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This is topics 1.4, 1.5, 1.6 and 1.7 from the College Board Curriculum.

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This is topics 1.4, 1.5, 1.6 and 1.7 from the College Board Curriculum.

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This is topic 2.7 from the College Board Curriculum

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This is topic 2.7 from the College Board Curriculum

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This is topics 1.1 and 1.3 from the College Board Curriculum.

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This is topics 1.1 and 1.3 from the College Board Curriculum.

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This is topic 1.2 from the College Board Curriculum.

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This is topic 1.2 from the College Board Curriculum.

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AP World History: 1.2 Developments in Dar al-Islam from c. 1200 to c. 1450

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AP World History: 1.1, 1.3 Developments in East, South, and Southeast Asia from c. 1200 to c. 1450

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State Building in SONG CHINA [AP World History Review—Unit 1, Topic 1]

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State Building in India and South East Asia—1200-1450 [AP World History Review]

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Very useful indeed.

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Empire Building in DAR AL-ISLAM 1200-1450 [AP World History Review—Unit 1, Topic 2] 2019-2020

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Islam, the Quran, and the Five Pillars: Crash Course World History #13

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AP World History: 1.4–1.6 State Building in the Americas, Africa, and Europe from c. 1200 to c. 1450

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AP World History: 2.1– 2.3 Major Trade Routes from 1200-1450

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Environmental CONSEQUENCES of Trade [AP World History Review] Unit 2 Topic 6

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Cultural CONSEQUENCES of Trade 1200-1450 [AP World History Review] Unit 2 Topic 5

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Mansa Musa and Islam in Africa: Crash Course World History #16

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AP World History: 2.5-2.6 Cultural and Environmental Consequences of Connectivity

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This is topics 2.5, 2.6 and 2.7 from the College Board Curriculum 

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This is topics 2.5, 2.6 and 2.7 from the College Board Curriculum 

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This is topics 2.1, 2.3 and 2.4 from the College Board Curriculum.

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This is topics 2.1, 2.3 and 2.4 from the College Board Curriculum.

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AP World History: 2.2 The Mongol Empire and the Making of the Modern World

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Wait For It...The Mongols!: Crash Course World History #17

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The MONGOL Empire [AP World History Review] Unit 2 Topic 2

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This is topic 2.2 from the College Board Curriculum

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This is topic 2.2 from the College Board Curriculum

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Developments in EUROPE 1200-1450 [AP World History Review] Unit 1, Topic 6

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Silk Roads, Indian Ocean, & Trans-Saharan Routes [AP World History Review]—Unit 2 Topics 1, 3, 4

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State-Building in THE AMERICAS and AFRICA (1200-1450) [AP World History Review, Unit 1 Topics 4-5]

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AP World History UNIT 1 REVIEW (1200-1450)

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AP World History UNIT 2 REVIEW—1200-1450

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The Silk Road and Ancient Trade: Crash Course World History #9

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Int'l Commerce, Snorkeling Camels, and The Indian Ocean Trade: Crash Course World History #18

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Mansa Musa and Islam in Africa: Crash Course World History #16

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The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe). So, let's get reacquainted with the major world regions from 1200-1450 CE in a little unit the College Board has dubbed: THE GLOBAL TAPESTRY.

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Global Tapestry (1200-1450) - Freemanpedia

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The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe).

# data[].attributes.attachment_link.readable_text
The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe). So, let's get reacquainted with the major world regions from 1200-1450 CE in a little unit the College Board has dubbed: THE GLOBAL TAPESTRY.

# data[].attributes.attachment_link.title
Global Tapestry (1200-1450) - Freemanpedia

# data[].attributes.attachment_link.description
The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe).

# data[].attributes.attachment_link.readable_text
The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe). So, let's get reacquainted with the major world regions from 1200-1450 CE in a little unit the College Board has dubbed: THE GLOBAL TAPESTRY.

# data[].attributes.attachment_link.title
Global Tapestry (1200-1450) - Freemanpedia

# data[].attributes.attachment_link.description
The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe).

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2550 north lake drive
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92% of Fiveable students earned a 3 or higher on their 2020 AP Exams.

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AP World History: Modern | Unit 1 | Free Videos, Study Guides, Slides, and Practice Questions | Fiveable

# data[].attributes.attachment_link.description
2550 north lake drivesuite 2milwaukee, wi 53211 92% of Fiveable students earned a 3 or higher on their 2020 AP Exams. *ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product. © fiveable 2020 | all rights reserved.

# data[].attributes.attachment_link.readable_text
2550 north lake drive
suite 2
milwaukee, wi 53211

92% of Fiveable students earned a 3 or higher on their 2020 AP Exams.

*ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product.

© fiveable 2020 | all rights reserved.

# data[].attributes.attachment_link.title
AP World History: Modern | Unit 1 | Free Videos, Study Guides, Slides, and Practice Questions | Fiveable

# data[].attributes.attachment_link.description
2550 north lake drivesuite 2milwaukee, wi 53211 92% of Fiveable students earned a 3 or higher on their 2020 AP Exams. *ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product. © fiveable 2020 | all rights reserved.

# data[].attributes.attachment_link.readable_text
2550 north lake drive
suite 2
milwaukee, wi 53211

92% of Fiveable students earned a 3 or higher on their 2020 AP Exams.

*ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product.

© fiveable 2020 | all rights reserved.

# data[].attributes.attachment_link.title
AP World History: Modern | Unit 1 | Free Videos, Study Guides, Slides, and Practice Questions | Fiveable

# data[].attributes.attachment_link.description
2550 north lake drivesuite 2milwaukee, wi 53211 92% of Fiveable students earned a 3 or higher on their 2020 AP Exams. *ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product. © fiveable 2020 | all rights reserved.

# data[].attributes.attachment_link.readable_text
2550 north lake drive
suite 2
milwaukee, wi 53211

92% of Fiveable students earned a 3 or higher on their 2020 AP Exams.

*ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product.

© fiveable 2020 | all rights reserved.

# data[].attributes.attachment_link.title
AP World History: Modern | Unit 1 | Free Videos, Study Guides, Slides, and Practice Questions | Fiveable

# data[].attributes.attachment_link.description
2550 north lake drivesuite 2milwaukee, wi 53211 92% of Fiveable students earned a 3 or higher on their 2020 AP Exams. *ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product. © fiveable 2020 | all rights reserved.

# data[].attributes.attachment_link.readable_text
The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe). So, let's get reacquainted with the major world regions from 1200-1450 CE in a little unit the College Board has dubbed: THE GLOBAL TAPESTRY.

# data[].attributes.attachment_link.title
Global Tapestry (1200-1450) - Freemanpedia

# data[].attributes.attachment_link.description
The GLOBAL TAPESTRY is the starting line for this course. Think of it as checking in with some of the major areas of the world circa 1200. It focuses on SIX different sections of the globe (East Asia, Dar-al Islam, South/Southeast Asia, Americas, Africa, and Europe).

# data[].attributes.attachment_link.readable_text
The second unit in AP WORLD HISTORY: MODERN is all about the inter-connectivity of the 1200-1450. The world was about to become a true global network as different regions in the NEXT period (1450-1750) began to interact. However, in THIS period the AFRO-EURASIAN world was already pretty well connected by the Silk Roads, Trans-Saharan Trade Routes, and Indian Ocean Trade Routes. This unit focuses on the effects of these Networks of Exchange...

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2. Networks of Exchange (1200-1450) - Freemanpedia

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The second unit in AP WORLD HISTORY: MODERN is all about the inter-connectivity of the 1200-1450. The world was about to become a true global network as different regions in the NEXT period (1450-1750) began to interact. However, in THIS period the AFRO-EURASIAN world was already pretty well connected by the Silk Roads, Trans-Saharan Trade Routes, and Indian Ocean Trade Routes.

