UNIT THREE: Regional
and Transregional Interactions
Periodization: 600
C.E. to 1450 C.E.
Length of Class Time:
5 weeks
Readings: Ways of the World chapters 6-11.The
Human Web: A Bird’s-Eye View of World History pages 108-153.
Topics for discussion: Byzantine Empire, the rise of Islam,
Crusades; Sui, Tang, Song, and Ming empires; The Turkish Empires; Kingdoms in
Africa, the expansion of trade and rise of trading cities in East Africa;
Polynesian Migration; Empires in the Americas; The Mongols; The Caliphates; the
black plague; new forms of labor organization.
Today we are going to look at and SOAPSTONE primary sources for chapter 8.
Tomorrow we will have a quiz.
SOAP the Document: Making Primary Source Documents
Come Clean!
Source
Who wrote the document?
What is the author’s background/point of view?
Whose point of view, given the topic, is
missing?
Do you consider the source a reliable one on this topic? Why/why not?
Occasion
When was the document written?
What does the date of the document tell you about its content?
What other historical events were going on during this time?
Audience
To whom is the author writing?
What type of document is this (diary entry, personal letter, public speech,
etc.)?
Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?
Purpose
Why was the document written? What is the purpose of the document?
Today we are going to begin reading and taking notes on chapter 8: China and the World. But before we do let's have one last look at trade.
1.The
“Monsoon Marketplace” gained popularity around ___________ but it really became
popular between ___________ and ___________.It declined but then rose again during the ____________________
centuries.Who participated in Indian
Ocean trading?
2.How
did the Mongols contribute to the decline of trading by sea?
3.Trading
can be said to be about supply and demand.What kinds of resources were available in the marketplace?
4.Explain
the logistics of the monsoon season.How
might that have contributed to the popularity of the “Monsoon Marketplace?”
5.Why did
new cities and empires form along the trade routes?
6.What
made Muslim merchants successful enough to be such key players in Indian Ocean
trading?
7.Explain
the Kota Rani story.Why was her empire
(and therefore herself) so desirable?What did she construct?
8.Explain
some of the positive effects of the Indian Trading routes.
a.
b.
c.
9.How
did the “Monsoon Marketplace” contribute to the spread of Islam to places in
Asia?Why were people open to embracing
Islam?
10.Recount the Srivijava example.
11.How did taxes allow for city-states along
the trading routes become wealthy?
12.Why is trade not exactly the best
strategy to building an empire?How can
it lead to the downfall of a city state?
So - in groups you are going to have to talk about the following key concept and then draw a picture that symbolizes it w/o words. You will have to explain these to class.
3.1 Expansion and Intensification of Communication and Exchange Networks
- Improved transportation technologies and commercial practices led to an increase volume of trade and expanded the geographical range of existing and newly active networks.
- The expansion of empires facilitated trans-Eurasian trade and communication.
- Cross-cultural exchanges were fostered by networks of trade and communication
SOAP the Document: Making Primary Source Documents
Come Clean!
Source
Who wrote the document?
What is the author’s background/point of view?
Whose point of view, given the topic, is
missing?
Do you consider the source a reliable one on this topic? Why/why not?
Occasion
When was the document written?
What does the date of the document tell you about its content?
What other historical events were going on during this time?
Audience
To whom is the author writing?
What type of document is this (diary entry, personal letter, public speech,
etc.)?
Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?
Purpose
Why was the document written? What is the purpose of the document?
Today we need to look at Primary Sources of Axum (Africa)
Remember to soapstone them.
SOAP the Document: Making Primary Source Documents
Come Clean!
Source
Who wrote the document?
What is the author’s background/point of view?
Whose point of view, given the topic, is
missing?
Do you consider the source a reliable one on this topic? Why/why not?
Occasion
When was the document written?
What does the date of the document tell you about its content?
What other historical events were going on during this time?
Audience
To whom is the author writing?
What type of document is this (diary entry, personal letter, public speech,
etc.)?
Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?
Purpose
Why was the document written? What is the purpose of the document?
Crash Course in World History #9: The Silk Road and Ancient
Trade
Video Questions
1.Take
a moment to look at some items you are wearing or have with you (do not
undress) write down where 3-5 of them are from.What does that tell you about the nature of our economic world today?
2.What
is the point of the t-shirt ramble?Why
would John Green spend so much time describing a t-shirt?What clue does that give you about the point
of this video?
3.John
Green says that the changes merchants made
____________________________________________________________________________________
4.If
the Silk Road wasn’t a road, what was it and why was it called the Silk Road?
5.How
is it possible that the goods on the Silk Road traveled more than the people
who traded on them?
6.Explain
how that could lead to much higher prices at the final destination of the
goods.
7.What
was silk used for in China?
8.What
was it used for elsewhere and why?Why
wouldn’t they use it for some of the things the Chinese did?
9.What
were some of the other major goods traded along the Silk Road and where were
they from?
Geographic area
Major exports
Mediterranean
China
India
East Africa
Arabia
10.Why
would Nomadic people become more important to World History?
11.What
empire became a huge hub for Silk Road trade and why?
