Unit 3: 1450–1750 (Early Modern)
Name: ____________________ Period: _____
APWH WORKBOOK
Unit Four: 1450 to 1750 CE
“The Early Modern Period”
Due Date: _________ Score: ____/30
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This packet will guide you through the fourth unit in AP World History and prepare you for the reading quizzes, vocabulary quizzes, essays, and the unit test on January ___, 2010
You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet.
Unit 4 Vocabulary Terms
Quiz #1
1. Scientific Revolution (p. 410)
2. heliocentrism (p. 410)
3. sacrament (p. 396)
4. Renaissance (p. 405)
5. bourgeoisie (p. 413)
6. republic (p. 422)
7. Protestant Reformation (p. 406)
8. Jesuit (p. 409)
9. joint-stock companies (p. 415)
10. mercantilism (p. 468)
Quiz #2
1. caravel (p. 384)
2. conquistadors (p. 394)
3. Columbian Exchange (p. 431)
4. maritime (p. 402)
5. manumission . (p.467)
6. coerced labor systems (p.475)
7. plantation cash crop (p.470)
8. tariffs (p.469)
9. indigenous (p.393)
10. encomiendas (p. 439)
11. serfs (p.529)
12. mestizo (pp. 442 – 45)
Historical Thinking Skills: Periodization, Causation, Contextualization
Timeline Exercise: Annotate the timeline with two facts about the important effects of each event
Unit 3: 1450–1750 (Early Modern)
1453 Ottomans captured Constantinople; end of Byzantine
1450s Gutenberg’s Printing Press; Portuguese expand trade in West Africa: Benin, Kongo
1483 Babur conquered northern India, and founded the Mughal Empire
1492 Reconquista completed; Columbus claimed Americas for Spain
1498 Vasco da Gama attacked Calicut
1517 Martin Luther posted 95 theses
1521 Cortez conquered the Aztecs
1543 Copernican proof of heliocentrism published
1570s Manila Galleons Cross Pacific Ocean; Europeans Join Spice Trade in Asia
1588 English defeat of the Spanish Armada
1600s Beginnings of absolutism in Europe; seclusion act by Tokugawa in Japan; charters to British, Dutch, French East India Companies; Serfdom in Eastern Europe and Russia increases
1633 Galileo convicted of heresy for promoting heliocentrism; Calvinists flee to North America and South Africa
1644 End of Ming/Beginning of Qing Dynasty
1683 unsuccessful Ottoman siege of Vienna
1689 Glorious Revolution/English Bill of Rights
Directions for Mapping the Columbian Exchange
Historical Thinking Skills: Plausible Historical Arguments, Relatedness of Historical Developments Across Space, Historical Causality
Directions:
1. Draw an outline map of the world from your memory (that’s called a mental map)
2. Place the following items in the hemisphere of their origin:
a. Eastern Hemisphere
i. cows
ii. sheep
iii. pigs
iv. horses
v. wheat
vi. rice
vii. cotton
viii. silk
ix. sugar
x. coffee
xi. measles
xii. small pox
xiii. chicken pox
xiv. influenza
xv. bubonic plague
b. Western Hemisphere
i. turkey
ii. llama
iii. tobacco
iv. chocolate (cacao)
v. corn (maize)
vi. squash
vii. beans
viii. chilies
ix. potatoes
x. tomatoes
3. Draw lines showing where the items went (they all should travel to the other hemisphere, except for llamas).
4. Write a thesis statement explaining the major causes of the changes and continuities that resulted from the Columbian Exchange
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Use the map above to compare the effects of the Columbian Exchange in Africa and the Americas. Be sure to include the effects on involuntary migrants from Africa. You can use the categories of political, economic, social, environmental, and/or cultural to guide you in categorizing the effects of the Columbian Exchange on these two regions.
|Unique Effects on Native Americans |Similar Effects on Native Americans and Africans |Unique Effects on Africans |
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Which are your favorite Early Modern Empires and States?
|Early Modern Empire |Check which three are |Explain why you picked those three Early Modern Empires and/or States as your favorites: |
|and State |your favorites. | |
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|Aztec | | |
|Inca | | |
|Ottoman | | |
|Ming | | |
|Qing (Manchu) | | |
|Safavid | | |
|Tokugawa Japan | | |
|Portugal | | |
|Spain | | |
|Russia | | |
|France | | |
|England | | |
|Mughal | | |
|Kongo | | |
|Benin | | |
|Oyo | | |
|Songhai | | |
What did early modern states (governments) have most in common?
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Parallel Timelines on the Maritime Revolution to 1550
Reconquista of the Iberian Peninsula
760 1250 1469 1492
Battle reconquered marriage of Expulsion of Jews
Of Tours all but Grenada Isabel&Ferdinand and Muslims; Granada; Columbus
Ottoman Conquests
1300 1389 1402 1453 1516-1517
defeat of Serbia SE Europe Constantinople Egypt
Seljuk Turks &Anatolia and Syria
Portuguese Atlantic Voyages
1415 1418-1460 1471 1486 1498 1500 Madeiras Ceuta and Elmina Benin trade, Kongo Vasco da Henry the Navigator fort Gama
Cabral
Use the timelines and Chapter 15 to answer the following questions
1. What do the timelines show about each empire (Spain, Ottomans, and Portuguese)? Which empire had the most maritime power by 1550?
2. How do you think the Renaissance influenced the school of navigation created by the Portuguese prince Henry? Why did a Portuguese Prince establish a navigation school and the Spanish nobility were more focused on land as a form of power?
3. Which influenced Isabel and Ferdinand more -- the Crusades or the expansion of the Ottoman Empire? What kind of sources would help you answer this question?
4. Where did Isabel and Ferdinand get the funds for Columbus’ ships?
5. Why were the Madeira Islands and Ceuta important for Portuguese maritime expansion?
6. What events are missing from the timelines? Why might the missing events be important for determining which empire gained the most power by 1500?
How did Europeans get to the Renaissance and then to the Reformation?
(add notes on the blank lines)
Effects of Black Death and demise of some feudalism:
One third of Europeans died. Many priests did not stay with their parish; the Pope retreated into palace and refused to see anyone and then fled to Avignon, this resulted in the Babylonian Captivity when the French kings kept the popes in Avignon. Since there were fewer peasants, they demanded and got higher wages and lower rents and taxes.
