Advanced Placement World HistorySummer Institute

July 11 – July 14, 2011

Walton High SchoolMarietta, Georgia

Ms Sharon CohenSocial Studies DepartmentSpringbrook High School

sharon_c_cohen@mcpsmd.org301-989-5700 (main school #)

AP World History Summer Institute at Walton High SchoolInstructor: Sharon Cohen, Springbrook High School

Institute goals and objectives:

Teachers who complete this institute will be able to:

Apply new audit guidelines to meet new requirements and get approval for revised syllabus.

Create new AP Test Questions according to the APWH key concepts, periodization, APWH themes, and historical thinking skills.

Understand the operational rubric for the 2011 scoring of essays and how the essays will be scored for the 2012 exam.

Practice new strategies for teaching the APWH Historical Thinking Skills.

Discuss best practices of the experienced teachers in the APSI.

Your goals:

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Table of Contents

Vocabulary Study CardsModels of teaching world history in the United States

Page # 5 6

Unit Outlines, Sample Lessons and Assessments Units 1 and 2:

Agricultural Revolution quiz GGS video clip and questions Socratic Seminar on Secondary Sources: “Civilization” Belief Systems chart and lecture outline Mental Mapping Vocabulary quiz sample Conrad-Demarest Model for Classical Empires Trade routes simulation

Unit 3: Chinese dynasties chart Crusades Mini-DBQ Analyzing the Song Empire through art Video Critique of Maya Gender Seminar on the Americas before 1450 Mongol Trial and essay Compare feudalism in Europe and Japan Viking, Polynesian, and Bantu migrations

Unit 4: Mapping the Columbian Exchange and thesis analysis Socratic Seminar on Gender: the Aztec and Inca Empires Analyzing cultural syncretism in the Americas Analyze changes and continuities in religions in Sub-Saharan Africa Ottoman, Safavid and Mughal Empires DBQ

Unit 5:

19th c. Reforms in Social Structures and Gender Structures Hyde Park debates Chart for comparing 19th century revolutions Silent Discussion on Nationalism Imperialism images Unit Review idea

Unit 6: Seminar on Consumerism

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« My Favorite Fascist »  WW2 Periodization Debate

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It’s all about vocabulary!Many students need to improve their reading vocabulary to fully understand assessment questions. I recommend using a strategy from the College Board’s Vertical Teaming Social Studies guide called conceptual study cards. For APWH, I created lists of terms students need to know for the whole course [a list of the terms for each time period is given below]. On the study cards, students write the term on one side and on the other side of the card, they write a brief definition, the general significance of the term for world history, and then historical examples for each of the six time periods as we move through the syllabus. For example, a term that is relevant throughout the course is: social stratification/hierarchy, but the historical examples from the early civilizations and from the Soviet Union would be different as would the historical significance of those examples. The student can then go through the cards before an assessment to check for understanding of the term and to practice knowing historical examples relevant to the unit.

Study Card Terms -- The terms with an asterix (*) repeat for all six units.Unit 1 & 2 Terms Unit 3 Terms Unit 5 TermsHunting-gathering (foraging)Domesticated plants and animalsSedentary, Nomadic, PastoralNeolithicDeity, Pantheon, PaganCaste SystemPriest, NunMonotheism, PolytheismCelibacy, MonasticismAfterlife, ReincarnationMissionaries, PilgrimsFilial, Kinship groupsConversion, PriesthoodSacred TextsImperial, FeudalThe state*, Empire*, Ideology*Bureaucracy; civil service*Social hierarchy; stratification; inequality*PatriarchySlaveryUrban*Tax revenue*NobilityElites*AutonomyCitizenTrade Goods*Role of nomads in trade

Technology*, Textiles* Schism/doctrinal differencesEpidemic disease*Guilds, Tax-farmingCity-states, Sovereignty*Mercenaries, Diasporas*Syncretism*, Tribute systemInfidel

Unit 4 TermsChartered citiesUsury, SacramentCaravel, TariffsConquistadorsAbsolutismJoint-stock companiesTrade diasporasExcommunicationSlave trade, ManumissionRenaissanceProtestantCoerced labor systems*Mercantilism

Revolution*Imperialism*SepoysMonopolyModernization*Political reforms*CapitulationsHumanitarian values“Effective occupation”Concessions in coloniesColonialism*Cash crops*Business cycle*Extraterritoriality, Treaties*AbolitionIndustrialization*Social Darwinism*Sanitation Systems*Nation-State*, LiberalismMiddle Class*, VictorianIndentured ServantsLaissez-faire capitalism Socialism*, Labor union*Marxism*Free-trade imperialismSuffrage*, Natural Rights

Unit 6 TermsConsumerismFascismFive-Year PlansImport-SubstitutionMandate SystemPartition

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SuburbanizationNon-Aligned NationsProxy WarsGenocide

Models of Teaching World History in the United States

(Source: Ross Dunn, “AP World History: A Matter of Definition” in Teacher’s Guide AP World History, 2000)

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WESTERN HERITAGE MODEL

celebrates European and Western achievements

emphasizes linear development from Mesopotamia to Ancient Greece to Modern Europe

argues that democracy is result of European heritage

AP WORLD HISTORY MODEL Investigating patterns of

interaction Comparing global processes

of historical change and continuity

CONTEMPORARY STUDIES/ISSUES MODEL

includes social science disciplines other than history in the study of the past from an American perspective

focuses on current events and global issues

DIFFERENT CULTURES /ETHNIC STUDIES MODEL

demands inclusion of other cultures to show diversity of heritage among American citizens

critiques Eurocentrism

PATTERNS OF CHANGE MODEL

advocates socially and culturally inclusive curriculum

frames substantive, engaging, essential or BIG historical questions to investigate patterns of change across time and place

encourages a global perspective

Unit 1 Outline: 8,000 BCE to 600 BCE

Week One: Big Geography Agricultural Revolution

Week Two:Earliest CivilizationsTimed Writing: Comparative Essay on Civilizations (see lesson here)

Unit Test: 20 Multiple-Choice questions

Unit 2 Outline: 600 BCE to 600 CE

Weeks One and Two:Belief SystemsEarliest Empires (Rome, Han, Gupta, Ghana)Timed Writing: Comparative essay on Rome, Han, Gupta (2010 Exam)

ORCCOT essay on Rome, Han, Gupta (2006 Exam) OR DBQ on technology in

Han and Roman empires

Week Three:Trade in AfroEurasia simulationTimed Writing: DBQ on Buddhism in China (2004 Exam)Map Quiz (see lesson here)

Unit Test: 50 Multiple-Choice Questions

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Quiz on the Agricultural Revolution

Directions: Use the Word Bank at the bottom of the page to fill in the blanks below.

AGRICULTURAL REVOLUTION (also called the ___________________

Revolution)

I. Origin of the Agricultural Revolution

a. Prior to 8,000 B.C.E., humans survived by_______________, gathering wild plants and hunting animals. Earlier hominids scavenged animals killed by other predators.

b. Evidence appears clearly about 10,000 years ago in _______________ _____________________ communities (villages) in Catal Hayuk (Turkey) and Jericho (Israel).

II. Effects of the Agricultural Revolution

a. _______________ increased

i. 5 - 10 million before 10,000 B.C.E.

ii. around 300 million in 1 C.E.

b. labor divided into food-producing and non-producing jobs = ________________ in economic and political structures

c. social complexity increased = greater ________ differences

d. patriarchy increased = greater _______________ differences

e. diseases increased = need for ___________ birth rate

Word Bank for Agricultural Revolution:

higher, gender, class, hierarchy, population, Neolithic, sedentary agricultural, foraging

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Reading Questions for Guns, Germs, and Steel by Jared Diamond. Limit your answers to key details.

Prologue: “Yali’s Question”1. What is Yali’s question and why did it motivate Diamond to write this

book?a. “Why is it that you white people developed so much cargo and

brought it to New Guinea, but we black people had little cargo of our own?” (p. 14) “While this book is thus ultimately about history and prehistory, its subject is not of just academic interest but also of overwhelming practical and political importance. The history of interactions among disparate peoples is what shaped the modern world through conquest, epidemics, and genocide. Those collisions created reverberations that have still not died down after many centuries, and that are actively continuing in some of the world’s most troubled areas today.” (p. 16, bottom)

2. What are the other ways that Diamond asks or rephrases the same question?

a. “Why did human development proceed at such different rates on different continents?” (p. 16)

b. “How, though, did the world get to be the way it was in A.D. 1500?” (p. 16)

3. What answers to Yali’s question have some historians given in the past?a. Biological differences (p. 18, bottom) are a Darwinian explanation

and therefore racist.b. Stimulatory effects of cold climate of northern Europe (p. 22) is

wrong because they just happened to be near the warmer Middle East that produced much of the technology adopted by Europeans.

c. River valley civilizations and large-scale irrigation systems (p. 23, top) is wrong because bureaucracies preceded the irrigation work

4. What is wrong with those answers according to Diamond? (see above)5. What kind of evidence does Diamond use to prove those answers wrong?

Scientific approach – if evidence can disprove any part of the theory then the theory must be wrong. For example, river valleys in Australia didn’t lead to large-scale and sedentary agriculture.

Chapter 6: “To Farm or Not To Farm”1. Where did food production first happen on a large scale?

a. Fertile crescent -- Mesopotamia2. Why does Diamond say that food production was invented not

discovered?a. Food production evolved because no conscious choice was

involved, rather a series of decisions made without awareness of their consequences.

3. Make a timeline of the transition from hunting-gathering to sedentary agriculture.

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a. Sedentary foragers 15,000 years ago in Pacific NWb. 8,500 BCE sedentary food production in Mesopotamia

4. What are the five factors that led humans towards agriculture?a. Availability of wild foodsb. Climate changes (warmer temperatures led to development of

cereals wheat and barley in Fertile Cresent)c. Development of technologies for collecting, processing, and storing

wild foodsd. Rise in human population densitye. Sedentary food producers outnumbered foragers and could push

the foragers to less desirable terrain

Basic Characteristics of Early Civilizations – What are they?

Definition of Civilization All social organizations like the early civilizations have a coherent set of values, institutions, and practices. Historians agree that civilizations had three main common characteristics: economic surpluses, greater social hierarchy, and greater labor specialization.  Foraging and pastoral nomadic groups usually did not have these features.

Some historians add the following aspects to the characteristics of civilizations:  formal states or governments, large cities whose urban populations were a minority of their subjects, and recording technologies.  Monumental architecture is an example of what a formal state was able to accomplish with its economic, political, and cultural leadership.

Identify each of the four civilizations whose writing system is shown below:

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Sources for the images of ancient writings systems:http://www.international.ucla.edu/calendar/showevent.asp?eventid=3356http://www.accd.edu/sac/vat/arthistory/arts1303/India8.jpghttp://www.denison.edu/campuslife/museum/pictogramtocuneiform.jpghttp://etc.usf.edu/clipart/27000/27010/hieroglyphic_27010_lg.gif

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Directions: Step 1. Use information from class discussions and your textbook to fill in the chart for all of the civilizations.

Characteristics of Early Civilizations

(Bulliet, pp. 14 – 23)Mesopotamia (Sumer, Akkad, Babylonia, Phoenicians, Hebrews)

DATES: ___________

(Bulliet, pp. 23 – 29)Egypt (various dynasties, Hykkos, Kush, Axum, Nubia)

DATES: _____________

(Bulliet, pp. 29 – 33)India (Harrapa, Indus Valley region)

DATES: _______________

(Bulliet, pp 38 – 48)China (Shang and Zhou Dynasties)

DATES: _________________

Social hierarchyCities (name the cities, explain their economic and political purposes, and identify the social classes in the cities and rural areas)Labor specialization Political Structures (identify the type of political system, ideology, rules for succession, role of soldiers)Labor specialization Writing (identify the name of the writing system, the materials used, and who used writing and for what purpose) Economic Surplus (identify the types of crops and trade goods)

Labor specialization Type of belief system and ritual leaders’ roles?

