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Reminders:
• DUE: T 1/24 = Unit 3 Timeline
• C 21 Q/V/A due W 1/25
• AP TEST REGISTRATION = 2/1-2/13 ONLY
15th Century MOVIE NOTES??
Period 4 Key Concepts:
Pick an APWH Region
Find ONE Change
Find ONE Continuity
Unit 3: SAQs…….
Byzantine Empire/Western Europe
Islam
Roots VS Routes?
MUST know correct location of
the historical developments that
you are discussing!
1.
a) Identify and explain one economic impact Islamic traders had on sub-Saharan Africa.
b) Identify and explain one cultural influence Islamic traders had on sub-Saharan Africa.
c) Identify and explain one example of where local sub-Saharan cultures resisted
assimilation with Islam.
a) Specific examples! : salt, gold, slaves, horses, spices, domestication of
camels, camel saddles cultural diffusion of Islam (Mansa Musa was NOT an
Islamic trader)
: THEN explain how the above specifically influenced the
economy of sub-Saharan Africa
b) Specific examples!: cultural diffusion of Islam = Five Pillars of Faith
practiced, use of the Quran, 5 prayers a day, inspired to
go on the hajj
Conversion of merchants to Islam
THEN WHY? Did Islamic traders influence culture in
that way?
c) Resistance to Islam: Axum, not wearing the veil, Bantu (WHY is that an
example of resistance to Islam?)
2.
a) Identify and explain one reason for the change in Byzantine territory between 565 CE
1025 CE
and
b) Identify an explain one way that geography/interaction with the environment influenced
the economic development of the Byzantine Empire
c) Identify and explain one way that geography/interaction with the environment influenced
the economic development of Western Europe between 600-1450 CE.
a) Specific examples! : invasions of the Lombards, Magyars, Turks, Ottomans
Vikings, increasing strength of Umayaad and Abbasid Empires OR death of
Justinian
THEN: how these external threats were difficult to
defend/ could also talk about how these led to disintegration of theme system/
OR lack of strong leadership after the death of Justinian
b) Specific examples!: Constantinople, Mediterranean Sea, Black Sea, Silk
Roads
THEN: How proximity to these things influenced
ECONOMIC development
c) Specific examples!: WESTERN EUROPE: iron plow, horse shoe, manure,
growing beans, creating fish ponds, forming trading
companies, Hanseatic League, fish/fur/lumber
THEN: how the above contributed to ECONOIMC
development
What do you already know about the
pre Aztec and Inca Americas?
C 20: Worlds Apart: The Americas and Oceania
8-12 million people
Pueblo (Anasazi)
100 BCE -1300 CE
Navajo and Apache
~ 1500 CE (H&G)
• 80% Diet = maize
• (also beans and squash)
• Utilized intensive farming
techniques
• By 700 CE, developed
permanent stone or adobe
dwellings
• 125 sites discovered
• Complex societies
People and Societies of North America
Anasazi 13th C
Mesa Verde:
200 rooms
1,000 inhabitants
Great Kiva
of
Pueblo
Bonita
Canyon de Chelly
1978-1985
Cahokia Mounds, Illinois
(650–1400 CE): 2200 acres
100 ft high/ 1,000 ft long/ 650 ft wide
largest man made structure in
North America (~ 20,000 people)
Dickson Mounds, Illinois
Mississippian Culture
No written records
Great Serpent Mound, Ohio
1,348 feet long
Matrilineal :women held property
and hereditary leadership passed
through their lines. They held
dwellings, horses and farmed land,
and a woman's property before
marriage stayed in her possession
without being mixed with that of her
husband.
The Potlatch:
The status of any given
family is raised not by who has the most
resources, but by who distributes the most
resources. The hosts demonstrate their wealth and
prominence through giving away goods.
Unit 3 Timelines due TODAY
C 21 Q/V/A Due tomorrow
Quiz tomorrow: C 21 (15 points) + MC Doc practice (10 points)
Tenochtitlan = 200,000 people/ 5 square miles
Aztec Empire = 12 million people (Nahuatl)
“And some of our soldiers asked whether the things that we saw
were not a dream”….. Bernal Diaz del Castillo
Defeat of Tlatelolco by Tenochtitlan
Main Goal = impose their rule over
12 million and exact tribute
Aztec (Mexica) Empire
Tenochtitlan =
200,000 people
Rulers: Itzcoatl (14281440 CE)
Montezuma I (14401469 CE)
Montezuma II (15021520 CE)
Political Organization: Expansionist Policy? Principle Conquests of the Aztec Empire?
Nature of Administration? Standing Armies? Stature of Soldiers? Bureaucracy?
First page of the Codex Mendoza
CULTURE
Ritual calendar 260 days
Solar calendar 365 days
In 1323, the Mexicas
were shown a vision
of an eagle perched
on a prickly pear
cactus, clutching a
snake in its talons.
This vision indicated
that this was the
location where they
were to build their
home.
