Model

Central Claim: The Mongols are most likely to takeover the world because of their superior military that traveled fast in contrast to the Europeans who had naval technology that was slow.

Sub-Claim: The Mongols were able to expand across Asia in 60 years as a result of their skilled calvary.

Sub-Claim: In contrast, Europeans has outdated ships that could not travel on open ocean so they had to be on the coast, so they would not be able to take over the world.

Sub-Claim: Since the Mongols had the superior military forces, they would be most likely to take over the world because they would defeat their enemies that had inferior technology like Europe.

Claims have HOWS and WHYS that connect

Central Claim: The Mongols are most likely to takeover the world

because of their superior military that traveled fast in contrast to the

Europeans who had naval technology that was slow.

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Sub-Claim: The Mongols were able to expand across Asia in 60 years

as a result of their skilled calvary.

Claims have HOWS and WHYS that connect

Central Claim: The Mongols are most likely to takeover the world

because of their superior military that traveled fast in contrast to the

Europeans who had naval technology that was slow.

​

​

Sub-Claim: In contrast, Europeans has outdated ships that could not travel on open ocean so they had to be on the coast, so they would not be able to take over the world.

Claims have HOWS and WHYS that connect

Central Claim: The Mongols are most likely to takeover the world

because of their superior military that traveled fast in contrast to the

Europeans who had naval technology that was slow.

​

​

Sub-Claim: Since the Mongols had the superior military forces, they would be most likely to take over the world because they would defeat their enemies that had inferior technology like Europe.

Diamond Thesis Equation or Connections

Domesticated Animals

Geographic Location

Ability to take over other places

More Plants

Larger populations

WHICH INCLUDES

=

Better Ideas and Technology

Collisions Unit

Collisions Unit

What happens when the two hemispheres meet here?

Collisions Unit

What happens as Europe expands here?

Collisions Unit

What happens as Europe expands here?

Collisions Unit

Why is Europe expanding so much?

So who is exploring? Where? When? Why?

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Who is NOT exploring? Where? When? Why?

Ming China and Exploration

• What is new?
• maritime expansion at a massive level
• reclaim: land expansion on the silk road
• Combined with Mongol (eunuch support)
• Zheng He (a Chinese Muslim eunuch)
• 1405: 7 expeditions total
• Powerful and large ships
• Promoted trade
• Showed strength of Chinese empire
• Expeditions collected tribute along the way
• RECLAIMED THE CONCEPT OF TRIBUTARY STATES

Tributary States

Tributary states are smaller states that have relationships with a larger and more dominant state.

What is exchanged between the states can vary widely

In this case, which region is the dominant state?

Tributary States: What does China give?

Tributary States: What does China get?

Tributary States in China

• China gets:
• acknowledged as the dominant power in Asia (region)
• compliments through rituals and monument building
• China does NOT get:
• people (enslaved or free)
• $$
• goods
• China gives:
• access to its goods and products
• PRESENTS
• China does NOT give:
• belief systems or religions

• Tributary States get:
• access to Chinese goods (through trade and Chinese goods being exported)
• to keep their independence
• Tributary States did NOT get:
• religion or ideological hegemony with China
• compliments
• Tributary States give
• Compliments
• rituals

What is China like during the Ming Dynasty?

• Jonathan Spence
• Prominent historian
• What does he write about China during the Ming dynasty?

Why does Europe rise?

• In your homework, you have read so much about what Europe does:
• how they establish hierarchy
• how they treat women
• how they start slavery
• What are the other parts of the world doing?
• Ming
• Ottoman

Tributary States in China

• China gets:
• acknowledged as the dominant power in Asia (region)
• compliments through rituals and monument building
• China does NOT get:
• people (enslaved or free)
• $$
• goods
• China gives:
• access to its goods and products
• PRESENTS
• China does NOT give:
• belief systems or religions

• Tributary States get:
• access to Chinese goods (through trade and Chinese goods being exported)
• to keep their independence
• Tributary States did NOT get:
• religion or ideological hegemony with China
• compliments
• Tributary States give
• Compliments
• rituals

Remember this?

1433

• Chinese government closes the expeditions
• Ships rot in harbor

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Tributary States: What does China get?

1433

• Chinese government closes the expeditions
• Ships rot in harbor
• Why?
• Neo Confucianism
• rise of gentry--convince the Emperor to focus on China and scholars
• Power of state to stop all voyages for all of China
• the explorers and eunuchs have no one else to turn to for funding or support
• Self-sufficient-China does not need anything
• there appears to be no consequence to isolating themselves
• there is no reason to think they cannot open the doors when they want to
• they have controlled trade for hundreds of years--they will “get it back” when they want it.

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China: Ming and Qing

• They are so powerful, they don’t NEED anyone else.
• They continue to reject involvement with other regions

The Ottoman Empire

• Expansive
• Large
• OVER LAND
• This matters because:
• they are taking land adjacent to Europe
• they are expansive and growing in power
• They threaten Vienna in 1529

The Ottoman Empire

• In a way, they are pushing EUROPE toward the Americas
• Europe cannot trade on the Mediterranean Sea freely
• Italians have more of an ability to trade than any other group in Europe.

The Ottoman Empire

• Hegemonic control
• Devshirme system gives them control of the population
• they can create a bureaucracy
• Strong bureaucratic control
• they can create a military that is well-trained
• janissaries = elite fighting force

The Ottoman Empire

• Dhimmas give rights to Christians and Jews so there is not a lot of rebellion
• Christians live in relative peace
• There is relative harmony in the population
• sects of Islam fight with each other

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The Ottoman Empire

• The Sultan controls knowledge---shuts down printing press in 1485, his son continues this in 1515 (not reversed until 1700)
• Heavy reliance on the Mediterranean Sea and Indian Ocean for trade
• They have NO need for the Atlantic Ocean or the “New World”

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3 Islamic Empires

3 Islamic Empires

• The Ottomans, Safavids and Mughals are engaged in fighting with EACH OTHER
• over land
• over trade routes
• over the sea trade routes
• the Europeans are like a pest on the periphery
• China is on the periphery and is more isolated
• So--Ottomans (and other Muslims) feel like they are in control and powerful.

