Unit 3 CMM: Regional and Interregional Interactions (c. 600 C.E. to c. 1450) WHAP Course Articulation (Unit 3)

Size: px
Start display at page:

Download "Unit 3 CMM: Regional and Interregional Interactions (c. 600 C.E. to c. 1450) WHAP Course Articulation (Unit 3)"

Transcription

1 Unit 3 CMM: Regional and Interregional Interactions (c. 600 C.E. to c. 1450) WHAP Course Articulation (Unit 3) Unit 3 Regional and Interregional Interactions c. 600 C.E. to c % Key Concept 3.1 A deepening and widening of networks of human interaction within and across regions contributed to cultural, technological, and biological diffusion within and between various societies. I. Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing and newly active trade networks. A. Existing trade routes including the Silk Roads, the Mediterranean Sea, the Trans-Saharan routes, and the Indian Ocean basin flourished and promoted the growth of powerful new trading cities. B. Communication and exchange networks developed in the Americas. Illustrative examples, communication and exchange networks: Mississippi River Valley, Mesoamerica, Andes C. The growth of interregional trade in luxury goods was encouraged by significant innovations in previously existing transportation and commercial technologies including the caravanserai, compass use, the astrolabe, and larger ship designs in sea travel and new forms of credit and the development of money economies. Illustrative examples, new forms of credit and money economies: bills of exchange, credit, checks, banking houses, use of paper money D. Commercial growth was also facilitated by state practices, including the Inca road system; trading organizations, such as the Hanseatic League; and state-sponsored commercial infrastructures, such as the Grand Canal in China. E. The expansion of empires including China, the Byzantine Empire, various Muslim states, and the Mongols facilitated Afro Eurasian trade and communication as new people were drawn into their conquerors economies and trade networks. II. The movement of peoples caused environmental and linguistic effects. A. The expansion and intensification of long- distance trade routes often depended on environmental knowledge and technological adaptations to the environment. Illustrative examples, environmental knowledge and technological adaptations: 1) the way Scandinavian Vikings used their longships to travel in coastal and open waters as well as in rivers and estuaries; 2) the way the Arabs and Berbers adapted camels to travel across and around the Sahara; 3) the way Central Asian pastoral groups used horses to travel in the steppes B. Some migrations had a significant environmental impact, including migration of Bantu-speaking peoples who facilitated transmission of iron technologies and agricultural techniques in Sub-Saharan Africa, as well as the maritime migrations of the Polynesian peoples who cultivated transplanted foods and domesticated animals as they moved to new islands. C. Some migrations and commercial contacts led to the diffusion of languages throughout a new region or the emergence of new languages. Illustrative examples, diffusion of languages: the spread of Bantu, Turkic, and Arabic languages III. Cross-cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade and communication. B. Islam, based on the revelations of the prophet Muhammad, developed in the Arabian Peninsula. The beliefs and practices of Islam rejected interactions among Jews, Christians, and Zoroastrians with the local Arabian peoples. Muslim rule expanded to many parts of Afro Eurasia due to military expansion, and Islam subsequently expanded through the activities of merchants, missionaries, and Sufis. C. In key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous culture. Illustrative examples, diasporic communities: Muslim merchant communities in the Indian Ocean region; Chinese merchant communities in Southeast Asia; Sogdian merchant communities throughout Central Asia; Jewish communities in the Mediterranean, Indian Ocean basin, and along the Silk Roads. D. As exchange networks intensified, an increased number of travelers within Afro Eurasia wrote about their travels. Illustrative examples, travelers: Ibn Battuta; Marco Polo; Xuanzang E. Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions, as well as scientific and technological innovations. Illustrative examples, diffusion of literary, artistic, and cultural traditions: 1) spread of Christianity throughout Europe; 2) influence of Neo-Confucianism and Buddhism in East Asia; 3) spread of Hinduism and Buddhism into Southeast Asia; 4) spread of Islam in Sub-Saharan Africa and Asia; 5) influence of Toltec/Mexica and Inca traditions in Mesoamerica and Andean America

2 IV. There was continued diffusion of crops and pathogens, including epidemic diseases like the bubonic plague, along trade routes. Illustrative examples, diffusion of crops: bananas in Africa, new rice varieties in East Asia, the spread of cotton, sugar, and citrus Key Concept 3.2 State formation and development demonstrated continuity, innovation, and diversity in various regions. I. Empires collapsed in different regions of the world, and in some areas, were replaced by new imperial states or political systems. A. Following the collapses of empires, imperial states were reconstituted in some regions, including the Byzantine Empire and the Chinese dynasties (Sui, Tang, and Song), combining traditional sources of power and legitimacy with innovations better suited to their specific local context. Illustrative examples, traditional empires, imperial states were sources of power and legitimacy: patriarchy, religion, land-owning elites Illustrative examples, innovations: new methods of taxation; tributary systems; adaptation of religious institutions B. In some places, new political entities emerged, including those in various Islamic states; the Mongol khanates; new Hindu and Buddhist states in South, East, and Southeast Asia; city-states; and decentralized government (feudalism) in Europe and Japan. Illustrative examples, city-states: those on the Italian peninsula, East Africa, and Southeast Asia C. Some states synthesized local with foreign traditions. Illustrative examples, synthesis by states: Persian traditions that influence Islamic states; Chinese traditions that influence states in Japan D. In the Americas, as in Afro Eurasia, state systems expanded in scope and reach; networks of city-states flourished in the Maya region and, at the end of this period, imperial systems were created by the Mexica (Aztecs) and Inca. II. Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers. A. Technological and cultural transfers were taking place: between Tang China and the Abbasids; across the Mongol Empire; between Muslims and Christians in the Mediterranean region during the Crusades; during Chinese maritime activity led by Ming Admiral Zheng He. Illustrative examples, technological and cultural transfers: 1) the spread of Islamic scientific knowledge to Mongol China; 2) the transfer of Greco-Islamic medical knowledge to Western Europe; 3) the transfer of foods, technologies, textiles, and music from the Islamic world to Europe via Al-Andalus Key Concept 3.3 Changes in trade networks resulted from and stimulated increasing productive capacity, with important implications for social and gender structures and environmental processes. I. Innovations stimulated agricultural and industrial production in many regions. A. Agricultural production increased significantly due to technological innovations. B. Demand for luxury goods increased in Afro Eurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; industrial production of iron and steel expanded in China. Illustrative examples, technological innovations: the chinampa field systems; Waru waru agricultural techniques in the Andean areas; improved terracing techniques; the horse collar; three field rotation; swamp draining II. The fate of cities varied greatly, with periods of significant decline and periods of increased urbanization buoyed by rising productivity and expanding trade networks. A. Multiple factors contributed to the decline of urban areas in this period, including invasions, disease, and the decline of agricultural productivity. B. Multiple factors contributed to urban revival, including the end of invasions, the availability of safe and reliable transport, the rise of commerce and warmer temperatures between 800 C.E. and 1300, increased agricultural productivity and subsequent rising population, and greater availability of labor. III. Despite significant continuities in social structures and in methods of production, there were also some important changes in labor management and in the effect of religious conversion on gender relations and family life. A. The diversification of labor organization that began with settled agriculture continued in this period. Forms of labor organization included free peasant agriculture, nomadic pastoralism, craft production and guild organization, various forms of coerced and unfree labor, government- imposed labor, and military obligations. B. As in the previous period, social structures were shaped largely by class and caste hierarchies. Patriarchy continued; however, in some areas, women exercised more power and influence, most notably among the

