Reminders: Period 4 Key Concepts: • DUE: T 1/24 = Unit 3 Timeline Pick an APWH Region • C 21 Q/V/A due W 1/25 Find ONE Change Find ONE Continuity • AP TEST REGISTRATION = 2/1-2/13 ONLY

15th Century MOVIE NOTES?? Unit 3: SAQs……. Roots VS Routes? Byzantine Empire/Western Europe Islam 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 and 1025 CE

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 Mississippian Culture 100 ft high/ 1,000 ft long/ 650 ft wide largest man made structure in No written records North America (~ 20,000 people)

Great Serpent Mound, Ohio Dickson Mounds, Illinois 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) = 200,000 people/ 5 square miles = 12 million people ()

“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 (1428- 1440 CE) Montezuma I (1440- 1469 CE) Montezuma II (1502- 1520 CE)

Political Organization: Expansionist Policy? Principle Conquests of the Aztec Empire? Nature of Administration? Standing Armies? Stature of Soldiers? Bureaucracy?

CULTURE First page of the Codex Mendoza 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. Ritual calendar 260 days Solar calendar 365 days

Codex? Bernal Diaz, Bartholomieu de las Casas, Bishop Diego de Landa?? Montezuma II

High status: Emperor Priests nobility Quetzalcoatl: promise fertility deities 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 Xipe Totec and drink for the gods

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 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 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= Inca took over Chimu 25,000 miles Courier/ runner system NO Wheel

Cuzco = 300,000

“Twantinsuyu” 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 and the Incas.

Aztecs Incas Analyze similarities and differences in the political, social and economic organizations of the Aztecs and the Incas.

Aztecs Incas

• trade and markets more organized • no merchant class • specialized merchant class • no organized long distance trade • Nahuatl language • extensive road system • human sacrifice/bloodletting • extensive use of couriers • no standing army • mita labor service • military elite rule • standing army of the conquered • ritual ball game • 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

In a year and a day they will be here. Do not go down to the seashore! October 11, 1491 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 Egyptian Society

Gilgamesh Neolithic Mesopotamia

Huang He Indus River Mandate of Heaven

Qin Dynasty Caste System Ashoka Maurya

Confucius Laozi Han Dynasty

Socrates Achaemenid Empire Zorastrianism

Buddhism Legalism filial piety “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!