The Ottoman Empire

• The only source of revenue from the expansion was from pillaging cities
• The Turks did not set up colonies or ports in conquered areas, or develop them economically

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While China closes its doors, Portugal is doing this.

While the Ottomans are fighting other Islamic empires, Portugal does this

Portuguese Context

• European ideals encourage wealth and individualism
• Renaissance
• Reformation
• Catholic
• Missionaries
• Small nation--looking to expand
• wants access to spices
• wants access to China
• Portugal separates from Spain in 1143
• competitive

Portuguese Exploration

• How have the Portuguese explored Asia?
• What routes have they taken?
• What route do the Portuguese use to get to China?
• How do the Portuguese plan to take over Asia?
• What advancements do the Portuguese have?

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Takes 19 months to get into a port in China--Guangzhou

Just getting into China was MONTHS

Guangzhou

Beijing: Feb 1521 (he arrived in 1517)

The Santa Catarina do Monte Sinai carrack exemplified the might and the force of the Portuguese Armada.

Portuguese Exploration

• How have the Portuguese explored Asia?
• What routes have they taken?
• What route does the Portuguese use to get to China?
• How do the Portuguese plan to take over Asia?
• What advancements do the Portuguese have?
• Who are they competing with?

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Different topic, same question

• Why did Christian missionaries encounter such little conversion in China as compared to the Americas?

Interactions between Chinese and Missionaries

What happens when the Catholic missionaries get to China? (Page 732-734 Strayer)

• ​

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Were the missionaries spies?

The Chinese thought that the missionaries might be spies--they were not trusting of the Jesuits especially as Catholic beliefs conflicted with Chinese beliefs (see chart to the right)

• Paragraph 1

Jesuits try to accomodate to the Chinese cultures: learn Chinese, dressed like Chinese scholars, presented secular knowledge from Europe instead of only talking about religion and downplayed Chinese rituals and ceremonies as secular.

• Paragraph 2

“...attracted to personal lives of missionaries, by their interest in Western science and by the moral certainty that Christianity offered.” (Strayer 733)

• Paragraph 3

“Fundamentally, the missionaries offered little that the Chinese really needed. Confucianism for the elites and Buddhism, Daoism, and a multitude of Chinese gods and spirits at the local level adequately supplied the spiritual needs of most Chinese. Furthermore, it became increasingly clear that Christianity was an all-or-nothing faith that required converts to abandon much traditional culture. Christian monogamy, for example, seemed to require the Chinese men to away their concubines.” (Strayer 734)

Success?

• 200,000-300,000 coverts: WOWOWOWOWOWOW
• Out of 300 million
• “Nothing approaching mass conversion took place in China.” -Strayer 733
• Under Emperor XangziI ask myself how these uncultivated Westerners dare to speak of the great precepts of China…Their doctrine is of the same kind as the little heresies of the Buddhist and Taoist monks…These are the greatest absurdities that have ever been seen. As from now I forbid the Westerners to spread their doctrine in China; that will spare us a lot of trouble.” Emperor Kangxi (1715)

Impact on China

Competition

• What do the Portuguese encounter as they travel throughout Asia and Africa?
• How do they treat other people?
• What kind of car crash is it?

What will happen over the next 200 years?

RUSSIA

SPAIN

DUTCH

Let’s research how other European powers collided with Asia

What kind of car crashes are these?

Collision in Western Hemisphere

Collision in Western Hemisphere

• Aztec (central America)
• Inca (South America)
• We will not examine
• British (eastern coast)
• French (middle of North America)

1. Submit creative challenge in folder AND on canvas (if you don’t have something electronic to submit, please write that in a text box and submit it).
2. Read pages 16 and then answer the questions on the bottom of 16 and p 17.
3. Read pages 13-14 marking up the reading by summarizing each paragraph in 2-3 words

1. ​

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• Genocide: systematic destruction and elimination of a group of people
• Cultural Bias: the biased (judgment) perspective that you bring to your life based on your culture (belief system, nationality, upbringing)
• Context: what the world is like and how that impacts your decisions

Cultural ignorance: not knowing about another culture.

View of land across from the home of Dona Rosario

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Cultural Bias

¤Were the Americas settled and specialized by the time of European arrival?

¤Despite the fact that the cultures of the Americas were extremely specialized, why did Europeans fail to see them as equals?

¤What are the roles of cultural centrism in the encounter between the Americas and Europe?

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Aztec Context

¤Aztec is a term used all the people under the control of the Mexica tribe

¤Had empire in central Mexico from the 14th-16th centuries

¤Located in Central American-near where the Mayan Empire existed

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¤The Aztecs started on a small island, but soon grew beyond it

¤Drained swamp and filled in land to spread out (see picture on the next slide)

¤Made floating gardens, called chiampas, on which they grew their food to make up for the lack of farmland

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Aztecs

Hegemony

Because of [their] ideology, the Aztec people understood their imperial conquests as key to their “moral combat against evil.” In this way dominating the world became a sacred duty rather than a selfish pursuit.

Tenochtitlan, 1520 A.D.

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¤The island was connected to the mainland by island by three causeways

¤The island well protected good for defense,

¤The island kept fresh water for fish and gardens separate from brackish water of the rest of the lake

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¤Grew to be an enormous city, with estimates of population around 200,000

¤Ceremonial center with pyramids and plaza

¤“They “believed the sun lost its energy in a constant battle against encroaching darkness,” and that “the sun required the life-giving force found in human blood.” So they built their capital into a stunningly beautiful religious center and expanded their empire with wars to take prisoners and collect tribute, including humans for sacrifice.

