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AP World History Study Guide and Graphic Organizers – Unit 3, Lecture notes of World History

Central Louisiana Technical Community College (CLTCC) - Sabine Valley CampusWorld History

AP World History Study Guide and Graphic Organizers – Unit 3: ... term “Islam” means submission, a Muslim is one who submits to the will of Allah.

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AP World History Study Guide and Graphic Organizers – Unit 3: Post-classical Period,
600 CE – 1450 CE
1. The Life of Muhammad
Because the life and teachings of Muhammad had such a profound affect on the Post-
classical world, knowledge of the major events of his life is required of all AP World History
students
The life of Muhammad
• born in 570 in Mecca located in the Arabian peninsula
• Mecca was important location for commerce and religion (polytheistic shrine: Ka’aba);
note relationship between pilgrims and success of merchants
• Muhammad raised by merchant grandfather and uncle, married widow of merchant
• ~610: Muhammad receives first revelations from archangel Gabriel; only one god, Allah
(already familiar to Arabic peoples)
• Muhammad’s beliefs and teachings threatened success of merchants thriving on
commerce from pilgrims
• 622: Muhammad and followers flee to Yathrib (Medina) where he was free to practice
and teach his faith; flight referred to as the hijrah; start of Muslim calendar
• Umma: rules that governed daily life and included procedures for the care of widows
and orphans as well as mounting an army of defense
• 629: Muhammad returns to Mecca to visit Ka’aba; pilgrimage referred to as the hajj
• 630: Muhammad and followers conquer Mecca
• 632: Muhammad dies without a successor
Why you should know this: You will be asked specific questions in the multiple choice
section about the events and chronology of Muhammad’s life. You may also need information
about his life as background information or examples for an essay question.
Example:
1. Muhammad
a. made provisions for the future leadership of Islam
b. established clear class distinctions for Islamic society
c. built on the religious traditions of the Arabian peninsula
d. went against established gender distinctions in the practice of his faith
e. spoke out against military conquest as a vehicle for the extension of Islam
Knowing about how Muhammad developed the Islamic faith would direct you to the
correct answer choice (c). Muhammad taught that one of the gods already familiar to the
Arabic peoples, Allah, was the one true god
2. Islam
As with other major world religions/belief systems, you will need to know the fundamental
beliefs of Islam, as well as the significance of the religion in terms of its cultural, social, and
political impact on its followers. Additionally, you will need to know about how Islam expanded
from the Arabian Peninsula to India, Southeast Asia, and Africa.
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Download AP World History Study Guide and Graphic Organizers – Unit 3 and more Lecture notes World History in PDF only on Docsity!

AP World History Study Guide and Graphic Organizers – Unit 3: Post-classical Period,

600 CE – 1450 CE

1. The Life of Muhammad

Because the life and teachings of Muhammad had such a profound affect on the Post-

classical world, knowledge of the major events of his life is required of all AP World History

students

 The life of Muhammad

• born in 570 in Mecca located in the Arabian peninsula

• Mecca was important location for commerce and religion (polytheistic shrine: Ka’aba);

note relationship between pilgrims and success of merchants

• Muhammad raised by merchant grandfather and uncle, married widow of merchant

• ~610: Muhammad receives first revelations from archangel Gabriel; only one god, Allah

(already familiar to Arabic peoples)

• Muhammad’s beliefs and teachings threatened success of merchants thriving on

commerce from pilgrims

• 622: Muhammad and followers flee to Yathrib (Medina) where he was free to practice

and teach his faith; flight referred to as the hijrah; start of Muslim calendar

• Umma: rules that governed daily life and included procedures for the care of widows

and orphans as well as mounting an army of defense

• 629: Muhammad returns to Mecca to visit Ka’aba; pilgrimage referred to as the hajj

• 630: Muhammad and followers conquer Mecca

• 632: Muhammad dies without a successor

Why you should know this: You will be asked specific questions in the multiple choice

section about the events and chronology of Muhammad’s life. You may also need information

about his life as background information or examples for an essay question.

