Economic and trade how important to the china,Rome and its successors,Japan and Mongolia

User Generated

WnzrfThb

Writing

Description

Use the Chicago style foot notes for this paper.

Topic for this eassy is: Economic and trade how important to the china,Rome and its successor,Japan and Mogolia. I decided to talk about the Economic and trade how to opening to the world. Influence of Outside Contacts on Chinese Civilization.And Culture form foreign countries were adopted.

Note: see the upload files how to write for this eassy and the paper grading criteria for this paper, and also i upload some of the Sources for this topic you can use, do not use outside research for this paper ,If you want more sources you can ask me i will give you more,Thank you. good luck for this eassy.

Unformatted Attachment Preview

HIST 100D, winter 2018 Paper Instructions PAPER DUE: April 11 Goals: A 5-6 double-spaced page paper written individually. The paper will • Analyze primary sources from your textbook on a topic chosen from the list provided. • Come to conclusions about that topic for the civilizations chosen from the lists provided. • Formulate a thesis based on your conclusions and prove that thesis with evidence from the documents and the text. • Express your thoughts in formal, academic English. Audience: The audience you should target is a well-educated person who knows little or nothing about your topic. You will have to explain your topic clearly to that audience. ➢ You want your audience to understand what the chosen civilizations believed about your topic, how and why they acted as they did, and what (if any) the debates in different societies were on your topic. You also want to compare/contrast the civilizations and show any change in them over time. o Therefore, your primary aim is not to judge the societies of the past for what they believed or did but instead to explain their viewpoints. Of course, we all make judgments about past societies. I doubt if any of us would feel comfortable living in a society that condoned slavery or threw women into rivers if they were accused of adultery. It is important, however, to understand why a society would do these things. It helps us understand the diversity of human thought, including the reasons we hold the beliefs we do now. Sources: The sources for the paper are • Documents and visual sources in the textbook, the source reader, and on Canvas. There is no minimum number of sources from the book you must use but I will expect you to use most or all of those relevant to your topic. • The chapters and document introductions of the textbook and source reader. • You are not required to do outside research for this paper. If you do use outside sources, they must conform to the standards of scholarly sources (you will want to consult with me about this). You must also provide me with photocopies or print outs of every page you cite (in other words, I must be able to see the information you used in the paper). Topics: Choose one topic (bullet point) from one of the following categories. Politics: • Presentations of political authority: how political leaders presented themselves to express their power and to claim support and legitimacy for their rule. • Ideas about governmental systems: how different civilizations and peoples set up governments, how different peoples described a good ruler or leader, and what their debates about proper government were. • Politics and religion/philosophy: how different civilizations saw connections between government and religion or philosophy, and how governments used religions/philosophies to uphold power and create stable societies. HIST100D paper instructions, p. 2 Religion/philosophy and moral codes: • Conceptions of the moral life: how different civilizations defined a moral or good life for individuals to lead and how following such a path would lead to a stable, good society. • Conceptions of gods, the soul, and salvation: how different civilizations defined the supreme being/s, the immortal part of the human being, and the afterlife or whether they were uninterested in them or denied that any of these things existed. • Law and social regulation: how different societies defined good social order, how they tried to enforce it through their laws and moral codes, and what social problems or crimes different societies were most concerned about. Social outsiders: • Attitudes toward social outsiders: how societies defined others people as social outsiders, how they evaluated outsiders’ cultures in comparison to their own; how they believed social outsiders should be treated (and how they actually were treated); and how authorities tried to regulate contact between their culture and the outsiders. This includes outsiders who lived within a society (for example, people who had been conquered or captured or had for other reasons moved into a new society) and outsiders who lived beyond a civilization’s borders. Sex and gender: • Relationships between men and women: how different societies defined proper relationships between men and women (in the family, in marriage, outside of marriage) and how they regulated those relationships through law, politics, and religion/philosophy as well as any debates about these issues. • Women’s roles: how different civilizations defined women’s roles, duties, and rights and how they regulated those things through law, politics, and religion/philosophy as well as any debates about these issues. Economics and trade: • Production systems and trade connections: the economic basis of different civilizations, different types of economic production (agriculture, industries, etc.), and the economic, social, and cultural impact of trade connections on societies. Civilizations: Choose as instructed from each list. Choose 2 of the following: • ancient Middle East (Mesopotamian area, Persia, Alexander’s Empire and its successors) and the Islamic World • China • Rome and its successors (medieval Europe and Byzantium) AND Choose 2 of the following: • ancient Egypt • ancient Greece HIST100D paper instructions, p. 3 • • • Japan the Mongols India Citations: Cite your sources using Chicago Style footnotes (you will not need a bibliography for this assignment). See examples on last pages of this handout. • What to cite: cite any information you paraphrase and any quotations. • Chicago Style is the style historians use. To insert footnotes, use the References tab in Word and click Insert Footnote. Word will automatically number and insert the footnote for you. Then you type the footnote information, correctly formatted, at the bottom of the page. Other word processing programs will handle footnote insertion differently, but they do offer an easy way to do it. o The benefit of