History Unit 2 Study Guide PDF

To Do (feel free to add notes or correct stuff): SAQ STUDY GUIDE materials to cover: paper guided notes on 2 crash courses: florence+renaissance and northern renaissance paper mini dbq “how did the renaissance change man’s view of man” paper POI guided reading questio...

To Do (feel free to add notes or correct stuff): SAQ STUDY GUIDE materials to cover: paper guided notes on 2 crash courses: florence+renaissance and northern renaissance paper mini dbq “how did the renaissance change man’s view of man” paper POI guided reading questions “reformation era” (chptr 17) paper spot check matching *who’s who of renaissance and reformation” (use flashcards) paper comparison chart on reformation religions - resources “Contextualizing the Reformation Era” Martin Luther John Calvin Henry VIII Catholic Counter-Reformation paper spot check on Renaissance and Reformation SAQ paper cc venice & ottomans online Ottoman, Safavid, and Mughal empires (chptr 18) paper “how magnificent was suleiman” tasks one, two, three, four online cc on Mughal empire online spice-T american civilizations (chptr 16) online intro to the age of explorations online POI (chptr 19) age of explorations online/paper comparing scholarly YES/NO articles online cc 15th century mariners and columbian exchange paper collision at cajamarca (2 papers; one note, one reading) online (must do) POI: 20.1, 20.2 (skim), 20.3, 20.4 online cc atlantic slave trade P4 Table 5: Guided Questions for OER Readings on Race and Coerced La… online guided questions for race and labor online/paper cc spanish silver inflation online PBA document extras:  Crash Course World History 2: # 217 - Mughal Empire and Historical Reputation; # 218 - Luther and the Protestant Reformation; crash course european history: The Protestant Reformation; # 9 - Catholic Counter Reformation Vocab list pg 4-5 Renaissance Era: Crash Course: Declining European population due to war and disease -> labor is more valuable -> reorganized social structure/beliefs What role did wealth and money play in fueling the Renaissance? ○ Families who achieved immense wealth were able to support artists (patronage) ○ Merchants built businesses that brought in goods and ideas from Afro-eurasia ○ Banking institutions funded civic events and construction of lavish cathedrals ○ Bankers paid for the building of artworks in the classical style and financed artists ○ Wealth supports institutions that legitimize wealth Why were individuals and governments sponsoring art? ○ Status, recognition, love of beauty, legitimize wealth of families What were some of the advances in art/what was new with the art? ○ Furthered ancient styles ○ Human dignity & realism -> human flaws/characteristics ○ Anatomical accuracy ○ Glorified nature ○ Focused on situating a realistic human body in a scene of nature Was the Renaissance really a thing, or just a continuation of the medieval world? Perspective matters when we ask these questions. ○ Michelangelo sculpted David and ceiling of Sistine Chapel ○ Something important was happening, but lives of commoners/peasants did not change ○ Women could be patrons What was the significance of the movable type and what role did the printing press play at the time of the Renaissance? ○ Printing is quicker ○ Helped make many books ○ Spread ideas (of humanism) ○ Invented by Gutenberg  ○ Allowed more people to encounter more people ○ Allowed ideas to spread In what ways were art similar and different for the Italian Renaissance and the Northern Renaissance? ○ Difference: Italian art focused on the commoners, Northern art on the nobility and their life. ○ Similarity: idea that all social and political order stemmed from the male head of the family (paterfamilia) ○ Focus on humanism and the realistic details of people (source: dbq, artworks by michelangelo) Where did humanism go radical? ○ Rhetoric ○ Girls joined education ○ University embraced humanism: law, society, gov’t Renaissance: new age, revival, renewal, bright light of classical antiquity, contrasted with Middle Ages, bubonic plague, poor living conditions, ○ The Renaissance was a period of time in European history when a lot of new ideas in science, technology, art, and philosophy were explored or discovered. It came just after the bubonic plague, when people lost faith in the Catholic Church and turned instead to Humanism to enjoy life. Humanism: People became more interested in worldly and human concerns. They started focusing on human speech and logic, and less on the ‘heavens.’ Patronage: A system through which wealthy people supported Renaissance thinkers and artists. Pater Familias: idea that father is center of family and power Vernacular: language spoken by local people Francesco Petrarch: author who lamented about his life “I despise what melancholy fate has brought us” and missed the ancient elegance of the lost and extinguished art style. Cosimo de’ Medici: dominated in Florence, part of the Medici family Desideras Erasmus: inner spirituality, Luther, Protestantism, took humanism down the path of politics, studied leaders and rulers, middle road between pagan ancients and recent Christian thinkers because he criticized the Church, rose Republic of Letters Nicolo Machiavelli: believed in effectiveness over nobleness, lived in Florence, saw the rise and fall of Medici family, wrote “The Prince” which was very different from humanism ideals, believed rulers should be feared Sir. Thomas More: wrote Utopia, where society without private property; reason and cooperation > glory and power; executed because he opposed Protestantism, believed humanism would lead to peace and prosperity Christine de Pizan: wrote book ‘City of Ladies’ which said that women can be virtuous leaders, rational, and lead virtuous communities, saw the oppression of women Johannes Gutenberg: invented portable typewriter, which caused widespread production of books and lead to flourishing of literature DBQ on How Did the Renaissance Change Man’s View of Man? While Renaissance still had lots of ties to religion, it still becomes more secular (does not become less religious) Art styles became more distinct between artists; before they were uniform There was a slight change in both literature and views about Christianity (a poem compared a man to a god) Development in astronomy, where heliocentric vs geocentric models (humans focus more on science) Focused on anatomy of human body and astronomy Reformation Era POI Reading Questions: Reformation Era Causes of the Reformation: ○ Social: Renaissance ideals of humanism and secularism led people to question the Church; printing