luchar y
recuperaron la ciudad en 1187.
Just when the Crusades became less
of a threat to the Muslim world, the
191
Mongols moved in from the east. They

were led by a brutal leader, Genghis
Khan. They killed tens of thousands of
people and overran huge stretches of
territory. Baghdad was captured in 1258.
The Mongols killed the last caliph and
took control of the government from
the Seljuk Turks./Cuando las cruzadas
dejaron de ser una amenaza al mundo
musulmn, llegaron los mongoles por el
este. Tenan un lder cruel, Gengis
Khan. Mataron a miles e invadieron
vastas regiones. Capturaron Bagdad
en1258. Los mongoles mataron al

ltimo califa y le arrebataron el control
del gobierno a los turcos selycidas.
2. What brought the Seljuk Empire to
an end?/Qu caus la cada del
imperio selycida?
192
As you read about the rise and decline of the Turkish Empire in
Anatolia, make notes in the chart to describe the outcome of each
action or situation./Al leer acerca del ascenso y ocaso del imperio turco
en Anatolia, toma notas en el cuadro sobre los resultados de cada acto
o situacin.
1. In 945, Persian armies move into
Baghdad./En 945, los ejrcitos
persas atacan Bagdad.
2. In the tenth century, large
numbers of Turks known as
Seljuks migrate into the Abbasid
Empire./En el siglo 10, gran
nmero de turcos conocidos
como los selycidas emigran al
imperio abasida.
3. The Seljuks march on the
Byzantine Empire./Los selycidas
invaden el imperio bizantino.
4. The Seljuks choose a Persian city,
Isfahan, as their capital city./Los
selycidas eligen Isfahan, una
ciudad persa, como ciudad
capital.
5. The Turks adopt Persian as the
language of culture and adopt
features of the persian way of
life./Los turcos adoptan el idioma
persa y otras caractersticas de la
vida persa.
6. Malik Shah, the last of the strong
Seljuk leaders, dies./Muere Malik
Sha, el ltimo de los dirigentes
selycidas poderosos.
7. The Seljuks fight back against the
Crusaders after a century of
domination./Los selycidas
rechazan a los cruzados despus
de un siglo de dominio.
8. Further Crusades occur, but each
is weaker than the last one./Se
llevan a cabo otras cruzadas pero
cada una es ms dbil que la
anterior.
193
Empires in East Asia/Imperios de Asia del este

Section/Seccin 1
Tang and Song China/Imperios Tang

y Song de China
Tang Taizong/Tang Taizong Great emperor of the Tang Dynasty/Gran emperador
de la dinasta Tang
Wu Zhao/Wu Zhao Tang ruler and only woman in China ever to assume the title of
emperor/nica mujer emperatriz de China; gobern durante la dinasta Tang

movable type/tipo mvil Wood or metal blocks, each with a single character, that
can be arranged to make up a page for printing/Bloques de madera o metal, cada

uno con caracteres individuales, que pueden distribuirse para formar una pgina
de impresin
gentry/pequea nobleza Powerful upper class/Clase de ricos y poderosos que
gozan de alto nivel social

In the last section, you read about the Turkish empires. In this
section, you will read about changes in China during the Tang and
Song dynasties./En la seccin anterior, leste acerca de los imperios
turcos. En esta seccin, leers acerca de los cambios de China
durante las dinastas Tang y Song.
As You Read/Al leer

Use a Venn diagram to note the similarities and differences between
the Tang and Song dynasties./Usa un diagrama de Venn para anotar
las similitudes y diferencias entre las dinastas Tang y Song.
The Tang Dynasty Expands

China (Pages 323324)/LA
DINASTA TANG EXPANDE A CHINA
(Pginas 323324)
What changes occurred during the
Tang Dynasty?/Qu cambios
ocurrieron durante la dinasta Tang?
Starting in a.d. 220, China went
through a long period of troubles. There
were no strong rulers. China was not

united. Then in 589, Wendi brought
order. He united the northern and
southern regions. He also named
himself the first emperor of the Sui
Dynasty./A partir del 220 d.C., China
atraves un perodo difcil. Los
gobernantes no eran fuertes y China no
estaba unida. En el 589, Sui Wendi
194
implant el orden. Bajo su control, se

unieron las regiones norte y sur. Se
proclam primer emperador de la
dinasta Sui.
This dynasty lasted only about
30 years. Just two rulers reigned. Both
were important. They built the Grand
Canal. This waterway connected Chinas
two major rivers. The canal was a trade
route between northern and southern
China. Cities were in the north. Areas
that grew rice were in the south./Esa
dinasta apenas dur 30 aos. Tuvo slo
dos gobernantes, pero ambos se
destacaron. Construyeron el Gran
Canal, un acueducto que conect los
dos ros principales de China. El canal
era una ruta comercial entre el norte y
elsur del pas. En el norte estaban las
ciudades. En el sur, se cultivaba arroz.
The Tang Dynasty followed. It lasted
for 300 years. Tang Taizong was a
mighty emperor. He and other Tang
rulers made the empire larger. They
gained back lands lost since the fall of
the Han Dynasty. Wu Zhao was another
great Tang leader. She was the only
woman ever to rule China as emperor.
During her reign, parts of Korea were
added to the dynasty./Sigui la dinasta
Tang, que dur 300 aos. Tang Taizong
fue un poderoso emperador. l y otros
gobernantes Tang extendieron el
imperio. Recuperaron tierras perdidas
desde la dinasta Han. Wu Zhao fue una
excelente gobernante Tang. Fue la nica
mujer emperatriz de China. Durante su
reinado, China captur partes de Corea.
Early Tang rulers made the
government stronger. They extended the
network of roads and canals, helping to
tie the empire together./Los primeros
emperadores Tang fortalecieron el
gobierno. Ampliaron la red de carreteras
y canales, lo que unific al imperio.
Schools were set up to train people

for political jobs. They had to pass
tough tests. Only then could people
work for the government./Fundaron
escuelas de capacitacin para empleos
del gobierno. Los candidatos deban
pasar exmenes muy difciles para
obtener los cargos.
By the mid-700s, the Tang Dynasty
had begun to weaken. Rulers charged
heavy taxes. The Chinese people faced
more hardship. Invaders attacked the
empires lands. Chinese rebels became
violent. In 907, they killed the last Tang
ruler./A mediados del siglo 8, la dinasta
Tang se debilit. Los gobernantes
subieron los impuestos, lo cual caus
sufrimiento al pueblo. Adems, las
tierras del imperio eran atacadas por
invasores. Hubo rebeliones violentas. En
el 907, el ltimo emperador Tang fue
asesinado.
1. How did Tang rulers change
China?/Cmo cambi China bajo
la dinasta Tang?
The Song Dynasty Restores

China (Pages 324325)/LA
DINASTA SONG REINSTAURA A
CHINA (Pginas 324325)
What happened during the Song
dinasta Song?
The Song Dynasty replaced the Tang
Dynasty. The Song Dynasty also lasted
about 300 years. Its empire was smaller
than the Tang. But China was still
strong under Song rule./La dinasta
Song reemplaz a la dinasta Tang.
195
Ladinasta Song dur casi 300 aos.

Gobern una zona ms pequea que los
Tang, pero China sigui siendo fuerte.
This dynasty did have military
troubles, though. Invaders forced the
Song to move south. The dynasty of the
Southern Song arose in 1127./Sin
embargo, esta dinasta tuvo problemas
militares. Los invasores obligaron a los
Song a desplazarse hacia el sur. La
dinasta sur de los Song surgi en 1127.
2. How was the Song Dynasty related
to the Tang Dynasty?/Qu relacin
haba entre la dinasta Song y la
Tang?
An Era of Prosperity and

Innovation (Pages 325326)/UNA
ERA DE PROSPERIDAD E
INNOVACIN (Pginas 325326)
What advances occurred during the
Tang and Song periods?/Qu
avances tecnolgicos hubo entre los
perodos Tang y Song?
During the Tang and Song rule, the
Chinese made many advances. They
invented useful things. Movable type
made printing faster. Gunpowder was
another important invention. It led to
the design of exploding weapons. The
Chinese made progress in farming, too.
They improved ways of growing rice./
Durante los perodos Tang y Song, los
chinos experimentaron muchos avances
tecnolgicos. Inventaron cosas tiles. El
tipo mvil les permiti imprimir en forma
rpida. Otro invento importante la
plvora llev al diseo de armas
explosivas. Tambin hubo avances
agrcolas, como mejores mtodos para

cultivar arroz.
Trade increased under the Tang and
Song emperors. Goods were carried over
land routes. Later, ocean trade became
important. Ideas were also exchanged.
Buddhism spread. This religion traveled
from China to Japan, Korea, and
Vietnam./El comercio aument bajo los
emperadores Tang y Song; primero, a
travs de rutas terrestres; despus, el
comercio martimo adquiri
importancia. Tambin se
intercambiaban ideas. El budismo se
extendi de China a Japn, Corea y
Vietnam.
The Tang and Song dynasties were
creative periods. Great poets wrote
about life. Artists made beautiful
paintings./Las dinastas Tang y Song
fueron perodos de gran creatividad.
Importantes poetas escribieron sobre la
vida. Los pintores crearon bellas obras
de arte.
3. Name three advances in technology./
Nombra tres avances tecnolgicos.
Changes in Chinese Society

(Page 327)/CAMBIOS EN LA
SOCIEDAD CHINA (Pgina 327)
How did China change under the
Tang and Song?/Cmo cambi
China bajo las dinastas Tang y
Song?
Chinese society changed during the
Tang and Song periods. The old noble
families lost power. Key officials in
government gained power. They formed
a new upper class. This wealthy group is
196
called the gentry./La sociedad china

experiment cambios durante los
perodos Tang y Song. Las antiguas
familias nobles perdieron poder.
Importantes funcionarios del gobierno
ganaron poder. Formaron una nueva
clase alta. A ese grupo de personas ricas
se le llam pequea nobleza.
Next came the middle class. They
lived in the cities. People such as store
owners and traders belonged to this
group. Below them were workers,
soldiers, and servants. In country areas,
peasants made up the largest class. The
position of women became worse./
Despus vena la clase media, que viva
en las ciudades. Los dueos de tiendas y
comerciantes pertenecan a ese grupo.

En orden de importancia seguan los
trabajadores, soldados y criados. En la
zona rural, los campesinos componan
la clase ms grande. La posicin de la
mujer empeor.
4. What social changes occurred in
China during the Tang and Song
periods?/Qu cambios sociales
ocurrieron en China durante los
perodos Tang y Song?
197
As you read this section, take notes to answer the questions about how
the Tang and Song dynasties transformed China./Al leer esta seccin,
toma notas para contestar cmo transformaron a China las dinastas
Tang y Song.
What impact did the Tang and Song dynasties have on the following areas of Chinese
society?/Qu efecto tuvieron las dinastas Tang y Song sobre los siguientes
campos de la sociedad china?
1. Transportation/
Transporte
2. Government/Gobierno
3. Foreign trade/Comercio
exterior
4. Agriculture/Agricultura
5. Science/Technology/
Ciencia y tecnologa
6. Art/Arte
What changes did the two dynasties bring about for the following groups?/Qu
cambios realizaron las dos dinastas en los siguientes grupos?
7. O
ld Aristocratic
Families/Familias
nobles antiguas
8. Gentry/Pequea
nobleza
9. Women/Mujeres
198

Section/Seccin 2
The Mongol Conquests/Conquistas

de los mongoles
pastoralist/pastor Person who herds tamed animals/Persona que cuida rebaos de
animales domesticados
clan/clan Large group of people related to a common ancestor/Grupo grande de
descendientes de un antepasado comn

Genghis Khan/Gengis Khan Leader who brought together the Mongol clans/Lder
que uni los clanes mongoles

Pax Mongolica/Pax Monglica Mongol Peace, a period from mid-1200s to
mid-1300s when Mongols imposed order across much of Eurasia/Perodo

de paz de mediados del siglo 13 a mediados del siglo 14, cuando los mongoles
impusieron el orden en gran parte de Euroasia

In the last section, you read about the Tang and Song dynasties./En
la seccin anterior, leste acerca de las dinastas Tang y Song.
In this section, you will read about the rise and conquests of the
Mongols./En esta seccin, leers acerca del surgimiento de los
mongoles y sus conquistas.
As You Read/Al leer

Use a chart to list the series of events leading to the creation of the
Mongol Empire./Usa un cuadro para hacer una lista de
acontecimientos que llevaron a la creacin del imperio mongol.
Nomads of the Asian Steppe
(Pages 330331)/NMADAS DE
LAS ESTEPAS DE ASIA (Pginas
330331)
How did the nomads of the Asian
steppe live?/Cmo vivan los
nmadas de las estepas de Asia?
Much of Central Asia is covered by
dry grassland. Such a region is called the
steppe. Very little rain falls on the
steppe. Only short hardy grasses grow in

this dry region. It gets very cold in
winter and very hot in the summer./
Gran parte de Asia central est
cubierta de llanuras. Esas regiones se
llaman estepas. Llueve muy poco en las
estepas. Son regiones secas con
pastizales bajos. En el invierno hace
mucho fro y en el verano hace mucho
calor.
199
Herders lived in this area. They were

pastoralists. They herded domesticated
animals. The herders were nomads. They
moved from place to place. They
searched for grass to feed the sheep and
goats./En esta regin vivan pastores de
animales domesticados. Los pastores
eran nmadas y viajaban de un sitio a
otro en busca de pastos para alimentar
asus rebaos de borregos y cabras.
Herders often rode on horseback.
They traveled together in large groups.
These groups formed clans. The clans
were made up of people related to a
common ancestor./Los pastores
andaban a caballo en grandes grupos
que formaban clanes. Un clan es un
grupo de descendientes de un
antepasado comn.
The nomads often rode out from the
steppes and made contact with the
settled peoples who lived in towns and
villages. Often they traded peacefully
with one another. But sometimes the
nomads attacked the villages and took
what they wanted by force. A nomadic
group, called the Mongols, became very
powerful./A veces, los nmadas salan
de las estepas y hacan contacto con los
habitantes de pueblos y aldeas.
Comerciaban pacficamente con ellos.
En ocasiones atacaban las aldeas y
robaban. Un grupo de nmadas, los
mongoles, se hizo muy poderoso.
1. Name three characteristics of the
nomads of the steppes./Nombra tres
caractersticas de los nmadas de las
estepas.
The Rise of the Mongols

(Pages 331332)/EL ASCENSO DE
LOS MONGOLES (Pginas 331332)
Who united the Mongols?/Quin
uni a los mongoles?
Around 1200, a leader tried to bring
the Mongol clans together. His name
was Temujin. In 1206, he took the title
Genghis Khan. This means universal
ruler. Over the next 21 years, he ruled
the Mongols. They conquered much of
Central Asia, including parts of
China./A principios del siglo 13, un lder
mongol trat de unir los clanes. Su
nombre era Temujin. En 1206 adopt el
nombre de Gengis Khan, que quiere
decir lder universal. Gobern a
los mongoles durante 21 aos.
Conquistaron grandes extensiones
deAsia central y partes de China.
Genghis Khan enjoyed military
success for several reasons. First, he
organized his soldiers well. He followed
the Chinese model of creating armies of
10,000 men. The armies were broken into
brigades of 1,000 men, companies of 100
men, and platoons of 10 men./El xito
militar de Gengis Khan se debi a varias
razones. Primero, organiz bien a su
ejrcito. Sigui el patrn chino de formar
ejrcitos de 10,000 soldados. Se dividan
en brigadas de 1,000, compaas de 100
y pelotones de 10 soldados.
Second, Genghis Khan was able to
trick his enemies. He set traps for his
opponents. He sometimes had his
cavalry retreat. Then, when the enemy
gave chase, the rest of the Mongol army
would appear and charge the enemy./
Segundo, Gengis Khan fue ms astuto
que sus enemigos. A veces haca retirar a
su caballera. Cuando el enemigo
arremeta, el resto del ejrcito mongol
apareca y atacaba a sus adversarios.
200
Third, he used cruelty. His terror

made many of his enemies surrender./
Tercero, us la crueldad como arma. El
temor que le tenan hizo que muchos
enemigos se rindieran.
2. Name three reasons for the success
of the Mongols as conquerors./
Nombra tres razones del xito de los
conquistadores mongoles.
The Mongol Empire

(Pages 332334)/EL IMPERIO
MONGOL (Pginas 332334)
How did the Mongol Empire spread
and divide?/Cmo se extendi y
dividi el imperio mongol?
Genghis Khan died in 1227. In less
than 50 years, his successors conquered
territory from China to Poland. In doing
so, they created the largest unified land
empire in history./Gengis Khan muri
en 1227. En menos de 50 aos, sus
sucesores conquistaron territorios desde
China hasta Polonia. As se cre el ms
grande imperio unificado de la historia.
By 1260, the Mongol Empire was
divided into four areas. These were
called khanates. Each was ruled by a
descendant of Genghis Khan./
Alrededor de 1260, el imperio mongol se
dividi en cuatro. Cada parte se llamaba
khanato y lo gobernaba un descendiente
de Gengis Khan.
The Mongols destroyed many things
in their invasions. Some towns were
completely wiped out. They destroyed
irrigation systems in the Tigris and
Euphrates valleys. People could no
longer live in some of those areas./Los
mongoles eran muy destructores en sus
invasiones. Arrasaron pueblos enteros.

Destruyeron los sistemas de irrigacin
en los valles del Tigris y del ufrates.
Por esa razn, partes de esas tierras no
se pudieron volver a habitar.
Over time, Mongol rulers borrowed
from the cultures in the areas they ruled.
Rulers in the west became Muslims.
Those in China used Chinese inventions.
Differences in culture split up the
Empire./Los gobernantes mongoles
gradualmente adoptaron la cultura de
los pueblos conquistados. Los del oeste
se volvieron musulmanes. Los de China
utilizaron los inventos chinos. Esas
diferencias culturales terminaron por
separar el imperio.
The Mongols were able rulers. They
brought about a long period of peace,
called the Pax Mongolica, in Central
Asia. Trade thrived. The exchange of
ideas between Asia and Europe
increased. However, the Mongols may
have also brought the bubonic plague to
Europe. In the 1300s, this deadly disease
killed many people in Europe./Los
mongoles fueron gobernantes capaces.
Llevaron un largo perodo de paz a Asia
central llamado Pax Monglica. El
comercio floreci y el intercambio de
ideas con Asia y Europa aument. Sin
embargo, se cree que los mongoles
tambin llevaron la peste bubnica a
Europa. Esa enfermedad caus muchas
muertes en Europa durante el siglo 14.
3. What were two effects of the
Mongol empire on Central Asia?/
Menciona dos efectos del imperio
mongol en Asia central.
201
As you read about the Mongols, take notes to answer the questions./Al
leer acerca de los mongoles, toma notas para contestar las preguntas.
The Rise of the Mongols/El ascenso de los mongoles
1. W
hat was the primary cause of conflict between steppe nomads and settled
communities?/Cul fue la principal causa de conflicto entre los nmadas de las
estepas y las comunidades establecidas?
2. H
ow was Genghis Khan able to unite the nomadic Mongols?/De qu manera
logr Gengis Khan unir a los nmadas mongoles?
3. W
hat traits enabled Genghis Khan to conquer most of Asia?/Qu
caractersticas le permitieron a Gengis Khan conquistar la mayor parte de Asia?
The Khanates/Los khanatos
4. Into what four khanates did the successors of Genghis Khan divide the Mongol
Empire?/Cules fueron los cuatro khanatos en los que los sucesores de
Gengis Khan dividieron al imperio mongol?
5. How did the Mongols rule?/Cmo gobernaron los mongoles?
6. H
ow did the cultural differences among the khanates eventually affect the
empire?/Las diferencias culturales en los khanatos terminaron por afectar al
imperio. Cmo?
The Pax Mongolica/Pax monglica
7. What was the Mongol peace?/Qu fue la Pax monglica?
8. H
ow did this peace affect trade and cultural interaction?/Cmo afect al
comercio y a la interaccin cultural?
202

Section/Seccin 3
The Mongol Empire/El imperio

mongol
Kublai Khan/Kublai Khan Mongol leader and Chinese emperor/Lder mongol y
emperador chino
Marco Polo/Marco Polo Traveler from Venice who served Kublai Khan for
17years/Comerciante europeo que sirvi a Kublai Khan durante 17 aos

In the last section, you read about the rise of the Mongols and their
conquests./En la seccin anterior, leste acerca del surgimiento de los
mongoles y sus conquistas.
In this section, you will read about the Mongol leader who became
emperor of China./En esta seccin, leers acerca del lder mongol
que fue emperador de China.
As You Read/Al leer

Use a diagram to show the impact of Kublai Khan on East Asia./
Usa un diagrama para mostrar los efectos de Kublai Khan en Asia
oriental.
Kublai Khan Becomes
Emperor (Pages 335336)/KUBLAI
KHAN ASUME EL GOBIERNO
(Pginas 335336)
How did Kublai Khan rule China?/
Cmo Kublai Khan gobern China?
Genghis Khan began the conquest of
China in 1215. His grandson, Kublai
Khan, conquered all of China in 1279.
He was the first foreigner to rule the
whole country./Gengis Khan inici la
conquista de China en 1215. Su nieto,
Kublai Khan, conquist el pas en 1279.
Fue el primer extranjero en gobernar
todo el pas.
Kublai Khan became Chinas new

emperor. He began the Yuan Dynasty. It
ruled China for less than 100 years. This
era was important. Kublai Khan united
China for the first time in 300 years. He
opened China to more foreign trade.
The Mongols did not disrupt Chinese
government or culture. Kublai Khan
built a new capital. It was located in the
modern city of Beijing./Kublai Khan
lleg a ser emperador de China. Inici la
dinasta Yuan, que dur casi 100 aos.
Fue un perodo muy importante. Kublai
Khan uni a China por primera vez en
300 aos. Aument el comercio
203
internacional. Los mongoles no

perturbaron la forma de gobierno ni la
cultura china. Kublai Khan construy
una nueva capital en lo que hoy es la
ciudad de Beijing.
The Mongols tried to conquer other
lands. Kublai Khan attacked Japan in
1274 and 1281. The Mongols forced the
Koreans to build and supply ships for
the planned invasions. It was very
expensive and almost ruined Korea.
Both attacks failed. The second failed
because a typhoon destroyed the
Mongol fleet./Bajo el gobierno de
Kublai Kan los mongoles trataron de
conquistar otras tierras. Atacaron Japn
en 1274 y 1281 y obligaron a los
coreanos a construir barcos para esas
invasiones. Esto result muy caro y casi
arruina a Corea. Ambos ataques
fracasaron. En el segundo, una tormenta
destruy los barcos mongoles.
1. Why was the Yuan Dynasty
important in Chinese history?/Por
qu es importante la dinasta Yuan
en la historia china?
Mongol Rule in China

(Pages 336337)/EL GOBIERNO
MONGOL EN CHINA
(Pginas 336337)
What changes occurred under
Mongol rule?/Qu cambi durante el
control mongol?
Mongol rulers were very different
from the Chinese. The Mongols kept the
top government jobs for themselves.
They also hired many people from other
lands for these posts. Mongol rulers did
not trust the Chinese./Los gobernantes
mongoles fueron muy diferentes a los

chinos. Se reservaron los cargos
gubernamentales ms importantes.
Tambin contrataron extranjeros para
esos puestos. No tenan confianza en los
chinos.
Kublai Khan was a great leader. He
restored the Grand Canal. He helped
foreign trade increase. Chinese goods
such as silk and porcelain were in
demand. Western Asia and Europe
wanted Chinese inventions. These
included gunpowder and paper money./
Kublai Khan fue un excelente
gobernante. Restaur el Gran Canal.
Foment el comercio exterior. Cre
demanda de mercanca china, como la
seda y la porcelana. Los inventos chinos,
como la plvora y el papel moneda, eran
apetecidos en Asia del oeste y Europa.
Kublai Khan welcomed merchants
from other countries to China. Marco
Polo was a trader from Venice, Italy. He
came to Kublai Khans court around
1275. Polo learned several Asian
languages and served under Kublai
Khan for 17 years. Polo traveled to
different Chinese cities in his work for
Kublai Khan./Los comerciantes
europeos eran bienvenidos en la China
de Kublai Khan. Marco Polo era un
comerciante de Venecia, Italia, que lleg
a la corte de Kublai Khan alrededor de
1275. Marco Polo aprendi varios
idiomas asiticos y sirvi al emperador
durante 17 aos. Viaj a muchas
ciudades chinas durante ese tiempo.
Polo returned to Italy in 1292. He
told amazing stories about his journeys.
He described Chinas cities, riches, and
customs. He also recorded the way the
Khans government worked. Later,
Polos tales were collected in a book.
The book was popular in Europe./En
1292, Marco Polo regres a Italia.
Narr historias fantsticas sobre sus
204
viajes. Describi las ciudades chinas, sus

riquezas y sus costumbres. Escribi
sobre la forma de gobierno de Kublai
Khan. Ms tarde, todos los relatos se
publicaron en un libro que fue muy
popular en Europa.
2. How did Kublai Khan help
China?/Cmo ayud a China
Kublai Khan?
The End of Mongol Rule

(Pages 337338)/EL FIN DEL
IMPERIO MONGOL
(Pginas 337338)
How did Mongol rule end?/Cmo
lleg a su fin el imperio mongol?
In the last years of his rule, Kublai
Khan ran into trouble. Attacks on
Southeast Asia failed. Many lives and
much equipment were lost./En los
ltimos aos de su gobierno, Kublai
Khan enfrent problemas. Sus ataques
en Asia del sureste fracasaron y costaron
muchas vidas y dinero.
To pay for these wars, as well as
public works and the luxuries enjoyed
by the Yuan court, the Khan raised
taxes. The Chinese resented the heavy
burden these taxes placed on them./Para
pagar por esas guerras, al igual que por
las obras pblicas y los lujos de la corte
Yuan, el Khan aument los impuestos.
Los chinos se opusieron a la enorme
carga que representaban esos impuestos.
Kublai Khan died in 1294. Afterward,

Mongol leaders struggled for power.
They fought over control of the empire.
These fights weakened Mongol rule./
Kublai Khan muri en 1294. Despus de
su muerte, los lderes mongoles lucharon
entre s por el poder. Esas peleas
internas debilitaron el imperio mongol.
Rebellions broke out in many parts of
China in the 1300s. In 1368, Chinese
rebels took over the government.
Mongol rule ended. The rebels set up a
new dynasty. It was called the Ming./
Durante el siglo 14, estallaron muchas
rebeliones en China. En 1368 los
rebeldes se apoderaron del poder. As
lleg a su fin el control mongol. Los
rebeldes iniciaron una nueva dinasta
llamada Ming.
By this time, the whole Mongol
Empire was falling apart. Mongols lost
control of Persia and Central Asia. The
Mongols held on to Russia, though,
until 1480./Para entonces, todo el
imperio mongol haba comenzado a
declinar. Los mongoles perdieron el
control de Persia y Asia central. Slo
siguieron gobernando en Rusia hasta
1480.
3. Name two reasons why Mongol rule
came to an end./Da dos razones del
fin del imperio mongol.
205
As you read this section, use the questions to help you summarize
information about Mongol rule in China./Al leer esta seccin, contesta
las preguntas para resumir la informacin acerca del gobierno mongol
en China.
1. Who?/Quin?
Who was Kublai Khan?/Quin fue

Kublai Khan?
Who was Marco Polo?/Quin fue
Marco Polo?
2. When?/Cundo?
When did the Mongols gain control of

all of China?/Cundo lograron los
mongoles controlar toda China?
When did Kublai Khan rule?/Cundo
gobern Kublai Khan?
3. Where?/Dnde?
Where did Kublai Khan build

palaces?/Dnde construy palacios
Kublai Khan?
Where did Kublai Khan move the
capital of his empire?/Adnde mud
la capital de su imperio Kublai Khan?
4. How?/Cmo?
How did the Mongol rulers treat their

Chinese subjects?/Cmo trataron los
gobernantes mongoles a sus sbditos
chinos?
How did Kublai Khan expand foreign
trade?/Cmo expandi Kublai Khan
el comercio extranjero?
5. Why?/Por qu?
Why did the Mongols give most high

government posts to foreigners?/Por
qu los mongoles nombraron a
extranjeros en cargos de gobierno?
Why were the Mongols unable to
conquer Japan?/Por qu los
mongoles no pudieron conquistar
Japn?
Why is the Yuan Dynasty important in
Chinese history?/Por qu la dinasta
Yuan es importante en la historia
china?
6. What?/Qu?
What brought about the fall of the

Yuan Dynasty?/Qu caus la cada
de la dinasta Yuan?
206

Section/Seccin 4
Feudal Powers in Japan/Poderes

feudales en Japn
Shinto/shintoismo Japans earliest religion, based on respect for nature and
worship of ancestors/Primera religin de Japn basada en el respeto a la

naturaleza y la veneracin de los antepasados
samurai/samurai Japanese warrior who served a lord/Guerrero que serva a los
nobles en el Japn feudal

Bushido/Bushido Code that samurai lived bythe way of the warrior/Cdigo
de conducta de los guerreros samurai

shogun/shogn Highest military commander in feudal Japan, ruling in the name
of the emperor/Mximo jefe militar del Japn feudal que rega en nombre del
emperador

In the last section, you read about Mongol rule in China./En la
seccin anterior, leste acerca del gobierno de los mongoles en
China.
In this section, you will learn about the early Japanese and their
system of government./En esta seccin, leers acerca de los antiguos
japoneses y su sistema de gobierno.
As You Read/Al leer

Use a time line to record the main periods and events in Japanese
history from 300 to 1300./Usa una lnea cronolgica para registrar
los perodos y acontecimientos ms importantes de la historia de
Japn entre los aos 300 y 1300.
207
The Growth of Japanese

Civilization (Pages 339340)/LA
EXPANSIN DE LA CIVILIZACIN
JAPONESA (Pginas 339340)
How did geography help shape
Japan?/Qu importancia tuvo la
geografa de Japn en su desarrollo?
Japan benefited from its location. It
was near China. Thus Chinese culture
influenced Japan. However, there was
enough distance between these two
countries to make Chinese attacks
difficult./Japn se benefici de su
ubicacin. Por su cercana a China,
recibi una gran influencia de la cultura
china. Sin embargo, la distancia entre
los dos pases fue suficiente para
dificultar los ataques por parte de
China.
Japan is made up of about 4,000
islands. They vary in size. Most people
live on the four largest islands. The
country has many mountains. There is
not much good farmland. The islands
have few natural resources, such as coal
and oil./Japn se compone de 4,000 islas
de diferentes tamaos. La mayora de la
poblacin vive en las cuatro principales
islas. Es un pas muy montaoso, lo que
dificulta la agricultura. Las islas tienen
pocos recursos naturales como carbn y
petrleo.
Early Japan was broken up into many
small areas. Each was controlled by a
clan. These clans believed in their own
gods. Later, all these beliefs became
combined. They formed Japans earliest
religion, called Shinto. The main ideas
of Shinto are respect for nature and the
worship of ancestors./Al principio,
Japn estaba dividido en muchas
regiones pequeas dirigidas por clanes.
Cada clan crea en su propio dios. Ms
tarde, esas creencias se unieron en la

primera religin de Japn: el shintoismo.
Esta religin se basa en el respeto a la
naturaleza y la veneracin de los
antepasados.
In the 400s, the Yamato clan became
the most powerful clan. The Yamato
claimed that they were related to a sun
goddess. By the 600s, Yamato leaders
began to call themselves emperors. The
emperor remained an important figure
in Japan./En el siglo 5, el clan Yamato
lleg a ser el clan ms poderoso. Los
yamato proclamaron que descendan de
una diosa del sol. En el siglo 7, los
lderes yamato se declararon
emperadores. La figura del emperador
ha sido muy importante en Japn.
1. Who were the Yamato?/Quines
eran los yamato?
Japanese Culture; Life in the

Heian Period (Pages 340341)/LA
CULTURA JAPONESA; LA VIDA EN
EL PERODO HELAN
(Pginas 340341)
How did Chinese culture influence
Japanese culture?/Qu influencia
tuvo la cultura china en la japonesa?
By the 400s, contact between China
and Japan grew. Japan became more
aware of Chinese ways. Buddhism from
China reached Japan. It became an
important religion in Japan./El contacto
entre China y Japn creci hacia el siglo
5, lo que permiti a Japn conocer ms
las costumbres chinas. El budismo lleg a
tierras japonesas y se convirti en una de
las religiones ms importantes del pas.
208
Japans emperor sent people to China

to learn about its culture. The Japanese
adopted the Chinese system of writing.
Japanese artists imitated Chinese
paintings. For a while, Japan even used
Chinas government as a model. Yet
Japan still held on to its own traditions./
El emperador japons envi
representantes a China para aprender su
cultura. Los japoneses adoptaron el
sistema de escritura chino. Los artistas
japoneses imitaban el estilo de las
pinturas chinas. Por un tiempo, hasta el
sistema de gobierno de China fue un
modelo para Japn. Pero as y todo,
Japn mantuvo sus costumbres.
The years from 794 to 1185 are called
the Heian Period. Heian was the new
capital of the royal court. Japanese
culture thrived there./Los aos de 794 a
1185 se denominan el perodo Helan.
Helan era la capital de la corte real. La
cultura japonesa floreci en esa ciudad.
The gentleman and ladies of the court
lived in splendor. Art and good manners
formed the center of their lives. The best
accounts of Heian society come from
the writings of women of the court./Las
damas y caballeros de la corte vivan en
medio del esplendor. El arte y los
buenos modales lo dominaban todo. Las
escritoras de la corte registraron una
visin detallada del refinamiento de la
sociedad de Helan.
2. Name two parts of Chinese culture
that Japan adopted./Nombra dos
formas de cultura china que los
japoneses adoptaron.
Feudalism Erodes Imperial

Authority (Pages 341343)/EL
FEUDALISMO EROSIONA LA
AUTORIDAD IMPERIAL (Pginas
341343)
How did feudalism arise in
Japan?/Cmo surgi el feudalismo
en Japn?
Over time, the power of Japans
central government decreased. Wealthy
landowners lived away from the capital.
They set up their own armies. These
soldiers began to terrorize farmers./Con
el tiempo, el poder del gobierno central
disminuy. Los nobles dueos de tierras
vivan lejos de la capital. Formaron sus
propios ejrcitos que comenzaron a
aterrorizar a los campesinos.
In exchange for protection, farmers
gave up some of their land to the lords.
This is how the feudal system began in
Japan. It was similar to the feudal
system in Europe during the Middle
Ages./A cambio de proteccin, los
campesinos cedan parte de sus tierras a
los seores nobles. se fue el inicio del
feudalismo en Japn. Era un sistema
parecido al feudalismo europeo de la
Edad Media.
Each lord used a group of trained
soldiers. They were called samurai. They
protected their lord from attacks by
other lords. Samurai followed a strict
code of behavior. It was called Bushido.
This word means way of the warrior./
Cada seor tena un grupo de soldados
llamados samurais. Su trabajo era
proteger a su seor de los ataques de
otros seores. Los samurais seguan un
estricto cdigo de honor llamado
Bushido, que significa forma de vida de
guerrero.
209
After a period of war, one of these

lords arose as the most powerful. The
emperor named him the shogun. This
means supreme general of the
emperors army. The emperor remained
in power in name. But the new shogun
ran the country. This pattern continued
in Japan from 1192 to 1868./Tras un
perodo de guerra, un noble alcanz
mspoder que otros. El emperador
lonombr shogn, lo que significa
ldermximo del ejrcito del

emperador. Aunque el emperador
segua en el poder, el nuevo shogn
diriga el pas. Esto continu en Japn
de 1192 a 1868.
3. Who were the samurai?/Quines
eran los samurais?
210
As you read about the development of Japanese civilization, take notes

to answer the questions and fill out the charts./Al leer acerca de la
civilizacin japonesa, toma notas para contestar las preguntas y llenar
los cuadros.
How did these factors help shape Japanese civilization?/Cmo definieron los
siguientes factores a la civilizacin japonesa?
1. Geography/Geografa
2. Yamato clan/Clan yamato
3. Korean travelers/Viajeros coreanos
4. Chinese culture/Cultura china
5. Heian period/Perodo Helan
How did these groups weaken Japans imperial government?/Cmo debilitaron al

gobierno imperial japons los siguientes grupos?
6. Samurai warriors/Guerreros samurai
7. Shoguns/Shogns
211

Section/Seccin 5
Kingdoms of Southeast Asia and

Korea/Reinos de Asia del sureste
yCorea
Khmer Empire/imperio Khmer Empire that ruled what is now Cambodia/Imperio
centrado en la actual Camboya

Angkor Wat/Angkor Wat Temple complex of the Khmer Empire/Templo
construido durante el imperio Khmer

Koryu Dynasty/dinasta Koryu Dynasty that ruled Korea from 935 to 1392/
Dinasta coreana de 935 a 1392

In the last section, you read about early Japan and the rise of
feudalism./En el captulo anterior, leste acerca de Japn y del
surgimiento del feudalismo.
In this section, you will learn about smaller kingdoms in East and
Southeast Asia./En esta seccin, leers acerca de reinos ms
pequeos en Asia del este y del sureste.
As You Read/Al leer

Use a chart to note important information on the kingdoms
discussed in this section./Usa un cuadro para anotar informacin
importante acerca de los reinos que se tratan en esta seccin.
212
Kingdoms of Southeast Asia

(Pages 344347)/REINOS DE ASIA
DEL SURESTE (Pginas 344347)
What was the Khmer Empire?/Qu
fue el imperio Khmer?
The region of Southeast Asia lies
tothe south of China. It includes
mainland areas and many islands./
Asiadel sureste se encuentra al sur de
China. Incluye zonas de tierra firme y
numerosas islas.
The region has never been united
culturally or politically. Rivers and
valleys cut through the mainland from
north to south. Between the valleys are
hills and mountains that make travel
difficult in the region./Esta regin
nuncaha estado unida cultural o
polticamente. Ros y valles atraviesan
lazona de tierra firme de norte a sur.
Entre los valles hay montaas y colinas
que dificultan el transporte.
Political power in the area has often
come from control of trade routes. This
is because Southeast Asia lies on the
most direct sea route between the Indian
Ocean and the South China Sea./El
poder poltico de la regin siempre ha
estado en manos de quienes controlan
las rutas de comercio. Esto se debe a que
Asia del sureste se encuentra en la ruta
martima ms directa entre el ocano
ndico y el mar de China meridional.
India had a great influence on
Southeast Asia. Hindu and Buddhist
missionaries spread their faiths.
Kingdoms in the area followed these
religions as well as Indian political ideas.
This early Indian influence on Southeast
Asia is seen today in the regions
religions, languages, and art forms./
India tuvo gran influencia en Asia del
sureste. Misioneros hindes y budistas
predicaron sus creencias. Los reinos de
la regin siguieron esas religiones al
igual que las ideas polticas de India.
Esta temprana influencia se percibe hoy

en las religiones, los idiomas y el arte de
Asia del sureste.
Chinese ideas spread to the area
through trade and migration. Sometimes
the Chinese exerted political influence
over the region./Las ideas chinas
llegaron a travs del comercio y de los
inmigrantes. China tambin tuvo
influencia poltica en la regin.
From about 800 to 1200, the Khmer
Empire was the main power. It was
located on the mainland of Southeast
Asia in what is now Cambodia. Growing
rice was its chief source of wealth. The
Khmer used large irrigation works to
bring water to their fields. Rulers built
huge temples and palaces. One of these
is called Angkor Wat. It is among the
worlds greatest achievements in
architecture./Entre los aos 800 y 1200,
el imperio Khmer fue la principal
potencia. Se encontraba en la zona de
tierra firme en la actual Camboya. La
principal fuente de riqueza del imperio
era el cultivo de arroz. Los Khmer
tenan grandes sistemas de riego para
llevar agua a sus campos. Los
gobernantes construyeron enormes
templos y palacios como Angkor Wat,
una de las grandes obras arquitectnicas
del mundo.
At the same time, a dynasty called
Srivijaya arose on Java. Java is an island.
This dynasty reached its height from the
600s to the 1200s. Nearby islands fell
under its rule. The capital, Palembang,
was located on Sumatra. Palembang was
a center for the study of Buddhism./Al
mismo tiempo, surgi la dinasta
Srivijaya en la isla de Java. Esta dinasta
alcanz su apogeo del siglo 7 al 13. Las
islas cercanas cayeron bajo su poder. La
capital, Palembang, estaba ubicada en
Sumatra. Fue un centro de estudio del
budismo.
213
Vietnam fell under the influence of

China. China controlled the area from
about 100 b.c. to a.d. 900. Vietnam
became an independent kingdom,
known as Dai Viet, in 939./Vietnam
cay bajo la influencia de China, que
control la regin de los aos 100 a.C. a
900 d.C. Vietnam se independiz en el
939 y adquiri el nombre de Dai Viet.
The Vietnamese borrowed from
Chinese culture. For example, Buddhism
became important. The Vietnamese,
though, kept their own culture. Women
in Vietnam, for instance, had more
rights than women in China./Los
vietnamitas adoptaron elementos de
lacultura china. El budismo se volvi
unareligin importante. Sin embargo,
mantuvieron su propia cultura. Las
mujeres vietnamitas, por ejemplo, tenan
ms derechos que las chinas.
1. What kingdoms arose in Southeast
Asia?/Qu reinos surgieron en Asia
del sureste?
Korean Dynasties
(Pages 346347)/DINASTAS
COREANAS (Pginas 346347)
How did China influence
Korea?/Qu influencia ejerci
Chinasobre Corea?
Korea, like Japan and Vietnam, was
influenced by China. Korea also
preserved its own traditions. In 108 b.c.,
the Han Dynasty of China conquered
Korea. Leaders set up a military
government. From China, the Koreans
learned about two religionsBuddhism
and Confucianism. Koreans also learned

about Chinas central government and
system of writing./Corea, al igual que
Japn y Vietnam, recibi influencia de
China. Pero Corea tambin mantuvo sus
tradiciones. En el ao 108 a.C., la
dinasta Han de China conquist Corea.
Sus lderes implantaron un gobierno
militar. De China, los coreanos
adoptaron dos religiones: el budismo y
las enseanzas de Confucio. Tambin
siguieron el patrn de un gobierno
central y el sistema de escritura chinos.
Korean tribes began to gather into
groups. One group, the Silla, chased out
the Chinese in the 600s and took control
of the Korean peninsula./Las tribus
coreanas empezaron a unirse en grupos.
El grupo de los silla expuls a los chinos
en el siglo 7 y tom el control de la
pennsula coreana.
By the 900s, Silla rule had weakened.
A rebel leader named Wang Kon took
power and set up the Koryu Dynasty. It
ruled Korea from 935 to 1392. It had a
government similar to Chinas. Korea
used examinations to fill government
jobs. But this did not keep wealthy
landowners from controlling society.
The dynasty, though, produced great
works of artincluding celadon
pottery, fine poetry, and wood blocks to
print the entire Buddhist canon./Hacia
el siglo 10, el gobierno silla empez a
debilitarse. Un lder rebelde llamado
Wang Kon asumi el poder. As surgi
la dinasta Koryu, que rein en Corea de
los aos 935 a 1392. Su sistema de
gobierno fue parecido al de China. Se
llevaban a cabo exmenes para cargos
gubernamentales. Pero los ricos
terratenientes siguieron dominando la
sociedad. Las aportaciones artsticas de
la dinasta fueron muchas: obras de
cermica de celadn, poesa fina y
bloques de madera que usaron para
214
imprimir el canon completo del

budismo.
Korea fell to the Mongols. They were
under the Mongols until the 1350s. The
Mongols demanded heavy taxes. The
Koreans rebelled. The Mongols lost
power. Then a new dynasty, the Choson,
took over Korea. It ruled for 518 years./
Corea cay ante los mongoles. Estuvo
ocupada hasta aproximadamente 1350.
Los mongoles exigan impuestos muy
elevados y los coreanos se rebelaron.
Los mongoles perdieron poder. Una
nueva dinasta, los choson, tom el

control de Corea. Gobern durante
518aos.
2. What was the Koryu Dynasty?/Qu
fue la dinasta Koryu?
215
As you read about the kingdoms that prospered in Southeast Asia and
Korea, write notes to fill in the chart./Al leer acerca de los reinos que
florecieron en el sureste de Asia y Corea, escribe notas para llenar el
cuadro.
Dynasty/Kingdom/
Reino/dinasta
Location/Ubicacin
Achievements/Logros
1. K
hmer Empire/
Imperio khmer
2. S
ailendra Dynasty/
Dinasta Sailendra
3. S
rivijaya Empire/
Imperio srivijaya
4. L
y Dynasty/Dinasta
Ly
5. K
oryu Dynasty/
Dinasta Koryu
In each box, cite examples that illustrate the influence of India and
China on the kingdoms of Southeast Asia and Korea./En cada cuadro,
cita ejemplos de la influencia de India y China sobre los reinos del
sureste de Asia y Corea.
Indian Influence/Influencia de India
Chinese Influence/Influencia de China
216
European Middle Ages/La Edad Media europea

Section/Seccin 1
Charlemagne Unites Germanic

Kingdoms/Carlomagno une los
reinos germanos
Middle Ages/Edad Media Period of European history from 500 to 1500/Perodo de
la historia europea del 500 al 1500

Franks/franco Germanic people who held power in the Roman province called
Gaul/Pueblo germano que tuvo el poder en la provincia romana de Galia

monastery/monasterio Religious community of people devoting their lives to
worship and prayer/Comunidad religiosa de personas dedicada a la veneracin y

la oracin
secular/secular Concerned with worldly things/Interesado en las cosas del mundo
Carolingian Dynasty/dinasta carolingia Dynasty of Frankish rulers, lasting from
751 to 987/Dinasta de gobernantes francos que dur del 751 al 987

Charlemagne/Carlomagno Powerful Frankish ruler who built a huge empire/
Poderoso gobernante franco que construy un enorme imperio

In the last section, you read about Southeast Asian kingdoms and
Korean dynasties./En la seccin anterior, leste acerca de los reinos
de Asia del sureste y las dinastas coreanas.
In this section, you will read about the rise and fall of Charlemagnes
empire./En esta seccin, leers acerca del surgimiento y cada del
imperio de Carlomagno.
As You Read/Al leer

Use a time line to note important events in the unification of the
Germanic kingdoms./Usa una lnea cronolgica para tomar notas
sobre sucesos importantes relacionados con la unificacin de los
reinos germanos.
217
Invasions of Western Europe

(Page 353)/INVASIONES DE
EUROPA OCCIDENTAL (Pgina 353)
How did invasions by Germanic
groups change Europe?/Por qu las
invasiones de grupos germanos
cambiaron a Europa?
The slow decline of the Roman
Empire marked the beginning of a
newera in European history called
theMiddle Ages. It lasted from around
500to 1500./Con el lento declinar del
imperio romano se inici una nueva era
de la historia europea llamada Edad
Media. Dur de los aos 500 a 1500
aproximadamente.
By the end of the fifth century,
various Germanic groups invaded the
Roman Empire in the west. These
invasions led to a series of changes.
Trade was halted. Moving goods from
place to place became unsafe. Cities
were no longer centers of trade and
government. Many people fled to the
countryside and returned to rural ways
of life. People also became less
educated./Hacia fines del siglo 5, varios
grupos germanos invadieron el oeste del
imperio romano. Esas invasiones
provocaron una serie de cambios. El
comercio se interrumpi. Transportar
productos de un lugar a otro se volvi
inseguro. Las ciudades ya no eran
centros de comercio y gobierno. Mucha
gente huy al campo y regres a la vida
rural. Adems, la educacin sufri.
As Germanic groups settled in
different areas, they began to blend
Latin with phrases of their own
language. Many kinds of dialects
developed. Europe no longer had a
single language understood by all./Los
grupos germanos que se establecieron en
distintas regiones mezclaron el latn con
frases de su propio idioma. Surgieron
muchos dialectos. Europa ya no tena un

solo idioma que todos comprendieran.
1. Name three effects of the Germanic
invasions./Enumera tres efectos de
las invasiones germanas.
Germanic Kingdoms Emerge

(Page 354)/EL SURGIMIENTO
DELOS REINOS GERMANOS
(Pgina 354)
Who were these Germanic peoples?/
Quines eran los pueblos
germanos?
As Romes power faded, a new kind
of government appeared. Warring
Germanic groups carved out kingdoms.
The borders of these kingdoms changed
often because of warfare. There was no
central rule. Family ties and loyalty to a
local leader bound Germanic peoples
together. Europe was in chaos. The
Church provided a sense of order,
though./El poder de Roma se desvaneci
y apareci un nuevo gobierno. Los
grupos germanos formaron reinos. Las
fronteras de esos reinos cambiaban
frecuentemente debido a la guerra. No
haba un poder central. Los vnculos
familiares y la lealtad a un dirigente
local unan a los grupos germanos.
Europa estaba en caos. Pero la Iglesia
daba cierto orden.
The Franks, a Germanic people,
established a large kingdom. It was
located in the Roman province of Gaul.
In 496, Clovis, the king of the Franks,
and his warriors became Christian.
From then on, the pope in Rome
supported Clovis./Los francos, un
pueblo germano, establecieron un reino
grande en la provincia romana de Galia.
218
En el 496, Clovis, el rey de los francos, y

sus guerreros se convirtieron al
cristianismo. A partir de entonces, el
papa de Roma apoy a Clovis.
2. What new kind of government arose
during Romes decline?/Qu
gobierno surgi cuando cay Roma?
Germans Adopt Christianity

(Pages 354355)/LOS GERMANOS
ADOPTAN EL CRISTIANISMO
(Pginas 354355)
How did Christianity spread?/Cmo
se difundi el cristianismo?
Other Frankish rulers helped spread
Christianity. The Church also tried to
convert people. It set up religious
communities called monasteries. There
Christian men called monks devoted
their lives to God. Nuns were women
who led this religious way of life.
Monasteries became centers of learning.
Their libraries preserved some writings
of ancient Rome./Otros gobernantes
francos difundieron el cristianismo. La
Iglesia tambin trat de convertir ms
gente. Estableci comunidades religiosas
llamadas monasterios. Ah, los monjes
dedicaban su vida a Dios. Las monjas
eran mujeres que llevaban una vida
religiosa. Los monasterios se
convirtieron en centros del saber. Sus
bibliotecas preservaron escritos de la
Roma Antigua.
The Church grew in importance when
Gregory I became pope in 590. He made
the pope the guardian of the spiritual
lives of all Christians. He also made the
pope a worldly, or secular, power in
governing part of Italy. His influence in
politics grew./La Iglesia cobr
importancia cuando Gregorio I subi al
papado en el 590 y se declar guardin

de la vida espiritual de todos los
cristianos. Tambin declar que tena
poder secular para gobernar parte de
Italia. As aument su poder poltico.
3. What role did monasteries play
during this period?/Qu papel
desempearon los monasterios
durante esta poca?
An Empire Evolves
(Pages 355356)/LA EVOLUCIN
DE UN IMPERIO (Pginas 355356)
How did the Carolingian Dynasty
arise?/Cmo surgi la dinasta
carolingia?
The kingdom of the Franks covered
much of modern France. By the 700s,
the most powerful official was the mayor
of the palace. He made laws and
controlled the army./El reino de los
francos abarcaba gran parte de la actual
Francia. En el siglo 8, el funcionario
ms poderoso era el alcalde del palacio.
Haca leyes y controlaba al ejrcito.
In 719, Charles Martel became mayor
of the palace. He expanded the lands
controlled by the Franks. He also won a
battle in 732. He defeated a Muslim
force moving north from Spain. This
victory ended the Muslim threat to
Europe./En el 719, Charles Martel
adquiri el cargo de alcalde del palacio.
Martel extendi los dominios francos.
Gan una batalla en el 732. Derrot a
fuerzas musulmanas que avanzaban
hacia el norte desde Espaa. Esa
victoria termin con la amenaza
musulmana a Europa.
His son, Pepin, was crowned king.
Pepin began the reign of the Frankish
rulers called the Carolingian Dynasty.
219
One of Pepins sons, Charlemagne,

became king of the whole Frankish
kingdom in 771./Su hijo Pipino fue
coronado rey. Pipino comenz el
reinado de los gobernantes francos
llamado dinasta carolingia. Uno de los
hijos de Pipino, Carlomagno, subi al
trono de todo el reino franco en el 771.
4. Who were Charles Martel and
Pepin?/Quines fueron Charles
Martel y Pipino?
Charlemagne Becomes
Emperor (Pages 356357)/
CARLOMAGNO ES CORONADO
EMPERADOR (Pginas 356357)
What did Charlemagne
achieve?/Qu logr Carlomagno?
Charlemagne had great military skill.
He made his kingdom larger than any
other known since ancient Rome. By
800, he held most of modern Italy, all of
modern France, and parts of modern
Spain and Germany. Pope Leo III
crowned him emperor. This event
marked the joining of Germanic power,
the Church, and the heritage of the
Roman Empire./Carlomagno era un

gran militar. Hizo de su reino el ms
grande desde la Roma Antigua. En el
800, controlaba la mayor parte de las
actuales Italia, toda Francia, y partes de
Espaa y Alemania. El papa Len III lo
coron emperador. As se unieron el
poder germano, la Iglesia y el legado del
imperio romano.
Charlemagne cut the power of the
nobles in his empire and increased his
own. He traveled throughout his lands,
visiting the people and judging cases.
Herevived learning. However,
Charlemagnes empire fell apart soon
after his death./Carlomagno redujo el
poder de los nobles y aument el poder
propio. Viaj por sus tierras, visitaba a
los sbditos y actuaba como juez.
Revivi el aprendizaje. Pero el imperio
de Carlomagno cay poco despus de su
muerte.
5. What was important about
Charlemagnes being crowned as
emperor?/Qu fue importante
acerca de la coronacin de
Carlomagno como emperador?
220
unification of western Europe after the fall of the Roman Empire./Al
leer esta seccin, toma notas para contestar las preguntas acerca de la
unificacin de Europa occidental, tras la cada del imperio romano.
Between 400 and 600, small Germanic kingdoms replaced Roman provinces./Entre
400 y 600, pequeos reinos germanos sustituyeron a las provincias romanas.
1. W
hat role did the Church play in
helping Clovis conquer other
Germanic peoples?/Qu papel
desempe la Iglesia en la conquista
de Clovis a otros pueblos germanos?
2. What role did Pope Gregory the Great

play in spreading the idea of a vast
unified kingdom?/Qu papel
desempe el papa Gregorio el
Grande en la difusin de la idea de un
vasto reino unificado?
Cloviss successors extended Frankish rule./Los sucesores de Clovis extendieron el

dominio franco.
3. W
hat was important about Charles
4. How did Pepin the Short strengthen
Martels victory at the Battle of Tours?/
the Frankish kingdom?/De qu
Cul es la importancia de la victoria
manera Pipino el Breve fortaleci al
de Carlos Martel en la Batalla de
reino franco?
Tours?
Charlemagne reunited western Europe and spread Christianity throughout his lands./
Carlomagno reunific a Europa occidental y difundi el cristianismo por todas sus
tierras.
5. W
hat was the importance of
6. How did Charlemagne govern his
Charlemagnes coronation as
unified kingdom?/Cmo gobern
emperor?/Cul fue la importancia de
Carlomagno a su imperio unificado?
la coronacin de Carlomagno como
emperador?
221

Section/Seccin 2
Feudalism in Europe/El feudalismo

en Europa
lord/seor Landowner/Dueo de tierras
fief/feudo Land granted by a lord to a vassal/Tierra otorgada a un vasallo por su
seor
vassal/vasallo Person receiving a fief from a lord/Campesino que recibe un feudo
de su seor
knight/caballero Warrior on horseback who promised to defend his lords land in
exchange for a fief/Guerrero a caballo que prometa defender la tierra de su seor

a cambio de un feudo
serf/siervo Peasant who could not lawfully leave the place where he or she was
born/Campesino que, por ley, no poda abandonar el lugar donde naci

manor/seoro Lords estate/Propiedad del seor
tithe/diezmo Church tax; usually one-tenth of a peasant familys income/Impuesto
de la Iglesia; dcima parte de los ingresos de una familia campesina

In the last section, you read about Charlemagne and his empire./En
la seccin anterior, leste acerca de Carlomagno y de su imperio.
In this section, you will read about feudalism./En esta seccin, leers
acerca del feudalismo.
As You Read/Al leer

Use a diagram to show the causes and effects of feudalism./Usa un
diagrama para mostrar las causas y efectos del feudalismo.
222
Invaders Attack Western

Europe (Pages 358360)/
INVASORES ATACAN EUROPA
OCCIDENTAL (Pginas 358360)
Who invaded Western Europe?/
Quin invadi Europa occidental?
Between 800 and 1000, new invasions
threatened Europe. From the north
came the most feared fighters of all.
They were the Vikings, or Norsemen./
Entre el 800 y el 1000, nuevas invasiones
amenazaron a Europa. Del norte
llegaron los guerreros ms temidos: los
vikingos.
The Vikings raided villages and
monasteries. By around the year 1000,
though, the Vikings had settled down in
many parts of Europe. They adopted
Christianity and stopped raiding to
become traders and farmers./Atacaron
aldeas y monasterios. Hacia el ao 1000,
los vikingos estaban establecidos en
muchas partes de Europa. Adoptaron el
cristianismo, dejaron de asaltar, y eran
comerciantes y agricultores.
The Magyars were Turkish nomads.
They attacked from the east and reached
as far as Italy and western France. They
sold local people as slaves. The Muslims
struck from the south. They attacked
areas along the Atlantic and
Mediterranean coast./Los magiares eran
nmadas turcos. Atacaron desde el este
y llegaron hasta Italia y el oeste de
Francia. Vendieron a los conquistados
como esclavos. Los musulmanes
atacaron desde el sur, a lo largo del
Atlntico y el Mediterrneo.
The attacks by Vikings, Muslims, and
Magyars made life in western Europe
difficult. People suffered and feared for
their futures. With no strong central
government, they went to local leaders
for protection./Los ataques de vikingos,
musulmanes y magiares dificultaron la
vida en Europa. La poblacin sufra y
tema por su futuro. Sin un gobierno

central poderoso, recurri a la
proteccin de los dirigentes locales.
1. Why did the people need to turn to
local leaders for help?/Por qu la
poblacin recurri a los dirigentes
locales?
A New Social Order:

Feudalism (Page 360)/UN NUEVO
ORDEN SOCIAL: EL FEUDALISMO
(Pgina 360)
How did feudalism affect society?/
Cmo afect a la sociedad el
feudalismo?
Europes feudal system arose around
the ninth and tenth centuries. Feudalism
was based on an agreement between a
lord, or landowner, and a vassal, a
person who received land from a lord. In
exchange for land, or a fief, a vassal
promised to help his lord in battle./El
sistema feudal europeo surgi hacia los
siglos 9 y 10. El feudalismo se basaba en
el acuerdo entre el seor, o dueo de
tierras, y un vasallo, o persona que
reciba tierras del seor. A cambio de las
tierras, o feudo, el vasallo prometa
ayudar a su seor en las batallas.
Under feudalism, society in western
Europe was divided into three groups.
Those who fought were the nobles and
knights. Those who prayed were the
officials of the Church. Those who
worked were the peasants. Peasants were
by far the largest group. Most peasants
were serfs, who were not free to move
about as they wished. They were tied to
the land of their lord./Durante el
feudalismo, la sociedad de Europa
occidental se divida en tres grupos. Los
nobles y caballeros luchaban. Los
miembros de la Iglesia atendan los
223
monasterios. Los campesinos el grupo

ms numeroso trabajaban. Muchos
campesinos eran siervos, es decir,
estaban atados a la tierra de su seor
yno eran libres para mudarse.
2. What were the three main groups of
feudal society?/Cules eran los tres
grupos principales de la sociedad
feudal?
Manors: The Economic Side of