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The Land Based Empires are the major players in this period. It's easy to jump to Columbus et al and assume the Europeans are taking over. They're not. They are moving into the outer reaches that are not already dominated by major Land Based Empires. Look at the map below. Now compare that to the Maritime Empires. There is virtually no overlap (outside of the Americas). Another knock against the Europeans in this period (1450-1750), is to look at when the Land Based Empires finally fell. Mughals, 1857. Tokugawa, 1868. Manchu Empire, 1911. Ottoman Empire, 1919. So, pump your brakes on the European Empires. They are still back seat to the Land Based empires.

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3. Land Based Empires (1450-1750) - Freemanpedia

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The Land Based Empires are the major players in this period. It's easy to jump to Columbus et al and assume the Europeans are taking over. They're not. They are moving into the outer reaches that are not already dominated by major Land Based Empires. Look at the map below.

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AP World History UNIT 3 REVIEW—1450-1750

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Empires Expand [AP World History Review] Unit 3, Topic 1

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Empires: Administration [AP World History Review] Unit 3, Topic 2

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Empires: Belief Systems [AP World History] Unit 3 Topic 3

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The Mughal Empire and Historical Reputation: Crash Course World History #217

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Downfall of the Superpower China - Ming and Qing Dynasty l HISTORY OF CHINA

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AP World History: 3.1-3.2 Administration of Expanding Empires

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AP World History: 3.3 Empires: Belief Systems

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Ottoman, Safavid and Mughal Empires | World History | Khan Academy

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Mughal rule in India | 1450 - Present | World History | Khan Academy

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- [Instructor] What we're going to talk about in this video are the origins of the Russian people. And in particular, we're going to talk about the eastern Slavs who not just modern Russians, but also Ukrainians and Belorussians view as their ancestors. So let's think about the world in the ninth century. The early ninth century, we see the reign of Charlemagne that we talk about in some depth in other videos. As we get into the 10th century, you see the reign of Otto the Great, Holy Roman Emperor over the Germanic kingdoms. The ninth century is also the time of Tang China. You have the Abbasid Muslim Caliphate in control over most of the Middle East and North Africa. And it is also the Viking age. So we have here in this magenta color, this would be modern day Sweden, but it was also the home of the Varangians, or whom we later would refer to as the Vikings, and we know them to be great seafarers. In Western Europe, they're viewed as raiders of towns along the coast. But you have to remember, these histories are often written by the western Europeans, not by the Vikings themselves. But they were also known as traders. What you see here are two of the major centers of power and trade in the ninth century. You have Constantinople, the capital of the Byzantine Empire, and you have Baghdad, the capital of the Abbasid Caliphate. You also see these major waterways in eastern Europe, in particular, the Dnieper and the Volga Rivers. And so you have these significant trade routes going from the Baltic Sea either via the Dnieper, crossing the Black Sea to Constantinople, or going from the Baltic to the Volga all the way to the Caspian Sea and eventually making their way to Baghdad. And this is well documented. There is archeological evidence of Viking jewelry along these routes. There's evidence of artifacts from these far off lands in Viking territory, and we believe what the Varangians traded were first they hunted in this area of northern Europe. Now, the people who lived in this area were known as the Slavs. And there were several broad groups of Slavs that you will hear historians refer to. You have the Western Slavs, who you could view as some of the ancestors of modern Poles, Czechs, and Slovaks. You have the Southern Slavs in what would eventually be referred to as the Balkans. And then you have the Eastern Slavs in what will eventually be Russia, Belarus, and Ukraine. Now to be clear, they weren't unified groups. There were many many many, for example, Eastern Slavic tribes. Our best account of the early history, especially in the period as we get into the ninth century comes from what is known as the Russian Primary Chronicle. And keep in mind, this was written at a much later period. It was written in the early 12th century. It is sometimes ascribed to the Kievan monk Nestor. So at previous times, it was known as Nestor's Chronicles, but we don't even have surviving accounts of this. We have surviving accounts of copies of this, or what we believe are copies of this. What I'll share is a version of the Russian Primary Chronicle known as the Laurentian Text from 1377. And this is, of course, an English translation. It gives us some of the earliest accounts of the relationship between the Varangians and the Eastern Slavs and how what we have come to identify as the Russian people and the Ukrainian people and the Belorussian people, how they got their start. So right before this passage, it talks about how the Varangians tried to get tribute from some of the Eastern Slavic tribes. And it says the tributaries of the Varangians drove them back beyond the sea and, refusing them further tribute, set out to govern themselves. So they pushed them back beyond what we now call the Baltic Sea, and they decided to govern themselves. There was no law among them. Tribe rose against tribe, and they began to war one against another. They said to themselves, let us seek a prince who may rule over us and judge us according to the law. They accordingly went overseas to the Varangian Russes. So they went back to the Russes, and they said, these warring Eastern Slavic tribes said, our land is great and rich, but there is no order in it. Come to rule and reign over us. They thus selected three brothers. The oldest, Rurik, located himself in Novgorod. Right over here. Novgorod literally means new town. Gorod means town. The district of Novgorod became known as the land of Rus'. So a lot of really interesting things going on. The Varangians, first, are trying to get tribute from these tribes, which is a way of saying tax them, making them subservient to these Vikings. And even though these Eastern Slavs were able to push them back, according to the Primary Chronicle, they said hey we need your help. We want you to rule over us. There's very few times in history where people are asking a foreign group to rule over them. And so this is an interesting question. Remember, this history is written under the rule of one of the descendants of Rurik. So do you think it was actually this way? Or do you think the Varangians maybe forced themselves on the Eastern Slavs and later created this narrative, that they were invited to come in? But according to the Primary Chronicle, we have Rurik coming from Scandinavia to Novgorod and establishing the land of Rus'. Now the word Rus is really interesting. Most historians believe it to be the source of what we now say Russia, or even Belarus, which means white Rus. Some historians think it comes from the name of Sweden at the time. Some believe that the Rus were a subgroup of Varangians, of Vikings. Some believe that the word is derived from those who row. But either way, the Primary Chronicle goes on to tell us from 870 to 879, on his deathbed, Rurik bequeathed his realm to Oleg, who belonged to his kin, and entrusted to Oleg's hands his son Igor, for he was very young. And then from 880 to 882, Oleg set himself up as prince in Kiev and declared that it should be the mother of Russian cities. So Rurik's immediate successor is Oleg. And in the early 880s, he goes and establishes himself in Kiev, expanding the land of Rus'. This is Kiev right over here, and because Oleg was able to take Kiev, the state that emerges from Rurik and Oleg not only is it known as the Land of the Rus', but it's also known as the Kievan State, and they're often known as the Kievan Rus'. And you can see here how that state expands over the next few hundred years. As we get to the year 900, you have this off-white color, and you can see, it is in control of both Novgorod and Kiev. As you get to 1015, it's taken even more territory, and by 1113, which is near the peak of the Kievan state, you see that it has taken control of a good chunk of Eastern Europe. And as the state expands, its character changes as well. As you get to the end of the 10th century, you have a major event in one of Rurik's descendants, Vladimir, often known as Vladimir the Great, he decides to convert to Eastern Orthodox Christianity. And in a future video, I might talk about his rationales, or what historians view as his rationales for conversion. And as we will see, over time, and because of not only his conversion, but essentially the conversion of the entire Kievan state, over time, especially with the eventual decline of the Byzantine Empire, what would eventually be Russia becomes a center of Eastern Orthodox Christianity. Now the Kievan state lasts as an independent state until we get to the 13th century. And from many other videos, you might be guessing what happens in the 13th century. You have Genghis Khan and then his descendants emerge out of Central and Eastern Asia, and in 1240, you have the Mongol invasion, at which point, many of the principalities within the Land of Rus' become tributaries to the Mongolians. And they would be so for the next, roughly, 200 years until Ivan the Great comes along and is able to exert independence from the Mongols for the Rus, but we will cover that in a future video.