Cannons weakened feudal castles and knights
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Effects of Trade (consumer goods, math/science/medicine knowledge from Muslim world)
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Taxes on crafts and guilds and Change in attitude toward usury by Church
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Corruption in Church
← simony
← nepotism
← breaking vows of poverty and celibacy
1) 1471-84 Sixtus IV (Cardinal Francesco della Rovere)
Nepotism: appointed 5/11 nephews and one grandnephew to be cardinals
He appointed 29 of the 34 cardinals in office during his tenure. There were only supposed to be 24.
He excommunicated Lorenzo de’Medici for hanging an archbiship.
2) 1484-92 Innocent VIII
Indulgences: He fathered two illegitimate children (son, Franceschetto, and daughter) as a young man. Once he became pope, he arranged for his son to marry a daughter of Lorenzo de’Medici. The party at the Vatican was so extravagant that he had to mortgage the papal tiara and other treasures. He also set up the Bureau For Sale of Favors and Pardons (for death penalty). Each purchase was 150 ducats: half went to the pope and the other half went to his son.
3) 1492-1503 Alexander VI
Nepotism: He got his cardinalship from his uncle, Pope Glixtus III
Simony: He bought his position with four mule loads of gold.
Lack of chastity: As a cardinal he fathered a son and two daughters with various women. Then with his mistress, Vanozza de Cataneis, he had 3 sons and a daughter. He arranged two marriages for his mistress.
4) 1503-1513 Julius II
Indulgences: He used sales of indulgences to hire 2500 laborers to demolish the Basilica, build the St. Peter’s cathedral, and commission Michelangelo to paint the ceiling. Monk Tetzel in German states.
5) 1513-21 Leo X
Simony: He was a de’Medici and his family bribed cardinals.
Immoral materialist excess: his coronation was like a Renaissance festival.
Schisms in Christianity and eventually Protestants
1. Nestorianism 5th century C.E. (Nestorius, patriarch of Constantinople held that Mary bore a human not a divine child).
2. Christianity in India by 6th C. C.E. had some links to Thomism but today claims to be Roman Catholic
3. Roman Catholic split from Eastern Orthodox definite by Fourth crusade in 12th century C.E.; Orthodox Churches also in Egypt, Syria, Serbia, Greece, Ethiopia, and Russia
4. Corruption in Catholic Church:
a. relaxed ban on usury increased profits for merchants in Italian city-states
b. Renaissance emphasis on beauty and pleasure (examples from art)
Paintings of “Madonna and Child” and other famous Renaissance paintings
Portraits of popes
sculpture
c. indulgences expanded to raise money for Sistine Chapel and other church projects
5. Protestant split from Roman Catholic Church:
• Martin Luther -- 1517 – He posted 95 theses
• John Calvin – 1533 (theocracy in Geneva); predestination; Puritans/Pilgrims
• Anabaptists – early 16th c. (only adults should be baptized)
• Henry VIII – 1534 “Parliamentary Act of Supremacy” created the Church of England (Anglican)
6. Counter-Reformation after Council of Trent (1545 – 1563)
a. Jesuit missionaries expanded what Franciscans and Dominicans began; missionaries active with mariners in Americas and Asia
b. Carmelites gave personal prayer options
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What was the global effect of the European Renaissance and Reformation?
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Who was the best at early modern conquests?
□ Spanish Reconquista expanded to the Americas and later to Pacific (failure: Spanish Armada)
□ Ottoman Expansion from Central Asia to Anatolia to Mediterranean (failure: Vienna and Battle of Lepanto)
□ Russian Expansion from Moscow east to Kazan/Central Asia, Siberia, Pacific and west to Baltic and attempts at Black Sea region (various battles with the Ottomans, Swedes, Qing)
Who was the best Early Modern State?
□ Spanish monarchy of Isabella and Ferdinand to Charles (Hapsburg) to Philip II; intertwined with other European monarchies; Roman Catholic Church and Inquisition; extensive colonial governments; mercantilism and monopoly on silver for Asian trade (pirate problem); French immigrant workers into Spain; African slave trade for plantations in Caribbean; encomienda system in Americas
□ Ottoman sultans (no rules for succession); extensive bureaucracies Janissaries; Islam; millet system for Jewish and Christian subjects; capitulations to European merchants; tax farming; slave markets mostly for domestic work and trade
□ Russian czars; Russian Orthodox Church; Cossack mercenaries; serfs and boyars; furs and lumber
Definition of Absolutism – Absolute Rulers
• Ultimate political power, sovereignty, rested in the person of the monarch
• Rule by divine right; the monarch is responsible only to God
• Used bureaucracies to raise taxes, apply mercantilism, and maintain a standing army
• Bureaucrats usually came from the nobility, but in France the bureaucracy was filled with men of the middle class. Bureaucrats composed of career officials accountable only to the king.
Model of Absolute Ruler: Louis XIV, King of France, reigned 1643-1715
• Required that the French nobility live at his palace Versailles for several months a year
• Created a permanent party at Versailles so the nobility would get status for being invited but little power to influence matters of state
• Never called a meeting of the Estates General, the French legislature
• Created a spy network to keep an eye of the nobility which might seek to overthrow him
• Old feudal agreements prevented him from taxing the nobility
• Gave exemptions to much of the middle class; the poor climate – wet and cold in the summer (1688, 1694)– made it difficult to keep raising taxes on the peasants
• Applied mercantilism to raise money for the state
• Wanted to implement: one king, one law, one faith, e.g. revocation of the Edict of Nantes, 1685; Hugenots fled to Holland, Prussia, and England
DIRECTIONS: In this box, draw a portrait of an absolute ruler and annotate how the portrait shows the power she or he held in the early modern period.
Early Modern Empires Created by European Monarchs
[pic]Directions:
1. color the empires in the key
2. identify what religion (Protestant/Catholic) was dominant for each European empire
3. color each port city for the European country(s) which controlled it
How does the map support the argument that European economic power increased beginning in the early modern period?