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Step 2. Put the beginning dates for all four civilizations on the timeline below.

8,000 BCE 5,000 BCE 3,500 BCE 3,000 BCE 1600 BCE

Step 3. Put your data for two of the civilizations in the Venn diagram below (or make a bigger one)

Reasons for the differences: Reasons for the similarities:

Step 4. Comparative Question: Compare the characteristics of two of the early river valley civilizations.

Directions: YOUR THESIS MUST INCLUDE ALL OF THE FOLLOWING:

_____ FULLY ADDRESS THE QUESTION

_____ TAKE A POSITION AND PROVIDE ORGANIZATIONAL CATEGORIES (WERE THERE MORE SIMILARITIES OR MORE DIFFERENCES? WHICH CHARACTERISTICS SHOW SIMILARITIES AND WHICH SHOW DIFFERENCES?) WHAT ARE THE MAIN REASONS WHY THE CIVILIZATIONS ARE MORE SIMILAR OR MORE DIFFERENT?

Thesis Statement: (The thesis can be more than one sentence.)

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Historical Thinking Skills: Argumentation, Use of Evidence, Historical Interpretation

Directions for Socratic Seminars

  The Set-up

1. 10 - 15 participants in the inner circle plus a “hot seat” for those students who can’t resist joining the discussion

2. Students check their understanding of the question(s) and the source(s)

for the seminar.

3. Students make a comment or ask a question about one of the following (10 pts.) Make sure to say “According to the document…” “Even though the document says…”

a. information in the sources.

b. validity of evidence used by the author(s)

c. the strength of the argument (thesis)

d. to respond to a question asked by someone else

e. to respond to a comment made by someone else

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Socratic Seminar on “Civilization?”

Directions:Use the following quotes to discuss the diverse interpretations of the term “civilization”. What are the issues involved in using “civilization” as an organizing principle in world history?

Quotes on Civilization

Professor Mark Kishlansky: “When civilization first entered the English language in the late eighteenth century, it was used to contrast the society and culture of Europe with what the British saw as the chaotic barbarity of much of the world.”

Professor Peter Stearns: “The perception that there are fundamental differences between civilized and ‘barbaric’ or ‘savage’ peoples is very ancient and widespread. For thousands of years the Chinese, the civilized inhabitants of the ‘Middle Kingdom’, set themselves off from neighboring peoples, including the pastoral or nomadic cattle and sheep-herding peoples of the vast plains or steppes to the north and west of China proper, whom they regarded as barbarians.”

Professor Lee Ralph: “Discussing the origins of cities is really the same as discussing the origins of civilization, which may be defined as the stage in human organization when governmental, social, and economic institutions have developed sufficiently to manage (however imperfectly) the problems of order, security, and efficiency in a complex society.”

Professor Richard Bulliet: “The tendency of the Mesopotamians, like other peoples throughout history, to equate civilization with their own way of life should serve as a caution for us. What assumptions are hiding behind the frequently made claim that the ‘first’ civilizations, or the first ‘advanced’ or ‘high’ civilizations, arose in western Asia and northeastern Africa sometime before 3000 BCE?”

Professor Lanny Fields:” But the concept emphasizes a basic distinction that is useful in the study of the human past: There are fundamental differences between simple, small-scale societies and complex, large-scale societies. Those relatively complex societies which we call ‘civilizations’, have a different and faster pace of development and change; they are stimulated by economic

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and political competition; and a greater diversity of events and processes shapes their futures. The smaller-scale societies, in contrast, have a slower pace of change; they have fewer and less complicated factions; and the lifestyles and life histories of their members are more alike. All of these factors distinguish civilizations from other human societies. “

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QUIZ CORRECTIONS -- DUE THE DAY AFTER YOU GET YOUR QUIZ BACK.

If you would like to earn back the points you missed on the quiz, you should re-submit your quiz paper with the following corrections.

1. Make sure your name is on the quiz paper and on a separate piece of notebook paper.

2. For the ones you got wrong, write out the correct answer next to the quiz question number on the notebook paper.

3. Then, write out in full sentences WHY the answer you selected was incorrect for the question or sentence completion.

4. Make sure you have completed all of the steps above.

Example: Which of the statements below is most true of both the Roman and Han empires?

(A) They standardized coinage, weights and measures, and writing systems. (RIGHT ANSWER)

(B) They relied heavily on slave labor.THIS ANSWER IS WRONG BECAUSE ONLY THE ROMAN EMPIRE RELIED HEAVILY ON SLAVE LABOR. IN THE HAN EMPIRE, FREE PEASANTS PRODUCED FOOD, WORKED ON THE GREAT WALL AND IN THE MILITARY.

(C) Their bureaucracies were drawn from successful candidates of written examinations.THIS ANSWER IS WRONG BECAUSE ONLY THE HAN EMPIRE STAFFED ITS BUREAUCRACY WITH SUCCESSFUL CANDIDATES ON AN EXAMINATION. THE ROMAN EMPIRE OFFICIALS WERE A DIVERSE GROUP OF NOBILITY, SLAVES, AND AUTONOMOUS LOCAL ELITES.

(D) They encouraged rebellions by female elites of conquered people.NEITHER IMPERIAL GOVERNMENT ENCOURAGED REBELLIONS ESPECIALLY BY FEMALE LEADERS SUCH AS BOUDICA AND THE TRUNG SISTERS.

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Chart for Taking Notes on Belief Systems

Time/Place of FoundingDeity(s) [if none, then explain why]Founder/Prophet/LeadersHoly Book(s)

Beliefs/Practices/RitualsWomen’s Role

Expansion/Influence

LECTURE OUTLINE: RELIGION OR BELIEF SYSTEMS

DEFINITION OF RELIGION:The human relationship with the sacred, with forces in and beyond nature

REASONS FOR THE DEVELOPMENT OF BELIEF SYSTEMS:1. Protection and support or security in an uncertain world2. Desire for a deeper sense of the significance of life3. Hope for existence after death4. Provides answers to eternal questions about existence

a. Where do we come from?b. Why are we here?c. What happens to us when we die?d. What is our relationship to the environment?

FIVE COMMON TRAITS OF BELIEF SYSTEMS:1. Sacred calendar and rituals2. Sacred spaces3. Sacred teachings and writings4. Sacred symbols 5. Religious organization or hierarchy

Briefly explain a cause of one of the main similarities among the belief systems:

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Briefly explain a cause of one of the main differences among the belief systems:

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The Conrad Demarest Model of EmpiresRoman Republic-Empire (509 BCE to 476 CE)[list examples for the Roman Empire]

Han Empire (221 BCE to 220 CE)[list examples for the Han Empire]

Gupta Empire(320 CE to 535 CE)[list examples for the Gupta Empire]

Necessary Preconditions for rise of empire:

Centralized government

High agricultural potential

Environmental mosaic

Several small states, none clearly dominant

Mutual antagonisms among those states

Adequate military resources

Primary reason for success in empire building:

An ideology supporting personal identification with state, empire, conquest, and militarism

Major rewards:

Economic expansion (especially reaped in the

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early years, redistributed to the elite, and often to all levels of the society)

Territorial and subsequent population increase

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Empires fall because:

Ideology of expansion and conquest fuels attempts at conquest beyond practical limits

Failure to continue conquest indefinitely and to continue to bring home its economic rewards erodes faith in the ideology supporting the empire

Revolutions supported by peasants or the lower class undermines the power of the ruling class

Write a thesis statement to answer the following question:“Compare the reasons for the success of the Roman, Han, and Gupta empires. Were their ideologies or economic rewards more important for their success?”

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Thesis Writing Skills

TEACHER STRAGIES: Give students the Comparative or CCOT essay question at the beginning of the unit. This is similar to sharing the Big Question or Enduring Understanding Idea with the students. Always include a designated space for thesis statements on the worksheets with graphic organizers, e.g. Venn Diagrams, Y-charts, or other note-taking charts. Let students practice writing just the thesis paragraph for Comparative or CCOT essays

EXAMPLE OF A THESIS-ONLY TIMED WRITING FOR UNIT 1

QUESTION: COMPARE THE CAUSES FOR THE COLLAPSE OF THE HAN EMPIRE AND THE WESTERN PART OF THE ROMAN EMPIRE.

Directions: WRITE A THESIS PARAGRAPH ONLY

_____ FULLY ADDRESS THE QUESTION

_____ TAKE A POSITION

_____ PROVIDE ORGANIZATIONAL CATEGORIES: PERSIA (WHAT YOUR TOPIC SENTENCES WILL SAY)

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Ideas for Map Quizzes

Deborah Smith Johnston, Lakeside School, Seattle, Washington“Maps are tools that help students investigate the past and the present as they explore historical connections. Additionally, maps can be used to uncover the worldview of both cartographers and societies of the past, as well as students themselves.” World History Matters

Idea #1: Mental Maps

In the space below, sketch a map from memory to show the major continents and bodies of water.

Be sure to take into account the relative sizes of the continents to each other and to the bodies of water.

Some other factors to consider are thato Asia is the largest and Africa the second largest continent. o The major oceans comprise about 2/3 of the earth’s surface. o The west coast of South America lines up with the east coast of North

America. o Canada is twice as big as the USA.

Idea #2: A more specific mental map

1. Draw the Eastern Hemisphere (AfroEurasia) from memory.

2. Draw the major trade routes of the 1st century C.E.

3. Use arrows and labels to indicate the global processes that promoted trade (spread of religions) or restricted trade (spread of disease).

Idea #3: On a blank map of the Eastern Hemisphere, identify the location of the Classical Empires and States (Ghana, Roman, Han, Kushan, Parthian, Abyssinia, Meroe) and the trade networks between them (Silk-Spice Roads & Gold Roads)

Idea #4: Briefly explain the role of nomadic groups in assisting the flow of trade and religions along trade routes. Note: The map below neglects to include the Gold Roads in the Sahara.

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APWH, Unit 2, Vocabulary Quiz #2

1. “Pre-Christian practices such as ___________ , continual devotion to prayer, and living apart from society (alone or in small groups) came together in Christian form in Egypt.”

2. “By the Greek Classical period a number of ‘mystery’ cults had gained popularity by claiming to provide secret information about the nature of life and death and promising a blessed ______________________ to their adherents.”

3. “With nirvana came release from the cycle of ________________________ and achievement of a state of perpetual tranquility.”

4. “The Christian emperors in Constantinople sent ___________________________ along the Red Sea trade route to seek converts in Yemen and Ethiopia.”

5. “As Buddhism spread, Southeast Asia became a way station for Indian _____________ and East Asian ___________________ going to and coming from the birthplace of their faith.”

6. “Meng Yi Zi asked about the meaning of ________________ piety. Confucius said, ‘It means not diverging from your parents.’”

7. “Large numbers of people began to __________________ when they saw that Christians seeking political office or favors from the government had clear advantages over non-Christians.”

8. The Rig Veda, the Torah, and the New Testament, are all examples of _______________ ____________________.

9. “It became common to refer to medieval Europe as a ‘______________ society’ in which kings and lords gave land to ‘vassals’ in return for sworn military support.”

