Download Outstanding Features of the Textbook

Preface
Outstanding Features of
TRADITIONS & ENCOUNTERS
AP EDITION
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PART
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2
Each AP part opener has been revised to address
THE FORMATION OF CLASSICAL SOCIETIES,
ca. 500 B.C.E. TO ca. 500 C.E.
AP
P
FOCUS ON
THEMES*
Theme
Theme
Theme
Theme
Theme
1:
2:
3:
4:
5:
the needs of the AP student. AP Course Themes
are given prominence with color-coded
explanations and coverage at the theme and
sub-theme level.
Demography and disease; Migration; Patterns of settlement
Religions; The arts and architecture
Political structures and forms of governance; Empires
Trade and commerce; Agricultural and pastoral production
Social and economic classes
eriod 2 of the AP World History curriculum dates from ca.
600 B.C.E. to ca. 600 C.E., and is often called the “classical”
era by historians—meaning that something from this period of
time became a long-established pattern or tradition extending
beyond ca. 600 C.E. Recall that historians often differ in how
they classify chronological time periods and dates. In these
next chapters, you will read about types of governments, cultural traditions, religions, economic systems, and social structures that developed out of the foundations era (Period 1) to
become the patterns of human life for the next two millennia.
Period 2 ends ca. 600 C.E. when all these classical empires
have collapsed; however, many of their traditions endure.
As populations grew and urban-based societies increased, there were many more opportunities for humans of
different regions to come in contact with one another. New
technologies of travel, massive road networks, and desires
for both trade and conquest made these interactions more
common—and when two or more cultures came in contact
with one another, their two cultures often combined to create
new and vibrant cultural combinations, or cultural syntheses.
The classical era is a time of massive empire-building.
The simplest definition of an empire is that it is assembled by
conquest, it is large, and it is multi-ethnic. There were small
empires in the foundations era (the Babylonian Empire), but
the classical empires were huge. Sheer size presented
equally-huge problems: how to build a government structure
to manage an empire; how to acquire and pay for large militaries to conquer and maintain the empire; how to communicate
with lands far away from the capitol, and how to maintain
peace and prosperity within a multi-ethnic population. As you
move through this period, take notes on the similarities and
differences of how imperial states organized their governments and enforced their authority—that is, whether it enforced through laws, bureaucracies (people who work for the
government), militaries, and whether they used religious ideas
to bolster their political authority. Another point of comparison
is how these empires accommodated their multi-ethnic populations: did they try to dilute the ethnic groups by moving them
around, or did they offer them some sort of citizenship or legal
tolerance?
Conquest was one way to get to know another culture;
another was trade. A major theme of the classical era (Period 2)
is the emergence of trade and communications networks with
peoples in other regions. These are called either transregional
or interregional networks (the terms mean the same thing). We
saw smaller versions of these trade routes earlier, but now
they are expanded and intensified. There were massive systems of paved or government-maintained roads in all the classical empires, including the Maya and probably the Moche.
These routes could be both land- and water-based (maritime).
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You need to know where and why specific trade routes existed, who traveled along them, and with whom they did
business. Whenever trade routes appear in World History,
watch for the four M’s: merchants, militaries, missionaries,
*See page xxix for a complete list of AP World History themes and subthemes.
132
Students are encouraged to think
about the content in each part from
a thematic perspective.
and migrants. Trade routes allow the transport of much more
than just merchandise across regions. Interregional trade is an
enormously important theme in AP World History, and you will
be asked about it over and over again on the AP exam.
Pay particular attention when nomadic/pastoralist
peoples are mentioned. They often functioned as the “truckers”
of the trade routes and were important links in commercial
networks—they also occasionally invaded the empires. Watch
also for unintended consequences of movement along the
trade routes. Diseases hitchhiked with the travelers and their
goods, and periodically wreaked havoc. Epidemics, or even
pandemics, broke out in most of the major empires in the later
dates of this period and contributed to the destruction of the
Han Chinese, Roman, and Gupta empires.
