• History is a study of the past.   John Fea, author of Why Study History? (2015), defines history as "the art of reconstructing the past" through disciplined interpretation and storytelling, emphasizing that it's not just the raw facts but a process of creating a narrative from evidence.

• Student Poll| If history was erased today and no one remembered it, would humans be in a better or worse place tomorrow?

• I. Notes: The Silk Road 

• II. Document Analysis: Marco Polo and the Silk Road (Image) 📜 

  • Look At | Three select students will have to circle one part of the image they feel is essential to understanding the source.

  • If no student points out the importance of the attribution/caption, remind the class that is the first thing they should do with any source work

  • Look Through | How would this document be useful to a historian who is studying the Silk Roads or answering a question related to trade along the Silk Roads?

• III. (Extension) Backpacks | Humans have a long history of wearing backpacks.  In fact, Otzi the Iceman, Europe's oldest known natural human mummy, carried a backpack with him around 3200 BCE.  🔗

  • • Identify three things you would expect to find in a backpack worn by Marco Polo.  

    • Please note, I could not find evidence that he wore a backpack, but why wouldn't he?!?

• Complete the Great Race activity as a class

• Zheng He conducted seven voyages along the Indian Ocean and beyond from 1405 to 1433.  As a member of his crew, during his fifth voyage (1417), he has asked you to choose an animal to really impress the Yongle emperor (r. 1402 to 1424).    

• Which animal would you choose and why? 

  • Lion    |   Leopard   |   Camel   |    Ostrich   |    Rhino    |    Zebra    |    Giraffe   

  • Note: all of these animals were actually brought back to China from Africa 🔗

• I. Writing Practice: 2008 CCoT | Analyze the changes and continuities in commerce in the Indian Ocean region from 650 to 1750 CE. 

• II. Notes: The Indian Ocean Trade Network

• III. (Extension) CCWH 18: The Indian Ocean Trade Network (YouTube)

•  Alfred Thayer Mahan, a naval strategist and future US admiral, is often quoted as saying in 1897, "Whoever controls the Indian Ocean will dominate Asia...The destiny of the world will be decided on its waters." 🔗

  • Using one piece of evidence from today's lesson on the Indian Ocean, identify whether you feel his assessment would also apply to the Indian Ocean c. 1200 to 1450.  Explain your answer.

Analyze similarities and differences in TWO of the following trade networks in the period 600 to 1450 CE.  Your response may include comparisons of biological, commercial, or cultural exchanges. 

• I. Notes: The Trans-Sahara Trade Network 

• II. (Extension) Art Analysis | Mali Horseman 

  • The Mali equestrian statue represents a warrior dressed in military gear.  The horse has a bridle and ceremonial adornments around its neck.  Some sources claim Mansa Musa's cavalry was 100,000 strong.  And yet, we do not know how statues like this one were used. 🔗

  • What do you think the equestrian statue was used for?  You may wish to consider that horses were not indigenous to Africa and required great care and maintenance (they were expensive).    

• Students draw a picture of something they learned over the last three days related to the trade networks

• The teacher will then scan these images and display them at the start of Friday's class

• The best picture will earn a BOON for next week's AP02-03 Thematic Chart

  • Some boons are giftable depending on how nice you are.

• Collect AP02 [ Review Guide ] Commerce and Culture

• Take the vocabulary quiz in Schoology.  You will have five minutes once you begin the quiz.  

Note: We will cover State Building [GOV] in the Americas in Week 7

• I. Notes: The Americas

• II. Introduce Resource | Heimler's History 

  • Heimler's History is one of previous students' favorite resources for studying.

  • Watch the episode, "Silk Roads, Indian Ocean, & Trans-Saharan Routes [ AP World History Review ] - Unit 2 Topics 1, 3, 4 🔗" as a means to wrap-up the major trade networks.  

• III: (Extension) Document Analysis: The Aztec Codex Mendoza, 1541 (Image) 📜

  • Identify and explain TWO historical claims about the Aztec state that can be supported based on the image.

  • Identify ONE limitation of the image as a source of information about the Aztec State

• This week you learned about how trade empires functioned and fostered the growth of empires.

  • How do you think the Inca Empire used quipu to help monitor trade within its borders?  

  • What functions might the quipu have been used for within the Inca Empire?  🔗

• Students view the work of their peers and say wonderful things about each other while making relevant connections to historical processes.  

• Students will select the best picture for each trade network.  

• I. Worksheet: The Six Themes of World History ✏️

• II. Trade and Grade Worksheet: Discuss any confusion about a theme is incorrect or why multiple themes apply

• III. Discussion: Which of the world history themes sounds most interesting to you?  Why?

• Next week we will be studying China and the World, c. 600 to 1300 CE.  Tell me three things you know about China before the year 1301.   

• I. Distribute: AP03 [ Review Guide ] China and the World

• II. Independent Work: Students are encouraged to begin the review guide so they can ask questions if necessary