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Compare the Muslim Empires in the Early Modern Period
(Directions: highlight the similarities)
|Ottoman: |Safavid: |Mughal: |
|1300 – 1917 |1502 - 1722 |1526 - 1761 |
|Main Religions: Sunni Islam, Orthodox |Main Religions: Shi’a Islam, Armenian Christianity |Main Religions: |
|Christianity, Judaism a minority |(merchants), Sunni Islam and Judaism a minority |Hinduism and Islam, Sufi missionaries, Sikhism |
| | |(16th c.), few Buddhists, Judaism and Christianity |
| | |a minority |
|Government: Sultan but claimed caliphate as well |Government: Shah (emperor) of Persia/Iran |Government: |
|Famous rulers— |Famous rulers— |Emperor |
|Suleiman the Magnificent (r. 1520 – 1566) |Shah Ismail (r. 1502 – ~1530), |Famous rulers— |
| |Shah Abbas I (r. 1587 – 1629) |Akbar the Great (r. 1556 – 1605), |
| | |Shah Jahan (1627 – 1658) [Taj Mahal], Aurangzeb (r.|
| | |1658 – 1707) |
|Toleration of Difference: |Little Toleration of Difference: |Uneven Toleration of Difference: |
|Millet system |Forced conversion to Shi’ite Islam |Hindus part of military & govt. Fighting against |
| | |rebel Hindu forces |
| | |Creation of Sikhism |
| | |Aurangzeb tried to rid Indian Islam of Hindu |
| | |influences; forbade construction of new Hindu |
| | |temples |
|Military: |Military: |Military: |
|Cannons |Cannons |Cannons |
|Janissaries armed with guns paid by treasury |Turkic-warriors-nobles assigned peasant villages to |Nonhereditary land revenues to military officers |
|Mounted Turkish cavalry rewarded with land then |supply them with food and labor |(both Muslim and Hindu) and govt. officials |
|tax farming |Slave corps of professional soldiers with guns |Elephants |
|Navy (90 warships) |No navy |No navy |
|Defeat in 1571 at Lepanto | | |
|Venice paid tribute | | |
|Ottoman navy assisted Muslims in Red Sea and | | |
|Persian Gulf against Portuguese | | |
|Economic System: |Economic System: |Economic System: |
|Taxes on Agricultural base |Taxes on Agricultural base |Taxes on Agricultural base |
|Trade with Mediterranean, Indian Ocean, Silk Road,|Trade with Indian Ocean, Silk Road |Trade with Indian Ocean, Silk Road, Southeast Asia |
|Eastern Europe | | |
|Industrial workshops: |Industrial workshops: |Industrial workshops: |
|Rugs, weapons, ceramics, miniature paintings, |Silk, Rugs, weapons, miniature paintings, metal |Textiles especially cotton and cashmere (Kashmir), |
|metal utensils, monumental architecture |utensils, monumental architecture |miniature paintings |
|Gender Roles: |Gender Roles: |Gender Roles: |
|Patriarchy |Patriarchy |Patriarchy |
|Suleiman’s wife exception |Elite Muslim women secluded |Elite Muslim and Hindu women secluded; |
|Elite Muslim women secluded; Islamic court records| |Akbar tried to outlaw sati (Widow self-immolation) |
|show women asserting marriage and inheritance | |and child brides; created special market for women |
|rights | |so they could trade |
Early Modern Empires of the Islamic World
[pic]Directions: color in the key and then use those colors to identify which empire controlled all of the cities listed on the map
Compare the political, economic, and social structures in the three empires on the map above.
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Use the map below to write a thesis statement taking a position on the political and social effects of silver in the early modern world economy.
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Essay Question: “Compare the development of empire-building from 1450 – 1750 of two of the following empires: Spanish, Ottoman, Russian”
Annotate and score the following “essay” using the APWH comparative essay rubric
Essay #1
Like Qing China and Tokugawa Japan, the Islamic empires largely retained control of their own affairs throughout the early modern era. Ruling elites of the Ottoman, Safavid, and Mughal empires came from nomadic Turkic-speaking peoples, and they all drew on steppe traditions in organizing their governments while keeping the needs of their agriculturally-based subjects in mind.
During the sixteenth and seventeenth centuries, all the Islamic empires enjoyed productive economies that enabled merchants to participate actively in the global trade networks of early modern times. By the early eighteenth century, however, these same empires were experiencing economic difficulties that led to political and military decline. Like the Ming, Qing, and Tokugawa rulers in East Asia, the Islamic emperors mostly sought to limit European imports and cultural influences. The Ottomans and Mughals ruled peoples with diverse religions and cultures, but the Muslim clerics (ulama) promoted Islamic values and advised against the use of the European printing press and innovations in European scientific knowledge.
By the late eighteenth century, the Safavid Empire had collapsed, while decreasing tax revenues and growing European military strength weakened the power of the Ottoman and Mughal political elites.
Slavery in Africa
(Underline the key ideas that show how the Trans-Atlantic Slave Trade developed.)
How did people become slaves in Africa before European merchants arrived?
• If one were cut off from an African lineage one could be enslaved by another lineage. This could happen through war, through punishment for crime, or as a consequence of not being able to pay debts. Slaves were put to work in fields, mines, and on trading routes; their allocation was controlled by (and benefited) the elite.
Early trading posts
• Europeans initially focused on gold, ivory, and wood products; later they began focusing more on slave trade, as opportunities expanded for plantation development.
• Portuguese established trading posts (feitoria) at islands of São Tomé Principe (1470) and Fernando Po (1471) in Bight of Biafra, plus mainland posts on the "gold coast" of Ghana.
• First region of slave derivation in 1400s was the western coast closest to the Cape Verde Islands: "Guinea of Cape Verde".
The 1500s: focus on Central Africa
• During the 1500s the Portuguese expanded slave exports from the Congo and the Ndongo Kingdom in Angola.
• Kingdom of Kongo (Bakongo) included 60,000 square miles with 2.5 million people. The Kongo king was baptized by the Portuguese, but the kingdom collapsed as the king failed to monopolize the slave trade. Portuguese soldiers and mulattos moved into the interior, capturing slaves, imposing a slave tribute on local leaders, and purchasing slaves at markets. Eventually a series of kingdoms arose in central Africa that controlled the trade in slaves all the way to the eastern coast.
1600s and 1700s: West Africa
• The Portuguese were replaced by the Dutch and later by British in slave trade.
• The British influenced the growing importance of West Africa: the coast between Liberia (grain coast) and mouths of the Niger (slave coast).
• Trade was often controlled by African "big men" who established city-states with the help of European firearms and supplied slaves to traders. During the 1700s the Asante expanded in Ghana on the basis of selling their military captives as slaves in exchange for guns and other resources. The state of Benin played a similar role in Nigeria. In the Niger delta, kinship lineages rather than states controlled the trade as kinds of corporations or mafias based on control of the slave trade, and cemented by elaborate religious beliefs (oracles which could determine guilt of witches, sorcerers, or ordinary criminals).
