Day / Topic
Key Concepts / Agenda / Reading Due / Assignments Due / HW Assigned
31
Oct.30 / Islamic Civ.
3.2.I.B, C / · Unit 3 Outline Discussion
· Mini-Q: Why did Islam spread so quickly? / 8 / CC: Mansa Musa
32
Nov.3 / Islamic Civ.
3.1.III.A / · Quiz 7
· Spread of Islam Map & Reading / 8 / CH8 Guided Reading
CC: Mansa Musa / Finish Spread of Islam Qs
33
Nov.4 / Mali & Delhi
3.1.III.E
3.2.I.B, C / · Mali & Delhi PPT
· CCOT Activity [use Met Museum resources] / 13 / Spread of Islam Questions / CCOT Essay
CC: Indian Ocean Trade
34
Nov.9 / Indian Ocean Trade
3.1.I.A, C, D
3.1.III.C
3.3.I.B / · Document Exercise: Ibn Battuta
· Document Exercise: Marco Polo / 13 / CH13 Guided Reading
CC: Indian Ocean Trade / GG&S CH2/15
35
Nov.11 / China
3.1.I.E
3.2.I.A / · Sui & Tang Reading
· Tang Documents: Law Code / 10 / CCOT Essay
36
Nov.12 / China
3.3.II.D / · Song Reading
· Song Documents: Analects for Women; Remonstrance Against the New Laws / 10 / GG&S CH2/15 Questions
37
Nov.13 / China
3.1.III.D
3.3.III.D / · Tang/Song Reading
· Document Exercise: Buddhism in China / 10 / CH10 Guided Reading
38
Nov.17 / Mongols
3.1.I.E
3.2.II / · CC: Mongols
· Mongols & Silk Road Reading / 12 / Comparative Activity
39
Nov.18 / Mongols
3.1.II.A
3.3.II.B / · POV Exercise: Mongols
· Mongols DBQ / 12 / CH12 Guided Reading
40
Nov.19 / Mongols
3.1.II.A
/ · Quiz 8
· Mongols DBQ / 12 / Comparative Essay / DBQ Essay
41
Nov.23 / Byzantines
3.3.III.C / · Peasant Revolts
· Document: Justinian Suppresses Nike Riots / 9 / Map Analysis
42
Nov.24 / Early Medieval Europe
3.2.I.B
3.3.II.A, B
3.3.III.A, C / · Periodization Exercise
· Thematic Web Project [See Middle Ages PPT] / 9 / DBQ Essay / Finish Thematic Web
43
Nov.25 / Crusades
3.1.I.D / · Quiz 9
· CC: Crusades
· Argumentation Exercise: Crusades / 9 / CH9 Guided Reading / Comparison: HL & GC
44 / Black Death
3.1.IV / · Petrarch & Boccaccio Sources / 14 / Map Analysis
Comparison Activity
45 / Renaissance
3.3.II.B
4.1.VII.A / · Quiz 10
· Renaissance PPT
· CC: Renaissance / 14 / CH14 Guided Reading
Thematic Web Project
46 / Americas
3.1.I.B
3.2.I.D
3.3.I.A / · American Civ. SPICE Charts / 11
47 / Americas
3.1.II.A / · Quiz 11
· Comparison Activity: Tribute Systems / 11 / CH11 Guided Reading
49 / Unit 3 Exam / · Unit 3 Exam: 600-1450
Essential Questions
· Why and how did networks of human interaction widen and deepen in this period? What were the consequences?
· How did state forms change through 1450? To what extent did they remain the same as in prior times?
· How did social structures respond to increased economic productive capacity? / Enduring Understandings
· Networks of communication and exchange deepened and widened in the period 600-1450 due to innovations in transportation, state policies, and mercantile practices; consequently, there was increased interregional borrowing, as well as cultural, technological, and biological diffusion.
· While some states attempted to preserve or revive imperial structures, smaller, less-centralized states continued to develop. Additionally, Islam introduced a new concept – the Caliphate – to statecraft. Moreover, pastoral peoples in Eurasia –the Mongols- consolidated and expanded their power, integrating people and institutions from both the pastoral and agrarian worlds.
· Increased trade, agricultural productivity, and urbanization fostered retention of class and caste systems in societies as well as patriarchy and coerced labor. In some areas, the introduction of new religious beliefs altered gender relations and family structure.
Essay Prompts
· DBQ: The Mongols: How barbaric were the barbarians? Or How different were Christian and Muslim responses to the Black Death?