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¤Had very busy marketplace, with trade from all over Mesoamerica

¤Spanish conquerors marveled at it, saying that they saw gold, silver, shells, gems, adobe brick and all kinds of foods

¤As many as 25,000 people a day, and tightly controlled by the state, with judges who presided over all disputes

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Do Now

• submit creative challenge to folder or box on Ms. Katz desk. Please staple anything together (if needed)
• pick up handouts
• Fill in Aztec context on that handout

Updates

• test update: you might see a change in your score
• Toledo question on test was regraded
• A question with putting things in order was changed to give partial credit
• retake points were added (if any)
• Reflection grades added to powerschool (only 1 so far)

Collision

• Columbus established a base of Spanish power on Hispaniola
• Served as a starting point for more Spanish adventurers and explorers, looking for wealth

Aztecs

So who would go to the Americas?

Hernan Cortes (1485-1547)

¤Born in Spain, in a family of poor nobility

¤Made money to sail to the New World in search of his fortune

¤Hoped to become very rich in the process, and so very interested in stories of “kingdoms of gold”

¤MOTIVATION

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I matter! (why would he think that?

¤Originally went to Hispaniola, then to Cuba, where he was appointed mayor of a small town

¤ Then he set out on his expedition in search of the fabled city of gold

¤Was called back by the governor of Cuba, but disobeyed orders and sailed up the coast of the Yucatan, landing in present-day San Juan

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Cortez settles in Veracruz

¤Found better harbor further north in Veracruz, and established a base there

¤Met Malinche, a native woman, who could speak both Mayan and Aztec languages, and soon learned enough Spanish to translate

¤To prevent his men from having any thought of return, he burned his ships

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¤Had heard of the Aztec empire, and so wanted to conquer it

¤Troops marched inland and formed an alliance with the Indians of Tlaxcala, who hated the Aztecs

¤Marched on toward Tenochtitlan, over steep mountains

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¤Emperor of the Aztecs heard about Cortes landing and approach

¤Was concerned that he might be the returning god, Quetzalcoatl, who had white skin

¤Sent messengers ahead to welcome and offer gifts, including gold

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¤In 1519 Cortes entered the city with his troops and their horses

¤At first greeted very politely, and stayed in the palace of the emperor

¤Spaniards were amazed at the city, and gave vivid descriptions of it

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¤Perceiving weakness, Cortes made Moctezuma his prisoner

¤Aztecs staged a rebellion, and forced the Spaniards back across the causeway

¤Spanish put the city under siege

¤Reinforcements arrived from Cuba, and Cortes successful in conquering the city and the Aztec Empire

¤Spanish king appointed him governor of Mexico

¤He proceeded to take all the gold, and tear down the Aztec city, building a new capital over it

¤Spanish government sent over priests to convert to Catholicism

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¤Inca were as a tribe in the Cuzco area in the 12th century

¤The word Inca a title- like emperor

¤Inca is both plural and singular

¤In the 14th century, under their ruler, the Sapa Inca Pachacuti, began a campaign of expansion

¤Continued conquests under his son and grandson

¤Expansive empire

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Tributary States

¤Left local rulers in control, but had to report to--and pay taxes to--the Inca ruler

¤Members of the emperor’s family and the sons of the conquered groups attended a special school in Cuzco to get knowledge of how to run the empire

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Communication

¤Inca empire spanned large area, and issue was to keep the federation under control by using a large bureaucracy

¤One way was to have a network of roads throughout, that messengers could move in bringing news to the Inca

¤The Sapa Inca himself would also be carried along these roads, visiting all the parts of his kingdom

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Inca Roads

¤Roads made for running or carrying the Inca or nobles in a sedan chair

¤Did not have wheeled vehicles…but had the wheel.

Architecture

¤Established by Pachacuti as his capital

¤Chose hill for fortress, with extraordinary stone walls

¤Also had a palace, markets, and a Temple of the Sun, Inti

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Inca Stonework

¤Magnificent large stone structures (particularly in citadels (fortresses on hill))

¤Resist centuries of weather and earthquakes

¤Tightly fitted joint with irregularly shaped stones-special appreciation for stone itself

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Manchu Picchu

¤Well-preserved remote Inca site, at more than 7,000 feet above sea level, 44 miles northwest of Cuzco

¤Recent archaeology has shown that it was a country retreat for Inca nobility

¤Probably no more than 750 people there at any one time

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Domesticated Animals

¤The Llama was the only large domesticated animal that the Inca had

¤Llama can be nasty and spit out stomach fluid frequently

¤Pack animal that can carry large loads of cargo

¤Can run up to 30 miles an hour (about the same as a horse)

¤Cannot be ridden by grown adults (too heavy)

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Inca Farming

¤Inca kingdom mostly at high altitudes in the Andes

¤Needed crops that could survive hot days and cold night

¤Grew corn, but more importantly, tubers

¤Potato was one of them

¤Highly nutritious--an acre yields twice as much as an acre of wheat

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Quipu

¤Inca writing system called Quipu

¤Runners would carry messages in these knotted strings

¤Knots were a way of counting, in base 10

¤Colors symbolized different things, and could construct whole narratives in thread

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So who would go to the Americas?

Francisco Pizzaro

¤Son of an infantryman, and second cousin of Hernan Cortes

¤Appears to have been illiterate

¤Sailed for the New World in 1502, and lived on the island of Hispaniola

¤Joined an expedition to Panama in 1519, where he seems to have been living a comfortable life

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¤Word reached Pizarro about a very wealthy civilization to the south

¤Went on three expeditions, the first unsuccessful, the second where he captured three Inca youths whom he trained as interpreters

¤Third expedition went with title from Spanish king of Governor of Peru, and landed in Tumbes with 180 men

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Do Now (during discussion)

• Read pages 52-55. For pages 52-55 make a chronology that keeps track of the events--this is INTEGRAL to your essay--keep good notes.
• Homework tonight is page 2 of the new handout. You can type that or handwrite it.