3 Mongols and in West Africa, Japan, and Southeast Asia. C. New forms of coerced labor appeared, including serfdom in Europe and Japan and the elaboration of the mit a in the Inca Empire. Peasants resisted attempts to raise dues and taxes by staging revolts. The demand for slaves for both military and domestic purposes increased, particularly in central Eurasia, parts of Africa, and the eastern Mediterranean. Illustrative examples, regions where free peasants revolted: China, the Byzantine Empire D. Buddhism, Christianity, Islam, and Neo-Confucianism were adopted in new regions and often caused significant changes in gender relations and family structure. Illustrative examples, changes in gender relations and family structure: 1) divorce for both men and women in some Muslim states; 2) the practice of foot binding in Song China; 3) female monastic orders in Christianity and Buddhism Chapter 7 Vocabulary: Commerce and Culture (text, videos, class, outside sources) Silk Roads Swahili civilization Black Death Sand Roads Indian Ocean trading network (Sea Road) American trade networks Southeast Asian civilizations (e.g., Srivijaya, Khumer) Chapter 9 Vocabulary: The World of Islam: Afro-Eurasian Connections (text, videos, class, outside sources) Quran umma Pillars of Islam Sharia Umayad caliphate Abbasid caliphate ulama Sufism Sikhism Ibn Battuta Timbuktu al-andalus Mansa Musa madrassas House of Wisdom Chapter 10: The Worlds of Christendom: Contraction, Expansion, and Division (text, videos, class, outside sources) Nubian Christianity Ethiopian Christianity Byzantine Empire Constantinople Justinian caesaropapism Eastern Orthodoxy Kievan Rus Prince Vladimir of Kiev Charlemagne Holy Roman Empire Roman Catholic Church Western Christendom Crusades Illustrative Examples (from the Course Articulation) 3.1.I.B) communication and exchange networks: Mississippi River Valley, Mesoamerica, Andes 3.1.I.C) new forms of credit and money economies: bills of exchange, credit, checks, banking houses, use of paper money 3.1.II.A) environmental knowledge and technological adaptations: 1) the way Scandinavian Vikings used their longships to travel in coastal and open waters as well as in rivers and estuaries; 2) the way the Arabs and Berbers adapted camels to travel across and around the Sahara; 3) the way Central Asian pastoral groups used horses to travel in the steppes 3.1.II.C) diffusion of languages: the spread of Bantu, Turkic, and Arabic languages 3.1.III.C) diasporic communities: Muslim merchant communities in the Indian Ocean region; Chinese merchant communities in Southeast Asia; Sogdian merchant communities throughout Central Asia; Jewish communities in the Mediterranean, Indian Ocean basin, and along the Silk Roads. 3.1.III.D) travelers: Ibn Battuta; Marco Polo; Xuanzang 3.1.III.E) diffusion of literary, artistic, and cultural traditions: 1) spread of Christianity throughout Europe; 2) influence of Neo- Confucianism and Buddhism in East Asia; 3) spread of Hinduism and Buddhism into Southeast Asia; 4) spread of Islam in Sub- Saharan Africa and Asia; 5) influence of Toltec/Mexica and Inca traditions in Mesoamerica and Andean America 3.1.IV) diffusion of crops: bananas in Africa, new rice varieties in East Asia, the spread of cotton, sugar, and citrus 3.2.I.A) traditional empires, imperial states were sources of power and legitimacy: patriarchy, religion, land-owning elites 3.2.I.B) city-states: those on the Italian peninsula, East Africa, and Southeast Asia 3.2.I.C) synthesis by states: Persian traditions that influence Islamic states; Chinese traditions that influence states in Japan 3.2.II.A) technological and cultural transfers: 1) the spread of Islamic scientific knowledge to Mongol China; 2) the transfer of Greco-Islamic medical knowledge to Western Europe; 3) the transfer of foods, technologies, textiles, and music from the Islamic world to Europe via Al-Andalus

4 3.3.I.B) technological innovations: the chinampa field systems; Waru waru agricultural techniques in the Andean areas; improved terracing techniques; the horse collar; three field rotation; swamp draining 3.3.III.C) regions where free peasants revolted: China, the Byzantine Empire 3.3.III.D) changes in gender relations and family structure: 1) divorce for both men and women in some Muslim states; 2) the practice of foot binding in Song China; 3) female monastic orders in Christianity and Buddhism Chapter 7 Questions (for Reassessment Ticket): Commerce and Culture Silk Roads 1. What lay behind the emergence of Silk Road commerce? What kept it going for centuries? 2. What made silk such a highly desired commodity across Eurasia? 3. What accounted for the spread of Buddhism along the Silk Roads? 4. What was the impact of disease along the Silk Road? Sea Roads 1. What were the effects of the monsoon winds on trade in the Indian Ocean? 2. Understand the role of Muslim merchants in the Indian Ocean network during the postclassical period ( ). 3. Understand the roles that Southeast Asian societies played in the Indian Ocean network. 4. What contributions did East Africa make to the Indian Ocean network? 5. What was the role of Swahili civilization in the world of Indian Ocean commerce? 6. What was the role of Great Zimbabwe civilization in the world of Indian Ocean commerce? Sand Roads 1. What key raw materials were carried within and out of Africa along the Sand Roads? 2. Understand the significance of the introduction of the camel into Africa from Southwest Asia? 3. What changes did trans-saharan trade bring to West Africa? Commerce and Connection in the Western Hemisphere 1. In what ways did networks of interaction in the Western Hemisphere differ from those in the Eastern Hemisphere? 2. Compare and contrast the American trade network with the Sand, Sea, and Silk Roads. Chapter 9 Questions (for Reassessment Ticket): The World of Islam: Afro-Eurasian Connections The Birth of a New Religion 1. In what ways did the civilizations that practiced Islam draw on other civilizations in the Afro-Eurasian world? 2. In what respects did Islam shape or transform those civilizations? 3. Understand the major features of Islam s roots. 4. In what ways did the early history of Islam reflect its Arabian origins? 5. Understand cross-cultural connections of major belief systems (e.g. Zoroastrianism, Judaism, Christianity, Islam). 6. What did the Quran expect from those who followed its teachings? 7. How was Arabia transformed by the rise of Islam? The Making of an Arab Empire 1. Understand the extent of the spread of Islam between Why were Arabs able to construct such a huge empire so quickly? 3. Understand the ways in which Islam applied the concept of people of the book to different peoples over place and time. 4. What accounts for the widespread conversion of Islam? 5. What is the difference between Sunni and Shia Islam? 6. Understand the locations and major features of the Umayyad and Abbasid caliphates.

