Comparison of Feudal Systems (highlight the similarities)



Name: __________________________________________________ Period: _____APWH WORKBOOKUnit Three: 600 CE to 1450 CEDue Date: _________Score: ____/30This packet will guide you through the third unit in AP World History by helping you take notes from the textbook and during class. These notes will prepare you for the reading quizzes, vocabulary quizzes, essays, and the unit test on November __, 2011.You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero.Review Questions for Unit 3 TestChapter 8:Why were the Arab conquests of the Persian and Byzantine territories not totally a Muslim takeover of the Middle East?Why did the caliphate break up?How did Muslim societies differ from region to region?What was the relationship between urbanization and the development of Islamic culture?Chapter 9:What role did Christianity play in reshaping European society in the east and west?How did the legacies of the Roman Empire differently affect the Byzantine Empire and the Latin West?In what ways were Kievan Russia’s government and society similar to western Europe and to the Byzantine empire?How did Mediterranean trade and the Crusades help revive western Europe?Chapter 10: How did the environment help or hinder the development of states in and around China during this period? seq NL_a \r 0 \h How and why did the roles and status of women vary over time and space in East Asia?What elements of continuity or shared characteristics justify calling the cultures of both Tang and Song variants of a single “Chinese” culture? seq NL_a \r 0 \h Why do some historians call the Song modern? What does this indicate about their definition of the word modern?In what ways did China’s neighbors adapt the elements of Chinese culture for their own uses?Chapter 12:What accounts for the magnitude and speed of the Mongol conquests?What benefits resulted from the integration of Eurasia in the Mongol Empire?How did the effect of Mongol rule on Russia and the lands of Islam differ from its effect on East Asia?In what ways did the Ming Empire continue or discontinue Mongol practices?Chapter 13:How did environmental differences shape cultural differences in tropical Africa and Asia?How did cultural and ecological differences promote trade in specialized goods from one place to another?How did trade and other contacts promote state growth and the spread of Islam?Vocabulary to Ace Multiple-Choice!!Directions: For each of the historical terms below, write a definition from your textbook or a dictionary and note the term’s historical significance during the time of the Post-Classical Period. The quiz will be sentences taken from the textbook with blanks where you will write in the relevant historical term from these lists. (You can find the word in a sentence on the page numbers for The Earth and Its Peoples, 3rd ed, AP)Quiz #1caliphate (p. 206)mosque (p. 205)textile production (p. 210)schism (religious doctrinal differences) (p. 221)stirrups (p. 178, 246, 296)Mahayana Buddhism (p. 246)compass (p. 256)gunpowder (p. 257)mass-production (p. 259)Neo-Confucianism (p. 258)movable type (p. 259)Champa rice (pp. 264, 320)Quiz #2epidemic disease (p. 311)monsoons (p. 326)steel swords (pp. 294, 319)Shogunate (p. 320)entourage (p. 306)city-states (p. 339)syncretism (p. 344)mariners (p. 338)dhow (p. 338)Answer these two questions before taking notes on Chapter 8, “The Rise of Islam, 600–800 CE” seq NL1 1 seq NL_a \r 0 \h .What do you think were the fundamental characteristics of Islamic religion and society by 800 CE? seq NL1 2 seq NL_a \r 0 \h .What factors do you think helped Muslims create states and empires in the Middle East, North Africa, Iberian Peninsula, Central Asia, South Asia, East Africa, and West Africa up to 1000 CE?Directions: Take notes from Chapter 8 according to this outline which identifies the main points for you. Write down dates, names, specific details, and definitions under each section. Leave room in the right margin to add notes from class lectures, activities, and discussions. seq NLI \* ROMAN I seq NLA \r 0 \h .The Origins of Islam seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .The Arabian Peninsula before the Prophet Muhammad: Arab nomadic pastoralistsTrade in the Arabian peninsulaImportance of Mecca seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .The Prophet Muhammad in Mecca seq NL1 1 seq NL_a \r 0 \h .monotheism and revelation seq NL1 2 seq NL_a \r 0 \h .other prophets seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .The Formation of the Umma seq NL1 1 seq NL_a \r 0 \h .Medina seq NL1 2 seq NL_a \r 0 \h .Disagreements over succession (caliphs) between Sunni and Shi’a seq NL1 3 seq NL_a \r 0 \h .Qur’an seq NLI \* ROMAN II seq NLA \r 0 \h .The Rise and Fall of the Caliphate, 632–1258 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .The Islamic Conquests, 634–711 seq NL1 1 seq NL_a \r 0 \h .The Islamic conquests of areas outside Arabia seq NL1 2 seq NL_a \r 0 \h .explanations for the rapidity of the Muslim advance seq NL1 3 seq NL_a \r 0 \h .Muslims became minority rulers seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .The Umayyad and Early Abbasid Caliphate, 661–850 seq NL1 1 seq NL_a \r 0 \h .Accomplishments of the Umayyads seq NL1 2 seq NL_a \r 0 \h .Accomplishments of the Abbasids seq NL1 3 seq NL_a \r 0 \h .Important new literature and science and mathematics seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Political Fragmentation, 850–1050 seq NL1 1 seq NL_a \r 0 \h .Abbasid power began to decline in the second half of the ninth century because seq NL1 2 seq NL_a \r 0 \h .Accomplishments of Mamluks and Fatimids seq NL1 3 seq NL_a \r 0 \h .Accomplishments of the kingdom of Ghana seq NL1 4 seq NL_a \r 0 \h .Accomplishments of Umayyads in Spain seq NL1 5 seq NL_a \r 0 \h .Purpose and effect of the ulama seq NLA \* ALPHABETIC D seq NL1 \r 0 \h .Assault from Within and Without, 1050–1258 seq NL1 1 seq NL_a \r 0 \h .Effects of the Seljuk Turks seq NL1 2 seq NL_a \r 0 \h .Causes and effects of the Crusades seq NLI \* ROMAN III seq NLA \r 0 \h .Islamic Civilization seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Law and Dogma seq NL1 1 seq NL_a \r 0 \h . shari’a2. sunna3. hadith seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Converts and Cities seq NL1 1 seq NL_a \r 0 \h .urbanization seq NL1 2 seq NL_a \r 0 \h .increased trade seq NL1 3 seq NL_a \r 0 \h .medicine and astronomy seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Women and Islam seq NL1 1 seq NL_a \r 0 \h .seclusion of women seq NL1 2 seq NL_a \r 0 \h .property and divorce rights seq NL1 3 seq NL_a \r 0 \h .status of slaves seq NL_a \r 0 \h What does “Secretaries, Turks, and Beggars” in the Diversity and Dominance section indicate about