AP EUROPEAN HISTORY Chapter 1 "The Long
... 1. Bishop writes, “In the early Middle Ages the Christian world was neatly divided into three castes.” What were those three castes and what was the function of each? ...
... 1. Bishop writes, “In the early Middle Ages the Christian world was neatly divided into three castes.” What were those three castes and what was the function of each? ...
Fusion The Aztecs - White Plains Public Schools
... founded their city, which they named Tenochtitlán. Over the years, the Aztecs gradually increased in strength and number. In 1428, they joined with two other city-states – Texcoco and Tlacopan – to form the Triple Alliance. This alliance became the leading power in the Valley of Mexico and soon gain ...
... founded their city, which they named Tenochtitlán. Over the years, the Aztecs gradually increased in strength and number. In 1428, they joined with two other city-states – Texcoco and Tlacopan – to form the Triple Alliance. This alliance became the leading power in the Valley of Mexico and soon gain ...
A - Manhasset Schools
... Using examples from two of the following cases: Western Europe, Russia, Japan, discuss the following issue: what kinds of cultural changes are necessary before a society can launch an industrial revolution? 19. (COM/CON) Compare the position and roles of 20th century women in China and in sub-Sahara ...
... Using examples from two of the following cases: Western Europe, Russia, Japan, discuss the following issue: what kinds of cultural changes are necessary before a society can launch an industrial revolution? 19. (COM/CON) Compare the position and roles of 20th century women in China and in sub-Sahara ...
Europe After the Fall of Rome & Feudalism and Manor
... of oxen to pull the plow. This was faster than using the oxen. ...
... of oxen to pull the plow. This was faster than using the oxen. ...
World History: Patterns of Interaction The Mongol Empire
... In 960, Taizu reunites China, proclaims Song Dynasty (960–1279) Song rulers unable to recapture lands lost in west and north In 1100s, Jurchen people arise in Manchuria, set up own empire In 1127, Song rulers forced south; build new capital at Hangzhou Southern Song empire lasts from 1127 to 1279 ...
... In 960, Taizu reunites China, proclaims Song Dynasty (960–1279) Song rulers unable to recapture lands lost in west and north In 1100s, Jurchen people arise in Manchuria, set up own empire In 1127, Song rulers forced south; build new capital at Hangzhou Southern Song empire lasts from 1127 to 1279 ...
`Fertile Crescent`, `Orient`
... teachings of the Old Testament might derive, at least in part, from older Babylonian sources appealed to both anti-clerical and anti-Semitic audiences.19 Together with the discovery of the Indo-European language family, they seemed to prove that the ‘roots’ of Greater Europe extended over far wider ...
... teachings of the Old Testament might derive, at least in part, from older Babylonian sources appealed to both anti-clerical and anti-Semitic audiences.19 Together with the discovery of the Indo-European language family, they seemed to prove that the ‘roots’ of Greater Europe extended over far wider ...
The Early Middle Ages Section 3
... • One of first Carolingians to gain power, Charlemagne’s grandfather • Charles Martel, political adviser, war leader for Frankish king • Led Frankish army in many crushing defeats of opponents, notably Muslims ...
... • One of first Carolingians to gain power, Charlemagne’s grandfather • Charles Martel, political adviser, war leader for Frankish king • Led Frankish army in many crushing defeats of opponents, notably Muslims ...
13. conclusion paragraph
... paragraphs solely on the two geographic regions. Nor is it quality writing to create one paragraph on similarities and one on differences. Create paragraphs using themes from the College Board Course Guide (see SCRIPTED or PERSIAN) and within each compare and contrast your two regions or states. Mai ...
... paragraphs solely on the two geographic regions. Nor is it quality writing to create one paragraph on similarities and one on differences. Create paragraphs using themes from the College Board Course Guide (see SCRIPTED or PERSIAN) and within each compare and contrast your two regions or states. Mai ...
