...To demonstrate their rejection of the Mongols, the Ming emperors a. severed relations with the Middle East and Central Asia and closed the borders to foreigners. b. built the Great Wall of China and deported all Mongols. c. changed the official language from Mongolian to Chinese. d. marched all the Mongols to the Korean border. e. formed close ties with the Manchu instead. a The emperor Yongle improved the imperial complex built by the Mongols called the a. Imperial House. b. Forbidden City. c. Heavenly Gates. d. Dragon's Court. e. Red Square. b Because Mongols controlled access to the Silk Road after the overthrow of the Yuan, the emperor Yongle put an emphasis on a. trade by ships. b. overland trade through India and Arabia. c. trade through Buddhist monasteries. d. trans-Pacific exploration. e. none of these; trade decreased because people could not afford to travel by Silk Road and pay Mongol tariffs. a Zheng He's primary accomplishment was a. converting barbarians to Islam. b. discovering new lands in the East. c. bringing wealth to China. d. acquiring Ming tributary states. e. discovering the Philippines. d Why didn't Ming China develop seafaring for commercial and military gain? a. The emperor feared outside contacts and influence. b. The peasantry were a strong voting lobby and refused to support it. c. The merchants were opposed to losing their domestic markets. d. The Mongol threat from the north took priority over...
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...Question: Explain the development and the nature of the Byzantine institutions (church and state), social and urban life, and cultural achievements? Answer: Byzantine art is the term commonly used to describe the artistic products of the Eastern Roman Empire from about the 5th century until the fall of Constantinople in 1453. (The Roman Empire during this period is conventionally known as the Byzantine Empire.) The term can also be used for the art of states which were contemporary with the Byzantine Empire and shared a common culture with it, without actually being part of it, such as Bulgaria, Serbia or Russia, and also Venice, which had close ties to the Byzantine Empire despite being in other respects part of western European culture. It can also be used for the art of peoples of the former Byzantine Empire under the rule of the Ottoman Empire after 1453. In some respects the Byzantine artistic tradition has continued in Greece, Russia and other Eastern Orthodox countries to the present day. The finest work, the most elegant, and the most accomplished technically, was, naturally enough, associated with the Byzantine capital, Constantinople, which was the very hub of the civilized world from the foundation of the city as capital around 330 till its conquest by the Turks in 1453. But there were other great centers too. In Rome, Milan, Ravenna, and elsewhere in the West works of the greatest importance that were in no way provincial were executed in the early years of Christendom...
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...The Mongols helped bridge a connection between the east and west in numerous ways. They did not only impact Europe, but Asia as well. To add on, they did not only have positive effects, but they had negative effects as too. They set the base for Eurasian history by using commercial, political, and artistic relations among Chinese, Islamic, Russian, and European civilizations. Workers such as craftsmen and missionaries traveled across the continents. In addition, culture, technological, and culinary diffusion took place. Originally, China was a Confucius society but then the Mongols exposed Tibetan Buddhism, which attracted several Ming and Qing dynasties and their people. Economically, during the Mongol era, the increase in commerce greatly benefited merchants and consumers. Agriculture remained the same, but the European demand for Asian products encouraged a way to find a less hazardous and more efficient means of transportation. Politically, the Mongols brought about many power changes and reforms in Russia and China. The Mongols used terror tactics as a form of governing and destroyed cities and forms of government rule. Eventually, the Khans will rule both states. Chinggis Khan, or better known as Ghengis Khan was one of the greatest leaders. He was very successful when it came to conquering because he had brilliant military strategy and organization for that he was famous and known for. He trained each and every troop to specialize in a certain field and he also had...
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...explorer, whose travels in Asia molded the idea for the European image of the east up until the 19th century. Marco Polo was a large influence to many of the later explorers. Be it through his book, “The Travels of Marco Polo”, which mainly described Polo’s travels through China, Indonesia, and Persia between 1276 and 1291. There have been many speculations through the years whether Marco Polo accomplished all of the things he said he did. Despite the negativity, Marco Polo affected history, and is still important in learning about history to this day. Details on Marco’s personal life is nearly non-existent, except for the information that is given in his book....
