Islamic Origins, Life of Muhammad, and the Four Rightly Guided Caliphs

Outline of Content for Test #1 – (AP Unit #1/#2) – Time Period (1200-1450) The Islamic and Chinese Empires AP World History / Mr. Blankenship Contextualization for Lecture #1 The Origins of Islamic Thought: This lecture will introduce the third time period in the AP curriculum (the post-classical period: 1200-1450). Let us remember where we left off - in the classical societies of (Han China, Western Roman Empire, and Gupta India), there was internal decay that was exposed by "barbarian" invasions and finally - "COLLAPSE". What were the "responses" and "reactions" by those societies to this chaos? What were the thoughts of those peoples around the year c.600? What would the future bring? From Arabia emerged Islam and spread quickly throughout the Afro-Eurasian regions. The implications of the interregional trade and cultural diffusion that would develop are immense. When looking at the AP curriculum with regard to post-classical trade, it seems that there is a tremendous focus on trade networks and the "impact" that they had with regard to (political, social, economic, cultural, and environmental issues). Islam and the spread of it would have a monumental role in the changes during the post-classical period. The lecture will examine the Arabian region "before" the emergence of Islam. We will look at Bedouin society, the role of Mecca, and trade routes that connected the Arabian Peninsula to the Indian Ocean trade network. We will look at the life of Muhammad, the message of Islam, its relationship to Judaism, Christianity, and Zoroastrianism, the tenets of Islam, and the split within the early Islamic community. This lecture will explore the "spread" of Islam. Key concepts to consider are the following: What impact did Islam have on the Bedouin tribes throughout the Arabian Peninsula? What allowed Islam to spread so quickly? What was the (impact/response) by the Byzantine and the Sasanian (Persian) Empires? Attention MUST be given to where Islam was by the year 711. What can account for such speed to which Islam spread? Eventually the concept of "Empire" would emerge and therefore we must address the make-up of the Umayyad Caliphate, which ruled from 661-750. Questions to consider will be: how did the Umayyad rule, how were the religious and ethnic minorities treated (Jews / Christians)? Something to consider will be the (Change-Over-Time) with regards to the relationships between: (Jews, Christians, and Muslims) in the Mediterranean region from the emergence of Islam in the 7th century to the era of the Crusades beginning in the 11th century, as well as the relationships between the three groups in Iberia and had it changed throughout the Middle Ages. (These are topics that will be discussed in great detail when we reach Europe in the Medieval period). AP Standards (Topic 1.2) THEMATIC FOCUS: (CUL) The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications KC-3.1.III.D.iii Islam, Judaism, Christianity, and the core beliefs and practices of these religions continued to shape societies in Africa and Asia. Learning Objective: Explain how systems of belief and their practices affected society in the period from c. 1200 to c. 1450. Key (Terms/Vocabulary/ People) in this lecture Prophet Mohammad Ka’ba Seal of the Prophets Koran 5 Pillars of Islam Mecca / Medina Hajj Resources to Help You Google Classroom 1.Mr. B’s Recorded Lecture 2. Mr. B’s Lecture Notes 3. Mr. B’s PowerPoint AP Classroom 1.2 Progress Check / Daily Lecture Youtube Heimler 1.2 Textbook: Strayer: pp. 33-38 Architecture That You Should Be Aware Of Ka’ba Contextualization for Lecture #2 Islamic Empire Building: This lecture will explore one of the most stunning developments in world history. The rise of the Islamic civilization witnessed the emergence of a movement that originated from the backwaters of the Arabian Peninsula in the 7th century to one of the greatest empires that the world has ever seen. This movement built upon earlier religious traditions such as Judaism, Christianity, and Zoroastrianism, and the Islamic commitment to trade and merchant activity was crucial in setting up wider connections among Africa, Asia, and Europe. This lecture will explore the transition from an "Arab" movement to a truly "Islamic" civilization and how it bridged the traditions and accomplishments of earlier classical societies (Greek, Roman, Indian, Persian, and Mesopotamian) together. We will explore the construction of the Abbasid Caliphate and the make-up of that empire. We will explore the changes with regard to: (the converts to Islam, the role of the family and women in Abbasid society, and the role of slaves in this society). MUCH detail will be given to the trade apparatus that emerged during this time period!!!!! Trade / Trade / Trade!!!!! We will explore the: cultural advancements, technological inventions and developments in math and science – this is a big AP Theme – because the Arabs will come to conquer – in just a few decades – lands on 3 continents of Asia, Africa, and Europe. One of the themes that we will discuss is that