5 7. In what ways were Sufi Muslims critical of mainstream Islam? 8. How did the rise of Islam change the lives of women? Islam and Cultural Encounter: A 4-Way Comparison 1. Understand the relationship between politics and religion. India: Anatolia: a. What similarities and differences can a. In what ways you identify in the spread of Islam to was Anatolia India, Anatolia, West Africa, and Spain? changed by its b. Understand the political and cultural incorporation features of the Delhi sultanate. into the Islamic c. Understand the interactions between world? different faiths, such as those between Hindus and Muslims. West Africa: a. Understand the features of Islam in West Africa that made it unique in the Muslim world. Spain: a. Understand how Spain viewed and treated the Other. b. Understand how the Spanish empire was built. The World of Islam as a New Civilization 1. Understand the features of the travels of Mansa Musa. 2. Compare features of leadership of major religions; you should use the ulama in Islam as an example. 3. What makes it possible to speak of the Islamic world as a distinct and coherent civilization? 4. Be sure to know the features, participants, and extent of the Muslim trade networks. 5. In what ways was the world of Islam a cosmopolitan civilization? 6. Understand the Islamic Green (agricultural) Revolution and the accompanying spread of technology and science across the Muslim world. Chapter 10 Questions (for Reassessment Ticket): The Worlds of Christendom: Contraction, Expansion, and Division Christian Contraction in Asia and Africa (Asian Christianity; African Christianity) ***Knowledge of the spread and extent of Christianity over time is essential for success on the AP exam! 1. In what ways did the history of Christianity unfold in various parts of the Afro-Eurasian world during the third-wave era? 2. What variations in the experience of African and Asian Christian communities can you identify? 3. Provide examples of accommodation and resistance among major belief systems (especially Christianity, in this case). 4. Explain the political and social effects of the Christian presence in Ethiopia over time. Byzantine Christendom: Building on the Roman Past (The Byzantine State; The Byzantine Church and Christian Divergence; Byzantium and the World; The Conversion of Russia) 1. Explain the social, political, and economic features and legacies of the Byzantine Empire. 2. Explain the continuities (whatever they may be) that carried over from the Byzantine Empire. 3. Explain the ways in which the Byzantine Empire diverged from the Roman Empire. 4. Explain the causes for the decline of the Byzantine Empire. 5. How did Eastern Orthodox Christianity differ from Roman Catholicism? 6. What were the causes for the split between within the Christian Church into Latin (Roman) Christianity and Eastern (Orthodox) Christianity in the 11 th Century. 7. Provide 1 or 2 examples of religious influence on architecture. 8. Explain the political, social, and economic connections between the Byzantine Empire and its neighbors. 9. What factors gave rise to the Russian state? 10. How did links to Byzantium transform the new civilization of Kievan Rus? Western Christendom: Rebuilding in the Wake of Roman Collapse (Political Life in Western Europe; Society and the Church; Accelerating Change in the West; Europe Outward Bound/Crusades) 1. Explain the effects of the fall of the Roman Empire on the Mediterranean region.

6 2. What replaced the Roman order in Western Europe? 3. Throwback! Explain the similarities and differences in political fragmentation between South Asia and Western Europe. 4. Throwback! Compare and contrast the relationships between governments and belief systems: for example, Compare and contrast Buddhism and Christianity and their relationships with governments in China and Western Europe. 5. How does the environment affect human activity? (interaction with the environment) 6. In what ways was European civilization changing after 1000? 7. What factors led to the revival of cities during Europe s Middle Ages? 8. Explain how feudalism worked. 9. Compare (and contrast!) leadership roles for women in the Roman Catholic and Buddhist faiths. 10. What was the impact of the Crusades in world history? 11. Explain the political, social, and economic causes and effects of the Crusades (you do NOT need to know the individual details of the individual Crusades). The West in Comparative Perspective (Catching Up; Pluralism in Politics; Reason and Faith) 1. What factors led to the revival of Western Europe in politics, economics, and culture. 2. In what ways did borrowing from abroad shape European civilization after 1000? 3. Provide several examples of Chinese technology that influenced Europe in the postclassical period ( ). 4. Why was Europe unable to achieve the kind of political unity that China experienced? What impact did this have on the subsequent history of Europe? 5. Explain the similarities and differences in the functions of cities in Eurasia in the postclassical period. 6. In what different ways did classical Greek philosophy and science have an impact in the West, in Byzantium, and in the Islamic world?

Period 3 Regional and Transregional Interactions c. 600 C.E. to c. 1450

Period 3 Regional and Transregional Interactions c. 600 C.E. to c. 1450 Period 3 Regional and Transregional Interactions c. 600 C.E. to c. 1450 Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks I. Improved transportation technologies and

More information

REGIONAL AND TRANSREGIONAL INTERACTIONS C

REGIONAL AND TRANSREGIONAL INTERACTIONS C Period 3 (Solberg APWH) REGIONAL AND TRANSREGIONAL INTERACTIONS C. 600-1450 TRADE ROUTES GET BIGGER & BETTER! Old trade routes keep on getting more extensive as transportation & tech improve Powerful trading

More information

Period 3 Review Packet

Period 3 Review Packet Period 3 Review Packet Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks I. Improved transportation technologies and commercial practices led to an increased volume of

More information

Unit 3 Packet c

Unit 3 Packet c Unit 3 Packet c. 600 1450 NAME : Note: Keep this packet until the end of the year so you can study it! Timeline 1 Dates (all dates in CE) Event Location(s) 330 1453 Byzantine Empire (extension of Roman

More information

Unit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450

Unit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450 Unit III: Regional and Trans-Regional Interactions c. 600 C.E. to c. 1450 By the end of this unit, you will understand the following Key Concepts: 3.1 Expansion and Intensification of Communication and

More information

NEW TRADING CITIES. Illustrative Examples CAHOKIA TIMBUKTU HANGZHOU CALICUT BAGHDAD MALAKA VENICE NOVOROGOD TENOCHTITLAN

NEW TRADING CITIES. Illustrative Examples CAHOKIA TIMBUKTU HANGZHOU CALICUT BAGHDAD MALAKA VENICE NOVOROGOD TENOCHTITLAN Illustrative Examples Throughout the AP framework, possible examples of historical content are provided as an illustration of the key concept, but these illustrative examples are not required features

More information

Unit Overview C.E.

