World History AP withMr. Derrick-Learning Targets Part2- The Classical Era in World History, 500B.C.E. -500C.E. Chapter6- Classical Era Variations: Africa and the Americas500B.C.E.–1200C.E.
★ Analyze classical civilizations thatevolvedoutsideof themorewell-known civilizations of Eurasia ★ Comparethedevelopmentof civilizationsinAfrica and the Americas
★ Examinethefactorsthatmakecivilizationsdevelop andanalyzewhytheydevelop differentlyin someregions ★ Distinguishthecharacteristics of complex civilizationsandjudgewhether theycould develop without any recognizable centralized control
Big Picture Questions
1. “The particular cultures and societies of Africa and of the Americas discussed in this chapter developed largely in isolation from one another.” What evidence would support this statement and what might challenge it? 2. “How do you understand areas of the world, such as Bantu Africa and North America, that did not generate “civilizations”? Do you see them as “backward”, as moving slowly toward civilization, or as simply different? 3. How did African proximity to Eurasia shape its history? And how did American separation from the Eastern Hemisphere affect its development? 4. “The histories of Africa and Americas during the second-wave era largely resemble those of Eurasia.” Do you agree with this statement? Explain why or why not.
Margin Review Questions
1. What similarities and differences are noticeable among the three major continents of the world?
2. How didthehistory of Meroë and Axumreflectinteraction with neighboring civilizations?
3. How does theexperienceoftheNiger Valleychallengeconventionalnotions of “civilization”?
4. With whatEurasian civilizations might the Maya be compared?
6. WhatkindofinfluencedidChavínexertin theAndes region?
7. WhatfeaturesofMochelifecharacterizeitas acivilization?
8. What was the significance of Wari and Tiwanaku in the history of Andean Civilization?
9. What features common to all civilizations can you identify in the civilizations of Africa and the Americas? What distinguishing features give them a distinctive identity?
10. In what ways did the arrival of the Bantu-speaking peoples stimulate cross-cultural interaction?
11. In what ways were the histories of the Ancestral Pueblo and the Mound Builders similar to each other, and how did they differ?
Ancestral Pueblo: Formerly known as the Anasazi, this people established a mixed agricultural and gathering/hunting societyin thesouthwestern partofNorth America. (pron. PWAY-blow) Apedemek: The lion god of classical Meroë; his popularity shows a turn away from Egyptian cultural influence. (pron. ah-PED-eh-mek) Axum: Classical-era kingdom of East Africa, in present-dayEritreaandnorthern Ethiopia; flourishedfrom 100to600c.e. (pron. AX-uhm) Bantu expansion: Gradual migration of Bantu-speaking peoples from their homeland in what is now southern Nigeria and the Cameroons into most of eastern and southern Africa, a process thatbegan around 3000 b.c.e. and continued for several millennia. The agricultural techniques and ironworking technology of Bantu-speaking farmers gave them an advantage over the gathering and hunting peoples theyencountered. (pron. BAHN-too) Batwa: Forest-dwelling people of Central Africa who adopted some oftheways oftheirBantu neighbors whileretaining distinctivefeatures oftheirown culture; alsoknown as “Pygmies.”(pron. BAHT-wah) Cahokia: The dominant center of an important Mississippi valley mound-building culture, located near present-daySt. Louis, Missouri; flourishedfromabout900to1250c.e. (pron. cah-HOKE-ee-ah)
Chaco Phenomenon: Name given to a major process of settlement and societal organization that occurred in the period 860–1130 c.e.
among the peoples of Chaco canyon, in what is now northwestern New Mexico; the society formed is notable for its settlement in large pueblos and for thebuilding ofhundreds ofmiles ofroads...
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