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How did Russia begin? (video) | Khan Academy

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Instructor] What we're going to talk about in this video are the origins of the Russian people. And in particular, we're going to talk about the eastern Slavs who not just modern Russians, but also Ukrainians and Belorussians view as their ancestors. So let's think about the world in the ninth century.

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Who were the Mughals? Rise and Fall of the Mughal Empire explained (Documentary)

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written by

The one thing you need to know about this unit:

Ruling is Complicated

Lots of territory + diverse populations + external challenges = many different ruling styles, techniques and methods.

Contextualizing the Unit

While the Columbian Exchange and Columbus's Voyages capture most of the attention between 1450-1750, at the same time, around the world a number of land empires centralized. These Land Empires are meant to be a topic to compare and contrast with each other and with the Maritime Empires of Unit 4.

Gunpowder technology was getting better, making it easier to use guns en masse. Intensification of trade routes also occurred on land, meaning that the new empires would have access to a larger pool of resources than their predecessors.

These empires were different, but a few continuities remained. Religion and cultural ideas continued to play a role, and even spread within empires. Empires continued to be absolute, with most maintaining strict political and economic control over their domains.

1453: Ottoman Conquest of Constantinople, Rise of the Ottoman Empire

1471: Completion of the Sun Temple in Cuzco, rise of the Inca Empire

1517: Martin Luther publishes 95 Theses, Protestant Reformation begins

1526: Guru Nanak founded the first Sikh Community

1600: Tokugawa Shogun unifies Japan

1644: Qing Dynasty is founded

1682: Palace of Versaille completed in France

1707: Death of Emperor Aurangzeb, weakening of the Mughal Empire

Major Trends Between 1450-1750

Administrative systems → more resources to expand

Collapse of Nomadic Empires → room for landed empires to expand

Continued spread of major religions associated with empires

Rulers continue to use religious ideas to justify their rule

Rulers waged conflicts against other rulers of different religions

What is a Land-Based Empire?

What is a land-based empire? By the name it may seem obvious, and it is to an extent. But there are a few key features of these empires.

1. The term land-based empire--as it explicitly applies to AP World History--refers to empires which existed during the period 1450-1750. Although some existed before and after, most are confined to this time period.

2. These empires were land-based, meaning they focused their attention predominantly on land-based expansion or administration and did not express interest in controlling overseas territory. Why? That's complicated, and unique to each state. But some reasons include:

This rule has several notable exceptions of course: The Ottoman, Ming and French Empires all sponsored or supported major naval expeditions, and the Tokugawa Shogunate launched a major seaborne invasion of Korea. But overall, these states focused predominantly on land-based expansion. *Pointing out these exceptions in an essay would be an excellent complexity point.*

3. These were empires, and, while each empire was run slightly differently with different systems of administration or taxation or military technology, they were absolute monarchies. These should not be confused with democracies or representative governments.

Let's meet the land-based empires(While these are the empires which are explicitly listed in the AP World Course description, you can probably think of other empires similar to these.)

The Ming and Qing Dynasty in modern China

The Tokugawa Shogunate in modern Japan

The Mughal Empire in modern India, Pakistan, and Bangladesh

The Safavid Empire in modern Iran and Iraq

The Ottoman Empire (some parts of the Ottoman Empire were in Europe) in modern Turkey, Egypt, Syria and Jordan

The Songhai Empire

French Empire

Russian Empire

Aztec Empire (also known as the Mexica, for the dominant cultural group within the empire)

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Overview of Unit 3: Land-Based Empires | Unit 3: Land-Based Empires - AP World History: Modern | Fiveable

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written by The one thing you need to know about this unit: Ruling is Complicated Lots of territory + diverse populations + external challenges = many different ruling styles, techniques and methods. While the Columbian Exchange and Columbus's Voyages capture most of the attention between 1450-1750, at the same time, around the world a number of land empires centralized.

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Empires expanded and conquered new peoples around the world, but they often had difficulties incorporating culturally, ethnically, and religiously diverse subjects, and administrating widely dispersed territories. Agents of the European powers moved into existing trade networks around the world. In Africa and the greater Indian Ocean, nascent European empires consisted mainly of interconnected trading posts and enclaves. In the Americas, European empires moved more quickly to settlement and territorial control, responding to local demographic and commercial conditions. Moreover, the creation of European empires in the Americas quickly fostered a new Atlantic trade system that included the trans-Atlantic slave trade. Around the world, empires and states of varying sizes pursued strategies of centralization, including more efficient taxation systems that placed strains on peasant producers, sometimes prompting local rebellions. Rulers used public displays of art and architecture to legitimize state power. African states shared certain characteristics with larger Eurasian empires. Changes in African and global trading patterns strengthened some West and Central African states - especially on the coast; this led to the rise of new states and contributed to the decline of states on both the coast and in the interior.

I. Rulers used a variety of methods to legitimize and consolidate their power.

A. An individual's claim to have authority over other people is not something we humans take for granted. We need a reason to obey. Coercion and force have long been a part of political power, but we yield to them out of fear or for pragmatic reasons rather than our belief that they constitute legitimate reasons for our consent. A state has political legitimacy when subjects choose to recognize its authority because it has some intrinsic validating quality. Notions used by states to legitimize their rule in this period (1450-1750) are examples of important continuities of state-building we have seen since the River Valley Civilizations in Period I. Religion and art continued to be closely connected with the political power of states.

Some examples of religious ideas legitimizing states are:

The Safavid's use of Shiism. The Safavids rose out of the dissolution of the Timurid Empire, the state formed by the conquests of Timur, also known as Tamerlane. After his death, Timur's empire fell to warring family members. (One of his descendants, Babur, conquered northern India and began the Mughal Empire.) In Persia, Mesopotamia, and Eastern Anatolia, the disintegrating Timurid Empire opened the way for Shi'ite sects and Sufi brotherhoods to proliferate. Taking advantage of the absence of any centralized state, Ismail-a leader from a prominent Sufi family-conquered most of these areas in the late 15th century and began the Safavid Empire. However, despite unifying Iran (Persia), much of the population did not accept their authority. After converting to Shia Islam, Safavid leaders "sought to install Shiism as the state religion so as to command the loyalty of the population." The result was a syncretic blend of Shiism and traditional Persian beliefs. Ismail "adopted many of the forms of Persian, pre-Islamic government, including the title of Shah." [4] He claimed to have descended not only from the Seventh Imam, [5] but also to be the reincarnation of pre-Islamic kings and prophets.[6] Ismail's religious charisma can be seen in his poetry:

Prostrate thyself! (Bow down)

Pander not to Satan

Adam has put on new clothes,

God has come. [7]

Some examples of art legitimizing states are:

Rulers Using Art: An Important Continuity in State Building

Augustus of Prima Porta. When Caesar Augustus came to power he was welcomed by the monarchists but rejected by the conservative republicans who wanted power to remain with the traditional patrician families. Augustus commissioned this work of art to assuage the fears of those republicans who believed he was a warmonger trying to consolidate his own power at the expense of the old republic. Thus he is shown raising his hand like a strong leader but not brandishing a sword. He is poised for movement but not in a threatening or aggressive way. On his breastplate is the scene of the Parthians surrendering to Rome, one of Augustus' most important military achievements that overturned a previous humiliation by the Parthians. But this was a necessary military endeavor; the gods look on approvingly, suggesting that Augustus carries out their will. Overall this statue of political propaganda showed Augustus as he wanted to be known rather than how he actually was.