Word Bank:

Celibacy afterlife reincarnation pilgrimconvert

Filial piety sacred texts feudal missionary

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Interactions in the Classical PeriodEssential Question: How did trading networks and geographic factors influence maritime trade from Southeast Asia to other areas in the classical world from 100 B.C.E. to 100 C.E.? 

For more than three thousand years, the ancient world was linked by elaborate trading routes that connected most parts of AfroEurasia. As caravans carried luxury goods on the Silk Roads to old markets in South Asia and to burgeoning markets in the Roman Empire, a parallel maritime trade linked Asian markets to Africa and the Mediterranean region. A complex network of sailing ships, dependent on seasonal monsoon winds, carried cargoes from India and Southeast Asia to ports throughout the ancient world. Most notable about the sea routes conducted by intermediaries (Arab, Indian, and Malay seafarers) was that they concealed the source of their goods to protect that lucrative trade. The demand for these fragrant spices and aromatic resins, worth their weight in gold, also spurred geographers, astronomers, and merchant sailors to chart new understandings of their physical world.

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Simulation of Interactions in AfroEurasia (adapted from http://orias.berkeley.edu/Spice/textobjects/byregion.pdf

Vocabulary for Trade Simulation1. Entrepôt was a place where goods were stored or deposited and from which they were

distributed. A trading or market center.

2. Emporia was a place which the traders of one nation had reserved to their business interests within the territory of another nation. Places of trade (plural noun)

3. Port City was a place on a waterway with facilities for loading and unloading ships, a city or town on a waterway with such facilities, the waterfront district of a city.

EXPORT & IMPORT RECORD SHEET

Your Entrepôt: ________________________________________________Group Members’ Names: ________________________________________________

Read the list of exports and imports for your entrepôt. You have 10 of each export product on your list. Come up with a plan for your merchants to use in order to obtain your most desired items. Consider ways to promote your exports in the entrepôt you visit. Keep careful records of what you sell and buy so you don’t sell more than you have or buy more than you need (use the tables below for an idea on how to keep track of your transactions). You can resell items to other merchants that you don’t need to take back to your home port. You may exchange goods with merchants not connected to the ports you visit.

Round OneList origin and type of goods obtained: Goods sold to:

Round TwoList origin and type of goods obtained: Goods sold to:

Round ThreeList origin and type of goods obtained: Goods sold to:

Round FourList origin and type of goods obtained: Goods sold to:

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Major Imports and Exports by Region

A. ROME:The wealthy citizens of Rome provided a great market for the many exotic goods from the farthest reaches of the known world. They had the following goods to export: wine, gold coins, glassware, olive oil, wool, purple fabric, metal weapons and tools

To make a profit you must obtain: pepper, cloves, and frankincense

Rome was also interested in the following imports: Nutmeg, ginger, grain, cotton, pearls

ROUND ONE: Merchants travel to the Egyptian port at Alexandria.ROUND TWO: Merchants return to Alexandria; they also travel to the East African city of Aromata, and to the Arabian port city of Muza.ROUND THREE: Roman ships return to Alexandria; they make use of the monsoon winds and travel to the Indian port of Barygaza and to the South Indian city of Muziris.ROUND FOUR: Roman ships avoid Muza but go to Muziris. On their return to Rome, they stop at Barygaza and Alexandria.

B. ALEXANDRIAThe great port at Alexandria provided a central marketplace for the Roman Empire in the eastern Mediterranean Sea. Exotic goods from throughout Asia and central Africa came through this major port. The following goods were for export: grain, papyrus, linen and flax, glass vases, painted pottery, lotions, perfumes, repackaged spices from Asia

To make a profit you must obtain: pepper, cinnamon, frankincense

Alexandria’s merchants were also interested in these imports: ginger, tin, iron, wine, nuts / figs

ROUND ONE: Merchants travel to Rome.ROUND TWO: Merchants return to Muza; they also travel to the Indian port of Barygaza.ROUND THREE: Merchant traders travel to the Indian ports of Barygaza and to Muziris.ROUND FOUR: Your ships travel to Barygaza, Muziris and Aromata.

C. AROMATA, EAST AFRICA:Aromata was a coastal market and port for the raw materials of central and east Africa. The following goods were for export: Ivory, tortoise shell, rhinoceros horn, leopard skins

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Goods that came from Arabian traders were also exported: Frankincense, myrrh, clovesTo make a profit you must obtain: cinnamon

ROUND ONE: Merchants travel to the Egyptian port at Alexandria.ROUND TWO: Merchants return to Alexandria; they also travel to Rome.ROUND THREE: Merchants return to Alexandria; they also return to Rome.ROUND FOUR: Merchants return to Alexandria, Muza, Rome, and Alexandria.

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D. MUSA, ARABIA:

The Arabian merchants used the monsoon winds to travel to the ports of the Arabian Sea. For centuries they concealed the sources of the goods they traded. They had the following goods to export: frankincense, myrrh, sesame oil

To make a profit you must obtain: cinnamon, pepper

Muza was a market for the following imports: cotton and silk textiles, tin, grain, olive oil, wine,Cosmetics, sandalwood, tortoise shell

ROUND ONE: Merchants travel to the African port of Aromata.ROUND TWO: Merchants return to Aromata; they also travel to the north Indian port of Barygaza.ROUND THREE: Arab vessels travel to the Egyptian port at Alexandria; they return to Aromata; they travel to the two Indian ports at Barygaza and to Muziris.ROUND FOUR: Your ships return to the ports at Alexandria, Aromata; Barygaza and Muziris.

E. BARYGAZA, INDIAGoods from Central Asia and the Indus River Valley came to this port. They had the following goods to export: cotton, sandalwood, pearls, semi-precious stones, perfumed oils

The following goods came into Barygaza for re-export: silk from China, tortoise shell, ginger

To make a profit you must obtain: Roman coins, glassware

Indian merchants were especially interested in the following imports: clothing, wine, medicines,tin and copper, silverware

ROUND ONE: Merchants travel to the Arabian port of Musa.ROUND TWO: Merchants travel to the East African city of Aromata; they also travel to the South Indian port of Muziris.ROUND THREE: Indian merchants return to Aromata and Muziris; They also travel to Funan/Oc Eo in Southeast Asia.ROUND FOUR: Indian merchants return to Aromata, Muziris, and Funan.

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F. MUZIRIS, SOUTH INDIAMerchants at this port had access to a wide variety of goods from Southeast Asia, India, and China. They had the following goods to export: black pepper, ginger root, ivory, pearls, tortoise shell, fine cotton textiles, cinnamon

To make a profit you must obtain: cloves, gold Roman coins, glasswareIndian merchants were also interested in the following imports: silverware, wine, silk, cardamom

ROUND ONE: Merchants travel to the Indian port of Barygaza.ROUND TWO: Merchants make use of the monsoon winds and travel to the Funan city of Oc Eo and to the north Indian port of Barygaza.ROUND THREE: South Indian merchants return to the Funan city of Oc Eo and to the north Indian port of Barygaza. They also travel to the Arabian port of Musa.ROUND FOUR: Indian merchants return to Aromata, Muziris, Oc Eo,and Barygaza.

G. FUNAN / OC EO (Cambodia)The merchants who traded from this port obtained their goods from the mainland as well as the many islands throughout Southeast Asia. They had the following goods to export: ivory tusks, teakwood, aloeswood, cinnamon bark, sandalwood, ginger, pearls, cardamom, gold, rhinoceros tusks, spices imported from island Southeast Asia (cloves and nutmeg)

To make a profit you must obtain: Wine, silkFunanese merchants imported the following goods: rice, lacquerware, wheat, iron, cloves, nutmeg, cardamom, cinnamon, glassware

ROUND ONE: Merchants travel to the Indian port of Muziris.ROUND TWO: Merchant traders use the monsoon winds to travel west to the African coastal port of Aromata and to the Chinese port of Cattigara in the east.ROUND THREE: Funanese traders return to Muziris and to Cattigara.ROUND FOUR: Merchants continue to trade at Aromata, Muziris, and Cattigara.

H. CATTIGARA, CHINAChinese merchants dominated the eastern sea with an empire as vast as that of Rome. The Han Dynasty was a vast market for luxury goods and the Chinese had the following exports: Silk, porcelain, lacquer ware, tea

To make a profit you must obtain: cloves, nutmegChinese merchants imported the following goods: Pearls, spices, elephant tusks, rhinoceros horns, pepper

ROUND ONE: Merchants travel to the Funan port of Oc Eo.

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ROUND TWO: Merchant traders return to Oc Eo; they also voyage to Barygaza at the Indus River.ROUND THREE: Merchants travel to the South Indian port of Muziris; they return to the Funan port of Oc Eo.ROUND FOUR: Merchants return to Muziris and Oc Eo.

Extra credit: Read the Periplus account [http://www.fordham.edu/halsall/ancient/periplus.html] for advice on sailing conditions and trade. What additional information did you find?

Debriefing: Discuss these questions in your group and then write an answer to the last question to turn in at the end of the period.

o What item(s) was so rare that you could not obtain it?

o Was it difficult to obtain some items? Why?

o What items did you obtain that you could trade to merchants in other regions?

o What would you do differently if you were given more opportunities to trade? 

o What other groups did you trade with?

o What geographic and environmental factors helped you? (hint: monsoon cycles)

o What geographic and environmental factors hindered you? (hint: monsoon cycles)

o What human factors helped or hindered your success, e.g. trust among merchants, reliability of ship captains, and/or taxation policies of domestic or foreign governments?

o What geographic factors made the entrepôts and emporia logical sites for trade?

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Unit #3: 600 - 1450 C.E.

Six Weeks

Week #1: Islam and urbanization, Crusades, SchismsTimed writing: mini-DBQ on Crusades (in lesson here)

Week #2: Silk Road DBQ essayChinese model and urbanization: Song Dynasty Chinese dynasty list and songTimed writing: CCOT essay on the Silk Road (2009 exam)

Week #3: Compare Bantu and Polynesian migrations Compare European and Japanese feudalism Analyze purpose of Viking expansions

Week #4: Mongols across Eurasia; Black Death (Mongol trial)Timed writing: Comparative Essay on the effects of the Mongols

(2005 Exam)

Week #5: Mayan city-states; Aztec and Incan empires

Week #6: Ming Treasure Ships and Indian Ocean trade networks (Swahili coast)

Timed writing: DBQ on Silver (2007 Exam)

Map Quiz: CCOT in Trade Networks from the Classical to end of Post-Classical Periods

Unit Test: 50 Multiple-Choice Questions

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Chinese Dynasty Song (sung to the tune of Frère Jacques)

Shang, Zhou, Qin, Han/ Shang, Zhou, Qin, HanSui, Tang, Sung/ Sui, Tang, SungYuan, Ming, Qing, Republic/ Yuan, Ming, Qing, The RepublicMao ZedongDeng Xiaoping

Habits of Mind: Chronological Reasoning and PeriodizationDirections: Add at least two events from the list below to each line of the Chinese history timeline.