press also spread ideas that criticized the Church ○ Political: powerful rulers fought against Church to be supreme power in EUrope because the Pope challenged their authority ○ Economic: European royals were jealous of Church’s wealth; merchants did not want to pay taxes to Church ○ Religious: some Church authorities were corrupt -> people badly viewed the Church; many people did not like the Church’s practices What was Martin Luther’s issue with Johann Tetzel? ○ Tetzel raised money to rebuild a cathedral by selling indulgences ○ Luther didn’t like that bc it made ppl think that they could use money to get into heaven ○ He wrote formal statements attacking Tetzel’s actions, which were posted on a church door and printed, which spread wide, so it made Luther famous ○ Luther’s actions led to the Reformation -> ideas that did not accept the Pope’s authority Three main ideas that Luther advanced? ○ People could win salvation only by faith in God’s gift of forgiveness ○ All Church teachings should be based on Bible, not pope nor Church Traditions because they were false authorities ○ All ppl with faith were equals, so priests were not needed to interpret the Bible How did Church officials in ROme and the Pope react to Luther’s ideas? ○ First through Luther was just a rebellious monk ○ Later realized he was a serious threat ○ Pope Leo X excommunicated Luther How did the Holy Roman Emperor Charles V react to Luther’s ideas? ○ He disagreed and summoned Luther to stand trial  ○ He declared Luther an outlaw and heretic How did Luther react to the Peasants’ Revolt and how did that impact the Reformation? ○ He felt horrified that the peasants were raiding monasteries, pillaging, and burning ○ He urged German princes to church the revolt ○ As a result, peasants rejected Luther’s leadership Why did many northern German princes support Lutheranism? ○ They wanted to use his ideas as an excuse to seize power from the Church and Holy Roman Emperor Charles V What was the Peace of Augsburg? ○ Made between Charles V and Protestant and Catholic German Princes ○ Declared that each ruler would decide the religion of his state Why did England break ties to the Roman Catholic Church for political and personal, but not religious reasons? ○ King Henry VIII of England wants a son, but wife Catherine of Aragon was too old, so he wanted a divorce but Church doesn't allow that, so he asked Pope but got rejected bc Pope is scared of Charles V who is nephew of Catherine ○ Henry formed the Reformation Parliament to pass laws that ended Pope’s power in England What was the Act of Supremacy (1534)? ○ Called on people to make an oath to recognize Henry’s divorce and accept Henry (not Pope) as the official head of England’s church Who was Thomas More? ○ He wrote a book “Utopia” about a society without greed corruption, and war ○ He strongly criticized Church but refused to take oath for Act of Supremacy ○ Then arrested and imprisoned, found guilty of high treason -> executed Why was there religious turmoil in England after Henry VIII’s death? ○ Henry’s son Edward VI rules 6 years and introduced Protestant reforms ○ Mary ruled 5 years after Edward VI and enforced Catholic Christianity ○ Elizabeth (daughter of Anne Boleyn) restores Protestantism How did Elizabeth I seek to resolve this religious turmoil? ○ Parliament created Anglican church, with Elizabeth as head ○ Eliz. established a state church that pleased Protestants by allowing priests to marry and teach in English, but also pleased Catholics by maintaining traditions of Catholic service Based on John Calvin, who were the elect and what was the doctrine of predestination? ○ Elect: the few ppl that God chooses to save ○ Doctrine of Predestination: God has always known who are the elect What was society like in Geneva under the theocracy and why was it seen as a model city? ○ Strict rules and severe punishments bc a theocracy is a gov’t run by religious leaders, Model city bc its citizens had high moral standards What does the term Huguenot mean? ○ Follower of Calvinism  What happened on August 24, 1572? ○ Catholic feat of St. Bartholomew’s Day: Catholic mobs started a massacre of around 12,000 Huguenots in Paris What did the Anabaptists believe? ○ Anabaptists = baptize again ○ Believed that only people old enough to decide to be Christian should be baptized -> baptized children will need to be baptized again when they becaome adults ○ Predecessors of quakers Who was Ignatias of Loyola and how did he aim to reform the church and stop the spread of Protestantism? ○ Wrote a book abt spiritual exercises ○ Gothic architecture - ‘reaching’ god ○ Gathered followers called Jesuits who founded schools, converted non-Christians to Catholics, attempting to stop the spread of Protestantism ○ Two popes reformed the Catholic Church: Investigated indulgence selling and other religious abuses Approved Jesuit order Investigated heresy in the papacyWhat were the main teachings of the Council of Trent by Pope Paul III? ○ Church’s interpretation of the Bible is final ○ Christians needed not just faith, but also good deeds to obtain salvation ○ Bible and Church tradition have equal authority ○ Indulgences are valid, but false sale of these is banned Purpose of Index of Forbidden Books? ○ Burned books that went against the Catholic faith Two social effects of the Reformation: ○ Reforms by the Council of Trent caused more unity in ROman Catholic church ○ Catholics and Christians promoted education ○ Women’s roles were still the same Two political effects of the Reformation: ○ Individual rulers and states gained power since Catholic church lost authority ○ Reformation questioned the beliefs and authority of the Church which led to the Enlightenment Key Figures of the Renaissance and Reformation (matching spot check) Religions of the Reformation What led to the rise of the Reformation?  1. Ideas from the Renaissance such as humanism and secularism led people to question the authority of the Church 2. The printing press spread ideas 3. Germany divided into many competing state which made it difficult for the pope or Holy Roman Emperor to impose central authority 4. Northern merchants resented paying church taxes to Rome 5. Critics of the Church claimed that the Church was corrupt because popes spent very extravagantly on personal pleasure and needless wars. One pope (Alexander VI) fathered several children. 