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Unit 4: Transoceanic Interconnections Study Guide
c. 1450 - 1750
Topic 4.1 Technological Innovations from 1450 - 1750
Learning Objective Explain how cross- cultural interactions resulted in the diffusion of technology and facilitated changes in patterns of trade and travel from 1450 to
Historical Developments Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation. The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns—all of which made transoceanic travel and trade possible. Innovations in ship design: ● Caravel ● Carrack ● Fluyt European technological developments influenced by cross-cultural interactions with the Classical, Islamic, and Asian worlds: ● Lateen sail ● Compass ● Astronomical charts
1. Describe technological diffusions that occurred in the 1450-1750 time
period. Name the technology, its origins, and where it diffused.
nnovation during this time was largely trade and travel related. Innovations in ship
designs like the Caravel and lateen sail originated in Mediterranean regions and
along the coasts of both the Indian ocean and Atlantic. These technology
advancements in travel methods and navigation diffused along sea routes
throughout the known world enabling oceanic exploration and trade expansion
2. Describe new technologies of the 1450 - 1750 time period and specific
examples of how they facilitated patterns of trade and travel from 1450 to
Advancements in transportation like ship design and maps allowed for trade to
spread to newly explored regions like the Americas as well as increased Eurasian
trade as seen with the Dutch and Japanese
3. What is a lateen sail and why was it significant in the 1450-1750 time
period?
A lateen sail was a large triangular sail capable of efficiently utilizing strong winds
to travel with great speed. Lateen sails enabled exploration and expansion of
trade routes, making voyages much quicker and cheaper.
4. What is a caravel and why was it significant in the 1450 to 1750 time
period?
A caravel was a type of ship made to be small, quick, and extremely
maneuverable, developed by the Portuguese to make exploration along the
coasts easier and more efficient.
5. Making connections: Give an example of technology in the 1750-1900 time
period that facilitated trade and travel during that later time period.
Topic 4.2 Exploration: Causes and Events from 1450 to 1750
Learning Objective Describe the role of states in the expansion of maritime exploration from 1450 to 1750. Historical Developments New state-supported transoceanic maritime exploration occurred in this period.
6. What specific states supported maritime exploration in this time period? Give specific examples of states and what they did to support exploration. Empires like the Portuguese and Dutch formed trading post empires to control
trade and take tribute from newly explored areas while empires like the french,
Spanish, and british established large colonies to obtain resources and expand geopolitical influence Learning Objective Explain the economic causes and effects of maritime exploration by the various European states. Historical Developments Portuguese development of maritime technology and navigational skills led to increased travel to and trade with Africa and Asia and resulted in the construction of a global trading-post empire. Spanish sponsorship of the voyages of Columbus and subsequent voyages across the Atlantic and Pacific dramatically increased European interest in transoceanic travel and trade Northern Atlantic crossings were undertaken under English, French, and Dutch sponsorship, often with the goal of finding alternative sailing routes to Asia.
7. What were the economic factors that drove maritime exploration by Europeans? Maritime exploration allowed Europeans to obtain new resources from colonies
as well as gain geopolitical influence, expanding their control of trade and building
their wealth.
8. What were some of the economic outcomes of European maritime exploration (positive and negative). While disease was spread to the new world killing many indigenous peoples,
exploration gained new resources for the empires and allowed them to expand
power and wealth.
9. Describe the difference between the trading-post empire established by the Portuguese in the Indian Ocean and the colonies they established in the New World. Colonies were a way to gather new resources while trading posts gained them power in
pre-existing trading entities, granting them control and tribute payments
Topic 4.3 Columbian Exchange Learning Objective Historical Developments (^) 10. Describe the Columbian Exchange.
of European-dominated long-distance trade by adopting restrictive or isolationist trade policies. Asian states that adopted restrictive or isolationist trade policies: ● Ming China ● Tokugawa Japan Driven largely by political, religious, and economic rivalries, European states established new maritime empires , including the Portuguese , Spanish , Dutch , French , and British. The expansion of maritime trading networks fostered the growth of states in Africa, including the Asante and the Kingdom of the Kongo , whose participation in trading networks led to an increase in their influence The policies were enacted by groups who wanted to go back to
confucianist principals and focus on internal efforts. They isolated
themselves mostly from the world stage, only participating in small scale trade with select allies. Long term this made it hard for them to recover and put them behind the western world.