Unit Overview C.E. Unit Overview 600 1450 C.E. After 1000 CE.. CONVERGENCE (increasing contact) Spread of new religions New interregional (not national, no nations!) trading pattern AfroEurasia Mongol khanates facilitated

More information

AP WORLD HISTORY Big Ideas

AP WORLD HISTORY Big Ideas AP WORLD HISTORY Big Ideas The purpose of this PowerPoint is for you to review 10 Big Ideas from each of our historical units. (Units 1& 2 are combined together). As you read the top 10 countdown hopefully

More information

The Big Thematic picture

The Big Thematic picture 600-1450 Review The Big Thematic picture Theme 1: Patterns and effects of interaction Theme 2: Dynamics of changes and continuity Theme 3: Effects of technology, economics, demographics Theme 4: Systems

More information

2. Which of the following luxury goods came to symbolize the Eurasian exchange system? a. Silk b. Porcelain c. Slaves d. Nutmeg

2. Which of the following luxury goods came to symbolize the Eurasian exchange system? a. Silk b. Porcelain c. Slaves d. Nutmeg 1. Which of the following was a consequence of the exchange of diseases along the Silk Roads? a. Europeans developed some degree of immunity to Eurasian diseases. b. The Christian church in the Byzantine

More information

World Civilizations The Global Experience, AP* Edition, 6 th Edition 2011

World Civilizations The Global Experience, AP* Edition, 6 th Edition 2011 A Correlation of, AP* Edition, 6 th Edition 2011 To the AP* World History Topics *Advanced Placement, Advanced Placement Program, AP, and Pre-AP are registered trademarks of the College Board, which was

More information

1. What Ottoman palace complex serves as a useful comparison with the Forbidden City? Describe one way that the Hongwu emperor sought to

1. What Ottoman palace complex serves as a useful comparison with the Forbidden City? Describe one way that the Hongwu emperor sought to What Ottoman palace complex serves as a useful comparison with the Forbidden City? 2. Describe one way that the Hongwu emperor sought to centralize the Ming government. 3. Name the most highly centralized

More information

12. Chinese references to western barbarians in the Tang dynasty included which group of people? a. Portuguese b. Indians c. Vietnamese d.

12. Chinese references to western barbarians in the Tang dynasty included which group of people? a. Portuguese b. Indians c. Vietnamese d. 1. In contrast to the Silk Roads, the Sea Roads of the Indian Ocean a. did not transport any luxury goods. b. carried more products for a mass market. c. had much higher transportation costs. d. were centered

More information

AP WORLD HISTORY. Conduct further reading on topics, concepts, and terminology as needed. Big ideas and other important information are in italics.

AP WORLD HISTORY. Conduct further reading on topics, concepts, and terminology as needed. Big ideas and other important information are in italics. AP WORLD HISTORY Conduct further reading on topics, concepts, and terminology as needed. Big ideas and other important information are in italics. ASSIGNMENT: Provide examples and further detail wherever

More information

The Worlds of European Christendom. Chapter 9

The Worlds of European Christendom. Chapter 9 The Worlds of European Christendom Chapter 9 After the Roman Empire By the 4 th Century the Roman Empire gets divided Christian Europe is two parts: 1. Eastern half = The Byzantine Empire 2. Western half

More information

The Postclassical Period, : New Faith and New Coninierce

The Postclassical Period, : New Faith and New Coninierce The Postclassical Period, 600-1450: New Faith and New Coninierce PART III PART OUTLINE Chapter 7 Chapter 8 Chapter 9 The First Global Civilization: The Rise and Spread of Islam Abbasid Decline and the

More information

AP World History Mid-Term Exam

AP World History Mid-Term Exam AP World History Mid-Term Exam 1) Why did the original inhabitants of Australia not develop agriculture? 2) Know why metal tools were preferred over stone tools? 3) Know how the earliest civilizations

More information

Traditions & Encounters - Chapter 14: THE EXPANSIVE REALM OF ISLAM

Traditions & Encounters - Chapter 14: THE EXPANSIVE REALM OF ISLAM Muhammad and His Message Name: Due Date: Period: Traditions & Encounters - Chapter 14: THE EXPANSIVE REALM OF ISLAM The religion of Islam emerged on the Arabian Peninsula in the seventh century C.E. as

More information

New Visions Global History Curriculum 9th Grade Pacing Calendar Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3

New Visions Global History Curriculum 9th Grade Pacing Calendar Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 September 2016 1 2 3 4 5 6 7 8 9 10 Class Norms and Procedures What are our class norms and procedures? Class Norms and Procedures What are our class norms and procedures? 11 12 13 14 15 16 17 Eid al-adha

More information

Name: Date: Pd: World History Fall Semester Final Review

Name: Date: Pd: World History Fall Semester Final Review Name: Date: Pd: World History Fall Semester Final Review Unit 1: Foundations of Civilization 8000 BC-500 BC 1. What was the Neolithic Revolution? 2. What were effects of the Neolithic Revolution? 3. List

More information

Unit #3 Post Classical Period. Regional and Transregional Interactions c. 600 c CE

Unit #3 Post Classical Period. Regional and Transregional Interactions c. 600 c CE Unit #3 Post Classical Period Regional and Transregional Interactions c. 600 c. 1450 CE Unit 3: Regional and Transregional Interactions c.600-c.1450 CE Key Concept 3.1 Expansion and Intensification of

More information

Were the Mongols an or?

Were the Mongols an or? Were the Mongols an or? The 7000 mile route spanned China, Central Asia, Northern India, and the Roman Empire. It connected the Yellow River Valley to the Mediterranean Sea Central Asian herders ran

More information

Chapter 11: 1. Describe the social organization of the Arabs prior to the introduction of Islam.