· Comparative: Analyze similarities and differences in TWO of the following trade networks in the period 600-1450: Indian Ocean, Silk Roads, or Trans-Sahara. Your response may include comparisons of biological, commercial, or cultural exchanges.
· CCOT: Analyze changes and continuities in societies that adopted Islam in the period 600-1450.
· Map Analysis: Create a map showing the spread of Christianity and Islam in the Mediterranean from their origins to 1450, noting dates changes occurred.
· Thematic Web: Demonstrate political, social, environmental, cultural, and economic characteristics of the Middle Ages in Europe.
AP Course Requirements
· CR4 The course provides opportunities for students to demonstrate command of course themes and key concepts through activities and assignments where students use their knowledge of detailed and specific relevant historical developments and processes – including names, chronology, facts, and events
· CR6 The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence – Historical Argumentation
· CR7 The course provides opportunities for students to identify and evaluate diverse historical interpretations.
· CR8 The course provides opportunities for students to analyze evidence about the past from diverse sources – Use of historical evidence
· CR9 The course provides opportunities for students to examine relationships between causes and consequences of events or processes. – Causation
· CR10 The course provides opportunities for students to identify and analyze patterns of continuity and change over time and across geographic regions, relating these patterns to a global context – Patterns of change and continuity
· CR11 The course provides opportunities for students to examine diverse models of periodization constructed by historians. – Periodization
· CR12 The course provides opportunities for students to compare historical developments across or within societies in various chronological and/or geographical contexts – Comparison
· CR13 The course provides opportunities for students to connect historical developments to specific circumstances of time and space, and to broader regional, national, or global processes – Contextualization
· CR14 The course provides opportunities for students to apply multiple historical thinking skills to examine a particular historical problem or question and connect insights from one historical context to another, including the present – Synthesis
· CR15 The course provides opportunities for students to recognize how the study of history has been shaped by the findings and methods of other disciplines, such as anthropology, archaeology, visual arts, literature, economics, geography, and political science
Supplemental Materials & Links
· Asia for Educators. Columbia University. http://afe.easia.columbia.edu/
· Crash Course World History. https://www.youtube.com/playlist?list=PLBDA2E52FB1EF80C9
· Metropolitan Museum of Art. “The Empires of The Western Sudan: the Mali Empire.” http://www.metmuseum.org/toah/hd/mali/hd_mali.htm
· Metropolitan Museum of Art. “Islamic Art.” http://www.metmuseum.org/about-the-museum/museum-departments/curatorial-departments/islamic-art
Assessments
· Quizzes & Exams Additional Assignments:
o Quiz 7: Islam & The West
o Quiz 8: Mongol Empire & Indian Ocean Trade
o Quiz 9: Medieval Europe
o Quiz 10: Latin West & Age of Exploration
o Quiz 11: China & The Americas
o Unit 3 Exam: 600-1450
· Writing Assignments
o DBQ Essay
o CCOT Essay
o Comparative Essay
· Class Activities
o Document Exercise: ______
o Guns, Germs, & Steel Excerpt Questions
o Spread of Islam Questions
o Thematic Web Project
o Map Analysis
o Comparison: Tribute Systems
· 21st Century Skills
o Guided Reading: CH8, CH9, CH10, CH11, CH12, CH13, CH14
o Crash Course: Mansa Musa; Indian Ocean Trade
Learning Objectives
· Theme 1: Interactions Between Humans and the Environment
o ENV-3: Explain the environmental advantages and disadvantages of major migration, communication, and exchange networks (3.1.I, II)
o ENV-4: Explain how environmental factors influenced human migrations and settlements (3.3.II)
o ENV-5: Explain how human migrations affected the environment (3.1.II, IV; 3.3.II)
o ENV-6: Explain how people used technology to overcome geographic barriers to migration over time (3.1.I, 3.1.II)
o ENV-7: Assess the causes and effects of the spread of epidemic diseases over time (3.1.IV, 3.3.II)
o ENV-8: Assess the demographic causes and effects of the spread of new foods and agricultural techniques (3.1.IV, 3.3.I)
o ENV-9: Analyze the environmental causes and effects of industrialization (3.3.I)
· Theme 2: Development and Interaction of Cultures
o CUL-1: Compare the origins, principal beliefs, and practices of the major world religions and belief systems (3.1.III)