using the insert footnote feature is that if you cut and paste paragraphs of the paper, the program will automatically renumber your footnotes for you. However, then you have to make sure the formatting of the notes is correct. • Footnote formats: the formats differ for different types of sources. Also, with footnotes, you only have to use the complete citation information in the first footnote citing that source. Once you have already given your reader the full information, in other footnotes you can use a short version. • I’ve provided some examples, so all you have to do is substitute the information from your sources into these formats. If you have a source that doesn’t seem to fit one of the formats, please ask me. I’ll be happy to show you how to do it. Instructions: These are guidelines for how to approach the assignment. Step 1: Choose your topic and civilizations • The topics are broad. The sources will come from multiple civilizations and a broad range of time. You will need to compare and contrast the civilizations and explain whether ideas in a specific region of the world continued and/or changed over time. • Choose your civilizations according to how much information you have about them and which ones will make a good comparison. You will need to look carefully at the documents and visual sources available to you to make a good decision. • Make a list of the documents and visual sources from the textbook, the source reader, and Canvas that are relevant to your topic and civilizations. Read/review the text chapters and introductions to the documents for more information on your topic and the documents. Some documents that do not immediately seem relevant to your topic may still provide valuable evidence for you. Therefore, you will need to look at each one carefully. [Note: this step is part of your List of Sources assignment.] Step 2: Research • Once you have chosen your topic and civilizations, research your topic by reading or looking at all your sources very carefully. • Look for reasons that explain why ideas and behaviors existed, continued, and/or changed. • Come to conclusions about your research. HIST100D paper instructions, p. 4 • Write a thesis sentence for your paper. It should be worded: “This paper argues that . . .” In other words, your thesis should be a statement you will prove in your paper by providing evidence from the documents and the text. o Yes, you have to word it this way. I am disillusioned. I have had too many students who objected to the wording and then turned in a bad thesis, though I recognize that some students can write a good thesis without using this wording. o Note: you will write a preliminary thesis for your List of Sources assignment. The instructions for that assignment include more guidance for writing a thesis statement. Step 3: Write the paper. • Organize your ideas into a logical order and draft your paper. • Once the paper is drafted, look back and consider o Is my thesis a statement that needs to be proved? o Does my evidence prove my thesis? o Have I paraphrased most of my evidence? ▪ Most student quote too often in history papers. Only quote when the words in the original source are outstandingly striking or important.1 ▪ Students also tend to overuse block quotations (quotations of 4 or more typed lines that must be set off in the text by indenting). You should only use 1 at most in a paper of this length. o Is my evidence arranged in a logical order? o Do I have a conclusion that ends my essay in a logical manner? o Have I dealt with all the content (as opposed to writing style) categories listed on the grading criteria sheet? Step 4: Revise and edit. • Visit the Writing Center in the Library if you would like any writing advice. • First, revise the major issues: thesis, evidence, organization. • Second, consider whether your writing is correct on the paragraph, sentence, and word usage levels. Check the writing style categories on the grading criteria sheet. o Is your writing clear and does your wording accurately convey your thoughts? o Is your writing grammatically and mechanically correct? o Is the tone formal and academic throughout? o Are your citations correct? Have you cited paraphrased information as well as quotations? o Use a cover sheet that provides your name, the course number and name, and the semester. The paper must be 5-6 pages long not counting this cover sheet. o Make sure your name and the page number are on each page after the cover sheet. Use a header to insert this information. • See the Paper/Project module on Canvas for handouts on thesis statements, introductions, and paraphrasing. Please note that there is no requirement to try to compare these civilizations to the present day. Doing that well takes very careful analysis and wording. There is also no need to bring in your 1 Quoting too frequently is a red flag to your instructor that you have not actually understood the material well enough to paraphrase it. Your instructor may also think you are unwilling to make the effort or take the risk of using your own words. HIST100D paper instructions, p. 5 personal opinion of the beliefs and actions of past civilizations. You are trying to judge them historically in this paper, rather than judging them by today's standards (though of course you can hardly avoid making those judgements in your own mind). Tips for organizing your paper: • The essay should be in standard essay format. It should have a thesis sentence, an introduction, body paragraphs in which you show your evidence to support your thesis, and a conclusion. • You should strive for a clear thesis and a well-organized essay. The body paragraphs should follow a logical order; usually for history that is a chronological order. Pay attention to your grammar, word usage, and transitions from one paragraph to another. • The introduction should introduce your topic and your thesis. Beware of introductions that are overly general and make huge historical claims that are either too obvious or are unwarranted by any evidence (for ex. “Throughout history kings have fought wars for their own selfish interests.”). Introductions should introduce both your topic and briefly the civilizations you will cover. • Your thesis should be carefully crafted. It should be specific and to the point. Avoid thesis statements that are overly general and make huge claims that are ahistorical, too obvious, or unwarranted by any evidence (for ex. “Napoleon was a great general.” “Absolute monarchy was a terrible form of government.”). Make your thesis specifically focused on what you will discuss in your paper. • All the paragraphs should contribute to proving your thesis and all information in the paragraphs should be directly relevant to the