• In 1800s, the British stopped most of the slave trade but Brazil continued to receive slaves from Congo and Angola
• The result of massive slave trade was an implantation of African cultural influences, perhaps including cattle herding, agricultural items, religious practices, languages, and burial practices.
Comparing African Diasporas
Define Diaspora:
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(Fill in the following chart from information in Chapters 17 and 18.)
|Contributions of Africans in the Americas |English Colonies in |French and English |Portuguese Colony in |Spanish Colony in Mexico |
| |North America |Colonies in the Caribbean|Brazil | |
|Economic: | | | | |
|What kind of forced labor did African slaves| | | | |
|do? What kind of | | | | |
|industrial work did African slaves and freed| | | | |
|people of color do? | | | | |
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|Economic: | | | | |
|What kind of self-directed labor did African| | | | |
|slaves do? How did African slaves | | | | |
|participate in local markets? What kind of | | | | |
|industrial/non-agricultural work did African| | | | |
|slaves do for themselves? | | | | |
|Social: What kind of private and public | | | | |
|relationships did African slaves have with | | | | |
|European owners/overseers? | | | | |
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|Social: | | | | |
|What kind of relationships did African | | | | |
|slaves have with other African slaves? | | | | |
|With freed people of color? With Native | | | | |
|Americans? With people of mixed | | | | |
|European/Native American/African heritage? | | | | |
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|Political: | | | | |
|How did social and economic restraints on | | | | |
|African slaves affect the development of law| | | | |
|and attitudes of slave owners and others who| | | | |
|profited from the slave trade or economic | | | | |
|systems which depended on slave labor? | | | | |
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Comparing the African Diasporas:
1. What is a broad generalization you can make about the impact of the African Diasporas in the different regions of the Americas?
2. What is a more narrow generalization you can make about the impact of the African Diasporas in the different regions of the Americas?
3. What are some specific details that support your generalizations?
Africa’s Discovery of Europe: 1450-1850 by David Northrup
Judging from the title, what might this book be about?
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(Directions: Highlight or underline the key ideas in the outline of Northrup’s book and then answer the questions as you go along.)
First Impressions
Black Africans were present and respected in Europe since at least the Crusades.
• Crusaders brought back news of black Kingdoms
• Saint Maurice was a black African knight whose statue is in Chartres Cathedral
• Recognition of black Christians in Ethiopia (increasing depiction of African princes as at least one of the Magi in the Nativity)
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• Increase of trade and cultural connections between the 14th and 15th century
• Paintings showed recognition of African kings and African servants- diverse roles.
• Ethiopia sent delegations to set up relations (often religious) with Rome, in part due to a common enemy (the emerging threat of the Ottomans).
What did Africans and Europeans think of each other around 1400?
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After Portuguese arrival – 1400’s up to 1650:
• Exchange of religious, technical knowledge as well as trade.
• African kings and ambassadors traveled to Europe
• Renaissance Europe employed Africans as servants, musicians, laborers and artisans—Africans retained culture. Although instruments were European in origin, techniques and dances were from homelands.
[pic]Judith 1491, Andrea Mantegne (with black handmaiden)
• White (Slavic and others) slaves (versus olive or black) were still more common in the Mediterranean region.
• Slave supply from Northeast was interrupted with Ottoman conquests so European merchants increased purchases in the slave markets of North Africa.
• Steady increase in enslaved persons in Spain, Portugal, and later the Netherlands and France. (mark of distinction in England for families to have an African or two among their servants.)
• Africans living in Europe adopted the local culture: Christianity and languages (becoming trade intermediaries). [pic]
• This did not happen without resistance—fleeing and purchasing of freedom common (legal manumission).
• Marriage between races was not banned though not too common, mostly due to class barriers than racial barriers.
First impressions of Africans in coastal and later interior Africa who did not travel to Europe (strange physical appearance and unfamiliar material possessions): In 1455 one Portuguese explorer remembered, “some touched my hands and limbs, and rubbed me with their spittle to discover whether my whiteness was dye or flesh.” In commenting on the potential death toll of a mortar, some Africans came to the conclusion that “it was an invention of the devil’s.”
African way of thinking:
These impressions led to two contradictory conclusions that dictated how they chose to interact with Europeans for the next four hundred years:
1. Appearance was so different that they believed that the Europeans must be sorcerers and should be avoided.
2. Good idea to befriend these visitors from afar to acquire goods and access knowledge and power they possessed. (including military alliances and weapons to give them an edge in local power struggles as well as superficial religious – Christian- conversions to gain a good relationship with the Europeans.)
How are these two reactions contradictory? Which one do you think will win out?
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Range of reactions:
• Initial suspicion, fear and curiosity, wonder and disgust
• Hospitality and compassion (ship wrecked Europeans as well as traders)
• Utility and celebration
Commerce- Slavery Case Study
As you read this case study, think about how it compares to the general story you remember of the Atlantic slave trade:
In February 1730, an African Muslim cleric dispatched his son, Ayuba Suleiman to an English ship that had come 110 miles up the Gambia River to trade. The father instructed him “to buy paper, and some other necessities” and sent along two slaves to be exchanged for the purchases. Ayuba Suleiman did not reach an agreement with captain pike over the price of the slaves, but instead sold them to Africans south of the river in exchange for some cows, On the way back home, Ayuba Suleiman and his interpreter had the misfortune to be seized by Mandingo brigands and sold into slavery to the very same Captain Pike. The Englishman agreed to release Ayuba if his father would refund his purchase price, but his ship sailed before the ransom arrived. At the end of the voyage, Pike sold Ayuba to a Maryland tobacco cultivator for 45 pounds. Ayuba Suleiman’s story is remarkable in that he was not only redeemed from a life of slavery but also received with gracious hospitality in England (including a reception by the reigning monarchs) and loaded with rich presents before being returned to his homeland in 1735—all through the aid of some English sympathizers in the Royal African Company who believed his literacy in Arabic and his intelligence might be of use to their commercial ventures. Despite the exceptional aspects of Ayuba’s case, it illustrates some common themes in Africans’ commercial and cultural relations with Europeans during the centuries before 1850. First, his life shows how the Atlantic trade was partly driven by African demand for specific goods that European traders made available. Second, it links the external trade in slaves to an existing internal slave trade and to acts of violence used in enslaving people. Third, the twists of Ayuba’s fate illustrate how varied Africans personal relations with Europeans might be: Ayuba was first welcomed as a valued trading partner, then cruelly treated as a commodity, then later feted as an honored guest. Finally the fate of Ayuba’s interpreter, who died in slavery in Maryland despite Ayuba’s efforts to free him, suggests the essential importance of cultural and linguistic intermediaries in these exchanges.” (Northrup. 50)
How does the story compare to what you already knew about the Atlantic Slave Trade? What was similar and what was different?