o CUL-2: Explain how religious belief systems developed and spread as a result of expanding communication and exchange networks (3.1.III, 3.2.I)
o CUL-3: Explain how major philosophies and ideologies developed and spread as a result of expanding communication and exchange networks (3.1.III)
o CUL-4: Analyze the ways in which religions and secular belief systems affected political, economic, and social institutions (3.1.III, 3.2.I, 3.3.III)
o CUL-5: Explain and compare how teachings and social practices of different religious and secular belief systems affected gender roles and family structures. (3.2.I, 3.3.III)
o CUL-6: Explain how cross-cultural interactions resulted in the diffusion of technologies and scientific knowledge (3.1.I, 3.1.II, 3.1.III, 3.2.II)
o CUL-7: Analyze how new scientific, technological, and medical innovations affected religions, belief systems, philosophies, and major ideologies (3.1.III)
o CUL-8: Explain how economic, religious, and political elites defined and sponsored art and architecture (3.1.III)
o CUL-9: Explain the relationship between expanding exchange networks and the emergence of various forms of transregional culture, including music, literature, and visual art (3.1.III)
· Theme 3: State-Building, Expansion, and Conflict
o SB-1: Explain and compare how rulers constructed and maintained different forms of governance (3.1.I, 3.2.I)
o SB-2: Analyze how the functions and institutions of governments have changed over time (3.1.I, 3.2.I, 3.3.III)
o SB-3: Analyze how state formation and expansion were influenced by various forms of economic organization, such as agrarian, pastoral, mercantile, and industrial production (3.2.I)
o SB-4: Explain and compare how social, cultural, and environmental factors influenced state formation, expansion, and dissolution (3.1.I, 3.1.II, 3.2.I, 3.2.II, 3.3.II, 3.3.III)
o SB-5: Assess the degree to which the functions of cities within states or empires have changed over time (3.1.I, 3.2.I, 3.3.II)
o SB-6: Assess the relationship between states with centralized governments and those without, including pastoral and agricultural societies (3.1.I, 3.2.I, 3.2.II, 3.3.III)
o SB-7: Assess how and why internal conflicts, such as revolts and revolutions, have influenced the process of state building, expansion, and dissolution (3.3.III)
o SB-8: Assess how and why external conflicts and alliances have influenced the process of state-building, expansion, and dissolution (3.2.II)
o SB-9: Assess how and why commercial exchanges have influenced the processes of state-building, expansion, and dissolution (3.1.I, 3.1.III, 3.2.I, 3.3.II)
o SB-10: Analyze the political and economic interactions between states and non-state actors (3.1.III, 3.2.I, 3.2.II, 3.3.III)
· Theme 4: Creation, Expansion, and Interaction of Economic Systems
o ECON-1: Evaluate the relative economic advantages and disadvantages of foraging, pastoralism, and agriculture (3.3.I)
o ECON-2: Analyze the economic role of cities as centers of production and commerce (3.1.I)
o ECON-3: Assess the economic strategies of different types of states and empires (3.2.I, 3.3.I, II, III)
o ECON-5: Explain and compare forms of labor organization, including families and labor specialization within and across different societies (3.1.I, 3.3.I, 3.3.II)
o ECON-6: Explain and compare the causes and effects of different forms of coerced labor systems (3.3.III)
o ECON-10: Analyze the roles of pastoralists, traders, and travelers in the diffusion of crops, animals, commodities, and technologies (3.1.I, 3.1.III, 3.1.IV, 3.2.II, 3.1.I)
o ECON-11: Explain how the development of financial instruments and techniques facilitated economic exchanges. (3.1.I)
o ECON-12: Evaluate how and to what extent networks of exchange have expanded, contracted, or changed over time (3.1.I, 3.1.III, 3.1.IV, 3.2.I, 3.3.I, 3.3.II)
· Theme 5: Development and Transformation of Social Structures
o SOC-1: Analyze the development of continuities and changes in gender hierarchies, including patriarchy (3.2.I, 3.3.III)
o SOC-2: Assess how the development of specialized labor systems interacted with the development of social hierarchies (3.3.III)
o SOC-3: Assess the impact that different ideologies, philosophies, and religions had on social hierarchies (3.1.III)
o SOC-4: Analyze ways in which legal systems have sustained or challenged class, gender, and racial ideologies (3.2.I, 3.3.III)
o SOC-5: Analyze ways in which religious beliefs and practices have sustained or challenged class, gender, and racial ideologies (3.1.III, 3.3.III)
o SOC-8: Analyze the extent to which migrations changed social structures in both the sending and receiving societies
· 3.1 Expansion & Intensification of Communication and Exchange Networks
· 3.2 Continuity & Innovation in State Forms and Their Interactions
· 3.3 Increased Economic Productive Capacity & Its Consequences