Mr. Sullivan
Name ____________________________
AP World History
Date ___________________
Review – Periodization #4- Global Interactions, c. 1450 to c. 1750
Key Terms: (AP Review Book)
Benin
Cape Colony
Dahomey
Gold Coast
Kongo
Maize
Oyo
Slave Coast
Swahili Coast
Trans-Sharan Trade
Anderun
Askeri
Fatwa
Harem
Ismail
Jannisary
Qizilbash
Raya
Sufi
Canton System
Dutch East India Company
Kabuki Theater
Little Ice Age
Rajputs
Samurai
Sikhs
Atlantic System
Captialism
Caravel
Columbian Exchange Enlightenment
Humanist
Indulgence
Mercantilism
Middle Passage
Printing Press
Protestant Reformation
Scientific Revolution
Serf
Vernacular
Algonquin
Ayllu
Aztec
Chartered Company
Chinampas
Dutch West India Company
Huron
Iroquois Confederacy
Indentured Servant
Khipu
Plantocracy
Treaty of Tordesillas
Cassava
Hausa
Manikongo
Songhai Empire
Whydah
Devshirme System
Isfahan
Mufti
Shari’a
Daimyo
Jesuit
Manchu
Shogun
Bourgeoisie
Catholic Counter Reformation
Guild
Joint-Stock Company
Papacy
Renaissance
Stock Exchange
Arawak
Carib
Conquistador
Encomienda
Inca
Mit’a
Viceroyalty
You Should Be Able To:
1. Identify the objectives and major accomplishments of the voyages of exploration
undertaken by Chinese, Polynesians and other non-Western peoples
2. Identify and explain the advantages possessed over other cultural regions in the era of
long-distance travel
3. Explain the similarities and differences in European interactions with Africa, India and
the Americas
4. Identify the religious, economic and political motivations influencing European
exploration
5. Explain how the smallpox epidemic accelerated the trans-Atlantic slave trade
6. Identify the social, political and economic consequences of the trans-Atlantic slave trade
on both Africa and the Americas
7. Explain the historical significance and importance of sugar production to the European
colonies of the West Indies and to the expansion of the African slave trade
8. Identify the positive and negative effects sugar plantations had on the natural
environment and on living conditions
9. Describe the relationship between private investors and European governments in the
development of the Atlantic economy
10. Explain how sub-Saharan Africa’s expanding contacts in the Atlantic compare with its
contacts in the Islamic world
11. Explain how Mongol rule in China fostered cultural and scientific exchange
12. Identify and describe the ways the Ming Empire continued or discontinued Mongol
practices in China
13. Compare and contrast the similarities and differences in how Korea and Japan responded
to the Mongol threat
14. Explain how environmental differences shaped cultural differences in tropical Africa and
Asia
15. Identify and describe under what circumstances the first Islamic empires arose in India
16. Explain how cultural and ecological differences promoted trade, and in turn how did
trade and other cross cultural contact promote state growth and the spread of Islam
17. Describe the social and cultural changes reflected in the history of the people living in
Asia between 1450 and 1750
18. Identify and describe the objectives and major accomplishments of the voyages of
exploration undertaken by Chinese, Polynesian, and other non-Western explorers,
merchants and missionaries
19. Identify the advantages possessed by the Europeans and the limitation of the Asian
peoples during this era
20. Explain the differing nature of Europe’s interactions with Africa, India and the Americas
21. Describe the ways in which the Mughal Empire combined Muslim and Hindu elements
into an effective state
22. Explain how Japan responded to domestic social changes and the new challenges
presented as a result of increasing contact with foreign cultures
23. Explain how the Tokagawa Shogunate, which emerged after a long period of civil war in
Japan, centralized authority over the entire archipelago and maintained strict control
over contact with European merchants and missionaries in an effort to minimize the
impact of these destabilizing elements on society
24. Identify and describe the methods and attempts made by China to deal with the new
military and political challenges both inside and outside its borders
25. Explain the Ottoman Empire’s rise to power and identify the factors that contributed to
its transformation
26. Discuss why the Ottoman Empire’s dominance of the Middle East resulted from its
capture of Constantinople and the decline of the Byzantine Empire by 1453
27. Identify the challenges faced by the Ottoman Empire from the emerging European
powers of the day and explain how this ultimately had a damaging effect on the empire’s,
social structure, economic prosperity and political stability
28. Explain how the Safavid’s of Iran established themselves as land-based empire in an era
when power and wealth came increasingly from naval might and sea trade
29. Identify and describe the similarities and differences between the Safavid Empire and its
neighbors
30. Explain the role maritime history and travel play in the political and economic life during
the reign of the Ottomans and Safavids.
