A day in the life of Louis XIV - Omaha Burke High School

A day in the life of Louis XIV Assignment: Highlight attributes that describe Louis XIV and complete the

two POV statements.

THE KING'S DAILY ROUTINE The Duke of Saint‐Simon, who kept the memorials of Versailles, wrote of Louis XIV: "With an

almanac and a watch, you could be three hundred leagues from here and say what he was doing". The King's day was timed down to the last minute so that the officers in the service of the monarch could plan their work as accurately as possible. From the rising ceremony to the retiring, he followed a strict schedule, as did all the members of the Court, all regulated like clockwork.

The daily routine of the Sun King was supposed to continue under the reigns of Louis XV and Louis XVI, but neither of them could bear this oppressive ceremonial. As often as possible, they took refuge in their private apartments or in the royal residences nearby. As the years passed, the Levees and Couchees were observed less and less frequently. And the courtiers complained that they never saw the King any more, unlike in the time of Louis XIV.

The King's mornings 7.30‐8 am "Sire, it is time", the first Valet de Chambre awakens the King. The First Levee begins. Doctors, familiars and a few favourites who enjoyed the privilege of the Grand Entries followed in succession into the bedchamber of the King who was washed, combed and shaved (every other day). The officers of the Chamber and the Wardrobe then entered for the Grand Levee during which the King was dressed and breakfasted on a bowl of broth. Only the most important personalities in the kingdom were admitted to observe this ritual. The number of attendants is estimated at around a hundred, all male.

10 am:As they left the King's apartment, a procession formed in the Hall of Mirrors. Followed by his courtiers, the King crossed the whole breadth of the Grand Apartment. This was the moment when the crowd gathered along the passage of the royal cortège was at last able to catch a glimpse of the monarch. Some were even able to speak to him briefly or pass him a written request. The King sat in the tribune of the Royal Chapel to attend mass, for about thirty minutes. The choir of the "Chapel Music", renowned throughout Europe, sang a new work each day, composed by Lully, Delalande and many others.

11 am: Back in his Apartment, the King held council in his cabinet. On Sundays and Wednesdays was the Council of State, Tuesdays and Saturdays were devoted to the Royal Council of Finances, and finally, on Mondays, Thursdays and Fridays there might be an extra Council of State to replace a Dispatch Council (domestic affairs) or a Religious Council (religious affairs). On these same days, the King might also decide to examine the progress of the building programmes. Five or six ministers worked with the monarch who spoke little, listened much and then made his decision.

1 pm: In his bedchamber, the King dined alone, sitting at a table facing the windows. This meal was in principle a private one but Louis XIV used to receive all the men of the Court, in general those present at the Levee.

His afternoons 2 pm: The King gave his orders announcing his intentions for the afternoon in the morning. If he wished for a promenade, it was in the gardens, either on foot or in a carriage with the ladies. If he chose to hunt, the favourite sport of all the Bourbons, it took place in the grounds when the King preferred to shoot, or in the surrounding woodland when he rode to hounds.

6 pm: Often Louis XIV let his son preside over the indoor entertainments, like the evenings in the apartments.

Meanwhile, he would sign the many letters prepared by his secretary and then go to the apartments of Madame de Maintenon where he would study an important dossier aided by one of his four secretaries of State.

The evenings 10 pm: The crowd squeezed into the antechamber of the King's apartments to attend the Grand Public Supper. The King would sit at the table, surrounded by members of the royal family. At the end of the meal, the monarch walked through his bedroom and into the salon to salute the ladies of the court. Then he withdrew to his cabinet to converse more freely with his family and a few close acquaintances.

11:30 pm: The retiring, a public ceremonial where the King withdrew to his bedroom, was a shortened version of the Levee.

Primary Document: Louis de Rouvroy, Saint‐Simon, Memoirs of Louis XIV and His Court and of the Regency (approximately 1750)

“He loved splendor, magnificence, and profusion in all things, and encouraged similar tastes in his Court; to spend money freely on equipages and buildings, on feasting and at cards, was a sure way to gain his favor, perhaps to obtain the honor of a word from him. Motives of policy had something to do with this; by making expensive habits the fashion, and, for people in a certain position, a necessity, he compelled his courtiers to live beyond their income, and gradually reduced them to depend on his bounty for the

means of subsistence. This was a plague which, once introduced, became a scourge to the whole country, for it did not take long to spread to Paris, and thence to the armies and the provinces; so that a

man of any position is now estimated entirely according to his expenditure on his table and other luxuries. This folly, sustained by pride and ostentation, has already produced widespread confusion; it

threatens to end in nothing short of ruin and a general overthrow.” POV

Primary Document: Jacques‐Benigne Boussuet, Politics Drawn from the Very Words of Holy Scripture (1709)

God establishes kings as his ministers, and reigns through them over the people … the prince must be obeyed on principle, as a matter of religion and of conscience.

POV

Academic Summary In 1715, after a 72+ year reign, Louis XIV passed away at the Palace of Versailles. Europe’s longest reigning monarch at the time, Louis XIV ruled France as an absolute monarch, backed by the Roman Catholic Church’s idea of the Divine Right of Kings. During Louis’s reign, France prospered as never before, growing economically and politically at the expense of its European neighbors. Many historians today point to his reign as the high point of French absolutist society. Called the “Sun King” for his choice of a blazing sun as his royal emblem, Louis was a patron of the arts and strove to modernize the French legal system over the long years of his reign. Unfortunately many of his later years were troubled by the death of most of his heirs and his choice to involve France in a series of wars that would ultimately prove disastrous. In the end, the system of absolutism and divine right, so central to the Sun King’s ’s reign,

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Name Date

PRIMARY SOURCE Louis XIV’s Advice to His Son When he was in his twenties, Louis XIV began writing down his thoughts about being a ruler. His Mémoires for the Instruction of the Dauphin illuminated how

Section 2 he became the strongest king of his time. In this excerpt from his book, Louis XIV shares his recipe for absolute rule with his son. What steps did he take to consol- idate his power after the death of Mazarin?

commanded the four secretaries of state not to sign anything at all any longer without discussing

it with me, the superintendant likewise, and for nothing to be transacted at the finances without being registered in a little book that was to remain with me, where I could always see at a glance, briefly summarized, the current balance and the expenditures made or pending.

The Chancellor received a similar order, that is, not to seal anything without my command, except for letters of justice. . . .