Many of the social structures that began in the first urbanbased societies continue in the classical era. Imperial societies were all patriarchal (controlled by men, believing that men
were superior to women) and hierarchical (ordered like a ladder, from top to bottom). These social structures solidified in
classical empires and became “traditional” in later periods.
Governments and religions supported these divisions. If you
lived in a classical imperial society, you were identified with
a specific social class, and you knew perfectly well who
was above you and who was below you on the social scale.
Classical civilizations divided their societies into groups of
landowners, unskilled workers, artisans (skilled craftsmen),
merchants, military and government bureaucrats, and slaves
(unfree labor) of some sort. The order of significant classes,
however, could vary. In Han China, for example, merchants
were not considered middle class; and in Mauryan and Gupta
India, the priestly class ranked higher than rulers and warriors.
As you read about each classical society, be sure you understand how their social structure was organized; how religions
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reinforced these social structures; if there was something
unique about a particular society’s way of organizing its people into classes; and the responsibilities of, and taxes owed,
by each social class. And take particular note of the conflict
between the classes—it was often the conflicts that were partially responsible for toppling these empires.
In the foundations era, we saw societies develop religions and belief systems to explain the natural world around
them: animism, shamanism, polytheism, ancestor worship
(veneration), and the early phases of what developed into
Hinduism and Judaism. Judaism and Hinduism continued to
mature so that by the end of the classical era believers had
common sets of practices, scriptures, and beliefs. Historians
say that the religions were “codified.” Along with older belief
systems, new belief systems emerged that remain significant
today: Buddhism, Confucianism, Daoism, and Christianity. In
AP World History, we see these abiding religions and beliefs
begin to develop, and we wait until the postclassical era (the
early part of AP World History Period 3) to see them spread
beyond the boundaries of their homelands by the four M’s on
the trade routes.
Each of the classical societies or civilizations developed
distinct, unique, cultural traditions that endured long past the
demise of the empire. The buildings in Washington, D.C., for
example, reflect the influence of Greco-Roman architecture,
and the hopes of being just as great as that culture. A society’s art, architecture, drama, and sculpture tell historians a
great deal about a society’s values, beliefs, interests, and
technological abilities. These cultural “documents” sometimes give us a glimpse into the human side of a long-dead
society: its sense of humor, for example, or its standards of
beauty. These cultural documents also provide examples
when historians look for evidence of one society learning and
adopting information or styles from another society. We watch
merchants bring their religious ideas to new places along their
trade routes, and then the local people often integrating
their old beliefs with new ones, a process called syncretism
(blending). Historians find evidence of this syncretism in buildings and artwork as well as written works. The AP exam may
use a photograph or a quotation from a classical empire to
ask you questions about the values of the empire itself, or
about cultural syncretism evident in a particular work of art.
2
PART
AP THINKING ABOUT THEMES
1. What were some of the features common to most of the
classical societies?
2. In what ways do the legacies of the classical societies
continue to influence the world’s peoples?
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xxiii
xxiv
Preface
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Cross-Cultural Exchanges
on the Silk Roads: During
the Late Classical Era
chapter12
AP KEY CONCEPTS
2.1.II: New belief systems and cultural traditions emerged and
spread, often asserting universal truths.
2.2.IV: The Roman, Han, Persian, Mauryan, and Gupta empires created political, cultural, and administrative difficulties
that they could not manage, which eventually led to their
decline, collapse, and transformation into successor empires
or states.
2.3.I: Land and water routes became the basis for transregional trade, communication, and exchange networks in the
Eastern Hemisphere.
2.3.II: New technologies facilitated long-distance communication and exchange.
2.3.III: Alongside the trade in goods, the exchange of people,
technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens developed across
far-flung networks of communication and exchange.
AP LEARNING OBJECTIVES
Chronological Reasoning Use the histories of nomadic
invasions to help explain why the western Roman and Han
empires collapsed at approximately the same time.