even though at times the Arabs came as conquerors – they knew to preserve the knowledge of the societies that they came into contact with or conquered and brought back the scientific knowledge to their capital city of Baghdad and placed it into their House of Wisdom. And if you went to the House of Wisdom, from there – other Muslims – would come to add to that knowledge and then transmit it to other cultures – such as Europeans during the Crusades – which in turn would help spur the Renaissance Movement – so very important stuff. The AP guys love this story and will most likely ask you about it – and the key phrase that they will use is: cross-cultural interactions and exchanges – which basically means that guy gave it to that guy and then he gave it to another guy who then gave it to that guy. Another major theme with the Abbasids was the impact of Turkish peoples from Central Asia. You better love the Turks because they are all over the AP curriculum – they have had a HUGE impact in world history. The Arabs would use Turkish men – as slave warriors and Turkish women that would end up in the Harems of the Caliph and upper nobility of the Caliphate as sex slaves and concubines. Eventually, it will be the movement of Turkish peoples like the Seljuk Turks that would come to weaken the Abbasids, and then they will eventually collapse…. wait for it….my Mongols in 1258! It created a HUGE power vacuum (I will explain what this means) – and what will happen to Muslims in the Middle East since there had been a Caliphate for over 500 years. If you look at the College Board’s Topic 1.2, which I have below, they say that you should know what happens when the Abbasid Caliphate (Fragmentated) – so that is most likely the word they are going to use. But we will address this at a later time in the school year. Another development by the Seljuk Turks – that we will cover in the next unit when I cover Europe during the Middle Ages – is that the Seljuk Turks would take over the holy city of Jerusalem, and the policy of allowing Jewish and Christian pilgrims to come and worship in their holy city changed under the Turks. So, this would ignite the Holy Crusades – so kind of important. AP Standards (Topic 1.2) THEMATIC FOCUS: (GOV) A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. THEMATIC FOCUS: Technology and Innovation. Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences. Historical Development: KC-3.2.As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity. (Seljuk Empire & Mamluk Sultanate of Egypt) Historical Development: KC-3.1.III.A: Muslim rule continued to expand to many parts of Afro-Eurasia due to military expansion, and Islam subsequently expanded through the activities of merchants, missionaries, and Sufis. KC-3.2.II.A.i Muslim states and empires encouraged significant intellectual innovations and transfers. Students will be able to: Explain the causes and effects of the rise of Islamic states over time. Students will be able to: Explain the effects of intellectual innovation in Dar al-Islam. Innovations: Advances in mathematics (Nasir al-Din al-Tusi) § Advances in literature ('A'ishah al-Ba'uniyyah) § Advances in medicine Transfers: § Preservation and commentaries on Greek moral and natural philosophy § House of Wisdom in Abbasid Baghdad § Scholarly and cultural transfers in Muslim and Christian Spain Key (Terms/Vocabulary) in this Story Abbasid Caliphate Dar-al-Islam Seljuk Turkish Empire Mamluk Egyptian Empire Nasir al-Din al-Tusi 'A'ishah al-Ba'uniyyah Sharia Law Caravanserais Al-Andalus (Spain) (But cover this more when we cover Medieval Europe. The Harem Resources to Help You ECLASS 1.Mr. B’s Recorded Lecture 2. Mr. B’s Lecture Notes 3.Mr. B’s PowerPoint AP Classroom 1.2 Progress Check / Daily Lecture Youtube Heimler 1.2 Textbook: Strayer: pp. 63- 65 (NO OTTOMAN EMPIRE) AND pp. 129-133 Architecture / Images That You Should Be Aware Of House of Wisdom Mosque of Cordoba Map of Islamic Trading Network throughout Afro-Eurasia A Caravanserai Contextualization for Lecture #4 The Movement of Islam into South and Southeast Asia: This lecture will explore the spread of Islam into South and Southeast Asia. We will need to compare the religious elements of Islam and Hinduism and the problems that arise in the 8th century when Islam enters India. This will become a MAJOR theme in India - which has implications throughout Indian history – since it always seemed like a small minority of Muslims would create empires that controlled a majority population of Hindus. So, we have to see how those Islamic empires ruled and treated the other religious and ethnic groups in India. And of course, this will play out in the 20th century with the partition of India and Pakistan – so this is a very important topic. We will need to examine the (relationships, encounters, diffusion and contacts) between Hindus, Muslims and Buddhists in South Asia. What impact did Indian (culture/society/civilization) have on the Islamic Abbasid Empire? This would obviously be all the intellectual/scientific/and medical knowledge that was contained in the House of Wisdom in the capital city of the