AP World History: Modern

Hatlen

Distance Learning Week 2: 4/13-4/17

Lesson: Review Unit 1: The Global Tapestry 1200-1450-Unit 2: Networks of Exchange 1200-1450

Due Date: The entire work packet should be emailed to me by 3:00 pm Friday April 17th. The practice SAQ should be completed after the packet and will be due by Monday morning at 9:00am.

Directions: Please read the directions for each activity carefully and complete them in the order that they are presented. Attempt to complete each section on the suggested day. All answers must be turned in on the same document or sheet of paper. To turn the assignment in, you may take a picture or email your assignment. As you work through this review packet, make a list of questions. You may bring these questions to zoom office hours, email Mrs. Hatlen, or email a peer.

Communication: You may email me, hatlenm@luhsd.net, with questions. Additionally, I recommend you join the AP World History Modern Remind group by texting 81010 to @7769cf. I will schedule zoom meetings for review sessions.

Learning Objective: Students will use this review to recall content and practice the skills of providing historic contextualization and using documents as evidence to support a claim.

Monday: Watch the review video on the YouTube channel and complete tasks 1-2.

1. Watch the following videos and compare what you already know to what the video taught you. I included examples.

https://www.youtube.com/watch?v=ZnW08UiYcBU&list=PLoGgviqq4845dmFXqxdQ3LBR2fxLgv0GM&index=11

What did I already know about East, Southeast Asia, and South Asia that he covered?

What did I learn about East, Southeast Asia, and South Asia from the video?

What did I already know about supporting a claim with specific evidence that he covered?

What did I learn about supporting a claim with specific evidence that he covered?

Hinduism dominant religion in South Asia –they have a strict caste system

Region of South Asia includes modern day India, Pakistan, and Bangladesh

You need to read the source line in a DBQ (this tells you about the P.O.V.)

2. Complete the “homework” assigned at the end of the video. I want to see this answered in your own words.

Tuesday: Feel free to pop into zoom office hours with clarifying questions. A Day 10:00-11:00am and B Day 12:00-1:00pm. Complete the tasks for the Americas.You started the Americas last week, so there is not much to do.

1.4 State Building in the Americas (Chapter 12) In the Americas, as in Afro-Eurasia, state systems demonstrated continuity, innovation, and diversity, and expanded in scope and reach.

3. For each image of a technological development, identify the empire; explain the use and significance of the development. Explain how it contributed to either the economic or political maintenance or expansion of the empire.

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Chinampas, floating gardens used particularly in Tenochtitlan and in the lake of Texcoco

Aztec priests cutting out victims’ heart Aztec stone calendar Inca terraces at Machu Picchu

Incan quipu

4. Write a thesis statement answering the following question: Using the images above how did technology and advancements in the Americas aid in political organization?

5. Support your thesis with 2 images. Use as specific evidence. Do not just describe the images, but explain how they support your claim. Use terms like “therefore or thus.”

Contextualization: To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.

6. Based on the rubric definition above, what does it mean to contextualize?

7. For the following event, provide a bit of context: Spain and Portugal’s conquest of the Americas.

What events were occurring in the Americas before the conquest? What developments were occurring in the Americas before the conquest? (think about political developments of

the Aztecs and Incas, their power was declining due to internal and external disputes)

8. For the thesis statement below, provide 3-4 sentences of contextualization. Try to do this from your memory. See how you would do on the exam: “The conquest and establishment of mercantilism marked a turning point in the relations between Europe, Africa, and the Americas to the extent that it subjugated people into forced labor, it brought wealth to the colonizers, and it resulted in a truly global exchange of goods the likes of which had never been seen prior to the 16th century.”

9. Answer the essential questions. Just offer a thesis statement with a little context before. Context should include 3-4 sentences. Thesis could be more than 1 sentence.

Essential Questions:

What systems of government were developed in the Americas? How did they change and stay the same over time?

What were factors caused the states in the Americas to decline?

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Wednesday: Complete the work for Africa. As you work through these tasks think about the similarities in government structures between the Americas & Africa. (Empires, imperial expansion, etc.) If you want to attend zoom review session on writing skills, there will be one today. (A Day at 10:00am B Day at 12:00pm).

