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212 The Rise of Europe

Bibliography

CH

APT

ER77Teach With TechnologyPresentationEXPRESS™Premium DVD

! Teach this chapter’s core content using PresentationExpress™ Premium, which includes dynamic lecture notes, interactive game shows, songs, videos, and the ExamView® QuickTake assessment tool.

! To introduce this chapter using PresentationExpress™ Premium, start by asking students Which of the following statements do you most agree with? (A) Strong rulers create stable societies. (B) Strong econo-mies create stable societies. (C) Soci-eties are stable when everyone is the same religion. (D) A large middle class creates stable societies. Take a class poll or record students’ answers using the QuickTake feature and dis-cuss their responses. Point out that in this chapter, they will read about changes in Western Europe’s political and economic systems, while religion became more important. Continue intro-ducing the chapter using the chapter opener slide show and Witness History audio.

Technology Resources! StudentEXPRESS CD-ROM,

Chapter 7! TeacherEXPRESS CD-ROM,

Chapter 7! PresentationEXPRESS™

Premium DVD, Chapter 7

! WITNESS HISTORYWITNESS HISTORY

Audio CD, Chapter 7

! ExamView Test Bank CD-ROM, English and Spanish, Chapter 7

! Guided Reading Audio, Spanish, Chapter 7

! Student Edition Audio, Chapter 7

! Experience It! Multimedia PackFor the TeacherCantor, Norman F. Medieval Reader. HarperCollins,

1994.Woolgar, C. M. The Great Household in Late Medieval

England. New Haven, Conn.: Yale University Press, 1999.

McKitterick, Rosamond. The Early Middle Ages: Europe, 400–1000. New York: Oxford University Press, 2001.

For the Student

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Dean, Ruth and Melissa Thomson. Women of the Middle Ages. San Diego: Lucent, 2003.

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Macauley, David. Castle. Boston: Houghton Mifflin, 1977.

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Hanawalt, Barbara. The Middle Ages: An Illustrated History. New York: Oxford University Press, 1999.

77 500–1300The Rise of Europe500–1300

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Chapter 7 213

Solutions for All Learners

Chapter-Level Resources

Vocabulary Builder; Reading Strategy; Enrichments; Outline Maps; Geography Quiz; Chapter Tests

! Document-Based Assessments! AYP Monitoring Assessments! ExamView Test Bank CD-ROM! Guided Reading Audio (Spanish)! Student Edition Audio

Previewing the Chapter! WITNESS HISTORYWITNESS HISTORY

Ask students to recall what they know about knights and tournaments. Point out that early tournaments, called melees, involved many knights fighting at once, rather than individual jousts. Winners often received prizes. Some knights made a living by traveling from tournament to tournament —like sports heroes of today. William Marshal was one such knight. This selection is from the biography Marshal’s son commissioned in 1219. Read the selection aloud or play the audio. Have students note the violence of the battles and the taking of prisoners. Ask what this kind of “sport” indicates about the society of the Middle Ages.

AUDIO

Witness History Audio CD, Tests of Skill and Courage

! Analyzing the Visuals Ask students to study the picture of a medieval tournament and describe the people in the picture. Write students’ observations on the board. Ask What generalizations can you make about medieval European society from this picture? (Sample: some people were very rich; society was divided into social classes; warfare was very important.)

! Focus Write the Chapter Focus Question on the board. Tell students to keep this question in mind as they read the chapter. (Answer appears with Chapter Assessment answers.) Have students preview the section titles for this chapter.

Note Taking Study Guide With Concept Connector JournalFor online access: Web code: nad-0707For print alternative: Reading and Note Taking Study Guide booklet

The following Teacher’s Edition strategies are suitable for students of varying abilities.

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Special Needs Students, pp. 216, 220, 228, 233, 237 SN

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English Language Learners, pp. 220, 222, 233, 235 ELL

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Less Proficient Readers, pp. 216, 220, 228, 233, 235, 237 LPR

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Gifted and Talented Students, pp. 222, 229 GT

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Advanced Readers, p. 229 AR

! A medieval king and his court watch a tournament.