Feudalism (Pages 360363)/
SEOROS: EL ASPECTO
ECONMICO DEL FEUDALISMO
(Pginas 360363)
What was life like on a
manor?/Cmo era la vida en un
seoro?
The lords land was called the manor.
Manors became the centers of economic
life. The lord gave peasants some land, a
home, and protection from raiders. The
lord controlled much of their lives. The
peasants worked the land to grow food,
giving part of each years crop to the
lord. They paid taxes on their grain.
Peasants also paid a tax, called a tithe,
to the Church./La tierra del seor se
llamaba seoro. Los seoros eran los
centros de la vida econmica. El seor
daba a los campesinos tierras, casa y
proteccin. El seor controlaba gran

parte de su vida. Los campesinos
sembraban alimentos y daban parte de
la cosecha anual al seor. Pagaban
impuestos sobre sus granos. Adems,
loscampesinos pagaban un impuesto,
llamado diezmo, a la Iglesia.
Peasants lived in small villages of
15to 30 families. They produced almost
everything they needed. Peasants rarely
traveled far from their homes./Los
campesinos vivan en aldeas pequeas
de 15 a 30 familias. Producan casi todo
lo que necesitaban y rara vez viajaban
lejos de sus hogares.
Life on the manor was often harsh.
Peasants cottages had just one or two
rooms with only straw mats for sleeping.
They had poor diets. Peasants endured
these conditions. They believed that
God had set their place in society./La
vida en un seoro era dura. Las casas
de los campesinos tenan uno o dos
cuartos con petates de paja para dormir.
Tenan mala alimentacin. Soportaban
esa vida porque crean que Dios los
puso en esa posicin en la sociedad.
3. What was the job of peasants on the
manor?/Cul era el trabajo de los
campesinos en el seoro?
224
As you read about the development of feudalism in Europe, fill out the
charts by writing notes in the appropriate spaces./Al leer acerca del
desarrollo del feudalismo en Europa, llena los cuadros.
Social Structure of Feudalism/Estructura social del feudalismo
1. E
xplain the mutual obligations of the
feudal system./Explica las
obligaciones mutuas del sistema
feudal.
2. E
xplain why the feudal system often
resulted in complicated alliances./
Explica las razones por las cuales el
sistema feudal generaba complicadas
alianzas.
3. D
escribe feudal social classes./
Describe las clases sociales en el
feudalismo.
Economic Structure of Feudalism/Estructura econmica del feudalismo
4. E
xplain the mutual obligations
between lord and serfs under the
manor system./Explica las
obligaciones mutuas entre el seor y
los siervos bajo el sistema de
seoros.
5. E
xplain why the serfs rarely had to
leave their manor./Explica la razn
por la cual los siervos rara vez tenan
que salir del seoro.
6. E
xplain why the serfs accepted their
economic hardships./Explica la razn
por la cual los siervos aceptaban sus
penurias econmicas.
225

Section/Seccin 3
The Age of Chivalry/La edad de la

caballera
chivalry/caballera Code of behavior for knights, stressing ideals such as courage,
loyalty, and devotion/Cdigo de conducta de los caballeros que subrayaba ideales

como la valenta, la lealtad y la devocin
tournaments/torneos Staged battles for entertaining audiences and training
knights/Batallas para divertir al pblico y entrenar caballeros

troubadours/trovadores Poet-musicians at the castles and courts of Europe/Poetas
y msicos de los castillos y cortes de Europa

In the last section, you read how feudalism shaped society./En la
seccin anterior, leste acerca de la sociedad feudal.
In this section, you will read about the code of chivalry for knights
and its influence./En esta seccin, leers acerca del cdigo de
caballera y de su influencia.
As You Read/Al leer

Use a web diagram to identify the ideas associated with chivalry./
Usa un diagrama en red para identificar las ideas relacionadas con la
caballera.
Knights: Warriors on
Horseback (Pages 364365)/LOS
CABALLEROS: GUERREROS A
CABALLO (Pginas 364365)
What was the role of knights?/Cul
era el papel de los caballeros?
Nobles were constantly at war with
one another. They raised private armies.
The armies included knights, soldiers
who fought on horseback. These knights
became the most important warriors
during the Middle Ages./Los nobles
constantemente peleaban entre s con
ejrcitos particulares. Los ejrcitos

tenan caballeros: soldados que
luchaban a caballo. Esos caballeros
fueron el arma ms importante de
Europa durante la Edad Media.
By the 11th century, nobles used their
armies of mounted knights to fight for
control of land. When nobles won
battles, they gave some of the new land
to their knights. The knights could use
the wealth from this land to pay for
weapons, armor, and horses. Knights
devoted much of their time to improving
226
their skill at fighting./Hacia el siglo 11,

los nobles usaban sus ejrcitos de
caballeros montados para luchar por el
control de tierras. Cuando los nobles
ganaban batallas, daban parte de las
tierras conquistadas a sus caballeros.
stos podan usar los ingresos de esas
tierras para pagar armas costosas,
armaduras y caballos. Los caballeros
dedicaban mucho tiempo a mejorar sus
destrezas de combate.
1. What was the main duty of
knights?/Cul era la principal
obligacin de los caballeros?
Knighthood and the Code of

Chivalry (Pages 365367)/LOS
CABALLEROS Y EL CDIGO DE
CABALLERA (Pginas 365367)
What was required of a knight?/Qu
se requera de un caballero?
By the 1100s, a new code of conduct
for knights arose. This code of chivalry
required that knights fight bravely for
three masters: their lord, God, and their
chosen lady. Knights were also required
to protect the weak and poor. While the
code set high standards, most knights
failed to meet all of the standards./En el
siglo 12 surgi un nuevo cdigo de
conducta para los caballeros. Era el
cdigo de caballera, que requera que
los caballeros lucharan con valor por
tres amos: su seor, Dios y la dama
elegida. Los caballeros tambin deban
proteger a dbiles y pobres. El cdigo
tena principios elevados, pero pocos
caballeros los cumplan.
The son of a noble began training to
become a knight at an early age. At
around age 7, his parents sent him off
to the castle of another lord. There he
would learn good manners. The boy

would also practice fighting skills. At
around age 14, he would become the
servant of a knight. Then at age 21, he
would finally become a knight himself./
Los hijos varones de los nobles
comenzaban a prepararse para ser
caballeros desde temprana edad.
Cuando cumplan siete aos, los
mandaban al castillo de otro seor a
aprender buenos modales. Tambin
practicaban artes marciales. A la edad
de 14 aos entraban a ser vasallos de
uncaballero. Una vez que cumplan
21aos eran ya caballeros.
Knights gained experience by fighting
in combats called tournaments. These
were fierce, but real battles, especially
those fought at castles, were far more
violent. To protect their lands and
homes, nobles built stone castles./Los
caballeros adquiran experiencia al
luchar en torneos, que eran luchas fieras,
pero las batallas reales, especialmente en
los castillos, eran mucho ms violentas.
Para proteger sus tierras y hogares, los
nobles construyeron castillos de piedra.
2. Give two examples of training for
knighthood./Da dos ejemplos de
preparacin para ser caballero.
The Literature of Chivalry

(Pages 367368)/LA LITERATURA
DE CABALLERA (Pginas 367368)
What was the literature of chivalry
about?/Sobre qu escriba la
literatura de caballera?
The literature about knights did not
reflect real life. Many stories glorified
castle life. Others centered on the code
of chivalry. Songs and poems were often
about a knights loyalty to the woman he
227
loved. Some long poems, called epics,

told the story of legendary kings, such
as King Arthur and Charlemagne./La
literatura de los caballeros no mostraba
la vida real. Muchas historias
glorificaban la vida de los castillos.
Otras se centraban en el cdigo de
caballera. Muchas canciones y poemas
hablaban acerca de la lealtad del
caballero hacia la mujer amada. Algunos
poemas largos, llamados epopeyas,
narraban la historia de reyes legendarios,
como el rey Arturo y Carlomagno.
Troubadours were poet-musicians at
the castles and courts of Europe. They
wrote and sang about the joys and
sorrows of romantic love. Many
troubadours traveled to the court of
Eleanor of Aquitaine. She was the rich,
powerful ruler of a land in southern
France./Los trovadores eran poetasmsicos que vivan en los castillos y
cortes europeas. Escriban acerca de los
gozos y sufrimientos del amor romntico.
Muchos trovadores viajaron a la corte de
Leonor de Aquitania, una gobernante
rica y poderosa del sur de Francia.
3. Who were the troubadours songs
about?/De qu hablaban las
canciones de los trovadores?
Womens Role in Feudal

Society (Pages 368369)/
EL PAPEL DE LAS MUJERES
EN LA SOCIEDAD FEUDAL
(Pginas 368369)
What were the roles of women?/Qu
papeles desempeaba la mujer?
Most women in feudal society had
little power. The Church taught that
they were inferior. But they played

important roles in the lives of both
noble and peasant families./Las mujeres
tenan muy poco poder en la sociedad
feudal. Segn la Iglesia, eran seres
inferiores. Sin embargo, desempearon
un importante papel en la vida de las
familias nobles y campesinas.
Noblewomen could sometimes rule
the land when their husbands were away
from home. But they could not inherit
land. It usually passed from father to
son. In reality, most noblewomen, young
and old, were limited to activities in the
home or in convents./Cuando sus
esposos estaban ausentes, las mujeres
nobles podan gobernar las tierras. Pero
no podan heredarlas. Las tierras
generalmente pasaban de padre a hijo.
En general, las mujeres de la nobleza
tanto jvenes como viejas se
limitaban a trabajar en casa o a vivir en
conventos.
The vast majority of women during
the Middle Ages were poor peasants.
They held no power. They worked in the
fields and took care of their families.
Poor women struggled to survivejust
as they had for centuries./La gran
mayora de las mujeres de la Edad
Media eran campesinas pobres. No
tenan poder. Trabajaban en los campos
y cuidaban de la familia. Luchaban por
subsistir, tal como lo han hecho las
mujeres pobres a lo largo de los siglos.
4. How were noble and poor women
alike?/Qu tenan en comn las
mujeres nobles y las pobres?
228
As you read about knighthood and chivalry, take notes to fill in the web
diagram below./Al leer acerca de la caballera y de los caballeros, toma
notas para llenar el diagrama.
1. Education/
Educacin
2. Weapons and
equipment/
Armas y equipo
3. War games/
Juegos de guerra
Knight in Feudal Society/

Caballero de la sociedad feudal
4. Code of chivalry/
Cdigo de caballera
5. Castle life/Vida en el
castillo
6. Romantic love/
Amor romntico
229

Section/Seccin 4
The Power of the Church/El poder

de la Iglesia
clergy/clero Religious officials/Funcionarios de la Iglesia
sacrament/sacramento Important religious ceremony/Ceremonia religiosa
importante
canon law/derecho cannico Law of the church/Ley de la Iglesia
Holy Roman Empire/Sacro Imperio Romano Kingdom originally made up of what
is now Germany and Italy/Imperio que abarcaba tierras en las actuales Alemania
e Italia
lay investiture/investidura seglar Appointment of religious officials by kings or
nobles/Nombramiento de funcionarios religiosos por reyes o nobles

In the last section, you read about knighthood and the literature of
chivalry./En la seccin anterior, leste acerca de la caballera y la
literatura de caballera.
In this section, you will learn about power struggles between church
leaders and political leaders./En esta seccin, leers acerca de las
luchas de poder entre los dirigentes religiosos y polticos.
As You Read/Al leer

Use a chart to list the significant dates and events for the Holy
Roman Empire./Usa un cuadro para hacer una lista de las fechas y
los sucesos importantes para el Sacro Imperio Romano.
230
The Far-Reaching Authority

of the Church (Pages 370371)/
EL AMPLIO ALCANCE DE LA
AUTORIDAD DE LA IGLESIA
(Pginas 370371)
How did the Church control most
aspects of life?/Cmo controlaba la
Iglesia la mayora de los aspectos de
la vida?
With the central governments of
Europe weak, the Church became the
most important force in unifying
European society. An early pope
believed that God had made two areas
of influence in the worldreligious and
political. The pope was in charge of
spiritual matters. The emperor and other
rulers were in charge of political affairs.
Over the years, though, the difference
was not so clear. Popes often tried to
influence the actions of rulers, who
clashed with them in struggles for
power./Como los gobiernos centrales de
Europa eran dbiles, la Iglesia se
convirti en la fuerza ms importante
para unificar la sociedad europea. Uno
de los primeros papas crea que Dios
traz dos campos de influencia en el
mundo: el religioso y el poltico. El papa
estaba a cargo de los aspectos
espirituales. El emperador y otros
gobernantes estaban a cargo de los
asuntos polticos. Pero con el tiempo, la
diferencia se perdi. Los papas trataban
de influenciar a los gobernantes, quienes
chocaron con ellos en luchas de poder.
The Church established its own
organization. It consisted of different
ranks of clergy, or church officials. At
the bottom were the priests who led
services at local churches. Above them
were bishops, who oversaw all the priests
in a large area. At the top was the pope.
He was the head of the Church./La
Iglesia estableci su propia organizacin
con distintos rangos del clero, o
funcionarios de la Iglesia. En el rango

ms bajo estaban los sacerdotes que
realizaban los servicios en iglesias. Por
encima de stos estaban los obispos,
quienes vigilaban a todos los sacerdotes
de una regin. En la cima estaba el
papa. Era la cabeza de la Iglesia.
The Middle Ages was an Age of
Faith. People were bound together by
their belief in God and the teachings of
the Church. Though their lives were
hard, Christians during this time hoped
for salvationeternal life in heaven.
One path for achieving this goal was
through the sacraments. These were
important religious ceremonies./La
Edad Media fue la Edad de la Fe. La
creencia en Dios y las enseanzas de la
Iglesia unan a la poblacin. La vida era
difcil y los cristianos de la poca
esperaban la salvacin o vida eterna en
el cielo. Para alcanzarla, participaban en
ceremonias religiosas llamadas
sacramentos.
The law of the Church, called canon
law, was a set of standards that applied
to all Christians during the Middle
Ages. These standards guided such
matters as marriage and religious
practices. The Church also set up courts.
People who broke canon law were put
on trial./La ley de la Iglesia, llamada
derecho cannico, era una serie de
normas que se aplicaba a todos los
cristianos de la Edad Media. Esas
normas guiaban asuntos como el
matrimonio y las prcticas religiosas. La
Iglesia tambin tena tribunales. Los que
violaban el derecho cannico eran
sometidos a juicio.
Two punishments were especially
harsh. If the Church excommunicated a
person, he or she was out of the Church.
The person was denied the chance for
eternal life in heaven. Popes often used
this power to threaten rulers. The other
231
punishment was interdiction. When a

ruler disobeyed the pope, the Church
leader could place the land under
interdiction. That meant that no sacred
actions of the Church could officially
take place there. The people of the area
deeply feared this. They might then be
doomed to eternal suffering in hell./Dos
castigos eran especialmente duros. Si la
Iglesia excomulgaba a una persona, sta
quedaba fuera de la Iglesia para siempre
y no poda aspirar a la vida eterna en el
cielo. Los papas amenazaban a los
gobernantes con excomulgarlos. El otro
castigo era la interdiccin. Cuando un
gobernante desobedeca al papa, ste
poda ordenar la interdiccin de sus
tierras. Eso significa que no se podan
celebrar actos sagrados oficiales de la
Iglesia en el lugar. La gente de la regin
tema profundamente esto pues pensaba
que todos quedaran condenados al
sufrimiento eterno en el infierno.
1. What powerful punishments could
the Church hand down?/Qu
castigos poda imponer la Iglesia?
The Church and the Holy

Roman Empire; The Emperor
Clashes with the Pope
(Pages 371372)/LA IGLESIA Y EL
SACRO IMPERIO ROMANO; EL
EMPERADOR SE ENFRENTA CON
EL PAPA (Pginas 371372)
How did conflict develop between the
pope and the Holy Roman emperor?/
Cmo surgi el conflicto entre el
papa y el Sacro Imperio Romano?
Otto I was the strongest ruler of
medieval Germany. He set up an alliance
with the Church. In 962, the pope
crowned him emperor of what became
the Holy Roman Empire./Otto I fue el

gobernante ms poderoso de la
Alemania medieval. Estableci una
alianza con la Iglesia. En el ao 962, el
papa lo coron emperador del Sacro
Imperio Romano.
The Holy Roman Empire was the
strongest kingdom that arose from
Charlemagnes fallen empire. It was
mainly made up of what is now
Germany and Italy. One of Ottos
successors was Henry IV. He and Pope
Gregory VII became caught in a
conflict./El Sacro Imperio Romano fue
el reino ms poderoso que surgi del
imperio de Carlomagno. Abarcaba las
actuales Alemania e Italia. Uno de los
sucesores de Otto fue Enrique IV,
quienentr en conflicto con el papa
Gregorio VII.
For a long time, rulers had the power
to name the bishops who led the Church
in their lands. This power was known as
lay investiture. In 1075, Pope Gregory
VII banned this practice. Henry IV was
angry. He persuaded his bishops to say
that this pope had no real authority.
Gregory then excommunicated Henry.
Henrys nobles supported Gregory. So
Henry begged the pope for forgiveness.
The pope forgave him./Durante largo
tiempo, los gobernantes haban tenido
poder para designar a los obispos de sus
tierras. Este poder se llamaba investidura
seglar. En 1075, el papa Gregorio VII
prohibi esta prctica, lo cual indign a
Enrique IV. ste persuadi a sus obispos
para que dijeran que el papa no tena
autoridad real. Gregorio entonces
excomulg a Enrique. Los nobles de
Enrique apoyaron a Gregorio. Por eso,
Enrique pidi perdn al papa, y ste se
lo otorg.
The larger issue of lay investiture was
left open until 1122. Then an agreement
stated that only the pope could name
232
bishops. However, the emperor had the

right to turn down any appointment he
did not like./El conflicto de la
excomunin sigui hasta 1122. Despus
se lleg al acuerdo de que slo el papa
poda nombrar obispos. Pero el
emperador tena el derecho de rechazar
los nombramientos que no quisiera.
2. Why did Henry IV beg Pope
Gregory VII for forgiveness?/Por
qu Enrique IV le pidi perdn al
papa Gregorio VII?
Disorder in the Empire

(Page 373)/DESORDEN EN EL
IMPERIO (Pgina 373)
Who was Frederick I?/Quin fue
Federico I?
In the late 1100s, a strong German
king came to power. His name was
Frederick I. He repeatedly invaded the
cities of Italy but lost an important

battle in 1176. He then made peace
withthe pope./A fines del siglo 12, un
poderoso rey germano subi al trono.
Sellamaba Federico I. Invadi Italia
varias veces, pero perdi una batalla
importante en 1176. Despus lleg a
unacuerdo de paz con el papa.
When Frederick died in 1190, his
empire fell apart. It was broken up into
feudal states. These German states did
not unify during the Middle Ages./A la
muerte de Federico en 1190, su imperio
se desmoron en estados feudales. Esos
estados germanos no se volvieron a unir
durante la Edad Media.
3. What happened to the Holy Roman
Empire after Frederick Is
death?/Qu sucedi con el Sacro
Imperio Romano despus de la
muerte de Federico I?
233
As you read about the clashes between the Church and European
rulers, note the causes and outcomes of each action listed in the chart./
Al leer acerca de los choques entre la Iglesia y los gobernantes
europeos, anota las causas y resultados de cada accin que se enumera
en el cuadro.
Causes/Causas
Actions/Acciones
Outcomes/Resultados
1. Otto invades Italy on

popes behalf./Otto
invade Italia en nombre
del Papa.
2. Pope Gregory bans lay

investiture./El papa
Gregorio prohbe la
investidura laica.
3. Henry IV travels to
Canossa./Enrique IV
viaja a Canossa.
4. Representatives of
Church and emperor
meet in Worms./
Representantes de la
Iglesia y del emperador
se renen en Worms.
5. Lombard League fights
Battle of Legnano./La
Liga Lombarda
combate en la Batalla
de Legnano.
234
The Formation of Western Europe/Nacimiento de Europa
occidental
Section/Seccin 1
Church Reform and the Crusades/

Reforma de la Iglesia y las cruzadas
simony/simona Practice of selling positions in the church/Prctica de vender
cargos de la Iglesia
Gothic/gtico Style of architecture of the cathedrals during the Middle Ages/
Estilo de arquitectura de las catedrales de la Edad Media

Urban II/Urbano II Pope who called for the first Crusade/Papa que inst a la
primera cruzada
Crusade/cruzada A holy war/Guerra santa
Saladin/Saladino Famous Muslim leader of the 1100s/Famoso gobernante
musulmn del siglo 12

Richard the Lion-Hearted/Ricardo Corazn de Len English king who fought
Saladin in the Third Crusade/Rey ingls que pele contra Saladino en la tercera
cruzada
Reconquista/Reconquista Effort by Christian leaders to drive the Muslims out of
Spain/Campaa cristiana para expulsar a los musulmanes de Espaa

Inquisition/Inquisicin Church court that tried people suspected of having
opposing religious beliefs/Tribunal de la Iglesia que juzgaba a los acusados de

creencias religiosas contrarias

In the last section you read about the authority and role of the
Church during the Middle Ages./En la seccin anterior, leste acerca
de la autoridad y del papel de la Iglesia durante la Edad Media.
In this section you will read about changes in the Church and the
launching of the Crusades./En esta seccin, leers acerca de los
cambios de la Iglesia y del inicio de las cruzadas.
As You Read/Al leer

Use a time line to note important events in the Age of Faith./Usa una lnea
cronolgica para tomar nota de sucesos importantes en la Edad de la Fe.
235
The Age of Faith

(Pages 379380)/LA EDAD DE LA
FE (Pginas 379380)
What changes did the Church
undergo?/Qu cambios sufri la
Iglesia?
Starting in the 1000s, a new Age of
Faith arose in Europe. It led to many
changes./A partir del siglo 11, la Edad
de la Fe recorri Europa. Provoc
muchos cambios.
Popes tried to end certain practices.
One was the marriage of priests.
Another was simony, or the selling of
positions in the Church. A third
problem was the appointment of
bishops by kings. The Church felt it
alone could appoint bishops./Los papas
intentaron terminar con ciertas
prcticas. Una era el matrimonio de
sacerdotes. Otra era la simona, o venta
de cargos de la Iglesia. Un tercer
problema era que los reyes designaban a
los obispos. La Iglesia consideraba que
eso le corresponda slo a ella.
In the early 1200s, a new Church
group arose. They were called friars.
They moved from place to place
spreading the ideas of the Church.
Women also played a role during the
Age of Faith. Many entered convents to
devote themselves to God./A principios
del siglo 13, surgi un nuevo grupo
religioso: los frailes. Iban de un lado a
otro difundiendo las ideas de la Iglesia.
Las mujeres tambin desempearon un
papel importante durante la Edad de la
Fe. Muchas entraron en conventos para
dedicarse a Dios.
1. What three practices showed the
Church needed reforming?/Enumera
tres prcticas que motivaron una
reforma de la Iglesia.
CathedralsCities of God
(Pages 380381)/CATEDRALES:
CIUDADES DE DIOS (Pginas
380381)
How did the new cathedrals reflect
the new Age of Faith?/Cmo se
manifest la Edad de la Fe en las
nuevas catedrales?
The Age of Faith was shown in the
building of great cathedrals. In the early
1100s, these huge churches were built in
a style of architecture called Gothic.
The cathedrals were towering. Light
streamed in through colorful stainedglass windows./La Edad de la Fe se
manifest en la construccin de grandes
catedrales. A principios del siglo 12, se
construyeron enormes iglesias con un
nuevo estilo arquitectnico llamado
gtico. Las catedrales eran muy altas.
Laluz se filtraba a travs de vitrales de
colores.
2. What was the new style of church
architecture?/Cul fue el nuevo
estilo arquitectnico de las iglesias?
The Crusades (Pages 382383)/

LAS CRUZADAS (Pginas 382383)
Why were the Crusades fought?/Por
qu se realizaron las cruzadas?
In 1093, the Byzantine emperor asked
for help against Muslim Turks. They
were threatening to conquer
Constantinople. Pope Urban II urged
the leaders of Western Europe to begin
a holy wara Crusade. He wanted
Christians to gain control of Jerusalem
and the entire Holy Land. Both knights
and common people joined the
Crusades. Their motive was deep
religious feeling./En 1093, el emperador
236
bizantino pidi ayuda para luchar

contra los turcos musulmanes, que
amenazaban con conquistar
Constantinopla. El papa Urbano II inst
a los gobernantes de Europa occidental
a comenzar una cruzada, o guerra santa
para conquistar Jerusaln y toda la
Tierra Santa. Tanto los caballeros como
la gente comn se unieron a ellas,
motivados por un profundo fervor
religioso.
The First Crusade began in 1095. The
Crusaders captured some of the Holy
Land, including Jerusalem. Muslims
won back some of this land. Then other
Crusades followed. During the Second
Crusade, the Muslim leader Saladin
recaptured Jerusalem./La primera
cruzada comenz en 1095. Los
cristianos capturaron parte de Tierra
Santa y Jerusaln. Los musulmanes
recuperaron parte de esas tierras.
Siguieron otras cruzadas. Durante la
segunda, Saladino, el gobernante
musulmn, reconquist Jerusaln.
Three powerful European rulers led
the Third Crusade. One was the English
king Richard the Lion-Hearted. He
fought Saladin. The two reached a truce.
But the Crusades were not over./Tres
poderosos gobernantes europeos
encabezaron la tercera cruzada. Uno fue
el rey ingls Ricardo Corazn de Len.
Pele contra Saladino. Ambos llegaron
a una tregua. Pero las cruzadas no se
detuvieron ah.
The Fourth Crusade ended in disaster.
In 1204, knights looted Constantinople.
This helped make a lasting split between
western and eastern Christian churches./
La cuarta cruzada termin en desastre.
En 1204, los caballeros cristianos
saquearon Constantinopla. Esto
provoc una divisin profunda entre las
iglesias cristianas de oriente y occidente.
3. Why did people support the

Crusades?/Por qu recibieron
apoyolas cruzadas?
The Crusading Spirit

Dwindles (Pages 383384)/EL
ESPRITU DE LAS CRUZADAS
DISMINUYE (Pginas 383384)
What happened to Muslims and Jews
in Spain?/Qu les sucedi a los
musulmanes y los judos en Espaa?
Christian rulers tried to drive the
Muslims out of Spain. This long fight
was called the Reconquista. It lasted
from the 1100s until 1492./Los
gobernantes cristianos queran expulsar
a los musulmanes de Espaa. Lucharon
largas guerras llamadas la Reconquista,
desde el siglo 12 hasta 1492.
Thousands of Jews lived in Spain.
During the late 1400s, many Spanish
Jews and Muslims became Christians.
Jewish and Muslim converts were
suspected of holding beliefs that differed
from the teachings of the Church.
Queen Isabella and King Ferdinand of
Spain conducted the Inquisition.
Suspects might be questioned for weeks
and even tortured. Those who confessed
were often burned at the stake./Miles de
judos vivan en Espaa. A fines del
siglo 15, muchos judos y musulmanes
espaoles se convirtieron al cristianismo.
Judos y musulmanes conversos eran
sospechosos de tener creencias
contrarias a las enseanzas de la Iglesia.
La reina Isabel y el rey Fernando de
Espaa implantaron la Inquisicin. A los
acusados los interrogaban durante
semanas y los torturaban. Si confesaban,
los quemaban en la hoguera.
237
4. What was the Reconquista?/Qu fue

la Reconquista?
The Effects of the Crusades

(Pages 383384)/LOS EFECTOS DE
LAS CRUZADAS (Pginas 383384)
What changes did the Crusades
bring?/Qu cambios produjeron las
cruzadas?
The Crusades had many effects on
Europe. At first the Crusades showed
the power of the Church in the lives of
the believers. The failure of later
Crusades cut the popes power. The
deaths of many knights reduced the
nobles power. Contact with the East
revived trade. The Christians harsh
treatment of Muslims in the Holy Land

led to bitterness that has lasted to the
present./Las cruzadas tuvieron muchos
efectos en Europa. Al principio,
mostraron el poder de la Iglesia sobre la
vida de los creyentes. El fracaso de las
ltimas cruzadas redujo el poder del
papa. La muerte de muchos caballeros
redujo el poder de los nobles. El
contacto con el este reaviv el comercio.
El trato cruel de los cristianos a los
musulmanes en Tierra Santa provoc
resentimientos que an persisten.
5. What are four effects of the
Crusades?/Nombra cuatro efectos
delas cruzadas.
238
As you read about reforms in the Catholic Church and the Crusades, note one or more
reasons for each of the following developments./Al leer acerca de las reformas en la Iglesia
Catlica y las cruzadas, anota una o ms causas de cada uno de los siguientes sucesos.
1. The Benedictine monastery was founded
at Cluny./Se funda el monasterio
benedictino en Cluny.
2. The power of the pope was extended./

Aumenta el poder del papa.
3. Nearly 500 Gothic cathedrals were built

and decorated between 1170 and 1270./
Entre 1170 y 1270, se construyen y
decoran cerca de 500 catedrales gticas.
4.The Byzantine emperor appealed to the

Count of Flanders for help./El imperio
bizantino solicita ayuda al conde de
Flandes.
5. Pope Urban II issued a call for a

Crusade./El papa Urbano II pide realizar
una cruzada.
6. There was an outpouring of support for

the First Crusade./El apoyo para la
primera cruzada es abrumador.
7. F
our feudal Crusader states were formed, 8. Jerusalem remained under Muslim
each ruled by a European noble./Se
control, though unarmed Christian pilgrims
forman cuatro estados feudales cruzados,
could visit the citys holy places./Jerusaln
cada uno gobernado por un noble
permanece bajo el control musulmn,
europeo.
pero peregrinos cristianos desarmados
pueden visitar los lugares santos en la
ciudad.
9. In Spain, Isabella and Ferdinand used the
Inquisition to suppress heretics./En
Espaa, los reyes Isabel y Fernando
desatan la Inquisicin para reprimir a los
herejes.
10. European kings strengthened their own

power as a result of the Crusades./Los
reyes europeos aumentan su poder
como resultado de las cruzadas.
239
occidental
Section/Seccin 2
Changes in Medieval Society/

Cambios en la sociedad medieval
three-field system/sistema de tres campos Farmland divided into three
equal-sized fields, in which crops were rotated/Campos de cultivo divididos

entres partes donde se rotaban las cosechas
guild/gremio An organization working to get the best prices or working
conditions/Organizacin para obtener mejores precios o condiciones laborales

Commercial Revolution/Revolucin Comercial The expansion of trade and
changes in business practices/Expansin del comercio y cambios de prcticas

bancarias
burgher/burgus Merchant class person who lived in a town/Comerciante que
viva en un pueblo
vernacular/verncula Everyday language/Lengua diaria
Thomas Aquinas/Toms de Aquino Scholar who argued that the most basic
religious truths could be proved by sound reasoning/Acadmico que dijo que las
verdades de la religin pueden probarse por la lgica
scholastics/escolsticos Scholars who gathered and taught at universities/
Acadmicos que se reunan en universidades

In the last section, you read about the Crusades./En la seccin
anterior, leste acerca de las cruzadas.
In this section, you will read about the rise of towns and trade./En
esta seccin, leers acerca del desarrollo de pueblos y del comercio.
As You Read/Al leer

Use a diagram to identify changes in medieval society./Usa un
diagrama para identificar los cambios en la sociedad medieval.
240
A Growing Food Supply

(Page 387)/CRECE EL ABASTO DE
ALIMENTOS (Pgina 387)
Why did the food supply
increase?/Por qu aument el
abasto de alimentos?
The climate in Europe became
warmer between 800 and 1200. This
helped farming. Farmers also developed
better ways to produce crops. Horses
pulled plows and did twice the work of
oxen./La temperatura de Europa subi
entre los aos 800 y 1200. Esto ayud a
la agricultura. Por su parte, los
agricultores idearon mejores mtodos de
cultivo. Los caballos se usaban para el
arado y hacan el doble de trabajo que
los bueyes en el mismo tiempo.
Farmers also used a new method of
rotating the crops planted in an area.
They planted two-thirds of their fields,
leaving one-third unplanted. This threefield system helped farmers grow more
food./Tambin se aplic un nuevo
mtodo de rotar los cultivos sembrados
en un campo. Sembraban dos tercios de
los campos y dejaban un tercio sin
sembrar. Este sistema de tres campos
permiti cosechar ms alimentos.
1. Give three reasons why the food
supply increased./Da tres razones
por las cuales aument el abasto de
alimentos.

the guilds (Page 388)/LOS
GREMIOS (Pgina 388)
What were the guilds?/Qu eran los
gremios?
Changes in the way goods were
produced and sold happened in the
medieval period. Merchants banded
together in an organization called a
guild. A merchant guild worked to get

the best prices for their goods./Durante
la Edad Media cambi el modo en que
se hacan y vendan los productos. Los
comerciantes se unieron en una
organizacin llamada gremio. Su fin era
buscar los mejores precios para sus
productos.
Craft guilds were made up of groups
of workers who did the same job. These
included bakers, tailors, and
glassmakers. Members set standards and
prices for their products. They also
made rules for young people learning
the craft./Los gremios estaban
conformados por trabajadores
dedicados a un mismo oficio, como
panaderos, sastres y fabricantes de
vidrio. Los miembros establecan
normas y precios de productos, as como
las reglas para los jvenes que aprendan
el oficio.
2. What were the two kinds of guilds?/
Nombra dos tipos de gremios.

The Commercial Revolution
(Pages 389390)/LA REVOLUCIN
COMERCIAL (Pginas 389390)
Why did trade and finance
increase?/Por qu aumentaron el
comercio y las finanzas?
Along with the growth in the food
supply, trade and finance increased.
Craft workers began to make more
goods. These goods were traded all over
Europe. Towns held fairs each year.
There merchants sold cloth, food,
leather, and other wares./Junto con un
mayor abasto de alimentos, aumentaron
las finanzas y el comercio. Los artesanos
producan ms artculos que se
comerciaban en toda Europa. En los
241
pueblos se celebraban ferias anuales

donde los comerciantes vendan telas,
alimentos, cuero y otros productos.
With more trade, merchants needed
more cash. They needed new ways to get
cash and loans and to exchange different
types of money. The Church had rules
against charging a fee for loaning
money. Jews, who were outside the
Church, became the chief sources of
loans. Later, the Church relaxed its rules.
Then Christians began to form banks.
The expansion of trade and changes in
banking practices was called the
Commercial Revolution./Al aumentar el
comercio, los comerciantes necesitaron
ms dinero. Necesitaron ms formas de
obtener dinero y prstamos e
intercambiar distintos tipos de dinero.
Las reglas de la Iglesia prohiban cobrar
por prestar dinero. Los judos, que
estaban fuera de la Iglesia, eran los
principales prestamistas. Despus, la
Iglesia elimin esas reglas y los
cristianos formaron bancos. La
expansin del comercio y los cambios en
las prcticas bancarias se llam
Revolucin Comercial.
places, with narrow streets. Wooden

houses in the towns were fire
hazards./A principios del siglo 12, la
poblacin de Europa occidental
aument rpidamente. El comercio
prosperaba. Los pueblos crecieron y
cobraron mayor importancia. Los
pueblos eran sucios y de calles
estrechas. Las casas de madera se
incendiaban fcilmente.
Many peasants fled to the towns.
After living there a year and a day, they
became free. Other town dwellers,
known as burghers, organized
themselves. The burghers were of the
merchant class. They demanded more
rights for town dwellers./Muchos
campesinos se mudaron a los pueblos.
Tras vivir ah un ao y un da, adquiran
su libertad. Otros habitantes de los
puebloslos burguesesse organizaron.
Pertenecan a la clase de los
comerciantes. Exigieron ms derechos
para los habitantes.
4. Why did peasants move to the
towns?/Por qu los campesinos se
mudaron a los pueblos?

3. How did ways of doing business

change?/Cmo cambi la forma de
hacer negocios?

Urban Life Flourishes
(Pages 390391)/EL DESARROLLO
DE LA VIDA URBANA (Pginas
390391)
Why did towns grow larger?/Por qu
crecieron los pueblos?
In the early 1100s, the population of
western Europe grew quickly. Trade
was booming. Towns grew larger and
more important. Towns were dirty

The Revival of Learning
(Pages 391392)/EL
RENACIMIENTO DEL
CONOCIMIENTO (Pginas 391392)
Why did learning spread?/Por qu
se difundieron los conocimientos?
Growing trade and wealth helped lead
to a growing interest in education. New
centers of learning arose in Europe.
They were called universities./El
comercio y la riqueza estimularon el
inters en la educacin. Surgieron
nuevos centros de aprendizaje en
Europa: las universidades.
242
At this time, most writers were still

using Latin. However, some began to
use the vernacular. This was their native,
everyday language. Dante Alighieri
wrote The Divine Comedy in Italian.
Geoffrey Chaucer wrote The Canterbury
Tales in English. These writers brought
literature to many people./En esa poca,
la mayora de los escritores escriba en
latn. Pero varios escritores comenzaron
a usar la lengua verncula. sta era su
lengua de origen, que usaban todos los
das. Dante Alighieri escribi La divina
comedia en italiano. Geoffrey Chaucer
escribi Los cuentos de Canterbury en
ingls. As la literatura lleg a mucha
ms gente.
During the Crusades, contact with
Muslims helped increase learning.
Muslim scholars had preserved books
from ancient Rome and Greece. These
works then became available in Europe./
Durante las cruzadas, el contacto con
los musulmanes tambin estimul el
conocimiento. Los acadmicos
musulmanes conservaron libros de la
Roma y la Grecia antiguas, y ahora esas

obras circulaban en Europa.
Ancient writings influenced Christian
thinkers, such as Thomas Aquinas. He
reasoned that the most basic religious
truths could be proved by logic. Aquinas
and his fellow scholars met at the great
universities. They were known as
schoolmen, or scholastics./Los escritos
antiguos influyeron a pensadores
cristianos como Toms de Aquino, quien
afirm que las verdades religiosas ms
bsicas podan comprobarse por la
lgica. Aquino y sus compaeros
acadmicos se reunan en grandes
universidades. Se les llam hombres de
escuela o escolsticos.
5. How did the use of the vernacular
help spread learning?/Cmo ayud
a difundir el conocimiento la lengua
verncula?

243
As you read this section, make notes in the chart to explain the results
of each change or trend in medieval society./Al leer esta seccin, escribe
notas en el cuadro para explicar los resultados de cada cambio o
tendencia en la sociedad medieval.
1. Farmers began using a new type of
harness that fitted across a horses
chest./Los agricultores comenzaron a
usar un nuevo tipo de arns que se
colocaba sobre el pecho del caballo.
2. Using the three-field system, farmers
began to grow crops on two-thirds of
their land each year, rather than half./
Mediante el uso del sistema de tres
campos, se comenzaron a cultivar
cosechas en dos tercios de las tierras
cada ao, en vez de usar slo la mitad.
3. Merchant and craft guilds organize and
change ways to do business./Se
organizan gremios de comerciantes y
artesanos, y cambian el modo en que
se hacen y se venden los productos.
4. The Commercial Revolution changes
trade and banking practices./La Revolucin Comercial cambia el comercio y
las prcticas bancarias.
5. As trade blossomed and farming
methods improved, the population of
western Europe rose from around 30
million to about 42 million between
1000 and 1150./Con el comercio y los
nuevos mtodos agrcolas, la poblacin
de Europa occidental aument, de unos
30 millones a 42 millones, entre el ao
1000 y 1150.
6. As people left life on the manor for life
in towns, they challenged the traditional
ways of feudal society in which everyone had a place./Con el abandono de
los seoros para mudarse a las
ciudades, se desafi el sistema tradicional de la sociedad feudal en el que
todos tenan un lugar fijo.
7. Authors began writing in the vernacular./Los escritores comenzaron a
escribir en lengua verncula.
244
8. Growing trade and growing cities
brought a new interest in learning./El
crecimiento del comercio y de las
ciudades despert mayor inters por el
conocimiento.
9. Christian scholars from Europe visited
Muslim libraries in Spain, and Jewish
scholars translated Arabic copies of
Greek writings into Latin./Los acadmicos cristianos de Europa consultaron
las bibliotecas musulmanas en Espaa,
y los acadmicos judos tradujeron las
copias rabes de escritos griegos y
latinos.
245
occidental
Section/Seccin 3
England and France Develop/

Desarrollo de Inglaterra y Francia
William the Conqueror/Guillermo el Conquistador Duke of Normandy who
invaded England in 1066 and claimed the English crown/Duque de Normanda

que invadi Inglaterra en 1066 y exigi la corona inglesa
Henry II/Enrique II English king who added French lands to English holdings by
marrying Eleanor of Aquitaine/Rey ingls que aadi tierras francesas a

Inglaterra al casarse con Leonor de Aquitania
common law/ley comn A body of rulings by English judges/Conjunto de leyes
establecidas por jueces ingleses

Magna Carta/Carta Magna Great Charter, which guaranteed certain basic political
rights/Documento que garantiz derechos polticos bsicos

parliament/parlamento Body of representatives that makes laws for a nation/
Cuerpo de representantes que hace leyes para una nacin

Hugh Capet/Hugo Capeto Founder of the dynasty that ruled France from
9871328/Fundador de la dinasta que gobern a Francia del 987 a 1328

Philip II/Felipe II One of the most powerful Capetian kings/Uno de los reyes
Capeto ms poderosos
Estates General/Estados Generales A council of representatives that advise the
French king/Grupo de representantes que asesoraba al rey francs

In the last section, you read about the growth of towns and trade./
En la seccin anterior, leste acerca del crecimiento de los pueblos y
del comercio.
In this section, you will read about the development of France and
England./En esta seccin, leers acerca del desarrollo de Francia y
de Inglaterra.
As You Read/Al leer

Use a chart to identify major steps toward democratic government./
Usa un cuadro para identificar los pasos ms importantes hacia la
forma de gobierno democrtica.
246
England Absorbs Waves of

Invaders (Pages 393394)/
INGLATERRA ABSORBE OLAS DE
INVASORES (Pginas 393394)
Who invaded England?/Quin
invadi Inglaterra?
England was formed by the blending
of cultures. Danish Vikings invaded the
island in the 800s. Some Germanic
groups arrived there much earlier. Over
time, the Vikings and Anglo-Saxons
were united under one rule and
kingdom./Inglaterra se form con una
mezcla de culturas. Los vikingos daneses
invadieron la isla en el siglo 9. Mucho
antes llegaron grupos germanos,
llamados anglos y sajones. Con el
tiempo, vikingos, anglos y sajones se
unieron bajo un gobierno y un reino.
In 1066, King Edward died. A power
struggle followed. This led to one last
invasion. The invader was William the
Conqueror. He was the duke of
Normandy, a land in northern France.
He won control of England and
declared it his personal realm./En 1066,
el rey Eduardo muri. Sigui una lucha
de poder que provoc una ltima
invasin. El invasor fue Guillermo el
Conquistador. Era duque de
Normanda, una regin del norte de
Francia. Obtuvo el control y declar que
Inglaterra era su reino personal.
1. Who invaded England before the
William the Conqueror?/Quines
invadieron Inglaterra antes de
Guillermo el Conquistador?

Englands Evolving
Government (Pages 394395)/EL
GOBIERNO DE INGLATERRA
EVOLUCIONA (Pginas 394395)
What were some of Englands earliest
steps toward democracy?/Cules
fueron los pasos de Inglaterra hacia
la democracia?
Later English kings, descendants of
William, tried to hold and add to the
land they still had in France./Los reyes
siguientes, descendientes de Guillermo,
trataron de ampliar las tierras que an
tenan en Francia.
They also wanted to increase their
control over the government and the
Church in England./Tambin queran
aumentar su control del gobierno y de la
Iglesia de Inglaterra.
Henry II ruled from 1154 to 1189. He
was one of the strongest of Williams
descendants. He married Eleanor of
Aquitaine, who had been married to
King Louis VII of France. From this
marriage, Henry gained more territory
in France. In England, he began the
practice of trial by jury. Over the years,
the ruling of the English judges formed
a body of law called common law. These
laws form the basis of law in many
English-speaking countries./Enrique II
gobern de 1154 a 1189. Fue uno de los
descendientes ms poderosos de
Guillermo. Se cas con Leonor de
Aquitania, quien fue esposa del rey Luis
VII de Francia. Con este matrimonio,
Enrique II gan ms territorios de
Francia. Enrique II comenz la prctica
de los juicios con jurados en Inglaterra.
Con el paso de los aos, las reglas de los
jueces ingleses formaron un conjunto de
247
leyes llamadas ley comn. sa es la base

del derecho de muchos pases de habla
inglesa.
One of Henrys sons, King John, had
serious problems. He was a poor
military leader. His harsh rule caused
nobles to rebel against him. In 1215,
they forced John to sign an important
paper called the Magna Carta. It put
limits on the power of the king. The
document protected the power of nobles
only. Common people, though, said that
parts of the Magna Carta also applied
to them./Uno de los hijos de Enrique, el
rey Juan, tuvo serios problemas. Era un
mal dirigente militar. Su gobierno cruel
provoc una rebelin de nobles. En
1215, lo obligaron a firmar un
importante documento llamado la Carta
Magna. Este documento impona lmites
al poder del rey y protega el poder de
los nobles. Pero la gente comn pensaba
que partes de la Carta Magna tambin
se aplicaban a ellos.
Another step toward limiting the king
came in the 1200s. Edward I needed to
raise taxes for a war against the French.
He called a meeting of representatives
from all parts of England. It was called
a parliament. The purpose of this
meeting was to approve his tax plan. His
Model Parliament met in 1295. This was
the first time bishops, nobles, and
common people attended together./En el
siglo 13 se dio otro paso para limitar al
rey. Eduardo I necesitaba aumentar los
impuestos para una guerra contra
Francia. Organiz una reunin de
representantes de toda Inglaterra. Se le
llam parlamento. El propsito era
aprobar un plan de impuestos. Ese
parlamento modelo se reuni en 1295, y
por primera vez uni a obispos, nobles y
gente comn.
2. Why was the Magna Carta

important?/Por qu fue importante
la Carta Magna?

Capetian Dynasty Rules
France (Pages 396397)/LA
DINASTA CAPETO GOBIERNA EN
FRANCIA (Pginas 396397)
What was the Capetian
Dynasty?/Qu fue la dinasta
Capeto?
In France, a new dynasty of kings
came to power. They were called the
Capetians. They were named for the first
of these rulers, Hugh Capet, who had
been a duke from the middle of France.
This dynasty ruled from 987 to 1328./En
Francia, una nueva dinasta lleg al
poder. Eran los Capeto. Su nombre
viene del primero de sus gobernantes,
Hugo Capeto, que era duque de una
regin del centro de Francia. Esta
dinasta gobern del 987 a 1328.
France was split into 30 separate
small territories. Each was ruled by a
different lord. The kings held only a
small area centered in Paris. They tried
to gain control of all the land.
Gradually, the growth of royal power
would unite France./Francia estaba
dividida en 30 territorios pequeos, cada
uno gobernado por un seor. Los reyes
slo tenan una regin pequea
alrededor de Pars, que fueron
agrandando. Poco a poco, el poder real
creci y fue uniendo a Francia.
One of the most successful kings was
Philip II. He ruled from 1180 to 1223.
He tripled the lands under his control.
He also made a stronger central
248
government. This gave the king more

control over his lands and the people
who lived there./Uno de los reyes con
ms poder fue Felipe II. Gobern de
1180 a 1223. Triplic el territorio real y
form un gobierno central ms fuerte.
Esto dio al rey mayor control sobre sus
tierras y sbditos.
His grandson, Louis IX, ruled from
1226 to 1270. He carried on Philips
work. Louis set up royal courts. There,
people could appeal their lords
decisions. These courts increased the
kings power. In 1302, Philip IV called
for a meeting of representatives. Like
Edward I in England, Philip invited
common people. This meeting and the
council of representatives was called the
Estates General./Su nieto, Luis IX,
gobern de 1226 a 1270. Continu la

labor de Felipe II. Estableci tribunales
reales, donde la gente comn poda
apelar las decisiones de sus seores. Esos
tribunales aumentaron el poder del rey.
En 1302, Felipe IV convoc una reunin
de representantes. Al igual que Eduardo
I de Inglaterra, Felipe invit a la gente
comn. Ese grupo de representantes se
llam Estados Generales.
3. How did the kings of France gain
more control over their
subjects?/Cmo obtuvieron los
reyes franceses mayor control de
sussbditos?

249
As you read about the democratic traditions that evolved as England

and France developed into nations, answer questions about the time
line below./Al leer acerca de las tradiciones democrticas que surgieron
en Inglaterra y Francia al formarse como naciones, contesta las
preguntas acerca de la lnea cronolgica.
1066
The Battle of Hastings is

fought./Batalla de Hastings
1. How did this event affect the course of English

history?/De qu manera afect este
acontecimiento el curso de la historia inglesa?
1154
Henry II becomes ruler of

England./Enrique II sube al
trono de Inglaterra.
2. How did Henry II strengthen Englands legal

system?/De qu manera Enrique II fortaleci
el sistema legal de Inglaterra?
1204
Philip II of France regains

Normandy from the English./
FelipeII de Francia recupera
Normanda de los ingleses.
3. H
ow did Philip strengthen the central
government in France?/De qu manera
FelipeII fortaleci el gobierno central en
Francia?
1215
The Magna Carta is signed by

King John of England./El rey
Juan de Inglaterra firma la
Carta Magna.
4. Why is this document so important?/Por qu

este documento es tan importante?
1226
Louis IX becomes king of

France./Luis IX sube al trono
de Francia.
5. How did Louis strengthen the monarchy while

weakening feudal ties?/De qu manera Luis
IX fortaleci la monarqua y debilit los lazos
feudales?
1295
Model Parliament meets during

reign of Edward I of England./
El parlamento modelo se rene
durante el reinado de EduardoI
de Inglaterra.
6. How was this meeting a major step toward

democratic government?Por qu esta reunin
es un paso importante hacia el gobierno
democrtico?
250
occidental
Section/Seccin 4
The Hundred Years War and the

Plague/La Guerra de los Cien Aos
y la peste
Avignon/Avignon City in France where the pope moved temporarily/Ciudad de
Francia a la que se mud el papa

Great Schism/Cisma de Occidente Division in the Church created by having popes
in both Avignon and Rome/Divisin de la Iglesia creada porque haba papas

tanto en Avignon como en Roma
John Wycliffe/John Wycliffe English scholar who argued that the Bible was the
final authority for Christian life/Ingls que dijo que la Biblia era la mxima
autoridad para la enseanza del cristianismo
John Huss/Juan Hus Bohemian scholar who taught that the Bible was the final
authority for Christian life/Bohemio que dijo que la Biblia era la mxima
autoridad para la enseanza del cristianismo
bubonic plague/peste bubnica Deadly disease that spread across Asia and
Europe in the mid-14th century/Enfermedad mortal que se extendi por Asia y

Europa a mediados del siglo 14
Hundred Years War/Guerra de los Cien Aos War between England and France
waged from 1337 to 1453/Guerra entre Inglaterra y Francia de 1337 a 1453

Joan of Arc/Juana de Arco English peasant who led the French army to victory at
Orleans/Campesina francesa que condujo al ejrcito francs a la victoria en

Orlens
251

In the last section, you read about developments in the governments
of France and England./En la seccin anterior, leste acerca de
cambios en los gobiernos de Francia y de Inglaterra.
In this section, you will learn about the plague, religious conflict, and
war between England and France./En esta seccin, leers acerca de
la peste, los conflictos religiosos y la guerra entre Inglaterra y
Francia.
As You Read/Al leer

Use a chart to identify causes and effects of major events at the end
of the Middle Ages./Usa un cuadro para identificar las causas y los
efectos de los principales sucesos de fines de la Edad Media.
A Church Divided
(Pages 398399)/UNA IGLESIA
DIVIDIDA (Pginas 398399)
How was the Church divided?/Por
qu se dividi la Iglesia?
In 1300, the pope said he had
supreme authority over King Philip IV
of France. Philip would not obey him.
He held the pope prisoner. Philip
planned to put him on trial. The pope
was rescued but died soon after. The
king then forced the election of a
French cardinal as pope. In 1305, the
new pope moved to Avignon, a city in
France. There, the new pope was to lead
the Church. This action weakened the
Church./En el ao 1300, el papa dijo
que l tena suprema autoridad sobre el
rey Felipe IV de Francia. Felipe IV no lo
obedeci y lo hizo prisionero. Planeaba
someterlo a juicio. El papa fue rescatado
pero muri poco despus. El rey,
entonces, hizo elegir un cardenal francs
al papado. En 1305, el nuevo papa se
mud a Avignon, una ciudad francesa.
Ah, el nuevo papa conducira a la
Iglesia. Esta medida debilit a la Iglesia.
In 1378, the French pope at that time
died. An Italian was elected the next
pope. But the French elected their own

pope. Confusion resulted. Church
officials had two popes, one in France
and the other in Rome. This situation,
called the Great Schism, lasted 39 years./
En 1378 muri el papa y se eligi un
papa italiano. Pero los franceses
eligieron a su propio papa. Esto cre
confusin. La Iglesia tena dos papas:
uno en Francia, el otro en Roma. Esta
situacin se llam Cisma de Occidente y
dur 39 aos.
At the same time, the popes authority
was challenged. The English scholar
John Wycliffe and the Bohemian John
Huss argued that the Bible, not the pope,
was the final authority for Christian
teaching./Al mismo tiempo, la autoridad
del papa fue desafiada. El acadmico
ingls John Wycliffe y el bohemio Juan
Hus dijeron que la Biblia, no el papa,
era la mxima autoridad en las
enseanzas del cristianismo.
1. What created the Great Schism?/Qu
provoc el Cisma de Occidente?

252
The Bubonic Plague Strikes

(Pages 399401)/BROTA LA PESTE
BUBNICA (Pginas 399401)
What happened when the plague
struck?/Qu sucedi cuando brot
la peste?
People of the late 1300s experienced
an even greater shock than the schism in
the Church. A deadly diseasethe
bubonic plaguestruck. It swept across
Europe. The plague started in 1347. It
lasted for decades. Millions of people
died. The disease wiped out about onethird of Europes population./A fines del
siglo 14, Europa experiment algo
mucho peor que el cisma de la Iglesia. La
peste bubnica, una enfermedad mortal,
se extendi por toda Europa. La peste
comenz en 1347, dur dcadas y mat a
millones de personas. Acab con cerca de
un tercio de la poblacin europea.
The plague affected Europes
economy. Trade declined, and prices
rose. Towns became smaller. Fewer
people meant fewer workers. Peasants
demanded wages or their freedom.
When nobles resisted these demands,
peasants often revolted./La peste afect
la economa europea. El comercio
disminuy y los precios aumentaron.
Los pueblos se redujeron. La
disminucin de la poblacin signific
disminucin de trabajadores. Los
campesinos exigieron salarios o libertad.
Los nobles se resistieron a estas
demandas. Entonces los campesinos se
rebelaron.
The Church lost prestige because it
could not stop the plague. Jews were
persecuted all over Europe. The plague
helped bring an end to the Middle
Ages./La Iglesia perdi prestigio porque
no pudo detener la peste. Se persigui a
los judos en toda Europa. La peste fue
uno de los factores que llevaron al fin de
la Edad Media.
2. Name three effects of the plague./

Enumera tres efectos de la peste.

The Hundred Years War
(Pages 401403)/LA GUERRA DE
LOS CIEN AOS (Pginas 401403)
Why was the Hundred Years War
fought?/Cul fue la causa de la
Guerra de los Cien Aos?
A century-long war also helped bring
the Middle Ages to an end. The last
Capetian king of France died in 1328.
He left no heirs. Edward III of England
claimed the throne. In 1337, he began a
war to win control of France. This
conflict is known as the Hundred Years
War./Otro factor que termin con la
Edad Media fue una guerra que dur un
siglo. El ltimo rey Capeto de Francia
muri en 1328 sin dejar herederos.
Eduardo III de Inglaterra exigi el
trono. En 1337, comenz una guerra
para apoderarse de Francia. Este
conflicto se conoci como la Guerra de
los Cien Aos.
English forces won three important
battles. At one, their archers used
longbows. These weapons launched
arrows that killed one-third of the
French troopseven armored knights./
Las fuerzas inglesas ganaron tres
batallas importantes. En una, los
arqueros usaron arcos largos. Estas
armas lanzaban flechas que liquidaron a
un tercio de las tropas francesas. Incluso
penetraban las armaduras de los
caballeros.
By 1429, France was desperate. The
French army held the town of Orleans.
But England was about to capture it.
253
Ateenage peasant girl named Joan of

Arc arrived on the scene. She led the
army of France to victory. Then the
French crowned a new king, Charles
VII. Later, Joan was captured in battle
by allies of the English. She was turned
over to Church authorities. She was
tried as a witch and burned at the stake./
En 1429, Francia estaba desesperada. El
ejrcito francs tena el pueblo de
Orlens, pero Inglaterra estaba a punto
de capturarlo. Una joven llamada Juana
de Arco capitane el ejrcito francs a la
victoria. Despus, los franceses
coronaron a un nuevo rey, Carlos VII.
Ms tarde, aliados de los ingleses
capturaron a Juana de Arco. Fue
entregada a la Iglesia, juzgada como
bruja y quemada en la hoguera.
The Hundred Years War finally
ended in 1453. Most of the fighting took
place in France. The war brought France
much suffering. However, the war
produced a strong national feeling in

both England and France. It provided
the sense that the king was not just a
feudal lord. He was also the leader of a
nation./La Guerra de los Cien Aos por
fin termin en 1453. La mayor parte de
la lucha se realiz en Francia. La guerra
provoc mucho sufrimiento en Francia.
Pero tanto en Inglaterra como en
Francia gener sentimientos
nacionalistas muy fuertes y conciencia
de que el rey no era slo un seor
feudal. Era el dirigente de la nacin.
3. What role did Joan of Arc play in
the Hundred Years War?/Qu papel
desempe Juana de Arco en la
Guerra de los Cien Aos?

254
As you read this section, take notes to answer the questions about three
events that led to the end of medieval society./Al leer esta seccin, toma
notas para contestar las preguntas acerca de tres acontecimientos que
provocaron el fin de la sociedad feudal.
Factor 1: The Great Schism/Factor 1: El Gran Cisma
1. When and how did the
Great Schism begin?/
Cundo y cmo
comenz el Gran Cisma?
2. When and how was the

Great Schism resolved?/
Cundo y cmo se
resolvi el Gran Cisma?
3. How did the Great

Schism affect medieval
life?/Cmo afect el
Gran Cisma a la vida
medieval?
Factor 2: The Bubonic Plague/Factor 2: La peste bubnica

4. Were did the plague
begin and how did it
spread?/Dnde
comenz la peste y
cmose difundi?
5. What were some esconomic 6. How did the plague affect

effects of the plague?/
the Church?/Cmo
Cules fueron los efectos
afect la peste a la
econmicos de la peste?
Iglesia?
Factor 3: The Hundred Yeara War/Factor 3: La Guerra de los Cien Aos

7. What was the primary
8. What was the outcome of
reason for the war?/Cul
the war?/Cul fue el
fue la principal causa de
resultado de la guerra?
la guerra?
9. How did the war affect

medieval society?/De
qu manera la guerra
afect a la sociedad
medieval?
255
Societies and Empires of Africa/Sociedades e imperios de frica

Section/Seccin 1
North and Central African Societies/

Sociedades de frica del norte y
central
lineage/linaje Group of people descended from a common ancestor/Grupo de
personas que descienden de un antepasado comn

stateless societies/sociedades sin estado Societies without central governments/
Sociedades sin gobierno central

patrilineal/patrilineal Tracing ancestry though the father/Que se transmite por el
padre
matrilineal/matrilineal Tracing ancestry though the mother/Que se transmite por la
madre
Maghrib/Magreb Part of North Africa that is today the Mediterranean coast of
Morocco/Parte de frica del norte que hoy es la costa mediterrnea de

Marruecos
Almoravids/almorvides Islamic group that established an empire in North Africa
and southern Spain during the 11th century/Grupo islmico que estableci un
imperio en frica del norte y el sur de Espaa en el siglo 11
Almohads/almohades Islamic group that overthrew the Almoravids in the
12thcentury/Grupo islmico que derroc a los almorvides en el siglo 12

In the last section, you read about disasters in Europe during the
1300s./En la seccin anterior, leste acerca de desastres en Europa
durante el siglo 14.
In this section, you will read about various societies that arose in
North and Central Africa./En esta seccin, aprenders sobre varias
sociedades que surgieron en frica central y del norte.
As You Read/Al leer

Use a web diagram to list characteristics of stateless societies./Usa
un diagrama en red para hacer una lista de las caractersticas de las
sociedades sin estado.
256
Hunting-Gathering Societies
(Page 409)/SOCIEDADES DE
CAZADORES Y RECOLECTORES
(Pgina 409)
What is life like for hunter-gatherers?/
Cmo es la vida para los cazadoresrecolectores?
People in early African societies
depended on hunting and gathering for
their food supply. Some societies, such as
the Efe, still use these methods today.
The Efe live in central Africa. They live
in groups of around 50 people. All
members of the groups are related to one
another. Each family has its own shelter.
It is made of grass and brush. The Efe
move often in search for food. That is
why they keep few belongings./Las
primeras sociedades africanas obtenan
sus alimentos por medio de la caza y la
recoleccin. Algunas sociedades, como la
efe, an usan esos mtodos. Los efe viven
en frica central en grupos de cerca de
50 personas. Todos los miembros de los
grupos estn emparentados. Cada
familia tiene su propia vivienda de paja y
cerdas. Los efe se mudan frecuentemente
en busca de alimentos. Por eso tienen
pocas pertenencias.
Women gather plant foods. They look
for roots, yams, mushrooms, and wild
seeds. These are found in the forest. Men
and older boys hunt animals. Sometimes
they form groups to hunt. At other
times, a hunter goes alone. He uses a
poison-tipped arrow as a weapon. The
Efe also collect honey./Las mujeres
recolectan plantas en el bosque: races,
camotes, hongos y semillas. Los
hombres y los jvenes cazan animales.
Aveces forman grupos para cazar.
Otras veces van solos. Como arma
llevan flechas con la punta envenenada.
Los efe tambin juntan miel.
An older male leads the group. But he
does not give orders or act like a chief.
Each family makes its own decisions.

