Global History - Thematic EssayThematic Essay Overview

To successfully write a thematic essay response, one must focus on the task. Each of the task items must be addressed in the written essay response in order to receive full credit. A generic scoring rubric is provided which explains how the thematic essay response will be graded. The maximum possible score is a five; the lowest possible score is a zero. To earn the maximum score possible, consider the following steps for writing a thematic essay response:

1. Pre-Writing2. Introduction

3. Body Paragraphs4. Conclusion

1. Pre-Writing

Before actually writing the thematic essay response, one should analyze the task and organize the information that they wish to include in the essay response. It is also important to read the scoring rubric to ensure that the essay response meets all of the requirements necessary to earn the maximum score of five.

First, carefully read the theme and the task. Look for clues that will help identify the information required to thoroughly address both the theme and the task. Underline those sections of the theme and task that you consider most important.

Next, draw a table or box that can be used to organize information and help in writing the essay response. Clearly label the one column heading “Tasks” and the following column heading(s) with the example(s) you wish to discuss. Suggestions topics for these examples can be found in the text after the task. Lastly, reserve the row headings for the individual task items.

Step 1: Read the Directions, Theme, Task, and the suggestions (choose/circle your choices).

Step 2: Create your Outline: Include: Body Paragraphs: How many paragraphs will you have? = Under the TASK, “Choose ___ examples” x (times) the number of tasks = this tells you the number of body paragraphs you will need in the essay. •Complete the outline for each task/ body paragraph.•Write out the topic sentences completely and include all information/facts/details/examples.•Use notes, handouts, textbook, and research to answer: who, what, when, where, why, and how. The more facts, and examples the better!

THEMATIC ESSAY OUTLINECHOICE #1:________________________________________________________Body Paragraph #1 (indent) 1) Topic Sentence #1____________________________________________

2. Describe/facts supporting Stem 1:3. Describe/facts supporting Stem 1:4. Describe/facts supporting Stem 1:5. MORE DETAILS/INFORMATION:

Body Paragraph #2 (indent) 1) Stem #2:_______________________________________________2) Defend/examples supporting Stem 2:3) Defend/examples supporting Stem 2:4) Defend/examples supporting Stem 2:5) MORE DETAILS/INFORMATION:

CHOICE #2:________________________________________________________Body Paragraph #3 (indent) 1) Stem #1______________________________________________________

2) Describe/facts supporting Stem 1:3) Describe/facts supporting Stem 1:4) Describe/facts supporting Stem 1:5) MORE DETAILS/INFORMATION:

Body Paragraph #4 (indent) 1) Stem #2:_________________________________________________2) Defend/examples supporting Stem 2:3) Defend/examples supporting Stem 2:4) Defend/examples supporting Stem 2:5) MORE DETAILS/INFORMATION:

*IF ASKED TO CHOOSE 3: Continue the Outline the same way as above (3rd Choice)

2. Writing the Introduction

The introduction to the essay response should communicate what it is that the essay will show or prove. The thematic essay generic scoring rubric states that to earn a five, the essay, “Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the Task and concludes with a summation of the theme or problem.”

This introduction is based partly on the theme, but also declares what will be proven by the essay response. Each element of the task is addressed with specific information which will later be elaborated upon in the body paragraphs.

Filling in the pre-writing table prior to writing the actual essay response provides a wealth of information to use in the introduction.

Introduction:•Always has at least 3 sentences.

•Sentence 1: Define the THEME correctly. (A general statement about the theme)

•Sentence 2: Reword the GENERALIZATION (box under the Theme) in your own words. (More specific about the theme)

•Sentence 3: Identify which CHOICES you are going to write about in your Essay. This is your thesis statement!!!

3. Writing the Body Paragraphs

The body paragraphs need to thoroughly address all elements of the task by: demonstrating an understanding of the theme; incorporating relevant facts, examples, and details; and presenting everything in an organized manner.

This is where the completion of a pre-writing table really pays off! If constructed and filled in properly, this table will form the basis of organizing the body paragraphs of the thematic essay response.

Body Paragraphs (At least 4): For Each Choice:•Always have at least 3 supporting sentences for EACH Topic Sentence, so you

will always have at least 4 sentences per paragraph (4 is the MINIMUM amount: The More, The Better!).