6. Many priests and monks were poorly educated and barely literate, could not teach well nor behave well 7. John Wycliffe of England and Jan Hus of Bohemia denied the pope had right to worldly power, that the bible had more authority than church leaders did 8. Rise of Christian humanists such as Desiderius Erasmus and Thomas More also criticized the church’s leaders Martin Luther Motives: monk who wanted to learn about salvation, criticized Tetzel for indulgence selling Beliefs: ○ only faith, not good deeds is necessary for salvation ○ Didn’t like indulgences bc then ppl could buy their way to salvation ○ Disliked extravagance of church ○ Priests can marry ○ Church should not interpret Bible, individual should ○ Faith is individual Actions and Effects: ○ Gained support of German princes by the Peasants’ Revolt ○ Helped princes split away from Holy Roman Empire and start new branches ○ Began protestant reformation John Calvin Motives: ○ wanted to spread his faith to other people ○ Dreamed of creating theocracy (strict ahh gov’t bc moral religious ppl w rlly harsh punishments) Beliefs: ○ Also believed only faith was necessary for salvation ○ Predestination doctrine: God already selected some people to be saved and others to be damned No person knows if they were elect or damned This doctrine denied human agency  ○ Church laws should be gov’t laws Actions and Effects: ○ Published Institutes of Christian Religion Book ○ Created theocracy in Geneva Church leaders = gov’t leaders ○ Burned ppl at the stake Henry VIII (and Elizabeth I) Motives: ○ Wanted to divorce Catherine bc wanted male heir ○ Aimed to get Church to allow divorce, but got denied ○ Wanted power over church Beliefs: ○ Devout Catholic, but then no ○ Combined powers of church and state Actions and Effects: ○ Henry causes separation of English church and pope ○ He established Anglican church and passed laws to make him head of church ○ He made ppl take oaths for Act of Supremacy to acknowledge him as head of church ○ Elizabeth I reformed England (Anglican) church to include Catholic and Protestant ideas ○ She appeased catholics and protestants and dealt with religious turmoil ○ Both established the monarch as the head of the church Catholic-counter Reformation Motives: ○ Wanted to address issues within the Church ○ Protect their influence and spread religion Beliefs: ○ Good works and faith are both needed for salvation ○ Bible and church tradition are equally valid ○ Indulgence selling IS valid, but false sale is not ○ Encouraged education by creating schools and monasteries ○ Restricted corruption Actions and Effects: ○ Prevented some defection of Catholic to Protestant ○ Limited corruption ○ Established Jesuits ○ Social effects: Due to reforms by council of trent, Church is more unified Education is promoted SAQ on Renaissance and Reformation Q: There were several characteristics that defined the Italian and Northern Renaissance and changes to European society as a result of the Renaissance. Identify and explain one characteristic or change. A: One characteristic of both the Italian and Northern Renaissance was the focus on humanism, which was an idea centered around the individual’s human values, desires, and characteristics. This led to more realistic characteristics in artworks. Q: Identify and explain one new idea of the Protestant Reformation A: One new idea emerged in Calvinism about how God had already determined who was going to be saved or damned. This doctrine is called predetermination, and it encouraged people to act with good morals so that they could show that they were one of the ‘elect.’ A2: Another idea, key to the Protestant ideology, was that the Church was not above the words of the bible, and the pope was not above it either. This created massive conflicts between the two. Q: Identify one action that the Catholic Church made to combat the Protestant Reformation and explain why they believed this would either fix problems within the Church and/or stop the spread of the Protestant Reformation. A: - The Catholic church responded with a counter-reformation within the church. They initiated the Council of Trent, which made reforms to the Church (both faith and good deeds necessary for salvation, indulgence selling is legal, church is final interpretation, both bible and church traditions have equal authority) this fixed corruption problems within the Church. - Ignatius of Loyola and his Jesuits: Ignatius was the founder of the Jesuits, who sought to prevent the spread of Protestantism through missions and convert non-Catholics. (See [“Jesuits”]) Ottoman, Safavid, Mughal Empires Crash Course on Venice and Ottoman Empire Why was it destiny for Venice to be built for ocean-going trade? ○ Venice is located next to sea ○ They were experts in ship-building and sailing, and formed trade centers ○ They controlled access to the Mediterranean How did Venice build ocean-going trade? ○ Venice's expertise in shipbuilding allowed them to establish trade treaties with major powers like Byzantium and the Ottomans.  ○ Venice's trade with the Islamic world, particularly in pepper, made it a major European power in the Mediterranean. What did Venice import and export? ○ Import: grain ○ Export: textiles, glass What was unique about the Ottoman’s ruling class system (which they used to solve the problem of hereditary aristocracy? ○ Created ruling class system called ‘Slave Aristocracy’ Included nobles as part of the government Gov’t officials were eunuchs, so power was not hereditary ○ Army and bureaucracy are loyal only to sultan Devshirme is a program where they kidnapped boys in Christian territory, converted them to Islam, and trained them to be Janissaries or gov’t bureaucrats Why was Venice and Ottoman Empire trade a ‘healthy relationship’? ○ Mutually beneficial ○ Established connection between Europe and Islamic world allowed spread of ideas ○ The Ottomans controlled Mediterranean trade post-Egypt conquest, while Venetians facilitated trade, benefiting both parties. Ottoman, Safavid, Mughal Empires Section 1: The Ottomans Build a Vast Empire 1. By what means did the early Ottomans expand their empire? The early Ottomans expanded their empire mainly by military conquest. They had better technology, since they utilized gunpowder to make muskets and cannons. Other methods included buying land and forming alliances. 2. Explain why the textbook claims that Mehmed II (Mehmed the Conqueror) was an able ruler AND a magnificent warrior. Mehmed II was a magnificent warrior because he lead the Turks to invade Constantinople. He wanted to conquer the city in order to gain control of the Bosporus Strait. During the attack, one of his tactics included moving 70 ships on land in one night to reach the harbor. This helped his army attack and enter the city. Furthermore, he was also an able ruler because he opened Constantinople to people of many diverse backgrounds. People of different religions and ethnicities united and rebuilt the city. 3. List four achievements of Suleyman the Lawgiver. a) He created a law code for criminal and civil actions. b) He changed taxes by simplifying and limiting them. c) Suleyman limited the government bureaucracy. d) He ordered the construction of the Mosque of Suleyman.  