reviewforteston1450-1750ce
Review for Test on 1450-1750 CE
(for more information look at Acorn Book handout)
FOR ALL PERIOD TESTS – HISTORICAL THINKING SKILLS WILL BE TESTED INCLUDING:
- Historical Argumentation – students should also be able to evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments
- Appropriate Use of Relevant Historical Evidence - students should be able to consistently analyze such features of historical evidence as audience, purpose, point of view, format, argument, limitations, and context germane to the historical evidence considered. Based on their analysis and evaluation of historical evidence, students should also be able to make supportable inferences and draw appropriate conclusions, placing the evidence in its context.
- Historical Causation - students should be able to assess historical contingency, for example, by distinguishing among coincidence, causation, and correlation, as well as critiquing standard interpretations of cause and effect.
- Patterns of Continuity and Change Over Time - students should be able to analyze and evaluate historical patterns of continuity and change over time, making connections to course themes and global processes.
- Periodization - students should be able to analyze and assess competing models of periodization, possibly constructing plausible alternate examples of periodization.
- Comparison - students should be able to compare related historical developments and processes across place, time, and/or different societies (or within one society), explaining and evaluating multiple and differing perspectives on a given historical phenomenon.
- Contextualization - students should be able to evaluate ways in which historical phenomena or processes relate to broader regional, national, or global processes.
- Interpretation - students should be able to critique diverse historical interpretations, recognizing the constructed nature of historical interpretation, how the historians’ points of view influence their interpretations, and how models of historical interpretation change over time.
Key Concept 4.1. Globalizing Networks of Communication and Exchange
I. There was an intensification of all existing regional trade networks that brought prosperity and economic disruption to the merchants and governments in the trading regions of the Indian Ocean, Mediterranean, Sahara, and overland Eurasia.
II. European technological developments in cartography and navigation built on previous knowledge developed in the classical, Islamic, and Asian worlds, and included the production of new tools, innovations in ship designs, and an improved understanding of global wind and currents patterns — all of which made transoceanic travel and trade possible.
III. Remarkable new transoceanic maritime reconnaissance occurred in this period.
A. Official Chinese maritime activity expanded into the Indian Ocean region with the naval voyages led by Ming Admiral Zheng He, which enhanced Chinese prestige.
B. Portuguese development of a school for navigation led to increased travel to and trade with West Africa, and resulted in the construction of a global trading-post empire.
C. Spanish sponsorship of the first Columbian and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade.
D. Northern Atlantic crossings for fishing and settlements continued and spurred European searches for multiple routes to Asia.
E. In Oceania and Polynesia, established exchange and communication networks were not dramatically affected because of infrequent European reconnaissance in the Pacific Ocean.
IV. The new global circulation of goods was facilitated by royal chartered European monopoly companies that took silver from Spanish colonies in the Americas to purchase Asian goods for the Atlantic markets, but regional markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic shipping services developed by European merchants.
A. European merchants’ role in Asian trade was characterized mostly by transporting goods from one Asian country to another market in Asia or the Indian Ocean region.
B. Commercialization and the creation of a global economy were intimately connected to new global circulation of silver from the Americas.
C. Influenced by mercantilism, joint-stock companies were new methods used by European rulers to control their domestic and colonial economies and by European merchants to compete against one another in global trade.
D. The Atlantic system involved the movement of goods, wealth, and free and unfree laborers, and the mixing of African, American, and European cultures and peoples.
V. The new connections between the Eastern and Western hemispheres resulted in the Columbian Exchange.
A. European colonization of the Americas led to the spread of diseases — including smallpox, measles, and influenza — that were endemic in the Eastern Hemisphere among Amerindian populations and the unintentional transfer of vermin, including mosquitoes and rats.
B. American foods became staple crops in various parts of Europe, Asia, and Africa. Cash crops were grown primarily on plantations with coerced labor and were exported mostly to Europe and the Middle East in this period.
C. Afro-Eurasian fruit trees, grains, sugar, and domesticated animals were brought by Europeans to the Americas, while other foods were brought by African slaves.
D. Populations in Afro-Eurasia benefited nutritionally from the increased diversity of American food crops.
E. European colonization and the introduction of European agriculture and settlements practices in the Americas often affected the physical environment through deforestation and soil depletion.
VI. The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices.
A. As Islam spread to new settings in Afro-Eurasia, believers adapted it to local cultural practices. The split between the Sunni and Shi’a traditions of Islam intensified, and Sufi practices became more widespread.