Chapter 11: 1. Describe the social organization of the Arabs prior to the introduction of Islam. Chapter 11: The First Global Civilization: The Rise of Islam Chapter 12: Abbasid Decline and the Spread of Islamic Civilization Chapter 13: African Civilizations and the Spread of Islam Read Chapters 11-13

More information

4. Which of the following statements about the Chinese tribute system is true?

4. Which of the following statements about the Chinese tribute system is true? 1. Which of the following is a reason that the Tang and Song dynasties are regarded as a golden age in China? a. The nearly universal adoption of Buddhism by the population b. The development of democratic

More information

Name: Period 3: 500 C.E C.E. Chapter 13: The Resurgence of Empire in East Asia Chapter 14: The Expansive Realm of Islam

Name: Period 3: 500 C.E C.E. Chapter 13: The Resurgence of Empire in East Asia Chapter 14: The Expansive Realm of Islam Chapter 13: The Resurgence of Empire in East Asia Chapter 14: The Expansive Realm of Islam 1. How is the rise of neo-confucianism related to the increasing popularity of Buddhism? Can you think of other

More information

Chapter 10 Learning Guide The Worlds of European Christendom

Chapter 10 Learning Guide The Worlds of European Christendom Chapter 10 Learning Guide The Worlds of European Christendom Main Idea 1 When Rome split into 2 halves, the eastern half of the empire flourished and became wealthier, more urbanized, and had access to

More information

REVIEW REGIONAL QUIZ: AFRICA

REVIEW REGIONAL QUIZ: AFRICA 600-1450 REVIEW AFRICA 1. From 1600 to 1450, Muslims exerted influence in all of the following places EXCEPT A. The Hausa city-states B. Ethiopia C. Mali D. The Nubian Kingdoms E. Kanem-Bornu 2. Like Mali,

More information

Indian Ocean Trade and Social & Cultural Change AN AGE OF ACCELERATING CONNECTIONS ( )

Indian Ocean Trade and Social & Cultural Change AN AGE OF ACCELERATING CONNECTIONS ( ) Indian Ocean Trade and Social & Cultural Change AN AGE OF ACCELERATING CONNECTIONS (600 1450) After 1200 there was an expansion of trade in the Indian Ocean, why? Rising prosperity of Asia, European, &

More information

APWH chapter 12.notebook October 31, 2012

APWH chapter 12.notebook October 31, 2012 Chapter 12 Mongols The Mongols were a pastoral people who lived north of China. They traveled with their herds of animals which provided meat, milk, clothing, and shelter. Typically, they never had any

More information

Do Not Write on This Paper!!!

Do Not Write on This Paper!!! Post Classical Era Test 1. How did Classical Civilizations (Rome, Greece China, & India) help to increase global trade? A. The classical period provided stability and safety for merchants and trade B.

More information

Crash Course World History: Indian Ocean Basin

Crash Course World History: Indian Ocean Basin Crash Course World History: Indian Ocean Basin Who traded in the Indian Ocean Trade? What made the Indian Ocean Trade? What types of goods were traded throughout the Indian Ocean Basin? What types of technologies

More information

Commerce and Culture AP World History Notes Chapter 7

Commerce and Culture AP World History Notes Chapter 7 Commerce and Culture 500-1500 AP World History Notes Chapter 7 Why Trade? Different ecological zones = natural uneven distribution of goods and resources Early monopolization of certain goods Silk in China

More information

Readings. Assignments

Readings. Assignments Readings Suggested Reading: (If you are serious about doing well in this course, the following texts will greatly help you on your way to a 5!) 1. 6 Edition Documents in World History Book Chapters: 2,

More information

AP World History SCORING GUIDELINES

AP World History SCORING GUIDELINES SCORING GUIDELINES Long Essay Question 1 In the period circa 400 1450 C.E., the decline and reconstitution of empires in regions such as the Mediterranean, Middle-East, and East Asia, affected the expansion

More information

WORLD HISTORY S1 FINAL EXAM REVIEW GUIDE

WORLD HISTORY S1 FINAL EXAM REVIEW GUIDE NAME: CLASS: WORLD HISTORY S1 FINAL EXAM REVIEW GUIDE Exam date: The final exam will cover material from throughout the first semester. The following is a list of notes that we have discussed in class

More information

African Kingdoms. Part I: General Info. Part II: West African Kingdoms.

African Kingdoms. Part I: General Info. Part II: West African Kingdoms. African Kingdoms Part I: General Info 1. The interior of Africa was settled by large migrations referred to as the Bantu Migrations 2. Bantu means the People. 3. The main language of the African continent

More information

World History Unit 3 Contd. Post Classical Asia and Beyond

World History Unit 3 Contd. Post Classical Asia and Beyond World History Unit 3 Contd. Post Classical Asia and Beyond Essential Questions What were the major civilizations of Asia in the post-classical era? What were the effects of the Mongol invasions? What were

More information

Indian Ocean Trade. Height C.E.

Indian Ocean Trade. Height C.E. Indian Ocean Trade Height 800 1400 C.E. Key Vocabulary: Zanj Arab name for the people of East Africa Monsoons the seasonal wind of the Indian Ocean and southern Asia, blowing from the southwest in summer

More information

World History Grade: 8

World History Grade: 8 World History Grade: 8 SOC 220 World History I No graduation credit 5 days per week; 1 school year Taught in English This is a required course for 8th grade students in the Mexican/U.S. Programs. This

More information

Virginia Mason Vaughan. "thick lips"

Virginia Mason Vaughan. thick lips A Moorish Captain" Virginia Mason Vaughan "thick lips" SUNJATA: West African Epic of Mande Peoples Mandinka People Epic of Sundiata Sundiata Keita (1217-1255) Founder of the Mali Empire Mansa Musa

More information

Chapter 18. States and Societies in Sub-Saharan Africa

Chapter 18. States and Societies in Sub-Saharan Africa Chapter 18 States and Societies in Sub-Saharan Africa 1 Effects of Early African Migrations! Bantu-speaking peoples settle south of Equator! Agriculture, herding spreads with Bantu migrations! Iron metallurgy

More information

Chapter 11. The Worlds of Islam Afro-Eurasian Connections,

Chapter 11. The Worlds of Islam Afro-Eurasian Connections, Chapter 11 The Worlds of Islam Afro-Eurasian Connections, 600 1500 CHAPTER LEARNING OBJECTIVES I can examine the causes behind the spread of Islam I can explore the dynamism of the Islamic world as the

More information

Name Review Questions. WHII Voorhees

Name Review Questions. WHII Voorhees WHII Voorhees Name Review Questions WHII.2 Review #1 Name 2 empires of the Eastern hemisphere. Name 3 nations of Western Europe. What empire was located in Africa in 1500? What empire was located in India

More information

Chapter 9 1. Explain why Islam is considered more than a religion, but rather a way of life?

Chapter 9 1. Explain why Islam is considered more than a religion, but rather a way of life? Chapters 9-18 Study Guide Review Chapter 9 1. Explain why Islam is considered more than a religion, but rather a way of life? The Quran and the Sunnah guide Muslims on how to live their lives. 2. What

More information

ISLAMIC CIVILIZATIONS A.D.

ISLAMIC CIVILIZATIONS A.D. ISLAMIC CIVILIZATIONS 600-1000 A.D. ISLAM VOCAB Muhammad the Prophet- the founder of Islam Islam- monotheistic religion meaning submission Muslim- followers of Islam Mecca- holy city to Arab people located

More information

Question of Periodization

Question of Periodization Question of Periodization Periodization: AP World History is broken into six chronological periods of study. Period 3(Ch9-16): Regional and Transregional Interactions, c. 600CE to 1450 CE (20% of AP Exam)

More information

The Worlds of Islam: Afro-Eurasian Connections

The Worlds of Islam: Afro-Eurasian Connections CHAPTER 9 The Worlds of Islam: Afro-Eurasian Connections 600 1500 CHAPTER LEARNING OBJECTIVES To examine the causes behind the spread of Islam To explore the dynamism of the Islamic world as the most influential

More information

Welcome to AP World History!

