Wayne RESA

Unit PlannerWorld History and Geography

Wayne RESA – SS / Grade 11 / Social Studies / World History and Geography / Week 4 - Week 10
RESA, MAISA MC3 Units
Unit Abstract

Historians see a number of significant developments in this era: (1) the clustering of human population into large empires, such as the growth of the Chinese, Mongol and Islamic Empires and empires in Africa; (2) the development of trade routes (land and sea) that increased cultural and commercial exchanges in Afro-Eurasia; (3) continued consolidation and spread of major religions; and (4) empire building in the Americas, particularly the rise of the Mayan, Aztec, and Incan empires. During this era the new religion of Islam developed, while Hinduism, Christianity, and Buddhism continued to spread throughout Eurasia and Africa. Due to continuing population growth, urbanization, and the flowering of culture in Eurasia, West Africa, and Mesoamerica, empires grew in size and complexity (such as Roman, Han, Gupta, Maya, Ghana, and Byzantine). It is during this era that we also explore the end of major empires (Han, Western Roman). The rise and fall of empires, as well as the nomadic groups in Afro-Eurasia, generated new zones of cultural and commercial exchange that linked regions across the world. While focusing on large empires and huge states, historians also recognize that no one empire or state dominated the world. Rather, many argue that the world was “polycentric,” or developed around a number of powerful political systems and supported by numerous zones of exchange – places where goods, ideas, and peoples traveled from one part of the world to another. While stressing economic and political changes in cities, historians still recognize that the majority of the world’s population lived in agricultural settings. This era can be characterized by the movement of ideas, people, and goods. During the seven centuries covered in this era major religions – Islam, Hinduism, Christianity, and Buddhism – spread far beyond their lands of origin, and became established in regions where they have remained major religious and cultural forces. Nomadic and migratory groups influenced and sometimes altered political, economic, and social structures in many areas of Afro-Eurasia. By 1400, there were about 350 million people clustered into relatively small pockets of land in Japan, Korea, China, Indonesia, Indochina, India, Dar-al-Islam, Europe, and the Aztec and Inca Americas. While most of the population (about 98%) was tightly tied to agriculture, a number of large commercial cities grew during this time. Most of the largest cities and the world’s wealth were concentrated in China, India, and North Africa. Closely related to the growing urban population was a system of interlinking trading systems in East Asia (linking China to India), Middle East/Mongolian (linking the Eurasian continent to the Eastern Mediterranean and India), and the European system (linking Europe to the Middle East and Indian Ocean). While each of these systems had a dominant group (e.g., Chinese, Arabs, Italians), these overlapping systems of trade created what some historians have called the first world system of exchange. During this era the Mongol Empire spanned most of the Eurasian continent and an almost complete system of empires governed most of the world’s population. The order within empires was maintained by elites living off of peasants. These civilizations were regularly threatened by invaders from the outside and discontent from within. However, it was micro-organisms that caused the ultimate crisis in this system with the outbreak of the Bubonic Plague in the mid-fourteenth century. Historians view this pandemic as significant for a couple of reasons. First, it shows the existence of well-developed systems of trade connecting China, Northern Africa, and Europe. Second, in just a few years, the plague decimated the populations of Afro-Eurasia. Such demographic crisis had a profound impact on the survivors for years to come and resulted in new artistic styles, the persecution of Jews, and an increase in land and wages for surviving peasants. Overall, this era is dominated by shifting political, economic, and social systems. New political and economic policies developed as empires dealt with instability brought by invading groups and disease. By the end of the era, the stage was set for a growing middle class in Europe, a powerful aristocracy in most regions (that challenged or was challenged by changing political structures), and a more powerful merchant class. These groups would act as catalysts for the development of the modern age.

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Stage One - Desired Results

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Standards
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Compelling Question

How and to what effect did networks of exchange transform human societies?

Supporting Questions
  1. How were the reasons for empire growth and decline similar and different in various world regions?
  2. How did the world religions expand their influence across Afro-Eurasia during this era?
  3. How is the Plague an example of a “global” event in this era?
  4. How and to what effect did inter regional contact and exchange increase during this era?
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Content (Key Concepts)

Buddhism

centralization

Christianity

Confucianism

dynasty

empire

Hinduism

inflation

interregion

pastoral nomads

trade network

 

Skills (Intellectual Processes)
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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence
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Resources

See Topic 1, Topic 2, and Topic 3 documents under Lesson Sequence for a listing of resources.

 

Equipment/Manipulative

Large Chart Paper

 

World Map

 

Student Resource

Ancient India: The Age of the Guptas and After. World Civilizations. June, 1999. 22 Jan. 2008

Gupta Dynasty: the Golden Age of India. Nupam’s Webpage for the Indian Coins. February 1999.

22 Jan. 2008

 

Han Dynasty. Dynasties of Imperial China. 3 November 2006. 6 October 2015

http://www.mnsu.edu/emuseum/prehistory/china/early_imperial_china/han.html

 

The Han Dynasty. National Geographic. February 2004. 6 October 2015

http://magma.nationalgeographic.com/ngm/0402/feature1/index.html

 

Teacher Resource

Era 5, Landscape Unit. World History for Us All. 22 Jan. 2008

The panorama unit and PowerPoint and Landscape unit 5.1 are especially useful for this unit.

 

Gibbon, Edward. General Observations on the Fall of the Roman Empire in the West. (chapter

38) Medieval Source Book. 6 October 2015 http://www.fordham.edu/halsall/source/gibbon-fall.html

 

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

 

World History Resources. World History Matters, Center for History and New Media. 2005.

6 October 2015 http://chnm.gmu.edu/worldhistorysources/whmfinding.php?function=find&area=top1000

This is a database of primary sources focused on a comparative approach to history. It would work for any unit, but is particularly helpful for this one.

