http://www.vam.ac.uk/page/m/mughal-empire/
http://thecrashcourse.tumblr.com/downloads/worldhistory2
https://www.metmuseum.org/toah/hd/mugh_2/hd_mugh_2.htmhttps://topdocumentaryfilms.com/warrior-empire-mughals/
Click here for full assignment Exploration-
Ms. Cannistraci Name:___________________________________ Date:______
Base your answer to question 1 on passage below and on your knowledge of social studies
“. . . (It) brought the potato, the pineapple, the turkey, dahlias, sunflowers, magnolias, maize, chillies and chocolate across the Atlantic. On the pandemics of the 16th century, victims of smallpox, measles and the other diseases brought by Europeans (and don’t forget that the African slave trade was begun by the Europeans, to replace the work force they had decimated).”. . .
— Michael Wood, BBC History
(adapted)
1.Which historical development is being described in this quotation?
(1) establishment of the line of Demarcation
(2) creation of the Hanseatic League
(3) Columbian exchange
(4) Glorious Revolution
Base your answer to question 2 the passage below and on your knowledge of social studies.
. . . And we cannot reckon how great the damage is, since the mentioned merchants are taking every day our natives, sons of the land and the sons of our noblemen and vassals and our relatives, because the thieves and men of bad conscience grab them wishing to have the things and wares of this Kingdom which they are ambitious of; they grab them and get them to be sold; and so great, Sir, is the corruption and licentiousness [lack of restraint] that our country is being completely depopulated, and Your Highness should not agree with this nor accept it as in your service. . . .
— Nzinga Mbemba (King Affonso), Letters to the King of Portugal, 1526
(1) exploration of the African interior
(2) discovery of gold mines in Nigeria
(3) Belgium’s takeover of the Congo
(4) Atlantic slave trade
Ms. Cannistraci Name:_____________________________ Date:____
What was the political, economic and social impact of the age of exploration?
With your partner investigate two of the four documents and complete the organizer as directed. You will learn about the other two documents during our class discussion. | |||
Document 1: Encomienda System | Political Impact | Economic Impact | Social impact |
Document 2: The Slave Raids | |||
Document 3: The Middle Passage | |||
Document 4: Triangular Trade/Columbian Exchange |
Document 1: Ovando Establishes the Encomienda System in Hispaniola
“…The advantage of the Encomienda system was that it allowed the Indians to retain their own culture and language, to which they were able to revert during their rest periods. Unfortunately, it did not also insure their health. They died in the goldfields, as had the Spaniards whom they replaced: they lived under unsanitary conditions, which caused them to contract fevers, and were overworked and undernourished. For example, they were not allowed enough free time to obtain meat and fish, whose protein they needed to supplement the starch provided by their cassava bread and sweet potatoes. Their population declined, and of the many hundreds of thousands who had lived during Columbus’
Many of the Indians died in the goldfields. Las Casas reports that only 10 percent of the members of three successive Encomiendas originally totally nine hundred survived after three months of service. There was a perpetual shortage of workers. In 1515, Velasquez sent raiders to the Bay Islands of Honduras to obtain an additional supply. Thus was the institution of slavery into Cuba. From: Irving Rouse, The Tainos: Rise and Decline of the People Who Greeted Columbus, New Haven, CT: Yale University Press, 1992, pp. 154-155, 157. |
Document 2 Slave Raids
One day, all of a sudden our village was invaded and in all parts of our town you could hear yelling and crying. People were caught and bound by these enemies, some of whom were white and others black. We could not defend ourselves nor were we able to run away. All the men and women who could be got were caught and tied hand and foot by our enemies. Their weapons were swords and rifle. We saw a caravan of slaves who had probably been captured at a nearby village. They were painfully bound by the neck to these terrible poles. What a dreadful sight. We couldn’t believe it! There were those caught in the fields and fishing at the rivers. There were those who were caught while hunting and even at home. I saw mothers among the captives carrying their young children. The wicked caravan leader had killed many children with his sword. He didn’t want the mothers and children to hold up the journey. I could hear the mothers saying it was better to die than to live.