I announced that all requests for graces of any type had to be made directly to me, and I granted to all my subjects without distinction the privilege of appealing to me at any time, in person or by petitions. The petitions were initially very numerous, which did not discourage me, however. The disorder into which my affairs had fallen produced many of them, the idle or unjustified hopes which were raised by this novelty hardly stimulated a less- er number. . . . But even in these apparently useless things I discovered much that was useful. I learned thereby many details about the condition of my people. They saw that I was concerned about them, and nothing did so much to win me their hearts. . . .

As to the persons who were to support me in my work, I resolved above all not to have a prime minister, and if you and all your successors take my advice, my son, the name will forever be abolished in France, there being nothing more shameful than to see on the one hand all the functions and on the other the mere title of king.

For this purpose, it was absolutely necessary to divide my confidence and the execution of my orders without entirely entrusting it to anyone, assigning these various persons to various functions in keep- ing with their various talents, which is perhaps the first and foremost talent of princes.

In order to concentrate the entire authority of a master more fully in myself—even though there

are all sorts of details into which our occupations and our very dignity do not usually permit us to go, I resolved to enter into these with each of the ministers whom I would choose, and when he would least expect it, so that he would realize that I might do the same on other subjects and at any time. . . .

It is not so easy for me to tell you, my son, how to go about the choice of the various ministers. Fortune always plays, in spite of us, at least as much of a part in it as wisdom; and in the part that wisdom plays, intelligence can do far more than counsel. Neither of us, my son, is going to seek for these sorts of positions those whom distance and obscurity remove from our view, whatever qualifications they may have. It is necessary to decide from a small number which chance presents to us, that is, those already in office or whom birth and inclination have attached to our personal service.

And as for this art of knowing men, which will be so important to you not merely on this but also on every other occasion of your life, I shall tell you, my son, that it can be learned but that it can not be taught.

from Paul Sonnino, trans., Louis XIV: Mémoires for the Instruction of the Dauphin (New York: The Free Press, 1970), 30–32.

Assignment: List Louis XIV’s rules

to be a successful absolute king.

10 Unit5,Chapter21

CHAPTER

21

Excerpt from Louis XIV King of France and of Navarre: Memoires For The Instruction of the Dauphin, translated and notes by Paul Sonnino. Copyright © 1970 by The Free Press. Used with the permission of The Free Press, a Division of Simon & Schuster, Inc.

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Assignment: Read the document and complete the chart.

(1724–1804). The philosopher of the 1700s who ranks with Aristotle and Plato of ancient times is Immanuel Kant. He set forth a chain of explosive ideas that humanity has continued to ponder since his time. He created a link between the idealists—those who thought that all reality was in the mind—and the materialists—those who thought that the only reality lay in the things of the material world. Kant's ideas on the relationship of mind and matter provide the key to understanding the writings of many 20th‐ century philosophers.

“Kant, Immanuel." Britannica Student Encyclopedia. 2003. Encyclopædia Britannica Online. 30 Sep, 2003 <http://search.eb.com/ebi/article?eu=297186>

1 Enlightenment is man's release from his self‐incurred tutelage. Tutelage is man's inability to make use of his understanding without direction from another. Self‐ incurred is this tutelage when its cause lies not in lack of reason but in lack of resolution and courage to use it without direction from another. "Have courage to use your own reason!"‐ that is the motto of enlightenment.

2 Laziness and cowardice are the reasons why so great a portion of mankind, after nature has long since discharged them from external direction, nevertheless remains under lifelong tutelage, and why it is so easy for others to set themselves up as their guardians. It is so easy not to be of age. If I have a book which understands for me, a pastor who has a conscience for me, a physician who decides my diet, and so forth, I need not trouble myself. I need not think, if I can only pay ‐ others will easily undertake the irksome work for me.

4 For this enlightenment, however, nothing is required but freedom, and indeed the most harmless among all the things to which this term can properly be applied. It is the freedom to make public use of one's reason at every point. But I hear on all sides, "Do not argue!" The Officer says: "Do not argue but drill!" The tax collector: "Do not argue but pay!" The cleric: "Do not argue but believe!" Only one prince in the world says, "Argue as much as you will, and about what you will, but obey!" Everywhere there is restriction on freedom.

5 If we are asked , "Do we now live in an enlightened age?" the answer is, "No ," but we do live in an age of enlightenment. As things now stand, much is lacking which prevents men from being, or easily becoming, capable of correctly using their own reason in religious matters with assurance and free from outside direction. But on the other hand, we have clear indications that the field has now been opened wherein men may freely dea1 with these things and that the obstacles to general enlightenment or the release from self‐imposed tutelage are gradually being reduced. In this respect, this is the age of enlightenment.

What is the article about? Who wrote this document

and what is his POV? What was happening in the

world at this time? Why was this person/event

so ground breaking?

Immanuel Kant: What is Enlightenment?, 1784

Assignment: Use these 4 documents to complete the chart that follows.

Background

Thomas Hobbes was born in London in 1588. He received his college education at Oxford University in England, where

he studied classics. Hobbes traveled to other European countries several times to meet with scientists and to study

different forms of government. During his time outside of England, Hobbes became interested in why people allowed

themselves to be ruled and what would be the best form of government for England. In 1651, Hobbes wrote his most

famous work, entitled Leviathan.

“The life of man is nasty, brutish, and short.”

“So that in the nature of man, we find three principal causes of quarrel. First, competition; secondly, lack of confidence; thirdly, glory.

Competition makes man invade for gain; lack of confidence or insecurity makes man invade for safety; and glory makes man invade for reputation. Competitors use violence to make themselves masters of other men's persons, wives, children, and cattle; those without confidence use violence to defend themselves; and those who seek glory use violence when they come across someone who has insulted them through a word, a smile, or a different opinion.

Without a strong power (absolute monarchy) to keep them in check, man is in a constant state of war; and such a war as is of every man against every man. For war doesn’t exist in battle alone, but when everyone knows that people have the will to engage in battle. “

‐‐The Leviathan

Background

English philosopher John Locke (1632‐1704) attacked absolute monarchy and promoted the concept of government by

the people in his most famous work, Two Treatises on Government. Published in 1690, his book influenced the ideas of

Baron de Montesqieu and Jean‐Jacques Rousseau, as well as the framers of the United States Constitiution. At the heart

of Locke’s argument was his belief that all people are born free and equal, with three natural rights: life, liberty, and

property. In the following passage, Locke talks about the purpose and value of representative government.

