World History 7 Pre-Comp Study Guide PDF

PRE-COMPREHENSIVE **STUDY GUIDE** 2024-2025 BASIS AHWATUKEE World History 7 Mr. Morgan **Name (Print):** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Group:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **STUDY GUIDE DIRECTIONS:** 1. Print your name and group on thi...

PRE-COMPREHENSIVE **STUDY GUIDE** 2024-2025 BASIS AHWATUKEE World History 7 Mr. Morgan **Name (Print):** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Group:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **STUDY GUIDE DIRECTIONS:** 1. Print your name and group on this page. 2. Specific instructions on how to use this study guide are found inside this packet. 3. You will need your notes, worksheets, previous exams, handouts, and a writing utensil to complete this study guide. 4. Packets will be graded on student's participation throughout review week. © BASIS Educational Group Inc. All rights reserved *BASIS™ is a trademark or registered trademark of BASIS Schools, Inc. and BASIS Educational Group, Inc.* **[\ World History 7 Pre-Comp Study Guide Directions]** 1. **READ through this study guide.** - **Get a firm understanding of what content you will be tested on.** 2. **IDENTIFY your content areas of strengths and weaknesses.** - **Upon your first read-through of the study guide, you should HIGHLIGHT any items that you are less than comfortable with. These are your areas of weakness, and you need to prioritize studying content associated with these items.** 3. **REVIEW content and prioritize your time.** - **It doesn't make sense to study the same term or question over and over if you already know it. Take the time to study *selected* material that you've identified as a content area of weakness. If you identify a large number of areas of weakness, you should seek help in student hours so you can create a reasonable study plan to balance your time and not feel overwhelmed.** 4. **STUDY content related to your areas of weakness.** - **Review notes or make flash cards for any content that is an area of weakness.** - **Review missed test questions from previous exams. Do you understand why you missed these questions? Do you need to seek help in understanding them?** - **Prioritize reviewing notes and old tests, but then study any related material associated with your content areas of weakness. That can also include Do Nows, classwork and reading assignments.** - **Utilize the AP World History Practice Exam for support on stimulus based questions.** - **Use your archive binder! Big cumulative tests is exactly what they are for! Make sure you have all the resources you need to study.** **About the History 7 Pre-Comp Exam:** **7^th^ Grade World History Pre-Comp is a 60 min exam. It includes 2 portions:** - **30 min Common portion.** - **25-30 multiple choice questions, 40-50% of which are stimulus or document based questions.** - **This portion is created by collaborating teachers and given to students across all BASIS schools.** - **30 min Native portion.** - **22 multiple choice and 2 free response questions, 40% of which are stimulus or document based.** - **This specific portion is compiled by yours truly, Mr. Morgan.** **The scores for both portions are averaged evenly to get a final Pre-Comp Grade.** **Your final Pre-Comp percentage grade becomes 30% of your Trimester 2 grade.** **[The 7^th^ Grade History Pre-Comp is on Friday, January 17^th^]** **What to Expect: Types of Questions** Possible questions are organized by unit, further specified by topic and by cognitive level or skill, with some topics having a range of possible questions. The historical thinking skills are listed below with the percentage you can expect from each category: 1. **Knowledge/Comprehension** (15-20%) a. These questions ask students to recall facts and basic concepts. They must define, recall, recognize, identify, or classify information. 2. **Comparison** (20-25%) b. These questions ask students to determine the similarities and/or differences between historical developments. Questions may ask students to compare various time periods, civilizations, religions, cultures, or major processes. 3. **Causation** (30-35%) c. These questions ask students to be able to determine the argument or central idea of a primary or secondary source. 4. **Analyzing Historical Evidence** (15-20%) d. These questions ask students to determine the argument/central idea of a primary or secondary source. These questions are always stimulus based and require students to understand or analyze a map, image, or text that is provided in the question. 5. **Contextualization** (10-15%) e. These questions ask students to determine the context for specific historical or geographical developments or processes. 6. **Continuity and Change over Time** (CCOT) (5-10%) f. These questions ask students to identify simplistic patterns of continuity and/or change over time with regard to historical events or processes. **What to Expect: Format of Questions** 1. **Stimulus-based Questions** a. Students may be given a map, text, or image and asked to analyze them in context with their knowledge of world history. It will be associated with one of the following skills i. Causation ii. Comparison iii. Contextualization iv. Content v. Continuity and Change vi. Interpretation of Primary Sources vii. Interpretation of Secondary Sources viii. Argumentation 2. **Stand-alone Questions** b. Content questions drawn directly from the topic list. It will be associated with one of the following skills: ix. Causation x. Comparison xi. Contextualization xii. Continuity and Change xiii. Content +-----------------------------------+-----------------------------------+ | Question Type | Sample format for question type | +===================================+===================================+ | Stimulus questions | Students are given a graph, map, | | | text excerpt or image (single or | | | a pair) and asked to analyze it | | | (them) in context with their | | | knowledge of World History | +-----------------------------------+-----------------------------------+ | Causation | Which of the following led most | | | directly to\...\ | | | Which of the following | | | contributed most directly to\... | | | | | | Which of the following was an | | | important effect of\... | | | | | | Which of the following was a | | | direct result of\...