AP World History review (copy) (copy)

The Global Tapestry (1200-1450)

Key Vocabulary

• Icons: small pictures or symbols representing something

• Schism: a split or division between strongly opposed sections or parties, caused by differences in opinion or belief.

• Excommunicate: To be banned from a church or religious group, often as a punishment for violating its rules or doctrines.

• Paganism: nature based spiritual paths that often emphasize the worship of multiple deities and the reverence of the earth.

• Vassals: people who ledge loyalty to a lord in exchange for land and protection, forming the basis of feudal systems in medieval Europe.

• Serfs: a split or division between strongly opposed sections or parties, caused by differences in opinion or belief.

• Norse: a group of Germanic peoples from Scandinavia and norther parts of europe known for their seafaring and exploration, as well as their rich mythology centered around gods such as Odin and Thor.

• Clergy: individuals within the religious hierarchy of the medieval church, responsible for spiritual guidance and the administration of sacraments, playing a crucial role in medieval society. Like leaders who follow religion

• Papal:Anything that is ordered by the pope, including decrees, directives, and doctrines that hold significant weight in the Catholic Church and influence the behavior of its followers.

• Succeeded: To take over or inherit the throne.

• Humanism: An ethical stance that humans have inherent value and agency, emphasizing the importance of individual experience and rational thought in contrast to religious dogma.

• Chivalry: A moral and social code of conduct associated with the medieval institution of knighthood, emphasizing virtues such as bravery, honor, and respect for women.

• Textiles:Soft clothing made from fibers, including cotton, wool, and silk, that played a critical role in trade and cultural exchange throughout history.

• Urbanization: To move from farm land to the city , leading to the growth of cities and changes in social structures, economies, and lifestyles during various historical periods.
  

Identifications

Please describe the historical significance of the following terms, events, or people. 

• Feudalism: A social and economic system prevalent in medieval Europe, characterized by the relationships between lords and vassals, where land was exchanged for service and loyalty, which significantly influenced political organization and agricultural productivity.

• Manors: Large estates that were the basic unit of feudal society, serving as the center of agricultural production and management, where peasants worked the land in exchange for protection and the right to cultivate certain fields, thereby playing a crucial role in the economy and social structure of medieval Europe.

• The Crusades: A series of religious wars initiated by European Christians in the 11th to 13th centuries aimed at reclaiming the Holy Land from Muslim rule, which had lasting impacts on trade, cultural exchange, and the relationship between Christians and Muslims, as well as contributing to the decline of feudalism.

• The Renaissance: A cultural movement that began in Italy in the late 14th century, emphasizing a revival of classical learning and values, which led to advancements in art, literature, science, and philosophy, marking a transition from the medieval period to early modern Europe.

• Abbasid Caliphate: A major Islamic caliphate that governed from 750 to 1258 CE, known for its cultural, economic, and scientific advancements, particularly during the Golden Age of Islam, which saw the flourishing of literature, philosophy, mathematics, and medicine, and established Baghdad as a key center of knowledge and trade.

• Trans-Saharan Trade Route: A network of trade routes that connected West Africa with the Mediterranean, facilitating the exchange of goods such as gold, salt, and textiles, and played a crucial role in the spread of Islam and cultural diffusion between diverse civilizations.

• Mali: A prominent West African empire from the 13th to 16th centuries, known for its wealth, especially in gold, and its important cities like Timbuktu, which became a center for trade, education, and Islamic scholarship.

• Ibn Battuta: A renowned Moroccan explorer and scholar, Ibn Battuta traveled extensively across the Islamic world and beyond from the 14th to 15th centuries, documenting his journeys in "The Rihla," which provides valuable insights into the cultures, societies, and economies of the regions he visited.

• Mansa Musa: The ninth emperor of the Mali Empire, renowned for his opulent pilgrimage to Mecca in 1324, which showcased the immense wealth of Mali and significantly raised awareness of West Africa's riches in Europe and the Islamic world.

• Timbuktu: A city in Mali that flourished as a trading post and a key cultural and intellectual center during the medieval period, known for its impressive mosques and universities, as well as its role in the trans-Saharan trade, especially in the exchange of gold, salt, and scholarly knowledge.

• Genghis Khan: A formidable Mongolian leader who united the nomadic tribes of Mongolia in the early 13th century, Genghis Khan founded the Mongol Empire, which became the largest contiguous empire in history, and was known for his innovative military strategies and brutal conquests, facilitating trade and cultural exchange across Eurasia.

• Kublai Khan: The grandson of Genghis Khan, Kublai Khan expanded the Mongol Empire into China, becoming the first emperor of the Yuan Dynasty, and implemented policies that promoted economic prosperity and cultural exchange, including the establishment of the Silk Road as a major trade route.

• Osman I: Founder of the Ottoman Empire, Osman I led a small group of tribes in the late 13th century and initiated the expansion of this empire, which would become one of the most powerful and long-lasting empires in history, renowned for its advances in architecture, culture, and governance.