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Document 3: The Middle Passage
(A captured slave’s account of the voyage across the Atlantic Ocean in a slave ship) The place for slaves under the deck was terribly hot. The captives were chained to the wall in such a way so that their knees were drawn up close to their chests. The heat produced great perspiration, so that the air soon became unfit for breathing, and brought on a sickness among many slaves, of which many died. This terrible situation was aggravated by the galling of the chains, and the filth of the necessary tubs for human waste. The shrieks of the women, and the groans of the dying, made the scene one of horror. Those captives who died were unchained and thrown overboard by members of the crew.
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Ms. Cannistraci Name:___________________________________ Date:______
Base your answers to the question on the speakers’ statements below and on your knowledge of social studies.
Speaker A: The chief problem with the Roman Catholic Church is the practice of selling indulgences. The only way for Christians to receive salvation is through faith alone.
Speaker B: If Christians want to be saved, they should perform good deeds and ask for forgiveness of sins. The granting of indulgences allows Christians to be excused for their sins.
Speaker C: It is true that the Bible, and not members of the clergy, is the ultimate source of religious truth. However, God has already decided who will be saved and who will not.
Speaker D: Since the Pope does not agree with my position, I have decided to separate from the Roman Catholic Church. I am now not only the head of England but also of the Anglican Church.
Which speaker most closely reflects the ideas of Martin Luther?
(1) A (3) C
(2) B (4) D
“. . . Therefore those preachers of indulgences are in error, who says that by the pope’s indulgences a man is freed from every penalty, and saved; . . .”
— Martin Luther
Which period in European history is most directly related to this statement?
(1) Age of Exploration
(2) Scientific Revolution
(3) Crusades
(4) Protestant Reformation
Ms. Cannistraci Name:___________________________________ Date:______
The Roman Catholic Church during the Middle Ages
During the Middle Ages, a time of great unrest and uncertainty, the Church provided a place of refuge (security) and hope. Christians believed that one who lived a good life and followed the rules set down by God and the Church would be rewarded by a happy life in heaven. A person who did something wrong could usually undo the wrong by begging forgiveness from God and by performing good deeds. To make sure that the Church would have final word in disputes, Church leaders established their own courts, wrongdoers were tried and judges under canon law. Under this law of the Church, those who disagreed with the teaching of the Church could be convicted of heresy. Heresy was regarded as a terrible crime. A common punishment for it was excommunication. An excommunicated person was barred from all churches and from the salvation of the soul offered by the Church. This meant that the person would not go to heaven. The Church might use another form of punishment against a lord or king. The pope could place a nation or fief under an interdict. This punishment banned all church services in an area. Such a situation often made the people fearful and angry. They would demand that their ruler give in to the will of the pope so that religious services could be held. |
Fromhttp://bartholomew.stanford.edu/latinclub/documents/nopass/medieval_church_lesson_plan.pdf
Based on this excerpt why do you think people would be afraid to question the Roman Catholic Church? |
Ms. Cannistraci Name:____________________________________________ Date:_______
Choose either Martin Luther or Galileo’s statement to the court.
Make a prediction about how their actions will impact the power of the Roman catholic Church?