Bonus: also greatly expanded ottoman empire territory 4. Why was Selim the Grim’s capture of Mecca, Medina, and Cairo so significant? His capture of Mecca, Medina, and Cairo were significant because they were the holy cities of the Islamic world, as well as part of Egypt. 5. What was the devshirme system? (Include the term janissaries.) The devshirme system drafted boys from conquered Christian territories into the army, where the boys were educated and converted to Islam. They underwent military training, and an elite force called the Janissaries were taught to be loyal only to the sultan. The position that the janissaries held was highly sought after by Christian families, since they offered the opportunity to rise to powerful positions. Section 2: Cultural Blending 6. What are the four causes of cultural blending? The four causes of cultural blending are migration, pursuit of religious freedom or conversion, trade, and conquest. 7. What reforms took place in the Safavid Empire under Shah Abbas? Shah Abbas limited the power of the military by creating two armies, one of Persians, and another of Christians, that were loyal only to him. Furthermore, he created change in his government by having severe punishments for corruption, promoted officials based on competence and loyalty, and offering foreigners positions in the government. He also introduced Christian people to the empire, which encouraged European merchants to travel there. 8. Provide two examples of cultural blending in the Safavid Empire. a) The new capital at Esfahan included a lot of architecture and artistry from foreigners, including glazed tiles made by Chinese potters. They also made metalwork, paintings, calligraphy, glasswork, and pottery. These new introduced techniques blended with the Persian culture and were showcased in mosques, palaces, and marketplaces. b) Shah Abbas sent artists to Italy so they could study techniques from the Renaissance and other European ideas, which were later brought back and incorporated into the Safavids carpets. 9. Why did the Safavid Empire decline so quickly? The Safavid Empire declined very quickly because Shah Abbas failed in finding a competent successor. He killed or blinded his ablest sons. lAs a result, his incompetent grandson took the throne and led the empire to decline.  Difference between Ottoman and Safavid empires is that Ottoman was Sunni Islam and Safavid was Shi’a Islam Section 3: The Mughal Empire in India 10. How did Akbar demonstrate tolerance in his empire, thus making the textbook call him a “genius” at cultural blending? Akbar demonstrated tolerance in his empire by allowing non-Muslims to practice their own religions. Another example of his religious tolerance was that he married Hindu princesses without forcing them to convert to Islam. He also abolished the tax on Hindu pilgrims and the tax on non-Muslims. Because of this religious tolerance, people of many different cultures were welcomed in the empire, which resulted in a lot of cultural blending in art and language. 11. What is the history behind the Taj Mahal? The Taj Mahal is a tomb for the Persian princess Mumtaz Mahal who was the wife of Shah Jahan. She died during childbirth, and Shah Jahan ordered the construction of the Taj Mahal to preserve her memory. 12. What pattern is seen in the ways individuals came to power in the Mughal Empire? Most rulers inherited their power from their fathers, but also they killed people, either by military conquest or assassination of political rivals. 13. Why did the empire weaken under the rule of Aurangzeb? Aurangzeb created many oppressive Islamic laws and angered the Hindus by bringing back the tax on non-Muslims and firing Hindu officials. He also abolished all taxes that were not the Islamic law, and put more pressure on the taxes on Hindu merchants. All of this resulted in a lot of anger and bitterness of the Hindu and other non-Muslims towards the ruler. Later, he drained the empire’s resources over a war, which weakened the central state. As a result, local lords gained power. 14. List two examples of cultural blending in Mughal India. a) Hindu and Muslim art styles blended together to create the decorative style of dagger handles. These artworks showcased floral and geometric elements from Muslim art, and realistic depictions of the horse from Hindu art. b) Indian architecture also displays some Muslim traditions brought by the Mughal emperors. One such architecture is Humayun’s tomb. 15. How did the Byzantine Hagia Sophia physically change (architecturally) once taken over by the Ottomans to change this into a Muslim mosque? The Ottomans added four minarets to each corner of the mosque, and a mihrab to indicate the direction of Mecca in the eastern wall of the church. Christian inner decorations were painted or built over with Islamic decorations. 16. The Ottomans did not completely change the building. Why did they not change/destroy evidence of the Byzantine religion and how do they adapt to the presence of Byzantine art? The Ottomans didn’t completely change the building because they wanted to preserve its cultural and historical significance. For example, instead of destroying or removing the Christian mosaic tiles, they covered them up during prayer. Furthermore, they might have wanted to present themselves as the legitimate successors to the Byzantine Empire, so they would include Byzantine art to emphasize that. Also, Islam is known for being relatively tolerant of other religions, so they wouldn’t have a particular motive to completely change the building. 17. What are some elements of Mughal art present within this architectural structure? The Taj Mahal included the five principal elements of the Mughal building practice, which included a main gateway, garden, mosque, jawab, and mausoleum with four minarets. The garden also follows the Mughal guidelines, as it includes long waterways, walking paths, fountains, and decorational trees. Another Mughal element is the frequent use of pietra dura, which is similar to a mosaic in that it is an inlay of cut and colored stones. 18. What are architectural and artistic elements that prove this is a Muslim structure? The building has four minarets, which are often present in mosques for Muslim prayer. Furthermore, there is Quranic lettering along the southern arch, as well as Arabic verses of the Quran that are inscribed in the Taj Mahal as calligraphy. 