Chapter PreviewChapter Focus Question How did feudalism, the manor economy, and the Church shape life in Western Europe as the region slowly developed a new medieval culture?

Section 1 The Early Middle Ages

Section 2 Feudalism and the Manor Economy

Section 3 The Medieval Church

Section 4 Economic Recovery Sparks Change

WITNESS HISTORYWITNESS HISTORY AUDIO

Tests of Skill and Courage“[A]lmost every fortnight tournaments were held. . . . [O]nce they had reached the field: all [the knights] did was lower their lances. You could see horses galloping on, lances flying into pieces, shields hacked to bits and men falling from saddles. . . . [Y]ou would have heard blows coming from swords, . . . helmets ringing and resounding; some grabbed at bridles to take men prisoner, whilst others, to defend themselves, smote with maces and swords.”

Tournaments, or mock battles between knights, were often dangerous tests of skill and courage. Listen to the Witness History audio to hear more of this description, which was written in 1226.

Medieval coat of arms

A guild emblem

A Frankish ornament in gold from the early Middle Ages

ONLINE

To explore Essential Questions related to this chapter, go to PHSchool.com Web Code: nad-0707

Use the at the end of this chapter to preview chapter events.

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Chapter 7, Section 1 p. 214


Vocabulary Builder

11SECTION

Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Describe Western Europe after the collapse of the western Roman empire.

! Describe how Germanic tribes carved Europe into small kingdoms.

! Explain how Charlemagne briefly reunited much of Western Europe and what happened to his empire after his death.

Prepare to Read

Build Background KnowledgeRemind students that the Romans con-trolled most of Western Europe. Ask them to predict what might have happened when that unifying force disappeared.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, A King Converts to Christianity

Ask Since Clovis ruled a powerful kingdom, how might his conver-sion have affected Europe? (helped Europe become Christian)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Section 1 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

! Reading Skill Have students use the Reading Strategy: Identify Main Ideas worksheet.

Teaching Resources, Unit 2, p. 7!

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the chart identifying the main idea of each red heading.

Reading and Note Taking Study Guide, p. 64

Use the information below and the following resources to teach the high-use word from this section. Teaching Resources, Unit 2, p. 6; Teaching Resources, Skills Handbook, p. 3

High-Use Word Definition and Sample Sentence

unify, p. 216 vt. to combine into oneThe brothers were unified against their sister’s choice of music on the long car trip.

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Objectives• Describe Western Europe after the collapse of

the western Roman empire.• Describe how Germanic tribes carved Europe

into small kingdoms.• Explain how Charlemagne briefly reunited much

of Western Europe and what happened to his empire after his death.

The Early Middle Ages

Terms, People, and PlacesClovismedievalFranksCharles Martel

battle of ToursCharlemagneMagyarsVikings

Reading Skill: Identify Main Ideas Keep track of the important characteristics of early medieval Europe in a table. Look for the main idea under each red heading and write it in the second column.

King Clovis won this battle—and many others. The kingdom heestablished was one of many Germanic kingdoms that replacedthe unifying force of the Roman empire in Western Europe.

Western Europe in DeclineAt its height, the Roman empire included much of WesternEurope. Rome unified the region and spread classical ideas, theLatin language, and Christianity to the tribal peoples of WesternEurope. The Germanic peoples who settled in Europe and con-quered Rome would later build on these traditions.

After the collapse of Rome, Western Europe entered a period ofpolitical, social, and economic decline. From about 500 to 1000, itwas politically divided, rural, and largely cut off from advanced civi-lizations in the Middle East, China, and India. Waves of invadersswept across the region, trade slowed to a trickle, towns emptied,and classical learning virtually ceased. For those reasons, thisperiod in Europe has sometimes been called the Dark Ages.

