Unit 1: The Global Tapestry
AP World History: Modern Topic 1 6:51 English narration · English + 中文 subtitles burned in
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Transcript
Unit 1 asks you to hold six regions of the world in your head at once, and students try to do it by memorising six separate stories.
第一单元要求你同时把世界六个地区装在脑子里， 而学生们的做法是 去背六个各自独立的故事。
That is why the unit feels impossible.
这就是这一单元让人觉得不可能的原因。
There is a much cheaper way.
有一种便宜得多的方法。
Ask the same three questions of every region, and the answers line up into a table you can compare across.
对每个地区都问同样的三个问题， 答案就会排成一张可以横向比较的表。
How is the state organised?
国家是如何组织的？
What belief system shapes society?
什么信仰体系塑造着社会？
What is the economic base?
经济基础是什么？
Three questions, six regions, and every comparison question in the unit is already half answered.
三个问题，六个地区， 这一单元里的每一道比较题 就已经答了一半。
Reading the world in 1200 to 1450 means asking every region the same three questions.
读懂一二〇〇到一四五〇年的世界，就是对每个地区问同样的三个问题。
Take the three questions one at a time, because each has a standard shape.
把三个问题逐一来看， 因为每个都有固定的形状。
How is the state organised: who rules, through what officials, and paid for how.
国家是如何组织的： 谁在统治，通过什么样的官员， 靠什么来供养。
What belief system shapes society: in this period religion supplies law, education and legitimacy everywhere, so it is never just background.
什么信仰体系塑造社会： 在这一时期， 宗教在各地都提供法律、教育与正当性， 所以它绝不只是背景。
And what is the economic base: agriculture almost everywhere, but with very different labour systems and very different levels of trade.
经济基础是什么： 几乎处处都是农业， 但劳动制度差别很大， 贸易水平差别也很大。
Those last two words — labour and trade — are where the regions actually differ.
最后这两个词，劳动与贸易， 正是各地区真正不同的地方。
Chinese cultural traditions continued and influenced neighbouring regions throughout this period.
在整个时期里，中国的文化传统延续下来，并影响了周边地区。
Song China is the unit's benchmark, so learn it first and measure everything else against it.
宋朝中国是本单元的标尺， 所以先学它，再用它去衡量其他一切。
The state ran through a bureaucracy staffed by the civil service examination, which recruited officials on merit and gave the state unusual administrative depth.
国家通过官僚体系运作， 官员由科举制度选拔， 按才能录用， 使国家拥有不寻常的行政深度。
Belief: Neo-Confucianism shaped society, including filial piety and the expectation of women's deference, while Buddhism continued to spread in Theravada, Mahayana and Tibetan forms.
信仰：新儒学塑造社会， 包括孝道 以及对女性顺从的期待， 与此同时佛教继续传播， 有上座部、大乘与藏传等形式。
Economy: an agrarian base that became increasingly commercialized, supported by Champa rice, iron and steel production, and the expanded Grand Canal.
经济：农业为基础， 但日益商业化， 得益于占城稻、 钢铁生产 与扩建的大运河。
And Chinese traditions influenced neighbours — Korea, Japan and Vietnam adopted writing, bureaucratic models and belief systems.
而中国的传统影响了周边， 朝鲜、日本与越南 采用了文字、官僚模式与信仰体系。
Dar al-Islam has a pattern worth stating as one sentence, because that sentence is the answer to most questions on it.
伊斯兰世界有一个值得用一句话说清的模式， 因为这句话就是大多数相关题目的答案。
As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of them Turkic in origin — the Seljuk Empire, the Mamluk sultanate of Egypt, the Delhi Sultanate.
随着阿拔斯哈里发国分裂， 新的伊斯兰政治实体出现， 多数源于突厥， 塞尔柱帝国、埃及马穆鲁克苏丹国、德里苏丹国。
And at the same time Muslim rule continued to expand across Afro-Eurasia, through military expansion, merchant activity, and missionaries, especially Sufis, whose adaptable practice helped Islam spread.
与此同时， 穆斯林统治继续在欧亚非扩张， 通过军事扩张、商人活动， 以及传教士， 尤其是苏非派， 他们灵活的修行方式 帮助伊斯兰教传播。
Fragmentation and expansion together, not one or the other.
分裂与扩张同时发生， 不是二选一。
Meanwhile Muslim states encouraged intellectual innovations and transfers: advances in mathematics, medicine and astronomy, and the preservation of Greek learning that later moved into Europe.
与此同时， 穆斯林国家鼓励智识创新与传播： 数学、医学与天文学的进展， 以及对希腊学术的保存， 后来传入欧洲。
In South and Southeast Asia, Hinduism, Islam and Buddhism all continued to shape the region, and their meeting produced new devotional forms: the bhakti movement in Hinduism and Sufism in Islam, both emphasising direct personal devotion.
在南亚与东南亚， 印度教、伊斯兰教与佛教 都继续塑造着这一地区， 它们的相遇产生了新的虔信形式： 印度教中的巴克提运动 与伊斯兰教中的苏非主义， 两者都强调直接的个人虔敬。
Notice they are a matched pair — the exam likes them together.