Welcome to AP World History! Welcome to AP World History! About the AP World History Course AP World History is designed to be the equivalent of a two-semester introductory college or university world history course. In AP World History

More information

Mediterranean. Egypt - massive building projects, firm religious beliefs, well-organized, durable centralized empires, trade with other regions/states

Mediterranean. Egypt - massive building projects, firm religious beliefs, well-organized, durable centralized empires, trade with other regions/states Paleolithic simple stone tools were developed, hunter/gatherer societies were organized in small groups, women and men were equally important to the survival of the group Neolithic first began in the Middle

More information

Discussion Topic: Delhi Sultanate and Mali Table Leaders: Brandon Butterwick Shrey Amin Neel Ambardekar Allie Arasi Andrew Buck

Discussion Topic: Delhi Sultanate and Mali Table Leaders: Brandon Butterwick Shrey Amin Neel Ambardekar Allie Arasi Andrew Buck Discussion Topic: Delhi Sultanate and Mali Table Leaders: Brandon Butterwick Shrey Amin Neel Ambardekar Allie Arasi Andrew Buck Questions prepared to Lead or Prompt discussion for the Harkness Discussion.

More information

4. THE HAN EMPIRE 200 BC-200 AD

4. THE HAN EMPIRE 200 BC-200 AD 4. THE HAN EMPIRE 200 BC-200 AD CHINA S SYMBOL: THE DRAGON A. Govt & Military 1. Emperor with complete control 2. Military: a. Used the Great Wall to keep invaders out B. Economy 1. Empire linked through

More information

The Byzantine Empire MOVING ON FROM THE FALL OF ROME

The Byzantine Empire MOVING ON FROM THE FALL OF ROME The Byzantine Empire MOVING ON FROM THE FALL OF ROME Georgia Standards of Excellence: World History SSWH4 - Analyze impact of the Byzantine and Mongol empires. a. Describe the relationship between the

More information

CHAPTER FIVE The Classical Period: Directions, Diversities and Declines by 500 C.E.

CHAPTER FIVE The Classical Period: Directions, Diversities and Declines by 500 C.E. CHAPTER FIVE The Classical Period: Directions, Diversities and Declines by 500 C.E. World Civilizations, The Global Experience AP* Edition, 5th Edition Stearns/Adas/Schwartz/Gilbert *AP and Advanced Placement

More information

Bentley Chapter 14 Study Guide: The Resurgence of Empire in East Asia

Bentley Chapter 14 Study Guide: The Resurgence of Empire in East Asia Name Date Period Bentley Chapter 14 Study Guide: The Resurgence of Empire in East Asia Eyewitness: Xuanzang: A Young Monk Hits the Road (p. 281-282) 1. Who was Xuanzang, what was the purpose of his travels,

More information

Bentley Chapter 17 Study Guide: Nomadic Empires and Eurasian Integration

Bentley Chapter 17 Study Guide: Nomadic Empires and Eurasian Integration Name Date Pd Bentley Chapter 17 Study Guide: Nomadic Empires and Eurasian Integration Eyewitness: The Goldsmith of the Mongolian Steppe (p. 353-354) 1. Describe the impact of Boucher s life. Where did

More information

I. The Shapes of Human Communities

I. The Shapes of Human Communities 1 I. The Shapes of Human Communities A. Paleolithic Persistence: Australia and North America 1. Gatherers and hunters have a history, too: While non-literate and non-urban, these societies did change over

More information

4. What was the primary international trade route during the Classical period?

4. What was the primary international trade route during the Classical period? Name: Due Date: Unit III: The Postclassical Period, 500-1450: New Faith and New Commerce & Chapter 6 Reading Guide The First Global Civilization: The Rise of Spread of Islam THE WORLD MAP CHANGES 1. The

More information

Name: Period 4: 1000 C.E C.E.

Name: Period 4: 1000 C.E C.E. Chapter 17: Nomadic Empires and Eurasian Integration Chapter 18: States and Societies of Sub-Saharan Africa Chapter 19: The Increasing Influence of Europe 1. Marco Polo wrote that the Mongols were "stout

More information

Making of the Modern World 13 New Ideas and Cultural Contacts Spring 2016, Lecture 4. Fall Quarter, 2011

Making of the Modern World 13 New Ideas and Cultural Contacts Spring 2016, Lecture 4. Fall Quarter, 2011 Making of the Modern World 13 New Ideas and Cultural Contacts Spring 2016, Lecture 4 Fall Quarter, 2011 Two things: the first is that you are the sultan of the universe and the ruler of the world, and

More information

Chapter 12. Cross-Cultural Exchanges on the Silk Roads. 2011, The McGraw-Hill Companies, Inc. All Rights Reserved.

Chapter 12. Cross-Cultural Exchanges on the Silk Roads. 2011, The McGraw-Hill Companies, Inc. All Rights Reserved. Chapter 12 Cross-Cultural Exchanges on the Silk Roads 1 Long-Distance Travel in the Ancient World n Lack of police enforcement outside of established settlements n Changed in classical period q Improvement

More information

Middle East Regional Review

Middle East Regional Review Middle East Regional Review Foundations-600 BCE Paleolithic (Old Stone Age)- to about 10,000 years ago Nomadic, Hunter-Gatherers Adapted to environment- use of fire, developed stone tools Summarize the

More information

The Arab Empire and Its Successors Chapter 6, Section 2 Creation of an Arab Empire

The Arab Empire and Its Successors Chapter 6, Section 2 Creation of an Arab Empire The Arab Empire and Its Successors Chapter 6, Section 2 Creation of an Arab Empire Muhammad became a leader of the early Muslim community Muhammad s death left no leader he never named a successor and

More information

THE CHRONOLOGY OF THE POST-CLASSICAL PERIOD (P. 108) 1. What did the end of the classical era and the end of the post-classical era have in common?