Abbasid Empire – Baghdad. The College Board will want you to later be able to explain how the Abbasids (did NOT destroy to knowledge of conquered civilizations / how they brought that knowledge back to the Middle East – how during the Great Translation that all those important scientific works from: Indian, Persian and Greek societies were translated into Arabic / that later Arabs began to expand upon this knowledge and then more importantly was “transmitted” to other cultures – like Medieval Europe. Make sure to use phrases like – cross-cultural interregional interactions and transfers – they would love that description. What were the roles that (merchants / Sufi mystics) played in the spread of Islam into South and eventually Southeast Asia? We will discuss how Indian cultural institutions like Hindu and Buddhist philosophy and forms of architecture would come to influence regions of Southeast Asia. We will pay particular attention to the civilization in Cambodia called the Khmer Civilization, also known as Angkor, and, of course, the largest religious building – in terms of square footage – Angkor Wat. Recent archaeological evidence has suggested that this city had a population of over 1 million – that is BIG MONEY! Initially a temple dedicated to the Hindu god Vishnu, but then – over time – changed into a Buddhist civilization, and how Buddhist architecture was culturally diffused with the original Hindu culture. We will then conclude with the arrival of Islam into Southeast Asia – and how Islamic merchants and Sufi mystics played a vital role in the transmission of Islam into Southeast Asia – especially on the island chain of Indonesia. But before Islam – we are going to cover the trading empire called Srivijaya and Malacca – when you see where these empires were located you will see that in order to get from East Asia – through the South China sea and go over to the Indian Ocean – you have to pass through those 2 empires – and they control the trade that goes back and forth – meaning – they became rich because they taxed the merchant ships. AP Standards (Topic 1.3) THEMATIC FOCUS: Cultural Developments and Interactions: The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications. THEMATIC FOCUS: (GOV): A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. KC-3.2.I.B.I: State formation and development demonstrated continuity, innovation, and diversity, including the new Hindu and Buddhist states that emerged in South and Southeast Asia. KC-3.1.III.D.IV: Hinduism, Islam, and Buddhism, and their core beliefs and practices, continued to shape societies in South and Southeast Asia. Students will be able to: Explain how the various belief systems and practices of South and Southeast Asia affected society over time. Students will be able to: Explain how and why various states of South and Southeast Asia developed and maintained power over time. Key (Terms/Vocabulary) in this Story Monsoon winds Indian Dhow Popular Hinduism Sufi Mystics Bhakti Movement Vijayanagara Empire Srivijaya Empire Khmer Empire Buddhist monasticism Resources to Help You Google Classroom 1.Mr.B’s Recorded Lecture 2.Mr.B’s Lecture Notes 3.Mr.B’s PowerPoint AP Classroom 1.3 Progress Check / Daily Lecture Youtube Heimler 1.3 Textbook: Strayer: pp. 66-67 & pp. 114-120 Architecture / Images That You Should Be Aware Of Angkor Wat Borobudur Indian Ocean Trading Patterns Dhow Contextualization for Lecture #5 African Empire Building: In this lecture, we will explore the reason why Islam moved into North Africa and eventually into Southern Spain and into the western part of Sub-Saharan Africa. Attention will be given to the changes in technological advancements such as the saddle and stirrup for the camel – which allowed merchants to travel into the Saharan deserts. We will need to examine the (relationships, encounters, diffusion and contacts) between the Bantu culture of West Africans and the Islamic culture that came from North Africa. What impact did Islam have on the (culture/society/civilization) of the West African Sudanic Empires? Particular attention will be given to the empire of Mali and how it came to prominence in West Africa because of the Gold/Salt trade that it controlled. We will also cover the importance of one of the most important leaders in world history – Mansa Musa – who, a few years ago, was labeled as the world’s richest man in history with a wealth between $400-$500 billion dollars – that’s a lot of cash!!!! He also – as a Muslim leader – went on Hajj to Mecca and was very inspired and touched by the experience and set to go back home to Mali and make it an Islamic cultural hub outside of the Middle East. Also, the College Board loves to introduce the North African world traveler – Ibn Battuta – who traveled over 70,000 miles – mostly in the Islamic world in Afro-Eurasia and wrote a commentary about his travels when he returned home. It is because of his eyewitness accounts that we have information about how Islamic societies around the world were similar and different. We will have to focus on the mass movement of trade goods, ideas, architectural designs, and peoples