Silk Trade: Exploring Early Modern Globalization through Silk Production and Trade, Essays (high school) of History

Download Silk Trade: Exploring Early Modern Globalization through Silk Production and Trade and more Essays (high school) History in PDF only on Docsity!

G l o b a l S i l k Tr a d e

Introduction Prof. Spohnholz August 18, 2022 Lesson | 01

AGENDA

1. Review of lesson plan
2. Map activity
3. Discussions on early modern globalization and the Pacific trade

Cassie Crisman

Mina Park

Jordan

Bergstrom

Sreya Mukherjee, 29,

Case Study Assignment

Write a short (800–900 word) paper that answers one of the following questions. Use evidence from each of the 4 short readings and at least 4 primary sources from this module.

1. How did the relationship between environmental, political, and economic factors shaping the function of the global silk trade in the 16 th and 17 th centuries contribute to early globalization?
2. How did different cultures’ understandings of gender and family affect the production, distribution and consumption of silk products in the early modern era, and how did those shape early globalization.
3. How did approaches to governing affect Spanish and Chinese governments’ involvement in the early modern silk trade, including interconnections between the two empires? For each include in a brief conclusion, reflecting reflect on how learning about origin of global trades you understand their own place in a globalized world, relative to the producers, consumers, or traders of good, using one specific item in your life as an example. Use Short Titles and page numbers for citations.

GLOBALIZATION

A set of interrelated economic,

cultural, social, environmental, and

political processes that have an

origin.

GLOBALIZATION What is the value of a polycentric view of globalization?

MAP ACTIVITY Identify the locations of the following cities in the 1570s:

• Acapulco
• Beijing
• Guangzhou Hangzhou
• (^) Madrid
• Manila
• (^) Mexico City
• Nanjing
  • Oaxaca
  • PotosÍ
  • Puebla
  • Suzhou
  • (^) Veracruz
  • Zhangzhou Identify the boundaries of the following states, provinces, or regions in the 1570s:
• Fujian Province
• Mariana Islands (and Guam)
• Ming China
• Nanjing Province
• New Spain
• Peru
• Taiwan
• Zhejiang Province

DISCUSSION 2: Now that we’ve mapped these locations, let’s see if we can identify the relevance of as many of these locations for early Trans-Pacific trade as we can, based on Reading 1.

Then organize them by geography, which should start helping you see patterns in the evidence as you collect it these three weeks Ming China : New Spain : Peru : Pacific Ocean Europe

DISCUSSION 3: Next, let’s see how many economic, cultural, demographic, and environmental, and political features of this early globalization we know about already, and which ones we still need to learn.

Economic:

Cultural:

Demography:

Environmental:

Political:

The Five C’s of Historical Thinking

• (^) Change over time
• (^) Causality
• (^) Context
• (^) Contingency
• (^) Complexity

Fr i d a y ’ s c l a s s :

D i s c u s s i o n S e c t i o n s i n W i l s o n - S h o r t

H a l l

Section Time Room Teaching Assistant 29 9:10-10:00 AM Wilson 5 Sreya Mukherjee 30 9:10-10:00 AM Wilson 3 Jordan Bergstrom 31 10:10-11:00 AM Wilson 5 Sreya Mukherjee 32 11:10-noon AM Wilson 5 Cassie Crisman 33 12:10:1:00 PM Wilson 4 Cassie Crisman 34 1:10-2:00PM Wilson 4 Sreya Mukherjee 35 2:10-3:00 PM Wilson 4 Cassie Crisman 36 10:10-11:00 AM Wilson 3 Jordan Bergstrom 37 11:10-noon AM Wilson 3 Mina Park 38 12:10:1:00 PM Wilson 3 Mina Park 39 1:10-2:00PM Wilson 5 Jordan Bergstrom 40 2:10-3:00 PM Wilson 5 Mina Park Before class: Complete Discussion Post #2.