19. What does Barbaro’s account tell you about Mehmed’s army? His account says that Mehmed’s army used a powerful cannon to break down the walls and infiltrate the outposts and enter the city. He describes the Turkish army as fierce and tough warriors, and as ‘wild beasts’ and ‘hounds.’ 20. How might an Ottoman have portrayed these events differently? An Ottoman would have described the Turkish army in a more heroic light, rather than painting them as barbarious beasts. He also might have emphasized or exaggerated the cannon breaking down the walls and the invasion of the city. Briefly summarize in your own words the key aspect of the Ottoman social order that, according to de Busbecq, made them an empire stronger than European states. The key aspect of the Ottoman social order that made them a stronger empire than the European states was that power was not hereditary. According to de Busbecq, every man in a high official position had earned it through merit and valor, not by inheriting it from his father. As a result, loyal and competent officers who show great ability and service form the upper class. Suleiman the goat ‘How Magnificent was Suleiman?’ Conquest: ○ Conquest was the focus of his rule ○ Believed that god granted him the power and authority to rule and conquer ○ Conquered: Muraq, Baghdad, much of Middle East, Christian strongholds, North Africa, Hungary, Mesopotamia, Vienna ○ Strategies: He quickly conquered territories and used them to build a stronger army to conquer more Imposed imperial taxes throughout the entire empire to fund his military campaigns Reputation: ○ Perceived by Europeans as magnificent, they liked him for his power and morality ○ Respected and glorified, but also universally admired and feared ○ Clothing style: his large hat and fancy clothing reflected his power and status Ruling system/bureaucracy: Religion: ○ A reason for his conquest ○ He was Muslim (Sunni) ○ Developed millet system which allowed the development of diff cultures of the minority, and allowed them to practice their religion Effects: ○ By waging war on Europe, he caused a military technology revolution in European armies and navies Mughal Empire Crash Course Who were the Mughals? The Mughals were Muslims who created an empire in India that held power for roughly 200 years, and ended after the Indian rebellion against the British in 1857. What does Green say is the most important aspect we need to know about the Mughals? The most important aspect we need to know about the Mughals is that they consolidated Muslim rule over much of India, which is why there are so many Indian Muslims today. How are they an example of how to build and maintain an empire? They incorporated Indian princes into the ruling class, while also having Muslims hold high ranking positions. In order to make money, they reorganized the bureaucracy and instituted an effective tax collection system. Taxes on agriculture and trade were collected by the local leaders called zamindars. Furthermore, the rulers authorized building projects to enhance their prestige. Fill out the chart: Why is he seen as a good guy? He reformed the Indian state by changing administration and taxation, creating a foundation for Mughal governance, and exhibiting tolerance and inclusion for other religions. Furthermore, he abolished the jizya tax that non-Muslims had to pay, and gave non-Muslims the same rights as Muslims. He also commissioned a building for discussions about theology. Akbar Why is it more complicated? While Abkar may have exhibited tolerance, he was also inclined to use severe violence to maintain order. He slaughtered many citizens and used the skulls of Indian princes to scare the people into obedience. He also experimented on infants. Why is he seen as a good guy? He was a devout Muslim and while he tried to include Islamic ideas into Mughal rules, the intolerance began long before his reign. He also tried to be sober and frugal, which is why he wanted to limit court expenses by banning the use of gold in clothing and stopped a tradition about gold. Furthermore, he fired court musicians and poets in order to save costs. Also, he showed Aurangzeb humility and faith by being buried in a simple grave, rather than a lavish tomb. Why is it more complicated? J.N. Sakar spread the idea that he wanted an Islamic state that discriminated against non-Muslims, including Hindus, leading to the loss of unity and the decline of the empire. Furthermore, after his reign ended, the British came to colonize India. He also got rid of musicians and poets at court. He spent too many resources to fight rebellions in the south of the empire, which caused him to neglect the north and cause more unrest. Native Americans and Mesoamerica Native Americans 1. How did the environment affect the development of cultures of the North American Societies? (Heads up: since some of you will be taking APUSH, this is a popular question on the AP US History exam). a. The Anasazi and Pueblo peoples: The Pueblo groups established kivas for religious ceremonies, which were made underground. Furthermore, they used resources from their environment such as sandstone and adobe to build villages. They also used their natural resources to make pottery and blankets, which were traded with other tribes. b. Hopewell and Mississippian peoples: The Hopewell built mounds used for burials and religious ceremonies, while the Mississippian peoples used resources to farm and trade with others, creating thriving villages and building pyramids and temples. 