Body Paragraph #1: (Task 1)•Sentence 1: Stem 1: Reword 1st bullet in the Task box and include your choice. •Sentence 2: Use details and facts to describe/ support the 1st stem.•Sentence 3: Use details and facts to describe/ support the 1st stem. •Sentence 4: Use details and facts to describe the 1st stem.

Body Paragraph #2: (Task 2)•Sentence 1: Stem 2:Reword 2nd bullet in the Task box and include your choice. •Sentence 2: Give information and examples to defend the 2nd stem.•Sentence 3: Give information and examples to defend the 2nd stem.•Sentence 4: Give information and examples to defend the 2nd stem.

*Repeat the above for your 2nd Choice - the 3rd (Task 1)and 4th (Task 2) body paragraphs).

4. Writing the ConclusionThe conclusion to the essay response should

communicate what it is that the essay will show or prove. The thematic essay generic scoring rubric states that to earn a five, the essay, “Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the Task and concludes with a summation of the theme or problem.”

The conclusion borrows some material from the theme, and also repeats what was first stated in the introduction and proven in the body paragraphs.

Conclusion:•Always has at least 4 sentences.

•Rewrite/reword the introduction, but in reverse order and include a Summary at the end.

•Sentence 1: Restate the CHOICES you wrote about in the essay.

•Sentence 2: Reword the GENERALIZATION again (the box under the Theme).

•Sentence 3: Redefine the THEME again.

•Sentence 4: Include a specific, well thought out, and insightful SUMMARY regarding the Theme and what was written about in your Essay (no personal pronouns: I, Me, You…).

EXAMPLES- Identify the topic sentences, specific details and

organization. Evaluate anything the author could have done better/ differently. Look at essays you have written from the same theme and compare/ contrast from the example.

1. Theme: Belief Systems

At various times in global history, different religions and philosophies have influenced the daily lives of people in positive and negative ways.

Task:Choose two (2) religions and/or philosophies in global history and for each religion or philosophy:

-Describe the most important beliefs of the religion or philosophy.

-Explain how each religion or philosophy positively or negatively affected the daily lives of the people in a specific nation or region.

Example 1A. Belief Systems Essay (Christianity and Judaism)

At various times in global history, different religions and philosophies have influenced the daily lives of people in positive and negative ways.

Two beliefs of Christianity are monotheism and Jesus is the savior. Christians believe that there is only one god. They believe that Jesus was his son and died for our sins. They believe in the Bible and the 10 Commandments. It started in the Middle East.

Christianity effected people positively. Christianity was much easier to follow than polytheism. They followed the 10 commandments as guidelines for living. The Bible told them how to live their life. It was a good religion.

Another religion was Judaism. Judaism believed in monotheism, but did not believe in Jesus as the savior. They also only followed the Old Testament, not the whole Bible. The do follow the 10 Commandments though.

Judaism effected many people in many ways. Jews were persecuted for their beliefs. They were killed by the Romans and the Nazis. Jews lived in ghettos and held high positions of finance in Spain during the Middle Ages.

In conclusion, Christianity and Judaism had many beliefs. At various times in global history, different religions and philosophies have influenced the daily lives of people in positive and negative ways.

Example 1B.Introduction Belief systems are philosophies or religions that influence people’s lives. Different philosophies have affected the daily lives of the people of China in positive and negative ways, throughout history. Two of these Chinese philosophies that impacted the people’s lives were Legalism and Confucianism.

1B.Body Paragraphs – Belief Systems (Confucianism)

The Chinese philosophy Confucianism had many important beliefs as well. It was believed that people should have filial piety, which means to show respect to their parents, as well as their elders. A government in this philosophy, which was during the Han Dynasty, was much less strict than Legalism. They believed as long as you had good officials, the people would work harder because they were finally treated fairly. This is an example of one of Confucius’ Five Relationships. The most important aspect of Confucianism was education. You were to learn as much as you could. For example, a famous Confucian saying is to “learn as if you cannot have enough learning; as if you might miss something.”

Confucianism positively influenced the people of China. Legalism may have ended the Warring States period, but Confucianism reunited the people of China and unified the Chinese culture. People began to follow the Five Relationships, which created a feeling of unity and respect among the people. As a result, they employed good and fair rulers. Many more people became educated because of Confucius’ belief in knowledge. Taxes were also lowered and there were much less human rights violations. For the most part, people were more happy and lived better lives. Not only did Confucianism unify Chinese culture again, but it also helped lead China into it’s Golden Age. It was the best of times for many people.