Example:

  1. Muhammad a. made provisions for the future leadership of Islam b. established clear class distinctions for Islamic society c. built on the religious traditions of the Arabian peninsula d. went against established gender distinctions in the practice of his faith e. spoke out against military conquest as a vehicle for the extension of Islam

Knowing about how Muhammad developed the Islamic faith would direct you to the

correct answer choice (c). Muhammad taught that one of the gods already familiar to the

Arabic peoples, Allah, was the one true god

2. Islam

As with other major world religions/belief systems, you will need to know the fundamental

beliefs of Islam, as well as the significance of the religion in terms of its cultural, social, and

political impact on its followers. Additionally, you will need to know about how Islam expanded

from the Arabian Peninsula to India, Southeast Asia, and Africa.

 Islam

• term “Islam” means submission, a Muslim is one who submits to the will of Allah

• Founder: Muhammad; believed his revelations were an extension of Jewish and

Christian teachings; believed he was last prophet (Abraham, Moses, Jesus are also

prophets of Islam)

• Major beliefs: “Five Pillars”

 Faith: proclaim belief in only one god, Allah

 Prayer: five times a day, facing Mecca

 Fasting: from dawn to dusk during holy month, Ramadan; commemorates

revelations to Muhammad

 Alms-giving: pay zakat (tithe) to charity

 Pilgrimage (Hajj): Muslims must travel to Mecca to visit the Ka’aba

• Holy book: Quran (Koran), completed in 650, revelations and teachings of

Muhammad; Hadith is collected sayings of Muhammad; Shariah is moral code for

daily life, used to guide politicians and judges (criminal justice)

• Expansion of Islam

 Early expansion:

 spread through military conquest

 most of Arabian peninsula after death of Muhammad

 651: Persia conquered

 End of 7th^ century: Syria, Mesopotamia, Palestine, Egypt, Central Asia (around

Caspian Sea)

 8 th^ century: North Africa, India, Iberian peninsula

 early Muslim conquerors more concerned with gaining power for Muslim

leaders, not so much for the spread of religious beliefs

 India and Southeast Asia:

 12 th^ century: Muslim control of Indus River Valley and northern India

 Delhi Sultanate: ruled northern India, expanded control and influence through

military conquest in 13th^ century through the 16th^ century

 Particularly popular with Hindu lower classes (equality in faith for Muslims)

 Spread to Southeast Asia through merchants

 More converts in the islands than on the mainland

 Africa:

 jihad: Islamic holy war to spread Islam, brought Islam into Africa by the 8th

century

 spread along caravan routes

 10 th^ century: Egypt became Muslim, under control of Muslim rulers

 easily adopted by Sub-Saharan rulers in West Africa: Ghana, Mali; largely

adopted by only ruling/elite classes, commoners tended to remain polytheistic

or blended Islamic teachings with their indigenous beliefs

 East Africa (coastal areas): brought by traders

 not much success in the interior of Africa

 many women resistant to conversion because they had more freedoms with

indigenous belief systems

 Sunnis vs. Shi’ites

• Muhammad died before choosing a successor

• Caliph: successor to the prophet, combines religious and secular duties and authority

in one person

• Controversy over who should rightfully be caliph

• Shi’ites: only a descendent of the family of Muhammad may be caliph

• Sunni: any member of the umma (Muslim community) could be caliph

• Sunni is larger branch

• led to frequent, bloody conflicts that mirrored the political power struggle between

family clans to control Muslim lands

Why you should know this: You may be asked to identify differences between the two

branches or you may be asked to relate the separation to future conflicts between the two

groups.

Example:

  1. One of the weaknesses of the early Muslim empires was a. intolerance of the legal traditions of non-Muslim peoples b. disregard for the cultural traditions of conquered peoples c. failure to resolve questions of succession d. insistence on conversion of non-Arabs within the empire e. indifference to the Sunni/Shi’ite split

Knowledge of the significance of the split between Sunni and Shi’ite Muslims as a

dominating theme of early Muslim history would lead you to the correct answer choice,

(c).

4. Muslim Caliphates of the Post-classical Era

You need to know the general characteristics of the Muslim Caliphates, especially in

terms of expansion of influence, the blending of cultures, and the influence of Islam on

conquered peoples. Additionally, you will need to understand how Muslim advances in science and

math had an impact on the West.

