A.P. World History Extra Credit Unit 3 Study Guide 2019-2020
Explain how the increase of interactions between the hemispheres expanded the reach of existing religions, led to religious conflicts, and created syncretic belief systems & practices
By interacting with different parts of the world, existing religions spread. With trans- atlantic trade, religions, such as Christianity, Islam, Hinduism, and Buddhism, spread more widely and more quickly. Merchants along the silk and sand routes also spread new religious ideals to all of the new countries they were visiting while trading. However, the whole world does not have one huge belief system, so by interacting with these different hemispheres, conflicts arose. Some religious leaders were way more tolerant than others, which was also a huge factor for conflicts within the hemispheres. When the different hemispheres saw how the others were running their belief systems, they would either like it and start using their practices, or they would not agree with their practices at all. For example, Sikhism is the monotheistic elements of Hinduism and Islam fused together. By interacting with a bigger scale of people, with a bigger scale of beliefs, the world's religions were being formed into a more mature religious society.
Describe how African slaves also brought products, such as okra & rice, as well as beliefs, such as voodoo, to the Americas
Common African forms of religious revelation such as visions, spirit possession, dream interpretation, and divination emerged in the Africanized version of Christianity in the Americas. Africans brought crops like watermelon, yams, and okra into the Americas, which changed their diet and way of life. While these foods did not have the same impact that corn had on Afro-Eurasia, they still had a large effect. Along with food, Africans also brought along their beliefs, like voodoo. The Atlantic slave trade helped their ideas spread all over the Americas.
Analyze how interactions with the Islamic and other Asian empires facilitated European technological advancements & innovation (lateen sail, compass, astrolabe)
After the plague, Europe opened its borders to the rest of the world. By trying to participate in trading patterns such as the Silk Road and Indian Ocean Trade, Europeans adopted technologies from Asian and Islamic empires. While Europeans did not have much to trade, they were interested in the rest of the world and adopted many new customs and ideas. They then used these ideas and technologies, like the astrolabe, lateen sail, and compass, to set their sights in America and the Indian Ocean.
Discuss continuities within these religions at this time as well
All of these religions with the exception of Sikhism are Abrahamic religions. Muslims and Christians are both considered "peoples of the book", whereas Sikhism was a Dharmic religion founded in India. Shias and Sunnis share many of the same beliefs, being that they are both Islamic. However, their main disagreement was over who should be the true successor of Muhammed. Protestants and Catholics shared many of the same views, being that they are both branches of Christianity. However, they also have key conflicting viewpoints which is what caused them to split.
Evaluate the effects of American food crops as they were introduced to various parts of Europe, Asia & Africa
American food crops flourished in the Americas. Corn and potatoes increased the European population by 330 million in five hundred years. These nutritional crops provided cheap food for industrial workers. Ireland relied so heavily on potatoes that they were sent into famine by an airborne-potato-destroying fungus.
Analyze how the slave trade created demographic changes, gender & family restructuring.
An estimated 12.5 million people were taken from African societies were shipped across the Atlantic between 1500 and 1866, and about 10.7 million ended up in the Americas. During the transatlantic crossing, 14.4% of them died. In 1600, sub-Saharan Africa represented about 18% of the world's population, but in 1900 it only represented 6%. A lot more men than women became slaves in the Americas, so the labor demands on women in Africa grew. Also, the difference in gender ratios meant that there were more men than before that could marry several women. Another result was that more women were used as slaves in West Africa due to limited men. Continuing, some women also had more opportunities than before to exercise their power and accumulate wealth. Some of these women were able to come to power. Finally, families were split apart. When female slaves had children, the kids were eventually taken away from them.
Describe the continuity of intra-Asian trade and merchants (Ottomans & Javanese) in the Indian Ocean trading network despite the disruption caused by the Portuguese, Spanish and Dutch merchants
Asian merchants were still able to find ways to profit even though Europeans came in. The asian market was not particularly interested in European goods, so Europe was forced to find different ways to get involved with trade. However, their methods weren't perfect, and Asian merchants were still able to find a role to play.