“The Legislature’s power is limited to the public good of the society. It is a power that has no other goal but preservation

of rights, and therefore can never have the right to destroy, enslave, or impoverish the subjects. To this end it is that men

give up all their natural power… and the community put the legislative power into such hands as they think fit, with this

trust, that they shall be governed by declared laws, or else their peace, quiet, and property will still be at the same

uncertainty as it was in the state of Nature.

‐‐Second Treatise on Government

Thomas Hobbes (1588‐1679)

John Locke (1632‐1704)

Background

In his famous book, The Social Contract, published in 1762, the French political thinker Rousseau outlined his ideas

about individual freedom and obedience to authority.

“Man is born free; and everywhere he is in chains.”

“Thus the people’s deputies are not and could not be its representatives; they are merely its agents and they cannot

decide anything finally. Any law which the people have not themselves voted on in person is not acceptable; it is not law

at all. The English people believes itself to be free; it is gravely mistaken; it is free only during the election of Members of

Parliament; as soon as the people members are elected, the people is enslaved.”

‐‐The Social Contract

Background

Montesquieu studied politics throughout his life and wrote a huge and exhaustive study of government, On the Spirits of

Laws, published in 1748. Although he was an Enlightenment thinker, he was deeply conservative and hoped to maintain

the privileged position of the aristocracy. He believed that the King’s power was dangerous but thought that a strong

aristocracy could check that authority. He wanted to make sure that no part of government grew too strong. The ability

to make laws, to carry out laws, and to judge laws should rest in different branches of power.

“It is necessary by the arrangement of things, power checks power.”

On the Spirit of Laws (1748)

Jean‐Jacques Rousseau (1712‐1778)

Baron de Montesquieu (1689‐1755)

9

Enlightenm

ent

Thinker

Hobbes Locke Rousseau Montesquieu

What is man like?

Does man have any rights?

Why is government necessary?

What kind of

government

is best?

What are examples of

this type of

government?

Where does this type

of system

makes sense?

Current topic in the world today

what would the

philosophers think

about it?

Enlightenment Discussion 1450‐1750

Assignment: On the next 2 pages answer each of the questions using your own thoughts and opinions. Refer back to the previous pages about the Enlightenment thinkers when necessary.

First Discussion: “What is man like in a state of nature?”

I know that you have read Lord of the Flies in your English classes and have had some discussion about “Nature versus Nurture” in those classes. This is also where many Enlightenment philosophers began their thinking.

In a state of nature would there be any laws to rule you?

Would there be any government or laws to control how you lived, what rights or freedoms you exercised, or

what property you had?

Would anyone have the right to govern you? Would you have the right to govern anyone else?

Would you have any rights? What would they be? Would it make any difference if you were a man or a

woman?

What might people who were stronger than others try to do? What might the weaker people try to do?

What might life be like for everyone?

Second Discussion: “How should we govern ourselves?”

After discussing the state of nature for man, the Enlightenment Philosophers attempted to determine what kind of government would be best suited to govern man as he is. We will do the same.

Why is government necessary?

What is the best type of government?

What kind of rights or protections should people have in our society?

Which philosopher do you most agree with regarding his views on governing the people?

Third Discussion: “How do these ideas play a role in our lives today?”

The Enlightenment thinkers were trying to solve the problems of their time through intelligent and civil discourse. This is still important today and so are the ideas about man and government that began in the Enlightenment. How do the ideas of the Enlightenment thinkers come to bear on topics during our time and how does the process of civil discourse address these issues? Be ready to discuss one of these current topics: Capital Punishment, Immigration, National Healthcare Reform, the War on Terror, No Child Left Behind, Global Warming

How is the nature or rights of man a part of this controversial topic and/or its possible solution?

What is our government’s responsibility in this topic and/or possible solution?

What ideas do you think one of the philosophers would have about the topic?

Do you agree with him? Why or why not?

The English Petition of Right (1628)

Assignment: Read the document and complete the chart

The Petition exhibited to his Majesty by the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, concerning divers Rights and Liberties of the Subjects, with the King's Majesty's royal answer thereunto in full Parliament.

To the King's Most Excellent Majesty,

Humbly show unto our Sovereign Lord the King, the Lords Spiritual and Temporal, and Commons in Parliament assembles, that whereas it is declared and enacted by a statute made in the time of the reign of King Edward I, commonly called Stratutum de Tellagio non Concedendo, that no tallage or aid shall be laid or levied by the king or his heirs in this realm, without the good will and assent of the

archbishops, bishops, earls, barons, knights, burgesses, and other the freemen of the commonalty of this realm; and by authority of parliament holden in the five‐and‐twentieth year of the reign of King Edward III, it is declared and enacted, that from thenceforth no person should be compelled to make any loans to the king against his will, because such loans were against reason and the franchise of the land; and by other laws of this realm it is provided, that none should be charged by any charge or imposition called a benevolence, nor by such like charge; by which statutes before mentioned, and other the good laws and statutes of this realm, your subjects have inherited this freedom, that they should not be compelled to contribute to any tax, tallage, aid, or other like charge not set by common consent, in parliament.

II. Yet nevertheless of late divers commissions directed to sundry commissioners in several counties, with instructions, have issued; by means whereof your people have been in divers places assembled, and required to lend certain sums of money unto your Majesty, and many of them, upon their refusal so to do, have had an oath administered unto them not warrantable by the laws or statutes of this realm, and have been constrained to become bound and make appearance and give utterance before your Privy Council and in other places, and others of them have been therefore imprisoned, confined, and sundry other ways molested and disquieted; and divers other charges have been laid and levied upon your people in several counties by lord lieutenants, deputy lieutenants, commissioners for musters, justices of peace and others, by command or direction from your Majesty, or your Privy Council, against the laws and free custom of the realm.

III. And whereas also by the statute called 'The Great Charter of the Liberties of England,' it is declared and enacted, that no freeman may be taken or imprisoned or be disseized of his freehold or liberties, or his free customs, or be outlawed or exiled, or in any manner destroyed, but by the lawful judgment of his peers, or by the law of the land.

IV. And in the eight‐and‐twentieth year of the reign of King Edward III, it was declared and enacted by authority of parliament, that no man, of what estate or condition that he be, should be put out of his land or tenements, nor taken, nor imprisoned, nor disinherited nor put to death without being brought to answer by due process of law.