Today, historians recognize that this period was not “dark.”Greco-Roman, Germanic, and Christian traditions slowly blended,creating a new civilization. Much later, this period betweenancient times and modern times—roughly from 500 to 1500—would be called the Middle Ages. Its culture would be calledmedieval civilization, from the Latin words for “middle age.”

Describe Western Europe after the collapse of the western Roman empire.

King Clovis (right); a Frankish cross from the 400s (above)

A King Converts to ChristianityIn A.D. 496, Clovis, warrior king of the Franks, was engaged in a ferocious battle. According to the Chronicle of St. Denis,

“He looked up to heaven humbly, and spoke thus, ‘Most mighty God, whom my queen Clothilde worships and adores with heart and soul, I pledge Thee perpetual service unto Thy faith, if only Thou givest me now the victory over mine enemies.’ Instantly . . . his men were filled with burning valor, and a great fear smote his enemies, so that they turned the back and fled.”

Focus Question How did Germanic tribes divide Western Europe into small kingdoms?

Early Medieval Europe

HeadingWestern Europe in DeclineThe Rise of the Germanic KingdomsThe Age of CharlemagneEurope After Charlemagne

Main Idea

WITNESS HISTORYWITNESS HISTORY AUDIO

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Chapter 7 Section 1 215

History Background

Teach

Europe in Decline/Germanic KingdomsInstruct! Introduce Discuss the idea of a fron-

tier. Ask students why areas have been called frontiers in the past. Display Color Transparency 39: Western Europe. Discuss why Western Europe can be regarded as a frontier during this time.

Color Transparencies, 39

! Teach Discuss how fragmented Ger-manic kingdoms replaced the unifying force of the Roman Empire. Ask Why was this period in Europe once called the Dark Ages? (swept by invaders, trade slowed, towns and learning declined) How did the cul-ture of the Germans differ from that of the Romans? (no cities or written laws) Then display Color Transparency 40: The Battle of Tours to show how the victory of the Franks at Tours will be important to Western Europe.

Color Transparencies, 40

Independent PracticeHave students fill in the Outline Map Europe in the Early Middle Ages.

Teaching Resources, Unit 2, p. 13

Monitor Progress! As students fill in their charts, circu-

late to make sure they have identified the main idea of each heading. For a completed version of the chart, see

Note Taking Transparencies, 75A

! Check Outline Maps for accuracy. Then administer the Geography Quiz.


Answers

politically divided, rural; little trade or contact with other regions

Small communities were governed by unwrit-ten customs. Warriors swore loyalty to the king in exchange for weapons and plunder.

Map Skills1. Review locations with students.2. Both included northern Italy and present-day

France. Charlemagne’s empire extended farther north; the Roman Empire included all the lands around the Mediterranean.

3. Sample: more open to invasion; harder to carry on trade

Muslim Influence Muslim influence in Europe was significant. Muslim scholars preserved works of Greek philosophy and helped reintroduce them to Europe. Muslim contributions in mathematics and science have endured. Terms such as algebra, zero, azimuth, zenith, and almanac are of Arabic origin. Muslim culture in Spain influenced the music and

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poetry of French troubadours. Muslims also brought chess from India. The Persian term shah mat, meaning the “king is dead,” became checkmate. The numerals that became known as Arabic are also of Indian origin. New technology transmitted to Europe through Muslim regions included papermaking, new irrigation techniques, and the distillation of liquids.

The Rise of the Germanic KingdomsThe Germanic tribes that conquered parts of the Roman empire includedthe Goths, Vandals, Saxons, and Franks. Their culture was very differ-ent from that of the Romans. They were mostly farmers and herders, sothey had no cities or written laws. Instead, they lived in small communi-ties governed by unwritten customs. Kings were elected by tribal coun-cils. Warriors swore loyalty to the king in exchange for weapons and ashare in the plunder taken from conquered people. Between 400 and 700,these Germanic tribes carved Western Europe into small kingdoms.