Context when Pizarro arrives: Inca Civil War

¤When Pizarro arrived it was clear that there was a smallpox epidemic which had killed off the Inca

¤A civil war had been going on because two of the emperor’s sons claimed the throne

¤Atahualpa’s army had just defeated his brother Huascar’s, and he had his brother executed

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¤Spaniards set a trap and captured Atahualpa

¤The Inca assumed that this was a regular war, and gave the Spaniards a great deal of gold to obtain his freedom

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Spanish Conquest

¤Pizarro had Atahualpa killed

¤Then proceeded to loot Cuzco

¤Set up Huascar’s brother, Manco Capac, as nominal ruler of the Inca Empire

¤Spanish abuses then caused him to revolt, and the Spaniards took over the empire directly

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So who paying for all this?

Focus Q’s

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1. How does this monarch encourage policies that to global dominance?
2. How is this monarch absolute?
1. How do these centralized governments impact Europe’s expansion?

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Absolute Monarchs

• Philip II
• Spain is dominant power
• Strengthens Catholic Church
• Attempts to advance Catholic power for Spain and the Pope
• With war
• And persecution: Inquisition
• Patron of Arts
• Spain’s Golden Age
• El Greco

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Modest?

Spain

View of

Toledo

La Agoria en el Jardin

1590

Laocoon

Discussion Questions

• How does this monarch rise?
• How does the Reformation and the Rise of Absolute Monarchs connect?
• How does that lead to Europe’s global dominance?

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Do Now

• Fill in reflection sheets and questions (in discussion packet) using your discussion rubric.
• Use your HW to add to the Rousseau and Locke rows on pg 65-66
• Share your answers to pages 65-66 with your group.
• In your small groups, re-answer the questions below (these were skimped on in groups yesterday)
• How does the Scientific Revolution and Enlightenment lead to the rise of Europe’s global dominance?
• How was the Atlantic System and “discovery” of the New World impacted by the Scientific Revolution and Enlightenment?
• How did the Scientific Revolution and Enlightenment cause European exploration and dominance?

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Focus Q’s Answer for Spain

1. How does this monarch rise, maintain and gain power?
1. Uses Catholicism to show devotion
2. Lives a modest life so people trust him and he earns respect from the Pope.
2. How does this monarch encourage policies that to global dominance?
• Spends money and uses resources to make sure money is given to spreading the Catholic faith especially in the Americas
• Mercantilism
• Makes sure that he has an army if the Pope needs him to fight for Catholicism.
1. Battle of Lepanto (1571) Defeats Turks
2. Loses to British in Spanish Armada
3. How is this monarch absolute?
• Everyone had to be Catholic-crushes opposition
• Not as successful for his own power—loses power to control Netherlands

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Absolute Monarchs

• Louis XIV
• Cardinal Richelieu
• Removed power from nobles
• “I am the state”
• Versailles
• Supported art
• Persecuted Protestants

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Do Now

• Write down HW: For your pages write down/mark 7 evidence and analysis for WHY NOT _________?
• Ariana’s group: 77-84
• Ryan’s group: 86-92
• Alex P’s group: 99-101
• Tom’s group: 97-99

Absolute Monarch (con’t)

• Peter the Great
• Westernization
• Boyers
• Centralized power
• Modernize
• Expansion
• St. Petersburg
• Catherine the Great
• Continues serfdom
• Continues embracing of Western culture
• Fights for land in Poland

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Absolute Monarchs

• Prussia-Fredrick the I and Fredrick the Great
• Junkers
• “Prussia is not just a state which possess an army, but an army which possesses a state.” -Prussian military leaders
• Austria
• Maria Theresa

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Rise of Monarchs and Reformation

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1. How do they undermine or reinforce feudalism?
2. How do they contribute to the rise of revolutions?
3. How do they contribute to the Age of Exploration?
4. How do they contribute to the domination of Europe in the world?

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Rise of Monarchs and Reformation

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5. How does the Reformation and the Rise of Absolute Monarchs lead to the rise of Europe’s global dominance? (add to your Why Europe Charts)

6. How was the Atlantic System and “discovery” of the New World impacted by the Reformation and the Rise of Absolute Monarchs?

7. Who are the absolute monarchs, how do they rise to power and what makes them absolute? (share your homework and add to your notebook (like we did for Phillip II)

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Rise of Monarchs and Reformation

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1. How do they undermine or reinforce feudalism?
2. How do they contribute to the rise of revolutions?
3. How do they contribute to the Age of Exploration?
4. How do they contribute to the domination of Europe in the world?
5. How does the Reformation and the Rise of Absolute Monarchs lead to the rise of Europe’s global dominance? (add to your Why Europe Charts)
6. How was the Atlantic System and “discovery” of the New World impacted by the Reformation and the Rise of Absolute Monarchs? (add to your notes)
7. Who are the absolute monarchs, how do they rise to power and what makes them absolute? (share your homework and add to your notebook (like we did for Phillip II)

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Do Now

• Write down HW
• Answer Scientific Revolution Questions from yesterday’s handout
• Start reading the handout Ms. Katz gives you trying to understand Why NOT? China/Ottoman?

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Failure

• Why do the Portuguese fail to take over Chinese trading?
• How would you characterize this encounter?
• Beginning
• Middle
• End
• Were the Portuguese Eurocentric?
• What are the strengths of the Ming Dynasty?