\ | | | Which of the following best | | | describes the cause of the | | | developments described in the | | | passage? | +-----------------------------------+-----------------------------------+ | Comparison | Which of the following | | | \_\_\_\_\_\_\_ was most similar | | | to\..... | | | | | | Compared to the passage, | | | \_\_\_\_\_\_\_\_ was different in | | | that it\... | | | | | | The \_\_\_\_\_\_\_\_\_\_ | | | described in the passage is most | | | similar to which of the | | | following? | +-----------------------------------+-----------------------------------+ | Contextualization | The described (depicted) in the | | | passage (Image, chart, etc.) is | | | best understood in the context of | | | \_\_\_\_\_\_\_\_\_\_. | | | | | | Which of the following best | | | explains \_\_\_\_\_\_\_\_\_ as | | | described (or depicted) in the | | | passage (image, chart, map)? | | | | | | The passage (or image) is most | | | clearly an example of which of | | | the following? | +-----------------------------------+-----------------------------------+ | Continuity and Change over Time | Which of the following best | | | explains a continuity in | | | \_\_\_\_\_\_\_\_\_\_? | | | | | | Which of the following best | | | explains a change in | | | \_\_\_\_\_\_\_\_\_\_\_? | | | | | | \_\_\_\_\_\_\_\_\_\_\_\_ in the | | | passage (image, graph, etc.) is | | | most similar to which later | | | development? | | | | | | \_\_\_\_\_\_\_\_\_\_\_\_ in the | | | passage (image, graph, etc.) most | | | directly led to which of the | | | following changes in later years? | | | | | | In which of the following ways | | | did \_\_\_\_\_\_\_\_\_ change in | | | later years? | | | | | | As described (depicted) in the | | | passage (image, graph, etc.), | | | \_\_\_\_\_\_\_\_\_\_ is a | | | continuity for which of the | | | following? | +-----------------------------------+-----------------------------------+ | Content | Which of the following | | | conclusions is best supported by | | | the source? | | | | | | A historian would most likely use | | | this source to support which of | | | the following arguments? | +-----------------------------------+-----------------------------------+ | Interpretation of Primary Sources | The stated (depicted) in the | | | passage (image, graph, etc.) can | | | best be characterized as | | | \_\_\_\_\_\_\_\_\_\_. | | | | | | Which of the following best | | | summarizes the argument in the | | | passage? | +-----------------------------------+-----------------------------------+ | Interpretation of Secondary | The stated (depicted) in the | | Sources | passage (image, graph, etc.) can | | | best be characterized as | | | \_\_\_\_\_\_\_\_\_\_. | | | | | | Which of the following best | | | summarizes the argument in the | | | passage? | +-----------------------------------+-----------------------------------+ | Argumentation | Which of the following would best | | | support the argument in the | | | passage? | +-----------------------------------+-----------------------------------+ **[Section 1: Vocab and Terms]** You must be familiar with vocabulary. While many terms will be used on this exam, and you should be familiar with ALL terms you have learned in class, these particular words are either more difficult or more likely to show up on the exam. To be successful, you should be able to explain each definition or term and provide an example of each. - - Expedition - Conquistador - Columbian Exchange - The "Great Dying" - Triangular Trade - Cash crops - Plantation - Joint-stock trading company - Mercantilism - Cartaz - Galleon - Spice Islands - Port - Las Castas - Encomienda System - Middle Passage - Chattel Slavery - Syncretism - Trans-Atlantic Slave Trade - Rebellion - Revolt - Single-whip tax system - Mandarin - Confucianism - Feudal - Shogun - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Sultan - Anatolian Peninsula - Istanbul - Shah - Qizilbash - Isfahan/Esfahan - Battle of Chaldiran - Geocentric - Heliocentric - Scientific Method - Absolutism - Despot - Philosophe - Social Contract - Natural Rights - Salon - Popular Sovereignty - Old Regime - Estates - National Assembly - Tennis Court Oath - Declaration of Rights of Man & Citizen - Bastille Day - Great Fear - Reign of Terror - Napoleonic Code - Creoles - Llaneros *continue on next page* ***[Section 2: Understanding Major Religions and Cultural Traditions ]*** *To be successful, you should know the major beliefs and practices of each of the following major religions, philosophies, or cultural traditions. You should know where they began, when they started, how they formed, how they spread and changed (if applicable), and how they affected political, social, and cultural aspects of the regions or civilizations in which they flourished. You should also be able to compare beliefs, practices, and their development.* - ***Hinduism*** - ***Christianity*** - ***Roman Catholicism*** - ***Eastern Orthodoxy*** - ***Russian Orthodoxy*** - ***Deism*** - ***Protestantism*** - ***Confucianism*** - ***Santeria*** - ***Vodou*** - ***Rastafari*** - ***Sikhism*** - ***Divine Faith (Din-I Ilahi)*** - ***Islam*** - ***Sunni*** - ***Shi'a*** **[Section 3: Understanding Civilizations, Empires and Eras ]** To be successful, you should have a firm understanding of the characteristics of each human era, civilization, or empire. You should be able to identify geographical regions of these civilizations and the general time period for each, know major contributions and the effects/impacts they had, and understand why they declined. You should know political, social, and cultural characteristics for each as well and be able to compare these between eras and civilizations. - Colonial America - Byzantine Empire - Spanish Empire - Portuguese Empire - Dutch East India Company - British East India Company - Asante/Ashanti Empire - Oyo Empire - Benin Empire - Kingdom of Kongo - Kingdom of Ndongo - Spanish Viceroyalties - New Spain - New Granada - Peru - Rio de la Plata - Ottoman Empire - Mughal Empire - Safavid Empire - Ming Dynasty - Yuan Dynasty - Tokugawa Shogunate - Warring States Japan - Russian Empire - Qing Dynasty/Manchu Empire - French Monarchy - **French Republic** - **Haiti** - **French Empire (Napoleon)** - **Latin Republics** - **Gran Columbia** *continue on next page* **[Section 4: Understanding Historical Developments and Processes ]** To be successful, you should have a firm understanding of the following historical developments or processes. You should be able to identify geographical regions in which these occurred, the general time period for each, and know major effects/impacts they had. - Cause and effects of European colonization in Americas - Consequences of European powers in the Indian Ocean - Effects of the Atlantic Slave Trade on African society - Responses to European expansion in Africa and the Americas - Cause and effects of isolationism in East Asia (Ming, Qing, Tokugawa) - Continuities and changes in the Russian Empire - Causes for expansion of the Qing Dynasty - Effects of cross-cultural interactions in South Asia - Causes for expansion and consolidation of Middle Eastern empires - Comparison of various empires throughout the early modern period - Continuities of the Scientific Revolution into the Enlightenment era - Continuities of Enlightenment theory throughout the Revolutions **[History 7 Cram Packet!]** The following pages are a useful list of major content topics, concepts, and "must know" facts. It should be prioritized in your review. To be successful on Pre-Comps, you must know everything included in the following pages. But do not be overwhelmed! You should approach the next few pages by doing the following: 1. Carefully **READ** through the information on the following pages. 