Oxford Resources for IB DP History: Climate and Innovation ePub
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Description
Contents
Reviews
Language
English
ISBN
9781382076364
Cover Page
Title page
Copyright page
Contents
Guide to Paper 1
Course description and aims
Syllabus overview
Introduction to the focused study: Climate and innovation
Historical concepts
Example of conceptual questions for Paper 1
Working with sources
How to use this book
Focused study 1 Norse exploration (circa 982–1020)
Introduction
What sources do we have to study Norse history?
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1.1 What factors prompted innovation?
1.1.1 Population pressures and lack of arable land
Who were the Norse people?
Farming
Fishing and hunting
The Norse diet
Community life
Thralls
Political organization, reciprocity and gift-exchange
Religion
What triggered Norse exploration?
Push factors
Population pressures and lack of arable land
Freedom
Pull factors
The decline of the Roman Empire
Desire for treasure and for glory
Attacking Christian places
1.1.2 Technological advances in shipbuilding
How do we know about Norse technological advances in shipbuilding?
Archaeological evidence
Visual representations
Innovation 1: The development of clinker hulls
Innovation 2: The development of sails
Shipbuilding
Innovation 3: Navigation
Did technological advances in shipbuilding cause Norse exploration?
1.1.3 The roles of Erik Thorvaldsson and Leif Erikson
When did Norse people settle in Iceland?
Early Norse voyages to Iceland
Norse settlements in Iceland
Political organization in Iceland
When did Erik Thorvaldsson leave Iceland for Greenland?
Early Norse voyages to Greenland
When did Leif Erikson leave Greenland for the coast of North America?
End-of-unit practice paper
Inquiry question
Questions
Question 1 – 6 marks
Question 2 – 6 marks
Question 3 – 12 marks
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1.2 How did climate conditions shape innovation?
1.2.1 The Medieval Warm Period
What is the Medieval Warm Period?
Evidence to support the Medieval Warm Period theory
What caused the Medieval Warm Period?
A relative absence of volcanic activity
A reduction in the variation of Total Solar Irradiance
A rise in sea temperature
Why is there controversy surrounding the existence of the Medieval Warm Period?
Evidence used to support arguments against the existence of anthropogenic climate change
Proxy data may not be reliable
Is the concept of the Medieval Warm Period too simplistic?
1.2.2 Arctic sea ice and environmental conditions in Greenland and Vinland
How much Arctic sea ice was there around Greenland and Vinland in the late 10th and early 11th centuries?
What was Greenland like before Norse settlers arrived?
Snow and ice
Arctic circle
Temperature
Plants and animals
What was Vinland like before Norse settlers arrived?
Mountains, a plateau and a jagged coastline
Maritime climate
Plants and animals
End-of-unit practice paper
Inquiry question
Questions
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Text alternative for A line graph showing Arctic sea ice extent from year six hundred to two thousand
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Text alternative for A graph showing summer sea surface temperature in Iceland from year one hundred to year nineteen hundred
1.3 What innovations took place?
1.3.1 Establishment of new settlements in Greenland and Vinland
Early settlements in Greenland
Brattahlíð and Narsaq
Political organization in Greenland
Early settlements in Vinland
L’Anse aux Meadows
1.3.2 New modes of food production
Did Norse settlers adopt new modes of food production in Greenland?
Farming practices
Wild animals
Walrus and reindeer
Changing the landscape
Manure
Did Norse settlers adopt new modes of food production in Vinland?
1.3.3 The role of trade with “skrælingjar”
How important was trade to Norse explorers?
Who were the “skrælingjar”?
Dorset people
Beothuk people
What was the relationship between Norse explorers and indigenous people?
End-of-unit practice paper
Inquiry question
Questions
Question 1 – 6 marks
Question 2 – 6 marks
Question 3 – 12 marks
Selected references and further reading
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Text alternative for Ground plan of Erik the Red's Farft showing turf and stone buildings
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Focused study 2 The Aztec Empire (circa 1428–1469)
Introduction
What sources do we have to study the Aztec Empire?
Written and pictorial sources
Codices
Archaeology
Culture and ethnography
2.1 What factors prompted innovation?
2.1.1 The Triple Alliance and the establishment of the Aztec Empire
The Aztlán migrations
Stories about the migrations
The myth of Aztlán
The sun god
The calpulli
The rise of the Triple Alliance
Conflict in the region
Rebellion against the dominant power
The alliance is formalized
Power relations within the Triple Alliance
Benefits to the alliance members
2.1.2 Imperial reforms, including the Flower Wars
The establishment of the Empire
Imperial reforms
Religion and education
Political structures
Regulated wars
The Flower Wars
Trying to understand the practice of human sacrifice
The Aztec hierarchy
A society of warriors
Use of weapons
2.1.3 Role of Moctezuma I (circa 1440–1469)
Moctezuma I and innovation
Expansion and growth of the Empire
Moctezuma I’s expansion and consolidation of the Empire
The tribute system and political reforms
Expansion of Tenochtitlan
Education and cultural patronage
Natural disasters and the start of the Flower Wars
End-of-unit practice paper
Inquiry question
Questions
Question 1 – 6 marks
Question 2 – 6 marks
Question 3 – 12 marks
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2.2 How did climate conditions shape innovation?
2.2.1 Environmental conditions in the Mexican basin
Climate, environment and innovation
Mesoamerica: Geography and climate
Geography
Volcanoes
Soils
Climate
Studying the climate of the past
Aztec agricultural innovations
Growing crops
Terraces
Labour and tools
Crops
Aztec medicine
Animals
The Aztec view of the natural world
2.2.2 Importance of water resources
Innovations in managing water
The lake system of the Mexican basin
Aqueducts
Dikes and calzadas
Keeping the water clean
2.2.3 Drought, including the famine of One Rabbit
Drought and famine in the Aztec Empire
The famine of One Rabbit
Learning about the drought and famine
Information from the codices
Dendrochronology: A source of information
How does dendrochronology work?
Dendrochronology and the famine of One Rabbit
Climate data and the causes of the drought
Information from the written sources about the famine
The consequences of the famine
After the famine
End-of-unit practice paper
Inquiry question
Questions
Question 1 – 6 marks
Question 2 – 6 marks
Question 3 – 12 marks
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2.3 What innovations took place?
2.3.1 Urban planning, including in Tenochtitlan
Aztec innovations
Aztec settlements
The foundation and expansion of Tenochtitlan
Aztec innovations in urban planning
Urban planning in Tenochtitlan
Astronomy and urban planning
The temple precinct
Symbolism and layout of the Templo Mayor
Construction and phases of the Templo Mayor
The archaeological evidence
Ballcourts
The calpulli: Tenochtitlan’s districts
Education and schools in the calpulli
Women in the calpulli
Markets
Medicine and healing
Houses and palaces
The court system
2.3.2 Food production, including chinampas
Agriculture in the Aztec Empire
Terraces
The chinampas
Making and managing the chinampas
Managing the water around the chinampas
Tribute and trade
Tributaries
Tribute
Trade
2.3.3 Aztec expansion and annexation of Totonacapan
The Aztecs: A warrior people
Aztec military organization and structure
Army structure
Wartime logistics
Battle strategies
After a battle
Governing subjugated states
The conquest of Totonacapan
The Totonac people
Shifting power: The rise of Tenochtitlan in the region
Totonac rebellion
End-of-unit practice paper
Inquiry question
Questions
Question 1 – 6 marks
Question 2 – 6 marks
Question 3 – 12 marks
Selected references and further reading
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Index
Acknowledgements
List of Illustrations
List of Tables
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