Islamic society and its values? seq NLA \* ALPHABETIC D seq NL1 \r 0 \h .The Recentering of Islam seq NL1 1 seq NL_a \r 0 \h .madrasas (religious colleges) seq NL1 2 seq NL_a \r 0 \h .Sufi brotherhoods seq NLI \* ROMAN IV seq NLA \r 0 \h .Conclusion seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Similarities between the Sassanid and Roman (Byzantine) empires seq NL1 1 seq NL_a \r 0 \h .dominant religion. seq NL1 2 seq NL_a \r 0 \h .both political and religious loyalty seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Comparing Local and Universal Islam seq NL1 1 seq NL_a \r 0 \h .umma seq NL1 2 seq NL_a \r 0 \h .madrasas and Sufi brotherhoods IslamTime/Place of Founding622 C.E., Mecca and Medina, Arabian peninsulaDeity(s)Allah (God in Arabic)Founder/Prophet/LeadersProphet Muhammad, caliphsProphets from Judaism: Abraham and MosesProphets from Christianity: Jesus and apostles, MaryHoly Book(s)written Qur’an, hadith, shar’iaBeliefs/Practices/Rituals/Symbols/ArchitectureMonotheismFive Pillars: belief in Muhammad as the last prophet, daily prayer, charity, fasting during Ramadan, hajj to MeccaMosques with minarets Geometric designs-NO human representation in religious artWomen’s RolesFull spiritual equality but no official religious roleExpansion/InfluenceExpanded through conquest throughout Middle East; missionaries and merchants spread Islam to West Africa, East Africa, Central Asia, South and Southeast Asia, and southern ChinaCompare the beliefs and practices of the three monotheistic religions: Judaism, Christianity and IslamStages of the HajjIntentionTravelWhite ClothingAblutionsCircling the Ka’bah 7 TimesSearching for WaterStand in Prayer at ArafatStoning Pillars at MinaSacrifice Goats or Sheep (‘Id al Adha)Timeline of Early Muslim Civilization632661-750750 -1258909-1171Death of UmayyadAbbasidFatimidThe ProphetCaliphateCaliphateCaliphateMuhammad711 – 1491(Egypt)Al-Andalus-83244894891Mapping Activity: Expansion of IslamDirections: complete the steps below on the blank map on p. 7. 1.Islam was founded by the Prophet Muhammad who was born in Arabia around the year 570. In the year 622, Muhammad and his followers fled Makkah (Mecca) for Medina which quickly became the first stronghold of Islamic faith. Place Medina and Mecca on the map and circle them.2.In the next hundred years, Islam spread far beyond Arabia. To show this expansion draw the series of arrows described below. Label the Caucasus Mountains on your map. From Medina draw an arrow straight north to the Caucasus Mountains.Draw an arrow southeast from Medina to the coast of the Indian Ocean.Draw an arrow going east from Medina to the Indus River in Pakistan.Label the Aral Sea and draw an arrow northeast from Medina to the Aral Sea.3.Most of present day Spain and Portugal were in the Kingdom of the Visigoths when the Muslim armies invaded. Write “Visigoths” across this area. Write “Pyrenees Mountains” on the border between Spain and France.4.Most of France, the Netherlands, Belgium, Switzerland, and western Germany were in the Kingdom of the Franks. Write “Franks” in the middle of this area.5.Place Jerusalem on your map and circle it.From Jerusalem draw an arrow through North Africa to Morocco and across the Strait of Gibraltar, through Spain, and a short distance into France.By the time Islam began to spread, the western half of the Roman Empire had broken up, but the eastern half of the empire survived and even expanded. Muslim armies overran the Byzantine Empire’s possessions in North Africa. They also conquered its territory at the east end of the Mediterranean Sea (including Jerusalem). By 750 the Byzantine Empire consisted mainly of Turkey, Greece, parts of Italy, and some Mediterranean islands. Show its approximate extent as directed below.Mark a small X on the island of Sardinia, in the Mediterranean Sea west of ItalyMark another X at 40?N and 40?EWrite Byzantine Empire between the two X’s and along the 40°N latitude line.6.The Sassanid Empire included what is now Iran. It also included the lands west of Iran as far as the Mediterranean Sea. Spread the label Sassanid across this area.Was the spread of Islam a unifying force in the areas under Muslim rulers’ control? “The growth of new empires and common cultures united large communities of people in Afro-Eurasia into larger cultural zones. The expansion of these empires and common cultures also exposed culturally different people to each other. The following documents explore how members of certain cultural communities viewed others they encountered through study, travel, or diplomacy. As you examine their content, reflect on the author?s description of these cultural others. Did they describe them admiringly, or were they derogatory? Did they reflect openness to difference or intolerance?” Directions: Read the following two sources in The Human Record, pp. 264-266 and answer the questions below.“Pact of Ibn Muslama” (653) from military commander, Habib ibn Muslama to the Christians of Tblisi in Georgia “Pact of Umar” (637 but probably 9th c. for Abbasids) by Claiph Umar I to Christians and Jews in SyriaHow does the Pact of Umar differ from Muslama’s? Based on these two documents, why did people convert to Islam in the 7th century?Directions: Read the following single source in The Human Record, pp. 266-269Benjamin of Tudela, Book of Travels[] What was the status of Jews in Muslim empires?How did Muslim and Jews interact in Muslim empires?What is unbelievable or suspicious about Benjamin’s report?Directions: Take notes from Chapter 9 “Christian Europe Emerges, 600 – 1200 CE” according to this outline which identifies the main points for you. Write down dates, names, specific details, and definitions under each section. Leave room in the right margin to add notes from class lectures, activities, and discussions.I seq NLA \r 0 \h .The Byzantine Empire, 300–1200 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .An Empire Beleaguered seq NL1 1 seq NL_a \r 0 \h .invasions from Muslim Arabs seq NL1 2 seq NL_a \r 0 \h .formal schism between the Latin and Orthodox churches in 1054. seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Society and Urban Life seq NL1 1 seq NL_a \r 0 \h .tremendous gap between wealthy aristocrats and poor peasants. seq NL1 2 seq NL_a \r 0 \h .status of women seq NL1 3 seq NL_a \r 0 \h .Byzantine emperors intervened in the economy seq NL1 4 seq NL_a \r 0 \h .Western and Eastern Europeans viewed each other with distrust seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Cultural Achievements seq NL1 1 seq NL_a \r 0 \h .Architecture and religious art seq NL1 2 seq NL_a \r 0 \h .Cyrillic scriptII seq NLA \r 0 \h .Early Medieval Europe, 300–1000 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .A Time of Insecurity seq NL1 1 seq NL_a \r 0 \h .invasions seq NL1 2 seq NL_a \r 0 \h .Charlemagne and the pope seq NL1 3 seq NL_a \r 0 \h .Vikings seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .A Self-Sufficient Economy seq NL1 1 seq NL_a \r 0 \h .de-urbanization seq NL1 2 seq NL_a \r 0 \h .what they ate seq NL1 3 seq NL_a \r 0 \h .manors and serfs seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Early Medieval Society in the West seq NL1 1 seq NL_a \r 0 \h .feudalism seq NL1 2 seq NL_a \r 0 \h .new military technology seq NL1 3 seq NL_a \r 0 \h .fiefs seq NL1 4 seq NL_a \r 0 \h .vassals seq NL1 5 seq NL_a \r 0 \h .taxes seq NL1 6 seq NL_a \r 0 \h .Noble women seq NLI \* ROMAN III seq NLA \r 0 \h .The Western Church seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Politics and the Church seq NL1 1 seq NL_a \r 0 \h .popes and The Holy Roman Empire seq NL1 2 seq NL_a \r 0 \h .investiture controversy seq NL1 3 seq NL_a \r 0 \h .three legal traditions: Germanic feudal law, canon (church law), and Roman law. seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Monasticism seq NL1 1 seq NL_a \r 0 \h .celibacy, devotion to prayer, and isolation from society. seq NL1 2 seq NL_a \r 0 \h .monasteries I seq NLI \* ROMAN V seq NLA \r 0 \h .Kievan Russia, 900–1200 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .The Rise of the Kievan State seq NL1 1 seq NL_a \r 0 \h .territory seq NL1 2 seq NL_a \r 0 \h .ethnic diversity and Slavs seq NL1 3 seq NL_a \r 0 \h .Long-distance caravan trade seq NL1 4 seq NL_a \r 0 \h .The Rus and Kievan Russia seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Society and Culture seq NL1 1 seq NL_a \r 0 \h .Food production seq NL1 2 seq NL_a \r 0 \h .cities seq NL1 3 seq NL_a \r 0 \h .Christianity seq NLI \* ROMAN IX seq NLA \r 0 \h .Western Europe Revives, 1000–1200 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .The Role of Technology seq NL1 1 seq NL_a \r 0 \h .self-governing cities seq NL1 2 seq NL_a \r 0 \h .population growth and the heavy moldboard plow, the horse collar, and the breast-strap harness seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Cities and the Rebirth of Trade seq NL1 1 seq NL_a \r 0 \h .Independent, self-governing cities and legal independence seq NL1 2 seq NL_a \r 0 \h .Venice and Flanders seq NL1 3 seq NL_a \r 0 \h .coinsV seq NLA \r 0 \h .The Crusades, 1095–1204 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .The Roots of the Crusades seq NL1 1 seq NL_a \r 0 \h .causes in the Latin West seq NL1 2 seq NL_a \r 0 \h .Byzantine Empire’s requests for help against the Muslims seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .The Impact of the Crusades seq NL1 1 seq NL_a \r 0 \h .effects on consumer tastes in the Latin West seq NL1 2 seq NL_a \r 0 \h .effects on Muslims seq NLI \* ROMAN VI seq NLA \r 0 \h .Conclusion: Fill out the chart below from your notes above.Byzantine EmpireLatin WestIdeologyGreek OrthodoxRoman CatholicPolitical Structures and Important LeadersEconomic Interactions Social StructuresGender StructuresDirections: Historians also use visual evidence to compare societies in the past. Analyze art from the Byzantine Empire and the Latin West to form your own conclusions about their similarities and differences.Title of art (page #s) in The Human Record: Byzantine Art CharacteristicsLatin West Art CharacteristicsMosaics of San Vitale, pp. 343-346 Latern Palance Mosaic, pp. 353-354Koimesis Icon, pp. 365 - 367Dormition Miniature, pp. 365 - 367 Thesis Statement comparing the Byzantine Empire and Latin West:DBQ on the CrusadesQuestion: Analyze how Christians and Muslims viewed each other in the 11th and 12th centuries.1. Identify the point of view ( POV) of each source.POV -- DOCUMENT 1 -- Usamah ibn-Munqidh, native of Palestine, soldier and courtier under Muslim commander Saladin, 1175:POV -- DOCUMENT 2 -- William of Tyre, born in Jerusalem, educated in France, appointed Archbishop of Tyre and Chancellor of the Kingdom of Jerusalem, 1148.POV -- DOCUMENT 3 -- Peter Tudebode, a Poitevin priest who was part of the First Crusade, with forces of the count of Toulouse. He wrote a history of his experiences in 1111.POV -- DOCUMENT 4 -- Imad ad-Din, Governor of Mosul and Aleppo, 1137 2. Group the documents in at least three ways that shows how you will answer the question at the top of this page. (You may not group by religion.)Group #1: ___________Group #2: ___________Group #3: ____________Identify an additional type of primary source and explain how it would help you answer the question at the top of this page. 4. Write a thesis statement analyzing the POV of Christians and Muslims during the Crusades.DOCUMENT 1Usamah ibn-Munqidh, native of Palestine, soldier and courtier under Muslim commander Saladin, 1175.“Mysterious are the works of the Creator, the author of all things! When one comes to recount cases regarding the Franks, he cannot but glorify Allah (exalted is he!) and sanctify him, for he sees them as animals possessing the virtue of courage and fighting, but nothing else; just as animals have only the virtues of strength and carrying loads”. DOCUMENT 2William of Tyre, born in Jerusalem, educated in France, appointed Archbishop of Tyre and Chancellor of the Kingdom of Jerusalem, 1148.“In the time of the Roman Emperor Heraclius, according to ancient histories and Oriental tradition, the pernicious doctrines of Muhammad had gained a firm foothold in the Orient. This first-born son of Satan falsely declared that he was a prophet sent from God and thereby led astray the lands of the East, especially Arabia. The poisonous seed which he sowed so permeated the provinces that his successors employed sword and violence, instead of preaching and exhortation, to compel the people, however reluctant, to embrace erroneous tenets of the prophet…” DOCUMENT 3Peter Tudebode, a Poitevin priest who was part of the First Crusade, with forces of the count of Toulouse. He wrote a history of his experiences in 1111.