• Tributary System: A political and economic arrangement used by various empires, where surrounding regions would pay tribute in exchange for protection and autonomy, significantly impacting the relationships between the empires and their vassals.

• Taj Mahal: A magnificent mausoleum located in Agra, India, built by Mughal Emperor Shah Jahan in memory of his beloved wife Mumtaz Mahal, the Taj Mahal is a stunning example of Persian and Indian architectural styles, symbolizing the grandeur of the Mughal Empire.

• Song Dynasty: The Song Dynasty (960-1279) is known for its economic prosperity, cultural achievements, and technological innovations, including advancements in printing, metallurgy, and maritime trade.

• Chang-an: The capital of the Tang Dynasty, Chang-an was one of the largest and most cosmopolitan cities in the world during its peak, serving as a key hub for trade along the Silk Road and a melting pot of diverse cultures and ideas.

• Mahayana Buddhism: A major branch of Buddhism that emphasizes the importance of compassion and the attainment of enlightenment for all beings, Mahayana Buddhism developed around the 1st century CE and is characterized by its belief in Bodhisattvas, who delay their own nirvana to help others achieve liberation.

• Zen Buddhism: A school of Mahayana Buddhism that emphasizes meditation, intuition, and direct experience of enlightenment, Zen Buddhism became prominent in China during the Tang Dynasty and later spread to Japan, where it greatly influenced culture and the arts.

• Shinto: An indigenous spirituality of Japan, Shinto focuses on the worship of kami (spirits associated with natural forces and elements), emphasizing rituals and practices that connect individuals with their ancestors and the natural world.

• Tale of Genji: A classic work of Japanese literature written by Murasaki Shikibu in the early 11th century, the Tale of Genji is often regarded as the world's first novel and explores themes of love, loss, and the complexities of court life during the Heian period.

• Ming Dynasty: A major dynasty in Chinese history that lasted from 1368 to 1644, the Ming Dynasty is known for its trade expansion, cultural achievements, and the construction of the Great Wall, as well as the establishment of a strong centralized government.
  

• Which region is it true that Islam spread especially among merchants, thanks to inclusion in a major Islamic trading network, rather than by conquest and Islamic rule? (pgs. 157-60, ‘Islam & Traditional Africa)

Answer: The region where Islam spread especially among merchants, thanks to inclusion in a major Islamic trading network, rather than by conquest and Islamic rule, is Sub-Saharan Africa.

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“The East African coast was certainly known to the people of Arabia by the eighth century b.c.e. In fact, the ancient Southern Arabian state of Ausan traded extensively there and may have actually held a portion of the coast. Traders who reached the coast discovered a number of potentially valuable raw materials there. Among these were spices, tortoise shell, coconut oil, ivory, and later, gold and slaves.

It was not until almost 1000 c.e., however, that the first important commercial city-states emerged along the coast. These city-states fluctuated in wealth and prestige as they competed for coastal hegemony. Because of their way of life, they tended to have a broad regional perspective. Their destinies and fortunes were at least partly determined in distant lands by foreign merchants and rulers.

Information on early political aspects of East African states remains very limited. We know that they had kings or sultans, who wielded a good deal of power. Sultans were advised by councils of princes, elders, and members of the ruling household. It seems probable that the sultan and his close relatives controlled the religious and military offices of the state.”

Terry H. Elkiss, historian, “Kilwa Kisiwani: The Rise of an East African City-State,” article published in African Studies Review, a scholarly journal, 1973.

• The example of an ancient Arabian state that traded extensively and controlled territories on the East African coast describes developments on which trade route? 

The passage describes developments along the Indian Ocean trade network (specifically the western Indian Ocean linking East Africa, Arabia, and South Asia).

• The interregional connections of states such as those on the East African coast can best be used as an illustration of the continued importance of what global relationships?

They illustrate the continued importance of interregional trade and cultural exchange — showing how economic networks linked Africa, the Middle East, and Asia long before European expansion.

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• What was a major development in Chinese religious society that took shape in the centuries following the collapse of the Han dynasty? (‘Asia and Africa in the Middle Ages’ slideshow notes, pgs. 32-4)

The key development was the spread of Buddhism in China, which became widely popular and influential in Chinese culture, politics, and philosophy.

• What was a key development behind the doubling of the Chinese population during the Tang and Song dynasties? (‘Asia and Africa in the Middle Ages’ slideshow notes)

The major cause was improved agriculture, especially the introduction of fast-ripening Champa rice from Vietnam, which increased food supply.

