1. Mauryan Similarity Gupta
Chandragupta Maurya founded empire
Autocratic style of rule
Ashoka – started out Hindu but became Buddhist
Brutal ruler which is why he became Buddhist
Brings empire to its height
LARGE/SUBSTANTIAL bureaucracy
“weaker” in some ways than Gupta
Larger territory more prone to conflict
Focus on math, science, art
Predominantly Hindu
Varnas, dharma, karma, etc…
South Asia
Allowed to function in a somewhat isolated fashion
Neither subject to massive/substantial invasion
Chandra Gupta
HUGE tax/tribute system
GOLDEN AGE OF INDIA
A flowering a art, literature, science, etc..
Concept of ZERO attributed to Gupta
Regional Kingdoms
Within (limited autonomy)
NORTH (autonomous pending tribute payment)
“stronger” in some ways than Mauryan
Smaller territory with tribute states

2. Mauryan Similarity Gupta
Larger territory than Gupta
Gravitated toward Buddhism
Collapsed due to dynastic disputes and invasions
Founded by Chandragupta Maurya
ASOKA – brutal until he found Buddhism
Hindusim
Divided into provinces w royal governors
Based upon strict VARNAS (Caste System)
South Asia
Fairly isolated
SCIENCE and MATH
Smaller territory than Mauryan
Sanskrit utilized
GOLDEN AGE OF INDIA
Promoted arts and literature
Religious influence
Founded by Chandra Gupta I
Relied on tribute from AUTONOMOUS kingdoms
Relied upon alliances
Able to have a “good time” because of a lack of conflict
More freedoms

3. ID the fundamental Elements of Classical China & How it shaped the region and beyond
Impact on Region (SEA/East Asia)
Beyond China
Dynastic Cycle
Mandate of Heaven
Confucianism
Filial Piety
Civil Service Exam
Bureaucracy
Meritocracy
Buddhism
Daoism
Legalism
Silk RoadSSSSSSSSSS
Self-sufficient
Differing beliefs = conflict
Legalism – consolidates power and standardized weights and measurements
Silk Roadssss – Connects goods, services, and beliefs to the world (Europe, Japan, etc…)
Isolationist (developed their own thing in their area)
MOH/DC = Divine right rule
Vietnam, Korea, Japan, etc attempts at sinification
Silk Roadsssss – desire for Chinese luxury goods
Foreigners view them as inferior
Technological diffusion – gunpowder, compass, measurement, ships, astrolabe, printing press
Civil Service exam in Europe way down the road (realized that an aristocracy was not good)

4. ID the fundamental Elements of Classical China & How it shaped the region and beyond
Impact on Region (SEA/East Asia)
Beyond China

5. Using Freemanpedia, describe the significance of his Top 10 Mediterranean items

6. Who had the most profound impact on trade?
Muslims
Mongols
Muhammed was a trader which allowed him the time to receive visions from Allah
TOLERANCE: Special tolerance granted to Dhimmi (Abrahamic Religions or People of the Book)
Mawali – Non-Arab Muslims
Trade became easier for them under the Abbasid Caliphate (until it was crushed by  Those guys
Land
SW Asia, Africa, Europe, Asia (Silk Roads…)
Substantial influence in Africa
Mansa Musa traveled along trade routes and shared his wealth #inflationissues
Timbuktu – salt and gold trade, Ghana, Mali, Songhai, learning, religions
Sea Trade
Boats for Trade = Dhow
Swahili Coast – Mogadishu, Arabic/Bantu language
Chinggis Khan realized that trade was vital to survival
Gave special attention to status of traders (improving)
Reinvigorated cross Eurasian trade
Silks RoadS are BACK!
Golden Horde
Made trade routes safe for exchange
If you disrupt trade, we will end you
Stimulated the economy of conquered areas by putting local princes in power
Relocated Russian trade center from Kiev to Moscow
Established capital at Karakorum
Yuan Dynasty – Kublai Khan,
Well respected and utilized fear as a tool to facilitate greater trade
Maximized productivity by enhancing preexisting cities while establishing new ones
Caused Destruction
Black Death spread along trade route (#sorrynotsorry)
Destroyed Abbasid Caliphate
Tolerant of religious and ethnic diversity
People happy, trade not bad
CK was an animist (believed in spirits)
Allowed people to practice whatever