Chinese History Timeline

1. Shang (1700 to 1027 BCE)

2. Zhou (1027 to 221 BCE)

3. Qin (221 BCE to 207 BCE)

4. Han (206 BCE to 220 CE)

5. Sui (580 CE to 618 CE)

6. Tang (618 to 907 CE)

7. Song (960 to 1279)

8. Yuan (1279 to 1368) [Mongols]

9. Ming (1368 to 1644)

10. Qing (1644 to 1911) [Manchu]

11. The Republic of China (1911 to 1945)

12. Chinese Civil War (1945 – 1949)

13. People’s Republic of China: Mao Zedong (1949 to 1976)

14. People’s Republic of China: Deng Xiaoping (1977 to 1992)

15. People’s Republic of China: Post Cold War (1992 to today)

Mayan city-statesFunan EmpireIslamic SpainCrusadesMali EmpireSriyvijayaMagna CartaFatimid CaliphateMoscow city-stateBritish EmpireAmerican RevolutionFrench Revolution

Haitian Revolution1st Mexican Revolution Latin American RevolutionsWorld War 1World War 2Great DepressionIl-KhanateAztec Empire Ancient GreeceAssyriaPersian empires

Roman RepublicMauryan EmpireAsokaRoman EmpireGhana EmpireGupta EmpireByzantine EmpireAbbasid CaliphateInca EmpireBubonic plagueMughal EmpireOttoman EmpireSafavid Empire

Russian EmpireSpanish armadaExpulsion of Jews and Muslims from SpainGlorious Revolution in EnglandSpanish conquest of AmericasDecolonization in Sub-Saharan AfricaWidespread use of cell phones

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Iranian Revolution1st Arab-Israeli warGenocide in Rwanda

Abolition of the Atlantic slave tradeItalian Renaissance

Protestant ReformationSpanish-American War

Professional sports teamsHammurabi’s Law Code

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Reading Quiz on Islam (Based on Spodek, Ch. 11, pp. 332 - 340)

Directions: Circle the best answer and then briefly explain why it is correct.

1. Islam means(A) surrender to the will of God(B) the rightly guided one(C) Arabs who believe in Allah(D) leader of God’s people

Analysis:

2. Disagreements in the umma (the Muslim community) arose over the(A) meaning of the Prophet Muhammad’s revelations(B) location of the capital of the empire(C) best invasion route into North Africa(D) successor to the leadership of the umma

Analysis:

3. All of the following are included in the Five Pillars of Islam EXCEPT(A) hajj (pilgrimage to Mecca)(B) charity to the poor and travelers(C) prayer only on Fridays(D) belief that Muhammad was the last prophet for monotheists

Analysis:

APSI Participant: Jot down some reactions to this short reading quiz. What would student answers show about their mastery of content and

historical thinking skills?

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"Crusades Mini-DBQ"

Historical Thinking Skills: ____________________________________________________

Directions: Compare how Christians and Muslims viewed each other after the capture of Jerusalem by the Crusaders in 1099. What other kinds of sources would help you answer this question?

Document 1

Abu Sa'ad al-Harawi, qadi and chronicler, Baghdad, 1099

"Presentation to the Abbasid caliph, al-Mustazhir Billah"

"The [few] exiles still trembled when they spoke of the fall of the city [Jerusalem]: they stared into space as though they could still see the fair-haired and heavily armored warriors spilling through the streets, swords in hand, slaughtering men, women, and children, plundering houses, sacking mosques."  

Document 2

Raymond of St. Giles, Count of Toulouse and secular military leader chosen in 1095 by Pope Urban II to lead the First Crusade, 1099.

"[Report of the] Capture of Jerusalem by the Crusaders [to the Pope]"

"And if you desire to know what was done with the enemy who were found there [Jerusalem], know that in Solomon's Porch and in his temple our men rode in the blood of the Saracens up to the knees of their horses."

    Thesis Statement for Crusades Mini-DBQ:

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Historical Thinking Skills: analyzing visual evidenceChina: Song Empire (960-1279)

Use the website below to explore the nature of the Song Empire. Complete the steps and answer the questions (noted with a bullet) to learn about the contributions and significance of the Song Empire.

http://afe.easia.columbia.edu/song/http://www.npm.gov.tw/exh96/orientation/flash_4/index.html

After accessing the website choose the see entire scroll option. Take a few moments to view the entire scroll, write below the characteristics of the Song Dynasty as illustrated in the scroll.

Under Technology select Rice Cultivation

What impact does rice cultivation have on population? Why?

Under economic growth select Commercialization. Read text on left and view pictures 1 and 2 on the right.

How does this scene demonstrate the fact that Kaifeng is a cosmopolitan city?

A river runs nearly the length of the entire scroll. What is the importance of water transport?

Under commercialization select paper money What were the benefits of paper money? What were some European

responses to Chinese paper money?

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Click on Cities.

How are Song cities similar and different from the cities of previous dynasties?

Scroll through the gate scene. What are your impressions of this scene (products, transport, volume, etc.)

Click on Confucianism. Why was Confucianism so important to Chinese society and government?

Review quotes of Confucius from class, do they support what you are reading here? How so?

Under Technology select Printing & Education. What is the impact of woodblock printing?

Under Cities select Hangzhou and the urban elite.

Describe the new elite that emerge under the Song Empire. How does this compare to the Tang? The Song Empire was a meritocracy. Support or refute that statement with evidence from the text and scroll.

Reexamine the entire scroll to review the major characteristics of this society under the Song Empire. Have your impressions changed after looking more closely at the scroll?

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Extension activity: Visit http://hastings1066.com/baythumb.shtml and compare this scroll to the Bayeux Tapestry.

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Comparing Feudalisms

Definition of Feudalism for Western Europe and Japan:The feudal political system is decentralized -- many lords with military expertise controlling relatively small areas. The power of the lords comes from the land and the people they control. The landed peasants (serfs) are bound by loyalty to that lord who gives them protection from other lords or invading foreigners.

Economically, wealth is associated with land, but there is some trade in village markets and in cities chartered by lords (usually called kings or shoguns) with more military strength.

Socially, the hierarchy puts the lords at the top, followed by their loyal military supporters (knights or samurai), and then the peasants. The merchants and religious groups do not fit into the feudal social system, and must make separate agreements with the lords. The Christian or Buddhist religious organizations have a similar hierarchy as well.

DIFFERING TIMELINE FOR FEUDALISM IN WESTERN EUROPE AND JAPAN

500 600 700 800 900 1000 1200 1300 1400 1500 1600 1700

European Feudalism

End of Roman Empire in West/Beginning of Feudalism Highest Stage of Feudalism Decline of Feudalism Centralized States

Japanese Feudalism

Imperial System: Nara, Heian, Kamakura Central Authority Declines Highest Stage of Feudalism Shogunate

Thesis Statement about similarities and differences between the two feudalisms:

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45

Compare Migrations in Polynesia and Sub-Saharan AfricaEssential Question:What are the common factors that prompted human migration up to 1200?

Focus Questions: ANSWER THESE QUESTIONS IN TWO SHORT PARAGRAPHS

o What are the similarities and differences in the factors that prompted migrations within Polynesia and Sub-Saharan Africa?

o What are the similarities and differences in the issues historians have in analyzing those factors?

Directions:1. Mark Polynesian migration routes on the SE Asia and Australia map.2. Use information from the packets for your group to identify the factors

that prompted migrations within Polynesia and Sub-Saharan Africa.3. Mark Bantu migration routes on a map of Africa you create. 4. Create a Venn diagram or T-chart to compare the evidence you find

about both regions. Are the factors more similar or more different?5. Discuss with the class the issues historians have in analyzing those

factors.

Polynesian migrationshttp://www.pbs.org/wayfinders/polynesian2.html -- full webquesthttp://www.pbs.org/wayfinders/game.html#http://maaori.com/people/maoriara.htm -- map

http://solo.manuatele.net/facts.htm -- DNA debate

http://sscl.berkeley.edu/~oal/background/polyhist.htm -- archaeology in Polynesia

http://pvs.kcc.hawaii.edu/index.html -- Polynesian voyaging society

http://www.camelotintl.com/world/oceania.html -- timeline

http://www.metmuseum.org/toah/ht/02/oc/ht02oc.htm -- timeline

http://www.nationalgeographic.com/xpeditions/lessons/04/g68/index.html -- National Geographic site with links to other web quests

Bantu migrations -- http://www.bbc.co.uk/worldservice/specials/1624_story_of_africa/page95.shtml

http://en.wikipedia.org/wiki/Bantu_languages

http://en.wikipedia.org/wiki/Bantu_expansion

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http://www.ischool.zm/plans/Grade10HistoryBantuMigrations.pdf

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Analyze Causes and Effects of Viking MigrationsObjective: Analyze demographic and environmental changes related to Viking expansion into Eastern and Western Europe

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.Burials -- to help with journey to afterlife; boats had weapons, tools, food, sacrificial victims needed in next life; when Vikings converted to Christianity the grave goods ceased.

Which solution would you choose as a Viking in the post-classical period?

Environmental Problem: In Scandinavia, farmers, fishers, hunters, skilled craftsmen, traders felt restricted by natural resources: mountains, forest and heaths, so they went A’Viking – raiding.

Solution I: A’Viking – three technologies: boat building

timber – varying thickness of planks (cut with iron hatchets); notches to fit the planks together, then iron rivets; prow on either end; rudder on one side of the ship; sails; wide relative to depth to give more stability and flexibility in shallow water

iron working iron – iron ore plentiful

organization – for boat building, especially timber cutting, iron ore extraction, and smelting; amphibious warfare

Solution II: TradeThey brought luxury goods to Eastern European/Byzantine markets – (Baltic) slaves, wax (for Orthodox churches), furs (squirrel, martens, sable, seal, walrus, polar bears)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: dried fish, down, furs, slaves, sheep, cattle, goatskins, leather, hawks, honey, wax, nuts, grain, amber, iron, swords, armor, mead (made from excess honey)

Solution III: Mercenaries – Varangian guard in Constantinople were the Swedish Vikings (called the Svear) then stayed on in the Byzantine Empire after their service was done.

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Demographic Effect: The three solutions resulted in Viking settlements in the British Isles, France, Greenland, Newfoundland, Eastern Europe, and throughout the Mediterranean.

Why the Sour POV? In Western Europe, monks and parish priests portrayed Vikings as the judgment of God on a people who had neglected their obligations to the Church.

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Historical Thinking Skills: Argumentation, Use of Evidence, Contextualization, Comparison

THE TRIAL OF GENGHIS KHANIt’s not a real historical event, but we will pretend that Genghis Khan was recently brought back to life to stand trial for being uncivilized.

Your job will be to determine if Genghis Khan and his descendants were uncivilized conquerors and rulers.

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 do an essay supporting or refuting the statement “that the Mongols were uncivilized.”

Preparation: Prosecution and defense teams will meet to plan strategy and divide up

responsibilities Witnesses will prepare for parts by taking notes from textbooks, primary sources, and other secondary sources. Jury members will take notes to be familiar with all issues and witnesses. The prosecution and defense teams must give copies of their questions two days before the trial. Each witness must have a pre-written response to the questions that will be asked by both the prosecution and defense. On the day of the trial, all students must turn in POV analysis of ALL of the primary sources by or about the Mongols in the DBQ.

How the Trial will work: The judge reads the charges. Opening statements by defense and prosecution (1-2 minutes) Prosecution calls witnesses (maximum of 20 questions total) Defense cross examines each witness (max. 20 questions total) Defense calls 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 and turn in the day after the trial.)