2. As you read, **HIGHLIGHT** any information that you are less than 100% comfortable with, have questions on, or are otherwise unfamiliar with. 3. These are the facts, concepts, and topics you need to study most. See the first page of this study guide for recommendations for how to approach your content areas of weakness. **Complete List of Learning Goals for the Pre-Comprehensive Exam** +-----------------------+-----------------------+-----------------------+ | **Unit 1: The Age of | | | | Exploration and | | | | Introduction to | | | | Historical Methods** | | | | | | | | **Estimated Emphasis | | | | on Pre-Comprehensive | | | | Exam: \~ 25%** | | | +=======================+=======================+=======================+ | **Topic** | **Learning Goals** | **Key Terms** | +-----------------------+-----------------------+-----------------------+ | 1.1 European | Objective 1: Explain | Expedition | | Exploration | the causes for | | | | European exploration, | Conquistador | | | including the arrival | | | | of the Portuguese in | Columbian Exchange | | | the Indian Ocean. | The "Great Dying" | | | | Triangular trade | | | Objective 2: Compare | | | | the goals and | Cash crop | | | outcomes of early | | | | European explorers. | Plantation | | | | | | | Objective 3: Analyze | | | | the consequences of | | | | the arrival of | | | | Columbus in the | | | | Americas and the | | | | emergence of the | | | | Columbian Exchange | | | | and the fall of the | | | | Aztec/Mexica and Inca | | | | empires. | | +-----------------------+-----------------------+-----------------------+ | 1.2 New European | Objective 1: Compare | Joint-stock trading | | Maritime Empires | and contrast the | company | | | Portuguese, Spanish, | | | | Dutch, British, and | Mercantilism\ | | | French Empires. | Cartaz\ | | | | Galleon | | | | | | | | Spice Islands Port | +-----------------------+-----------------------+-----------------------+ | 1.3 Economic and | Objective 1: Explain | Las castas | | Labor Systems | continuities between | | | | the Incan mit\'a | Encomienda | | | system and the labor | | | | system of colonial | Middle Passage | | | Spain. | Chattel slavery | | | | Syncretism | | | Objective 2: Explain | | | | the consequences of | | | | the plantation | | | | economy and the | | | | emergence of the | | | | Atlantic slave trade, | | | | including the Middle | | | | Passage and the | | | | creation of new | | | | syncretic belief | | | | systems. | | | | | | | | Objective 3: Analyze | | | | the causes and | | | | consequences of the | | | | arrival of the | | | | British East India | | | | Company and the Dutch | | | | East India Company | | | | (VOC) in the Indian | | | | Ocean trading system. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | **Unit 2: | | | | Cross-Cultural | | | | Connections in the | | | | Early Modern Period, | | | | 1450-1750** | | | | | | | | **Estimated Emphasis | | | | on Pre-Comprehensive | | | | Exam: \~ 25%** | | | +=======================+=======================+=======================+ | **Topic** | **Learning Goals** | **Key Terms** | +-----------------------+-----------------------+-----------------------+ | 2.1 New African | Objective 1: Explain | Trans-Atlantic Slave | | States | the changes from the | Trade Chattel | | | postclassical West | slavery\ | | | African states to the | Middle Passage | | | rise of new | | | | slave-raiding states, | | | | such as Asante, Benin | | | | and Oyo. | | | | | | | | Objective 2: Explain | | | | the effects of the | | | | trans-Atlantic slave | | | | trade on West African | | | | society, including | | | | changes in class | | | | structure and gender | | | | roles. | | | | | | | | Objective 3: Describe | | | | various African | | | | responses to the | | | | arrival of the | | | | Europeans, including | | | | that of King Afonso | | | | in the Kingdom of | | | | Kongo. | | +-----------------------+-----------------------+-----------------------+ | 2.2 Resistance and | Objective 1: Explain | Rebellion | | Rebellion | resistance to state | | | | expansion, such as | Revolt | | | the Tupac Amaru | | | | rebellion, the Pueblo | | | | revolts, slave | | | | revolts and maroon | | | | societies, and the | | | | case of Queen Nzinga | | | | of Ndongo. | | +-----------------------+-----------------------+-----------------------+ | 2.3 East Asia: Ming | Objective 1: Explain | Tribute system | | Dynasty | the rise and fall of | | | | Ming China, including | Single-whip tax | | | the significance of | system | | | Zheng He\'s | | | | expeditions. | Mandarin\ | | | | Confucianism | +-----------------------+-----------------------+-----------------------+ | 2.4 East Asia: | Objective 1: Explain | Feudal | | Tokugawa Japan | the consequences of | | | | the arrival of the | Shogun | | | Portuguese in Warring | | | | States Japan and the | Daimyo | | | unification of Japan | | | | under the Tokugawa | Samurai | | | Shogunate. | | | | | Jesuits | | | | | | | | Isolationism | | | | Unification | | | | | | | | Ronan | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | **Unit 3: Land-Based | | | | Empires in the Early | | | | Modern World, | | | | 1450-1750** | | | | | | | | **Estimated Emphasis | | | | on Pre-Comprehensive | | | | Exam: \~ 30%** | | | +=======================+=======================+=======================+ | **Topic** | **Learning Goals** | **Key Terms** | +-----------------------+-----------------------+-----------------------+ | 3.1 The Russian | Objective 1: Analyze | Westernization\ | | Empire | continuities and | Serfs\ | | | changes in Russia | Russian Orthodox | | | from Ivan III to | Church | | | Peter the Great. | | +-----------------------+-----------------------+-----------------------+ | 3.2 The Manchu Empire | Objective 1: Analyze | Manchu\ | | (Qing Dynasty) | the causes for the | Banner system Canton | | | expansion of the | system\ | | | Manchu empire under | Opium Wars | | | the emperors Kangxi | | | | and Qianlong. | | | | | | | | Objective 2: Compare | | | | and contrast the | | | | Manchu empire with | | | | the Ming Dynasty that | | | | preceded it. | | +-----------------------+-----------------------+-----------------------+ | 3.3 The Mughal Empire | Objective 1: Explain | Gunpowder Empire | | | continuities and | | | | changes in South Asia | Jizya tax\ | | | under the Mughal | Divine Faith | | | empire. | | | | | Sikhism | | | Objective 2: Explain | | | | the effect of new | Zamindar | | | cross-cultural | | | | interactions, such as | Mansabdari\ | | | the founding of | Taj Mahal | | | Sikhism in South | | | | Asia. | Akbar | | | | | | | | Aurangzeb | | | | | | | | Universal toleration | +-----------------------+-----------------------+-----------------------+ | 3.4 The Ottoman | Objective 1: Explain | Devshirme (system) | | Empire | the historical | Janissaries\ | | | context and key | Ghazi\ | | | characteristics