• What are the reasons why Tang and Song dynasty China is regarded as a “golden age”? (pg.73, ‘Asia and Africa in the Middle Ages’ slideshow notes)

Because of:

• Major technological innovations (printing, gunpowder, compass)

• Great art and literature

• Strong economy and trade

• Urbanization and thriving cities

• High level of education and bureaucracy
  

• What contributed to China’s economic revolution during the Tang and Song dynasties? (‘Asia and Africa in the Middle Ages’ slideshow notes, pgs. 73, map on 72)

 Expansion of trade routes (Silk Roads + maritime trade)

• Use of paper money

• Growth of markets and commercial cities

• Technological improvements in agriculture and manufacturing

• Strong infrastructure (canals, roads, ports)

• How did Sufis play a role in spreading the influence of Islam in the Middle Ages period? (pgs.278-9, ‘Turks and Mongols’’ slideshow)

• How did China influence Japan in the late Middle Ages? (pgs. 140, ‘Asia and Africa in the Middle Ages’ slideshow)

• Which of the Chinese tributary states despised the regional rule of China? (pgs. 140, ‘Asia and Africa in the Middle Ages’ slideshow)

Sufis spread Islam by:

• Traveling as missionaries and merchants

• Using mysticism and personal devotion, which appealed to local populations

• Adapting Islam to local cultures, making conversion easier
  

• Why did the Song Dynasty collapse and who replaced them? (pgs. 142-8, ‘Asia and Africa in the Middle Ages’ slideshow notes)

China influenced Japan through:

• Buddhism

• Confucian ideas

• Chinese writing system

• Government structure (bureaucracy, law codes)

• Art and architecture styles
  

• How did the Mongol conquests of much of Eurasia in the thirteenth century tended to encourage trade along the Silk Roads? (pgs. 

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“The adoption of the mamluk* institutions by the Abbasids was followed almost immediately by [the] . . . disintegration of the state. . . . The disintegration of the Abbasid state was an intensely painful process in which it seemed at times as if the very venture of Islam was coming to an end, like that of Alexander the Great before it. . . . Indeed, that Islam was soon to disappear was the very premise upon which the [Shi‘ite] revolutionaries held out their promise of a moral and material recovery: nothing less . . . could now save the marriage between religion and power to which the Islamic [state] owed its existence.”

*an Arabic term designating an enslaved person, in this case, a slave soldier of Turkic origin

Patricia Crone, Danish-American historian of Islamic history, Slaves on Horses: The Evolution of the Islamic Polity, 1980

• The disintegration of the Abbasid Caliphate most directly led to what political developments in the Islamic world in the thirteenth century?

• Despite the disintegration of the Abbasid Caliphate, Islam continued to spread across Afro-Eurasia in the period 1200–1450 primarily because ___________________________. 

Use the excerpts below and your knowledge of world history to answer the following 3 questions.

“Inside the city…there are many abbeys and churches of the Idolaters….Both men and women clothe themselves in silk, so vast is the supply of the material….The crowd of people…is so vast that no one would believe it possible to [feed them all]….All the squares are crammed with traders who have brought in stores…by land or water…And [they are] free from all jealously or suspicion of the conduct of their women.  These they treat with the greatest respect….”

Source: Marco Polo in The Book of Sir Marco Polo the Venetian Concerning the Kingdoms and Marvels of the East, 3rd ed., translated and edited by Henry Yule, revised by Henri Cordier (London: John Murray, 1903).

“The garments of the town’s inhabitants of made of fine Egyptian fabrics….[T]heir women show no bashfulness before men and do not veil themselves, though they are [faithful] in attending the prayers….A traveler in this country carries no provisions, [not] food or seasonings, neither gold nor silver. When he comes to a village the women bring out millet, milk, chickens, plump lotus fruit, rice and…pounded haricot beans.”

Source: Ibn Battuta, Travels in Asia and Africa 1325-1354, translated and edited by H.A.R. Gibb (London: Broadway House, 1929).

• What is the most likely reason for similarities in Marco Polo’s and Ibn Battuta’s accounts of their travels in the 13^th and 14^th centuries? (see excerpt) The most likely reason is that both travelers were moving through societies connected by the same large trade networks (especially the Silk Roads and Indian Ocean trade). These networks created:

  • Similar cosmopolitan cities

  • Comparable hospitality toward travelers

  • Exposure to wealth, cultural diversity, and organized societies

  In addition, both men were educated elites who viewed the world through similar cultural lenses, which shaped how they described what they saw.

• Which of these accurately describes the political status of China in Marco Polo’s time? (see excerpt, ‘Reemergence of Asian Empires’ notes)

China during Marco Polo’s visit (late 1200s) was:

So the accurate description is:

• China was not ruled by native Chinese emperors

• It was part of the Mongol Empire

• Governed by a strong centralized foreign (Mongol) authority
  

•  What do these observations made by these travelers say about the status of women in China and West Africa in this era? (see excerpts)  From Ibn Battuta’s West Africa account:

  • Women did not veil

  • Women interacted freely with men

  • Women played an active role in public life (bringing food, welcoming travelers)
    → This suggests women had more social independence than Ibn Battuta expected.