1st and 2nd 9 Weeks 6th Grade Social Studies Curriculum Week
... 2. In the section on suggested activities, we used the BCS Instructional Framework “non-negotiables” of having reading, writing, speaking & listening, and movement. We did not include the final idea of thinking because ALL the activities should involve that skill. 3. As a classroom teacher, you may ...
... 2. In the section on suggested activities, we used the BCS Instructional Framework “non-negotiables” of having reading, writing, speaking & listening, and movement. We did not include the final idea of thinking because ALL the activities should involve that skill. 3. As a classroom teacher, you may ...
Social Studies World History Unit 04B
... what is now Morocco to the north. There, and in other North African cities, Berber traders had increased contact with Islam, encouraging conversions, and by the 8th century, Muslims were traveling to Ghana. Many in Ghana converted to Islam, and it is likely that the Empire's trade was privileged as ...
... what is now Morocco to the north. There, and in other North African cities, Berber traders had increased contact with Islam, encouraging conversions, and by the 8th century, Muslims were traveling to Ghana. Many in Ghana converted to Islam, and it is likely that the Empire's trade was privileged as ...
Document
... The societies that evolved in Western Europe after the fall of the Roman Empire were suited to conditions of the time. As people adapted to meet their needs, they developed a worldview unique to the Middle Ages. The following activities will explore the specific elements of the medieval worldview an ...
... The societies that evolved in Western Europe after the fall of the Roman Empire were suited to conditions of the time. As people adapted to meet their needs, they developed a worldview unique to the Middle Ages. The following activities will explore the specific elements of the medieval worldview an ...
The Classical Period is divided into three sections (pretty much all of
... in China. China is truly a land of three belief systems. The two home grown belief systems are both born in China around the same time (the two founders actually met). Confucianism and Daosim do as much to shape the East Asian world (China/Japan) as Hinduism and Buddhism shaped the South Asian world ...
... in China. China is truly a land of three belief systems. The two home grown belief systems are both born in China around the same time (the two founders actually met). Confucianism and Daosim do as much to shape the East Asian world (China/Japan) as Hinduism and Buddhism shaped the South Asian world ...
WS/FCS Unit Planning Organizer
... During this unit the focus will be on Europe during the Middle Ages (500 AD to 1400 AD). It will discuss the feudal system and its influence on societal structure. Additionally, the influence of the Catholic church on the government in Europe will be investigated. ...
... During this unit the focus will be on Europe during the Middle Ages (500 AD to 1400 AD). It will discuss the feudal system and its influence on societal structure. Additionally, the influence of the Catholic church on the government in Europe will be investigated. ...
The Mongol Empire: The State of the Research
... Chinggisids not only conquered the whole Eurasian steppe, home of the nomads, they also united under their rule three other civilizations: the Chinese, its center and hinterland came under their rule by 1279; the Islamic, where they conquered the former center, Baghdad, in 1258, [P.1022] and even be ...
... Chinggisids not only conquered the whole Eurasian steppe, home of the nomads, they also united under their rule three other civilizations: the Chinese, its center and hinterland came under their rule by 1279; the Islamic, where they conquered the former center, Baghdad, in 1258, [P.1022] and even be ...
Madison County AP World History Curriculum Map
... of the Byzantine and Mongol empires between 450 CE and 1500 CE. a. Analyze the importance of Justinian; include the influence of the Empress Theodora, Justinian’s Code, and Justinian’s efforts to recapture the west. b. Describe the relationship between the Roman and Byzantine Empires; include the im ...
... of the Byzantine and Mongol empires between 450 CE and 1500 CE. a. Analyze the importance of Justinian; include the influence of the Empress Theodora, Justinian’s Code, and Justinian’s efforts to recapture the west. b. Describe the relationship between the Roman and Byzantine Empires; include the im ...
Mongols in World History WebQuest and Socratic Seminar
... Browse through the Mongols Mark on History section of the website to get general background info how the Mongols have been perceived in history: http://afe.easia.columbia.edu/mongols/history/history.htm o Jot down a half page or so of notes to show your close reading of this section and its subsecti ...
