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Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the ?

Who Were the Mongols?

Ruthless or Champions of Cultural Exchange and Global Trade?

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

MONGOL WARFARE Beginning in 1206 the expanded quickly under the leadership of Genghis and his son, Ogedei. The Mongols first conquered in 1222, then continued on to conquer Eastern Europe by 1240. In 1258, they successfully attacked the great Muslim city of and conquered the Abbasids. One of the few powers that were able to stop the Mongol conquest were the Japanese. The Mongols attempted two invasions in , one in 1260 and one in 1281 but both were unsuccessful. The Mongols, however, had created the largest empire ever. The Mongols were known for their fierce warfare. and his generals were brilliant military planners. Although their armies were not really large (23,000 in total), they included skilled horsemen who were well known for carrying out carefully planned, coordinated attacks. They used bows made of horn, wood, and animal tendons bound together, hand axes and waterproof leather armour (covering for their bodies). The included swift riders who were capable of delivering rapid communications to the battlefront using a system of relay stations. As these tactics became ineffective when attacking walled towns, the Mongols invented new methods of warfare. They built catapults and tossed diseased animals, large rocks and fiery into the walled cities. They isolated cities, cutting off their supplies and starving the cities’ residents. They built dams and flooded cities, leaving residents unable to escape they raging waters. These tactics, called siege warfare, replaced cavalry attacks and left entire cities in ruins with frightened and homeless residents. Mongol equipment was superior. Soldiers rode using a well fitted saddle with attached stirrups. The saddle allowed the soldier to ride rapidly while turning and shooting a storm of arrows at a high rate of speed. Bows made for battle were meant to kill or leave terrible wounds. They used to cause greater damage. Mongols were known for terrorizing their captives. They went after soldiers and civilians. They took few prisoners and spared few lives. Kingdoms that resisted might see entire populations killed. Survivors were forced to pay tribute to the army. Although historians may quarrel over the number of victims killed, few dispute the cruelty that was inflicted on their conquered neighbors. The killing was often done in a very methodical way. The victims were not tortured, they were killed as swiftly as possible. Soldiers were given quotas for the numbers of people they were expected to kill. In military campaigns, captured civilians, thousands of them, were put to use as human shields. The descriptions of violent acts carried out by Mongol soldiers support the belief many people hold today that Mongols were .

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 2 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

Catapults: ancient weapons used for throwing large rocks Siege Warfare: surrounding a city, town, or fortress by an army attempting to stave the people and to capture it Stirrups: light frames or rings that hold the foot of a rider, attached to the saddle by a strap Tribute: payment to the conquerers

Adapted from the following internet resources:

Battle Tactics http://genghiskhan.fieldmuseum.org/behind-the-scenes/establishing-an-empire/battle-tactics

MONGOL ARMY: TACTICS, WEAPONS, REVENGE AND TERROR http://factsanddetails.com/asian/cat65/sub423/item2696.html

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 3 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

Use the reading on Mongol Warfare to answer the questions below:

1. Identify 3 areas the Mongols had successfully conquered by 1260.

2. Discuss two advantages that helped the Mongol cavalry succeed in battle.

3. What weapons did the Mongols use to attack walled cities?

4. What treatment did the Mongols give out to the people they captured?

5. Explain why you think these treatments were necessary or why you think they were unnecessary.

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 4 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

How the Mongols Encouraged A Global Trade Network

Mention of the Mongols often brings to mind the image of warriors on horseback riding across 13th Century Asia and Europe conquering land using brutal tactics. This image is not totally correct. As a matter of fact, today we understand that while the Mongols employed harsh methods to expand their empire, their rule encouraged and promoted global trade networks between Asia and Europe. Today, historians consider Mongol rule responsible for an extraordinary exchange of products, peoples, technology, and science.

The Mongols invited cultural exchanges between the east and west. The Mongols, nomadic tribesmen from the region of , were eager to learn the ways of the Chinese and their neighbors to the west. When Genghis Khan’s grandson, , became Emperor in 1260 he renamed the empire the Dynasty. He invited architects, artists, scientists, writers, and thinkers from Europe and the to advise, transfer and create a permanent culture in the great city of . Craftsmen and artisans were treated fairly and paid well. They lived without fear of harsh treatment.