thesis. Beware of digressions onto irrelevant, however interesting, topics. Each paragraph should be well-organized (coherent) itself. It should focus on one topic, and the sentences should be arranged in a logical order. • The conclusion should draw the evidence together into a restatement of your thesis. It should also draw out any connections between pieces of evidence in the body that need to be made to come to your ending conclusion: that your thesis is indeed true. Footnote format samples (the numbers at the end of the samples are always the page numbers the cited information comes from). Keep in mind that the first time you cite a source in the paper, you must use the full version. However, when you cite the source again, you can use the short version. the textbook, full version: Robert W. Strayer and Eric W. Nelson, Ways of the World: A Brief Global History with Sources, 3rd ed., vol. 1, Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 98. the textbook, short version: Strayer and Nelson, Ways of the World, 99-105. HIST100D paper instructions, p. 6 the source reader, full version: This format should be used if you are citing information written by Strayer and Nelson, rather than the actual primary source. For example, the introductions to the chapters and the introduction to each source are written by Strayer and Nelson. Robert W. Strayer and Eric W. Nelson, Thinking Through Sources: Ways of the World: A Brief Global History with Sources, vol. 1, Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 87. the source reader, short version: Strayer and Nelson, Thinking Through Sources, 87. documents in the textbook, full versions: (I’ve given a couple of examples, one with an author and one without) Sima Qian, “Records of the Grand Historian,” in Ways of the World: A Brief Global History with Sources, by Robert W. Strayer, 3rd ed., vol. 1 Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 144. “Leechbook,” in Ways of the World: A Brief Global History with Sources, by Robert W. Strayer, 3rd ed., vol. 1 Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 454. documents in the textbook, short versions: Sima Qian, 144. “Leechbook,” 454. documents in the source reader, full versions: (I’ve given a couple of examples, one with an author and one without) Pericles, “Funeral Oration,” in Thinking Through Sources: Ways of the World: A Brief Global History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1, Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 34. “Regulations for a Community of Monks,” in Thinking Through Sources: Ways of the World: A Brief Global History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1, Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 87. documents in the source reader, short versions: (I’ve given a couple of examples, one with an author and one without) Pericles, 34. HIST100D paper instructions, p. 7 “Regulations for a Community of Monks,” 95. visual sources full version: Note: the titles of works of art, like the titles of books, are usually italicized; titles of photographs are put in quotation marks. However, many of the visual sources in your book do not have official titles. You can simply use the titles provided with the source and italicize them. In some cases the artist’s name is provided; in others we do not know it. I’ve given an example with the artist’s name and one without. Gentile Bellini, Portrait of Mehmed II, in Ways of the World: A Brief Global History with Sources, by Robert W. Strayer, 3rd ed., vol. 1 Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 538. The Standard of Ur, Peace Panel, in Thinking Through Sources: Ways of the World: A Brief Global History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1, Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 20. visual sources short version: Bellini, 538. The Standard of Ur, Peace Panel, 20. sources provided on Canvas: Use the author of the source, if known. Use the title at the top of the document. Use the date (year) the document was written, if known. Use the page number in the header of the document (use 1 for first pages). long form: Emperor Taizong, "Excerpts from Emperor Taizong on Effective Government," 648 CE, document provided by Dr. Huebel on the Canvas course site, 2. Example without a known author or a specific date BUT with a subtitle that specifies a specific source: In this case 2 primary sources are included in the same Word document on Canvas: "Judaic Covenants with Yahweh: The Abrahamic Covenant," document provided by Dr. Huebel on the Canvas course site, 1. short form: Emperor Taizong, 2. "Judaic Covenants with Yahweh: The Abrahamic Covenant," 1. HIST100D paper instructions, p. 8 Example of how this will all look in your paper You might be using the source “Regulations for a Community of Monks” from the source reader in your paper and need to cite it after describing what it says on p. 87.2 Then you might make a point using Sima Qian’s “Records of the Grand Historian.”3 You might then need to cite “Regulations for a Community of Monks” again.4 Notice that I used the short version because I had already provided the full information in footnote 1. You can cite more than one source in the same footnote. Let’s say that I compared and contrasted these two sources in several sentences and in some sentences I used information from both sources. I don’t need to cite every single sentence. I can put one footnote at the end of my compare/contrast and cite both sources. 5 However, I do need to make sure my sources are cited in each paragraph. Let’s pretend my first paragraph was all comparison and now I’ve started a new paragraph to contrast the sources. I need to cite the source in the previous paragraph, as I did, and at the end of this one, I will need to cite them again.6 Notice that I cite the exact page that the information came from. For “Records of the Grand Historian,” sometimes I am citing p. 144 and sometimes p. 143, depending on which page the information I am citing is found on. If necessary, I could cite the page numbers as 143-144 in the footnote if I used information from both pages. Now I’ve moved on to another paragraph in my paper. I’m writing about the trade down the coast of east Africa described in the Red Sea Guide Book found on Canvas.7 Then I discuss a Spaniard’s description of the city of Samarkand including a direct quotation from the source.8 In a few more sentences, I compare these two sources and another source and cite them all at the end of the last sentence of the paragraph in which I used them.9 I might round off the paragraph by mentioning Sima Qian’s work again.10 Why Historians Use Footnotes Historians like footnotes because the numbers are less distracting to the reader than parenthetical citations, and you can cite numerous sources in one footnote without completely confusing your readers. For example, one footnote in my own work looks like this: 1 Mrs. J. Bakewell, The Mother's Practical Guide in the Physical, Intellectual, and Moral Training of Her Children: With an Additional Chapter on the Claims and Responsibilities of Stepmothers (London: John Snow, 1845), 183-196; James Cameron, Three Lectures to Christian Mothers (Edinburgh: William Innes, 2 “Regulations for a Community of Monks,” in Thinking Through Sources: Ways of the World: A Brief Global History with Sources, ed. by Robert W. Strayer and Erik W. Nelson, vol. 1, Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 87. 