31. Explain how the glut of New World silver created inflationary measures that brought
economic crisis for both the Ottomans and Safavids
32. Explain how the inhabitants of the Latin West, rich and poor, urban and rural, dealt with
their natural environment
33. Identify and describe the social and economic factors that led to the growth of cities and
the revival of trade in late medieval Europe
34. Describe the factors responsible for the promotion of learning and the arts in the Latin
West
35. Identify and describe the social, political, and military developments that contributed to
the rise of European nation states
36. Explain how the interplay of traditional beliefs and revolutionary ideas influence the
cultural history of early modern Europe
37. Identify and describe the factors that contributed to the wealth of some Europeans and
the great poverty of others at this time
38. Explain how the Columbian Exchange alter the natural environment of the Americas
39. Describe the relationship between private investors and European governments in the
development of the Atlantic economy
40. Explain the extent Russia’s expanding empire was influenced by relations with western
Europe
41. Explain how the revival of trade and the Black Death led to the end of medieval Europe
and the growth of world trade, exploration and colonization
42. Describe how the humanist world view established a questioning spirit that would
become a driving force not only in the Renaissance, but also the Reformation, Scientific
Revolution, Age of Enlightenment and the Industrial Revolution
43. Describe the challenges to the power and influence of the Catholic Church and connect
this to the opening of new attitudes regarding science, politics, and society as a whole
44. Identify and describe the steps taken by the European monarchs to consolidate and
control their power and influence over the power of the purse and the power of the sword
leading the establishment of absolutist states and the reaction towards democracy
launched in response by the Enlightenment
45. Explain the role of warfare play in the postclassical period of Mesoamerica
46. Identify and explain the objectives and major accomplishments of the voyages
exploration undertaken during this era
47. Explain the special advantages Europe possessed over other cultural regions
48. Explain the characteristics of Europe’s interactions with Africa and the Americas
49. Explain how the Columbian Exchange altered the natural environment of the Americas
50. Explain the role forced labor played in the main industries of Spanish America and Brazil
51. Identify and describe the main similarities and differences among the colonies of Spain,
Portugal, England and France
52. Explain the importance of sugar production in the development of the European colonies
of the West Indies and to the expansion of the African slave trade
53. Describe the effect sugar plantations had on the natural environment and on living
conditions
54. Develop an understanding that prior to European contact, civilizations throughout the
Americas continued to rise and fall in relative isolation from one another
55. Identify the “New World” explorers from Spain, Portugal, England, the Netherlands and
France, and describe the lands and territories acquired by each and explain how the lands
were rapidly settled
56. Describe the impact of the Columbian Exchange on population in both the New World
and the Old World
57. Explain why the Europeans turned to African slave labor in the New World and describe
the immediate and long term economic, social and political consequences
58. Explain how by 1750, Spain and Portugal remained firmly in control in Mesoamerica and
South America, but North American territory was shared by several competing European
colonial powers
59. Identify and explain the roots of the demands of the British settlements for independence
from monarchial control
Frequently Asked Exam Questions:
 Understand the papacy but not individual popes
 Be able to discuss the creation of new religions
 The Scientific Revolution is a major intellectual development
 The multiple choice portion of the exam requires a general understanding of European
absolutism but not knowledge of individual rulers
 Be prepared to analyze empire building for the exam
 Be prepared to compare demographic changes across regions and across time and place
 Be prepared to discuss colonial labor systems in detail
 Vocabulary words such as encomienda and mita are tested on the multiple choice section
of the exam
 Be prepared to compare the social structures of colonial possessions over time and space
 Colonial systems are a possible comparison point on the exam
 Compare slavery to other coercive labor systems
 Be aware of the human impact on the environment such as the interaction of new plants
and animals into a region
 Understand slave systems in general, but not necessarily the details of a slave system in
any specific nation
 The AP Exam highlights comparisons of slave systems
 Ottoman social and political institutions are topics that are tested on the exam
 Changes and continuities in interregional trading patterns are covered on the multiple
choice and essay sections of the exam
 Tokugawa foreign policy is a highlighted point in the AP course