Explain how the demand for food and consumer goods expanded along with peasant and artisan labor (cotton, silk)
At this point in time, peasant and artisan labor increased. At the beginning of the 14th century, there was a decrease in mean temperatures, often referred to as the Little Ice Age. This contributed to changes in agricultural practices and the contraction of settlement in parts of the Northern Hemisphere. Also, traditional peasant agriculture increased and changed, plantations expanded, and the demand for labor increased. These changes both fed and responded to growing global demand for raw materials and finished products. By producing more food, cotton, silk, and other valuable resources, the economy would gain money off of trading these materials to different countries. During the Mughal empire, the price of spices declined. To maintain their profits, joint-stock companies encouraged Mughal leaders to supplement pepper exports with cotton textiles. To meet this demand, the Mughal government forced a vast number of peasants to work cotton fields and textile operations.
Describe how states such as the Mughal and Ottoman empires accommodate their diverse religious and ethnic subjects in order to exploit potential economic, political, and military contributions.
Both the Ottoman Empire and the Mughal Empire practiced religious tolerance. This allowed them to acquire more territory with less conflict between different views and religions. Both empires also used the jizya tax to extract wealth from their non-muslim citizens. However, both empires were Islamic rule and both limited the abilities and rights of their non-muslim citizens. This gave them power over their populations and allowed them to expand into very large, powerful empires.
Analyze elements of the new global circulation of goods:
Chartered European monopoly companies its bad but ngl idrc anymore: Chartered European companies allowed for Europe to travel and trade, increasing its economic role on a global scale. Flow of silver (Spanish colonies): Spanish colonies discovered a silver deposit in Potosi, and opened a mine. The Spanish then extracted the silver from there, and sent it back to Europe. The Chinese wanted silver from the Europeans, so once it reached Europe, it was generally traded with China for luxury goods. European purchase of Asian goods: Since Europe did not have very many goods that were desired by the Asian merchants or public, they were forced to find other methods of getting involved in Indian Ocean trade. Many European merchants resorted to purchasing Asian goods and recycling and trading them throughout the Indian Ocean. This was a successful tactic for European merchants, and put them in a role as "middle-men" in Indian Ocean trade. Asian goods brought to the Atlantic market Asia was relatively uninterested in trade with Europe and the Americas, however, Europe was interested in trading with Asia. Europeans purchased Asian goods to trade for their desired Asian goods (spices, silk, porcelain, tea), which were redistributed throughout the Atlantic and to the Americas. Chinese demand for silver: During the Ming Dynasty, the Chinese government started requiring silver for the payment of taxes. This immediately skyrocketed the value of silver and increased the demand for it in the world's economy. With large amounts of silver being discovered in the Americas, these colonies were put onto the world economic stage. Large amounts of silver were exported from the Americas, which made silver-producing countries very powerful. All of this silver was eventually funneled to China, but was kept there and never circulated back around the world. This caused a massive overinflation of the value of silver, which caused major economic problems in places like Spain. Spain was a large 'middle-man' carrier in which silver became essential to its economy, so the inflation caused their economy to crash.
Explain how Ming China & Tokugawa Japan used restrictive or isolationist trade policies
China began to believe that it was superior to other nations, and they believed that people from places outside of China were barbaric. They then began enforcing bans on maritime trade with the outside world, and only occasionally let the Dutch trade with them. Military figures called the shogun, who were from the Tokugawa clan, decided Europeans were a threat to the country's unity. Due to this, they banned European traders, except for the Dutch who could trade at one site, and forbade Japanese people from travelling abroad. For the next two centuries, the country was largely closed off from the world of European commerce. However, they did keep in contact with China and Korea.
Discuss the many exchanges resulting from the connection of the Eastern and Western Hemispheres
Crops, animals, disease, culture, tech- Many Europeans brought deadly diseases, like smallpox, to the Native Americans through the columbian exchange. They also introduced and enforced Christianity in the Americas. They brought plants and animals, such as horses and sugarcane, as well. In addition, Europe received plants like potatoes, which Ireland quickly grew to rely heavily on. As well as plants, they learned new technology from the Americas like Chinampas.
Describe the methods used for expansion. Include gunpowder and armed trade as well as other methods.
Different Empires used many different methods of expansion. Many empires relied on gunpowder weapons to take control of their surrounding areas. This helped many Islamic Empires like the Safavid Empire grow. Another method, mainly used by Europeans, was armed trade. The Portugese were especially fond of this method, ultimately trying to use their gunpowder ships to have a monopoly over all of the Indian Ocean trade. In this method, one empire would force others to trade with it. Other empires, like the Chinese, expanded through maritime expeditions. While they were not in search of land, they expanded their economy and trading opportunities. Mercantilism was yet another way that empires expanded. Mercantilism led European Empires like Spain and the Netherlands to create colonies in various places around the world to mine silver.