Comparison Compare the reasons for the collapses of the
Han and Roman empires. Consider both internal (domestic)
and external (foreign) factors.
Contextualization Analyze how the spread of religions was
related to the interregional travel of merchants.
Historical Interpretation and Synthesis Explain why the AP
Period 2 (ca. 600 B.C.E. to ca. 600 C.E.) does not include the
spread of Buddhism and Hinduism, and why this text includes
these events within the classical era.
Chapter-level AP Key Concept
correlations ensure proper focus
by students and teachers.
Historical Argumentation Identify the problems with making
demographic analyses (changing structures of human populations) in the classical era. Detail the evidence historians utilize to make arguments about the effects of diseases borne
across the Silk Roads.
AP Chapter Focus explains the
AP CHAPTER FOCUS
core AP concepts students will
learn in each chapter and provides
direction about what information
will appear on the AP exam.
This chapter uses the Silk Roads (land-based and maritime)
to tie together the collapses of the western Roman empire
and the Han dynasty. Diseases that internally weakened both
empires were transported along these trade routes, as were
the riches that created sharp divisions between the wealthy
and the poor. Foreign invaders, often nomadic peoples, had
well-marked routes into the imperial cities. And as the imperial systems crumbled, Romans and Chinese found solace
in the new religions of Christianity and Buddhism that missionaries and refugees carried across the trade routes. The
authors of the text are using the Silk Roads as a way to compare the similarities of the two classical empires and their
cross-cultural influences.
The Silk Roads, and other trade routes, are significant in
AP World History. You need to know where these routes go,
what goods are desired for which areas, and who’s traveling
along these routes at a particular time. It would be a good
idea to get a blank map and keep track of place names
(cities, countries); origins of key trading goods (silk from
China, for example); and the origins and ultimate destinations of a religion.
Expect to see the land-based and maritime Silk Roads all
over the AP exam, as well as the causes for collapses of classical empires. The role of nomads in both trade and foreign
affairs of settled empires is also important, as is the many
functions of cities in facilitating trade and cross-cultural
interactions.
AP Learning Objectives provide
guided study as students learn to
view history through the lens of
the historical thinking skills.
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AP Chapter Summaries tie chapter
Chapter 12
content to the AP Themes laid out in
the part openers.
AP Test Practice for each chapter
allows students the opportunity to
answer AP-type multiple choice and
essay questions.
Cross-Cultural Exchanges on the Silk Roads: During the Late Classical Era
AP CHAPTER SUMMARY
Although the classical societies of Persia, China, India, and the
Mediterranean basin had either collapsed or fallen into decline by
500 c.e., they left rich legacies that shaped political institutions, social orders, and cultural traditions—aspects that comprise most of
the AP World History Themes. By promoting commercial and cultural relations between different peoples, the classical societies laid
a foundation for intensive and systematic cross-cultural interaction
that endured for centuries (AP Theme 2: Development and Interaction
of Cultures). The decline of the Han, Kushan, Parthian, and Roman
empires after the third century c.e. resulted in less activity over the
Silk Roads than in the preceding three hundred years. Yet the trade
routes survived, and when a new series of imperial states reestablished order throughout much of Eurasia and north Africa in the sixth
century c.e., the peoples of the eastern hemisphere avidly resumed
crossing cultural boundary lines in the interests of trade and communication (AP Theme 4: Creation, Expansion, and Interaction of
Economic Systems).
3.
259
What was the most prominent faith among Silk Road merchants
from 200 b.c.e.–700 c.e.?
A Hinduism
B Buddhism
C Christianity
D Islam
4.
The most important individual responsible for the inclusion of
Roman educated intellectuals into early Christianity was
A Augustine of Hippo.
B Plato.
C Constantine the Great.
D Emperor Theodosius.
5.
Prior to the fifth century c.e., the impact of eastern Christianity
can best be seen in the western Roman empire in the
A popularity of the religions of salvation and prayer rites.