Codex? Bernal Diaz, Bartholomieu de las Casas, Bishop Diego de Landa??
Montezuma II
High status:
Emperor
Priests
nobility
fertility deities
Quetzalcoatl: promise
to return…(Toltec)
Arts, crafts, agriculture
War/sacrif
ice deities
Success in
war fueled
more
sacrifice
Huitzilopochtli:
Patron god of war
Creator deities
Tezcatlipoca:
Giver and taker of life
Created war to provide food
and drink for the gods
Xipe Totec
Tezcatlipoca:
Giver and taker of life
Created war to provide food
and drink for the gods
Economic
Chinampas?
Calpullis? Role of
women?
Slaves were mostly
NOT foreigners
Economic
Pochtecas
Artists, merchants
Were given high
status
Annual tribute of 489 subject territories
Tochtepec = 9600 cloaks, 1600 women’s
garments, 200 loads of cacao,
16,000 rubberballs
Economic
Tribute supported the ruler
and nobles, as well as
religious and public
institutions. Only nobles
and slaves were exempt
from tribute. Spaniards
admired the efficiency of
the tribute system.
A tribute roll from the
Codex Mendoza
(right). On the left are
name-glyphs for seven
towns, whose annual
tribute to the Aztec ruler
included over 4,000
mantles and loincloths,
800 bales of dried chilis,
20 bags of down feathers,
two war-dresses and
shields, three strings of
precious stones, and two
plates inlaid with
turquoise.
Telpochcalli: taught history, crafts, military skills and trade
Political Organization:
Political Organization:
Emperor and nobility eventually took over responsibilities
of the calpulli
NO FORMAL BUREAUCRACY
The military infused every aspect of Aztec life
Political control through tribute, conquest and fear
Florentine Codex:
Bernardino de Sahagun
Aztec people:
Chosen to serve the gods
Tzompantli
Political/ Religious
Florentine Codex: 16th C
Aztec feast
What aspects of Aztec society
made them vulnerable to attack
when the Spanish arrived in 1519?

FOR Contextualization: Think horizontal (for related / connected events
and developments around the same time period).

FOR Synthesis: Think vertical (for past and later events / developments
that could reasonably be connected thematically).
Contextualization:
Situate historical events, developments or processes within broader regional,
national or global context in which they occurred in order to draw conclusions
about their relative significance.
Synthesis:
Extends the argument by:
* explaining the connections between the argument and a development in a
different historical period/era, event, situation or geographical area OR
* explaining the connections between the argument and a course theme
and/or approach to history that is not the focus of the essay (such as political,
economic, social, cultural or intellectual history) OR
* explaining the connections between the argument and a different discipline
or field of inquiry (such as economics, government and politics, art history, or
anthropology).
Page from Codex Mendoza, an illustrated guide to Mexica
(Aztec) history and society commissioned by Spanish
authorities about twenty years after the conquest of Mexico
and written and illustrated by Mexica artists. The page
shows goods that neighboring cities had to deliver to
Tenochtitlan, the Mexica capital. The goods include gems,
feathers, jaguar pelts, and cacao. A description in Spanish
details what each city had to deliver.
Answer parts A. and B.
A.Identify and explain TWO historical claims about the Aztec state that
can be supported based on the image.
B.Identify ONE limitation of the image as a source of information about
the Aztec state.
A good response would identify and explain two characteristics of the
Aztec state that can be specifically evidenced from the Codex Mendoza.
The tributary and imperial characteristic of the Aztec state is evidenced
in the goods that other cities had to deliver to Tenochtitlan.
The rare and valuable goods that were provided (e.g., the stringed gems
and jaguar pelts) also demonstrate the social hierarchy and stratification
that was another characteristic of the Aztec state. In their response,
students must specifically support their claims using evidence from the
Codex Mendoza.
______________________________________________________________
A good response must also address one limitation of the document as a
source of information about the Aztec state. An example of such a
limitation is in the Spanish patronage of the creation of the Codex
Mendoza. To what extent is the material in the Codex Mendoza informed
by Spanish desire to appropriate tribute as a consequence of conquest? In
addition, students might note that the Codex Mendoza was created about
two decades after the Spanish Conquest, leading them to question the
extent to which Mexica artists were imagining, as opposed to
remembering, the Aztec state.
Uxmal: (800-900 CE)
Chichen Itza: 750 -1400 CE
Largest ball court in the Americas: 554 feet long by 231 feet wide
Temple of Kukulcan (El Castillo): 30 meters tall
365 steps
Spring and Fall Equinox: when the sun is directly over the equator:
3/20/2017
Winter Solstice:
12/21/2016
The Inca Empire: 15th century
11.5 million
2 roads: combined length=
25,000 miles
Courier/ runner system
NO Wheel
Cuzco = 300,000
“Twantinsuyu”
Inca took over Chimu
Nazca Lines
200 BCE – 700 CE
Chan Chan:
Capital city of Chimu Kingdom
40-60,000 people mid 13th C
Irrigation networks, maize, potato
farming, residences, ceremonial
rooms (20 square km: largest pre
Columbian city on South America)
Political Organization: military and administrative elite! Divided empire into 4
provinces- each with own governor and bureaucracy
expansionist policy: Pachacuti? Legitimacy to rule comes from where? Centralized bureaucracies?