to and from West Africa. The 2nd half of the lecture will turn to East Africa – also known as the Swahili Coast. Unlike the development of highly centralized empires in West Africa, city-states would come to dominate the economic hub of East Africa. We will discuss the role and impact that the Swahili City-States played in the greater Indian Ocean Basin trading network. This will include trade goods that came as far as West Africa: Gold, salt, and ivory, and how they traveled along Africa to the East African coast. Which was then traded to Arab/Persian and Indian Merchants – that not only brought goods from their homelands but even items such as porcelain from as far as East Asia – porcelain from China. Some of the technological developments of the Indian Ocean Basin which allowed merchants to travel around the Indian Ocean were the Dhow Ship with the Lateen (Triangular Sail), the compass and rudder that came from China, and the knowledge of the Monsoon winds which allowed merchants to travel more efficiently. One of the developments that came out of this is the emergence of diaspora communities – that is a BIG AP term that you better know and use in essays. Basically, it’s where you see a large population in an area of people that are not originally from there and how they culturally able to impact that area. Let me give you an example – if you went to Miami in the 1950’s – it was mostly an Anglo-American culture – but then developments like the rise of Communism in Cuba with the rise to power of Fidel Castro – thousands of Cubans went to that city. That is how my mom got there, and if you go now…it is a Latino city…completely changed…so it would be safe to say that there is a large diasporic community in South Florida. So, the College Board will want you to know what happened when Arab and Persian merchants came to East Africa to trade? Because of the Monsoon winds…they sometimes had to spend several months there…well…over time…you can imagine that some of them decided to stay. Maybe they fell in love and married a local woman, and they had a family. So, what was the level of cultural diffusion or syncretism that occurred? I give you one example – the emergence of a new language – the infusion of Arabic and Bantu languages of East Africa combined to produce a whole new language…even culture. AP Standards (Topic 1.5) THEMATIC FOCUS Governance: A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. KC-3.2.I.D.ii: In Africa, as in Eurasia and the Americas, state systems demonstrated continuity, innovation, and diversity and expanded in scope and reach. Students will be able to: Explain how and why states in Africa developed and changed over time. THEMATIC FOCUS Technology and Innovation: Human adaptation and innovation have resulted in increased efficiency, comfort, and security, and technological advances have shaped human development and interactions with both intended and unintended consequences. KC-3.1.II.A.ii: The growth of interregional trade was encouraged by innovations in existing transportation technologies. KC-3.1.I.A.iv: Improved transportation technologies and commercial practices led to an increased volume of trade and expanded the geographical range of existing trade routes, including the trans-Saharan trade network. Students will be able to: Explain the causes and effects of the growth of trans-Saharan trade. KC-3.1.I.E.ii: The expansion of empires—including Mali in West Africa–facilitated Afro-Eurasian trade and communication as new people were drawn into the economies and trade networks. Key (Terms/Vocabulary/ People) in this lecture Gold-Salt trade route Kingdom of Mali Mansa-Musa Timbuktu Swahili Coast Camel Saddle Caravans Great Zimbabwe Griot Sundiata Epic Ibn Battuta Monsoon Winds Lateen Sails Resources to Help You Google Classroom 1.Mr. B’s Recorded Lecture 2. Mr. B’s Lecture Notes 3.Mr.B’s Powerpoint AP Classroom 1. 1.5 Progress Check / Daily Lecture Youtube Heimler 1.5 Textbook: Strayer: pp. 33-38 Architecture / Images That You Should Be Aware Of Mansa Musa Great Zimbabwe St. George Church in Ethiopia Mosque in Jenne Mosque in Timbuktu Contextualization for Lecture #6 Chinese Empire Building under the Song: The last time we talked about classical societies, we studied the developments in late classical societies and the uncertainty in which many in those societies had for the near future. We then examined the role that a new movement from Arabia (Islam) had in creating a trading network that connected cultures from West Africa, the Middle East, and the Indian Ocean basin. We now turn to East Asia and the proud “Middle Kingdom” of China. Since we now begin our class in 1200, many of the Chinese political, economic, and social institutions have already formed. But just to give you a little “contextualization” of what happened in China before 1200. From the time of the fall of the Han in 220 CE to the late 6th century, several groups noble families and military warlords) vied for the treasured “Mandate” in order to justify and validate their claim to the imperial throne. Over time, it appeared that China would go the way of the Western Roman