Families, though, do ask the leader for
his advice./Un anciano dirige el grupo
sin dar rdenes. Cada familia toma sus
propias decisiones, pero le pide consejo.
1. How do the Efe get food?/Cmo
obtienen los efe sus alimentos?

Stateless Societies
(Page 410)/SOCIEDADES SIN
ESTADO (Pgina 410)
What are stateless societies?/Qu
son las sociedades sin estado?
Family organization is important in
African society. In many African
societies, families form groups called
lineages. Members of a lineage believe
that they are all descended from a
common ancestor. Lineage also includes
relatives of the future. These are the
children who are not yet born./La
organizacin familiar es importante en
la sociedad africana. En muchas
sociedades africanas las familias forman
grupos llamados linajes. Los miembros
de un linaje descienden de un
antepasado comn. En los linajes
tambin se incluyen los familiares del
futuro, es decir, los que no han nacido
todava.
Lineage groups sometimes take the
place of rulers. They do not have central
governments. Such societies are called
stateless societies. Power in these
societies is spread among more than one
lineage. This prevents any one family
from having too much control and
power./La sociedad de grupos de linaje a
veces no tiene gobierno central. Esas
sociedades se llaman sociedades sin
257
estado. El poder se comparte entre ms

de un linaje. Esto evita el dominio de
una sola familia.
The Igbo people are from southern
Nigeria. They first began living in a
stateless society in the 800s. Sometimes
there were disagreements within an Igbo
village. Then the older members from
different villages would meet. Together
they would solve the problem./Los ibo
son un pueblo del sur de Nigeria. Este
pueblo form una sociedad sin estado
en el siglo 9. Cuando surgan diferencias
en una aldea ibo, los miembros mayores
de todas las aldeas cercanas se reunan y
buscaban una solucin al problema.
In patrilineal societies, lineages are
traced through fathers. In matrilineal
societies, lineages are traced through
mothers./En las sociedades patrilineales,
el linaje se transmite por el padre. En las
sociedades matrilineales, se transmite
por la madre.
In some societies, children of similar
ages belong to groups called age sets. All
members of the age set take part in
ceremonies. These rites mark the
movement from one stage of life to the
next. Men and women have different life
stages./En algunas sociedades, los nios
de edades similares pertenecen a grupos
de edades. Todos los miembros de un
grupo participan en ciertas ceremonias
que marcan el paso de una etapa de la
vida a la siguiente. Los hombres y las
mujeres tienen etapas diferentes.
2. How does lineage help balance the
power in some stateless societies?/
Cmo el linaje equilibra el poder en
las sociedades sin estado?

Muslim States (Pages 410412)/

ESTADOS MUSULMANES (Pginas
410412)
How did Islam spread in North
Africa?/Cmo se difundi el islam
en frica del norte?
Islam was an important influence on
African history. Muslims came to
northwest Africa in the 600s. By 670,
Muslims ruled Egypt. They entered the
Maghrib, a part of North Africa. This
area today is the Mediterranean coast of
Libya, Morocco, Tunisia, and Algeria./
El islam fue una importante influencia
en la historia africana. Los musulmanes
llegaron al noroeste de frica en el
siglo 7. En el 670, gobernaban Egipto.
Entraron por el Magreb, una parte de
frica del norte. Hoy, esta regin es la
costa mediterrnea de Libia, Marruecos,
Tunicia y Argelia.
In their new states, the Muslims set up
theocracies. In them, the ruler served as
both political and religious leader. The
Islamic tradition of obeying the law was
important. It helped promote order in
the government. The common influence
of Islamic law also set up ties between
the different North African states./En
sus nuevos estados, los musulmanes
establecieron teocracias. En una
teocracia el gobernante es dirigente
poltico y religioso. La tradicin
islmica de obedecer la ley ayud a
fortalecer el orden del gobierno. La
influencia comn de la ley islmica
estableci vnculos entre los distintos
estados de frica del norte.
The Berbers were a group of North
Africans. They converted to Islam. In
the 11th century, a group of Berbers
devoted themselves to spreading Islam.
They were called the Almoravids. They
had many conquests. They conquered
modern Morocco, the empire of Ghana,
and parts of Spain./Los bereberes eran
258
un grupo de africanos del norte. Se

convirtieron al islam. En el siglo 11, un
grupo de bereberes se dedic a difundir
el islam. Eran los almorvides. Hicieron
muchas conquistas. Conquistaron el
actual Marruecos, el imperio de Ghana
y regiones de Espaa.
The Almohads were another group of
Berbers. They overthrew the Almoravids
in the 1100s. The Almohads also
captured Morocco and then Spain.
Their empire reached east to the cities of
Tripoli and Tunis. This empire lasted
about 100 years. Then it broke up into
smaller states./Los almohades fueron
otro grupo de bereberes. Derrocaron a
los almorvides en el siglo 12. Los

almohades tambin capturaron
Marruecos, y despus Espaa. Su
imperio lleg hasta las ciudades de
Trpoli y Tnez. Este imperio dur unos
cien aos. Despus se dividi en estados
pequeos.
3. Who were the Berbers?/Quines
fueron los bereberes?

259
As you read this section, take notes to answer questions about three
types of societies that developed in the various topographical regions
of Africa./Al leer esta seccin, toma notas para contestar las preguntas
acerca de tres tipos de sociedades que florecieron en las distintas
regiones topogrficas de frica.
Hunting-gathering societies formed close-knit family groups./Las sociedades de
cazadores-recolectores formaron grupos familiares con estrechos lazos.
1. What are some characteristics of a
hunting-gathering society?/Cules son
algunas caractersticas de la sociedad de
cazadores-recolectores?
2. Why are written laws not necessary in

these societies?/Por qu no son
necesarias las leyes escritas en estas
sociedades?
Stateless societies, which existed near the coast, were based on extended family
ties./Las sociedades sin estado que existan cerca de la costa se basaban en
familias extensas.
stateless society?/Cules son algunas
caractersticas de la sociedad sin estado?
4. What are some advantages of an age-set

system?/Cules son las ventajas de un
sistema basado en la edad?
Muslim societies developed in North Africa./Surgen sociedades musulmanas en el

norte de frica.
Muslim theocracy?/Cules son algunas
caractersticas de la teocracia
musulmana?
6. How did Muslim law affect individual

Islamic states?/Cmo afect la ley
musulmana a los estados islmicos?
260

Section/Seccin 2
West African Civilizations/

Civilizaciones de frica del oeste
Ghana/Ghana West African empire that grew rich from trade/Imperio de frica
del oeste que se enriqueci con el comercio

Mali/Mal West African empire that grew rich from trade/Imperio de frica del
oeste que se enriqueci con el comercio

Sundiata/Sundiata Founder and first emperor of the kingdom of Mali/Fundador
y primer emperador del reino de Mal

Mansa Musa/Mansa Musa Mali ruler who created a large kingdom and adopted
Islam/Gobernante de Mal que adopt el islam

Ibn Battuta/Ibn Battuta 14th century traveler who visited most of the Islamic
world/Viajero que visit el mundo islmico en el siglo 14

Songhai/Songhai West African empire that conquered Mali/Imperio de frica del
oeste que conquist Mal

Hausa/hausa West African people who lived in several city-states of what is now
northern Nigeria/Pueblo de frica del oeste que vivi en varias ciudades estado
del actual norte de Nigeria
Yoruba/yoruba West African people who formed several kingdoms in what is now
Benin/Pueblo de frica del oeste que form reinos en el actual Benin

Benin/Benin Kingdom that arose near the Niger River delta and became a major
West African state/Reino cerca del delta del ro Nger e importante estado de
frica del oeste.

In the last section, you read about societies in North and Central
Africa./En la seccin anterior, leste acerca de las sociedades de
frica central y del norte.
In this section, you will read about kingdoms in West Africa./En esta
seccin, leers sobre los reinos de frica del oeste.
As You Read/Al leer

Use a Venn diagram to compare and contrast information about the
Mali and Songhai empires./Usa un diagrama de Venn para comparar
y contrastar informacin acerca de los imperios de Mal y Songhai.
261
Empire of Ghana
(Pages 413415)/EL IMPERIO DE
GHANA (Pginas 413415)
How did the kingdom of Ghana
arise?/Cmo surgi el reino de
Ghana?
Traders crossed the Sahara Desert of
North Africa as early as a.d. 200. The
desert was harsh. This limited trade.
Then the Berbers began using camels.
Trade increased./Los comerciantes
atravesaron el desierto del Sahara en
frica del norte desde el 200 d.C. El
desierto era brutal y eso limit el
comercio. Despus, los bereberes
comenzaron a viajar en camellos.
El comercio aument.
By the 700s, the rulers of the kingdom
of Ghana were growing rich. They taxed
the goods that traders carried through
their land. The two most important
trade goods were gold and salt. Gold
was taken from mines and streams in the
western and southern parts of West
Africa. It was traded for salt from the
Sahara region. Arab traders also
brought cloth and manufactured goods.
These came from cities on the
Mediterranean Sea./Hacia el siglo 8, los
gobernantes del reino de Ghana se
enriquecieron cobrando impuestos a los
comerciantes que cruzaban sus tierras.
Los productos comerciales ms
importantes eran oro y sal. El oro se
obtena de las minas y los ros del oeste
y sur de frica del oeste. Se cambiaba
por sal en la regin del Sahara. Los
comerciantes rabes tambin llevaban
telas y productos manufacturados de
ciudades del mar Mediterrneo.
The king of Ghana was powerful.
Only the king could own gold nuggets.
He was the religious, military, and
political leader. By the year 800, Ghana
had become an empire. It controlled the
people of nearby lands./El rey de Ghana
era poderoso y slo l poda poseer

pepitas de oro. Era el dirigente religioso,
militar y poltico. En el 800, Ghana era
un imperio y controlaba las tierras
cercanas.
Over time, Muslim merchants and
traders brought their religion to Ghana.
By the 1000s, the kings converted to
Islam. Many common people in the
empire, though, kept their traditional
beliefs. Later, Ghana fell to the
Almoravids of North Africa. Ghana
never regained its former power./Con el
tiempo, los comerciantes musulmanes
llevaron su religin a Ghana. En el 1000,
los reyes se convirtieron al islam pero
mucha gente comn mantena sus
creencias tradicionales. Despus, Ghana
cay ante los almorvides de frica del
norte y jams recuper su antiguo
poder.
1. What goods were traded in
Ghana?/Qu productos se
comerciaban en Ghana?

Empire of Mali (Pages 415417)/
EL IMPERIO DE MAL (Pginas
415417)
How did Mali rise to power?/Cmo
adquiri poder Mal?
By 1235, a new kingdom began
Mali. It arose south of Ghana. Malis
wealth and power were also based on
the gold trade. Sundiata became Malis
first emperor. He was a great military
and political leader./En 1235 comenz
un nuevo reino: Mal. Surgi al sur de
Ghana. La riqueza y el poder de Mal
tambin se basaron en el comercio de
oro. Sundiata fue el primer emperador
de Mal. Fue un gran dirigente militar y
poltico.
262
Later Mali rulers adopted Islam. One

of them was Mansa Musa. He made
Mali twice the size of the old empire of
Ghana. To rule this large empire, he
named governors to head several
provinces. Mansa Musa was a devoted
Muslim. He built mosques in two cities.
One was Timbuktu. It became a leading
center of Muslim learning./Los
gobernantes de Mal adoptaron el islam
despus. Uno fue Mansa Musa. Logr
que Mal duplicara la extensin del
antiguo imperio de Ghana. Para
gobernar ese extenso imperio, nombr
gobernadores de provincias. Mansa
Musa fue un musulmn devoto.
Construy mezquitas en dos ciudades.
Una fue Timbukt, que lleg a ser el
principal centro de conocimientos
musulmn.
Ibn Battuta was a later traveler to the
area. He described how peaceful Mali
was. Mali, though, declined in the 1400s.
Mali was replaced by another empire
that grew wealthy from gold./Ibn Battuta
fue un viajero que lleg posteriormente
a la regin. Describi lo pacfico que era
Mal. Pero Mal declin hacia el siglo
15. Fue sustituido por otro imperio que
se enriqueci debido al oro.
2. What did Mansa Musa
achieve?/Qu logr Mansa Musa?
gained control of new areas. His

conquests included the city of
Timbuktu./El siguiente imperio
comercial fue Songhai. Estaba al este de
Mal. Songhai surgi en el siglo 15.
Tuvo dos grandes gobernantes. Uno fue
Sunni Al. Conquist nuevas tierras.
Una de sus conquistas fue la ciudad de
Timbukt.
Songhais other great ruler was Askia
Muhammad. He was a devoted Muslim.
He ran the government well./El otro
gran gobernante de Songhai fue Askia
Mohamed, un devoto musulmn.
Gobern muy bien.
The Songhai Empire fell, however. Its
army lacked modern weapons. In 1591,
Moroccan troops used gunpowder and
cannons to beat Songhai soldiers. They
had only swords and spears. This defeat
ended the period when empires ruled
West Africa./Pero el imperio Songhai
cay. Su ejrcito careca de armas
modernas. En 1591, tropas de
Marruecos, con plvora y caones,
derrotaron a los soldados de Songhai,
que slo tenan espadas y lanzas. Esta
derrota termin con el perodo de
imperios en frica del oeste.
3. Why did Songhai fall?/Por qu cay
Songhai?

Empire of Songhai (Page 417)/
EL IMPERIO DE SONGHAI
(Pgina417)
How did Songhai arise?/Cmo
surgi Songhai?
The next trading empire was Songhai.
It was farther to the east than Mali.
Songhai arose in the1400s. It had two
great rulers. One was Sunni Ali. He
Other Peoples of West

Africa (Pages 417419)/OTROS
PUEBLOS DE FRICA DEL OESTE
(Pginas 417419)
What other states and kingdoms
arose?/Qu otros estados y reinos
surgieron?
In other parts of West Africa, citystates developed. The Hausa people
lived in the region that is now northern
263
Nigeria. Their city-states first arose

between the years 1000 and 1200. The
Hausa rulers depended on farmers
crops. They also relied on trade goods.
These included salt, grain, and cotton
cloth./En otras partes de frica del
oeste surgieron ciudades estado. El
pueblo hausa vivi en la regin del
actual norte de Nigeria. Sus primeras
ciudades estado surgieron entre los aos
1000 y 1200. La economa se basaba en
la agricultura y en el comercio de sal,
granos y tela de algodn.
The Yoruba people also first lived in
city-states. These were located in what is
now Benin and southwestern Nigeria.
Over time, some of the small Yoruba
communities joined together. Many
Yoruba kingdoms were formed. Yoruba
people believed their kings were gods./Al
principio, el pueblo yoruba tambin
vivi en ciudades estado en el actual
Benin y en el suroeste de Nigeria. Con el
tiempo, se unieron pequeas
comunidades y se formaron muchos
reinos yoruba. Los yoruba crean que
sus reyes eran dioses.
The kingdom of Benin arose in the
1200s. It was located near the delta of
the Niger River. In the 1400s, a ruler
named Ewuare led Benin. He made the
kingdom more powerful. During his
reign, Benin became a major West

African state. He strengthened Benin
City, his capital. High walls surrounded
the city. The huge palace contained
many works of art./El reino de Benin
surgi en el siglo 13 cerca del delta del
ro Nger. En el siglo 15 tuvo un
gobernante llamado Ewuare, quien
aument el poder del reino. Durante su
gobierno, Benin lleg a ser el principal
estado de frica del oeste. Fortaleci la
ciudad de Benin, su capital, con altas
murallas. El enorme palacio contena
muchas obras de arte.
In the 1480s, trading ships from
Portugal came. They sailed into a major
port of Benin. Their arrival was historic.
It marked the start of a long period of
European involvement in Africa./Hacia
1480 llegaron barcos comerciales de
Portugal. Navegaron hasta el principal
puerto de Benin. Su llegada fue
histrica. Marc el inicio de un largo
perodo de intervencin europea en
frica.
4. What was important about
Benin?/Por qu fue importante
Benin?

264
As you read about the empires and states that arose in West Africa,
briefly note the causes or effects (depending on which is missing) of
each situation./Al leer acerca de los imperios y estados que surgieron en
frica del oeste, anota brevemente las causas o efectos (dependiendo
de los faltantes) de cada situacin.
Causes/Causas
Effects/Efectos
1. B
erbers discovered that camels could cover
greater distances than other pack animals
and could travel up to ten days without
water./Los bereberes descubrieron que los
camellos podan cubrir mayores distancias
que otros animales de carga y que podan
viajar hasta diez das sin agua.
2. The Muslim Almoravids disrupted the goldsalt trade that Ghana had controlled./Los
almorvides musulmanes interrumpieron el
comercio de oro-sal que Ghana haba
controlado.
3.
The people of Mali, who

lived in the region of the
new trade routes, were able
to seize power./El pueblo
de Mal, que viva en la
regin de nuevas rutas
comerciales, pudo tomar el
poder.
The empire of Mali
weakened./El imperio de
Mal se debilit.
Moroccan troops quickly
defeated the Songhai
warriors./Las tropas de
Marruecos derrotaron
rpidamente a los
guerreros songhai.
4.
5.
6. The city-states of Kano and Katsina were

located along the route that linked other West
African states with the Mediterranean./Las
ciudades estado de Kano y Katsina se
localizaban a lo largo de la ruta que una a otros
estados de frica del oeste con el Mediterrneo.
7. The largest Yoruba kingdoms produced surplus
food, which was sent to cities./Los reinos
yoruba ms importantes producan excedente
de alimentos, que era enviado a otras ciudades.
265

Section/Seccin 3
Eastern City-States and Southern

Empires/Ciudades estado del este e
imperios del sur
Swahili/swahili Language that is a blend of Arabic and Bantu/Idioma mezcla de
rabe y bant
Great Zimbabwe/Gran Zimbabwe City that grew into an empire built on the gold
trade/Ciudad que lleg a ser imperio por el comercio del oro

Mutapa/mutapa Southern African empire established by the leader Mutota/
Imperio de frica del sur establecido por el gobernante Mutota

In the last section, you read about West African kingdoms and
states./En la seccin anterior, leste acerca de los reinos y estados de
frica del oeste.
In this section, you will read about East African city-states and
southern African empires./En esta seccin, leers sobre las ciudades
estado de frica del este y sobre los imperios de frica del sur.
As You Read/Al leer

Use a chart to explain one example of cultural interaction resulting
from trade./Usa un cuadro para explicar un ejemplo de la
interaccin cultural derivada del comercio.
266
East Coast Trade Cities

(Pages 422424)/CIUDADES
COMERCIALES DE LA COSTA ESTE
(Pginas 422424)
What cultures blended in East
Africa?/Qu culturas se mezclaron
en frica del este?
The east coast of Africa became a
region where cultures blended. Africans
speaking Bantu languages moved to this
area from central Africa. Muslim Arab
and Persian traders settled in port cities
along the coast. A new blended
language formed. It was called Swahili./
La costa este de frica fue una regin
donde se mezclaron varias culturas. Los
africanos que hablaban idiomas bant
se mudaron a esta regin desde frica
central. Los comerciantes rabes
musulmanes y persas se establecieron en
ciudades portuarias de la costa. Se
form un nuevo idioma: el swahili.
Arab traders sold porcelain bowls
from China. They sold jewels and cotton
cloth from India. They bought ivory,
gold, and other African goods. The
traders took these goods back to Asia.
By 1300, trade was thriving in over
35cities on the coast. Some cities also
manufactured products for trade. These
goods included woven cloth and iron
tools./Los comerciantes rabes vendan
vasijas chinas de porcelana, y joyas y
telas de algodn de India. Compraban
marfil, oro y otros productos africanos.
Los comerciantes llevaban esos
productos a Asia. Hacia 1300, el
comercio era muy prspero en ms de
35ciudades de la costa. Algunas
ciudades tambin manufacturaban
productos para el comercio, como tela
yherramientas de hierro.
Kilwa was one of the richest trading
ports. It was located far to the south.
Trade goods from southern lands passed
through Kilwa./Kilwa era uno de los
puertos comerciales ms ricos.

Se localizaba en el sur. Los productos
comerciales de las tierras del sur
pasaban por Kilwa.
In 1497, though, the situation
changed. Ships arrived on the east coast
of Africa from Portugal. Portuguese
sailors were looking for a route to India.
They wanted to join in the trade for
spices and other goods desired in
Europe. Soon the Portuguese attacked
Kilwa. They also attacked other trading
centers along the East African coast./
Pero, en 1497, la situacin cambi.
Llegaron barcos portugueses a la costa
este de frica. Los navegantes
portugueses buscaban una ruta para
viajar a India. Queran participar en el
comercio de especias y otros productos
apreciados en Europa. Atacaron Kilwa
y otros puertos.
For the next two centuries, the
Portuguese remained a powerful force in
the region./Durante los siguientes dos
siglos, los portugueses fueron una
poderosa fuerza en la regin.
1. Why did Kilwa become an
important center of trade?/Por qu
Kilwa fue un importante centro
comercial?

Islamic Influences
(Pages 424425)/INFLUENCIAS
ISLMICAS (Pginas 424425)
How did Muslim traders influence
East Africa?/Qu influencia
ejercieron los comerciantes
musulmanes?
On the east coast of Africa, contact
with Muslim traders grew. This resulted in
the spread of Islam. A sultan, or governor,
ruled each city. Most government officials
267
and wealthy merchants were Muslims. As

in West Africa, though, most common
people kept their traditional beliefs./En la
costa este de frica, aument el contacto
con comerciantes musulmanes. Esto
provoc la difusin del islam. Un sultn,
o gobernador, rega en cada ciudad. La
mayora de los funcionarios
gubernamentales y comerciantes ricos eran
musulmanes. Pero, al igual que en frica
del oeste, la mayora de la gente comn
mantena sus creencias tradicionales.
Muslim traders also sold slaves from
the East African coast. These slaves
were brought to markets in areas such as
Arabia and Persia. Some slaves did
household tasks. Other were sent to
India to be soldiers. This slave trade was
still small. Only about 1,000 slaves a
year were traded. The later Europeanrun slave trade was much larger./Los
musulmanes tambin vendan esclavos
de la costa este de frica en Arabia y
Persia. Unos hacan tareas domsticas.
Otros eran enviados a India para ser
soldados. Este mercado de esclavos era
pequeo, de unas mil personas al ao.
El comercio europeo de esclavos
posterior fue mucho mayor.
2. Describe the Muslim slave trade./
Describe el mercado musulmn de
esclavos.

grew crops in their rich land. They also

raised cattle. Their city, Great
Zimbabwe, linked the gold fields inland
with the trading cities on the coast.
From the 1200s through the 1400s, the
city controlled this trade. The city grew
wealthy./En frica del sur surgi una
gran ciudad estado durante el siglo 11.
El pueblo shona cultivaba tierras muy
frtiles. Tambin criaba ganado. Su
ciudad, Gran Zimbabwe, conectaba los
campos de oro del interior con las
ciudades comerciales de la costa. Del
siglo 13 al 15, la ciudad control ese
comercio y se enriqueci.
Around 1450, though, the people left
the city. No one knows why. One
explanation is that overuse had
destroyed the grasslands, soil, and
timber. About 60 acres of ruins remain.
The ruins include stone buildings.
A high wall carved with figures of birds
also still stands./Pero hacia 1450, la
ciudad qued abandonada. Nadie
conoce las razones. Una explicacin es
que la sobreexplotacin destruy los
pastizales, la tierra y la madera. Hoy
quedan cerca de 60 acres de ruinas de
edificios de piedra. Un muro alto con
figuras de aves talladas permanece en
pie.
3. What happened to Great Zimbabwe
around 1450?/Qu le sucedi a
Gran Zimbabwe hacia 1450?

Southern Africa and Great
Zimbabwe (Pages 425426)/
FRICA DEL SUR Y GRAN
ZIMBABWE (Pginas 425426)
What empires arose in southern
Africa?/Qu imperios surgieron en
frica del sur?
In southern Africa, a great city-state
arose in the1000s. The Shona people

The Mutapa Empire (Page 427)/
EL IMPERIO MUTAPA (Pgina 427)
Who founded the Mutapa
empire?/Quin fund el imperio
mutapa?
The Mutapa Empire followed. It
began around 1420. A man named
268
Mutota left the area. He moved farther

north looking for salt. Mutota and his
successors took control of a large area.
It was almost all of the land of the
modern Zimbabwe. This empire gained
wealth from its gold. The rulers forced
the conquered to mine the gold. The
southern region of the empire formed its
own kingdom./El siguiente imperio fue
el mutapa, que comenz hacia 1420. Un
hombre llamado Mutota abandon la
regin. Se mud al norte en busca de
sal. Mutota y sus sucesores controlaron
una extensa regin; era casi toda la
actual Zimbabwe. El imperio gan
riquezas debido a su oro. Los
gobernantes ponan a los conquistados
a explotar las minas de oro. La regin
sur del imperio form su propio reino.
In the 1500s, the Portuguese moved

in. They failed to conquer the empire.
Later, through political schemes, they
took over the government./En el
siglo16, llegaron los portugueses. No
lograron conquistar el imperio pero
controlaron el gobierno por medio de
estrategias polticas.
4. How did Mutapa rulers obtain
luxury goods from coastal citystates?/Cmo obtenan productos
de lujo de las ciudades estado de la
costa los gobernantes mutapa?

269
As you read this section, make notes to answer the questions./Al leer
esta seccin, toma notas para contestar las preguntas.
1. How did the monsoons help change the existing villages of East Coast Africa into
bustling seaports?/Cmo transformaron los monzones las aldeas de la costa este de
frica en puertos dinmicos?
2. How did Kilwas location contribute to its wealth and power?/Por qu la ubicacin de
Kilwa contribuy a su riqueza y poder?
3. What was the importance of the Portuguese conquest of Sofala, Kilwa, and
Mombasa?/Cul fue la importancia de la conquista portuguesa de Sofala, Kilwa y
Mombasa?
4. What were the geographical advantages of Great Zimbabwe?/Cules fueron las

ventajas geogrficas de Gran Zimbabwe?
5. How did the Muslims influence the development of East African cities?/Cmo influyeron
los musulmanes sobre el desarrollo de las ciudades en frica del este?
6. How did the Mutapa Empire become great? List four reasons./A qu debi su grandeza
el imperio mutapa? Enumera cuatro razones.
a.
b.
c.
d.
270
People and Empires in the Americas/Pueblos e imperios de
Amrica
Section/Seccin 1
North American Societies/

Sociedades de Norteamrica
potlatch/potlatch Ceremonial giving practiced by some Native American societies
in the Pacific Northwest/Ceremonia practicada por sociedades amerindias en el

noroeste del Pacfico
Anasazi/anasazi Early Native American people who lived in the Southwest/
Antiguo pueblo amerindio que vivi en el Suroeste

pueblos/pueblos Villages of large apartment-like buildings made of clay and
stone by peoples of the American Southwest/Aldeas semejantes a grandes

edificios de departamentos hechos de barro y piedra por pueblos del Suroeste
Mississippian/misisipiense Related to the Mound Builder culture that flourished
in North America between a.d. 800 and 1500/Cultura constructora de tmulos

que floreci en Norteamrica entre el 800 y el 1500 d.C.
Iroquois/iroqueses Native American peoples from the eastern Great Lakes region
of North America who formed an alliance in the late 1500s/Pueblos amerindios

de la regin este de los Grandes Lagos que formaron una alianza a fines del
siglo16
totems/ttems Animals or other natural objects that serve as symbols of clans or
other groups/Animales u otros objetos naturales que sirven de smbolos de

claneso de otros grupos

In the last section, you read about diverse societies in Africa./En la
seccin anterior, leste acerca de las diversas sociedades de frica.
In this section, you will read about diverse societies in North
America./En esta seccin, leers acerca de las diversas sociedades de
Norteamrica.
As You Read/Al leer

Use a Venn diagram to compare and contrast the Native Americans
of the Northwest and the Southwest./Usa un diagrama de Venn para
comparar y contrastar a los amerindios del noroeste y del suroeste.
271
Complex Societies in the

West; Mound Builders and
Other Woodland Cultures
(Pages 441444)/SOCIEDADES
COMPLEJAS EN EL OESTE;
CONSTRUCTORES DE TMULOS
YOTRAS CULTURAS DE LOS
BOSQUES (Pginas 441444)
Where did different Native American
societies arise?/Dnde surgieron
diferentes sociedades amerindias?
Between about 40,000 and 12,000
years ago, hunter-gatherers moved from
Asia to North America. (At that time
the two continents had a land
connection.) These were the first
Americans. They spread throughout
North and South America. They had
many different ways of life, each suited
to the place where they lived./Hace de
40,000 a 12,000 aos, llegaron grupos de
cazadores-recolectores de Asia a
Norteamrica. (Entonces exista una
conexin terrestre entre los continentes.)
Fueron los primeros habitantes de
Amrica. Se extendieron por Norte y
Suramrica, y se adaptaron al lugar
donde vivan.
The Pacific Northwest stretches from
modern Oregon to Alaska. The peoples
who lived there used the rich resources
of the region. The sea was the most
important of these resources. The
people there hunted whales. They also
gathered food from the forests on the
coast. The people of the Pacific
Northwest developed societies in which
differences in wealth led to the creation
of social classes. From time to time, they
performed a ceremony called the
potlatch. In this ceremony, wealthy
families could show their rank and
prosperity by giving food, drink, and
gifts to the community./El noroeste del
Pacfico abarca desde el actual Oregon
hasta Alaska. Los pueblos que vivieron
ah usaron los recursos de la regin. El

mar era el recurso ms importante.
Cazaban ballenas. Tambin recolectaban
alimentos de los bosques de la costa.
Las sociedades amerindias del noroeste
del Pacfico tenan clases sociales,
basadas en diferencias de acumulacin
de riquezas. De vez en cuando, se
realizaba una ceremonia llamada
potlatch. En esta ceremonia, las familias
ricas podan demostrar su posicin y
prosperidad dando alimentos, bebidas y
regalos a la comunidad.
The peoples of the Southwest faced a
harsh environment. The Hohokam
people irrigated, or watered, their crops.
Their use of pottery and baskets showed
that they had contact with the
Mesoamerican people to the south./Los
pueblos del Suroeste vivan en un
entorno difcil. El pueblo hohokam
irrigaba sus cultivos, es decir, construy
un sistema para llevar agua para
regarlos. A partir de su cermica y de su
cestera se puede concluir que tenan
contacto con los pueblos de
Mesoamrica, al sur.
The Anasazi lived where the presentday states of Utah, Arizona, Colorado,
and New Mexico meet. They built
groups of houses in the shallow caves
that broke up the rocky walls of deep
canyons. By the 900s, the Anasazi were
living in pueblos. Pueblos were villages
with large, apartment-style groupings.
They were made of stone and clay baked
in the sun. The Anasazi did not have
horses, mules, or the wheel. They relied
on human power to make their pueblos.
They had small windows to keep out the
hot sun. One of the largest pueblos had
more than 600 rooms and probably
housed about 1,000 people./Los anasazi
vivan en lo que hoy son los estados de
Utah, Arizona, Colorado y Nuevo
Mxico. Construan grupos de casas en
272
cuevas formadas en las paredes rocosas

de caones profundos. Hacia el siglo 10,
los anasazi vivan en pueblos. stos eran
aldeas con grupos de viviendas
semejantes a edificios de departamentos.
Estaban hechos de piedra y barro cocido
al sol. Los anasazi no tenan caballos ni
mulas; tampoco tenan ruedas. As que
construyeron sus pueblos slo con
fuerza humana. Sus viviendas tenan
ventanas pequeas para protegerse del
sol. Uno de los pueblos ms grandes
tena 600 habitaciones y unos mil
habitantes.
Many Anasazi pueblos were
abandoned around 1200. Later
peoplesincluding the Hopi and
Zuniliving in this area continued the
traditions of the Anasazi./Muchos
pueblos anasazi quedaron abandonados
alrededor de 1200. Los grupos
posteriores de la regin como los hopi
y los zuni continuaron las tradiciones
de los anasazi.
In the woods east of the Mississippi
River, another culture arose. These
people are called the Mound Builders.
They built large mounds of earth that
were filled with copper and stone art
work. When seen from above, some
mounds revealed the shapes of animals.
The Mississippians were a people who
lived later in this area. They built
thriving villages, such as Cahokia. In the
center of Cahokia was a flat-topped
pyramid with a temple on top./En los
bosques al este del ro Mississippi,
surgi otra cultura. A esos pueblos se les
llama constructores de tmulos porque
construyeron grandes montculos de
tierra que rellenaban con obras de arte
en piedra y cobre. Al ser vistos desde
arriba, unos montculos tienen forma de
animales. Los misisipienses vivieron
despus en la regin. Construyeron
prsperas ciudades, como Cahokia.
Enel centro de Cahokia estaba una

pirmide plana con un templo en la
cima.
The peoples of the northeastern
woodlands had many different cultures.
They often fought for control of land.
Some groups formed alliances to put an
end to this fighting. The most successful
of these alliances was set up in the late
1500s by the Iroquois and was called the
Iroquois League. The league linked five
tribes in upper New York./En los
bosques del noreste vivan pueblos de
diferentes culturas. Con frecuencia
peleaban por el control de la tierra.
Algunos grupos formaron alianzas para
terminar con la guerra. La mayor de
esas alianzas la organizaron hacia fines
del siglo 16 los iroqueses y se llam la
Liga Iroquesa. Uni cinco grupos en el
norte del actual estado de Nueva York.
1. Explain the cultural differences
between the Anasazi and the
Mississippians./Explica las
diferencias culturales entre los
anasazi y los misisipienses.

Cultural Connections
(Pages 444445)/CONEXIONES
CULTURALES (Pginas 444445)
How were Native American groups
similar culturally?/Qu similitudes
culturales tenan los grupos
amerindios?
These North American groups had
some common features. Trade linked
people of all regions of North America.
Religious ideas were similar across the
continent as well. Nearly all native
North Americans thought that the
world was full of spirits and that people
had to follow certain rituals and
273
customs to live in peace. Native

Americans also shared great respect for
the land, which they did not believe that
people could own./Los distintos grupos
de amerindios tenan rasgos comunes. El
comercio vinculaba todas las regiones de
Norteamrica. Las ideas religiosas eran
similares en todo el continente. Casi
todos los amerindios de Norteamrica
pensaban que el mundo estaba lleno de
espritus y que era necesario seguir
ciertos rituales y ciertas costumbres para
vivir en paz. Los amerindios compartan
un profundo respeto por la tierra y
consideraban que no poda ser
propiedad de nadie.
They also shared an emphasis on the
family as the most important social unit.
Family included parents, children,
grandparents, and other relatives. In
some tribes, families were linked
together with others who shared a
common ancestor. These larger groups
are called clans. Clans were often
identified with a totem. A totem is a

natural object or animal that a person,
clan, or family uses to show its identity./
Otra similitud es que todos daban
importancia a la familia, pues sta era la
unidad social bsica. La familia inclua
a padres, hijos, nietos y otros parientes.
En algunas tribus, las familias estaban
relacionadas a otras que compartan un
antepasado comn. Esos grupos
mayores se llamaban clanes. Los clanes
se identificaban con un ttem, que es un
objeto natural o animal que la persona,
clan o familia adopta como smbolo de
identidad.
2. Name three features shared by
Native American groups./Enumera
tres caractersticas que compartan
los grupos amerindios.

274
As you read this section, fill out the chart below to describe early North
American societies./Al leer esta seccin, llena el cuadro para describir
las antiguas sociedades de Norteamrica.
People/Cultura
Environment/Entorno
Achievements/Logros
1. P
acific Northwest
peoples/Pueblos del
noroeste del Pacfico
2. P
ueblo builders/
Constructores pueblo
3. M
ound Builders/
Constructores de
tmulos
4. N
ortheastern tribes/
Tribus del noreste
Give examples to show how North American societies were linked to

each other./Proporciona ejemplos que muestren los lazos entre las
sociedades de Norteamrica.
Political Links/Lazos
polticos
Economic Links/Lazos
econmicos
Cultural Links/Lazos
culturales
275
Amrica
Section/Seccin 2
Maya Kings and Cities/Reyes y

ciudades mayas
Tikal/Tikal Maya city in present-day Guatemala/Ciudad maya en la actual
Guatemala
glyph/glifo Picture symbol used as part of a writing system/Smbolo pictrico
usado como parte de un sistema de escritura

codex/cdice Book with bark-paper pages; only three of these ancient Maya
books have survived/Libro de papel amate; slo tres libros de los antiguos mayas
sobreviven
Popul Vuh/Popol Vuh Book containing a Maya story of creation/Libro de la
historia maya sobre la creacin

In the last section, you read about societies in North America./En la
seccin anterior, leste acerca de las sociedades de Norteamrica.
In this section, you will read about the Maya civilization in Mexico
and Central America./En esta seccin, leers acerca de la civilizacin
maya de Mxico y Centroamrica.
As You Read/Al leer

Use a chart to take notes on the major features of the Maya
civilization./Usa un cuadro para tomar notas sobre las
caractersticas principales de la civilizacin maya.
276
Maya Create City-States

(Pages 446447)/LOS MAYAS
CREAN CIUDADES ESTADO
(Pginas 446447)
Who were the Maya?/Quines
fueron los mayas?
A great civilization arose in what is
today southern Mexico and northern
Central America. This was the Maya
civilization. It appeared around a.d. 250.
Between then and 900, the Maya built
large cities such as Tikal and Copn.
Each city was independent and ruled by
a god-king. Each city was a religious
center as well as a trade center for the
area around it. These cities were large.
Tens of thousands of people lived in
these cities. The cities were full of
palaces, temples, and pyramids.
Archaeologists have found at least 50
Maya cities./En lo que hoy es el sur de
Mxico y el norte de Centroamrica
surgi una gran civilizacin: la
civilizacin maya. Apareci hacia el 250
d.C. Entre el 250 y el 900 d.C., los mayas
construyeron grandes ciudades como
Tikal y Copn. Cada ciudad era un
centro religioso y comercial de la regin
que la rodeaba. Las ciudades eran
grandes y tenan docenas de miles de
habitantes. Estaban llenas de palacios,
templos y pirmides. Los arquelogos
han descubierto al menos 50 ciudades
mayas.
Trade linked these cities. Among the
trade goods were salt, flint, feathers,
shells, cotton cloth, and ornaments
made of jade. Cacao beans, which are
used to make chocolate, were sometimes
used as money. Maize, beans, and
squash were the main foods./El comercio
vinculaba las ciudades. Entre los
productos comerciales estaban sal,
pedernal, plumas, conchas, tela de
algodn y adornos de jade. El cacao,
que sirve para hacer chocolate, a veces
se usaba como dinero. Maz, frijol y

calabaza eran los principales alimentos.
Maya society was divided into social
classes. The best warriors and priests
were at the top. The merchants and craft
workers were at the next level. Peasant
farmersthe majority of the people
were at the bottom./La sociedad maya
estaba dividida en clases sociales. Los
mejores guerreros y los sacerdotes
estaban en la cima. Seguan los
comerciantes y artesanos. Los
campesinosque eran la mayora de la
poblacinestaban en el ltimo nivel.
1. What is known about Maya cities?/
Qu se sabe de las ciudades mayas?

Religion Shapes Maya Life

(Pages 447448)/LA RELIGIN
MOLDEA LA VIDA MAYA
(Pginas447448)
How did religion shape Maya
life?/Cmo molde la religin la
vidamaya?
The Maya religion was at the center
of their society. There were many gods,
including one for each day. The actions
of the days god could be predicted, they
thought, by following a calendar. The
Maya sometimes cut themselves to offer
their blood to the gods in sacrifice.
Sometimes they killed enemies and
sacrificed them./La religin maya
ocupaba el centro de la sociedad. Los
mayas tenan muchos dioses: uno para
cada da. Pensaban que los actos del
dios del da podan pronosticarse
siguiendo un calendario. Los mayas a
veces ofrecan sangre a los dioses en
sacrificio. A veces mataban enemigos y
los sacrificaban.
277
The Maya religion led to the

development of mathematics, calendars,
and astronomy. Maya math included the
idea of zero. They had two calendars.
One calendar was religious, and it had
thirteen 20-day months. The other
calendar was based on the sun. It had
18months consisting of 20 days each.
The Maya linked the two together to
identify days that would bring good
fortune./Lareligin maya condujo a
avances en matemticas, calendarios y
astronoma. Las matemticas
manejaban la idea del cero. Los mayas
tenan dos calendarios. Uno era
religioso y tena 13 meses de 20 das. El
otro se basaba en el sol y tena 18 meses
de 20 das. Los mayas los combinaban
para identificar das de buena fortuna.
Maya astronomy was very accurate.
They observed the sun, moon, and stars
to make their calendars as accurate as
possible. They calculated the time it
takes the earth to revolve around the sun
almost perfectly./La astronoma maya
era muy precisa. Observaron el Sol, la
Luna y las estrellas para hacer los
calendarios con la mayor precisin.
Calcularon casi perfectamente el tiempo
que la Tierra tarda en viajar alrededor
del Sol.
The Maya also developed the most
advanced writing system in the ancient
Americas. Maya writing was made up of
about 800 symbols, or glyphs. They used
their writing system to record important
historical events. They carved in stone
or recorded events in a bark-paper book
known as a codex. Three of these
ancient books still survive. A famous
Maya book called the Popul Vuh records
a Maya story of the creation of the
world./Los mayas tambin desarrollaron
el sistema de escritura ms avanzado de
la antigua Amrica. Tena 800 smbolos
o glifos. Con este sistema de escritura
registraban acontecimientos histricos

importantes. Esculpan los glifos en
piedra o los escriban en libros de papel
amate (corteza de rbol) llamados
cdices. Tres cdices han llegado hasta
nosotros. Un libro maya famoso es el
Popol Vuh, que narra la historia maya de
la creacin del mundo.
2. How does Maya writing reflect
Maya culture?/De qu forma se ve
la cultura maya en su sistema de
escritura?

Mysterious Maya Decline

(Page 449)/LA MISTERIOSA CADA
DE LOS MAYAS (Pgina 449)
Why did the civilization decline?/Por
qu declin la civilizacin maya?
In the late 800s, the Maya civilization
began to decline. Historians do not
know why. One explanation may be that
warfare between the different city-states
disrupted Maya society. The wars
interrupted trade and drove many
people out of the cities into the jungle.
Another may be that the soil became
less productive due to intensive farming
over a long time. Whatever the cause,
the Maya became a less powerful people.
They continued to live in the area, but
their cities were no longer the busy trade
and religious centers they had
been./Afines del siglo 9, la civilizacin
maya comenz a declinar. Los
historiadores ignoran las razones. Una
explicacin posible es que la guerra
278
entre las distintas ciudades estado

trastorn las sociedades mayas porque
interrumpieron el comercio y mucha
gente tuvo que refugiarse en la selva.
Otra razn posible es que la tierra se
agot debido a sobreexplotacin
durante un largo tiempo. Cualquiera
que fuera la causa, los mayas perdieron
poder. Continuaron viviendo en la
regin, pero sus ciudades ya no eran los
activos centros comerciales y religiosos
que fueron.
3. Name two reasons that may explain

the Maya civilizations decline./
Enumera dos razones que expliquen
la cada de la civilizacin maya.

279
As you read about the rise and fall of Maya civilization, fill out the web
diagram below./Al leer acerca del florecimiento y cada de la
civilizacin maya, llena el diagrama.
1. Environment/
Entorno
2. Urban centers/
Centros urbanos
3. Economy/
Economa
Maya Civilization/
Civilizacin maya
4. Social structure/
Estructura social
5. Religion/
Religin
6. Achievements/
Logros
280
Amrica
Section/Seccin 3
The Aztecs Control Central Mexico/

Los aztecas controlan el centro de
Mxico
obsidian/obsidiana Hard, volcanic glass used by early peoples to make sharp
weapons/Roca volcnica dura y vidriada con que los antiguos pueblos hacan
armas punzantes
Quetzalcoatl/Quetzalcatl Toltec god/Dios tolteca
Triple Alliance/Triple Alianza Association of city-states that led to the formation of
the Aztec Empire/Asociacin de ciudades estado que llev a la formacin del

imperio azteca
Montezuma II/Moctezuma II Ruler under whom the Aztec Empire weakened/
Gobernante bajo el cual se debilit el imperio azteca

In the last section, you read about Maya civilization. In this section,
you will read about societies that arose in central Mexico, including
the Aztecs./En la seccin anterior, leste acerca de la civilizacin
maya. En esta seccin, leers acerca de las sociedades del centro de
Mxico, como la azteca.
As You Read/Al leer

Use a diagram to list events in the establishment and growth of the
Aztec Empire./Usa un diagrama para enumerar los sucesos
ocurridos durante el surgimiento y desarrollo del imperio azteca.
281
The Valley of Mexico

(Pages 452453)/EL VALLE DE
MXICO (Pginas 452453)
What civilizations arose in the Valley
of Mexico?/Qu civilizaciones
surgieron en el valle de Mxico?
The Valley of Mexico is more than a
mile above sea level. It is a good place
for people to settle because it has lakes
and fertile soil. An early city-state called
Teotihuacn (City of the Gods) arose
in this area in the first century a.d. The
city had between 150,000 and 200,000
people at its peak in the sixth century./
Elvalle de Mxico est situado a ms de
una milla sobre el nivel del mar. Es un
buen lugar para asentamientos humanos
porque tiene lagos y tierra frtil. Aqu
surgi una ciudad estado llamada
Teotihuacan (Ciudad de los dioses) en
el siglo 1 d.C. La ciudad lleg a tener de
150,000 a 200,000 habitantes en su
mayor apogeo, en el siglo 6.
The city was the center of a major
trade network. The most important
trade item was obsidian. This green or
black volcanic glass was used to make
sharp weapons. The huge Pyramid of
the Sun, which measured some 200 feet
high and 3,000 feet around its base,
dominated the city. By 750, Teotihuacn
was abandoned. The reasons why are
not clear./La ciudad era el centro de una
importante red comercial. El objeto de
comercio ms preciado era la obsidiana.
Esta roca dura y vidriada, verde o negra,
se usaba para hacer armas punzantes.
Dominaba la ciudad la enorme Pirmide
del Sol, que meda cerca de 200 pies de
altura y 3,000 alrededor de la base. En el
750 Teotihuacan fue abandonada. Las
razones no son claras.
The next people to dominate the area

were the Toltecs. They rose to power
around 900 and ruled over central
Mexico for about 300 years. The Toltecs
were warlike and worshiped a warlike
god./Los toltecas fueron el siguiente
pueblo que domin la regin.
Adquirieron poder hacia el 900 y
gobernaron la regin central de Mxico
durante casi 300 aos. Eran guerreros y
adoraban a un dios guerrero.
One Toltec king, Topiltzin, tried to
replace the warlike god with a peaceful
one. The peaceful god was called
Quetzalcoatl, the Feathered Serpent.
Followers of the warlike god rebelled
and chased Topiltzin away. The Toltecs
became warlike again. Over time,
Topiltzin and Quetzalcoatl became one
in Toltec legends. In these legends,
someday Quetzalcoatl would return and
bring a new reign of peace. This legend
lived on in central Mexico for centuries./
Un rey tolteca, Topiltzin, intent
sustituir al dios guerrero por un dios
pacfico llamado Quetzalcatl, que
quiere decir serpiente emplumada.
Los seguidores del dios guerrero se
rebelaron y expulsaron a Topiltzin. Los
toltecas nuevamente fueron guerreros.
Segn la leyenda, Topiltzin y
Quetzalcatl se convirtieron en uno solo.
Los toltecas pensaban que un da
Quetzalcatl regresara a traer un nuevo
reino de paz. Esta leyenda sobrevivi en
el centro de Mxico durante siglos.
1. What was Teotihuacn?/Qu fue
Teotihuacan?

282
The Aztec Empire;

Tenochtitln: A Planned
City (Pages 453455)/EL IMPERIO
AZTECA; TENOCHTITLN:
UNACIUDAD DISEADA
(Pginas 453455)
How did the Aztecs build an empire?/
Cmo construyeron los aztecas un
imperio?
Around 1200, the Toltecs were losing
control of the region. But another
peoplethe Aztecsbegan to gain
power. The Aztecs founded a city and,
in 1428, they joined with two other citystates to form the Triple Alliance. The
Triple Alliance became the leading
power of the Valley of Mexico. It soon
gained control over neighboring
regions./Hacia el 1200, los toltecas
estaban perdiendo el control de la
regin. Pero otro pueblo los aztecas
gan poder. Fundaron una ciudad en
1428 y se unieron a otras dos ciudades
estado para formar la Triple Alianza,
que fue el principal poder en el valle de
Mxico y pronto gan control de las
regiones vecinas.
By the early 1500s, the Aztecs
controlled a large empire that included
somewhere between 5 and 15 million
people. This empire was based on
military conquest and collecting tribute
from conquered peoples./A principios
del siglo 16, los aztecas controlaban un
gran imperio de entre 5 y 15 millones de
personas. Este imperio se bas en la
conquista militar y en la recaudacin de
tributos de los pueblos conquistados.
Military leaders held great power in
Aztec society. Along with government
officials and priests, they made up a
noble class. Below them were
commonersmerchants, craft workers,
soldiers, and farmers who owned their
land. At the bottom of society were the
slaves taken as captives in battle. At the
top was the emperor. He was treated as

a god as well as a ruler./Los lderes
militares tenan mucho poder en la
sociedad azteca. Junto con los
funcionarios de gobierno y sacerdotes,
constituan la clase noble. Despus
venan los comunes: comerciantes,
artesanos, soldados y campesinos que
tenan tierra. En el nivel inferior estaban
los esclavos apresados en las batallas. En
la cima estaba el emperador. Era tratado
como un dios y como gobernante.
The capital cityTenochtitlnwas
built on an island in a lake. The Aztecs
made long causeways to connect the
cityto the mainland. The city contained
between 200,000 and 400,000 people.
Itwas well-planned and had a huge
religious complex at its center./
Laciudad capital Tenochtitlan
estaba construida en una isla de un lago.
Los aztecas construyeron largas
calzadas para conectar la ciudad con la
tierra firme. La ciudad tena de 200,000
a 400,000 personas. Estaba bien
diseada, y tena un enorme complejo
religioso en el centro.
2. How was Aztec society organized?/
Cmo se organizaba la sociedad
azteca?

Religion Rules Aztec Life
(Page 456)/LA RELIGIN DOMINA
LA VIDA AZTECA (Pgina 456)
What was the role of religion in Aztec
life?/Cul era el papel de la religin
en la vida azteca?
Religion played a major role in Aztec
society. Temples were built in cities for
the many different gods. Priests led
religious rituals. The most important
rituals were for the sun god. Priests
283
made the sacrifice of human blood to

make sure that the sun god was happy,
and the sun would rise every day. People
taken captive in war were sacrificed. The
need for a steady supply of victims
pushed the Aztecs to fight their
neighbors./La religin desempe un
importante papel en la sociedad azteca.
Se construyeron templos en ciudades
para diferentes dioses. Los sacerdotes
conducan los rituales religiosos. Los
ms importantes eran para el dios sol.
Los sacerdotes tenan que hacer
sacrificios con sangre humana para
garantizar la felicidad del dios sol y que
ste apareciera todos los das.
Sacrificaban gente que capturaban
durante las guerras. La necesidad de
tener una cantidad constante de
vctimas llev a los aztecas a pelear
contra sus vecinos.
3. Why and how did the Aztecs
sacrifice to the sun god?/Por qu y
cmo los aztecas hacan sacrificios
al dios sol?

problems during his reign. The Aztecs

ordered the other peoples they had
conquered to hand over even more
people to sacrifice. These other peoples
finally rebelled against the Aztecs. In the
midst of this conflict, the Spanish
arrived and made contact with the
Aztecs for the first time. Some saw their
arrival as the legendary return of
Quetzalcoatl./Moctezuma II fue
coronado emperador en 1502. El
imperio azteca comenz a tener
problemas durante su reinado. Los
aztecas ordenaron a otros pueblos
conquistados que entregaran ms gente
para sacrificar. Los pueblos sometidos
se rebelaron. A mitad del conflicto,
llegaron los espaoles y establecieron
contacto con los aztecas por vez
primera. Algunos vieron su llegada
como el regreso legendario de
Quetzalcatl.
4. Why did conquered peoples rebel
against the Aztecs?/Por qu los
pueblos conquistados se rebelaron
contra los aztecas?

Problems in the Aztec Empire
(Pages 456, 458)/PROBLEMAS
ENEL IMPERIO AZTECA
(Pginas 456, 458)
What weakened the Aztec Empire?/
Qu debilit al imperio azteca?
Montezuma II became emperor in
1502. The Aztec Empire began to have
284
As you read this section, note one or more reasons why the Aztecs took
each of the following actions./Al leer esta seccin, anota una o ms
razones por las cuales los aztecas realizaron cada una de las siguientes
acciones.
1. The Aztecs first worked for local rulers 2. The Aztecs joined two other cityas soldiers-for-hire./Al principio, los
states to form a Triple Alliance./Los
aztecas trabajaron como mercenarios
aztecas se unieron a otras dos
para los gobernantes de la regin.
ciudades estado para formar la Triple
Alianza.
3. In Tenochtitln, the Aztec capital, the

Aztecs built hundreds of temples and
religious structures dedicated to the
gods./En Tenochtitln, la capital
azteca, construyeron cientos de
templos y estructuras religiosas
dedicadas a los dioses.
4. Aztec engineers built three causeways

over water and marshland./Los
ingenieros aztecas construyeron tres
calzadas sobre el agua y los
pantanos.
5. Aztec priests sacrificed humans atop

the Great Temple./Los sacerdotes
aztecas realizaban sacrificios
humanos en la cima del Templo
Mayor.
6. The Aztecs built a calendar in the

main ceremonial plaza of
Tenochtitln./Los aztecas
construyeron un calendario en el
principal centro ceremonial de
Tenochtitln.
7. S
ome of the conquered provinces
rebelled against Aztec rule./Algunas
de las provincias conquistadas se
rebelaron contra el gobierno azteca.
8. Montezuma II reduced the number of

public officials./Moctezuma II redujo el
nmero de funcionarios pblicos.
285
Amrica
Section/Seccin 4
The Inca Create a Mountain Empire/

Los incas crean un imperio en las
montaas
Pachacuti/Pachacuti Ruler under whom the Incan Empire grew quickly/
Gobernante bajo el cual el imperio inca creci rpidamente

ayllu/ayllu Small community or clan whose members worked together for the
common good/Pequea comunidad o clan cuyos miembros trabajaban juntos

por el bien comn
mita/mita Requirement for all Incan subjects to work for the state a certain
number of days each year/Obligacin de los sbditos incas de trabajar para el

gobierno cierto nmero de das al ao
quipu/quipu Arrangement of knotted strings on a cord used by the Inca to record
numerical information/Hilos anudados a una cuerda para registrar informacin

numrica

In the last section, you read about the Aztec Empire./En la seccin
anterior, leste acerca del imperio azteca.
In this section, you will learn about the empire of the Inca./En esta
seccin, leers acerca del imperio inca.
As You Read/Al leer

Use a web diagram to identify the methods the Inca used to build
their vast, unified empire./Usa un diagrama en red para identificar
los mtodos que usaron los incas para construir su vasto imperio
unificado.
286
The Inca Build an Empire

(Pages 459460)/LOS INCAS
CONSTRUYEN UN IMPERIO
(Pginas 459460)
Who were the Inca?/Quines fueron
los incas?
The Inca civilization arose in the
Andes of South America. It was built on
the foundations made by several earlier
cultures./La civilizacin inca surgi en la
cordillera de los Andes de Suramrica
sobre los cimientos de varias culturas
anteriores.
The Inca united much of the Andes
under their rule. They first settled in the
Valley of Cuzco, in modern Peru. They
built a kingdom there by the 1200s. The
Inca believed that their ruler was related
to the sun god, who would bring wealth
and power to them. Only men from one
of 11 noble families believed to be
descendants of the sun god could serve
as king./Los incas unieron gran parte de
los Andes bajo su gobierno. Primero se
establecieron en el valle del Cuzco, en el
actual Per, y establecieron un reino
hacia el siglo 13. Crean que su
gobernante estaba relacionado al dios
sol, quien les traera riqueza y poder.
Slo podan ser reyes los hombres de
una de las 11 familias nobles, que se
crea eran descendientes del dios sol.
In 1438, Pachacuti became the ruler
of the Inca. He made conquest after
conquest. By 1500, the Inca ruled an
empire that stretched along the Andes
from modern Ecuador all the way south
to Chile and Argentina. It held about
16million people. The empire did not
grow only through military conquest.
Often the Inca offered new peoples the
chance to join the empire peacefully as
long as they swore loyalty to the
emperor. Many peoples became part of
the empire in this way. Even when force
was needed, afterward the Inca tried to
win the loyalty of the conquered peoples

through friendship rather than fear./En
1483 Pachacuti fue el gobernante de los
incas. Logr una conquista tras otra.
Hacia 1500, los incas tenan un imperio
que abarcaba casi todos los Andes,
desde el actual Ecuador hasta Chile y
Argentina en el sur. Tena cerca de
16millones de personas. El imperio no
slo creci debido a las conquistas
militares. Los incas ofrecan a otros
pueblos la oportunidad de unirse
pacficamente al imperio, siempre que
juraran lealtad al emperador. Muchos
pueblos se unieron al imperio de esa
manera. Cuando haban usado la fuerza
para conquistar, los incas intentaban
obtener la lealtad a travs de la amistad
y no del temor.
1. What beliefs and practices related to
Inca rulers?/Cules eran las
creencias y prcticas de los
gobernantes incas?
Incan Government Creates

Unity (Pages 460461)/
ELGOBIERNO INCA UNIFICA
(Pginas 460461)
How did the government unite the
empire?/Cmo logr el gobierno
unir al imperio?
The Inca had a highly organized
system to govern their empire. Small
groups of people known as ayllu worked
together for the common good. For
example, they built irrigation ditches
together. The Inca applied this idea to
their empire. Families were placed in
groups of 10, 100, 1,000, and so on. A
chief led each group./El imperio inca
tena un sistema de gobierno altamente
organizado. Pequeos grupos llamados
287
ayllu trabajaban por el bienestar comn.

Por ejemplo, construan canales de
irrigacin juntos. Los incas aplicaron
esa idea a su imperio. Reunan grupos
de 10, 100, 1,000 familias, y as
sucesivamente. Cada grupo tena un jefe.
The Inca usually let local rulers stay
in place when they conquered a
peopleas long as the conquered
people met any Incan demands. The
most important demand was for all
adult workers to spend some days each
year working for the state. They might
work on state farms or build state roads
or buildings. This payment of labor was
known as mita./Los incas generalmente
dejaban en su puesto a los gobernantes
locales cuando conquistaban a otros
pueblos, siempre que los conquistados
cumplieran las demandas incas. La
demanda ms importante era que todos
los trabajadores adultos dedicaran
varios das cada ao a trabajar para el
gobierno. Podan trabajar en granjas
estatales, construir carreteras o edificios.
Este trabajo se llamaba mita.
The Inca built a complex network of
roads. The roads linked all parts of the
empire. The Inca also built all
government buildings in the same style.
This created a common identity for the
government throughout the empire.
They made all people speak a common
languagethe Incan tongue, called
Quechua./Los incas construyeron una
red compleja de carreteras que unan el
imperio. Tambin construyeron edificios
gubernamentales de un mismo estilo.
Esto creaba una identidad comn del
gobierno en todo el imperio. Obligaban
a toda la poblacin a hablar un idioma
comn: el quechua.
The Inca controlled the economy.
They told people what to grow or make
and how it would be distributed. The
government also took care of people

who needed help, such as the very old or
ill./Los incas controlaban la economa.
Dictaban qu cultivar o hacer y cmo
distribuirlo. El gobierno cuidaba de la
gente necesitada, como los ancianos o
enfermos.
In spite of all these advances, the Inca
never developed a system of writing. All
records were kept in peoples memories.
They did have a device for counting. It
was a set of knotted strings called a
quipu. The Inca also had day and night
calendars for information about their
gods./Pese a estos avances, los incas
jams desarrollaron un sistema de
escritura. Todos sus registros se
mantenan en la memoria. Sin embargo,
s tenan un sistema para contar. Era
una serie de hilos anudados llamados
quipu. Los incas tambin tenan
calendarios de das y noches con
informacin sobre sus dioses.
2. What was mita, and what forms did
it take?/Qu era la mita y qu obras
haca?