1B.Conclusion – Belief Systems

Both Legalism and Confucianism have greatly changed the people of China. Throughout history, these two philosophies have influenced the daily lives of the people of China positively and negatively. Religious beliefs, philosophies, customs, and traditions, are all a part of what is called belief systems. Different belief systems in China have had very significant effects on the people throughout its history, in both good and bad ways. For example, Legalism was cruel, oppressed the people, and limited their ideas. On the other hand, Confucianism helped promote an educated and respectful society that can still be witnessed today.

2. Theme: Geography (Africa)

Task 1 – Identify and describe a specific geographic featureTask 2 – Explain how the geographic feature influenced a specific nation or

region

The Sahara Desert has influenced Africa’s culture in many ways.  The Sahara desert is the largest desert on earth and is around 3000 miles long.  It stretches across North Africa from the Atlantic Ocean to the Red Sea.  The amount of land it covers is almost equivalent to the area of the continental U.S.  It covers a third of Africa and divides the continent into north and south sections.  It consists mostly of rock and gravel, but also contains some sand dunes.

The Sahara desert has had a major impact on the cultures of Africa.  The Sahara acts as a natural barrier and prevents trade or travel between the regions on either side of it.  This prevents cultural diffusion, or  the spread of ideas and cultures between these regions.  This has caused cultural diversity between these areas.  An example of this diversity is the religions and beliefs of these two regions.  Most people to the north of the Sahara practice Islam, while people to the south of the Sahara practice different forms of animism.  This is due to the fact that people to the north of the Sahara were exposed to Islam from the Middle East, while people south of the Sahara never came into contact with it due to the isolation imposed on the by the Sahara desert.

3.Theme: Cultural DiffusionThere are a variety of ways that cultural diffusion has occurred

throughout world history. Some of the most common methods are through trade, war, and migration. All have been major factors in the development of human societies.

Task: Choose two examples of cultural diffusion in global history and for each:

-Identify and describe the example of cultural diffusion.

-Discuss the impact it had on the societies it involved.

Example 3A.Introduction – Cultural Diffusion

Cultural diffusion is defined as the spread of culture from one area to another. Throughout history, cultural diffusion has carried ideas and products around the globe. Cultural diffusion in Western Europe and India greatly affected these people’s ways of life. Renaissance values were a product of cultural diffusion in Western Europe; the Aryan Caste system came to India as a result of cultural diffusion.

3A.Body Paragraphs -1st Choice - Cultural Diffusion (Renaissance Values)

Renaissance values diffused to Western Europe as a result of many factors. Renaissance values included the questioning of authority, the belief in the power of an individual and a greater appreciation of the arts. Renaissance values began in Italy, due to the abundance of scholars, philosophers and learning centers. These values then spread to Western European countries by trade, travel and the printing press. The printing press allowed for more books in circulation and a faster spread of ideas and values.

The Renaissance values had a great effect on Western Europe’s culture. Education increased and, as a result, people began to question authority. One such authority was the Roman Catholic Church. The Church began to lose power. This power decrease culminated in the Protestant Reformation, which affected people all throughout Western Europe.

3A.Body Paragraphs – 2nd Choice - Cultural Diffusion (Aryan Caste System)

The Aryan Caste System was a major change to the Indian way of life. The Caste System was a rigid social class structure which dictated all aspects of life. The Caste System was brought by the Aryans from the central Asian steppes to the Indian Harrapan civilization. The Aryans swept into India through passes in the Hindu/ Kush Mountains, and easily conquered the Harrapan, quickly enforcing the Caste System upon them.

The Caste System changed the Harrapan civilization in many negative ways. The system dictated all aspects of life and allowed no social mobility. There was no way for an individual to change or improve their lifestyle. The lower classes with “unclean” jobs were shunned and made outcasts. Overall the Caste system suppressed both individuality and new ideas, stunting any cultural growth.

3A.Conclusion - Cultural Diffusion

Cultural diffusion occurs and has occurred throughout history all over the globe. Cultural diffusion has spread ideas and products which have both hurt and helped different peoples. Renaissance values positively affected Western Europe, where the Aryan Caste System negatively affected the Harrapan civilization. These are two examples of cultural diffusion’s ability to both help and hinder a nation.