7. Who had the most profound impact on trade?
Muslims
Mongols

8. How was trade conducted (routes and methods) and what was traded?
In TP3, how was trade conducted (routes and methods) and what was being traded?
How was trade conducted (routes and methods) and what was traded?
Trans-Saharan Trade Route
Caravans, Camels (CARAVANS ARE IMPORTANT)
Mediterranean Sea Lanes
Indian Ocean Trade
Dhows
Silk Roadsssssssssssss
Hanseatic League – trade route along the Baltic Sea
Swahili Coast
Southeast/East Asia Trade
Technological Advances – compass, new forms of monetization
Strait of Malacca
Luxury Goods – spices, gold, spices, salt, porcelain, silk,

9. How was trade conducted and what was being traded?
From , how was trade conducted (routes and methods) and what was being traded?
How was trade conducted and what was being traded?
Silk Roadssssssssssssss
Trans-Saharan Trade Route
Silent Trade (Western Africa)
Ghana, Mali, Songhay connected to outside world
Traded with Abbasid Empire
Mali – Mansa Musa
Causes inflation
Indian Ocean Trade Routes
Muslim merchants
Foods
Bananas (Africa/Malaysia), rice, citrus
Luxury goods
Silk, textiles, gems, slaves, porcelain
Trade routes connected to major cities
Timbuktu, Strait of Malacca, Swahili Coast,
Technology
Compass
Impacts
Black Death
MIscegenation

10. Day 57: Rise of Islam, linguistic diffusion, and disease
Day 57: Rise of Islam, linguistic diffusion, and disease. Pick 1 and explain its global impact. Try to pick 1 that challenges you.

11. Compare and Contrast the Umayyad and Abbasid Caliphates.
Capital: Damascus
Advanced into Europe until stopped in 722 by Charles Martel at the Battle of Tours
Founded by Muawiyah
Battle of Karbala solidifies Umayyyad rule
Arab Exclusivity
Increased women’s rights
Capital and Intellectual Center: Baghdad
Controlled southern Spain
Fell to the Mongols in 1258
Expanded trade to East Asia (used dhows)
Split into semi-autonomous regions (sultanates or “caliphates”)
Abandoned Arab exclusivity (Mawali)
Hindus designated at Dhimmi
Fought against Europeans in Jerusalem (the Crusades)
Arabic: Math/Science Persian: Literature
SIMILARITIES:
Controlled from North Africa over to eastern Persia (there was influence in India and Southern Spain)
Religious tolerance: people of the book (Dhimmi)
Increased trade across Indian ocean
Proved to be more intellectual (science, math, lit) than Europeans – heavy tongued people (barbaric)
Brought foreign technology to the west

12. Compare and Contrast the Umayyad and Abbasid Caliphates.
Capital: Damascus
Liked idea of expanding military and land
Less tolerant
Mawali were second class citizens
Created Shia beliefs
Rose after the death/assassination of Ali
Treated women with respect
PEOPLE OF THE BOOK – Dhimmi (Jewish, Christian)
Territory: Middle East, Southern Mediterranean coast, Northern Africa, Southern Spain
Came in conflict with Europe in 732 when they battled Charles Martel at the Battle of Tours
Capital: Baghdad
Liked the idea expanding knowledge
More tolerant
Mawali – non-Arab Muslims treated =
Ruling class lived a life of luxury that made their rule ineffective (1001 Arabian Nights – Harun al-Rashid
Adoption of HADITHS cause women’s status to decline as did the emergence of the harem
Overthrew Umayyad
Dhimmi (Jewish, Christian, Hindu)
Strong trade connection with Africa (SWAHILI COAST)
Territory: Middle East, Southern Mediterranean coast, Northern Africa, East Afrcia, Southern Spain, all the way to INDIA
CRUSADES – ….
SIMILARITIES:
Muslims
Ruled through the lens of Islam and Arab culture
Had to leave previous capital because of issues with corruption or safety
Trade was vital to economic strength (textiles, coffee, eastern goods)