2. Despite the diversity among these societies, they often had certain political, economic, and cultural connections. Briefly identify and explain one historical example of each of the three connections. a. Political: The northeastern woodlands tribes often fought with each other for territory, so tribes would often form political alliances to protect their lands. For example, the Iroquois League was a group of five tribes that spoke relatively similar languages. b. Economic: There was a lively marketplace along the Columbia River that facilitated trade, which allowed people to trade goods from many different places. Furthermore, the Mississippian trade network also helped trade because it stretched across a lot of land. c. Cultural: Native North Americans shared religious views that the natural world was full of nature spirits, which would guide their lives and satisfy their needs through rituals and customs. They also believed that the land should be respected because it was the source of life. Maya S = Social The Mayans also developed social classes due to their successful farming  methods, which helped certain people accumulate wealth. The noble class consisted of priests and warriors, the merchant and artisan class came after, and the lowest but largest class included the peasants. Above all of these classes, however, was the Maya ruler, who was regarded as both a god and a king. P = Political Warfare may have lead to the decline of the Maya, by disrupting trade and harming the economy. The Maya eventually became small and weak city-states. I = Interaction The Maya people grew maize, beans, and squash, and used sophisticated with the agricultural techniques such as planting on raised beds in swamps. Environment C = Culture The Mayans had a game that featured a ball court. This game had a lot of religious significance, as people believed that it would maintain the cycles of the sun and moon and bring rain. E = Economic The Mayan city states traded with each other, despite being independent cities and not having a uniform currency. T = Technology They built pyramids, temples, palaces, and elaborate stone carvings for the and gods and rulers. For example, the Temple IV pyramid at Tikal had a height Advancements of 212 feet. The Mayans used the slash and burn technique for agriculture, where the existing vegetation is burned to clear the land for new crops. Aztec S = Social Military leaders often made up the noble class, along with government officials and priests. The class below that was the commoners class, which consisted of merchants, artisans, soldiers, and farmers. The merchants were also special in their own way, because they acted as spies for the ruler during their travels and gained great wealth. The lowest class was the enslaved persons, which were the captives of conquered lands. At the top of the social ladder was the emperor, who had absolute power. P = Political The Aztecs formed the Triple Alliance with two other city states, Texcoco and Tlacopan. This alliance helped them gain control over more territories. Their power was based on military conquest and tribute from conquered peoples. I = Interaction The Valley of Mexico had fertile soil that allowed the Aztecs to grow with the agriculture. Environment C = Culture They believed in a legend where the god of the sun and warfare told them to start their own city in the place where an eagle perched on a cactus and held a snake in its beak. E = Economic Because the city of Tenochtitlan was built over the water, canoes were used to transport goods from across the entire empire. This allowed for the thriving of trade and a successful economy. T = Technology The Aztecs created canals that allowed canoes to transport people to the and center of the city of Tenochtitlan. Advancements Inca S = Social The Incan had a social system called the ayllu where a community worked together to help its members. Families were put into groups of 10, 100, 1000, and 10000, which created a chain of command. The Incan ruler and his council was at the highest level. P = Political Pachacuti and other Incan leaders conquered territory across the western coast of South America. The Incan rulers created a central bureaucracy and divided their territory and people into more manageable portions. I = Interaction The Incan built a long network of roads and bridges that spanned the entire with the empire, crossing over mountains and deserts. Environment C = Culture The Inca believed that their ruler was a descendant of the sun god, Inti, who would bring prosperity and greatness to them. E = Economic The Incan state regulated the production and distribution of goods, and limited private commerce and trade. T = Technology They were good engineers and stonemasons, and they could carve and and transport huge blocks of stone to create beautiful architecture. Advancements Artifacts from Age of Exploration Astrolabes: Used to plot the position of the sun, moon, and stars in relation to a given point. Medals and decorations: Given as a recognition of bravery and service to their country. Compass: Used to determine direction and navigation on the open seas in any weather conditions. Map of the World in 1492: Inaccurate map, however it still portrayed the world as a single, round sphere. Coins: Used for trading and banking, there are many different kinds made of different materials. Flag: Used by explorers to honor the kings and queens who supported their expeditions; a cross may be added if the ship is from a Christian country. Horses: Brought to America from Europe, transportation by sea can harm horses so specialized slings for the horses to protect their legs were used. Pineapple and corn: Pineapple thrived in the South American climate, corn was very versatile and was an essential food for people in the dry parts of America. Bible: Sacred book of Christianity and contains writing on the life and teachings of Jesus. Inflation Aztec government structure - monarchy Incan also monarchy ○ MITA System - used to make a lot of progress in country, like in infrastructure - required service for a short time for country (men only) Spanish founds silver mountain - used a modification of mita system to make indigenous people to mine the things at the mountain after conquering people ○ Mercury harmed a lot of people Economic results of spanish silver mining - mined 80% of world silver supply, caused inflation in especially China (eventually), drop of silver price over time Chinese didn’t understand inflation - kept same tax price for things for a long time = merchants make so much more profit as silver price kept dropping China tried paper money but switched to silver ( from japan and spain) Chinese tax structure Make ppppl pay taxes thru silver instead of other things - people used to be able to pay taxes ppl like crops and stuff they made, the prohibition of this dropped the values of these other things Silk was sold abroad to get silver, whos value skyrocketed for a bit, lowering silk prices = crashing economy, as silk was a big factor in earning money Overall effects of spanish silver mining Some got rich, but many had bad effects - raised inflation for both ??? idk if they did tbh ugh SAQ on silver Q: Identify and explain one effect silver production had in the Americas. A: Silver production in the Americas meant that Europeans wanted to take advantage of that resource to sell the silver to countries liek China. The Spanish took over the silver mountains in the Americas and established a Mita system for the people nearby/conquered that forced