of | Jizya tax | | | the Ottoman Empire, | | | | as well as | Millet system | | | territorial expansion | | | | and military | Sunni, Shia\ | | | achievements. | Sultan\ | | | | Anatolian Peninsula | | | Objective 2: Describe | Istanbul | | | the political | | | | structure of the | Suleyman I | | | Ottoman Empire | | | | | Economic superiority | | | Objective 3: Evaluate | | | | the economic policies | | | | and achievements of | | | | the Ottoman Empire. | | +-----------------------+-----------------------+-----------------------+ | 3.5 The Safavid | Objective 1: Explain | Shah | | Empire | the historical | | | | context and key | Shah Abbas | | | characteristics of | | | | the Safavid Empire. | Shah Ismail | | | | | | | Objective 2: Describe | Shi'a | | | the political | | | | structure of the | Qizilbash | | | Safavid Empire. | | | | | Isfahan | | | Objective 3: Analyze | | | | the territorial | Battle of Chaldiran | | | expansion and | | | | military achievements | Persian Culture (art, | | | of the Safavid | architecture) | | | | | | | Empire. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | **Unit 4: Revolutions | | | | and State-Building, | | | | 1750-1900** | | | | | | | | **Estimated Emphasis | | | | on Pre-Comprehensive | | | | Exam: \~ 20%** | | | +=======================+=======================+=======================+ | **Topic** | **Learning Goals** | **Key Terms** | +-----------------------+-----------------------+-----------------------+ | 4.1 Scientific | Objective 1: Identify | Scientific Revolution | | Revolution & | the central ideas and | | | Enlightenment | individual thinkers | Geocentric | | | of the scientific | | | | revolution | Heliocentric | | | | | | | and the | Scientific Method | | | Enlightenment, | | | | including ideas of | Absolutism, despot | | | reason, deism, | | | | natural rights, state | Enlightenment | | | of nature, and social | | | | contract theory. | Philosophe | | | | | | | | Social Contral | | | | | | | | Natural Rights | | | | | | | | Salon | | | | | | | | Enlightened Despot | | | | | | | | Popular Sovereignty | +-----------------------+-----------------------+-----------------------+ | 4.2 The French | Objective 1: Explain | Old Regime | | Revolution | the historical | | | | context of the French | Estate | | | Revolution, including | | | | social, economic, and | National Assembly | | | political factors | | | | that led to | Tennis Court Oath | | | widespread discontent | | | | and revolutionary | Declaration of Rights | | | sentiments. | of Man and Citizen | | | | | | | Objective 2: Describe | Bastille Day | | | the major events of | | | | the French Revolution | Great Fear | | | and analyze their | | | | impact on society, | Maximillien | | | politics, and | Robespierre | | | culture. | | | | | Reign of Terror | | | Objective 3: Explain | | | | the global impact of | Napoleonic Code | | | the French | | | | Revolution, include | Abolition | | | its influence on | | | | subsequent | | | | revolutionary | | | | movements, the spread | | | | of revolutionary | | | | ideals, and the | | | | transformation of | | | | European politics and | | | | international | | | | relations. | | +-----------------------+-----------------------+-----------------------+ | 4.3 The Haitian | Objective 1: Explain | French Revolution | | Revolution | the historical | | | | context and key | First black-led | | | causes of the Haitian | republic in Western | | | Revolution, including | Hemisphere | | | the social, economic, | | | | and political factors | Toussaint Louverture | | | that led to the | | | | uprising of enslaved | Jean-Jacques | | | Africans and | Dessaline | | | Afro-Haitians against | | | | French colonial rule. | Spread of | | | | Revolutionary Ideas | | | Objective 2: Describe | | | | the major events and | | | | phases of the Haitian | | | | Revolution. | | | | | | | | Objective 3: Describe | | | | the impact of the | | | | Haitian Revolution on | | | | society, politics, | | | | and culture of Haiti | | | | and throughout the | | | | Caribbean and beyond. | | +-----------------------+-----------------------+-----------------------+ | 4.4 The Latin | Objective 1: Explain | Simón Bolívar | | American Revolutions | the historical | | | | context and key | José San Martin | | | causes of the Latin | | | | American revolutions, | Miguel Hidalgo | | | including the social, | | | | economic, and | Criollos/Creoles | | | political factors | | | | that led to the | Llaneros | | | desire for | | | | independence from | Abolition of Slavery | | | Spanish and | | | | Portuguese colonial | | | | rule. | | | | | | | | Objective 2: Analyze | | | | the impact of the | | | | Latin American | | | | Revolutions on | | | | society, politics, | | | | and culture. | | | | | | | | Objective 3: Explain | | | | the global impact of | | | | the Latin American | | | | revolutions, | | | | including their | | | | influence on other | | | | struggles for | | | | independence and | | | | anti-colonial | | | | movements, the | | | | transformations in | | | | international | | | | relations and trade, | | | | and the spread of | | | | republican ideals. | | +-----------------------+-----------------------+-----------------------+ **Study Guide Student Practice Section** **Table of Contents** **Section 1**: Definitions................................................................\...\.................12 **Section 2**: Knowledge...............................................................\..................16 **Section 3**: Compare/Contrast...................\......................................\..............20 **Section 4**: Cause/Effect\.....................................\..................\.........................23 **Section 5**: Timeline......................................................................................25 **7^th^ Grade World History Practice Section for Pre-Comp Exam** Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Element: \_\_\_\_\_\_\_\_\_\_ **[Directions:]** This is YOUR study guide. Please use it to prioritize studying the information that you need to know better. If you already know terms or definitions, move on to topics that you may not know that well. Answer all questions fully and seek help from Mr. Morgan if you are unsure of your answers. [**Section 1: Definitions.