16. Describe European maritime empires: a. Portugese: Largely a trading post empire with many trading posts along the southern parts of the new world and the African coast b. Spanish: Colonial empire, explored far lands and formed many colonies on the outskirts of north american and central America. c. Dutch: A trading post empire, trading posts in south America as wellas with Japan in Nagasaki and in the Mediterranean. d. French: Also colonial empire with many colonies up in the northern regions of the new world e. British: Later became the largest colonial empire, had vast coloniesacross the globe including the Americas and Australia as well as posts on the African coast. 17. How did the Asante benefit from participation in trading networks in this time period? It was able to grow in wealth and power as it developed strong trading ties with
European powers
Learning Objective Explain the continuities and changes in economic systems and labor systems from 1450 to 1750. Historical Developments Despite some disruption and restructuring due to the arrival of Portuguese, Spanish, and Dutch merchants, existing trade networks in the Indian Ocean continued to flourish and included intra-Asian trade and Asian merchants. Indian Ocean Asian merchants: ● Swahili Arabs ● Omanis ● Gujaratis ● Javanese
18. What continuities in economic and labor systems existed in the 1450 to 1750 time period? An increasing reliance on slave labor formed as well as indentured
servitude continuing and a sort of serfdom where people were tied to the
land
19. What changes in economic and labor systems existed in the 1450 to 1750 time period? Many economies especially in the new world and colonies relied on indentured
servitude and chattel slavery; a permanent form of slavery seldom seen in the
Newly developed colonial economies in the Americas largely depended on agriculture, utilized existing labor systems, including the Incan mit’a , and introduced new labor systems including chattel slavery , indentured servitude , and encomienda and hacienda systems. old world.
20. Describe colonial economies in this time period. Colonial economies developed to contribute to trade in the old world. They
were small satellites of empires that had their own functioning economies
but paid tribute and sent goods back to the empire. They often relied on agriculture and cash crops.
**21. What is the mit’a system and how was it exploited by the Spanish empire?
- What factors drove the demand for chattel slavery?
- Describe indentured servitude. Who were typically indentured servants in** **this time period and how would that change in the 1750-1900 time period?
- What is the encomienda?
- What is a hacienda? Learning Objective** Explain changes and continuities in systems of slavery in the period from 1450 to 1750. Historical Developments Slavery in Africa continued in its traditional forms, including incorporation of slaves into households and the export of slaves to the Mediterranean and the Indian Ocean regions. The growth of the plantation economy increased the demand for slaves in the Americas, leading to significant demographic, social, and cultural changes. **26. What were the impacts the trans-Atlantic slave trade on West Africa?
- What were the impacts of the trans-Atlantic slave trade on the Americas?
- How was the use of slavery in this time period different from slavery in previous periods of history? Topic 4.5 Maritime Empires Maintained and Developed Learning Objective** Explain how rulers employed economic Historical Developments Mercantilist policies and practices were used by European rulers to expand and 29. Describe mercantilism.
from 1450 to 1750. The Atlantic trading system involved the movement of labor—including slaves— and the mixing of African, American, and European cultures and peoples, with all parties contributing to this cultural synthesis. Learning Objective Explain the similarities and differences in how various belief systems affected societies from 1450 to 1750. Historical Developments In some cases, the increase and intensification of interactions between newly connected hemispheres expanded the reach and furthered development of existing religions, and contributed to religious conflicts and the development of syncretic belief systems and practices.
