1. AP World History (12/8) What is the story of this cartoon? What does it show us about Economic developments of this era (1450-1750)?

2. Mercantilism-a visual

3. Humanism leads to capitalism  What is this?  Economic system based on private ownership of property and business that produces goods  Supply and demand affect this (invisible hand)  The “putting-out” system (replaces the guild system of the Middle Ages)  All risk goes to the individual  Mercantilism-government bears some of this risk  How does the following cartoon explain some of the risks involved in a capitalist system? How did early European business people avoid some of these risks?

4. Calvin and Hobbes explain capitalism

5. China the first player in exploration  Chinese junk- largest and most seaworthy  Ming Emperor Yongle sponsored a series of explorations by Zheng He (1405-1433)  To reassert China’s power after the Yuan Dynasty (the Mongols)  After Yongle’s death, Ming return to isolation/protection (memory of Mongol invasion)

6. Spain and Portugal  Looked outside of Mediterranean for trade because of Genoa and Venice’s dominance  What were they looking for?  Trade, converts to Christianity, personal wealth, wealth for mother country/investors (key cog in mercantilism for many European countries)

7. AP World History (12/9)  Do Now: Which of the following is the BEST definition for ethnocentrism?  A. The complete social and political domination of another country.  B. The creation of a central political authority.  C. The tendency to view other cultures through the eyes of their own; usually leads to a belief that their own culture is superior.  D. The desire to make a kingdom/empire/country the economic center of the world.

8. Portuguese get a leg up  Henry the Navigator  Navigation school  Improvements in astrolabe and compass  The caravel  Deep seas and shallow harbors  Two sets of sails  Bartholomew Dias and Vasco de Gama  Around the tip of Africa and into the Indian Ocean

9. Conflict with Spanish  Columbus’s voyages (1492- 1498)  Who controlled what lands?  The Treaty of Tordesillas (1494- final line dividing the hemispheres)  Spain claims all land west of the line  Line redrawn again in 1529 (Pacific Ocean)  How is this an early example of ethnocentrism?  What effect does this decision have on each country?  Conquest (Spain) vs. Trade (Portugal)

10. God, gold, and glory  Desire for wealth=gold  Desire for personal glory (conquerors or explorers)  God=convert people to Christianity  Bartolome de las Casas-a conquistador turned priest  What is his perspective?

11. Bartolome de las Casas  A Short Account of the Destruction of the Indies  Letting King Philip II know about New World abuses  “…They (the Spanish) forced their way into native settlements, slaughtering everyone they found there, including small children, old men, and pregnant women…they even laid wagers on whether they could slice a man in two at a stroke, or cut an individual’s head from his body, or disembowel him with a single blow of their axes…they spared no one…”

12. The Encomienda System  Forced labor (natives to work in fields or mines)  Based on Incan mit’a system  Spanish were supposed to provide for the workers and convert them to Christianity  Breakdown-death of natives  increase of time commitment for workers  importing African slaves to colonies

13. The Mission (1986)  This movie highlights the Jesuit’s role in spreading Christianity  Note: The Jesuits depicted in the film are NOT working in accordance with Spain  Where do we see examples of ethnocentrism in the clips?  Where do we see examples of conflict in the clips?  Whose perspective on uniting the hemispheres does the movie support? How does this create bias?

14. What does it mean?  In the closing credits, the following bible verse appears on the screen:  “The light shines in the darkness and the darkness has not overcome it.”  John 1:5  What does this mean?  Why do you think the director chose to place this in the final credits?

15. AP World History (12/11)  Do Now: Despite the creation of colonies in the Americas, the Spanish economy actually suffered during this time period (1450-1750).  Examine the following list of facts. Which facts help us explain the mystery? 1. The Spanish turned more and more to importing slaves from Africa. 2. The amount of silver produced from Mexican and Peruvian mines rose dramatically in the late 16 th century. 3. Silver that did arrive in Spain flowed out of the country to pay for its many wars with England, France, and the Ottoman Empire, and to buy manufactured goods through the long distance trade networks. 4. The Mit’a system eventually gave way to a system of wage workers who were paid good wages to take on the dangerous work.

16. Perils and impacts of European colonization  Social distinctions between groups  Peninsulares-born in Old World  Creoles-born in the New World  Mestizos-part European/part Amer-Indian  Relations between Europeans and Indians  Environmental change  displacement  Columbian Exchange  Indentured servitude and slavery  Hey, Mr. Stern! From, Reonna

17. AP World History (12/15)  What was the African diaspora?  A. The spreading of Africans to many other parts of the world.  B. The trade in gold and salt located in West Africa.  C. The first person accounts of West Africans who had been sold into slavery.  D. The conversion of Africans to christianity.

18. AP World History (12/15)  Which of the following was NOT a factor in the African Diaspora?  A. The spread of the slave trade.  B. Sugar plantations’ importance to the economy.  C. Trade contact between Europeans and West Africans.  D. West African elites conversion to Islam.

19. How did this change Africa?

20. Impact on Africa?  Europeans offer guns as trade  Key part of Trans-Atlantic slave trade  Used by kingdoms to dominate their neighbors  Asante people-used firearms as its power base (control slave trade routes and raid enemies)  Dahomey-used firearms to subjugate their own people (rule by force/fear)  Impact=fear, violence, profit rise to the forefront (socially, politically, economically)