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Changing Nature of Relations Between Africans and Europeans
• Africans became linguistic and cultural brokers as translators and intermediaries in order to take advantage of potential material wealth and power gains.
• Africans often were bi-cultural being fluent in the customs and traditions of both their own local culture as well as the European one in terms of fashion, manner and food.
• Africans’ knowledge of European languages and customs gave them an additional advantage. For European traders, success required accommodating African customs and desires.
• Although fair trade prospered between both, there were instances of cheating. One African accused of dishonesty retorted indignantly, “What! Do you think I am a white man?”
• Atlantic trade included exports of enslaved persons, ivory, gold and forest products as well as imports. Imports initially included: woolen goods, textiles, copper and brass, from Europe as well as goods from N. Africa such as horses, grain and clothing, beads, skins, textiles from other parts of Africa, cotton from India, and later tobacco and rum from the Americas. (In other words, Africans were not duped into trading people for worthless trinkets such as cheap gin and cheap gunpowder, shoddy pots, and other rubbish.) The conclusion is that Africans got what they wanted including with varying effects textiles, alcohol and weapons increasingly overtime.
• Beginning during the Middle Passage and continuing under plantation life enslaved persons went through Africanization (the forming of a common identity that had not existed before).
Describe the African role in the Atlantic trade.
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Africans in Europe 1650- 1850
Racism was present and increasing, becoming worst after 1850. (still most often based on class in Europe not on skin color).
Several groups of Africans (predominately male):
1. African Delegates and students- chose to come to Europe to expand trade relations with home countries, pursue education, and /or continue a study of Christianity.
2. Servants—increasingly fashionable to have black servants well fed rare and exotic “pets”: musicians, court officials, ambassadors and tutors. For ex. Angelo Soliman, in Moorish dress as a court African in Hapsburg Vienna. (well educated, tutor for emperor’s son, ambassador, married a Viennese noblewoman and was a fellow Mason with Mozart.)
3. Anglo-Africans—Many freed Africans created new identities in Europe despite increasing racial stereotypes. Their scholarship, writing of autobiographical accounts and efforts paved the way for abolitionist movements in Europe and the Americas. For ex. Phillis Wheatley, Oloudah Equianno and Ignatiou Sancho.
4. Scholars and Churchmen—African missionaries studying in Europe who sometimes saw the superiority of western civilization over African but usually tried to hold onto local culture while trying to spread Christianity at home.
How did these individuals influence people back home about Europeans?
Frederick Douglas (African American abolitionist), born into slavery, spent four months in the British Isles in 1845 and remarked, “The truth is the people here measure and esteem men according to their moral and intellectual worth, and not according to the color of their skin.”
If these experiences of people in Europe were predominately positive, predict why racism became increasingly prevalent in Europe in the 19th century?
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Seminar on CCOT in Labor Systems
1. Why did a majority of the population in all regions of the world engage in agricultural work before 1750?
2. Why did slavery persist as a feature of labor systems?
3. What was the difference between slavery, serfdom, indentured servitude, and corvée labor?
4. When did race become linked to slavery?
5. How did Europeans in the early modern period use Aristotle’s idea of the ‘natural slave’ to justify their use of Africans as slaves on plantations in the Caribbean?
6. Which event or global process affected labor systems more?
7. If the Americas had not become connected to the Eastern Hemisphere in 1492, would the Atlantic Slave Trade have happened?
8. How did the Ming government’s demand for silver affect labor systems?
9. How did the Portuguese and Dutch shipping of goods between states in Asia affect labor systems?
10. How did Islam and Christianity affect labor systems?
Which Coercive or Forced Labor system do you dislike the most?
| Coercive or Forced Labor system |Put a check in the box of the one |
| |you dislike the most: |
|African slavery | |
|plantation slavery | |
|Mamluks/Janissaries | |
|serfs | |
Explain why you picked that Coercive or Forced Labor system as the one you dislike the most:
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Directions: Use the sources, seminar discussion, and notes from the textbook to help you outline an essay on CCOT in labor systems up to 1750.
Thesis:
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Global Process causing changes:
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Global Process supporting continuity:
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Major Events that demonstrate change happened:
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Major Types of continuities:
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Conclusion:
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Directions: Highlight the similarities between the two coerced labor systems
| |Plantation Slavery in the Caribbean/Brazil |Serfdom in Imperial Russia |
|Requirements |Slaves of African origin were transported across the Atlantic to work |Male and female serfs both participated in the growing and harvesting|
| |on plantations. Slaves also were sold within the Caribbean and/or |of grain, but had separate duties according to their gender as well. |
| |Brazil or up to North America. |They worked with their families on the land where they were born. |
| |Male and female slaves participated in the harvesting of sugar cane |Serfs were bound to the landlord whose land they lived on; a landlord|
| |Slaves could be inherited through wills. |could sell the land and the serfs. Some czars transferred large |
| |Slaves had to work from sunrise to sunset |numbers of serfs to colonize new agricultural regions. |
| |Sugar mill workers were required to work during the night to maximize |For field living quarters serfs had to pay one ruble and a half ruble|
| |profit |was owed if they lived in the forest |
| |Plantations owners were prone to excessive and cruel punishment of |If they lived under one master for a year they paid ¼ of the living |
| |slaves. Most of these punishments were not proportional to the crime |quarters’ value. For each successive year they paid another ¼ until |
| |committed. |they have to paid the full value upon leaving |
| |Plantation slaves produced cash crops for export to Europe, and could |Anyone who married a serf became a serf. Children of serfs became |
| |only grow food for them at night or on Sunday. |serfs. |
| |Most plantation slaves were male but female slaves did similar |Serf could be inherited by dowry or will |
| |fieldwork; men did the heavy machinery and fieldwork. |Serfs were not allowed to complain about treatment as they “owed” |
| |Female slaves also did housework. |their masters their complete obedience |
| |Plantation slaves had to go to church services on Sunday led by an |A certain number of serfs had to be given to the army by each |
| |approved minister or priest. |landlord |
| | |Peasants worked from sunrise until sunset with occasional breaks for |
| | |breakfast, lunch and dinner. |
|Restrictions |Plantation slaves were not allowed to leave the plantation without |Peasants were allowed to leave a town once a year for one week before|
| |permission. |St. George’s Day (November 26) and one week after |
| |Plantation slaves were not allowed to marry other slaves. |Runaway serfs were still considered property of their masters |
| |The children of plantation slaves were automatically slaves. Slavery |Inciting serfs to revolt or complain led to a life term in a penal |
| |was for the whole lifetime unless the owner manumitted the slave. |colony |
| |Plantation slaves had no civil protection of their rights. |Serfs had no civil protection of their rights; landowners controlled |
| | |the law making |
|Benefits |Plantation owners made an average of 5% profit on the sale of their |Landowners dependent on the rents paid by the serfs in cash or |
| |cash crops (sugar, tobacco, cotton, indigo) |agricultural goods |
| |Slave traders made 500-600% profit. British merchants made 50% of the |90% of the Russian population was serfs. |
| |profit generated by colonial plantations by collecting interest on |The Russian Imperial government taxed the peasants. If they couldn’t|
| |loans, freight charges, insurance charges, and commissions for selling|pay, then the whole family could be sold to a nobleman or to owners |
| |goods. |of mines in Siberia for example. |
| |European colonial governments taxed the sale of goods exported from | |
| |and imported to the colonies. | |
|Resistance |Despite repeated punishments, some slaves ran away multiple times |Runaways to cities |
| |Maroon communities |Maintenance of local traditions |
| |Many female slaves aborted babies | |
| |Worked slower or sloppier | |
| |Maintenance of African traditions | |
| |Rebellions | |
What did the early modern rulers do about challengers to their rule? Two Case Studies
Problem:
You are the supreme ruler and you expect all of your subjects and visitors to follow your rules, but there are some subjects who want to make changes to the main religion of your empire. What should you do to these changers?