Caliphate Specific characteristics^ Significance/general patterns

Umayyad

  • 661 CE: Umayyad family comes to power (Sunni)
  • capital in Damascus, Syria
  • emphasized Arabic ethnicity (Arabs more privileges than non-Arab Muslims)
  • People of the Book allowed freedom of worship
  • Poverty gap, sometimes caused rebellions
  • Overthrow of dynasty in 750 CE
    • Islam blends government with religion
    • Muslim caliphates worked to expand Muslim influence in Africa, Asia, and Europe through military campaigns
    • Muslims preserved Western traditions that were lost to Europe at that time
    • Muslim advances and innovations had a profound affect as they spread to Europe by means of trade (and later, the Crusades)
    • Social structure: increasing poverty gap that led to rebellions
    • Women in Islam: as Muslims came into contact with other civilizations,

Abbasid

  • 750 CE: Abbasids come to power (Shi’ite)
  • capital at Baghdad, Iraq
  • equal status for all Muslims
  • trade increased
  • preservation and use of ancient Greek, Roman, and Persian philosophies (logic, art, architecture,

Abbasid

literature); advances in math and science

  • adoption of Indian “Arabic” numerals; transmission of these numbers to the West
  • discoveries: astrolabe, maps of stars, optic surgery
  • growth of cities
  • emphasis on learning; universities built
  • art: calligraphy, arabesques for writing and pottery; new architecture: minarets; literary achievements
  • Religion: mystic Sufis establish missions to spread Islam
  • High taxes
  • Territory so large, hard to manage: kingdoms arose within empire, headed by Sultans
  • Sultan of Persia took control from Abbasids, eventually conquered by Seljuk Turks
  • Official end of Abbasids with the Mongol invasions in the 13th^ century

particularly Mesopotamia and India, they tended to adopt more restrictive ideas about women

  • The teachings of Islam reached most of the world’s population at that time and all major trade routes ran through Muslim lands
  • None of these caliphates succeeded in bridging the gap between Sunni and Shi’ite

Al-Andalus

  • 711 CE: Berbers from North Africa conquer Iberian Peninsula, allies of Umayyads
  • Expansion into Western Europe, stopped with defeat at Tours (in France, 732 CE)
  • capital at Cordoba
  • preserved Greco-Roman traditions and blended them with new advances from the Muslim world
  • Prosperity through trade
  • Impact of Arabic culture on Spain/Europe (words and knowledge)

Mamluk

Dyansties

  • 13 th^ century: Mamluks establish control over Egypt after fall of Abbasids
  • Mamluks: converts to Islam, strict observance of Islam
  • Maintain the security of trade routes through Egypt, allow Egypt to be prosperous and powerful until Egypt’s fall to the Ottomans

Why you should know this: You will be asked specific questions on the advancements

made under these caliphates. You will also be asked to identify the impact of Muslim expansion

to include much of the Eastern Hemisphere. You will need to be familiar with the chronology of

the caliphates and how each caliphate interacted with other civilizations. You are also expected

to be familiar with the social structure and the treatment of non-Arabic converts as well as

non-Muslims within the caliphates.

Example:

  1. The Abbasid dynasty a. created a social rift between Arabs and new converts b. was more interested in strengthening Arab power than in gaining converts c. healed the rift between Sunnis and Shi’ites d. discouraged commercial activity in an effort to focus on missionary endeavor e. proved the high point of Muslim cultural achievement

Song

northern invaders ; taxes to pay tribute burdened the peasant class

  • Northern part of Song China invaded by nomads in the North and Song influence retreated south of the Yangtze River
  • Song continued to rule this area of China until the late 13th^ century
  • Achievements: advanced weapons (catapults); moveable type; compasses; abacus
  • Patriarchy: footbinding and deterioration of the status of women

Shared Characteristics

  • pattern of internal disorder, then reestablished centralized rule
  • trend of increasing lands controlled by the Chinese
  • revival and strengthening of the civil service examination system
  • increase in status of scholar gentry
  • continued increase in the volume of trade accompanied by the participation in trade over seas (connected to the Indian Ocean trade routes)
  • trend of strengthening the patriarchy

Why you should know this: You will be asked questions about the general (shared)

characteristics of Post-classical China. You may even be asked to differentiate between the

Tang and Song dynasties. You may also need knowledge of the specific characteristics of Post-

classical Chinese dynasties for the essay portion.