How to maintain control= complete assimilation of conquered people
Armies= professional warriors/ warriors honored and treated as elites/ each battalion was
made up of one ethnic group/ eventually 200,000 strong (coastal people did not have to fight)
ANDEAN cities developed between 1000-1500 CE
Probably an estate of Incan Emperor, Pachacuti (1438-1472)
Unknown to modern world until discovery by Hiram Bingham in 1911
7,970 feet above sea level
Economic Organization: Terraced Farming?
Mita service?
(conquered people did NOT have to pay tribute)
Role of government in trade?
Surplus? Draft animals?
DID NOT recognize personal property
State
Storehouses!
Public
Relief!
Waru Waru
farming:
The technique
consists in
combining raised
beds with irrigation
channels so as to
prevent damage due
to soil erosion during
flooding.
Since 300 BCE
Recently revived…
Human Sacrifice?
Inti? Viracocha? Sin understood as disruption of
divine order- priestly class…
Tupac Amaru: mummy bundles
Considered the creator god he was the father
of all other Inca gods and it was he who
formed the earth, heavens, sun, moon and
all living beings.
Social Organization: Language? Ayllu?
Class system: (aristocrats, priests, peasants)
Population of empire: 11.5 million
Quipu
Inca gold and silver
Period 4 Key Concepts:
Pick an APWH Region
Find ONE Change
Find ONE Continuity
Analyze similarities and differences in the political, social and economic
organizations of the Aztecs and the Incas.
Aztecs
Incas
Analyze similarities and differences in the political, social and economic
organizations of the Aztecs and the Incas.
Aztecs
•
•
•
•
•
•
•
trade and markets more organized
specialized merchant class
Nahuatl language
human sacrifice/bloodletting
no standing army
military elite rule
ritual ball game
Incas
• no merchant class
• no organized long distance trade
• extensive road system
• extensive use of couriers
• mita labor service
• standing army of the conquered
• quipu
• Quechua language
• strong centralized administration
Analyze the political, social and economic organizations of the Aztecs and the Incas.
Aztecs
•
•
•
•
•
•
•
Incas
trade and markets more organized
specialized merchant class
Nahuatl language
human sacrifice/bloodletting
no standing army
military elite rule
ritual ball game
•
•
•
•
•
•
•
•
both grew and developed from preceding cultural traditions
both based on intensive agriculture organized by the state
both redistributed surplus
order found in kinship based social units (calpulli and ayllu)
tolerated local differences as long as they paid taxes/tribute
both had to deal with challenges by nobility within the empire
both adopted expansionist military/political policies
both polytheistic/ priests held high status
October 11, 1491
In a year and a day
they will be here.
Do not go down to the seashore!
Hide the food, the ornaments,
hide with the children in the mountains!
In a year and a day
the wizards will arrive.
Do not go forward to them!
Give them nothing!
You will see three ships come sailing in.
Out of the east the kings will come.
And the world will grow old
that morning. It will begin to die
for the first time. It will die
of the sickness of pustules,
the sickness of coughing,
the sickness of money,
the sickness of landowning,
the sickness of the old god
of the old world, the rich people.
The young world,
the red clay world
of puma, jaguar, buffalo,
of hummingbird, gourd, and sequoia,
of corn, vicuna, sacred tobacco,
the center of the six directions,
the dawn-smelling world, the fern-stem world,
will live for a year and a day.
Then you will go forward with your empty hands,
timid and smiling, and give it to them.
Ursula K. LeGuin
Foundations Terms (8000BCE-600 CE) Chapters 2-12
Hammurabi
Indo-Europeans
Aryans
Sumerians
Maya
Gilgamesh
Neolithic
Huang He
Indus River
Qin Dynasty
Caste System
Confucius
Laozi
Han Dynasty
Socrates
Achaemenid Empire
Zorastrianism
Buddhism
Legalism
filial piety
Egyptian Society
Mesopotamia
Mandate of Heaven
Ashoka Maurya
“They have a most horrid and abominable
custom which truly ought to be punished and
which until now we have seen in no other part,
and this is that, whenever they wish to ask
something of the idols, in order that their plea
may find more acceptance, they take many girls
and boys and even adults, and in the presence of
these idols they open their chests while they are
still alive and take out their hearts and entrails
and burn them before the idols, offering the
smoke as sacrifice. Some of us have seen this,
and they say it is the most terrible and frightful
thing they have ever witnessed.
Hernan
Cortes
WHY?
C 21:
Find a partner and fill out the SPICE
chart on the back of your C 21 HW
Come up with at least two pieces of
evidence for EACH box.
Be prepared to fishbowl share!