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You can read the transcripts in lieu of watching the Crash Course videos.

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The Agricultural Revolution: Crash Course World History #1

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1. Complete the key concept chart we started in class. (what you know, what you need to know, key terms)
2. Watch the video's using your ear buds and answer the following questions on loose-leaf. You must be sure to answer all questions with Specific Historical  Evidence and explain WHY or HOW.
3. Working with the Evidence p. 312 to 321 in your textbook. (see number 7).

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Chapter 7 in your Strayer text complete pages 312 to 321. Be sure to answer all questions with Specific Historical  Evidence and explain WHY or HOW.

For each piece of evidence/document you should be able to:

H: Historical Context (aka little c): What’s the date? What was going on at the time of the document? Are there other big events that could have motivated the writer/creator/author at the time to inspire a change?

I: Intended Audience: Who did the speaker (author/creator) intend to reach? Who was meant to read, see, or hear the document?

P: Purpose: Why did the speaker create this document? What is he/she trying to change?

P: Point of View: What is the speaker’s position in society, and how does this impact his/her view? Does he/she convey emotion? Does he/she have a defined political, religious, or economic view that a reader should consider? Consider the context, audience, and purpose when writing POV.

O: Outside Information: What additional evidence can you tie to the documents? Can you make a connection to the argument? Can you include more evidence, separate from the Context?

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1. Why did the people of Mesoamerica value turquoise?
2. What did the Anasazi receive in return for their turquoise?
3.What traveled north other than physical goods?
4. What comparable exchange took place in Afro-Eurasia?

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Video on Demand - Bridging World History - Unit 9. Connections Across Land

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distance learning license. All Video on Demand files are protected by copyright law . Downloading, in whole or in part, is strictly prohibited. Offenders will be subject to civil and/or criminal liability under applicable laws.

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1. What problems did Mansa Musa cause in the places he traveled?
How did the empires of West Africa convert to Islam?
2. How did the empires of West Africa covert to Islam?
3. What do the writing of Ibn Battuta tell us about cross0cultural interactions and how culture and religion become transformed when brought to new places?
4. What linked the peoples of East Africa?

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Mansa Musa and Islam in Africa: Crash Course World History #16

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3. Crash Course: Int'l Commerce, Snorkeling Camels, and The Indian Ocean Trade

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3. Crash Course: Int'l Commerce, Snorkeling Camels, and The Indian Ocean Trade

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1. How did the Mongols contribute to the decline of trading by sea?
2. What made Muslin merchants successful enough to be key players in Indian Ocean Trade?
3. Why isn't the best strategy for building and empire?

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Int'l Commerce, Snorkeling Camels, and The Indian Ocean Trade: Crash Course World History #18

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In which John Green teaches you the history of the Indian Ocean Trade. John weaves a tale of swashbuckling adventure, replete with trade in books, ivory, and timber. Along the way, John manages to cover advances in seafaring technology, just how the monsoons work, and there's even a disembowelment for you Fangoria fans.

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Based on the map where might piracy be an issue, and why?

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1. What were the long term and short term effects of the Black Death across Afro-Eurasia?
2. What infectious diseases are of most concern in the 20th century?

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The Black Death was a devastating global epidemic of bubonic plague that struck Europe and Asia in the mid-1300s. Explore the facts of the plague, the symptoms it caused and how millions died from it.

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3.1 Expansion and Intensification of Communication and Exchange Networks

Though Afro-Eurasia and the Americas remained separate from each other, this era witnessed a deepening and widening of old and new networks of human interaction within and across regions. The results were unprecedented concentrations of wealth and the intensification of cross-cultural exchanges. Innovations in transportation state policies and mercantile practices contributed to the expansion and development of commercial networks, which in turn served as conduits for cultural, technological, and biological diffusion within and between various societies. Pastoral or nomadic groups played a key role in creating and sustaining these networks. Expanding networks fostered greater inter-regional borrowing while at the same time sustaining regional diversity. Significantly, Islam, a major religion, emerged at the start of this period and spread quickly through practices of trade, warfare, and diffusion characteristic of this period

I.         Improved transportation technologies and commercial practices led to an increased volume of trade, and expanded the geographical range of existing and newly-active trade networks.

