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question is designed to test your ability to work with historical
documents.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.
Muslims praying at a mosque in Urumqi, China.
Picture from a German book from the 1400s A.D.
showing a handgun being fired.
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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Document #3: The Swahili Coast
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
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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Document #4: Commercial Revolution In Medieval Europe
“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.”
1. Why did trade and finance (business) increase?
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2. How did ways of doing business change?
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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 fivehundred 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.
“More precious and costly wares are
imported into Khan-balik than into
any other city in the world… All the
treasures that come from Indiaprecious stones, pearls and other
rarities – are brought here. So too are
the costliest products of China itself.”
MARCO POLO, The Travels of Marco Polo
What conclusions can you make about how Marco Polo changed Europe after he returned
from Asia?
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Document #6: The Columbian Exchange
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.
Products:
Background:
Dutch chocolate
Chocolate came from the Americas;
Holland is in Europe
Italy is in Europe; tomatoes came from the
Americas.
Florida is in the Americas; oranges come
from the Old World.
Colombia is in the New World; coffee
came from the Old World.
Ireland is in Europe; potatoes came from
the Americas.
France is in Europe; vanilla came from the
Americas.
Wool comes from sheep, which came from
the Old World; the Navajo are a culture of
the Americas.
Texas is in the Americas; beef cattle come
from the Old World.
Italian tomato sauce
Florida oranges
Columbian coffee
Irish potatoes
French vanilla
woolen Navajo blankets
Texas beef steak
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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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
Phoenicians
The Silk Road
Swahili Trade
Medieval Europe
Marco Polo
Columbian
Exchange
Globalization
Intentional
Changes
Unintentional
Changes
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?”
• 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.
FORMAT
•The DBQ Essay will NOT be accepted if these are not present:
• Name/Period on front page
• Citation of sources (in text--parenthetically)