Religion Supports the State;
Discord in the Empire
(Pages 462463)/LA RELIGIN
APOYA AL ESTADO; DISCORDIA EN
EL IMPERIO (Pginas 462463)
How were religion and government
connected?/Cmo se conectaban la
religin y el gobierno?
The Incan religion played a central
role in Inca life. The Inca believed in
fewer gods than the peoples of Mexico.
The most important of the Incan gods
288
were the creator god and the sun god.

Cuzco, the capital, was the most
important religious center. It was
decorated with gold and other precious
objects./La religin desempe un papel
central en la vida inca. Los incas crean
en menos dioses que los pueblos de
Mxico. Los dioses incas ms
importantes eran el dios creador y el
dios sol. Cuzco, la capital, era el centro
religioso ms importante. Estaba
decorada con oro y objetos preciosos.
In the early 1500s, the Incan Empire
reached the height of its power under
the rule of Huayna Capac. However, he
died while traveling through the empire.
After Huayna Capacs death, civil war
broke out between his two sons,
Atahualpa and Huascar. Atahualpa
eventually won, but the war tore the
empire apart. When the Spanish arrived,
they took advantage of Incan weakness

to divide and conquer the empire./
Aprincipios del siglo 16, el imperio inca
alcanz la cima de su poder al mando de
Huayna Capac. Sin embargo, el rey
muri en un viaje por el imperio. Tras su
muerte estall la guerra civil entre
Atahualpa y Huascar, sus dos hijos.
Atahualpa gan, pero la guerra fractur
el imperio. Cuando llegaron los
espaoles, aprovecharon esa debilidad
para dividirlo y conquistarlo.
3. Why did the Incan Empire fall?/Por
qu cay el imperio inca?

289
Incan Empire./Al leer esta seccin, toma notas para contestar
preguntas acerca del imperio inca.
What role did each of the following play in the building of the Incan Empire?/Qu
papel desempe cada uno de los siguientes en la construccin del imperio inca?
1. Ancient cultures/
Culturas antiguas
2. Incan traditions and

beliefs/Tradiciones y
creencias
3. Pachacuti/Pachacuti
How did each of the following help to unify or support the Incan Empire?/Cmo
contribuy cada uno de los siguientes a unificar o mantener al imperio inca?
4. S
ystem of government/
Sistema de gobierno
5. Language/Idioma
6. Cities/Ciudades
7. R
oad system/Sistema
de carreteras
8. Economy/Economa
9. Religion/Religin
290
y Reforma

Section/Seccin 1
Italy: Birthplace of the Renaissance/

Italia, cuna del Renacimiento
Renaissance/Renacimiento Period of rebirth of art and learning in Europe lasting
from about 1300 to 1600/Renovacin del arte y los conocimientos en Europa

desde 1300 hasta 1600
humanism/humanismo Focus on human potential and achievements/Inters en el
potencial y los logros humanos

secular/secular Concerned with worldly rather than spiritual matters/Interesado
en lo terrenal ms que en cuestiones espirituales

patrons/mecenas People who financially supported artists/Persona que apoya
econmicamente a los artistas

perspective/perspectiva Art technique that re-creates three dimensions/Tcnica
artstica que recrea las tres dimensiones

vernacular/verncula Use of native language instead of classical Latin/Lengua
local

In the last section, you read about the development of the Incan
Empire./En la seccin anterior, leste acerca del desarrollo del
imperio inca.
In this section, you will learn about the beginning of the
Renaissance./En esta seccin, leers acerca del comienzo del
Renacimiento.
As You Read/Al leer

Use an outline to organize each summarys main ideas and details./
cada sntesis.
291
Italys Advantages
(Pages 471472)/LAS VENTAJAS
DE ITALIA (Pginas 471472)
Why did the Renaissance begin in
Italy?/Por qu el Renacimiento
comenz en Italia?
The years 1300 to 1600 saw a rebirth
of learning and culture in Europe called
the Renaissance. This rebirth spread
north from Italy. It began there for three
reasons. First, Italy had several
important cities. Cities were places
where people exchanged ideas. Second,
these cities included a class of merchants
and bankers who were becoming
wealthy and powerful. This class
strongly believed in the idea of
individual achievement. Third, Italian
artists and scholars were inspired by the
ruined buildings and other reminders of
classical Rome./Los aos de 1300 a 1600
presenciaron un renacer de los
conocimientos y la cultura de la
antigedad en Europa llamado el
Renacimiento. Este movimiento se
extendi desde Italia hacia el norte.
Comenz ah por tres razones. Primero,
Italia tena varias ciudades importantes.
Las ciudades eran sitios donde se
intercambiaban ideas. Segundo, esas
ciudades tenan una clase de mercaderes
y banqueros que estaban reuniendo
riquezas y poder. Esta clase crea
firmemente en el concepto del logro
individual. Tercero, los artistas y
acadmicos se inspiraron en las ruinas y
otros vestigios de la Roma clsica.
1. What are three reasons why the
Renaissance began in Italy?/
Nombra tres razones por las que el
Renacimiento comenz en Italia.

Classical and Worldly

Values (Pages 472473)/VALORES
CLSICOS Y TERRENALES
(Pginas 472473)
What new values did people
hold?/Cules fueron los nuevos
valores?
Interest in the classical past led to an
important value in Renaissance
culturehumanism. This was a deep
interest in what people have already
achieved as well as what they could
achieve in the future. Scholars did not
try to connect classical writings to
Christian teaching. Instead, they tried to
understand them on their own terms./El
inters en el pasado clsico condujo a un
importante valor en la cultura del
Renacimiento: el humanismo. ste era
un profundo inters en lo que la
humanidad ya haba alcanzado y en lo
que podra alcanzar en el futuro. Los
acadmicos no se propusieron conectar
los escritos clsicos con las enseanzas
cristianas. Por el contrario, intentaron
entenderlos de por s.
In the Middle Ages, the emphasis had
been mostly on spiritual values.
Renaissance thinkers stressed secular
ideas. These ideas centered on the things
of the world. One way that powerful or
wealthy people showed this interest in
worldly things was by paying artists,
writers, and musicians to create
beautiful works of art. Wealthy people
who supported artists were known as
patrons./Durante la Edad Media, se dio
nfasis principalmente a los valores
espirituales. Ahora, los pensadores
renacentistas subrayaban ideas seculares.
La gente poderosa y rica mostr inters
en las cosas terrenales pagando a
artistas, escritores y msicos para que
crearan bellas obras de arte. Los ricos
que apoyaron a los artistas se llamaban
mecenas.
292
People tried to show that they could

master many fields of study or work.
Someone who succeeded in many fields
was admired greatly. The artist
Leonardo da Vinci was an example of
this ideal. He was a painter, a scientist,
and an inventor. Men were expected to
be charming, witty, well educated, well
mannered, athletic, and self-controlled.
Women were expected to have many
accomplishments, too. But women were
not to show them in public./Dominar
muchos campos de estudio o de trabajo
era importante. Quienes tenan xito en
muchos campos eran profundamente
admirados. El artista Leonardo da Vinci
es un ejemplo de este ideal: fue pintor,
cientfico e inventor. Se esperaba que los
hombres fueran ingeniosos, bien
educados, con buenos modales, atlticos
y controlados. Se esperaba que las
mujeres tambin tuvieran muchas dotes,
pero que no las mostraran en pblico.
artwork changed also. Art in the Middle

Ages was mostly religious. Renaissance
artists reproduced other views of life.
Michelangelo showed great skill as an
architect, a sculptor, and a painter./Los
artistas del Renacimiento usaron nuevos
mtodos. Los escultores crearon figuras
ms realistas que las de la Edad Media.
Los pintores usaron la perspectiva para
crear la ilusin de que sus pinturas eran
tridimensionales. Los temas del arte
tambin cambiaron. En la Edad Media
el arte era principalmente religioso. Los
artistas renacentistas reprodujeron otras
visiones de la vida. Miguel ngel
mostr gran talento como arquitecto,
pintor y escultor.
3. How did the methods and subjects
in art change?/Cmo cambiaron los
mtodos y los temas del arte?

2. What are secular ideas?/Qu son las

ideas seculares?

The Renaissance
Revolutionizes Art
(Pages 474475)/EL
RENACIMIENTO REVOLUCIONA EL
ARTE (Pginas 474475)
How did art change during the
Renaissance?/Cmo cambi el arte
durante el Renacimiento?
Renaissance artists sometimes used
new methods. Sculptors made figures
more realistic than those from the
Middle Ages. Painters used perspective
to create the illusion that their paintings
were three-dimensional. The subject of

Renaissance Writers Change
Literature (Pages 475477)/LOS
ESCRITORES RENACENTISTAS
CAMBIAN LA LITERATURA
(Pginas 475477)
How did literature change during the
Renaissance?/Cmo cambi la
literatura durante el Renacimiento?
Renaissance writers also achieved
greatness. Several wrote in the
vernacular. This means they wrote in
their native languages. It was a change
from the Middle Ages, when most
writing was done in Latin. Writers also
changed their subject matter. They
began to express their own thoughts and
feelings. Sometimes they gave a detailed
look at an individual. Dante and others
wrote poetry, letters, and stories that
293
were more realistic. Niccol Machiavelli

took a new approach to understanding
government. He focused on telling rulers
how to expand their power. He believed
rulers should do what was politically
effective, even if it was not morally
right./Los escritores del Renacimiento
tambin alcanzaron grandeza. Varios
escribieron en lengua verncula, es decir,
en sus lenguas de origen. En cambio,
durante la Edad Media casi todo se
escribi en latn. Los escritores tambin
cambiaron los temas. Comenzaron a
expresar sus propios pensamientos y
sentimientos. A veces daban una visin
detallada de un individuo. Dante y otros
escribieron poesa, cartas y cuentos ms
realistas. Nicols Maquiavelo adopt un

nuevo enfoque para entender el
gobierno. Se concentr en decir a los
gobernantes cmo aumentar su poder.
Crea que los gobernantes deban ser
eficaces en lo poltico, aunque no fueran
correctos en lo moral.
4. What did Renaissance writers write
about?/Sobre qu escribieron los
autores renacentistas?

294
As you read about the rebirth of learning and the arts in Italy, write
notes to answer the questions./Al leer acerca del renacimiento del
conocimiento y de las artes en Italia, escribe notas para contestar las
preguntas.
In Italy, thriving urban centers, a wealthy merchant class, and the classical heritage
of Greece and Rome encouraged the development of new ideas and values./En
Italia, centros urbanos dinmicos, una clase de ricos comerciantes y la herencia de
la Grecia y la Roma clsicas estimularon el desarrollo de nuevas ideas y valores.
1. H
ow did humanism influence the
growth of learning?/Cul fue la
influencia del humanismo sobre el
desarrollo de conocimientos?
2. H
ow did ideas about piety and a
simple life change?/De qu manera
cambiaron las ideas sobre la piedad y
la sencillez de la vida?
3. W
hat role did patrons of the arts play
in the development of Renaissance
ideas?/Qu papel desempearon los
mecenas en el desarrollo de las ideas
renacentistas?
Styles in art and literature changed as artists and writers emphasized the
individual./Los estilos del arte y la literatura se transformaron, y los artistas y
escritores subrayaron el valor de lo individual.
4. W
hat effects did the emphasis on
individuals have on painters and
sculptors?/Cules fueron los efectos
de darle importancia al individuo
sobre pintores y escultores?
5. H
ow did writers reflect Renaissance
values in their work?/Cmo se
reflejaron los valores renacentistas
en las obras literarias?
6. H
ow did the writing of Petrarch,
Boccaccio, and Machiavelli
demonstrate the values of
humanism?/Cmo demostraron los
valores del humanismo los escritos de
Petrarca, Boccaccio y Maquiavelo?
295
y Reforma

Section/Seccin 2
The Northern Renaissance/

ElRenacimiento del norte
Utopia/Utopa An ideal place/Un lugar ideal
William Shakespeare/William Shakespeare Famous Renaissance writer/
Famoso escritor del Renacimiento

Johann Gutenberg/Johann Gutenberg German craftsman who developed the
printing press/Artesano alemn que invent la imprenta

In the last section, you read how the Renaissance began in Italy./
Enla seccin anterior, leste acerca de cmo comenz el
Renacimiento en Italia.
In this section, you will learn how Renaissance ideas spread in
northern Europe./En esta seccin, aprenders cmo se difundieron
las ideas renacentistas en el norte de Europa.
As You Read/Al leer

Use a time line to note important events of the northern
Renaissance./Usa una lnea cronolgica para tomar notas de los
principales sucesos del Renacimiento en el norte.
The Northern Renaissance
Begins (Page 480)/COMIENZA EL
RENACIMIENTO EN EL NORTE
(Pgina 480)
Why was the time right for the
northern Renaissance to begin?/
Qu propici el Renacimiento en
elnorte?
By 1450, the bubonic plague had
ended in northern Europe. Also, the
Hundred Years War between France
and England was ending. This allowed
new ideas from Italy to spread to
northern Europe. They were quickly

adopted. Here, too, rulers and
merchants used their money to sponsor
artists. But the northern Renaissance
had a difference. Educated people
combined classical learning with interest
in religious ideas./En 1450, la peste
bubnica haba terminado en el norte de
Europa. Tambin terminaba la Guerra
de los Cien Aos entre Francia e
Inglaterra. Esto permiti que las nuevas
ideas italianas se difundieran en el norte
de Europa. Se adoptaron rpidamente.
296
Aqu, tambin los gobernantes y

comerciantes usaron su dinero para
apoyar artistas. Pero el Renacimiento
del norte fue distinto. La gente educada
combin los conocimientos clsicos con
ideas religiosas.
popularizaron y su uso se extendi

a Italia.
2. What did northern European artists
paint?/Qu pintaron los artistas del
norte de Europa?

1. How was the northern Renaissance

different from the Renaissance in
Italy?/En qu se diferenci el
Renacimiento del norte del
Renacimiento italiano?

Artistic Ideas Spread
(Pages 480481)/SE DIFUNDEN
LAS IDEAS ARTSTICAS
(Pginas 480481)
What ideas about art developed in
northern Europe?/Qu ideas
artsticas se desarrollaron en el norte
de Europa?
The new ideas of Italian art moved
to the north, where artists began to use
them. Major artists appeared in parts
of Germany, France, Belgium, and the
Netherlands. Drer painted religious
subjects and realistic landscapes.
Holbein, Van Eyck, and Bruegel
painted lifelike portraits and scenes of
peasant life. They revealed much about
the times. They began to use oil-based
paints. Oils became very popular, and
their use spread to Italy./Las nuevas
ideas del arte italiano se difundieron en
el norte, y surgieron importantes artistas
en Alemania, Francia, Blgica y los
Pases Bajos. Durero pint temas
religiosos y paisajes realistas. Holbein,
Van Eyck y Bruegel pintaron retratos
realistas y escenas de la vida campesina
que revelan mucho acerca de sus
tiempos. Comenzaron a usar leos, o
pinturas de aceite. Los leos se

Northern Writers Try
toReform Society; The
Elizabethan Age
(Pages 482483)/LOS ESCRITORES
DEL NORTE INTENTAN REFORMAR
LA SOCIEDAD; LA ERA ISABELINA
(Pginas 482483)
What did northern writers write?/
Qu escribieron los escritores del
norte?
Writers of the northern Renaissance
combined humanism with a deep
Christian faith. They urged reforms in
the Church. They tried to make people
more devoted to God. They also wanted
society to be more fair. In England,
Thomas More wrote a book about
Utopia, an imaginary ideal society where
greed, war, and conflict do not exist./
En el norte, los escritores del
Renacimiento combinaron el
humanismo con una profunda fe
cristiana. Instaron a hacer reformas en
la Iglesia. Queran que la gente fuera
ms devota. Tambin queran una
sociedad ms justa. Toms Moro
escribi un libro acerca de Utopa, una
sociedad imaginaria ideal donde no
existan la codicia, la guerra ni los
conflictos.
William Shakespeare is often called
the greatest playwright of all time. His
plays showed a brilliant command of
the English language. They also show a
297
deep understanding of people and how

they interact with one another./
AWilliam Shakespeare se le ha llamado
el mejor dramaturgo de todos los
tiempos. Sus obras demuestran un
dominio brillante del ingls y un
profundo conocimiento del ser humano
y sus relaciones.
3. Who were two of the most
famous writers of the northern
Renaissance?/Quines fueron los
escritores ms famosos del
Renacimiento del norte?

Printing Spreads
Renaissance Ideas; The
Legacy of the Renaissance
(Pages 484485)/LA IMPRENTA
DIFUNDE LAS IDEAS
RENACENTISTAS; EL LEGADO DEL
RENACIMIENTO (Pginas 484485)
Why was the printing press such an
important development?/Por qu la
imprenta fue tan importante?
One reason that learning spread so
rapidly during the Renaissance was the
invention of movable type. The Chinese
had invented the process of carving
characters onto wooden blocks. They
then arranged them in words, inked the
blocks, and pressed them against paper
to print pages./Una causa de la rpida
difusin de los conocimientos durante el
Renacimiento fue la invencin del tipo
mvil. En China, mucho tiempo atrs,
seinvent el procedimiento de grabar
caracteres en bloques de madera.
Despus formaban palabras con los
bloques, los entintaban y los presionaban
sobre papel para imprimir pginas.
In 1440, a German, Johann

Gutenberg, used this same practice to
invent his printing press. He produced
his first bookthe Gutenberg Biblein
1455 on this press. The technology then
spread rapidly. By 1500, presses in
Europe had printed nearly 10 million
books./En 1440, un alemn, Johann
Gutenberg, aplic la misma tcnica para
inventar una imprenta. Produjo su
primer libro la Biblia de Gutenberg
en 1455. Esta tecnologa se difundi
rpidamente. En 1500, en Europa haba
casi 10 millones de libros impresos.
Printing made it easier to make many
copies of a book. As a result, written
works became available far and wide.
Books were printed in English, French,
Spanish, Italian, or German. More
people began to read. The Bible was a
popular book. After reading the Bible,
some people formed new ideas about
Christianity. These ideas were different
from the official teachings of the
Church./Gracias a la imprenta, fue
posible hacer muchas copias de un libro.
Como resultado, las obras escritas se
difundieron ampliamente. Se
imprimieron libros en ingls, francs,
espaol, italiano y alemn. Ms gente
comenz a leer. La Biblia era un libro
popular. Despus de leer la Biblia,
algunos empezaron a tener nuevas ideas
acerca del cristianismo. Esas ideas eran
diferentes a las enseanzas oficiales de
la Iglesia.
The Renaissance prompted changes
in both art and society. Artists and
writers portrayed people in more
realistic ways and celebrated individual
achievement. In a larger sense, the
Renaissance opened up a world of new
ideas to people and led them to examine
and question things more closely./El
Renacimiento trajo cambios en el arte y
la sociedad. Los artistas y los escritores
298
retrataron a la gente de una manera ms

realista y celebraron los logros
individuales. El Renacimiento abri un
mundo de ideas nuevas y llev a
examinar y cuestionar ms de cerca las
cosas.
life?/Qu efectos tuvo la imprenta

en la vida del norte de Europa?
4. What effects did the printing press

have on northern European
299
As you read about the ways that northern Europeans adapted the ideas
of the Renaissance, take notes to answer each question./Al leer acerca
de las formas en que los europeos del norte adaptaron las ideas del
Renacimiento, toma notas para contestar cada pregunta.
1. W
hat factors led to the beginning of the Renaissance in northern Europe?/
Cules fueron las causas del inicio del Renacimiento en el norte de Europa?
2. H
ow did the invention of the printing press help spread learning and
Renaissance ideas?/De qu manera la invencin de la imprenta contribuy a
difundir el conocimiento y las ideas renacentistas?
Describe briefly how each of the following showed Renaissance

influences in his work./Describe brevemente las influencias
renacentistas en las obras de los siguientes artistas y escritores.
3. Albrecht Drer/Albrecht Durero
4. J an van Eyck/Jan Van Eyck
5. P
ieter Bruegel the Elder/Pieter Bruegel el Viejo
6. D
esiderius Erasmus/Desiderius Erasmus
7. Thomas More/Toms Moro
8. W
illiam Shakespeare/William Shakespeare
300
y Reforma

Section/Seccin 3
Luther Leads the Reformation/

Lutero dirige la Reforma
indulgence/indulgencia Release from punishments due for a sin/Perdn por un
pecado a cambio de dinero

Reformation/Reforma 16th-century movement for religious reform, leading to the
founding of new Christian churches/Movimiento de reforma religiosa del siglo

16 que llev a la fundacin de nuevas iglesias cristianas
Lutheran/Luterana Member of a Protestant church founded on the teachings of
Martin Luther/Iglesia protestante basada en las enseanzas de Martn Lutero

Protestant/protestante Member of a Christian church founded on the principles
of the Reformation/Miembro de una iglesia cristiana que sigue los principios de

la Reforma
Peace of Augsburg/Paz de Augsburgo Agreement in 1555 declaring that the
religion of each German state would be decided by its ruler/Acuerdo de 1555 que
declar que los gobernantes de los estados alemanes deban decidir la religin en
sus estados
annul/anular Cancel or put an end to/Cancelar, dar fin a algo
Anglican/Anglicana Relating to the Church of England/Iglesia de Inglaterra

In the last section, you saw how the Renaissance spread to northern
Europe./En la seccin anterior, leste acerca de cmo se difundi el
Renacimiento en el norte de Europa.
In this section, you will see how Renaissance ideas helped bring
about the Reformation./En esta seccin, aprenders que las ideas del
Renacimiento llevaron a la Reforma.
As You Read/Al leer

Use a chart to identify the effects of Martin Luthers protests./
Usa un cuadro para identificar los efectos de las protestas de Martn
Lutero.
301
Causes of the Reformation

(Pages 488489)/LAS CAUSAS DE
LA REFORMA (Pginas 488489)
Why was the Church criticized?/
Por qu se critic a la Iglesia?
By 1500, the influence of the Church
on the lives of people had weakened.
Some people resented paying taxes to
support the Church in Rome. Others
sharply criticized the Church for some
of its practices. Popes seemed more
concerned with luxury and political
power than with spiritual matters. Many
local priests lacked education and were
not able to teach people. Some lived
immoral lives./En 1500, la influencia de
la Iglesia en la vida diaria se haba
debilitado. Algunos resentan el pago de
impuestos para mantener a la Iglesia en
Roma. Otros criticaban severamente
algunas prcticas de la Iglesia. Los
Papas estaban ms preocupados por el
lujo y el poder poltico que por asuntos
espirituales. Muchos sacerdotes carecan
de educacin y no podan ensear.
Muchos eran inmorales.
Reformers urged the Church to
change its ways to become more spiritual
and humble. Christian humanists such as
Erasmus and Thomas More added their
voices to calls for change. In the early
1500s, the calls grew louder./Los
reformadores instaron a cambiar la
Iglesia para que fuera ms espiritual y
humilde. Los humanistas cristianos,
como Erasmo y Toms Moro, sumaron
sus voces de cambio. A principios del
siglo 16, la exigencia de cambio aument.
1. What kinds of changes did Church
critics want to make?/Qu cambios
queran los crticos de la Iglesia?
Luther Challenges the

Church (Page 489)/LUTERO
DESAFA A LA IGLESIA
(Pgina 489)
How did the Reformation begin?/
Cmo comenz la Reforma?
In 1517, a German monk named
Martin Luther protested against a
Church official who was selling
indulgences. An indulgence was a
kind of forgiveness. By paying money
to the Church, people thought they
could win salvation./En 1517, un
monje alemn llamado Martn Lutero
protest porque un representante
de la Iglesia venda indulgencias. La
indulgencia es una especie de perdn.
Se pensaba que al pagar dinero a
la Iglesia se podra alcanzar la
salvacin.
Luther challenged this practice and
others. He posted a protest on the door
of a castle church. His words were
printed and spread throughout
Germany. This was the beginning of
the Reformation, a movement for
reform that led to the founding of
new Christian churches./Lutero desafi
sta y otras prcticas. Coloc una
protesta en la puerta de la iglesia de un
castillo. Su protesta se imprimi
rpidamente y comenz a difundirse en
Alemania. ste fue el inicio de la
Reforma, el movimiento de cambio que
llev a la fundacin de nuevas iglesias
cristianas.
2. What role did Martin Luther play
in the Reformation?/Qu papel
desempe Martn Lutero en la
Reforma?

302
The Response to Luther

(Pages 490492)/LA RESPUESTA A
LUTERO (Pginas 490492)
What effects did Luthers protest
have?/Qu efectos tuvo la protesta
de Lutero?
Pope Leo X punished Luther for his
views, but he refused to change them.
Holy Roman Emperor Charles V, a
strong Catholic, called Luther an
outlaw. Luthers books were burned. But
it was too late. Many of his ideas were
already being practiced. The Lutheran
Church started around 1522./El Papa
castig a Lutero por sus opiniones, pero
ste se neg a cambiarlas. Carlos V,
emperador del Sacro Imperio Romano y
un ferviente catlico, lo declar fuera de
la ley. Se quemaron sus libros. Era
demasiado tarde. Muchas ideas de
Lutero ya se practicaban. La Iglesia
Luterana comenz hacia 1522.
In 1524, peasants in Germany hoped
to use Luthers ideas about Christian
freedom to change society. They
demanded an end to serfdoma
condition like slavery. When it was not
granted, they revolted. Luther disagreed
with this revolt. German princes killed
thousands in putting the revolt down./
En 1524, los campesinos de Alemania
queran cambiar la sociedad con las
ideas de Lutero de libertad cristiana.
Exigieron terminar el sistema de siervos,
una especie de esclavitud. Cuando ese
cambio no sucedi, los campesinos se
rebelaron. Lutero desaprob esa
revuelta. Los prncipes alemanes
mataron a miles para sofocar la revuelta.
Some nobles supported Luthers
ideas. They saw a chance to weaken the
emperors power over them. Other
German princes joined forces against
Luthers supporters. They signed an
agreement to remain loyal to the pope
and the emperor. Supporters of Luthers
ideas protested this agreement. They

were called the Protestants. Eventually,
the term Protestant meant Christians
who belonged to non-Catholic
churches./Algunos nobles apoyaron las
ideas de Lutero. Vieron la oportunidad
de debilitar el poder del emperador.
Otros prncipes alemanes se unieron
contra los seguidores de Lutero.
Firmaron un acuerdo de lealtad al Papa
y al emperador. Los seguidores de
Lutero protestaron por este acuerdo.
Por eso los llamaron protestantes. Con
el tiempo, el trmino protestante design
a los cristianos que pertenecan a iglesias
no catlicas.
War broke out between Catholic and
Protestant forces in Germany. It finally
ended in 1555 with the Peace of
Augsburg. This treaty granted each
prince the right to decide whether his
subjects would be Catholic or
Protestant./La guerra estall entre las
fuerzas catlicas y las protestantes en
Alemania. Termin en 1555 con la Paz
de Augsburgo. El tratado concedi a
cada prncipe el derecho a decidir si sus
sbditos eran catlicos o protestantes.
3. Why did Luthers ideas lead to
war?/Por qu las ideas de Lutero
provocaron la guerra?

England Becomes Protestant
(Page 492494)/INGLATERRA SE
VUELVE PROTESTANTE
(Pginas 492494)
How did England become
Protestant?/Cmo se volvi
protestante Inglaterra?
The Catholic Church faced another
challenge in England. Henry VIII, the
king, was married to a Spanish princess.
303
She gave birth to a daughter. England

had never had a female ruler. Henry
feared a civil war would start if he had
no son. He believed his wife was too old
to have another child. He tried to get the
pope to annul, or put an end to, the
marriage so he could remarry. The pope
refused./La Iglesia Catlica enfrent un
nuevo desafo en Inglaterra. El rey
Enrique VIII estaba casado con una
princesa espaola que tuvo una hija.
Inglaterra jams haba tenido una
gobernante. Enrique temi que estallara
una guerra civil si no tena un hijo. Crea
que su esposa, por su edad, no poda
tener otro hijo. Enrique quera casarse
de nuevo. Intent que el Papa anulara,
odiera fin, a su matrimonio. El Papa
seneg.
To remarry, Henry had to get out of
the Catholic church. In 1534, Henry had
Parliament pass laws that created the
Church of England. These laws made
the king or queen, not the pope, head of
the Church. Henry no longer had to
obey the pope. Henry remarried five
times. His only son was from his third
wife./Para poder casarse de nuevo,
Enrique tena que salirse de la Iglesia
Catlica. En 1534, Enrique logr que el
Parlamento promulgara una serie de
leyes para crear la Iglesia de Inglaterra.

Esas leyes nombraban al rey o la
reina no al Papa cabeza de
la Iglesia. As, Enrique ya no tendra
que obedecer al Papa. Enrique se cas
cinco veces. Su nico hijo varn fue de
su tercera esposa.
One of Henrys daughters, Elizabeth,
became queen in 1558. She finished
creating a separate English church. The
new church was called Anglican. It had
some practices that would appeal to
both Protestants and Catholics. In this
way, Elizabeth hoped to end religious
conflict./Una de las hijas de Enrique,
Isabel, subi al trono en 1558. Ella
termin de crear la Iglesia de Inglaterra.
Esta nueva iglesia se llam anglicana.
Tena algunas prcticas que atraeran
tanto a protestantes como a catlicos.
As, Isabel esperaba terminar los
conflictos religiosos en Inglaterra.
4. What role did Henry VIII play in
creating the Church of England?/
Qu papel desempe Enrique VIII
en la creacin de la Iglesia de
Inglaterra?

304
As you read this section, note some of the causes and effects of the
events identified./Al leer esta seccin, anota algunas de las causas y
efectos de los sucesos que aparecen a continuacin.
Causes/Causas
Event or Situation/
Suceso o situacin
Effects/Efectos
1. In 1517, Luther posts

his 95 theses on the
church door at
Wittenberg./En1517,
Lutero coloca sus 95
tesis en las puertas de
una iglesia en
Wittenberg.
2. In 1520, Luther is
excommunicated. In
1521, he is declared an
outlaw and a heretic./
En1520, Lutero es
excomulgado. En 1521
es declarado forajido y
hereje.
3. The German peasants
revolt in 1524./Revuelta
de campesinos
alemanes en 1524.
4. The Peace of Augsburg
is signed in 1555./
LaPaz de Augsburgo
sefirma en 1555.
5. The English Parliament
approves the Act of
Supremacy in 1534./
ElParlamento ingls
aprueba la Ley de
Supremaca en 1534.
6. Parliament establishes
the Anglican Church in
1559./El Parlamento
establece la Iglesia
Anglicana en 1559.
305
y Reforma

Section/Seccin 4
The Reformation Continues/

Contina la Reforma
predestination/predestinacin Doctrine that God has decided all things
beforehand, including which people will be saved/Doctrina que dice que Dios
decidi todo de antemano y sabe quin se salvar
Calvinism/calvinismo Religious teachings based on the ideas of the reformer John
Calvin/Religin basada en las ideas del reformador Juan Calvino

theocracy/teocracia Government controlled by religious leaders/Gobierno
controlado por dirigentes religiosos

Presbyterian/Presbiteriana Member of a Protestant church governed by elders and
founded by John Knox/Iglesia protestante gobernada por ancianos y fundada

por John Knox
Anabaptist/Anabaptista Member of a Protestant group during the Reformation
who believed only adults should be baptized. Also believed that church and state
should be separate/Iglesia protestante formada durante la Reforma que crea que
slo los adultos deban ser bautizados. Tambin quera separar la Iglesia del
Estado
Catholic Reformation/Contrarreforma 16th-century Catholic reform movement in
response to Protestant Reformation/Movimiento catlico de reforma que ocurri

en el siglo 16 ante las reformas protestantes
Jesuits/jesuitas Members of the Society of Jesus, a Roman Catholic religious
order founded by Ignatius of Loyola/Miembros de la Sociedad de Jess, una

orden religiosa catlica fundada por Ignacio de Loyola
Council of Trent/Concilio de Trento Meeting of Roman Catholic leaders to rule on
doctrines criticized by the Protestant reformers/Reunin de dirigentes catlicos

romanos para regir las doctrinas criticadas por los reformadores protestantes
306

In the last section, you read how the Reformation began./En la
seccin anterior, leste acerca de cmo comenz la Reforma.
In this section, you will learn how it developed and spread./En esta
seccin, aprenders cmo se desarroll y extendi.
As You Read/Al leer

Use a chart to compare the ideas of the reformers who came after
Luther./Usa un cuadro para comparar las ideas de los reformadores
que siguieron a Lutero.
Calvin Continues the

Reformation (Pages 495496)/
CALVINO CONTINA LA REFORMA
(Pginas 495496)
What did Calvin teach?/Qu ense
Calvino?
Protestantism arose elsewhere in the
1530s under the leadership of John
Calvin. Calvin taught that people are
sinful by nature. He also taught
predestination, the idea that God
determines beforehand who will be
saved. The religion based on Calvins
teachings is called Calvinism./En otras
partes de Europa surgi el
protestantismo durante la dcada de
1530, bajo la direccin de Juan Calvino.
Calvino crea que todos los seres
humanos somos pecadores por
naturaleza. Tambin ense la
predestinacin, idea de que Dios
determina de antemano quines se
salvarn. La religin basada en las
enseanzas de Calvino se llama
calvinismo.
Calvin created a theocracy in Geneva,
Switzerland. It was government run by
religious leaders. It had strict rules of
behavior./Calvino cre una teocracia en

Ginebra, Suiza. Era un gobierno
dirigido por lderes religiosos. Tena
reglas estrictas de comportamiento.
A preacher named John Knox put
these ideas into practice in Scotland.
This was beginning of the Presbyterian
Church. Others in Holland, France,
and Switzerland adopted Calvins ideas
as well. In France, his followers were
called Huguenots. Conflict between
them and Catholics often turned into
violence. In 1572, mobs killed about
12,000 Huguenots./Un predicador
llamado John Knox puso en prctica
esas ideas en Escocia. ste fue el
principio de la Iglesia Presbiteriana. En
Suiza, Holanda y Francia se adoptaron
las ideas de Calvino. En Francia, sus
seguidores se llamaron hugonotes. A
menudo tuvieron conflictos violentos
con los catlicos. En 1572, una
muchedumbre mat a cerca de 12,000
hugonotes.
1. What is Calvinism?/Qu es el
calvinismo?

307
Other Protestant Reformers

(Pages 496498)/OTROS
REFORMISTAS PROTESTANTES
(Pginas 496498)
What other reformers were important
during the Reformation?/Qu otros
reformistas fueron importantes
durante la Reforma?
Another new Protestant group was
the Anabaptists. They preached that
people should be baptized into the faith
as adults. Anabaptists also taught that
the church and state should be separate.
In addition, they refused to fight in
wars./Otra iglesia protestante fue la
Anabaptista. Predicaba que la gente
deba bautizarse de adulta y que la
Iglesia y el Estado deban separarse.
Adems, los anabaptistas se negaron a
participar en las guerras.
Many women played key roles in the
Reformation. Marguerite of Navarre
protected John Calvin from being killed
for his beliefs. Katherina von Bora was
the wife of Martin Luther. She
supported an equal role for women in
marriage./Muchas mujeres
desempearon papeles importantes en la
Reforma. Margarita de Navarra
protegi a Juan Calvino para que no lo
mataran debido a sus creencias.
Katherina von Bora era la esposa de
Martn Lutero. Ella defenda la igualdad
de hombres y mujeres en el matrimonio.
2. Who were two women who played
important roles in the Reformation?/
Quines fueron dos mujeres que
desempearon papeles importantes
en la Reforma?
The Catholic Reformation

(Pages 498499)/
LACONTRARREFORMA
(Pginas 498499)
What was the Catholic Reformation?/
Qu fue la Contrarreforma?
Protestant churches grew all over
Europe. To keep Catholic believers loyal,
the Catholic Church took steps to
change itself. This was called the Catholic
Reformation./Las iglesias protestantes se
extendieron por toda Europa. Para
mantener la lealtad de los catlicos, la
Iglesia Catlica realiz algunos cambios.
Esto se llam la Contrarreforma.
One Catholic reformer was a Spanish
noble named Ignatius. He founded a new
group in the Church based on deep
devotion to Jesus. Members of this
group, called the Jesuits, started schools
across Europe. They sent missionaries to
convert people to Catholicism. In
addition, they tried to stop the spread of
Protestant faiths./Un reformista catlico
fue un noble espaol llamado Ignacio.
Fund un nuevo grupo religioso basado
en su profunda devocin por Jess: los
jesuitas. Fundaron escuelas en toda
Europa. Enviaron misioneros a convertir
al catolicismo. Adems, trataron de
detener el avance del protestantismo.
Two popes of the 1500s helped bring
about changes in the Church. Pope Paul
III set up a kind of court called the
Inquisition. It was charged with finding,
trying, and punishing people who broke
the rules of the Church. He also called a
meeting of church leaders, the Council
of Trent. The council, which met in
1545, passed doctrines. These doctrines
stated that the Churchs interpretation
308
of the Bible was final and that

Christians needed to perform good
works to win salvation. They also gave
the Bible and the Church equal
authority in setting out Christian beliefs
and supported indulgences./Dos papas
del siglo 16 realizaron cambios en la
Iglesia. El Papa Pablo III estableci una
corte llamada Inquisicin. Estaba
encargada de buscar, juzgar y castigar a
quienes violaran las leyes de la Iglesia.
Tambin convoc a una reunin de
dirigentes de la Iglesia, el Concilio de
Trento. Se reuni en 1545 y promulg
varias doctrinas. Estas doctrinas
establecan que la interpretacin de la
Biblia que ofreca la Iglesia era la ltima
palabra y que para salvarse, los
cristianos necesitaban obrar bien y tener
fe. Adems, le otorgaban a la Biblia y la
Iglesia igual autoridad para establecer
las creencias cristianas y apoyaban el
uso de las indulgencias.
The next pope, Paul IV, put these
doctrines into practice. They helped
revive the Church and allowed it to
survive the challenge of the Protestants./
El siguiente Papa, Pablo IV, puso en
prctica dichas doctrinas. stas
revivieron la Iglesia y permitieron que
sobreviviera al desafo de los protestantes.
movement, Protestant churches

flourished. Meanwhile, the Catholic
Church became more unified as a result
of the reforms started at the Council of
Trent./La Reforma tuvo un fuerte
impacto en la sociedad. A raz de este
movimiento florecieron las iglesias
protestantes. La Iglesia Catlica se
unific ms como consecuencia de las
reformas del Concilio de Trento.
The Reformation caused an overall
decline in the authority of the church.
As a result, individual monarchs and
states gained greater power. This in turn
led to the development of modern
nation-states./La Reforma debilit la
autoridad de la Iglesia, con lo cual
monarcas y estados individuales
obtuvieron mayor poder. Esto condujo
al desarrollo de los estados nacionales
de la actualidad.
Women thought that their status in
society might improve as a result of the
Reformation. However, this did not
happen. Women were still mainly limited
to the concerns of home and family./Las
mujeres creyeron que con la Reforma su
situacin en la sociedad mejorara, pero
no fue as. La vida de las mujeres estaba
limitada a los asuntos del hogar y la
familia.
3. What happened at the Council of

Trent?/Qu sucedi en el Concilio
de Trento?
4. What was the result of the declining

authority of the church?/Qu
sucedi al debilitarse la autoridad de
la Iglesia?

The Legacy of the
Reformation (Page 500)/
ELLEGADO DE LA REFORMA
(Pgina 500)
What was the legacy of the
Reformation?/Cul fue el legado de
la Reforma?
The Reformation had an enduring
impact on society. In the wake of the
309
As you read about new Protestant churches and reforms within the
Catholic Church, take notes to answer the questions./Al leer acerca de
las nuevas iglesias protestantes y de las reformas de la Iglesia Catlica,
toma notas para contestar las preguntas.
What were some religious or social beliefs of each new Protestant religion?/Cules
eran las creencias sociales o religiosas de las nuevas religiones protestantes?
1. C
alvinism/Calvinismo
2. P
resbyterianism/Iglesia Presbiteriana
3. Anabaptism/Iglesia Anabaptista
4. W
hat were the three major activities of the Jesuits?/Cules fueron las tres
actividades principales de los jesuitas?
5. W
hy were the effects of the work of Jesuit missionaries so long lasting?/Por
qu los efectos de la labor de los misioneros jesuitas fueron tan duraderos?
6. W
hat role did Popes Paul III and Paul IV play in reforming the Catholic
Church?/Qu papeles desempearon los papas Pablo III y Pablo IV en la
Reforma de la Iglesia Catlica?
7. W
hat were some important effects of the Reformation?/Cules fueron algunos
de los efectos importantes de la Reforma?
310
The Muslim World Expands/Expansin del mundo musulmn

Section/Seccin 1
The Ottomans Build a Vast Empire/

Los otomanos crean un vasto imperio
ghazis/ghazis Warriors for Islam/Guerreros del islam
Osman/Osmn Successful ghazi who built a small state in Anatolia/Ghazi
triunfador que form un pequeo estado en Anatolia

sultans/sultanes Rulers of Muslim states/Gobernantes de estados musulmanes
Timur the Lame/Timur el Invlido Conqueror of Persia and Russia/Conquistador
de Persia y Rusia
Mehmed II/Mehmet II Conqueror who made Istanbul his capital/Conquistador que
estableci su capital en Estambul

Suleyman the Lawgiver/Suleymn el Legislador Ruler who brought Ottoman
Empire to its height/Gobernante que llev al imperio otomano a su mayor

extensin
devshirme/devshirme Policy for creating the sultans army/Poltica de tomar
esclavos
janissary/janseros Soldier slave drawn from conquered Christian territories/
Soldados esclavos de territorios cristianos

In the last chapter, you read about changes in Europe during
1300-1600./En el captulo anterior, leste acerca de los cambios en
Europa entre 1300 y 1600.
In this section, you will read about the rise of the Ottoman Empire
during the same period./En esta seccin, leers acerca del
surgimiento del imperio otomano durante el mismo perodo.
As You Read/Al leer

Use a chart to list the main rulers of the Ottoman Empire and their
successes./Usa un cuadro para enumerar a los principales
gobernantes otomanos y sus logros.
311
Turks Move into Byzantium

(Pages 507508)/LOS TURCOS SE
TRASLADAN A BIZANCIO (Pginas
507508)
How did the Ottoman Empire begin?/
Cmo comenz el imperio
otomano?
In 1300, the world of the eastern
Mediterranean was also changing. The
Byzantine Empire was fading. The
Seljuk Turk state had been destroyed.
Anatolia, the area of modern Turkey,
was now inhabited by groups of
nomadic Turks. They saw themselves as
ghazis, or Muslim warriors for Islam.
They raided the lands where nonMuslims lived./En 1300, el Mediterrneo
del este tambin presenci cambios. El
imperio bizantino se eclips. El estado
turco de los seljcidas haba sido
destruido. Anatolia, en la actual
Turqua, estaba habitada por grupos de
turcos nmadas. Se consideraban ghazis,
o guerreros del islam. Atacaban las
tierras de los que no eran musulmanes.
The most successful ghazi was
Osman. Western Europeans thought his
name was Othman. They called his
followers Ottomans. Between 1300 and
1326, Osman built a strong but small
kingdom in Anatolia. Leaders who came
after Osman called themselves sultans,
or ones with power. They extended
the kingdom by buying land. They also
formed alliances with other chieftains
and conquered everyone they could./El
ghazi ms sobresaliente fue Osmn. Los
europeos pensaban que su nombre era
Othman y llamaron a sus seguidores
otomanos. Entre 1300 y 1326, Osmn
form un reino fuerte pero pequeo en
Anatolia. A los dirigentes que

sucedieron a Osmn los llamaron
sultanes, o los que tienen poder.
Extendieron su reino mediante compras
de tierras. Tambin formaron alianzas
con otros jefes y conquistaron a todos
los pueblos que pudieron.
The Ottomans ruled in a kindly way.
Muslims had to serve in the army but
paid no taxes. Non-Muslims paid tax
but did not serve in the army. Many
joined Islam just to avoid the tax. Most
people adjusted easily to their new rule./
Los otomanos ejercieron un gobierno
bondadoso. Los musulmanes tenan que
servir en el ejrcito pero no pagaban
impuestos. Los no musulmanes pagaban
impuestos pero no servan en el ejrcito.
Muchos se unieron al islam para no
pagar impuestos. Muchos se adaptaron
a su gobierno fcilmente.
One warrior did not. He was Timur
the Lame. He conquered Russia and
Persia. In 1402, he defeated the
Ottoman forces. Timur captured the
sultan and took him to Samarkand in
a cage./Un guerrero no se adapt: Timur
el Invlido. Conquist Rusia y Persia. En
1402, derrot a los otomanos. Timur
captur al sultn y lo llev a
Samarkanda en una jaula.
1. Who were the Ottomans?/Quines
eran los otomanos?

312
Powerful Sultans Spur

Dramatic Expansion
(Pages 508509)/LOS SULTANES
PODEROSOS IMPULSAN UNA
EXPANSIN ACELERADA (Pginas
508509)
How did the empire grow?/Cmo
creci el imperio?
In Anatolia, the four sons of the last
sultan fought for control of the empire.
Mehmed I won control. His son and the
four sultans who came after him
brought the Ottoman Empire to its
greatest power. One of themMehmed
IItook power in 1451. He built a force
of 100,000 foot soldiers and 125 ships to
gain control of Constantinople. In 1453,
he took the city and the waterway it
controlled. Mehmed made the city his
capital. He renamed it Istanbul. The
rebuilt city became home to people from
all over the Ottoman Empire./En
Anatolia, los cuatro hijos del ltimo
sultn lucharon por el control del
imperio. Gan Mehmet I. Su hijo y
cuatro sultanes que lo sucedieron
llevaron al imperio otomano a su
mximo poder. Uno de ellos Mehmet
II subi al poder en 1451. Form un
ejrcito de 100,000 soldados de
infantera y 125 barcos para tomar
Constantinopla. En 1453, tom la
ciudad y las aguas que controlaba.
Mehmet estableci su capital en la
ciudad y la llam Estambul. La ciudad
reconstruida fue hogar de gente de todo
el imperio otomano.
Other emperors used conquest to
make the empire grow. After 1514, Selim
the Grim took Persia, Syria, and
Palestine. He then captured Arabia,
took the Muslim holy cities of Medina
and Mecca, and gained control of
Egypt./Otros emperadores tambin
usaron la conquista para extender el
imperio. Despus de 1514, Selim el
Triste conquist Persia, Siria y Palestina.

Despus captur Arabia, tom las
ciudades musulmanas sagradas de
Medina y Meca, y control Egipto.
2. Who was Mehmed II?/Quin fue
Mehmet II?

Suleyman the Lawgiver; The
Empire Declines Slowly
(Pages 510511)/SULEYMN EL
LEGISLADOR; LA LENTA
DECADENCIA DEL IMPERIO
(Pginas 510511)
Why was Suleyman the Lawgiver a
great leader?/Por qu Suleymn el
Legislador fue un gran gobernante?
Suleyman I took power in 1520 and
ruled for 46 years. He brought the
Ottoman Empire to its greatest size and
most impressive achievements. He
conquered parts of southeastern
Europe. He won control of the entire
eastern Mediterranean Sea and took
North Africa as far west as Tripoli./
Suleymn I subi al poder en 1520 y
gobern durante 46 aos. Llev al
imperio otomano a su mayor extensin
y a sus logros ms impresionantes.
Conquist partes del sureste de Europa.
Control todo el este del mar
Mediterrneo y tom frica del norte
hasta Trpoli.
Suleyman revised the laws of the
empire. His people called him Suleyman
the Lawgiver. Suleyman ruled his empire
with a highly structured government.
Thousands of slaves served the royal
family. The policy of making people
313
slaves was called devshirme. The

janissaries were an enslaved group of
soldiers. They were Christians taken as
children and made slaves. They were
trained as soldiers and fought fiercely
for the sultan. Other slaves held
important government jobs./Suleymn
revis las leyes del imperio. Su pueblo le
llam Suleymn el Legislador. Suleymn
implant un gobierno muy estructurado.
Miles de esclavos servan a la familia
real. La poltica de tomar esclavos se
llamaba devshirme. Los janseros eran un
grupo de soldados esclavos. Eran
cristianos capturados desde nios y
convertidos en esclavos. Los entrenaban
como soldados y luchaban fieramente
por el sultn. Otros esclavos
desempeaban importantes cargos
gubernamentales.
The empire allowed people to follow
their own religion. Jews and Christians
were not mistreated. His empire was
also known for great works of art and
many fine buildings./El imperio permita
que todos practicaran su propia religin.
Judos y cristianos no sufrieron

maltrato. El imperio de Suleymn
tambin fue conocido por las grandes
obras de arte y magnficos edificios.
Although the empire lasted long after
Suleyman, it spent the next few hundred
years in decline. That means its power
slipped. None of the sultans were as
accomplished as Suleyman had been./
Aunque el imperio dur mucho tiempo
despus de la muerte de Suleymn, los
siguientes cien aos marcaron su ocaso.
Es decir, perdi poder. Ninguno de los
sultanes fueron tan capaces como
Suleymn.
3. What were two of Suleymans
accomplishments?/Cules fueron
dos logros de Suleymn?

314
As you read this section, fill out the chart below by writing answers in
the appropriate boxes./Al leer esta seccin, llena el cuadro con las
respuestas.
What role did each ruler play in the building and expansion of the Ottoman
Empire?/Cul fue el papel de cada gobernante en la construccin y expansin
del imperio otomano?
1. Osman/Osmn
2. Murad II/Murad II
3. Mehmed II/Mehmet II
4. Selim the Grim/Selim el Terrible
5. Suleyman/Suleymn
List the achievements of Suleyman in the boxes below./Enumera los logros de

Suleymn en los cuadros.
Social Achievements/Logros sociales
Cultural Achievements/Logros culturales
315

Section/Seccin 2
Cultural Blending/Mezcla cultural

Case Study: The Safavid Empire/Estudio de caso: El
imperio safvido
Safavid/safvido Member of a Shia Muslim group that built an empire in Persia/
Miembro del grupo musulmn shia que construy un imperio en Persia

Ismail/Ismael Safavid warrior who seized most of what is now Iran/Guerrero
safvido que se apoder de casi todo el actual Irn

shah/sha Persian title meaning king/Ttulo persa dado al rey
Shah Abbas/sha Abbas Leader during the Safavid golden age/Gobernante durante
la poca de oro safvida

Esfahan/Isfahan Capital city of the Safavid Empire/Capital del imperio safvido

In the last section, you read about the Ottomans./En la seccin
anterior, leste acerca de los otomanos.
In this section, you will learn about the development of another
empire, the Safavid./En esta seccin, leers acerca del desarrollo de
otro imperio: el safvido.
As You Read/Al leer

Use a diagram to identify examples of cultural blending in the
Safavid Empire./Usa un diagrama para identificar ejemplos de
mezcla cultural en el imperio safvido.
Patterns of Cultural
Blending (Pages 512513)/
PATRONES DE MEZCLA CULTURAL
(Pginas 512513)
What is cultural blending?/Qu es la
mezcla cultural?
Throughout history, different peoples
have lived together. Their cultures have
influenced one another. Often these

people have blended one culture with
another. This can happen because of
migration, trade, conquest, or pursuit
of religious freedom or conversion./A lo
largo de la historia, muchos pueblos han
convivido. Sus culturas se han ejercido
influencia mutua y se han mezclado.
316
Esto sucede debido a la migracin, el

comercio, la conquista, la bsqueda de
libertad de religin o la conversin.
Cultural blending results in changes
in society. Some results of cultural
blending are changes in language,
religion, styles of government, or arts
and architecture./La mezcla cultural
provoca cambios en la sociedad que
pueden apreciarse en el idioma, la
religin, el gobierno, las artes y la
arquitectura.
Societies that are able to benefit from
cultural blending are open to new ways.
They are willing to adapt and change./
Las sociedades que aceptan la mezcla
cultural estn abiertas al cambio; estn
dispuestas a adaptarse.
1. What are the four causes of cultural
blending?/Nombra cuatro causas de
la mezcla cultural.

The Safavids Build a Shia
Empire (Pages 513514)/LOS
SAFVIDOS CREAN UN IMPERIO
SHIA (Pginas 513514)
How did the Safavids rise to power?/
Cmo subieron al poder los
safvidos?
Cultural blending took place in the
Safavid Empire of Persia. The Safavids
were members of the Shia, a branch of
Islam. The major group of Muslims, the
Sunnis, persecuted the Shia for their
views. The Safavids feared the Sunni
Muslims. They decided to build a strong
army to protect themselves./En el
imperio safvido de Persia se dio un
ejemplo de mezcla cultural. Los
safvidos eran musulmanes shia, una
rama del islam. El principal grupo
musulmn, los sunni, persegua a los
shia por sus creencias. Los safvidos

teman a los sunni y decidieron formar
un ejrcito fuerte para protegerse.
In 1499, a 14-year-old leader named
Ismail led this army to conquer Iran.
He took the traditional Persian title of
shah, or king, and made Shia the
religion of the new empire. He destroyed
Baghdads Sunni population. Ottoman
Turk rulerswho were Sunni
Muslimsin turn killed all the Shia
that they met. This conflict between the
two groups of Muslims continues today./
En 1499, un dirigente de 14 aos de
edad, Ismael, se lanz a conquistar Irn.
Adopt el ttulo persa tradicional de
sha, o rey, y declar que el imperio era
shia. Destruy la poblacin sunni de
Bagdad. Los gobernantes turcos
otomanos que eran musulmanes
sunni, en venganza, mataron a todos
los shias que encontraron. Este
conflicto entre los dos grupos de
musulmanes an contina.
2. Why are the Shia and Sunni
Muslims enemies?/Por qu son
enemigos los musulmanes shia y
sunni?

A Safavid Golden Age/LA ERA
DORADA DE LOS SAFVIDOS
(Pginas 514515)
Who was Shah Abbas?/Quin fue
el sha Abbas?
The Safavids reached their height in
the late 1500s under Shah Abbas. He
created two armies that were loyal to
him and him alone. He also gave new
weapons to the army to make them
better fighters. He got rid of corrupt
officials in the government. He also
brought gifted artists to his empire./Los
safvidos alcanzaron su mayor auge a
317
fines del siglo 16 bajo el gobierno del

sha Abbas. Cre dos ejrcitos que le
fueron leales slo a l y les dio nuevas
armas. Se liber de funcionarios
corruptos. Asimismo, llev artistas
reconocidos al imperio.
Shah Abbas drew on good ideas from
other cultures. The main elements of
that culture were the joining together of
the Persian tradition of learning and
sophistication with the strong faith of
the Shia. He used Chinese artists. They
helped create gorgeous artwork that
decorated the rebuilt capital of Esfahan./
El sha Abbas reuni buenas ideas de
otras culturas. Los principales elementos
de esa cultura conjugaron la tradicin
de aprendizaje y sofisticacin persa con
la profunda fe de los shia. Mand llevar
artistas chinos. Esto contribuy a crear
magnfico arte. La capital reconstruida
de Isfahan se decor con ese arte.
Under Shah Abbas, the Safavids
enjoyed good relations with nations of
Europe. The demand for Persian rugs
increased greatly in Europe. In this
period, rug-making, which had been a
local craft in Persia, became a major
industry for the country./Bajo el
gobierno del sha Abbas, los safvidos
disfrutaron de buenas relaciones con los
pases europeos y la demanda de tapetes
persas en Europa aument. Durante este
perodo, la fabricacin de tapetes, que
haba sido una artesana local en Persia,
se convirti en la principal industria del
pas.
The Dynasty Declines Quickly

(Page 515)/LA RPIDA
DECADENCIA DE LA DINASTA
(Pgina 515)
Why did the Safavids lose power?/
Por qu perdieron el poder los
safvidos?
Like the Ottoman Empire, the Safavid
Empire began to decline soon after it
had reached its greatest height. Shah
Abbas had killed or injured his most
talented sonsjust as Suleyman had
done. Shah Abbas feared that his sons
would seize power from him. As a result,
a weak and ineffective grandson became
shah after him./Al igual que el imperio
otomano, el imperio safvido comenz a
declinar poco despus de haber
alcanzado su mayor esplendor. El sha
Abbas mat o lastim a sus hijos ms
talentosos, igual que Suleymn. Tema
que sus hijos le arrebataran el poder. En
consecuencia, un nieto dbil y torpe fue
el siguiente sha.
4. Why werent there strong leaders
after Shah Abbas?/Por qu no
hubo lderes fuertes despus del
sha Abbas?

3. What were four reforms made by

Shah Abbas?/Menciona cuatro
reformas que hizo el sha Abbas.

318
As you read this case study, take notes to answer the questions about
patterns of cultural blending./Al leer, toma nota para contestar las
preguntas acerca de patrones de mezcla cultural.
Interaction among peoples can create a blending of cultures./La interaccin entre
los pueblos puede causar una mezcla de culturas.
1. W
hat activities cause cultural blending 2. Which of those activities contributed to
to occur?/Qu actividades son causa
the culture of the Ottomans?/Cules
de la mezcla cultural?
de esas actividades contribuyeron a la
formacin de la cultura otomana?
The Safavids built a Shia Empire./Los safvidos crean el imperio shia.
3. H
ow did Ismail help the Safavids rise
to power?/De qu manera Ismael
contribuy al podero de los
safvidos?
4. How did Ismails rule affect the Islam

religion?/De qu manera el gobierno
de Ismael afect a la religin islmica?
Shah Abbas helped create a Safavid culture./El sha Abbas contribuye a crear la
cultura safvida.
5. H
ow did Shah Abbas promote cultural 6. What was probably the most important
blending in his empire?/De qu
result of Western influence on the
manera el sha Abbas alent la mezcla
Safavid Empire?/Cul fue el
cultural en su imperio?
resultado ms importante de la
influencia occidental sobre el imperio
safvido?
319

Section/Seccin 3
The Mughal Empire in India/El

imperio mogol en India
Babur/Babur Founder of the Mughal Empire/Fundador del imperio mogol
Mughal/mogol One of the nomads who invaded the Indian subcontinent and
established a powerful empire there/Uno de los grupos nmadas que invadieron

el subcontinente de India y fundaron un poderoso imperio
Akbar/Akbar Mughal ruler with a genius for cultural blending, military conquest,
and art/Gobernante mogol con talento para la mezcla cultural, las conquistas
militares y el arte
Sikh/sikh Nonviolent religious group that became the enemy of the Mughals/
Grupo religioso no violento que fue enemigo de los mogoles

Shah Jahan/sha Jahan Mughal ruler who built Taj Mahal/Gobernante mogol que
construy el Taj Mahal

Taj Mahal/Taj Mahal Tomb built by Shah Jahan for his wife/Tumba construida por
el sha Jahan para su esposa

Aurangzeb/Aurangzeb Last important Mughal ruler/ltimo gobernante mogol
importante

In the last section, you learn about how the Safavids established an
empire in what is present-day Iran./En la seccin anterior, leste
acerca de la fundacin del imperio safvido en lo que hoy es Irn.
In this section, you will learn about the establishment of the Mughal
Empire in what is now India./En esta seccin, leers acerca de la
fundacin del imperio mogol en la actual India.
As You Read/Al leer

Use a time line to identify the Mughal emperors and their successes./
Usa una lnea cronolgica para identificar a los emperadores
mogoles y sus logros.
320
Early History of the Mughal

Empire (Page 516)/HISTORIA
ANTIGUA DEL IMPERIO MOGOL
(Pgina 516)
How did the Mughal Empire
begin?/Cmo comenz el imperio
mogol?
Starting in the 600s, India went
through a long, unsettled period.
Nomads from central Asia invaded the
area and created many small kingdoms.
In the 700s, Muslims arrived on the
scene. This began a long history of
fighting with the Hindus who had lived
in India for centuries./En el siglo 7,
India sufri un largo perodo de
desajustes. Los nmadas de Asia central
invadieron la regin y crearon muchos
reinos pequeos. En el siglo 8, los
musulmanes llegaron a la regin.
Comenz una larga historia de luchas
con los hindes, quienes haban vivido
en India durante siglos.
After about 300 years, a group of
Muslim Turks conquered a region
around the city of Delhi. They set up a
new empire there. They treated the
Hindus in their area as conquered
peoples. Their rule was brought to an
end in 1398./Despus de 300 aos, un
grupo de turcos musulmanes
conquistaron una regin cerca de la
ciudad de Delhi. Ah fundaron un nuevo
imperio. Trataron a los hindes de la
regin como pueblos conquistados. Su
reinado termin en 1398.
A little over a hundred years later, a
new leader named Babur raised an army
and began to win large parts of India.
He had many talents. He was a lover of
poetry and gardens. He was also an
excellent general. His empire was called
the Mughal Empire because he and his
families were related to the Mongols./
Poco ms de cien aos despus, un
nuevo gobernante llamado Babur form
un ejrcito y comenz a conquistar

extensas regiones de India. Tena gran
talento. Era amante de la poesa y los
jardines, y excelente general. Su imperio
se llam el imperio mogol porque l
y su familia estaban relacionados con
los mongoles.
1. Who was Babur?/Quin fue Babur?