The Qianlong Emperor as the Bodhisattva Mafijusrt. During the reign of the Qianlong Emperor (1736-1796) the Qing dynasty expanded the borders of China farther than they had ever been before. China also became much more multi-cultural than it had ever been. The Qianlong Emperor used imperial portraits to represent himself to each region in the culture and dress of that region. To the ethnic Chinese (the Han) he had himself painted as a great scholar and promoter of Chinese values; to the Mongols of Central Asia, he was depicted as a traditional warrior of the steppes. The portrait above shows him pictured as the best known bodhisattva of Tibetan Buddhism, surrounded by Buddhist symbols. For example, he "raises his right hand in the gesture of argument while supporting the wheel of the law in his left. He also holds two stems of lotus blossoms, which serve as platforms for a sutra and a sword, the attributes of Manjusri. He is pictured among 108 deities . . . who represent his Buddhist lineage."

Emperor Jahangir weighs Prince Khurram. This miniature shows Mughal emperor Jahangir, son of Akbar, weighing his son against valuables such as precious gems, gold, or other important goods. In this tradition, the son's weight of these goods was given to holy men, used to fund building projects, or distributed to the poor. The picture and the tradition it depicts were part of Akbar's project of religious tolerance. The "weighing of the ruler's son" was Hindu in origin and the distribution of wealth to the poor resembled the Muslim practice of almsgiving, one of the pillars of Islam. As Muslim rulers of a predominately Hindu empire, Akbar and Jahangir were dedicated to forging strategic alliances with local Hindu rulers. This painting shows Muslim and Hindu leaders participating together in the ritual. It also demonstrates the wealth, power, and benevolence of the Mughals.

Napoleon in his Study. After a little more than a decade after the French Revolution began, Napoleon Bonaparte had worked his way through the military ranks and proved himself to be a brilliant general. In 1804, taking advantage of the uncertainties and political vacuum of the revolutionary era, Napoleon made himself emperor of France. This portrait depicts Napoleon Bonaparte in that year. The artists emphasizes his role as a tireless and productive statesman. His sword is close by, but at rest on the gilded chair. The candle behind him has burned down to a stump and the clock on the wall reads 4:13 a.m. The object of his tireless labor is on the table, the Code of Napoleon, and the book on the floor is Plutarch's Lives of the Noble Greeks and Romans. Its presence suggests Napoleon be included with the great leaders of antiquity.

II. Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.

Manchu Empire

By the 1600s the Ming dynasty had grown weak and corrupt. As they declined, the Manchu people across the Great Wall were expanding, unifying a strong state and borrowing Chinese bureaucratic institutions. In 1644 the Manchus entered China and easily drove all the way to Beijing where they defeated the weakened Ming and established their own rule over China, the Qing Dynasty. The Qing Dynasty would be characterized by a problem some other land-based mempires had in this time period-a minority ruling a different ethnic or religious majority. To bridge the gap between themselves and the ethnic Han Chinese, the Manchus implemented the civil service Confucian bureaucracy. Chinese were allowed to rise in the political system, and Qing Emperors adopted the Chinese title Son of Heaven. The Manchu emperors began the practice of publically performing Confucian rituals to gain political legitimization from the Chinese. For example, each year the Emperor would plow the first furrow of ground in front of the Temple of Agriculture (see above). This symbolic gesture was to ensure a good harvest. Most everything the emperor did was choreographed with Confucian ritual. The Manchu emperors continued these rituals. They also kept the classical Confucian texts as the basis of the civil service examination system. The Manchus utilized the nobles of conquered areas to help them administrate and control their growing empire. Buddhists and Muslim leaders, as well as Mongol aristocrats were given positions in the Qing. They respected local traditions by exempting Buddhist monks and monasteries from state labor service and taxes. They respected Mongol traditions by not allowing Chinese to migrate into Mongol territory and dilute Mongol culture. Indeed, the Qing respected Tibetan, Mongol and Buddhist culture, a practice that eased the expansion of the Qing Empire into new areas.

Mughal Empire

The Mughals were another Turkish group of people. They claimed descent from Genghis Khan (Mughal is a Persian term for Mongol). Like the Ottomans, they relied on a military elite armed with firearms and created a strong centralized empire organized with a bureaucracy. They expanded into the south and unified much of the India subcontinent where they ruled an empire comprised mainly of Hindus. Thus the rulers and the ruled were divided along religious lines. The most famous Mughal leader, Akbar, attempted to bridge this divide through a policy of toleration. He married Hindu princesses but did not require them to convert. Hindus were given positions in the government. He invited Christian, Hindu and Muslim scholars to peaceful open debates about the merits of their religions. He removed the religious tax on non-Muslims. Akbar created his own syncretic religion called "the divine faith" which drew on Islamic, Hindu and Zoroastrian beliefs. This religion pointed to the emperor as the leader of all faiths in the empire. All this drew the anger of conservative Muslim teachers. Subsequent Mughal leaders fell under the sway of these conservatives and Akbar's policy of toleration was later abandoned. Hindu temples were destroyed. Religious tension reemerged as a central problem of the Empire.

During the Mughal empire, the price of spices declined. To maintain their profits, joint-stock companies such as the British East India Company and the Dutch VOC encouraged Mughal leaders to supplement pepper exports with cotton textiles. Cotton, which was softer than many fabrics and could be dyed and printed with elaborate patterns, became an extremely popular fad in Europe. To meet this demand, the Mughal government forced a vast number of peasants to work cotton fields and textile operations. As in Russia, state mandates and incentives led to the mass mobilization of peasants to aid state objectives.

Ottoman Empire

The Ottomans began as Turkish nomadic people, comprised of aggressive and warlike tribes who raided agricultural people. After the Mongols crushed the Seljuks, the Ottomans had room to emerge as a powerful empire.

The Ottoman conquests expanded into the Byzantine Empire, a process that culminated in the fall of Constantinople in 1453. Many former Byzantines in Anatolia converted to Islam. In the Balkans, many remained Christian. Orthodox churches were allowed to remain. Despite their territorial conflicts with Christian Europe, most Christians in the Empire were permitted to practice their faith. Jewish, Christian, and other minorities could maintain autonomous communities with their own civil laws and customs. The Ottomans recruited many non-Muslims into their elite and relied on their skills for trade and craftsmanship. In fact, a Hungarian Christian cast the cannons that allowed Mehmed II to conquer the Christian city of Constantinople.

Originally military leaders were called the ghazis (elite Muslim warriors or champions: Mehmed II, who took the city of Constantinople, used this as one of his titles). Later the military grew into a powerful cavalry. As horses need grazing land, the military machine of the Ottoman Empire was based on constant expansion. The wealth from new land grants was used to support the military elites. Thus the Ottoman Empire was strong as long as it was expanding.

The practice of Devshirme (collecting, or gathering) became important to theOttoman state. Large conquered Christian communities were required to hand over a quota of young boys. They were taught Turkish and many of them converted to Islam. Many of these boys became members of the elite Janissaries. These troops came from nonMuslim homes, were raised by the state and depended on the Ottoman state rather than their families. This made them loyal warriors. The Janissaries were also the primary users of firearms, and gunpowder became an essential feature of Ottoman expansion.

Ottoman Empire grew second only to Ming China in Eurasia. It was a state based on expansion, and thus military leaders were the elites (compare with China). Growth of Ottoman Empire was always seen as a threat to Western Christian Europe. Ottomans unsuccessfully laid siege to Vienna twice. As the Ottoman Empire expanded into Persia, they clashed with the Safavid Empire, the Shi'a heirs of the Persian Empire. This clash came to be an epic struggle between the Sunni and Shi'a forms of Islam. The Ottomans gain a decisive victory of the Safavids at the Battle of Chaldiran in 1514, an event that stopped the expansion of Shi'a Islam and regulated it largely to the area of present day Iran.

The first significant leader in this process was Ivan III, also known as Ivan the Great. In a carefully calculated political move, Ivan married the niece of the last Byzantine Emperor and claimed continuity with imperial Rome and the Byzantine Empire. He proclaimed Moscow the "Third Rome" (Constantinople had been the "Second Rome) and exploited his close ties to the Orthodox Church to give legitimacy to his wars of territorial expansion. All in all, Ivan III increased the power of the central Russian government and drew more land under his control. But another Ivan, Ivan IV, would push these advancements to new levels.