Empire (sorry, my Latin students), which never returned in the “true” sense of the Roman Empire. During those three centuries of “chaos,” individuals in China became “disillusioned” with the establishment and the Confucian scholar elites for their inability to bring “order” to society! Many would gravitate towards the mysticism of Taoism and a salvation religion from the Silk Road (Buddhism). What would become of China? Fortunately, the traditions and infrastructure that were created during the Qin and Han dynasties were strong enough to survive three centuries of uncertainty and warfare. We will now explore the developments that led to the reemergence of “empire” in China under the Sui in 589 and the accomplishments of that dynasty that put China back on the track towards political stability and economic success. Specific details will be given to the revamping of frontier defense, the unification and codification of law, and the state-sponsored commercial infrastructures such as the creation of the Grand Canal. The Tang dynasty would follow (618-907), and it would be under that political establishment that China witnessed a resurgence of military strength as well as (cultural, economic, and technological) advancements. Special attention must be given to the meritocracy that develops within China's government apparatus, the attention given to the peasants' plea for land reform and hence the establishment of the equal field system. We will also examine the Tang's foreign policy as China begins to "flex" its muscles and expands or "attempts" to (control/influence): Korea, Vietnam, and Japan. Our final detail to explore will be society under the Tang with regards to family and religion. An interesting development will be that of the relationship between the Confucian scholars and the growing popularity of Buddhism. We will see what the response is and the overall impact on both. With the collapse of the Tang dynasty in 907 came another period of nomadic dominance (remember the An Lushan rebellion and the arrival of Uighurs), political division, social strife, and "disillusionment" amongst the populace. However, this was only for a brief period in Chinese history, for the "Middle Kingdom" would be brought back under the Song. Something to take into consideration is the fact that one of the essays that you will write is a CCOT (Change and Continuity Over Time) - the reason why I mention this is the fact that we have covered a few dynasties in Chinese history and yet many of the institutions that we see being installed are those that have been practiced since the Han (Continuity). Anyways, we will see that the Song was not really known for their military prowess, and therefore we see a much smaller China than during the Tang. However, China under the Song became an economic POWERHOUSE! There was tremendous growth and development in China's economy, with a significant expansion in domestic and international, particularly maritime, trade, and with important technological innovations that enhanced production in both agriculture and industry. The great ceramic center at Jingdezhen became one of the first true industrial cities in history, with massive production lines and warehouses (we always hear about the industrial output of Western Europe during the 18th century, but it looks like the Chinese are doing a pretty good job of that a few centuries "before" the Europeans).A merchant class began to expand and compete for social status with the more traditional literati elite (the Confucian guys), and with those traditional aristocratic families whose wealth was based on agricultural wealth. Consumer goods proliferated as networks of specialized production and long-distance trade created a more truly national market. Additionally, we will address the changes within the Confucian ideology. Remember that in our first lecture we saw the "backlash" against the Buddhist establishment in China spearheaded by the Confucian elites within the upper echelon of the Chinese political establishment. In an attempt to "compete" with themes and practices within the Buddhist and Taoist ideologies, Confucianism underwent some changes as well. Now introducing.... NEO-Confucianism! We will explore the new tenets of this movement (Change) but also make sure to highlight the elements that remained the same (Continuity); more importantly, the impact on the social structure of China with regards to family, women, and patriarchy. In the next lecture we will examine the impact that China had on its neighbors....the next time we examine China....they will have a visitor at their door....THE MONGOLS!!!!!!!!!!!! AP Standards (Topic 1.1) THEMATIC FOCUS: (GOV): A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes. Historical Developments: Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule. THEMATIC FOCUS (ECO): As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services. Historical Developments: The economy of Song China became increasingly commercialized while continuing to depend on free peasant and artisanal labor. THEMATIC FOCUS (CUL): The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications. Historical Developments: Chinese cultural traditions continued, and they influenced neighboring regions. Historical Developments: Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices. Key (Terms/Vocabulary/ People) in this lecture Foot Binding Filial Piety Gunpowder Printing Press Compass Neo-Confucianism Chan Buddhism Mahayana Buddhism Champa Rice Steel and Iron Porcelain Silk Production Paper Money Resources to Help You ECLASS 1.Mr. B’s Recorded Lecture 2. Mr. B’s Lecture Notes 3.Mr.B’s Powerpoint AP Classroom 1. 