In what ways do their actions connect to humanism and/or secularism? |
How will these social forces impact the world politically? |
Create a question about today’s topic to ask the class. |
Martin Luther’s Statement to the court
Luther’s Statement to the Court
After studying the Bible I became convinced that the path to heaven comes by faith alone (praying to God) not by religious practices and ceremonies set up by the church. In October 1617, Johann Tetzel, the famous priest, came to our town selling indulgences (forgiveness for sins). People would tell him they had committed a sin and after pay him money. Tetzel would tell them that God forgave them. He didn’t ask if they were sorry and it didn’t matter how serious the sin was. As long as they had money, they were pardoned. What seemed even worse to me was that the practice of selling indulgences had the approval of the Pope. I mailed my 95 theses to the door of the Great Cathedral of Wittenberg. By doing so, I did as many others had done in the hope of opening public debate on the issues. However, someone took my ideas and had them run off in every European language on one of the new printing presses in the area. Before I knew it my ideas were being discussed all over Europe. My later criticism went further than the practice of indulgences. Most important, the idea that the Pope was the final interpreter of religious beliefs and not the Bible is wrong. Also, why should the Church tell priests how to live or whether or not they could get married? As a matter of fact, we don’t need church leaders to explain what the Bible means; everyone should study the Bible and learn this for themselves. In order to make this easier I translated the Bible and changed the church service into German. I condemned a church that remained wealthy while its worshippers remained poor. Since that time most of the princes in Northern Germany have become Lutherans. They have taken church property and established state churches. I was asked by the Pope to admit I was wrong and take back my views. I refused. As a result, I was excommunicated and Charles V, Holy Roman Emperor, declared me an outlaw. |
Galileo’s Statement to the court
GALILEO’S ABJURATION (Statement to the Court)
I, Galileo Galilei,…after [stating] the false opinion that the Sun was the center of the universe and immoveable, and that the Earth was not the center of the same and that it moved, and that I was neither to hold, defend, nor teach in any manner whatever, either orally or in writing, the said false doctrine; and after having received a notification that the said doctrine is contrary to Holy Writ, I did write and cause to be printed a book: I have been judged vehemently suspected of heresy, that is, of having held and believed that the Sun is the center of the universe and immoveable, and that the Earth is not the center of the same, and that it does move. … I curse and detest the said errors and heresies, and generally all and every error and sect contrary to the Holy Catholic Church. And I swear that for the future I will neither say nor assert in speaking or writing such things as may bring upon me similar suspicion; I, GALILEO GALILEI, have abjured as above, with my own hand. |
Ms. Cannistraci. Name:__________________________ Date:________
Enlightenment Philosophers
Political Philosopher and Book | Major Ideas | Quotation | Connections to today |
Thomas Hobbes
Leviathan 1651 |
People are driven by selfishness and greed. To avoid chaos, they give up their freedom to a government that will ensure order. Such a government must be strong and able to suppress rebellion. | “The condition of man [in the state of nature] …is a condition of war of everyone against everyone. | Hobbes’s ideas have been used to justify absolute power. To some people today, Hobbes presents a break but true view of how people and government behave. |
John Locke
Two Treatises on Government 1690 |
People have a natural right to life, liberty and property. Rulers have a responsibility to protect those rights. People have the right to change the government that fails to do so. | “Men being… by mature all free, equal, and independent, no one can be put out of this estate and subjected to the political power of another without his own consent.” | Locke’s ideas influenced authors on the United States Declaration of Independence and French Revolutionaries in the 1790’s. Later, people extended his ideas to include equality for women and others. |
Baron de Montesquieu
The Spirit of the Laws 1748 |
The power of government should be separated into executive, legislative and judicial branches, to prevent any one group from gaining too much power. | “In order to have… liberty, it is necessary that government be set up so that one man need not be afraid of another.” | His ideas about separation of powers greatly influenced the framers of the United States Constitution. |
Jean-Jacques Rousseau
The Social Contract 1762 |
People are basically good but become corrupted by society. In an ideal society, people would make the laws and would obey them willingly. | “Only the general will can direct the energies of the state in a manner appropriate to the end for which it was founded,…the common good. | Rousseau has been hailed as a champion of democracy for his idea that political authority lies with the people. Dictators have used his ideas about the “general will” to justify their programs. |
Ms. Cannistraci. Name:__________________________ Date:________
Summarize each Enlightenment philosophers ideas on government | ||||||||||||||||||||
Hobbes
Locke Montesquieu Rousseau |
Ms. Cannistraci Name:___________________________________ Date:______
Base your answer to questions 1 on the statement below and on your knowledge of social studies.
(1) John Locke (3) Adam Smith
(2) Niccolò Machiavelli (4) Ignatius Loyola
Base your answer to questions 2 and 3 on the speakers’ statements below and on your knowledge of social studies.
Speaker A: Although I spread serfdom in my country, I tried to modernize our society by incorporating western technology.
Speaker B: I promoted culture with my support of the arts. Unfortunately, I drained my country’s treasury by building my palace at Versailles and involving my country in costly wars.
Speaker C: I gained much wealth from my overseas empire in the Americas. I waged war against the Protestants and lost.
Speaker D: I inherited the throne and imprisoned my foes without a trial. I dissolved
Parliament because I did not want to consult with them when I increased taxes.