**] Please write the definition next to each of the following terms. Look to the vocab sections of your notes as well as the vocab slides on any PowerPoints on Spork. You are encouraged to put definitions in your own words. [ ] +-----------------+-----------------+-----------------+-----------------+ | **VOCAB WORD** | **DEFINITION** | **VOCAB WORD** | **DEFINITION** | +=================+=================+=================+=================+ | Expedition | A journey or | Daimyo | Strong warlords | | | voyage | | and | | | undertaken by a | | | | | group of people | | landlords of | | | with a | | Japan; offered | | | particular | | protection in | | | purpose, | | exchange for | | | especially that | | land and | | | of exploration, | | loyalty | | | scientific | | | | | research, or | | | | | war. | | | +-----------------+-----------------+-----------------+-----------------+ | Conquistador | A conqueror, | Samurai | Skilled | | | especially one | | warriors who | | | of the Spanish | | served the | | | conquerors of | | shogun and | | | Mexico and Peru | | daimyos; | | | in the 16^th^ | | severely loyal | | | Century. | | | +-----------------+-----------------+-----------------+-----------------+ | Columbian | Trading system | Jesuits | Members of the | | Exchange | which consisted | | Catholic order | | | of animals, | | of priests | | | plants, and | | (Society of | | | diseases | | Jesus) which | | | exchanged | | was created to | | | between the Old | | do missionary | | | and New worlds | | work (spread | | | | | religion to new | | | | | areas) | +-----------------+-----------------+-----------------+-----------------+ | The Great Dying | Period where | Isolationism | a political | | | large numbers | | philosophy | | | of indigenous | | opposing | | | Americans died | | involvement in | | | from the | | the affairs of | | | introduction of | | other | | | new diseases | | countries. | | | and labor | | | | | systems from | | | | | Europeans | | | +-----------------+-----------------+-----------------+-----------------+ | Triangular | Economic trade | Unification | the process of | | Trade | routes bringing | | being united or | | | commodities | | made into a | | | from the | | whole; Japan | | | Americas to | | was unified | | | Europe, | | under Tokugawa | | | manufactured | | Ieyasu, ending | | | goods from | | a century of | | | Europe to | | military | | | Africa, and | | struggles | | | enslaved people | | between | | | from Africa to | | competing | | | the Americas | | daimyos | +-----------------+-----------------+-----------------+-----------------+ | Cash Crops | A crop produced | Ronin | a samurai | | | for its | | without a lord | | | commercial | | or master | | | value rather | | during the | | | than for use by | | feudal period | | | the | | of Japan. A | | | grower/farmer | | samurai became | | | | | masterless upon | | | | | the death of | | | | | his master or | | | | | after the loss | | | | | of his | | | | | master\'s favor | | | | | or privilege | +-----------------+-----------------+-----------------+-----------------+ | Plantation | an estate on | Ukiyo | term used to | | | which crops suc | | describe the | | | h | | urban lifestyle | | | as coffee, | | and culture, | | | sugar, and | | especially the | | | tobacco | | pleasure-seekin | | | are cultivated  | | g | | | by | | aspects, of Edo | | | labor | | period Japan | +-----------------+-----------------+-----------------+-----------------+ | Joint-stock | a company whose | Westernization | a process where | | trading company | stock is owned | | societies come | | | jointly by the | | under/adopts | | | shareholders | | Western culture | +-----------------+-----------------+-----------------+-----------------+ | Mercantilism | Economic policy | Serfs | agricultural | | | in the | | laborers in the | | | 16-18^th^ | | feudal system | | | centuries; | | to work on a | | | largest | | lord\'s estate | | | motivator for | | | | | European | | | | | colonization; | | | | | goal was a | | | | | favorable | | | | | balance of | | | | | trade by | | | | | exporting | | | | | (selling) more | | | | | than you import | | | | | (buy) | | | +-----------------+-----------------+-----------------+-----------------+ | Cartaz | License sold by | Russian | A | | | the Portuguese | Orthodox Church | self-governing | | | to merchants in | | denomination of | | | the Indian | | the Eastern | | | Ocean Network | | Orthodox Church | | | that permitted | | | | | ships to sail | | | | | under | | | | | Portuguese | | | | | territory | | | +-----------------+-----------------+-----------------+-----------------+ | Galleon | A Spanish war | Manchu | An east Asian | | | and trade ship | | ethnic group | | | that was square | | native to | | | rigged and had | | Manchuria in NE | | | 3 or more decks | | Asia | | | and masts | | | +-----------------+-----------------+-----------------+-----------------+ | Spice Islands | The collection | Banner System | System created | | | of islands in | | by Qing leader, | | | southeast Asia | | Nurhaci, to | | | and Oceania | | organize armies | | | | | under banners. | | | | | Bannermen | | | | | received | | | | | preferential | | | | | treatment | | | | | within the | | | | | empire | +-----------------+-----------------+-----------------+-----------------+ | Port | A harbor town | Canton System | Protectionist | | | or city where | | policy which | | | ships may take | | forced all | | | on or discharge | | foreign tradeto | | | cargo | | the Souther | | | | | port of Canton | | | | | (aka Guangzhou) | +-----------------+-----------------+-----------------+-----------------+ | Las Castas | Spanish & | Opium Wars | two conflicts | | | Portuguese for | | waged between | | | "lineage"; | | China and | | | historically | | Western powers | | | used as a | | during the | | | racial/social | | mid-19th | | | identifier | | century | | | | | triggered by | | | | | the Chinese | | | | | campaign to | | | | | enforce its | | | | | prohibition | | | | | against opium | | | | | trafficking by | | | | | British | | | | | merchants | +-----------------+-----------------+-----------------+-----------------+ | Encomienda | Economic system | Gunpowder | Ottomans, | | System | under the | Empires | Safavids, and | | | Spanish where | | Mughals; 3 | | | Spanish | | empires who | | | settlers were | | used new | | | granted land | | gunpowder | | | and native | | weapons to | | | laborers. | | expand their | | | Received free | | empires | | | labor in | | | | | exchange for | | | | | providing | | | | | Americans food, | | | | | shelter, and | | | | | Christianity. | | | +-----------------+-----------------+-----------------+-----------------+ | Middle Passage | Part of | Jizya tax | a form of tax | | | triangular | | which Islamic | | | trade (from | | states imposed | | | Africa to | | on non-Muslims | | | America) where | | residing in a | | | Africans were | | Muslim state | | | forcibly taken | | | | | to America | | | | | enslaved | | | | | laborers | | | +-----------------+-----------------+-----------------+-----------------+ | Chattel Slavery | the system | Divine Faith | New religion | | | owning of human | (Din-I Ilahi) | created by Shah | | | beings as | | Akbar of the | | | property able | | Mughal Empire; | | | to be bought, | | syncretic faith | | | sold, given, | | combining | | | and inherited; | | Islam, | | | Made | | Christianity, | | | enslavement | | Hinduism, and | | | generational | | Zoroastrianism | +-----------------+-----------------+-----------------+-----------------+ | Syncretism | The merging or | Sikhism | Monotheistic | | | assimilation of | | religion | | | several | | founded in the | | | originally | | 15^th^ century | | | different | | by Guru Nanak; | | | traditions | | combines ideas | | | | | from Islam & | | | | | Hinduism | | | | | (syncretism) | +-----------------+-----------------+-----------------+-----------------+ | Trans-Atlantic | segment of the | Zamindar | an autonomous | | Slave Trade | global slave | | or | | | trade that | | semiautonomous | | | transported | | ruler of a | | | between 10 | | province, | | | million and 12 | | specifically | | | million | | under the | | | enslaved | | Mughal Empire | | | Africans across | | | | | the Atlantic | | | | | Ocean to the | | | | | Americas from | | | | | the 16th to the | | | | | 19th century. | | | +-----------------+-----------------+-----------------+-----------------+ | Rebellion | An act of | Taj Mahal | Tomb built by | | | violent or open | | Shah Jahan; | | | resistance to | | represents | | | an established | | syncretic | | | government or | | culture in the | | | ruler | | Mughal Empire | | | | | with Persian, | | | | | Indian, & | | | | | Turkic styles | +-----------------+-----------------+-----------------+-----------------+ | Revolt | to break away | Universal | Government | | | from or rise | Toleration | policy under | | | against | | Mughal Shah | | | constituted | | Akbar which | | | authority, as | | promoted | | | by open | | religious | | | rebellion | | toleration to | | | | | maintain peace | | | | | among different | | | | | communities | +-----------------+-----------------+-----------------+-----------------+ | Tribute System | a network of | Devshirme | Ottoman | | | loose | System | practice of | | | international | | forcibly | | | relations | | recruiting | | | focused on | | soldiers and | | | China which | | bureaucrats | | | facilitated | | from children | | | trade & foreign | | of their Balkan | | | relations by | | Christian | | | acknowledging | | subjects. | | | China\'s | | Converted to | | | predominant | | Islam and | | | role in East | | educated as | | | Asia | | Ottoman | | | | | officials | | | | | (promote | | | | | loyalty) | +-----------------+-----------------+-----------------+-----------------+ | Single-Whip Tax | Ming tax system | Janissaries | members of | | System | meant to | | elite infantry | | | simplify and | | units that | | | consolidate the | | formed the | | | diverse taxes | | Ottoman | | | levied on the | | Sultan\'s | | | people and to | | guards. | | | convert all | | Recruited from | | | payments to | | Devshirme. | | | silver coins | | Technically | | | | | slave class but | | | | | paid in regular | | | | | salaries. | | | | | Forbidden to | | | | | engage in | | | | | trade, marry, | | | | | or have | | | | | children. | | | | | Highly prized | | | | | position with | | | | | improved | | | | | socioeconomic | | | | | status. | +-----------------+-----------------+-----------------+-----------------+ | Mandarin | the common | Ghazi | (often a | | | spoken language | | respected | | | of | | title) a Muslim | | | administration | | fighter against | | | of the Chinese | | non-Muslims | | | empire during | | | | | the Ming | | | | | and Qing | | | | | dynasties | | | +-----------------+-----------------+-----------------+-----------------+ | Eunuch | Castrated male | Millet System | Ottoman method | | | officials who | | of segregating | | | played key | | non-Muslims | | | roles in the | | into specific | | | administration | | communities in | | | of the Ming | | the empire, | | | dynasty | | with the goal | | | | | of allowing | | | | | non-Muslim | | | | | groups to have | | | | | more autonomy | +-----------------+-----------------+-----------------+-----------------+ | Confucianism | an ancient | Sunni, Shi'a | two groups of | | | Chinese belief | | Islam split in | | | system, which | | 632 CE; | | | focuses on the | | disagreed about | | | importance of | | who would | | | personal ethics | | succeed the | | | and morality in | | leader Muhammad | | | addition to | | | | | one's reverence | | | | | of the emperor | | | +-----------------+-----------------+-----------------+-----------------+ | Feudal | the | Sultan | the ruler of a | | | relationship | | Muslim state. | | | between lords | | | | | and vassals | | | | | where land | | | | | ownership and | | | | | its use was | | | | | exchanged for | | | | | military | | | | | service and | | | | | loyalty | | | +-----------------+-----------------+-----------------+-----------------+ | Shogun | Most powerful | Anatolian | a large | | | daimyo who was | | peninsula in | | | the overall | Peninsula | Western Asia | | | military and | | and the | | | political | | westernmost | | | leader of a | | protrusion of | | | shogunate in | | the Asian | | | Japan | | continent; | | | | | historically | | | | | part of | | | | | Byzantine | | | | | Empire and | | | | | Ottoman Empire | | | | | (Istanbul); now | | | | | location of | | | | | modern-day | | | | | Turkey. | +-----------------+-----------------+-----------------+-----------------+ | Istanbul | Name for the | Syncretism | The merging or | | | capital of the | | assimilation of | | | Ottoman Empire, | | several | | | previously | | orignally | | | known as | | different | | | Constantinople | | traditions | | | under the | | | | | Christian | | | | | Byzantine | | | | | Empire | | | +-----------------+-----------------+-----------------+-----------------+ | Mansabdari | Office-holding | Shah | Persian title | | | system | | for a king; | | | (bureaucracy) | | used in the | | | used in the | | Safavid Empire | | | Mughal Empire. | | | | | Promoted | | | | | through merit. | | | +-----------------+-----------------+-----------------+-----------------+ | Qizilbash | Warrior class | Esfahan/ | Capital of the | | | in the Safavid | | Safavid empire; | | | empire; modeled | Isfahan | created to | | | after the | | promote culture | | | Janissaries | | and arts | +-----------------+-----------------+-----------------+-----------------+ | Battle of | Battle between | Scientific | a series of | | Chaldiran | the Safavids | Revolution | events in the | | | and the | | 16th and 17th | | | Ottomans; | | centuries that | | | exemplifies the | | marked the | | | conflict | | emergence of | | | between the | | modern science, | | | Sunnis and | | when | | | Shi'ites. Drew | | developments in | | | the border | | math, physics, | | | between their | | astronomy, | | | empires that | | biology/anatomy | | | still exists | | , | | | today | | and chemistry | | | (Iraq-Iran) | | that | | | | | transformed the | | | | | views of | | | | | society about | | | | | nature. | +-----------------+-----------------+-----------------+-----------------+ | Geocentric | theory that | Heliocentric | theory that the | | | Earth is the | | Sun is the | | | center of the | | center of the | | | solar system | | solar system | +-----------------+-----------------+-----------------+-----------------+ | Absolutism | the political | Despot | An absolute | | | doctrine