a)   Existing trade routes including the Silk Roads, the Mediterranean Sea, the trans-Saharan and the Indian Ocean basins flourished and promoted the growth of powerful new trading cities. (such as—to mention just a few—Novgorod, Timbuktu, the Swahili city-states, Hangzhou, Calicut, Baghdad, Melaka, Venice, and, in the Americas, Tenochtitlan or Cahokia)

b)   Communication and exchange networks developed in the Americas.(such as Mississippi River Valley, Mesoamerica, and the Andes)

c)   The growth of inter-regional trade in luxury goods (such as silk and cotton textiles, porcelain, spices, precious metals and gems, slaves or exotic animals) was encouraged by significant innovations in previously-existing transportation and commercial technologies, including the caravanserai, use of the compass, astrolabe, and larger ship designs in sea travel, and new forms of credit and monetization. (such as bills of exchange, credit, checks or banking houses)

d)   Commercial growth was also facilitated by state practices (such as the minting of coins or use of paper money), including the Inca road system, trading organizations, including the Hanseatic League, and state-spon-sored commercial infrastructures including the Grand Canal in China.

e)   The expansion of existing empires—including China, the Byzantine Empire, and the Caliphates—as well as new empires—like the Mongols—facilitated trans-Eurasian trade and communication as new peoples were drawn into their conquerors’ economies and trade networks. Required Examples

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

a)   The expansion and intensification of long-distance trade routes often depended on peoples’ understanding of a particular regional environment and their subsequent technological adaptations to them. (such as the way Scandinavian Vikings used their longboats to travel in coastal and open water as well as rivers and estuaries, the Arabs and Berbers adapted camels to travel across and around the Sahara, or central Asian pastoral groups used horses to travel in the steppes)

b)   Some migrations had significant environmental impact, including the migration of the agricultural Bantu-speaking peoples who facilitated transmission of iron technologies in Sub-Saharan Africa, and the maritime migrations of the Polynesian peoples who cultivated transplanted foods and domesticated animals as they moved to new islands.

c)   Some migrationsand commercial contacts led to the diffusion of languages throughout a new region or the emergence of new languages. (such as the spread of Bantu languages, including Swahili, or the spread of Turkic and Arabic languages)

III.         Cross-cultural exchanges were fostered by the intensification of existing or the creation of new networks of trade and communication.

a)   Islam developed in the Arabian peninsula from the interactions among Jews, Christians, and

b)   Zoroastrians with the local peoples and expanded to many parts of Afro-Eurasia due to military expansion and the activities of merchants and missionaries.

c)   In key places along important trade routes, merchants set up diaspora communities where they introduced their own cultural traditions into the indigenous culture. (such as Muslim merchant communities in the Indian Ocean region, Chinese merchant communities in Southeast Asia, Sogdian merchant communities throughout Central Asia or Jewish communities in the Mediterranean, Indian Ocean basin, or along the Silk Roads)

d)   The writings of certain inter-regional travelers (such as Ibn Battauta, Marco Polo or Xuangzang) illustrate both the extent and the limitations of inter-cultural knowledge and understanding.

e)   Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions, (such as the influence of Neo-Confucian-ism and Buddhism in East Asia, Hinduism and Buddhism in Southeast Asia, the influence of Islam in sub-Saharan Africa and Southeast Asia or the influence of Toltec/Mexica and Inca traditions in Meso- and Andean America) as well as scientific and technological traditions (such as the influence of Greek and Indian mathematics on Muslim scholars, the return of Greek science and philosophy to western Europe via Muslim al-Andalus in Iberia, or the spread of printing and gunpowder technologies from East Asia into the Islamic empires and into Western Europe)

IV.         There was continued diffusion of crops and pathogens, including epidemic diseases like the bubonic plague, throughout the Eastern Hemisphere along the trade routes.(such as bananas in Africa, new rice varieties in East Asia, or the spread of cotton, sugar and citrus throughout Dar-al Islam and the Mediterranean basin)

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1. If the Silk ROads wasn't a road, what was it, and why was it called the Silk Road?
2. Why would nomadic  people be important along the Silk Road?
3. Why did the new cities developed by nomads become important

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The Silk Road and Ancient Trade: Crash Course World History #9