"History is a guide to navigation in perilous times. History is who we are and why we are the way we are." - David C McCullough

Your textbook website has a resource called:  LearnSmart.  It responds to your reading, and hopefully will help you improve your reading skills with this text.  Be sure to use it immediately.

5th Hour Class website: (Log-in required, and code to set-up.)


Be sure to use this general information website created by your textbook.  No password is needed. 


Quarter 2: 

Unit Seven 

Your journey through the first semester nears its end.  Finish strong. 

http://www.nchs.ucla.edu/history-standards/world-history-content-standards/world-historyera-4  Standards 5, 6, 7.   http://www.nchs.ucla.edu/history-standards/world-history-contentstandards/world-history-era-5  Standards 3, 4, 5, 6, 7.  These National Standards provide a general description of our goals for this unit.  Finally, scroll down to the bottom of the page. You will find the essay selections and a list of terms. Both items will directly impact your preparation and performance on the test. 

Unit Seven:  Mongols, Africa, and Worlds Apart (The Americas)  

Text Pages:  348-351, 352-389, 414-427           
Chapter 6 (class only. Read only by choice), 17, 18, 20.  

Key Ideas:  Nomadic tribes played a dominant role in Eurasia between the eleventh and fifteenth centuries.  Persia, Anatolia, and India were transformed after conquests by Turkish tribes.  The Mongols created the largest empire of all time, stretching from China to Russia, during the thirteenth and fourteenth centuries.  Even after the collapse of the Mongol empire in the fifteenth century, a resurgence of Turkish power continued the influence of these nomadic tribes.  The Turkish and Mongol conquests inspired closer connections between the Eurasian lands by facilitating crosscultural communication and exchange, with increased trade being the best example.

Throughout most of the classical age, sub-Saharan Africa participated in the economy of the eastern hemisphere to a limited degree.  Geographic factors, most notably the Sahara desert, restricted trade and communication between sub-Saharan Africa and its neighbors to the north.  Despite these boundaries, the peoples of sub-Saharan Africa developed “stateless” societies and intricate religious concepts.  The migration of the Bantu-speaking tribes brought languages and iron metallurgy to most of the sub-Saharan region.  Later the rise of trans-Saharan trade helped to transform African life by inspiring larger, more centralized kingdoms and introducing new religions such as Islam and Christianity.

Unlike the growing interaction that marked the African, Asian, and European worlds, the Americas and Oceania remained largely isolated.  Any contact before 1492 was more accidental and momentary than planned or continuous.  Nevertheless, the peoples of North and South America created large empires with cultural and religious concepts that, because of the isolation of these societies, were unique.  The societies of Oceania existed in even greater isolation.  Despite this isolated existence, the peoples of Oceania eventually developed structured agricultural societies and chiefly political structures.

Calendar of Activities and Assignments:

27 November:
Now, more than ever – read pages 348-351 again. Text pages 352-366.  Introduce the unit.  A comparison and contrast of the interaction between Africa and Eurasia and the absence of any contact in Oceania and the Americas.  Assign Chapter 17 History Analysis.  Due on December 5th.

28 December:
  Text pages 366-369.  Class lecture/discussion of the characteristics of various Mongol rule in the area. 


Terrific website for reference.

29 November:
 Document work regarding the Mongols.  Reading/analysis from the Secret History of the Mongols.

30-1 December:
Conclude material regarding the Mongols, presentation material and final questions with documents.   


4 December:  Text pages 370-389. Begin with Sundiata – and discuss the characteristics of Africa.  Assign Chapter 18 History Analysis. Due December 8th.

5 December: Ife head artifact work in class.  Writing in class.

6 December:  Text pages 414-433. Not as much emphasis on pages 422-423, 427-432. Watch Bridging World History – Changing Views on the Maya.  


7 December: The Maya and the Aztec lecture/discuss in class.  Consider the Popol Vuh as a source of culture in the region.   


8, 11 December: Read a portion of Forest of Kings, Watch/discuss portions of Breaking the Maya Code.  See page 85 in the AP text. 

12 December: Reading images – Codex Mendoza.  Reading, interpretation, writing.  Writing in class. Grade earned in class. 


13 December: Inca/Andean Society.  Bridging World History video regarding empire in the Andes.  

14 December: Unit Seven Test.  (35 Multiple Choice questions, 5 short answer, 1 essay – select from choices)

Essay Choices: 

A.         In the epic, Sundiata, the point is made that the lion king has turned his capital, Niani, into “the navel of the earth.” What does this statement mean? What were the foundations of Mali? What role did Sundiata and Mansa Musa play in its rise?

B.         Examine the Popol Vuh. What can this work tell us about the religious world of the Maya? As a part of this exploration, connect it to the historical process of understanding the Maya culture – and its impact on later Mesoamerican people. 

C.         Marco Polo wrote that the Mongols were “stout and valiant soldiers, and inured to war.” Why were the Mongols such great warriors? Examine the role Chinggis Khan played in the expansion of the Mongol Empire. What were the foundations of his success?  What influence did the Mongols have on Eurasian trade and cultural integration?

Historical Terms and Concepts to Know *Who, what, where, why, when, how, so what? 

Ghana, Swahili - influences/meaning, Kilwa, Diviners, Axum, Zanj, Mali, Griots, Kongo, Inti, Huitzilopochtli, Itzcóatl, Pachacuti, Motecuzoma II, Mexica, Bantu migrations, Sundiata, Mansa Musa, gold-salt trade, Ibn Battuta, kinship groups, age groups, creator god, cotton, sugar cane, Teotihuacan, Chichén Itza, Mexica/Aztec - women's role, Aztec societal groups, Chinampa, Tenochtitlan, calpulli, calendars, Quetzalcoatl, Cuzco, quipu, mummification, stone heads at La Venta, Mayan historic periods of power/decline, Popol Vuh, ritual bloodletting, Aztlán, Ethiopian Christianity, Mayan inventions, bananas role in Africa, Jenne, Timbuktu, Great Zimbabwe.  

15 December: Review for final.   See Important Documents for full Finals schedule.

Website by SchoolMessenger Presence. © 2017 West Corporation. All rights reserved.