Unit Three Study Notes: Contextualization and Historical Analysis

Discussion on the various opportunities available for thesis writing related to the LAQ (Long Answer Questions).
Emphasis on upcoming lessons which will delve into contextualization and other elements pertinent to the LAQ and DBQ (Document-Based Question).

Welcome to Unit Three, introducing students to a diverse and broad scope of historical analysis.

Students will be assessed on the content of this unit via a full LEQ, which will be a minor grade compared to a major one, as it serves as the first opportunity for an in-depth practice of a major LEQ.
Assessment is scheduled to occur in approximately two weeks, with details to be clarified in a calendar.

Reference to trade routes active around December 1450, emphasizing the knowledge gaps of the known world at that time.
The unit will cover a more global perspective as it expands on regions not discussed in Unit Two (e.g., Western Europe, Russia, Sub-Saharan Africa).

Major shift from land-based trade routes to maritime trade routes, noting the significance of this transition.
Initial changes in trade routes centered off the coast (e.g., from Mombasa to the Spice Islands) prior to technological advances.- Importance of coastal navigation and safety in trade.
Introduction of direct sea routes due to advancements in sailing technology, including:
- Better sails
- Larger ships
- Improved stern rudders
- The use of the compass and astrolabe for navigation.

Discussion of the implications of trading directly with fewer middlemen:
- The price of goods sold increases as they pass through multiple sellers.
- Profit margins increase when cutting out intermediaries, allowing traders to offer lower prices, thus attracting more customers.
The European perspective is highlighted as they seek to benefit from direct trade with Asia, aiming to acquire products such as tea, silk, and spices without relying heavily on intermediaries.

The exploration led by Columbus who misidentified Native Americans as Indians, resulting in a rush for colonization driven by the pursuit of wealth, particularly gold.
Quick colonization and settlement of the Americas within a span of 200 years.
Notable statistics:
- From a population of 10 million indigenous people, 90% were decimated (approximately 9 million lost), primarily due to disease.
- A dire implication of this dramatic decline was the introduction of slavery and exploitation in the newly acquired territories.

The discussion introduces a transformative period in warfare due to advances in technology:
- Gunpowder and metallurgy played pivotal roles in transitioning from traditional knight combat to firearms.
- The changes favored those with access to advanced weaponry (e.g., Europeans against the Aztecs).
This leads to a significant impact where mental models around warfare shifted to favor those who could afford these technologies.

Introduction to the notable gunpowder empires during the course period (circa 1450-1750):
- Ottoman Empire
- Safavid Empire
- Mughal Empire
Mention of the slave trade as a critical aspect of European expansion, transporting millions to colonies, with about 4-5 million enslaved individuals estimated transported over centuries.

Exploration of the motivations for European powers to engage in the brutal practice of chattel slavery, emphasizing distinct differences from historical forms of slavery.- Slavery as a means of maximizing economic profits through exploitation of labor.
The unit concludes with a reflection on the broader implications of this historical period and the importance of understanding the complex motivations and consequences of these actions.

Reminder for students about outstanding assignments due shortly, emphasizing the importance of timely submissions.