and | | ruler who | | | practice of | | usually acts in | | | unlimited | | a cruel or | | | centralized | | oppressive way. | | | authority and | | | | | absolute | | | | | sovereignty, as | | | | | vested | | | | | especially in a | | | | | monarch or | | | | | dictator. | | | +-----------------+-----------------+-----------------+-----------------+ | Philosophe | the | Social Contract | **Locke\'s** | | | intellectuals | | social contract | | | of the | | theory | | | 18th-century | | says: governmen | | | Enlightenment | | t | | | | | was created | | | | | through the | | | | | consent of the | | | | | people to be | | | | | ruled by the | | | | | majority. | | | | | | | | | | **Rousseau'**s | | | | | says: citizens | | | | | general will | | | | | guides society | | | | | and that the | | | | | government | | | | | protects | | | | | individual | | | | | rights, freeing | | | | | people from | | | | | tainted | | | | | self-interest | | | | | to focus on the | | | | | collective | +-----------------+-----------------+-----------------+-----------------+ | Natural Rights | Natural rights | Natural Law | 1\. a body of | | | refer to the | | unchanging | | | rights given to | | moral | | | all humans, | | principles | | | simply for the | | regarded as a | | | sake of being | | basis for all | | | human. They are | | human | | | universal moral | | conduct. 2. | | | principles amon | | an observable | | | g | | law relating | | | all cultures | | to natural | | | and societies | | phenomena. | | | and can\'t be | | | | | reversed by | | | | | government | | | | | laws. For this | | | | | reason, natural | | | | | rights are | | | | | often | | | | | called inaliena | | | | | ble | | | | | rights** **--- | | | | | rights that | | | | | cannot be taken | | | | | away. Natural | | | | | rights are the | | | | | basis of | | | | | a social | | | | | contract in | | | | | society. They | | | | | would exist | | | | | even if the | | | | | government | | | | | didn\'t exist | | | +-----------------+-----------------+-----------------+-----------------+ | Salon | a place where | Popular | the principle | | | civilians of | Sovereignty | that the | | | all social | | authority of a | | | classes could | | state and its | | | gather and | | government are | | | discuss ideas. | | created and | | | | | sustained by | | | | | the consent of | | | | | its people, who | | | | | are source of | | | | | political power | +-----------------+-----------------+-----------------+-----------------+ | Estate | (French) The | Old Regime | (Old system of | | | political | | government and | | | system in | | social | | | France (before | | hierarchy in | | | the Revolution) | | France | | | that divided | | (monarchy, | | | society. | | nobility, | | | | | church, and | | | - - | | 3^rd^ estate | | | | | | | | [Third | | | | | Estate]{.underl | | | | | ine} | | | | | = Commoners, | | | | | peasants, | | | | | middle class. | | | | | 97% of the | | | | | people-owned | | | | | 65% of the | | | | | land, paid 100% | | | | | of taxes | | | +-----------------+-----------------+-----------------+-----------------+ | National | a revolutionary | Tennis Court | the National | | Assembly | assembly of the | Oath | Assembly swore | | | Kingdom of | | not to stop | | | France formed | | meeting until | | | by | | France had a | | | representatives | | constitution. | | | of the Third | | This commitment | | | Estate of the | | to imposing a | | | Estates-General | | constitution on | | |   | | France was a | | | | | threat to the | | | | | power of the | | | | | monarch. | +-----------------+-----------------+-----------------+-----------------+ | Reign of Terror | a period of the | Napoleonic Code | replaced the | | | French | | fragmented laws | | | Revolution | | of | | | when, following | | pre-revolutiona | | | the creation of | | ry | | | the First | | France, | | | Republic, a | | recognizing the | | | series of | | principles of | | | massacres and | | civil liberty, | | | numerous public | | equality before | | | executions took | | the law | | | place in | | (although not | | | response to | | for women in | | | revolutionary | | the same sense | | | fervor, | | as for men), | | | anticlerical | | and the secular | | | sentiment, and | | character of | | | accusations of | | the state. | | | treason by the | | | | | Committee of | | | | | Public Safety. | | | +-----------------+-----------------+-----------------+-----------------+ | Haitian | a successful | Creoles | Members of the | | Revolution | insurrection by | | Spanish empire. | | | self-liberated | | Spanish | | | slaves against | | heritage, but | | | French colonial | | born in the | | | rule in | | colonies. This | | | Saint-Domingue, | | group would | | | now the | | lead the | | | sovereign state | | colonies in | | | of Haiti. The | | their | | | revolt began on | | revolutions | | | August 22, | | against Spain. | | | 1791, and ended | | | | | in 1804 with | | | | | the former | | | | | colony\'s | | | | | independence. | | | +-----------------+-----------------+-----------------+-----------------+ | Llaneros | Traditional | Abolition | movement to end | | | herdsmen | | slavery and | | | (cowboys) in | | liberate | | | Spanish empire. | | enslaved people | | | Were skilled | | around the | | | horse riders | | world. | | | and used as | | | | | calvary in the | | | | | revolutions. | | | +-----------------+-----------------+-----------------+-----------------+ **Section 2: Knowledge.** Write the correct answer next to each question. Use your notes, assignments, readings, Do Nows, and any Spork resources to answer. You do NOT need complete sentences for this section. 1. In the Spanish Empire, what are large estates built with the purpose of making money? a. **Haciendas** 2. What is the state of restricted freedom, forced labor, & labeled as property? b. **Slavery/enslavement** 3. What term means "lineage" and was historically used as a racial/social identifier? c. **Castas** 4. What economic system promoted a favorable balance of trade with more exports than imports? d. **mercantilism** 5. What was the name for an empire that controlled commerce, not territories, through force? e. **Trading post empire** 6. What did the Portuguese require all merchants to purchase to participate in the Indian Ocean trade Network? f. **cartaz** 7. What labor system was used to use indigenous people as free labor in exchange for shelter, food, and Christianity? g. **Encomienda system** 8. What is the name for the period of American history where the indigenous population declined dramatically? h. **The Great Dying** 9. Who is a person who spreads religion in a new place? i. **Missionary** 10. What metal was made into a global currency during the early Spanish empire? j. **silver** 11. What is a raw material or product that can be bought or sold? k. **commodity** 12. What is the practice of having exclusive control of the supply or trade of a commodity or service? l. **monopoly** 