  From Marco Polo’s descriptions of China (typical excerpts):

  • Women often appear as economically active (working in markets, silk production, family businesses)

  • Some women had influence within households and society, though still within a patriarchal structure

  Overall conclusion: These accounts suggest that in both China and West Africa, women often had greater public visibility and social roles than travelers from more conservative societies expected.

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Famine:
A severe shortage of food that leads to widespread hunger and death.

Eunuchs:
Men who were castrated, often to serve in royal courts; commonly used as palace officials or guards in China and the Ottoman Empire.

Missionaries:
People sent to spread their religion to others, especially Christianity during European exploration.

Imperialism:
The policy of a strong nation extending political, economic, and military control over weaker territories.

Plantation:
A large farm that grows cash crops (like sugar, tobacco, or cotton), often using enslaved or forced labor.

Circumnavigate:
To travel all the way around the Earth (e.g., Magellan’s expedition).

Duties (as in trade):
Taxes placed on imported or exported goods by governments.

Scurvy:
A disease caused by lack of vitamin C, common among sailors on long sea voyages.

Galleons:
Large sailing ships used by European powers for trade, exploration, and war.

Suppress:
To forcibly stop or put down (such as rebellions, ideas, or religions).

Indentured laborers (servants):
People who worked for a set number of years in exchange for passage to a new land, food, and shelter.

Cash Crop:
A crop grown to be sold for profit rather than used for food (e.g., sugar, tobacco).

Sovereign:
A ruler or state with complete political power and independence.

Divine Right:
The belief that a king or queen’s authority comes directly from God.

Absolutism (absolute monarch):
A system of government where the monarch holds total power and authority.

Conservatives:
People who favor tradition and resist rapid political or social change.

Liberal:
People who support political reform, individual freedoms, and equality.

Imam:
A leader of prayer in Islam; sometimes also a political or religious leader.

Metropolitan:
Relating to a mother country (like Spain or England) in relation to its colonies.

These accounts suggest that in both China and West Africa, women often had greater public visibility and social roles than travelers from more conservative societies expected.

Marco Polo:
Venetian merchant who traveled to China and served at Kublai Khan’s court; his writings increased European interest in Asia.

Pieces of Eight (Pesos de Ocho):
Spanish silver coins widely used in global trade, especially from mines in the Americas.

Henry the Navigator:
Portuguese prince who sponsored voyages along Africa’s coast, advancing navigation and exploration.

Columbian Exchange:
The transfer of plants, animals, diseases, people, and ideas between the Americas and Afro-Eurasia after 1492.

Vasco de Balboa:
Spanish explorer who crossed Panama and became the first European to see the Pacific Ocean from the Americas.

Ferdinand Magellan:
Portuguese explorer who led the first expedition to circumnavigate the globe (though he died before it finished).

Sir Francis Drake:
English explorer and privateer who circumnavigated the world and attacked Spanish ships.

Vitus Bering:
Explorer who proved Asia and North America were separate continents (Bering Strait named after him).

James Cook:
British explorer who mapped the Pacific, including Australia, New Zealand, and Hawaii.

Hernán Cortés:
Spanish conquistador who conquered the Aztec Empire.

Queen Nzinga:
Powerful ruler of Ndongo and Matamba (Angola) who resisted Portuguese expansion and the slave trade.

Dutch VOC (Dutch East India Company):
A powerful trading company that controlled Dutch trade in Asia.

British East India Company:
English trading company that became the main force behind British control of India.

Taínos:
Indigenous people of the Caribbean who suffered heavily from disease and enslavement after Columbus arrived.

Triangular Trade:
Trade system linking Europe, Africa, and the Americas (manufactured goods → slaves → raw materials).

Middle Passage:
Brutal voyage enslaved Africans endured crossing the Atlantic to the Americas.

Encomienda:
Spanish system that forced Native Americans to work for Spanish landowners in exchange for protection and Christian instruction.

The Balkans:
Region of southeastern Europe often marked by ethnic conflict and contested by empires (Ottoman, Austrian, etc.).

Reformation & European Power

Martin Luther:
German monk who began the Protestant Reformation by criticizing the Catholic Church.

95 Theses:
Luther’s list of complaints against the Church, posted in 1517.

Johannes Gutenberg:
Invented the printing press, allowing books and ideas (like Luther’s) to spread quickly.

Henry VIII:
King of England who broke from the Catholic Church and created the Church of England.

John Calvin (Calvinism):
Protestant reformer who believed in predestination (God already chose who would be saved).

Jesuits:
Catholic missionary order that worked to spread Catholicism worldwide.

Thirty Years’ War:
Religious and political war in Europe (1618–1648) between Catholics and Protestants.

Spanish Inquisition:
Church court that punished people accused of heresy, especially Jews and Muslims in Spain.

Louis XVI:
King of France executed during the French Revolution.

Peter I (the Great):
Russian ruler who modernized Russia and expanded it into Europe.

Janissaries:
Elite soldiers of the Ottoman Empire, originally Christian boys taken and trained for military service.