3 Sima Qian, “Records of the Grand Historian,” in Ways of the World: A Brief Global History with Sources, by Robert W. Strayer, 3rd ed., vol. 1 Through the Fifteenth Century (Boston: Bedford/St. Martin’s, 2016), 144. 4 “Regulations for a Community of Monks,” 87. 5 Sima Qian, 143; “Regulations for a Community of Monks,” 87. 6 Sima Qian, 144; “Regulations for a Community of Monks,” 87. 7 “International Trade: The Red Sea Guide Book,” 110 C.E., document provided by Dr. Huebel on the Canvas course site, 2-3. 8 Ruy Gonzalez de Clavijo, “A Spanish Ambassador’s Description of Samarkand,” 1403, document provided by Dr. Huebel on the Canvas course site, 1. 9 “International Trade: The Red Sea Guide Book,” 4; de Clavijo, 1; Principle Crops of Afro-Eurasia, c. 1300, document provided by Dr. Huebel on the Canvas course site, 1. 10 Sima Qian, 143. HIST100D paper instructions, p. 9 1841), 42-48; Ellis, The Mothers of England, 20-27; "Memoir of Mrs. Dr. Cox of Hackney," The British Mothers' Magazine III (Jan. 1847): 5-6. Imagine trying to put that in parentheses in the middle of your paragraph! Your reader wouldn’t be able to skip over it easily and find the next sentence. Once you get the hang of footnotes, they aren’t really more difficult than MLA or APA. Common Mistakes Made on the Paper: 1. Not making use of the primary sources and instead relying almost completely on information found in the textbook chapters. 2. Not using the relevant sources on Canvas. 3. Coming to me shortly before the paper is due and saying “I decided to focus on X civilization. Is that ok?” No, it is not ok. The instructions for the paper are to compare civilizations. 4. Using CSE-style footnotes (see the Example Citations and Format for information). In CSE style, the number of the footnote tells you which source is being cited. That is not true in Chicago style. 5. Using a different citation style than the one assigned. Also, taking little or no care to format the citations correctly. Why Do We Have to Cite? A Common Question Citation allows any reader to check your information. This is the equivalent of replication of experiments in science. If a scientific experiment cannot be replicated by another scientist, then the conclusions are rejected. In history, no one can exactly replicate your research process—the precise order in which you discovered data and came to your conclusions. However, if you cite properly, your data can be checked and your conclusions subjected to the scrutiny of others. Therefore, citation must make it as easy as possible for your readers to find your information and double check it. Anyone familiar with the citation style you use knows what each part of the citation is: the author, title, page numbers, etc., so your citations must be accurate and formatted correctly. Putting the page numbers where a volume number should go creates confusion and brings your intentions and competence into question. HIST100D paper instructions, p. 10 HIST 100D Winter 2016: Paper Grading Criteria: The boxes provide a general description of the type of performance that will earn that letter grade. Individual performances may demonstrate qualities of more than one letter grade in a category (an A on comprehension of documents and a B on comparison and contrast for example) and will be averaged. Significant deviations from the instructions (for example, papers less than 5-6 double-spaced pages) will result in deductions from the grade earned on these categories. Area of Analysis and Comprehension Choice of documents for the topic. A B C D F Choice and use of documents for the topic is excellent. Mined the available documents, including less obvious ones, thoroughly for information. Choice and use of documents for the topic is very good. Does not show as thorough research of the documents as the A paper. Uses all of the obviously relevant documents. Less thorough research than the A or B paper means the less obvious documents are not used. Uses most of the obviously relevant documents, but leaves out some. Does not use most of the obviously relevant documents. 15 pts. Analysis of documents: comprehension and analysis of the authors and their points of view; strength of comparison and contrast of societies; explanation of topic 14-15 pts. Use of sources shows accurate reading and understanding of them and the authors’ points of view. Offers in-depth analysis and interpretation of the documents. Shows clear understanding of the historical context with very few/no errors. Does an exemplary job of comparing, contrasting, and explaining the topic. 12-13 pts. Use of sources shows accurate reading and understanding of them and the authors’ points of view. Provides a very good analysis of the documents and solid understanding of the historical context with few errors. Does a very thorough job of comparing, contrasting, and explaining the topic. 11 pts. Use of sources indicates some mistakes in reading and understanding. Provides a good basic analysis of documents and some of the historical context with some errors. Does a solid but not completely thorough job of comparing, contrasting, and explaining the topic. 9-10 pts. Use of sources indicates many mistakes in reading and understanding. Provides some analysis of the documents and some historical context. May show a few serious errors in context. Does not do a thorough job of comparing, contrasting, and/or explaining the topic. 0-8 pts. Use of sources indicates an unmistakable lack of understanding. Provides little analysis of documents and little or very inaccurate historical context. Does not do a thorough job of comparing, contrasting, and/or explaining the topic. 16-17 points 14-15 points 12-13 points 0-11 points 18-20 points 20 points HIST100D paper instructions, p. 11 Area of Analysis and Comprehension Analysis of documents: Thesis statement and use of evidence to prove it. 20 pts. Writing Style: writing style, grammar, mechanics 15 pts. A B C D F Thesis is an argumentative statement that shows in-depth analysis of the sources and states the argument in a clear and refined style. Goes beyond summarizing the information. Analysis shows complex ideas, and the ability to link together information from various sources. Excellent use of sources to support ideas in a logical way. Ideas are described clearly and specifically. 