Analyze the development of Sikhism
During the early 16th century, Sikhism emerged as a new and distinctive religious tradition in the Punjab region of northern India. The founder is Guru Nanak, who was involved in the bhakti movement but believed that there was only God, not Hindu or Muslim. It blended concepts of Hinduism like karma and rebirth with elements of Islam such as devotion to one universal God. Nanak's teachings ignored caste distinctions and untouchability and ended the seclusion of women, while also proclaiming essential equality of men and women and the brotherhood of mankind. They took converts from Muslim and Hindu Punjabi peasants and merchants, and so the Sikhs slowly became their own religious community. Also, they created a sacred book called the Guru Granth. During the seventeenth century, they encountered hostility from some of their Hindu neighbors as well as the Mughal Empire. Sikhism then evolved from a peaceful religious movement into a militant community that had military skills highly valued by the British when they took over India in the late 1800s.
Describe resistance movements in response to state expansion and centralization such as King Philip's war/Metacom's war
During this time, many states, were attempting to centralize and expand. And many people attempted to resist these expansion attempts. An example of this is King Philip's war, or the Metacom's war. This war took place in southern New England from 1675 to 1676. It was the Native Americans' last-ditch effort to avoid recognizing English authority and stop English settlement on their native lands.
Discuss the effects of reliance on plantations & coerced labor on the Americas and Africa
Europeans' reliance on coerced labor and plantations negatively affected the Americas and Africa. Because the demand was so high, Europeans took more and more slaves from America and Africa, most of which died very quickly, further increasing the demand.
Explain how Europeans established trading posts in Africa & Asia
How is the European process of establishing trading posts different than that of the rest of Afro Eurasia: The Europeans established trading posts most commonly through force. European goods were not sought after, so they had to force trade upon others. For example, Portugal used their strong naval technology to beat others in warfare, and then they would afterwards set up their base. However, that does not mean the Europeans only used force; sometimes they would use bribery and negotiation, such as obtaining Macao. Meanwhile, the rest of Afro Eurasia didn't usually use force as a first resort. They tried to peacefully negotiate or use the tribute system, rather than cause fights.
Explain how newly developed American colonial economies depended on the following:
Incan mita: Mita is a form of tribute for their conquered people in which you use labor service. It is periodically required of every household by the Inca. The newly developed American colonial economies were able to use this to their advantage. For example, the Castillians took advantage of this system because they could make them mine for silver in the Potosi mines, thus improving their economy. Chattel slavery: Chattel slavery is the form of labor where the laborer is considered property to the 'owner.' Newly developed American colonial economies depended on chattel slavery because it was the form of slavery used on American plantations, which were very important to the economy. Indentured servitude: Indentured servitude involved people who worked for four to seven years in exchange for passage and lodging dues. Their lives were hard and restricted, but they weren't slaves. They were important to the American colonial economies because they provided a form of cheap labor, though the issues with it were later realized, they were too expensive and temporary, and the source of labor shifted from indentured servants to racial slaves. Encomienda and hacienda systems: Newly developed American colonial economies depended on encomienda and hacienda systems. The encomienda system was mainly used for agricultural work. The natives were under the authority of Spanish bosses called encomenderos who extracted tribute and labor from them. The hacienda system developed out of the encomienda system, and it was where a large estate was used in the production of various materials. The system showed status, and although workers were technically allowed to keep a portion of what they had produced, they generally ended up with nothing. Also, the systems developed among the Natives for work in exchange for both education and protection. Basically, these two systems were used by the Spanish so that they could have workers do labor and allow them to earn more money for their economy to improve.
Discuss the reasons that Europeans wanted to be able to get into the Indian Ocean trade networks
Indian Ocean trade allowed for cheaper and faster trade, as well as more trade because more goods could be transported via ship. Also, Africa and Asia were quite wealthy, and the Europeans wanted to gain access to that wealth.