Asia

Yongle:
Ming emperor who sponsored Zheng He’s voyages and strengthened China’s global influence.

Qing Dynasty:
Last imperial dynasty of China, ruled by the Manchus (1644–1912).

Tokugawa Ieyasu:
Founder of the Tokugawa Shogunate; unified Japan and established long-term stability.

Daimyo:
Powerful landowning nobles in feudal Japan.

Samurai:
Warrior class in Japan who served daimyo and followed bushido (code of honor).

Shogun:
Military leader of Japan who held real political power over the emperor.

1. Which civilization gave the least power to its rulers (1000–1300)?

Feudal Western Europe
Because power was decentralized—kings depended on nobles, vassals, and the Church, limiting royal authority.

2. What did Western European countries have in common in early exploration?

They were all:

• Seeking new trade routes to Asia

• Motivated by gold, glory, and God

• Backed by strong monarchies

• Using new navigation technology (compass, caravel, astrolabe)

3. Why did some Native Americans aid the Spanish?

Because they:

• Resented and wanted to overthrow Aztec/Inca rule

• Believed the Spanish could help them defeat local enemies
  Example: Tlaxcalans helped Cortés against the Aztecs.

4. How did British colonies differ from Spanish/Portuguese colonies?

• British colonies:
  Focused on permanent settlement, farming, families, self-government

• Spanish/Portuguese colonies:
  Focused on extracting wealth (gold/silver), forced labor, and conversion

5. Effect of Chinese and Russian expansion into Central Asia on nomads

It:

• Restricted nomadic movement

• Forced many nomads to settle

• Reduced their independence

• Weakened traditional steppe lifestyles

6. Global outcomes of European empires in the Americas

• Massive population decline of Native Americans (disease)

• Columbian Exchange reshaped global diets

• Growth of Atlantic slave trade

• Rise of global capitalism

• Europe gained tremendous wealth and power

7. How did the global silver trade create a “first” in the world economy?

It created the first truly global economy, because:

• American silver flowed to Europe → Africa → Asia (especially China)

• Economies across continents became interconnected and dependent

8. When did the Atlantic slave trade peak?

18th century (1700s)

9. Most common destinations for West African slaves

Primarily:

• Brazil

• Caribbean islands (sugar plantations)
  Much fewer went to North America.

10. Why was New World slavery fundamentally different from earlier slavery?

Because it was:

• Race-based

• Permanent and hereditary

• Extremely brutal plantation system
  Earlier slavery was often temporary and not based on race.

11. Why did the Ming stop Indian Ocean exploration?

Because:

• The government shifted focus to defending China from northern invaders

• Confucian officials believed exploration was wasteful and disruptive

• It was too expensive

Use your knowledge of world history and the excerpt below to answer the following 2 questions.

“The main division within Mughal India was religion. Mughal emperor Akbar acted deliberately to accommodate the Hindu majority.  Akbar married several Hindu princesses but did not require them to convert to Islam.  He built Hindu temples as well as Muslim mosques and palaces. But Akbar softened some Hindu restrictions on women, discouraged child marriages and sati (the practice in which a widow followed her husband to death by throwing herself on his funeral pyre), and persuaded merchants to set aside special market days for women. In other religious matters, Akbar imposed a policy of toleration, removing the special tax (jizya) on non-Muslims.”

Source:  Strayer/Nelson, Ways of the World with Sources for the AP® Course, 3^rd Ed, p 580-581.

The excerpt above reveals what about Akbar’s religious policies? (excerpt above)

• Akbar’s policies towards the cultures of his subjects were most similar to the policies of which of other empires? (excerpt above)

Akbar practiced religious tolerance and cultural accommodation. He respected Hindu traditions, abolished the jizya tax on non-Muslims, allowed interfaith marriages, supported both Hindu and Muslim institutions, and tried to promote unity in a religiously diverse empire.

• What was Akbar’s policy toward the Hindus in India during his early rule of the Mughal Empire? (“Gunpowder Empires” slideshow, pgs. 518-22)

The Ottoman Empire under rulers like Suleiman the Magnificent, who also ruled over diverse religious populations and allowed Christians and Jews to practice their faiths under the millet system.

Use the excerpt below and your knowledge of world history to answer the following 2 questions.

“An arrogant agent of the British Royal Africa Company in the 1680s learned the hard way who was in control when he spoke improperly to the king of Niumi, a small state in what is now Gambia.  The company’s records describe what happened next:

‘[O]ne of the [advisers to the king], taught the agent better manners by boxing him on the ears, which knocked off his hat, and seized him…and several others who were with the agent were put into the king’s [jail] and stayed there till their ransom was paid….’”

Source:  Strayer/Nelson, Ways of the World with Sources for the AP® Course, 3^rd Ed, p 624.

• What does the excerpt above indicates about Africans relationship with European merchants?