18-20 pts. Thesis is an argumentative statement based firmly on analysis of the sources. Not as sophisticated as the A thesis but provable and clear. Attempts more than summary of the sources. Analysis shows the ability to link together information from different sources, but lacks the thoroughness of the A paper. Evidence supports the thesis. Ideas are described clearly and specifically. 16-17 pts. Clearly written with a few mechanical difficulties or stylistic problems; makes occasional problematic word choices or syntax errors; a few spelling or punctuation errors or a cliché. Uses an acceptable number of direct quotations; most quotations contribute both to the analysis and the interest of the paper. Thesis may be an argumentative statement that is too broad or too narrow or just a description of the topic. May not be provable completely from the source base. Is stated clearly. Most analysis is simple summary of sources. Argument may be obvious or general but some specific ideas and themes are addressed. Vast majority of evidence supports the thesis. Ideas are usually described clearly. 14-15 pts. More frequent wordiness; unclear or awkward sentences; imprecise use of words or over-reliance on passive voice; some distracting grammatical errors; language weakened by clichés, colloquialisms, inexact wording. Writing is clear overall but some sections are difficult to understand. Quotations may not be necessary and/or are somewhat overused. Thesis or topic statement is too broad or too narrow. May not be clearly provable with the sources. May not be stated clearly. Most of paper is simple summarizing of sources with too little specific information. Much of the evidence used does not support the thesis. Argument is too general or obvious. Thesis is a very general topic, is very confusing, or is not clearly present. Paper is a summary of various sources with little/no attempt at analysis of specific issues. Argument is too obvious and/or general. Ideas are not clearly described. 12-13 pts. Major grammatical or proofreading errors; language frequently weakened by clichés, colloquialisms, repeated inexact word choices; frequent wordiness, awkward sentences, and passive voice. Many sections of the writing are difficult to understand. Quotations may be overused or are not well chosen. 12-13 pts. 11 pts. 9-10 pts. 0- 11 pts. Numerous grammatical errors and stylistic problems seriously detract from the reader’s comprehension. Lack of proofreading and editing. Quotations may be overused or are not well chosen. Much of the paper may be direct quotation rather than the writer’s own words. 0-8 pts. Uses sophisticated sentences effectively; usually chooses words aptly; observes conventions of written English; makes few minor or technical errors. Uses direct quotations with excellent judgment as to selection and number; quotations contribute both to the analysis and the interest of the paper. 14-15 pts. HIST100D paper instructions, p. 12 Area of Analysis and Comprehension Writing Style: structure and organization of the paper A B C D F Paper has a strong intro and conclusion; smooth transitions; logical order of evidence and paragraphs; coherent paragraphs. The structure of the paper contributes to a sophisticated analysis of the topic. Paper has a strong intro and conclusion. Most transitions are smooth; order of evidence and paragraphs is logical with few exceptions. Most paragraphs are coherent. The structure of the paper contributes to a clear analysis of the topic. Paper has a clear but perhaps banal introduction and conclusion. Some transitions are abrupt. Order of the evidence and paragraphs could be more logical. Several paragraphs lack coherence. The structure of the paper contributes to an analysis that is basically clear and effective. Paper’s introduction and/or conclusion are somewhat unclear or very general or banal. Many transitions are abrupt. Order of the evidence and paragraphs needs to be revised for more logic. Many paragraphs lack coherence. The structure of the paper contributes to a confusing or too obvious analysis. Paper’s introduction and/or conclusion are very weak and unclear. Many/ most transitions are abrupt. Order of the paragraphs & evidence is illogical. Many/ most paragraphs lack coherence. The structure of the paper undermines the ideas. 15 pts. Citations: Chicago-style footnotes 14-15 pts. Chicago style footnotes are complete and show few or no errors. Cites all paraphrased information and quotations. 12-13 pts. Chicago style footnote formats and/or placements have a few mistakes. Cites all paraphrased information and quotations. 11 pts. Chicago style footnotes have some mistakes in formatting and/or placement. Cites almost all paraphrased information and all quotations. 9-10 pts. Chicago style footnotes show some errors in formatting. There are several places citations are needed but not used that are not purposeful plagiarism but are sloppy and open the writer to possible charges of plagiarism. 0-8 pts. Chicago style footnotes show many serious errors in formatting. There are many places citations are needed but not used that may or may not be purposeful plagiarism. 15 pts. 14-15 pts. 12-13 pts. 11 pts. 9-10 pts. 0-8 pts. Excerpts from Deed of Sale of a Slave Introduction Tang China was not a slave society in the sense of having an economy that relied on chattel slavery along the lines of the economies of the Roman Empire or the ante-bellum American south. However, slavery did exist. Poor men and women might sell themselves into slavery, and poor families might sell children into slavery. During the Tang dynasty, slavery was hereditary, and slaves could be bought and sold. The following document records the sale of a female slave.1 Excerpts from Deed of Sale of a Slave A contract executed on the 12th day of the eleventh month of 991. On this day the functionary, Han Yuanding, having expenses to meet and lacking sufficient stores of silk, sells his household slave Jiansheng, aged about twenty‑eight. The slave is being sold to the monastery dependent, Zhu Yuansong, then to Zhu’s wife and sons, etc. The price of the slave has been fixed at a total of five bolts of silk, consisting of both finished and unfinished goods.2 This day the buyer has remitted three bolts of unfinished silk. The fifth month of next year has been established as the deadline for the delivery of the remaining two bolts of finished silk. After the woman and the goods have been exchanged