“The Saracens (Muslims) stood on the walls, screamed, blared out with horns, and performed all kinds of acts of mockery. To add insult to injury they made from wood a cross similar to the one on which, pouring forth His Blood, the most merciful Christ redeemed the world. Afterward they inflicted great sorrow upon the Christians when, in the sight of all, they beat upon the cross with sticks and shattered it against the walls…”DOCUMENT 4Imad ad-Din, Governor of Mosul and Aleppo, 1137 “When Jerusalem was purified of the filth of the hellish Franks…, the Christians, after paying their tax, refused to leave, and asked to be allowed to stay on in safety, and gave prodigious service and worked for us with all their might, carrying out every task with discipline and cheerfulness. They paid the tax for protection permitted to them, humbly. They stood ready to accept whatever might be inflicted upon them,… Thus they became in effect tribute-payers, reliant upon Muslim protection…”VIKINGSObjective: Analyze the effects of Viking expansion into Eastern and Western Europe in the post-Classical period.Viking belief system: The roots of Scandinavian rituals can be found in Indo-European culture. They believed in many gods related to those in the Vedic tradition. Thor, the thunder god, was at the top of the hierarchy, and their afterlife was called Valhalla.Evidence from archaeological excavations shows that Vikings burial for elites were thought to help with their journey to the afterlife. These burial boats had weapons, tools, food, and sacrificial victims believed to be needed in the next life. When Vikings converted to Christianity the grave goods ceased, but stories about the Viking gods continued to dominate their oral traditions.Environmental Problem: In Scandinavia, farmers, fishers, hunters, skilled craftsmen, and traders felt restricted by limited natural resources in their mountains, forest, heaths, and nearby seas.Which solution to the environmental problem would you choose if you were a Viking in the post-classical period?Solution I: A’Viking – raiding nearby lands and peoplesVikings were skilled at amphibious warfare, but they needed natural and human resources to attack nearby lands and peoples successfully. Vikings needed materials and designs for boat building:They needed timber of varying thickness of planks (cut with iron hatchets); notches to fit the planks together, and then iron rivets added; the boats had a prow on either end; rudder was on one side of the ship; usually sails had a parallelogram shape; and the boats were wider rather than deep to give more stability and flexibility in shallow water. Some boats could be used on frozen rivers.The iron ore was plentiful, but digging it up and making it into rivets and into weapons required experience and upper body strength.In order for the raiding to be successful, Vikings needed to be organized. They needed strategies, strength, experience, and quick thinking to make the boats, cut the timber, extract the iron ore, smelt it into rivets, and win at amphibious warfare.Solution II: TradeVikings brought luxury goods to Eastern European/Byzantine markets by boats on the rivers. Some of the goods they brought with them were: (Baltic) slaves, wax (for Orthodox churches), and furs (from squirrels, martens, sable, seal, walrus, and polar bears). In exchange, they purchased luxury goods in Eastern markets – spices, glass, silver coins. They made trade treaties with Byzantine rulers and others along the way from Svear (Sweden). The Scandinavian local trade products were dried fish, down, furs, slaves, sheep, cattle, goatskins, leather, hawks, honey, wax, nuts, grain, amber, iron, swords, armor, and mead (an alcoholic drink made from excess honey).Solution III: Mercenaries – The Byzantine Empire hired Svear (Swedish Vikings) to be guards in the palace in Constantinople. These were called the Varangian guards. Some stayed on in the Byzantine Empire after their service was done.Demographic Effect: All three solutions resulted in Vikings migrating and settling in the British Isles, France, Greenland, Iceland, Newfoundland, Eastern Europe, and throughout the Mediterranean. Trade increased along the routes and some new states formed as a result of Viking migrations.Directions: Add names of cities and trade goods to the map above.After reading about the three solutions the Vikings chose to address their environmental problems in the post-classical period, do you think the Viking expansions caused more changes or more continuities? Identify the types of changes and continuities Viking expansion caused in your answer.Directions: Take notes from CHAPTER 10: Inner and East Asia, 400–1200 according to this outline which identifies the main points for you. Write down dates, names, specific details, and definitions under each section. Leave room in the right margin to add notes from class lectures, activities, and discussions. seq NL1 \r 0 \h Before you read, consider these questions seq NL1 1 seq NL_a \r 0 \h .How important was Buddhism in China around 750 CE? seq NL1 2 seq NL_a \r 0 \h .What was the relationship between China and its neighbors, including Central Asia, Korea, Japan, and Vietnam? seq NL1 3 seq NL_a \r 0 \h .How important was Buddhism in China, Tibet, Korea, and Japan? seq NL1 4 seq NL_a \r 0 \h .What did the Chinese invent during the Song period?Chapter 10 Notes OutlineI. seq NLA \r 0 \h .The Sui and Tang Empires, 581–755 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Reunification under the Sui and Tang seq NL1 1 seq NL_a \r 0 \h .Sui Empire seq NL1 2 seq NL_a \r 0 \h .The Tang Empire . seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Buddhism and the Tang Empire seq NL1 1 seq NL_a \r 0 \h .kings as spiritual agents and tax exemptions seq NL1 2 seq NL_a \r 0 \h .Mahayana Buddhism seq NL1 3 seq NL_a \r 0 \h .Buddhism spread through Central and East Asia seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .To Chang’an by Land and Sea seq NL1 1 seq NL_a \r 0 \h .ambassadors seq NL1 2 seq NL_a \r 0 \h .Foreigners seq NL1 3 seq NL_a \r 0 \h .sea routes. seq NLA \* ALPHABETIC D seq NL1 \r 0 \h .Upheavals and Repression, 750–879 seq NL1 1 seq NL_a \r 0 \h .causes of crackdown on Buddhism seq NL1 2 seq NL_a \r 0 \h .destruction of many Buddhist cultural artifacts. seq NLA \* ALPHABETIC E seq NL1 \r 0 \h .The End of the Tang Empire, 879–907 seq NL1 1 seq NL_a \r 0 \h .causes seq NL1 2 seq NL_a \r 0 \h .effectsII. seq NLA \r 0 \h The Emergence of East Asia, to 1200 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .The Liao and Jin Challenge seq NL1 1 seq NL_a \r 0 \h .Liao. seq NL1 2 seq NL_a \r 0 \h .Jurchens 3. Southern Song Empire (1127–1279) seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Song Industries seq NL1 1 seq NL_a \r 0 \h .mathematics, astronomy, and calendar making. seq NL1 2 seq NL_a \r 0 \h .compass seq NL1 3 seq NL_a \r 0 \h .shipbuilding seq NL1 4 seq NL_a \r 0 \h .military and gunpowder weapons seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Economy and Society in Song China seq NL1 1 seq NL_a \r 0 \h .civilian officials 2. Neo-Confucian philosophy and Chan (Zen) seq NL1 2 seq NL_a \r 0 \h .The civil service examination system seq NL1 3 seq NL_a \r 0 \h .moveable typ seq NL1 4 seq NL_a \r 0 \h .Population growth and urbanization. seq NL1 5 seq NL_a \r 0 \h .interregional credit system and paper money seq NL1 6 seq NL_a \r 0 \h .new merchant elite seq NL1 7 seq NL_a \r 0 \h .Women’s status declined e.g. footbinding seq NLA \r 0 \h III.New Kingdoms in East Asia seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Chinese Influences