V. Nevertheless, against the tenor of the said statutes, and other the good laws and statutes of your realm to that end provided, divers of your subjects have of late been imprisoned without any cause showed; and when for their deliverance they were brought before your justices by your Majesty's writs of habeas corpus, there to undergo and receive as the court should order, and their keepers commanded to certify the causes of their detainer, no cause was certified, but that they were detained by your Majesty's special command, signified by the lords of your Privy Council, and yet were returned back to several prisons, without being charged with anything to which they might make answer according to the law.

VI. And whereas of late great companies of soldiers and mariners have been dispersed into divers counties of the realm, and the inhabitants against their wills have been compelled to receive them into their houses, and there to suffer them to sojourn against the laws and customs of this realm, and to the great grievance and vexation of the people.

Primary Document Analysis

Who wrote the document?

What does the document say?

What does this document tell us about this time period in history?

Why is this document important to understanding history?

Primary Source Connections: How does this document explain the development of human rights or a human rights violation? Give evidence from the test to support your answer.

Assignment: Read the documents and complete the POV statements Title: The Meaning of America Author: Christopher Columbus Type of document: letter Attribute: In a letter reporting his discoveries to King Ferdinand and Queen Isabella of Spain, Christopher Columbus (1451-1506) paints a portrait of the indigenous Taino Indians as living lives of freedom and innocence near the biblical Garden of Eden. Full Text:

....The people of this island [Hispaniola] and of all the other islands which I have found and seen, or have not seen, all go naked, men and women, as their mothers bore them, except that some women cover one place with the leaf of a plant or with a net of cotton which they make for that purpose. They have no iron or steel or weapons, nor are they capable of using them, although they are well-built people of handsome stature, because they are wondrous timid. …It is true that after they have been reassured and have lost this fear, they are so artless and so free with all they possess, that no one would believe it without having seen it. Of anything they have, if you ask them for it, they never say no; rather they invite the person to share it, and show as much love as if they were giving their hearts; and whether the thing be of value or of small price, at once they are content with whatever little thing of whatever kind may be given to them. I forbade that they should be given things so worthless as pieces of broken crockery and broken glass, and lace points, although when they were able to get them, they thought they had the best jewel in the world.... And they know neither sect nor idolatry, with the exception that all believe that the source of all power and goodness is in the sky, and in this belief they everywhere received me, after they had overcome their fear. And this does not result from their being ignorant (for they are of a very keen intelligence and men who navigate all those seas, so that it is wondrous the good account they give of everything), but because they have never seen people clothed or ships like ours.

POV Statement

POV Statement for the “Real Columbus” Reading in the notes packet.

Assignment: Read the document and answer the questions Cortés in Tenochtitlán

Hernando Cortés was a Spanish explorer and conquistador who landed on the coast of Mexico in 1519. Learning of the powerful Aztec empire and its capital city of Tenochtitlán, Cortés traveled over one hundred miles inland to find the city and claim the Empire for Spain. At the time, the city of Tenochtitlán was home to over 100,000 people and one of the largest cities in the world. In August 1521, the Spanish and their Native American allies defeated the Aztecs and conquered the city. The Spanish leveled Tenochtitlán and built Mexico City on the site of the Aztec capital. Primary sources, such as the accounts written by Hernando Cortés and other Spanish officials, are the only surviving writings we have of this once great city.

Read the following description of Tenochtitlán by Hernando Cortés. Use this description to help you answer the questions below. Discuss your answers with a Partner.

"This great city of Tenochtitlán is built on the salt lake, and no matter by what road you travel there are two leagues from the main body of the city to the mainland. There are four artificial causeways leading to it, and each is as wide as two cavalry lances. The city itself is as big as Seville or Córdoba. The main streets are very wide and very straight; some of these are on the land, but the rest and all the smaller ones are half on land, half canals where they paddle their canoes. All the streets have openings in places so that the water may pass from one canal to another. Over all these openings, and some of them are very wide, there are bridges. . . . There are, in all districts of this great city, many temples or houses for their idols. They are all very beautiful buildings. . . . Amongst these temples there is one, the principal one, whose great size and magnificence no human tongue could describe, for it is so large that within the precincts, which are surrounded by very high wall, a town of some five hundred inhabitants could easily be built. All round inside this wall there are very elegant quarters with very large rooms and corridors where their priests live. There are as many as forty towers, all of which are so high that in the case of the largest there are fifty steps leading up to the main part of it and the most important of these towers is higher than that of the cathedral of Seville. . . ."

1. What are some of the objects and structures that Cortés sees in Tenochtitlán?

2. What does this primary source tell you about the city? What does Cortés' account tell you about the Aztec people?

3. What technology does Cortés mention in his account that shows the Aztecs were able to adapt to this environment?

America Sends Syphilis to Europe, 1493 Assignment: Read the document and complete a POV statement Call it the “New World’s Revenge.” The first recorded instance of syphilis in Europe was made in 1494 when it ravaged the French troops that were besieging the city‐state of Naples. It is theorized that the unfortunate French soldiers’ malady originated with their Spanish allies also taking part in the siege. It is further surmised that this chain of transmission began in Spain in 1493 with the return of members of Columbus’s first voyage to the Caribbean Islands. It is hypothesized that the returnees had been exposed to the disease through their intimate fraternization with the native population of the New World.

The only means of transmitting the disease from one person to another is through sexual intercourse. Once contracted, syphilis progresses through three stages of development that produce a horrendous experience for the inflicted. Without treatment, the ultimate outcome is death. Unfortunately for fifteenth‐century Europe, once a person was contaminated by the disease, there was no known cure. Mankind would have to wait for more than four hundred years until the twentieth century when the discovery of penicillin revealed an antidote for the disease.

"This distemper…has made such havoc that it deserves to be mentioned as a fatal calamity."

A contemporary Italian Priest describes the malady that was brought to Italy by the invading French army:

"In giving the history of these times, I think it ought not to be forgot that amongst all other calamities which overwhelmed Italy by this invasion of the French, or were at least attributed to it, a new and unheard of distemper broke out, by them called the Neapolitan, but by the Italians the French disease, because it showed itself first among the French whilst they were at Naples, and on their return was spread all over Italy.