Analyze the Atlantic trading system in regard to the following
Labor (slaves included): Sugar plantations, cotton plantations, and silver mines created a large demand for labor in the Americas. This large demand for labor facilitated the slave trade between the Americas, Europe, and Africa. Poor labor conditions and mistreatment of slaves kept a steady demand for more labor which kept the trade going. As demand for American goods (sugar, cotton, silver) increased, so did the need for labor, which further pushed slave trade to the Americas. Mixing of African, American & European cultures: The Atlantic trading system helped facilitate the mixing of cultures between Africa, the Americas, and Europe, as there was more contact between these regions. For example, Christianity was introduced to the Americas via the Europeans using the Atlantic trading system. Also, voodoo came to the Americas from Africa.
Compare and contrast the methods by which various empires increased their influence around the world (including BUT NOT LIMITED TO, the use of arms, religious authority, art and architecture, rivalries)
Manchu in Central and East Asia: The Manchus gained power by using a rebellion in China to seize power, then formed an alliance with the Ming dynasty and eventually took power and expanded through military conquest. Mughals: The Mughals expanded their influence by providing religious tolerance and including many Hindus and Muslims with the creation of Sikhism. The mughal empire also used military conquest to expand its territory. Ottoman Empire (all regions it occupied - there were different methods in different places): The Ottoman empire grew due to its use of arms. The ottoman empire eventually conquered Constantinople and with it all the trade and knowledge contained there, leading to large economic benefits. They also used the religious authority that came with Islam, in the territory that was largely islamic. However this did lead to conflict as the Sunni Shi'a split with the Safavid empire occurred. Safavids: The Safavid empire encountered rivalries with the Ottoman empire to the west, and the Mughal empire to the east, but due to their large military and support from Muslims escaping persecution.
Explain the motives (political, religious, and economic) that led to the Portuguese, Spanish, Dutch, French, and British to establish new maritime empires
Many European Empires sought new colonies for many different reasons. One of the most important reasons was the search for wealth. Spanish and Portuguese colonies in the Americas promised a growing profit in sugarcane plantations run on slave labor. As more and more people became addicted to sugarcane, its economical potential only grew. The Spanish and Dutch also followed the ideas of mercantilism. They believed that colonies were good for closed trading and extracting precious metals, which they believed were key to economic prosperity. Another reason behind their colonies was their increasing political competition with each other. As one Empire grew, the rest of them all felt pressured to do the same. A third motivation to create the colonies was their religious duties. Europe and Spain especially focused on converting Native Americans and South Americans to Christianity, and the only way to do that was through controlling them as a colony.
Describe how states suppressed diversity such as the expulsion of Jews from Spain & Portugal.
Many states chose to suppress diversity, such as Portugal and Spain. In 1492, Ferdinand and Isabella signed the Alhambra decree, giving practicing Jews four months to either convert or go into exile. In 1496, King Manuel I decreed that all Jews had to leave the country or convert to Catholicism. Then in 1497, that initial decree turned into an edict of forced conversion to Catholicism, where practicing Jews were prevented from leaving and were forcibly baptized and converted.
Analyze how and why states (empires) in the Americas expanded in scope & reach; Discuss specifically:
Maya: Mayan rulers used religion to help them claim power. Also, the Mayans traded between city-states, which allowed for expansion and the transfer of ideas. Inca: The Incas expanded by conquering regions to the north and south. Also, the Incas built roads throughout their empire, which allowed for travel and communication. Mexica/Aztec: Aztec culture dominated the region, which made the Aztecs seem more powerful and allowed them to expand easier. They used their culture to assert their power, both to their own people and to others. Continuing, the Aztecs were often at war, and while they had many reasons to do so, a common one was expansion.
Describe how Europeans used Joint-Stock Companies and mercantilism to expand and control their economies
Mercantilism replaced feudalism throughout much of Europe, and these European nations believed that their economic health relied heavily on the supply (gold and silver) in the capital. This large supply of gold and silver in allowed governments to monopolize their countries wealth, giving them complete control of economies. These nations used this idea of mercantilism to increase their power and economic influence over other countries in Europe. Joint-stock companies were used mainly to increase power overseas and in the New World. These joint-stock companies sponsored voyages and settlements overseas, which increased the power of their home nations.