 It shows that Africans were not powerless. African rulers often controlled trade, enforced laws, and demanded respect. Europeans had to negotiate and could be punished if they overstepped boundaries.

Why did trans-Atlantic African slave trade developed in the 16^th century? (excerpt above)

• Labor shortages in the Americas after Indigenous populations declined from disease

• European demand for labor on sugar, tobacco, and plantation crops

• Existing African slave-trading networks that Europeans expanded

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Use the excerpt below and your knowledge of world history to answer the following 2 questions.

“Colonel Robert Bennett, under the authority of the Governor of Jamaica, makes a treaty with the rebellious Blacks, today, June 23, 1739. Captain Quao, and several other Black officers under his command, surrendered under the following terms.

1. All hostilities on both sides shall cease forever, Amen.

2. Captain Quao and his people shall have a certain quantity of land given to them, in order to raise crops, hogs, fowls, goats, or whatsoever stock they may think proper, with sugarcanes excepted.

3. Four White men shall constantly live and reside with them in their town, in order to keep a good correspondence with the Black inhabitants of this Island.

4. Captain Quao and his people shall destroy all other rebellious Blacks in any part of Jamaica. They shall be paid to apprehend any runaway Blacks and return them to their respective owners.

5. If any White man shall disturb or annoy any of the people or property that may belong to the said Captain Quao and his people, they may complain to a magistrate and receive justice.”

Treaty between British colonial authorities and the Windward Maroons, Jamaica, 1739. The Windward Maroons were descendants of Africans brought to the Americas in the sixteenth and seventeenth centuries who had fled to the mountainous regions of the island.

• The actions of the Maroons that forced British colonial authorities to conclude a treaty with them are best explained as evidence of reactions against which of the following global trends in the period 1450–1750 ?6. Maroon resistance best explains reactions against which global trend (1450–1750)?
  Resistance to the Atlantic slave trade and plantation slavery.

• The passage could best be used to explain which of the following developments in the Americas in the period 1500–1750 ?7. The passage best explains which development in the Americas (1500–1750)?
  The growth of autonomous communities of escaped enslaved people (Maroon societies) and the fact that enslaved Africans actively resisted slavery.

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• How did the Protestant Reformation spread? (‘The Columbian Exchange’’ notes, pgs. 262-66)8. How did the Protestant Reformation spread?

  • Through the printing press

  • Support from local rulers who wanted independence from the Catholic Church

  • Preaching and translation of the Bible into vernacular languages

• What was the primary reason Martin Luther posted the 95 Thèses on the Church door in Wittenberg, Germany? (‘Columbian Exchange’’ slideshow, pgs. 263-4)

 To protest the sale of indulgences and corruption in the Catholic Church.

• Which Muslim empire of the early modern era forcibly imposed a Shia version of Islam as the official religion of the state? (“Gunpowder Empires” slideshow, pgs.229-41)The Safavid Empire (Persia/Iran)

• How did the Ming Dynasty come to an end? (‘Early Modern East Asia’ slideshow, pgs. 226-9)

It collapsed due to:

• Economic crisis

• Corruption

• Peasant rebellions

• Invasion by the Manchus, who established the Qing Dynasty
  

• What was the relationship between the Tokugawa Dynasty and the outside world? (“Will of the Shogun” film questions, ‘East Asia in the time of the Columbian Exchange’ slideshow,  pgs. 325-7)

• Limited European contact

• Only Dutch and Chinese traders allowed at Nagasaki

• Christianity banned

• Trade tightly controlled
  

• What were the major goals for Russia under the rule of Peter the Great? (“Peter the Great” film questions, pgs. 225)

• Westernize Russia

• Build a strong military

• Expand access to warm-water ports

• Strengthen central government

• Make Russia a major European power
  

• How were the societies of Early Modern Japan similar to that of post-classical Christendom? (pgs. 326-7, “Will of the Shogun” film ?s, ‘East Asia in the time of the Columbian Exchange’ slideshow) 14. How were Early Modern Japan and post-classical Christendom similar?
  Both had:

  • Feudal social systems

  • A strong warrior elite (samurai / knights)

  • Emphasis on honor and loyalty

  • Political power decentralized under regional lords (daimyo / nobles)

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Use the excerpt below and your knowledge of world history to answer the following 2 questions.

An account of a debate between Roman Catholic theologian Johann Eck and Protestant leader Martin Luther, Germany (early 16^th century) before a church council charged with assessing Luther’s teachings:

“Eck asked Luther, "Martin--answer candidly…--do you or do you not repudiate your books and the errors which they contain?"

Luther replied, "'Since then your imperial majesty and your lordships demand a simple answer, I will give you one…. Unless I am convicted of error by the testimony of Scripture or by manifest evidence...I cannot and will not retract, for we must never act contrary to our conscience....Here I stand. God help me! Amen!" 