The Golden Age of Akbar
(Pages 517518)/LA ERA DORADA
DE AKBAR (Pginas 517518)
Who was Akbar?/Quin fue Akbar?
Baburs grandson was Akbar. His
name means Greatest One. He ruled
with great wisdom and fairness for
almost 40 years./El nieto de Babur fue
Akbar, nombre que significa El
Grande. Gobern con gran sabidura y
justicia casi durante 40 aos.
Akbar was a Muslim. However, he
believed strongly that people should be
allowed to follow the religion they
choose. Both Hindus and Muslims
worked in the government. He hired
people in his government based on their
ability./Akbar era musulmn. Sin
embargo, crea que todos deban seguir
la religin de su eleccin. Tanto hindes
como musulmanes trabajaron en su
gobierno. Contrat a los funcionarios
del gobierno por su capacidad.
Akbar ruled fairly. He ended the tax
that Hindu pilgrims and all nonMuslims had to pay. To raise money, he
taxed people on a percentage of the
food they grew. This made it easier for
peasants to pay the tax. His land policy
was less wise. He gave much land to
government officials. However, when
they died he took it back. As a result,
workers did not see any point in caring
for the land./Akbar gobern con
321
justicia. Termin con los impuestos que

los peregrinos hindes y los no
musulmanes tenan que pagar. Para
reunir dinero, cobr impuestos de
acuerdo con las cosechas que cada quien
cultivaba. Esto facilit a los campesinos
el pago de impuestos. Su poltica de
tierras fue menos sabia. Entreg
generosamente tierras a los funcionarios
del gobierno, pero a su muerte las
retiraba. En consecuencia, no se
esforzaban por trabajarlas.
He had a strong, well-equipped army
that helped him win and keep control of
more lands. His empire held about 100
million peoplemore than lived in all
of Europe at the time./Tuvo un ejrcito
poderoso y bien equipado que le
permiti ganar y controlar ms tierras.
Su imperio reuna a cerca de 100
millones de personas: ms que las que
habitaban toda Europa en ese tiempo.
During Akbars reign, his policy of
blending different cultures produced two
new languages. One was Hindi, which is
widely spoken in India today. The other
was Urdu. It is now the official language
of Pakistan. The empire became famous
for its art, literature, and architecture.
He also sponsored the building of a new
capital city./Durante el gobierno de
Akbar, su poltica de mezclar distintas
culturas produjo dos nuevos idiomas.
Uno fue el hindi, que an se habla en
grandes extensiones de India. El otro fue
el urdu, que es el idioma oficial de
Paquistn. El imperio cobr fama por su
arte, literatura y arquitectura. Tambin
auspici la construccin de una nueva
ciudad capital.
2. What are some examples of Akbars
policy of fair rule?/Menciona
algunos ejemplos de la poltica justa
de Akbar.

Akbars Successors
(Pages 518521)/LOS SUCESORES
DE AKBAR (Pginas 518521)
Who ruled after Akbar?/Quin
gobern despus de Akbar?
After Akbars death in 1605, his son
Jahangir took control of the empire.
During his reign, the real power was his
wife, Nur Jahan. She plotted with one
son to overthrow another son. She had a
bitter political battle with the Sikhs,
members of a separate, nonviolent
religion, who became the target of
attacks./Tras la muerte de Akbar en
1605, su hijo Jahangir subi al poder.
Durante su reinado, el verdadero poder
estuvo en manos de su esposa Nur
Jahan. Ella se confabul con uno de sus
hijos para derrocar a otro hijo. Mantuvo
una amarga batalla poltica con los sikh,
miembros de una religin no violenta,
blanco de los ataques.
The next ruler was Shah Jahan. He
too chose not to follow Akbars policy
of religious toleration. Shah Jahan was
a great patron of the arts and built many
beautiful buildings. One was the famous
Taj Mahal, a tomb for his wife. His
ambitious building plans required high
taxes, though. People suffered under his
rule./El siguiente gobernante fue el sha
Jahan. Tampoco sigui la poltica de
tolerancia religiosa de Akbar. El sha
Jahan fue un gran mecenas de las artes y
construy hermosos edificios. Uno es el
famoso Taj Mahal, tumba de su esposa.
Pero sus ambiciosos planes de
construccin exigieron elevados
impuestos y el pueblo sufri bajo su
gobierno.
His son Aurangzeb ruled for almost
50 years. He made the empire grow once
again with new conquests. His rule also
brought new problems. He was a devout
Muslim, and he punished Hindus and
destroyed their temples. This led to a
322
rebellion that took part of his empire.

At the same time, the Sikhs won control
of another part of the empire./Su hijo
Aurangzeb gobern durante casi 50
aos. Logr que el imperio creciera
nuevamente gracias a varias conquistas.
Su gobierno tambin trajo nuevos
problemas. Era un devoto musulmn y
castig a los hindes y destruy sus
templos. Esto provoc una rebelin que
le arrebat parte del imperio. Los sikh
controlaron otra parte del imperio.
3. How did Aurangzeb deal with
Hindus?/Cmo lidi Aurangzeb con
los hindes?

The Empires Decline and
Decay (Page 521)/LA DECADENCIA
Y CADA DEL IMPERIO (Pgina 521)
How did the Mughal Empire lose its
power?/Por qu perdi poder el
imperio mogol?
Aurangzeb used up the empires
resources. People did not feel loyalty to
him. As the power of the state
weakened, the power of local lords grew.
Soon there was only a patchwork of
independent states. There continued to
be a Mughal emperor, but he was only a
figurehead, not a ruler with any real
power. As the Mughal empire was rising

and falling, Western traders were
building power. They arrived in India
just before Babur did. Shah Jahan let the
English build a trading fort in Madras.
Aurangzeb handed them the port of
Bombay. This gave Indias next
conquerors a foothold in India./
Aurangzeb us todos los recursos del
imperio. Perdi la lealtad de la gente.
Conforme el poder del estado se
debilit, aument el poder de los seores
locales. Pronto no quedaron sino
estados independientes. Se mantuvo el
emperador mogol, pero era slo una
figura de mando, no un gobernante con
poder real. Mientras el imperio mogol
surga y se eclipsaba, los comerciantes
de Occidente se fortalecan. Llegaron a
India justo antes de Babur. El shah
Jahan permiti que Inglaterra
construyera fortalezas comerciales en
Madras. Aurangzeb les entreg el puerto
de Bombay. Esto dio a los siguientes
conquistadores de India una puerta de
entrada.
4. How did the Mughal Empire change
after Akbar?/Cmo cambi el
imperio mogol despus de Akbar?

323
As you read about the Mughal Empire, make notes in the chart to
describe the outcome of each action listed./Al leer acerca del imperio
mogol, toma notas en el cuadro que describan el resultado de cada
accin.
1. Babur leads troops to victories
over an army led by the sultan of
Delhi and the rajput army./Babur y
sus tropas derrotan al ejrcito del
sultn de Delhi y el ejrcito rajput.
2. Akbar governs through a

bureaucracy of officials in which
natives and foreigners, both
Hindus and Muslims, can rise to
high office./Akbar gobierna
mediante una burocracia en la cual
funcionarios nativos y extranjeros,
tanto hindes como musulmanes,
pueden alcanzar cargos
importantes.
3. Akbar prohibits inheritance of land
granted to bureaucrats./Akbar
prohbe heredar las tierras
otorgadas a los burcratas.
4. Akbar appoints rajputs as officers
in Mughal army./Akbar nombra a
rajputs como oficiales del ejrcito
mogol.
5. Akbar practices cultural blending./
Akbar practica la mezcla cultural.
6. The Sikhs defend Khusrau in
his rebelion against his fathers,
Jahangir./Los sikhs defienden a
Khusrau en su rebelin contra su
padre Jahangir.
324
7. S
hah Jahan orders the building
of the Taj Mahal./El sha Jahan
ordena la construccin del Taj
Mahal.
8. Aurangzeb strictly enforces Islamic
laws and reinstates tax on nonMuslims./Aurangzeb impone la
obediencia estricta de las leyes
islmicas y reinstala los impuestos
a los no musulmanes.
9. Aurangzeb dies./Muere Aurangzeb.
325
An Age of Explorations and Isolation/Era de exploraciones y
aislamiento
Section/Seccin 1
Europeans Explore the East/Los

europeos exploran el Oriente
Bartolomeu Dias/Bartolom Daz Portuguese explorer who rounded the tip of
Africa/Explorador portugus que dio la vuelta a frica

Prince Henry/prncipe Enrique Portuguese supporter of exploration/Prncipe
portugus interesado en las exploraciones

Vasco da Gama/Vasco da Gama Explorer who gave Portugal a direct sea route to
India/Explorador que dio a Portugal una ruta martima directa a India

Treaty of Tordesillas/Tratado de Tordesillas Treaty between Spain and Portugal
dividing newly discovered lands between them/Tratado con el que Espaa y

Portugal se repartieron las tierras descubiertas
Dutch East India Company/Compaa Holandesa de las Indias Orientales Dutch
company that established and directed trade throughout Asia/Compaa

holandesa que estableci y dirigi el comercio en Asia

In the last chapter, you read about empire building in Asia./En el
captulo anterior, leste acerca de cmo se formaron imperios en
Asia.
In this section, you will learn why and how Europeans began an age
of exploration./En esta seccin, aprenders por qu y cmo los
europeos comenzaron una era de exploraciones.
As You Read/Al leer

Use a time line to take notes on important events in the European
exploration of the East./Usa una lnea cronolgica para tomar notas
sobre sucesos importantes de las exploraciones europeas en el
Oriente.
326
For God, Glory, and Gold

(Pages 529530)/POR DIOS,
LA GLORIA Y EL ORO
(Pginas 529530)
Why did Europeans begin to explore
new lands?/Por qu los europeos
comenzaron a explorar nuevas
tierras?
For many centuries, Europeans did
not have much contact with people from
other lands. That changed in the 1400s.
Europeans hoped to gain new sources of
wealth. By exploring the seas, traders
hoped to find new, faster routes to
Asiathe source of spices and luxury
goods. Another reason for exploration
was spreading Christianity to new
lands./Durante muchos siglos, los
europeos no tuvieron mucho contacto
con pueblos de otras tierras. Eso cambi
en el siglo 15. Los europeos buscaban
nuevas fuentes de riquezas. Con la
exploracin de los mares, los
comerciantes queran encontrar rutas
ms rpidas a Asia, fuente de especias y
de productos lujosos. Otra razn de las
exploraciones era difundir el
cristianismo a tierras nuevas.
Bartolomeu Dias, an early Portuguese
explorer, explained his motives: to
serve God and His Majesty, to give light
to those who were in darkness and to
grow rich as all men desire to do./
Bartolom Daz, uno de los primeros
exploradores portugueses, explic sus
motivos: servir a Dios y a su Majestad,
llevar la luz a los que viven en tinieblas y
enriquecerme, como desean todos los
hombres.
Advances in technology made these
voyages possible. A new kind of ship,
the caravel, was stronger than earlier
ships. It had triangle-shaped sails that
allowed it to sail against the wind. Ships
could now travel far out into the ocean.
The magnetic compass allowed sea
captains to stay on course better./Los

avances tecnolgicos permitieron esos
viajes. Un nuevo tipo de barco, la
carabela, era ms fuerte que los
anteriores. Tena velas triangulares que
permitan navegar contra el viento. Los
barcos podan internarse ms en el
ocano. La brjula permita a los
capitanes marinos seguir su curso con
ms precisin.
1. What were the two main reasons for
European exploration?/Cules
fueron las dos principales razones de
las exploraciones europeas?

Portugal Leads the Way;
Spain Also Makes Claims
(Pages 530533)/PORTUGAL
ENCABEZA LAS EXPLORACIONES,
ESPAA TAMBIN RECLAMA
TIERRAS (Pginas 530533)
How did Portugal lead the way in
exploration?/Por qu Portugal
encabez las exploraciones?
Portugal was the first nation to
develop the caravel and magnetic
compass. Prince Henry was committed
to the idea of exploring. In 1419, he
started a school of navigation. Sea
captains, mapmakers, and navigators
met and exchanged ideas there./Portugal
fue el primer pas en inventar las
carabelas y la brjula. El prncipe
Enrique estaba muy interesado en la
exploracin. En 1419, fund una escuela
de navegacin. Capitanes, cartgrafos y
navegantes se reunieron ah a
intercambiar ideas.
Over the next few decades, Portuguese
captains sailed farther and farther down
327
the west coast of Africa. In 1488,

Bartolomeu Dias reached the southern
tip of Africa. Ten years later, Vasco da
Gama led a ship around Africa, to India
and back. The Portuguese had found a
sea route to Asia./Durante las dcadas
siguientes, los capitanes portugueses
navegaron cada vez ms lejos por la
costa occidental de frica. En 1488,
Bartolom Daz lleg a la punta sur de
frica. Diez aos despus, Vasco de
Gama naveg a India y de regreso,
alrededor de frica. Los portugueses
haban encontrado una ruta marina a
Asia.
The Spanish, meanwhile, had plans
of their own. Christopher Columbus
convinced the king and queen that he
could reach Asia by sailing west. In
1492, instead of landing in Asia,
Columbus touched land in the islands of
the Americas. Spain and Portugal
argued over which nation had the rights
to the land that Columbus had claimed.
In 1494, they signed the Treaty of
Tordesillas. It divided the world into two
areas. Portugal won the right to control
the eastern partsincluding Africa,
India, and other parts of Asia. Spain
got the western partsincluding most
of the Americas./Mientras, los espaoles
hicieron planes. Cristbal Coln
convenci al rey y la reina de que poda
llegar a Asia navegando hacia occidente.
En 1492, en vez de llegar a Asia, Coln
toc tierra en islas americanas. Espaa y
Portugal se disputaron cul nacin tena
derechos sobre las tierras adonde lleg
Coln. En 1494, firmaron el Tratado de
Tordesillas, que dividi al mundo en dos
regiones. Portugal obtuvo el derecho a
controlar las regiones orientales: frica,
India y otras partes de Asia. Espaa
gan las partes occidentales y la mayor
parte de Amrica.
2. How did Spain and Portugal solve

their differences over claims to new
lands?/Cmo solucionaron sus
diferencias Espaa y Portugal
respecto a las nuevas tierras?

Trading Empires in the Indian
Ocean (Pages 533535)/IMPERIOS
COMERCIALES EN EL OCANO
NDICO (Pginas 533535)
Who established trading empires in
the Indian Ocean?/Quin estableci
imperios comerciales en el ocano
ndico?
Portugal moved quickly to make the
new Indian Ocean route pay off.
Through military might, Portugal
gained power over islands that were rich
in desirable spices. They were called the
Spice Islands. Spices now cost
Europeans one-fifth of what they had
cost before, while still making Portugal
very wealthy./Portugal inmediatamente
busc beneficios econmicos de la ruta
del ocano ndico. Mediante su fuerza
militar, Portugal se apoder de unas
islas ricas en codiciadas especias que se
llamaban las islas de las Especias. Ahora
las especias costaban una quinta parte
de lo que antes costaban, pero as y todo
enriquecieron a Portugal.
Other European nations joined in this
trade. In the 1600s, the English and
Dutch entered the East Indies. They
quickly broke Portuguese power in the
area. Then both nations set up an East
India Company to control Asian trade.
These companies were more than
businesses. They were like governments.
They had the power to make money,
sign treaties, and raise their own armies.
The Dutch East India Company was
328
richer and more powerful than

Englands company./Otros pases
europeos se unieron a este comercio. En
el siglo 17, ingleses y holandeses
entraron en las Indias orientales.
Rpidamente debilitaron el poder
portugus en la regin. Despus,
Inglaterra y Holanda establecieron, cada
una, una Compaa de las Indias
Orientales para controlar el comercio
asitico. Esas compaas eran ms que
empresas. Eran como gobiernos. Tenan
el poder de emitir dinero, firmar
tratados y formar ejrcitos propios. La
Compaa Holandesa de las Indias
Orientales era ms rica y poderosa que
la compaa inglesa.
By 1700, the Dutch ruled much of
Indonesia. They had trading posts in
many other Asian countries and
commanded the southern tip of Africa.
At the same time, both England and
France finally gained footholds in
India./Hacia el siglo 18, los holandeses
gobernaban gran parte de Indonesia.

Tenan puntos comerciales en muchos
otros pases asiticos y gobernaban la
punta sur de frica. Por su parte,
Inglaterra y Francia obtenan puntos de
entrada en India.
Nevertheless, even though Europeans
controlled the trade between Asia and
Europe, they had little impact on most
people living in these areas./Aunque los
europeos controlaban el comercio entre
Asia y Europa, ejercieron poco impacto
en la vida de la mayora de la poblacin
de esas regiones.
3. How did the Dutch and English
become Indian Ocean trading
powers?/Cmo se convirtieron
Holanda e Inglaterra en potencias
comerciales en el ocano ndico?

329
As you read about the age of exploration, take notes to answer

questions about events listed in the time line./Al leer sobre la era de las
exploraciones, toma notas para contestar las preguntas acerca de los
sucesos enumerados en la lnea cronolgica.
1400
1419
1. W
hat technological advances made possible
the age of exploration?/Qu avances
tecnolgicos hicieron posible la era de las
exploraciones?
Prince Henry starts a navigation

school./El prncipe Enrique funda una
escuela de navegacin.
1487
Bartolomeu Dias rounds the southern

tip of Africa./Bartolom Daz rodea el
extremo sur de frica.
1492
Christopher Columbus reaches the

Caribbean./Cristbal Coln llega al
Caribe.
1494
Spain and Portugal sign the Treaty

of Tordesillas./Espaa y Portugal
firman el Tratado de Tordesillas.
1498
Vasco da Gama reaches the port

of Calicut on the Indian Ocean./
Vasco da Gama llega al puerto de
Calicut en el ocano ndico.
2. What were some immediate and some longterm outcomes of Columbus voyage?/Cules
fueron algunos de los resultados inmediatos y
a largo plazo del viaje de Coln?
3. W
hat was the most important result of this
agreement?/Cul fue el resultado ms
importante de este acuerdo?
4. How did Portugal benefit from his voyage?/De

qu manera se benefici Portugal con su
viaje?
1500
1521
1565
Ferdinand Magellan leads a Spanish

expedition to the Philippines./
Fernando de Magallanes dirige una
expedicin espaola a las Filipinas.
5. Why did Spain set up trading posts in

Asia?/Por qu Espaa estableci puntos
comerciales en Asia?
Spain begins settlements in the

Philippines./Espaa comienza a
colonizar Filipinas.
6. How did the Dutch gain control of much of the
Indian Ocean trade?/Cmo obtuvo Holanda el
control de gran parte del comercio en el
ocano ndico?
1600
1619
1664
The Dutch establish a trading

center on Java./Holanda funda un
centro comercial en Java.
7. How did the European battles for Indian Ocean

trade affect the peoples of Asia before the
nineteenth century?/Cmo afectaron a los
pueblos de Asia antes del siglo 19 las batallas
europeas para obtener el comercio del ocano
ndico?
France sets up its own East India

Company./Francia establece su
propia Compaa de las Indias
Orientales.
330
aislamiento
Section/Seccin 2
China Limits European Contacts/

China limita el contacto europeo
Hongwu/Hongwu Commander of the rebel army that drove the Mongols out of
China in 1368/Comandante de un ejrcito rebelde que expuls a los mongoles de

China en 1368
Ming Dynasty/dinasta Ming Chinese dynasty that ruled from 1368 to 1644/
Dinasta china que gobern de 1368 a 1644

Yonglo/Yonglo Ming ruler; son of Hongwu/Gobernante Ming, hijo de Hongwu
Zheng He/Zheng He Muslim admiral who led seven voyages of exploration during
the Ming Dynasty/Almirante musulmn que dirigi siete viajes de exploraciones

durante la dinasta Ming
Manchus/manches People from Manchuria/Grupo de Manchuria
Qing Dynasty/dinasta Qing Chinese dynasty that followed the Ming Dynasty and
was begun by the Manchus/Dinasta china que sigui a la Ming y que comenz
con los manches
Kangxi/Kangxi Powerful Manchu emperor of the Qing Dynasty/Poderoso
emperador manch de la dinasta Qing

In the last section, you read about European exploration in the
East./En la seccin anterior, leste acerca de las exploraciones
europeas en Oriente.
In this section, you will read about Chinas reactions to the world
around it./En esta seccin, leers acerca de las reacciones de China
ante el mundo.
As You Read/Al leer

Use a chart to summarize relevant facts about each emperor
discussed in this section./Usa un cuadro para resumir los datos
relevantes sobre cada emperador que se menciona en esta seccin.
331
China Under the Powerful

Ming Dynasty (Pages 536539)/
CHINA BAJO LA PODEROSA
DINASTA MING (Pginas 356359)
What occurred during the Ming
dinasta Ming?
Mongol rule in China ended in 1368
when Hongwu led a rebel army that took
control of the country. He declared
himself the first emperor of the Ming
Dynasty, which was to last for almost
300 years. Hongwu began his rule by
increasing the amount of food produced
and improving the government. Later he
grew suspicious and untrusting. He
caused the deaths of many people whom
he suspected of plotting against him./El
gobierno mongol en China termin en
1368, cuando Hongwu, a la cabeza de un
ejrcito rebelde, control al pas. Se
proclam primer emperador de la
dinasta Ming, que dur casi 300 aos.
Al inicio de su gobierno, aument la
produccin de alimentos y mejor el
gobierno. Despus se volvi suspicaz y
desconfiado. Caus la muerte de mucha
gente de quien sospechaba que tramaba
contra l.
His son Yonglo continued his better
policies. He also launched a major effort
at making contact with other Asian
peoples. Beginning in 1405, an admiral
named Zheng He led several voyages to
Southeast Asia, India, Arabia, and
Africa. Wherever he went, he gave away
gifts to show Chinese superiority./Su hijo
Yonglo continu las mejores polticas del
padre. Adems, realiz un esfuerzo
enorme por entrar en contacto con otros
pueblos asiticos. A partir de 1405, un
almirante llamado Zheng He naveg al

sureste de Asia, India, Arabia y frica.
Dondequiera que iba reparta regalos
para mostrar la superioridad china.
Eventually the Chinese began to
isolate themselves. China allowed
Europeans to trade at only three ports,
but illegal trade took place all along the
coast. Europeans wanted Chinese silk
and ceramics, and they paid silver for
them. Manufacturing never grew very
large in China, however. The Confucian
ideas that shaped Chinese thinking said
that farming was a better way of life, so
manufacturing was heavily taxed.
Missionaries entered China at this time,
bringing both Christianity and
technology./Con el tiempo, China
comenz a aislarse. Slo permiti que
los europeos comerciaran en tres
puertos, pero en toda la costa se
realizaba comercio ilegal. Los europeos
queran sedas y cermica chinas y
pagaban en plata. Sin embargo, la
manufactura no se desarroll mucho en
China. Las ideas confucionistas que
moldearon el pensamiento chino decan
que la agricultura era la mejor forma de
vida, as es que la manufactura tena
enormes impuestos. Por esa poca
entraron en China misioneros, llevando
tanto cristianismo como tecnologa.
1. How was China influenced by
foreigners during the Ming
Dynasty?/Cmo influyeron los
extranjeros en China durante la
dinasta Ming?

332
Manchus Found the Qing

Dynasty (Pages 539540)/
LOS MANCHES FUNDAN LA
DINASTA QING (Pginas 539540)
How did China change during the
Qing Dynasty?/Cmo cambi China
durante la dinasta Qing?
The Ming Dynasty lost power
because the government could not solve
several problems. Manchus, people who
came from a land north of China called
Manchuria, took control of the country
in 1644. They started the Qing Dynasty.
Two important emperors were Kangxi
and his grandson Qian-long. They
brought China to its largest size,
increased its wealth, and sponsored an
increase in artistic production./La
dinasta Ming perdi poder porque el
gobierno no solucion varios problemas.
Los manches quienes venan de
tierras al norte de China llamadas
Manchuria controlaron al pas en
1644. Comenzaron la dinasta Qing. Dos
emperadores importantes fueron Kangxi
y su nieto Qian-long. Incorporaron
grandes extensiones de tierras,
aumentaron la riqueza china y
auspiciaron la produccin artstica.
The Chinese insisted that Europeans
had to follow certain rules in order to
continue trading with them. These rules
included trading only at special ports
and paying fees. The Dutch were willing
to do so, and they carried on the largest
share of trade with China. The British,
though, did not agree to following these
rules./Los chinos queran que los
europeos siguieran ciertas reglas para
continuar el comercio, como comerciar
slo en ciertos puertos y pagar cuotas.
Los holandeses estaban dispuestos a
hacerlo y obtuvieron la mayor parte del
comercio chino. Pero los britnicos no
aceptaron esas reglas.
At the same time, a feeling of national

pride was rising in Korea, which had
long been dominated by China./Al
mismo tiempo, surgi un sentimiento de
orgullo nacional en Corea, la cual haba
estado dominada por China desde
tiempo atrs.
2. Why was trade a problem during the
Qing Dynasty?/Por qu el comercio
fue un problema durante la dinasta
Qing?
Life in Ming and Qing China

(Page 541)/LA VIDA EN LA CHINA
MING Y QING (Pgina 541)
What was life like in China under the
Ming and Qing?/Cmo era la vida en
la China Ming y Qing?
In China, the production of rice and
the long period of peace gave the people
better lives. In the 1600s and 1700s, the
number of people in China almost
doubled. The majority of these people
were farmers. Because of the use of
fertilizer and better irrigation, they
could grow more food. The level of
nutrition improved. This caused the
population to grow./En China, la
produccin de arroz y el largo perodo
de paz elev el nivel de vida. En los
siglos 17 y 18, el nmero de habitantes
casi se duplic. La mayora de la gente
se dedicaba a la agricultura. Gracias al
uso de fertilizantes y de mejor
irrigacin, pudieron cultivar ms
alimentos. El nivel de nutricin mejor.
Esto provoc el aumento de la
poblacin.
In Chinese families, sons were valued
over daughters. It was believed that only
sons could carry out family religious
333
duties and tend to the family farm. For

that reason, many infant girls were
killed, and adult women had few rights./
En las familias chinas, los hijos eran ms
preciados que las hijas. Se crea que slo
los hijos podan realizar las obligaciones
religiosas de la familia y atender las
tierras. Por eso, se mataba a muchas
nias, y las mujeres adultas tenan pocos
derechos.
The invasions by the foreigners from
Manchuria and the pressure from
European traders bothered the Chinese.
They tried to preserve their traditions
and their isolation. Artists created
books and paintings that showed
traditional Chinese values and ideas.
Plays about Chinese history and heroes
were popular. They helped to unify the
Chinese people./Las invasiones
extranjeras de Manchuria y la presin

de los comerciantes europeos
preocuparon a los chinos. Trataron de
preservar sus tradiciones y su
aislamiento. Los artistas crearon libros y
pinturas que mostraban los valores e
ideas tradicionales. Las obras de teatro
de la historia y los hroes de China eran
populares y ayudaron a unificar al
pueblo chino.
3. Which parts of society improved
during this time, and which
continued to be the same?/Qu
partes de la sociedad mejoraron
durante esta poca y cules
continuaron igual?

334
Ming and Qing dynasties./Al leer esta seccin, toma notas para
contestar las preguntas acerca de las dinastas Ming y Qing.
The rulers of the Ming Dynasty drive out the Mongols and bring peace and prosperity
to China./Los gobernantes de la dinasta Ming expulsan a los mongoles y llevan paz
y prosperidad a China.
1. H
ow did Hongwu bring stability
to China?/Cmo llev Hongwu
estabilidad a China?
2. What were some of his agricultural

reforms/Cules fueron algunas de
sus reformas agrcolas?
3. W
hy was only the government
allowed to conduct foreign
trade?/Por qu slo el gobierno
poda realizar comercio con el
extranjero?
4. How did foreign trade affect Ming

China?/De qu manera afect el
comercio extranjero a la China
Ming?
The Manchus invade China and begin the Qing Dynasty./Los manches invaden China
y comienza la dinasta Qing.
5. H
ow did Manchu rulers gain the
respect of the Chinese
people?/De qu manera los
gobernantes manches
obtuvieron el respeto del pueblo
chino?
6. How were traditional styles reflected

in Chinese culture?/Cmo se
reflejaron los estilos tradicionales
en la cultura china?
7. W
hat restrictions did the
Manchus place on foreign
trade?/Qu restricciones
impusieron los manches sobre
el comercio extranjero?
8. Why did the Chinese accept the

Dutch and reject the British as
trading partners?/Por qu China
acept a Holanda y rechaz a
Inglaterra como socio comercial?
335
aislamiento
Section/Seccin 3
Japan Returns to Isolation/Japn

vuelve al aislamiento
daimyo/daimyo Warrior-chieftains/Jefes guerreros
Oda Nobunaga/Oda Nobunaga Daimyo who hoped to control all of Japan and
seized Kyoto/Daimyo que quera controlar todo Japn y se apoder de Kioto

Toyotomi Hideyoshi/Toyotomi Hideyoshi Daimyo who took control of almost all
of Japan/Daimyo que control casi todo Japn

Tokugawa Shogunate/shogunato Tokugawa Dynasty that ruled Japan from 1603
to 1868/Dinasta que gobern Japn desde 1603 hasta 1868

kabuki/kabuki Type of Japanese theater/Forma de teatro japons
haiku/haiku Type of Japanese poetry/Forma de poesa japonesa

In the last section, you saw how the Chinese reacted to foreigners./
En la seccin anterior, leste acerca de cmo China reaccion ante
los extranjeros.
In this section, you will read about civil war in Japan and its effects./
En esta seccin, leers acerca de la guerra civil en Japn y sus
efectos.
As You Read/Al leer

Use a chart to compare the achievements of the daimyo who unified
Japan./Usa un cuadro para comparar los logros de los daimyos que
unificaron Japn.
336
A New Feudalism Under

Strong Leaders
(Pages 542544)/UN NUEVO
FEUDALISMO BAJO LDERES
FUERTES (Pginas 542544)
Why were warriors fighting in
Japan?/Por qu peleaban en Japn?
From 1467 to 1568, Japan entered a
long, dark period of civil war. Powerful
warriors took control of large areas of
land. They were called daimyo. They
became the most important powers in
the country. The daimyo fought each
other constantly to gain more land for
themselves./Entre 1467 y 1568, Japn
entr en un perodo oscuro y largo de
guerra civil. Poderosos guerreros
controlaron grandes regiones. Los
llamaban daimyo. Ejercan el principal
poder en el pas. Los daimyo se peleaban
entre s constantemente para ganar ms
tierras.
In 1568, one of the daimyo, Oda
Nobunaga, took control of Kyoto. It was
the site of the emperors capital.
Another general, Toyotomi Hideyoshi,
continued the work of bringing all of
Japan under one rule. Using military
conquest and clever diplomacy, he won
that goal in 1590. He failed in his effort
to capture Korea, however./En 1568,
uno de los daimyo, Oda Nobunaga,
control Kioto. Era la sede de la capital
imperial. Otro general, Toyotomi
Hideyoshi, continu su trabajo de reunir
a todo Japn bajo un solo gobierno.
Logr su propsito en 1590, por medio
de la conquista militar y la diplomacia
inteligente. Pero no logr su propsito
de capturar Corea.
The work of unifying Japan was
completed by Tokugawa Ieyasu. He
became the shogun, or sole ruler. He
moved the capital of Japan to a small
fishing village named Edo. Later, it grew
to become the city of Tokyo./Tokugawa

Ieyasu termin el trabajo de unificar
Japn. Se convirti en shogn, o
gobernante nico. Mud la capital de
Japn a una pequea aldea llamada Edo
que, despus, creci hasta convertirse en
la ciudad de Tokio.
While all of Japan was ruled by
Tokugawa, the daimyo still held much
power in their lands. Tokugawa solved
that problem by forcing them to follow
his orders. Tokugawa died in 1616. All
of the shoguns to follow him were from
his family. They maintained a strong
central government in Japan. This
system of rule, called the Tokugawa
Shogunate, lasted until 1867./Si bien
todo Japn estaba gobernado por
Tokugawa, los daimyo an tenan
mucho poder. Tokugawa solucion ese
problema obligndolos a seguir sus
rdenes. Tokugawa muri en 1616.
Todos los shogunes que lo siguieron
pertenecan a su familia. Todos
mantuvieron un poderoso gobierno
central en Japn. Ese sistema de
gobierno se llam shogunato Tokugawa;
dur hasta 1867.
1. Which three leaders helped bring
Japan under one rule?/Cules
fueron los tres gobernantes que
unificaron Japn?

Life in Tokugawa Japan
(Page 544)/LA VIDA EN EL JAPN
DE TOKUGAWA (Pgina 544)
How was Tokugawa society
organized?/Cmo se organiz la
sociedad Tokugawa?
The new government brought about a
long period of peace and prosperity for
337
most people. Peasant farmers suffered

greatly during this time, however. They
worked long and hard on the farms and
paid heavy taxes. Many left the
countryside to move to the cities. By the
mid-1700s, Edo had more than a million
people. It was perhaps the largest city in
the world. Women found more
opportunities for work in this and other
cities than they had in the country./El
nuevo gobierno trajo un largo perodo
de paz y prosperidad para la mayora de
la poblacin. Pero los campesinos
sufrieron mucho durante esa poca.
Trabajaban mucho y pagaban elevados
impuestos. Muchos abandonaron el
campo para mudarse a las ciudades.
A mediados del siglo 18, Edo tena ms
de un milln de habitantes. Quiz era la
mayor ciudad del mundo. Las mujeres
encontraron ms oportunidades de
trabajo en sta y otras ciudades que en
el campo.
A traditional culture thrived,
characterized by ceremonial dramas,
stories of ancient warriors, and paintings
of classical scenes. However, in cities,
new styles emerged. Townspeople
attended kabuki, dramas of urban life.
They hung woodblock prints of city
scenes in their homes. They also read
haiku, poetry that presents images
instead of expressing ideas./La cultura
tradicional se fortaleci, caracterizada
por dramas ceremoniales, historias de
guerreros antiguos y pinturas con
escenas clsicas. Sin embargo, en las
ciudades surgieron nuevos estilos. Los
citadinos iban a representaciones de
kabuki, o dramas sobre la vida urbana.
Los hogares se decoraron con grabados
de escenas urbanas. Adems se lea
poesa haiku, que ofrece imgenes en
vez de expresar ideas.
2. What kinds of old and new culture

were found in the cities?/Qu tipo
de cultura nueva y vieja se
encontraba en las ciudades?

Contact Between Europe and
Japan; The Closed Country
Policy (Pages 545547)/
CONTACTO ENTRE EUROPA Y
JAPN; LA POLTICA DE PAS
CERRADO (Pginas 545547)
Who came to Japan?/Quin fue a
Japn?
In 1543, Europeans began to arrive in
Japan. The Portuguese were first. In the
beginning, Japanese merchants and the
daimyo welcomed them. They even
welcomed the Christian missionaries
who came after 1549. Some missionaries
scorned traditional Japanese beliefs.
They also got involved in local politics.
Tokugawa became worried. In 1612, he
banned Christianity from the country.
Christians were persecuted. Over the
next 20 years or so, Japan managed to
rid the country of all Christians. This
was part of a larger plan to protect the
country from European influence./En
1543, comenzaron a llegar a Japn
europeos. Los portugueses fueron los
primeros. Al principio, los comerciantes
japoneses y el daimyo les dieron la
bienvenida. Incluso aceptaron a los
misioneros cristianos que llegaron
despus de 1549. Algunos misioneros
criticaron las creencias tradicionales
japonesas. Adems, se involucraron en
la poltica local. Tokugawa se preocup.
En 1612, prohibi el cristianismo en el
pas y los cristianos fueron perseguidos.
338
Durante los veinte aos siguientes,

Japn logr expulsar a todos los
cristianos del pas. Esto formaba parte
de un plan general para proteger al pas
de la influencia europea.
In 1639, leaders sealed Japans
borders except for one port city. It was
open to only the Chinese and the Dutch.
The Tokugawa shoguns controlled that
port city, so they had tight control over
all foreign contact. For the next 200
years, Japan remained closed to just
about all European contact./En 1639, el
gobierno cerr las fronteras, excepto una
ciudad portuaria. Slo permaneci
abierta a los chinos y los holandeses.

Los shogunes Tokugawa controlaron esa
ciudad portuaria, as que controlaban el
contacto extranjero. Durante los
siguientes 200 aos, Japn permaneci
cerrado prcticamente a todo contacto
europeo.
3. Why did the Japanese seal almost all
of their borders?/Por qu Japn
sell casi todas sus fronteras?

339
As you read this section, take notes to answer the questions./Al leer
esta seccin, toma notas para contestar las preguntas.
How did each of the following help to unify Japan?/Cmo contribuy cada uno de
los siguientes gobernantes a unificar a Japn?
1. daimyo/daimyo
2. Oda Nobunaga/Oda Nobunaga
3. Toyotomi Hideyoshi/Toyotomi
Hideyoshi
4. Tokugawa Ieyasu/Tokugawa Ieyasu
How did each of the following influence Japanese society and culture?/Cmo
ejerci influencia cada uno de los siguientes grupos y polticas sobre la sociedad y
la cultura japonesa?
5. Tokugawa Shogunate/Shogunato
Tokugawa
6. Portuguese/Portugueses
7. C
hristian missionaries/Misioneros
cristianos
8. Closed country policy/Poltica de

pas cerrado
340
The Atlantic World/El mundo del Atlntico

Section/Seccin 1
Spain Builds an American Empire/

Espaa construye un imperio
americano
Christopher Columbus/Cristobal Coln Italian explorer who landed in the
Americas/Explorador italiano que lleg a Amrica

colony/colonia Land controlled by another nation/Tierra controlada por otra
nacin
Hernando Corts/Hernn Corts Conquistador who defeated the Aztec/
Conquistador que derrot a los aztecas

conquistadors/conquistadores Spanish explorers in the Americas/Exploradores
espaoles de Amrica
Francisco Pizarro/Francisco Pizarro Conquistador who defeated the Inca/
Conquistador que derrot a los incas

Atahualpa/Atahualpa Last Incan emperor/ltimo emperador inca
mestizo/mestizo Person with mixed Spanish and Native American blood/
Descendiente de espaoles y amerindios

encomienda/encomienda System of mining and farming using natives as slave
labor/Sistema de minera y agricultura que us a los amerindios como mano de

obra esclava

In the last chapter, you read about European exploration in the
East./En el captulo anterior, leste acerca de las exploraciones
europeas en el oriente.
In this section, you will study the Spanish and Portuguese
exploration of the Americas./En esta seccin, estudiars las
exploraciones espaolas y portuguesas en Amrica.
As You Read/Al leer

Use a diagram to trace the major events in the establishment of
Spains empire in the Americas./Usa un diagrama para mostrar los
principales sucesos del establecimiento del imperio espaol en
Amrica.
341
The Voyage of Columbus

(Pages 553554)/EL VIAJE DE
COLN (Pginas 553554)
How did the voyage of Columbus
change the Americas?/Cmo
cambi a Amrica el viaje de Coln?
In 1492, Christopher Columbus, an
Italian sailor, led a voyage for Spain. He
sailed west hoping to reach Asia.
Instead, he landed in the Americas.
Columbus thought that he had reached
the East Indies in Asia. He misnamed
the natives he met there, calling them
Indians. He claimed the land for Spain.
From then on, Spain began to create
colonies. Colonies are lands controlled
by another nation./En 1492, Cristbal
Coln, un navegante italiano, realiz un
viaje a nombre de Espaa. Naveg al
occidente, esperando llegar a Asia. Pero
lleg a Amrica. Coln pens que haba
llegado a las Indias Orientales en Asia.
Por esa equivocacin llam indios a
los pueblos que encontr. Coln
reclam las tierras en nombre de
Espaa. A partir de entonces, Espaa
comenz a crear colonias. Las colonias
son tierras controladas por otra nacin.
In 1500, a Portuguese explorer
claimed Brazil. In 1501, Amerigo
Vespucci explored the eastern coast of
South America. He said that these lands
were a new world. Soon after, a
mapmaker showed the lands as a
separate continent. He named them
America after Vespucci./En 1500, un
explorador portugus reclam Brasil.
En 1501, Amrico Vespucio explor la
costa atlntica de Suramrica. Dijo que
esas tierras eran un mundo nuevo. Poco
despus, un cartgrafo mostr las tierras
como un continente distinto. Las llam
Amrica por Vespucio.
Other voyages gave Europeans more
knowledge about the world. Balboa
reached the Pacific Ocean. Ferdinand

Magellan sailed completely around the
world./Otros viajes dieron a los europeos
ms conocimientos acerca del mundo.
Balboa lleg al ocano Pacfico.
Fernando de Magallanes dio la vuelta al
mundo.
1. Which voyages gave Europeans new
knowledge of the world?/ Qu
viajes dieron a los europeos ms
conocimiento del mundo?

Spanish Conquests in Mexico
(Pages 554556)/LAS CONQUISTAS
ESPAOLAS EN MXICO (Pginas
554556)
Why did Spain conquer the Aztecs?/
Por qu Espaa conquist a los
aztecas?
Hernando Corts was one of the
Spanish conquistadors, or conquerors. In
the 16th century, they began to explore
the lands of the Americas. They were
seeking great riches. In 1519, Corts
came to Mexico and defeated the
powerful Aztec Empire led by
Montezuma II./Los conquistadores
espaoles comenzaron a explorar las
tierras de Amrica en el siglo 16.
Buscaban grandes riquezas. En 1519,
Hernn Corts lleg a Mxico y derrot
al poderoso imperio azteca, gobernado
por Moctezuma II.
2. What was the main goal of Cortz
in his conquests?/Cul era el
objetivo principal de las conquistas
de Corts?

342
Spanish Conquests in Peru

(Pages 556557)/LAS CONQUISTAS
ESPAOLAS EN PER (Pginas
556557)
How did Spain build an empire?/
Cmo construy Espaa un
imperio?
About 15 years later, Francisco
Pizarro led another Spanish force. It
conquered the mighty Inca Empire of
South America, led by Atahualpa, the
last of the Incan emperors. Once again,
the Spanish found gold and silver. By
the mid-1500s, Spain had formed an
American empire that stretched from
modern-day Mexico to Peru. After 1540,
the Spanish looked north of Mexico and
explored the future United States./Cerca
de 15 aos despus, Francisco Pizarro
comand otras fuerzas espaolas a
Suramrica. Conquistaron el poderoso
imperio inca al mando de Atahualpa, el
ltimo emperador inca. De nuevo, los
espaoles encontraron oro y plata.
A mediados del siglo 16, Espaa tena
un imperio americano que abarcaba de
los actuales Mxico a Per. Despus de
1540, los espaoles exploraron lo que
sera Estados Unidos.
The Spanish lived among the people
they conquered. Spanish men married
native women. Their children and
descendants were called mestizopeople
with mixed Spanish and Native
American blood. The Spanish also
formed large farms and mines that used
natives as slave labor. This system was
known as encomienda./Los espaoles
vivan entre la gente que conquistaron.
Se casaron con mujeres amerindias. Sus
hijos y descendientes eran mestizos:
gente con mezcla de sangre espaola y
amerindia. Los espaoles formaron
grandes fincas y minas donde usaron a
los amerindios como mano de obra

esclava. Este sistema se llam
encomienda.
One large area of the Americas
Brazilwas the possession of Portugal.
In the 1830s, colonists began to settle
there. Colonists built huge farms called
plantations to grow sugar, which was in
demand in Europe./Una vasta regin de
Amrica Brasil era posesin de
Portugal. A partir de 1830, comenzaron
a establecerse colonos portugueses.
Construyeron enormes fincas llamadas
plantaciones para cultivar azcar, la
cual tena demanda en Europa.
3. Give two examples of conquistadors
and explain what they did./Nombra
dos conquistadores y explica lo que
hicieron.

Spains Influence Expands
(Page 558)/SE EXPANDE LA
INFLUENCIA ESPAOLA
(Pgina 558)
Where did Spain hope to gain more
power?/En dnde esperaba Espaa
obtener ms poder?
Soon Spain began to want even more
power in the Americas. It started to look
at land that is now part of the United
States. Explorers like Coronado led
expeditions to the area. Catholic priests
went along./Pronto, Espaa comenz a
buscar ms poder en Amrica. Empez
a mirar hacia las tierras que ahora son
Estados Unidos. Exploradores como
Coronado realizaron expediciones a la
regin. Los acompaaron sacerdotes
catlicos.
343
4. What area did Coronado

explore?/Qu rea explor
Coronado?

Opposition to Spanish Rule
(Page 559)/LA OPOSICIN AL
GOBIERNO ESPAOL (Pgina 559)
Who opposed Spanish rule?/
Quines se opusieron al gobierno
espaol?
Spanish priests began to make some
protests, however. One thing they
criticized was the encomienda system.
A monk named Bartolom de Las Casas
and others successfully called for the
end of the system./Algunos sacerdotes
espaoles protestaron contra el sistema
de encomiendas. Un monje llamado
Bartolom de las Casas y otros lograron
que terminara ese sistema.
Native Americans also resisted new or

continued Spanish rule. One of the most
serious rebellions occurred in New
Mexico. A Pueblo leader named Pop
led a well-organized effort. It involved
about 17,000 warriors and drove the
Spanish back into New Spain for 12
years./Los amerindios tambin se
resistieron a los nuevos gobiernos
espaoles. Una de las rebeliones ms
serias ocurri en Nuevo Mxico. Un
dirigente pueblo llamado Pop encabez
una revuelta bien organizada de cerca de
17,000 guerreros. Expuls a los
espaoles de la regin durante 12 aos.
5. What challenges to their power did
the Spanish face?/Qu desafos
enfrentaron los espaoles?

344
As you read about the empire Spain built in the Americas, take notes to
answer questions about the time line below./Al leer acerca del imperio
espaol en Amrica, toma notas para contestar las preguntas sobre la
lnea cronolgica.
1492
1519
1521
Christopher Columbus sails westward

from Spain, hoping to reach Asia./
Cristbal Coln zarpa de Espaa hacia
el occidente, esperando llegar a Asia.
1. What was the significance of Columbuss

voyages?/Cul fue la importancia de los
viajes de Coln?
2. Magellan himself died in the Philippines. What

was the importance of the voyage his crew
completed?/Magallanes muri en las Filipinas.
Cul fue la importancia del viaje que termin
su tripulacin?
Ferdinand Magellan sets sail

on a voyage that rounds the southern
tip of South America./Fernando de
Magallanes realiza un viaje alrededor
del extremo sur de Suramrica.
3. What factors helped the Spanish defeat the

Aztec?/Qu factores contribuyeron al triunfo
de los espaoles sobre los aztecas?
Hernando Corts conquers the Aztec./

Hernn Corts conquista a los aztecas.
4. How did the Spanish treat the peoples they

conquered?/De qu manera trataron los
espaoles a sus pueblos conquistados?
1533
1540
1542
Francisco Pizarro conquers

the Inca Empire./Francisco Pizarro
conquista el imperio inca.
5. What was unique about the Spanish
colonization of the lands of New Mexico?/Cul
fue la caracterstica distintiva de la
colonizacin espaola en el territorio de Nuevo
Mxico?
Francisco Vsquez de Coronado

explores the Southwest./Francisco
Vzquez de Coronado explora el
Suroeste del actual Estados Unidos.
6. What was the long-term consequence of this

action?/Cul fue la consecuencia a largo
plazo de esta accin?
Spain abolishes the encomienda

system./Espaa declara la abolicin del
sistema de encomiendas.
345

Section/Seccin 2
European Nations Settle

North America/Las naciones
europeas se establecen en
Norteamrica
New France/Nueva Francia Area of the Americas explored and claimed by France/
Regin de Amrica explorada y reclamada por Francia

Jamestown/Jamestown First permanent settlement in America/Primer
asentamiento permanente en Norteamrica

Pilgrims/peregrinos Group of English people who founded a colony in Plymouth/
Grupo de ingleses que fund una colonia en Plymouth

Puritans/puritanos People who did not agree with the practices of the Church of
England/Gente que no aprobaba las prcticas de la Iglesia de Inglaterra

New Netherland/Nueva Amsterdam Dutch colony begun in modern New York
City/Colonia holandesa establecida en la actual ciudad de Nueva York

French and Indian War/Guerra contra Franceses e Indgenas War between Britain
and France over land in North America/Guerra entre Gran Bretaa y Francia
por las tierras de Norteamrica
Metacom/Metacom Native American leader who led an attack on the villages of
Massachusetts; also called King Philip/Dirigente amerindio que atac aldeas en

Massachusetts; tambin fue llamado rey Felipe

In the last section, you read about Spanish conquests./En la seccin
anterior, leste acerca de las conquistas espaolas.
In this section, you will see how other nations competed for power in
North America./En esta seccin, aprenders cmo otras naciones
compitieron por el poder en Norteamrica.
As You Read/Al leer

Use a chart to record information about early settlements./Usa un
cuadro para registrar informacin sobre los primeros asentamientos.
346
Competing Claims in North

America (Pages 561562)/
RECLAMOS DISPUTADOS EN
NORTEAMRICA (Pginas 561562)
What new colonies were formed in
North America?/Qu nuevas
colonias se formaron en
Norteamrica?
In the early 1500s, the French began
to explore North America. Jacques
Cartier discovered and named the
St. Lawrence River. He then followed it
to the site of what is now Montreal. In
1608, Samuel de Champlain sailed as far
as modern-day Quebec. In the next 100
years, the French explored and claimed
the area around the Great Lakes and the
Mississippi River all the way to its
mouth at the Gulf of Mexico. The area
became known as New France. The main
activity in this colony was trade in
beaver fur./A principios del siglo 16, los
franceses comenzaron a explorar
Norteamrica. Jacques Cartier bautiz
el ro St. Lawrence. Despus lo sigui
hasta el sitio del actual Montreal. En
1608, Samuel de Champlain naveg
hasta el actual Quebec. En cerca de cien
aos, los franceses exploraron y
reclamaron la regin alrededor de los
Grandes Lagos y del ro Mississippi
hasta su desembocadura en el golfo de
Mxico. La regin se llam Nueva
Francia. La principal actividad de esta
colonia era el comercio de pieles de
castor.
1. What was the main economic
activity in New France?/Cul fue la
principal actividad econmica de
Nueva Francia?
The English Arrive in North

America (Pages 562563)/LLEGAN
LOS INGLESES A NORTEAMRICA
(Pginas 562563)
Why did the English settle in
Massachusetts?/Por qu se
asentaron los ingleses en
Massachusetts?
The English also began to colonize
North America. The first permanent
settlement was at Jamestown, in modern
Virginia, in 1607. The colony struggled
at first. Many settlers died from disease,
hunger, or war with the native peoples.
Soon, farmers began to grow tobacco to
meet the high demand for it in Europe./
Los ingleses tambin colonizaron
Norteamrica. El primer asentamiento
permanente fue Jamestown, en la actual
Virginia. Fue fundado en 1607. La
colonia luch al principio por sobrevivir.
Muchos colonos murieron por
enfermedades, hambre o guerras contra
los amerindios. Pronto, comenzaron a
cultivar tabaco, para el cual haba gran
demanda en Europa.
In 1620, a group known as Pilgrims
founded a second English colony in
Plymouth, in Massachusetts. These
settlers and others who followed were
deeply religious people who did not
agree with the practices of the Church
of England. They were called Puritans./
En 1620, un grupo conocido como los
peregrinos fund una segunda colonia
inglesa en Plymouth, Massachusetts.
Estos colonos y otros que siguieron eran
profundamente religiosos y no
aprobaban las prcticas de la Iglesia de
Inglaterra. Los llamaban puritanos.
Meanwhile, the Dutch also started a
new colony. They settled in the location
of modern New York City and called it
New Netherland. Like the French, they
347
traded fur. The colony became known as

a home to people of many different
cultures. Europeans also took possession
of many islands of the Caribbean. There
they built tobacco and sugar plantations
that used enslaved Africans as workers./
Mientras, los holandeses fundaron otra
colonia. Se establecieron en la actual
ciudad de Nueva York y la llamaron
Nueva Amsterdam. Al igual que los
franceses, comerciaron con pieles. La
colonia fue hogar de gente de muchas
culturas. Los europeos tambin tomaron
posesin de muchas islas del Caribe, y
construyeron plantaciones de tabaco y
azcar con esclavos africanos.
2. In which two places did English
colonists first settle?/Cules fueron
los dos lugares donde se
establecieron los colonos ingleses?

holandeses a cederles su colonia. Nueva

Amsterdam recibi entonces el nombre
de Nueva York. Los ingleses tambin
fundaron colonias a lo largo de la costa
del Atlntico desde New Hampshire
hasta Georgia. Estos colonos ingleses
interfirieron con los colonos franceses
de Canad.
The British and the French clashed
over the Ohio Valley in 1754. The fight
was called the French and Indian War.
When it ended in 1763, France was
forced to give up all its land in North
America to England./Los britnicos y
los franceses pelearon por el control del
valle del Ohio en 1754. Esa lucha se
llam la Guerra contra Franceses e
Indgenas. Al terminar, en 1763, Francia
tuvo que darle sus colonias de
Norteamrica a Inglaterra.
3. How did England gain land from the
French?/Cmo gan Inglaterra el
control de las colonias de Francia?

The Struggle for North

America (Pages 563564)/LA
LUCHA POR NORTEAMRICA
(Pginas 563564)
Who fought for control of North
America?/Quin pele por el control
de Norteamrica?
The European powers began to fight
for control of North America. First, the
English forced the Dutch to give up
their colony. New Netherland was
renamed New York. The English also
started other colonies along the Atlantic
coast, from New Hampshire to Georgia.
These English colonists interfered with
the French settlers in Canada./Las
potencias europeas comenzaron a pelear
por el control de Norteamrica.
Primero, los ingleses obligaron a los

Native Americans Respond
(Pages 564565)/RESPONDEN LOS
AMERINDIOS (Pginas 564565)
How did native peoples respond to
the colonists?/Cmo respondieron
los amerindios a los colonos?
The native peoples responded to the
colonists in many different ways. Many
worked closely with the French and
Dutch, joining in the fur trade and
benefiting from it. Those who lived near
the English, though, had stormier
relations with colonists. More than just
trade, the English were interested in
348
settling the land and farming it. This

was land that Native Americans would
not be able to use for hunting or
growing their own food./Los amerindios
respondieron a los colonos de muchas
maneras. Muchos trabajaron con los
franceses y los holandeses en el
comercio de pieles, y se beneficiaron. La
relacin con los ingleses fue ms difcil.
Los ingleses, ms que en el comercio,
estaban interesados en colonizar las
tierras y cultivarlas. As, los amerindios
no podan usar esas tierras para la caza
o para el cultivo de sus alimentos.
Conflicts over land erupted into war
several times. One of the bloodiest times
was known as King Philips War. The
Native American ruler Metacom (also
known as King Philip) led an attack on
52 colonial villages throughout
Massachusetts. However, Metacoms
forces were no match for the settlers
guns and cannons./Varias veces
estallaron conflictos por las tierras. Uno
de los ms sangrientos fue conocido
como la Guerra del Rey Felipe. El
gobernante amerindio Metacom
(tambin conocido como rey Felipe)

atac 52 aldeas coloniales en
Massachusetts. Pero los amerindios no
podan contra las pistolas y los caones
de los colonos.
As in Spanish lands, the native
peoples suffered even more from disease
than from warfare. Thousands upon
thousands of Native Americans died
from European illnesses. This made it
impossible for them to resist the growth
of the colonies./Al igual que en tierras
espaolas, los amerindios sufrieron ms
por las enfermedades que por la guerra.
Miles y miles murieron debido a
enfermedades europeas, lo cual les
impidi luchar contra el crecimiento de
las colonias.
4. Why did Native Americans lose their
way of life?/Por qu los amerindios
perdieron su modo de vida?

349
As you read this section, fill out the chart below by writing notes that
describe aspects of each European settlement./Al leer esta seccin,
llena el cuadro con notas que describan aspectos de cada asentamiento
europeo.
1. New France/Nueva Francia
Explorers/Exploradores
Reasons for exploration/Razones de la

exploracin
2. Jamestown/Jamestown
Founders/Fundadores
Significance of colony/Importancia de la
colonia
3. Plymouth and Massachusetts Bay colonies/Colonias de Plymouth y de la baha de

Massachusetts
Settlers/Colonos
Reasons for colonization/Razones de la

colonizacin
4. New Netherland/Nueva Amsterdam
Land claims/Reclamos de tierras
Reasons for colonization/Razones de la

colonizacin
350

Section/Seccin 3
The Atlantic Slave Trade/El

comercio de esclavos del Atlntico
Atlantic slave trade/trata de esclavos del Atlntico Buying and selling of Africans
for work in the Americas/Compra y venta de africanos para trabajar en Amrica

triangular trade/tringulo comercial European trade between the Americas, Africa,
and Europe involving slaves and other goods/Comercio europeo de esclavos y

otros productos entre Amrica, frica y Europa
middle passage/viaje del medio Voyage that brought captured Africans to the
West Indies and the Americas/Viaje que traa a los africanos capturados a las
Indias Occidentales y a Amrica

In the last section, you saw how different European nations settled in
North America./En la seccin anterior, leste acerca de cmo se
establecieron las distintas naciones europeas en Norteamrica.
In this section, you will read about the slave trade that brought
Africans to the Americas./En esta seccin, leers acerca del comercio
de esclavos que trajo africanos a Amrica.
As You Read/Al leer

Use an outline to list effects of the Atlantic slave trade./Usa un
esquema para enumerar los efectos de la trata de esclavos en el
Atlntico.
351
The Causes of African

Slavery (Pages 566567)/LAS
CAUSAS DE LA ESCLAVITUD EN
FRICA (Pginas 566567)
What was the Atlantic slave
trade?/Qu fue la trata de esclavos
del Atlntico?
Slavery has had a long history in
Africa and in the world. For most of
that history in Africa, though, large
numbers of people had not been
enslaved. That changed in the 600s,
when Muslim traders started to take
many slaves to Southwest Asia./La
esclavitud tiene una larga historia en
frica y en el mundo. Durante casi toda
la historia de frica, el nmero de
esclavos fue reducido. Eso cambi en el
siglo 7, cuando los comerciantes
musulmanes comenzaron a llevarse gran
nmero de esclavos al suroeste de Asia.
Most worked as servants, and they
did have certain rights. Also, the sons
and daughters of slaves were considered
to be free. The European slave trade that
began in the 1500s was larger. The
enslaved Africans also were treated far
more harshly./La mayora trabajaba
como sirvientes y tena ciertos derechos.
Adems, los hijos y las hijas de esclavos
eran libres. En el siglo 16 los europeos
empezaron un comercio de esclavos
mayor y los esclavos recibieron un trato
ms cruel.
In the Americas, Europeans first used
Native Americans to work farms and
mines. When the native peoples began
dying from disease, the Europeans
brought in Africans. The buying and
selling of Africans for work in the
Americas became known as the Atlantic
slave trade. From 1500 to 1870, when the
slave trade in the Americas finally
ended, about 9.5 million Africans had
been imported as slaves./En Amrica, los

europeos primero pusieron a los
amerindios a trabajar la tierra y las
minas. Como se moran por
enfermedades y maltrato, los europeos
trajeron africanos. La compra y venta de
africanos en Amrica se llam la trata
de esclavos del Atlntico. De 1500 a
1870, cuando el comercio de esclavos
por fin termin, importaron cerca de 9.5
millones de africanos como esclavos.
The Spanish first began the practice
of bringing Africans to the Americas.
However, the Portuguese increased the
demand for slaves. They were looking
for workers for their sugar plantations in
Brazil./Los espaoles iniciaron la
prctica de traer africanos a Amrica.
Pero los portugueses aumentaron la
demanda de esclavos para trabajar en las
plantaciones de azcar de Brasil.
1. Why were slaves brought to the
Americas?/Por qu se trajeron
esclavos a Amrica?
Slavery Spreads Throughout

the Americas (Pages 567568)/
SE EXTIENDE LA ESCLAVITUD EN
TODA AMRICA (Pginas 567568)
What sorts of plantations existed in
the Americas?/Qu clase de cultivos
haba en Amrica?
Other European colonies also brought
slaves to work on tobacco, sugar, and
coffee plantations. About 400,000 slaves
were brought to the English colonies in
North America. Their population had
increased to about 2 million in 1830./
Otras colonias europeas tambin
trajeron esclavos para trabajar en las
352
plantaciones de tabaco, azcar y caf.