XIV of France?
(1) A (3) C
(2) B (4) D
(1) limited monarchy
(2) absolute monarchy
(3) direct democracy
(4) constitutional democracy
Ms. Cannistraci Name:___________________________________ Date:______
Choose one quote by Niccolo Machiavelli and complete the task as directed. Feel free to work with your partner.
How would you describe a leader who followed the advice of Machiavelli? |
Ms. Cannistraci Name:___________________________________ Date:______
Choose one of the four documents and address the task: |
Investigate either Louis XIV or Peter the Great and conclude whether or not they rule with the advice given by Machiavelli. Cite textual evidence to support your claim. |
Would you argue the leader you chose to investigate was effective? Cite textual evidence to support your claim. |
Document 1: Louis XIV
…That it might be amusing for the nobles to obey the king, Louis built a splendid new royal
residence at Versailles, near Paris, where he established the most brilliant court ever known in Europe. The most influential nobles were encouraged, and even commanded, to leave their castles in the country, where life at best was dull, and to come and live with the king at Versailles. Here the king provided amusements for them, and here he could keep his eye on them. The nobles could not well be discourteous or disobedient to the king while they lived in his house and ate at his table. Almost without knowing it, Louis’s noble guests fell into the habit of trying to please him. The king’s manners were imitated, his words repeated. All smiled when the king smiled, all were sad when the king was sad, “all were devout when the king was devout, and all were sorry not to be ill when the king was ill.” If a noble at court displeased the king, he was sent back to the country to live in his own house, in which case everyone felt—and he did too—that he was in deep disgrace.…
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Source: Carl L. Becker, Modern History, Silver, Burdett and Company
Document 2: Louis XIV
…More and more Louis tried to impose uniformity in religious affairs. In the 1680s he
intensified persecution of Protestants; his actions made the edict [of Nantes] nothing but a scrap of paper. Finally in 1685 he declared that the majority of French Protestants had been converted to Catholicism and that therefore there was no need for the edict. It was revoked. Now Louis launched a reign of terror. He refused to allow French Protestants to leave the country. He promised that those who remained could worship privately, free of persecution, but never kept the promise. Their churches were torn down, their gatherings forbidden, their children made to attend mass. The Waldensians in Savoy were massacred, and six hundred Protestants “caught making assemblies” were executed. Perhaps two hundred and fifty thousand fled abroad to escape persecution.… |
Source: Milton Meltzer, Ten Kings and the Worlds They Ruled, Orchard Books
Document 3: Peter the Great
The tsar labored at the reform of fashions, or, more properly speaking, of dress. Until that time the Russians had always worn long beards, which they cherished and preserved with much care, allowing them to hang down on their bosoms, without even cutting the moustache. With these long beards they wore the hair very short, except the ecclesiastics, who, to distinguish themselves, wore it very long. The tsar, in order to reform that custom, ordered that gentlemen, merchants, and other subjects, except priests and peasants, should each pay a tax of one hundred rubles a year if they wished to keep their beards; the commoners had to pay one kopek each. Officials were stationed at the gates of the towns to collect that tax, which the Russians regarded as an enormous sin on the part of the tsar and as a thing which tended to the abolition of their religion. |
Source: Jean Rousset de Missy, Life of Peter the Great, c. 1730
Document 4: Peter the Great
From the reform in beards we may pass to that of clothes. Their garments, like those of the Orientals, were very long, reaching to the heel. The tsar issued an ordinance abolishing that costume, commanding all the boyars [i.e., the nobles] and all those who had positions at court to dress after the French fashion, and likewise to adorn their clothes with gold or silver according to their means. As for the rest of the people, the following method was employed. A suit of clothes cut according to the new fashion was hung at the gate of the city, with a decree enjoining upon all except peasants to have their clothes made on this model, upon penalty of being forced to kneel and have all that part of their garments which fell below the knee cut off, or pay two grives every time they entered the town with clothes in the old style. Since the guards at the gates executed their duty in curtailing the garments in a sportive spirit, the people were amused and readily abandoned their old dress, especially in Moscow and its environs, and in the towns which the tsar often visited. |
Source: Jean Rousset de Missy, Life of Peter the Great, c. 1730