Example 3B.Theme: Cultural Diffusion (Spread of Islam)

One example of cultural diffusion is the spread of Islam. Islam spread from Mecca in 622 ad to Spain in the west and the Indus River in the east by 750 a.d. This religion spread across the trade routes of the Middle East – the crossroads of culture. Merchants brought their religion with them as they traveled and converted people as they traded their goods. Also, Muslim followers were extremely devoted to their religion and spread the word of Allah by the sword in holy wars called a jihad. Many people adopted this religion because it was easier to follow than their old polytheistic religions. Also, the conquering Muslim armies accepted other beliefs and did not force people to accept their religion. This won over many converts.

This religion effected many places throughout Asia, Africa and Europe. One specific place is the modern day country of Spain. Spain’s architecture was affected in the city of Cordoba. In this Spanish city, Europeans could visit cathedrals that reflected the Muslim style of architecture such as the Alhambra, a mosque that had been converted into a catholic cathedral. Also, the ongoing conflict between Muslims in Pakistan and Hindus in India is a result of the diffusion of Islam to this area during the 8th century. While there are both positive and negative influences, no one can deny the major impact this religion has had on world history.

Example 3C. Intro - Cultural diffusion is when certain ideas or beliefs are transferred from one culture to another.

Throughout global history cultural diffusion has happened due to trade, war, and migration. Cultural diffusion is a result of how human beings and societies developed, and how they live today. Two examples of cultural diffusion are the Silk Roads in China during the Han Dynasty and the Crusades in Western Europe from 1100 until about 1300.

BP1 - The Silk Roads extended over 4,000 miles while stretching from China all the way to Southern Europe. There were two main routes of the Silk Roads used, the east and west routes. The East Silk Road was covered mostly by the Taklamakan Desert, while the West Silk Road was mostly covered by the Tian Shan Mountains. It started with one person traveling on the Han Dynasty Roads from China to the Middle East, stopping along the way trading goods with other people. The Silk Roads are responsible for diseases being spread from one country to another. Some commonly traded items on the Silk Roads were slaves, silk, ideas or beliefs, and perfumes. Ideas and beliefs traded on the Silk Roads were the beliefs of Judaism.

BP2 - People and societies were greatly affected by the Silk Roads. One of the many diseases spread on the Silk Roads was the Bubonic Plague, also known as the Black Plague. It spread The Bubonic Plague originated in fleas and rats, which got into peoples’ goods and traveled with them. It was spread from the Gobi Desert to Europe, and then spread into Central Asia. Some religions spread on the Silk Roads were Buddhism and Islam.

BP3 - Another example of cultural diffusion is the Crusades. The Crusades was a war that started in 1100 and ended sometime in the 1300’s, the Muslims and Europeans fought in this war. The Crusades happened because Pope Urban II called for a Crusade to help out Eastern Europe, their Christian Brothers.

BP4 - Some affects of the Crusades were good and bad. For example trade increased as European ports were opened in the Middle East. Also herbs and spiced were introduced, such as pepper, cloves, and nutmeg.

Conclusion - The Silk Roads and the Crusades played major parts in cultural diffusion throughout global history. All factors of cultural diffusion have helped shape societies today. Cultural diffusion is when ideas or beliefs are spread from one person’s way of living to another person’s way of life. In conclusion, cultural diffusion happens with every activity and everyday.

4. Theme: Political Systems

Different societies have arrived at different answers to the question, “What is the best way to keep order in society?” These systems either protect the rights of the individual or the rights of the state.

Task: Select two societies from your study of global history and for each society selected:

-Explain how the society answered the question “What is the best way to keep order in society?”

-Discuss whether this political system protected the rights of the citizen OR the rights of the state.

Example 4A.Introduction – Political Systems

Throughout history different cultures have found different ways of governing themselves and maintaining order.  Each society has set in place it own unique system that reflects that culture’s values.  These systems have all tried to effectively maintain order, but are different in values and appearance.  Two examples of systems created to try to rule over people are Legalism from ancient China and the Twelve Tables from ancient Rome.

4A.Body Paragraphs – Choice 1 – Political Systems (Legalism)

Legalism was used by the Qin Dynasty in China from 221 to 202 B.C.  At its core was the idea that all people were bad and must be compelled to act better.  To do this, Legalism used what it termed the "two handles," reward and punishment.  People who practiced good behavior were given lavish rewards while harsh punishments were given to those disobeyed the emperor’s laws.  There was no tolerance for corruption and everyone was accountable for their actions under the system.  Power was centered around one authoritarian emperor.