Unit 1.5 State Building in Africa (Chapter 9)

In Africa, as in Eurasia and the Americas, state systems demonstrated continuity, innovation, and diversity and expanded in scope and reach.

10. For the description below, underline the relevant context to the following thesis statement: “The spread of Islam had enabled the organization of major empires such as Mali and Ghana, enabled the accumulation of wealth in these empires which allowed them to invest in public service projects to benefit the people.”

The Global Tapestry (1200-1450) finds Africa as the New Kid on the Block in terms of the Afro-Eurasian “Global” world. Sub-Saharan Africa (Ghana, Mali, Hausa) are linked to the rest of the world via the Trans-Saharan Trade routes. Southern Africa is at the tail end of the Indian Ocean trade (focused in and around the Swahili Coast). Sub-Saharan Africa becomes the southwest quadrant of Dar al-Islam. Africa was emerging as a major Global force in this period.

11. Add 2 additional examples of context. This can be events or developments. You can use Chapter 9 notes or the textbook to find the historic events or developments in Africa.

12. For each term, event, technology, or leader on the correct empire on the map below explain the importance or significance. Do not just define the term. You can use your textbook Chapter 9 or any other materials.

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Which regions in Africa (North, East, South, West) were most influenced by Islam?

13. For each person below describe their role, region, and accomplishments. You can watch the YouTube link for information or use your textbook. https://www.youtube.com/watch?v=jvnU0v6hcUo

Sundiata Mansa Musa

Ibn Battuta (include Rilha in answer)

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Mali

Mansa Musa-

Sundiata-

Juula-

Griots-

Timbuktu-

Islam-

Hausa States

People of Hausa-

Kano-

Katsina-

Islam- The Great Zimbabwe (in area of Monomtapa)

Stone structures-

Mwene Mutapa-

Swahili Coast-

Zenj-

Monsoon winds-

Dhows-

For the locations describe their significance, innovations, and technologies developed there (also available on the YouTube clip towards the end).

West Africa (Mali, Songhay) Swahili States

Kilwa

14. Watch the clip below and answer the questions: https://www.youtube.com/watch?v=quzjmZ-7s6w

Where does The Great Zimbabwe get its’ name from? Why is that important? What 3 main areas defined the Great Zimbabwe? What allowed or enabled for the growth of the Great Zimbabwe? List 3 facts that you found to be the most interesting about the Great Zimbabwe. What caused the decline of the Great Zimbabwe

15. Answer the essential questions. You must answer ONE in T.E.A. Use SPECIFIC evidence to support your thesis in the T.E.A. (review the work that you have done above, this should not take too long. The answers are included in the work that you completed).

How did the diverse states in Africa develop over time?

What technologies and advancements influenced the political, social and cultural developments in Africa?

Thursday: Now you will review the developments in Western Europe. This is the last region in Unit 1. Work through the tasks in order. Pay special attention to the last task #20. This is good practice for the DBQ. I will review your answers carefully. Make sure that they are in your own words.

Unit 1.6 Developments in Europe from c. 1200 to c. 1450 (Chapter 11)

Christianity, Judaism, Islam, and the core beliefs and practices of these religions continued to shape societies in Europe.

Europe was politically fragmented and characterized by decentralized monarchies, feudalism, and the manorial system. Europe was largely an agricultural society dependent on free and coerced labor, including serfdom.

16. Use your The Manorial System: Obligations and Allegiances (pages 243-244)

What is the manorial system? Where did it originate? Who were serfs? What was their role? What were the obligations and allegiances of serfs? Be specific. Look at the image, and explain the differences between manorialism and feudalism.

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The Church: Political and Spiritual Power (page 244) Who was the top authority of the Church? What type of power did they have? How did the Church gain authority from the monarchs? How did the monarchs gain authority from the Church?

17. Analyze the map above, and answer the following questions:

What do you notice about the extent of Christianity? What were the roles of the emperors of the Germanic States? Where was the center of Christianity located? What religion did the monarch in the Kingdoms such as France and England practice? What additional observations can be made when you analyze this map?