Example:

  1. The position of Chinese women a. resulted in greater freedoms under Neo-Confucianism b. changed markedly between the seventh and thirteenth centuries c. was defined by Confucianism d. was more restrictive under the Tang than under the Song e. declined in regions where Buddhism was popular

In this question, you are asked to remember the trend in the treatment of women,

which was defined by Confucian values. Although Neo-Confucianism saw a revival and

modification of Confucianism, the role of women in traditional Chinese society remained

the same. The correct choice is (c).

6. Post-classical East and Southeast Asia

Because China exerted a strong influence on its neighbors during the Post-classical

period, AP students are required to know major events in these areas. Students are also

expected to know in what specific ways China influenced these areas

Country Post-classical events Examples of Chinese

influence

Japan

  • 7 th^ century: Japan has contact with China
  • Buddhism blends with Shinto (indigenous Japanese belief)
  • rebellion against use of China as model leads to fragmentation into large estates whose owners built powerful armies
  • power of emperor declines while power of aristocrats grows (feudalism in Japan)
  • bushi: aristocrats that owned large amounts of property and wielded armies; samurai were the knights of the bushi; bushido = code of honor - Chinese writing - Confucianism - Chinese bureaucracy - Buddhism - artistic expression

Japan

  • peasants became serfs, bound to the land of the local lord
  • 12 th^ century: powerful clans emerged (Fujiwara) with the help of alliances among local lords
  • Gempei Wars: destructive wars between samurai and peasants, led to the victory of the Minamoto family who established a military government (emperor becomes puppet figure)
  • Move toward feudalism meant isolation from China
  • Powerful families controlled shoguns (military leaders)
  • 14 th^ century: civil disorder leads to bushi taking control and dividing Japan into nearly 300 kingdoms, ruled by a daimyo (warlord)
  • code of bushido declined by the 15th^ century
  • 16 th-17th^ centuries: increase in centralization, tax collection, and trade resumed with China
  • unique culture: tea ceremony, ornamental gardens

Chinese influence

  • Chinese writing
  • Confucianism
  • Chinese bureaucracy
  • Buddhism
  • artistic expression

Korea

  • conquered by Tang
  • 668: Silla kingdom in Korea pushes Tang out of Korea in exchange for an agreement to pay tribute
  • Silla unites Korea after departure of the Tang
  • trade with China and others in Indian Ocean network via South China Sea
  • Buddhism popular with elite
  • Mongol invasions in 14th^ century interrupt contacts with China
    • metallurgy and agriculture
    • Buddhism
    • Chinese culture spread when settlers moved to Korea during Han rule
    • Chinese writing
    • Confucian literature
    • Civil service exams
    • porcelain manufacture

Vietnam

  • Vietnam valued independence
  • traded with China
  • conquered lands in Southeast Asia (Cambodia)
  • distinct language
  • women had more freedoms
  • Buddhism more popular in Vietnam than in China
  • conquered by Han China
  • rebelled against Chinese rule: received independence during Tang rule, 939 - Buddhism - agricultural and irrigation techniques - Confucian concepts (veneration of ancestors) - importance of the extended family - civil service examinations - military organization and technology

Why you should know this: You will be asked to identify characteristics of all post-

classical civilizations and to evaluate the impact of post-classical China on its neighbors

Example:

  1. Compared to Korean attitudes toward the Chinese, those of the Japanese a. more greatly appreciated the centralization of the Chinese government b. were more devoted to Confucianism c. were more favorable to the civil service examinations d. demonstrated a desire to show respect to the Chinese emperor e. were similar in their desire to become part of the Chinese trading system

Knowing what aspects of Chinese culture both Japan and Korea adopted as well as

what aspects of Chinese culture were rejected by each will help you narrow the choices to

the correct response, choice (e).

