- Compare and contrast funereal practices, such corpse preparation and disposal and tomb construction and decoration, of three of the following: the Shang Dynasty of China, the Etruscans, Ancient Egyptians, and the Inca. What possible economic, political, and/or social reasons explain their practices?
- Examine the arguments that Chinese exploration of the world occurred over seventy years before Columbus. Are they convincing? Explain.
- Compare and contrast the methods by which Alexander the Great created his empire to the methods used by Chinggis (Genghis) Khan. Which seemed more beneficial? For whom?
- Ascertain the roles played by religious/ethical scholars in the administration of two major, theocratic empires of the Middle Ages (the Holy Roman Empire, Imperial China, Songhay Empire of Western Africa, al-Andalus [Muslim Spain], Cahokia) as a way of explaining the function of “literacy” and “learning” in a stable society.
- Explain the spread and/or the impact of the Bubonic Plague in the Middle Ages in terms other than the medical/scientific (e. g., cultural, economic, political, social).
- Compare and contrast the construction techniques believed to have been used by the Maya to create their cities to the construction techniques the Egyptians might have used to create the pyramids. What conclusions might we draw about those civilizati
- Using the physical sciences, such as agronomy, epidemiology, or genetics, explain the Trans-Atlantic Slave Trade of the 1500s and 1600s as a response to labor needs.
- Compare and contrast the non-medical (i. e., cultural, economic, and/or social) results of the Bubonic Plague upon an Asian city (e.g., Beijing, Jerusalem, Mumbai, Teheran) and a non-Asian city (e. g., Alexandria, Paris, Venice) in the 1200s to 1500s, as a way of explaining the non-medical effects of epidemics.
- Compare and contrast gender behavior expectations as described in Islamic and European traditions during the Middle Ages to address societal responses to gender (may be male or female) or to sexuality (broadly defined).
- Through comparison and contrast, assess the central role Kathmandu, Kyoto, and Timbuktu played in disseminating culture and learning in the 1300s to 1500s as a way of making generalizations about the reasons and/or methods of cultural dissemination.
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