18. What the video below, and answer the questions that follow. https://www.youtube.com/watch?v=H5ZJujqa0YQ

What were the middle ages? What major event marks the beginning and what major event marks the end? What are the early middle ages? What are the high middle ages? What are the late middle ages? What did Europe look like after the fall of the Western Roman Empire? What does the Western Roman Empire look like? Why do we say that the government of the Western Roman

Empire is fragmented and NOT centralized? What major groups do we have? How is the Eastern Roman empire different from the Western Roman Empire? Who was Charlemagne? Why was he significant? What is interesting about the title of the Holy Roman Emperor after Charlemagne?

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What does the political map look like in 1135? Why is that significant? What is happening with the Byzantine Empire (Eastern Roman Empire?) What was the Great Schism? What is the High Middle Ages most known for? What were the causes of the beginning of the Crusades? How long do the Crusades last? What were the Crusaders trying to accomplish? What factors have caused divides between the East and the West? (Holy Roman Empire and Byzantine Empire)? What is occurring during the late middle ages?

19. What were the ideas, beliefs, and major religions practiced in Western Europe?

Read the following question carefully and make sure that you answer the themes in the question. How do the ideas listed above illustrate how the people in Western Europe viewed themselves? What impact did this have on their social and economic developments (think serfdom)?

20. Use the documents below to develop a thesis statement answering the following question, “How did the economic structure of feudalism and manorialism impact the social structure of Western Europe?”

Make sure that your thesis responds to the prompt, is specific, and establishes a line of reasoning. Make sure that you don’t ONLY summarize the documents, but that you use them as EVIDENCE. Do not quote

a document; use your words to explain how that document proves your claim. o Try to use terms like therefore, thus, o For additional support watch Mr. Heimler https://www.youtube.com/watch?

v=L7N0jje3XqM&feature=youtu.be

Document 1: The manor was the economic side of feudalism. The manor was a largely self-sufficient system in which the lord’s land (granted by the king) was farmed by his serfs (essentially slaves bound to the land). The manor included not just farmers, but also artisans who provided for the needs of the manor, a chapel, forest for hunting, and pastureland for farm animals. The two images below show the physical layout of the manor system. For the majority of Europeans, life was hard. Serfs, or peasants obligated to work the lord’s land, had no freedoms. In return for laboring 6 days out of the week, they were granted only one day a week to farm to feed themselves and their families. They also had to pay high rents to the lord’s to use his land. There was no alternative, since peasants needed the lord’s protection from raiding invaders. Source: World History Patterns of Interaction, and http://www.uncp.edu/home/rwb/lecture_mid_civ.htm Source: Piers Plowman, in World History Patterns of Interaction Literature Section.

Document 2: Feudalism was a political, economic, and social system in which nobles were granted the use of land that legally belonged to the king. In return, the nobles agreed to give their loyalty and military services to the king. The peasants or serfs worked the land for the knights and nobles and in return they received protection and a portion of the harvest to feed their families. The image below shows the structure of feudal society – a social, political, and economic hierarchy. Source: World History Patterns of Interaction.

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Friday: Now we delve into Unit 2! Follow the directions to review the networks of trade. Think about consequences. If you do not complete this, bring questions to zoom. We can work through this together.

Unit 2: Networks of Exchange 1200-1450: The Silk Roads, Indian Ocean Trade, Trans Saharan Trade Network

21. Annotate the title of this section, Networks of Exchange , what does it tell you about this unit?

2.1 The Silk Roads- Improved commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes— including the Silk Roads—promoting the growth of powerful new trading cities.

22. According to the phrase above what were the causes and consequences of the Silk Roads.

23. For each fact, write IK (if you already knew this) or IDK (if you did not know it)

The Silk Road started with the Han Chinese well before this period. The Silk Road was never one “road”, rather a connection of trade routes. The Silk Road served as THE trade route in this period. The Silk Road did not just carry silk. There were goods, technology, religions and diseases. The Silk Road peaks here. In the next period, the Atlantic System &Indian Ocean trade will be more heavily used

The Silk Road is the grand-daddy of them all. This is the big one. This is THE land-based trade network. You know it as a Trade Network, but the Silk Road began as the Han Dynasty was seeking allies to the West to help fight against the dreaded Xiongnu (basically, the bad guys in Mulan). What began as a cry for help developed into a network of trade alliances that eventually spanned Afro-Eurasia.

2.3 Exchange in the Indian Ocean- Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the Indian Ocean, promoting the growth of powerful new trading cities.