THE CHRONOLOGY OF THE POST-CLASSICAL PERIOD (P. 108) 1. What did the end of the classical era and the end of the post-classical era have in common? 600 CE 800 CE Name: Due Date: Unit III: The Postclassical Period, 500-1450: New Faith and New Commerce & Chapter 6 Reading Guide The First Global Civilization: The Rise of Spread of Islam THE CHRONOLOGY

More information

The Islamic World and Africa. Chapter 9

The Islamic World and Africa. Chapter 9 The Islamic World and Africa Chapter 9 Rise of Islam Due to warfare between the Byzantine and Persian empires trade land routes were changed. Sea routes were now used, connecting India with Arabian Peninsula

More information

Post-Classical East Asia 500 CE-1300 CE

Post-Classical East Asia 500 CE-1300 CE Post-Classical East Asia 500 CE-1300 CE Opening Discussion Question What do you remember about our study of China so far? CHINA AFTER THE HAN DYNASTY The Han Dynasty had collapsed by 220 CE, followed

More information

THE RISE OF ISLAM U N I T I I I

THE RISE OF ISLAM U N I T I I I THE RISE OF ISLAM U N I T I I I MUHAMMAD THE PROFIT From Mecca in modern day Saudi Arabia Muhammad was a middle aged merchant who claimed the Angel Gabriel asked him to recite the word of God As a Merchant

More information

Chapter 8 Reading Guide: African Civilizations and the Spread of Islam

Chapter 8 Reading Guide: African Civilizations and the Spread of Islam Chapter Summary. Africa below the Sahara for long periods had only limited contact with the civilizations of the Mediterranean and Asia. Between 800 and 1500 C.E. the frequency and intensity of exchanges

More information

Chapter 13. Tropical Africa and Asia, AP World History

Chapter 13. Tropical Africa and Asia, AP World History Chapter 13 Tropical Africa and Asia, 1200-1500 AP World History I. Tropical Lands and Peoples A. The Tropical Environment Tropical zone between the Tropic of Cancer and Tropic of Capricorn. Equator in

More information

AP WORLD HISTORY SHOWER CURTAIN REVIEW PROJECT TIME PERIOD 1 REQUIREMENTS

AP WORLD HISTORY SHOWER CURTAIN REVIEW PROJECT TIME PERIOD 1 REQUIREMENTS TIME PERIOD 1 REQUIREMENTS Map o Label places where agriculture developed during Neolithic Revolution, using same color for all areas: Mesopotamia Babylon Nile River Valley Sub-Sahara Africa Indus River

More information

The Worlds of Christendom: Contraction, Expansion, and Division

The Worlds of Christendom: Contraction, Expansion, and Division CHAPTER 10 The Worlds of Christendom: Contraction, Expansion, and Division 500 1300 CHAPTER LEARNING OBJECTIVES To examine European society after the breakup of the Roman Empire To compare the diverse

More information

APWH chapter 10.notebook October 10, 2013

APWH chapter 10.notebook October 10, 2013 Chapter 10 Postclassical East Asia Chinese civilization and Confucianism survived in the Chinese states established after the fall of the Han Dynasty. Buddhism entered China after the fall of the Han,

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Exam Name MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) From a Confucian viewpoint, the Roman Empire might have been criticized for placing too

More information

Tropical Africa and Asia. How has geography affected West and East Africa differently, even though they have the same climate?

Tropical Africa and Asia. How has geography affected West and East Africa differently, even though they have the same climate? Chapter 14: Southern Empires, Southern Seas 1200-1500 What was Ibn Battuta s mission? Despite Mogadishu being in Africa (Somalia), what elements of Arabic culture united them with Battuta? Tropical Africa

More information

Brief overview of Postclassical China: Sui/Tang/Song Dynasties Postclassical China Adventures

Brief overview of Postclassical China: Sui/Tang/Song Dynasties Postclassical China Adventures AGENDA Brief overview of Postclassical China: Sui/Tang/Song Dynasties Postclassical China Adventures Work in class through Friday on this Homework: Keep working on your guided reading packet! Whatever

More information

Pre-AP Global History and Geography Summer Assignment

Pre-AP Global History and Geography Summer Assignment 2015-16 Pre-AP Global History and Geography Summer Assignment Directions: Define the following vocabulary terms for Pre-AP Global History. Each definition should explain: who, what, where, when and why

More information

Review Unit Packet (page 1-37)

Review Unit Packet (page 1-37) Reading Notes (homework) Review Unit Part 1 (1-9) Review Unit Packet (page 1-37) Questions of the Day, Terms, Objective Questions (in class) Question of the Day 1- How does food get into your home track

More information

Chapter 5 Reading Guide The Classical Period: Directions, Diversities, and Declines by 500 C.E.

Chapter 5 Reading Guide The Classical Period: Directions, Diversities, and Declines by 500 C.E. Name: Due Date: Chapter 5 Reading Guide The Classical Period: Directions, Diversities, and Declines by 500 C.E. UNIT SUMMARY The basic themes of the three great classical civilizations of China, India,

More information

Name: Date: Period: THE ISLAMIC HEARTLANDS IN THE MIDDLE AND LATE ABBASID ERAS p What symptoms of Abbasid decline were there?

Name: Date: Period: THE ISLAMIC HEARTLANDS IN THE MIDDLE AND LATE ABBASID ERAS p What symptoms of Abbasid decline were there? Name: Date: Period: Chapter 7 Reading Guide Abbasid Decline and the Spread of Islamic Civilization to South and Southeast Asia, p.162-182 1. What are some of the reasons for Abbasid decline listed in the

More information

Honors World History Test #2

Honors World History Test #2 1. In the Muslim view, Judaism and Christianity were a) Heretical religions b) Considered to be people of the book c) Useful only politically d) Threatening and should be destroyed 2. (SSWH6A)What is one

More information

Great Neck South High School AP World History HOMEWORK ASSIGNMENT SHEET

Great Neck South High School AP World History HOMEWORK ASSIGNMENT SHEET HOMEWORK ASSIGNMENT SHEET 1.1 Stearns, World Civilizations Prologue Chapter 1 From Human Prehistory to the Early Civilizations Themes Human Life in the Era of Hunters and Gatherers Human Life Before Agriculture

More information

Mrs. Osborn s APWH Cram Packet: Period 3 Regional and Transregional Interactions, c. 600CE to 1450 CE, chapters (20% of APWH Exam)

Mrs. Osborn s APWH Cram Packet: Period 3 Regional and Transregional Interactions, c. 600CE to 1450 CE, chapters (20% of APWH Exam) Mrs. Osborn s APWH Cram Packet: Period 3 Regional and Transregional Interactions, c. 600CE to 1450 CE, chapters 10-16 (20% of APWH Exam) Nature and causes of changes in the world history framework leading

More information

Name: Date: Period: African Civilizations and the Spread of Islam, p

Name: Date: Period: African Civilizations and the Spread of Islam, p Name: Date: Period: UNIT SUMMARY Chapter 8 Reading Guide African Civilizations and the Spread of Islam, p.184-202 Africa below the Sahara for long periods had only limited contact with the civilizations

More information

Version A SOL Review Quiz 3 SOL 8 - Islamic Civilization SOL 9 - Early Middle Ages SOL 10 - Trade Routes, Japan, and African Kingdoms 1. Feudalism was a system where: feudal lords rented their lands land