Rising Kings

• What do Kings need to offer in order to take power from the church and the nobles?
• Protection
• Food, goods
• Loyalty
• Control
• How do the Kings regain their power?
• The Kings and the Church reading
• How do rising Kings undermine (chip away) feudalism?

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Magna Carta 1215

• What is it?
• What does it say?
• How does it divide up power?
• How is the American government inspired by the Magna Carta?
• How does the Magna Carta SHOW that Kings are gaining more power (in England)?

Uh oh?

Check-in

1. How are Kings able to begin to regain their power? Explain one reason fully.

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• How does your reason (above) undermine feudalism? (MAKE SURE THIS REASON CONNECTS TO YOUR FIRST QUESTION)

• The blue circles represent the areas that WE are exampining.

Aztec and Spanish

Inca and Spanish

How will this encounter happn against the Aztec?

• Predictions:

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• Examine pgs 28-30 (the Do Now)...how are the Aztec similar to the Chinese? How are they different?

• Grab a computer (sit at a desk by yourself if you need to focus)
• Take out the Collision Essay Assignment
• Complete the course selection sheet you picked up as you came in. When we meet, you will bring this sheet to our discussion.
• Start to work on you essay.
• It should take about 35 minutes for me to meet with everyone and then I will go over a few more slides AND help with essay questions
• Your homework is to finish the essay for Friday.

Pre-encounter

• How were the Inca, Chinese and Aztec similar?
• How were they different?
• How might these similarities and differences impact the encounter with the Portuguese and the Spanish?

• “In 1494 Spain and Portugal signed the Treaty of Tordisillas, which was meant to divide the globe in two spheres of influence, so that the two empires would not interfere with each other’s explorations and conquests. West of the line would be Spain’s sphere of influence and east would be Portugal’s. The line ran through what is today South America and particularly Brazil. The result was that most of South and Central America fell into the hands of Spain. Portugal colonised Brazil, which they discovered in 1500 and lies east of the line of Tordisillas.

Conquest in the Americas

• How has the world become more connected since 1470? Why did this happen?
• Who wins from this connectivity? Who loses? Why?
• What trade routes and economic goods dominate the world markets?
• What are the costs of this globalized economy?
• How are people and nations responding to this era of European domination? (consider Asia, Africa and the Americas)
• Discuss moments where you see agency (the ability to change and control your life).
• Discuss moments where you see hegemony.
• How does Europe attempt to increase their hegemony in the world? How does their hegemony relate to the economic trade routes of the time?

The Columbian Exchange

• The new exchange of goods across the world.
• “Without a new world to deliver economic balance in the Old...Europe would have remained inferior, as ever, in wealth and power, to the great civilization of Asia.”
• Does the Columbian Exchange benefit Europe more than the Americas?

The Impact for the Americas as a result of the Columbian Exchange

• Food production decreases
• What has happened to the population?
• New foods introduced
• Foods are mixed together to create new foods
• Old world animals flourish and help some Indian nations
• Sioux in the Midwest
• Land is free of predators
• Resources (gold and silver) taken from the land

The Impact on Europe of Columbian Exchange

• “good hand of God...sweeping away great multitudes of Natives...that he might make room for us.” ~ Governor Bradford of Plymouth Colony (MA)
• Population migrates
• Cultural diffusion

Classwork and homework: April 7

• While the group finishes their discussion:
• Complete as much as you can of pg 1 of the new Collision handout packet. There is a video linked on pg 1 of the packet (see video guide) and I emailed it to you. You are responsible for sharing the accurate terms with your peers so take good notes. You can pause the video every 5 minutes to check in with a classmate.
• When everyone is done:
• check email in case I emailed you about missing work--reply to my email now.
• Get the key terms for pg 1 from your classmates who were not in the discussion

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Columbian Exchange Impact

• How does this exchange help move toward global dominance?
• What will Europe have (mostly Spain and Portugal) that they did NOT have in 1460 (the Earthwatch debate)?
• Why is it important for Europe that they arrive first in the New World?

Focus Questions for the Atlantic System

• How does the “discovery” (wc) of the Americas by the Europeans lead to global dominance?
• How do Europeans get from their new trading system?
• How do Europeans dominate the Atlantic system?
• What is the role of slavery in the Atlantic system and in Europe’s rise to dominance?

The Atlantic System

• An Atlantic commerce network that connected 4 continents.
• How is it different from the Columbian Exchange?
• Using your homework write down 5 characteristics of the Atlantic System and HOW that leads to global dominance.
• Introduced the Atlantic slave trade
• Why enslave people?
• Labor
• Farming and mining
• Desire/Motivation
• 80% of enslaved people ended up in the Caribbean or Brazil
• Triangle trade >>> Europe, Africa, and Americas

Talking about Slavery

• We use the words “enslaved person” instead of slave. Why?
• Race was made a major part of this system so we talk about it openly. Prior to this, enslaved people were of any race but under the Atlantic system, slavery became racial.
• Avoid monoliths:
• Not all Africans were enslaved
• Not all black people identify as African
• Not all enslaved people were African
• Intent vs Impact

Life of Slaves

• What can you deduce about the slave trade from the reading and from charts?
• Journey to the Americas was dangerous
• Caribbean
• Different in South America than in North America
• The entirety of North America
• Life of plantations was terrible
• Page 66 analysis. Read the paragraph on pg 66 and analyze the charts and then add two bullet points to this slide.