natives to mine silver for no cost. Many natives were forced to mine for the Spanish, and they were also exposed to Mercury, a very toxic chemical that many natives were harmed by. Q: Identify and explain one effect silver production had in Europe. A:Silver production in the Americas and Silver demand in China allowed Europeans to trade silver for many goods made in China at a cheaper price than previously (they had so much silver), allowing them to have lots of silk, + more very easily. Q: Identify and explain one effect silver production had in Asia. A: silver production in China, who recently had reformed the tax system for taxes to be paid solely in silver meant that merchants would do anything to get silver in order to pay their taxes, now that other materials could not be used as a substitute. They traded their produced goods, such as silk, for silver with the Europeans and many other countries that offered silver for goods, such as the philippines. PBA PART I: Spanish Colonization in the New World 1. Economics According to Alfred W. Crosby, what was one effect of Spanish colonization on the island of Española? One effect of Spanish colonization on the island of Española was that they brought more sugar cane to American soil and grew the industry through sugar mills. 2. Religion According to the documents above, how did Catholicism in the Spanish colony help the Spanish to gain, consolidate and maintain power? It was a provider of education, health care, and poor relief to the general population. It also played an important economic role as a circulator of capital, as a profit-making concern in some areas of the economy, and as a supplier of social services. What impact did the introduction of Catholicism have on the lives of indigenous people? The gained access to education, received health-care, and social support. What is the difference(s) between Spanish conquistadors and missionaries? Missionaries are people who travel to foreign places to promote their religion and try to convert people. Conquistadors are people who conqueror land. What were some reasons the Spanish were so eager to get people to convert? They wanted to bring their belief, to receive glory, and money. What were some strategies used by the Spanish to try to convert the indigenous population? They burned the temples, symbols, and books of the Aztec. What were some things that motivated some Aztecs to convert? The Spanish conquest forced many Natives into slavery, killed those who resisted, and many Natives died from European diseases. This led them to question their gods. How is the Lady of Guadalupe an example of religious syncretism according to the reading? Shes an example of religious syncretism because she blended elements of Christian and Aztec beliefs. 3. Government (absolutism) According to the document above, how did the Spanish use absolutism to gain, consolidate, maintain and/or distribute power? They established a system of enforced loyalty to the Spanish crown Appointed viceroys as agents of royal absolutism with extensive powers: ○ Military control as captain-general ○ Economic control through treasury supervision ○ Political control as chief executive and governor ○ Judicial control as president of the administrative court ○ Religious influence through powers Maintained tight control over appointments by selecting mostly spanish nobles for viceroy positions.. - What relationship did the rulers of the Spanish colony have with the Spanish monarchy? Viceroys served as direct representative of the king They were kept loyal though HIgh salaries and privileges  Palace living and ceremonial court life High Social status and respects ○ MOst viceorys were spanish bor, ensuring strong trires to Spain They were required to enforce laws and decrees from Splain ○ The colonial system was design to keep New Spain subservient to the spanish crown 4. Hierarchy According to the documents above, how did the Spanish use a social hierarchy to gain, consolidate, maintain and/or distribute power? The Spanish established a strict social hierarchy that concentrated power in the hands of Spaniards born in Spain (Peninsulares). Only the top social classes (Peninsulares and Creoles) held positions of power in government, the military, and the church, ensuring Spanish control. By creating divisions and limiting mobility between classes, the Spanish prevented unity or resistance among the lower classes. The system allowed Spain to distribute power strategically, ensuring loyalty among the Creoles while suppressing the indigenous and enslaved populations. What factor determined how high someone was on the Spanish colony’s social hierarchy? : Race and birthplace How were people on the lowest rank of the social hierarchy treated? Faced with extreme cruelty. 5. Military (horses and guns) According to the document above, how did their military might help the Spanish to gain, consolidate, and/or maintain power? The Spanish had a military that gave them an advantage towards Indians that had weaker offense and defense strategies. These let them maintain the power through having the upper hand when it came to combat and would eventually lead them to win all conquests. Describe the ways the Spanish used their military to conquer the Americas. The Spanish used horses for fast travel, swords and pikes for weapons that they used to stab children and women, which all worked well against the Indians with weak weapons and no defense whatsoever. They also made use of the rivers to drown babies. 6. Slavery and gold (economienda) According to the documents above, how did the Spanish use the encomienda system to gain, consolidate, and/or maintain power?  