Task:
Use the information sheets on the next page and information in your textbook to compare the problem some early modern rulers had with their subjects in the 16th to 18th centuries.
|Use the Info Sheets to | |
|Complete the Following: |Name of Changers: |
|Name of Ruler: | |
|[pic] |[pic] |
|Dates of Reign: | |
|[pic] | |
|Territory Ruled: |Why did they want to make changes? |
|[pic] |[pic] |
|Main Religion: |[pic] |
|[pic] | |
|Policy about religious | |
|practices: |What happened to the changers? |
| |[pic] |
|Use the Info Sheets to | |
|Complete the Following: |Name of Changers: |
| | |
|Name of Ruler: |[pic] |
|[pic] | |
|Dates of Reign: | |
|[pic] |Why did they want to make changes? |
|Territory Ruled: |[pic] |
|[pic] | |
|Main Religion: |[pic] |
|[pic] | |
|Policy about religious | |
|practices: |What happened to the changers? |
|[pic] | |
| |[pic] |
|[pic] | |
|[pic] | |
Information Sheet #1: The Ottoman Empire and the Wahhabi Movement
The Ottoman Sultan Selim III reigned from 1789 – 1807 and controlled the territory of Anatolia, Balkans, Romania, Bulgaria, Middle East, and North Africa. Most of the people in the Ottoman Empire were Sunni Muslim like the Ottoman Turkish rulers. Subjects of the Ottoman Empire were allowed to practice other religions but they generally had a lower status. Muslims and other religious groups paid taxes on land, crops, trade, but only Muslims had military duties and obligations. The Ottoman government organized its judicial system by religion, so civil disputes within a religious community were handled by judges of the same religion and family matters like marriage and divorce also were controlled by the various religious leaders, not the sultan, the head of the Ottoman government. When the Ottoman sultans came to power in 1453, they claimed to have revived the caliphate ended by the Mongol conquest of the Abbasids in the 13th century. In 1805, Sultan Selim III, therefore, was not pleased to hear about the Wahhabi movement challenging his control of the holy cities of Mecca and Medina.
Back in 1744 the founder of the Wahhabi movement, Muhammad Ibn Abd Al Wahab traveled north from the Arabian deserts to study in the Islamic centers of learning: Baghdad, Kurdistan, Hamadhan, Isfahan, and Damascus. It was twenty years before he returned home. He disliked the luxuries he saw in Ottoman-controlled cities and felt that Sunni Muslims had become corrupt from the benefits of global trade dependent on the flow of silver from the Americas. When he returned to central Arabia, he preached against the polytheistic and pagan practices of worshipping trees and stones as false idols. Moreover, he criticized the practice of praying at the tombs of Muslim saints as undermining the oneness of God. He started a revivalist movement that eventually was named after him. He urged the Sunnis in central Arabia to tighten their religious practices and return to the simplicity of the ways of the Prophet Muhammad. He allied with the House of Saud to combine political and religious powers in their emerging state. They organized a jihad to purify religious practices among Muslims in central Arabia, but they also destroyed Shi’a holy sites in Karbala (in Iraq today) in the late 1700s. They continued on to battle against Ottoman forces, briefly controlling the Muslim holy cities of Mecca and Medina until Muhammad Ali, the Turkish-speaking Albanian whom the Ottoman sultan named-viceroy of Egypt and hero of the successful battles against the French general Napoleon Bonaparte, brought Mecca and Medina back under Ottoman control. Although the Ottoman sultan won some battles against the Wahhabi jihad, the Saudi monarchy gained considerable recognition and support for its alliance with this religious movement and continued to expand its control over the Arabian peninsula. The Saudis emerged as a nation-state in the early twentieth century with vast petroleum reserves to help fund its monarchy.[pic]
Information Sheet #2: The Holy Roman Empire and the Protestant Reformation
The Holy Roman Emperor, Charles V, reigned from 1520 until 1558 when he resigned in favor of his brother, Ferdinand, and son, Phillip II. He controlled the Holy Roman Empire, which was the territories of the numerous German states, Austria, Czechoslovakia, Netherlands, Poland, Belgium, and some of northern Italy. Through his grandparents, Isabella and Ferdinand, he also was king of Spain and the Spanish Empire. Emperor Charles was Roman Catholic and he expected his subjects to follow the beliefs and practices taught from the Catholic Church based in Rome. The pope was Leo X, a son of the powerful merchant family, the DeMedicis of Florence, who paid for much of the art and architecture of the Italian Renaissance from their profits lending silver to the expanding trade in the world. The pope and the Emperor Charles V were appalled by the challenges to the Church from the Augustinian monk Martin Luther.
