Trade Unit DBQ

End of Unit Question – How are civilizations intentionally and

unintentionally transformed by the world’s traders?

Thesis: Throughout history, trade has intentionally and unintentionally

transformed civilizations.

Part A: Document Analysis

This question is based on the accompanying documents (1-7). Some of

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

question is designed to test your ability to work with historical

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

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

in the document.

Task:

Using information from the documents provided and your knowledge of

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

A. Identify and explain unintentional and intentional change through

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

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

• Discuss the factors leading to trade networks.

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

throughout history.

• Describe how both intentional and unintentional changes occurred

within civilizations as a result of trade.

Document #1: Phoenician Trade

From looking at the placements of colonies on the map, why do you think the

Phoenicians and the Greeks were able to trade with so many other civilizations?

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Document #2: The Silk Road

The Silk Roads is the name given to

the 5000-mile-long network of trade

routes that connected East Asia,

Central Asia, and Europe during the

13th and 14th centuries. In the East,

the Silk Roads began in the ancient

city of Ch'ang-an. From there,

caravans of traders carried silk, tea,

and pottery westward, sometimes

crossing the mountains and deserts

of Central Asia and the Middle East.

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

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

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

along the Silk Roads.

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

culture?

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

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

showing a handgun being fired.

Document #3: The Swahili Coast

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

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

Swahili Coast?

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

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

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

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

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

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

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

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

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

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

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

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

Dark shade represents Islam

Document #4: Commercial Revolution In Medieval Europe

1. Why did trade and finance (business) increase?

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2. How did ways of doing business change?

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“Along with the growth in the food supply of Europe, trade and finance

increased. Craft workers began to make more goods. These goods were

traded all over Europe. Towns held fairs each year. There merchants sold

cloth, food, leather, and other wares.

With more trade, merchants needed more cash. They had to borrow

money to buy goods to sell. They needed new ways to get cash and loans

and to exchange different types of money. For example, bills of exchange

established exchange rates between different coinage systems. Letters of

credit between merchants eliminated the need to carry large amounts of

cash and made trading easier. Trading firms and associations formed to

offer these services to their groups. The Church had rules against charging

a fee for loaning money. Jews, who were outside the Church, became the

chief sources of loans. Later, the Church relaxed its rules. Then Christians

began to form banks. The expansion of trade and changes in banking

practices was called the Commercial Revolution.

In the early 1100s, the population of western Europe grew quickly. Trade

was booming. Towns grew larger and more important.”

Document #5: Marco Polo (1254-1324)

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

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

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

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

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

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

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

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

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

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

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

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

that no European town could match.

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

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

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

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

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

the goods to their civilizations.

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

from Asia?

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“More precious and costly wares are

imported into Khan-balik than into

any other city in the world… All the

treasures that come from India-

precious stones, pearls and other

rarities – are brought here. So too are

the costliest products of China itself.”

MARCO POLO, The Travels of Marco Polo

Document #6: The Columbian Exchange

Products: Background:

Dutch chocolate Chocolate came from the Americas;

Holland is in Europe

Italian tomato sauce Italy is in Europe; tomatoes came from the

Americas.

Florida oranges Florida is in the Americas; oranges come

from the Old World.

Columbian coffee Colombia is in the New World; coffee

came from the Old World.

Irish potatoes Ireland is in Europe; potatoes came from

the Americas.

French vanilla France is in Europe; vanilla came from the

Americas.

woolen Navajo blankets Wool comes from sheep, which came from

the Old World; the Navajo are a culture of

the Americas.

Texas beef steak Texas is in the Americas; beef cattle come

from the Old World.

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

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2. How did these products that people use today result from the Columbian

exchange?

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

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

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

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

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

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

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

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

Document #7: Globalization

What is the message behind this political cartoon? How can it be related to global

trade and its impact on nations around the world?

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Use the chart below to record examples of intentional and unintentional

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

Trade/Traders Intentional

Changes

Unintentional

Changes

Phoenicians

The Silk Road

Swahili Trade

Medieval Europe

Marco Polo

Columbian

Exchange

Globalization

Part B: DBQ Essay

Directions:

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

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

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

examples, and details. Include additional outside information.

Historical Context:

Throughout history, trade has intentionally and unintentionally

transformed civilizations.

Task:

Using information from the documents and your knowledge of social

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

“How are civilizations intentionally and unintentionally

transformed by the world’s traders?”

FORMAT

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

• Name/Period on front page

• Citation of sources (in text--parenthetically)

• Discuss the factors leading to trade networks.

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

throughout history.

• Describe how both intentional and unintentional changes occurred

within civilizations as a result of trade.