Did the written documents change the way you

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Did the written documents change the way you interpret any of the images? Did the images alter the way you read the documents? Did you prefer one type of source or the other? What specific advantages can you identify for scholars who use both written and visual sources together? Then broaden the discussion by noting that the richest set of surviving sources on the plague are European: How does the European origin of these sources shape our understanding of the plague? How might these sources be different if they were written or drawn in the Islamic Near East? In China? What should scholars do when the survival of sources is uneven (as in this case)? Classroom Activities for the Documents and Visual Sources Features Critical Analysis (large or small groups): Defining an Ideal Mongol Ruler Ask students to read Documents 11.1 and 11.2 carefully in order to identify the ideal characteristics of a Mongol leader. Then ask them to decide which elements of leadership were distinctly Mongol and which were common to rulers more generally. Do the distinctive features help to explain the success of Chinggis Khan and the Mongols? You may want to conclude by asking students whether the very personal nature of political power in pastoralist societies, compared to the more institutional power in settled societies, helps to explain the extraordinary success of Chinggis Khan. Role-Playing (large or small group): Living through the Plague Students sometimes have a hard time realizing just how disruptive the plague was on culture and the social and political order. This role-playing exercise can help them to better understand the plague’s outcomes. Draw up a list of common occupations in a particular town, being sure to include both elite and nonelite roles (a ruler, several clerics, merchants, artisans, bakers, laborers, the unemployed poor). Assign each student an occupation. Have them imagine they are settled into life in their late