Source:  The Trial of Martin Luther: An Account (Luther’s Hearings Before the Diet at Worms on Charges of heresy)

•  In the era c. 1450-c. 1750, what were the cultural consequences of Martin Luther’s teachings? (excerpt above)

 Luther’s emphasis on individual conscience and personal interpretation of scripture helped encourage:

• Increased literacy, since people were urged to read the Bible themselves

• Growth of education and schools

• Use of vernacular languages (German instead of Latin), strengthening national identities

• A broader shift toward individualism and questioning of traditional authority

In the era c. 1450-c. 1750, what were the religious consequences of Martin Luther’s teachings? (excerpt above)

• The Protestant Reformation and the splintering of Western Christianity

• Creation of new Christian denominations (Lutheran, Calvinist, Anglican)

• Weakening of the Catholic Church’s authority

• Religious conflict such as the Thirty Years’ War

• Catholic response through the Counter-Reformation

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• What was the attitude of Japanese shoguns toward Christian Europeans in Japan in the early seventeenth century? (pgs. 326-7, 516-8, “Shogun” film questions, “Early Modern East Asia’ slideshow)

Attitude of Japanese shoguns toward Christian Europeans (early 1600s)
The Tokugawa shoguns became hostile and suspicious of Christianity. They:

• Viewed Christianity as a threat to political authority and social order

• Banned Christianity

• Persecuted converts and missionaries

• Restricted European contact, allowing only limited Dutch trade
  This led to Japan’s policy of isolationism (sakoku).
  

• How did absolute monarchies transform into ideas of democracy? (pgs. 286-9, ‘The Columbian Exchange’ slideshow)

How did absolute monarchies transform into ideas of democracy?
This transformation occurred through the Enlightenment:

• Thinkers like John Locke argued for natural rights and government by consent

• Montesquieu promoted separation of powers

• Rousseau argued sovereignty belonged to the people

• These ideas inspired political revolutions (English Civil War, Glorious Revolution, American and French Revolutions) that limited monarchies and promoted representative government
  

Democratic and Industrial Revolutions (1750–1900)

Vocabulary

Abdicate:
To give up or resign from a position of power, especially a throne.

Nationalism:
Strong loyalty and pride in one’s nation, often including the belief that the nation should govern itself.

Bourgeoisie:
The middle class, especially business owners, merchants, and professionals in industrial society.

Anti-Semitic:
Showing prejudice or hatred toward Jewish people.

Grievances:
Complaints or reasons people feel they have been treated unfairly.

Liberty:
Freedom, especially from oppressive government control.

Abolition:
The act of ending a practice, most often used to mean ending slavery.

Industrial:
Related to manufacturing, factories, and large-scale production.

Urban:
Related to cities or city life.

Proletariat:
The working class, especially factory workers who sell their labor.

Cottage Industry:
A system where goods were made by hand in homes rather than in factories.

Means of Production:
The tools, land, factories, and machines used to produce goods.

Socialism:
A system where the means of production are owned collectively (by workers or the government) to promote equality.

Capitalism:
An economic system where private individuals own businesses and operate for profit.

Natural Resource:
Materials found in nature that humans use, such as coal, iron, oil, timber, and water.

Identifications

Popular sovereignty:
The idea that government gets its power from the people.

French and Indian War:
A conflict (1754–1763) between Britain and France over North America that led Britain to tax its colonies, contributing to the American Revolution.

U.S. Declaration of Independence (1776):
Document declaring the American colonies’ independence from Britain, based on ideas of natural rights and liberty.

The Estates General:
A French assembly representing the three social classes; its meeting in 1789 sparked the French Revolution.

Storming of the Bastille (1789):
A Paris uprising that became the symbolic beginning of the French Revolution.

Declaration of Rights of Man and Citizen:
French document stating that all men are born free and equal with natural rights.

Maximilien Robespierre:
Radical leader of the French Revolution who led the Reign of Terror.

Napoleon Bonaparte:
French general who took power and became emperor, spreading revolutionary ideas across Europe.

Napoleonic Code:
A legal system created by Napoleon that protected property rights and equality before the law, but limited women’s rights.

Haitian Revolution:
A successful slave revolt (1791–1804) that led to the independence of Haiti.

Mexican Independence:
Mexico’s successful revolt against Spain, achieving independence in 1821.

Simón Bolívar:
Leader who helped free much of South America from Spanish rule.

Abolition Movement:
Movement to end slavery, especially strong in Britain and the United States.

Congress of Vienna (1814–1815):
Meeting of European leaders to restore monarchies and prevent future revolutions after Napoleon’s defeat.

Marxism:
Political and economic theory by Karl Marx calling for workers to overthrow capitalism and create a classless society.

James Watt:
Inventor who improved the steam engine, helping power the Industrial Revolution.

Factory (system):
A system of production where workers and machines are 集中 in one place to produce goods efficiently.

The Rocket:
A powerful steam locomotive built by George Stephenson that improved transportation.

Eli Whitney:
American inventor of the cotton gin and promoter of interchangeable parts.