Identify and apply methods of expansion to the following land-based empires
Ming (East Asia): The Ming Dynasty used maritime expeditions as a method of expansion. Manchu (Central & East Asia): A method of expansion the Manchu Empire used was by military means. They undertook an eighty-year military effort between 1680 and 1760 that brought big regions (Mongolia, Xinjiang, and Tibet) under their Chinese control. Their expansion was a conquest and used China's greater resources and more powerful military technology. Mughal (Central & South Asia): The Mughal Empire expanded through the usual means of wars and conquests. Also, a lot of the expansion was due to India's growing commercial and cultural contact with the outside world. Ottoman (S. Europe, M. East, N. Africa): The Ottoman Empire expanded by conquering nearby cities and regions. For example, the Ottomans conquered the city of Anatolia from Byzantium, which became the capital of their empire. Safavids (Middle East): The Safavid Empire expanded through conquest. They had to slowly take more territory while still defending what they ruled from others such as the Ottoman Empire. For example, Ismail I started expanding in northwestern Iran. Russian (Eastern Europe): The Russian Empire expanded primarily through military conquest. For example, Russia conquered Siberia. They also expanded into territories that weren't under the rule of other states.
Describe economic conflicts & rivalries, such as Muslims & Europeans in the Indian Ocean
Muslims and Europeans were two greatly conflicting powers in the Indian Ocean. Because they were religiously intolerant toward each other, they were reluctant to trade, and since Europe did not have anything of interest anyway, Muslims got the better deal. Frustrated by this, Europeans sought alternate ways to the Indian Ocean trade. By trying to go around the world, they ended up discovering the Americas, along with an alternate way to the Indian Ocean.
Analyze the results of the Portuguese maritime technology and navigational skills in Africa and Asia
New maritime technology allowed Portugal to become a power in the Americas, as well as in Africa and Asia. This allowed them (along with the end of Ming fleet voyages) to take over Indian Ocean trade. They set up trading port cities as bases for their Indian Ocean trade, which helped them monopolize it.
Explain how rulers maintained & centralized control through bureaucratic elites and military professionals, such as:
Ottoman Devshirme- The devshirme system began in the late 14th century. Christian boys were recruited by force to serve the Ottoman government. The boys were generally taken from the Balkan provinces, converted to Islam, and then passed through a series of examinations to determine their intelligence and capabilities. Once this was finished, the most fit candidates were chosen to occupy higher government positions, creating the most efficient government possible. Chinese Eunuchs- Eunuchs, or 'non-men' as they could be known, first appeared in the royal courts of ancient pre-imperial Chinese states where they were employed as servants in the inner chambers of the palace. They were more or less slaves and were usually acquired as children from border territories, especially those to the south. These eunuchs played an important role in Chinese government and maintained the Confucian relation between superior and inferior. Japanese Samurai- Japanese Samurai were warriors of the Japanese military. They evolved and eventually became one of the highest ranking officials in the Japanese government and were at the top of the caste system. Samurai were held in high respect and acquired a lot of power, allowing the bureaucracy to stay centralized and maintain power.
Describe political and religious disputes leading to state rivalries & conflicts
Safavid/Mughal Conflict: The Mughals were at war with Janid Uzbeks, and during so a Persian army captured Kandahar, a fortress city, among other cities that were in control of the region. Shah Jahan tried to take Kandahar back by sending Aurangzeb and 50,000 soldiers, but was unable to despite defeating the Safavids outside of it. The two continued fighting over the city. Religiously, the two empires were different. Both may have practiced Islam, but the Safavids practiced the Shia version while the Mughals practiced the Sunni version. Safavid/Ottoman Conflict: Both the Safavid and Ottoman empires both fought over territory as they tried to expand. Also, while the Safavid Empire practiced Shia Islam, the Ottoman Empire practiced Sunni Islam. This difference in religion led to military conflict between the two for a century, which resulted in a divide in Islam that has lasted into the twenty-first century.
