Unit #5: PT Roots Of Civ.

NAME: ________________________________ DATE: ________________ PER: ____

Unit #5: Cooperation & Competition

Performance Task: Trade DBQ

Essential Question – “Throughout history, has trade been more

beneficial or harmful?”

Thesis: Trade has had a tremendous impact on civilizations in both

positive and negative ways.

Part A: Document Analysis

This question is based on the accompanying documents (1-8). Some of

the documents have been edited for the purpose of the question. The

question is designed to test your ability to work with historical

documents. As you analyze the documents, take into account both the

context of each document and any point of view that may be presented

in the document.

Task:

Using information from the documents provided and your knowledge of

social studies, answer the questions that follow each document in Part

A. Identify and explain positive and negative change through trade

within the civilization. Your answers to the questions will help you

write the Part B essay in which you will be asked to:

• Discuss the factors leading to trade networks.

• Discuss the role of trade on the lives of nations and their people

throughout history.

• Describe how trade has created both beneficial and harmful changes

within civilizations as a result of trade.

Document #1: Phoenician Trade

How many different types of products were available to the Phoenicians through

trade?

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List four of them:

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If you were a merchant (a person who buys and sells goods) from Iberia (modern day

Spain), what is a trade deal you could agree on with someone from Greece? ________________________________________________________________________

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Using the map, explain how people living in this region shown on the map would

depend on and benefit from the Phoenician trade network and their colonies. ________________________________________________________________________

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Gold

Gold

Gold ↓

Grain

Grain

Iron

Tin

Silver

Oil & Wine

Iron

Silver

Copper

Tin

Copper ↑

Timber

Product

Tin ↑

Locations of resources

Document #2: The Silk Road

The Silk Roads is the name given to

the 5000-mile-long network of trade

routes that connected East Asia,

Central Asia, and Europe during the

13th and 14th centuries. In the East,

the Silk Roads began in the ancient

city of Ch'ang-an. From there,

caravans of traders carried silk, tea,

and pottery westward, sometimes

crossing the mountains and deserts

of Central Asia and the Middle East.

Religious practices like Islam, Buddhism, and Christianity spread from the Silk Roads. In

the city markets, traders from the East and West helped spread traditions, art, and culture.

Inventions such as gunpowder, paper, and the magnetic compass also gained popularity

along the Silk Roads.

What was the importance of the Silk Roads and their impact on the spread of

culture? Provide at least two examples.

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Explain how the pictures above are an effect, or a result, of the Silk Road. (Think

about geographic location and origins of ideas or products)

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Muslims praying at a mosque in Urumqi, China. Picture from a German book from the 1400s A.D.

showing a handgun being fired.

Document #3: The Swahili Coast

1. How was Swahili an effect, or result, of mixed cultures in the Swahili Coast?

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2. What influence did religion and trade have on the development of East Africa's

Swahili Coast?

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On the edge of the Indian Ocean, the Swahili Coast is among Africa's most distinct regions. For centuries,

Arabs, Indians, Portuguese and more came to these shores bringing bananas, cloves, cinnamon and pepper,

and left with gold, ivory and slaves. The influence of this trade network has lasted for centuries, reflected in

the region's architecture, cuisine, music, language and dhow sailboats. The Indian Ocean's monsoon winds lay

the foundation for what would be one of Africa's oldest and richest trading histories. Between November and

March, Arabic ships from Oman and Indian ships sailed south to the Swahili Coast, and returned home again

on northern winds in July and September. Between monsoon periods, the traders lived among the coast's

Bantu-speaking people (Africans). Swahili, the area's dominant language, reflects this mix, combining African

languages with some Arabic and Indian words. Today, most people who call themselves Swahili are also

Muslim (followers of the religion of Islam) and trace their roots back to Arab traders, but enjoy music and

food that is distinctly African. Rich from trade with countries as far away as China, the Swahili Coast had

powerful city-states ruled by sultans who lived in coral palaces.

Dark shade represents Islam

Document #4: The Black Plague

1. According to this map, what areas of Europe were hit by the plague first?

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2. How does Agnolo’s quote correlate or connect with the map?