The Franks Extend Their Power One of these kingdoms was that ofthe Franks. In 486, Clovis, king of the Franks, conquered the formerRoman province of Gaul, which later became the kingdom of France. Heruled his new lands according to Frankish custom but preserved much ofthe Roman legacy. Clovis took an important step when he converted toChristianity, the religion of his subjects in Gaul. Not only did he earntheir support, but he also gained a powerful ally in the pope, leader of theChristian Church of Rome.

A Muslim Empire Threatens Europe Asthe Franks and other Germanic peoples carvedup Europe, a new power was emerging acrossthe Mediterranean. The religion of Islambegan in Arabia in the 600s. From there, Mus-lims, or believers in Islam, created a new civili-zation and built a huge and expanding empire.

Leaders of the Church and of Christian king-doms became alarmed when Muslim armiesoverran Christian lands from Palestine to NorthAfrica to present-day Spain. When a Muslimarmy crossed into France, Charles Martel ral-lied Frankish warriors. At the battle of Toursin 732, Christian warriors triumphed. To them,the victory was a sign that God was on theirside. Muslims advanced no farther into WesternEurope, although they continued to rule most ofwhat is now Spain. This nearby Muslim pres-ence remained a source of anxiety to manyEuropean Christian leaders. In time, however,medieval Europeans would trade with Muslims,whose learning in many areas exceeded their own.

How did the Germanic tribes govern their kingdoms?

The Age of CharlemagneIn 768, the grandson of Charles Martel becameking of the Franks. He briefly united WesternEurope when he built an empire reachingacross what is now France, Germany, and partof Italy. Also named Charles, he became knownas Charlemagne (SHAHR luh mayn), or Charlesthe Great.

LOMBARDS

AVARS

SLAVS

SAXONS

10˚E 20˚E

50˚N

40˚N

Corsica

Nor thSea

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Tours

Paris Verdun

Aachen

LoireR.

Seine R.

RhineR.

Danube R.

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neR

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Po R.1000 200 mi

1000 200 km

Conic Projection

Kingdom of the Franks, 768Area conquered by Charlemagne,768–814Division of Charlemagne’s empire,(Treaty of Verdun, 843)

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location and extent of Charle-magne’s empire with that of Rome.

3. Predicting ConsequencesWhat might be one result of the division of Charlemagne’s empire? Explain.

For: Audio guided tourWeb Code: nap-0711

Map Skills Charlemagne built an empire in Europe, but his descen-dants were unable to hold it together.1. Locate (a) the Frankish king-

dom in 768 (b) Charlemagne’s empire in 814 (c) Tours

2. Compare Look at a map of the Roman empire. Compare the

Empire of Charlemagne, 768–843

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Solutions for All Learners L1

Special Needs L2

Less Proficient Readers

The Age of CharlemagneInstruct! Introduce: Vocabulary Builder Have

students read the Vocabulary Builder term and definition. Tell students that one of Charlemagne’s greatest achieve-ments was bringing a large portion of Europe into one unified kingdom. Have students look at the map Empire of Charlemagne, 768–843. Ask How much of Europe did Charlemagne con-trol? (a large part of Western Europe)

! Teach Discuss how Charlemagne created a unified kingdom. Ask How did Charlemagne enlarge his king-dom? (by conquest) How did he spread Christianity? (allied with the Pope, sent missionaries to outlying parts of his kingdom) How did this help unify his realm? (Different regions and groups now shared a com-mon religion.) Why did Charlemagne support education? (to unify his kingdom and to revive the glory of Rome)

! Quick Activity Have students access Web Code nap-0711 to take the Geography Interactive Audio Guided Tour and then answer the map skills questions in the text.

Independent Practice

Have students fill in the chart showing characteristics of the Age of Charlemagne.


Monitor Progress! As students fill in their charts, circu-

late to make sure they have identified the main characteristics of the Age of Charlemagne and understand several ways that Charlemagne sought to restore order to Europe. For a com-pleted version of the chart, see

Note Taking Transparencies, 75B

! Check answers to map skills questions.