AP TEST PRACTICE
B adoption of eastern ascetic practices in the formation of
1.
What two developments ca. 100–500 c.e. spurred the development of long-distance trade?
C practices of communion and confession in religious
A the building of large, imperial states and the construction
D reverence for Mary in a way similar to the cult of Isis.
Christian monasteries.
services.
of roads and bridges
B the end of tribal warfare and the emergence of salvation
6.
Comparison Compare and contrast the fall of Han China
with the fall of Rome.
7.
Continuity and Change over Time Analyze the continuities and changes in Chinese interaction with foreigners.
religions
The thought-provoking AP
Assessing Themes questions at
the end of each part help students
see the “big picture” and make
connections to the themes
addressed in the AP part openers.
C the spread of popular government and the development of
navigation technologies
D the emergence of a common currency and the creation of
large city-states
2.
How did knowledge of the monsoons facilitate trade?
A Merchants needed to know when hurricane season was coming
AP ASSESSING THEMES
1.
What are the views on gender roles among each of the world
religions/philosophies?
2.
What techniques were used by imperial states to control vast
parcels of land and diverse, multi-ethnic populations?
3.
Cite reasons for the collapse of empires. What are some of the
internal and external issues and problems?
4.
How did the transregional trade routes contribute to development? Who and what moved along the routes? What were some
of the significant consequences of networks and exchanges?
so they could avoid travel during that dangerous season.
B Governments could plan when ships would arrive, so they
could have tax collectors ready to assess tariffs.
C Mariners could use this knowledge to establish trade links
and sail safely throughout the Indian Ocean basin.
D The Romans realized it was much cheaper to travel by sea
than overland, especially to China.
2
PART
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Preface
NEW Connecting the Sources feature
Connecting
the Sources
Thinking about non-elites
in the ancient Egyptian past
In order to write about the past, historians must fi nd
and interpret primary sources. Primary sources can
include material objects, archaeological evidence, oral
traditions, texts (including official documents, letters,
accounts, newspapers), or images. They provide the
evidence on which historical narratives rest. This exercise
highlights some of the challenges of interpreting original
primary sources by asking you to consider the kinds
of contextual information you might need in order to
interpret such documents accurately, and by asking you
to consider what individual documents can and cannot
tell you.
xxv
the following two documents, which were generated centuries
apart, think about what historians can and cannot infer about
the lives of non-elites in ancient Egypt.
The documents
Read the documents below, and consider carefully the questions that follow.
Document 1: Stela (inscribed stone) from the tomb of a man
named Mentuhotep, from the 11th Dynasty (2133–1991 B.C.E.).
Mentuhotep is depicted to the left, with his parents and his son.
To the right are Mentuhotep’s other children and his servants.
asks students to compare and contrast two
documents or images and think critically about
the different ways the given information
can be interpreted. This feature occurs once per
part, supplementing the Sources from the Past
features.
(1) O ye who live and are upon the earth and who shall pass
by this tomb, who love life and hate death, say ye: “May
Osiris, head of the Westerners [people of the underworld],
glorify Menthotpe.”
The problem
(2) Now I was first among my contemporaries, the foreman
Writing about the ancient past poses multiple problems for historians. Among these is the problem of
of my gang [man of the people], one who discovered the
preservation, since many potential sources for historical docustatement about which he had been asked, and answered
mentation simply have not survived over thousands of years.
(it) appropriately,
For textual sources there is also the problem of language and
(3) cool(-headed), one who obtained bread in its (due) season,
script, since ancient societies used languages and forms of
one whose (own) counsel replaced for him a mother at home,
writing very different from our own. In addition, even when
sources have been preserved and historians are able to decipher ancient texts, there is the problem of selectivity—meaning
that the sources most likely to have
been preserved were those generated by elites.