Las colonias inglesas trajeron cerca de
400,000 esclavos a Norteamrica. La
poblacin de esclavos aument a cerca
de dos millones en 1830.
Many African rulers joined in the
slave trade. They captured people inland
and brought them to the coast to sell to
European traders./Muchos gobernantes
africanos participaron en el comercio de
esclavos. Se internaron en frica para
capturar gente y llevarla a la costa para
venderla a los comerciantes europeos.
2. How did some African rulers
participate in the slave trade?/Cmo
participaron en el comercio de
esclavos algunos gobernantes
africanos?
A Forced Journey
(Pages 568569)/UN VIAJE
FORZADO (Pginas 568569)
What kinds of trade included human
beings?/Qu se comerciaba en
el tringulo comercial?
Africans taken to the Americas were
part of a triangular trade between
Europe, Africa, and the Americas.
European ships brought manufactured
goods to Africa, trading them for
people. They carried Africans across the
Atlantic to the Americas, where they
were sold into slavery. The traders then
bought sugar, coffee, and tobacco to
bring back to Europe./Los africanos
trados a Amrica eran parte de un
tringulo comercial entre Europa, frica
y Amrica. Los barcos europeos
llevaban productos manufacturados a
frica y los vendan a cambio de seres
humanos. Traan africanos por el
Atlntico hasta Amrica, donde los
vendan como esclavos. Despus,

compraban azcar, caf y tabaco para
llevar a Europa.
Another triangle involved ships
sailing from the northern English
colonies in North America. They carried
rum to Africa, people to the West Indies,
and sugar and molasses back to the
colonies to make more rum./Otro
tringulo empezaba en las colonias
inglesas de Norteamrica. Llevaba ron a
frica, seres humanos a las Indias
Occidentales, y azcar y melaza a las
colonias inglesas para fabricar ron.
The part of the voyage that brought
people to the Americas was called the
middle passage. It was harsh and cruel.
People were crammed into ships, beaten,
and given little food. About 20 percent
of the people on these ships died./A la
parte del tringulo que traa esclavos a
Amrica se le dio el nombre de viaje del
medio. Era duro y cruel. A los africanos
los amontonaban en los barcos, los
golpeaban y los alimentaban mal. Cerca
del 20 por ciento mora en los barcos.
3. What was the triangular trade?/Qu
fue el tringulo comercial?
Slavery in the Americas;

Consequences of the Slave
Trade (Pages 569570)/LA
ESCLAVITUD EN AMRICA; LAS
CONSECUENCIAS DE LA TRATA DE
ESCLAVOS (Pginas 569570)
What was life like for the
slaves?/Cmo era la vida
para los esclavos?
Life on the plantations was harsh as
well. People were sold to the highest
bidder. They worked from dawn to dusk
in the fields. They lived in small huts and
353
had little food and clothing. Africans

kept alive their traditional music and
beliefs to try to maintain their spirits.
Sometimes they rebelled. From North
America to Brazil, from 1522 to the
1800s, there were small-scale slave
revolts./La vida en las plantaciones
tambin era muy dura. Los esclavos eran
vendidos al mejor postor. Trabajaban en
los campos desde el amanecer hasta el
anochecer. Vivan en pequeas chozas,
con poca comida y poca ropa. As y
todo, los africanos preservaron sus
creencias y msica tradicionales. En
muchas ocasiones se rebelaron. De
Norteamrica a Brasil, desde 1522 hasta
el siglo 19, hubo muchas revueltas
esclavas en pequea escala.
The Atlantic slave trade had a huge
impact on both Africa and the
Americas. In Africa many cultures lost
generations of members. Africans began
fighting Africans over the control of the
slave trade./La trata de esclavos del

Atlntico tuvo un enorme impacto tanto
en frica como en Amrica. En frica,
muchas culturas perdieron generaciones
enteras. Los africanos comenzaron a
luchar entre s por el control del
comercio de esclavos.
The Africans labor helped build the
Americas. They brought skills and
culture too. Many of the nations of the
Americas have mixed race populations./
La mano de obra africana contribuy al
desarrollo de Amrica. Adems, los
africanos trajeron conocimientos y
cultura. Muchas de las naciones de
Amrica tienen una mezcla racial.
4. How did Africans change the
Americas?/Cmo cambiaron a
Amrica los africanos?
354
As you read this section, write notes to answer questions about the
causes and consequences of the enslavement of Africans./Al leer esta
seccin, toma notas para contestar preguntas acerca de las causas y
consecuencias de la esclavitud de los africanos.
How did each of the following contribute to the development of the Atlantic slave
trade?/Cmo contribuy cada uno de los siguientes al desarrollo del comercio de
esclavos del Atlntico?
1. E
uropean colonization of the
Americas/Colonizacin europea de
Amrica
2. Portuguese settlement of Brazil/

Colonizacin portuguesa de Brasil
3. African rulers/Gobernantes africanos
4. African merchants/Comerciantes
africanos
What were the consequences of the Atlantic slave trade for each of the
following?/Cules fueron las consecuencias del comercio de esclavos para cada
uno de los siguientes?
5. African societies/Sociedades
africanas
6. Enslaved Africans/Africanos
esclavizados
7. American colonies/Colonias
americanas
8. Present-day American cultures/

Culturas americanas actuales
355

Section/Seccin 4
The Columbian Exchange and

Global Trade/La transferencia
colombina y el comercio mundial
Columbian Exchange/transferencia colombina Global transfer of foods, plants,
and animals during the colonization of the Americas/Traslado mundial de

alimentos, plantas y animales durante la colonizacin de Amrica
capitalism/capitalismo Economic system based on private ownership and the
investment of wealth for profit/Sistema econmico basado en la propiedad

privada y en la inversin de riquezas para obtener ganancias
joint-stock company/compaa de sociedad de capitales Company in which people
pooled their wealth for a common purpose/Compaa en la que un grupo de

inversionistas rene su dinero para iniciar un negocio
mercantilism/mercantilismo Economic policy of increasing wealth and power by
obtaining large amounts of gold and silver and selling more goods than are
bought/Poltica econmica de aumentar riqueza y poder obteniendo grandes
cantidades de oro y plata y vendiendo ms productos de los que se compran
favorable balance of trade/balanza favorable de comercio Condition resulting
from selling more goods than are bought/Condicin resultante de vender ms

productos de los que se compran

In the last section, you read about the slave trade./En la seccin
anterior, leste acerca de la trata de esclavos.
In this section, you will learn about other kinds of trade./En esta
seccin, aprenders acerca de otras formas de comercio.
As You Read/Al leer

Use a chart to take notes on the Columbian Exchange./Usa un
cuadro para tomar notas sobre la transferencia colombina.
356
The Columbian Exchange

(Pages 571573)/LA
TRANSFERENCIA COLOMBINA
(Pginas 571573)
What was the Columbian Exchange?/
Qu fue la transferencia colombina?
There was constant movement of
people and products from Europe and
Africa to the Americas. The large-scale
transfer of foods, plants, and animals
was called the Columbian Exchange.
Important foods such as corn and
potatoes were taken from the Americas
to Europe, Africa, and Asia./Entre
Europa, frica y Amrica se dio un
movimiento constante de personas y
productos. El traslado mundial de
alimentos, plantas y animales a gran
escala se llam transferencia colombina.
Alimentos importantes de Amrica,
como maz y papa, llegaron a Europa,
frica y Asia.
Some foods moved from the Old
World to the New. Bananas, black-eyed
peas, and yams were taken from Africa
to the Americas. Cattle, pigs, and horses
had never been seen in the Americas
until the Europeans brought them.
Deadly illnesses also moved to the
Americas. They killed a large part
of the Native American population./
Algunos alimentos viajaron del Viejo
al Nuevo Mundo. Los pltanos, los
frijoles de carita y los camotes
llegaron a Amrica de frica. En
Amrica no haba ganado, cerdos ni
caballos hasta que los europeos los
trajeron. Tambin llegaron
enfermedades mortales que
mataron a gran parte de la
poblacin amerindia.
transferencia colombina de Amrica

y qu trajo?

Global Trade (Pages 573574)/
EL COMERCIO MUNDIAL (Pginas
573574)
How did business change?/Cmo
cambi el comercio?
The settling of the Americas and the
growth of trade started an economic
revolution. This revolution led to new
business practices still followed today.
One was the rise of an economic system
called capitalism. It is based on private
ownership of property and the right of a
business to earn a profit on money it has
invested./La colonizacin de Amrica y
el crecimiento comercial provocaron una
revolucin econmica que origin una
serie de prcticas comerciales que an
existen. Una fue el surgimiento de un
sistema econmico llamado capitalismo.
Se basa en la propiedad privada y en el
derecho de los negocios a obtener
ganancias del dinero que invierten.
Another new business idea was the
joint-stock company. In this type of
company, many investors pool their
money to start a business and share in
the profits./Otra idea comercial nueva
fue la compaa de sociedad de capitales.
En este tipo de compaa, muchos
inversionistas renen su dinero para
iniciar un negocio y compartir las
ganancias.
2. What is capitalism?/Qu es el
capitalismo?
1. What did the Columbian Exchange

take from the Americas, and what
did it bring?/Qu llev la
357
The Growth of Mercantilism

(Pages 574575)/EL CRECIMIENTO
DEL MERCANTILISMO (Pginas
574575)
Why were colonies important in
mercantilism?/Por qu fueron
importantes las colonias en el
mercantilismo?
During the Commercial Revolution,
European governments began to follow
an idea called mercantilism. According
to this theory, a countrys power
depended on its wealth. Getting more
gold and silver increased a countrys
wealth. So did selling more goods than
it bought. Selling more than it bought
would result in a favorable balance of
trade. Colonies played an important role
because they provided goods that could
be sold in trade./Durante la revolucin
econmica, los gobiernos europeos
comenzaron a aplicar una idea llamada
mercantilismo. Conforme a esta teora,
el poder de una nacin depende de sus
riquezas. Obtener ms oro y plata
aumenta la riqueza de un pas, al igual
que vender ms productos de los que se

compra. Vender ms de lo que se
compra produce una balanza favorable
de comercio. Las colonias desempearon
un papel importante porque
proporcionaron productos que podan
venderse.
The American colonies changed
European society. Merchants grew
wealthy and powerful. Towns and cities
grew larger. Still, most people lived in
the countryside, farmed for a living, and
were poor./La sociedad europea
experiment cambios debido a las
colonias americanas. Los comerciantes
se volvieron ricos y poderosos. Los
pueblos y ciudades crecieron. Pero la
mayora de la gente viva del trabajo
agrcola en el campo y era pobre.
3. Why were colonies important to
European mercantilism?/Por qu las
colonias fueron importantes para el
mercantilismo europeo?

358
As you read this section, note some cause-and-effect relationships

relating to the European colonization of the Americas./Al leer esta
seccin, toma notas de las relaciones de causa y efecto en la
colonizacin europea de Amrica.
Causes/Causas
Event/Trend/Suceso/
Tendencia
Effects/Efectos
1. Columbian Exchange/
Transferencia
colombina
2. Global trade/Comercio
mundial
3. Inflation/Inflacin
4. Formation of joint-stock
companies/Formacin
de sociedades de
capitales
5. Growth of mercantilism/
Crecimiento del
mercantilismo
359
Absolute Monarchs in Europe/Monarcas absolutistas de Europa

Section/Seccin 1
Spains Empire and European

Absolutism/El imperio espaol y el
absolutismo europeo
Philip II/Felipe II Spanish king who took control of Portugal but failed in his
invasion of England/Rey espaol que se apoder de Portugal pero fracas al

invadir Inglaterra
absolute monarch/monarca absoluto King or queen with complete control/Rey o
reina con control total

divine right/derecho divino Idea that a ruler receives the right to rule from God/
Creencia de que el gobernante recibe de Dios el derecho de gobernar

In the last chapter, you read about Europes new relationship to the
Americas./En el captulo anterior, leste acerca de la nueva relacin
de Europa con Amrica.
In this section, you will learn about changes occurring in Europe in
the 1500s and 1600s./En esta seccin, aprenders los cambios que
ocurrieron en Europa durante los siglos 16 y 17.
As You Read/Al leer

Use a chart to list the conditions that allowed European monarchs
to gain power./Usa un cuadro para registrar las condiciones que les
permitieron a los monarcas europeos obtener poder.
A Powerful Spanish Empire
(Pages 589591)/UN PODEROSO
IMPERIO ESPAOL (Pginas
589591)
How did Spains power increase and
then decrease?/Por qu aument el
poder espaol y por qu disminuy?
Charles V of Spain ruled the Holy
Roman Empire and other European
countries. In 1556, he left the throne and
split his holdings. His brother Ferdinand

received Austria and the Holy Roman
Empire. His son, Philip II, got Spain
and its colonies./Carlos V de Espaa
gobern el Sacro Imperio Romano y
otros pases europeos. En 1556, dej el
trono y dividi sus dominios. Su
hermano Fernando recibi Austria y el
Sacro Imperio Romano. Su hijo Felipe II
recibi Espaa y sus colonias.
360
Philip II then took control of

Portugal when the king of Portugal, his
uncle, died without an heir. Philip also
got its global territories in Africa, India,
and the East Indies. When he tried to
invade England in 1588, though, he
failed. The defeat made Spain weaker.
However, Spain still seemed strong
because of the wealthgold and
silverthat flowed in from its colonies
in the Americas./Felipe II luego se
apoder de Portugal cuando el rey de
Portugal, su to, muri sin heredero.
Tambin obtuvo las posesiones
portuguesas en frica, Asia y las Indias
Orientales. Pero quiso invadir Inglaterra
en 1588 y fracas. La derrota debilit a
Espaa; sin embargo, an pareca fuerte
debido a las riquezas oro y plata,
que llegaban de las colonias de Amrica.
1. Who was Philip II?/Quin fue
Felipe II?

Golden Age of Spanish Art
and Literature (Pages 591592)/
EDAD DE ORO DEL ARTE Y LA
LITERATURA ESPAOLAS
(Pginas 591592)
How did works from the golden age
of Spanish art and literature reflect
the values and attitudes of the
period?/Cmo expresan el arte y la
literatura de la poca de oro espaola
los valores y las actitudes del
momento?
Spains great wealth allowed
monarchs and nobles to become patrons
of artists. Two of the greatest artists of
the 16th and 17th century were El Greco
and Diego Velsquez. El Grecos work
reflected the faith of Spain during this
period. The paintings of Velsquez
reflected the pride of the Spanish

monarchy./Como Espaa tena
abundante riqueza, los monarcas y los
nobles patrocinaron el arte. El Greco y
Diego Velsquez fueron dos artistas
muy reconocidos en los siglos 16 y 17.
En la obra del Greco se expresa la fe de
Espaa durante esa poca, mientras que
las pinturas de Velsquez expresan el
orgullo de la monarqua espaola.
In literature, Miguel de Cervantes
wrote Don Quixote de la Mancha, which
ushered in the birth of the modern
European novel. The novel tells the
story of a Spanish nobleman who reads
too many books about heroic knights./
En literatura, Miguel de Cervantes
escribi Don Quijote de la Mancha, obra
que dio origen a la novela europea
moderna. La novela cuenta la historia
de un noble espaol que lee muchos
libros de caballeros heroicos.
2. Who were some of the artists and
writers of Spains golden age?/
Enumera artistas y escritores de la
poca de oro espaola.

The Spanish Empire Weakens
(Pages 592593)/DEBILITAMIENTO
DEL IMPERIO ESPAOL (Pginas
592593)
What weakened the Spanish
Empire?/Qu debilit al imperio
espaol?
Spains new wealth led to some
serious problems. The prices of goods
constantly rose. Unfair taxes kept the
poor from building up any wealth of
their own. As prices rose, Spaniards
bought more goods from other lands. To
finance their wars, Spanish kings had to
borrow money from banks in foreign
361
countries. The silver from the colonies

began to flow to Spains enemies./Las
nuevas riquezas de Espaa provocaron
varios problemas serios. Los precios de
los productos subieron constantemente.
Altos impuestos impedan que los
pobres mejoraran su condicin. A
medida que los precios suban, los
espaoles compraban ms productos
de otras tierras. Para financiar sus
guerras, Espaa pidi prstamos a
bancos extranjeros. As, la plata de las
colonias flua hacia los enemigos de
Espaa.
In the middle of these troubles, Spain
lost land. Seven provinces of the
Spanish Netherlands rose in protest
against high taxes and attempts to crush
Protestantism in the Netherlands. These
seven provinces were Protestant,
whereas Spain was strongly Catholic.
In 1579, they declared their
independence from Spain and became
the United Provinces of the
Netherlands. The ten southern provinces
(present-day Belgium) were Catholic
and remained under Spanish control./
En medio de estos problemas, Espaa
perdi tierras. Siete provincias de los
Pases Bajos espaoles se rebelaron por
los elevados impuestos y la represin
del protestantismo. Esas siete provincias
eran protestantes, mientras que Espaa
era profundamente catlica. En 1579,
se declararon independientes de Espaa
con el nombre de Provincias Unidas
de los Pases Bajos (hoy Holanda).
Las diez provincias del sur
(hoy Blgica) eran catlicas y
no se independizaron.
3. Why did Spain lose its power?/Por
qu perdi poder Espaa?

The Independent Dutch

Prosper (Pages 593594)/LOS
HOLANDESES INDEPENDIENTES
PROSPERAN (Pginas 593594)
Why did the Dutch prosper?/Por qu
prosperaron los holandeses?
The United Provinces of the
Netherlands was different from other
European states of the time. It was a
republic, not a kingdom. Each province
had a leader elected by the people./Las
Provincias Unidas de los Pases Bajos
era diferente de los dems estados
europeos de la poca. Era una repblica,
no un reino. Cada provincia tena un
dirigente elegido por su pueblo.
The Dutch also practiced religious
tolerance, letting people worship as they
wished. Dutch merchants established a
trading empire. They had the largest
fleet of merchant ships in the world.
They were also the most important
bankers in Europe./Los holandeses
tambin practicaron tolerancia religiosa
y permitieron que cada quien adoptara
la religin que quisiera. Establecieron un
imperio comercial. Tenan la flota de
buques mercantes ms grande del
mundo. Adems eran los banqueros ms
importantes de Europa.
4. Give two reasons for the success of
the Dutch in trading./Da dos
razones del xito comercial de los
holandeses.

Absolutism in Europe
(Pages 594595)/ABSOLUTISMO EN
EUROPA (Pginas 594595)
What is absolutism?/Qu es el
absolutismo?
Though he lost his Dutch possessions,
Philip continued to hold tight control
362
over Spain. He wanted to control the

lives of his people. Philip and others
who ruled in the same way were called
absolute monarchs. They believed in
holding all power. They also believed in
divine right. This is the idea that a ruler
receives the right to rule from God./
Aunque perdi las posesiones
holandesas, Felipe sigui ejerciendo
estricto control en Espaa. Quera
controlar la vida de sus sbditos. l y
otros que gobernaron de la misma
manera se llaman monarcas absolutos.
Crean que eran dueos absolutos del
poder. Tambin crean en el derecho
divino, es decir que los gobernantes
reciben de Dios el derecho de gobernar.
Widespread unrest in Europe in the
17th century led to an increase in
absolute rule, or absolutism, and its
restrictions. Absolute rulers used their

increased power to impose order. They
wanted to free themselves from the
limitations imposed by the nobility and
government bodies./Ante un amplio
descontento en la Europa del siglo 17
aument el gobierno absoluto, o
absolutismo. Los monarcas absolutos
trataron de imponer el orden a la fuerza.
Queran gobernar solos sin consultar a
la nobleza ni a otros organismos del
gobierno.
5. What did absolute monarchs
believe?/Qu crean los monarcas
absolutos?

363
As you read about the Spanish Empire, briefly note the causes or effects
(depending on which is missing) of each event or situation./Al leer
acerca del imperio espaol, describe brevemente las causas o los efectos
(el que falte) de cada suceso o situacin.
Causes/Causas
Effects/Efectos
1. The gold and silver coming from its

vast empire made Spain incredibly
wealthy./Espaa se convirti en un
pas muy rico gracias al oro y la plata
que obtena de su vasto imperio.
2.
Spain suffered from severe inflation./

Espaa sufri una aguda inflacin.
3.
The Spanish economy declined and at

times Spain was bankrupt./La economa
espaola declin y, en algunos perodos,
Espaa cay en bancarrota.
4. P
hilip raised taxes in the Netherlands
and tried to crush Protestantism./
Felipe II aument los impuestos a los
Pases Bajos e intent sofocar el
protestantismo.
5.
The Dutch became wealthy from trade

and banking./Los holandeses se
volvieron ricos gracias al comercio y la
banca.
6.
European monarchs became

increasingly more powerful./Los
monarcas europeos se hicieron cada
vez ms poderosos.
364

Section/Seccin 2
The Reign of Louis XIV/El reino de

Luis XIV
Edict of Nantes/Edicto de Nantes Order that gave Huguenots the right to live in
peace in Catholic France/Orden que dio a los hugonotes el derecho a vivir en paz
en la Francia catlica
Cardinal Richelieu/cardenal Richelieu Chief minister of France who reduced the
power of the nobles/Primer ministro francs; redujo el poder de los nobles

skepticism/escepticismo Belief that nothing could be known for certain/Creencia
de que nada se sabe con seguridad

Louis XIV/Luis XIV French king who was an absolute ruler/Rey francs que fue
monarca absoluto
intendant/intendente Official of the French government/Funcionario del gobierno
francs
Jean Baptiste Colbert/Jean Baptiste Colbert Chief Minister of Finance under
Louis XIV/Ministro de Finanzas de Luis XIV

War of the Spanish Succession/Guerra de Sucesin Espaola War fought by other
European nations against France and Spain when those two states tried to unite
their thrones/Guerra de varios pases europeos contra Francia y Espaa, cuando
ambas naciones intentaron unir sus reinos

In the last section, you were introduced to the idea of absolutism./
En la seccin anterior, leste acerca del concepto del absolutismo.
In this section, you will read about absolute power in France./En esta
seccin, leers acerca del poder absoluto en Francia.
As You Read/Al leer

Use a time line to list the major events of Louis XIVs reign./Usa
una lnea cronolgica para mostrar importantes acontecimientos en
el reino de Luis XIV.
365
Religious Wars and Power

Struggles; Writers Turn
Toward Skepticism
(Pages 596598)/GUERRAS
RELIGIOSAS Y LUCHAS DE
PODER; LOS ESCRITORES SE
VUELCAN AL ESCEPTICISMO
(Pginas 596598)
What changes were occurring in
France?/Qu cambios ocurran en
Francia?
France was torn by eight religious
wars between Catholics and Protestants
from 1562 to 1598./Entre 1562 y 1598,
Francia sufri ocho guerras religiosas
entre catlicos y protestantes.
In 1589, a Protestant prince, Henry of
Navarre, became King Henry IV. In
1593, he changed religions. He became a
Catholic to please the majority of his
people. In 1598, he issued an order
called the Edict of Nantes. It gave
HuguenotsFrench Protestantsthe
right to live in peace and have their own
churches in some cities./En 1589, un
prncipe protestante, Enrique de
Navarra, subi al trono como Enrique
IV. En 1593, cambi de religin y se
convirti al catolicismo para complacer
a la mayora de su pueblo. En 1598,
promulg el Edicto de Nantes, una
orden que dio a los hugonotes
protestantes franceses el derecho a
vivir en paz y a tener iglesias en algunas
ciudades.
Henry rebuilt the French economy
and brought peace to the land. He was
followed by his son, Louis XIII, a weak
king. However, Louis had a very capable
chief minister, Cardinal Richelieu.
Richelieu ruled the land for Louis and
increased the power of the crown./
Enrique reconstruy la economa y llev
la paz a Francia. Lo sucedi su hijo Luis
XIII, un rey dbil. Sin embargo, tena
un primer ministro muy capaz: el

cardenal Richelieu, que gobern en su
nombre y aument el poder de la
corona.
The cardinal ordered the Huguenots
not to build walls around their cities. He
also said nobles had to destroy their
castles. As a result, Protestants and
nobles could not hide within walls to
defy the kings power. Richelieu used
people from the middle classnot
noblesto work in his government.
That also reduced the power of the
nobles./Richelieu prohibi a los
hugonotes construir murallas alrededor
de sus ciudades y orden a los nobles
destruir sus castillos. As, los
protestantes y los nobles no podan
ocultarse detrs de las murallas para
desafiar al rey. Richelieu emple a la
gente de la clase media no a los
nobles en el gobierno. Eso tambin
redujo el poder de los nobles.
French thinkers had reacted to the
religious wars with horror. They
developed a new philosophy called
skepticism. Nothing could be known for
certain, they argued. Doubting old ideas
was the first step to learning the truth,
they said./Los pensadores franceses
reaccionaron con horror ante las guerras
religiosas. Propusieron una nueva
filosofa llamada escepticismo, que dice
que nada puede saberse con seguridad.
Cuestionar las viejas ideas era el primer
paso para descubrir la verdad,
afirmaron.
1. How did the monarchy get stronger
in France?/Cmo se fortaleci la
monarqua en Francia?

366
Louis XIV Comes to Power

(Pages 598599)/LUIS XIV LLEGA
AL PODER (Pginas 598599)
How did Louis XIV rule?/Cmo
gobern Luis XIV?
In 1643, Louis XIV became king at
the age of about five. Cardinal Mazarin,
who succeeded Richelieu as minister,
ruled for Louis until he was 23. Louis
became a powerful ruler, who had total
control of France. He was determined to
never let nobles challenge him./En 1643,
Luis XIV subi al trono a los cinco aos
de edad. El cardenal Mazarin, que
sucedi a Richelieu como ministro,
gobern en su nombre hasta que
cumpli 23 aos. Luis XIV fue un
gobernante poderoso que ejerci control
total sobre Francia. Quera impedir a
toda costa que los nobles lo desafiaran.
He kept the nobles out of his
government. He gave more power to
government officials called intendants
and made sure that they answered only
to him. He also worked hard to increase
the wealth of France. His chief minister
of finance, Jean Baptiste Colbert, tried
to build French industry. Colbert
wanted to persuade French people to
buy French-made goods and not those
from other countries. He urged people
to settle in the new French colony of
Canada in North America. The fur
trade there brought wealth to France./
Con ese fin, alej a los nobles del
gobierno. Dio ms poder a los
funcionarios gubernamentales llamados
intendentes, que slo le respondan a l.
Tambin se esforz por aumentar las
riquezas de Francia. Su ministro de
finanzas, Jean Baptiste Colbert, se
propuso crear industrias. Colbert quera
convencer a los franceses de comprar
slo productos franceses, no extranjeros.
Inst a colonizar el nuevo territorio
francs de Canad, cuyo comercio de

pieles llev riquezas a Francia.
2. How did Louis make sure he kept
his power?/Cmo garantiz su
poder Luis XIV?

The Sun Kings Grand Style;
Louis Fights Disastrous Wars
(Pages 599602)/EL GRAN ESTILO
DEL REY SOL; LUIS LUCHA
GUERRAS DESASTROZAS
(Pginas 599602)
What changes did Louis make?/Qu
cambios realiz Luis XIV?
Louis enjoyed a life of luxury at his
court. He built a huge and beautiful
palace at Versailles near Paris. He also
made sure that nobles had to depend on
his favor to advance in society./El rey
disfrutaba una vida de lujos en la corte.
Construy un palacio enorme en
Versalles, cerca de Pars. Adems, se
asegur de que los nobles dependieran
de sus favores para progresar.
Louis made France the most powerful
nation in Europe. France had a larger
population and a bigger army than any
other country. However, Louis made
some mistakes that later proved costly.
After winning some wars against
neighboring countries, he became bolder
and tried to seize more land. Other
nations allied to stop France in the late
1680s. The high cost of these wars
combined with poor harvests to produce
problems at home in France./Luis XIV
hizo de Francia la nacin ms poderosa
de Europa. Tena la mayor poblacin y
el ejrcito ms numeroso. Pero cometi
errores muy costosos. Tras ganar varias
guerras contra pases vecinos, intent
367
apoderarse de ms tierras. En la dcada

de 1680, varias naciones se aliaron para
detener a Francia. El alto costo de esas
guerras y una serie de malas cosechas
provocaron problemas internos en
Francia.
The final war fought in Louiss time
was fought over succession to the throne
of Spain and lasted from 1700 to 1713.
In this War of the Spanish Succession,
France and Spain attempted to set up
united thrones. The rest of Europe felt
threatened and joined in war against
them. Both France and Spain were
forced to give up some of their
American and European colonies to
England. England was the new rising
power./La ltima guerra que se luch en
tiempos de Luis XIV fue por la sucesin

al trono de Espaa y dur de 1700 a
1713. En esta Guerra de Sucesin
Espaola, Francia y Espaa intentaron
unir sus reinos. El resto de Europa se
sinti amenazado y se uni para pelear
contra las dos naciones. Tanto Francia
como Espaa tuvieron que ceder
colonias americanas a Inglaterra, la
nueva potencia en ascenso.
3. How did Louis XIV bring disaster to
France?/Por qu Luis XIV provoc
el desastre en Francia?

368
As you read about the French monarchy, write notes to answer the
questions./Al leer acerca de la monarqua francesa, toma notas para
contestar las preguntas.
Wars between the Huguenots and Catholics create chaos in France./Las guerras
entre los hugonotes y catlicos crean el caos en Francia.
1. H
ow did Henry of Navarre end the
crisis and restore order?/Cmo
termin con la crisis y restaur el
orden Enrique de Navarra?
2. H
ow did Cardinal Richelieu strengthen
the French monarchy?/Cmo
fortaleci a la monarqua francesa el
cardenal Richelieu?
3. W
hat effect did the religious wars
have on French intellectuals?/Cules
fueron los efectos de las guerras
religiosas sobre los intelectuales
franceses?
Louis XIV became the most powerful monarch of his time./Luis XIV se vuelve el
monarca ms poderoso de su tiempo.
4. W
hat steps did Jean Baptiste Colbert
take to turn France into an economic
power?/Qu medidas tom Jean
Baptiste Colbert para convertir a
Francia en una potencia econmica?
5. In what ways did Louis XIV support
the arts?/De qu manera Luis XIV
apoy las artes?
6. W
hy did Louis fail in his attempts to
expand the French Empire?/Por qu
fracasaron los intentos de Luis XIV de
extender el imperio francs?
7. W
hat was the legacy of Louis XIV?/
Cul fue el legado de Luis XIV?
369

Section/Seccin 3
Central European Monarchs Clash/

Conflicto entre los monarcas de
Europa central
Thirty Years War/Guerra de los Treinta Aos Conflict over religion, territory, and
power among European ruling families/Conflicto por religin, territorio y poder

entre las familias reinantes de Europa
Maria Theresa/Mara Teresa Empress of Austria whose main enemy was Prussia/
Emperatriz de Austria cuyo principal enemigo era Prusia

Frederick the Great/Federico el Grande Leader of Prussia who sought to increase
his territory/Gobernante de Prusia que intent aumentar su territorio

Seven Years War/Guerra de los Siete Aos Conflict from 1756 to 1763 in which
the forces of Britain and Prussia battled those of Austria, France, Russia, and
other countries/Conflicto entre 1756 y 1763 en el que Inglaterra y Prusia
lucharon contra Austria, Francia, Rusia y otros pases

In the last section, you read how absolute power grew in France./En
la seccin anterior, leste cmo aument el poder absoluto en
Francia.
In this section, you will learn about absolutism in Austria and
Prussia./En esta seccin, aprenders acerca del absolutismo en
Austria y Prusia.
As You Read/Al leer

Use a chart to compare Maria Theresa with Frederick the Great./
Usa un cuadro para comparar a Mara Teresa y Federico el Grande.
370
The Thirty Years War

(Pages 603604)/LA GUERRA
DE LOS TREINTA AOS
(Pginas 603604)
What caused the Thirty Years
War?/Qu caus la Guerra de los
Treinta Aos?
Germany had suffered from religious
wars that ended in 1555. Rulers of each
German state agreed that they would
decide whether their lands would be
Catholic or Protestant. Relations
between sides became tense over the
next decades. Then in 1618, a new war
broke out and lasted for 30 terrible
years. It was called the Thirty Years
War./Alemania sufri por una serie de
guerras religiosas que terminaron en
1555. Los prncipes de cada estado
alemn acordaron decidir si sus tierras
seran catlicas o protestantes. Las
relaciones entre catlicos y protestantes
empeoraron a lo largo de las dcadas
siguientes, y en 1618 estall una nueva
guerra que dur treinta terribles aos.
Se llam la Guerra de los Treinta Aos.
During the first half of the war,
Catholic forces led by Ferdinand, the
Holy Roman Emperor, won. However,
Germany suffered because he allowed
his large army to loot towns. Then the
Protestant king of Sweden, Gustavus
Adolphus, won several battles against
him./Durante la primera mitad de la
guerra, ganaron las fuerzas catlicas
dirigidas por Fernando, el emperador
del Sacro Imperio Romano. Alemania
sufri porque Fernando permiti
que su enorme ejrcito saqueara
pueblos. Despus, el rey protestante de
Suiza, Gustavo Adolfo, gan varias
batallas.
In the last years of the war, France
helped the Protestants. Although France
was a Catholic nation, Richelieu feared
the growing power of the Hapsburg

family, which was headed by Frederick./
En los ltimos aos de la guerra,
Francia ayud a los protestantes.
Aunque Francia era un pas catlico,
Richelieu tema el poder creciente de la
familia Habsburgo, encabezada por
Federico.
The Thirty Years War ended in 1648
with the Peace of Westphalia. It had
been a disaster for Germany. About 4
million people had died, and the
economy was in ruins. It took Germany
two centuries to recover./La Guerra de
los Treinta Aos termin en 1648 con la
Paz de Westphalia. La guerra fue
desastrosa para Alemania. Cerca de
cuatro millones de personas murieron y
la economa qued en ruinas. Alemania
necesit dos siglos para recuperarse.
The peace treaty weakened the power
of Austria and Spain. But it made
France stronger. The French gained
German territory. The treaty also made
German princes independent of the
Holy Roman Emperor. It ended
religious wars in Europe. Lastly, the
treaty introduced a new way of
negotiating peacea method still used
today. All states involved in the fighting
meet to settle the problems of a war and
decide the terms of peace./El tratado de
paz debilit el poder de Austria y
Espaa. Pero Francia se fortaleci y
obtuvo territorios alemanes. El tratado
tambin independiz a los prncipes
alemanes de la autoridad del Sacro
Imperio Romano. Acab las guerras
religiosas en Europa. Por ltimo, el
tratado plante una nueva forma de
negociar la paz. Ese mtodo persiste en
la actualidad. Todos los estados que
participaron en la guerra se reunieron
para resolver los problemas y acordar
las condiciones de paz.
371
1. What were three results of the Thirty

Years War?/Cules fueron los tres
resultados de la Guerra de los
Treinta Aos?

States Form in Central
Europe (Page 605)/FORMACIN
DE ESTADOS EN EUROPA
CENTRAL (Pgina 605)
Who ruled Austria?/Quin gobern
Austria?
The formation of strong states took
place slowly in central Europe. The
economies there were less developed
than in western Europe. Most people
were still peasants. This region had not
built an economy based on cities and
commercialism. Nobles enjoyed great
influence. This helped them keep the
serfs on the land and prevent the rise of
strong rulers. Still, two important states
arose./La formacin de estados fuertes
fue lenta en Europa central. Las
economas eran ms dbiles que en
Europa occidental. La mayora de la
gente era campesina. La economa no se
basaba en las ciudades y en el
mercantilismo. Los nobles ejercan
enorme influencia. Dominaban a los
siervos e impedan el ascenso de
gobernantes fuertes. Sin embargo,
surgieron dos estados importantes.
The Hapsburg family ruled Austria,
Hungary, and Bohemia. Their empire
linked many different peoplesCzechs,
Hungarians, Italians, Croatians, and
Germans. Maria Theresa, the daughter
of Charles VI, was empress of Austria
in the mid1700s. She managed to

increase her power and reduce that of
the nobles. She was opposed by the
kings of Prussia, a new powerful state in
northern Germany./La familia
Habsburgo gobern Austria, Hungra y
Bohemia. Su imperio vincul a muchos
pueblos: checos, hngaros, italianos,
croatas y alemanes. Mara Teresa, hija
de Carlos VI, fue emperatriz de Austria
a mediados del siglo 18. Logr
aumentar su poder y reducir el de los
nobles. Se le opusieron los reyes de
Prusia, un nuevo estado poderoso en el
norte de Alemania.
2. Who were the Hapsburgs?/Quines
fueron los Habsburgo?

Prussia Challenges Austria
(Pages 606607)/PRUSIA DESAFA
A AUSTRIA (Pginas 606607)
What was Prussia?/Qu fue Prusia?
Like Austria, Prussia rose to power in
the late 1600s. Like the Hapsburgs of
Austria, Prussias ruling family, the
Hohenzollerns, also had ambitions./
Como Austria, Prusia consolid su
poder a fines del siglo 17. Al igual que
los Habsburgo de Austria, la familia real
de Prusia, los Hozenzollern, tena
ambiciones.
Prussia was a strong state that gave
much power to its large, well-trained
army. In 1740, Frederick the Great of
Prussia invaded one of Maria Theresas
lands. Austria fought hard to keep the
territory, but lost. Still, in fighting the
War of the Austrian Succession, Maria
372
Theresa managed to keep the rest of her

empire intact./Prusia fue un estado
poderoso que dio mucho poder a su
ejrcito numeroso y bien entrenado. En
1740, Federico el Grande de Prusia
invadi una de las tierras de Mara
Teresa. Austria luch mucho por
mantener su territorio pero perdi. Sin
embargo, al luchar en la Guerra de
Sucesin Austriaca, Mara Teresa logr
mantener el resto de su imperio intacto.
The two sides fought again, beginning
in 1756. In the Seven Years War,
Austria abandoned Britain, its old ally,
for France and Russia. Prussia joined
with Britain. The Prussians and British
won. In that victory, Britain gained
economic domination of India./Ambas
partes pelearon de nuevo a partir de
1756. En la Guerra de los Siete Aos,

Austria abandon a Inglaterra, su
antiguo aliado, por Francia y Rusia.
Prusia se uni a Inglaterra, y ganaron.
Con esa victoria, Inglaterra obtuvo el
control econmico de India.
3. What effect did fighting between
Austria and Prussia have on
Britain?/Qu beneficio sac
Inglaterra de la lucha entre Austria y
Prusia?

373
As you read about the absolute monarchs that ruled in Central Europe,
fill out the chart by writing notes in the appropriate spaces./Al leer
acerca de los monarcas absolutos que reinaron en Europa central,
completa el cuadro con notas en los espacios correspondientes.
The Thirty Years War/La Guerra de los Treinta Aos
1. N
ote two causes of the war./Enumera
dos causas de la guerra.
2. N
ote four consequences of the war
and the Peace of Westphalia./
Enumera cuatro consecuencias de la
Guerra de los Treinta Aos y de la
Paz de Westfalia.
Central Europe/Europa central
3. N
ote two differences between the
economies of western and central
Europe./Enumera dos diferencias
entre las economas de Europa
occidental y Europa central.
4. N
ote two reasons why central
European empires were weak./
Enumera dos razones por las cuales
los imperios de Europa central eran
dbiles.
Prussia and Austria/Prusia y Austria
5. N
ote three steps the Hapsburgs took
to become more powerful./Enumera
tres medidas que tomaron los
Habsburgo para reunir poder.
6. N
ote three steps the Hohenzollerns
took to build up their state./Enumera
tres medidas que tomaron los
Hohenzollern para construir su
estado.
374

Section/Seccin 4
Absolute Rulers of Russia/

Gobernantes absolutos de Rusia
Ivan the Terrible/Ivn el Terrible Ruler who added lands to Russia, gave it a code of
laws, and also used his secret police to execute traitors/Gobernante de Rusia
que aument su territorio, implant un cdigo de leyes y mand a la polica
secreta a matar a los traidores
boyar/boyardos Russian noble who owned land/Nobles rusos terratenientes
Peter the Great/Pedro el Grande Important leader of Russia who started
westernization/Gobernante de Rusia que comenz la occidentalizacin

westernization/occidentalizacin Use of western Europe as a model of change/
Adopcin de Europa occidental como modelo de desarrollo

In the last section, you read how Austria and Prussia became strong
states./En la seccin anterior, leste acerca de cmo Austria y Prusia
se convirtieron en estados poderosos.
In this section, you will learn how Russia developed into a powerful
state./En esta seccin aprenders cmo Rusia adquiri poder.
As You Read/Al leer

Use a cluster diagram to list the important events of Peter the
Greats reign./Usa un diagrama para enumerar los acontecimientos
importantes del reino de Pedro el Grande.
The First Czar (Pages 608609)/
EL PRIMER ZAR (Pginas 608609)
Who was Ivan the Terrible?/Quin
fue Ivn el Terrible?
Ivan III had begun centralizing the
Russian government. His son, Vasily,
continued the work of adding territory
to the growing Russian state. Ivans
grandson, Ivan IV, was called Ivan the
Terrible. He came to the throne in 1533,
when he was three years old./Ivn III
inici la centralizacin del gobierno

ruso. Su hijo, Vasily, continu su labor y
conquist nuevos territorios. Su nieto,
Ivn IV, fue llamado Ivn el Terrible.
Ascendi al trono en 1533, cuando tena
tres aos.
At first, landowning nobles, known as
boyars, tried to control Ivan. Eventually,
he ruled successfully on his own. He
added lands to Russia and gave the
country a code of laws. After his wife,
375
Anastasia, died, however, his rule turned

harsh. He used secret police to hunt
down enemies and kill them. Ivan even
murdered his oldest son./Al principio,
los nobles terratenientes, llamados los
boyardos, intentaron controlar a Ivn.
Con el tiempo, l control el poder.
Aadi tierras a Rusia e implant un
nuevo cdigo de leyes. Sin embargo,
despus de la muerte de su esposa
Anastasia, su gobierno se volvi cruel.
Mand a la polica secreta a cazar y
matar a sus enemigos. Incluso mat a su
hijo mayor.
A few years after he died, Russian
nobles met to name a new ruler. They
chose Michael Romanov, the
grandnephew of Ivan the Terribles wife.
He began the Romanov dynasty, which
ruled Russia for about 300 years./Pocos
aos despus de su muerte, los nobles
rusos se reunieron para nombrar a un
nuevo gobernante. Eligieron a Miguel
Romanov, el sobrino nieto de la esposa
de Ivn el Terrible. Comenz la dinasta
Romanov, que gobern Rusia durante
cerca de 300 aos.
1. What good and bad did Ivan the
Terrible do?/Cules fueron los
aciertos y los errores de Ivn el
Terrible?

Peter the Great Comes to
Power (Page 609)/PEDRO EL
GRANDE ASUME EL PODER
(Pgina 609)
Who was Peter the Great?/Quin fue
Pedro el Grande?
The Romanovs restored order to
Russia. In the late 1600s, Peter I came to
power. He was called Peter the Great

because he was one of Russias greatest
reformers. He began an intense program
of trying to modernize Russia. He also
continued the trend of increasing the
czars power./Los Romanov restauraron
el orden en Rusia. A fines del siglo 17,
Pedro I llamado Pedro el Grande
ascendi al trono. Recibi ese nombre
porque fue uno de los ms grandes
reformadores de Rusia. Comenz un
intenso programa para modernizar
Rusia. Tambin continu la tendencia
de aumentar el poder del zar.
When Peter came to power, Russia
was still a land of boyars and serfs.
Serfdom lasted much longer in Russia
than it did in western Europe. It
continued into the mid1800s./Cuando
Pedro lleg al poder, Rusia era una
tierra de boyardos y siervos. La
servidumbre feudal dur mucho ms en
Rusia que en Europa occidental. Acab
a mediados del siglo 19.
When a Russian landowner sold a
piece of land, he sold the serfs with it.
Landowners could give away serfs as
presents or to pay debts. It was also
against the law for serfs to run away
from their owners./Cuando un
terrateniente ruso venda tierras, las
venda con los siervos. Tambin poda
regalar los siervos o pagar deudas con
ellos. La ley prohiba que los siervos
huyeran.
Most boyars knew little of western
Europe. But Peter admired the nations
of western Europe. He traveled in
Europe to learn about new technology
and ways of working. It was the first
time a czar traveled in the West./La
mayora de los boyardos no saban casi
nada de Europa, pero Pedro admiraba a
las naciones de Europa occidental. Viaj
por Europa para aprender acerca de la
376
nueva tecnologa y los mtodos de

trabajo. Era la primera vez que un zar
viajaba al occidente.
2. Why did Peter the Great visit
Europe?/Por qu Pedro el Grande
visit Europa?

Peter Rules Absolutely
(Pages 610611)/PEDRO ES UN
GOBERNANTE ABSOLUTO
(Pginas 610611)
What changes did Peter the Great
make?/Qu cambios hizo Pedro el
Grande?
Peter the Great wanted Russia to be
the equal of the countries of western
Europe. He wanted Russia to be strong
both in its military and in its trade./
Pedro el Grande quera que Rusia fuera
igual a los pases de Europa occidental.
Quera fortalecer su ejrcito y su
comercio.
To meet these goals, Peter changed
Russia. His first steps were to increase
his powers, so he could force people to
make the changes he wanted. He put the
Russian Orthodox Church under his
control. He reduced the power of
nobles. He built up the army and made
it better trained./Para alcanzar esas
metas, Pedro el Grande cambi a Rusia.
Sus primeras medidas fueron aumentar
su poder para obligar a la gente a
adoptar los cambios que deseaba.
Coloc a la Iglesia Ortodoxa Rusa bajo
su control. Redujo el poder de los
nobles. Aument su ejrcito y lo entren
mejor.
Peter also changed Russia through

westernization. He took several steps to
make Russia more western. He brought
in potatoes as a new food, began
Russias first newspaper, gave more
social status to women, and told the
nobles to adopt Western clothes. He
promoted education./Pedro tambin
cambi a Rusia mediante la
occidentalizacin. Tom varias medidas
para hacer ms occidental a Rusia.
Introdujo la papa, como alimento
nuevo; fund el primer peridico ruso;
mejor la condicin social de la mujer;
orden a los nobles que adoptaran
ropas occidentales y foment la
educacin.
Peter also knew Russia needed a
seaport that would make it easier to
travel to the west. He fought a long war
with Sweden to gain land along the
shores of the Baltic Sea. There he built a
grand new capital city, St. Petersburg.
By the time of Peters death in 1725,
Russia was an important power in
Europe./Pedro tambin saba que Rusia
necesitaba un puerto de mar para
navegar hacia el oeste. Le declar la
guerra a Suecia y, tras una larga lucha,
obtuvo tierras a lo largo de la costa del
mar Bltico. All construy una nueva y
grandiosa capital, San Petersburgo.
Cuando Pedro muri, en 1725, Rusia era
una importante potencia en Europa.
3. How did Peter the Great increase his
power?/Cmo aument su poder
Pedro el Grande?

377
As you read this section, complete the chart by explaining how Peter
the Great solved each problem he encountered in his efforts to
westernize Russia./Al leer esta seccin, llena los cuadros para explicar
cmo Pedro el Grande solucion cada problema que encontr para
occidentalizar a Rusia.
Problems/Problemas
Solutions/Soluciones
1. R
ussian people did not believe that
change was necessary./El pueblo
ruso no crea que los cambios fueran
necesarios.
2. The Russian Orthodox Church was
too strong./La Iglesia Ortodoxa Rusa
era demasiado poderosa.
3. The great landowners had too much
power./Los grandes terratenientes
tenan mucho poder.
4. The Russian army was untrained and
its tactics and weapons were
outdated./El ejrcito ruso careca de
capacitacin y sus tcticas y armas
eran anticuadas.
5. R
ussian society had to change to
compete with the modern states of
Europe./La sociedad rusa deba
cambiar para competir con los
modernos estados europeos.
6. To promote education and growth,
Russia needed a seaport for travel to
the West./Con el fin de fomentar la
educacin y el crecimiento, Rusia
necesitaba un puerto martimo para
viajar al Occidente.
7. The port needed to be built./Era
necesario construir ese puerto.
8. The new city needed to be settled./

Era necesario poblar la nueva ciudad.
378

Section/Seccin 5
Parliament Limits the English

Monarchy/El Parlamento limita
la monarqua inglesa
Charles I/Carlos I King of England who was executed/Rey de Inglaterra que fue
ejecutado
English Civil War/Guerra Civil Inglesa War fought from 1642 to 1649 between the
Royalists, or Cavaliers, and the Puritan supporters of Parliament/Guerra que

pelearon los realistas, o caballeros, contra los defensores puritanos del
Parlamento. Dur de 1642 a 1649.
Oliver Cromwell/Oliver Cromwell Leader of the Puritans/Dirigente de los puritanos
Restoration/Restauracin Period after the monarchy was restored in England/
Perodo despus de que se restaur la monarqua en Inglaterra

habeas corpus/habeas corpus Law giving prisoners the right to obtain a
document saying that the prisoner cannot go to jail without being brought before
a judge/Ley que da el derecho a no ser encarcelado sin antes ser juzgado
Glorious Revolution/Revolucin Gloriosa Bloodless overthrow of King James II/
Derrocamiento pacfico del rey Jacobo II

constitutional monarchy/monarqua constitucional Government in which laws limit
the monarchs power/Gobierno en que las leyes limitan el poder del monarca
cabinet/gabinete A group of government ministers that was a link between the
monarch and Parliament/Grupo de ministros que representaba los intereses del

Parlamento
379

In the last section, you saw how power was becoming more absolute
in Russia./En la seccin anterior, leste cmo se consolid el poder
absoluto en Rusia.
In this section, you will see how the power of the monarch was
challenged and weakened in England./En esta seccin, aprenders
cmo se debilit el poder del monarca britnico.
As You Read/Al leer

Use a chart to list the causes of the English monarchs conflicts with
Parliament./Usa un cuadro para enumerar las causas de los
conflictos de los monarcas britnicos con el Parlamento.
Monarchs Defy Parliament
(Page 614)/LOS MONARCAS
DESAFAN AL PARLAMENTO
(Pgina 614)
Why was there tension between the
monarchy and Parliament?/Por qu
hubo tensin entre la monarqua y el
Parlamento?
When Queen Elizabeth I died, her
cousin James, king of Scotland, became
king of England. The reign of James I
began a long series of struggles between
king and Parliament. They fought over
money. Jamess religious policies also
angered the Puritans in Parliament./
Cuando muri la reina Isabel I, su
primo Jacobo, rey de Escocia, subi al
trono de Inglaterra. El reino de Jacobo I
comenz con una larga serie de luchas
con el Parlamento por dinero. Adems,
las medidas religiosas de Jacobo I
enfurecieron a los puritanos del
Parlamento.
During the reign of his son, Charles I,
there was continued conflict between
king and Parliament. Parliament forced
Charles to sign the Petition of Right in
1628. By signing, Charles agreed that
the king had to answer to Parliament.
But he then dissolved Parliament and
tried to raise money without it./Durante

el reinado de su hijo, Carlos I, hubo
conflictos constantes entre el rey y el
Parlamento. ste oblig a Carlos I a
firmar la Peticin de Derecho en 1628.
Al firmarla, Carlos I acept que el rey
tena que responder al Parlamento.
Despus disolvi el Parlamento e
intent reunir dinero sin su intervencin.
1. How did Charles I make Parliament
angry?/Por qu Carlos I provoc la
ira del Parlamento?

English Civil War (Pages
615616)/LA GUERRA CIVIL
INGLESA (Pginas 615616)
Who fought the English Civil War?/
Quin pele en la Guerra Civil
Inglesa?
When Charles tried to force
Presbyterian Scots to follow the
Anglican Church, Scotland threatened
to invade England. Charles needed
money to fight. When Charles called a
new Parliament to get money, it quickly
passed laws to limit his power./Cuando
Carlos I mand que los presbiterianos
escoceses se convirtieran a la Iglesia
380
Anglicana, Escocia amenaz con invadir

Inglaterra. Carlos I necesitaba dinero
para luchar y form un nuevo
Parlamento para obtener dinero. Pero el
Parlamento promulg leyes para limitar
el poder del rey.
Soon England was fighting a civil war.
Charles and his Royalists were opposed
by the supporters of Parliament. Many
of Parliaments supporters were
Puritans./Pronto estall una guerra civil.
Carlos I y los realistas se enfrentaron a
los defensores del Parlamento. Muchos
defensores del Parlamento eran
puritanos.
The English Civil War lasted from
1642 to 1649. Under the leadership of
Oliver Cromwell, the forces of the
Puritans won. They tried and executed
Charles for treason against Parliament.
This was the first time a king had faced
a public trial and execution. Cromwell
became a military dictator, ruling until
1658. He crushed a rebellion in Ireland
and tried to reform society at home./La
Guerra Civil Inglesa dur de 1642 a
1649. Bajo la direccin de Oliver
Cromwell, las fuerzas puritanas ganaron.
Juzgaron y ejecutaron a Carlos I por
traicin. sta era la primera ocasin
en que se ejecutaba a un rey en pblico.
Cromwell gobern como dictador
militar hasta 1658. Sofoc una rebelin
en Irlanda e impuso reformas en la
sociedad.
2. What happened as a result of the
English Civil War?/Qu sucedi
como resultado de la Guerra Civil
Inglesa?

Restoration and Revolution

(Page 616)/RESTAURACIN Y
REVOLUCIN (Pgina 616)
What was the Restoration?/Qu
fue la restauracin?
Soon after Cromwells death, the
government collapsed. Parliament asked
Charless older son to restore the
monarchy. Charles IIs rule beginning in
1660 is called the Restoration./Poco
despus de la muerte de Cromwell, el
gobierno cay. El Parlamento pidi al
hijo mayor de Carlos I que restaurara
la monarqua. El gobierno de Carlos II
que comenz en 1660 se conoce como
la Restauracin.
Charles IIs reign was calm.
Parliament passed an important
guarantee of freedom called habeas
corpus. It gave every prisoner the right
to get an order to be brought before a
judge. The judge would then decide
whether the prisoner should be tried or
set free. This kept monarchs from
putting people in jail just for opposing
them. It also meant that people would
not stay in jail forever without a trial./
El reinado de Carlos II fue pacfico. El
Parlamento promulg una importante
garanta de libertad llamada habeas
corpus. Dio a todos los prisioneros el
derecho de obtener una orden para ser
juzgados. Un juez decida si el prisionero
deba ser juzgado o puesto en libertad.
Esto evit que los monarcas
encarcelaran a la gente slo porque se
opona a sus deseos. As, nadie poda
permanecer preso para siempre sin ser
juzgado.
After Charles IIs death in 1685, his
brother became King James II. His
381
pro-Catholic policies angered the

English. They feared that he would
restore Catholicism. In 1688, seven
members of Parliament contacted
Jamess older daughter, Mary, and her
husband, William of Orange, prince of
the Netherlands. Both were Protestants.
The members of Parliament wanted
William and Mary to replace James II
on the throne. James was forced to flee
to France. When that took place, the
bloodless revolution was called the
Glorious Revolution./Despus de la
muerte de Carlos II en 1685, gobern su
hermano, el rey Jacobo II. Sus medidas
en pro de los catlicos indignaron a los
ingleses. Teman que restaurara el
catolicismo. En 1688, siete miembros del
Parlamento hablaron con la hija mayor
de Jacobo, Mara, y con su esposo,
Guillermo de Orange, prncipe de los
Pases Bajos. Ambos eran protestantes.
Los miembros del Parlamento queran
que Guillermo y Mara sustituyeran a
Jacobo II en el trono. Esta sustitucin se
llam la Revolucin Gloriosa. Jacobo
huy a Francia en esta revolucin
pacfica.
3. Why did the Glorious Revolution
take place?/Por qu se realiz la
Revolucin Gloriosa?

Limits on Monarchs Power
(Page 617)/LMITES AL PODER DEL
MONARCA (Pgina 617)
How was the power of the monarchy
decreased in England?/Cmo
disminuy el poder de la monarqua
en Inglaterra?
William and Mary agreed to rule
according to the laws made by
Parliament. That is, Parliament became

their partner in governing. England was
now a constitutional monarchy, where
laws limited the rulers power./Guillermo
y Mara aceptaron gobernar conforme
a las leyes promulgadas por el
Parlamento. Es decir, el Parlamento
era su socio en el gobierno. Ahora
Inglaterra era una monarqua
constitucional, donde las leyes limitaban
el poder del gobernante.
William and Mary also agreed to
accept the Bill of Rights. It guaranteed
the people and Parliament certain
rights./Guillermo y Mara tambin
aceptaron la Carta de Derechos, que
garantizaba al pueblo y al Parlamento
ciertos derechos.
By the 1700s, it was clear that the
government of England would come to
a standstill if the monarch disagreed
with Parliament or vice versa. This led
to the development of the cabinet. This
group of government ministers became
the first link between the monarch and
Parliament./Al llegar el siglo 18, era
evidente que el gobierno de Inglaterra
se paralizara si el monarca no estaba
de acuerdo con el Parlamento o
viceversa. Esto llev a la formacin
del gabinete. Este grupo de ministros
gubernamentales era el primer enlace
entre el monarca y la mayora del
Parlamento.
4. What three changes gave Parliament
more power in England?/Cules
fueron los tres cambios que dieron
al Parlamento ms poder en
Inglaterra?