The growth of interregional trade in luxury goods was encouraged by significant innovations in previously existing transportation and commercial technologies, including the use of the compass, the astrolabe, and larger ship designs. The Indian Ocean trading network fostered the growth of states.In key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous cultures and, in turn, indigenous cultures influenced merchant cultures.Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers, including during Chinese maritime activity led by Ming

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Admiral Zheng He.The expansion and intensification of long distance trade routes often depended on environmental knowledge, including advanced knowledge of the monsoon winds.

24. According to the phrase above what were the causes and consequences of the Indian Ocean Trade network.

25. For each fact, write IK (if you already knew this) or IDK (if you did not know it)

This is THE trading network of this period. THIS is the network the Europeans (Columbus and friends) are trying to reach after 1450 Mostly peaceful exchange of goods have taken place here for millennia Trade here was more focused on everyday bulk items like timber and textiles rather than silk and porcelain All the big travelers in this period used this route (Ibn Battuta, Marco Polo, and Zhenghe)

Think silks and porcelains for the Silk Road. REAL trade went down in the Indian Ocean. The people’s trade. Stuff the average person might use… textiles, coffee, lumber, etc. So, Silk Road is nice. But, unless you had a lot of luxury items in your hut… you were way more likely to get textiles from India than silk from China.

2.4 Trans-Saharan Trade Routes-The growth of interregional trade was encouraged by innovations in existing transportation technologies. Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the trans-Saharan trade network.

The expansion of empires—including Mali in West Africa–facilitated Afro-Eurasian trade and communication as new people were drawn into the economies and trade networks.

26. According to the phrase above what were the causes and consequences of the Trans Saharan Trade Route.

27. For each fact, write IK (if you already knew this) or IDK (if you did not know it)

The Sub-Saharan world joined the Global Tapestry via this trade route. Sources are limited on this route compared to the others (Ibn Battuta was the first person to go from north of the

Sahara and back and write about it and he died in 1369!) The goods being traded along this route are simple: Salt, Gold, Slaves. This area will become overwhelmingly Islamic due to their trading partners across the desert (think Mansa

Musa’s pilgrimage) Timbuktu is your major trade city to know. It was the Sub-Saharan center of knowledge and culture for centuries.

The Trans-Saharan Trade route is the THIRD major one of the Global Tapestry Period (1200-1450). It is the most overlooked and underrated. HOWEVER, you get so much from this trade route. Diasporic communities? Check. Camels with freaking saddles? Check. Astrolabes and other devices to navigate the stars in the biggest desert on the planet? Check. Ibn Battuta? Obvious check… Dude is everywhere. Mansa Musa and Lion Kings? Check. Defeaters of Mongols? (Mamluks) Check. Spread and syncretism of Islam? Check. It’s got everything.

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28. Based on the information and paragraphs above, compare and contrast the 3 trade networks. Consider causes, what was traded, methods of trade, and consequences.

Written response due Monday Morning at 9:00am. If you prefer it is on MYAP, I will unlock it so you can type it out. In your response, be sure to address all parts of the question. Use complete sentences; an outline or bulleted list alone is not acceptable. Use the passage below to answer all parts of the question that follows.

“It does not seem to me that the Jewish people can be the cause of this general epidemic throughout the whole world, as many suggest. My reasoning is as follows.

First, it is well-known that in most places where the Jewish people dwelled, they died in droves from the exact same disease as the Christians. If they really caused the epidemic, they would not have killed themselves and others of their faith.

Second, many people say that the Jews poisoned the wells, causing the disease. This also seems doubtful, because after the wells full of polluted water had been purified, the people still died in great numbers. Further, in cities that use water only from great rivers like the Danube, the inhabitants have also died in large numbers.

Moreover, even after all the Jews in many places had been killed and were completely driven out for nearly two years prior, the disease now strikes these same places just as powerfully as before.” -Conrad of Megenberg, German philosopher & theologian educated at the University of Paris, Concerning the Mortality in Germany, book written in Latin, 1350

a) Describe the historical situation in which Conrad of Megenberg wrote his book.

b) Describe ONE argument that Conrad of Megenberg makes regarding the Jewish people and the spread of disease.

c) Describe ONE way in which the disease referred to in the passage influenced the development of urban areas in the period 1350–1450.

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