seq NL1 1 seq NL_a \r 0 \h .rice-cultivating economies whose labor needs fit well with Confucian concepts of hierarchy, obedience, and discipline. seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Korea seq NL1 1 seq NL_a \r 0 \h .Confucianism and Buddhism, and later invented moveable type seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Japan seq NL1 1 seq NL_a \r 0 \h .hundreds of small states seq NL1 2 seq NL_a \r 0 \h .political reforms based on the model of Tang China. seq NL1 3 seq NL_a \r 0 \h .constitution and women rulers seq NL1 4 seq NL_a \r 0 \h .Heian period seq NL1 5 seq NL_a \r 0 \h .Kamakura Shogunate seq NLA \* ALPHABETIC D seq NL1 \r 0 \h .Vietnam seq NL1 1 seq NL_a \r 0 \h .Annam became Dai Viet. seq NL1 2 seq NL_a \r 0 \h .Champa and Champa seq NL1 3 seq NL_a \r 0 \h .status of womenIV seq NLA \r 0 \h .Conclusion seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Compare achievements of Tang and Song ChinaB seq NL1 \r 0 \h .Compare the influence of Buddhism and Confucianism in East Asian countriesC seq NL1 \r 0 \h .Japan retained greater political independence from China than did Korea and Vietnam but its political system was ultimately based on a warrior aristocracy.Chinese Dynasty Song:Shang, Zhou, Qin, Han, (2)Sui, Tang, Song, (2)Yuan, Ming, Qing, Republic, (2)Mao and Deng (2)Comparison of Feudal Systems (highlight the similarities)FranceJapanRole of Political LeadersKings, lordsMake and Enforce LawBuilt castles and manors to define territory claimsGave charters to independent cities or townsShogun supervised bureaucracyDaimyo collected taxes from peasants; spent time in capital cityMake and Enforce LawStore and distribute foodCastles gave rank and privileges to nobilityRole of MilitaryKnightsChivalry, code of conductProtect peasants from Vikings, other kingsSamuraiBushido, code of conductKeep peasants in linePolice roadsRole of Merchants and TradeTrade increased as Church relaxed rules against usury; money-lendingCrusades opened more trade routes with the Muslim worldGoods from surrounding areas sold at marketsLuxury goods from regions within Europe Luxury goods from Africa, Middle East, AsiaTrade increased with more contacts with Korea and ChinaCoinage copied from ChinaGoods from surrounding areas sold at marketsLuxury goods from Korea and ChinaRole of Religious LeadersSpiritual focus; life after death; crown secular leaders as though the royal position came from GodEmperor head of Shinto religion, as descendant of Sun Goddess; carried out ritualsGender RolesMen led public roles in social hierarchyCatholic Church made Mary the example for all women; convents only way women could get education Elite women could own landDaughters of kings and lords often were married to neighboring rulers to gain land or prestige for their fathersAgricultural work done by both men and womenMen led public roles in social hierarchyElite women valued for marrying emperors or giving birth to emperors Elite women were literate and were expected to read and write poetryBuddhist convents open to elite and commoner womenAgricultural work done by both men and womenWrite a thesis statement comparing the feudal systems in Europe and Japan: Post-Classical Seminar on Gender and Leisure ActivitiesSeminar Instructions: Be prepared to explain which of the following people you would have preferred to be if you lived during the Post-Classical Period. Take some notes on three to four possible choices. If other people select your choice, you must talk about a different type of person. Be sure to question other people’s ideas during the seminar. You can earn five (5) points for a comment and five (5) points for a question to the whole group or just to one person to keep the discussion going.Which would have preferred to be during the period 600 – 1450 C.E. in Afroeurasia?MaleFemaleSon of the Caliph Harun al Rashid of the Abbasid Empire (The caliph sponsored the 1001 Arabian Nights)Daughter of Lady Murasaki, author of the Tale of Genji ,the first novel in the worldSon of Saladin, Muslim military commander who defeated CrusadersSister of Anna Comena, daughter of Byzantine emperorSon of the Byzantine Emperor JustinianDaughter of CharlemagneSon of a Jewish merchant in Islamic SpainWife of Jewish merchant in Mainz (Germany)Son of a Roman Catholic peasant in EnglandDaughter of an Ethiopian peasant Nephew to Pope Urban IIWife of Michael, Patriarch of ConstantinopleSon of a Nestorian Christian merchant on the Silk Roads in Central AsiaDaughter of a Muslim merchant who visited ports all over the Indian OceanSon of a Moroccan (Berber) guide for salt merchants to Mali Empire in West AfricaDaughter of a Muslim sea captain in Swahili city of MombasaSon of a Korean kingDaughter of Mansa Musa, king of the Mali empireSon of a Shinto priestessSister of a Buddhist nun in Tang ChinaSon of puppeteer in India who performs The RamayanaDaughter of the Tang ruler, Empress Wu Son of a gold merchant in GhanaWife of Crusader ruler of Kingdom of JerusalemSon of a salt merchant in the SaharaDaughter of a Viking who raided Ireland oftenNephew of an astronomer who worked for Timur, the ruler of the Timurid EmpireDaughter of Saladin, commander of Muslim forces who defeated the CrusadersSon of a Chinese Confucian scholar officialWife of puppeteer who performs the RamayanaSon of King Arthur of EnglandWife of the King of Great ZimbabweSon of a Swedish Viking who traveled to ConstantinopleDaughter of a Korean moveable-type printer of Buddhist booksDuring the seminar you also must be prepared to explain which you would have preferred to do in your leisure time. (Your choice must match the person you selected above.)Which leisure activities would you have preferred?Chess from China or maybe IndiaCheckers from ancient EgyptPlaying cards from Song ChinaDominoes from ChinaPoetry slams (drinking parties) in Tang ChinaHanging out at the first restaurant in the world (Tang China)Athletic competitions, especially wrestling Dancing and singing, especially for religious festivalsJousts in Muslim and Catholic areasMartial Arts in East AsiaCamel racing in the Sahara and Arabian peninsulaDirections: Take notes from Chapter 12, “Mongol Eurasia and Its Aftermath, 1200-1500”, according to this outline which identifies the main points for you. Write down dates, names, specific details, and definitions under each section. Leave room in the right margin to add notes from class lectures, activities, and discussions. seq NLI \* ROMAN I seq NLA \r 0 \h .The Rise of the Mongols, 1200–1260 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Nomadic Pastoral Groups in Central and Inner Asia: beliefs and societies seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Causes and Methods of the Mongol Conquests, 1215–1283 seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Early Mongol conquests: Positive and Negative Effects of Overland Trade seq NLI \* ROMAN II seq NLA \r 0 \h .The Mongols and Islam, 1260–1500 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Mongol Rivalries and the Khanates seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Islam and the Il-Khan State seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Culture and Science in Islamic Eurasia seq NLI \* ROMAN III seq NLA \r 0 \h .Regional Responses in Western Eurasia seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Effects of Mongol Rule on the Creation of Russia and Rule from Afar seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Effects of Mongol Threat to New States in Eastern Europe and AnatoliaIV seq NLA \r 0 \h .Mongol Domination in China, 1271–1368 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Positive and Negative Effects of The Yuan Empire, 1279–1368, on China seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Causes of The Fall of the Yuan Empire and the Rise of the Ming Empire seq NLI \* ROMAN V seq NLA \r 0 \h .The Early Ming Empire, 1368–1500 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Ming China and Treasure Ship Voyages seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Ming Technology and Population seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .The Ming Achievements in the ArtsVI. seq NLA \r 0 \h .Centralization and Militarism in East Asia, 1200–1500 seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Korea from the Mongols to the Yi, 1231–1500 seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Political Transformation in Japan, 1274–1500 seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .The Emergence of Vietnam, 1200–1500 seq NLI \* ROMAN VII seq NLA \r 0 \h .Conclusion seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Trade between China and Europe benefitted from active Mongol protection of routes and encouragement of industrial production. seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .The Mongols ruled with an unprecedented openness, employing talented people irrespective of their linguistic, ethnic, or religious affiliations, generating an exchange of ideas, techniques, and products across the breadth of Eurasia. seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Where Mongol military activity reached its limit of expansion, it stimulated local aspirations for independence. seq NLA \* ALPHABETIC D seq NL1 \r 0 \h .In China, Korea, Annam, and Japan the threat of Mongol attack and domination encouraged centralization of government, improvement of military techniques, and renewed stress on local cultural identity.Timeline of Mongol Conquest and Rule in EurasiaDecide if the events increased (+) or decreased (-) tradeExplain why trade increased or decreased1162Reunification of Mongol tribes by Chinggis Khan 1227Mongols conquered all of Central Asia1240Expansion of empire to Poland and Hungary. Kiev sacked and occupied; Moscow and Novogrod became vassal states. 1258Baghdad sacked and countryside laid waste. Invasion of China began. 1260Mamluks stopped Mongols in Palestine 1279Mongols exploited civil war between Jin and Song to conquer China. Chinggis Khan’s grandson, Kublai Khan, becomes emperor of Yuan dynasty. 1274 – 1281Two attempts to invade Japan via Korea failed 1300 – 1368Four khanates established. Reactions to the Black DeathEssential Question: How did interactions affect political, social, and economic systems in the post classical period?Focus Question: Compare the factors that affected the perceptions and/or reactions to the Black Death (bubonic plague)List of sources:Document A: Giovanni Boccaccio, 1350- 1353, Florence, Italian city-stateDocument B: Agnolo di Tura del Grasso, 1352, Siena, Italian city-stateDocument C: Jean de Venette, 1360, ParisDocument D: Ibn Khaldun, 1377, Tunis and EgyptDocument E: Al-Maqrizi, 1364 -1442, EgyptDocument F: Ibn Battuta, 1360, DamascusHINT – POV (point of view) means to identify the author’s opinion and why he has that opinion. For example, does his religion, economic class, or occupation affect his opinion?Directions:1. Analyze the POV of one Muslim (Docs D, E, F ) and one Catholic textual source (Docs A, B, C ) on their reactions to the Black Death.2. Analyze the POV of one Muslim (#9 - #16) and one Catholic (#1 - #8) visual source on their reactions to the Black Death. 3. Write a thesis statement comparing the factors that affected the perceptions and/or reactions to the Black Death (bubonic plague)Mongol TrialIntroduction: Who’s a Barbarian?Since the beginning of the division of most human societies into settled agricultural societies and nomadic pastoral peoples, there has been some antagonism and some cooperation between the two groups. At times the groups would label the others as ‘barbaric’ and other times a group would label itself as ‘civilized.’ Chinggis (Genghis) Khan, the successful Mongol conqueror of most of Eurasia, was never put on trial for being uncivilized. Your job for this classroom trial, however, will be to determine from the testimony of the defendants and the witnesses who lived during the time period of Chinggis Khan and his descendants why others claimed that the Mongols were uncivilized conquerors and rulers. You will synthesize the information you hear during the trial about how experiences with the Mongol conquerors affected people’s opinions of them. By the end of the trial, you will be able to discuss the value and limitations of the primary sources on the Mongols, and why the negative views of the Mongols only changed since the 1980s.The Trial: What will your POV on the Mongols be?Every person in class will participate in the trial (see roles below). If you are absent the day the trial happens, then the next day in class you must give your teacher a typed essay supporting or refuting the statement “that the Mongols were uncivilized.”Preparation for the Trial: Prosecution and defense teams will meet to plan strategy and divide up responsibilities including creating the questions and answers for the witnesses they will call to the stand.Witnesses will prepare for parts by taking notes from textbooks, primary sources, and other secondary sources. There is a list of sources with links on Edline. Witnesses are responsible for sharing typed lists of their annotated sources to their attorneys.Jury members will take notes to be familiar with all issues and witnesses and will write and present their verdict based on full analysis of the value and limitations of the witnesses’ testimonies.Two days before the trial: The prosecution and defense teams must give copies of their questions to their teacher. Each witness must give his/her teacher prepared responses to the questions from both the prosecution