382
As you read this section, take notes to fill in the diagram describing
relations between Parliament and each English ruler listed./Al leer esta
seccin, toma notas y llena el diagrama, describiendo las relaciones
entre el Parlamento y los gobernantes ingleses que se enumeran.
1. K
ing James I
(16031625)/Rey Jacobo I
(16031625)
2. C
harles I
(16251649)/Carlos I
(16251649)
3. O
liver Cromwell
(16491658)/Oliver Cromwell
(16491658)
4. C
harles II
(16601685)/Carlos II
(16601685)
5. J ames II
(16851688)/Jacobo II
(16851688)
6. W
illiam and Mary
(16891702)/Guillermo y Mara
(16891702)
383
Enlightenment and Revolution/Ilustracin y revolucin

Section/Seccin 1
The Scientific Revolution/La

Revolucin Cientfica
Scientific Revolution/Revolucin Cientfica New way of thinking about the natural
world based on careful observation and a willingness to question/Nueva forma

de pensar acerca del mundo natural, que se basa en observacin cuidadosa y en
la disposicin a cuestionar
heliocentric theory/teora heliocntrica Theory that the sun is at the center of the
universe/Teora de que el Sol es el centro del universo

geocentric theory/teora geocntrica View which held that the earth was the center
of the universe/Teora de que la Tierra es el centro del universo

Galileo Galilei/Galileo Galilei Scientist who was forced by the Catholic Church to
take back scientific ideas that disagreed with the churchs view/Cientfico
obligado por la Iglesia Catlica a retractarse de sus ideas cientficas porque
contradecan la opinin de la Iglesia
scientific method/mtodo cientfico Logical procedure for gathering and testing
ideas/Procedimiento lgico para reunir y probar ideas

Isaac Newton/Isaac Newton Scientist who discovered laws of motion and gravity/
Cientfico que descubri las leyes del movimiento y la gravedad

In the last chapter, you learned about wars and political changes in
Europe./En el captulo anterior, aprendiste acerca de guerras y
cambios polticos en Europa.
In this section, you will read how the Enlightenment transformed
Europe and helped lead to the American Revolution./En esta
seccin, leers cmo la Ilustracin transform a Europa y
contribuy a la Revolucin Norteamericana.
As You Read/Al leer

Use a web diagram to record the events and circumstances that led
to the Scientific Revolution./Usa un diagrama en red para registrar
los sucesos y las circunstancias que llevaron a la Revolucin
Cientfica.
384
The Roots of Modern Science

(Pages 623624)/LAS RACES DE
LA CIENCIA MODERNA
(Pginas 623624)
How did modern science
begin?/Cmo comenz la ciencia
moderna?
During the Middle Ages, few scholars
questioned beliefs that had been long
held. Europeans based their ideas on
what ancient Greeks and Romans
believed or on the Bible. People still
thought that the earth was the center
of the universe. They believed that the
sun, moon, other planets, and stars
moved around it./Durante la Edad
Media, pocos pensadores cuestionaron
las creencias predominantes desde
tiempo atrs. Los europeos seguan las
ideas de los antiguos griegos y romanos
o de la Biblia. An se pensaba que la
Tierra era el centro del universo, y que
el Sol, la Luna y otros planetas y
estrellas giraban en torno a la Tierra.
In the mid-1500s, attitudes began to
change. Scholars started what is called
the Scientific Revolution. It was a new
way of thinking about the natural world.
It was based on careful observation and
the willingness to question old beliefs.
European voyages of exploration helped
to bring about the Scientific Revolution.
When Europeans explored new lands,
they saw plants and animals that ancient
writers had never seen. These discoveries
led to new courses of study in the
universities of Europe./A mediados del
siglo 16, las actitudes comenzaron a
cambiar. Los acadmicos iniciaron lo
que se llam la Revolucin Cientfica.
Era una nueva forma de pensar acerca
del mundo natural. Se basaba en la
observacin cuidadosa y en la
disposicin a cuestionar viejas creencias.
Los viajes europeos de exploracin
contribuyeron a la Revolucin Cientfica.
Cuando los europeos exploraron nuevas

tierras, vieron plantas y animales que los
escritores antiguos jams haban visto.
Estos descubrimientos abrieron nuevos
campos de estudio en las universidades
europeas.
1. What was the Scientific Revolution?/
Qu fue la Revolucin Cientfica?
A Revolutionary Model of
the Universe (Pages 624625)/UN
MODELO REVOLUCIONARIO DEL
UNIVERSO (Pginas 624625)
How did new ideas change accepted
thinking in astronomy?/Cmo
cambi la astronoma a raz de las
nuevas ideas?
The first challenge to accepted
thinking in science came in astronomy.
In the early 1500s, Nicolaus Copernicus,
a Polish astronomer, studied the stars
and planets. He developed a heliocentric
theory. Heliocentric meant sun-centered.
It said that Earth, like all the other
planets, revolved around the sun.
Copernicus did not publish his findings
until just before his death. He had been
afraid that his ideas would be attacked
because they went against the geocentric
theory. This theory held that the earth
was at the center of the universe. In the
early 1600s, Johannes Kepler used
mathematics to prove that Copernicuss
basic idea was correct./El primer desafo
al pensamiento aceptado en la ciencia
lleg de la astronoma. A principios del
siglo 16, Nicols Coprnico, un
astrnomo polaco, estudi las estrellas y
planetas. Desarroll una teora
heliocntrica, o centrada en el Sol. Dijo
que la Tierra, al igual que otros
planetas, giraba en torno al Sol. No
public sus descubrimientos sino hasta
385
poco antes de su muerte. Tema que sus

ideas fueran atacadas porque
desmentan la creencia de la teora
geocntrica, que sostena que la Tierra
era el centro del universo. A principios
del siglo 17, Johannes Kepler demostr
con pruebas matemticas que la idea de
Coprnico era correcta.
An Italian scientistGalileo Galilei
made several discoveries that also
undercut ancient ideas. He made one of
the first telescopes and used it to study
the planets. He found that Jupiter had
moons, the sun had spots, and Earths
moon was rough. Some of his ideas
about the earth, the sun, and the planets
went against the teaching of the Catholic
Church. Church authorities forced
Galileo to take back his statements. Still,
his ideas spread./Un cientfico italiano
Galileo Galilei realiz varios
descubrimientos que tambin
cuestionaron ideas antiguas. Fabric uno
de los primeros telescopios y estudi los
planetas. Descubri que Jpiter tena
lunas, el Sol tena manchas y que la luna
de la Tierra era rocosa. Algunas de sus
ideas sobre la Tierra, el Sol y los
planetas contradecan las enseanzas de
la Iglesia Catlica. Las autoridades de la
Iglesia lo obligaron a retractarse. Sin
embargo, sus ideas se difundieron.
2. What old belief about the universe
did the new discoveries destroy?/
Qu vieja creencia acerca del
universo destruyeron los nuevos
descubrimientos?
The Scientific Method

(Pages 625626)/EL MTODO
CIENTFICO (Pginas 625626)
Why was the scientific method an
important development?/Por qu
fue el mtodo cientfico un

importante avance?
Interest in science led to a new
approach, the scientific method. With
this method, scientists ask a question
based on something they have seen in
the physical world. They form a
hypothesis, or an attempt to answer the
question. Then they test the hypothesis
by making experiments or checking
other facts. Finally, they change the
hypothesis if needed./El inters en la
ciencia condujo a un nuevo enfoque: el
mtodo cientfico. Con este mtodo, los
cientficos plantean una pregunta
basada en una observacin del mundo
fsico. Despus plantean una hiptesis, o
posible respuesta a la pregunta.
Entonces ponen a prueba su hiptesis
mediante experimentos o comprobacin
de otros hechos. Por ltimo, cambian la
hiptesis si es necesario.
The English writer Francis Bacon
helped create this new approach to
knowledge. He said scientists should
base their thinking on what they can
observe and test. The French
mathematician Ren Descartes also
influenced the use of the scientific
method. His thinking was based on logic
and mathematics./El escritor ingls
Francis Bacon defendi este nuevo
enfoque del conocimiento. Dijo que los
cientficos deberan basar su
pensamiento en lo que pudieran
observar y comprobar. El matemtico
francs Ren Descartes tambin alent
el uso del mtodo cientfico. Su
pensamiento se basaba en la lgica y las
matemticas.
3. What thinkers helped advance the

use of the scientific method?/Qu
pensadores difundieron el mtodo
cientfico?
386
Newton Explains the Law of

Gravity; The Scientific
Revolution Spreads
(Pages 626628)/NEWTON EXPLICA
LA LEY DE GRAVEDAD; LA
REVOLUCIN CIENTFICA SE
EXTIENDE (Pginas 626628)
What scientific discoveries were
made?/Qu descubrimientos
cientficos se realizaron?
In the mid-1600s, the English scientist
Isaac Newton described the law of
gravity. Using mathematics, Newton
showed that the same force ruled both
the motion of planets and the action of
bodies on the earth./A mediados del
siglo 17, el cientfico ingls Isaac Newton
describi la ley de gravedad. Mediante
las matemticas, Newton demostr que
la misma fuerza gobierna el movimiento
de los planetas y el movimiento de los
cuerpos de la Tierra.
Other scientists made new tools to
study the world around them. One
invented a microscope. Others invented
tools for understanding weather./Otros
cientficos fabricaron nuevos
instrumentos para estudiar el mundo.
Uno invent el microscopio. Otros
inventaron instrumentos para estudiar
el clima.
Doctors also made advances. One
made drawings that showed the different
parts of the human body. Another
learned how the heart pumped blood
through the body. In the late 1700s,

Edward Jenner first used the process
called vaccination to prevent disease. By
giving a person the germs from a cattle
disease called cowpox, he helped that
person avoid getting the more serious
human disease of smallpox./Los
mdicos tambin lograron avances. Uno
dibuj las distintas partes del cuerpo
humano. Otro descubri cmo el
corazn bombea la sangre por el cuerpo.
A fines del siglo 18, Edward Jenner us
por primera vez el proceso llamado
vacunacin para evitar enfermedades.
Al inyectar a una persona microbios de
una enfermedad del ganado llamada
viruela de vacas, impidi que contrajera
una enfermedad humana ms seria: la
viruela.
Scientists made progress in chemistry
as well. One questioned the old idea that
things were made of only four
elementsearth, air, fire, and water. He
and other scientists separated oxygen
from air./Los cientficos tambin
lograron avances en la qumica. Uno
cuestion la vieja idea de que todos los
objetos estaban hechos de slo cuatro
elementos: tierra, aire, fuego y agua. l
y otros cientficos aislaron el oxgeno del
aire.
4. How did the science of medicine
change?/Cmo cambi la medicina?
387
As you read about the revolution in scientific thinking, take notes to

answer the questions./Al leer acerca de la revolucin en el pensamiento
cientfico, toma notas para contestar las preguntas.
How did the following help pave the way for the Scientific Revolution?/Cmo
prepararon el terreno para la revolucin cientfica los factores siguientes?
1. The Renaissance/El
Renacimiento
2. Age of European
exploration/La era de
las expediciones
europeas
What did each scientist discover about the universe?/Qu descubri cada cientfico
acerca del universo?
3. N
icolaus Copernicus/
Nicols Coprnico
4. J ohannes Kepler/
Johannes Kepler
5. G
alileo Galilei/Galileo
Galilei
6. Isaac Newton/Isaac
Newton
What important developments took place in the following areas?/Qu avances

importantes se llevaron a cabo en las siguientes reas?
7. S
cientific instruments/
Instrumentos cientficos
8. Medicine/Medicina
9. Chemistry/Qumica
388

Section/Seccin 2
The Enlightenment in Europe/La

Ilustracin en Europa
Enlightenment/Ilustracin Age of Reason/Edad de la razn
social contract/contrato social According to Thomas Hobbes, an agreement
people make with government/Conforme a Thomas Hobbes, acuerdo entre el

pueblo y el gobierno
John Locke/John Locke Philosopher who wrote about government/Filsofo que
escribi acerca del gobierno

philosophes/philosophe Social critics in France/Crtico social en Francia
Voltaire/Voltaire Writer who fought for tolerance, reason, freedom of religious
belief, and freedom of speech/Escritor que luch por la tolerancia, la razn, la

libertad de creencias religiosas y la libertad de expresin
Montesquieu/Montesquieu French writer concerned with government and political
liberty/Escritor interesado en el gobierno y la libertad poltica

Rousseau/Rousseau Enlightenment thinker who championed freedom/Pensador
de la Ilustracin que defendi la libertad

Mary Wollstonecraft/Mary Wollstonecraft Author who wrote about womens rights/
Autora que escribi sobre los derechos de las mujeres

In the last section, you read how the Scientific Revolution began in
Europe./En la seccin anterior, leste acerca de cmo empez la
Revolucin Cientfica en Europa.
In this section, you will learn how the Enlightenment began in
Europe./En esta seccin, aprenders cmo empez la Ilustracin en
Europa.
As You Read/Al leer

Use an outline to organize the summaries main ideas and details./
los resmenes.
389
Two Views on Government

(Pages 629630)/DOS VISIONES
ACERCA DEL GOBIERNO
(Pginas 629630)
What were the views of Hobbes and
Locke?/Cules eran las ideas de
Hobbes y Locke?
The Enlightenment was an intellectual
movement. Enlightenment thinkers tried
to apply reason and the scientific
method to laws that shaped human
actions. They hoped to build a society
founded on ideas of the Scientific
Revolution. Two English writers
Thomas Hobbes and John Lockewere
important to this movement. They came
to very different conclusions about
government and human nature./La
Ilustracin fue un movimiento
intelectual. Los pensadores de la
Ilustracin aplicaron la razn y el
mtodo cientfico para identificar las
leyes que rigen la conducta humana.
Queran construir una sociedad fundada
en las ideas de la Revolucin Cientfica.
Dos escritores ingleses Thomas
Hobbes y John Locke fueron
importantes para este movimiento.
Llegaron a conclusiones muy distintas
acerca del gobierno y la naturaleza
humana.
Hobbes wrote that there would be a
war of every man against every man if
there were no government. To avoid this
war, Hobbes said, people formed a social
contract. It was an agreement between
people and their government. People
gave up their rights to the government
so they could live in a safe and orderly
way. The best government, he said, is
that of a strong king who can force all
people to obey./Hobbes escribi que si
no hay gobierno habra una guerra de
todos contra todos. Para evitar esa
guerra, dijo Hobbes, se formaba un
contrato social: un acuerdo entre el
pueblo y el gobierno. El pueblo cede sus

derechos al gobierno para vivir con
seguridad y orden. El mejor gobierno,
dijo, es aqul de un rey fuerte que pueda
obligar a todos a obedecer.
John Locke believed that people have
three natural rights. They are life,
liberty, and property. The purpose of
government is to protect these rights.
When it fails to do so, he said, people
have a right to overthrow the
government./John Locke propuso que el
ser humano tiene tres derechos
naturales: vida, libertad y propiedad. El
propsito del gobierno es proteger esos
derechos. Cuando no lo logra, dijo, el
pueblo tiene el derecho de derrocar al
gobierno.
1. How were Hobbess and Lockes
views different?/En que se diferencia
la postura de Hobbes de la de Locke?
The Philosophes Advocate

Reason (Pages 630632)/LOS
PHILOSOPHES DEFIENDEN LA
RAZN (Pginas 630632)
Who were the philosophes?/Quines
eran los philosophes?
French thinkers called philosophes
had five main beliefs: (1) thinkers can
find the truth by using reason; (2) what
is natural is good and reasonable, and
human actions are shaped by natural
laws; (3) acting according to nature can
bring happiness; (4) by taking a
scientific view, people and society can
make progress and advance to a better
life; and (5) by using reason, people can
gain freedom./Los pensadores franceses
llamados philosophes tenan cinco
creencias principales: 1) se puede
encontrar la verdad usando la razn; 2)
lo natural es bueno y razonable, y los
390
actos humanos obedecen a leyes

naturales; 3) actuar conforme a la
naturaleza trae felicidad; 4) con una
postura cientfica, la gente y la sociedad
pueden progresar y avanzar hacia una
vida mejor; y 5) con la razn se puede
alcanzar la libertad.
The most brilliant of the philosophes
was the writer Voltaire. He fought for
tolerance, reason, freedom of religious
belief, and freedom of speech. Baron de
Montesquieu wrote about separation of
powersdividing power among the
separate branches of government. The
third great philosophe was Jean Jacques
Rousseau. He wrote in favor of human
freedom. He wanted a society in which
all people were equal. Cesare Beccaria
was an Italian philosphe. He spoke out
against abuses of justice./El ms
brillante de los philosophes fue el
escritor Voltaire. Luch por la
tolerancia, la razn, la libertad de
creencias religiosas y la libertad de
expresin. El barn de Montesquieu
escribi acerca de la separacin de
poderes: dividir el poder entre varias
ramas del gobierno. El tercer gran
philosophe fue Jean Jacques Rousseau.
Escribi en defensa de la libertad
humana. Quera una sociedad donde
todos fueran iguales. El italiano Cesare
Beccaria denunci los abusos de la
justicia.
2. Name the types of freedoms that
Enlightenment thinkers championed./
Nombra los derechos y libertades
propuestos por la Ilustracin.
Women and the

Enlightenment; Legacy of the
Enlightenment (Pages 633634)/
LAS MUJERES Y LA ILUSTRACIN;
EL LEGADO DE LA ILUSTRACIN
(Pginas 633634)
What were Enlightenment views
about individuals?/Qu deca la
Ilustracin acerca de los individuos?
Many Enlightenment thinkers held
traditional views about womens place in
society. They wanted equal rights for all
men but paid no attention to the fact
that women did not have such rights.
Some women protested this unfair
situation. If all men are born free,
stated British writer Mary
Wollstonecraft, how is it that all women
are born slaves?/Muchos pensadores de
la Ilustracin tenan posturas
tradicionales acerca del lugar de la
mujer en la sociedad. Queran derechos
iguales para todos los hombres pero
olvidaron que las mujeres no tenan esos
derechos. Algunas mujeres protestaron
por esta situacin injusta. La escritora
britnica Mary Wollstonecraft declar:
Si todos los hombres nacen iguales,
por qu todas las mujeres nacen
esclavas?
Enlightenment ideas strongly
influenced the American and French
revolutions. Enlightenment thinkers also
helped spread the idea of progress. By
using reason, they said, it is possible to
make society better. Enlightenment
thinkers helped make the world less
religious and more worldly. They also
stressed the importance of the
individual./Las ideas de la Ilustracin
influyeron poderosamente sobre la
revolucin Norteamericana y la
Francesa. Los pensadores de la
Ilustracin tambin difundieron la idea
391
del progreso. La razn, decan, puede

mejorar la sociedad. Hicieron que el
mundo fuera menos religioso. Adems,
subrayaron la importancia del individuo.
3. Explain the influence of
Enlightenment ideas./Explica la
influencia de las ideas de la
Ilustracin.
392
As you read this section, fill in the diagram by describing the beliefs
of Enlightenment thinkers and writers./Al leer esta seccin, llena el
diagrama con la descripcin de las ideas de pensadores y escritores
de la Ilustracin.
1. Voltaire/Voltaire
2. Montesquieu/
Montesquieu
3. Jean Jacques
Rousseau/Jean
Jacques Rousseau
Enlightenment Philosophers and Writers/

Filsofos y escritores de la Ilustracin
4. Cesare Bonesana
Beccaria/Cesare
Bonesana Beccaria
5. Mary Wollstonecraft/
Mary Wollstonecraft
393

Section/Seccin 3
The Enlightenment Spreads/Se

difunde la Ilustracin
salon/saln Social gathering for discussing ideas or enjoying art/Reunin social
para discutir ideas o disfrutar el arte

baroque/barroco Grand, ornate style/Estilo muy ornamentado
neoclassical/neoclsico Simple style that borrowed ideas from classical Greece
and Rome/Estilo sencillo que se inspir en la Grecia y la Roma clsicas

enlightened despot/dspota ilustrado Ruler who supported Enlightenment ideas
but did not give up power/Gobernante que apoyaba las nuevas ideas de la
Ilustracin pero que no ceda el poder
Catherine the Great/Catalina la Grande Russian ruler who took steps to reform and
modernize Russia/Gobernante rusa que tom medidas para reformar y

modernizar a Rusia

In the last section, you read how Enlightenment ideas began./En la
seccin anterior, leste acerca de cmo empezaron las ideas de la
Ilustracin.
In this section, you will learn about the spread of these ideas./En
esta seccin, aprenders acerca de la difusin de dichas ideas.
As You Read/Al leer

Use a chart to take notes on how Enlightenment ideas were spread./
Usa un cuadro para tomar notas acerca de la difusin de las ideas de
la Ilustracin.
394
A World of Ideas (Page 636)/UN

MUNDO DE IDEAS (Pgina 636)
How did ideas spread from individual
to individual?/Cmo se difundieron
las ideas de un individuo a otro?
In the 1700s, Paris was the cultural
center of Europe. People came there
from other countries to hear the new
ideas of the Enlightenment. Writers and
artists held social gatherings called
salons. A woman named Marie-Thrse
Geoffrin became famous for hosting
these discussions./En el siglo 18, Pars
era el centro cultural de Europa.
Llegaba gente de otros pases para
conocer las nuevas ideas de la
Ilustracin. Escritores y artistas
organizaban reuniones sociales llamadas
salones para discutir nuevas ideas. La
seora Marie-Threse Geoffrin fue
famosa por organizar esas discusiones.
Geoffrin also supplied the money for
one of the major projects of the
Enlightenment. With her funds, Denis
Diderot and other thinkers wrote and
published a huge set of books called the
Encyclopedia. Their aim was to gather
all that was known about the world. The
French government and officials in the
Catholic Church did not like many of
the ideas that were published in the
Encyclopedia. They banned the books at
first. Later, however, they changed their
minds./Geoffrin tambin dio dinero para
uno de los principales proyectos de la
Ilustracin. Con sus fondos, Denis
Diderot y otros pensadores escribieron y
publicaron una serie enorme de libros
llamada la Enciclopedia. Su propsito
era reunir todos los conocimientos del
mundo. El gobierno francs y los
representantes de la Iglesia Catlica
desaprobaron muchas de las ideas
publicadas en la Enciclopedia. Al
principio la prohibieron pero despus
cambiaron de opinin.
The ideas of the Enlightenment were

spread throughout Europe by works like
the Encyclopedia and through meetings
in homes. The ideas also spread to the
growing middle class. This group was
becoming wealthy but had less social
status than nobles. They also had very
little political power. Ideas about
equality sounded good to them./Las
ideas de la Ilustracin se difundieron
por toda Europa mediante obras como
la Enciclopedia y salones. Se difundieron
entre la clase media. Este grupo
disfrutaba de riqueza pero no tena el
reconocimiento social de los nobles y
tena poco poder poltico. Acept las
ideas acerca de la igualdad.
1. Why were salons important?/Por
qu fueron importantes los salones?
New Artistic Styles (Page 637)/

NUEVOS ESTILOS ARTSTICOS
(Pgina 637)
How did art and literature change?/
Cmo cambiaron el arte y la
literatura?
The artspainting, architecture,
music, and literaturemoved in new
directions in the late 1700s. They used
Enlightenment ideas of order and
reason./Hacia finales del siglo 18, el arte
la pintura, la arquitectura, la msica
y la literaturatom un rumbo nuevo.
Us las ideas del orden y la razn
propuestas por la Ilustracin.
Earlier European painting had been
very grand and highly decorated. It was
a style known as baroque. Now styles
began to change. A new simpler, yet
elegant, style of painting and
395
architecture developed. This style

borrowed ideas and themes from
Classical Greece and Rome. That is the
reason it was called neoclassical./La
pintura europea anterior haba sido muy
ostentosa y ornamentada. Era el estilo
barroco. Pero los estilos comenzaron a
cambiar. Se desarroll un estilo ms
simple y elegante en la pintura y la
arquitectura que se inspiraba en temas
de la Grecia y la Roma clsicas. Por eso
se llam estilo neoclsico.
In music, the style of the period is
called classical. Three important
composers of the time were Franz
Joseph Haydn, Wolfgang Amadeus
Mozart, and Ludwig von Beethoven.
They composed music that was elegant
and original. New musical forms were
developed, including the sonata and the
symphony./La msica de esa poca se
llama msica clsica. Tres importantes
compositores de la poca son Franz
Joseph Haydn, Wolfang Amadeus
Mozart y Ludwig von Beethoven. Su
msica era elegante y original. Idearon
nuevas composiciones, como la sonata
y la sinfona.
In literature, the novel became
popular. This new form presented long
stories with twisting plots. It explored
the thoughts and feelings of characters.
A number of European authors,
including women, began writing novels.
These books were popular with the
middle class. They liked entertaining
stories in everyday language./En
literatura, la novela gan popularidad.
Esta nueva expresin literaria narra
largas historias con tramas complicadas.
Explora los pensamientos y sentimientos
de los personajes. Varios escritores
europeos, hombres y mujeres,
empezaron a escribir novelas.
Se volvieron muy populares en la clase

media, pues a sta le gustaba leer tramas
interesantes en lenguaje sencillo.
2. What new styles and forms appeared
in art, music, and literature?/Qu
estilos y expresiones aparecieron en
arte, msica y literatura?
Enlightenment and Monarchy

(Pages 638639)/LA ILUSTRACIN
Y LA MONARQUA
(Pginas 638639)
Who were the enlightened
despots?/Quines fueron los
dspotas ilustrados?
Some Enlightenment thinkers
believed that the best form of
government was a monarchy. In it, a
ruler respected peoples rights. These
thinkers tried to influence rulers to rule
fairly. Rulers who followed
Enlightenment ideas in part but were
unwilling to give up much power were
called enlightened despots./Algunos
pensadores de la Ilustracin crean que
la mejor forma de gobierno era una
monarqua en la cual el gobernante
respetaba los derechos del pueblo. Esos
pensadores trataron de influir sobre los
gobernantes para que fueran justos. Los
gobernantes que adoptaron parte de las
ideas de la Ilustracin pero que no
estaban dispuestos a ceder demasiado
poder recibieron el nombre de dspotas
ilustrados.
Frederick the Great of Prussia was an
enlightened despot. He gave his people
religious freedom and improved
396
schooling. He also reformed the justice

system. However, he did nothing to end
serfdom, which made peasants slaves to
the wealthy landowners. Joseph II of
Austria did end serfdom. Once he died,
though, the nobles who owned the lands
were able to undo this reform./Federico
el Grande de Prusia fue un dspota
ilustrado. Dio a su pueblo libertad
religiosa, mejor la educacin y reform
el sistema judicial. Sin embargo no
termin con el sistema de siervos que
converta a los campesinos en esclavos
de ricos terratenientes. Jos II de Austria
termin con el sistema de siervos. Pero,
despus de muerto, los nobles
deshicieron su reforma.
Catherine the Great of Russia was
another of the rulers influenced by
Enlightenment ideas. She tried to reform
Russias laws but met resistance. She had
hoped to end serfdom. But a bloody
peasants revolt persuaded her to change
her mind. Instead, she gave the nobles
even more power over serfs. Catherine
did manage to gain new land for Russia.
Russia, Prussia, and Austria agreed to
divide Poland among themselves. As a

result, Poland disappeared as a separate
nation for almost 150 years./Catalina la
Grande de Rusia fue otra gobernante
que acept las ideas de la Ilustracin.
Intent reformar las leyes de Rusia pero
encontr oposicin. Quera terminar
con el sistema de siervos, pero un
sangriento levantamiento campesino la
hizo cambiar de opinin. En vez de
terminar con el sistema, dio ms poder a
los nobles sobre los siervos. Catalina
logr aumentar sus territorios. Rusia,
Prusia y Austria acordaron dividirse
Polonia. Como consecuencia, Polonia
desapareci como nacin independiente
durante casi 150 aos.
3. In what way was Frederick the Great
typical of an enlightened
despot?/Por qu se dice que
Federico el Grande era un dspota
ilustrado?
397
As you read about art, literature, and politics in the Age of Reason,
explain how each of the following people reflected Enlightenment
ideas./Al leer acerca de arte, literatura y poltica en la Edad de la
Razn, explica cmo cada una de las siguientes personas expres las
ideas de la Ilustracin.
The Arts/Las artes
1. Denis Diderot/Denis Diderot
2. Franz Joseph Haydn/Franz Joseph Haydn
3. Wolfgang Amadeus Mozart/Wolfgang

Amadeus Mozart
4. Ludwig van Beethoven/Ludwig van
Beethoven
5. Samuel Richardson/Samuel Richardson
Government/Gobierno
6. Frederick the Great/Federico el Grande
7. Joseph II/Jos II
8. Catherine the Great/Catalina la Grande
398

Section/Seccin 4
The American Revolution/La

Revolucin Norteamericana
Declaration of Independence/Declaracin de Independencia Document declaring
American independence from Britain/Documento que declar que Estados

Unidos era independiente de Gran Bretaa
Thomas Jefferson/Thomas Jefferson Author of the Declaration of Independence/
Autor de la Declaracin de Independencia

checks and balances/control y compensacin de poderes System in which each
branch of government checks, or limits, the power of the other two branches/
Sistema en el que cada rama del gobierno limita el poder de las otras dos ramas
federal system/sistema federal System of government in which power is divided
between the national and state governments/Sistema de gobierno que divide el

poder entre el gobierno nacional y el estatal
Bill of Rights/Carta de Derechos First ten amendments to the U.S. Constitution;
protections of basic rights for individuals/Primeras diez enmiendas a la

Constitucin de Estados Unidos; protecciones a los derechos bsicos de los
individuos

In the last section, you read about the spread of Enlightenment ideas
in Europe./En la seccin anterior, leste acerca de la difusin de las
ideas de la Ilustracin en Europa.
In this section, you will learn how Enlightenment ideas influenced
the American Revolution./En esta seccin, aprenders cmo
influyeron las ideas de la Ilustracin sobre la Revolucin
Norteamericana.
As You Read/Al leer

Use a chart to list the problems American colonists faced in shaping
their republic and solutions they found./Usa un cuadro para
enumerar los problemas que tuvieron los colonizadores para
dar forma a su repblica y las soluciones que encontraron.
399
Britain and Its American

Colonies (Page 640)/GRAN
BRETAA Y SUS COLONIAS
AMERICANAS (Pgina 640)
How were the colonies governed?/
Qu gobierno tenan las colonias?
The British colonies in North
America grew in population and wealth
during the 1700s. Population went from
about 250,000 in 1700 to 2,150,000 in
1770. Economically, they prospered on
trade with the nations of Europe. The 13
colonies also had a kind of selfgovernment. People in the colonies
began to see themselves less and less as
British subjects. Still, Parliament passed
laws that governed the colonies. One set
of laws banned trade with any nation
other than Britain./La riqueza y la
poblacin de las 13 colonias britnicas
en Norteamrica crecieron durante el
siglo 18. La poblacin aument de
250,000 habitantes en 1700 a 2,150,000
en 1770. Gracias al comercio con las
naciones de Europa, los colonos
prosperaron. Las 13 colonias tenan una
especie de autogobierno. Los colonos
comenzaron a considerarse cada vez
menos como sbditos britnicos. Sin
embargo, el Parlamento ingls
promulgaba leyes para gobernar a las
colonias. Una serie de leyes prohibi el
comercio con cualquier nacin que no
fuera Inglaterra.
1. How did the colonists image of
themselves clash with their status as
colonists?/Por qu el concepto que
los colonos tenan de s mismos no
concordaba con la realidad?
Americans Win Independence

(Pages 641643)/
LOS NORTEAMERICANOS
OBTIENEN LA INDEPENDENCIA
(Pginas 641643)
What caused Britain and America to
grow apart?/Qu hizo que los
colonos se distanciaran de los
britnicos?
The high cost of the French and
Indian War led Parliament to tax the
colonists. The colonists became very
angry. They had never before paid taxes
directly to the British government. They
said that the taxes violated their rights.
Since Parliament had no members from
the colonies, they said, Parliament had
no right to tax them./Para pagar el alto
costo de la Guerra contra Franceses e
Indgenas, el Parlamento ingls cobr
impuestos a los colonos. stos se
indignaron mucho. Jams haban
pagado impuestos directamente al
gobierno britnico. Les pareci que los
impuestos violaban sus derechos y que,
como el Parlamento no tena
representantes de las colonias, no tena
derecho a exigirles impuestos.
The colonists met the first tax, passed
in 1765, with a boycott of British goods.
Their refusal to buy British products
was very effective. It forced Parliament
to repeal the law./Ante el primer
impuesto, aprobado en 1765,
respondieron con un boicot a los
productos ingleses. Su negativa a
comprar productos ingleses fue muy
eficaz. Oblig al Parlamento a anular
la ley.
Over the next decade, the colonists
and Britain grew further apart. Some
colonists wanted to push the colonies to
independence. They took actions that
400
caused Britain to act harshly. Eventually,

the conflict led to war. Representatives
of the colonies met in a congress and
formed an army. In July 1776, they
announced that they were independent
of Britain. They issued the Declaration
of Independence. It was based on
Enlightenment ideas. Thomas Jefferson
wrote it./En la dcada siguiente, los
colonos y los britnicos se separaron
an ms. Algunos colonos queran la
independencia y tomaron medidas que
provocaron una severa respuesta de
Gran Bretaa. Con el tiempo, el
conflicto llev a la guerra. Los
representantes de las colonias se
reunieron en un congreso y formaron un
ejrcito. En julio de 1776, anunciaron su
independencia de Gran Bretaa.
Promulgaron la Declaracin de
Independencia. Se basaba en las ideas
de la Ilustracin. Thomas Jefferson
la escribi.
From 1775 to 1781, the colonies and
the British fought a war in North
America. The colonists had a poorly
equipped army, and Britain was one of
the most powerful nations in the world.
However, in the end, the colonies won
their independence./De 1775 a 1781, las
colonias y los britnicos se enfrentaron
en una guerra en Norteamrica. Los
colonos tenan un ejrcito mal equipado
y Gran Bretaa era una de las naciones
ms poderosas del mundo. Sin embargo,
al final, los colonos ganaron su
independencia.
The British people grew tired of the
cost of the war and pushed Parliament
to agree to a peace. The Americans were
also helped greatly by aid from France.
In 1783, the two sides signed a treaty. In
it, Britain recognized the independent
United States of America./Los
britnicos se cansaron del costo de la

guerra y el Parlamento acord la paz.
Los colonos recibieron importante
ayuda de Francia. En 1783, ambas
partes firmaron un tratado en el que
Gran Bretaa reconoci la
independencia de Estados Unidos
de Amrica.
2. Name some of the steps that led to
the American Revolution./Enumera
algunos sucesos que provocaron la
Revolucin Norteamericana.
Americans Create a Republic

(Pages 644645)/LOS
NORTEAMERICANOS CREAN UNA
REPBLICA (Pginas 644645)
What are some fundamental ideas in
the U.S. Constitution?/Cules son
los fundamentos de la Constitucin
de Estados Unidos?
The 13 states formed a new
government under the Article of
Confederation. This government was
very weak. States held all the power and
the central government had little. This
proved unworkable. In 1787, American
leaders met again. They wrote a new
framework of government./Los 13
estados formaron un nuevo gobierno
con los Artculos de la Confederacin.
El gobierno era muy dbil. Los estados
tenan todo el poder y el gobierno
central tena poco. No poda funcionar.
En 1787, los dirigentes del pas se
reunieron de nuevo y elaboraron una
nueva estructura de gobierno.
401
The Constitution of the United States

drew on many Enlightenment ideas. It
used Montesquieus idea of separation
of powers into three branches of
government. Through a system of
checks and balances, each branch was
able to prevent other branches from
abusing their power. The Constitution
also set up a federal system. Under this
system, power was divided between
national and state governments./La
Constitucin de Estados Unidos
se inspir en muchas ideas de la
Ilustracin. Tom la idea de
Montesquieu de separar los poderes
en tres ramas del gobierno. Mediante
un sistema de control y compensacin
de poderes, cada rama evitara que las
otras abusaran del poder. La
Constitucin tambin estableci un
sistema federal. Este sistema divide
el poder entre el gobierno nacional y
los gobiernos estatales.
The Constitution also used Lockes
idea of putting power in the hands of
the people. It used Voltaires ideas to
protect the right to free speech and
freedom of religion. It used Beccarias
ideas about a fair system of justice./La

Constitucin adopt la idea de Locke
de dar poder al pueblo. Adopt las
ideas de Voltaire de proteger el derecho
a la libertad de expresin y de creencias
religiosas. Tom las ideas de Beccaria
acerca del sistema judicial justo.
Many of these rights were ensured in
a set of additions to the Constitution
called the Bill of Rights. The inclusion
of a bill of rights helped win approval
for the Constitution./Muchos de estos
derechos se garantizaron en una serie
de adiciones a la Constitucin llamada
Carta de Derechos. Ese documento
facilit que la Constitucin fuera
aprobada.
3. Explain how the Constitution
divides power./Explica cmo divide
el poder la Constitucin.
402
As you read this section, note some causes and effects relating to the
American Revolution and the establishment of the United States as
a republic./Al leer esta seccin, anota las causas y los efectos de
la Revolucin Norteamericana y del establecimiento de Estados
Unidos como repblica.
Causes/Causas
Events/Acontecimientos
Effects/Efectos
1. British Parliament
passes Stamp Act./El
Parlamento ingls
promulga la Ley del
Timbre.
2. British close Boston
harbor and station
troops in city./Los
britnicos cierran el
puerto de Boston e
instalan tropas en la
ciudad.
3. Second Continental
Congress votes to form
an army under
command of George
Washington./El
Segundo Congreso
Continental vota por
formar un ejrcito bajo
el mando de George
Washington.
4. France enters the war
in 1778./Francia entra
en la guerra en 1778.
5. By approving the

Articles of
Confederation, states
create a weak national
government./Al aprobar
los Artculos de la
Confederacin, los
estados crean un
gobierno nacional dbil.
403
The French Revolution and Napoleon/La Revolucin Francesa
y Napolen

Section/Seccin 1
The French Revolution Begins/Se

inicia la Revolucin Francesa
Old Regime/antiguo rgimen System of feudalism/Sistema feudal
estate/estado Social class of people/Clase social en Francia
Louis XVI/Luis XVI Weak king who came to French throne in 1774/Rey dbil que
subi al trono francs en 1774

Marie Antoinette/Mara Antonieta Unpopular queen; wife of Louis XVI/Reina
poco popular; esposa de Luis XVI

Estates-General/Estados Generales Assembly of representatives from all three
estates/Asamblea de representantes de los tres estados

National Assembly/Asamblea Nacional French congress established by
representatives of the Third Estate/Congreso establecido por los representantes

del tercer estado
Tennis Court Oath/Juramento de la Cancha de Tenis Promise made by Third Estate
representatives to draw up a new constitution/Promesa hecha por representantes

del tercer estado de elaborar una nueva constitucin
Great Fear/Gran Miedo Wave of panic/Ola de pnico

In the last chapter, you read about the Enlightenment and the
American Revolution./En la seccin anterior, leste acerca de la
Ilustracin y la Revolucin Norteamericana.
In this section, you will learn about the beginning of the French
Revolution./En esta seccin, leers acerca de los inicios de la
Revolucin Francesa.
As You Read/Al leer

Use a chart to take notes on the causes and effects of the early stages
of the French Revolution./Usa un cuadro para tomar notas sobre las
causas y efectos de las primeras etapas de la Revolucin Francesa.
404
The Old Order (Pages 651652)/

EL ANTIGUO ORDEN
(Pginas 651652)
How was French society unequal?/
Qu desigualdades haba en la
sociedad francesa?
In the 1700s, France was the leading
country of Europe. It was the center of
the new ideas of the Enlightenment.
However, beneath the surface there were
major problems. Soon the nation would
be torn by a violent revolution./En el
siglo 18, Francia era el pas principal de
Europa. Era el centro de las nuevas
ideas de la Ilustracin. Sin embargo,
bajo la superficie haba problemas
importantes. Pronto la nacin se
dividira por una revolucin violenta.
One problem was that people were
not treated equally in French society. A
political and social system called the Old
Regime remained in place. The French
were divided into three classes, or
estates. The First Estate consisted of the
Roman Catholic clergy. The Second
Estate was made up of nobles. Only
about 2 percent of the people belonged
to these two estates. Yet they owned
20 percent of the land. They had easy
lives./Un problema era que la gente no
reciba trato igual en la sociedad
francesa. Continuaba el sistema poltico
y social llamado el antiguo rgimen. Los
franceses estaban divididos en tres
estados, o clases. El primer estado eran
los clrigos de la Iglesia Catlica. El
segundo estado estaba formado por los
nobles. Slo dos por ciento de la
poblacin perteneca a esos estados. Sin
embargo, eran dueos del 20 por ciento
de la tierra. Su vida era fcil.
Everybody else belonged to the Third
Estate. This huge group included the
bourgeoisiemerchants and skilled
workerscity workers, and peasants./
Todos los dems pertenecan al tercer
estado, que inclua: la burguesa

comerciantes y trabajadores
especializados, trabajadores urbanos
y campesinos.
Members of the Third Estate were
angry. They had few rights. They paid
up to half of their income in taxes, while
the rich paid almost none./Los
miembros del tercer estado estaban
furiosos. Tenan pocos derechos.
Pagaban la mitad de sus ingresos en
impuestos, mientras que los ricos no
pagaban casi nada.
1. What were the three classes of
French society?/Cules eran las
tres clases de la sociedad francesa?
The Forces of Change

(Pages 652653)/LAS FUERZAS
DEL CAMBIO (Pginas 652653)
Why were the French ready for the
revolution?/Por qu los franceses
estaban dispuestos a la revolucin?
Three factors led to revolution. First,
the Enlightenment spread the idea that
everyone should be equal. The powerless
people in the Third Estate liked that.
Second, the French economy was
failing. High taxes kept profits low, and
food supplies were short. The
government owed money. Third, King
Louis XVI was a weak leader. His wife,
Marie Antoinette, was unpopular. She
was from Austria, Frances long-time
enemy, and was noted for her
extravagant spending./Tres factores
llevaron a la revolucin. Primero, la
Ilustracin difundi la idea de que todos
deberan ser iguales. Eso le gust a la
gente sin poder del tercer estado.
Segundo, la economa francesa tena
problemas. Los elevados impuestos
405
reducan las ganancias; escaseaban los

alimentos; el gobierno deba dinero.
Tercero, el rey Luis XVI era un monarca
dbil. Su esposa, Mara Antonieta, no
era querida. Era de Austria, pas
enemigo de Francia desde tiempo atrs,
y tena fama de gastar mucho dinero.
In the 1780s, France was deep in debt.
Louis tried to tax the nobles. Instead,
they forced the king to call a meeting of
the Estates-General, an assembly of
delegates of the three estates./En la
dcada de 1780, Francia estaba
profundamente endeudada. Luis intent
cobrar impuestos a los nobles. Pero
stos lo obligaron a convocar una junta
de los Estados Generales, una asamblea
de delegados de los tres estados.
2. What three factors led to
revolution?/Cules fueron los
tres factores que provocaron la
revolucin?
Dawn of the Revolution

(Pages 654655)/EL AMANECER DE
LA REVOLUCIN (Pginas 654655)
How did the Revolution begin?/
Cmo comenz la revolucin?
The meeting of the Estates-General
began in May 1789 with arguments over
how to count votes. In the past, each
estate had cast one vote. The Third
Estate now wanted each delegate to have
a vote. The king and the other estates
did not agree to the plan because the
Third Estate was larger and would have
more votes./La reunin de los Estados
Generales comenz en mayo de 1789
con discusiones sobre cmo contar
votos. En el pasado, cada estado daba
un voto. Ahora, el tercer estado quera

que cada delegado tuviera un voto. El
rey y los otros estados no aceptaron
el plan porque el tercer estado era ms
numeroso y tendra mayor nmero
de votos.
The Third Estate then broke with the
others and met separately. In June 1789,
its delegates voted to rename themselves
the National Assembly. They claimed to
represent all the people. This was the
beginning of representative government
for France./Entonces, el tercer estado
rompi con los otros y se reuni por
separado. En junio de 1789, los
delegados del tercer estado se dieron el
nombre de Asamblea Nacional. Dijeron
que representaban a toda la gente. Fue
el principio del gobierno representativo
en Francia.
At one point, the members of the
Third Estate found themselves locked
out of their meeting. They broke down a
door leading to a tennis court. Then
they promised to stay there until they
made a new constitution. This promise
was called the Tennis Court Oath./En
algn momento, los miembros del tercer
estado descubrieron que no podan
entrar a su reunin porque les haban
cerrado las puertas. Rompieron una
puerta que conduca a una cancha de
tenis. Entonces juraron permanecer ah
hasta que terminaran una nueva
constitucin. La promesa se llam el
Juramento de la Cancha de Tenis.
Louis tried to make peace. He ordered
the clergy and nobles to join the
National Assembly. However, trouble
erupted. Rumors flew that foreign
soldiers were going to attack French
citizens. On July 14, an angry crowd
captured the Bastille, a Paris prison.
The mob wanted to get gunpowder for
406
their weapons in order to defend the

city./Luis XVI busc la paz. Orden a
clrigos y nobles que se reunieran con la
Asamblea Nacional. Sin embargo,
surgieron problemas. Se difundieron
rumores de que unos soldados
extranjeros iban a atacar a los
ciudadanos franceses. El 14 de julio, una
multitud enfurecida tom la Bastilla,
una crcel parisina. La muchedumbre
quera obtener plvora para sus armas a
fin de defender la ciudad.
3. Why did the National Assembly
form?/Por qu se form la
Asamblea Nacional?
A Great Fear Sweeps France

(Page 655)/UN GRAN MIEDO
INVADE A FRANCIA (Pgina 655)
What was the Great Fear?/Qu fue
el Gran Miedo?
A wave of violence called the Great
Fear swept the country. Peasants broke
into and burned nobles houses. They
tore up documents that had forced them

to pay fees to the nobles. Late in 1789, a
mob of women marched from Paris to
the kings palace at Versailles. They were
angry about high bread prices and
demanded that the king come to Paris.
They hoped he would end hunger in the
city. The king and queen left Versailles,
never to return./Una ola de violencia
llamada el Gran Miedo invadi al pas.
Los campesinos entraron a las casas
de los nobles, las incendiaron y
rompieron los documentos que los
obligaban a pagarles. A fines de 1789,
una muchedumbre de mujeres march
desde Pars hasta el palacio real en
Versalles. Estaban enfurecidas por el
alto costo del pan y exigieron al rey que
regresara a Pars. Esperaban que l
terminara el hambre de la ciudad. El rey
y la reina abandonaron Versalles y
nunca regresaron.
4. What happened during the Great
Fear?/Qu sucedi durante el
Gran Miedo?
407
As you read about the dawn of revolution in France, write notes to

answer questions about the causes of the French Revolution./Al leer
acerca del inicio de la Revolucin Francesa, escribe notas para
contestar las preguntas sobre sus causas.
How did each of the following contribute to the revolutionary mood in France?/
Cmo contribuy cada uno de los siguientes a la atmsfera revolucionaria
en Francia?
1. The three estates/Los tres estados
2. Enlightenment ideas/Las ideas de la

Ilustracin
3. Economic crisis/La crisis econmica
4. Weak leadership/La dirigencia dbil
How did each of the following events lead to the French Revolution?/Cmo condujo
a la Revolucin Francesa cada uno de los siguientes sucesos?
5. M
eeting of the Estates-General/La
reunin de los Estados Generales
6. Establishment of the National

Assembly/ El establecimiento de la
Asamblea Nacional
7. Tennis Court Oath/El Juramento de la

Cancha de Tenis
8. Storming of the Bastille/La toma de la

Bastilla
408
y Napolen

Section/Seccin 2
Revolution Brings Reform

and Terror/La revolucin trae
reforma y terror
Legislative Assembly/Asamblea Legislativa Assembly that replaced the National
Assembly in 1791/Asamblea que sustituy a la Asamblea Nacional en 1791

migrs/migrs Nobles and others who left France during the peasant uprisings
and who hoped to come back to restore the old system/Nobles y otros que
abandonaron Francia durante los levantamientos campesinos y que esperaban
regresar para restaurar al viejo sistema
sans-culottes/sans-culottes Radical group of Parisian wage-earners/Grupo
radical de trabajadores parisinos

Jacobin/jacobino Member of the Jacobin Club, a radical political organization/
Miembro del Club Jacobino, organizacin poltica radical

guillotine/guillotina Machine for beheading people/Mquina para decapitar
Maximilien Robespierre/Maximilien de Robespierre Revolutionary leader who tried
to wipe out every trace of Frances past monarchy and nobility/Dirigente

revolucionario que intent borrar todo rastro de la monarqua y la nobleza
francesa
Reign of Terror/Rgimen del Terror Period of Robespierres rule/Perodo del
gobierno de de Robespierre

In the last section, you read how the French Revolution began./En la
seccin anterior, leste cmo se inici la Revolucin Francesa.
In this section, you will learn what course it took and where it led./
En esta seccin, aprenders el curso que sigui.
As You Read/Al leer

Use a flow chart to identify the major events that followed the
creation of the Constitution of 1791./Usa un diagrama de flujo para
identificar los principales sucesos que siguieron a la creacin de la
Constitucin de 1791.
409
The Assembly Reforms

France (Pages 656657)/LA
ASAMBLEA REFORMA A FRANCIA
(Pginas 656657)
What reforms resulted from the
revolution?/Qu reformas implant
la revolucin?
In August 1789, the National
Assembly took steps to change France.
It made a revolutionary statement called
the Declaration of the Rights of Man.
One new law ended all the special rights
that members of the First and Second
Estates had enjoyed. Another law gave
all French men equal rights. Though
women did not get these rights, it was a
bold step. Other laws gave the state
power over the Catholic Church./En
agosto de 1789, la Asamblea Nacional
tom medidas para cambiar a Francia.
Promulg un documento revolucionario
llamado la Declaracin de los Derechos
del Hombre. Una nueva ley termin con
todos los derechos especiales de los
miembros del primero y segundo
estados. Otra ley dio a todos los
hombres derechos iguales. Aunque las
mujeres no obtuvieron esos derechos,
fue un paso audaz. Otras leyes dieron al
gobierno poder sobre la Iglesia Catlica.
The new laws about the church
divided people who had supported the
Revolution. Catholic peasants remained
loyal to the church. They were angry
that the church would be part of the
state. Thereafter, many of them opposed
the Revolutions reforms./Las nuevas
leyes sobre la Iglesia dividieron a la
gente que apoyaba a la revolucin. Los
campesinos catlicos, leales a la Iglesia,
estaban indignados porque la Iglesia no
iba a ser parte del aparato estatal.
A partir de ese momento, muchos se
opusieron a las reformas de la
revolucin.
For months, the assembly worked on

plans for a new government. During this
time, Louis was fearful for his safety. One
night, he and his family tried to escape
the country. They were caught, brought
back to Paris, and placed under guard.
This escape attempt made the king and
queen more unpopular. It also increased
the power of his enemies./Durante meses,
la Asamblea elabor planes para un
nuevo gobierno. El rey y su familia
temieron que los mataran e intentaron
escapar del pas. Los atraparon, los
llevaron a Pars y los pusieron bajo
vigilancia. Con el escape, el rey y la reina
perdieron ms popularidad, y el poder
de sus enemigos aument.
1. What new laws came into being?/
Qu leyes nuevas se implantaron?
Divisions Develop
(Pages 657658)/EL DESARROLLO
DE DIVISIONES (Pginas 657658)
What groups called for different kinds
of changes?/Qu grupos exigieron
distintos tipos de cambios?
In the fall of 1791, the assembly drew
up a new constitution. It took away
most of the kings power. The assembly
then turned over its power to a new
assembly, the Legislative Assembly./En
el otoo de 1791, la Asamblea elabor
una nueva constitucin. Retir casi todo
el poder al rey. La asamblea entreg su
poder a una nueva Asamblea Legislativa.
This new assembly soon divided into
groups. Radicals wanted sweeping
changes in the way government was run.
Moderates wanted some changes in
government, but not as many as the
radicals. Conservatives upheld the idea
of a limited monarchy and wanted few
changes in government./Esta nueva
410
asamblea pronto se dividi en grupos.

Los radicales queran cambios ms
dramticos en el gobierno. Los
moderados queran algunos cambios en
el gobierno, aunque no tantos como los
radicales. Los conservadores queran
una monarqua limitada y deseaban
pocos cambios.
There were groups outside the
Legislative Assembly who wanted to
influence the government, too. One
group wanted an end to revolutionary
changes. This group included the
migrs, nobles and others who had fled
France during the uprisings. Another
group wanted even greater changes. This
group included the sans-culottes. These
wage-earners and small shopkeepers
wanted a greater voice in government./
Otros grupos fuera de la Asamblea
Legislativa tambin deseaban influir en
el gobierno. Un grupo deseaba que
terminaran los cambios revolucionarios.
A l pertenecan los migrs: los nobles y
otras personas que se fueron de Francia
durante los levantamientos. Los sansculottes, grupo formado por
trabajadores y pequeos comerciantes,
deseaban cambios ms importantes:
queran tener ms voz en el gobierno.
2. In what ways did the migrs and
sans-culottes have opposite goals?/
En qu se oponan los objetivos
de los migrs y los sans-culottes?
War and Execution

(Pages 658660)/GUERRA Y
EJECUCIN (Pginas 658660)
What caused the French people to
take extreme measures?/Por qu el
pueblo francs tom medidas

extremas?
At the same time, France faced
serious trouble on its borders. Kings in
other countries feared that revolution
would spread to their lands. They
wanted to use force to restore control of
France to Louis XVI. Soon foreign
soldiers were marching toward Paris.
Many people thought that the king and
queen were ready to help the enemy.
Angry French citizens imprisoned them.
Many nobles were killed in other mob
actions./Al mismo tiempo, Francia tena
serios problemas en sus fronteras. Los
reyes de otros pases teman que la
revolucin se difundiera a sus tierras.
Queran devolver el control de Francia a
Luis XVI por la fuerza de las armas.
Pronto, soldados extranjeros marcharon
hacia Pars. Mucha gente pens que el
rey y la reina estaban dispuestos a
ayudarlos. Los ciudadanos franceses,
enfurecidos, encarcelaron a los reyes.
Muchos nobles murieron a manos de las
muchedumbres.
The government took strong steps to
meet the danger from foreign troops. It
took away all the kings powers. In 1792,
the National Conventionanother new
governmentwas formed. Jacobins,
members of a radical political club,
soon took control of this new
government. They declared Louis a
common citizen. He was then tried for
treason and convicted. Like many
others, the king was beheaded by a
machine called the guillotine. The
National Convention also ordered
thousands of French people into the
army./El gobierno tom medidas severas
para enfrentar el peligro de las tropas
extranjeras. Retir todos los poderes
al rey. En 1792, se form un nuevo
411
gobierno: la Convencin Nacional.