and the sale completed, it is agreed that the sons and daughters of the Zhu family shall be masters of this slave forever and ever, from generation to generation. If in future a relative of the seller should reclaim this slave, it is ordered that Han Yuanding and his wife, Seventh Daughter, seek out an adequate slave as a replacement. If an imperial amnesty should be declared subsequent to the sale, it may not be used to reopen discussions among the negotiants. The two parties to the contract have met face to face and have reached their agreement after joint discussions. If one of the parties should default, he shall be fined one bolt of decorated silk and two large rams — all to be turned over to the non‑defaulting party. In light of the chance of this contract’s not being made in good faith, the following persons have witnessed it and will serve as its guarantors: (Note: In case this woman should prove to have a sickness, a waiting period of ten days has been agreed upon. Beyond this time withdrawal from the agreement will be impossible.) The woman whose person is being sold, Jiansheng 1 This source is excerpted from Asia for Educators, Primary Sources with DBQs. 2009. http://afe.easia.columbia.edu/main_pop/ps/ps_china.htm The source is originally from Patricia Buckley Ebrey, ed., Chinese Civilization: A Sourcebook, 2nd ed. (New York: The Free Press, 1993), 126-127. 2 Bolts of plain silk of standard size and quality were used as a unit of currency for larger transactions in the Tang and even formed a part of the standard tax payment. [This footnote was in the original document.] Excerpts from Deed of Sale of a Slave, p. 2 The seller of the woman, her mistress, Seventh Daughter The Seller of the woman, her master, Han Yuanding A relative by marriage, who has participated in the discussion, Fuzhen A witness, Monk Chouda of Baoen Monastery A witness, Monk Luo Xian of Longxing Monastery (Additional note: In place of one of the bolts of finished silk it has been decided to furnish six lengths of Zhu serge and six lengths of white serge, making a total of twelve lengths, each measuring between ten and twenty feet. These goods are to be delivered by the fifth month of next year.) [Translated by Patricia Ebrey and Clara Yu] Household Slaves in Florence From: Lisa DiCaprio and Merry E. Wiesner, eds., Lives and Voices: Sources in European Women's History (Boston: Houghton Mifflin co., 2001), 160-161. 55. Household Slaves in Florence Rural slavery slowly died out in western Europe during the Middle Ages, but the growth of cities provided a new market for household slaves, most of them women. Girls and young women were brought into western European cities from the Balkans, North Africa, and the Black Sea area to serve in wealthy urban households. This practice was especially common in the cities of northern Italy where the Renaissance began; Florence officially legalized slavery and the importation and sale of slaves during the fourteenth century, and most well-to-do households had at least one female slave (ancilla). Domestic slaves had a range of household duties, sometimes including sexual ones, though they might also later be freed, given a dowry, and allowed to marry. In theory, slaves were not supposed to be Christians, though this restriction was often ignored, as the second source below indicates. The first source is a letter from a Florentine merchant to an associate in Venice written in 1392; the second is a ruling of one of the city's courts in 1399. . If you haven't written to Spalato [in Dalmatia] to Bartolomeo or to others to send you the two slave girls about whom I wrote you in other letters, I beg you to write him... so that he will send you the slaves and the documents of purchase. You can transport them from Venice and send them to me. . These slave girls should be between twelve and fifteen years old, and if there aren't any available at that age, but a little older or younger, don't neglect to send them. I would prefer to have them younger than twelve instead of older than fifteen, as long as they are noc under ten. I don't care if they are pretty or ugly, as long as they are healthy and able to do hard work. . We condemn... Romeo di Lapo of Florence, a vagabond with no fixed residence . . . a man of base condition, life, and reputation, a thief and a vendor of women and Christians.... Romeo went to the suburb of Narente in the city of Ragusa fin Dalmatia] and there . . . with bland and deceptive words he cajoled Ciaola of Albania and Mazia Scosse of Bosnia and her daughter Caterina, all baptized Christians and free, saying to them: "Come with me to Italy and there I will find good husbands for you, and you will remain free." Knowing that they were free and Christian women, Romeo with his associates took Ciaola, Mazia, and Caterina to the city of Lesina in Dalmatia and there he pursued his evil intention of From The Society of Renaissance Florence: A Documentary Study edited by Gene Brucker. Copyright 0 1971 by Harper• Reprinted by permission from the author. The Household Economy depriving them of their liberty. When the women were absent, he had a document drawn up by a notary who (so he said) was named Ser Domenico di Cobutio of Viterbo, which stated that Romeo had bought these women, who were heretics and unbaptized, for the price of 57 gold florins.... Then he took Ciaola, Mazia, and Cate- 161 rina to Florence and sold the woman called Ciaola to Ser Stefano di Rainieri del Forese, of the parish of S. Trinita of Florence, for 49 florins, asserting that she was a heretic and unbaptized. [Romeo escaped the authorities; he was sentenced to death in absentia and the three women were freed.] International Trade: The Red Sea Guide Book Excerpted from William G. Sinnigen, ed., Rome (NY: The Free Press, 1965), 161-172. Introduction and footnotes, except where noted, are from the original source. The Red Sea Guide Book, a unique account of Roman commerce with Arabia and India, appears to be the work of a Greek mariner and trader who lived and wrote in Egypt about A.D. 110. His narrative was based not only on his personal experiences but was also compiled from the logs of traders active at an earlier date. The guide book describes routes coasting the shores of the Red Sea and thence to India, and contains practical information for traders, including typical imports and exports. The Near Eastern trade was extremely important, since it provided the Empire with luxuries, whose import produced a large unfavorable balance of trade. The export of specie mentioned in the guide book has been confirmed archaeologically by the discovery of numerous hoards of Roman coins in India. The Red Sea Guide Book, 1-29, 38-39, 41, 45-49, 56-57 [These are the portions included in the original source; the source has been shortened here. For this reason the footnotes below are not sequentially numbered.] 