Roles for the Trial of Genghis KhanGenghis Khanjudgedefense attorneys (2-3)prosecution attorneys (2-3)Mongol generalMongol soldierMongol womanKublai Khan

Japanese DaimyoPope Innocent IVMarco PoloMamluk generalPrince of KievPrince of MoscowKorean royal woman Korean ship builder

Ibn BattutaSilk Road merchantCaliph of BaghdadJavanese soldierChinese peasant Chinese Confucian scholar Tibetan Buddhist monkJury (4 people)

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Mongol Trial Scoring Rubric

Costumes Accuracy and creativity of

clothing and/or props for witnesses

nice clothes for attorneys, judge, and jury

15 points

Written notes accuracy of judge’s instructions clarity of jury’s verdict accuracy and clarity of

attorneys’ questions accuracy and clarity of

witnesses’ answers

15 points

Verbal participation accuracy and clarity of judge’s

instructions accuracy and clarity of

attorneys’ questions accuracy and clarity of

attorneys’ introduction and summation

accuracy and clarity of witnesses’ answers

clarity of jury’s verdict

20 points

TOTAL 50 points

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2005 Advanced Placement© World History Free Response Question

WORLD HISTORYSECTION II

PART C(Suggested planning and writing time – 40 minutes)

Percent of Section II score—33 1/3 percent

The time allotted for this essay is 40 minutes, 5 minutes of which should be spent planning and/or outlining the answer.

Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that:

Has a relevant thesis and supports that thesis with appropriate historical evidence.

Addresses all parts of the question. Makes direct, relevant comparisons. Explains relevant reasons for the similarities and differences.

2. Compare and contrast the political and economic effects of Mongol rule on TWO of the following regions:

RussiaMiddle EastChina

THIS SPACE MAY BE USED FOR PLANNING YOUR ANSWER.

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Question 3—Comparative Scoring Guidelines for the Mongol Question

[OPERATIONAL RUBRIC]

BASIC CORE (competence) 0–7 points(Historical skills and knowledge required to show competence.)

1. Has acceptable thesis. 1 point• The thesis cannot be split and must be located in the introductory paragraph. It cannot simply repeat the question.• The thesis must address two places affected by the Mongols and a similarity and a difference in the political and economic effects of Mongol rule.• The thesis may appear as one sentence or as multiple sentences.• The thesis statement cannot be counted for credit in any other category.

2. Addresses all parts of the question, though not necessarily evenly or thoroughly.

For 2 points:Essays must address:• two places affected by the Mongols • at least one similarity AND one difference• at least one political AND one economic effect of Mongol rule.

For 1 point:Essays must address:• two places affected by the Mongols• either a similarity OR a difference• either a political OR economic effect of Mongol rule

3. Substantiates thesis with appropriate historical evidence. 2 pointsEssays must include at least one accurate piece of evidence for each place affected by the Mongols.

For 2 points:• Essays should include a minimum of FIVE accurate pieces of evidence related to effects of Mongol rule with at least one piece of evidence about a political effect and one must be about an economic effect.

For 1 point:• Essays should include a minimum of FOUR accurate pieces of evidence related to effects of Mongol rule with at least one piece of evidence about a political effect OR one about an economic effect of Mongol rule.

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4. Makes at least one relevant, direct comparison between the effects of Mongol rule on two places. (1 point)• This must be an explicit and relevant comparison to political OR economic effects of Mongol rule in two Eurasian societies.• Mere parallel construction is not enough to earn this point.• The direct comparison must be distinct from the thesis statement.

5. Analyzes at least one reason for a similarity or difference identified in a direct comparison. (1 point)• In regard to political OR economic effects of Mongol rule, students must explain why a similarity or a difference occurs, or why a similarity or a difference is significant. • May be an expansion of core point 2 or core point 4

EXPANDED CORE (excellence) 0–2 points(Historical skills and knowledge required to show excellence.)

The basic core score of 7 must be achieved before a student can earn expanded core points.

Examples:• Has a clear, analytical, and comprehensive thesis; e.g., assesses both political and economic effects effectively.• Addresses all parts of the question: shows balanced comparisons of the two regions, similarities and differences, and/or political and economic effects of Mongol rule• Provides ample historical evidence to substantiate the thesis.• Relates comparisons to the larger global context , e.g.

Substantial and relevant connections between Mongol rule and the periods subsequent

Discussion of the reactions of conquered peoples to Mongol rule Discussion of the world history question of the pattern of interactions

between nomadic pastoral peoples and sedentary civilizations• Makes several direct comparisons consistently between Eurasian societies.• Consistently analyzes causes and effects of relevant similarities and differences.

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Examples of Acceptable Thesis Statements

1. In the post-classical period, the Mongols ruled China more directly and Russia more indirectly. The effects of Mongol rule caused the re-establishment of centralized political control and expansion of trade for the Chinese but a shift in political power for the Mongol princes who worked as tax collectors for their Mongol overlords.

2. The political effects of Mongol rule on China and Russia were similar, but the economic effects differed. Resentment of Mongol rule in China and Russia led to nationalist rebellions that eventually ended Mongol rule in both places. Although Mongol protection of the Silk Roads in Central Asia increased trade and profits for the Chinese, the Russians, especially those around the new political powers in Moscow, did not benefit much from the expansion of Silk Road traffic.

3. Both the Middle East and China experienced negative political effects from Mongol rule and positive economic growth as a result of the improved safety along the Silk Roads.

Examples of thesis statements that are NOT acceptable

1. Although the Chinese economy improved from Mongol rule, the Russians became isolated. [This thesis is incomplete, because it fails to address both political and economic effects for both China and Russia]

2. The Mongols ruled the Middle East and Russia differently and had some similar economic effects. [This thesis mostly repeats the questions, fails to deal with political EFFECTS of Mongol rule, and is too vague about the economic effects.]

3. The Mongols were ruthless in conquering China and the Middle East and spread the bubonic plague that killed 30% of their populations. [This thesis addresses the methods of conquest and a demographic effect instead of the political and economic effects.]

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Examples of Acceptable Evidence

1. The Mongol establishment of post houses along the Silk Roads protected the transport and sale of Chinese silk and porcelain resulting in greater profits for Chinese manufacturers of those export products and for Middle Eastern merchants who sold Chinese goods in their cities. [2 pieces of evidence]

2. The Mongol policy of inviting foreigners to serve in the Chinese bureaucracy led to resentment among ethnic Chinese men who preferred the civil service examination system for entry into the government. Many Chinese intellectuals then turned to writing novels and plays as a way to avoid direct political confrontations with their Mongol rulers, but this new literature indirectly criticized the “uncivilized” political style of Mongolians.

3. “The Golden Horde government was a new form for Russia. Under Mongol rule, a large portion of what became Russia was united under one government.”

4. “The conflict arose when the Golden Horde Mongol rulers of Russia killed the last caliph in Baghdad, and the Il Khan, who were Muslim Mongolian rulers, took offense, and got into an escalating conflict with the Golden Horde. The conflict was then later resolved when the Golden Horde converted to Islam.”

What is NOT Acceptable as Evidence

1. “China continued to have a centralized government such as the rule of Kublai Khan.” [More explanation of what Kublai Khan did in China is needed to earn the evidence point.]

2. “The prosperity of trade in St. Petersburg eventually gave Russia enough means to break away from Mongol rule.” [Incorrect placement of central authority in St. Petersburg and

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Unit #4: 1450 - 1750Six Weeks

Week One: Encounters -- “Southernization” in Western Europe and the Scientific Revolution and Renaissance; Protestant Reformation and Catholic Counter Reformation

Week Two: Encounters and Exchange: Reconquista, Portuguese in Morocco and West Africa; Spanish in the Americas

Week Three: Encounters and Exchange: Portuguese in Indian Ocean trade networks, Manila galleons and the Ming Silver Trade

Timed writing: DBQ on Christian and Muslim Attitudes Toward Trade (2002 exam)

Week Four: Labor Systems in the Atlantic World -- The Africanization of the Americas (slave trade, plantation economies, resistance to slavery); Labor systems in the Russian Empire and resistance to serfdom

Timed writing: Compare labor systems (2004 exam)

Week Five: Expansion of Global Economy and Absolutism--Ottoman, Safavid, Mughal, Bourbons, Tokugawa, and Romanov Empires

Timed writing: CCOT Indian Ocean Trade (2008 exam)

Week Six: Effects of the Atlantic Slave Trade on demography in West Africa, resistance to the Atlantic slave trade, and expansion of Islam in sub-Saharan Africa

Timed writing: Change and continuity over time essay on effects of Columbian Exchange (2005 exam)

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Map Quiz: Map the flow of flora, fauna, and people caused by the Columbian Exchange

Unit Test

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Objective:Discuss Shaffer's theory of "Southernization" in a brief Socratic seminar to practice analyzing historical interpretation

Lesson: For homework the night before, have students read Lynda Shaffer’s article Southernization. The article citation is: Journal of World History. Vol. 5. Spring 1994. (I - 2 1). For a brief version, use the abridged version below.

Students should answer the following questions as they read the article.Questions for Article on "Southernization" 1. What does Lynda Shaffer mean by "Southernization"? (List the ideas, products, inventions and places, which were the major contributions of Indians, Malays, Chinese and Arabs to hemispheric development.) 2. What is her thesis in the article? 3. What methods does she say that the Arabs and Mongols used to spread "Southernization"? 4. Why does she say that Europeans were most fully affected by "Southernization" after they acquired tropical colonies? 5. Do you agree with her thesis? Why or why not?

Seminar Instructions:Split students into two groups. Students in group #1 discuss the article based on the first two questions. The second group discusses the article based on the third and fourth questions. The whole class discusses question #5. The teacher only speaks to start and end the discussion session, reminding the students that each one must make one comment about the article and must ask one question of the group or an individual about the reading. Students get full credit if they make two contributions to the discussion but lose points if they prevent others from making two contributions. The entire discussion (both groups) should only last about 20 minutes; ten minutes for each group.

Abridged Version of “Southernization” by Lynda Shaffer. Journal of World History. Vol. 5. Spring 1994. (I - 2 1).

This article has generated controversy in the field of world history for making sweeping claims about the contribution of Asians to the development of ideas, agriculture, and material life across the world. Some scholars question her use of sources while others do not accept her suggestion for re-periodization.

Summary of her major arguments: "Southernization" is Shaffer's term for the contributions of Asians to the development of ideas, agriculture, and material life before 1200. She deals mostly with the major crops that Indians, Malays, and Chinese developed. Her argument is that "Southernization" preceded "Westernization" and that the development of peoples in Europe was dependent on Asian inventions and ideas. A list of the key foods, ideas, and goods follows:

Cotton from India led to sails on Chinese ships, Gold from Siberia, Malay peninsula, Zimbabwe led to coins for trade. Knowledge of monsoon wind patterns by Indians, Persians, Arabs, East Africans, Malays led to trade routes throughout Indian Ocean rim. Cinnamon, pepper trade developed by Indians led to sold to consumers throughout AfroEurasia experience with all-sea routes from Malacca to China led to expanded trade between China and Indian Ocean rim and provided an alternative to Silk Road(s). Nutmeg, cloves from Banda Islands; spice trade invented by Malays led to expanded trade profits for Malay and Indians led to secondary trade in spices for Persians, Arabs, Mediterranean peoples. Crystallized sugar developed in India from sugar cane developed by New Guineans Concept of zero by Indians led to improved mathematics in China and rest of world. Champa rice (early-ripening variety) from Malay

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peninsula led to China led to population increase during Sui Dynasty led to development of Grand Canal and unification of north and south China led to rapid protoindustrialization in iron production, silk weaving, and porcelain exports. The compass from China led to improved maritime navigation for longer sea voyages

Shaffer then explains how the Muslim empires and the Mongol empires (during the 12th century) spread the ideas and goods listed above throughout AfroEurasia but most importantly to peoples living north of the Mediterranean. Without the developments of "Southernization" by 1200, Shaffer claims that the Portuguese would not have been able to round Africa and reach the coast of India. Moreover, she argues that the early European nations needed to make colonies in tropical and subtropical areas in order to control the basic goods that "Southernization" had invented like sugar, cotton, spices, and rice. "Westernization," which is associated with industrialization, capitalism, and international trade, owes a debt, Shaffer concludes, to the peoples who accomplished "Southernization" first.