and defense along with their annotated sources. Each witness must testify in the trial.The Trial Procedure:The judge reads the charges: “Chinggis Khan and his descendants were uncivilized conquerors and rulers in the 13th and 14th centuries.”Opening statements by defense and prosecution attorneys (1-2 minutes)Prosecution calls all of its witnesses (maximum of 20 questions total)Defense cross examines each witness (max. 20 questions total)Defense calls all of its witnesses (max. 20 questions total)Prosecution cross examines (max. 20 questions total)Closing statements by prosecution and defense (1-2 minutes)Jury deliberation and verdict (Each member of the jury must write this as a formal essay and give his/her individual copy to your teacher the day after the trial.)ROLES FOR THE TRIAL OF CHINGGIS KHANDEFENSEPROSECUTIONJURYTwo Defense attorneys Chinggis KhanMongol generalMongol soldierMongol womanKublai KhanIl-Khan tax farmerHistorian JuvainiHistorian Rashid al-DinPope Innocent IVMarco PoloAlexander NevskiiHistorian Ibn KhaldunIbn BattutaSilk merchantTibetan Buddhist lamaPersian observatory builderChinese writer of Yuan plays (Beijing Opera)Two Prosecution attorneys Mamluk generalPrince of KievJapanese DaimyoKorean royal woman Korean ship builderBalkh knife sharpenerCaliph of BaghdadJavanese soldierChinese peasant Chinese Confucian scholar Vietnamese merchantEmperor Song Di BingCatholic victim of bubonic plagueMuslim victim of bubonic plague Prince of MosulGenoese merchant at Kaffa in 1346Jury (2 people)Where can you find information for the questions and answers asked during the trial?Chapter 12 in The Earth and its PeoplesEdline – find sources through a list of websites pre-approved by your teacher.Use databases and search programs like Proquest and Questia through the Springbrook Media CenterMongol Trial Scoring RubricOverall purpose: Determine if Chinggis Khan and his descendants were more uncivilized than others in their time period. Attorneys should define “civilized” and “uncivilized” to strengthen their argument for guilt or innocence for the charge. Attorneys also should challenge the reliability of the evidence from witnesses based on their views of the Mongols as conquerors or expanders of trade systems. The attorneys and witnesses must support their claims with proof from primary source evidence.CostumesAccuracy and creativity of clothing and/or props for witnesses nice clothes for attorneys and jury15 pointsWritten notes clarity of evidence and argument to support jury’s verdict; reference to at least twenty primary sources; annotated bibliography for sources used in verdictaccuracy and clarity of attorneys’ questions given two days before the trial begins; reference to at least 10 primary sources; annotated bibliography for sources used in questioningaccuracy and clarity of witnesses’ answers given two days before the trial begins; reference to at least three primary sources; annotated bibliography for sources used in testimony15 pointsVerbal participationAttorneys: ready to speak when it’s your turn; accuracy and clarity of questions; reference to primary sources for historical accuracy. accuracy and clarity of attorneys’ introduction and summationWitnesses: ready to speak when you’re called to the stand; accuracy and clarity of witnesses’ answers; reference to at least three primary sources;Jury: ready to give the verdict next day in class; clarity of jury’s verdict; summary of the different types of POV in the testimony given by the witnesses; analysis of the strength of the arguments given by the defense and prosecution attorneysActively listening when others are speaking; no chatting with friends or doing work for other classes; taking notes in chart for essay preparation.20 pointsTOTAL50 pointsExamples of Annotated BibliographyEXAMPLE #1Role in Trial: One of the rats whose fleas carried the bubonic plague across Central Asia to Kaffa on the Black Sea.Source #1:Allsen, Thomas T. Culture and Conquest in Mongol Eurasia. Cambridge: Cambridge University Press, 2004. Gives statistics on the number of people infected and died from the plague spread by rats carried by accident in Mongol saddlebags across Eurasia.EXAMPLE #2Role in Trial: The Persian historian Ata-Malik Juvaini experienced the Mongol conquest directly but assumed high government posts working for Mongol rulers. His book, the History of the World Conqueror , written in the mid-1200s was the first comprehensive narrative of the rise of the Mongols under Chinggis KhanSource #1: Juvaini, Ata Malik ,“Ghenghis Khan Lays Waste to Samarkand.” AASD., 1300. Web. 22 Nov. 2010. Book by Juvaini recalling the events of the Conquest of Samarqand. Provides what happened each day of the battle and also what caused Chinggis to do what he did.Source #2Rashid al-Din. "History of the World" (1305), Photograph from German image bank AKG-Images, published in The Mongols and the West, Peter Jackson, 2005. drawing shows the clothing of the Mongol soldiers. Since their expressions don’t show anger, it’s clear that their aim wasn’t to kill everyone they encountered.Source #3“The Funeral of Isfandiyar," Leaf from the Great Mongol Shahnama (Book of Kings) ca. 1325–35” In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000. Iran (probably Tabriz). This picture shows that the weapons the Mongols used in their battles were standard for that time period and shows that the Mongols were just trying to win not to be cruel. Mongol Trial Note-Taking ChartDirections: During the trial, all witnesses must use the following chart to record the effects of the Mongol conquest and rule from their own testimony and from the other witnesses. You can talk with the other witnesses outside of class to get more information from them too. You will use these notes to write an essay about the effects of Mongol conquest and rule.Mongol-Controlled RegionsChanges in Political SystemsChanges in Social SystemsChanges in EconomicSystemsCentral Asia: Silk Road cities, Mongol heartland, and pastoral groupsMiddle East: Persia and “Mesopotamia” (other parts of Abbasid Empire)Eastern Europe:Russia and KievEast Asia: China, Korea, and VietnamRegions Mongols attempted to conquerChanges in Political SystemsChanges in Social SystemsChanges in EconomicSystemsJapanJavaEgypt (Mamluks)Europe (Hungary, Poland, and Latin West)CCOT Essay Question: From 600 to 1400, many trade systems developed that connected regions within Afro-Eurasia. Historians debate which global process had the largest effect on global trade systems. Analyze the changes and continuities in trade systems from 600 – 1400.DON’T PANIC! HERE ARE SOME EASY STEPS TO WRITING A GREAT ESSAY – Fill in the lines on all four pages and your essay is done!Look at the timeline below. Use ‘+’ or ‘-‘ to indicate if the events