The Meiji Restoration (1868):
Period when Japan ended feudal rule and began rapid modernization and industrialization.

Multiple Choice

• What other European phenomena explains why Britain was the first European country to industrialize? (pgs. 441-57, ‘The Industrial Revolution’ slideshow, “Revolutions” Film ?s)Britain’s Agricultural Revolution increased food production, which led to:

  • Population growth

  • Surplus labor (workers available for factories)

  • More capital to invest in industry
    This created the conditions necessary for early industrialization.

• What non-European country built a substantial colonial empire that bore important similarities to the empires of its European counterparts? (pgs. 441-4, ‘The Industrial Revolution’ slideshow)Explanation:
  During the late 19th century, after the Meiji Restoration, Japan:

  • Industrialized rapidly

  • Built a modern military

  • Established colonies (Korea, Taiwan, Manchuria)
    This made Japan’s empire similar to European imperial empires.

• What group of people were chief beneficiaries of all but one of the Atlantic (Nationalist) revolutions? (‘Democratic Revolutions’ slideshow, pgs. 449-53, “Revolutions” film questions)

Correct Answer: The Creole elites / upper-class landowning elites

Explanation:
In the American, French, and Latin American revolutions, political power usually shifted from monarchies to wealthy elites, not to enslaved people, peasants, or women.
The Haitian Revolution was the major exception.____________ 

Use the chart to answer the following 3 questions. 

APPROXIMATE NUMBER OF SHIPPING VESSELS AND PERCENTAGE OF WORLD TRADE BY REGION, CIRCA 1874–1880

• What was the relationship between sailing vessels and steamships between regions in the late nineteenth century that is supported by the data in the table?

. Relationship between sailing vessels and steamships between regions
Regions with more steamships had fewer sailing vessels, while regions still relying heavily on sailing ships tended to be less industrialized.
This reflects the shift toward industrial transportation technology in Europe and North America, while other regions transitioned more slowly.

How did the amount of steamships relate to the amount of world trade for each region?There is a direct relationship:
The more steamships a region had, the greater its share of world trade.
Steamships were faster, more reliable, and cheaper for bulk transport, which allowed industrialized regions (especially Europe) to dominate global commerce.

What conclusions can be drawn from the data table about Asia’s sailing vessel and percentage of world trade compared to other regions?

• A high number of sailing vessels

• A lower percentage of world trade compared to Europe

This suggests that Asia was less industrialized in shipping technology and therefore at a disadvantage in global trade dominated by steam-powered transport.

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• What was the most distinctive feature of the Haitian Revolution? (pgs.400-2, ‘Democratic Revolutions’ slideshow)? 

. Most distinctive feature of the Haitian Revolution
It was the only successful slave revolt in world history that led to the creation of an independent nation ruled by formerly enslaved people.

Why did European countries industrialize first? (pgs. 440-2, ‘The Industrial Revolution’ slideshow, “Revolutions” film questions)

Europe industrialized first because of:

• Access to coal and iron

• The Agricultural Revolution (food surplus + population growth)

• Availability of capital from global trade

• Strong institutions and property rights

• Scientific culture and technological innovation
  

• What political goal did all of the Nationalist revolutions have in common? (pgs. 405-12, ‘Democratic Revolutions’ slideshow, “Revolutions” film questions)

All sought self-government and the end of foreign or monarchical control.
In short: political independence and sovereignty.

What was the distinguishing characteristic of the French Revolution when compared to the American War of Independence? (pgs. 390-9, ‘Democratic Revolutions’ slideshows, “Revolutions” film questions)

• Overthrew the monarchy

• Executed the king

• Attempted to reshape society (religion, class structure, calendar, etc.)

• Entered the violent Reign of Terror

The American Revolution, by contrast, changed political leadership but left social hierarchies largely intact.

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“If it were asked, why do we accept the theory of contagion, when already the divine law has refuted the notion of contagion, we will answer: The existence of contagion has been proved by experience, deduction, the senses, observation, and by unanimous reports. And it is not a secret to whoever has looked into this matter or has come to be aware of it that those who come into contact with plague patients mostly die, while those who do not come into contact survive. And amidst the horrible afflictions that the plague has imposed upon the people, God has afflicted the people with some learned religious scholars who issue fatwas* against fleeing the plague, so that the quills with which the scholars wrote these fatwas were like swords upon which the Muslims died. In conclusion, to ignore the proofs of plague contagion is an indecency and an affront to God and holds cheap the lives of Muslims.”

*rulings on Islamic law

Lisan al-Din Ibn al-Khatib, A Very Useful Inquiry into the Horrible Sickness, Granada, Spain, 1349–1352

• The passage by al-Khatib is best understood in the context of which of the following?

It reflects debates within the Islamic world (and globally) over whether disease spread through divine will alone or through natural causes such as contagion, as scholars began using observation and reason to challenge traditional religious interpretations.