13. Day 55: Mongols: Why are they the exception?
Egalitarian
Conquered 11 million square miles in 25 years
Ruled with 4 distinct empires following GK’s death
Made peasants love him
Promoted people based upon merit
Mongols disappeared rather than being overpowered
They didn’t spend substantial time making the empire unified
Their military was faster than traditional methods of fighting
Excellent at taking on new technology: siege warfare, gunpowder, ships
1) Reinvigorated cross-Eurasian trade
2) Increased communication of communication
3) Diffused cuisine (Rice in Persia)
4) Relocated people to bring culture
5) Incredibly tolerant
Reasons they are bad
1) They sought to crush people
2) Their impact was brutal
3) Their empire didn’t last (gone from China and completely blended into Persian society)
4) Black Death
5) Not real artsy

14. Day 2: Describe the Polynesian and Bantu migrations and identify their significance.
DESCRIPTION:
From islands in south Pacific
Spread to south, north, and east
Went from island to island
Left islands because of overpopulation or conflict or perhaps famine
Maritime migration – over water
Outrigger canoes (w sails)
Reached FIJI around 1000 BCE
Reached the coast of Africa and Hawaii
Often described as a triangle: Hawaii, Easter Island, New Zealand
Originated in present day Nigeria/Congo (north west-ish Africa)
Moved throughout sub-Saharan Africa
1000 year long migration
Migrated along bodies of water
Migrated because of PERHAPS:
Shifting geography (advance of the desert)
Conflict
Overpopulation
SIGNIFICANCE:
Brought plants and animals (flora/fauna diffusion)
Linguistic diffusion
They populated the Pacific islands
They imported their own social structure to the islands they settled
Bantu based languages
Swahili
Their arrival created conflict
Agricultural diffusion
Metallurgical diffusion

15. Day 2: Describe the Polynesian and Bantu migrations and identify their significance.
DESCRIPTION:
Origins in South Pacific
Migrated by boat
Conflict precipitated migration
Overpopulation led to migration
Crossed to south Pacific (island hopping)
Due to drought, famine, population increase
Nomadic herders developed and passed on iron metallurgy skills
SIGNIFICANCE:
Developed double hulled boats
Brought plants and animals to places like Hawaii (pineapples and pigs)
Brought mining practices to islands
Transmitted culture
Spread Bantu language to sub-Saharan Africa (Swahili)
Brought agricultural; skllls
Brought irrigation technology which was greatly needed

16. 51: Copy the chart and create a thesis that COMP/CONT the content.

17. Day 50: Summarize the 3 categories and explain which was most important.

18. Day 49: List the characteristics of Islamic Caliphates, Feudalism & American (Maya) political structures and craft a COMP/CONT thesis.
Step 1: LIST the Characteristics
Step 2: Create the Question
Step 3: Write the thesis!

19. 48: Identify Continuity and Changes of State forms and interactions between the following
Abbasid and Tang
ABBASID – Located in Baghdad and radiated out from there, development of science and math (House of Wisdom), official language was Arabic (math/science) or Persian (literature) accepting of other religions and cultures (dhimmi, mawali), primarily Muslim, Theocracy/Aristocracy
TANG – Westward expansion, paper, Religious issues (Buddhism – Empress WU of the Tang Dynasty), Agricultural stability until it was not, Mandate of Heaven, Dynastic Cycle, Civil Service Exam fixed (then messed up), Meritocracy, Confucianism, Grand Canal
Mongol and Afro Eurasia
Crusaders and Everyone

20. 48: Identify Continuity and Changes of State forms and interactions between the following
Abbasid and Tang
ABBASID – EMPIRE, Centered around Islam, Long distance trade, Caliph, Strong central authority, tolerant to some people (mawali, dhimmi), intellectually strong (math, science)
TANG – DYNASTY (Dynastic cycle, Mandate of Heaven), Centered around Confucianism, Military campaigns, CSE, Empress WuTANG (Buddhism), Lack of effective leadership, corrupted CSE, Excessive rebellions,
Mongol and Afro Eurasia
Crusaders and Everyone

21. Day 45: COPY the Chart. Rank the 4 topics from SIG (4) to MOST SIG (1)
Day 45: COPY the Chart. Rank the 4 topics from SIG (4) to MOST SIG (1). Explain why you picked your #1

22. Day 44:Identify the CCOT regarding the role of women in terms of religion. Write a thesis. If you finish, write a body paragraph.

23. Day 43: COMP/CONT Land vs Sea Based Empires in a 3 Column Chart
Day 43: COMP/CONT Land vs Sea Based Empires in a 3 Column Chart. Create a THESIS or an analytical statement