1.1 Progress Check / Daily Lecture Youtube Heimler 1.1 Textbook: Strayer: pp. 52-58 Architecture / Images That You Should Be Aware Of Chinese painting Junks Grand Canal Contextualization for Lecture #7: Chinese Influence in Korea / Vietnam / Japan: Today's lecture will explore the arrival of the Chinese in various areas of East and Southeast Asia. The elements and concepts to consider will be the following: First, in what manner did the Chinese arrive in these areas (political invasion, cultural diffusion through religious movements, or economic exchanges through merchant activity)? Second, what was the overall (political, economic, cultural, and social) impact of the Chinese movement into these particular areas? Particular attention should be given to the impact on family and gender relations with the arrival of Confucianism, as this is a theme in the curriculum. The lecture will explore the following truth - that for hundreds of years, China has been the premier civilization of East Asia and surrounding areas. China has been the seedbed of technological innovation; a model for social, military, and political organization, as well as being a persisting influence on philosophical and religious thinking and a major locus of commercial exchange. Therefore, we must consider the sphere of Chinese influence and the various reactions to it. Then we will examine to what extent the level of Chinese cultural influence on Japan. Now, we saw in the last lecture that imperial troops from China actually invaded both Korea and Vietnam, but that was not the case with Japan. In the early half of the 7th century, Japan attempted to emulate China with the Taika reforms of 646. These aimed at completely revamping the imperial administration along Chinese lines. The central objectives of the proposed changes were to remake the Japanese monarch into an absolutist Chinese-style emperor - even to the point of adding "Son of Heaven" to the Japanese ruler's titles. These reforms also were intended to create a genuine professional bureaucracy and peasant conscript army modeled after the Tang army. We will continue to examine the levels of "Sinification" that developed in Japan. Particular attention must be given to cultural developments - such as the reaction to Confucian and Buddhist thought. What would be the reactions/implications for the followers of Shintoism? Other social or cultural elements to examine will be that with regards to the roles of women in Japanese society and the impact of the arrival of the strict patriarchal system of Confucianism. AP Standards (1.1) (CUL) THEMATIC FOCUS Cultural Development and Ideas: The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications. Historical Developments: Chinese cultural traditions continued, and they influenced neighboring regions. Historical Developments: Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices. AP Standards (2.5) (CUL) THEMATIC FOCUS Cultural Development and Ideas: The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications. Historical Developments: Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions, as well as scientific and technological innovations. Key (Terms/Vocabulary/People) in this lecture Shintoism Zen Buddhism Shogun Daimyo Samurai Resources to Help You ECLASS 1.Mr. B’s Recorded Lecture 2. Mr. B’s Lecture Notes 3.Mr.B’s Powerpoint AP Classroom 1. 1.1 & 2.5 Progress Check / Daily Lecture Youtube Heimler 1.1&2.5 Textbook: Strayer: pp. 58-63 Architecture / Images That You Should Be Aware Of

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TEST -1700s name sick man or Europe: diversity (africa, balkans, middle east)= nationalist movements- different places wanna break away (indep), struggling to modernize(janassires opposed-take away their power&uluma- muslim scholars) morden ideas instead of religion. -External issues: Britain france and germany are threats to ottomans bc they did modernize(stronger) Mahmud ll- move ottomans foward getting rid of janassires-surprise attack, remove them from power= state sponsored (gov has power) loyal to gov bc gov paid them. BIG CHANGE: Tanizmat reforms(response to all problems 1840s) ottomans try to modernize and westernize w/o loosing culture. Ex: take foreign loans(mainly germany)-build railroads, infrastructure, industry, communication, military and training. Reforming laws not based on religion- try make minority groups to not break off(secular) -OTTOMANS have war with Russia: Russia wanted Red sea= Criemean war, ottomans successful british and france helped- didn't want russia to have ottomans, Extraterritorialty practice