Analyze how the following developments were made possible by the connection of the hemispheres and transoceanic voyaging:
Spread of knowledge leading to European technological developments and knowledge gains, in regard to ship designs, wind patterns, etc.: The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and had a huge social impact on the world. Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation. By understanding wind patterns, such as the monsoons, sailors were able to reach new countries that they were originally not able to get to before, without the wind assistance. Also, new ship designs helped the ships carry more materials, and also made traveling more reliable in stormy weather. This helped transoceanic trade flourish and grow. New technology such as the astrolabe and the compass, helped sailors navigate the direction in which they were going, but also to where the destination was. Changes to agricultural systems, manufacturing, social structures and environmental processes: The demand for labor intensified as a result of the growing global demand for raw materials and finished products. Traditional peasant agriculture increased and changed in nature, plantations expanded, and the Atlantic Slave Trade developed and intensified. Peasant and artisan labor continued and intensified in many regions as the demand for food and consumer goods increased. Enslavement in Africa continued in its traditional forms, including the export of enslaved people to the Mediterranean and the Indian Ocean regions. The growth of the plantation economy increased the demand for enslaved labor in the Americas, leading to significant demographic, social, and cultural changes. Newly developed colonial economies in the Americas largely depended on agriculture, utilizing existing labor systems, including the Incan Mit'a, and introduced new labor systems including chattel slavery, indentured servitude, and encomienda and hacienda systems. Growing demand for plantation labor leading to expansion of Atlantic slave trade: With major sugar and cotton plantations in the Americas, there was a large need for labor, particularly slave labor. This demand created a demand for slaves from Africa, facilitating the Atlantic slave trade. As demand grew for these American products, so did the demand for slaves. This created a cyclical effect in this slave in a never-ending positive feedback loop. The more goods produced, the larger the demand for the products; the larger the demand for the products, the larger the demand for slave labor; the more slave labor, the more goods produced (and so on). Empires increased influence around the world- shaping and being shaped by diverse populations: With the hemispheres starting to become connected, they expanded the reach and furthered development of existing world practices. For example, existing religions. This also contributed to religious conflicts and the development of syncretic belief systems and practices. Because of these diverse populations, things like The Protestant Reformation took place and marked a break with existing Christian traditions, and both the Protestant and Catholic reformations contributed to the growth of Christianity. These empires all took different practices and techniques from each other, and used them in their societies to see if they would blend in. Diverse populations, and also religion really helped to shape these hemispheres into the world that we have today. Economic disputes leading to rivalries between states: Along with economic disputes between the states, political and religious disputes also led to rivalries and conflict between states. With economic disputes, state expansion and centralization between transoceanic voyages and the connection of the hemispheres, led to resistance from an array of social, political, and economic groups on a local level. For example, competition over trade routes, such as Muslim- European rivalry in the Indian Ocean, and Moroccan conflict with the Songhai Empire. Despite some disruption and restructuring due to the arrival of the Portuguese, Spanish, and Dutch merchants, existing trade networks in the Indian Ocean continued to flourish and included intra- Asian trade and Asian merchants. Competition between these states' economy, caused turmoil in all parts of the world.
Describe slave resistance movements in the Americas such as Maroon societies
Slaves naturally resisted their enslavement because slavery was fundamentally unnatural, so with this reasoning, slave resistance movements were formed. The Maroon societies were bands of communities or fugitive slaves who had succeeded in establishing a society of their own remote areas, where they could not easily be surprised by soldiers or slave catchers. Many of these slave resistant societies would be close-knit communities that practiced small-scale agriculture and hunting. In South Carolina, 1739, the Stono River Bridge Rebellion took place. 20 slaves broke into a store, stole weapons and supplies and headed for the refuge of Florida, leaving 23 murdered victims in their path. Nat Turner's rebellion is one of the most infamous slave uprisings in American history. He was a leader in one of the bloodiest slave revolts in America. He hid for 6 weeks, and was eventually hung. This incident ended the emancipation movement, and led to even harsher laws against slaves. One last thing to note is that the retention of African culture itself was a form of resisting enslavement.
Explain how states in Africa such as the Asante and Kingdom of Kongo grew from trade participation
Some states in Africa were able to grow from participation in trade. Due to the slave trade, they were able to become a part of an emerging worldwide network of exchange. Also, it allowed opportunity for some women to accumulate wealth and exercise power. For example, in the Kingdom of Kongo, there were several women that became actively involved in the government. In addition to this, they were able to send some of their people to Portugal for education and they got imports from Europe (guns, horses, cattle). This allowed the kingdom to rise in power. Another example is the Asante. They got a lot of wealth from the slave trade. They either sent slaves across the Atlantic or used them for labor in gold mines or on plantations in Asante. The wealth allowed them to become more powerful than they were before.