1]5 Of the designated ports on the Erythræan6 Sea, and the Market-towns around it, the first is the Egyptian port of Mussel Harbor. To those sailing down from that place, on the right hand, after eighteen hundred stadia,7 there is Berenice. The harbors of both are at the boundary of Egypt, and are bays opening from the Erythræan Sea. 2] One the right-hand coast next below Berenice is the country of the Berbers. Along the shore are the Fish-Eaters, living in scattered caves in the narrow valleys. Further inland are the Berbers, and beyond them the Wild-flesh-Eaters and Calf-Eaters, each tribe governed by its chief; and behind them, further inland, in the country toward the west, there lies a city called Meroe. 3] Below the Calf-Eaters there is a little market-town on the shore after sailing about four thousand stadia from Berenice, called Ptolemais of the Hunts, from which the hunters started for the interior under the dynasty of the Ptolemies. This market-town has the true land-tortoise in small quantity; it is white and smaller in the shells. And here also is found a little ivory, like that of Adulis. But the place has no harbor and is reached only by small boats. 5 The itinerary is as follows: Sections 1-18 describe the voyage along the African shores of the Red Sea as far as the Straits of Bab-el-Mandeb and the Indian Ocean; sections 19-25, the Arabian shores to the same point; sections 2657, the route along the Indian coast south from the Persian Gulf and Indus River. This document is best studied with a classical atlas of the Near East. 6 I.e., Red. 7 One stadium, about 520 feet. International Trade: The Red Sea Guide Book, p. 2 4] Below Ptolemais of the Hunts, at a distance of about three thousand stadia, there is Adulis, a port established by law, lying at the inner end of a bay that runs in toward the south. Before the harbor lies the so-called Mountain Island, about two hundred stadia seaward from the very head of the bay, with the shores of the mainland close to it on both sides. . . . 5] And about eight hundred stadia beyond there is another very deep bay, with a great mound of sand piled up at the right of the entrance; at the bottom of which the opsian stone5 is found, and this is the only place where it is produced. These places, from the Calf-Eaters to the other Berber country, are governed by Zoscales; who is miserly in his ways and always striving for more, but otherwise upright, and acquainted with Greek literature. 6] There are imported into these places, undressed cloth made in Egypt for the Berbers; robes from Arsinoe; cloaks of poor quality dyed in colors; double-fringed linen mantles; many articles of flint glass, and others of murrhine,6 made in Diospolis; and brass, which is used for ornament and in cut pieces instead of coin; sheets of soft copper, used for cooking-utensils and cut up for bracelets and anklets for the women; iron, which is made into spears used against the elephants and other wild beasts, and in their wars. Besides these, small axes are imported, and adzes and swords; copper drinking-cups, round and large; a little coin for those coming to the market; wine of Laodices and Italy, not much; olive oil, not much; for the king, gold and silver plate made after the fashion of the country, and for clothing, military cloaks, and thin coats of skin, of no great value. Likewise from the district of Ariaca across the sea, there are imported Indian iron, and steel, and Indian cotton cloth; the broad cloth called monachȇ and that called sagmatogȇnȇ, and girdles, and coats of skin and mallow-colored cloth, and a few muslins, and colored lac.7 There are exported from these places ivory, and tortoise-shell and rhinoceros-horn. The most from Egypt is brought to this market from the month of January to September, that is, from Tybi to Thoth; but seasonably they put to sea about the month of September. 7] From this place the Arabian Gulf trends toward the east and becomes narrowest just before the Gulf of Avalites. . . 8] After Avalites there is another market-town, better than this, called Malao, distant a sail of about eight hundred stadia. . . . 9] Two days’ sail, or three, beyond Malao is the market-town of Mundus . . . 10] Beyond Mundus, sailing toward the east, after another two days’ sail, or three, you reach Mosyllum, on a beach, with a bad anchorage. There are imported here the same things already mentioned, also silver plate, a very little iron, and glass. There are shipped from the place a great quantity of cinnamon (so that this market-town requires ships of larger size), and fragrant gums, spices, a little tortoise shell, and mocrotu* (poorer than that of Mundus), frankincense (the farside), ivory and myrrh in small quantities. 5 Obsidian. A cheap colored glass. 7 A dye. * Probably a high grade of frankincense. [This footnote appeared earlier in the original source, the first time mocrotu was mentioned.] 6 International Trade: The Red Sea Guide Book, p. 3 11] Sailing along the coast beyond Mosyllum, after a two days’ course you come to the so-called Little Nile River, and a fine spring, and a small laurel grove, and Cape Elephant. . . . 12] Beyond this place, the coast trending toward the south, there is the Market and Cape of Spices, an abrupt promontory, at the very end of the Berber coast toward the east. . . . 13] Beyond Tabæ, after four hundred stadia, there is the village of Pano. And then, after sailing four hundred stadia along a promontory, toward which place the current also draws you, there is another market-town called Opone, into which the same things are imported as those already mentioned, and in it the greatest quantity of cinnamon is produced (the arebo and moto), and slaves of the better sort, which are brought to Egypt in increasing numbers; and a great quantity of tortoise-shell, better than that found elsewhere. . . . 15] Beyond Opone, the shore trending more toward the south, first there are the small and great bluffs of Azania . . . 16] Two days’ sail beyond, there lies the very last market-town of the continent of Azania, which is called Rhapta . . . 18] And these markets of Azania are the very last of the continent that stretches down on the right hand from Berenice; for beyond these places the unexplored ocean curves around toward the west, and running along by the regions to the south of Aethiopia and Libya and Africa, it mingles with the western sea. . . . 