Legalism protected the rights and stability of the state by trampling on the personal rights of the Chinese people.  It tried to eliminate opposition by destroying opposing philosophies and limiting intellectual freedom. Confucian books were burned and rival philosophers were killed. The emperor used him supreme power to force the people of China to work on massive public service projects. Thousands perished while constructing projects like the Great Wall.  Legalism did manage to end the Warring States Period and it unified China under Emperor Shi Huandgi.  However, its totalitarian and strict nature led to a peasant rebellions that eventually overthrew it.

4A.Body Paragraphs – Choice 2 – Political Systems (Twelve Tables)

Another example of an ancient system designed to maintain order was the Twelve Tables from ancient Rome.  They tried to maintain order by making both the classes of society equal in the eyes of the law. It also gave each individual certain rights.  These right were guaranteed to both the Plebeians and Patricians.  These rights included the right to a fair trial and it also included penalties for false testimony. 

The Twelve Tables protected the rights of individuals in ancient Rome.  It declared that everyone was presumably innocent and had to be proven guilty.  No privilege was allowed to be given to either side in a court case.  Another right included was that people were free to have their own thoughts.  Furthermore, according to Cicero, a Roman senator and orator,  laws were created for the safety of the people, so that they would be protected from disturbances.  The laws created sought to preserve tranquility and happiness for the people, instead of trying to allow the government further control over them.  The Twelve Tables went on to become the basis of the most western law systems.

4A.Conclusion – Political Systems

Throughout history every society has sought ways of preserving order in society. The systems and philosophies they developed have been as different as the people who created them.  They reflect the needs and desires of the people who created them and the period in which they were used.  Some have been focused on the rights of the state, like Legalism, while others have been focused on individual rights, like the Twelve Tables.

Example 4B. - Political Systems

Intro - "What is the best way to keep order in society?" Different societies based on ethics and other things have had different answers to this question. In Medieval Europe the answer to this question was feudalism, in Rome it was a republic.

Choice 1 - Medieval Europe was feudalism based. They believed that the best way to keep order in a society was with lords, serfs, and the clergy. They kept people in line by having a strong line separating the social classes, with no mobility. They believed that what ever class you were born into is where you were best fit. They liked the idea of having one group provide the food and labor for both groups. Then having the other group provide safety.  When a law was broken the punishment was very unfair and cruel. The punishments were judged by the clergy. In this society, the most wealthy people were the ones with the most land, and the most religious power. The political system in this case protected the state more then the people. The system was more so designed to benefit the clergy and the nobles then the serfs.

Choice 2 - The Romans were a republic. They helped the people out more then the government. They kept their laws more equal and fair to everyone. Though they did not make everything equal, they were much better then the Medieval Europeans were. The Romans believed more in given the people the choice in what they did in their lives. They were more protecting of the people then they were of the state. The government worked more towards protecting the people and defending the people then their own selves.

Conclusion - The Medieval European people cared more about their government and less about their people. While the Romans were more caring about their common people. While many societies have their own way of looking after their people, some are more protecting of their government then their common people.

5. Theme: Golden Age Task: - Discuss the causes of a specific golden age

- identify and describe several advancements created during this golden age- Explain the effects this golden age had on a specific nation or region

There were several causes of the Muslim Golden Age. First, the Koran stresses the importance of learning. Mohammed had a deep passion and thirst for gaining not only religious and spiritual knowledge but also secular (non-religious) knowledge to try and explain the world around him. This cause was carried on by his followers. Also, Muslims promoted the idea of tolerance of other ideas. This allowed them to learn from the many different cultures that diffused into the area, such as Persians, Indian, Byzantine, Egyptian, Greek and Roman. Lastly, the Middle East is at the crossroads of 3 continents and 6 major bodies of water. This allowed for the area to become a major trade center in the ancient and medieval world. Their status as the “middlemen” of trade led them to great wealth and economic prosperity.

There were many great achievements created during the Muslim Golden Age. At the House of Wisdom in Baghdad, Muslim scholars translated ancient works from the Greeks, Romans and Egyptians. They also studied ideas in the subjects of math, science, medicine, literature, astronomy, art and architecture. They furthered the scientific process by challenging the works of the ancient scholars. Many inventions were created during this period including the compass, the astrolabe, calligraphy, surgical practices and medical books.

