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History Trimester 1
| Question | Answer |
|---|---|
| Religions on the Silk Road | Buddhism: India to E + SE Asia, Neo-Confucianism: China to Japan, Korea and Vietnam, Islam: SW Asia to S Asia |
| Hanseatic League on Silk Road | Acquired goods from the mediteranean and took them to the silk road |
| The mongols origin | began as a cluster of scattered tribes |
| Mongol Empire | Largest empire in history, took over China, Russia, Middle East and Khanates |
| In what way were the Mongols good? | established Pax Mongolica, provided security on trade routes and took culture/knowledge from conquered people |
| Golden Horde (Russian Mongols) | encouraged Russia to improve military organization and centralized rule, they spread death and fear |
| Ilkhanate (Middle Eastern Mongols) | ended the House of Wisdom and converted to Islam, had Persians serve as local officers |
| Yuan dynasty and Khubli Khan (Chinese Mongols) | religiously tolerant and ruled like confucian leaders, fell because they ended the civil exam which lead to a revolt |
| Mongols Legacy | other kingdoms continued/copied Mongol's use of centralized power/laws and left the trade routes |
| Indian Ocean Trade | allowed a higher amount of goods to be traded (mainly spices) |
| Monsoon Winds | Seasonal wind in India, had to travel towards India in the summer and towards Africa in the winter |
| Trans-Saharan Trade | trade across the Saharan desert, able to happen thanks to camels and stirrups, traded lots of salt |
| Cultural Effects of Trade Routes | lost of conversions in religion, Swhahili (mix of Arabic and Bantu), gun powder spread on silk road and ppl began to imagine far away places due to travelers |
| Marco Polo | Venetian merchant and traveler. His accounts of his travels to China offered Europeans a firsthand view of Asian lands and stimulated interest in Asian trade |
| Ibn Battuta | Moroccan Muslim scholar, the most widely traveled individual of his time. He wrote a detailed account of his visits to Islamic lands from China to Spain and the western Sudan. |
| Margery Kempe | English Christian mystic, known for writing through dictation. Her book chronicles her extensive pilgrimages to holy sites in Europe and the Holy Land, as well as her mystical conversations with God. She taught others about trials of every day for a woman |
| Black Plague | A disease that engulfed Europe during the Middle Ages. It killed about one-third of the population. Because of this, the feudal system died out and brought better working conditions for workers. |
| Banans | came from Indonesia to Africa, allowed Bantu people to imagrate |
| Champa Rice | a quick-maturing, drought resistant rice that came from Vietnam lead to a population boom |
| Overgrazing and deforestation | Occured because of large population |
| Trade routes similarities | 1. similar origin, depended on large states for stablilty, saftey lead to innovations 2. similar purpose, to trade goods and cultures 3. similar effects, trading cities grew |
| Differences of Trade Routes | 1. goods exchanged, Trans-Saharan: salt + gold, Silk Road: gunpowder + silk, Indian Ocean: ivory + textiles 2. Technology used: Trans-Saharan: saddles + camels, Silk Road: caravanseri + paper money, Indian Ocean: compass + lanteen sails 3. Religions |
| Caravanserai | an inn with a central courtyard for travelers on the Silk Road, allowed them to trade further |
| Paper Money | facilitated trade as it was lighter, merchants could travel further |
| Bills of Exchange/Banking houses | created sense of trust... ask edsall |
| significance of indian ocean trade | taxes emmerged from fees for use of sea ports |
| Zheng Ze | first chinese explorer to africa, inspired immigration to ports in south east asia, spread confucianism and ended pirate activities |
| caravans | on Trans-Saharan trade route, resting stop for traders that lead to the rise of diasporic communities |
| Diasporic communities | merchant communities that introduced their own cultures into other areas |
| significance of Trans-Saharan trade route | brought Islam and wealth to Africa (Ghana and Mali) |
| Buddhism | traveled from India to China, Japan and Korea. wrote in vernacular vs formal language which became widespread in China |
| Hinduism | traveled from India to South East Asia. Hindu art and sculptures adorned cities |
| Islam | spread from Africa to South and South East Asia. Influenced many languages and promoted equality |
| Swahili | Muslims immigrated to Africa and this language emerged as a blend of Arabic and Bantu |
| Urdu | A Persian-influenced literary form of Hindi written in Arabic characters and used as a literary language |
| Causes of urban decline | 1. political instability (Kashgar had lots of attacks which made it easy to conquer) 2. disease (Bubonic plague killed 1/3 or europe) 3. less productivity in agriculture (less food = deaths from starvation =less people) |
| Causes of urban revival | 1. good labor supply (means more goods being produced to trade) 2. increase in agriculture (more food = population growth and more things to trade) 3. less invasions (means population feels safe, people want to live there) |
| Hangzhou | major trading city on the Silk Road, was a center for religious and artistic exchange |
| Venice and Genoa | major trading cities on the Mediterranean, Chinese silk would arrive here, luxury products = more money |
| Timbuktu | Mali trading city on the Trans-Saharan trade routes that became a center of wealth and learning |
| Calicut | A major spice port on the west coast of India that became a thriving center of trade in the Indian Ocean trade network |
| Sugar | traveled from Arabian Peninsula to Europe... ask edsall about significance |
| terraced farming | Sculpting the hillside into different levels for crops - helped champa rice grow in places thought to be unusable for this |
| Polynesian migration | The Polynesians migrated eastward to Hawaii by boat to spread culture, bring a caste system, establish military and establish religion. |