12.Why
did new cities developed by nomads become important, which example does John
Green give and why does he say it’s important?
13.John
Green uses Rome’s failed attempt to ban silk to demonstrate how wealth shaped
governmentsà Explain how the development of the merchant class opened up
doors for people to become wealthy and how it shaped the relationship between
wealth and politics.
14.John
Green gives three reasons why the Silk Road affected “the rest of us.” Fill in
and explain the reasons and outcomes.
a._________________________________-
How was labor force changed?
b.Trading
ideas- Explain how Buddhism evolved and spread. Explain how trade benefitted
from Buddhism and vice-versa
c._________________________________-
Explain the impact of disease.
15.Looking
at John Green’s statement in #3, do you agree with him?Why or why not?Give specific examples to back up your
decision.
16.How
does modern globalization offer both promises and threats to our society?
17.Compare
and contrast the advantages and disadvantages of modern globalization with
those occurring during the pinnacle of the Silk Road.
UNIT THREE: Regional
and Transregional Interactions
Periodization: 600
C.E. to 1450 C.E.
Length of Class Time:
5 weeks
Readings: Ways of the World chapters 6-13.The
Human Web: A Bird’s-Eye View of World History pages 108-153.
Topics for discussion: Byzantine Empire, the rise of Islam,
Crusades; Sui, Tang, Song, and Ming empires; The Turkish Empires; Kingdoms in
Africa, the expansion of trade and rise of trading cities in East Africa;
Polynesian Migration; Empires in the Americas; The Mongols; The Caliphates; the
black plague; new forms of labor organization.
Assignments:
1)Writing – students will continue to develop the
CCOT essay – comparing historical developments and assess the effects and
changes over time.Prompts could include
questions from previous released AP exams; Compare Japanese and European
feudalism; Compare the effects of Islam and Christianity on social on social
systems and gender roles.Students will
also be introduced to the DBQ and practice using the DBQ on the spread of
Buddhism to China.
2)Timeline – students will create a timeline for
the period connecting events by relationships between the causes and
consequences of the events.
3)Reflective Blog – students will write a
reflective blog on the spread of disease along trade routes and military
expansion.
4)Primary Source Analysis – students will analysis
using soapstone the following primary sources: excerpts for the books of Marco
Polo, Ibn Battuta and the Secret History of the Mongols; excerpts from the
Koran; Magna Carta; The Tale of Genji (excerpts); oral story from Micronesia;
stick maps from the Marshall Islands (with discussion of canoe travel in
Micronesia); photos of Nan Madol; Byzantine art; and others.
5)Point/Counterpoint (debate): Were the Crusades
an early example of western imperialism? Does the modern University have its
roots in the Islamic World?
6)Notecards – key terms for review
Unit Test – 30 multiple-choice question.DBQ in-class essay.
Unit II Goal: Students will be able to explain at least three of the following thematic questions, backing up generalizations with analysis of specific examples and/or primary sources.
Interaction Between Humans and the Environment: Compare how geographic factors affected unification in Greece, Rome and China.
Development and Interaction of Cultures: How did religion influence other aspects of culture in Greece and the Gupta Empire in India? State-Building, Expansion, and Conflict: Compare the ways two of these leaders administered their empires: Alexander the Great, Augustus Caesar, and Ashoka Maurya.
State-Building, Expansion, and Conflict: Analyze the similarities and differences between the Roman Empire and Han Dynasty.
Creation, Expansion, and Interaction of Economic Systems: Explain how the Silk Roads were connected to sea-based trade routes in the Indian Ocean and Mediterranean Sea.
Development and Transformation of Social Structures: How Did the Indian caste system compare with the social hierarchy in Rome?
Today we are going to look at few primary sources from your textbook. You will need to SOAPTone one of them.
Tomorrow we will outline a Compare and Contrast Essay. You will have to write this essay. It will be due next Monday.
Thursday we will have a Unit 2 Test.
Good Luck this week! Work Hard!
SOAP the Document: Making Primary Source Documents
Come Clean!
Source
Who wrote the document?
What is the author’s background/point of view?
Whose point of view, given the topic, is
missing?
Do you consider the source a reliable one on this topic? Why/why not?
Occasion
When was the document written?
What does the date of the document tell you about its content?
What other historical events were going on during this time?
Audience
To whom is the author writing?
What type of document is this (diary entry, personal letter, public speech,
etc.)?
Does the private/public nature of the document inform you about its content
(is the author sharing private thoughts, making a public pronouncement,
etc.)?
Purpose
Why was the document written? What is the purpose of the document?
1.In your own opinion,
what makes someone deserving of the title, “the Great”?
2.What is problematic with
viewing history as simply “the study of great men?”
3.Complete the chart using
information from this video and your textbook. Consider what Alexander of
Macedon actually did (accomplished), what occurred as a result of his
accomplishment (the by-product), and what legacy is left (and often attributed
to Alexander the Great) as a result.
Actual Accomplishment
By-Product
Legacy
4.What is the difference
between conquest and empire building? Which is a greater accomplishment in your
opinion? Be sure to justify your answer with specific examples!
5.What became of
Alexander’s empire after his death?