of europeans that live in other countries and did not follow ottoman laws but their home country laws, Capitulations: unfair trade agreements that euros made with ottomans(told them ottomans owed them-manipulated and controlled) Egypt Egypt and muhammad ali, rebelled against Ottomans (Mamluks) sent ali to put down rebellion and succeed and so good he stay in egypt making him ruler of egypt and expanding deeper into africa and middle east and his son continued -connected to ottomans but did own thing -Ali known for westernizing and modernizing egypt: ex: Taxed peasant heavily they could not afford their land and it went to gov, gov wants to grow cotton (industrialize) wants to make textiles. He modernizes the military and trains w french leaders, guns, navy and shipyards, starts better irrigation=bettee farming, manufactures armaments:guns and weapons -culturally westernize style education and universities -Downside: build suez canal but needed loans from france and ali descendants are khadives. couldn't pay loans resulted in more foreign influence. And europeans would not buy their textiles and cut egypt to sell goods which resorts to sell raw cotton (struggling w money and paying loans=deeper trouble, sold shares of suez canal to british and british have majority ownership of the canal) another issue: Aramhid arabi revolt: led by egyptians try to overthrow turkish khadives to gain independence. makes it enough of a problem british help crush revolt. Egypt is doubled colonized. China/ QING DYNASTY Qing rule 1644-1911, when they take over they are from Manchuria-foreign Qing takes chinese culture, service exam, scholar gentry, confucianism, Changed intro of Queue. manchu do not footbind, real chienese keep foot binding -believe outsiders inferior of Manchu, Manchu take top job and ethnic chienese have lower jobs (resentment/tension) -economically a continuity- Qing still want silver from british (british has trade deficit- china only buy silver) -Opium british has colony in india, poppy manufacture to opium and sold to china and highly addictive- toll of civilization and social= not working, providing= society falling apart, gov demand british to stop selling opium=trigger opium war 1839-1841-china loses (junk ships/navy destroyed) british ed had steam ships -main effects of opium war-china had to open more ports, britain get complete control of hong kon, extraterritorialty on chinese, spheres of influence (germany, russia, japan etc /indirect control- influence chinas economy) after war triggers taping rebellion 1850s mad about treaty of Man king gave concessions to Qing mad gave rule to foreigners and traditions of china(anti confusion, absurd version of christian's, couldn't pass civil service exam) wanted to make classless society-have to get rid of confucianism and footbing- rebellion for 10 years side effect: Heavy famine, high deaths, bubonic plague) effect many people leave china and find work in US(going as indentured servants) Like US, many weren't happy abt chienese immigration (chienese exclusion)-self strengthening movement same as tanzomat reforms=chinese trying to westernize and modernize, industrializing, military, industries, build infrastructure, more W style education.Not everyone wanted reforms(scholar gentry-hesitant change chinese traditions and take their power) china wanted to get out of forgien debt, europeans could force extraterritorially and capuitualtions -boxer rebellion 1800s protesting against foreign rule similar to armad arabi, europeans stepped in to help and gave Euros more control JAPAN -meiji restoration (1600s japan isolated themself beside allowed dutch to bring education to them at a port) gov was feudalism(weak central gov) big change in 1853: matthew perry demanded to open or they will fight. Japan knows what happend to china so they opened and other nations came to trade with japans (treated them same as china and etc) 1860 force shogun to step down and restore emperor (meiji restoration/new enlightened time) modernizing and westernizing (japan does it best and sends diplomats all over world to learn and bring back to japan, create constitutional monarchy have to rule with diet/ legislative branch) emperor had foreign issues and diet it domestic: taxation and loss, samari are replaced-japan creates W style like navy, guns, education etc. -economic: industrializations; making porcelain, silk, sacci build railroad, navy (succeeding) Japan has capital(state sponsors factories) have money by heavily taxing farming, japan lacks national resources, have to buy natural resources. Then decided to take like europeans and started expanding like creating colonies. War with Russia Tussi-japense war. 1930/ they were westernized and strong WW1 cause MAIN assiantion of AH leader nationalism roles: competing for colonies/tensions grows, serbia assinates AH leader. -trench warefare causes war or triton-to wear each other long, who can last longest= stalemate. -new tech issue: machine guns, poison gas, flame throwers, planes (causes more violence) New invention applied to civilian everyday life

Pre-Islamic Arabia and the Life of Muhammad