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“They died by the hundreds, both day and night, and all were thrown in …

ditches and covered with earth. And as soon as those ditches were filled,

more were dug. And I, Agnolo di Tura … buried my five children with

my own hands … And so many died that all believed it was the end of the

world.” - Agnolo di Tura (Sienna, Italy, 1348)

Document #5: Marco Polo (1254-1324)

Marco Polo was born in 1254 in Venice, Italy. His father, Nicolo, was also an explorer

and influenced Marco Polo to travel East into the lands of Asia along the Silk Road.

His journey through Asia, from Mongolia to China, lasted 24 years. His writings of

China inspired other Europeans such as Columbus, to travel the world as well.

Marco Polo was amazed with China's power and wealth. Their economy was much

larger than Europe’s economy. Marco Polo reported that China manufactured

around 125,000 tons of iron each year (a level not reached in Europe until five-

hundred years later). Salt production was on an enormous scale: just one of China’s

provinces was able to produce 30,000 tons in one year. A canal-based

transportation system linked China's huge cities and markets. Paper money was

used instead of trading goods for other goods. The citizens could use the money to

purchase books, rice, fine porcelain bowls and silk garments. They lived in rich cities

that no European town could match.

He brought many new ideas and goods back to Europe such as ivory, jade, porcelain

and silk. The Chinese taught Marco Polo how to burn coal for heat, something that

had never been done in Europe before his journey. However, many Europeans did

not believe Marco Polo’s account of his journey because they had never seen

anything like what he was describing. They only believed him once trade brought

the goods to their civilizations.

What conclusions can you make about how Marco Polo changed Europe after he returned

from Asia? Support with evidence.

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“More precious and costly wares are

imported into Khan-balik than into

any other city in the world… All the

treasures that come from India-

precious stones, pearls and other

rarities – are brought here. So too are

the costliest products of China itself.”

MARCO POLO, The Travels of Marco Polo

Document #6: The Columbian Exchange

1. What was beneficial about Columbian Exchange? What was harmful?

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2. Overall, was the Columbian Exchange more helpful or harmful for world

civilizations? Support your claim.

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After the time of Christopher Columbus, there was constant movement of people and

products from Europe and Africa to the Americas. The large-scale transfer of foods,

plants, and animals was called the Columbian Exchange. Important foods such as corn

and potatoes were taken from the Americas to Europe, Africa, and Asia.

Some foods moved from the Old World to the New. Bananas, black-eyed peas, and

yams were taken from Africa to the Americas. Cattle, pigs, and horses had never been

seen in the Americas until the Europeans brought them. Deadly illnesses also moved

to the Americas. They killed a large part of the Native American population.

Document #7: Triangular Trade

1. What goods were exchanged in the triangular trade system? What role did the

slave trade play in the triangular trade?

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2. In the triangular trade system, Europe received the greatest amount and variety

of goods as opposed to colonial America and Africa. What might explain this

situation?

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The triangular trade featured the exchange of goods and slaves between Europe, Africa, and the colonial

Americas. The triangular trade used a number of different trade routes. In one common route, European

merchants exchanged manufactured goods, such as guns and alcohol, for African slaves. These merchants then

transported the slaves on the infamous Middle Passage across the Atlantic Ocean to various locations in the

Americas. There, merchants traded slaves for raw materials, such as sugar, molasses, and lumber, which they

transported back to Europe, where the materials might be used to make manufactured goods.

Use the chart below to record examples of intentional and unintentional

changes that resulted from trade from the documents you just read.

Trade/Traders Benefits

Harm / Disadvantage

Phoenicians

The Silk Road

Swahili Trade

The Black Plague

Marco Polo

Columbian

Exchange

Triangular Trade

Part B: DBQ Essay

Directions:

Write a well-organized essay that includes an introduction, several

paragraphs, and a conclusion. Address all aspects of the task by accurately

analyzing at least four documents. Support your response with relevant facts,

examples, and details. Include additional outside information.

Historical Context:

Trade has had a tremendous impact on civilizations in both positive and

negative ways.

Task:

Using information from the documents and your knowledge of social

studies, write an essay in which you answer the following question:

“Throughout history, has trade been more beneficial or harmful?”

FORMAT

•The DBQ Essay will NOT be accepted if these are not present:

• Name/Period on front page

• Citation of sources (in text--parenthetically)

• Discuss the factors leading to trade networks.

• Discuss the role of trade on the lives of nations and their people

throughout history.

• Describe how trade has created both beneficial and harmful changes

within civilizations as a result of trade.