Ivan IV (The Terrible) extend the Russian empire by defeating the Mongol stronghold city of Kazan. He motivated his soldiers by telling them they were marching as soldiers of Christ (the Mongols had converted to Islam). To commemorate this victory he commission the building of St. Basil's Cathedral, an architectural symbol of the union of church and state.

Ivan's most important contribution to the development of Russia is how he dealt with the powerful class of Russia's aristocrats, the Boyars. If you remember, aristocrats have always been a problem for kings and emperors trying to centralize rule over large territories. Ivan held deep suspicions toward the Russian boyars and simply had many of them killed. Others he forced from their homes to different areas, an action that weakened their class by stripping them from the local connections that had given them power and influence. Consequently, Tsars in Russia would become true autocrats, unhindered by the pressures and influence of aristocracies. For example, even the absolute monarchy of Louis XIV in France was partially limited by the will of the nobles. But in Russia titles of nobility could be conferred or withdrawn arbitrarily by the Tsar. Thus the Russian nobility was kept in subservience to the state and would never emerge as a counter force to the monarch's power. Their traditional power over local affairs was striped and the power of Russian Tsars would truly be absolute.

In no Tsar was this absolute power more obvious than Peter the Great. As a young man he took the first of several trips to Europe, where he studied shipbuilding and other western technologies, as well as governing styles and social customs. He returned to Russia convinced that the empire could only become powerful by imitating western successes, and he instituted a number of reforms that revolutionized it:

The Petrine Reform

Military reform - He built the army by offering better pay and also drafted peasants for service as professional soldiers. He also created a navy by importing western engineers and craftsmen to build ships and shipyards, and other experts to teach naval tactics to recruits. He introduced modern firearms, and gunpowder did much to bring success to Russian military campaigns, as it did with so many other empires during this era.

Building the infrastructure - The army was useless without roads and communications, so Peter organized peasants to work on roads and do other service for the government. He also borrowed the Mongol concept of a postal service (the arrow messengers) to facilitate rapid communication across the empire

Expansion of territory - The Peter gained Russian territory along the Baltic Sea by defeating the powerful Swedish military. To gain warm weather ports, he tried to capture access to the Black Sea, but he was soundly defeated by the Ottomans who controlled the area. He pushed the empire far to the east in Siberia, reaching the Bering Strait across from Alaska.

Reorganization of the bureaucracy and taxation - In order to pay for his improvements, the government had to have the ability to effectively tax its citizens. The bureaucracy had been controlled by the boyars, but Peter replaced them with merit based employees by creating the Table of Ranks, eventually doing away with titles of nobility. In terms of taxation, Peter reformed the tax system. Instead of a tax on each household (which peasants would avoid by registering several families at a single household) Peter taxed on a per-person basis. Although very unpopular, it generated the income to fund his ambitions.

Relocation of the capital - Peter moved his court from Moscow to a new location on the Baltic Sea, his "Window on the West" that he called St. Petersburg. The city was built from scratch out of a swampy area, where it had a great harbor for the navy. Its architecture was European, of course. The move was intended to symbolically and literally break the hold that old Russian religious and cultural traditions had on government.

Note that Peter's reforms borrowed very selectively from Europe. He was not at all interested in Parliamentary governments or movements toward social reform. In this sense, he was much more concerned with the benefits of the Science Revolution than with the ideas of the Enlightenment philosophies; those things that directly benefited military progress and his own autocratic rule most interested him. Yet he did force European rules of etiquette and culture on his nobles. Beards, long considered a sign of religious piety and respect, had to be shaved off. He even forced the Russian upper class to practice European manners and appropriate French as the language of social life. In short, he did much to strengthen Russia into a modern imperial power but at the expense of fostering of a distinctly Russian identity. When Peter died, he left a transformed Russia, an empire that a later ruler, Catherine the Great, would further strengthen. But he also left behind a new dynamic in Russian society: the conflicting tendencies toward westernization mixed with the traditions of the Slavs to turn inward and preserve their own traditions.

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References

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Key Concept 4.3 State Consolidation and Imperial Expansion

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Empires expanded and conquered new peoples around the world, but they often had difficulties incorporating culturally, ethnically, and religiously diverse subjects, and administrating widely dispersed territories. Agents of the European powers moved into existing trade networks around the world. In Africa and the greater Indian Ocean, nascent European empires consisted mainly of interconnected trading posts and enclaves.

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No other era is as easy to summarize as the EARLY MODERN (1450-1750) era. This is the era the Europeans "wake-up", expand, and build empires. I'm not talking about Charlemagne here. I'm talking about the British Empire. I'm talking about the Dutch East India Trading Company. I'm talking about the Spanish Empire. This is a new Europe. This isn't Marco Polo. These Europeans will come to your land and stay there. They will take over most of the world in this era (if not, in the next). Beyond the Maritime empires (and the effect of their establishment), many huge land empires emerged (most notably the Islamic Mughal and Ottoman Empires). Of course, China is important... It always is. So, here is the Early Modern Period...

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No other era is as easy to summarize as the EARLY MODERN (1450-1750) era. This is the era the Europeans "wake-up", expand, and build empires. I'm not talking about Charlemagne here. I'm talking about the British Empire. I'm talking about the Dutch East India Trading Company. I'm talking about the Spanish Empire.

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Unit 4: Transoceanic Encounters (1450 - 1750 CE)

In AP® World History: Modern, unit 4 spans from 1450 CE to 1750 CE and accounts for 12-15% of the material on the exam.

This guide was updated to align with the new course!

Contextualizing the Unit ⛵

Before 1450, regional trade was all the rage as the Silk Roads, Indian Ocean network, and Trans-Saharan routes exploded with more merchants and goods flowing.

By 1450, Europeans were set on finding a faster route to Asia. Relying on overland trade was too slow and you couldn't bring all that many goods with you on a camel's back. Maritime trade would prove to be far more economically efficient.

But as of yet, the fastest way to Asia was through the Mediterranean, which was monopolized by the Byzantines followed by the Ottomans. Was there a faster route going west? Maybe. 🤷🏽‍♀️

Unit 4 Dates To Know

STUDY TIP: You will never be asked specifically to identify a date. However, knowing the order of events will help immensely with cause and effect. For this reason, we have identified the most important dates to know.

1453 CE - Ottomans seized Constantinople

1492 CE - Columbus sailed to Americas... then committed genocide

1502 CE - First slaves to the Americas

1517 CE - Martin Luther/95 Theses

1521 CE - Cortez conquered the Aztecs

1526 CE: Mughal Empire begins

1533 CE - Pizarro conquered the Incas

1600 CE: Tokugawa Shogunate in Japan begins

1602 CE: Dutch East India Company established (first joint-stock company)

1618 - 1648 CE - 30 Years War

1624 CE: Queen Nzinga becomes ruler of Ndongo

1689 CE - Glorious Revolution

1697 CE: Peter the Great travels to Europe to study technology

Unit 4 Essential Questions

STUDY TIP: Use the following essential questions to guide your review of this entire unit. Keep in mind, these are not meant to be practice essay questions. Each question was written to help you summarize the key concept.

1. How did new technology lead to changes in trade & travel?

2. What were the motivations and consequences of exploration?

3. What were the causes and impacts of the Columbian Exchange?

4. How did Maritime Empires exert their power?

5. How did Maritime Empires expand their power?

6. What were the challenges to state expansion?

7. How did social hierarchies change in this time?

Past Essay Questions from Unit 4

STUDY TIP: Content from the early-modern era has appeared on the essays eleven times. Take a look at a few of these questions before you review the key concepts & vocabulary below to get a sense of how you will be assessed. Then, come back to these later and practice writing as many as you can!