Answer

He brought more land under his control, spread Christianity throughout his empire, sent missi to control provincial rulers and adminis-ter justice, and encouraged education.

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Ask students to read The Age of Charlemagne aloud. As they read, list Charlemagne’s accomplishments on the board. Ask students to use the notes to write a short obituary commemorating Charlemagne. Follow up by discussing why Charlemagne was considered to be the greatest ruler of early Medieval Europe.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

! Adapted Note Taking Study Guide, p. 64! Adapted Section Summary, p. 65

Charlemagne spent much of his 46-year reign fighting Muslims inSpain, Saxons in the north, Avars and Slavs in the east, and Lombards inItaly. His conquests reunited much of the old western Roman empire.

A New Emperor of the Romans In 799, Pope Leo III asked Charle-magne for help against rebellious nobles in Rome. The delegation thatCharlemagne sent to Rome arrested Leo’s opponents. On Christmas Dayin the year 800, the pope showed his gratitude by placing a crown onCharlemagne’s head and proclaiming him Emperor of the Romans.

This ceremony would have enormous significance. A Christian popehad crowned a Germanic king successor to the Roman emperors. Indoing so, Pope Leo III revived the ideal of a united Christian community,which came to be called Christendom. At the same time, he also sowedthe seeds for desperate power struggles between future popes and Ger-manic emperors.

The pope’s action also outraged the emperor of the eastern Romanempire in Constantinople. While the western Roman empire had beencollapsing, the eastern empire had continued to flourish. The easternemperor saw himself as the sole Roman ruler. In the long run, the crown-ing of Charlemagne deepened the split between the eastern and westernChristian worlds.

Creating a Unified Christian Empire Charlemagne strove to createa united Christian Europe. Working closely with the Church, he helpedspread Christianity to the conquered peoples on the fringes of his empire.Missionaries converted many Saxons and Slavs.

Like other Germanic kings, Charlemagne appointed powerful noblesto rule local regions. To keep control of these provincial rulers, he sentout officials called missi dominici (MIH see daw mih NEE chee) to check onroads, listen to grievances, and see that justice was done. Charlemagneinstructed the missi to “administer the law fully and justly in the case ofthe holy churches of God and of the poor, of wards and of widows, and ofthe whole people.”

A Revival of Learning Charlemagne regarded education as anotherway to unify his kingdom. He could read but not write. Still, as a ruler, hesaw the need for officials to keep accurate records and write clearreports. Charlemagne set out to revive Latin learning throughout hisempire and encouraged the creation of local schools. He also wanted torevive the glory of Rome at his court at Aachen (AH kun). He broughtmany of the best scholars of Europe to the Palace School there.

How did Charlemagne unify Europe?

Vocabulary Builderunify—(YOO nuh fy) v. to combine into one

Reading Skill: Identify Main Ideas Record the most important characteristics of the Age of Charlemagne in a table. You may wish to add these to the table you began in the section opening.

The Palace School at Aachen

discussion. Alcuin’s system would become the educational model for medieval Europe.

Alcuin also hired scholars to copy ancient manuscripts, including the Bible and Latin works of history and science. In this way, the school preserved past knowledge for future generations.

Charlemagne brought a respected scholar, Alcuin (AL kwin) of York, to direct the Palace School. Alcuin created a curriculum that included grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. Charlemagne, his family, his nobles, and his nobles’ sons were all taught there, and it became a center of learning and lively

Heading

A New Emperor ofthe RomansCreating a UnifiedChristian EmpireA Revival of Learning

The Age of Charlemagne

Main Idea

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Chapter 7 Section 1 217

Link to Literature

After CharlemagneInstruct! Introduce: Key Terms Ask students

to find the key term Vikings (in blue) in the text. Ask them what they know about Vikings. Use the visual of the Viking ship on the following page to reinforce the idea of Vikings as great sailors and savage warriors. Ask What might be the effect on a country of Viking invasions? (disruption, fear)