 Understand the developments caused by changes in interregional trade
 The impact of cultural exchange is important to understand
AP Exam Tip (Especially for Essays):
 In writing an essay discussing aspects of slavery in this period, it may be useful to
mention the varying sources of African slaves. Contrary to the belief of many in Europe
as that time, only rarely did parents sell their children into slavery. Instead, prior to the
18th century slaves sold to the Europeans by West African traders were usually prisoners
of war; however, historical debate continues over just how frequently wars were initiated
solely for the purpose of capturing slaves for export
 Current theory (bolstered by 18th & 19th century European and African accounts) holds
that most wars in the region were fought over territory and other political disputes, and
the capture and sale of enemy prisoners was simply a side endeavor. Later, the
Europeans moved farther south and east to the Bight of Biafra in search of new sources of
slaves. Here there were no large kingdoms, and hence few large-scale wars, so slave
traders turned to kidnapping to maintain their supply, which was supplemented by
debtors and convicted criminals
 Understanding the impact of religion on various aspects of society can be useful for both
multiple choice and free response questions
 You should be able to compare characteristics of the Ottoman system of slavery, which
allowed non-Muslims to rise to high ranking positions in the Ottoman military and
political systems, with slavery in the European colonies of the New World, which forced
Africans into lives of grueling, menial agricultural labor in most cases
 The Ottoman harem and Safavid anderun exemplify the complex, sometimes bewildering
role of women in Muslim societies: while women were largely sequestered from the
outside world and confined to their separate household quarters, they were allowed to
participate in certain business activities independent of their husbands and appear in
court to attend to legal matters if necessary. In some ways, this is the direct opposite of
the contemporaneous status of European women, who faced fewer restrictions on their
participation in public activities but were usually forced to turn over any wages or
inheritances to their fathers or husbands
 Confucianism has endured as the basis of China’s social, political and economic systems –
having spread beyond China’s borders, Confucian values could also be found throughout
much of East Asia during this time.
 The arrival of European merchants and Christian missionaries, however, forced leaders,
particularly in China and Japan, to reevaluate the low status of merchants – by tradition,
agriculture was the basis of Confucianism in China – and to decide whether to allow
Christian beliefs as an alternative to Confucianism in their empires
 It is important to understand the impact of European technological developments on the
Indian Ocean trade: the Portuguese led the Europeans in taking control of the network
from Muslim traders because of their pursuit of new techniques in shipbuilding,
navigation, and the use of firearms. Ironically, many of these innovations were adapted
from earlier Muslim technologies the Portuguese first encountered in the Mediterranean.
 The effects of technology and cultural interactions among societies are two important AP
World History themes
 In spite of the tremendous amount of social change occurring throughout this period,
European women remained lower in status than men, but the social status of a woman’s
family was a more important factor in her life than her gender
 By the end of this period the various European nations had created a more unified world
economy in comparison with the fragmented trading networks such as the Silk Road or
the Inca network of roads in previous centuries
 With European colonial empires in North and South America, a growing European trade
presence in Africa (at least along the coasts, where Europeans linked with overland trade
networks of goods and slaves) and European ships sailing the Indian and Pacific Oceans
to acquire goods in India and China an era of European domination of the world’s
economy was set to begin
 One of the important cultural legacies of this period is the influence of Africans on
American society. African traditions in art, music, and storytelling served as a source of
strength and unity through the era of slavery and eventually would be recognized as a
vital part of American culture – cultural and social and history like this can be used to
discuss and explain changes or continuities within a society
 Silver mined by the Spanish in the Americas played a crucial role in the development of a
European-dominated world economy. Mexican and Peruvian silver boosted the supply of
money in Europe, which allowed for the continued economic expansion there setting the
stage for the Industrial Revolution
 The flood of American silver also generated severe inflation in Europe in the 16 th & 17th
centuries, an economic crisis that spread eastward to the Ottoman Empire – further
evidence of the development of a truly global economic system – these shifts can be used
as evidence in an essay that asks fro analysis of economic change during this era