**The AP World History exam was revised in 2017, so any questions from before then are not representative of the current exam format or rubric. You can still use prior questions to practice, however DBQs will have more than 7 documents, the LEQ prompts are worded differently, and the rubrics are completely different. Use questions from 2002-2016 with caution.

2019 - DBQ: 16th Century Portuguese Transformation of Indian Ocean Trade

2015 - LEQ: CCOT in labor systems 1450-1900

Unit 4 Key Concepts - Course Outline

*The following outline was adapted from the AP® World History Course Description as published by College Board in 2019 found here. This outline reflects the most recent revisions to the course.

Major Trends Between 1450-1750

New tech → More exploration → Columbian Exchange

Effects of the Columbian Exchange

New foodstuffs 🌽 → 👶🏼 increased the population everywhere

Except for the Americas where disease decimated everyone 😵

Migration of people → Spread of religion, new syncretic cultures

Integration of the west → trade was actually global → new Maritime powers

New trading posts → New powerful cities

Colonies established in the Americas

Mercantilism & capitalism became predominant economic policies

The new global economy had long-lasting effects

European middle class gained wealth → Industrialization possible

More money in circulation → inflation

Prosperity → funding for arts and architecture

Slave trade intensified as demand for labor increased

Other coerced systems created (encomienda, mit'a)

Social class based on race & ethnicity, first time ever

4.1 Technological Innovations

The demand for exploration led to new technological innovations. The population was increasing and this led to more demand for resources. However, there was a business opportunity in the search for resources. The state with the most access to trade could be the most powerful.

By 1450, more people were migrating in search of religious tolerance and economic opportunities. Growing dissent among oppressed and poor populations pushed European states to invest in exploration and trade.

Newton's Laws of Gravitation, Astronomical Charts, Better mapmaking

Astrolabe, Lateen sail, Compass, New ships (caravel, carrack, fluyt)

These new scientific discoveries and navigation undoubtedly opened up new trade networks across the Atlantic and Pacific, which also led to mass migrations of people (forced and voluntary).

The movement of goods and people had regional consequences. For example, gunpowder developed by the Chinese changed the method of conquest and made its way through South Asia, the Middle East, and Europe. Gunpowder would have violent consequences in the decades to come.

Muslim merchants continued to travel on trade routes, as they had done in the past centuries. During this time, Muslim merchants established themselves further in North Africa and the Indian Ocean, which is why Islam is a dominant religion in those regions.

Finally, Europeans built massive military strength because of trade profits and access to new weapons. Before 1450, Europeans did not play a prominent role on the global stage, but after 1450, Europeans were the main puppeteers of the global economy.

4.2 Exploration: Causes and Events

⚡ Watch: AP World History - 🎥 Transoceanic Connections

Trade between Europe and Asia had to go through the Mediterranean, which was controlled by Italian city-states. The Spanish, Portuguese, French, English, and Dutch had to find another route in order to remain competitive, so they invested in exploration. #traderace

Motives for Exploration

Europeans were primarily motivated by money, religion, rivalry, and conquest. If they could fast a quicker route to Asia, profits would balloon and religious ideologies would spread.

At this time, wealth was measured by how much gold or silver a country had on hand. So states began to practice mercantilist policies, which limited imports and maximized exports. This kept more money in the bank at any given time.

Achievements in Exploration

The Portuguese led the way to Sub-Saharan Africa and present-day China, India, Indonesia, but their first to market advantage didn't last long.

Once contact with the Americas was open, the Spanish, French, English, and Dutch increasingly invested in the

Comparing Explorers

4.3 Columbian Exchange

Before 1492, the Americas were isolated from Africa, Europe, and Asia. This is why the ancient civilizations are so fascinating because they all developed similar structures without knowing about each other.

Columbus was an all around terrible human being that committed mass genocide, but he gets the namesake of this era because his voyage kicked off a new global trading system.

The connection of the Old World (Afro-Eurasia) and the New World (the Americas) unlocked a massive flow of goods, people, ideas, and disease. New crops and livestock changed eating habits and largely increased the global population. However, the Americas suffered massive depopulation because of the spread of disease.

AfroEurasia to Americas → 🐎 🐖 🍚 🌾 🍇

Americas to AfroEurasia → 🌽 🥔 🍫 🍅 🥑 🍠

The Atlantic Slave Trade began immediately after the Portuguese arrived in Africa, but seriously expanded after Native American populations were decimated. Cash crops were profitable, but required a lot of labor.

Indigenous communities were originally enslaved, but they were not a viable long term plan for free/cheap labor. Disease wiped out most of the population and many that were left were able to escape because of superior knowledge of the land.

The Atlantic Slave Trade was expanded to supply labor throughout the colonies. Africans were kidnapped, often with the help of local rulers, and brought to the New World.

The most common destination for slaves was Brazil because sugar was so harsh to cultivate that the lifespan of slaves was extremely short (5-10% of slaves died every year). On the backs of millions of slaves, sugar eventually outpaced silver as the most profitable good at the time.

Where Slaves Went

The African diaspora changed the culture of the Americas as slaves brought new ideas, foods, and languages.

With over 1500 different dialects, most slaves did not share a common language, which meant that native tongues were lost over time. New languages developed as a blend of different dialects, such as Creole.

Music was a key factor for survival in many slave communities. This music would later influence many genres including gospel, blues, jazz, rock n' roll, hip hop, reggae, and samba.

The Columbian Exchange also had an enormous effect on the environment. As colonists expanded plantations, many regions suffered from deforestation, soil depletion, and a strain on water sources.

4.4 Maritime Empires Link Regions

As Europeans explored and colonized Africa and Asia, they set up trading post cities to establish a base. These cities became centers of imperial administrations later on.

In West Africa, European merchants and missionaries reached inland to the Kongo and Benin. The Asante Empire and Kingdom of the Kongo participated in slave trade, which increased their wealth and power.

Japan initially welcomed Portuguese and Dutch traders and missionaries, then pulled back by banning Christianity and contact with the outside. They remained isolated for most of the 17th and 18th centuries in an effort to protect traditional culture.

China was also set on isolating itself from foreign affairs. After Zheng He's explorations, the Ming dynasty retreated into isolationist policies. Europeans would have to wait a few centuries for access to China.

The Mughals in India were open to trade with Europeans and the British East India Company (EIC) was established. The EIC took advantage of tensions between Muslims and Hindus in order to expand influence. The British moved inland and by the 19th century, had direct colonial control over all of India.

The Spanish and Portuguese divided up the lands of the Americas before they even explored or conquered any of it. In 1494, they signed the Treaty of Tordesillas, which gave Brazil to the Portuguese and everywhere else to the Spanish. Languages are still divided on these lines.

The Spanish conquistadors brought down the thriving Aztec and Inca empires within a few decades. The Aztecs fell first when Hernan Cortes and his troops brought disease to the region. Cortes also combined the forces of Aztec rivals to topple them faster. He then established the Spanish capital of Mexico City.

The Incas fell quickly because of disease and betrayal. Francisco Pizarro and his troops captured the Inca leader Atahualpa and convinced the Inca to trade gold for his return. They complied, but Pizarro still had Atahualpa killed, effectively toppling the empire.

The Spanish also established a fort at St. Augustine in present-day Florida. In North America, the Spanish had control of the southwest regions, central America, and Florida.

North of the Spanish territory, the French and British were fueling their rivalry as they competed for land and control of resources. The French aligned with the Iroquois for protection and trading rights. The rivalry eventually popped off as the Seven Years' War exploded tensions around the world. The British drove the French out of Canada and India after that.

Changes in Labor Systems

Economic systems were disrupted as trade intensified. The Portuguese controlled some areas on the Indian Ocean network as they strong armed locals, but merchants continued to trade and migrate.