! Teach Discuss how Charlemagne’s empire came apart. Ask How did Charlemagne’s empire split? (His grandsons fought over it and divided it into three parts.) What invasions threatened these kingdoms? (Mus-lim, Magyar, Viking) How was the collapse of Charlemagne’s empire similar to the collapse of the Roman Empire? (weakened when divided, then suffered attacks by out-side plundering tribes)

! Quick Activity Ask students Why was Charlemagne’s Empire so important? Using the Numbered Heads strategy (TE p. T23) have stu-dents list Charlemagne’s accomplish-ments. Have them decide which were likely to have the most impact on the future of Europe and why.

Independent PracticeHave students access Web Code nap-0712 to take the Geography Interactive Audio Guided Tour and answer the map skills questions in the text.

Monitor Progress! To ensure understanding, ask students

to summarize the reasons that Charle-magne’s empire fell apart.

! Check Reading and Note Taking Study Guide entries for student understanding. Check answers to map skills questions.

Answers

Map Skills1. Review locations with students.2. (a) west, south, and north from Hungary

(b) from Scandinavia across the ocean and to the British Isles, south along the coast of Europe and into the Mediterranean to Italy, east and south into Russia (c) north from Africa and Spain; west from the Middle East

3. Muslims settled in present-day Spain, Vikings in northern Europe. They did not only take riches, they affected the native cultures of the lands where they settled.

Viking Storytelling Oral storytelling was impor-tant in ancient Viking culture. Viking poets, called skalds, recited tales of Viking heroes and told legends about their gods, such as Thor and Odin. Many of these stories, known as sagas, were first written down by Christian scribes (c. 1200). The sagas fall into three categories: kings’ sagas and legendary sagas, both of which tell of kings and leaders, and sagas about Ice-

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landers, or family sagas, which tell stories of ordinary people. In these, the ideal of justice is placed above that of courage; the good of society is placed above individual accomplishment. The Icelandic sagas are notable for their accurate descriptions of the geogra-phy of northern Europe, a reflection of the Viking prowess for sailing and exploring.

40˚N

50˚N

30˚N

60˚N

10˚W 0˚ 20˚ E40˚W

Red Sea

CaspianSea

M e d i t e r r a n e a n S e a

Black Sea

Nor thSea

Atlant ic Ocean

ALPS

CARPATHIAN

MTS.

PYRENEESMTS.B Y Z A N T I N E E M P I R E

SICILY

ITALY

MUSLIMSPAIN SARDINIA

CORSICA

FRANCEHUNGARY

Normandy

GERMANY

RUSSIA

RELAND

SCANDINAVIA

ICELAND

ENGLAND

A F R I C A

Medina

Cairo

DamascusTunis

Córdoba

ConstantinopleRome

Tours

Paris

KievAachenLondon

4000 800 mi

4000 800 km

Conic Projection

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VikingsMagyarsMuslimsAreas of Viking settlementoutside Viking homelandViking invasionsMagyar invasionsMuslim invasions

Europe After CharlemagneAfter Charlemagne died in 814, his son Louis I took the throne. Later,Louis’ sons battled for power. Finally, in 843, Charlemagne’s grandsonsdrew up the Treaty of Verdun, which split the empire into three regions.

Charlemagne’s Legacy Although his empire did not remain intact,Charlemagne still left a lasting legacy. He extended Christian civiliza-tion into northern Europe and furthered the blending of Germanic,Roman, and Christian traditions. He also set up strong, efficient govern-ments. Later medieval rulers looked to his example when they tried tostrengthen their own kingdoms.

New Waves of Invasions Charlemagne’s heirs faced new waves ofinvasions. Despite the victory at Tours, Muslim forces still posed a threat toChristian Europe. In the late 800s, they conquered Sicily, which became athriving center of Muslim culture. Not until the 900s, when power struggleserupted in the Middle East, did Muslim attacks finally subside.