... Browse through the Mongols Mark on History section of the website to get general background info how the Mongols have been perceived in history: http://afe.easia.columbia.edu/mongols/history/history.htm o Jot down a half page or so of notes to show your close reading of this section and its subsecti ...
HH4003: THE SILK ROAD
... in the political discourses of the Chinese government over the last five years in its dealings with its Asian and African neighbors, and in redefning its place in the world today. This course will focus on equipping students to understand the long and complex history of the Silk Road, with a particu ...
... in the political discourses of the Chinese government over the last five years in its dealings with its Asian and African neighbors, and in redefning its place in the world today. This course will focus on equipping students to understand the long and complex history of the Silk Road, with a particu ...
The Middle Ages. 449- 1485
... heroes preserved in England? The English people are descendants of Germanic tribes called the Angles, Saxons, and Jutes. Jutes and northern Saxon tribes came from what is now southern Denmark and northern Germany. Thus, Beowulf tells a story about the old days in their homeland. The poem is a work o ...
... heroes preserved in England? The English people are descendants of Germanic tribes called the Angles, Saxons, and Jutes. Jutes and northern Saxon tribes came from what is now southern Denmark and northern Germany. Thus, Beowulf tells a story about the old days in their homeland. The poem is a work o ...
the western church - Springdale High School
... The loss of such populous and prosperous provinces shook the empire and reduced its power. Although it had largely recovered and reorganized militarily by the tenth century, it never regained the lost lands. Though Crusaders from western Europe established short-lived Christian principalities at the ...
... The loss of such populous and prosperous provinces shook the empire and reduced its power. Although it had largely recovered and reorganized militarily by the tenth century, it never regained the lost lands. Though Crusaders from western Europe established short-lived Christian principalities at the ...
Study Guides All Chapters - Medford Township Public Schools
... in Western Europe. People worked hard to simply survive and have enough to eat. *People needed _____________ from invading barbarians and nearby kingdoms. *This gave rise an economic and political system called ____________. *In a feudal system, people pledged _________ to a lord and a promise to wo ...
... in Western Europe. People worked hard to simply survive and have enough to eat. *People needed _____________ from invading barbarians and nearby kingdoms. *This gave rise an economic and political system called ____________. *In a feudal system, people pledged _________ to a lord and a promise to wo ...
2013-2014 Eng – Social Studies Goals
... in Western Europe. People worked hard to simply survive and have enough to eat. *People needed _____________ from invading barbarians and nearby kingdoms. *This gave rise an economic and political system called ____________. *In a feudal system, people pledged _________ to a lord and a promise to wo ...
... in Western Europe. People worked hard to simply survive and have enough to eat. *People needed _____________ from invading barbarians and nearby kingdoms. *This gave rise an economic and political system called ____________. *In a feudal system, people pledged _________ to a lord and a promise to wo ...
File
... held by the Christian king of Hungary. Angry that the Crusaders had attacked a Christian city, the pope excommunicated them all. Nevertheless, the Crusaders pushed on toward the Holy Land. When they reached the Christian city of Constantinople, though, they decided to attack it instead. The Crusader ...
... held by the Christian king of Hungary. Angry that the Crusaders had attacked a Christian city, the pope excommunicated them all. Nevertheless, the Crusaders pushed on toward the Holy Land. When they reached the Christian city of Constantinople, though, they decided to attack it instead. The Crusader ...
Chapter 7 Power Point
... The Mauryan Empire is Established {continued} Life in the City and the Country • A Greek ambassador writes glowing praise of the empire • Chandragupta’s son rules from 301 to 269 B.C., 32 years • Asoka—Chandragupta’s grandson, brings the empire to its height ...
... The Mauryan Empire is Established {continued} Life in the City and the Country • A Greek ambassador writes glowing praise of the empire • Chandragupta’s son rules from 301 to 269 B.C., 32 years • Asoka—Chandragupta’s grandson, brings the empire to its height ...