Fortunately for historians, ancient
Egyptian peoples left many textual,
material, and archaeological sources
behind. The arid climate helped to
preserve many textual sources written
on papyrus, while the use of stone allowed many monuments to withstand
thousands of years of exposure to the
elements. Despite the abundance of
primary sources, however, much less
is known about the lives of everyday
Egyptians than is known about Egyptian monarchs, nobles, political elites,
and religious authorities. Historians
know that most Egyptians were farmers, but few surviving sources tell their
Document 1: Stela from the tomb of Mentuhotep.
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story from their own perspective. In
Sources from the Past features showcase
a significant primary source document of the
period, such as a poem, journal account,
religious writing, or letter. Thought-provoking
questions prompt readers to analyze key
issues raised in the document.
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SourcesfromthePast
The Creation of Humanity According to the Popol Vuh
The Popol Vuh, a Maya creation myth, describes how, after
several failed attempts, the Maya gods finally created humans
out of maize and water. The maize, along with many other
delicious foods, including chocolate, was revealed to the gods
by two animals and two birds. Human flesh was made from the
maize, and water became the blood of humanity. The following
exerpt from the myth concludes by naming the first four humans,
describing them as “our first mothers and fathers.” The version
of the work that survives today dates from the mid-sixteenth
century, but it reflects beliefs of a much earlier era.
THIS, then, is the beginning of the conception of humanity, when
that which would become the flesh of mankind was sought.
Then spoke they who are called She Who Has Borne Children
and He Who Has Begotten Sons, the Framer and the Shaper,
Sovereign and Quetzal Serpent:
“The dawn approaches, and our work is not successfully
completed. A provider and a sustainer have yet to appear—a
child of light, a son of light. Humanity has yet to appear to populate the face of the earth,” they said.
Thus they gathered together and joined their thoughts in the
darkness, in the night. They searched and they sifted. Here they
thought and they pondered. Their thoughts came forth bright
and clear. They discovered and established that which would
become the flesh of humanity. This took place just a little before
the appearance of the sun, moon, and stars above the heads of
the Framer and the Shaper.
It was from within the places called Paxil and Cayala that
the yellow ears of ripe maize and the white ears of ripe maize
came.
THESE were the names of the animals that obtained their
food—fox and coyote, parakeet and raven. Four, then, were the
animals that revealed to them the yellow ears of maize and
the white ears of maize. They came from Paxil and pointed out
the path to get there.
Thus was found the food that would become the flesh of
the newly framed and shaped people. Water was their blood. It
became the blood of humanity. The ears of maize entered into
their flesh by means of She Who Has Borne Children and He
Who Has Begotten Sons.
Thus they rejoiced over the discovery of that excellent
mountain that was filled with delicious things, crowded with yellow ears of maize and white ears of maize. It was crowded as
well with pataxte and chocolate, with countless zapotes and
anonas, with jocotes and nances, with matasanos and honey.
From within the places called Paxil and Cayala came the sweetest foods in the citadel. All the small foods and great foods were
there, along with the small and great cultivated fields. The path
was thus revealed by the animals.
The yellow ears of maize and the white ears of maize were
then ground fine with nine grindings by Xmucane. Food entered
their flesh, along with water to give them strength. Thus was
created the fatness of their arms. The yellowness of humanity
came to be when they were made by they who are called She
Who Has Borne Children and He Who Has Begotten Sons, by
Sovereign and Quetzal Serpent.
Thus their frame and shape were given expression by our
first Mother and our first Father. Their flesh was merely yellow
ears of maize and white ears of maize. Mere food were the legs
and arms of humanity, of our first fathers. And so there were four
who were made, and mere food was their flesh.
These are the names of the first people who were framed
and shaped: the first person was Balam Quitze, the second was
Balam Acab, the third was Mahucutah, and the fourth was Iqui
Balam. These, then, were the names of our first mothers and
fathers.
For Further Reflection
To what extent does this account of human creation reflect
the influences on Maya society of both agriculture and the
untamed natural world?
Source: Allen J. Christenson, trans. Popol Vuh. Sacred Book of the
Quiché Maya People, pp. 180–184.