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Directions for Mapping the Columbian Exchange

Historical Thinking Skills: _________________________________________________

Directions:1. Draw an outline map of the world from your memory (that’s called a

mental map)2. Place the following items in the hemisphere of their origin:

a. Eastern Hemisphere i. cows

ii. sheepiii. pigsiv. horsesv. wheatvi. rice

vii. cottonviii. silk

ix. sugarx. coffeexi. measlesxii. small pox

xiii. chicken poxxiv. influenzaxv. bubonic plague

b. Western Hemisphere i. turkey

ii. llamaiii. tobaccoiv. chocolatev. corn (maize)vi. squash

vii. beansviii. chilies

ix. potatoesx. tomatoes

3. Draw lines showing where the items went (they all should travel to the other hemisphere, except for llamas).

4. Paste index cards or sticky notes with annotations explaining the effects of the plants and animals transferred across the world as a result of the Columbian Exchange

5. Write a thesis statement describing the changes and continuities that resulted from the Columbian Exchange

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Historical Thinking Skills: ____________________________________________________________

Example of a thesis statement for the following question:“Analyze the changes and continuities that resulted from the Columbian Exchange in at least two of the following regions: Africa, the Americas, or Asia.”

“An increased food supply caused by the Columbian Exchange led to dramatic

growth in Asian and European populations starting in the late 16th century,

although the trade routes used to spread the new foods from the Americas

remained the same within AfroEurasia. The demographic effects in the

Americas was initially drastic, however, as the people had no immunities to the

diseases brought by the Spanish in the late 15th century. In West Africa the

demography data looks mostly flat due to the combination of the decreases

resulting from the forced migrations caused by the Atlantic Slave Trade and

the increases resulting from the introduction of cassava and maize. Overall,

the Columbian Exchange of flora, fauna, diseases, ideas, and forced migrations

was a major turning point in world history.”

DOES THE THESIS …

_____ FULLY ADDRESS THE QUESTION

_____ TAKE A POSITION

_____ PROVIDE ORGANIZATIONAL CATEGORIES: (WHAT YOUR TOPIC SENTENCES WILL SAY)

Where the thesis parts are evident, underline of highlight each part and annotate which part is there. If a part is missing, then fix the thesis paragraph.

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Historical Thinking Skills: ____________________________________________________Directions: identify changes and continuities in the Atlantic Slave Trade from 1400 to 1700 by underlining the changes and circling the continuities.

Slavery in Africa before 1400If one were cut off from an African lineage one could be enslaved by another lineage. This could happen through war, through punishment for crime, or as a consequence of not being able to pay debts. Slaves were put to work in fields, mines, and on trading routes; their allocation was controlled by (and benefited) the elite.

Early trading postso Europeans initially focused on gold, ivory, and wood products; later they

began focusing more on slave trade, as opportunities expanded for plantation development.

o Portuguese established trading posts (feitoria) at islands of São Tomé Principe (1470) and Fernando Po (1471) in Bight of Biafra, plus mainland posts on the "gold coast" of Ghana.

o First region of slave derivation in 1400s was the western coast closest to the Cape Verde Islands: "Guinea of Cape Verde".

The 1500s: focus on Central Africao During the 1500s the Portuguese expanded slave exports from the Congo

and the Ndongo Kingdom in Angola. o Kingdom of Kongo (Bakongo) included 60,000 square miles with 2.5 million

people. The Kongo king was baptized by the Portuguese, but the kingdom collapsed as the king failed to monopolize the slave trade. Portuguese soldiers and mulattos moved into the interior, capturing slaves, imposing a slave tribute on local leaders, and purchasing slaves at markets. Eventually a series of kingdoms arose in central Africa that controlled the trade in slaves all the way to the eastern coast.

1600s and 1700s: West Africao The Portuguese were replaced by the Dutch and later by British in the

Atlantic slave trade. The British influenced the growing importance of West Africa: the coast between Liberia (grain coast) and mouths of the Niger (slave coast).

o Trade was often controlled by African "big men" who established city-states with the help of European firearms and supplied slaves to traders. During the 1700s the Asante expanded in Ghana on the basis of selling their military captives as slaves in exchange for guns and other resources. The state of Benin played a similar role in Nigeria. In the Niger delta, kinship lineages rather than states controlled the trade as kinds of corporations or mafias based on control of the slave trade, and cemented by elaborate

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religious beliefs (oracles which could determine guilt of witches, sorcerers, or ordinary criminals).

o In 1800s, the British stopped most of the slave trade but Brazil continued to receive slaves from Congo and Angola

o The result of massive slave trade was an implantation of African cultural influences, perhaps including cattle herding, agricultural items, religious practices, languages, and burial practices into the Americas.

Adapted from: http://www.utexas.edu/depts/grg/knapp/courses/grg319/topics/cultures/cultures.html

What other information do you need to organize evidence about in the Atlantic Slave Trade from 1400 to 1700?

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AP World History Video Critique

Historical Thinking Skills: _____________________________________________________

Time Life’s Lost Civilizations: The Maya, The Blood of Kings

Instructions for Video Critique:1. Use the back of this sheet to take notes on the techniques used in the

video: lighting, music, narration, camera angles, dialogue, re-creations, artifacts, etc.

2. In the space below (or on a separate piece of paper) write a topic sentence explaining how the video producer wants the viewers to see the ancient Mayan civilization.

3. Explain and analyze how two techniques are used to show the video producer’s view of the subject.

4. Write a concluding sentence with your opinion of how well the techniques show the video producer’s view of the subject.

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OUTSIDE CIRCLE EVALUATION

Directions:

Each person in the outside circle evaluates one student as well as the whole group. Turn in the evaluation at the end of the Seminar.

Evaluation of My Partner1) I observed the following student:

2) The person I observed contributed the following points and questions to the Socratic Seminar.

3) I agreed or disagreed with the student’s comments because

4) The most significant point this student made was

Evaluation of The Whole class1) Who was not paying attention?

2) Who wanted to talk but was never called on?

3) Who only called on their friends?

4) Who made some great points?

5) Who never raised their hand?

6) Reflection: What made this seminar interesting? What other kinds of questions could students have asked?

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Seminar -- Aztec and Incan Empires

Historical Thinking Skills: _______________________________________________________

Directions for the Teacher: Give students time to read background material and primary sources in their textbook and then think about their preferences. On the day of the seminar, write the seminar question on the board. Divide class into groups of five students. Instruct students to begin discussing the question in their groups. Students

should plan to make one relevant comment about the sources related to the question and to ask one questions about the sources related to the question. Students must respond to each others’ comments and questions in order to earn one point each for comments and questions.

The teacher circulates around the room, listening to the discussions, and recording when students make relevant comments and questions. The student groups can do a reprise of important comments and questions discussed when the teacher is not present.

A few minutes before the end of the period, the teacher can stop the seminars, and encourage groups to report briefly on the significance of the discussions they had.

Directions for the Student:Use the following questions as a way to focus your comparison of the gender structures in the Aztec and Incan empires.

Who would you have preferred to be in the Mayan City-States or Aztec and Incan Empires?Only Female Students Can Choose From This List son of king or emperor son of warrior son of chinampas farmer son of merchant son of captured enemy of the Aztecs son of a feather-shield maker son of a fisherman nephew of a Maya scribe nephew of a stingray collector

Only Male Students Can Choose From This List daughter of the Inca daughter of an Incan priest daughter of quipu maker daughter of tax collector daughter of merchant daughter of lord who became subordinate to the Inca daughter of a potato farmer niece of the head of an ayllu

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2010 CCOT:“Describe and explain continuities and changes in religious beliefs and practices in ONE of the following regions from 1450 to the present. Sub-Saharan Africa or Latin America/Caribbean”

Creating New Cultures in the AmericasSet/Activator: Students review the transfer of diseases, plants (flora), and animals (fauna) that happened as a result of the Columbian Exchange. The demographic chart below can help jog the students’ memories.

Demographic Data in the Americas, 1500s to 1600s

1. What are some possible reasons for the decline in the Native Population in the 1600s (Hint: what effect did Eastern Hemisphere diseases like small pox, measles, and influenza have on the people in the Americas with no immune resistance to them)?

2. What leads to increases for other groups during this time period (Hint: what types of migrations across the Atlantic were voluntary and which type were not? Why didn’t Spanish women join the conquistadors and priests in the first century of the Conquest?)

LessonStudents then read the textbook and/or hear from their teacher about the hybrid culture that emerged in the Americas reflecting the cultures of the indigenous, the enslaved, and the colonizers. The merging of native religions and Christianity in response to colonial missionary efforts exemplifies this cultural transformation.

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Students analyze the following sounds and images to identify what separate cultures contributed to the cultural blending (syncretism)

Music Castas paintings Day of the Dead

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Religious Change in Latin America

In Mexico today, there is a holiday known as the Day of the Dead or El Día de los Muertos to honor dead loved ones and making peace with the inevitibility of death

The roots of the holiday, El Día de los Muertos can be traced back to Aztec rituals held during the Aztec month of Miccailhuitontli, honoring the “Lady of the Dead” (Mictecacihuatl), and dedicated to the dead. The Aztecs believed that those souls that did not make it immediately to one of the various paradises, made a difficult four-year journey through the nine hells of Mictlan. In the last, where Mictlantecuhtli lived, the souls disappeared or found rest. During Miccailhuitontli, Aztecs families decorated the graves of their ancestors with bright marigold flowers.

After the Spanish arrived in Mexico and began converting the native peoples to Roman Catholicism, the Aztec holiday of Miccailhuitontli was moved and reduced to coincide with All Saints' Day and All Souls’ Day (November 1st and 2nd respectively) and called the Day of the Dead or El Día de los Muertos. In Europe, All Souls’ Day is the day in which

Catholics pray at church that those souls that have not quite reached heaven finally make it there.

Today, many families in Mexico who observe the Catholic holiday of El Día de los Muertos honor their deceased relatives by visiting the gravesites. At the cemetery, families will come to say prayers to assist the souls of their dead relatives from Purgatory to Heaven. They will decorate the graves with flowers and things the dead relative enjoyed. Families often also enjoy a picnic near the gravesite where fun memories of the dead are shared. The meals prepared for these picnics are huge, and feature cookies and candy in skull shapes.

Questions1. What parts of the Aztec ritual month of Miccailhuitontli are continued in the present day celebration of El Día de los Muertos?2. How is the Day of the Dead or El Día de los Muertos different from All Souls Day which is practiced in Europe?

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An Aztec statue of Mictlantecuhtli c. AD 900

Chocolate skulls

Syncretism in Latin American MusicHistorical Thinking Skills: ________________________________________________________Directions for Teacher: Play samples of the three kinds of music listed below and ask students to predict the origin of the instrument.