The effect the Muslim Golden Age had on world history was far-reaching. The Canon of Medicine was the definitive source on medical knowledge for several hundred years in the Middle East and in Europe. The compass and astrolabe spread to China and Europe, leading these countries to become major sea powers during the 15th and 16th centuries. As sea powers, Spain and Portugal discovered an all water route to India that eventually led to the Middle East – these “middle men” – being cut out of trade routes and losing money.

6. Theme: Turning PointsTask: - Identify and describe the causes of the event -Explain the effect this turning point had on a specific nation or region

There were many causes of the decline of the Islamic Empire. There was a serious lack of unity throughout the Muslim Empire. Even though they were all Muslims, there were many different ethnic groups throughout this large empire. Because of these different ethnicities such as Arabs, Turks, Persians, Indians and North Africans, it was difficult to unite these people. Also, around the 1200’s ad, southwest Asia was invaded by two groups. In the late 1100’s and early 1200’s, European Christians invaded the Middle East in order to try and retake the holy land of Jerusalem. In 1258, the city of Baghdad was overrun by the Mongols. These two foreign invaders caused much destruction and hurt the economic productivity of the area. These times of conflict decreased the amount of trade because few would want to travel to the area because of the heightened violence during this time period. Lastly, the economic decline in the Middle East was caused by the Europeans discovering an all water route to India. This cut out the “middlemen” in the Middle East, thus decreasing the amount of wealth that they could amass from foreign trade.

The decline of the Islamic Empire affected the region of the Middle East in many ways. The Ottoman Turks from what is today the country of Turkey took over the region and created the Ottoman Empire which controlled southwest Asia for several hundred years. The decline of the Islamic empire also caused this once unified land to be divided and ruled by many different peoples. The Spanish reclaimed their land for themselves in an event called the Reconquista. The Mughals eventually took over Northwest India which the Muslims had controlled. North Africa was ruled over by different groups, such as the Almoravids and the Almohads.

7. Theme: Technology

At various times in global history, technological advances have affected people, cultures, and regions. These advances have often changed the course of human events in beneficial and detrimental ways.

Task: Choose two technological advances from your study of global history and for each technological advancement:

-Identify and describe the technological advancement.

-Explain how each technological advancement affected a specific culture, people, or nation.

Example 7A.Body Paragraphs 1 - TECHNOLOGY (LATIN AMERICA)

One technological advancement are the Mayan calendars. They made two – one religious and one solar. The religious calendar had 260 days with 20 13-day months. The solar calendar had 365 days with 18 20-day months and a 5 day period at the end of the year. Each year in this calendar was calculated to be 365.2420 days long, only .0002 days off the actually length.

These calendars helped the Mayan Empire in many ways. Mayans believed that each day, month and year was a burden on the back of a god, so at the end of each period, the gods would lay them down for another god to lift. The religious calendar told the Mayans when each switch took place and which god was now carrying what. Since some gods were lucky and some were unlucky, this was very important information in everyday Mayan life. The solar calendar helped show the best times to plant their crops such as cocoa, maize, beans and squash. It also showed them the best times to attack an enemy or crown a new ruler.

Example 7B.Body Paragraphs 2 - TECHNOLOGY (LATIN AMERICA)

A technological advancement of the Aztecs was the chinampa. The capital of the Aztec Empire, Tenochtitlan, was built on Lake Texcoco. Chinampas were floating farms built on the marshy fringes of the lake. They were made by stacking layers of vegetation, dirt, and mud on top of each other. A chinampa was held together by wooden stakes and the roots of willow trees. Chinampas were very productive. Farmers could harvest crops 3 times a year. The surrounding water provided continuous irrigation to the farms.

The Aztec Empire was changed economically by the chinampas. The farms provided surplus food that could be traded on the Aztec’s extensive trade network. Trade occurred mainly with the Toltec’s and the people of Teotihuacán. At the economic heart of Tenochtitlan, the markets of Tlatelolco, products such as maize, coca, beans, and squash were traded. The chinampas brought vast wealth to the Aztec Empire.

Example 7C.Body Paragraphs 3 - TECHNOLOGY (LATIN AMERICA)

A technological advancement of the Incas was their road system. The Incan roads were a 14,000 mile long network of roads, tunnels and bridges that spanned the entire empire. They transversed the rugged Andes Mountains. Most of the roads ranged from paved stone to simple paths. They were built by mita, or forced labor tribute.