Invasions of Europe, 700–1000For: Audio guided tourWeb Code: nap-0712

Map Skills Between 700 and 1000, Western Europe was battered by invaders.1. Locate (a) France (b) Germany

(c) Scandinavia (d) Hungary (e) Muslim-controlled lands

can you infer about these groups from the fact that they settled in regions they raided?

2. Movement Describe the invasion routes of the (a) Magyars, (b) Vikings, and (c) Muslims.

3. Draw Inferences Note which invaders built settlements. What

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Assess and Reteach

Assess Progress! Have students complete the Section

Assessment.

! Administer the Section Quiz.


! To further assess student under-standing, use

Progress Monitoring Transparencies, 27

ReteachIf students need more instruction, have them read the section summary.


Adapted Reading and Note Taking Study Guide, p. 65

Spanish Reading and Note Taking Study Guide, p. 65

ExtendSee this chapter’s Professional Develop-ment pages for the Extend Online activity on Vikings.

Answers

The Magyars overran a large area of Europe but eventually retreated back to present-day Hungary. Vikings from Scandinavia invaded, looted, and burned European communities, but also settled in parts of Western Europe where they mixed with local populations.

Caption head and black sail; shows fear of Viking attacks

Section 1 Assessment

1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2. Several tribes conquered parts of the old Roman empire and fought over land. After Charlemagne’s death, his empire was divided.

3. Europe lost its sense of unity: trade slowed, towns emptied, learning declined, and invaders swept through the region.

4. Clovis conquered Gaul in 486. Charle-magne built an empire stretching across France, Germany, and part of Italy. It was threatened by a Muslim empire.

5. Charlemagne fostered cultural unity, kept nobles under control, and sent out missi to enforce justice.

6. It was divided into three parts by his grandsons after his heirs fought for power.

" Writing About HistoryResponses should show how questions can direct research on a topic.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-0711.

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About 900, a new wave of nomadic people, the Magyars settled inpresent-day Hungary. From there, they overran eastern Europe andmoved on to plunder Germany, parts of France, and Italy. Finally, afterabout 50 years, they were pushed back into Hungary.

Raiders From the North The Vikings broke the last threads of unityin Charlemagne’s empire. At home in Scandinavia—a northern regionthat now includes Norway, Sweden, and Denmark—the Vikings wereindependent farmers ruled by land-owning chieftains. They were alsoexpert sailors. Starting in the late 700s, they burst out of Scandinavia,looting and burning communities along the coasts and rivers of Europe.

Viking sailors were not just destructive raiders. They were also trad-ers and explorers who sailed around the Mediterranean Sea and acrossthe Atlantic Ocean. Around the year 1000, they set up a short-livedViking colony in North America. Vikings opened trade routes that linkednorthern Europe to Mediterranean lands. They also settled in England,Ireland, northern France, and parts of Russia, where they mixed withthe local populations.

Describe the invasions of Europe that took place after Charlemagne’s death.

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-0711

Terms, People, and Places1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Main IdeasUse your completed charts to answer the Focus Question: How did Germanic tribes divide Western Europe into small kingdoms?

Comprehension and Critical Thinking3. Recognize Cause and Effect How

did the collapse of the western Roman empire affect Western Europe?

4. Summarize How did the Franks create a kingdom in Western Europe, and what external threat did it face?

5. Analyze Information What made Charlemagne a successful leader?

6. Express Problems Clearly What hap-pened to Charlemagne’s empire after he died? Why?

" Writing About HistoryQuick Write: Explore a Topic Chooseone person or group discussed in this section and write a series of questions that you could use to write a research report. For example, for the Vikings you could ask the following:• What were Viking communities in

Scandinavia like?• What kind of community did the Vikings

set up in North America?

Viking WarshipThis painting of a Viking warship with a prow in the shape of a mythical beast was done by an Anglo-Saxon artist around 1025. What aspect of the ship does the artist emphasize? What does this suggest about the Anglo-Saxon reaction to the Vikings?

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