注意它们是一对， 考试喜欢把它们放在一起。
State formation shows the unit's theme of continuity and diversity: the Delhi Sultanate ruled much of the north, Vijayanagara arose in the south, and in Southeast Asia the sea-based Majapahit and the land-based Khmer Empire organised power in different ways.
国家形成体现了本单元 延续与多样并存的主题： 德里苏丹国统治北方大部， 维查耶纳伽尔在南方兴起， 而在东南亚， 以海洋为基础的满者伯夷 与以陆地为基础的高棉帝国 以不同方式组织权力。
The Americas and Africa are where answers most often go vague, so commit to named states.
美洲与非洲 是答案最容易含糊的地方， 所以一定要写出具体的国家名。
In the Americas: the Maya city-states, the Mexica with tribute-based expansion, and the Inca with a centralised administration, labour obligation and road system.
在美洲：玛雅城邦， 以纳贡扩张的墨西加人， 以及拥有中央行政、 劳役义务与道路系统的印加。
In Africa: Great Zimbabwe, which grew on gold and cattle; Ethiopia, a long-established Christian kingdom; and the Hausa Kingdoms, sitting on trans-Saharan trade routes.
在非洲：靠黄金与牛群兴起的大津巴布韦， 历史悠久的基督教王国埃塞俄比亚， 以及坐落在跨撒哈拉贸易路线上的豪萨城邦。
Always give a named state.
永远要给出具体的国家名。
Mexica tribute, Inca labour obligation, Mali and Great Zimbabwe gold are the reliable examples, and each carries its own mechanism with it.
墨西加的纳贡、印加的劳役义务、 马里与大津巴布韦的黄金 是可靠的例子， 而且每一个都自带机制。
Europe is easiest to remember by three features, because it is the contrast case to Song China.
欧洲最容易用三个特征来记， 因为它是宋朝中国的对照面。
It was politically fragmented, characterised by decentralised monarchies and by feudalism, land held in exchange for service.
它在政治上分裂， 以分权的君主国与封建制度为特征， 土地以服役为条件而持有。
Monarchs slowly consolidated power, but nothing here approached the administrative reach of Song China.
君主逐步集权， 但这里没有任何政权 接近宋朝中国的行政触及范围。
Christianity, Judaism and Islam all shaped European society, with the Church supplying law, learning and legitimacy.
基督教、犹太教与伊斯兰教 都塑造着欧洲社会， 教会提供法律、学术与正当性。
And it was largely agricultural, dependent on free and coerced labour, including serfdom.
而它以农业为主， 依赖自由劳动与强制劳动， 包括农奴制。
The unit's reasoning skill is comparison, and the productive comparisons are structural rather than evaluative.
本单元的推理技能是比较， 而有效的比较是结构性的， 不是评价性的。
Centralised administration, Song China and the Inca, against fragmented rule, Europe and the post-Abbasid Islamic states.
中央集权的行政，宋朝中国与印加， 对照分裂的统治， 欧洲与阿拔斯之后的伊斯兰各国。
Recruitment by examination against recruitment by birth.
按考试录用对照按出身录用。
States funded by tribute against states funded by taxation.
靠纳贡供养的国家 对照靠税收供养的国家。
Then the shape of the sentence, which is where marks are actually lost.
然后是句子的形状， 这才是真正失分的地方。
A comparison is one feature, two societies.
一次比较是一个特征、两个社会。
Both Song China and the Inca used a centralised bureaucracy to govern a large territory, but Song China recruited officials through a competitive examination while the Inca staffed administration through hereditary elites and a labour obligation.
宋朝中国与印加都使用中央官僚体系 来治理广阔的疆域， 但宋朝通过竞争性考试选拔官员， 而印加则依靠世袭精英 与劳役义务来配置行政人员。
Describing each society in turn and leaving the reader to infer the comparison does not earn the point.
分别描述两个社会， 让读者自己去推断比较， 是拿不到这一分的。
Five leftover facts.
还剩五件事实。
First, Song gains came from Champa rice, iron and steel, and the Grand Canal.
第一，宋朝的增长来自占城稻、钢铁和大运河。
Second, Neo-Confucianism taught filial piety, and Buddhism continued as Theravada, Mahayana, and Tibetan forms.
第二，新儒学讲孝道，佛教则以部、大乘和藏传继续存在。
Third, new Islamic states included the Seljuks, the Mamluks of Egypt, and the Delhi Sultanate.
第三，新伊斯兰政权包括塞尔柱、埃及马穆鲁克和德里苏丹国。
Fourth, South Asia added Vijayanagara, Majapahit, and the Khmer Empire, plus the bhakti movement.
第四，南亚还有维查耶纳伽尔、满者伯夷和高棉帝国，以及巴克提运动。
Fifth, Africa includes Ethiopia as a Christian kingdom and the Hausa kingdoms on trans-Saharan routes, while Europe mixed Christianity, Judaism, and Islam under serfdom.
第五，非洲包括基督教王国埃塞俄比亚和跨撒哈拉商路上的豪萨城邦， 而欧洲在农奴制下混合了基督教、犹太教和伊斯兰教。