increased or decreased trade. Add notes explaining how trade increased or decreased.TIMELINE FOR MAJOR EVENTS THAT AFFECTED TRADE SYSTEMS600 Muslim conquestsandTang Empire700 Abbasid Empire800al-Andalusiaandtransfer of Indian technologies 900Chinese BuddhismandVikings1000Mali EmpireandSong empire technological innovations1100Delhi sultanate andCrusades1200Swahili city-states1300Mongol conquests1400Chinese Ming Treasure shipsExplain how the following global processes caused changes in trade systems during the Post-Classical Period. (Hint: summarize what you wrote in the timeline.)Spread of Religions: Expansion of Empires and Development of New States:Innovation in Technology:Continuities: use of stirrups, use of camels and horses, use of coin money, use of monsoon winds and dhow ships, tax revenue from trade, feelings of trust among merchants of same religion How and WHY did aspects of trade stay the same (continuity)?D. Now, you are ready to write a thesis paragraph. Thesis Outline:First sentence: Write an introductory sentence about why trade was important in the post classical period. Identify at least two regions that were affected by trade systems.Second sentence: Take a position: Were there “More Changes” or “More Continuities” in trade systems in the post classical period? (Hint: compare trade systems in 600 with trade systems in 1450 CE) Third Sentence: Addresses all parts of the question: Categorize the causes of the changes and reasons for the continuities. (Hint: Repeat the sentences you wrote about the global processes and identify the major transition points for when trade systems changed the most.) The thesis statement does not have to follow exactly those steps listed above, but it must:address more than one trade system in AfroEurasia in the post-classical period,take a position on whether trade mostly increased or decreased, explain how the changes happened and what stayed the same about tradecompare trade systems in 600 with trade in 1450 CEBody paragraph A: claim about more changes happening to trade in the Post-Classical periodWrite a topic sentence: how and why there were changes (repeat your sentence from #B about changes in trade systems)List evidence of changes in trade systems (copy from timeline): Who traded (name of empires/states, ethnicity of merchants and guides/sailors) and where (Silk Roads, Indian Ocean routes, and Trans-Saharan routes). What was traded? (luxury goods, animals) [Remember you need eight (8) pieces of evidence total in your essay.] Now, rank the evidence you listed above (think about what caused more changes in trade); put #1 in the box next to the most important …Explain your ranking of the most important piece of evidence and use that sentence for sentence two of the body paragraph4. Now, explain the rest of your evidence from strongest to weakest about changes in trade systems. Be sure to include analysis, explaining how the changes show increases or decreases in trade and link to the relevant global process: new empires/states supporting or suppressing trade of which goods in which regions; invention of new transportation, communication, and business technologies by certain groups of merchants, mariners, or nomadic pastoral peoples; spread of religions the supported or denigrated trade.6. Clincher sentence about how and why there were changes in trade systems in the Post-Classical period.Body paragraph B: claim about aspects of trade systems staying the same in the Post-Classical periodWrite a topic sentence:: how and why there were continuities (copy your sentence from #C about what supported continuities)List evidence for major continuities affecting trade (from Part C) Now, rank the evidence (think about what supported the most continuities in trade) put #1 next to the most important continuity and so on.)Explain your ranking of the most important piece of evidence of continuities in trade (that will become sentence two of this body paragraph)Discuss the rest of the evidence from strongest to weakest. Be sure to include analysis, explaining how the continuities supported increases or decreases in trade. technologies used for trade? people who continued to trade the same goods? Clincher or concluding sentence about how and why there were continuities in trade systems.Concluding Paragraph: Restate your thesis statement, but phrase it differently. Predict how trade systems will change because of new global contexts in the early modern period. Or, briefly discuss some major effects of trade? (e.g. the spread and mixture of ideas, religions, and people). HINT: Practice writing out a quick outline in the space below to help you memorize it for the essay test. Some students prefer drawing a concept map or making up an acronym to help them remember the structure and detail they need to write a strong essay.Directions: Take notes from Chapter 13, Tropical Africa and Asia, 1200–1500”according to this outline which identifies the main points for you. Write down dates, names, specific details, and definitions under each section. Leave room in the right margin to add notes from class lectures, activities, and discussions.I seq NLA \r 0 \h .Tropical Lands and Peoples seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .The Tropical Environment seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Human Ecosystems in central Africa, Himalayas, South and Southeast Asia seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Water Systems and Irrigation in the Tropics seq NLA \* ALPHABETIC D seq NL1 \r 0 \h .Mineral Resources seq NL_a \r 0 \h II seq NLA \r 0 \h .New Islamic Empires seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Mali Empire and Mansa Musa in the Western SudanIII seq NLA \r 0 \h .Indian Ocean Trade seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Monsoon Mariners seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Africa: The Swahili Coast and Zimbabwe seq NLA \* ALPHABETIC C seq NL1 \r 0 \h .Arabia: Aden and the Red Sea seq NLA \* ALPHABETIC D seq NL1 \r 0 \h .India: Gujarat and the Malabar Coast seq NLA \* ALPHABETIC E seq NL1 \r 0 \h .Southeast Asia: The Rise of MalaccaIV seq NLA \r 0 \h .Social and Cultural Change from spread of Islam and Christianity seq NLA \* ALPHABETIC A seq NL1 \r 0 \h .Architecture, Learning, and Religion seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Social and Gender Distinctions: Status and Roles of Slaves and WomenV seq NLA \r 0 \h .Conclusion seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . seq NL_a \r 0 \h Compare rise of Mali Empire and seq NL_a \r 0 \h Dehli Sultanate seq NLA \* ALPHABETIC B seq NL1 \r 0 \h .Compare ships in the Arabian Sea the dhows, with the larger junks that sailed in Southeast Asia. ................
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