Name_______________________________ Date______________ Period __

Unit 1 & 2 Postclassical Era Packet

Directions: This packet puts together the majority of our materials for the Post Classical Era (AP units
1 & 2). For each section, we have AMSCO and textbook readings, as well as digital resources to
provide information, followed by several documents and questions. For several topics, we will lecture in
class and space for notes is provided.

Resources

The resources below are to assist you in learning the material for both Units 1 and 2; use these in
conjunction with your textbook.

timemap this covers each region over time (CCOT).

Crash Course WH # 12-20

Heimler Unit 1 & Heimler Unit 2

Smith post classical lectures

Unit One: Global Tapestry Unit Two: Networks of Exchange

1.1 East Asia 2.1 Silk Roads

1.2 Dar al-Islam 2.2 Mongols

1.3 South & Southeast Asia 2.3 Exchange in the Indian Ocean

1.4 Americas 2.4 Trans-Saharan trade routes

1.5 Africa 2.5 Cultural consequences of connectivity

1.6 Europe 2.6 Environmental consequences of connectivity

1.7 comparison 2.7 Comparison of economic exchange

** Attached to most activities is a graded assignment, it is imperative that you complete the activities
FIRST and then complete the graded assignment. Each assignment is designed to practice an AP skill
covering MCQ, SAQ, and doc. analysis/writing!

*** There are due dates for each activity and assignment for each week on the calendar, HOWEVER
we have built in FLEX Days so you can get caught up on activities you have not finished. The deadline
for the entire packet AND grade assignments is Thursday October 26th, you will be using the packet
to help you prep for a DBQ!

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 Introduction to Postclassical
Directions: Use the AMSCO Book Pg. LIV-1, 75 to label each state as you read and take notes.
Please answer the question below once you have finished labeling your map.

Explain the similarities and differences in the processes of state formation from c. 1200 to c. 1450.

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AMSCO Part 3: POstclassical Civilizations 600 CE - 1200 CE

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 Unit 1.1: East Asia

Directions: Use the AMSCO book pg. 3-11, Ways of the World pg. 317-338, 341-345 (ch 8), 500-502
(ch 12) to take notes over the developments of East Asia. This Timemap illustrates the development
and expansion of empires in East Asia, using it as a visual resource while taking notes. GRADED
ASSIGNMENT

Learning Targets:
● Explain the systems of government employed by Chinese dynasties and how they developed
over time.
● Explain the effects of Chinese cultural traditions on East Asia over time.
● Explain the effects of innovation on the Chinese economy over time.

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 Unit 1.2 Dar al-Islam
Directions: Use the AMSCO pg. 15-19, Ways of the World pg. 357-387 (ch 9), 508-512 (ch 12) to take
notes over the developments of Dar al-Islam. This Timemap illustrates the development and expansion
of empires in Dar al-Islam, using it as a visual resource while taking notes.

Fall of the Abbasid Dynasty

Seljuk Empire Mamluk Sultanate Delhi Sultanate

Dates: Dates: Dates:

Location: Location: Location:

Religion: Religion: Religion:

Rise to Power: Rise to Power: Rise to Power:

Connections:

Summary:

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 Achievements of Dar al-Islam

Key Concept: As the Abbasid Caliphate fragmented, new Islamic political entities emerged. These
states demonstrated continuity, innovation, and diversity. Muslim states and empires encouraged
significant intellectual innovations and transfers.
● Advances in mathematics (Nasir al-Din al-Tusi)
● Advances in literature ('A'ishah al-Ba'uniyyah)
● Advances in medicine
● Preservation and commentaries on Greek moral and natural philosophy
● House of Wisdom in Abbasid Baghdad
● Scholarly and cultural transfers in Muslim and Christian Spain

Setting the Stage: During the Abbasid Caliphate, the Caliph Al-Ma'mun formally established the Bayt
al-Hikma—the House of Wisdom—in Baghdad as a center of learning and translation. A golden age of
learning and culture soon spread throughout the Islamic world: Dar al-Islam, spanning from northern
India across the Middle East, North Africa and southern Spain. These regions are now under the rule of
different caliphates, but Islam still unites these lands. You have been hand chosen by the caliph to
identify the most important achievements that would enhance his rule and help him expand the Islamic
empire. In each category, choose the two achievements or developments you deem most important for
the caliph.

Category Brief Description Category Brief Description

Mechanical Medicine
Devices &
Engineering

Science Other
Achievements

Mathematics GRADED ASSIGNMENT

Once you have finished the assignment over Dar

al-Islam, please answer the following reading
comprehension questions linked above.

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 Unit 1.3 South & Southeast Asia

Directions: Use the AMSCO pg. 23-29, Ways of the World pg. 289-293 (ch 7), 376-379 (ch 9), 512-514
(Ch 12) to take notes over the developments of South and SE Asia. These SA Timemap and SEA
Timemap illustrate the development and expansion of empires in South and Southeast Asia, using it as
a visual resource while taking notes. GRADED ASSIGNMENT

Directions: Use pg. 285-292 and the link HERE to complete the assignment. Label the following items
on the map as you read to visualize your notes, including the movement of people, goods, and
religions.