Agency: Power and Privilege

Agency

Both have agency

Do Now

• Read pgs 707 - 709 in Strayer. This about discussion question #2 below.
• Take out your packet (the one with the Ebola reading)
• As a group, discuss the last reading in the packet along with the Do Nows (705 - 709) and your notes from the slave trade to answer questions 3 and 4 from the discussion today (below)
• Discuss examples of agency as people are pushed to the margins or periphery of power. How do people fight to keep power?
• How does the context of each person impact their outlook on life? (more broadly, how does context impact motivation and achievement?)
• I am checking: 1. Ebola Packet, 2. notes from Strayer on slave trade (Go Meta hw)

Discussion Questions

1. How do motivations of people compare and contrast?
2. Why does the discovery of the New World lead to further dominance and hegemony for Europe?
3. Discuss examples of agency as people are pushed to the margins or periphery of power. How do people fight to keep power?
4. How does the context of each person impact their outlook on life? (more broadly, how does context impact motivation and achievement?)
5. How are different parts of the world impacted by the same goods? (e.g. silver)

Impact of Atlantic System on Americas

• Disease
• Slavery
• Racism
• Catholicism
• Colonization
• Resources used at a higher rate
• Domesticated animals
• Weeds, bananas, rice, wheat, olive, grapes
• WHY NOT AMERICAS? (Aztec/Inca)

Discussion

• In your groups, move through the following prompts and add to your notes as you go through the questions.
• How does the Atlantic system show Europe’s global dominance?
• Why does slavery become a part of this system?
• Where do most enslaved people end up in the Americas in 1700s?
• What is the life of an enslaved person like?
• How does cultural diffusion happen in the Americas? (pg 64)
• What are the costs of the Atlantic System?
• How do enslaved persons resist slavery?
• Why was it Europe that dominated the Atlantic system?
1. What kind of global dominance does Europe have now?
2. What could this lead to in the future?

Rise to Dominance

• How does the “discovery” (wc) of the Americas by the Europeans lead to global dominance?
• How do Europeans dominate the Atlantic system?
• What is the role of slavery in the Atlantic system and in Europe’s rise to dominance?
• Are Europeans globally dominant by 1800?
• What are the costs?

Why NOT Inca? Why NOT Aztec?

• Technology: Spaniards had horses and guns
• Division among the various Indian groups, causing some to become allies of Spanish
• Disease brought by Europeans seem to have wiped out large numbers of Aztecs, Inca, and other peoples of the Americas
• Up to 90% of Native Americans in certain regions died
• Central America ~ 10-20 million in 1500 to 1 million in 1650

The Takeover...

• Advantages for Europe:
• Motivation
• Rivalry ~ Competition
• “We came here to serve God and the King, and also to get rich.” ~ Spanish conquistador
• Boats
• Guns, Germs and Steel (Diamond thesis)
• Discontent in the Americas
• Disadvantages:
• Far away from home
• New environments (climate and geography)

The Takeover...

• Advantages for Europe:
• Motivation
• Rivalry ~ Competition
• “We came here to serve God and the King, and also to get rich.” ~ Spanish conquistador
• Boats
• Guns, Germs and Steel (Diamond thesis)
• Discontent in the Americas
• Which other regions had these advantages over the Americas?

Rise to Dominance

• What are the costs?

Cost: Racism

• What is racism?
• A system of privilege based on race
• How does slavery lead to the development of racism?
• Who has the privilege?
• Who loses privilege?
• How do slaves have agency
• Runaways from quilombos
• What makes agency hard to have for the enslaved Africans?
• Why is Europe able to become globally dominant because of racism?

Cost: Impact of Atlantic System on Europe

• Great wealth (not really a cost)
• Eating habits change dramatically (not really a cost)
• World power (cost?)
• Commercial Revolution
• Bookkeeping
• Capitalism
• Insurance
• Stocks
• Partnerships
• Entrepreneurs
• All built on the Americas and slavery...

Costs

• What are other costs of Europe rising to global dominance?
• What does Europe gain?
• Jot down as many bullet points as you can to the questions above.

Discussion 2

• Discussion Question #2: How does Paul Kennedy account for the question of Why Europe? How is this similar or different to Jared Diamond? How do their theories compare to other ideas we have learned about?

Why not? (China)

Essay and Discussion Questions

• Why is Europe poised for global dominance by the year 1800?
• Why NOT _____________? (why didn’t other places gain global dominance?)

Understanding Paul Kennedy

Confusing Parts of the Summary

• Creation of a bourgeoisie class
• Bourgeoisie: upper middle class that is characterized by the ownership of capital but not land (less powerful than aristocracy, but very rich)
• The bourgeoisie tried to expand their power by investing in business, industry, and trade
• This economic investment brought in state revenues

• Expansion not for economic gain is problematic
• The Turks did not set up colonies or parts in conquered areas, or develop them economically
• The only source of revenue from the expansion was from pillaging cities
• Dynamic of Competition
• Lack of centralized authority in Europe made each state desire to be the best on the continent, and this endless battle made every state more powerful

• Credit and bills of exchange were standardized
• Credit: comes from the Latin “credo” which means “I believe,” because it is essentially an IOU, where one party agrees to pay the other later.
• Bills of exchange are an agreed upon currency with an agreed upon value.
• Standardization of credit and bills of exchange made trade safe and predictable and value more objective.
• When trade becomes easier, merchants become richer and more powerful.
• Maintain balance of power
• Make sure no state becomes more powerful than it already is.
• Driven by a fear that a country will be conquered if its rival becomes too strong.
• In Europe, everyone has a rival, and more countries are willing to maintain the balance of power than to accept a change.

Important Quotations from Kennedy

• “...a key element in China’s retreat was the sheer conservatism heightened in the Ming period by the resentment at the changes earlier forced upon them by the Mongols” (7).
• “The accumulation of private capital, the practice of buying cheap and selling dear, the ostentation of the nouveau riche merchant, al offended the elite, scholarly bureaucrats” (8).
• “Chinese cities were never allowed the autonomy of those in the West” (8).

• “...the Ottoman army, however well administered, might be able to maintain the lengthy frontiers but could hardly expand further without enormous cost in men and money; and Ottoman imperialism...did not bring much in the way of economic benefit” (11).
• “the defects of being centralized, despotic, and severely orthodox in its attitude toward initiative, dissent, and commerce” (11).

• “Europe had largely to thank its geography” (17).
• “The political and social consequences of this decentralized, largely unsupervised growth of commerce and merchants and ports and markets were of the greatest significant” (19).
• “It was a combination of economic laissez-faire, political and military pluralism, and intellectual liberty ~ however rudimentary each factor was compared with later ages ~ which had been in constant interaction to produce the ‘European Miracle’” (30).

Bottom Line

• Economic dominance is most important
• Hegemony hurts competition IF that hegemony lead to conservatism which hinders economic development and growth.

Troubleshooting: Why Europe?

• Creation of a bourgeoisie class
• Bourgeoisie: upper middle class that is characterized by the ownership of capital but not land (less powerful than aristocracy, but very rich)
• The bourgeoisie tried to expand their power by investing in business, industry, and trade
• This economic investment brought in state revenues
• Goal of this rising middle classs:

Troubleshooting: Why Europe?

• Expansion was for economic gain
• The Atlantic System
• Why NOT Ottoman:
• The only source of revenue from the expansion was from pillaging cities
• The Turks did not set up colonies or ports in conquered areas, or develop them economically
• http://media.pearsoncmg.com/ph/hss/hss_armesto_theworld/interactive_maps/armesto_maps/ch_17-1/

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Troubleshooting: Why Europe?

• Dynamic of Competition
• Lack of centralized authority in Europe made each state desire to be the best on the continent, and this endless battle made every state more powerful.
• Columbus
• Maintain balance of power
• Make sure no state becomes more powerful than it already is
• Driven by a fear that a country will be conquered if its rival becomes too strong
• In Europe, everyone has a rival, and more countries are willing to maintain the balance of power than to accept a change

Focus Question #3

• How does the Renaissance undermine feudalism?

Focus Question #2

• Why are major differences between ideologies between the Renaissance and the Middle Ages?
• As we look at some images from the Middle Ages and then the Renaissance, write down 5 more differences between the ideologies
• Now, write down 3 similarities you observe between these two time periods

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The Black Death

• What are the major impacts of the Black Death on Europe? (which we will see in our Earthwatch symposium by the year 1425)
• DO NOW: Answer the question below in your notebook. Walk around the room and look at the handouts to review the Black Death
• How does the Black Death undermine OR reinforce feudalism?
• Fewer serfs—can demand more rights
• Fewer lords—protection has weakened
• Loss of faith in the church—no one can protect people

Focus Questions

• How is Europe is accelerating to regional dominance or global dominance?
• How is feudalism undermined by the year 1300?

• How do the Mongols create a global empire?
• How might an empire who wants global dominance model the Mongols?
• What would an empire do differently?

• YOU MUST COMPLETE ALL THIS WORK BY NEXT CLASS.
• Station 1 (from last class)
• Activity: Reading pgs 22-23 and creating a Venn Diagram comparing the conquest of Sundiata of Mali to Ghengis Khan’s conquest of Eurasia
• SKILL: CONTENT and READING
• Readings: Read the following sections.
• Reader 1100: pgs 147-149, 149 (examine the picture), 151-153, 154 (examine the map)
• Reader 1300: 54-56
• Ways of the World: pgs 432-434 and 434-435 (the Portrait) section
• Read one other textbook section on Mali (less than a page)
• Activities:
• As you complete each reading, add to BC PRIMES notes for Mali. Write down the page number and author for each source and what kind of source it is (primary (what kind? Diary?) or secondary)
• Create a postcard (with image and a letter) to a European King or Mongol Khan. Write down and draw images that would be interesting to your audience. Use a full sheet of paper for this activity.
• Assessment next class: Oral exam on PRIMES for Mali. You will role the dice. For the letter that pops up, you must give 3 details for that topic.

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Feedback

• 1 = Minimal feedback of one short area of the paper
• You will get this draft back today

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• 0 = I want to meet with Ms. Katz or a TA instead of written feedback. This earns full credit for the HW.

• 3 = Full feedback
• You will get this draft back tomorrow (by the end of the day)

• 2 = Some feedback
• You will get this draft back tomorrow (by the end of the day)

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• Focus Questions for Mali:
• Why were gold and salt equally important in trading for West Africa?
• Why was Mali able to become a dominant and wealthy kingdom?
• How does the geography of West and North Africa impact trade? (see map on pg 16)

How does it facilitate trade? How does it hinder trade?

Mali

• Early 13th to late 15th centuries
• Replaces Kingdom of Ghana
• Famous leaders
• Sundiata
• Mansa Musa
• Timbuktu--city famous for its learning center
• Gold and Salt trade

Do Now

• Hand in your postcard (in the folder)
• Take out your European/Mali Venn Diagram
• Take out your Mali ppt (we wil finish this today)
• Continue your Songhay research. You can use the IPADs. Most of them are already loaded to the wikispace

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Achievements

• Timbuktu--center for trade
• Traded gold, salt.
• Grew and traded beans, rice, onions, papaya, cattle, sheep, goats and poultry
• Mansa Musa—
• United under one system of trade and law
• Learning centers (universities)
• Spread Islam
• Builds mosques
• Hajj

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Mansa Musa-Pilgrimage

• He arrived in Cairo at the head of a huge caravan, which included 60,000 people and 80 camels carrying more than two tons of gold to be distributed among the poor. Of the 12,000 servants who accompanied the caravan, 500 carried staffs of pure gold. Musa spent lavishly in Egypt, giving away so many gold gifts—and making gold so plentiful—that its value fell in Cairo and did not recover for a number of years.
• What are some effects of this hajj?