Image Description Origin – Hypothesis Origin - ActualMusic Sample #1 Stringed

instrument Light sound Slow beat

EuropeEngland

Music Sample #2 Drums Louder sound Faster beat

West AfricaGhana, Nigeria

Music Sample #3 Variety of percussion and some stringed instruments

AmericasBrazil

Suggested sources for music samples: http://www.nettlesworth.durham.sch.uk/time/tmusic.htmlhttp://www.african-drumbeat.co.uk/mp3-a.htmhttp://www.sambamusic.com/samba-music-culture/35-samba-music/49-brazilian-samba-music-culture.html

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Analyze CCOT in African Religious Beliefs and Practices: Art Lesson

Go to National Museum of African Art: http://africa.si.edu/collections/usepg.asp

Search for “ancestral” or “divination”

Choose three art works (and take notes relevant to the bullet points below)

o List title of art work (what’s in bold)o Who made it (name of group of people) and where it’s fromo Purpose (why was it made and how was it used)o Explain how this art work is evidence of polytheism, animism, and/or

ancestor worship in traditional African religiono [Ignore historical information about the 20th century]

Now, go to The Art of the African Mask, Exhibition Catalog, Bayly Art Museum, University of Virginia [ http://cti.itc.virginia.edu/~bcr/African_Mask_Faces.html ]

Choose three art works (and take notes relevant to the bullet points below)

o List title of art work (what’s in bold)o Who made it (name of group of people) and where it’s fromo Purpose (why was it made and how was it used)o Explain how this art work is evidence of polytheism, animism, and/or

ancestor worship in traditional African religion

Write a description of religious beliefs in sub-Saharan Africa before the spread of Islam and Christianity.

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DBQ Practice:The Islamic Empires in the 16th & 17th Centuries

The Ottoman, Safavid and Mughal Empires were multi-faceted and complex. To get a sense of the nature of the religious and social structures of these three empires analyze the documents below. You are to use these documents as if you are preparing to write a DBQ (don’t worry, you won’t write the whole thing) so follow the steps below.

Read the following prompt and describe in your own words what is really being asked of you in the space provided.

PROMPT: Based on the following documents, discuss and analyze the strengths and weaknesses of the Ottomans, Safavid, and Mughal

empires by 1700. What additional sources would help you answer this question?

Read each document and make notes according to how it relates to the task at hand.

Reread your analysis of the documents and group them according to what they have to say and their relationship to each other. In the space provided group the documents together and capture the way in which you grouped them by providing a title to each group. Please use the document titles when grouping them.

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Step I: Task Analysis

Step II: Document Analysis

Step III: Document Grouping

Describe what the prompt is asking you to do:

Based on what you have done to this point write a clear, comprehensive and analytical thesis in response to the prompt.

Select two documents and identify the point of view of the author, why he or she has that point of view and why this point of view is important to recognize.

Document Title:

Analysis of the Point of View in the selected document:

Document Title:

Analysis of the Point of View in the selected document:

Identify two specific additional documents you would like to have for this assignment and why each would help you better analyze the prompt.

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Step IV: Thesis

Step V: Point of View

Step VI: Additional documents

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DBQ on Gunpowder EmpiresQuestion: Based on the following documents, discuss and analyze the strengths and weaknesses of the Ottomans, Safavid, and Mughal empires by 1700. What additional sources would help you answer this question?

Document 1Jahangir, Memoirs

Jahangir was the Mughal Emperor from 1605 to 1627, taking over from his father, Akbar. At the height of his reign, he wrote his memoirs outlining what he viewed as his greatest accomplishments, including these decrees:

1. I canceled the [taxes and duties] of every province and district imposed for their own profit.

2. I ordered that when a district lay wasted by thieves and highway bandits or was destitute of inhabitants, that towns should be built, . . . and every effort made to protect the subjects from injury . . .

3. Merchants traveling through the country were not to have their bales or packs opened without their consent.

4. When a person shall die and leave children, whether he is an infidel or a Muslim, no man was to interfere a pin’s point in his property; but when he has no children or direct and unquestionable heirs his inheritance is to be spent on approved expenditures such as construction of mosques and caravansaries, repair of bridges, and the creation of water tanks and wells.

5. No person was permitted either to make or to sell wine or any other intoxicating liquor. I undertook to institute this regulation, although it is well known that I myself have the strongest inclination for wine, in which from the age of sixteen I have liberally indulged

6. No official was permitted to take up his abode in the house of any subject of my realm. On the contrary, when individuals serving in the state armies come to any town, and can rent a place to live, it would be commendable; otherwise they were to pitch their tents outside town and prepare abodes for themselves.

7. No person was to suffer, for any offense, the cutting off of a nose or ear. For theft, the offender was to be scourged with thorns, or deterred from further transgressions by an oath on the Qur’an. . .

9. The tax collectors of royal lands and landlords may not intermarry with the people of the districts in which they reside without my permission.

10. Governors in all large cities were directed to establish infirmaries and hospitals with physicians appointed to treat the sick. Expenses are to be covered by income from royal lands.

11. During the month of my birth there could be no slaughter of animals in my realm . .. . In every week also, on Thursday, that being the day of my ascension, and Sunday, my father’s birthday. . .

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12. I issued a decree confirming the dignitaries and landlords of my father’s government in all that they had enjoyed while he was living; and where I found sufficient merit, I conferred an advance of rank ….Source: http://64.233.169.104/search?q=cache:Uy0cFNCJsIYJ:faculty.salisbury.edu/~mlperreault/Jahangir.doc+jahangir+regulations+governors&hl=en&ct=clnk&cd=9&gl=us&lr=lang_en

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Document 2

Ogier Ghiselin de Busbecq: The Turkish Letters, 1555-1562

Busbecq, a Fleming, was the ambassador of the Holy Roman Emperor at the Ottoman sultan’s court in Constantinople from 1555-62.

No distinction is attached to birth among the Turks; the deference to be paid to a man is measured by the position he holds in the public service. There is no fighting for precedence; a man's place is marked out by the duties he discharges. In making his appointments the Sultan pays no regard to any pretensions on the score of wealth or rank, nor does he take into consideration recommendations or popularity, he considers each case on its own merits, and examines carefully into the character, ability, and disposition of the man whose promotion is in question. It is by merit that men rise in the service, a system which ensures that posts should only be assigned to the competent. Each man in Turkey carries in his own hand his ancestry and his position in life, which he may make or mar as he will. Those who receive the highest offices from the Sultan are for the most part the sons of shepherds or herdsmen, and so far from being ashamed of their parentage, they actually glory in it, and consider it a matter of boasting that they owe nothing to the accident of birth; for they do not believe that high qualities are either natural or hereditary, nor do they think that they can be handed down from father to son, but that they are partly the gift of' God, and partly the result of good training, great industry, and unwearied zeal; arguing that high qualities do not descend from a father to his son or heir, any more than a talent for music, mathematics, or the like; and that the mind does not derive its origin from the father, so that the son should necessarily be like the father in character, our emanates from heaven, and is thence infused into the human body. Among the Turks, therefore, honours, high posts, and judgeships are the rewards of great ability and good service. If a man be dishonest, or lazy, or careless, he remains at the bottom of the ladder, an object of contempt; for such qualities there are no honours in Turkey!

This is the reason that they are successful in their undertakings, that they lord it over others, and are daily extending the bounds of their empire. These are not our ideas, with us there is no opening left for merit; birth is the standard for everything; the prestige of birth is the sole key to advancement in the public service.

Source: http://www.fordham.edu/halsall/mod/1555busbecq.html

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Document 3François Bernier: An Account of India and the Great Moghul, 1655 CE

Bernier was a French traveler and representative of King Louis XIV for the French East India company wrote a book about his travels for 12 years in the Mughal Empire during the time of Emperor Aurangzeb.

The persons thus put in possession of the land, whether as timariots, governors, or contractors, have an authority almost absolute over the peasantry, and nearly as muchover the artisans and merchants of the towns and villages within their district; and nothing can be imagined more cruel and oppressive than the manner in which it isexercised. There is no one before whom the injured peasant, artisan, or tradesman can pour out his just complaints; no great lords, parliaments, or judges of local courts, exist, as in France, to restrain the wickedness of those merciless oppressors, and the Kadis, or judges, are not invested with sufficient power to redress the wrongs of these unhappy people. This sad abuse of the royal authority may not be felt in the same degree near capital cities such as Dehly and Agra, or in the vicinity of large towns and seaports, because in those places acts of gross injustice cannot easily be concealed from the court.Source: http://www.columbia.edu/itc/mealac/pritchett/00generallinks/bernier/index.html

Document 4Eskandar Beg, History of Shah Abbas the Great, the chief secretary and advisor to Abbas I, shah of Safavid Empire (Persia), 1587 – 1629. His history had official approval and was based on his own observations and interviews with officials, soldiers, merchants, and travelers for the work.

The welfare of his people was always a prime concern of the Shah, and he was at pains to see that the people enjoyed peace and security, and that oppression by officialdom, the major cause of anxiety on the part of the common man, was totally stamped out in his kingdom. Substantial reductions were made in the taxes due . . . first, the tax on flocks in Iraq, amounting to nearly fifteen thousand Iraqi toman, was remitted to the people of that province, and the population of Iraq, which is the flourishing heart of Iran and the seat of government, by this gift was preferred above the other provinces. Second, all divan levies were waived for all Shi’ites throughout the empire during the month of Ramadan. The total revenues for one month, which according to the computation of the divan officials amounted to some twenty thousand toman, were given to the people as alms. The object was that they should be free from demands for taxes during this blessed month, which is a time to be devoted to the service and worship of God.

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Unit #5: 1750 - 1914Six Weeks

Week One: Enlightenment, John Locke, American, French, Haitian, and Latin American Revolutions, and Napoleon

Week Two: British Industrial Revolution and De-Industrialization of India and Egypt

Week Three: Imperialism and Industrialization: Opium Wars, Taiping Rebellion, Meiji Restoration, Mexican-American War, Berlin Conference, and Spanish-American War

Timed writing: Analyze the changes and continuities in labor systems between 1750 and 1914 in ONE of the following areas. Southeast Asia, Latin America, or Sub-Saharan Africa (2004 exam)

Timed writing: Compare Chinese and Japanese Reactions to Western Imperialism (2002 exam)

Week Four: Nationalism and Modernization

Week Five: Anti-Slavery, Suffrage, Labor, and Anti-Imperialist movements as Reactions to Industrialization and Modernization

Timed Writing: DBQ on Asian Indentured Labor in the 19th century (2003 exam)

Week Six: Chinese, Mexican, and Russian Revolutions as Reactions to Industrialization and Modernization

Timed writing: Racial ideologies (2009 exam)Timed writing: Emergence of nation-states (2008 exam)

Map Quiz: Imperialism

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Unit Test

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Comparative and CCOT Chart for 19th Century Revolutions – Practice Thesis Writing

Use your textbook and class notes to fill in the chart

USA France Haiti Mexico or Gran Colombia

Names of Monarchs of Oppressive Regimes

Names and Professions of Major Leaders of Revolutions

Goals of Revolutionaries

Symbolic Events of Revolutions (Dates)Dates and Brief Summary of Major Events of RevolutionImportant Documents of the RevolutionResults for Revolutionary Leaders

Results for other groups (social classes, genders, religious groups)Long-term Effects on Other Revolutions

Comparative Thesis:

CCOT Thesis:

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Practice Thesis Writing: Nineteenth Century Reforms in Social and Gender Structures in the Context of Industrialization

Historical Thinking Skills: _______________________________________________________

Directions:Record information from class discussions, your textbook, and analysis of primary sources in the chart below, and then write a CCOT Question and a thesis statement.Reforms Title and Dates

of Events (Legislation)

Location of Reforms

Short-Term Effects of Reforms

Suffrage

Labor Rights

Abolition

Women’s Property Rights

Public Education

Write a Change and Continuity Question based on the information in the table:

Answer your own question (write a thesis statement):

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Practice Arguments and Research: Hyde Park Project: Reform Movements in 19 th Century England

Background Information: Since 1872, people in London used Speakers Corner in Hyde Park, to express their views and assemble to hear others’ opinions. Every Sunday individuals set up a soapbox (or stepladder these days) to speak about any topic they like, and the police did not bother them as long as they were not obscene or blasphemous. Crowds, often numbering thousands, drifted from platform to platform as they would at a country fair, not so much to learn as to be amused. The main performers at these gatherings were the hecklers, who hugely enjoyed bombarding the speakers with questions.

