Unit 1--Reading and Writing Workshop
The Global Tapestry (c. 1200–c. 1450)

Theme: Cultural Systems, Governance, and Exchange in Afro-Eurasia
Format: 3 Group-Based Sessions (SAQ, LEQ, DBQ)
Structure: Group discussion, document analysis, evidence synthesis, peer review

Session 1 — SAQ Practice: Cultural & Political Patterns
Prompt:
Answer all parts of the question using your knowledge of world history from 1200–1450.
a) Identify and explain ONE way Confucianism influenced governance in East Asia.
b) Identify and explain ONE way Islam shaped cultural or economic exchange in Afro-Eurasia.
c) Identify and explain ONE way African states such as Mali benefitted from trade networks.
Group Activity: “Cultural Threads Map”
  1. Divide into three groups — East Asia, Islamic World, Africa.
  2. Each group creates a mini-map showing how belief systems intersected with governance.
  3. Include specific examples (Song bureaucracy, Delhi Sultanate, Mali trade).
  4. Groups present their section and connect their “threads” into a shared class tapestry.
Peer Review: Exchange group responses and score each using the SAQ rubric.
Deliverable: Collective “Cultural Threads Map” annotated with evidence and explanations.

Session 2 — LEQ Practice: Cultural Systems & Power
Prompt:
Evaluate the extent to which cultural systems shaped political and economic life in Afro-Eurasia during the period 1200–1450.
Rubric Alignment (6 pts): Thesis (1) | Context (1) | Evidence (2) | Analysis (2)
Group Roles:
  • Historian: Contextualizes Afro-Eurasian belief systems.
  • Analyst: Builds thesis and supporting argument.
  • Researcher: Collects specific evidence.
  • Editor: Ensures reasoning and complexity.
Group Activity: “Belief Systems in Power”
Each group selects one major belief system (Confucianism, Islam, Hinduism, or Buddhism) and traces its effects on both governance and economy.
Guiding Sources (with excerpts):
  • Confucianism – Analects of Confucius
“If the people be led by laws… they will try to avoid the punishment, but have no sense of shame. If they be led by virtue… they will have the sense of shame, and moreover will become good.”
https://www.gutenberg.org/files/3330/3330-h/3330-h.htm
  • Islamic Governance – Hadith of the Prophet Muhammad (Al-Tirmidhi)
“The truthful and honest merchant is associated with the prophets, the upright, and the martyrs.”
https://www.sacred-texts.com/isl/hadith/
  • African Trade – Ibn Battuta, Travels in Mali (1352)
“The negroes possess some admirable qualities… There is complete security in their country.”
https://sourcebooks.fordham.edu/source/1354-ibnbattuta.asp
Group Deliverable:
An LEQ outline including thesis, contextualization paragraph, body paragraph notes, and complexity statement showing multiple perspectives.
Optional Extension: Write one complete LEQ paragraph collaboratively on chart paper and display for peer comparison.

Session 3 — DBQ Practice: Religion, Morality, and Exchange
Prompt:
Evaluate the extent to which cultural and religious traditions shaped governance and trade in Afro-Eurasia, 1200–1450.
Provided Documents:
  1. Confucius, Analects, Book II — Project Gutenberg
  2. Hadith of the Prophet Muhammad (Al-Tirmidhi) — Sacred Texts
  3. Ibn Battuta, Travels in Mali, 1352 — Fordham Sourcebook
DBQ Rubric Alignment (7 pts): Thesis (1) | Context (1) | Evidence Docs (2) | Beyond Docs (1) | Sourcing (1) | Complexity (1)
Group Activity: “Document Carousel”
  1. Each group rotates through stations featuring one document.
  2. At each station:
    • Identify POV, Purpose, Audience, or Context.
    • Write one sentence connecting it to the prompt.
  3. After rotations, groups synthesize their findings into thematic clusters:
    • Governance & Virtue (Confucius)
    • Faith & Commerce (Hadith)
    • Justice & Stability (Ibn Battuta)
Group Synthesis Task:
  • Draft a thesis evaluating the “extent” of cultural influence.
  • Add one outside example (e.g., Delhi Sultanate jizya, Swahili Coast cities, Buddhist monastic networks).
  • Conclude with a complexity statement acknowledging nuance (e.g., political pragmatism vs. ideology).
Deliverable: Complete DBQ outline (thesis, contextualization, evidence, sourcing, complexity).

Workshop Closure — Comparative Reflection
Group Reflection:
Each group compares how belief systems shaped both ideals and institutions across civilizations.
Create a one-page poster titled “Faith and Power in Afro-Eurasia” summarizing:
  • Key teachings from primary sources
  • Evidence of influence on governance/trade
  • A brief argument answering: “To what extent did ideology rule the world?”
Individual Follow-Up Writing:
Compose a 150-word reflection evaluating which belief system most effectively balanced moral authority and political stability.
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