B. The practice of Christianity continued to spread throughout the world and was increasingly diversified by the process of diffusion and the Reformation.
C. Buddhism spread within Asia.
D. Syncretic and new forms of religion developed.
VII. As merchants’ profits increased and governments collected more taxes, funding for the visual and performing arts, even for popular audiences, increased.
A. Innovations in visual and performing arts were seen all over the world.
B. Literacy expanded and was accompanied by the proliferation of popular authors, literary forms, and works of literature in Afro-Eurasia.
Key Concept 4.2. New Forms of Social Organization and Modes of Production
I. Traditional peasant agriculture increased and changed, plantations expanded, and demand for labor increased. These changes both fed and responded to growing global demand for raw materials and finished products.
A. Peasant labor intensified in many regions.
B. Slavery in Africa continued both the traditional incorporation of slaves into households and the export of slaves to the Mediterranean and the Indian Ocean.
C. The growth of the plantation economy increased the demand for slaves in the Americas.
D. Colonial economies in the Americas depended on a range of coerced labor.
II. As new social and political elites changed, they also restructured new ethnic, racial, and gender hierarchies.
A. Both imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites.
B. The power of existing political and economic elites fluctuated as they confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders.
C. Some notable gender and family restructuring occurred, including the demographic changes in Africa that resulted from the slave trades.
D. The massive demographic changes in the Americas resulted in new ethnic and racial classifications.
Key Concept 4.3. State Consolidation and Imperial Expansion
I. Rulers used a variety of methods to legitimize and consolidate their power.
A. Rulers used the arts to display political power and to legitimize their rule.
B. Rulers continued to use religious ideas to legitimize their rule.
C. States treated different ethnic and religious groups in ways that utilized their economic contributions while limiting their ability to challenge the authority of the state.
D. Recruitment and use of bureaucratic elites, as well as the development of military professionals, became more common among rulers who wanted to maintain centralized control over their populations and resources.
E. Rulers used tribute collection and tax farming to generate revenue for territorial expansion.
II. Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.
A. Europeans established new trading-post empires in Africa and Asia, which proved profitable for the rulers and merchants involved in new global trade networks, but these empires also affected the power of the states in interior West and Central Africa.
B. Land empires expanded dramatically in size. Required examples of land empires:
• Manchus
• Mughals
• Ottomans
• Russians
C. European states established new maritime empires in the Americas. Required examples of maritime empires:
• Portuguese
• Spanish
• Dutch
• French
• British
III. Competition over trade routes, state rivalries, and local resistance all provided significant challenges to state consolidation and expansion.
Kinds of questions:
· Identifying and understanding why things happened when they happened [Historical Causation and Contextualization] e.g.:
o Nature and causes of changes in the world history framework leading up to 600–1450 as a period;
o Emergence of new empires and political systems (e.g., Umayyad, 'Abbasid, Byzantium, Russia, Sudanic states, Swahili Coast, Tang, Song, and Ming China, Delhi Sultanate, Mongol, Turkish, Aztec, Inca);
o Continuities and breaks within the period (e.g., the effects of the Mongols on international contacts and on specific societies)
· Understanding the debates (both sides) over diverse interpretations in history [Historical Argumentation and Interpretation skills] e.g.:
o What are the issues involved in using cultural areas rather than states as units of analysis?
o What are the sources of change: nomadic migrations versus urban growth?
o Was there a world economic network in this period?
o Were there common patterns in the new opportunities available to and constraints placed on elite women in this period?
o To what extent was Dar al-Islam a unified cultural/political entity?
· Identifying and interpreting what is being show in an image or quote [Appropriate Use of Historical Evidence and Interpretation skill] e.g.
o Quotes (of historians or primary sources)
o statistics (graphs or charts)
o maps (movements of people or belief systems);
o the culture, society or belief system being represented in the art;
o purposes in the kinds of monumental architecture in the various societies.
· Making comparisons across societies or belief systems [Comparison] e.g.:
· Compare the role and function of cities in major societies
· Analyze the similarities and differences in gender systems and changes in them, such as the effects of Islam
· Analyze the similarities and differences in the interactions between Jews, Christians, and Muslims
· Compare developments in political, cultural and social institutions in both eastern and western Europe
· Compare Japanese and European feudalism
· Compare European, South Asian and sub-Saharan African contacts with the Islamic world
· Compare the impact of non-Arabs on the Islamic world (e.g. Turks, Persians, etc.)