Instructions:You will work in a group to prepare speeches for a Hyde Park Corner soapbox. Each group will prepare one speech and at least four heckler remarks for ONE of the following topics:

1. Restrictions on Child Labor2. Improving Conditions and Wages for Factory Work3. Abolition of the Slave Trade4. Abolition of Slavery in British colonies5. Suffrage for All Men6. Suffrage for All Women

Use the following websites to begin your research on 19th century reform movements. Your annotated bibliography must include at least two 19 th century primary sources and two reliable secondary sources (that’s four sources total). The annotations should briefly summarize the content of the source and then evaluate the reliability of the source.

www.victorianweb.org – all topics www.spartacus.schoolnet.co.uk – all topics www.nationalarchives.gov.uk – put your topic in the search engine and that’ll get you to stuff http://www.wfu.edu/~zulick/340/bibabolition.html -- sources on slavery http://www.teacheroz.com/slavery.htm#docs -- slavery http://www.fordham.edu/halsall/mod/modsbook20.html -- primary sources on all topics http://www.thepotteries.org/history/scriven_index.htm -- child labor issues

Grading RubricYour group grade will be determined by the number of relevant points you make in your speech, the number of times people laugh or applaud the hecklers for their relevant digs or questions for the speakers, and the annotated bibliography you turn in after the speech. Your speech should have

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at least three main points with two examples to support each point. Remember to have a great one-line conclusion to your speech. Hecklers may not say anything until after the speaker’s first two points are made. [Select your speaker well; it should be someone who can handle hecklers.]If you are not happy with your performance or you were absent the day of this activity, you should turn in an outline of Chapter 22 from your textbook the day you return to school.

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Grading Rubric for Hyde Park Projects

Topics Names of Students

Speaker makes 3 main points w/2 pieces of evidence each, one-line conclusion

Hecklers four (4) relevant digs or questions for the speaker

number of times people laugh or applaud the hecklers

Annotated Bibliography

Restrictions on Child Labor

Improving Conditions and Wages for Factory WorkAbolition of the Slave Trade

Abolition of Slavery in British colonies

Suffrage for All Men

Suffrage for All Women

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Practice Argumentation: Silent Discussion on Nationalism

Source for National Anthems: http://www.national-anthems.net/

Historical Thinking Skills: _______________________________________________________

Directions for a Silent Discussion for a Group of Four Students:

1. Group your four seats so that it’s easy to pass papers to each other.

2. Start by assigning a different document to each person, and then write a comment on your paper next to your first document.

3. When everyone in your group is done reacting to his/her first document, then pass the paper to the person sitting to your left and write a comment in response to his/her reaction to his/her first document.

4. Continue until you get your own paper back.

5. If there is time, the teacher may let you circulate the papers again.

Keep the following DBQ Question in mind as you analyze and react to the following primary sources: “To what extent was nationalism in the nineteenth century dependent on a group of people being united by their opposition to an enemy or competing nation? What other kind of sources would help you answer this question?”

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Document 1War Hymn of Greek Revolutionaries, 1821. (Greece gained its independence from the Ottoman Empire with the help of the British and French militaries.)

“How long, my heroes shall we live in bondageAlone like lions on ridges on peaks?Living in caves seeing our childrenTurned form the land to bitter enslavement?Losing our land, brothers, and parentsOur friends, our children, and all our relations?Better an hour of life that is freeThan forty years in slavery!”

Document 2Guiseppe Mazzini, The Life and Letters of Guiseppe Mazzini, Italian Leader, 1891(Italy became a nation-state in 1870 when the Italian city-states finished unifying the areas under French and Austrian control.)

“Love your country. Your country is the land where your parents sleep where is spoken that language in which the chosen of your heart blushing whispered the first word of love; it is the home that God has given you.”

Document 3Daily Telegraph, British newspaper interview with Kaiser Wilhelm II, hereditary monarch of the German Empire, October 28, 1908

“As I have said, his Majesty honored me with a long conversation, and spoke with impulsive and unusual frankness. ‘You English,’ he said, ‘are mad, mad, mad as March hares. What has come over you that you are so completely given over to suspicions quite unworthy of a great nation!’”

Document 4Loyalty to the King Edict, Vietnam 1885 (France made imperialist claims on parts of Indochina from 1859 - 1893.)

The Emperor proclaims:“On the other hand, those who fear death more than they love their king, who put concerns of households above concerns of country, mandarins who find excuses to be far away, soldiers who desert, citizens who don’t fill public duties eagerly for a righteous cause, officers who take the easy way and leave brightness for darkness--all may continue in the world, but they will be like animals disguised in clothes and hats.”

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RESISTANCE TO IMPERIALISM INFLUENCED BY TECHNOLOGY

Directions: Analyze the images of battles in the web pages linked below to complete the following tasks by the end of the period:

1. Identify key technologies used2. Analyze POV of the artist3. Identify potential effects of Western uniforms on male gender

identity.

o Pearl River battles, 1839 http://www.history.ucsb.edu/faculty/marcuse/classes/2c/lectures/06L11ChinaJapan.htm http://www.history.ucsb.edu/faculty/marcuse/classes/2c/images/1792Quianlong.jpg http://members.tripod.com/east_west_dialogue/sitebuildercontent/sitebuilderpictures/victoria2.jpg

o Sepoy Mutiny, 1857 http://www.calvin.edu/academic/cas/gpa/images/raub/raub3.jpg

o Battle of Isandlwana, 1879 http://www.answers.com/topic/battle-of-isandlwana

o Sino-Japanese war, 1895 http://ocw.mit.edu/ans7870/21f/21f.027j/throwing_off_asia/toa_menu.html

o Battle of Adowa, 1896 http://worldhistoryforusall.sdsu.edu/dev/images/battle_of_adowa.gif

o Battle of Omdurman, 1898 http://armsandinfluence.typepad.com/photos/uncategorized/omdurman1s.jpg

o Russo-Japanese War, 1905 http://ocw.mit.edu/ans7870/21f/21f.027j/asia_rising/index.html

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o Spanish-American War (photographs), 1898 http://www.pbs.org/wgbh/masterpiece/americancollection/woman/images/timeline_pop_1898.jpg http://www.modelshipmaster.com/products/modern_navy/spanish/iowa.jpg http://cti.itc.virginia.edu/~hius202/images/lecture06/johnhay1.jpg http://www3.eou.edu/hist06/SpanishAmericanWarGender.html

Summary Assessment: Write a CCOT thesis on how technology affected resistance to imperialism

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Unit Review Idea

1. Instructions: Explain how one of the items listed does not fit as well with the others in the context of the 19th century. Social Darwinism Marxism Nationalism Imperialism Liberalism

2. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th century.

Opium Wars Berlin Conference Sino-Japanese War Spanish-American War Sepoy Rebellion

3. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th century.

American Revolution French Revolution Haitian Revolution Mexican Revolution Russian Revolution

4. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th century.

Steamboat Repeating rifle Telegraph Quinine Compass

5. Instructions: Explain how one of the items does not fit as well with the others in the context of the 19th century.

English: Parliament vs King USA: War of Northern Aggression Qing China: Taiping Rebellion Tokugawa Japan: Satsuma Rebellion Sudan: Mahdi Revolt

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Unit #6: 1914 - present

Six Weeks

Week One: World War One, Total War, and Reactions to the 14 Points

Timed writing: Change Over Time Effects of WW1 in Regions Outside of Europe (2005 Exam)

Week Two: Rise of Consumerism and Internationalization of Culture

Week Three: Depression and Authoritarian Responses

Week Four: World War Two and Forced Migrations

Week Five: United Nations and De-colonization

Map Test on Colonization Since 1500

Timed Writing: DBQ on Nationalism among Muslim Leaders (2005 exam)

Timed writing: Olympics DBQ (2009 exam)

Week Six: Cold War, Imperialism, and the End of the Cold War

Map Quiz: Decolonization

Unit Test

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Socratic Seminar: Advertising in a Globalized Economy

Historical Thinking Skills: ____________________________________________________

Directions:Examine an advertisement from a recent magazine or newspaper and use SOAPStone to determine the POV of the ad. After determining the POV of the advertisement, be prepared to discuss your answers to the following questions.

1. What did you notice about the techniques used in this advertisement?

2. Who is the audience for this advertisement? Who is NOT the audience for this advertisement?

3. What aspects of popular culture does the advertisement expect the viewer to know?

Based on the ads, what word would best describe the economy of the USA?” Defend your choice.

*Isolated *Integrated *Segmented *Dynamic

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Directions for “My Favorite Fascist” Game

1. Memorize the outline for what makes a fascist government.2. Compare the outlines for Italy, Japan, China, Brazil, Germany, Spain, or

Portugal.3. Decide which fascist government is the “best” or “worst” according to

rules you make for a fake television show called “My Favorite Fascist”.4. Prepare a five-minute live segment from the television show to present in

class. Your group presentation should have a clear bias or point of view. It should be clear that you are presenting propaganda in support of your favorite fascist.

When and Why Did Fascism Begin? A world economic depression began in the 1920s and drastically increasing unemployment in the 1930s. The fractured world economy intensified political instability and ideological extremism. Demagogues used these times of economic distress to preach a variety of solutions that were generally anti-democratic. Single party totalitarian states emerged in Italy, Spain, Portugal, the USSR, Germany, Brazil, Argentina, China, and Japan.

The ideology of fascism originated in Italy to glorify the leaders and expand its size. In Germany, Nazism also featured the racist philosophy of Aryan supremacy and the subjugation of those not “Aryan”. Fascist governments in Spain, Portugal, China, and Brazil used the threat of local Communist parties to gain support from their people.  The military government in Japan justified its expansionist policies on the needs for industrialization. Fascists claimed they were creating a better type of “modern” person who would retain traditional values, including gender roles, and still build a strong industrialized economy. 

Outline of General Characteristics of FascismI.  Personal Dictatorship A.  One individual is identified as the true leader of the nation, even though there may be an oligarchy or military command structure. B.  The dictatorship has a religious quality with actions by the leaders said to be holy or extraordinary in some way.   II. Intense Nationalism A.  The citizens must show patriotism for their country, which is a relatively new, modern nation-state. B.  The policies of the government are militant, aggressive, and intolerant of differences or public debate.     III.  Forcible Suppression of Dissent A.  censorship of the press and exclusion of foreign journalists

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C.  increasing propaganda about how wonderful life is under the dictator D.  secret police and severe treatment of political prisoners E.  book burning F.  government surveillance of citizens’ activities, including religion, culture, family    

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WW2 Periodization Debate

Directions to Students:Look at the possible beginning and ending dates for WW2 listed below. Why do historians not agree about the beginning and ending dates for major events like WW2? What factors influenced historians: patriotism? Gender? Effects of the events?

Work with small group to review your criteria for what makes an event significant. Then, prepare to debate with the other groups about the starting and ending dates for WW2.

Beginning Dates

1931 Japanese Invasion of Manchuria1935 Italian Invasion of Ethiopia1937 Japanese Invasion of China1939 German invasion of Poland1940 German attacks on Britain1941 Japanese attacks on Pearl Harbor, Hawaii, and

Singapore (a British colony)

Ending Dates

February 1943 German army surrenders to SovietsJune 1945 German surrender to Allies in GermanyAugust 1945 Japanese surrender to Allies on USA naval ship

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