The Incas were changed politically by the road system. The roads made it easy to move troops and conquer new areas. Also, trained chasquis, or postal runners, could quickly carry messages throughout the empire using a set of knotted strings, since there was no writing system. The roads also helped lead to the Incas demise. In 1532, Francisco Pizarro was able to conquer the Incan people and take control with the help of their road system. These roads helped him move his troops through the empire to Cuzco, the capital.

8. Theme: Class SystemsAt various times in global history, class systems

have formed in many societies. Some of these have had positive effects while others have had negative effects on society.

Task: Choose two examples of class systems from your study of global history and for each class system:

-Identify and describe the specific class system.-Explain how the class system affected the society

positively or negatively within the specific nation or region.

Example 8A.Introduction – Class System

A class system is the distinction between individuals or groups in a culture that influences the daily lives of people. Often economically or occupationally based, class systems have influenced the culture and lives of members of societies over the course of global history. Confucius’ Five Relationships of ancient China and the Caste System of India are both examples of class systems which have had both positive and negative effects on the cultures in which they were followed.

8A.Body Paragraphs – Class System (Caste System)

Originating in India in the 1500’s BC, the Caste System is among the strictest of social structures. The roots of the Caste System started with the invasion of the Harappan Civilization, located in the Indus River Valley, by the Aryans of central Asia. To distinguish themselves as “better than” the current inhabitants of India, the Aryans developed the Caste System, giving themselves the majority of power. They created a hierarchal societal structure consisting of 5 classes. From bottom to top, Non-Aryans made up the lowest 2 classes: the Pariahs, which were the lowest, dirty, “untouchables”; and the Sudras - the farm workers, servants and laborers. Meanwhile, the Aryans made up the three higher classes: the Vaisyas - the herders, farmers, merchants and craftspeople; the Kshatriyas – the warriors; and the Brahmins – the priests. There was no social mobility; one’s class was inherited and permanent. People were born into and died in the same class.

The rigid social structure of the Caste System had obvious impacts on the daily lives of the people. One’s caste would determine where they lived, whom they married, what they ate, what they wore, and their occupation. Whether this was a positive or negative thing was in the opinion of the individual, but a case could be made for either. India’s major religion, Hinduism, also had an influential factor on the Caste System. Castes were said to be inherited based on good or bad deeds, or karma, in a past life. People ultimately strove to move up a caste in each life in hopes of achieving spiritual enlightenment, or moksha. This influenced people to stay loyal to the Caste System, keeping society running smoothly. Overall, the Caste System kept occupational stability and order within India, but limited opportunity and social mobility.

8A.Body Paragraphs – Class System (Confucius’ Five Relationships)

During a period of disunity and war in China known as the Warring States Period, three philosophies were developed in an attempt to restore peace and harmony. One of these philosophies was Confucianism. Among the many ideas of its founder, Confucius, were the 5 Relationships. Unlike, the Caste System in India, this was not a rigid class system, but a code of moral conduct that helped to restore social order within Han China. These relationships stressed a sense of moral obligation for all people to help those below them. This gave responsibility from ruler to subject, father to son, husband to wife, older brother to younger brother and friend to friend.

The Five Relationships of Confucianism positively influenced Chinese society during both the Han Dynasty and the Tang Dynasty. Family and the 5 Relationships were at the center of Confucianism, inspired by the thought that if each family was a peaceful, functioning unit, problems of society would resolve themselves. Proper behavior was expected from each member of society, including the rulers. Because rulers were at the top of this “chain” of relationships, China adopted civil service exams during the Han Dynasty, which were tests given on Confucianism in order to get a government job. This ensured good rulers, which in turn meant good and loyal citizens. Each person knew their role and what was expected from them in order to make society run smoothly. The teachings of the 5 Relationships and Confucianism soon became widespread throughout China, especially during the Tang Dynasty, China’s Golden Age. With the adoption of this class system of social and moral guidelines, people began to change their thoughts as well, eventually making China a more stable, orderly, peaceful nation and bringing the chaos of the Warring States period to a halt.

8A.Conclusion – Class Systems

The Five Relationships of Confucius in China and the Caste System in India both changed their societies greatly. Throughout history, these two class systems have influenced the daily lives of the people in positive and negative ways. While the 5 Relationships served as a code of moral conduct which guided the people to know their moral obligations and expectations, the Caste System dictated all aspects of daily life and halted social mobility and economic opportunity. Whether based on occupation, wealth, or heredity, class systems have provided stability and order to society over the course of global history.