37. Describe cultural syncretism that occurred as a result of the Atlantic trading system. Topic 4.6 International and External Challenges to State Power from 1450 to 1750 Learning Objective Explain the effects of the development of state power from 1450 to 1750 Historical Developments State expansion and centralization led to resistance from an array of social, political, and economic groups on a local level. Local resistance: ● Pueblo Revolts ● Fronde ● Cossack revolts ● Maratha conflict with Mughals ● Ana Nzinga’s resistance (as ruler of Ndongo and Matamba) ● Metacom’s War (King Philip’s War) Slave resistance challenged existing authorities in the Americas. Slave resistance: ● The establishment of Maroon societies in the Caribbean and Brazil ● North American slave resistance 38. Give examples of how state expansion and centralization led to resistance from groups on a local level. Topic 4.7 Changing Social Hierarchies from 1450 to 1750 Learning Objective Historical Developments (^) 39. How did the Ottoman and Mughal Empires attempt to accommodate the
Explain how social categories, roles, and practices have been maintained or have changed over time. Many states, such as the Mughal and Ottoman empires, adopted practices to accommodate the ethnic and religious diversity of their subjects or to utilize the economic, political, and military contributions of different ethnic or religious groups. In other cases, states suppressed diversity or limited certain groups’ roles in society, politics, or the economy. Differential treatment of groups in society, politics, and the economy: ● Expulsion of Jews from Spain and Portugal; the acceptance of Jews in the Ottoman Empire ● Restrictive policies against Han Chinese in Qing China ● Varying status of different classes of women within the Ottoman Empire Imperial conquests and widening global economic opportunities contributed to the formation of new political and economic elites, including in China with the transition to the Qing Dynasty and in the Americas with the rise of the Casta system. The power of existing political and economic elites fluctuated as the elites confronted new challenges to their ability to affect the policies of the increasingly powerful monarchs and leaders. Existing elites: ● Ottoman timars ● Russian boyars ● European nobility ethnic and religious diversity of their empires?
40. Give an example of a society that gave differential treatment to a group or groups within their empire. Topic 4.8 Continuity and Change from 1450 to 1750 Learning Objective Explain how economic developments from 1450 to 1750 affected social structures over time. Review: Unit 4 Key Concepts ● The interconnection of the Eastern and Western Hemispheres, made possible by transoceanic voyaging, transformed trade and had a significant social impact on the world. ○ Knowledge, scientific learning, and technology from the Classical, Islamic, and Asian worlds spread, facilitating European technological developments and innovation. ○ The developments included the production of new tools, innovations in ship designs, and an improved understanding of regional wind and currents patterns—all of which made transoceanic travel and trade possible. ● 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 demand for labor intensified as a result of the growing global demand for raw materials and finished products. Traditional peasant agriculture increased and changed in nature, plantations expanded, and the Atlantic slave trade developed and intensified ● Empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.
Indicate the location of the following empires on this map:
Voyage of Columbus
Voyage of Vasco da Gama
Voyage of Magellan
Spanish Colonies
Portuguese Colonies
British Colonies
French Colonies
Columbian Exchange
Triangular Trade
Unit 4: Transoceanic Interconnections (1450-1750) Context Practice Instructions: Write a contextual statement for each of the prompts below. This will not only help you review content from Unit 4 (1450-1750), but also help you practice writing context statements which, if done successfully, can earn you one point on both the DBQ and LEQ essays. To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or reference. The final sentence of your context should narrow down to the topic of the prompt, tying your contextual statement to your thesis statement.
Prompt 1 : Evaluate the extent to which technology facilitated changes in patterns of trade and travel in the 1450 to 1750 time period.
Prompt 2 : Evaluate the extent to which state expansion supported maritime exploration in the 1450 to 1750 time period.
Prompt 4 : Evaluate the extent to which the Columbian Exchange impacted societies of the Western Hemisphere during the 1450 to 1750 time period.
Prompt 5 : Evaluate the extent to which labor systems changed in the 1450 to 1750 time period.
