WHAP REVIEW: Unit 4

Review Before You Review! Know the REQUISITE SKILLZ
  • Historical Thinking Skills: A Refresher
    • we are going to need all of these in our bag for the test, look it over
  • ​WHAP Course Themes
    • (S) Social Interactions - The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organizations.
    • (P) Governance - A variety of internal and external factors contribute to state formation expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.
    • (I) Humans & The Environment - The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.
    • (C) Cultural Developments & Interactions - The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social and cultural implications.
    • (E) Economic Systems - As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.
    • (T) Technology & Innovation - Human adaption and innovation have resulted in increased efficiency, comfort, and security & technological advances have shaped human development and interactions with both intended & unintended consequences.
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Unit 4: Transoceanic Interconnections c.1450 to 1750 CE  
  • Standard-Specific ​Content Review Lesson Links
    • Standard 4.1 Technological Innovations from 1450 to 1750
    • Standard 4.2 - Exploration: Causes and Events from 1450 to 1750 CE
      • Learning Objective:
        • GOV Describe the role of states in the expansion of maritime exploration from 1450 to 1750.     
          • State-support exploration
        • ​ECON Explain the economic causes and effects of maritime exploration by the various European states.            
          • Portugal trading-post empire and Asian routes
          • Spain/Columbus = more interest transoceanic travel and trade
          • England, France, Dutch search for Northwest Passage
      • Review Lessons:
    • ​Standard 4.3 - Columbian Exchange
      • Learning Objective:
        • ENV Explain the causes of the Columbian Exchange and its effects on the Eastern and Western Hemispheres. 
          • Definition Col.Ex.
          • Disease kills indigenous: smallpox, measles, malaria
          • American foods become Afro-Eurasian staple crops (incr nutrition and population)
          • Slave labor grows cash crops for export
          • Europeans bring fruit trees, grains, sugar, animals
          • African slaves bring other      
            • Animals: horses, pigs, cattle
            • African: okra, rice
      • Review Lessons:
    • ​Standard 4.4 - Maritime Empires Established, c. 1450 to 1750 CE
      • Learning Objective:
        • GOV Explain the process of state building and expansion among various empires and states in the period from 1450 to 1750.    
          • European trading posts Asia & Africa
          • Some Asian states restrict them or are isolationist
          • Portuguese, Spanish, Dutch, French, British Empires: motive = political, religious, economic rivalries
          • Trade foster growth African states incl Asante and Kongo   
            • Asian restrictive: Ming China, Tokugawa Japan
        • ECN Explain the continuities and changes in economic systems and labor systems from 1450 to 1750.   
          • Indian Ocean trade flourish despite disruptions and still include Asian merchants
          • Colonial Americas agricultural and use old labor systems (Mit’a) and introduce chattel slavery, indentured servitude,
          • encomienda, hacienda systems
            • Asian merchants: Swahili Arabs (!), Omanis, Gujaratis, Javanese
        • SOC Explain changes and continuities in systems of slavery in the period from 1450 to 1750.       
          • “Slavery in Africa continued in its traditional forms, including incorporation of slaves into households and the export of slaves
          • to the Mediterranean and the Indian Ocean regions.”
          • Huge incr American slavery = “significant demographic, social, and cultural changes.”
      • Review Lessons:
    • Standard 4.5 - Maritime Empires Maintained and Developed
      • Learning Objectives:
        • GOV Explain how rulers employed economic strategies to consolidate and maintain power throughout the period from 1450 to 1750.    
          • Mercantilism
          • Mercantilist Joint-stock companies finance exploration
          • Economic rivalry = conflict    
            • Trade Routs Competition: Muslim-European Indian Ocean, Morocco vs Songhai 
        • ECON Explain the continuities and changes in networks of exchange from 1450 to 1750. Atlantic trade: move goods, wealth, labor, slaves
          • “The new global circulation of goods was facilitated by chartered European monopoly companies and the global flow of silver, especially from Spanish colonies in the Americas, which was used to purchase Asian goods for the Atlantic markets and satisfy Chinese demand for silver. Regional markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic and regional shipping services developed by European merchants.”
          • Peasant and artisan labor intensify to meet demand           
            • Increased peasant and artisan labor:
            • Western Europe— wool and linen
            • India—cotton
            • China—silk 
        • SOC Explain how political, economic, and cultural factors affected society from 1450 to 1750.
          • “Some notable gender and family restructuring occurred, including demographic changes in Africa that resulted from the slave trades.“
          • Mixing African, American, European cultures & people (all add to it) 
        • CUL Explain the similarities and differences in how various belief systems affected societies from 1450 to 1750.  
          • Some religions expand
          • New religious conflict
          • Syncretism
      • Review Lessons:
    • Standard 4.6 - Internal and External Challenges to State Power from 1450 to 1750
    • Standard 4.7 - Changing Social Hierarchies from 1450 to 1750
      • Learning Objective:
      • SOC Explain how social categories, roles, and practices have been maintained or have changed over time.            
        • Some accommodate or utilize ethnic and religious difference (Mughal, Ottoman)
        • Others suppress groups
        • New elites: in Qing and American Casta system
        • Power existing elites fluctuates         
          • Expulsion Jews from Spain, Portugal, acceptance Ottomans
          • Qing restrictions on Han
          • Classes of women in Ottoman
          • Old elite: Ottoman timar, Russian boyars, European nobility
      • Review Lessons:
    • Standard 4.8 - Continuity and Change from 1450 to 1750
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"There's no success like failure, and failure's no success at all" - Bob Dylan​