In 1517, on the door of the central church in the German city of Wittenberg, Martin Luther posted his 95 Theses that listed the corrupt practices of the Roman Catholic Church like selling indulgences to erase instead of stopping sins. Another Protestant reformer was the French priest John Calvin famous for his idea of predestination. Both men preached that salvation could come from belief in God alone not from giving money to the Church or being obedient to a priest. Unlike earlier Christian reformers they had the advantage of their ideas spreading through the efficient and cheaper books produced by the printing press (Gutenberg). Luther and Calvin preached that Christianity needed to be purified of the corruption of the Renaissance Church and pagan practices such as worshipping trees and stones that hadn’t declined in Central Europe. They encouraged literacy, so that Christians could read the Bible for themselves. The rulers of small German states allied with the Protestant movement to break from the domination of Charles V and from the tithes required by the Roman Catholic Church. The German princes felt that the tithes were being used to re-build St. Peter’s Cathedral and Michelangelo painting the Sistine Chapel instead of supporting religious institutions in their cities. The Holy Roman Empire fought a series of religious wars to stop the Protestant movement, but the German princes allied with the Roman Catholic king of France, Francis I, who was still upset about losing the election for emperor of the Holy Roman Empire. Charles V also spent considerable sums (silver from the Americas) in an unsuccessful attempt to stop the expansion of the Ottoman Empire in the Mediterranean. In 1555, he gave up trying to stop the Protestant Reformation and signed the Peace of Augsburg which gave the princes and lords in the Holy Roman Empire the right to determine which type of Christianity their subjects would follow, Catholic or Protestant. Meanwhile, John Calvin was able to establish a theocracy in Geneva, a Swiss city-state. Both Protestant and Catholic rulers continued to look for non-Christian practices in their territories, expanding the Inquisition and witch hunts through the end of the 18th century. There are still many denominations within Christianity including the continuing division between Catholic and Protestant churches.
1635 Closed Country Edict Act (Law) of Tokugawa Japan
Directions:
Next to each line of the edict, write a “C” if it deals with Christianity or a “T” if it deals with trade. If it addresses both then write a “C” and a “T.”
1. Japanese ships are strictly forbidden to leave for foreign countries.
2. No Japanese is permitted to go abroad. If there is anyone who attempts to do so secretly, he must be executed. The ship so involved must be impounded and its owner arrested, and the matter must be reported to the higher authority.
3. If any Japanese returns from overseas after residing there, he must be put to death.
4. If there is any place where the teachings of the [Catholic] priests is practiced, there must be a thorough investigation.
5. Any informer revealing the whereabouts of the followers of the [Catholic] priests must be rewarded accordingly.
6. If there are any Southern Barbarians[1] who propagate the teachings of the priests, or otherwise commit crimes, they may be incarcerated in the prison....
7. All incoming ships must be carefully searched for the followers of the priests.
9. No single trading city shall be permitted to purchase all of the merchandise brought by foreign ships.
9. Samurai[2] are not permitted to purchase any goods originating from foreign ships directly from Chinese merchants in Nagasaki.
10. After a list of merchandise brought by foreign ships is sent to [the Emperor in] Edo, before commercial dealings may take place.
11. After settling the price of white yarns, other merchandise [brought by foreign ships] may be traded freely between the [licensed] dealers… payment for goods purchased must be made within twenty days after the price is set.
12. The date of departure homeward of foreign ships shall not be later than the twentieth day of the ninth month. Any ships arriving in Japan later than usual shall depart within fifty days of their arrival. As to the departure of Chinese ships, you may use your discretion to order their departure after the departure of the Portuguese galeota[3].
15. The goods brought by foreign ships which remained unsold may not be deposited or accepted for deposit.
16. The arrival in Nagasaki of representatives of the five trading cities shall not be later than the fifth day of the seventh month. Anyone arriving later than that date shall lose the quota assigned to his city.
Source:
The Seclusion of Japan
Tokugawa Iemitsu - CLOSED COUNTRY EDICT OF 1635
Coffeehouse Activity
[pic]Ottoman Empire (1453-1917)
|Political System |Foreign Trade System |Social Structure |
|-Imperial, Muslim, bureaucracy |-Customs fees |-Muslim ruler and elite |
|-Janissaries, Tax farming |-capitulations |-Muslim peasants |
| | |-millet system for other religious groups |
[pic]Safavid Empire (1502-1736)
|Political System |Foreign Trade System |Social Structure |
|-Imperial, Muslim, bureaucracy |-Customs fees |-Muslim ruler and elite |
| | |-Muslim peasants |
| | |-other religious groups in merchant class |
[pic]Mughal Empire (1526-1857)
|Political System |Foreign Trade System |Social Structure |
|-Imperial, Muslim, bureaucracy |-Dealt with East India companies |-Muslim ruler and elite |
|-Tax farming |-Exported tea & spices |-Hindu subjects |
| | |-Other religious groups |
[pic] Ming Empire (1368 – 1644); Qing Empire (1644-1911)
|Political System |Foreign Trade System |Social Structure |
|-Imperial, Confucian, bureaucracy |-Tribute System |-Emperor |
| |-Canton system |-Confucian Scholar Officials |
| |-Exported tea & porcelain |-Peasants + Craftspeople |
| | |-Merchants |
[pic]British Empire (1500-present)
|Political System |Foreign Trade System |Social Structure |
|-Imperial, Anglican, bureaucracy |-British East India Company |-Monarch |
| |imported spices, silk, cotton, |-Nobility & Landowners |
| |tea, porcelain; moved goods within|-Merchants & Farmers |
| |Asia and from Americas (sugar, |-Colonial subjects |
| |coffee, tobacco) | |
[pic]Tokugawa Shogunate (1603-1868)
|Political System |Foreign Trade System |Social Structure |
|Mixed feudal and imperial, |-Open then restricted to only |-Emperor |
|Shinto-Confucian-Buddhist, bureaucracy |Dutch, Chinese, Korean merchants |-Shogun |
| |(1649) |-Daimyo + Samurai |
| |-exported silver, silk |-Peasants + Craftspeople |
| |-imported Chinese goods, European |-Merchants |
| |guns | |
DIRECTIONS: Use the following outline to prepare for a CCOT essay on trade in the Indian Ocean from 1200 to 1750
Thesis:
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Global Process causing changes:
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Global Process supporting continuity:
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Major Events that demonstrate change happened:
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Major Types of continuities:
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Conclusion:
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What was the Indian Ocean trade system in 1450?