| Mamluks | Turks that served as soldiers and bureaucrats, they were "purchased" by Arabs but then established the Mamluk sultunate and overthrew the gov. |
| Abbasids | were a link to places like europe and asia but as trade routes shifted, no one passed through their city anymore |
| A'ishah al-Ba'unyyah | female muslim writer who wrote poems about Muhhamad and the path to illumination |
| Describe the big picture from 1200-1450 CE in the Global Tapestry. | Major civilizations growing larger. World religions continue to influence life and culture. Technological innovations continue. Smaller states, local religious beliefs,m old technology continue to decline. |
| State-Building and maintenance of the state are a major theme of unit 1. What is a state? | An organized political community under one government (like a country, empire, nation, etc.) |
| What innovations continued the Golden Age for China, kept it an economic powerhouse and helped to unify China in this time period? | Gunpowder and expansion of the Grand Canal which was started in the Sui Dynasty. The Grand Canal boosted trade between regions and kept culture more consistent. |
| Why was the introduction of Champa Rice so important for the Song Dynasty? | It was a drought resistant crop that matured early, increasing the amount of food available in the empire, therefore increasing the population. |
| What continuities existed in Chinese culture and government during the Song dynasty? | The revival of Confucianism and the expansion of the Civil Service Exam helped to bring order and stability to society while continuing the meritocracy within the imperial bureaucracy. |
| Describe the condition of the Abbasid Caliphate as the Song Dynasty thrived. | From the 9th to the 12th century, the Abbasids were fractured by invaders and falling apart. |
| Which other Muslim States were growing in power as the Abbasids declined? | The Delhi Sultanate in India (1206-1526). The Mamluk Sultanate in North Africa (1250-1517). |
| Who were the Mamluks? | Non-Muslims who were enslaved, forcibly converted to Islam and became soldiers. They eventually overthrew an Egyptian sultanate to form their own sultanate. |
| Compare the Song Dynasty and the Abbasid Dynasty in this era. | The Song Dynasty was flourishing while the Abbasid Caliphate was declining. |
| In South Asia (India) what new states emerged that used trade to expand their influence in this period? | The Vijayanagara Empire (1336 CE-1646 CE) and the Chola Kingdom (300s BCE to 1279 CE) |
| How did the rulers of the Mali Empire increase their power? | Greater centralization than the Ghana Empire that preceded it. This was exemplified by their leader Mansa Musa. |
| How did the Aztecs maintain control of their empire? | Conquered people were forced to pay tribute in goods or labor. This system was enforced by a strong military. |
| How did the Inca improve and maintain their state? | The Mit'a system (mandatory public service/ labor tax) |
| What was feudalism? | A rigid hierarchy with Kings, Nobles, Knights, Peasants and Serfs. |
| How did Europe change through this time period and create more powerful states? | The feudal system began to break down and powerful kings were able to increase their power, |
| What was the significance of Islam in state building in Afro-Eurasia? | Islam united people with shared belief and language (Arabic) |
| What was the significance of Confucianism to state building in China? | It justified the rule of the emperor over his subjects, and was the doctrine that the imperial bureaucracy had to be well versed in due to the Civil Service Exam. |
| How were Hinduism and Buddhism significant in state building in South and Southeast Asia? | Both were used to consolidate power. Hinduism's caste system was particularly useful for this. |
| How was Catholicism significant to state building in Europe? | The Roman Catholic Church helped to provide structure in weak European states, but as states grew in power, they began to struggle to break away from the power of the Church in order to increase the power of secular authorities. |
| What did all major world religions have in common in this era and what effect did they have? | They all spread. Christianity, Islam, and Buddhism were conversionist religions. They all sent missionaries to different parts of the globe. This weakened local more indigenous religions. |
| What did all major world religions have in common in this era and what effect did they have? | They all spread. Christianity, Islam, and Buddhism were conversionist religions. They all sent missionaries to different parts of the globe. This weakened local more indigenous religions. |
| How did the creation of the Delhi Sultanate and the expansion of trade help to spread Islam? | In the Delhi Sultanate, social conversions for opportunity and avoidance of the jizya eventually led to 1/4 of the population of India converting to Islam. Merchants traveled everywhere, brought more than goods with them, also spread religion (Islam) |
| What innovation from China helped to improve education as it spread west? | As paper making technology spread, it led to increased literacy in Europe, Southwest Asia, and North Africa. |
| What was the Abbasid Dynasty's House of Wisdom in Baghdad? | It was a place where scholars gathered to study and translate important texts from Europe and Asia. |
| What was the importance of Mongols during this time period? | They controlled a vast territory across Afro-Eurasia increasing political stability and providing a safe environment that encouraged trade along the Silk Road. Their vast empire also led to increased cross-cultural interactions. |
| How did the role of nomadic pastorialists change in this time period? | They were no longer the transmitters of culture and technology between peoples and empires. Instead, organized groups of merchants took on this role. |
| Srivijaya Kingdom | ask edsall |
Created by:
lreynal