Mali

• Write down 3 strengths of Mali that may lead to global dominance
• Write down 3 weaknesses of Mali that may hinder global dominance
• Fill in the backside of your European/Mongol chart from yesterday

Japan

• Old reader:
• Readings: pg 141-142=Discussion question #1
• Reading 142 starting with Japan looks to China… to 143 and 113-115= Discussion question #2-3
• Snapshot 1300:
• Reading: pg 46. Write down two takeways for this page. Examine the visual in the top corner of the page= Discussion questions 4-5
• Reading pg 47: Discussion question number 6
• Reading pg 45: Discussion question number 7
• Read though the powerpoint slides on this handout.
• Review feudalism in Europe in your notes
• Assessment: Dice role for one of the discussion questions next class (group discussion but graded on answer not discussion rubric)

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Discussion Questions

1. How does geography impact Japan
2. What does Japan borrow from China? What is the impact of this borrowing?
3. What are the belief systems of Japan? Why does this impact the politics in Japan?
4. What does feudalism in Japan look like?
5. How do the Mongols impact Japan?
6. What is life like for a samurai?
7. Describe the Japanese feudal code. What are the values of Japan based on this contract?
8. Compare and contrast Japanese feudalism to European feudalism.

Japan

• Geography
• 4/5 of land is uninhabitable
• Defended easily
• Buddhism and Shinto (the Way of the Gods)
• Shinto has strong elements of Confucianism
• Worship ancestors
• Someone could be both Buddhist and Shinto
• Shinto emerged in 500 BCE
• Worship of many Gods (kami) all in nature
• Often trading goods and ideas with China via Korea.

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Japanese Feudalism 1000-1871

• Feudalism in Japan
• Emperor (figurehead)
• Shogun (Head warlord)
• Daimyo (Powerful warlords)
• Samurai (warriors)
• Ronin (paid warriors)
• Peasants
• Artisans
• Merchants
• Samurai
• Code of the Bushido
• What is this system based on?

Japanese Warriors

• What are the fundamental beliefs of a Japanese warrior?
• Battle
• Philosophy
• Practice to gain skill
• Spiritual
• Morals
• How are these similar or different to European knights? The Mongols? Islamic army?
• Where do you see the influence of Confucianism in the Bushido and in Japanese philosophy?

Compare and Contrast

• Construct a Venn Diagram that compares and contrasts Japanese feudalism and European feudalism
• Put the following terms in your Venn Diagram
• Hojo code
• Shintoism
• Fiefs
• What is significant about the differences between these two systems? How might this impact global dominance?

Do Now

• Grab a treat!!!!!!!!!!!
• Review notes for the Japan Discussion Quiz
• Start annolighting pg 61-63 (where it says “What combination of events led to the Black Death of 1348-1350?)
• We will work our way through the discussions.
• If you want to check in with a TA about your essay, let them know and they will start a sign up list. (you cannot meet with them until AFTER you have taken the discussion quiz)

Quiz Review Sheet

• Year 1000: Review
• Africa: Ghana
• Europe: Crusades, Church Hierarchy
• Asia: Song Dynasty

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• Year 1300
• Africa: Mali
• Europe: Towns, Guilds, Rising Monarch, Reforms in Church, Magna Carta, Renaissance, Black Death
• Eurasia: Mongols
• Who they encountered: India, China (Yuan), Islamic Empire, Europe
• Who they did not encounter or takeover: Japan, Mali

What materials should I use to study? Worksheets, notes, HW

Textbook is for reference!

The most important topic to review in the year 1000 is how the world has changed by 1300 and why.

1300--Islamic Empire

• Abbasid Dynasty--
• replaces Ummayyad in eastern half of empire
• Ummayyad Prince stays in control from Spanish capital of western half--but then loses all by Granda by 1248
• Descendents from Abbas
• Build capital in Baghdad
• Center of government
• Famous for its beauty
• Taxed people for their own luxuries
• Inventions continue
• Conquered by Mongols in 1258

Questions to study

• 1. What has changed between these two dates and why?
• 2. How has the level of specialization increased or decreased and why?
• 3. How does trade connect people? What ideas are exchanged?
• 4. How is feudalism declining?
• All the focus questions you’ve written down.
• This is not an exhaustive guide

Answer these q’s using your homework

1. How does the Bushido compare to the European knight’s chivalry?
2. According to Ma Tuan-Lin, why is feudalism a Golden Age for China?

Sources

• Both
• Mali
• http://wsu.edu/~dee/CIVAFRCA/MALI.HTM
• http://www.vmfa.state.va.us/mali_geo_hist.html
• Mongol
• http://afe.easia.columbia.edu/mongols/

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HW

• Research 3 criteria for your Earth Day Symposium. You will half class time to work on this tomorrow!

DO NOW: Green

1. Revise your thesis statement (about women in the Renaissance) and put it in the folder.
2. Skim the first five sentences on pg 57. Then, read the last paragraph on pg 57. As you read, write down comparisons and contrasts to Europe and Mali and (this is a review for the test)
3. Reread the last two paragraphs on pg 71. Number (1, 2, 3, etc.) each impact that Humanism had on Europe. Go back to pg 69 and add to the Humanism box based on this reading. (this a review for the test)

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DO NOW: Orange and Purple

1. Revise your thesis statement (about women in the Renaissance) and put it in the folder.
2. Reread the last two paragraphs on pg 71. Number (1, 2, 3, etc.) each impact that Humanism had on Europe. Go back to pg 69 and add to the Humanism box based on this reading. (you may have done this already so if you have move on)
3. Skim the first five sentences on pg 57. Then, read the last paragraph on pg 57 about the city of Cairo. As you read, write down comparisons and contrasts to Mali cities and comparisons and contrasts to a European city. (this is a review for the test) (you may have done this already so if you have move on)
4. Read the introduction on the top of pg 91. Write down two takeaways. Skim the timeline on the left column of pg 91. Write down two takeaways

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