This distemper, either quite new or never known before in our hemisphere, unless in its remotest parts,

Many became deformed, useless and subject to perpetual pains, and the best part of those who seemed to be cured relapsed into the same misery. But as some years are now elapsed, either because the celestial influence which produced it in so virulent a manner is mitigated, or that by length of time proper remedies have been found out, it has lost very much of its malignity

However, the French ought in justice to be cleared from this ignominious imputation, for it afterwards plainly appeared that the distemper was brought to Naples from Spain: nor was it the product of that country: it was conveyed thither from those islands which, about this time, through the means of Christopher Columbus, a Genoese, began to be known in ourhas made for a number of years such havoc that it deserves to be mentioned as a fatal calamity. It first discovered itself either with ugly boils, which often became incurable wounds, or with acute pains in all joints and nerves throughout the body. The inexperienced physicians applied not only improper, but often contrary medicines, which irritated the distemper and deprived of life a multitude of both sexes and of all ages.

Olaudah Equiano, or, Gustavus Vassa, the African

Assignment: Read the document and jot down notes/reactions as you read According to his famous autobiography, written in 1789, Olaudah Equiano (c.1745-1797) was born in what

is now Nigeria. Kidnapped and sold into slavery in childhood, he was taken as a slave to the New World. As a slave to a captain in the Royal Navy, and later to a Quaker merchant, he eventually earned the price of his own freedom by careful trading and saving

Read Aloud: The Middle Passage NOTES:

This extract, taken from Chapter Two of the Interesting Narrative, describes some of the young Equiano’s experiences on board a slave ship in the ‘Middle Passage’: the journey between Africa and the New World. Equiano passage is between West Africa and the Caribbean island of Barbados, at that time a common voyage as the British plantation island was among the most easterly of the Caribbean islands.

At last, when the ship we were in had got in all her cargo, they made ready with many fearful noises, and we were all put under deck, so that we could not see how they managed the vessel. But this disappointment was the least of my sorrow. The stench of the hold while we were on the coast was so intolerably loathsome, that it was dangerous to remain there for any time, and some of us had been permitted to stay on the deck for the fresh air; but now that the whole ship’s cargo were confined together, it became absolutely pestilential. The closeness of the place, and the heat of the climate, added to the number in the ship, which was so crowded that each had scarcely room to turn himself, almost suffocated us. This produced copious perspirations, so that the air soon became unfit for respiration, from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died, thus falling victims to the improvident avarice, as I may call it, of their purchasers.

This wretched situation was again aggravated by the galling of the chains, now become insupportable; and the filth of the necessary tubs, into which the children often fell, and were almost suffocated. The shrieks of the women, and the groans of the dying, rendered the whole a scene of horror almost inconceivable. Happily perhaps for myself I was soon reduced so low here that it was thought necessary to keep me almost always on deck; and from my extreme youth I was not put in fetters.

In this situation I expected every hour to share the fate of my companions, some of whom were almost daily brought upon deck at the point of death, which I began to hope would soon put an end to my miseries. Often did I think many of the inhabitants of the deep much more happy than myself; I envied them the freedom they enjoyed, and as often wished I could change my condition for theirs. Every circumstance I met with served only to render my state more painful, and heighten my apprehensions, and my opinion of the cruelty of the whites. One day they had taken a number of fishes; and when they had killed and satisfied themselves with as many as they thought fit, to our astonishment who were on the deck, rather than give any of them to us to eat, as we expected, they tossed the remaining fish into the sea again, although we begged and prayed for some as well we cold, but in vain; and some of my countrymen, being pressed by hunger, took an opportunity, when they thought no one saw them, of trying to get a little privately; but they were discovered, and the attempt procured them some very severe floggings.

One day, when we had a smooth sea, and a moderate wind, two of my wearied countrymen, who were chained together (I was near them at the time), preferring death to such a life of misery, somehow made through the nettings, and jumped into

the sea: immediately another quite dejected fellow, who, on account of his illness, was suffered to be out of irons, also followed their example; and I believe many more would soon have done the same, if they had not been prevented by the ship’s crew, who were instantly alarmed. Those of us that were the most active were, in a moment, put down under the deck; and there was such a noise and confusion amongst the people of the ship as I never heard before, to stop her, and get the boat to go out after the slaves. However, two of the wretches were drowned, but they got the other, and afterwards flogged him unmercifully, for thus attempting to prefer death to slavery. In this manner we continued to undergo more hardships than I can now relate; hardships which are inseparable from this accursed trade. - Many a time we were near suffocation, from the want of fresh air, which we were often without for whole days together. This, and the stench of the necessary tubs, carried off many.

During our passage I first saw flying fishes, which surprised me very much: they used frequently to fly across the ship, and many of them fell on the deck. I also now first saw the use of the quadrant. I had often with astonishment seen the mariners make observations with it, and I could not think what it meant. They at last took notice of my surprise; and one of them, willing to increase it, as well as to gratify my curiosity, made me one day look through it. The clouds appeared to me to be land, which disappeared as they passed along. This heightened my wonder: and I was now more persuaded than ever that I was in another world, and that every thing about me was magic. At last we came in sight of the island of Barbadoes, at which the whites on board gave a great shout, and made many signs of joy to us.

READ ALOUD: Boarding a Slave‐Ship

Assignment: Read the document and write your reactions at the end

This extract, taken from Chapter Two of the Interesting Narrative, describes the young Equiano’s entry into a slave ship on the coast of Africa.

The first object which saluted my eyes when I arrived on the coast was the sea, and a slave‐ship, which was then

riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into

terror, which I am yet at a loss to describe, nor the then feelings of my mind. When I was carried on board I was

immediately handled, and tossed up, to see if I were sound, by some of the crew; and I was now persuaded that I

was got into a world of bad spirits, and that they were going to kill me. Their complexions too differing so much

from ours, their long hair, and the language they spoke, which was very different from any I had ever heard,

united to confirm me in this belief. Indeed, such were the horrors of my views and fears at the moment, that, if ten

thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition

with that of the meanest slave in my own country. When I looked round the ship too, and saw a large furnace of

copper boiling, and a multitude of black people of every description chained together, every one of their

countenances expressing dejection and sorrow, I no longer doubted of my fate, and, quite overpowered with

horror and anguish, I fell motionless on the deck and fainted. When I recovered a little, I found some black people

about me, who I believed were some of those who brought me on board, and had been receiving their pay; they

talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten by those white men with

horrible looks, red faces, and long hair? They told me I was not; and one of the crew brought me a small portion of

spirituous liquor in a wine glass; but, being afraid of him, I would not take it out his hand. One of the blacks

therefore took it from him and gave it to me, and I took a little down my palate, which, instead of reviving me, as

they thought it would, threw me into the greatest consternation at the strange feeling it produced, having never

tasted any such liquor before. Soon after this, the blacks who brought me on board went off, and left me

abandoned to despair. I now saw myself deprived of all chance of returning to my native country, or even the

least glimpse of hope of gaining the shore, which I now considered as friendly: and I even wished for my former

slavery in preference to my present situation, which was filled with horrors of every kind, still heightened by my

ignorance of what I was to undergo. I was not long suffered to indulge my grief; I was soon put down under the

decks, and there I received such a salutation in my nostrils as I had never experienced in my life; so that with the

loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the

least desire to taste any thing. I now wished for the last friend, Death, to relieve me; but soon, to my grief, two of

the white men offered me eatables; and, on refusing to eat, one of them held me fast by the hands, and laid me

across, I think, the windlass, and tied my feet, while the other flogged me severely. I had never experienced any

thing of this kind before; and although, not being used to the water, I naturally feared that element the first time I

saw it; yet, nevertheless, could I have got over the nettings, I would have jumped over the side, but I could not;

and, besides, the crew used to watch us very closely who were not chained down to the decks, lest we should leap

into the water; and I have seen some of these poor African prisoners most severely cut for attempting to do so, and

hourly whipped for not eating. This indeed was often the case with myself. In a little time after, amongst the poor

chained men, I found some of my own nation, which in a small degree gave ease to my mind. I inquired of these

what was to be done with us? they gave me to understand we were to be carried to these white peopleʹs country

to work for them. I was then a little revived, and thought, if it were no worse than working, my situation was not

so desperate: but still I feared I should be put to death, the white people looked and acted, as I thought, in so

savage a manner; for I had never seen among any people such instances of brutal cruelty; and this not only shewn

towards us blacks, but also to some of the whites themselves. One white man in particular I saw, when we were

permitted to be on deck, flogged so unmercifully with a large rope near the foremast, that he died in consequence

of it; and they tossed him over the side as they would have done a brute. This made me fear these people the

more; and I expected nothing less than to be treated in the same manner.

Reflections (what did you think as you read?):

Notes Assignment: Use the paintings to complete the chart and complete the POV Statement below Casta Paintings Racial Ideologies: British North America vs. Spanish/French/Portuguese Latin America (includes the

Caribbean)

Racial Classification (name given to caste)

Racial make‐up or Racial Mixing (what 2 Castes made this classification)

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

In his Idea compendiosa del Reyno de Nueva Esparña (1774), the native of Cádiz, Pedro Alonso O'Crouley, also provides a detailed description of the lineages of New Spain. In this account the author explains how Spanish blood as opposed to Black could be redeemed:

It is known that neither Indian nor Negro contends in dignity and esteem with the Spaniard; nor do any of the others envy the lot of the Negro, who is the "most dispirited and despised." . . If the mixed‐blood is the offspring of a Spaniard and an Indian, the stigma disappears at the third step in descent because it is held as systematic that a Spaniard and an Indian produce a mestizo; a mestizo and a Spaniard, a castizo; and a castizo and a Spaniard, a Spaniard... Because it is

agreed that from a Spaniard and a Negro a mulato is born; from a mulato and a Spaniard, a morisco; from a morisco and a Spaniard, a torna atras [return‐back‐wards]; and from a torna atras and a Spaniard, a tente en el aire [hold‐yourself‐in‐ mid‐air], which is the same as mulato, it is said, and with reason, that a mulato can never leave his condition of mixed blood, but rather it is the Spanish element that is lost and absorbed into the condition of a Negro.... The same thing

happens from the union of a Negro and Indian, the descent begins as follows: Negro and Indian produce a lobo [wolf]; lobo and Indian, a chino; and chino and Indian, an albarazado [white spotted]; all of which incline towards the mulato.

POV:

Gunpowder Empires (fill‐in‐the‐blanks notes)

• The Abbasid Caliphate loses power in 1200s with the Mongol invasion and then collapse – Decades of chaos and confusion followed – Strong Islamic empires emerged to replace the fallen caliphate

• Ottoman Empire • Safavid Empire in Persia • Mughal Empire in India •

Characteristics of All 3 Empires • Extremely centralized • Technologically advanced • Militarily powerful • Mastery of weaponry

The Ottoman • Void left by Mongols taken up by Ottomans = controlled most of Anatolia and the Central Asian Steppes

– Est. own state in1280s and slowly expanded – captured Constantinople = – By 1550 controlled most of the former Roman Empire (except Italy)

• Religious policy = extremely tolerant – (religious tax) – But as the empire grew so did the religious persecution

Rulers to Know • = the first • = Istanbul became the center of Islamic civ • (called the Magnificent)

– Started the Golden Age or the Zenith of the Ottomans – Known as the “law giver” – Increased military spending and encouraged the arts

Accomplishments of the Ottomans • Transformed Constantinople into a Muslim capital = Istanbul • Turned great Byzantine churched into mosques (ex. Haiga Sofia) • Built an empire on part of 3 continents • Maintained a large multiethnic empire from Belgrade to Egypt for over 600 years • Created an extensive civil service and bureaucracy • Political System

Sultan • Owned all land and was given power to rule by Allah (title of Caliph) and thus his decisions were not questioned

– Ruled from Topkapi Palace (“Cannon Gate” – in Istanbul) – Position was hereditary

Women • (complex elite social network) • Outside the imperial family

– Women were not seen in public – Had the right to own/retain property and purchase land – And could testify for selves in court

Military – Incorporated gunpowder artillery, cannon into armies and navies – Calvary supported with – Great military battles

• Capture Constantinople from the Byzantines • Lepanto = Ottoman defeat at the hands of the Holy League

• Continual bickering with Walachia = Wall=o=Turks • Siege on Vienna 1521 and retry in 1663 = what could have been and an intro of coffee to Europe

The Ottoman Decline = 400 Dismal Years = • Loss of Trade in the Indian Ocean due to European trading companies (called capitulations) = loss of revenue • Numerous ineffective rulers • Religious tension an failure to modernize