More information

MMW 13 Lecture 7, April 23

MMW 13 Lecture 7, April 23 MMW 13 Lecture 7, April 23 Today s Lecture India and the Indian Ocean Basin The Song Modernity & (briefly) the Ming in East Asia April 28 Tuesday The Americas and Oceania April 30 th Afro-Eurasia and Americas

More information

Name: Date: Period: UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA

Name: Date: Period: UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA UNIT 2 TEST SECTION 1: THE GUPTA EMPIRE IN INDIA 1. Which of the following geographical features were advantageous to the Gupta Empire? a. the Mediterranean Sea provided an outlet for trade with other

More information

DETAILED CONTENTS. The Classical Period, The Rise of Agriculture and Agricultural Civilizations 2 PART II PART I. Chapter 2 China 34

DETAILED CONTENTS. The Classical Period, The Rise of Agriculture and Agricultural Civilizations 2 PART II PART I. Chapter 2 China 34 List of Maps xv Preface xvii Supplements xxv About the Authors Prologue xxix xxvii PART I The Rise of Agriculture and Agricultural Civilizations 2 Chapter 1 From Human Prehistory to the Early Civilizations

More information

SHARIA, SUFIS, AND CULTURAL ENCOUNTERS IN THE ISLAMIC WORLD

SHARIA, SUFIS, AND CULTURAL ENCOUNTERS IN THE ISLAMIC WORLD SHARIA, SUFIS, AND CULTURAL ENCOUNTERS IN THE ISLAMIC WORLD THE ABBASID DYNASTY (750-1258) With a splendid new capital in Baghdad, the Abbasid caliphs presided over a flourishing and prosperous Islamic

More information

SSWH 5. Examine the political, economic, and cultural interactions within the Medieval Mediterranean World between 600 CE/AD and 1300 CE/AD.

SSWH 5. Examine the political, economic, and cultural interactions within the Medieval Mediterranean World between 600 CE/AD and 1300 CE/AD. SSWH 5 Examine the political, economic, and cultural interactions within the Medieval Mediterranean World between 600 CE/AD and 1300 CE/AD. SSWH 5 A Explain the origins of Islam and the growth of the Islamic

More information

Mongol Eurasia and its Aftermath, Chapter 12

Mongol Eurasia and its Aftermath, Chapter 12 Mongol Eurasia and its Aftermath, 1200-1500 Chapter 12 The Rise of the Mongols, 1200-1260 Nomadism in Central and Inner Asia Nomads depended on: Resulting in: Hierarchy system headed by a.. Tribute Marriage

More information

1. What initiated early Western European Empires to expand? What role did geography play?

1. What initiated early Western European Empires to expand? What role did geography play? World History Advanced Placement Unit 4: THE EARLY MODERN WORLD 1450 1750 Chapter 13 Political Transformations: Empires and Encounters, 1450 1750 Learning Targets To introduce students to the variety of

More information

2. One way in which the African kingdoms of Ghana, Mali and Songhai were similar was that they.

2. One way in which the African kingdoms of Ghana, Mali and Songhai were similar was that they. World History Mid-Term Review Unit 3B Middle Ages in Asia and Africa 1. When Ivan III married the niece of the last Byzantine emperor, he openly claimed to make Russia the Third Rome. What title did he

More information

AP World History Notes Chapter 10

AP World History Notes Chapter 10 AP World History Notes Chapter 10 395 CE = final division of Roman Empire into eastern and western halves 476 = end of the western Roman Empire Eastern half remained intact = the Byzantine Empire (aka

More information

10. What was the early attitude of Islam toward Jews and Christians?

10. What was the early attitude of Islam toward Jews and Christians? 1. Which of the following events took place during the Umayyad caliphate? a. d) Foundation of Baghdad Incorrect. The answer is b. Muslims conquered Spain in the period 711 718, during the Umayyad caliphate.

More information

Chapter 18 The Mongols Unify Eurasia

Chapter 18 The Mongols Unify Eurasia Chapter 18 The Mongols Unify Eurasia p243 China Under the Song Dynasty, 960-1279 Most advanced civilization in the world Extensive urbanization Iron and Steel Manufacturing Technical innovations Printing

More information

UNIT 3 -CHAPTER 9: THE ISLAMIC WORLD AND AFRICA

UNIT 3 -CHAPTER 9: THE ISLAMIC WORLD AND AFRICA UNIT 3 -CHAPTER 9: THE ISLAMIC WORLD AND AFRICA INTRODUCTION In this chapter you will learn about developments in the Middle East and Africa during the post-classical era. ESSENTIAL QUESTIONS What are

More information

Name: Period 3: 500 C.E C.E. Chapter 15: India and the Indian Ocean Basin Chapter 16: The Two Worlds of Christendom

Name: Period 3: 500 C.E C.E. Chapter 15: India and the Indian Ocean Basin Chapter 16: The Two Worlds of Christendom Chapter 15: India and the Indian Ocean Basin Chapter 16: The Two Worlds of Christendom 1. In the Bhagavata Purana, Vishnu suggested that "One should engage himself in singing of Me, praising Me, dancing

More information

NOTES: Unit 3 -Chapter 9: The Islamic World and Africa. In this chapter you will learn about developments in the during the.

NOTES: Unit 3 -Chapter 9: The Islamic World and Africa. In this chapter you will learn about developments in the during the. Name NOTES: Unit 3 -Chapter 9: The Islamic World and Africa Introduction In this chapter you will learn about developments in the during the. Important Ideas A. Mohammed founded in the seventh century.

More information

AP WORLD HISTORY S1 FINAL EXAM STUDY GUIDE

AP WORLD HISTORY S1 FINAL EXAM STUDY GUIDE NAME: CLASS: AP WORLD HISTORY S1 FINAL EXAM STUDY GUIDE EXAM DATE: The final exam will cover material from chapters 1-11 in your textbook. The following is a list of notes that we have discussed in class

More information

Student Name: Advanced Placement World History 10. Seaford High School Mandatory Summer Assignment 2017 Due Date: Wednesday, 9/6/17

Student Name: Advanced Placement World History 10. Seaford High School Mandatory Summer Assignment 2017 Due Date: Wednesday, 9/6/17 Student Name: Advanced Placement World History 10 Seaford High School Mandatory Summer Assignment 2017 Due Date: Wednesday, 9/6/17 TEXTBOOK: Provided by the school. You should still have one from 9 th

More information

Dartmouth Middle School

Dartmouth Middle School Dartmouth Middle School 2015-2016 Gr. 7 Social Studies Syllabus Mrs. Snyder Room 405 psnyder@hemetusd.org August 10, 2015 Dear Parents and Guardians and Students, Welcome to the new school year! I hope

More information