1. Guided Reading from Tuesday: Look back over your guided readings from last Friday, your annotated Spread of Islam map, and your group readings. Review in your groups: What do you understand about the civilizations in the different regions and how they blended culture with each other? What do you understand about trade, education, technology, and ideas that helped unify the separate Islamic regions? What do you understand about the history of Islam and the diverse ways people view Islam? What don’t you understand about the ideas above? Write your questions on the board.

4. DBQ Review: What are all the things you have to do and include on the DBQ essay? List everything you remember.

5. As a group: Start with what is missing: A.Brainstorm at least three documents that should be included that would help give more information about this topic. B.For each document, include what you think it would tell us that we don’t see from the included documents

6. As a group: Thesis Evaluation: Would you give the thesis statement a point? The major Christian and Islamic states which flourished in the Middle Ages often interacted with each other, sharing the same markets and customers. From the Middle East to North Africa (and even European and Asian markets) these merchants battled over the sale of their wares almost as often as they clashed over their faith. The faiths themselves both offer unique and evolving opinions on the merchants and indeed trade as a whole. By examining the provided documents, one can see that both Christianity and Islam differed in their original treatment of trade, yet evolved to accommodate the different aspects of the exchanges. Both Christianity and Islam have negative attitudes toward some aspects of trade. However, other aspects of trade were viewed positively at one point in their history. The religions of Christianity and Islam had different views toward merchants and trade. Though both religions accept it, they hold different restrictions on both. According to their beliefs, Christians and Muslims look at trade and merchants from different points of view.

7. Reasoning and Grouping A group must include at least two documents For each document, include what the documents show about the thesis. Example: At least two documents must be repeated in a different group.

8. POV as a group Choose 4 documents and split them up: Analyze a documents religion, occupation, or time-period Assess the perspective the information shows Describe how the information might be limited

9. Guided Reading: Oceanic Trade Routes Pages 326-328 Vocabulary to watch for, understand, and remember Junks, Indian Ocean Trade Route, magnetic compass Civilizations impacted Abbasid, Song, Tang, Europe, Rome, Persia, East Africa Guiding Questions: Answer these completely, in your own words, in your reading section 1.What goods (luxury and staples) were exchanged along the Indian Ocean Trade Routes and how did they change over time? 2.What new technologies were developed to increase trade on the Indian Ocean? Who created them? 3.What cultures influenced areas connected with trade and what effects did they have?

10. Guided Reading: SaharanTrade Routes Pages 334-337 Vocabulary to watch for, understand, and remember Sahara, Sudan, Camel, Urban and commercial centers Civilizations impacted Ghana, Mali, Songhay, Kanem, Islamic Caliphates, North Africa Guiding Questions: Answer these completely, in your own words, in your reading section 1.What goods (luxury and staples) were exchanged along the Saharan Trade Routes and how did they change over time? 2.What new developments in trade helped facilitate trade across the Saharan Desert? 3.How were states like Mali affected by trade in developing administration, economic systems, and social hierarchy and equality? 4.What urban and commercial centers emerged in Sudanic Africa and what characteristics did they share?