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...Africa were dominated by two powerful empires: Byzantine and Islamic caliphate. By 1400, this structure was in disarray: • Byzantine was in decline, pressed by invading Ottoman Turks. Constantinople fell to Turks in 1453, ending empire. • By 1200s, the Muslims had fallen to Mongols. Arabs never able to unite the entire region again. Decline of Islamic caliphate: decline of caliphate and its economy was gradual and incomplete – not at all like the dramatic fall of Rome • authority of caliphate declined, landlords seized power, peasants became serfs on large estates • agricultural productively declined, tax revenues declined • Arab and Middle Eastern traders lose ground: European merchants began to exercise control of their turf and challenge the Arabs in other parts of the Mediterranean. Still, Arab and Persian commerce remained active in Indian Ocean. • The emerging Ottoman Turks expanded into southeastern Europe, and the power (both politically and militarily) was frightening to other people in other areas, such as western Europe. A Power Vacuum in International Leadership • Turkish rulers unable to reestablish Islamic position in international trade. Turks scornful of Arabs (though both were Muslim), did not promote trade, especially maritime trade, as vigorously as in past. • Turkic expansion was important well into 17th century, but real focus was on conquest and administration • Mongols developed first alternative international...
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...a better knowledge of how terrestrial and ocean colonization unfolded in the Americas, Siberia, Africa, and China, a person must first understand the definition of colonization. Simply put, colonization is an ongoing process of control by which a central system of power dominates the surrounding land and its components. This means that a foreign government moves into the land and seizes control; gaining power, natural resources, and a larger economy. In the year 1492, an Italian explorer by the name of Christopher Columbus set out on an expedition departing from Spain in search of a faster ocean route to reach Asia. Him and his crew set foot on an island in the Bahamas 36 days after deporting from Spain. While in the Bahamas, Columbus and his men visited a total of three islands and built a settlement on Hispaniola Island with salvaged wreckage from one of their ships. Convinced he had reached Asia, he then set sail back to Spain with the two remaining ships. Columbus failed to find what he set out for – a new route to Asia along with the riches it promised, and he passed away short of success in 1506. However, Columbus was still successful in other terms. He is credited with the discovery of the New World and opening the Americas for European colonization. Following Columbus’s discovery, European nations that were on the Atlantic Rim exploited the riches and resources of the Americas. Due to their region’s position in the Eurasian economy, Europeans were determined to gain...
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...How the Crusades Changed the World HIS/276CA June 23, 2014 How the Crusades Changed the World The Dark Ages were a time of cultural recession for Western Europe. The barbarian invasions during the fifth and sixth centuries had obliterated the Roman Empire in the West. The wisdom of the lost Empire was nothing more than a memory. The Crusades offered endless opportunity and provided exposure the knowledge, culture, and resources that fueled the European progression into the Renaissance; a fortuity that shifted both cultural and religious power in the modern world. By the end of the 10th century, Western Europe was destitute. The inhabitants could not farm their land properly, and soon a cycle of famine, flood, and disease began to dictate the lives of the people. The only surviving institution was the Western Church in Rome. Roman popes soon began to challenge the Byzantine emperors for ultimate control of the church. Tension grew between the two branches of Christianity, which lead to cultural, theological, and irreconcilable differences between the Roman Catholic Church in Western Europe and the Greek Orthodox Church in the Byzantine Empire (Stalcup, 2000). This event, known as the East-West Schism in 1054, was a precursor to the Protestant Reformation (Stalcup, 2000). Meanwhile, a holy war in Spain between Christian Europeans and Muslims terrorized the outskirts of Rome during the tenth and eleventh centuries. Western Europe became very accustomed to religious...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...infection around the globe, and did so, once the epidemic broke out in Canton and Hong Kong, with a speed that was limited only by the speed with which a ship could carry its colony of infected rats and fleas to a new port. Speed was obviously decisive in allowing a chain of infection to remain unbroken from port to port.” Often times over longer voyages, the plague could die out within the rats and fleas because the shipmen would become immune to the plague and there would be no persons left aboard that could be a sustainable host for the disease. The ocean was too wide for the plague to be carried from ports of the Mongol...
