GSPRITE

 

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 3

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. 

Study Guide

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?

Compare and Contrast Essay

Today we are going to outline an essay question.  I want your outlines turned in at the end of class.

Your essay - the writing - will be due on Monday.

Analyze similarities and differences between the Roman Empire and the Han Dynasty.

Good Luck!

Primary Sources

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?

What is the document saying?

Tone

What is the attitude of the speaker?

Chapter 5 and Crash Course

Video Viewing Questions

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?

6.     Define Hellenistic.

7

This week

Today we are going to go over your SOAPTones from Friday, and then look at some religious visuals from chapter 4.  Tomorrow we will look at some practice test questions and crash course videos.  Wednesday - Friday you will be reading and outline chapter 5.

Religious/Philosophical Primary Sources

Today - you need to turn in your Religion Outlines.  We will be looking at a few primary sources from different religious or philosophical texts.

You will need to choose one (it would help if everyone chose a different one) to SOAPSTONE.

World Religions

We are going to continue with WORLD RELIGIONS today.  We will look at Crash Course #7 - China - today, and then continue to fill out your RELIGION GUIDES.  You need to finish these guides today.  Homework will be the study questions below.  And please post or turn in your study questions from last night.

Questions

1.  Why does John Green say China was the first modern (centralized) state?

2.  What are the dates of the Chinese dynastic rule?

3.  Describe the characteristics of dynasties.

4.  How do dynasties end (2 ways)?

5. SPEED TEST! – List all the dynasties & their dates.

6. How does John Green define the Mandate of Heaven AND how it relates to the Xia?

7. Describe what rulers must do to keep the Mandate of Heaven & what role moral behavior plays.

8.  How does the historical record of the Qin (both accomplishments & negatives) play a role in the rise of the Han, according to John Green?

9.  What role does Confucius and his teachings play in both the government as well as social structure?

10.  Why do dynasties fail?
• According to John Green?
• According to Confucius?

World Religions

Today - we are going to look at World Religions.

1st let's look at Crash Course, and then in groups of two you'll research - by textbook, by web - some World Religions that you'll need to know for this Unit.

HOMEWORK QUESTIONS:

1. What are the original Indus River Valley religious texts called?

2. Explain the caste system and how it influenced Indian society for centuries.

3. What is SAMSARA and what is it’s role in keeping social order in India?

4. According to the video, the “doer of good becomes good, the doer of evil becomes evil”.  What Hindu concept does that describe best and how?

5. Who was Siddhartha Guatama and what is his role in Buddhism?

6. What are the FOUR NOBLE TRUTHS?

7. How does Hinduism and Buddhism differ?  How are they similar?

8. Why is Buddhism attractive to Hindus?

Today - we will continue to read and outline chapter 4, but first I want to review your notes by looking at the individual religions from last nights reading.

UNIT II: 600 B.C.E. – 600 C.E.

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, the Gupta Empire in India, and the Mayan civilization?

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 Mayan city-states and those in Greece.

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?


Rubric:

4 – Student can explain four or more of the following thematic questions, backing up generalizations with analysis of specific examples and/or primary sources.

3 – Student can explain three of the following thematic questions, backing up generalizations with analysis of specific examples and/or primary sources.

2 – With help from the teacher the student can explain three of the following thematic questions, backing up generalizations with analysis of specific examples and/or primary sources.

1 – Even with help from the teacher the student is unable to explain or back up their generalizations with analysis of specific examples of at least three thematic questions.

Monday

Today - we need to begin chapter 4.  Homework will be 10 pages of reading from where ever we leave off.

UNIT II: 600 B.C.E. – 600 C.E.

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, the Gupta Empire in India, and the Mayan civilization?

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 Mayan city-states and those in Greece.

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?

Rubric:

4 – Student can explain four or more of the following thematic questions, backing up generalizations with analysis of specific examples and/or primary sources.  

3 – Student can explain three of the following thematic questions, backing up generalizations with analysis of specific examples and/or primary sources.  

2 – With help from the teacher the student can explain three of the following thematic questions, backing up generalizations with analysis of specific examples and/or primary sources.  

1 – Even with help from the teacher the student is unable to explain or back up their generalizations with analysis of specific examples of at least three thematic questions.