In the Americas, the Spanish established the e ncomienda system to force Natives to harvest cash crops in exchange for food and shelter, similar to the feudal system. In this labor system, the Natives were tied to the land and were not free to leave. This same system was used on smaller farms, which was called the hacienda system.

Comparing Labor Systems

The work of harvesting cash crops and mining silver was labor intensive. These new markets were profitable, but could only be sustained with a lot of cheap or free labor.

Africa was targeted for labor in the Americas because Indigenous populations were decimated by disease and were able to escape with knowledge of the land and the ability to blend in with other Natives.

Indentured servants provided cheap labor for a while, but plantation owners couldn't scale their businesses when laborers would leave after seven years.

As the slave trade expanded, some African Kings participated and shared profits. Slaves were captured, transported to holding pens ("Points of No Return"), and then crammed on ships for the Middle Passage journey across the Atlantic.

The demographic effects of the slave trade in Africa were unprecedented. Although the population of Africa ultimately increased because of increased food resources, in some regions the population declined as slaves were kidnapped. Families were separated and there was a gender imbalance because more men were taken than women.

4.5 Maritime Empires Develop

Mercantilist policies of the time maximized exports and minimized imports so a state could have more silver and gold on hand. These policies forced colonies to only import goods from their colonizer

The changes in economic policy and increased trade led to innovations in finances, business, and banking.

Commercial Revolution

The worldwide transformation into a trade-based economy using gold and silver is known as the Commercial Revolution, which had four main causes:

1. Development of European colonies overseas

2. Opening of new trade routes over the Atlantic and Pacific

3. Population growth, which increased demand for goods

4. Inflation caused by increased mining

-As a result of increased trade and mining, prices also increased across the board. This is also known as the Price Revolution. As prices increased, more people went into debt, which was a recipe for revolution in the upcoming century.

Innovations in Finance

To keep up with the new global demand, joint-stock companies were formed. These minimized personal risk as investors pooled money into ventures. It was kind of like an early form of crowdfunding. Rather than one investor risking everything if a ship was destroyed, many investors could split the risk thereby increasing the number of new businesses.

The Dutch were high rollers in this time and played a main role in finance. They established a stock exchange and developed an international currency to facilitate trade. These financial innovations created enormous wealth for the Dutch.

France and England were not as financially stable. Investors were rapidly buying shares based on speculated costs that increased as demand increased. When a large number of these investments failed to return profits, many investors went bankrupt which had rippling effects on the economy.

In the Atlantic, the consistent trade from Europe to Africa to the Americas and back to Europe was known as Triangular Trade. Europeans brought manufactured goods like guns to Africa, picked up slaves to bring to the Americas, then filled up on cash crops to head back to Europe.

Effects of the Atlantic Slave Trade

The explosion of the slave trade seriously weakened African kingdoms that had been on the rise before this time. For example, the Kongo was in decline. Slowed population growth also weakened economic production.

Because of this, economic development in Africa was stalled for centuries and these regions were left vulnerable to the imperial conquest of Europeans. Without the slave trade, African kingdoms would have continued to strengthen and could have prevented centuries of turmoil in the region.

Some African rulers were complicit in the slave trade. They would kidnap slaves and trade them to Europeans in exchange for wealth and guns, which made local rivalries far more violent.

Most kidnapped slaves were men, which left a gender imbalance in favor of women, especially in Ghana and Benin. As a result, practices of polygamy were more common.

Ultimately, the exchange of new food staples increased the population of Africa, but in parts of West Africa, the population suffered as people were taken.

Effects on Native Americans

The most immediate effect on indigenous communities was the massive depopulation caused by disease. Native Americans did not have biological immunity to the common diseases brought by Europeans like smallpox and typhoid. These diseases killed up to 90% of the population.

Most of the native literature, art, and languages were completely destroyed, which left very few primary sources from before 1450. The decimation of lands and peoples made it difficult to preserve this history. The languages of Spanish and Portuguese became the dominant languages of the region.

Finally, a new elite class emerged called the creoles. These were people of Spanish or Portuguese descent that were born in the Americas. They were not quite as powerful as Peninsulares, people born on the Iberian peninsula, but had far more powers than any mixed person, Native American, or African slave.

Changes in Belief Systems

New syncretic religions emerged that blended native and colonial traditions. Syncretisms happen everywhere, but in the Americas there are quite a few examples.

Santeria - West African faith + Roman Catholicism

Vodun - West African spiritualism brought to caribbean

Candomble - "dance to honor the gods", Bantu + Brazil

Virgin of Guadalupe - Indigenous + Catholic

4.6 Internal and External Challenges to State Power

As states expanded power, they were consistently met with resistance and rebellion. This is a constant in world history.

People will always find a way to challenge state power, especially when survival is at stake.

Here's a few examples of how states were challenged between 1450-1750:

Queen Nzinga vs. Portuguese colonizers

After the British and Dutch pushed the Portuguese out of India, they turned their attention to expanding their role in the African slave trade. In order to resist the Portuguese, Queen Nzinga of Ndongo (present-day Angola) initially made an alliance with them in order to protect the imports of guns for her people.

Over time, the Portuguese became more exploitative to expand their powers. Queen Nzinga turned to the Dutch to help fend off the Portuguese. Together, they defeated the Portuguese in 1647, but the Dutch retreat from central Africa a year leaving the region vulnerable.

Even into her 60s, Queen Nzinga personally led her troops into battle to protect their land. After her death, the Portuguese gained control of the region until well 1975.

Serfs vs. Russian Central Government

While the West African people were defending themselves from foreign attacks, the Russians were dealing with internal challenges. Russian serfs had suffered oppression from the time of the Mongols and by the 15th century, the hardship and population of serfs had increased.

Free peasants affected by heavy debts often lost their land and were forced into serfdom. Even as serfdom was abolished across Europe, Russian serfs were tied to the land through strict laws that had no opportunity for freedom. Escaped serfs began to organize as free peasants, especially in the steppes. They were called Cossacks.

The Cossacks under Yemelyan Pugachev rebelled against Catherine the Great. Although they experienced early success in their revolt, the Russian government eventually suppressed the rebellion. After that, oppression of peasants and serfs increased in an effort to avoid future conflict.

Maratha (Hindu warriors) vs. Mughal Empire (Muslim)

South Asia, which includes modern-day India, Pakistan, and Bangladesh, has a majority population of Hindus and a strong minority of Muslims. However, in the 17th century, the Mughals were a Muslim group that ruled the region.

In fear of minority rule, Hindu warriors called the Marathas rebelled. Between 1680-1707, the Maratha rebellion continued until they killed the Mughal leader Aurangzeb. His death effectively ended the Mughal Empire and the Maratha Empire ruled until 1818.

In the Americas, Indigenous groups rebelled against European conquest. In present-day New Mexico, the entire Pueblo community rebelled against the Spanish for 10 days in 1680.

The Pueblo Revolt was successful and the Spanish retreated from the region. However, they returned in 1692 to recapture the lands. Some Pueblos again resisted, but the Spanish quickly massacred the small group of warriors. After that, many Pueblos migrated away in search of freedom.

Jamaica had a growing slave population throughout this time period. In 1655, the British took control of the land forcing the Spanish out. As Spanish slave owners fled, many slaves escaped and formed settlements called Maroons. Revolts led by maroon communities had some success, but were ultimately squashed.

The Gloucester County Rebellion in 1663 was the first slave revolt in the British American colonies. African slaves forged an alliance with white indentured servants in a rebellion to demand freedoms.

The revolt in Virginia failed and had serious consequences. In order to prevent white and black oppressed groups from conspiring, the Virginia government wielded racist policies to drive a wedge. They gave lower class white workers some rights to appease them and prevent further chaos. Black slaves remained enslaved for 200 more years.

Indigenous Tribes vs. British Colonists (Metacom's War)

Native American tribes in New England were some of the first indigenous communities to be displaced by British colonists. The last stand against colonization was led by Metacom, also known as his colonial name King Phillip.