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...the Paper Technology: The Invention of Gunpowder Professor: Adam Ravalovich August 12, 2011 Title: The Invention of Gunpowder A. Introduction: The invention of gunpowder was one of China’s four greatest inventions that made a significant contribution to Chinese culture. Gunpowder in Chinese is called “huo yau”, meaning flaming medicine. The use of gunpowder gave the Chinese a greater ability to protect them from enemies and to conquer and control others. Although fireworks today are used as entertainment, the Chinese used it to scare-off enemies in the time of war. Chinese firearms, fireworks and gunpowder were also popular items of trade along the Silk Road to Europe. As we can imagine this invention had a profound effect on human history and although gunpowder was invented by the Chinese, it gave rise to the powerful western world while it inevitably left China and the Eastern World behind. B. Description of the Chinese Culture (Brandy Miller) 1. Chinese Society: Understanding a people's culture exposes their normalness without reducing their individuality. There are many different realms of Chinese society. China is well known for its centuries of traditional values, customs and beliefs. These beliefs are deeply linked with the language, religions and collective values which have always been the center of traditional festivals, customs and everyday life of man as a collective in harmony with nature (Needham, J., 1986). Despite the strong Chinese...
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...6) How did two major conflicts, the Sino-Japanese War (1894-1895) and the Russo-Japanese War a decade later, influence Western perceptions of Japan and Asia? The Sino-Japanese War from 1894-1895 and the Russo-Japanese War a decade later were monumental events in the history of Asia and its ripples were felt in the Western world. In the Sino-Japanese War, the Western world witnessed the fruits of Meiji Japan’s modernization program, its modern military, routed the Chinese hitherto the dominant Asian power. Japan’s victory defeat of Russia became a significant milestone in modern history, marking the first major modern conflict where an Asian nation had defeated an European power. As such, this study seeks to present in detail the changes in Western perception towards Japan, as it became a modern military power and its image of the Asian people in the aftermath of both events. Sino-Japanese War (1894-1895) The outcome of the Sino-Japanese War meant that Japan had successfully displaced Qing China as the dominant power in East Asia, marking a remarkable shift from millennia old power arrangements in the region centered on China. This turn of events did not escape Western observations and led to Japan being recognized as the dominant Asian power. According to the historian Sarah Paine, ‘Before the war, the most widespread Western image of Japan was undoubtedly provided by William S. Gilbert and Arthur Sullivan, the famous operetta duo. The year 1885 marked the premiere of what...
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...Canterbury Tales Webquest Today you are going to research background information about Geoffrey Chaucer and The Canterbury Tales. Anything not completed in class should be finished for HW. - Use the links to answer the questions listed below. - Please PARAPHRASE your answers rather than copying and pasting information. You may type your answers directly into the document and print when finished. 1. Geoffrey Chaucer 1. What kind of writer was he? He is a realistic writer. 2. What were the years of his birth and death? Born 1340/44, died 1400. 3. Where was he from? London, England 4. What was his “masterpiece”? The Canterbury Tales http://www.bartleby.com/65/ch/Chaucer.html 2. What is a pilgrimage? (You should already know this from our vocab. quiz.) A pilgrimage is a journey or search of moral or spiritual significance. Typically, it is a journey to a shrine or other location of importance to a person's beliefs and faith, although sometimes it can be a metaphorical journey in to someone's own beliefs. 3. Define prologue. The preface or introduction to a literary work. http://www.webster.com (or other dictionary site) 4. Where is Canterbury? Canterbury is located in Kent county, south-east of London. It is home to the Caterbury cathedral, the burial site of King Henry IV. What famous...
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...(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...
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...THE FATE OF EMPIRES and SEARCH FOR SURVIVAL Sir John Glubb John Bagot Glubb was born in 1897, his father being a regular officer in the Royal Engineers. At the age of four he left England for Mauritius, where his father was posted for a three-year tour of duty. At the age of ten he was sent to school for a year in Switzerland. These youthful travels may have opened his mind to the outside world at an early age. He entered the Royal Military Academy at Woolwich in September 1914, and was commissioned in the Royal Engineers in April 1915. He served throughout the first World War in France and Belgium, being wounded three times and awarded the Military Cross. In 1920 he volunteered for service in Iraq, as a regular officer, but in 1926 resigned his commission and accepted an administrative post under the Iraq Government. In 1930, however, he signed a contract to serve the Transjordan Government (now Jordan). From 1939 to 1956 he commanded the famous Jordan Arab Legion, which was in reality the Jordan Army. Since his retirement he has published seventeen books, chiefly on the Middle East, and has lectured widely in Britain, the United States and Europe. William Blackwood & Sons Ltd 32 Thistle Street Edinburgh EH1 1HA Scotland © J. B. G. Ltd, 1976, 1977 ISBN 0 85158 127 7 Printed at the Press of the Publisher Introduction As we pass through life, we learn by experience. We look back on our behaviour when we were young and think how foolish we were. In the same way our family...
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