Explain how the English, French and Dutch engaged in the Northern Atlantic crossings finding routes for Asia
Spanish success in the Caribbean attracted the attention of other European nations. Like Spain, France was a Catholic nation and committed to expanding Catholicism around the globe. In the early 16th century, it joined the race to explore the New World and exploit the resources of the Western Hemisphere. The French also dreamed of replicating the wealth of Spain by colonizing the tropical zones. After Spanish control of the Caribbean began to weaken, the French turned their attention to small islands in the West Indies, and this helped the French engage in finding routes to Asia. The Dutch entrance into the Atlantic World is part of the larger story of religious and imperial conflict in the early modern era. Quickly, the Dutch inserted themselves into the Atlantic colonial race and distinguished themselves as commercial leaders. With the English, their motives for exploration was the desire to find new trade routes to Asia. By the 1400s, merchants and crusaders had brought many goods to Europe from Africa, the Middle East, and Asia. Demand for these goods from the Americas increased the desire for trade.
Analyze the interaction of goods, wealth, and labor (including slaves) from the Atlantic trading system (Triangle trade)
The Americas exported raw materials, such as sugar, lumber, and cotton, to Europe. In Europe, these materials were manufactured and exported around the world, including to Africa, where the goods were traded for slaves. These slaves were brought back to the Americas to fill the labor demand created by large plantations (sugar, cotton), thus completing the cycle of the Triangular Trade.
Explain other slavery traditions in Africa continued, such as the use of household slaves and slave trade in the Mediterranean and Indian Ocean regions Contrast this slave trade to the Atlantic slave trade
The Atlantic slave trade differed greatly from all other forms of slavery around the world. First of all, the Atlantic slave trade was more racist than any other forms of slavery. The Atlantic slave trade only dealt with africans, while any other slave owner's slaves were simply the people they conquered. Also, many Mediterranean slaves were paid, their children went free, and they were not always enslaved for life. None of this happened with the Atlantic slave trade.
Describe how newer innovations made transoceanic travel possible (Caravel, improved knowledge of wind patterns)
The Caravel was a Portuguese ship that used the lateen sail, which allowed it to sail into the wind. Two of Columbus' ships were Caravels, and using them helped make travel easier. Also, developing knowledge of the wind patterns allowed mariners to know when and in what direction to sail, which made travel faster and easier.
Explain how existing elites (European nobility) were challenged by the increasing power of monarchs
The European monarchs were trying to centralize their governments once again, thus ending the feudal system and trying to grow their own power. By gaining power themselves, and centralizing the government, lots of power and influence was taken away from the nobility.
Analyze how the Protestant Reformation and challenged the Catholic church, creating 2 branches that contributed to the growth of Christianity
The Protestant Reformation was a religious, social, economic, and political revolution that was sparked when a Catholic monk named Martin Luther nailed his '95 Theses' to the door of his local church. He believed that the Catholic Church was corrupt, and he sought to reform it. His '95 Theses' was basically a 95 list of complaints against the Catholic Church. Two distinct branches of Protestantism grew out of the reformation. The evangelical churches in germany and scandinavia were followers of Martin Luther, and the reformed churches in other countries were followers of John Calvin and Huldreich Zwingli. The reformation became the basis for the founding of Protestantism, one of the three major branches of Christianity.
Explain how the Ottomans and Safavids intensified the Sunni & Shia split
The Safavid Empire practiced Shia Islam, which caused a sharp divide into the religious as well as political life of heartland Islam. This is because almost all of Persia's neighbors practiced Sunni Islam, including the Ottoman Empire. There was periodic military conflict for a century between the Ottomans and the Safavids. This conflict reflected the sharp religious differences as well as territorial rivalry, and the hostility between the two empires led to Sunni/Shia hostility that has continued into the twenty-first century.
Explain how conquest and global economic opportunities formed new elite groups (Qing, castas)
The casta system was the natural evolution of the medieval Spanish idea of blood purity. As the Catholic kingdoms of leon, castille, and Aragon completed the reconquista of the Iberian Peninsula, they sought to convert the Jews and Muslims within their newly- conquered lands to Catholicism. Some people argued that a person's behavior, personality, and social status were inherently tied to that person's religious affiliation and carried forward from generation to generation. The Casta System dictated that the behavior, personality, and social status of Spain's colonial subjects were inherently tied to race and carried forward from generation to generation. In relation to this idea, the Qing Dynasty, it was founded by the Manchu Aisin Gioro clan in Manchuria. His son Hong Taiji began driving Ming forces out of the Liaodong Peninsula and declared a new dynasty, the Qing. This is a prime example on how elite groups were formed by conquest.