World History
... Why did science, mathematics, and the arts thrive in the Muslim Empires? (SSWH5d) A variety of governmental systems and political institutions develop over time. How does the Roman Empire compare to the Byzantine Empire? (SSWH4a,b) Why was Kiev called the “third Roman empire”? (SSWH4e) How did ...
... Why did science, mathematics, and the arts thrive in the Muslim Empires? (SSWH5d) A variety of governmental systems and political institutions develop over time. How does the Roman Empire compare to the Byzantine Empire? (SSWH4a,b) Why was Kiev called the “third Roman empire”? (SSWH4e) How did ...
READING LIST 2015-2016
... many of the world’s postcolonial societies, particularly in East and Southeast Asia, suggest now that we need new and more complex ways of understanding what have become in the later twentieth century, global flows of capital and people, commodities and technologies. In these contexts, labels such a ...
... many of the world’s postcolonial societies, particularly in East and Southeast Asia, suggest now that we need new and more complex ways of understanding what have become in the later twentieth century, global flows of capital and people, commodities and technologies. In these contexts, labels such a ...
Post-classical history
Post-classical history (also called the Postclassical Era) is the period of time that immediately followed ancient history. Depending on the continent, the era generally falls between the years AD 200-600 and AD 1200–1500. The major classical civilizations the era follows are Han China (ending in 220), the Western Roman Empire (in 476), the Gupta Empire (in the 550s), and the Sasanian Empire (in 651). The post-classical era itself was followed by the early modern era, and forms the middle period in a three-period division of world history: ancient, post-classical, and modern. The era is thought to be characterized by invasions from Central Asia, the development of the great world religions (Christianity, Islam, and Buddhism), and of networks of trade and military contact between civilizations.The name of this era of history derives from classical antiquity (or the Greco-Roman era) of Europe. In European history, ""post-classical"" is synonymous with the medieval time or Middle Ages, the period of history from around the 5th century to the 15th century. In Europe, the fall of the Western Roman Empire saw the depopulation, deurbanization, and limited learning of the ""Dark Ages"" (except in Eastern Mediterranean Europe, where the Eastern Roman Empire flourished until 1204), but gradually revived somewhat under the institutions of feudalism and a powerful Catholic Church. Art and architecture were characterized by Christian themes. Several attempts by the Crusades to recapture the Holy Land for Christianity were unsuccessful.In Asia, the depredations of the Dark Ages were avoided, at least in the west, where the Spread of Islam created a new empire and civilization with trade between the Asian, African, and European continents, and advances in science. East Asia experienced the full establishment of power of Imperial China (after the interregnum chaos of the Six Dynasties), which established several prosperous dynasties influencing Korea, Vietnam, and Japan. Religions such as Buddhism and Neo-Confucianism spread. Gunpowder was originally developed in China during the post-classical era. The invention of gunpowder led to the invention of fireworks, then to its use in warfare. Also, the invention spread around the world. The Mongol Empire greatly affected much of Europe and Asia, the latter of which was conquered in many areas. The Mongols were able to create safe trade and stability between the two regions, but inadvertently encouraged the spread of the Black Plague.The timelines of the major civilizations of the Americas—Maya (AD 250 to 900), the Aztec (14th to 16th centuries), and the Inca (1438 to 1533)—do not correspond closely to the Classical Age of the Old World.Outstanding cultural achievement in the post-classical era include books like the Code of Justinian,The Story of the Western Wing, and The Tale of Genji; the mathematics of Fibonacci, Oresme, and Al-Khwārizmī; the philosophy of Avicenna, Thomas Aquinas, Petrarch, Zhu Xi, and Kabir; the painting of Giotto, Behzād, and Dong Yuan; the astronomy of Nasir al-Din al-Tusi and Su Song; the poetry of Rumi, Dante, Chaucer, and the Li Bai; the travels of Marco Polo and Ibn Battuta; the historiography of Leonardo Bruni and Ibn Khaldun; and the architecture of places like Chartres, the Mezquita, Angkor Wat, and Machu Picchu.