Safavids

• Founder: • Shiite Islam • Enemies of the Ottomans • Shah Abbas I “the Great”

– Est. new capital = Isfahan – Encouraged trade and handicrafts – Introduced gunpowder weapons and killed the Portuguese out

Safavid Decline • Poor leadership • Persecution of religious minorities • Cost of wars and bureaucracy • Invaded by Afghan clansmen SIG:

Shiite Islam is still dominant in Iran

Mughal India • Rise of power swift, easily conquered and controlled Northern India. • Akbar solidified power, made social changes

– Created a new religion with elements of Hinduism and Islam ‐ unsuccessful – Eliminated jizta tax on Hindus – Promoted Hindus in the gov’t – Outlawed Sati, discouraged child marriage – Mughal Military Power

• Massive armies, cavalry, artillery, no navy • Firearms purchased from Europeans, limited local production • Troops poorly trained – conscripted from poor

Mughal Decline • Public works (including the Taj Mahal) drain budgets • Repressive tax system, with few benefits seen by poor • Extensive bureaucracy allowed large scale corruption • Later emperors refused to integrate Hindus into the gov’t (80% of population) • Military technology unable to match European development • Europeans arrive in India • Set up trading ports and factories

– = Goa – Company = Calcutta

• Mughal Emperor welcomed English East India Company in 1613 by 1857 the company has deposed of the emperor

What did all 3 have in common? • Autocratic rule • Inward looking policies • Agricultural economies • Ambivalence toward foreign trade • Cultural conservatismThe Devshirme System: Textbook Analysis

Constantinople City of the World's Desire 1453-1924 By Philip Mansel Except from: Chapter One: The Conqueror

Assignment: Read the document and complete the chart …Greeks, Armenians, Italians and Jews were brought to the city mainly for economic reasons. The dynastic state itself imported a fifth racial element. The Ottoman government was called the Gate, from the part of the ruler's palace most visibly associated with power: Ottoman government was seen as the administration of the state and of justice in front of the Sultan's gate by his extended household and administrators. The main body of the Sultan's officials and soldiers were slaves known as kapi kulu, or `slaves of the Gate'. Their composition reflected Ottoman faith in racial variety. They were youths between the ages of 8 and 16, conscripted according to need from the rural Christian population of the Balkans and, less frequently, Anatolia, by the process

known as devshirme or `gathering'. They could not be Turkish. After the conquest of Bosnia in 1463, although the

Koran forbade the enslavement of Muslims, Muslim Slavs could be `gathered'. Muslims of Turkish origin could not.

The youths' date of birth and details of parentage were recorded. They were then taken to Constantinople, circumcised and converted to Islam. The best looking and best born were educated in the palace school or a Pasha's household, and eventually entered government service. The others were `given to the Turk' - sent to farms in Anatolia to learn Turkish. They then worked as gardeners in the imperial palace, sailors in the imperial navy, or on building sites in the city. Eventually they joined the Janissaries. A force numbering some fifteen to twenty thousand, the Janissaries were the spearhead of the Ottoman army and the principal military and police force in Constantinople itself. They patrolled the walls, garrisoned the Seven Towers, enforced law and order, guarded the Patriarch and the Sultan himself.

Some Christian families were heart-broken to see their children `gathered'. There was a song:

Be damned, O Emperor, be thrice damned For the evil you have done and the evil you do. You catch and shackle the old and the archpriests In order to take the children as Janissaries. Their parents weep and their sisters and brothers too And I cry until it pains me; As long as I live I shall cry, For last year it was my son and this year my brother.

More worldly families were delighted to see their children secure a footing on the Ottoman career ladder. Slavery was less degrading in the Islamic than in the Christian world. Devshirme youths educated in the Sultan's or viziers' households had the chance to occupy the highest posts in the empire - and look after their relations. `Slaves of the Gate' were free from many of the legal restraints imposed on other slaves in matters of marriage and property. It was the Bosnian Slavs themselves who demanded to remain eligible for `gathering', despite their conversion from Christianity to Islam. A Venetian Bailo wrote that the Janissaries `take great pleasure in being able to say "I am a slave of the Grand Signior", since they know that this is a lordship or republic of slaves where it is theirs to command'. A hundred years ago, might not selected Irish Catholic youths have felt a similar pride, if they had been converted to Protestantism, sent to Eton and then told to govern the British Empire as servants of the Queen Empress?

Who wrote the document?

What does the document say? When was the document written?

Why is this document important to understanding history?

Sati: Visual Analysis and Textual Analysis Assignment: Read the document below and write a 2 sentence reaction. Provide 1 historical and 1 modern example of ways in which women are affected by culture or religion.

From 1600 to the early 1800s, few officials of the English East Indian Company lived with English wives in India. This practice began to change as transportation became easier with the development of steamships. Born in 1794, Fanny Archer married Charles Parks, a writer (clerk) with the Company, in March 1822 and arrived in Calcutta in November 1822. Fanny Parks wrote her diary as a record for her mother in England and included descriptions of her daily activities and her observations of Indian religion, society, and customs. She never saw a sati ritual but described and commented on a sati cremation that

her husband witnessed in Allahabad on November 7, 1828, when sati was legal if voluntary.

Source: Parks, Fanny. Wanderings of a Pilgrim in Search of the Picturesque. With an introduction and notes by Esther Chawner. Vol. I. Oxford in Asia Historical Reprints. Karachi: Oxford University Press, 1975. First published 1850 by Pelham Richardson.

The Sati

A rich buniya [merchant], a corn chandler, whose house was near the gate of our grounds, departed this life; he was an Hindoo. On the 7th of November, the natives in the bazar were making a great noise with their tom‐ toms, drums, and other discordant musical instruments, rejoicing that his widow had determined to perform suttee, i. e. to burn on his funeral‐pile.

If a widow touch either food or water from the time her husband expires until she ascend the pile, she cannot, by Hindoo law, be burned with the body; therefore the magistrate kept the corpse forty‐eight hours, in the hope that hunger would compel the woman to eat. Guards were set over her, but she never touched any thing. My husband accompanied the magistrate to see the suttee : about 5000 people were collected together on the banks of the Ganges : the pile was then built, and the putrid body placed upon it; the magistrate stationed guards to prevent the people from approaching it. After having bathed in the river, the widow lighted a brand, walked round the pile, set it on fire, and then mounted cheerfully: the flame caught and blazed up instantly; she sat down, placing the head of the corpse on her lap, and repeated several times the usual form, “Ram, Ram, suttee; Ram, Ram, suttee;” i. e. “God, God, I am chaste.”