The Spanish used the encomienda system to maintain power by controlling and regulating Indian labor and behavior. It was used to effectively enslave the Indians and take their lands. How were the indigenous people treated in the encomienda? Indigenous people were poorly treated; they were forced to do labor and used as property for conquistadors and other leaders. Describe the financial benefits of the encomienda for the Spanish. The encomienda gave the Spanish financial benefits through Indians doing their labor for them and taking their land, which only grew their wealth and saved their own time from doing work themselves. Here’s a concise explanation of each key term grouped by chapter: Vocab For POI Chapters Chapter 16: People and Empires in the Americas Maya: Ancient Mesoamerican civilization known for its advanced cities, calendar system, and hieroglyphic writing. Glyphs: Symbolic pictures used as part of the Maya writing system. Codex: A book made of bark paper where the Maya recorded historical events. Ball Court: A ceremonial playing area for a sacred Maya ball game. Aztec: A powerful Mesoamerican empire in central Mexico known for its capital Tenochtitlan and ritual sacrifices. Tenochtitlan: The Aztec capital city built on an island in Lake Texcoco. Triple Alliance: Alliance between Tenochtitlan, Texcoco, and Tlacopan that formed the Aztec Empire. Chinampas: Floating farming plots used by the Aztecs. Montezuma II: Aztec emperor defeated by Spanish conquistador Hernán Cortés. Inca: South American empire known for its centralized government, extensive roads, and engineering. Mita: Labor tax system where Incan subjects worked for the state. Quipu: A system of knotted strings for record-keeping used by the Inca. Cuzco: The capital of the Inca Empire. Machu Picchu: Incan city built high in the Andes, a symbol of Inca engineering. Atahualpa: Last Inca emperor, captured and killed by Francisco Pizarro. Chapter 17: European Renaissance and Reformation The Renaissance: A cultural rebirth in Europe (14th–17th centuries) emphasizing art, science, and humanism. The Medici Family: Wealthy patrons of the arts who ruled Florence. Humanism: Intellectual movement focusing on human potential and achievements. Secular: Concerned with worldly matters rather than religion. Patrons: Supporters of the arts, often financially. Perspective and realism: Artistic techniques for creating depth and lifelike images. Vernacular: Writing in the local language instead of Latin. Niccolo Machiavelli: Author of The Prince, a guide on political power. The Prince: Machiavelli's work advocating pragmatic and sometimes ruthless leadership. The Northern Renaissance: Renaissance ideas adapted in Northern Europe, emphasizing religion. Christian Humanists: Reformers who combined humanism with Christian ideals. Desiderius Erasmus: Dutch Christian humanist who wrote In Praise of Folly. Thomas More: Author of Utopia, describing an ideal society. William Shakespeare: Renowned English playwright and poet. Johann Gutenberg: Inventor of the printing press, revolutionizing book production. The Printing Press: Device for mass-producing books, spreading Renaissance ideas. Martin Luther: German reformer who initiated the Protestant Reformation. 95 Theses: Luther’s complaints against the Catholic Church, especially indulgences. Indulgence: A pardon for sins sold by the Catholic Church. Faith v. Good Works: Reformation debate over salvation through faith alone or actions. Tradition v. Scripture: Dispute over religious authority—church traditions or the Bible. Lutherans: Followers of Martin Luther’s teachings. Protestantism: Branch of Christianity that broke from Catholicism during the Reformation. Henry VIII: English king who created the Church of England. Act of Supremacy: Law declaring Henry VIII the head of the Church of England. Elizabeth I: Queen of England who solidified the Anglican Church.  Anglican Church: Protestant Church of England founded by Henry VIII. John Calvin: Reformer who promoted predestination and Calvinism. Calvinism: Religious teachings emphasizing God's sovereignty and predestination. Predestination: Belief that God has already determined who will be saved. Anabaptists: Radical reformers advocating adult baptism and separation of church and state. Catholic (Counter) Reformation: Catholic Church's response to the Protestant Reformation. The Jesuits: Religious order founded by Ignatius of Loyola focused on education and missionary work. Council of Trent: Catholic council addressing reforms and doctrines. Chapter 18: The Muslim World Expands Ottomans: Turkish empire that controlled parts of Europe, Asia, and Africa. Sultan: Title for Ottoman rulers. Mehmed II: Conqueror of Constantinople, renamed it Istanbul. Suleiman the Lawgiver: Ottoman ruler known for legal reforms and cultural achievements. Devshirme system: Ottoman practice of recruiting Christian boys for government and military roles. Janissaries: Elite Ottoman soldiers loyal to the sultan. Millet: Religious communities within the Ottoman Empire with autonomy. Safavid: Persian Empire known for its Shi’a Islam and cultural contributions. Shah Abbas: Safavid ruler who strengthened the empire and promoted arts. Mughal: Indian empire known for its cultural blending and architecture. Akbar: Mughal emperor who promoted religious tolerance. Taj Mahal: Iconic Mughal mausoleum built by Shah Jahan. Aurangzeb: Mughal ruler who imposed stricter Islamic policies and weakened the empire. Chapter 19: An Age of Explorations and Isolations Triangular sails: Allowed ships to sail against the wind. Astrolabe: Navigation tool for determining latitude. Magnetic compass: Navigational tool for determining direction.  Prince Henry the Navigator: Portuguese patron of exploration. Vasco da Gama: First European to reach India by sea. Christopher Columbus: Explorer who reached the Americas in 1492. Treaty of Tordesillas: Agreement dividing new lands between Spain and Portugal. Ming Dynasty: Chinese dynasty known for exploration and stability. Yonglo: Ming emperor who sponsored Zheng He's voyages. Zheng He: Chinese admiral who led treasure fleets. Manchu: People who founded the Qing Dynasty. Qing Dynasty: Last imperial dynasty of China. Daimyo: Powerful Japanese feudal lords. Tokugawa Ieyasu: Unifier of Japan, founder of the Tokugawa Shogunate. Tokugawa Shogunate: Japanese government emphasizing isolation and stability. Christian missionaries in Japan: European missionaries who introduced Christianity to Japan. Chapter 20: Spain Builds an American Empire Ferdinand Magellan: Navigator whose expedition circumnavigated the globe. Hernán Cortés: Conquistador who defeated the Aztecs. Conquistadores: Spanish conquerors in the Americas. Montezuma II: Aztec ruler defeated by the Spanish. Francisco Pizarro: Conquistador who defeated the Inca Empire. Atahualpa: Last Inca emperor, captured and executed by Pizarro. Encomiendas: Spanish system of forced labor in the Americas. Bartolome de Las Casas: Priest who opposed mistreatment of Native Americans. Atlantic slave trade: Transport of enslaved Africans to the Americas. Triangular trade: Trade system linking Europe, Africa, and the Americas. The Middle Passage: Brutal voyage of enslaved Africans to the Americas. Columbian Exchange: Exchange of goods, ideas, and diseases between the Old and New Worlds. Joint-stock company: Business model where investors pool resources to fund exploration. Mercantilism: Economic policy focused on wealth accumulation and self-sufficiency. Favorable balance of trade: Economic goal to export more than import.