Cultural

  • Chivalry: code of conduct for knights and lords; unlike bushido in that it involves a reciprocal relationship and does not apply to women
  • Religion: Catholic Church dominated cultural beliefs and traditions (architecture, art, literature), especially before the revival of trade and the development of early kingdoms
  • Viking invaders tended to settle and adopt the culture of where they settled (Normandy)
  • Departure from Roman and Greek traditions after the fall of Rome and throughout the Early Medieval times - Gothic architecture: influences from Muslims - Expansion of universities, increased emphasis on learning - Renewed interest in Greco-Roman heritage - Increases sense of national identity - Development of literature in vernacular languages

Why you should know this: You will be asked specific questions about the structures of

Medieval Europe and you will be asked to compare post-classical Europe to other post-classical

civilizations (Muslim world, Japan, China, etc.). You will also be asked to understand

changes/transformations in Europe from the Early to High Middle Ages

Example: Compare feudalism in Post-classical Europe and Japan.

To write this essay, you will need to understand not only feudal structures in

Europe and Japan, but also the ways in which they were similar and different. You will need to

analyze the impact of feudalism on politics, economics, and social classes in both areas.

Moreover, you would need to address changes in the feudal structure in both areas.

8. Mongols

Because the Mongols had a significant impact on multiple civilizations (Russia, Middle East,

China, Central Asia), AP students are required to know the story of their rise to power as well as

their impact on each society.

1) Origins of the Mongols

a) Nomads from steppes of Central Asia

b) Used horses, powerful military

c) Organized into tribes, traded for what they couldn’t produce

d) Women: right to participate in tribal councils

e) Chinggis Khan: leader who united Mongol tribes

f) Adopted weapons technology from Chinese

g) Began conquering Central Asia, China, and moved into the Middle East

2) Mongols in Russia

a) 1237-1240: conquest of Russia (only successful winter conquest in history)

b) Called Tartars by Russians

c) Cities that resisted were destroyed, people killed or sold into slavery

d) Tribute empire: Golden Horde

e) Feudalism developed as peasants sought protection from Mongols

f) Moscow was main tribute collector for the Mongols (gained territory when estates

couldn’t pay taxes)

g) Orthodox Church became dominant church in Russia at request of Mongols

h) Mongols kept Russia isolated from Western Europe

i) Mongols attempted to push further west into Eastern Europe, but attacks were

repelled

3) Mongols in Persia

a) 1258: Mongols burned Baghdad

b) Mongols execute Abbasid ruler and end the caliphate

c) Mongols expelled from the Middle East by the Mamlukes of Egypt

4) Mongols in China

a) 1271: Kublai Khan controls most of China, establishes the Yuan Dynasty

b) Chinese not allowed to learn Mongol language, intermarriage outlawed

c) Religious toleration, but end of civil service examinations

d) Mongol women had more freedoms than Chinese women

e) Mongols used foreigners in government positions

f) Merchants gained status as trade was encouraged

g) Mongols attempted to expand China by conquering Japan and Vietnam (both failed)

5) Impact of Mongol Rule

a) Trade along Silk Roads protected and encouraged

b) Spread of the Plague

c) Foreign rule in China, caused revival of Confucianism (Neo-Confucianism)

d) Russia cut off from Western European advances and the practice of serf labor

developed

e) Timur the Lame (Tamerlane): renegade Turk tried to recreate Mongol invasions by

rampaging through the Middle East and Central Asia

Why you should know this: You will be asked questions about the Mongol invasions and

the impact of the Mongols on each society. You may also be asked to compare the paths of

Mongol conquests to those of the Vikings or Arab invaders.

Example:

  1. Mongol rule in Russia and China differed in that a. In China, the Mongols maintained Chinese traditions of isolation from foreigners b. Eurasian trade routes under Mongol protection connected Russia more than China to Western European trade centers c. The Mongols became more involved in administration in China than in Russia d. The Mongols were more interested in controlling trade in China than they were in Russia e. Russia advanced culturally under Mongol rule while China became increasingly backward

Knowing how the Mongols established control and how they treated the native

peoples would allow you to immediately recognize the correct answer, (c).