As the wind drove the fierce fire upon her, she shook her arms and limbs as if in agony; at length she started up and approached the side to escape. An Hindoo, one of the police who had been placed near the pile to see she had fair play, and should not be burned by force, raised his sword to strike her, and the poor wretch shrank back into the flames.

As a specimen of their religion the woman said, “I have transmigrated six times, and have been burned six times with six different husbands; if I do not burn the seventh time, it will prove unlucky for me!” “What good will burning do you?” asked a bystander. She replied, “The women of my husband’s family have all been suttees, why should I bring disgrace upon them? I shall go to heaven, and afterwards re‐appear on earth, and be married to a very rich man.” She was about twenty or twenty‐five years of age, and possessed of some property, for the sake of which her relatives wished to put her out of the world.

http://www.colorado.edu/cas/tea/curriculum/imaging-japanese-history/

Retrieval Chart: Woodblock Prints by Ando Hiroshige

Assignment: As your teacher shows each image, record what you observe in the center column of the table below. As you study the images, make notations about structures and technology, human activity, and trade and commerce.

Image Title

What Do I Observe in This Image? How Do These Observations Help Me Understand the Tokugawa Period?

Nihonbashi

Shinagawa

Goyu

Okazaki

Seki

Clearing Weather after Snow at Nihon

Surugacho

The River Bank by Ryogoku Bridge

Fireworks at Ryogoku

T H E E D I C T S O F T H E T O K U G A W A S H O G U N A T E : E X C E R P T S F R O M T H E E D I C T O F 1 6 3 5 O R D E R I N G T H E C L O S I N G O F J A P A N : A D D R E S S E D T O T H E J O I N T B U G Y O O F N A G A S A K I

Assignment: Read the documents below and answer the questions. The unification of Japan and the creation of a lasting national polity in the late sixteenth and early seventeenth centuries required more than just military exploits. Japan's "three unifiers," especially Toyotomi Hideyoshi (1536‐ 1598) and Tokugawa Ieyasu (1543‐1616), enacted a series of social, economic, and political reforms in order to pacify a population long accustomed to war and instability and create the institutions necessary for lasting central rule. Although Hideyoshi and Ieyasu placed first priority on domestic affairs ‐ especially on establishing authority over domain lords, warriors, and agricultural villages ‐ they also dictated sweeping changes in Japan's international relations.

In the 1630s, the Tokugawa shogunate took a series of steps to further restrict Japan's international contacts. By 1639, the Dutch were the only Europeans permitted to come to Japan, and the conditions under which they were allowed to trade and interact with Japanese were extremely circumscribed by the Tokugawa authorities. The following edict of 1635 was issued by the shogunate to the officials administering the busy port of Nagasaki, the site of most of Japan's foreign contacts at the time.

The Edicts of the Tokugawa Shogunate:

Excerpts from The Edict of 1635 Ordering the Closing of Japan:

Addressed to the Joint Bugyo of Nagasaki

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 padres (Christianity) is practiced, the two of

you must order a thorough investigation.

7. If there are any Southern Barbarians (Westerners) who propagate the teachings of

padres, or otherwise commit crimes, they may be incarcerated in the prison maintained by the

Omura domain, as was done previously.

10. Samurai are not permitted to purchase any goods originating from foreign ships directly

from Chinese merchants in Nagasaki.

Questions:

1. Why did the shogunate dictate such strict policies towards Japanese traveling abroad?

2. How would you compare the tone of this text to Hideyoshi's 1587 edicts restricting the spread of Christianity and the activities of missionaries?

3. Why do you think the shogunate forbid samurai from trading directly with foreigners?

4. Why do you think the Tokugawa authorities allowed contact with the Dutch to continue?

Essential Questions: Ming China and Tokugawa Japan • Describe the Dynastic Cycle.

• What does “Ming” mean?

• What did “Yuan” mean?

• What is the code of the Samurai? And what was it all about?

• Most of Japanese history was a struggle between what two groups?

Asian Empires in an Age of Global Change

1500s • Europeans arrive in East & Southeast Asia • Asia not much affected at first

– China & Japan strong enough to resist • Vasco da Gama • 1498 voyage to India

– Opened the way east for Europeans • Europe had little to trade • Asians not interested in Christianity

Limits to European success

• Sea power allowed: – Control of spice exports – Regulation of some areas in Asian trade

network

– Europe participation, not control – Tribute regimes

South & Southeast Asia – Europeans stronger, – But most Asians kept control

– Brought all daimyos under his authority – Civil wars ended

• Tokugawa years – Great Peace through dictatorship – Monopoly on gunpowder technology – Rigid class system – Restricted Europeans’ access to Japan

• 1500s: Portuguese, Spanish Dutch arrived • Traders & missionaries

– Restrictions began 1580s • Missionaries ordered to leave • 1590s persecution began • Banned 1614 • 1649 Japan closed to foreigners

– By 1630s, Japanese ships forbidden to sail overseas • Only Nagasaki open to foreign merchants

• Dutch post on Deshima Island • Western books banned

– Shogunate’s accomplishments

East Asia

Japan

– Ming China & Tokugawa Japan dominant

• Governed since 1100s by shogunates – Military governments

• 1300‐early 1400s – Order breaking down – Independent feudal states in conflict

• (1534‐1582)

– One of first daimyos • Innovative & fierce • Extensive use of firearms

– After his defeat, his generals gained control of Japan

• (1536‐1598)

• (1543‐1616) – 1st of 15 Tokugawa shoguns 1603

• Capital at Edo ( )

– Tokugawas dynamic through mid‐1700s

• Inflexibility • Mid‐1800s: Japan forced open by foreign powers

(U.S. Commodore Perry) • Tokugawa rule ended 1868

Ming Dynasty • 1368‐1644 • Ruled world’s most populous state • Restored ethnic Chinese rule after 400 years’ foreign domination • Founder Zhu Yuanzhang

– Peasant origins – Buddhist monk – Military commander in revolt against Mongols – Became emperor – Laws favorable to peasants

• Peak of cultural grandeur & elegance

• Would have spread out over many square miles = a wide swath of the ocean would have been covered = a display of China’s might and glory.

• