Unit 4 c. 1450 – 1750 – The Early Modern Era of Global Interaction
Early Modern KC1: Globalizing Networks of Communication and Exchange. The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and religion and had a significant economic, cultural, social, and demographic impact on the world.
- Map: Winds and currents in the world’s oceans. Bentley pgs. 602-3
- Map: European exploration in the Atlantic Ocean 1486-1498. Bentley pg 605
- Map: European exploration in the Pacific Ocean 1519-1780. pgs. 610-611
- Jesuit Matteo Ricci in China c. 1580-1600.
- DBQ: C/C European and Chinese Causes for Early Modern Exploration.
- DBQ: Portuguese Maritime Trade in the Indian Ocean in the 1500’s.
- Map: European trading posts in Africa and Asia c. 1700. pg. 615
- Map: Manila galleon route and the lands of Oceania c. 1500 – 1800. pg. 687
- John Tomaske: The Columbian Exchange
- Alfred W. Crosby: The Columbian Exchange (in “The New World History”)
- Ewen Callaway: Collapse of Aztec society linked to catastrophic salmonella outbreak.
- Map: The Atlantic slave trade, 1500 – 1800. pg. 709
- Slave Voyages Webquest paired with Olaudah Equiano’s 1789 narrative.
- DBQ: Urban Centers as Hubs of Economic Activity
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Early Modern KC 2: New Forms of Social Organization and Modes of Production. Although the world’s productive systems continued to be heavily centered on agriculture, major changes occurred in agricultural labor, the systems and locations of manufacturing, gender and social structures, and environmental processes.
- “The New World”:
- Andes Mountains: Jared Diamond, Collision at Cajamarca; K. Pomeranz & S. Topik, As Rich as Potosi; Donald Wiedner, Forced Labor in Colonial Peru.
- Mesoamerica: 2018 graphic novel titled Aztec Empire.
- DBQ: Early Modern Silver Trade.
- DBQ: Early Global Economy…meh…
- DBQ: Black People Seeking Freedom in the Atlantic World.
- DBQ: Christianity Changing Latin American Society.
- DBQ: Christianity’s Affects on Education.
- “The Old World”
- Stacey Schiff: Contextualizing and Conceptualizing Witchcraft in Europe and Colonial North America. Paired with DBQ: On Witchcraft.
- Thomas Hobbes’ Leviathan of 1651.
- English Bill of Rights 1689
- John Locke – Two Treaties on Government 1690.
- Primary Sources on Serfdom in Peter the Great’s Russia.
- “Modernization of Russia” DBQ
- DBQ: C/C European and non-European views of unfamiliar cultural institutions
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Early Modern KC 3: State Consolidation and Imperial Expansion. Empires expanded around the world, presenting new challenges in the incorporation of diverse populations and in the effective administration of new coerced labor systems.
- DBQ: Causes of Expanding Land-Based Empires.
- DBQ 1/2: State Expansion Dependent Upon Knowledge of the Natural Environment.
- DBQ 2/2: State Expansion Dependent Upon Knowledge of the Natural Environment.
Early Modern Europe:
- United Nation’s Economic and Social Council: Impact on Indigenous Peoples of the International Legal construct known as the Doctrine of Discovery, which has served as the Foundation of the Violation of their Human Rights (2010)
- The Economist: 16th Cent. Social Media – How Martin Luther Went Viral.
- NPR segment on the lasting implication of the Protestant Reformation: The Reformation, 500 Years Later.
- DBQ: On German Peasant Revolts in the Early 1500’s.
- Reading on the Early Renaissance, and connecting the great chain of being with A. Pope’s Essay on Man (1734).
- Crash Course World History II reflects on the state-building tactics of Charles V of the Holy Roman empire relatively early into the Early Modern Era
- Map: Russian expansion 1462-1795. Bentley pg. 618
- Map: Sixteenth century Europe before and after the Peace of Westphalia. pgs. 638 & 647.
- Map: European empires and colonies in the Americas c. 1700. pg. 672
Early Modern Asia:
- Knapp et al.: Yuan and Ming China
- Map: Ming China, 1368-1644. pg. 725
- Map: Qing empire, 1644-1911. pg. 727
- Map: Tokugawa Japan, 1600-1867
Early Modern Africa: Map: African states 1500 – 1650. pg. 698
Early Modern Middle East:
- Map: Islamic empires, c. 1500-1800. pg. 755
- DBQ: Strategies of Ottoman and Russian Empires to Legitimize and Consolidate Power.