1. What were the trade policies of the Muslim Empires in the Indian Ocean?
a. Ottoman Empire taxes, capitulations [The Capitulations were a system of trade agreements which kept the fees paid by foreign importers and exporters to 5%. The first Ottoman Capitulations were granted to the Genoese in 1352, but the most significant were those given to Venice in 1454, one year after the conquest of Istanbul. The French negotiated a similar deal in the 16th century.]
b. The Ottoman government had little direct control over Indian Ocean trade; mostly encouraged goods transported into the empire through the Red Sea or Arabian peninsula or Hormuz port.
c. Safivid Empire: taxes especially land (Silk Routes) but also sea (port at Hormuz)
d. Mughal Empire: taxes on active sea trade along both Indian coasts
2. What were the trade policies of the Muslim rulers of the Swahili city-states in the Indian Ocean? Mombasa, Kilwa, Mogadishu: taxes on active sea trade and inland trade
3. What were the trade policies of the Muslim rulers of the Arabian city-states in the Indian Ocean? Yemen and Red Sea ports: taxes on active sea trade
4. What were the trade policies of the Muslim rulers of the Southeast Asian city-states and monarchies in the Indian Ocean system? Malacca, Java, ______: taxes on active sea trade and inland trade; control pirates (mostly Chinese and Japanese)
What was the Indian Ocean trade system in 1550?
1. What goals did the Portuguese have about trade in the Indian Ocean? Take over port cities throughout the Indian Ocean; monopolize transport of luxury goods like spices in the Indian Ocean. Insist on mercantilism with any colonies formed.
2. What methods did the Portuguese use: cannons and force when opposed.
What was the Indian Ocean trade system in 1650?
1. What goals did the Dutch have about trade in the Indian Ocean? Establish storehouses (factors) and merchants in port cities in Southeast Asia and a few in India; make agreements with local leaders in Southeast Asian islands or conquer them by force; make faster ships with better financing to monopolize trade.
2. What methods did the Dutch use to increase their direct trade in Asia: The first joint-stock companies were owned by investors who gave funds for voyages to Asia and began in Great Britain and the Netherlands around 1600. Wealth from the Atlantic Slave trade helped start investment banks who lent money to merchants for foreign trade with Asia. The joint-stock companies were chartered by their governments the rights to enter into treaties, to maintain military forces and to produce coinage, as well as powers of government and justice for its merchants and security staff in the Indian Ocean and Asia. If Asian merchants and consumers did not want European goods and the European merchant did not have enough silver or gold to buy in bulk to transport to Europe, then the European merchants carried goods from one Asian country to another to make enough gold or silver to buy the goods that European consumers wanted.
3. What attitude did the French have toward trade in the Indian Ocean? establish storehouses (factors) and merchants in port cities in India; make agreements with local leaders in mainland Southeast Asia.
What was the Indian Ocean trade system in 1750?
1. What attitude did the British have toward trade in the Indian Ocean? Establish storehouses (factors) and merchants in port cities; make agreements with Mughal leaders in India and Egypt; take advantage of European competitors whose militaries are busy elsewhere, e.g. undermine French occupations of Indian port cities when French military is fighting in North America. Insist on mercantilism.
2. Whose attitude is missing? Ming (stopped Treasure Ships when Confucian bureaucrats shifted funds to military defense against perceived northern threat), Tokugawa (limit trade to Dutch, Koreans, and Chinese merchants after Portuguese and Spanish merchants sell arms to rebellious lords who converted to Catholicism), Spanish (focus on Manila as the main port in the Philippines to support the Pacific galleon trade with the Americas).
3. If you had a monopoly over one type of goods or services today, which one would give you the most profit and the most power over the world economy? What place must you control today to have a monopoly over trade?
Primary Sources: Around 1580 an Ottoman geographer, in a report to Murat III on the New World, warned of the dangers threatening Islamic countries, and the upheaval in trade that would result from Europeans establishing themselves on the coasts of America, India, and the Persian Gulf. He counseled the Sultan to open a canal across the Isthmus of Suez, and to send a fleet to take the ports of India and Sind.
In 1625 another Ottoman observer, Omar Talip, considered that the danger had become pressing:
“Now the Europeans have learnt to know the whole world; they send their ships everywhere and seize important ports. Formerly, the goods of India, Sind, and China used to come to Suez, and were distributed by Muslims to all the world. But now these goods are carried on Portuguese, Dutch, and English ships to Frangistan, and are spread all over the world from there. What they do not need themselves they bring to Istanbul and other Islamic lands, and sell it for five times the price, thus earning much money. For this reason gold and silver are becoming scarce in the lands of Islam. The Ottoman Empire must seize the shores of Yemen and the trade passing that way; otherwise before very long, the Europeans will rule over the lands of Islam.”
Trade and Pirates
Directions:
o Read the two articles on pirates “The Company’s Chinese Pirates” and “A New Generation of Pirates Is Making Waves”.
o Compare the relationship between Chinese pirates in the 16th century and the Dutch joint-stock company (VOC) with the relationship between Somali pirates and the companies who own the hijacked oil tankers.
Biography of a Chinese Pirate, Zheng Zhilong
I am a Chinese pirate king who became the governor of the southern Ming Chinese province of Fujian across the straits from Taiwan. In 1625, I was a powerful pirate, raiding merchant ships all the way from the Ming Chinese coast to Tokugawa Japan and the Spanish Philippines. We like to use pirate tactics we learned from the Malay to attack ships heavy with silver and spices. The Malay pirates board a ship with dozens of armed fighters. Other times we used the Chinese ramming techniques and explosive weapons to overcome other ships. Some of the local people said it looked like a fireworks display when we attacked.
You might think I was just a thug, but I knew the Confucian rule of benevolence. It required that I shared the booty we captured with the poor costal people in Fujian and Taiwan. I also connected with Viet and Malay pirates who worked the South China Seas and made deals with the Dutch pirates (they called themselves the Dutch East India Company/VOC). These Dutch pirates raided the Portuguese and Spanish ships carrying Chinese products like porcelain, silk, and tea back to their countries via the Pacific or Indian and Atlantic Oceans.
When the Ming government appointed me a naval official in 1628, I took advantage of the Dutch and Portuguese who desired ‘free’ trade. I promised them they could stop paying baoshui (protection money) that the Chinese government charged them to trade. I also tried to get them more trading ports than the Ming government normally allowed foreigners to have.
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[1] Westerners
[2] Members of Japan's military aristocracy.
[3] An oceangoing Portuguese ship
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Chinese Junk Ship
tea
Tokugawa
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