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Preface
NEW Reverberations feature helps students draw
Reverberations of
connections across chapters. Taking a “big picture”
topic like the Columbian exchange, industrialization, or
technological change, it traces the reverberations of such
large-scale processes through different regions and
cultures to encourage thinking about cause and effect. The
Reverberations feature appears in the first chapter of every
part and then reappears as a shorter boxed feature titled
“Reverberations of . . .” in each subsequent chapter.
Urbanization and the Creation of Patriarchy
Recall from chapter 1 that some scholars have attempted to explain the
relatively high status of Egyptian and Nubian women by arguing that
their societies were less militarized than those of Mesopotamia, and
thus not as predisposed to valuing male warriors. Given the evidence of
frequent warfare between Egypt and Nubia from the Archaic Period
through the Middle Kingdom, do you agree with this theory? Can you
think of other reasons why women of the Nile might have had more influence than their counterparts in Mesopotamia?
Revised Map Program Brighter colors and more contrast in the revised maps
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promote clarity, highlight topographical information, and enhance digital display.
Mauryan empire
Aral
Sea
Ca
an
s p iS e a
Black Sea
PE
Mediterranean Sea
RS
Trade routes
GAN DHARA
I nd
us
PUNJAB
HI
ulf
MA
Ga
n
r
g
L AY
AS
Sarnath
Banaras
Pataliputra
M AGA D H A
G U J A R AT
Bodh Gaya Nala
es
nG
“view-from-space” perspective, depicting larger regions
in broader and clearer context.
Taxila
HINDU KUSH
IA
Pe
sia
Global maps display geographical information using a
Gupta empire
TR IA
BAC
Re
A
ea
d S
D E CCA N
P LAT E A U
KA
LI
N
G
nda
B U R MA
20°N
Bay
of
B engal
Ara bia n Sea
Clear representation of topographical features
strengthens students’ understanding of the
geographical contexts of world history.
CEYLON
INDIAN
M A P 9 .1
The Mauryan and Gupta
empires, 321 B.C.E.–550 C.E.
The Mauryan and Gupta
dynasties both originated in
the kingdom of Magadha.
Why was this region so
important in ancient India?
What advantages did it offer
for purposes of trade and
communication with other
regions?
10°N
OCEAN
110°E
50°E
Strait of Melaka
Equator
60°E
70°E
0°
90°E
by sea, between the Ganges plain and southern India. Th
Ashoka’s first major undertaking as emperor was to conqu
Kalinga and bring it under Mauryan control, which he did
a bloody campaign in 260 b.c.e. By Ashoka’s estima
estimat
100,000 Kalingans died in the fighting, 150,000 were driv
ulf of
from their homes, and untold numbers of othersG perished
AT L A N T I C O C E A N
ER
SI
RA
overseeing trade and agriries,
culture, collecting taxes,
ctmaintaining order, conductnd
ing foreign relations, and
so
waging war. Kautalya also
advised Chandragupta to
80°E
AD
M
Mexico
Aztec empire
RE
U
O
M
N
T
IN
S
Maya empire
Chichén Itzá
Teotihuacan
Cholula
Tula
Toltec empire
See inset at left
A
YUCATAN
PENINSULA
Teotihuacan
Lake
Texcoco
Caribbean Sea
PA C I F I C O C E A N
Tlatelolco
Tenochtitlan
Distinct colors make for
clear and precise
geographical
representations.
ISTHMUS OF
PANAMA
Regional maps include
Insets provide additional
detail for especially
important areas.
M A P 2 0 .1
The Toltec and Aztec empires, 950–1520 C.E.
The Aztec empire stretched from the Gulf of Mexico to the Pacific Ocean.
What political and cultural methods did Aztec rulers use to control these
diverse territories and peoples?
0
0
500 mi
1000 km
globe locator icons to help
students understand world
regions in the larger context.
Captions include highlighted salient points of the maps,
followed by critical-thinking questions that prompt
students to link the book’s narrative to geographic
information presented in the book.