- C.C. World History II reflects on the creation of the Mughal empire’s reputation in Early Modern India while we read Anjali Sharma’s “Inside the Harem of the Mughals.”
- DBQ: Evaluating the Stability of the Mughal Empire.
- Examine closely the role of GUNPOWDER during the Early Modern Era.
- Lecture by Prof. Steven Muhlberger of Nipissing University.
- William H. McNeill, “The Pursuit of Power: Technology, Armed Force, and Society since 1000 A.D.”
- DBQ: Comparing and Contrasting Spanish and Ottoman methods of conquest.
- DBQ: Assessing Strengths and Weaknesses of Gunpowder Empires.
- Gunpowder Empires SECSE Comparison Chart.
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Crash Course World History II contextualizes and problematizes an environmental phenomenon that affected many early modern societies and states. See also, “How the Little Ice Age Changed History”.
Crash Course Big History broadly contextualizes the major changes brought about by the connection of the four world zones during the early modern era:
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Freeman-Pedia’s page is great for a review of the Early Modern era
SAQ Prep & Chapter Outlines for Unit 4: The Early Modern Era c. 1450-1750
- Explain ONE cause of the Columbian Exchange. Explain ONE effect of the Columbian Exchange on the Americas. Explain ONE effect of the Columbian Exchange on Afro-Eurasia.
- Based on the above image and your knowledge of world history, identify and explain TWO broader trends that contributed to the changes in Indian Ocean Trade during the period 1450 to 1800. Based on the image and your knowledge of world history, identify and explain ONE effect of the colonization reflected in the image had on native peoples.
- Based on the above engraving and your knowledge of world history, identify and explain TWO broader trends that contributed to the changes in Christianity during the period 1400 to 1800. Based on the engraving and your knowledge of world history, identify and explain ONE effect of the Spanish inquisition reflected in the engraving.
- Choose two of the following to compare. Identify and describe ONE similarity. Identify and describe ONE difference. Analyze the reason for the difference in part b. mit’a, encomienda, African slavery, indentured labor.
- Based off of the source and your knowledge of World History, briefly explain one similarity between Brazilian and British North American Slavery during the period 1450 to 1750. Briefly explain one difference between Brazilian and British North American Slavery during the period 1450 to 1750. Briefly analyze one factor that accounts for the difference in part b.
- Briefly explain ONE example of how Atlantic Slave trade brought changes to Africa in the period 1450 to 1750. Briefly explain SECOND example of how Atlantic Slave trade brought changes to the Americas in the period 1450 to 1750. Briefly explain how Africans resisted change brought by Atlantic Slave trade in the same period.
- Explain TWO causes of the African Diaspora from 1500-1800. Explain ONE effect of the migration of Africans out of Africa from 1500-1800.
Ch 27 Q2: Based on the chart above and your knowledge of world history, identify and explain TWO broader trends that contributed to the changes in China’s population during the period 1450 to 1600. Based on the chart and your knowledge of world history, identify and explain ONE effect of the population growth reflected in the chart had on China’s social structure.
Ch 27 Q3: Briefly explain one similarity between the structure of Japanese feudal society and European feudal society. Briefly explain one similarity between the structure of Japanese Feudalism and European Feudalism. Briefly analyze one factor that accounts for the similarity in part b.
1. Examine ONE similarity between two coercive labor systems. Examine ONE difference between the coercive labor systems. Explain the reasons for the similarity and difference.
2. “Most of the inhabitants of India are infidels, called Hindus, believing mainly in the transmigration of souls; all artisans, wage-earners and officials are Hindus. In our countries the desert dwellers get tribal names; here people are settled in the cultivated villages also get tribal names. Again, every artisan follows the trade handed down to him from his forefathers. India is a country of few charms. The people lack good looks and good manners. They have no social life or exchange visits. They have no genius or intelligence, no polite learning, no generosity of magnanimity, no harmony or proportion in their arts and crafts, no lead-wire or carpenter’s square… Among the charms that India does possess is that it is a large country, with large quantities of gold and silver. Its air in the rainy season is very fine…”– Babur. The Babur-nama in English (Memoirs of Babur). Trans. By Annette Susannah Beveridge. London: Luzac, 1922.
- 2Q) Briefly explain the point of view expressed by the author about ONE of the following: Caste System, Hinduism, His homeland. Briefly explain ONE development in the period from 1450 to 1750 that led to the point of view being expressed by the author. Briefly explain ONE development in the period from 1450 to 1750 that challenged or supported the point of view being expressed by the author.