Los jacobinos, miembros de una
organizacin poltica radical, pronto
tomaron el control de este nuevo
gobierno y declararon que Luis era un
ciudadano comn. Despus fue
enjuiciado por traicin y condenado. Al
igual que muchos otros, el rey fue
decapitado con una mquina llamada
guillotina. La Convencin Nacional
tambin reclut a miles de franceses en
el ejrcito.
3. What happened to the king?/Qu
le sucedi al rey?
The Terror Grips France; End

of the Terror (Pages 660661)/
EL TERROR SE APODERA DE
FRANCIA; EL FIN DEL TERROR
(Pginas 660661)
What was the Reign of Terror?/Qu
fue el Rgimen del Terror?
Maximilien Robespierre became
leader of France. He headed the
Committee of Public Safety. It tried and
put to death enemies of the

Revolution. Thousands were killed.
Robespierres rule, which began in 1793,
was called the Reign of Terror. It ended
in July 1794, when Robespierre himself
was put to death./Maximilien de
Robespierre, director del Comit de
Seguridad Pblica, tom el poder. De
Robespierre juzg y conden a muerte a
miles de enemigos de la repblica.
Este gobierno, que comenz en 1793,
fue llamado el Rgimen del Terror.
Termin en julio de 1794, cuando el
propio de Robespierre fue ejecutado.
The French people were tired of the
killing and the unrest. They wanted a
return to order. Moderate leaders
drafted a new, less revolutionary plan of
government./El pueblo francs estaba
cansado de las muertes y los trastornos.
Quera regresar al orden. Los
moderados elaboraron un nuevo plan
de gobierno, menos revolucionario.
4. Where did the Reign of Terror lead?/
A qu llev el Rgimen del Terror?
412
As you read about the events of the French Revolution, answer the
questions about the time line./Al leer acerca de los acontecimientos de la
Revolucin Francesa, contesta las preguntas sobre la lnea cronolgica.
1789
Aug./
Agosto
National Assembly adopts

Declaration of the Rights of
Man./ La Asamblea Nacional
adopta la Declaracin de los
Derechos del Hombre.
1790
National Assembly reforms

status of church./La Asamblea
Nacional reforma la condicin
de la Iglesia.
1. What are some rights this document guarantees

French citizens?/Qu derechos garantiza este
documento para los ciudadanos franceses?
2. What caused the peasants to oppose many of these

reforms?/Por qu se opusieron los campesinos a
estas reformas?
1791
Sept.
National Assembly hands

power to Legislative
Assembly./La Asamblea
Nacional entrega el poder a la
Asamblea Legislativa.
3. What political factions made up the Legislative

Assembly?/Qu facciones polticas conformaron
la Asamblea Legislativa?
1792
April/
Abril
Legislative Assembly declares

war on Austria./La Asamblea
Legislativa declara la guerra a
Austria.
4. What did European monarchs fear from

France?/Qu teman los monarcas europeos
con respecto a Francia?
Aug./
Agosto
Parisians invade Tuileries and

imprison royal family./Los
parisinos invaden las Tulleras
y encarcelan a la familia real.
Sept.
Parisian mobs massacre more

than 1,000 prisoners./Las
turbas parisinas asesinan a
ms de mil prisioneros.
1793
Jan./
Enero
Ex-king Louis XVI is executed./

El rey Luis XVI es ejecutado.
July/
Julio
Robespierre leads Committee

of Public Safety; Reign of
Terror begins./Robespierre
dirige el Comit de Seguridad
Pblica; comienza el Rgimen
del Terror.
1794
July/
Julio
Robespierre is executed;
Reign of Terror ends./
Robespierre es ejecutado;
termina el Rgimen del Terror.
1795
National Convention adopts

new constitution./La
Convencin Nacional adopta
una nueva constitucin.
5. What effects did the September Massacres have

on the government?/Qu efectos tuvieron las
Matanzas de Septiembre sobre el gobierno?
6. What was the stated aim of Robespierre and his

supporters?/Cul fue el objetivo de Robespierre
y sus seguidores?
7. What were some consequences of the Reign of

Terror?/Cules fueron algunas consecuencias del
Rgimen del Terror?
413
y Napolen

Section/Seccin 3
Napoleon Forges an Empire/

Napolen forja un imperio
Napoleon Bonaparte/Napolen Bonaparte Military leader who seized power in
France/Dirigente militar que tom el poder en Francia

coup dtat/coup dtat A sudden takeover of a government/Golpe de estado
plebiscite/plebiscito Vote by the people/Voto del pueblo
lyce/liceo Government-run public school/Escuela pblica administrada por
el gobierno
concordat/concordato Agreement/Acuerdo
Napoleonic Code/cdigo Napolenico Complete set of laws set up by Napoleon
that eliminated many injustices/Serie de leyes propuesta por Napolen que

elimin muchas injusticias
Battle of Trafalgar/Batalla de Trafalgar British defeat of Napoleons forces at sea/
Derrota de las fuerzas de Napolen en el mar por Inglaterra

In the last section, you read about the Revolutions extremes,
including the Reign of Terror./En la seccin anterior, leste acerca
de los excesos de la revolucin y del Rgimen del Terror.
In this section, you will learn how Napoleon grabbed power and
brought order to France./En esta seccin, aprenders cmo
Napolen tom el poder e impuso el orden en Francia.
As You Read/Al leer

Use a time line to take notes on the events that led to Napoleons
crowning as emperor of France./Usa una lnea cronolgica para
tomar notas de los sucesos que condujeron a la coronacin de
Napolen como emperador de Francia.
414
Napoleon Seizes Power

(Pages 663664)/NAPOLEN TOMA
EL PODER (Pginas 663664)
How did Napoleon rise to power?/
Cmo subi al poder Napolen?
Napoleon Bonaparte was born in 1769
on the Mediterranean island of Corsica.
When he was nine years old, his parents
sent him to military school. In 1785, he
finished school and became an artillery
officer. When the revolution broke out,
Napoleon joined the army of the new
government./Napolen Bonaparte naci
en 1769 en la isla mediterrnea de
Crcega. A los nueve aos lo mandaron
a una academia militar. En 1785 se
gradu de oficial de artillera. Cuando
estall la revolucin, Napolen entr al
ejrcito del nuevo gobierno.
In 1795, Napoleon led soldiers against
French royalists who were attacking the
National Convention. For this, he was
thought of as the savior of the French
republic./En 1795, Napolen Bonaparte
combati contra los realistas, que
estaban atacando la Convencin
Nacional. Por eso fue considerado el
salvador de la repblica francesa.
By 1799, the unsettled French
government had lost the peoples
support. In a bold move, Napoleon used
troops to seize control of the
government. This was a coup dtat, or a
sudden takeover of power. Napoleon
then assumed dictatorial powers./En
1799, el gobierno francs, tambaleante,
haba perdido el apoyo del pueblo. Con
una accin audaz, Napolen dio un
coup detat, o golpe de estado, y tom el
poder. Napolen asumi poderes
dictatoriales.
1. How did Napoleon get control of

the government?/Cmo se apoder
Napolen del control del gobierno?
Napoleon Rules France

(Pages 664665)/NAPOLEN
GOBIERNA A FRANCIA
(Pginas 664665)
How did Napoleon use the
Revolutions ideas in his
government?/Cmo aplic
Napolen las ideas de la
revolucin en su gobierno?
At first, Napoleon pretended to be
the rightfully elected leader of France.
In 1800, a plebiscite, or vote of the
people, was held to approve a new
constitution. The people voted for it
overwhelmingly, and Napoleon took
power as first consul./Al principio
Napolen quiso dar la apariencia de que
fue elegido debidamente por el pueblo.
En 1800 organiz un plebiscito, o voto
del pueblo, sobre una nueva
constitucin. La mayora del pueblo
francs la aprob. Ese voto le dio el
poder a Napolen como primer cnsul.
Napoleon made several changes that
were meant to build on the Revolutions
good ideas:/Napolen realiz varios
cambios cuyo propsito era utilizar las
buenas ideas de la revolucin:
1. He made tax collection more fair
and orderly. As a result, the
government could count on a steady
supply of money./Hizo que la
recaudacin de impuestos fuera ms
415
justa y ordenada. Como resultado, el

gobierno pudo contar con un abasto
de dinero constante.
2. He removed dishonest government
workers./Destituy a los
trabajadores del gobierno
deshonestos.
3. He started lycesnew public
schools for ordinary citizens./Fund
liceos: nuevas escuelas pblicas para
ciudadanos comunes.
4. He gave the church back some of its
power. He signed a concordat, or
agreement, with the pope. This gave
him the support of the organized
church./Devolvi a la Iglesia parte
de su poder. Firm un concordato
(acuerdo) con el Papa. Esto le gan
el apoyo de la Iglesia.
5. He wrote a new set of laws, called
the Napoleonic Code, which gave all
French citizens the same rights.
However, the new laws took away
many individual rights won during
the Revolution. For example, they
limited free speech and restored
slavery in French colonies./Elabor
una nueva serie de leyes llamadas
cdigo Napolenico, que dio a todos
los ciudadanos los mismos derechos.
Sin embargo, las nuevas leyes
retiraron muchos de los derechos
individuales ganados durante la
Revolucin. Por ejemplo, se limit la
libertad de expresin y se restaur la
esclavitud en las colonias francesas.
2. What changes did Napoleon make?/
Qu cambios hizo Napolen?
Napoleon Creates an Empire

(Pages 665667)/NAPOLEN CREA
UN IMPERIO (Pginas 665667)
What goals did Napoleon have
beyond Frances borders?/Cules
eran las metas de Napolen fuera
de las fronteras de Francia?
Napoleon had hoped to make his
empire larger in both Europe and the
New World. In 1801, he had sent
soldiers to retake the island of presentday Haiti. Slaves in that colony had
seized power during a civil war. But his
troops failed. Napoleon then gave up on
his New World plans. In 1803, he sold
the largest part of Frances North
American landthe huge Louisiana
Territoryto the United States./
Napolen esperaba ensanchar su
imperio tanto en Europa como en el
Nuevo Mundo. En 1801 envi tropas a
reconquistar la isla que actualmente es
Hait. Los esclavos de esa colonia
haban tomado el poder durante una
guerra civil. Pero las tropas de Napolen
fracasaron y l abandon sus planes en
el Nuevo Mundo. En 1803 vendi el
territorio ms grande de Francia en
Norteamrica el enorme territorio
de Louisiana a Estados Unidos.
Napoleon had been stopped in the
Americas. So he then moved to add to
his power in Europe. In 1804, he made
himself emperor of France. He took
control of the Austrian Netherlands,
parts of Italy, and Switzerland.
Napoleons only loss during this time
was to the British navy in the Battle of
Trafalgar. This loss kept him from
conquering Britain./Napolen haba
sido frenado en Amrica, pero
416
concentr esfuerzos para aumentar su

poder en Europa. En 1804, se
autonombr emperador de Francia.
Se apoder de los Pases Bajos
austriacos, y de parte de Italia y de
Suiza. La nica derrota de Napolen
en esa poca fue frente a la fuerza naval
britnica en la Batalla de Trafalgar.
Esta derrota le impidi conquistar
Gran Bretaa.
Dnde logr triunfar y aumentar

territorio Napolen, y dnde
fracas?
3. Where did Napoleon succeed in

adding lands, and where did he fail?/
417
As you read about Napoleon, note the goals and results of some of his
actions./Al leer acerca de Napolen, anota los objetivos y resultados de
sus acciones.
Actions/Acciones
Goal(s)/Objetivo(s)
1. E
stablishment of national
bank and efficient
tax-collection system/
Establecimiento de un
banco nacional y de un
sistema eficaz de
recaudacin de impuestos
2. E
nacting Napoleonic Code
of law/Entra en vigor la serie
de leyes conocida como
Cdigo Napolenico
3. S
ending troops to Saint
Domingue/Envo de tropas
a Santo Domingo
4. S
elling Louisiana Territory to
the United States/Venta del
territorio de Louisiana a
Estados Unidos
5. W
aging Battle of Trafalgar/
Se libra la Batalla de
Trafalgar
418
y Napolen

Section/Seccin 4
Napoleons Empire Collapses/Cae

el imperio de Napolen
blockade/bloqueo Forced closing of ports/Cierre forzoso de puertos
Continental System/Sistema Continental Napoleons policy of preventing trade
and communication between Great Britain and other European nations/Poltica

napolenica de evitar el comercio y la comunicacin entre Gran Bretaa y otras
naciones europeas
guerrilla/guerrillero Spanish peasant fighter/Campesino espaol combatiente
Peninsular War/Guerra Peninsular War that Napoleon fought in Spain/Guerra de
Napolen contra Espaa

scorched-earth policy/poltica de arrasamiento Policy of burning fields and
slaughtering livestock so that enemy troops would find nothing to eat/Poltica

de quemar los propios campos de granos y de matar el ganado para que las
tropas enemigas no tengan comida
Waterloo/Waterloo Battle in Belgium that was Napoleons final defeat/Batalla en
Blgica que culmin la derrota de Napolen

Hundred Days/Cien Das Napoleons last bid for power, which ended at Waterloo/
ltimo intento de Napolen por recuperar el poder; termin en Waterloo

In the last section, you read how Napoleon built his power./En la
seccin anterior, leste acerca de cmo Napolen construy su
imperio.
In this section, you learn why he lost it./En esta seccin, vers cmo
lo perdi.
As You Read/Al leer

Use a chart to take notes on mistakes Napoleon made and the
impact they had on the French Empire./Usa un cuadro para tomar
notas de los errores de Napolen y sus efectos en el Imperio Francs.
419
Napoleons Costly Mistakes

(Pages 668670)/LOS COSTOSOS
ERRORES DE NAPOLEN
(Pginas 668670)
What mistakes did Napoleon make
abroad?/Cules fueron los errores
de Napolen en el extranjero?
Napoleons own personality posed a
threat to his empire. His love of power
pushed him to expand his empire. His
efforts to extend French rule led to his
empires collapse./La personalidad de
Napolen perjudic su imperio. Su sed
de poder lo llev a extender sus dominios,
pero eso provoc la cada del imperio.
Napoleon made three costly mistakes.
His first mistake was caused by his
desire to crush Britain. He wanted to
hurt the British economy. So in 1806 he
ordered a blockade. This was an effort to
stop all trade between Britain and the
other European nations. Napoleon
called this policy the Continental
System. It was supposed to make
continental Europe more self-sufficient./
Napolen cometi tres errores que
provocaron su cada. El primer error fue
su deseo de aplastar a Inglaterra. Quera
perjudicar la economa britnica. As,
en 1806, orden un bloqueo para
impedir todo el comercio entre Gran
Bretaa y el resto de los pases europeos.
Napolen llam a esta poltica el
Sistema Continental. Su propsito, dijo,
era hacer ms autosuficiente a Europa
continental.
The effort failed because some
Europeans secretly brought in British
goods. At the same time, the British put
their own blockade around Europe.
Because the British navy was so strong,
it worked well. Soon the French
economy, along with others on the
European continent, weakened./El
bloqueo fracas porque en Europa
continental compraban, secretamente,

productos ingleses. Al mismo tiempo,
los britnicos impusieron su propio
bloqueo a Europa continental. Como
su fuerza naval era tan poderosa, esta
medida funcion. Pronto la economa
francesa, junto con otras, se debilit.
Napoleons second mistake was to
make his brother king of Spain in 1808.
The Spanish people were loyal to their
own king. With help from Britain, bands
of peasant fighters called guerrillas
fought Napoleon for five years.
Napoleon lost 300,000 troops during
this Peninsular War. (The war gets its
name from the Iberian Peninsula on
which Spain is located.)/El segundo
error de Napolen fue nombrar rey de
Espaa a su hermano en 1808. El
pueblo espaol era leal a su propio rey.
Con ayuda de Gran Bretaa, grupos de
guerrilleros, o campesinos combatientes,
lucharon contra Napolen durante
cinco aos. Napolen perdi 300,000
soldados durante la Guerra Peninsular
(su nombre se debe a la pennsula
Ibrica, donde se localiza Espaa).
Napoleons third mistake was perhaps
his worst. In 1812, he tried to conquer
Russia, far to the east. He entered
Russia with more than 400,000 soldiers.
As the Russians retreated, however, they
followed a scorched-earth policy. They
burned their fields and killed their
livestock so Napoleons armies could
not eat what they left behind./El tercer
error de Napolen quiz fue el peor.
En 1812 se propuso conquistar a Rusia.
Entr a Rusia con ms de 400,000
soldados. Pero cuando a los rusos les
toc retirarse, siguieron una poltica de
arrasamiento, es decir, quemaron sus
campos y mataron su ganado para
que el ejrcito napolenico no tuviera
comida.
420
Although the French got as far as

Moscow, winter was coming. Napoleon
was forced to order his soldiers to head
back. On the way home, bitter cold,
hunger, and Russian attacks killed
thousands. Thousands more deserted.
By the time Napoleons army left
Russian territory, only 10,000 of his
soldiers were able to fight./Aunque los
franceses llegaron hasta Mosc, ya
llegaba el invierno y Napolen tuvo
que ordenar la retirada de sus tropas.
El regreso fue de fros terribles y de
hambre, y los ataques rusos mataron a
miles. Miles ms desertaron. Cuando el
ejrcito francs sali del territorio ruso,
slo 10,000 soldados estaban en
condiciones de pelear.
1. What happened to Napoleon in
Russia?/Qu le sucedi a Napolen
en Rusia?
Napoleons Downfall
(Pages 670671)/LA CADA DE
NAPOLEN (Pginas 670671)
What other defeats did Napoleon
suffer?/Qu otras derrotas sufri
Napolen?
Other leaders saw that Napoleon was
now weaker. Britain, Russia, Prussia,
Sweden, and Austria joined forces and
attacked France. Napoleon was defeated
at the Battle of Leipzig, in Germany, in
1813. In 1814, Napoleon gave up his
throne and was exiled, or sent away, to
the tiny island of Elba off the Italian
coast./Otros dirigentes vieron que

Napolen se haba debilitado.
Inglaterra, Rusia, Prusia, Suecia y
Austria formaron una alianza y atacaron
a Francia. En 1813, Napolen fue
derrotado en la Batalla de Leipzig, en
Alemania. En 1814, Napolen cedi el
trono y lo exiliaron a la pequea isla de
Elba, frente a Italia.
Louis XVIII took the throne in Paris.
But he quickly became unpopular. The
peasants feared the new king would
undo the land reforms of the
Revolution./Luis XVIII tom el poder
pero muy pronto perdi la confianza del
pueblo. Los campesinos teman que
anulara las reformas agrarias de la
revolucin.
News of Louis XVIIIs trouble was all
Napoleon needed to try to regain his
empire. In March 1815, he escaped from
Elba and boldly returned to France. He
took power and raised another army./Al
or que el reinado de Luis XVIII estaba
en problemas, Napolen escap de la
isla de Elba en marzo de 1815 y
audazmente regres a Francia. Se
apoder del poder y form otro ejrcito.
The rest of the European powers
raised armies to fight against Napoleon.
Led by the Duke of Wellington, they
defeated Napoleon in his final battle
near a Belgian town called Waterloo.
This defeat ended Napoleons last
attempt at power, which was called the
Hundred Days. He was then sent to the
far-off island of St. Helena in the
southern Atlantic Ocean. He died there
in 1821./El resto de los pases europeos
mandaron sus ejrcitos a luchar contra
Napolen. Al mando del duque de
Wellington, derrotaron a Napolen
cerca de un pueblo belga llamado
Waterloo. Esta derrota termin con el
ltimo intento de Napolen por obtener
421
el poder, conocido como los Cien Das.

Despus fue enviado a la lejana isla de
Santa Helena, al sur del ocano
Atlntico, donde muri en 1821.
2. What was Napoleons last attempt
at power, and where did it
end?/Cul fue el ltimo intento de
Napolen por apoderarse del poder
y cmo termin?
422
As you read about Napoleons downfall, write notes in the chart to

explain how each action contributed to his final defeat./Al leer acerca
de la cada de Napolen, toma notas en el cuadro para explicar cmo
cada accin contribuy a su derrota final.
1. O
rdered a blockade to prevent trade and
communication between Great Britain
and other European nations/Orden un
bloqueo para evitar el comercio y la
comunicacin entre Gran Bretaa y
otras naciones europeas.
2. S
ent an army to invade Portugal and
began the Peninsular War/Envi a un ejrcito
a invadir Portugal y comenz la Guerra
Peninsular.
3. In June 1812, invaded Russia with his
Grand Army/En junio de 1812, invadi Rusia
con su Gran Ejrcito.
4. E
ntered Moscow on September 14, 1812,
and stayed in the ruined city for five
weeks/Entr en Mosc el 14 de septiembre de
1812, y permaneci en la ciudad en ruinas
durante cinco semanas.
5. R
aised another army and fought the
Battle of Leipzig/Form otro ejrcito y libr la
Batalla de Leipzig.
6. E
scaped Elba, reclaimed title of emperor,
and fought Battle of Waterloo/Escap de Elba,
reclam el ttulo de emperador y libr la Batalla
de Waterloo.
423
y Napolen

Section/Seccin 5
The Congress of Vienna/El

Congreso de Viena
Congress of Vienna/Congreso de Viena Meetings in Vienna for the purpose of
restoring order to Europe/Reuniones en Viena para restaurar el orden de Europa

Klemens von Metternich/Klemens von Metternich Key leader at the Congress of
Vienna/Dirigente importante del Congreso de Viena

balance of power/equilibrio de poder Condition in which no one country becomes
a threat to the other/Condicin en la que ningn pas representa una importante

amenaza para otro
legitimacy/legitimidad Bringing back to power the kings that Napoleon had driven
out/Restaurar el poder a reyes que Napolen haba derrocado

Holy Alliance/Alianza Sagrada League formed by Russia, Austria, and Prussia/
Liga formada por Rusia, Austria y Prusia

Concert of Europe/Concierto de Europa Series of alliances to help prevent
revolution/Serie de alianzas para evitar la revolucin

In the last section, you saw how Napoleons empire collapsed./En la
seccin anterior, estudiaste la cada del imperio napolenico.
In this section, you will learn how the rest of Europe reacted to both
the French Revolution and Napoleons rise and fall./En esta seccin,
aprenders cmo reaccion el resto de Europa ante la Revolucin
Francesa, y ante el ascenso y cada de Napolen.
As You Read/Al leer

Use a chart to take notes on how the three goals of Metternichs
plan at the Congress of Vienna solved a political problem./Usa un
cuadro para tomar notas acerca de cmo los tres objetivos del plan
de Metternich en el Congreso de Viena resolvieron un problema
poltico.
424
Metternichs Plans for

Europe (Pages 672673)/LOS
PLANES DE METTERNICH PARA
EUROPA (Pginas 672673)
What was the Congress of Vienna?/
Qu fue el Congreso de Viena?
In 1814, leaders of many nations met
to draw up a peace plan for Europe.
This series of meetings was called the
Congress of Vienna. The most important
person at the Congress of Vienna was
the foreign minister of Austria, Klemens
von Metternich. He shaped the peace
conditions that were finally accepted./En
1814, los dirigentes de muchas naciones
se reunieron para elaborar un plan de
paz para Europa. Esa serie de reuniones
se llam el Congreso de Viena. La
persona ms importante fue el ministro
de relaciones exteriores de Austria,
Klemens von Metternich, quien elabor
las condiciones de paz que fueron
aceptadas.
Metternich had three goals at the
congress. First, he wanted to make sure
that the French would not attack
another country again. Second, he
wanted a balance of power in which no
one nation was strong enough to
threaten other nations. Third, he wanted
legitimacy. This meant restoring
monarchs to the thrones they had before
Napoleons conquests. The other leaders
agreed with Metternichs ideas./
Metternich tena tres objetivos. Primero,
garantizar que Francia no atacara a otro
pas de nuevo. Segundo, lograr un
equilibrio de poder para que ninguna
nacin fuera demasiado poderosa para
amenazar a las dems. Tercero, quera la
legitimidad, es decir, restaurar a los reyes
que reinaban antes de las conquistas
napolenicas. Los dirigentes aprobaron
las ideas de Metternich.
Metternich achieved his first goal
when the congress strengthened the
small nations that surrounded France.

Meanwhile, France was not punished
too severely. It remained independent
and kept some overseas possessions.
This helped achieve Metternichs second
goal to create a balance of power./El
primer objetivo de Metternich se
cumpli cuando el Congreso fortaleci a
las pequeas naciones que rodeaban a
Francia. Por otra parte, Francia no
recibi un castigo demasiado fuerte.
Conserv la independencia y algunas
colonias. Eso facilit la meta de alcanzar
un equilibrio de poder.
The congress also worked to fulfill
Metternichs third goal. Many rulers
were returned to power in states
throughout Europe, including France./
El Congreso tambin prepar el terreno
para satisfacer el tercer objetivo de
Metternich. Muchos reyes volvieron al
trono en Francia y por toda Europa.
The Congress of Vienna created very
successful peace agreements. None of the
great powers fought against one another
for 40 years. Some did not fight in a war
for the rest of the century./El Congreso
de Viena cre acuerdos de paz que se
respetaron. Las grandes potencias no
volvieron a pelear entre s sino hasta 40
aos despus. Algunas no participaron
en guerras por el resto del siglo.
1. What three goals did Metternich
have?/Cules eran los tres objetivos
de Metternich?
425
Political Changes Beyond

Vienna (Pages 673675)/CAMBIOS
POLTICOS MS ALL DE VIENA
(Pginas 673675)
How did European leaders respond to
the effects of the French Revolution?/
Cmo respondieron los dirigentes
europeos a la Revolucin Francesa?
Many European rulers were nervous
about the effects of the French
Revolution. In 1815, Czar Alexander of
Russia, Emperor Francis I of Austria,
and King Frederick William III of
Prussia formed the Holy Alliance. Other
alliances created by Metternich were
called the Concert of Europe. The idea
of these alliances was for nations to help
one another if revolution came./Muchos
gobernantes europeos vieron con
inquietud los efectos de la Revolucin
Francesa. En 1815, el zar Alejandro, el
emperador Francisco I de Austria y el
rey Federico Guillermo III de Prusia
formaron la Alianza Sagrada. Otras
alianzas creadas por Metternich
recibieron el nombre de Concierto de
Europa. El propsito de esas alianzas
fue que las naciones se ayudaran si
estallaba una revolucin.
Across Europe, conservatives held
control of European governments.
Conservatives were people who opposed
the ideals of the French Revolution.
They also usually supported the rights
and powers of royalty. They did not
encourage individual liberties. They
did not want any calls for equal
rights./En toda Europa, los
conservadores tomaron el poder. Los
conservadores se oponan a los ideales
de la Revolucin Francesa. Por lo
general apoyaban los derechos y poderes
de la monarqua. No defendan las
libertades individuales. No deseaban
igualdad de derechos.
But many other people still believed

in the ideals of the French Revolution.
They thought that all people should
be equal and share in power. Later
they would again fight for these
rights./Sin embargo, muchas personas
an crean en los ideales de la
Revolucin Francesa. Pensaban que
todos deberan tener igualdad y
compartir el poder. Ms tarde habran
de luchar por esos derechos nuevamente.
People in the Americas also felt the
desire for freedom. Spanish colonies in
the Americas revolted against the
restored Spanish king. Many colonies
won independence from Spain. National
feeling grew in Europe, too. Soon people
in areas such as Italy, Germany, and
Greece would rebel and form new
nations. The French Revolution had
changed the politics of Europe and
beyond./Los pueblos americanos
tambin deseaban la libertad. Las
colonias espaolas de Amrica se
rebelaron contra el rey de Espaa.
Muchas colonias se independizaron
de Espaa. El nacionalismo tambin
aument en Europa. Pronto regiones
como Italia, Alemania y Grecia se
rebelaran y formaran nuevas naciones.
La Revolucin Francesa cambi la
poltica de Europa y del mundo.
2. What happened to ideas about
freedom and independence?/Qu
sucedi con las ideas de libertad e
independencia?

426
As you read about the meeting of the Congress of Vienna, fill in the
diagram below./Al leer acerca de la reunin del Congreso de Viena,
llena el diagrama.
Goals/Objetivos
Members and Representatives/

Miembros y representantes
Congress of Vienna/
Congreso de Viena
Legacy/Legado
Actions Taken/Acciones
Short-term:/A corto plazo:
Long-term:/A largo plazo:
427
Nationalist Revolutions Sweep the West/La revolucin
nacionalista recorre Occidente

Section/Seccin 1
Latin American Peoples Win

Independence/Los pueblos
latinoamericanos se independizan
peninsulares/peninsulares Latin Americans born in Spain/Latinoamericanos
nacidos en Espaa
creoles/criollos Spaniards born in Latin America/Hijos de espaoles nacidos en
Latinoamrica
mulattos/mulatos Africans or people of mixed European and African ancestry/
Africanos o hijos de europeos y de africanos

Simn Bolvar/Simn Bolvar Leader of Venezuelan independence movement/
Dirigente de la independencia venezolana

Jos de San Martn/Jos de San Martn Leader who helped win independence for
Chile and Argentina/Dirigente de la independencia de Chile y Argentina

Miguel Hidalgo/Miguel Hidalgo Priest who began the revolt against Spanish rule in
Mexico/Sacerdote que comenz la lucha de independencia contra el gobierno

espaol en Mxico
Jos Morelos/Jos Morelos Leader of the Mexican revolt after Hidalgo was
defeated/Dirigente de la lucha despus de la derrota de Hidalgo

In the last section, you read about revolution and the Congress of
Vienna./En el captulo anterior, leste acerca de la revolucin en
Francia y del Congreso de Viena.
In this section, you will learn how Latin American countries got
their independence./En esta seccin, aprenders cmo obtuvieron
independencia los pases latinoamericanos.
As You Read/Al leer

Use a chart to identify details about Latin American independence
movements./Usa un cuadro para identificar detalles acerca de los
movimientos de independencia en Latinoamrica.
428
Colonial Society Divided

(Pages 681682)/DIVISIN DE LA
SOCIEDAD COLONIAL (Pginas
681682)
What classes existed in Latin
American society?/Qu clases
existan en la sociedad
latinoamericana?
In Latin America, society was divided
into six classes of people. Peninsulares
those born in Spainwere at the top.
Next were creoles, or Spaniards who had
been born in Latin America. Below
them were mestizos. Mestizos had mixed
European and Indian ancestry. Next
were mulattos, with mixed European
and African ancestry, and then Africans.
At the bottom were Indians./En
Latinoamrica, la sociedad se divida en
seis clases. Los peninsulares nacidos
en Espaa estaban en la cima.
Despus estaban los criollos, o espaoles
nacidos en Latinoamrica; luego seguan
los mestizos, hijos de europeos y
amerindios; a continuacin estaban los
mulatos, hijos de europeos y africanos;
luego seguan los africanos y al final
estaban los amerindios.
The French colony of Saint Domingue

was the first Latin American colony to
fight for independence./A principios del
siglo 19, las colonias europeas de
Latinoamrica lucharon por la
independencia. La colonia francesa de
Santo Domingo fue la primera.
Almost all of the people who lived in
the French colony were slaves of African
origin. In 1791, about 100,000 of them
rose in revolt. Toussaint LOuverture,
a former slave, became their leader. In
1802 Napoleon sent troops to the island
to end the rebellion. They failed. In
1804, the colony declared its
independence as Haiti./Casi toda la
gente que viva en la colonia francesa
era esclava y de origen africano. En 1791
cerca de 100,000 esclavos se rebelaron
bajo la direccin de Toussaint
LOuverture, antiguo esclavo. En 1802,
Napolen envi tropas a la isla para
aplastar la rebelin, pero no lo lograron.
En 1804, la colonia declar su
independencia como Hait.
2. How did Haiti become
independent?/Cmo se independiz
Hait?
1. Which groups of society were of

European ancestry?/Qu grupos de
la sociedad tenan antepasados
europeos?
Revolutions in the Americas

(Page 682)/REVOLUCIONES EN LAS
AMRICAS (Pgina 682)
Where in Latin America was
independence first declared?/Dnde
se declar la independencia primero
en Latinoamrica?
In the early 1800s, colonial peoples in
Latin America fought for independence.
Creoles Lead Independence

(Pages 682684)/LOS CRIOLLOS
ENCABEZAN LA INDEPENDENCIA
(Pginas 682684)
Why did Creoles want
independence?/Por qu queran
independencia los criollos?
Creoles felt that they were not treated
fairly. This bad feeling boiled over
when Napoleon overthrew the king of
Spain and named his own brother as
king. Creoles in Latin America had no
429
loyalty to the new king. They revolted.

Even after the old king was restored,
they did not give up their fight for
freedom./Los criollos sentan que no
eran tratados con justicia. Este
resentimiento aument cuando
Napolen derroc al rey de Espaa y
coloc a su propio hermano en el trono.
Los criollos no sentan lealtad hacia el
nuevo rey. Se rebelaron. Pero aun
despus de que el antiguo rey fue
restaurado, no cedieron en su lucha por
la libertad.
Two leaders pushed much of South
America to independence. Simn Bolvar
was a writer, fighter, and political
thinker. He survived defeats and exile to
help win independence for Venezuela in
1821. Jos de San Martn helped win
independence for Argentina in 1816 and
Chile in 1818. Bolvar led their
combined armies to a great victory in
1824. This victory gained independence
for all the Spanish colonies./Dos
dirigentes lucharon por la independencia
en Suramrica. Simn Bolvar, quien fue
escritor, militar y pensador poltico,
sobrevivi a las derrotas y el exilio y
gan la independencia de Venezuela en
1821. Jos de San Martn gan la
independencia de Argentina en 1816 y
de Chile en 1818. Bolvar dirigi a los
dos ejrcitos y conquist una enorme
victoria en 1824. Esta victoria obtuvo la
independencia de todas las dems
colonias espaolas.
3. Which two great leaders led the
fights for independence in Venezuela,
Chile, and Argentina?/Cules
fueron los dos grandes dirigentes
que lucharon por la independencia
de Venezuela, Chile y Argentina?
Mexico Ends Spanish Rule;

Brazils Royal Liberator
(Pages 685686)/MXICO TERMINA
CON EL DOMINIO ESPAOL; EL
LIBERTADOR REAL DE BRASIL
(Pginas 685686)
How did Mexico and Brazil achieve
independence?/Cmo obtuvieron
Mxico y Brasil su independencia?
In Mexico, mestizos and Indians led
the fight for independence. In 1810,
Miguel Hidalgo, a village priest, called
for a revolt against Spanish rule. Creoles
united with the Spanish government to
put down this revolt by the lower
classes./En Mxico, mestizos y
amerindios encabezaron la lucha de
independencia. La lucha comenz en
1810. Miguel Hidalgo, un sacerdote de
un pueblo, inici la revuelta contra el
gobierno espaol. Los criollos se
unieron al gobierno espaol para
sofocar la revuelta de las clases bajas.
Hidalgo lost, but Padre Jos Mara
Morelos took over leadership of the
rebels. Fighting continued until 1815,
when the creoles won./Hidalgo fue
derrotado, pero el padre Jos Mara
Morelos tom la direccin de los
rebeldes. La lucha continu hasta 1815,
cuando ganaron los criollos.
After a revolution in Spain put a new
government in power, the creoles joined
with the other groups fighting for
independence. In 1821, Mexico won its
independence. In 1823, the region of
Central America separated itself from
Mexico./Despus, una revolucin coloc
un nuevo gobierno en el poder en
Espaa, y los criollos se unieron a los
otros grupos que luchaban por la
independencia. En 1821, Mxico gan la
independencia. En 1823, la regin de
Centroamrica se separ de Mxico.
In Brazil, 8,000 creoles signed a paper
asking the son of Portugals king to rule
430
an independent Brazil. He agreed. Brazil

became free that year through a
bloodless revolt./En Brasil, 8,000
criollos solicitaron por escrito que el
hijo del rey de Portugal gobernara un
Brasil independiente. El rey acept.
Brasil se independiz ese ao mediante
una revuelta sin sangre.
4. How were the drives for

independence in Mexico and Brazil
different?/En qu se diferenciaron
las independencias de Mxico y de
Brasil?
431
As you read this section, fill out the chart below to help you better
understand why and how Latin Americans fought colonial rule./Al leer
esta seccin, llena el cuadro para entender las razones y las estrategias
de la lucha contra los gobiernos coloniales.
Independence for Haiti/Independencia de Hait
Reasons/Razones
1. W
hy did slaves in the French colony
of Saint-Domingue revolt?/Por qu
se levantaron en armas los esclavos
en la colonia francesa de Santo
Domingo?
Strategy/Estrategia
2. What events led up to General

Dessaliness declaration of
independence for Haiti?/Qu
acontecimientos causaron la
declaracin de independencia del
general Dessaline en Hait?
South American Wars of Independence/Guerras de independencia de Suramrica

Reasons/Razones
3. H
ow did events in Europe lead to
revolution in the Spanish
colonies?/Por qu los
acontecimientos de Europa
provocaron la revolucin de las
colonias espaolas?
Strategy/Estrategia
4. What tactics did Jos de San Martn

and Simn Bolvar use to defeat
Spanish forces in South
America?/Qu tcticas usaron Jos
de San Martn y Simn Bolvar para
derrotar las fuerzas espaolas en
Suramrica?
End of Spanish Rule in Mexico/Fin del gobierno espaol en Mxico

Reasons/Razones
Strategy/Estrategia
5. W
hat is the significance of the grito de 6. What role did Indians, mestizos, and
Dolores?/Cul fue la importancia del
Creoles play in Mexicos
grito de Dolores?
independence from Spain?/Qu
papel desempearon indgenas,
mestizos y criollos en la
independencia mexicana?
432

Section/Seccin 2
Europe Faces Revolutions/Europa

encara las revoluciones
conservative/conservadores People who supported the monarchy/Los que
apoyaban a la monarqua
liberal/liberales People who wanted to give more power to elected legislatures/Los
que queran dar ms poder a las legislaturas

radical/radicales People who wanted to end the rule by kings and give full voting
rights to all people/Los que queran terminar el gobierno de reyes y dar derecho
a votar a toda la poblacin
nationalism/nacionalismo Belief that a persons loyalty belongs to the nation itself
instead of to the nations ruler/Lealtad a la nacin, ms que al gobernante de la

nacin
nation-state/estado nacional Country with its own independent government/Pas
con su propio gobierno independiente

the Balkans/Balcanes Region including all or part of present-day Greece,
Albania, Bulgaria, Romania, Turkey, and former Yugoslavia/Regin que abarca

todo o parte de las actuales Grecia, Albania, Bulgaria, Rumania, Turqua y lo
que fue Yugoslavia
Louis-Napoleon/Luis Napolen Winner of the presidential election in France in
1848; later emperor/Ganador de las elecciones presidenciales en Francia en 1848;

despus fue emperador
Alexander II/Alejandro II Ruler of Russia who freed the serfs/Gobernante de Rusia
que liber a los siervos
433

In the last section, you read about Latin American independence
movements./En la seccin anterior, leste acerca de los movimientos
de independencia en Latinoamrica.
In this section, you will learn about revolutions in Europe./En esta
seccin, aprenders acerca de las revoluciones de Europa.
As You Read/Al leer

Use a web diagram to identify major revolutions in Europe./Usa un
diagrama en red para identificar las principales revoluciones que
ocurrieron en Europa.
Clash of Philosophies;
Nationalism Develops
(Pages 687689)/ENFRENTAMIENTO
DE FILOSOFAS; DESARROLLO
DEL NACIONALISMO
(Pginas 687689)
What forces and peoples struggled
for power?/Qu fuerzas y pueblos
lucharon por el poder?
There was a power struggle in Europe
in the first half of the 1800s. Three
forces were involved. Conservatives
wanted to continue to support the kings
who had ruled these lands for many
centuries. These were nobles and other
people who owned large amounts of
property. Liberals wanted to give more
power to elected legislatures. They were
typically middle-class merchants and
business people. Radicals wanted the
end of rule by kings and full voting
rights for all./En la primera mitad del
siglo 19 hubo una lucha de poder en
Europa. Tres fuerzas se enfrentaron. Los
conservadores apoyaron a los reyes que
haban gobernado durante muchos
siglos. Eran nobles y propietarios de
extensas tierras. Los liberales queran
dar ms poder a las legislaturas elegidas.
Eran comerciantes y negociantes de la
clase media. Los radicales queran

terminar el gobierno de reyes y dar
derechos totales de voto a todos.
At the same time, another movement
arose in Europenationalism. This was
the belief that a persons loyalty should
go not to the countrys ruler but to the
nation itself. When the nation also had
its own independent government, it
became a nation-state. Nationalists
thought that people with a common
language and culture were a nation. And
they had the right to their own
government. These ideas grew out of the
French Revolution./Al mismo tiempo,
surgi otro movimiento en Europa: el
nacionalismo. Era la creencia de que se
debe ser leal a la nacin, ms que al
gobernante de la nacin. Cuando la
nacin tambin tena su propio gobierno
independiente, era un estado nacional.
Los nacionalistas pensaban que un
grupo que tena un idioma y cultura
comunes formaba una nacin, y que
tena el derecho al autogobierno. Estas
ideas fueron resultado de la Revolucin
Francesa.
1. What different goals did
conservatives, liberals, and radicals
have?/Qu diferencias tenan los
434
objetivos de conservadores, liberales

y radicales?
Nationalists Challenge
Conservative Power
(Pages 689690)/LOS
NACIONALISTAS DESAFAN EL
PODER CONSERVADOR (Pginas
689690)
What changes were occurring in
Western Europe?/Qu cambios
ocurran en Europa occidental?
The first people to win self-rule
during this period were the Greeks.
Greece had been part of the Ottoman
Empire for centuries. The Ottomans
controlled most of the Balkans. That
region includes most of modern Greece,
Albania, Bulgaria, Romania, Turkey,
and the former Yugoslavia. In 1821, the
Greeks revolted against Turkish rule.
The Greeks won their independence by
1830./Los primeros europeos en obtener
el autogobierno durante este perodo
fueron los griegos. Grecia haba
formado parte del imperio otomano
durante siglos. Los otomanos
controlaban gran parte de los Balcanes.
La regin abarca todo o partes de las
actuales Grecia, Albania, Bulgaria,
Rumania, Turqua y lo que fue
Yugoslavia. En 1821 los griegos se
rebelaron contra el gobierno turco.
Obtuvieron su independencia en 1830.
Other revolts broke out in other parts
of Europe. In 1830, the Belgians
declared their independence from rule
by the Dutch. Nationalists began a long
struggle to unify all of Italy. The Poles
revolted against Russian rule.
Conservatives managed to put down
these rebellions. However, new ones
broke out again in 1848 among
Hungarians and Czechs. Once again,
they were put down forcibly./En Europa

estallaron otras revueltas. En 1830, los
belgas declararon independencia del
gobierno holands. En Italia, los
nacionalistas comenzaron una larga
lucha por unificar el pas. Por su parte,
los polacos se rebelaron contra el
gobierno ruso. Los conservadores
lograron sofocar estas rebeliones. Ms
adelante, en 1848, estallaron nuevas
revueltas de hngaros y checos. De
nuevo fueron sofocadas por la fuerza.
2. What groups challenged conservative
rule?/Qu grupos se rebelaron
contra el gobierno conservador?
Radicals Change France

(Page 690)/LOS RADICALES
CAMBIAN A FRANCIA (Pgina 690)
Why did French radicals lose?/Por
qu perdieron los radicales
franceses?
Events differed in France. Riots in
1830 forced the king to flee, and a new
king was put in his place. Another revolt
broke out in 1848. The king was
overthrown and a republic established.
However, the radicals who had won
began arguing. They differed over how
much France should be changed. Some
wanted only political changes. Others
wanted social and economic changes
that would help the poor./El curso de los
acontecimientos fue distinto en Francia.
Las revueltas de 1830 hicieron huir al
rey y se instal a un nuevo rey en su
lugar. Otra revuelta estall en 1848. El
rey fue derrocado y se estableci una
repblica. Sin embargo, los radicales
que ganaron comenzaron a discutir
entre s acerca de cunto deba cambiar
Francia. Algunos slo queran cambios
polticos. Otros queran cambios sociales
435
y econmicos que ayudaran a los

pobres.
When these forces began to fight in
the streets, the French gave up on the
radical program. They introduced a new
government. It had a legislature and a
strong president. The new president was
Louis-Napoleon, Napoleon Bonapartes
nephew. He later named himself
emperor of France. He built railroads
and helped industry. The economy got
better and more people had jobs./
Cuando los radicales comenzaron a
luchar en las calles, un sector
conservador de Francia hizo a un lado
el programa radical e impuso un nuevo
gobierno con una legislatura y un
presidente fuerte. El nuevo presidente
fue Luis Napolen, sobrino de Napolen
Bonaparte. Despus se proclam
emperador de Francia. Construy
ferrocarriles y ayud a la industria. La
economa mejor y hubo empleos para
ms gente.
3. What did Louis-Napoleon
accomplish for France?/Qu hizo
Luis Napolen por Francia?
Reform in Russia
(Pages 690691)/LA REFORMA EN
RUSIA (Pginas 690691)
How did Alexander II change Russia?/
Cmo cambi Alejandro II a Rusia?
In the early 1800s, Russia still did not
have an industrial economy. The biggest
problem was that serfdom still existed
there. Peasants were bound to the nobles
whose land they worked. Russias rulers
were reluctant to free the serfs, though.
They feared they would lose the support
of the nobles./A principios del siglo 19,

Rusia an no tena una economa
industrial. El principal problema era que
todava exista el sistema de siervos. Los
campesinos estaban ligados a las tierras
de los nobles. Los gobernantes rusos no
queran liberar a los siervos porque
teman perder el apoyo de los nobles.
A new ruler of Russia, Alexander II,
decided to free the serfs. Though it
seemed bold, Alexanders move went
only part way. Nobles kept half their
land and were paid for the other half
that went to the peasants. The former
serfs were not given the land. They had
to pay for it. This debt kept them still
tied to the land. The czars efforts to
make changes ended when he was
assassinated in 1881. Alexander III, the
new czar, brought back tight control
over the country. He also moved to
make the economy more industrial./
Un nuevo gobernante de Rusia,
Alejandro II, decidi liberar a los
siervos. Aunque pareca audaz, esta
medida de Alejandro fue slo parcial.
Los nobles conservaron la mitad de sus
tierras y recibieron pago por la otra
mitad que se destin a los campesinos.
Los antiguos siervos no recibieron
tierras. Tuvieron que pagar para
obtenerlas. Esta deuda los mantuvo
atados a la tierra. Los cambios del zar
terminaron cuando fue asesinado en
1881. Alejandro III, el nuevo zar,
nuevamente control con severidad al
pas. Tambin busc industrializar la
economa.
4. What major reform was made in
Russia at this time?/Qu reforma se
hizo en Rusia durante esa poca?
436
As you read about uprisings in Europe, make notes in the chart to

explain the outcomes of each action listed./Al leer acerca de los
levantamientos en Europa, toma notas para explicar los resultados de
cada accin que se enumera.
1. F
rench citizens armies win their
revolution for liberty and equality./Los
ejrcitos de los ciudadanos franceses
ganan la revolucin, cuyo objetivo es la
libertad e igualdad.
2. G
reeks revolt against the Ottoman
Turks./Los griegos se levantan en
armas contra los turcos otomanos.
3. N
ationalist groups in Budapest, Prague,
and Vienna demand independence and
self-government./Grupos nacionalistas
en Budapest, Praga y Viena exigen
independencia y autogobierno.
4. Charles X tries to set up an absolute
monarchy in France./Carlos X intenta
establecer una monarqua absoluta en
Francia.
5. Paris mobs overthrow monarchy of
Louis-Phillippe./Las turbas derrocan la
monarqua de Luis Felipe en Pars.
6. Louis-Napoleon Bonaparte is elected
president of France and later assumes
the title of Emperor Napoleon III./
Luis Napolen Bonaparte es elegido
presidente de Francia y, posteriormente,
toma el ttulo de emperador
Napolen III.
7. In the Crimean War, Czar Nicholas I
threatens to take over part of the
Ottoman Empire./En la Guerra de
Crimea, el zar Nicols I amenaza con
apoderarse de parte del imperio
otomano.
8. Alexander II issues the Edict of
Emancipation./Alejandro II promulga el
Edicto de Emancipacin.
437

Section/Seccin 3
Nationalism/Nacionalismo
Case Study: Italy and Germany/Estudio de caso: Italia
y Alemania
Russification/rusificacin A policy of forcing Russian culture on ethnic groups in
the Russian Empire/Poltica del imperio ruso de obligar a los grupos tnicos a
adoptar la cultura rusa
Camillo di Cavour/Camillo di Cavour Prime minister who unified northern Italy/
Primer ministro que unific el norte de Italia

Giuseppe Garibaldi/Giuseppe Garibaldi Leader of the Red Shirts who won control
over parts of southern Italy/Dirigente de los Camisas Rojas que control varias
regiones del sur de Italia
Otto von Bismarck/Otto von Bismarck Leader who worked to expand Prussia/
Dirigente que quiso expandir Prusia

Junker/junkers Wealthy German landholders/Alemanes adinerados que tenan
tierras
realpolitik/realpolitik Tough, practical politics/Poltica dura y prctica
kaiser/kiser Emperor/Emperador

In the last section, you read about revolutions and reform in western
Europe./En la seccin anterior, leste acerca de las revoluciones y
reformas de Europa.
In this section, you will learn about nationalism./En esta seccin,
aprenders acerca del nacionalismo.
As You Read/Al leer

Use a time line to list major events in the unification of Italy and of
Germany./Usa una lnea cronolgica para hacer una lista de los
principales sucesos que tuvieron lugar en la unificacin de Italia y de
Alemania.
438
Nationalism: A Force for

Unity or Disunity
(Pages 692693)/EL
NACIONALISMO: UNA FUERZA
PARA LA UNIN O LA DESUNIN
(Pginas 692693)
What is nationalism?/Qu es el
nacionalismo?
Nationalists thought that many
factors linked people to one another.
First was nationality, or a common
ethnic ancestry. Shared language,
culture, history, and religion were also
seen as ties that connected people.
People sharing these traits were thought
to have the right to a land they could
call their own. Groups with their own
government were called nation-states./
Muchos factores unen a la gente. Uno es
la nacionalidad, es decir, descender del
mismo grupo tnico. Otros factores son
el idioma, la cultura, la historia y la
religin. Los nacionalistas pensaban que
la gente que comparta esas
caractersticas tena derecho a tener una
tierra propia. Los grupos con gobiernos
propios se llaman estados nacionales.
Leaders began to see that this feeling
could be a powerful force for uniting a
people. The French Revolution was a
prime example of this. However,
nationalism could also be a force to rip
apart empires. This happened in three
empires in Europe./Los gobernantes
comenzaron a ver que este sentimiento
nacionalista era una poderosa fuerza
para unificar a la poblacin. La
Revolucin Francesa fue un buen
ejemplo de lo anterior. Sin embargo, el
nacionalismo tambin poda dividir
imperios, como se vio en tres imperios
de Europa.
pueden unir a la gente y crear un

sentimiento nacionalista fuerte?

Nationalism Shakes Aging
Empires (Page 693)/EL
NACIONALISMO SACUDE A LOS
ANTIGUOS IMPERIOS (Pgina 693)
Why did nationalism divide empires?/
Por qu el nacionalismo dividi
imperios?
Feelings of nationalism threatened to
break apart three aging empires. The
Austrian Empire was forced to split in
two. One part was Austria, the other
was Hungary. In Russia, harsh rule and
a policy called Russification that forced
other peoples to adopt Russian ways
helped produce a revolution in 1917.
This revolution overthrew the czar. Like
the other two, the Ottoman Empire
broke apart around the time of World
War I./El nacionalismo amenazaba
dividir tres antiguos imperios. El
imperio austriaco tuvo que dividirse en
dos. Se dividi en Austria y Hungra. En
Rusia, un gobierno cruel y la poltica de
rusificacin, es decir, obligar a otros
pueblos a adoptar las costumbres rusas,
contribuyeron a la Revolucin de 1917.
Esta revolucin derroc al zar. El
imperio otomano se dividi en la poca
de la I Guerra Mundial, al igual que los
otros dos imperios.
2. What three empires were torn apart
by nationalism?/Cules fueron los
tres imperios que dividi el
nacionalismo?

1. What shared characteristics can

unite people and create a strong
national feeling?/Qu caractersticas
439
Cavour Unites Italy (Page 694)/

CAVOUR UNIFICA A ITALIA
(Pgina 694)
How did nationalism unite Italy?/Por
qu el nacionalismo uni a Italia?
Italians used national feeling to build
a nation, not destroy an empire. Large
parts of Italy were ruled by the kings of
Austria and Spain. Nationalists tried to
unite the nation in 1848. But the revolt
was beaten down. Hopes rested with the
Italian king of the state of PiedmontSardinia. His chief minister was Count
Camillo di Cavour. Cavour worked to
expand the kings control over other
areas of the north./Los italianos usaron
el sentimiento nacionalista para forjar
una nacin, no para destruir un imperio.
Grandes regiones de Italia estaban
gobernadas por reyes austriacos y
espaoles. Los nacionalistas intentaron
unir la nacin en 1848. Pero la revuelta
fue sofocada. Las esperanzas
descansaban en el rey italiano del estado
de Piedmont-Sardinia. Su primer
ministro era el conde Camillo di Cavour.
ste procur aumentar el control del rey
en otras regiones del norte.
Meanwhile, Giuseppe Garibaldi led an
army of patriots that won control of
southern areas. Garibaldi put the areas
he conquered under control of the
Italian king. In 1866, the area around
Venice was added to the kings control.
By 1870, the king completed the uniting
of Italy./Mientras, Giuseppe Garibaldi
dirigi un ejrcito de patriotas que
obtuvo el control de las regiones del sur.
Garibaldi entreg al rey las regiones que
conquist. En 1866, la regin alrededor
de Venecia se aadi al control del rey.
En 1870, el rey termin de unir Italia.
3. Who helped unify Italy?/Quin

ayud a unificar a Italia?

Bismarck Unites Germany;
A Shift in Power (Page 695)/
BISMARCK UNIFICA A ALEMANIA;
CAMBIOS EN EL PODER
(Pgina 695)
How was Germany united?/Cmo se
unific Alemania?
Germany had also been divided into
many different states for many centuries.
Since 1815, 39 states had joined in a
league called the German
Confederation. Prussia and AustriaHungary controlled this group. Over
time, Prussia rose to become more
powerful. Leading this move was prime
minister Otto von Bismarck. He was
supported by wealthy landowners called
Junkers. Bismarck was a master of
realpolitiktough power politics./
Durante siglos, Alemania tambin haba
estado dividida en muchos estados. En
1815, 39 estados se unieron en una liga
llamada la Confederacin Germnica.
Prusia y Austria-Hungra controlaron
ese grupo. Con el tiempo, Prusia fue la
ms poderosa, gracias a su primer
ministro Otto von Bismarck, a quien
apoyaban los junkers, alemanes
adinerados que tenan tierras. Bismarck
fue un maestro de la realpolitik: poltica
dura y prctica para obtener poder.
Bismarck worked to create a new
confederation of German states. Prussia
controlled it. To win the loyalty of
German areas in the south, he
440
purposefully angered a weak France so

that it would declare war on Prussia.
Prussia won the Franco-Prussian War in
1871. The war with France gave the
southern German states a nationalistic
feeling. They joined the other states in
naming the king of Prussia as emperor,
or kaiser, of a strong united Germany./
Bismarck cre una nueva confederacin
de estados alemanes controlada por
Prusia. Para ganar la lealtad de las
regiones alemanas del sur, Bismarck
provoc a propsito la ira de Francia
para que declarara la guerra a Prusia.
Prusia gan la Guerra Franco-Prusiana
en 1871. La guerra dio a los estados del
sur de Alemania un sentimiento
nacionalista. Se unieron a los otros
estados para nombrar al rey de Prusia
emperador, o kiser, de una Alemania
fuerte y unificada.
These events changed the balance of

power in Europe. Germany and Britain
were the strongest powers, followed by
France. Austria, Russia, and Italy were
all even weaker./Estos sucesos
cambiaron el equilibrio de poder en
Europa. Alemania y Gran Bretaa eran
las dos principales potencias, seguidas
de Francia. Austria, Rusia e Italia
quedaron ms dbiles.
4. What was the result of the defeat of
France and the uniting of
Germany?/Cul fue el resultado de
la derrota de Francia y la unificacin
de Alemania?

441
As you read this section, take notes to answer questions about

nationalism as a force for disunity and unity./Al leer esta seccin, toma
notas para contestar las preguntas acerca del nacionalismo como
fuerza que puede causar desunin o unin.
How did nationalism lead to the breakup of these empires?/De qu manera el
nacionalismo provoc la divisin de estos imperios?
1. Austro-Hungarian/
Austro-hngaro
2. Russian/Ruso
3. Ottoman/Otomano
How did each of the following help unify Italy?/Cul fue la contribucin de los
siguientes personajes a la unificacin de Italia?
4. C
amillo di Cavour/
Camillo di Cavour
5. Giuseppe Garibaldi/
Giuseppe Garibaldi
6. King Victor Emmanuel/

Rey Victor Emmanuel
How did each of the following lead to German unification?/Cul fue la contribucin
de los siguientes conceptos a la unificacin de Alemania?
7. P
olicy of realpolitik/
Realpolitik
8. Seven Weeks War/

Guerra de las Siete
Semanas
9. Franco-Prussian War/
Guerra FrancoPrusiana
442

Section/Seccin 4
Revolutions in the Arts/Revolucin en

las artes
romanticism/romanticismo Movement in art and ideas that focused on nature and
the thoughts and feelings of individuals/Movimiento del arte y del pensamiento

que se enfoc en la naturaleza, y en los pensamientos y sentimientos de
individuos
realism/realismo Movement in art that tried to show life as it really was/
Movimiento del arte que mostraba la vida como era

impressionism/impresionismo Style of art using light and light-filled colors to
produce an impression/Estilo de arte que usa la luz y los colores llenos de luz
para producir una impresin

In the last section, you read how political borders changed in
Europe./En la seccin anterior, leste acerca de cmo cambiaron las
fronteras polticas en Europa.
In this section, you will learn about changes in the arts in Europe./
En esta seccin, aprenders acerca de los cambios de las artes en
Europa.
As You Read/Al leer

Use a chart to note details about movements in the arts./Usa un
cuadro para tomar notas de los detalles relacionados con los
movimientos de las artes.
443
The Romantic Movement

(Pages 698699)/EL MOVIMIENTO
ROMNTICO (Pginas 698699)
What is romanticism?/Qu es el
romanticismo?
In the early 1800s, the Enlightenment
gradually gave way to another
movement, called romanticism. This
movement in art and ideas focused on
nature and on the thoughts and feelings
of individuals. Gone was the idea that
reason and order were good things.
Romantic thinkers valued feeling, not
reason, and nature, not society.
Romantic thinkers held idealized views
of the past as simpler, better times. They
valued the common people. As a result,
they enjoyed folk stories, songs, and
traditions. They also supported calls for
democracy. However, not all romantic
artists and thinkers supported all of
these ideas./A principios del siglo 19, la
Ilustracin fue sustituida por otro
movimiento llamado romanticismo. Este
movimiento del arte y del pensamiento
se enfoc en la naturaleza, y en los
pensamientos y sentimientos de
individuos. Atrs haba quedado la idea
de la razn y el orden como lo mejor.
Los pensadores romnticos valoraban el
sentimiento, no la razn; la naturaleza,
no la sociedad. Los pensadores
romnticos tenan posturas idealizadas
acerca del pasado, pensando que eran
tiempos mejores y ms sencillos.
Apreciaban a la gente comn. Como
resultado, les gustaban las historias,
canciones y tradiciones populares.
Tambin apoyaron la lucha por la
democracia. Pero no todos los artistas y
pensadores apoyaron esas ideas.
Romantic writers had different
themes. During the first half of the 19th
century, the Grimm brothers collected
German folk tales. They also created a
German dictionary and worked on
German grammar. These works

celebrated being German long before
there was a united German nation.
Other writers wrote about strong
individuals. Some wrote about beauty
and nature./Los escritores romnticos
trataron distintos temas. Durante la
primera mitad del siglo 19, los hermanos
Grimm coleccionaron cuentos populares
alemanes. Tambin elaboraron un
diccionario y trabajaron en una
gramtica del idioma alemn. Sus obras
eran una celebracin de la nacin
alemana, antes de que se uniera. Otros
autores escribieron sobre individuos
fuertes, as como sobre la belleza y la
naturaleza.
Germany produced one of the
greatest early Romantic writers. Johann
Wolfgang von Goethe wrote The
Sorrows of Young Werther. It was a
story about a young man who kills
himself after he falls in love with a
married woman./Alemania fue la cuna
de uno de los ms importantes escritores
romnticos. Johann Wolfgang von
Goethe escribi Los sufrimientos del
joven Werther, la historia de un joven
que se mata porque est enamorado de
una mujer casada.
British Romantic poets William
Wordsworth and Samuel Taylor
Coleridge honored nature as the source
of truth and beauty. A type of horror
story called a Gothic novel became
popular. Novels such as Mary Shelleys
Frankenstein were tales about good and
evil./Los poetas romnticos ingleses
William Wordsworth y Samuel Taylor
Coleridge celebraron la naturaleza como
fuente de bondad y belleza. Durante el
romanticismo tambin se populariz un
tipo de historia de horror llamada novela
gtica. Novelas como Frankenstein, de
Mary Shelley, eran narraciones de terror
acerca del bien y el mal.
444
Romanticism was important in music

as well. Composers wrote music to
appeal to the hearts and souls of
listeners. Ludwig van Beethoven, a
German, was the foremost of these
composers. Romanticism made music a
popular art form./El romanticismo
tambin fue importante en la msica.
Los compositores apelaron al corazn
de sus escuchas. El alemn Ludwig van
Beethoven, fue el ms importante de
esos compositores. El romanticismo
populariz la msica.
1. What did Romantic thinkers and
artists value?/Qu valoraban los
pensadores y artistas romnticos?

The Shift to Realism in the
Arts (Pages 700701)/LAS ARTES:
EL CAMBIO HACIA EL REALISMO
(Pginas 700701)
What is realism?/Qu es el
realismo?
In the middle 1800s, the grim realities
of industrial life made the dreams of
romanticism seem silly. A new
movement aroserealism. Artists and
writers tried to show life as it really was.
They used their art to protest unfair
social conditions. French writer Emile
Zolas books revealed harsh working
conditions for the poor. They led to new
laws aimed at helping those people. In
England, Charles Dickens wrote many
novels that showed how poor people
suffered in the new industrial
economy./A mediados del siglo 19, la
cruda realidad de la vida industrial hizo
que los sueos del romanticismo

parecieran tontos. Surgi un nuevo
movimiento: el realismo. Artistas y
escritores intentaron mostrar la vida en
toda su realidad. Se valieron del arte
para protestar por las condiciones
sociales injustas. Los libros del escritor
francs Emile Zola mostraron las crueles
condiciones de trabajo de los pobres. El
realismo contribuy a que se
promulgaran nuevas leyes para mejorar
la situacin de los pobres. En Inglaterra,
Charles Dickens escribi muchas
novelas que mostraron los sufrimientos
de los pobres en la nueva economa
industrial.
A new device, the camera, was
developed in this period. Photographers
used cameras to capture realistic images
on film./En esta poca apareci un
nuevo invento: la cmara. Los
fotgrafos la usaron para captar
imgenes realistas.
2. For what purposes did writers use
realism?/Para qu propsitos
usaron los escritores el realismo?

Impressionists React Against
Realism (Page 701)/LOS
IMPRESIONISTAS REACCIONAN
CONTRA EL REALISMO
(Pgina 701)
What is impressionism?/Qu es el
impresionismo?
In the 1860s, Parisian painters reacted
against the realistic style. This new art
styleimpressionismused light and
light-filled colors to produce an
445
impression of a subject or moment in

time. Impressionist artists like Claude
Monet and Pierre-Auguste Renoir
glorified the delights of the life of the
rising middle class in their paintings.
Composers created music that set a
mood by using different music
structures, instruments, or patterns./En
la dcada de 1860, los pintores parisinos
reaccionaron contra el estilo realista. Un
nuevo estilo artstico el
impresionismo us la luz y los colores
llenos de luz para producir una
impresin del tema o el momento. Los
pintores impresionistas, como Claude
Monet y Pierre-Auguste Renoir,

ensalzaron los encantos de la vida de la
nueva clase media. Mediante diferentes
estructuras, instrumentos y patrones
musicales, los compositores crearon
msica que influa en el estado de
nimo.
3. What was the focus of impressionist
art and music?/Cul fue el enfoque
del arte y la msica impresionistas?

446
artistic and intellectual movements of the 1800s./Al leer esta seccin,
toma notas para contestar las preguntas acerca de los movimientos
artsticos e intelectuales del siglo 19.
Nationalism ushers in a romantic movement in arts and ideas./El nacionalismo
genera un movimiento romntico en el arte y las ideas.
1. H
ow did the ideas of romanticism
contrast with Enlightenment ideas?/
En qu se diferenciaron las ideas
del romanticismo de las ideas de la
Ilustracin?
2. How were the ideas of romanticism

reflected in literature?/De qu
manera se reflejaron las ideas del
romanticismo en la literatura?
3. H
ow was romanticism reflected in
4. How did romanticism affect the music
art?/Cmo se reflej el romanticismo
of the time?/De qu manera afect
en el arte?
el romanticismo a la msica de la
poca?
Realism in art and literature replaces romantic idealism./El realismo en el arte y la

literatura sustituye al idealismo romntico.
5. W
hat trends or events led to a shift
from romanticism to realism?/Qu
tendencias y acontecimientos
provocaron el cambio del
romanticismo al realismo?
6. How did photography exemplify the

art of the new industrial age?/De qu
manera la fotografa ejemplifica el
arte de la nueva era industrial?
7. W
hat were some themes common to
realist novels?/Cules fueron
algunos temas comunes de las
novelas realistas?
8. What did realist novelists hope to

accomplish with their exposs?/Qu
esperaban lograr los novelistas
realistas con sus denuncias?
447

Guía de Uso y Lectura

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Guía de Uso y Lectura

Uploaded by

Copyright:

Available Formats

Holt McDougal

Copyright by Houghton Mifflin Harcourt Publishing Company

Being a Strategic Reader/

Chapter 3: People and Ideas on the

Chapter 6: Ancient Rome and Early

Chapter 9: The Americas: A Separate

Chapter 11: Byzantines, Russians,

Spanish/English Guided Reading Workbook

Chapter 17: European Renaissance

Chapter 13: European Middle Ages,

Chapter 18: The Muslim World

Chapter 14: The Formation of Western

Chapter 19: An Age of Explorations

Chapter 15: Societies and Empires

Chapter 16: People and Empires in

Chapter 20: The Atlantic World,

Chapter 21: Absolute Monarchs

Spanish/English Guided Reading Workbook

Chapter 27: The Age of Imperialism,

Chapter 23: The French Revolution

Chapter 28: Transformations Around

Chapter 24: Nationalist Revolutions

Chapter 30: Revolution and

Chapter 25: The Industrial Revolution

Chapter 31: Years of Crisis,

Chapter 26: An Age of Democracy

Spanish/English Guided Reading Workbook

Chapter 35: Struggles for Democracy,

Chapter 33: Restructuring the Postwar

Chapter 36: Global Interdependence,

Chapter 34: The Colonies Become New

Spanish/English Guided Reading Workbook

Being a Strategic Reader/Practicar la lectura estratgica

How to Use this Book/Cmo usar este libro

Name/Nombre _________________ Class/Clase___________________Date/Fecha_____________

European Renaissance and Reformation/Renacimiento europeo

Italy: Birthplace of the Renaissance/

from about 1300 to 1600/Renovacin del arte y los conocimientos en Europa

potencial y los logros humanos

Strategy: Use a graphic

en lo terrenal ms que en cuestiones espirituales

econmicamente a los artistas

artstica que recrea las tres dimensiones

Before You Read/Antes de leer

Use the Guided

Spanish/English Guided Reading Workbook

Spanish/English Guided Reading Workbook

Being a Strategic Reader/

2. Use the Guided

Strategy: Answer the

Strategy: Underline the main

Name/Nombre _________________ Class/Clase___________________Date/Fecha_____________

People tried to show that they could

artwork changed also. Art in the Middle

2. What are secular ideas?/Qu son las

Spanish/English Guided Reading Workbook

Reread the summary of every chapter./Vuelve a leer

Strategy: Read the

Review the graphic organizer that you created as

Spanish/English Guided Reading Workbook

Being a Strategic Reader/

The last page of each

Name/Nombre _________________ Class/Clase___________________Date/Fecha_____________

1. How did humanism influence the

Name/Nombre _______ Class/Clase_Date/Fecha_____

Name/Nombre _______ Class/Clase_Date/Fecha_____

Name/Nombre _______ Class/Clase_Date/Fecha_____

6. What problems did early villagers