Interregional Unity
Big Era Five
Patterns of Interregional Unity
300 - 1500 CE
Panorama Teaching Unit
Patterns of Interregional Unity
300 - 1500 CE
PowerPoint Overview Presentation
Patterns of Interregional Unity
Table of Contents
Why this unit? 2
Unit objectives 2
Time and materials 2
Authors
2
Introductory activity 3
Lesson 1: Population and migration relatives? tT 7
Lesson 2: States and empires physically human?........................................................................................... 8
Lesson 3: Trade and transfers of products and technology
13
Lesson 4: Spread of religion
16
Lesson 5: Scientific and intellectual exchanges
21
Lesson 6: Transfer of crops and agriculture
26 …show more content…
(It created a demand for goods, increased the available labor force, caused urbanization, or brought more people into contact with one another.)
What kinds of places were involved in the transfer of goods, ideas, crops, and technologies across the hemisphere? (Permanent and seasonal markets, urban bazaars, royal courts, libraries, universities, caravansaries, monasteries, landowners’ estates, castles, route junctions, and river crossing-points.)
How did the introduction of specific technologies during Big Era Five affect societies that received them? What evidence might be found to show that an item was accepted, modified, or rejected?
To include the Americas in this activity, list items that were traded among indigenous American groups (Turquoise, mica, gold, silver, shell). Discuss as a class what might make it difficult for historians to create maps of trade networks in the Americas for Big Era Five? (Lack of written records, disappearance of some groups after 1500 CE, loss of languages, and incompleteness of archaeological …show more content…
The Qur’an teaches that God repeatedly sent prophets to humankind with the same basic message of belief in One God and of the necessity to worship and act according to strong moral standards. The prophets and their scriptures are recognized by Muslims as having the same divine source, so the major biblical prophets Noah, Abraham, Moses, and Jesus, as well as lesser known prophets, are honored in Islam. This religion teaches that earlier scriptures were sometimes lost or altered, or were superseded by later revelation. Therefore, Muhammad, the final prophet, completed God’s message to
Patterns of Interregional Unity
300 - 1500 CE
Panorama Teaching Unit
Patterns of Interregional Unity
300 - 1500 CE
PowerPoint Overview Presentation
Patterns of Interregional Unity
Table of Contents
Why this unit? 2
Unit objectives 2
Time and materials 2
Authors
2
Introductory activity 3
Lesson 1: Population and migration relatives? tT 7
Lesson 2: States and empires physically human?........................................................................................... 8
Lesson 3: Trade and transfers of products and technology
13
Lesson 4: Spread of religion
16
Lesson 5: Scientific and intellectual exchanges
21
Lesson 6: Transfer of crops and agriculture
26 …show more content…
(It created a demand for goods, increased the available labor force, caused urbanization, or brought more people into contact with one another.)
What kinds of places were involved in the transfer of goods, ideas, crops, and technologies across the hemisphere? (Permanent and seasonal markets, urban bazaars, royal courts, libraries, universities, caravansaries, monasteries, landowners’ estates, castles, route junctions, and river crossing-points.)
How did the introduction of specific technologies during Big Era Five affect societies that received them? What evidence might be found to show that an item was accepted, modified, or rejected?
To include the Americas in this activity, list items that were traded among indigenous American groups (Turquoise, mica, gold, silver, shell). Discuss as a class what might make it difficult for historians to create maps of trade networks in the Americas for Big Era Five? (Lack of written records, disappearance of some groups after 1500 CE, loss of languages, and incompleteness of archaeological …show more content…
The Qur’an teaches that God repeatedly sent prophets to humankind with the same basic message of belief in One God and of the necessity to worship and act according to strong moral standards. The prophets and their scriptures are recognized by Muslims as having the same divine source, so the major biblical prophets Noah, Abraham, Moses, and Jesus, as well as lesser known prophets, are honored in Islam. This religion teaches that earlier scriptures were sometimes lost or altered, or were superseded by later revelation. Therefore, Muhammad, the final prophet, completed God’s message to