Cultural economic political impact of islam in europe 1000 1750

The second kind of question we should help our students ask is, "What is the nature of historical change? This article is an expanded version of remarks she delivered to a session on AP World History at the annual conference of the National Council for the Social Studies.

The graphic encourages them to recognize the theme, time period, and region addressed in the essay question. By looking carefully at the timelines, students should notice the times of crisis and the times when few major changes happened.

Is it an impossible task? How can we teach students to write continuity and change-over-time essays? The Big Picture questions students should ask are about the causes of the changes or continuities in any of these themes over a long period of time. This created for wide spread cultural crossing in Africa as people from all over the world came to share and spread ideas, particularly of the Muslim faith.

What happened to the social status of slaves and serfs from the beginning to the end of this time period in the Caribbean or Russia, respectively?

I show them that any particular region of the world can be seen as a body of water that is "impacted" or "affected" by an outside force. For example, if the Big Question is about the nature of progress in the period tothen the students can record examples of progress, regression, and continuity on the swingometer.

Parts of Africa continued to govern them self.

Impacts of Islam in Africa: 1000-1750 AD

Most history teachers want their students to write essays that analyze a specific issue or topic. Famous for its two large mosques, Muslim scholars would come to Timbuktu to debate theology and try to keep fellow African Muslims pure of the paganism of the past and true to the doctrines of Islam.

The graphic organizer can help students prepare for the specific essay they will write. Cultural Impacts Africa changed culturally when the impacts of Islam spurred a rise in education.

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With more trading opportunities came a general hunger for trade expansion, opening the door for the slave trade to enter. My initial explanation for the poor responses is that many teachers are not sure what the Big Picture questions are for world history, and that their students did not have an understanding of the multiple times and ways that Muslims interacted with people in one of the three regions.

Our students also want to see world history connected to what they know happened locally. These trading docks generally shipped to Arabia, the most Muslim dominated part of the world. The ripple effects students might have used as detail to support generalizations about changes could be about how repeated interactions with Muslims changed language, food, gender roles, social standing of different professions or ethnic groups, attitudes toward other belief systems, and bureaucratic structures that affected taxation or commercial law.

Other Techniques Many of us already use a technique called a change analysis chart, developed by Linda Black and Ellen Bell. Despite all of these changes, West Africa maintained some continuity as well.

The Continuity and Change-Over-Time Question: Teaching Techniques

There is a small amount of research and plenty of anecdotal experience that shows how some teachers are being successful in showing students how to write change-over-time essays by identifying the right sort of questions that highlight the larger patterns of world history.

However, with education becoming more accessible, surrounding Africans took advantage of the opportunity to participate in higher learning and literacy rates in Africa soared.

Islam helped to form the Africa seen today.The Impact of Islam on West Africa C.E— C.E Between C.E. and C.E Islam entered West Africa and centralized its politics and brought it into the global trade network, yet much of African culture still remained/5(1).

Islam & Europe C.E – C.E. Between C.E. and C.E., Islam impacted Europe in many ways, it brought (and took) political power to the Church and king through the Crusades, it affected society through the Renaissance, and finally it affected Europe’s economy/5(9).

Describe and analyze the cultural, economic, and political impact of Islam on ONE of the following regions between CE and CE (West Africa, South Asia, or Europe). Be sure to discuss continuities as well as changes. Between and C. E. Islam entered West Africa and increased its trade, many Islamic states rose and fell, but many aspects of African religion and gender roles remained unchanged.

Islam's spread from AD to AD impacted Africa socially, culturally, and politically by instituting the slave trade, creating a rise in education, and adding Muslim leaders to West Africa's history.

Despite all of these changes, West Africa maintained some continuity as well. Analyze the cultural and political changes and Describe and analyze the cultural, economic, and political impact of Islam on ONE of the following regions between CE and CE. Be sure to discuss continuities as well as changes.

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Cultural economic political impact of islam in europe 1000 1750
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