38] Beyond this region [of Arabia], the continent making a wide curve from the east across the depths of the bays, there follows the coast district of Scythia, which lies above toward the north; the whole marshy; from which flows down the river Sinthus,16 the greatest of all the rivers that flow into the Erythræan Sea, bringing down an enormous volume of water; so that a long way out at sea, before reaching this country, the water of the ocean is fresh from it. . . . 41] Beyond the gulf of Baraca is that of Barygaza and the coast of the country of Ariaca, which is the beginning of the Kingdom of Nambanus and of all India. That part of it lying inland and adjoining Scythia is called Abiria, but the coast is called Syrastrene. It is a fertile country, yielding wheat and rice and sesame oil and clarified butter, cotton and the Indian cloths made therefrom, of the coarser sorts. Very many cattle are pastured there, and the men are of great stature and black in color. The metropolis of this country is Minnagara, from which much cotton cloth is brought down to Barygaza. In these places there remain even to the present time signs of the expedition of Alexander, such as ancient shrines, walls of forts and great wells. The sailing course along this coast, from Barbaricum to the promontory called Papica, opposite Barygaza, and before Astacampra, is of three thousand stadia. . . . 47] The country inland from Barygaza is inhabited by numerous tribes, such as the Arattii, the Arachossi, the Gandaræi and the people of Poclais, in which is Bucephalus Alexandria. Above these is the very warlike nation of the Bactrians, who are under their own king. And Alexander, setting out from these parts, penetrated to the Ganges, leaving aside Damirica and the southern part of India; and to the present day ancient drachmæ are current in Barygaza, coming from this 16 The Indus. International Trade: The Red Sea Guide Book, p. 4 country, bearing inscriptions in Greek letters, and the devices of those who reigned after Alexander, Apollodorus and Menander. . . . 56] They send large ships to these market-towns on account of the great quantity and bulk of pepper and malabathrum.† There are imported here, in the first place, a great quantity of coin; topaz, thin clothing, not much; figured linens, antimony, coral, crude glass, copper, tin, lead; wine, not much, but as much as at Barygaza; realgar and orpiment;21 and wheat enough for the sailors, for this is not dealt in by the merchants there. There is exported pepper, which is produced in quantity in only one region near these markets, a district called Cottonara. Besides this there are exported great quantities of fine pearls, ivory, silk cloth, spikenard from the Ganges, malabathrum from the places in the interior, transparent stones of all kinds, diamonds and sapphires, and tortoiseshell; that from Chryse Island, and that taken among the islands along the coast of Damirica. They make the voyage to this place in a favorable season who set out from Egypt about the month of July, that is Epiphi. 57] This whole voyage as above described, from Cana and Eudæmon Arabia, they used to make in small vessels, sailing close around the shores of the gulfs; and Hippalus was the pilot who by observing the location of the ports and the conditions of the sea, first discovered how to lay his course straight across the ocean. For at the same time when with us the Etesian winds are blowing, on the shores of India the wind sets in from the ocean, and this southwest wind is called Hippalus, from the name of him who first discovered the passage across.22 From that time to the present day ships start, some direct from Cana, and some from the Cape of Spices; and those bound for Damirica throw the ship’s head considerably off the wind; while those bound for Barygaza and Scythia keep along shore not more than three days and for the rest of the time hold the same course straight out to sea from that region, with a favorable wind, quite away from the land, and so sail outside past the aforesaid gulfs. † [This word is not footnoted in the original text. Malabathrum is the aromatic leaves of a plant from northeast India used to make fragrant oils and ointments.] 21 Realgar and orpiment are sulfides of arsenic used as pigment. 22 Reference to the epoch-making discovery of the monsoons, made probably during Augustus’ reign, possibly not until that of Claudius.
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Attached.

Economics and Trade their Importance to China, Rome and its successor, Japan,
and the Mongols
Introduction
Trade and economics played a big role in the growth and changes that were seen in
ancient civilization specifically Chinese, Roman and its successive regimes, Japanese and the
Mongols. At the center of these changes was the Silk Trade route that enabled goods from
various parts of the world to enter into these regions, carrying with them different influences on
culture and the people's way of life. The goods from as far as the Northern, East and Western
Africa, parts of Central Asia like India, the Middle East, the Balkans, and the Black Sea, all had
a significant effect in the above-named regions in a variety of ways.1 They impacted the ways of
life by introducing religions like Buddhism and Islam to the natives, they also exported various
influences and techniques to other parts of the world like the production of paper and gunpowder
from ancient China and so on and so forth.2 This paper argues that trade played a critical role in
influencing the culture and way of life in the ancient civilization of China, Rome and its
successors, Japan, and the Mongols. There was more than was introduced and exported from
these regions apart from the goods and other merchandise, culture, religions, techniques, warfare,
and ways of life were carried along in the ancient trade routes.
China Trade and the Influences; the Tang Dynasty and beyond
Trade during the Tang dynasty by means of land trade along the Silk Road combined
with maritime trade through the sea was an important period in the Chinese history. During the
dynasty, the Tang gained new technologies, bringing in new cultural practices, rare luxuries and
“Household Slaves in Florence.” From: Lisa DiCaprio and Merry E. Wiesner, eds., Lives and Voices: Sources in
European Women's History (Boston: Houghton Mifflin co., 2001), 160-161
2
“International Trade: The Red Sea Guide Book.” Excerpted from William G. Sinnigen, ed., Rome (NY: The Free
Press, 1965), 161-172.
1

a host of other precious items. Silk was a critical component for the growth of trade in the period.
It opened the Chinese to more cultures and ways of life, as they traveled the Silk Road through
the Middle East, Persia, India, and various regions of Central Asia. Apart from Silk, the Chinese
durin...


Anonymous
I use Studypool every time I need help studying, and it never disappoints.

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Related Tags