The Mongols brought stability to the region that made it possible for traveling businessmen such as Marco Polo beginning in 1270 and Ibn Battuta beginning in1325 to journey throughout Asia by way of the Silk Road without fear of attack. Writings of these men provide rich descriptions of life in the Mongol Empire. The Mongols had always realized that trade partners were necessary to supply those products the nomadic herders lacked. As a result they had a very positive attitude toward merchants and trade. The Chinese had looked down on traders and artisans and consider them lacking in status. Under Kublai Khan the traders were given social status and special tax concessions and privileges. This greatly enriched the wealth and prestige of the Mongols.

Other practices helped the flow of ideas between the East and West. Religious leaders and thinkers were allowed to travel throughout the empire without fear. They were protected by the military and exempt from paying taxes. As a result, Christian and Muslim practices and ideas became part of Chinese cultural practice. This encouraged cultural and economic exchanges and led to greater tolerance of cultures that continued until the collapse of the in 1368.

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 5 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

Answer these questions based on the reading “How the Mongols Encouraged A 13th Century Global Trade Network.”

1. How are historians changing their attitudes about the Mongols?

2. Where did the Mongol tribes originate?

3. How did the Mongols treat traders and artisans? Why?

4. What was one action taken by Kublai Khan to encourage traders to visit the Mongol Empire?

5. What economic impact did this have on the Mongols?

6. Why were Muslim and Christian religious leaders and thinkers willing to visit Beijing? 7.

8. What was one way the Mongols made western religious leaders feel they were welcomed by the Mongols?

9. Which Mongol practice do you think was most important in creating a global trade network in the 13th century and why?

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 6 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

Creating a timeline: Using the readings that are included in this packet as a resource identify when the event took place and create a brief timeline of Mongol history.

1. Genghis Khan, also known as Temujin, is born. ______2. Genghis Khan establishes the Mongol Dynasty. ______3. Mongols invade Central Asia. ______4. Genghis Khan dies. ______5. Mongols conquer Eastern Europe. ______6. Mongols conquer the Abbasids. ______7. Marco Polo’s grandson, Kublai Khan takes the throne and builds a capital in Beijing. ______8. The Mongol Empire is renamed the Yuan Empire. ______9. The Mongols attack Japan for a second time and fail (for a second time). ______10. Marco Polo first visits . ______11. Ibn Battuta first visits China. ______12. The Yuan (Mongol) Dynasty ends. ______

1160

1170

1180

1190

1200

1210

1220

1230

1240

1250

1260

1270

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 7 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

WORLD TRADE DURING

Mongol Empire

Muslim World

Spice Islands 

Directions: 1. Draw in the Silk Road on the map above . 2. Label the products described below in the areas where the products originated.

PRODUCTS AND IDEAS FLOWED BETWEEN THE EAST AND WEST

• silk, gunpowder, papermaking and printing from China • pepper, ginger, cinnamon, and nutmeg from Spice Islands

• muslins, spices, cottons, pearls, and precious stones from India • weapons, carpets, and leather goods from • bills of exchange, deposit banking, and insurance from Asia • methods of mathematics, the triangular plow, astronomy, and science from Muslim World • silver, salt, furs, iron, fine cloth, horses, and linen from Europe

Adapted from http://en.wikipedia.org/wiki/Pax_Mongolica

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 8 Revised December 2014

Grade 6 The Eastern Hemisphere Unit 6 Interactions Across the Eastern Hemisphere Lesson 3: Who Were the Mongols?

MONGOL INNOVATIONS THAT MADE TRADE SAFER

• Military garrisons (forts) were built along the Silk Route. • Collection of local taxes along the Silk Route was abolished. • Systems of weights and measures were standardized. • Trees were planted along the Silk Route. • Stone pillars were built where trees were unable to grow. • Size of cavalry was increased. • “” system of communication connected the Far East and the West through a series of relay stations. Messages were delivered station to station on horseback. • Code of Mongol law guaranteed religious tolerance and imposed strict penalties for trade violations, cheating and theft.

Adapted from http://en.wikipedia.org/wiki/Pax_Mongolica

Select three of the Mongol innovations described above and explain how they made trade safer in the 13th century.

______

______

______

______

______

______

______

______

Putnam/Northern Westchester BOCES: Grade 6 Integrated Social Studies/English Language Arts Curriculum Page 9 Revised December 2014