Describe the effects on the Americas of the new crops and domesticated animals Europeans brought over with them
The exchange did a lot for the Americas. To begin, the landscape was transformed due to the new crops and a European diet and way of life became possible in the Americas. Moving on, the animals brought over (horses, pigs, goats, sheep, cattle) were able to rapidly multiply due to little natural predators. Both ranching economies and cowboy cultures were now possible due to domesticated animals, and because of the horses Native American societies were transformed (left fields to hunt bison) and so women lost their role as food producers.
Explain how rulers used tributes and taxes to generate revenue Be able to discuss the Chinese and the Muslim empires as well as the Mexica (Aztec)
The main source of income for the Aztec Empire were tribute and taxation. The conquered regions paid tribute to the emperor, and the Aztec citizenry paid taxes (with the exception of priests, nobles, minors, orphans, invalids, and beggars). Merchants paid taxes on the goods that they sold, artisans paid taxes based on the value of their services, ect. Failure to pay these taxes, or to not pay tribute to the emperor, was punishable through slavery or the confiscation of property. In China, they used the tribute system. This system was widely used in the studies of traditional foreign relations. This tribute system existed to operate and regulate China's trade and diplomacy with its neighbors as far back as the Han dynasty. The Muslim Empires imposition of heavy taxes on agricultural land compelled many to move from rural areas to towns, which would also increase their status. All of these Empires and countries used these taxes and tribute to build their economies and strengthen their rule.
Explain how rulers used religion, art, and monumental architecture to legitimize their rule Be able to address all major regions: China, SW Asia, Europe, Africa, and the Americas You must be able to discuss in general but also have specific examples for each.
These regions used all sorts of different tactics in order to legitimize their rule and/or bring them to power. For example, the Mandate of Heaven was used throughout many Chinese dynasties in an attempt to convince their populations that they were 'chosen' to rule China. It was a way of saying that Heaven had 'mandated this dynasty to rule and that it brought them to power. The Safavid empire used Shiism to legitimize their rule. Shia beliefs became intertwined with governments and power, and these Shia scholars and sages became dependent upon Safavid rulers because of this. These sages in return helped to legitimize Safavid rule. In places like Europe, art was sometimes used to legitimize rule. In England, Elizabeth I had artists and sculptors portray her in all of their art. This was meant to glorify her and also helped to legitimize her rule. The Ottoman Empire used their religious tolerance to their advantage by using the jizya. They taxed non-muslim subjects and gained revenue and power from it. In the Americas, the Aztec empire used human sacrifices to hold their power and keep people in line. They believed that their God required a sacrifice in order to prevent the world from descending into chaos. Since the government controlled these rituals, it allowed the government to keep absolute power.
Analyze how Spanish sponsorship of the Columbian and subsequent voyages led to increased European travel & trade
When the Spanish sponsored the Columbian voyage, which ended up landing in the Americas, they allowed the voyage to occur. Once the ship landed in the Americas, the Europeans colonized the area and began growing crops. They also began bringing more people over, which was made possible by a greater understanding of the Atlantic winds, which caused more travel. Also, the Europeans traded with the natives in the Americas. Continuing, a large silver deposit was discovered in Potosi, and a mine was opened there. The Europeans extracted large amounts of silver, which was of great value in the Afro-Eurasian world. Extracting this silver finally gave the Europeans something the Chinese wanted, which then created more trade between the Chinese and the Europeans.
Describe how indigenous populations were impacted by the spread of disease
With the arrival of the Europeans came disease. The indigenous people hadn't come into contact with these diseases before, so they had no immunity to them. Around 90 percent of the natives died, and many of the natives who survived became slaves to the Europeans.
Describe how the growth of the plantation economy increased demand for slaves and caused demographic, social and cultural changes in both the Americas and Africa
With the growth of plantations, the demand for slaves to work the plantations increased. In the Americas, options for slaves were quickly depleted as they had to work both the plantations and mines. Americans were almost entirely turned into slaves. Europeans then set their sights on Africans because they were resistant to both European and tropical diseases. African slaves did not last very long in the Caribbean however, so the demand was even further increased. This changed all of Africa's hierarchy to rely on the slave trade leaving the Europeans mainly in power.