13. What Asian Island chain did the Spanish empire control through colonial rule? m. **Philippines** 14. How did the British East India Company secure trading posts in the Mughal Empire? n. **Negotiations and bribery** 15. What commodity did the Dutch East India Company want to control? o. **spices** 16. What is the process of depriving a person or group of positive human qualities? p. **dehumanization** 17. What was the name for the Incan practice of an "extended family" undertaking large public projects? q. **allyu** 18. What is the Incan device for record keeping called? r. **quipu** 19. The Incan mit'a system was reincorporated into what Spanish labor system? s. **Encomienda system (repartimiento)** 20. Repartimiento was the original name for what Spanish labor system? t. **Encomienda system** 21. What is the name for the 3 trade routes exchanging goods to and from Europe, Africa, and the Americas? u. **Triangular trade** 22. What kind of religions are Santeria, Vodou (Voodoo), and Rastafari? v. **Syncretic religions** 23. What city served as the trading hub for the Tran-Saharan Trade Network? w. **Timbuktu** 24. In what kind of trade were the Ashanti, Oyo, Benin, and Kongo involved? x. **Slave trade** 25. To which religion did King Afonso I convert to appease Portugal? y. **Catholicism** 26. What is the name for a state that has a mutual obligation to a superior state/empire? z. **Vassal state** 27. What new social class formed in West Africa as a result of the slave trade? a. **Warrior class** 28. What military operation surrounds a town or building with the intention of cutting off their supplies? b. **Siege warfare** 29. What type of warfare did most resistance groups use against European colonial powers? c. **Guerrilla warfare** 30. What was the goal of the Tupac Amaru Rebellion in the Viceroyalty of Peru? d. **New society of equality** 31. What societies emerged from Africans who escaped enslavement in the New World? e. **Maroon societies** 32. What country did Queen Nzinga form an alliance with to fight against the Portuguese? f. **Netherlands** 33. What is the belief that the Chinese emperor has a divine right to rule? g. **Mandate of Heaven** 34. What is a period of widespread cooling that aided in the decline of the Ming Dynasty? h. **Little Ice Age** 35. What was a key battle in the Red Turban Rebellion? i. **Battle of Poyang** 36. What material was used to pay taxes in the Ming Dynasty? j. **Silver** 37. Who was the Chinese admiral who explored the Indian Ocean, showing the power of Ming China? k. **Zheng He** 38. What architectural structure was built as a symbol of the strength of Ming China? l. **Forbidden City** 39. What document was written by Nurhaci describing the failures of the Ming Dynasty? m. **Seven Grievances** 40. What is the traditional religion of Japan? n. **Shinto** 41. What is the Japanese name for the Warring States Period? o. **Sengoku Period** 42. Who were the most powerful people during the Warring States Period? p. **Daimyos** 43. What was the most powerful position in the Tokugawa Shogunate? q. **Shogun** 44. What was the name of the battle that unified Japan under Tokugawa Ieyasu? r. **Battle of Sekigahara** 45. What foreign policy did Japan practice as an effect of the Portuguese in Japan? s. **Isolationism** 46. What is the political belief that one ruler should hold all the power within a country? t. **Absolutism** 47. What is the name for a Russian landowning noble? u. **Boyar** 48. What Russian ruler made Christianity (Eastern Orthodoxy) the main religion of Kievan Rus? v. **Vladimir** 49. What nomadic group took control of Russian territory, cutting them off from Europe? w. **Mongols** 50. What title was given to Ivan I by Mongols as thanks for his allegiance? x. **Prince of Moscow** 51. What boyar family would rise in power after the death of Ivan the Terrible? y. **Romanovs** 52. What social group was treated like property and tied to the boyars' land? z. **Serfs** 53. Peter the Great was known for what kind of policies as czar/tsar? a. **Westernization** 54. What is **one** way in which Peter the Great westernized Russia? b. **Education, fashion, food, economy, etc.** 55. To what body of water did Peter the Great gain access for the purpose of trading with and travelling to Western Europe? c. **Baltic Sea** 56. What ritual was performed in front of the Qing emperor to show respect? d. **kowtow** 57. What group of people ruled over China during the Qing Dynasty? e. **Manchus** 58. Emperor Qian-long addressed border/security problems by doing what? f. **Expanding borders** 59. What document drew the line between China and Russia? g. **Treaty of Nerchinsk** 60. The city of Canton was also known as \_\_\_\_\_\_\_\_\_\_\_\_\_\_. h. **Guangzhou** 61. What European country was allowed to trade with the Manchu Empire? i. **Netherlands** 62. What aspect of society increased as a result of new & improved agricultural practices in the Qing Dynasty? j. **Population** 63. What commodity did Great Britain use to force China to open its borders for trade? k. **Opium** 64. What document was signed as a result of the Opium Wars? l. **Treaty of Nanjing** 65. What territory was the Qing Dynasty forced to give to the British as part of this treaty? m. **Hong Kong** 66. Like the split between the Catholics and Orthodox, the Sunni-Shi'a split due to a disagreement on\_\_\_\_\_\_\_\_\_\_\_\_\_\_. n. **Leadership** 67. The Mughal Empire promoted people through merit as part of what government system? o. **Mansabdari** 68. What European power did the Mughals have a trading relationship with? p. **British East India Company** 69. What new language emerged as a result of mixing Persian, Arabic, and Hindi? q. **Urdu** 70. What new religion emerged as a result of cultural syncretism in the Mughal Empire? r. **Sikhism** 71. What Mughal leader promoted universal toleration as a government policy? s. **Akbar** 72. What Mughal leader enforced Sharia law and was intolerant of non-Islamic faiths? t. **Aurangzeb** 73. What rebellion would mark the official end of the Mughal Empire? u. **Indian Sepoy Rebellion** 74. Who is a non-Muslim living in an Islamic state, mostly Christian or Jewish? v. **Dhimmi** 75. What Safavid ruler did not tolerate the existence of other religions, even Sunni Islam? w. **Is'mail** 76. What term is given to the Safavid rulers that means "king" in Persian? x. **Shah** 77. What Safavid ruler ushered in a Golden Age? y. **Abbas** 78. **Critical Thinking:** Which Safavid ruler do *you* think was more responsible for the decline of the empire? Abbas, Safi, or Nadir? z. **Can choose any** 79. What empire's decline allowed the Ottomans to gain control of Eastern Europe? a. **Byzantines** 80. What Ottoman leader is credited with the conquest of Constantinople? b. **Mehmed II** 81. What Ottoman leader is credited with expanding the Empire to its largest extent? c. **Suleyman I** 82. What system was enforced as a way to reduce religious conflict and provide autonomy to religious c