 

Resources for Further Professional Knowledge

Bentley, Jerry H. Old World Encounters: Cross-Cultural Contacts and Exchanges in Pre-Modern

Times. NY: Oxford University Press, 1993.

 

Braudel, Fernand. Civilization and Capitalism, 15th to 18th Century: The Structures of Everyday Life. Berkeley, CA: University of California Press, 1991.

 

Christian, David. Maps of Time: An Introduction to Big History. Berkeley, CA: University of California Press, 2004.

 

Heather, Peter. The Fall of the Roman Empire: A New History of Rome and the Barbarians.

Oxford: Oxford University Press, 2006.

 

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Expectations/Standards
MI: Social Studies (2007)
High School
World History & Geography
WHG ERA 4: Expanding and Intensified Hemispheric Interactions, 300 to 1500 C.E./A.D.
4.1 Cross-temporal or Global Expectations
Analyze important hemispheric interactions and temporal developments during an era of increasing regional power, religious expansion, and the collapse of some empires.
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High School
4.1.1 Crisis in the Classical World – Explain the responses to common forces of change that led to the ultimate collapse of classical empires and discuss the consequences of their collapse. (See 4.3.3; 4.3.4; 4.3.5)
4.1.2 World Religions – Using historical and modern maps and other documents, analyze the continuing spread of major world religions during this era and describe encounters between religious groups including
• Islam and Christianity (Roman Catholic and Orthodox) – increased trade and the Crusades
• Islam and Hinduism in South Asia (See 5.3.3)
• continuing tensions between Catholic and Orthodox Christianity (National Geography Standard 10, p. 203)
4.1.3 Trade Networks and Contacts – Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including
• land-based routes across the Sahara, Eurasia and Europe
• water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Mediterranean Seas (National Geography Standard 11, p. 206)
4.2 Interregional or Comparative Expectations
Analyze and compare important hemispheric interactions and cross-regional developments, including the growth and consequences of an interregional system of communication, trade, and culture exchange during an era of increasing regional power and religious expansion.
4.2.1 Growth of Islam and Dar al-Islam [A country, territory, land, or abode where Muslim sovereignty prevails] – Identify and explain the origins and expansion of Islam and the creation of the Islamic Empire including
• The founding geographic extent of Muslim empires and the artistic, scientific, technological, and economic features of Muslim society
• diverse religious traditions of Islam — Sunni, Shi’a/Shi’ite, Sufi (National Geography Standard 10, p. 203)
• role of Dar al-Islam as a cultural, political, and economic force in Afro-Eurasia
• the caliphate as both a religious and political institution, and the persistance of other traditions in the Arab World including Christianity
4.2.2 Unification of Eurasia under the Mongols – Using historical and modern maps, locate and describe the geographic patterns of Mongol conquest and expansion and describe the characteristics of the Pax Mongolica (particularly revival of long-distance trading networks between China and the Mediterranean world). (National Geography Standard 10, p. 203)
4.2.3 The Plague – Using historical and modern maps and other evidence, explain the causes and spread of the Plague and analyze the demographic, economic, social, and political consequences of this pandemic. (See 4.3.5) (National Geography Standard 15, p. 215)
4.3 Regional Expectations
Analyze important regional developments and cultural changes, including the growth of states, towns, and trade in Africa south of the Sahara, Europe, the Americas, and China.
4.3.1 Africa to 1500 – Describe the diverse characteristics of early African societies and the significant changes in African society by
• comparing and contrasting at least two of the major states/civilizations of East, South, and West Africa (Aksum, Swahili Coast, Zimbabwe, Ghana, Mali, Songhai) in terms of environmental, economic, religious, political, and social structures (National Geography Standard 12, p. 208)
• using historical and modern maps to identify the Bantu migration patterns and describe their contributions to agriculture, technology and language (National Geography Standard 9, p. 201)
• analyzing the African trading networks by examining trans-Saharan trade in gold and salt and connect these to interregional patterns of trade (National Geography Standard 9, p. 201)
• analyzing the development of an organized slave trade within and beyond Africa (National Geography Standard 4, p. 190)
• analyzing the influence of Islam and Christianity on African culture and the blending of traditional African beliefs with new ideas from Islam and Christianity (National Geography Standard 10, p. 203)
4.3.2 The Americas to 1500 – Describe the diverse characteristics of early American civilizations and societies in North, Central, and South America by comparing and contrasting the major aspects (government, religion, interactions with the environment, economy, and social life) of American Indian civilizations and societies such as the Maya, Aztec, Inca, Pueblo, and/or Eastern Woodland peoples. (National Geography Standard 10, p. 203)
4.3.3 China to 1500 – Explain how Chinese dynasties responded to the internal and external challenges caused by ethnic diversity, physical geography, population growth and Mongol invasion to achieve relative political stability, economic prosperity, and technological innovation. (National Geography Standard 4, p. 190)
4.3.4 The Eastern European System and the Byzantine Empire to 1500 – Analyze restructuring of the Eastern European system including
• the rise and decline of the Byzantine Empire
• the region’s unique spatial location
• the region’s political, economic, and religious transformations
• emerging tensions between East and West (National Geography Standard 3, p. 188)
4.3.5 Western Europe to 1500 – Explain the workings of feudalism, manoralism, and the growth of centralized monarchies and city-states in Europe including
• the role and political impact of the Roman Catholic Church in European medieval society
• how agricultural innovation and increasing trade led to the growth of towns and cities (National Geography Standard 14, p. 212)
• the role of the Crusades, 100 Years War, and the Bubonic Plague in the early development of centralized nation-states (See 4.2.3)
• the cultural and social impact of the Renaissance on Western and Northern Europe
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