Unit 3: Developing Regional and Trans-Regional Interaction 600 CE to 1450 CE Strayer Chapters 6 through 11 Essential Questions: Should we study cultural areas or states? Did changes in this period occur from the effects of nomadic migrations or urban growth? Was there a world economic network during this period? CONCEPTS, THEMES, and KEY CONCEPTS: • Expansion and Intensification of Communication and Exchange Networks • Improved transportation technologies and commercial practices lead to increased trade in both volume, types of goods and geographic range • Migration, immigration and emigration of peoples around trade routes causes environmental and linguistic effects including the spread and adaptation of agricultural products, new technologies and the diffusion of languages • Existing and new trade and communication networks, as well as military conquest, foster cross-cultural exchanges. ◦ Examples: the spread of diasporic communities, diffusion of math and science concepts • Existing and new diseases such as the Black Death spread along trade routes, • Continuity and Innovation of Forms and Their Interactions CLASS WEEK LECTURES, READINGS, and VIEWINGS ASSIGNMENTS and ASSESSMENTS WEEK 4 Strayer Chapter 6 and 7 Lectures: Rise of Bantu & Migrations P.S. from The Qur’an and Hadith “The of Ali Cogia, A Merchant of Bagdad” Arabian Nights Al-Basri, “Letter to ‘Umar II:Islamic Asceticism’” Al-Bukhari, The Authentic (Traditions) Ishaq, The Life of the Messenger of God Regarding Jihad Chapter 6 and 7 Quiz -Political Institutions in Islamic Activity -Map Exercise: Muslim Empires and trade in world -POV analysis: Islam: Empire of Faith -Islam Artifact Activity European
Essential Question: To what extent did Europe come predominate in the world economy? CONCEPTS, THEMES, and KEY CONCEPTS: • Globalizing Networks of Communication and Exchange ◦ Intensifying regional networks brought both prosperity and economic disruption to merchants and governments in the trading regions of the Indian Ocean, Mediterranean, Saharan Africa and overland Eurasia ◦ New developments in navigation (astrolabe and revised maps), ship design and understanding weather and climate made transoceanic travel and trade possible ◦ New transoceanic reconnaissance occurred ◦ New forms of business ventures, such as stock companies, facilitated European colonization and trade with the Americas and Asia, but existing Afro-Eurasia system continued to flourish using existing practices and new European merchant shipping services ◦ Columbian Exchange the result of the connections between the Eastern and Western Hemispheres ◦ Connections between the two hemispheres allowed for the spread and reform of religions and continued syncretism ◦ As merchant's profits increased and governments collected more taxes, funding for the arts increased. CLASS LECTURES, READINGS, and ASSIGNMENTS and ASSESSMENTS
The Plan of Iguala “Symbolism and Contested Identities in Argentina” Canudos, “Millenarianism in Brazil” V.S. Maps: Independent States of Latin America S.S. Hubertson, “Women in Latin America” Case Study: Monarchs to Masons: Mexico’s Changing Political Arena Case Study: Comparative Politics and Revolution independence movements in Latin America along with their relationship with the United States and other major world powers. -Change and Continuity Over Time (CCOT) --changes and continuities in labor systems WEEK 13 Strayer Chapter 17 Lectures: Crisis in the Ottoman Empire P.S. ad-Din, Letter to Shirazi Announcement to the Arabs, Sons of Qahtan Zexu, Letter to Queen Victoria Two Proclamations of the Rebellion Political Oppression in the Ottoman Empire Proclamation of the Young Turks V.S. Maps: Decline of the Ottoman Empire, Southeast Europe S.S. Case Religious and Secular Opposition within the Middle Easy Chapter 26 Quiz -Cultural Trends - Students will take notes and engage in discussions about gender, social class, and mass cultural trends of the 18th and 19th centuries. -Essay: Compare reaction to foreign domination in: the Ottoman Empire, China, and India. WEEK 13 Strayer Chapter 17 Lectures: Indistrialization (Russia/Japan) P.S. A Comic Dialogue, 1855 The Meiji Constitution Emancipation Manifesto Trotsky, Evaluation of Witte V.S. Maps: Japanese Expansion to 1914, The Russo-Japanese War, Russian Expansion 1815-1914 S.S Case Different Responses to Westernization Stearns, The Industrial Revolution in Russia” -Activity: Emancipation Proclamation and Emancipation Manifesto – changing conditions for servile labor -Responses to Western Dominance Comparison (Chart)- Students will research and complete a chart that outlines the Chinese, Ottoman, Russian, and Japanese responses to Western Imperialism. UNIT 5 TEST: 50 multiple choice, one comparison essay, one CCOT essay, and one DBQ – Must be completed in time given The primary source texts (P.S.) and secondary source texts (S.S.) are possible readings for each week. They may shift, change, or stay the same based upon class need. Refer to the website for daily readings/assignments. ***All unit tests will include several questions from the prior unit as review from that unit material.*** Unit 6: Global Fragmentation and Realignment 1914 CE to the Present Strayer Chapters 18 through 23