By the 1670s, the colonists and Natives had largely co-existed. However in 1675, Metacom mounted one last effort to drive the British off the Native land. Many tribes participated, although some sided with the English.

The colonists defeated the Natives after 14 months of bloody rebellion. Relative to the total population, Metacom's War is the deadliest in US history.

Glorious Revolution: English Protestants vs. English Catholics

Back in England, things were getting complicated. England was a majority Protestant country, but had a Catholic minority. In 1685, the Catholic King James II ascended to the throne and began enacting anti-Protestant policies.

William of Orange was backed by Protestants to overthrow him. Without any bloodshed, William and Mary II pressured James II into exile and took the throne. William and Mary accepted joint powers with parliament and signed the English Bill of Rights. This is what's known as the Glorious Revolution.

4.7 Changing Social Hierarchies

The expansion of trade on a global scale expanded both the upper elite class and the lower labor class. Global trade was insanely profitable and new elite classes enjoyed this wealth. Meanwhile, the population of forced laborers increased, further expanding the wealth gap.

Quick reminder! The gunpowder empires included the Ottoman, Mughal, and Safavid.

Ottoman society was complex. The Sultans ruled the top of the pyramid and had powers to grant rewards to favored groups, such as soldiers. The middle class included the military, scholars, and other bureaucratic groups. Within the military, the Janissaries gained power and tried to overthrow the Sultan.

Women in the Ottoman Empire also experienced some expanded freedoms. Some women, such as Roxelana, climbed the social ladder from slave to wife of the Ottoman ruler Suleiman the Great. This was an extreme case of class mobility, but is an example of what was possible.

The Qing dynasty that overthrew the Yuan Mongols was ruled by the Manchus, a minority group. This was yet another historical example of a minority group ruling a majority group (see: Mughals, colonialism).

Although the adopted political traditions in China, the Qing were committed to making the Manchu culture dominant. For example, they forced all men to wear their hair in queues (braided pigtail style), which was a power move to test loyalty to the throne.

The majority Han ethnicity faced the most intolerance from the Qing. Often times, Han men would side with the Qing and carry out mass murders of Han men refusing to wear the Manchu hairstyle.

European society was ruled by a royal family that gained enormous wealth from trade and corruption. Below the royals was a second class of the nobility, a small wealthy group that owned most of the land.

In the 15th and 16th centuries, Jewish communities faced increased anti-semitism in Western Europe. In Spain, Ferdinand and Isabella expelled the entire Jewish population, which sent them migrating all over the world.

Jews of Spanish descent that migrated to North Africa and the Middle East are referred to as Sephardic. Jewish populations descended from eastern and central Europe are called Ashkenazi. Both groups would experience a diaspora by the 20th century.

In Russia, the social classes were similar to the rest of Europe, except that they continued to practice serfdom. The Russian nobility, known as Boyars, were wealthy landowners. Below them were the merchants.

At the bottom was the largest class of peasants, many of whom sank into debt and were forced into serfdom. As serfs, they were completely tied to the land and sold when the land sold.

The most dramatic social changes happened in the Americas because of the influx of Europeans, decimation of Indigenous, and explosion of the African slave trade. Social classes in the Americas were based on race, which is a pivotal difference from the rest of the world.

In the British North American colonies, Europeans, Natives, and African slaves remained separate classes that rarely mixed. Although mixed children existed, primarily because of forced assaults, the societal norm was segregation and policies supported this tradition.

In the Spanish and Portuguese colonies, things were different. In an effort to whiten the society, Europeans were encouraged to procreate with the Indigenous and African communities.

The mixed classes, or the castas, had its own pyramid within a pyramid.

List Of Concepts & Vocabulary from Unit 4

⚡ Watch: AP World History - 🎥 Q&A Study Session

STUDY TIP: These are the concepts and vocabulary from period 4 that most commonly appear on the exam. Create a quizlet deck to make sure you are familiar with these terms!

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AP World History Unit 4 Review (1450-1750) | AP World History: Modern | Fiveable

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written by In AP® World History: Modern, unit 4 spans from 1450 CE to 1750 CE and accounts for 12-15% of the material on the exam. This guide was updated to align with the new course! Before 1450, regional trade was all the rage as the Silk Roads, Indian Ocean network, and Trans-Saharan routes exploded with more merchants and goods flowing.

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2550 north lake drivesuite 2milwaukee, wi 53211 92% of Fiveable students earned a 3 or higher on their 2020 AP Exams. *ap® and advanced placement® are registered trademarks of the college board, which was not involved in the production of, and does not endorse, this product. © fiveable 2020 | all rights reserved.

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This should be a playlist for all topics in Unit 4.

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Technological Innovations in Sea-Based Empires [AP World History] Unit 4 Topic 1

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The Enlightenment [AP World History Review] Unit 5, Topic 1

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Nationalism and Revolution 1750-1900 [AP WORLD HISTORY] Unit 5 Topic 2

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Tea, Taxes, and The American Revolution: Crash Course World History #28

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The French Revolution: Crash Course World History #29

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Haitian Revolutions: Crash Course World History #30

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War and Nation Building in Latin America: Crash Course World History 225

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Our first steps into the MODERN PERIOD (1750-1900) are revolutionary. The last period saw its fair share of change; but this period, is ALL ABOUT CHANGE. We begin with the Political Revolutions (USA!, France, Haiti, Latin America). But, the majority of this unit deals with a revolution of a different kind... THE INDUSTRIAL REVOLUTION. There is no greater change in humanity than the Industrial Revolution. It's on par with the Agricultural Revolution in changing the way humanity functions as a whole. Look around you right now... pretty much everything near you is a product of the Industrial Revolution (including the school you're in!). These are the Revolutions of the Modern Period (1750-1900).

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Our first steps into the MODERN PERIOD (1750-1900) are revolutionary. The last period saw its fair share of change; but this period, is ALL ABOUT CHANGE. We begin with the Political Revolutions (USA!, France, Haiti, Latin America). But, the majority of this unit deals with a revolution of a different kind...

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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You will need to skip through the videos until you get to 5.3...

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Share your videos with friends, family, and the world

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MODERN PERIOD (1750-1900) - Freemanpedia

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The Modern Period in AP WORLD: MODERN covers from 1750-1900 CE. This is very heavy on economic, social, and political change. The next two of the nine units in AP WORLD: MODERN are featured in this time period. See the chart below for the exact weighting:

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Again, a playlist. Watch the relevant ones.

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Again, a playlist. Watch the relevant ones.

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The Enlightenment [AP World History Review] Unit 5, Topic 1

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Coal, Steam, and The Industrial Revolution: Crash Course World History #32

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CAUSES of Migration 1750-1900 [AP World History] Unit 6 Topic 6 (6.6)

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This period has two sections. The first one was all about the major changes in the Political World (Enlightenment/Revolutions) and the Economic World (Industrial Revolution). The second unit of the MODERN PERIOD (1750-1900) is all about the NEW IMPERIALISM. This is NOT your 'Columbus sailed the Ocean Blue in 1492'. This time around the Europeans are looking for colonies to sell their products (MARKETS) and places to obtain more raw materials for their factories back home (MATERIALS). Using their new technological prowess, the West will dominate the world in search of M&Ms (MARKETS & MATERIALS).In the last unit, Industrialization pushed the West into a position of power; in this unit, they will flex that muscle around the globe. Below, are the many causes and effects of this NEW Imperialism.

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6. CONSEQUENCES OF INDUSTRIALIZATION - Freemanpedia

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This period has two sections. The first one was all about the major changes in the Political World (Enlightenment/Revolutions) and the Economic World (Industrial Revolution). The second unit of the MODERN PERIOD (1750-1900) is all about the NEW IMPERIALISM. This is NOT your 'Columbus sailed the Ocean Blue in 1492'.