9. Bantu Migrations

You need to be aware of the migration patters of the Bantu as well as the significance of

their influence on African societies.

Why you should know this: You will be asked to compare civilizations’ participation in

Indian Ocean trade and may have to trace changes in trade patterns.

Example: Analyze changes in trade patterns during the Classical and Post-classical period

in the Indian Ocean

To write this Change over time essay, you would need to be familiar with the

patterns of trade that took place during the two periods. You would need to know enough

information about what was traded, who participated in the trade, and how trading

patterns changed to give specific examples in your essay.

11. Europe in Transition

To understand how Western Europe rose to dominate the world in the Early Modern Era,

AP students must have a grasp of the important events and changes as Europe transitioned out

the Medieval time period.

1) Emergence of nation-states

a) England and France first

b) Spain by 1500’s, after expulsion of Muslims

c) Portugal, Hapsburg Empire

d) Papal and Italian States

2) Renaissance

a) Revival of Greek and Roman traditions and learning

b) Humanism: emphasis on human abilities

c) Great change in the arts and political theories (birth of absolute monarchies)

3) Exploration

a) New technologies (learned from China and Arabs) allow faster, farther travel

b) Competition with Muslims for spice trade (wanting to cut out the middle men) led to

race to find new ways to get to the East

c) Discovery of passages around the south of Africa

d) Superior European technology (especially weapons) allowed Europeans to easily

dominate areas in Africa, however, Europeans mostly interested in establishing trade

ports in Africa and Asia during this period

Why you should know this: You will be asked about how and why Europe gained so much

power as it transition from Post-classical to Early Modern. You may also need to know the major

events listed above for background/example purposes for an essay (any change over time that

involves the post-classical period)

Example:

  1. European exploration through the mid-fifteenth century a. Produced intense rivalries with East Asian civilizations b. Placed merchants in conflict with monarchs c. Suffered from a lack of technological expertise d. Depended upon the knowledge of the Eastern world e. Created trade connections that increased Europe’s gold supply

If you know that Europeans were only able to explore after gaining shipping and

navigational technologies from the East, you would easily identify (d) as the correct

answer. (C) might seem like a correct answer, but if you refer back to the date in the

question (1450’s), you will remember that several important European expeditions along

the coast of Africa had already been accomplished, thus proving that Europeans did have

technology at that time.

12. Post-classical American civilizations

AP students are required to know the basic characteristics of postclassical Mesoamerican

and South American civilizations.

Aztecs Incas

  • mid 13th^ century: Aztecs (Mexica) rose to power after the fall of the Toltec in central Mexico
  • capital: Tenochtitlan (Lake Texcoco)
  • agricultural people
  • writing: pictographs
  • conquered neighbors to establish large empire; used prisoners of war for sacrifices; collected tribute from conquered and ruled them harshly
  • Religion: polytheistic, belief in Quetzalcoatl
  • Social structure: nobles, peasants, slaves; organization by family clans; women honored for duties such as childbirth, weaving, had some legal rights, but no political power
  • Economy: markets (controlled by government); long-distance trade - 1300: Incas rise to power in Andes - unified diverse peoples into one empire; collected tribute from conquered without ruling them harshly - Incas dominated large region - Capital: Cuzco - Writing: knotted ropes to keep records - Extensive road system - Religion: polytheistic - Social Structure: organized around family clans; women had traditional role of homemaker; no separate merchant class - Parallel descent: inheritance passed to both males and females - Economy: agricultural (maize, potato), government regulation of trade meant that long-distance trade suffered

Why you should know this: You will be asked about specific post-classical American

structures and to compare components of these structures. You will also need to know what

these civilizations were like before European conquest in order to effectively evaluate the

impact of Europeans on the area.

Example:

  1. Both the Aztecs and the Incas a. Entered into marriage for political reasons b. Gained the cooperation of subject peoples c. Showed limited signs of urbanization d. Lacked a merchant class e. Were tribute empires

Knowing the specific characteristics of these civilizations will help you identify (E)

as the correct answer.

Created by Ms. Oliver