Empires of South and Southeast Asia: Give a Spread of Religion: Give a short description of
short description of these empires on your map. the religions in South and Southeast Asia. How
● Chola Dynasty did they change or stay the same as they
spread?
● Vijayanagara Empire
● Hinduism
● Rajput Kingdom ● Islam
● Delhi Sultanate ● Buddhism
● Srivijaya Kingdom
● Majapahit Kingdom
● Khmer Empire

Social Structures in South Asia Cultural Interactions in South Asia

● How did gender roles change in this ● How did cultures interact with one another
region? Take these notes on the map. in this region? What ideas were spread?
Art? Architecture?

As you label your map, use the space below to take notes if you do not have enough room on your
map.

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 Unit 1.4 Americas Lecture

Directions: Use the AMSCO pg. 33-39, Ways of the World pg. 300-303 (ch 7) 494-496 & 514-521 (ch
12) to take notes over the developments of the Americas. This NA Timemap and SA Timemap
illustrates the development and expansion of empires in the Americas, using it as a visual resource
while taking notes. GRADED ASSIGNMENT

Please take notes on the space below as you follow along with the lecture.

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 Unit 1.5 Developments in Africa
Directions: Use the AMSCO pg. 43-49, Ways of the World pg. 293-300 (ch 7), 380-382 (ch 9), 496-499
& 512 (ch 12) to take notes over the developments in Africa. This Timemap illustrates the development
and expansion of empires in the Americas, using it as a visual resource while taking notes.

Part 1: Historical Context - Zimbabwe

Directions: Use the BLUE hardback textbook to take some quick notes over Great Zimbabwe pg.
425-426

Part 2: Sourcing

Directions: Use your notes from the BLUE textbook to assist you with the sourcing activity.
Link to Presentation: Zimbabwe Sources

Map/Geography:
1. In which region of Africa is Zimbabwe located?

2. Why might Sofala be so important to Great Zimbabwe?

Source 1:
3. What might be in the center of the banknote?

4. What does the fact that it appears on the banknote tell you about its importance?

Sources 2-6:
5. Who do you think might have lived in the “Hill Complex”? Who might have lived in the “Great
Enclosure”? Explain.
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 6. Based upon what you read in Source 4 and 5, what might be some issues that could cause
problems for Zimbabwe leading to its decline?

Source 7:
7. What are some of the items they might be buying? (list at least 3)

Sources 8-12:
8. How could you tell something powerful from an ordinary person in Zimbabwe?

Source 13-17:
9. What different reasons are given for how Zimbabwe became wealthy?

10. What reason(s) do you think are most likely?

11. Why do historians disagree on this matter?

Sources 18-22:
12. Which sources state the Africans built Zimbabwe?

13. Why did white people say that Africans couldn’t have built it?

Source 23:
14. How does modern Zimbabwe remember its past? (hint: Why do you think they have so many
symbols from the past?)

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 Unit 1.6 Developments in Europe
Directions: Use the AMSCO pg. 53-61, Ways of the World pg. 403-435 (ch 10), 502-508 (ch 12) to
take notes over the developments of Europe. This Timemap illustrates the development and expansion
of empires in the Americas, using it as a visual resource while taking notes. GRADED ASSIGNMENT

Please take notes on the space below as you follow along with the lecture.

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 Unit 2.1, 2.3, and 2.4 Trade Routes
Directions: Use the AMSCO and your textbook to take notes over the different trade routes during the
Postclassical Period, the trade routes activities are separate from your notes. Your notes should cover
the Who, What, Where, When, and How of exchange during this time period, keep your notes simple!

Silk Roads Exchange in the Indian Ocean Trans-Saharan trade routes

● AMSCO pg. 77-81 ● AMSCO pg. 95-100 ● AMSCO pg. 103-107

● Ways of the World pg. ● Ways of the World pg. ● Ways of the World pg.
278-285, 338-340 (ch 8) 285-295 295-300

2.1 The Silk Roads

2.3 Indian Ocean Trade

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 2.4 Trans-Saharan Trade

Directions: Label the Silk Road, Indian Ocean, and Trans-Saharan trade routes on the map below.
Use a different color for each and make a key.

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 Unit 2.2 Mongols
Directions: AMSCO pg. 85-91, Ways of the World pg. 449-478 (ch 11) to take notes over the
developments of the Mongols. Please complete the GRADED ASSIGNMENT once notes are completed.

Please take notes on the space below as you follow along with the lecture.

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 Unit 2.5 and 2.6 Consequences of Connectivity

Directions: Use the AMSCO to learn about the connections made culturally and economically during
the Postclassical Period, you will be using these resources to answer the discussions questions below.
Be prepared to participate in our whole class discussion!

2.5 Cultural consequences of connectivity 2.6 Environmental consequences of

connectivity

● AMSCO pg. 111-117 ● AMSCO pg. 121-123

● Notes from Packet ● Notes from Packet
● Trade Routes Activity ● Trade Routes Activity

What were the causes of increased trade?

What were the effects of increased trade?

What were the origins and impact of the Silk Road?

What are the origins and impact of Indian Ocean Trade?

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 What are the origins and impact of Trans-Saharan Trade?

What are some intellectual and cultural exchanges made on trade networks from 1200 CE to 1450
CE?

What are some similarities and differences among various exchange networks from 1200 CE to 1450
CE?

Which trade route was most significant during the Post Classical Era?

Directions: Today we will have a Socratic Seminar about the consequences of exchange in the Post
Classical Era. For each question, have discussion points and a potential answer ready, with supporting
reasoning and evidence. Use the space below for any extra notes.

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