Name: _______________________________WHAP 101KEY CONCEPT 3.1: EXPANSION & INTENSIFICATION of COMMUNICATION & EXCHANGE NETWORKS

Part II - Movement of people, cultures, diffusion of crops + diseases

Standard 4.0 3.5 3.0 Not a 3.0 yet

3.10.2 Create a system of organization to sequence ideas, concepts, and information to make important connections and distinctions

55 – 49 points

48.5- 42 Points

42 – 33.5 points

Under 33.5 points

Points for Packet and Short Answers Questions1. Taking complete notes on the entire Packet ____/10 points2. 3.0 Option – Answering 4 of the 5 short answer Question with complete details ____/32 points 3. + 0.5 Option- Answering the 5th short answer question with compete details ____/8 points 4. + 0.5 Option- Posting the blog question with answers with specific evidence ____/5 points

On Freemanpedia 3.1 – scroll down to

2. The movement of peoples caused environmental and linguistic effects.

Do OPTIC for the following Chart above

Organization-

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I learned statements (do 3 for the chart)

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Conclusion –

Now watch the video and reading about the Vikings from the following website- http://www.history.com/topics/exploration/vikings-history

Vikings – 7- 12 notes

Take notes from the video about Vikings travels and exploration - https://www.youtube.com/watch?v=P-7dspvVUlkVideo #1- watch from 5:00 – 7:00

Video #2- - https://www.youtube.com/watch?v=mrNyYjPdAOU- Watch from 14:20 - 19:15

Take notes from the following site - http://www.britannica.com/topic/Berber - Only the first four paragraphs

Berbers

-We will skip the nomads for now – they will be back!!!

Scroll down to:

Organization-

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I learned statements (do 3 for the chart)

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Conclusion –

Some migrations had a significant environmental impact. Required examples of migration and their

environmental impact

The migration of Bantu-speaking peoples who facilitated transmission of iron technologies and agricultural

techniques in Sub-Saharan Africa.  The maritime migrations of the Polynesian peoples who cultivated

transplanted foods and domesticated animals as they moved to new islands (See the video below for the

Polynesian story)

Watch the following video on the Polynesian Migrations from 3:20 – 9:20 -

https://www.youtube.com/watch?v=DWp5MiiVR1k

Now watch the Polynesia video from the Freemanpedia section 3.1Polynesian Discovery Part I

Read the section from your textbook – Bantu Migrations P. 66-7

Mr. Wood’s Lecture on the Bantu Migration – here is a video link - https://www.youtube.com/watch?v=Qwhbb1kpH4M

Read the sections from your text book- p. 379- 381- The Indian Ocean Trade and Islamic States in East Africa, The Swahili, The Swahili City-States, Kilwa and Zimbabwe

Watch the video about Great Zimbabwe- https://www.youtube.com/watch?v=OTVShn1vKV0 from 41:30 – 49:00

Organization-

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I learned statements (do 3 for the chart)

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Conclusion –

On Freemanpedia 3.1- scroll down to Some migrations and commercial contacts led to the diffusion of languages (spread of Bantu languages   including Swahili, Spread

of Turkic   and Arabic   languages)throughout a new region or the emergence of new languages.

Click on the link for Turkic   and take notes from the beginning of the page and stop at Classification

Click on the link for Arabic   and take notes on the first two paragraphs only

Organization-

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I learned statements (do 3 for the chart)

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Conclusion –

On Freemanpedia 3.1- Scroll down to:

In key places along important trade routes, merchants set up diasporic   communities (Muslim merchant communities in the Indian Ocean region, Chinese merchant communities in Southeast Asia, Sogdian merchant communities throughout Central Asia, Jewish communities in the Mediterranean, Indian Ocean Basin, or along the silk roads)where they introduced their own cultural traditions into the indigenous culture.

Click on the link for diasporic   communities and take notes on the first two paragraphs

Next click on Muslim merchant communities in the Indian Ocean region, and take notes on the first four paragraphs

Next click on Chinese merchant communities in Southeast Asia and take notes of the first two paragraphs

The writings of certain interregional travelers (Ibn Battuta, Marco Polo, Xuanzang)illustrate both the extent and the limitations of intercultural knowledge and understanding.

Do OPTIC for the following Charts

Organization-

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I learned statements (do 3 for the chart)

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Conclusion –

Read the Eyewitness: - On the Road with Ibn Battuta- P. 435-6 from your textbook

Read Marco Polo from p. 437-8

Take notes on Mr. Wood Lecture on Marco Polo and Ibn Battuta

Take notes on the video= The Journey of Master Xuanzang (Hsuan Tsang) part 1 watch from the beginning to about 5:00

Scroll Down to the paragraph on Freemanpedia 3.1

Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions

(Neoconfucianism and Buddhism in Southeast Asia, Hinduismand Buddhism in Southeast Asia, Islam in

Sub-saharan Africa   and Southeast Asia, Toltec/Mexica and Inca traditions   in Mesoamerica and Andean

America).

Take notes on the following sections

Hinduism in SE Asia- (Mostly focuses on Indonesia) Stop after you read the section Modern

Buddhism in Southeast Asia- read the entire page

Islam in Sub-saharan Africa   - read the entire page

Islam in Southeast Asia,  Stop at Contemporary Islam in Southeast Asia

Read and take notes in your textbook on the sections Toltecs and Tula from P. 416-7

Read and take notes in your textbook on the sections The Inca Empire, Quipu, Ruling Elites, Aristocrats and Priest, Peasants, Inca Gods…, and Moral Thought

Scroll down to the following paragraph on Freemanpedia – 3.1

Increased cross-cultural interactions also resulted in the diffusion of scientific and technological traditions (Greek and Indian mathematics on Muslim scholars, return of Greek science and philosophy to Western Europe via Muslim al-Andalus in Iberia, Spread of printing and gunpowder technologies from East Asia into the Islamic empires and Western Europe).

Take notes on the video from – Islam Empire of Faith: Episode 2 from 3:30 to 15:50 - Focusing on Baghdad and advances of Muslim Scholars in the Post-Classical Period

Take notes on the link - return of Greek science and philosophy to Western Europe via Muslim al-Andalus in Iberia, - take notes only on the introduction – first four paragraphs

Take notes on the video- Islam Empire of Faith Episode 2 from 15:50 – 22:45 focusing on the Spanish Islamic City of Cordoba

Take notes on Spread of printing  - Stop at Conventional printing technology

Take notes on gunpowder technologies starting at Medieval history and end when you get to Early Modern history

Do OPTIC for the following image

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Scroll down on Freemanpedia 3.1 to:

The spread of epidemic diseases, including the Black Death, followed the well-established paths of trade and military conquest.

Take notes on the section - Black Death,

Blog Question-

5 points total

If you were alive during the Post-Classical Era, which area/people that we studied would you like to travel in and with (Vikings, Polynesia, Bantu, etc)? Explain with 3-4 details why you would like to travel with and in this group.

Also, Pick one area/people who you would not like to travel with and explain with 3-4 details why you would not like to travel with and in this group.