Learn how merchants traveled across the Silk Roads, Indian Ocean, and trans-Saharan trade routes exchanging goods, ideas, new technologies, and diseases.

The production and distribution of things food, tools, commodities, and luxuries is a driving force in world history. Early in this era, networks of exchange allowed for the flow of goods across vast regions, with significant consequences for societies along these routes

Orient yourself in time and space as you begin Unit 2, by using maps to make predictions about the consequences of connection and trade in this unit.

A full-color political map of the world in 1200 CE, highlighting the major states, communities, and cities you’ll learn about in WHP.

A black and white version of the world in 1200 CE, that can be cropped to specific regions and easily printed.

A full-color thematic map of Medieval Trade Routes in 1450 CE, meant to help you support, extend, and challenge the frame narratives.

More personalized vocab, this time for Unit 2. Add to it as the unit progresses.

Back to the full class word wall, this time for Unit 2 vocabulary.

This vocab guide provides a summary of the key vocabulary for the unit.

Vocab cards for each of the key words in this unit.

Can you correctly categorize the statements based on the AP themes? Time to find out in the first part of the Unit 2 Themes Notebook activity!

Learning to read and evaluate charts is an important skill. This guide will be a useful reference as you encounter different charts in this course.

This activity introduces students to the Three Close Reads for Data tool by providing step-by-step instructions as they read the first Data Exploration on population.

There are a lot of humans living on the planet today. But for most of our history, our population was much smaller. Demography provides one window into our shared history.

The Silk Road didn’t collapse after the fall of the Han Dynasty. It continued to tie together local networks and boost economic production across Asia.

From 1206 to 1368, the Mongol Empire ruled most of Eurasia. The influence of the Khans stretched far beyond their borders and outlasted their empire. How did they do it?

Sorqoqtani Beki (1190-1252) was one of the most powerful forces in shaping the Mongol empire. She used a network of sister-princesses and nephews to win the empire for her son Mongke, but in the process, began its division.

How did the Mongols create the largest empire in history? Use the sources in the accompanying collection with the Quick-Sourcing Tool to find out!

Savage barbarians or the greatest empire-builders of all time? The Mongols were as interesting to their Eurasian neighbors in the thirteenth century as they are to students today.

One of the most powerful advisers of the Mongol Ilkhan Ghazan (who ruled from 1295 to 1304), Rashid Al-Din undertook one of the first written histories, the Jami Al-Tawarikh. In art and text, this book presented the Ilkhan as both the leading Islamic ruler and the inheritor of a vast and diverse tradition from across Eurasia.

It’s difficult to write something when you’re not sure what you’re being asked to do! This is the first in a series of activities in which you’ll practice analyzing prompts.

A highly sophisticated and expansive commercial network developed in the thirteenth and fourteenth centuries able to move things, ideas, and germs throughout Afro-Eurasia.

Around 1250-1350, an archipelago of trade stretched across Afro-Eurasia. Nick and Trevor explore the role of the wool trade in this system and its impact on England.

Time to write home! Craft a postcard from the perspective of a someone who traveled the world in the thirteenth or fourteenth century.

Time to write home! Craft a postcard from the perspective of a someone who traveled the world in the thirteenth or fourteenth century.

In this final vocab activity of the unit, students move beyond simply defining words to applying them, therefore solidify their understanding and use of the words in context.

From 1200 to 1450, an extensive trading network stretched across the Sahara Desert, linking the wealthy empires of West Africa to the Mediterranean Sea and Indian Ocean.

From 1200 to 1450, the Indian Ocean was the center of world trade. The world’s largest empires traded in this diverse network of merchants from all over Afro-Eurasia.

A man of three names, Zheng He was a Muslim captured by the Ming dynasty who became a valuable official and then a great admiral. But were his famous expeditions trading enterprises or instruments of war and domination?

A thousand years ago, the Ancestral Pueblo made Chaco Canyon the center of their cultural world. Their networks stretched across the vast Colorado Plateau.

The Silk Road connected Afro-Eurasian societies through trade. In this simulation, you’ll get to step into the shoes of a Silk Road merchant and see how goods moved.

Learn how to ACE the SAQs on the AP^® exam using this 4-step process for responding to SAQs that include a primary source document.

We talk a lot about testing claims in this course. Thing is, you need to be able to make claims too!

How do we decide who to believe? Who can we consider “authority”? And what does Taylor Swift have to do with figuring out when and where the Enlightenment began?

As people moved between societies, they shared ideas including belief systems and technologies with the people they met. A look at how those people decided what to accept, reject, or mix together points us to some important changes in this era.

Jala Al-Din Rumi, commonly known simply as Rumi, is one of the most influential poets in history. A Muslim jurist, scholar, and sufi mystc, Rumi’s life and poetry transcends borders and languages.

How did trade networks facilitate cross-cultural interactions from c. 1200 to 1450? Use the Quick-Sourcing Tool with the primary source collection to find out!

People trekked over vast distances to acquire goods from far-off lands. But luxury goods weren’t the only things people traded; new ideas, technologies, beliefs, and diseases moved with them.

This activity allows students to see how networks of exchange can be both beneficial and detrimental to society.

Disease has always plagued human communities. One of the biggest epidemics in world history was started by one of the smallest animals and spread by trade networks in the world’s largest empire.

How has our understanding of the Black Death changed over time? Use the primary and secondary sources in this collection to find out!

The primary and secondary sources in this collection help us understand the origins and spread of the Black Death.

Students will use their causation skills to examine how the causes and consequences of the Black Death.

Were your predictions and themes categorization correct in the first part of the Themes Notebook activity? Use your knowledge from this unit to decide.

It’s time to review the map predictions you made at the beginning of the unit, and examine a series of new maps to help you think about the unit problem.

A full-color political map of the world in 1200 CE, highlighting the major states, communities, and cities you’ll learn about in WHP.

A full-color political map of the world in 1450 CE, highlighting the major states, communities, and cities you’ll learn about in WHP.

A full-color thematic map of the Black Death and Mongols in 1200 CE, meant to help you support, extend, and challenge the frame narratives.

Before you can write a good thesis or contextualization paragraph, you need to know how to find one! In this activity, you'll evaluate the thesis and contextualization in a sample essay.

It’s time to put all of your Unit 2 skills and knowledge to work to answer the LEQ for this unit. Don’t worry, we have lots of tools and tips to help you along the way!

In this DBQ, you'll develop an argument that analyzes the similarities and differences between various networks of exchange from c. 1200 to 1450 CE.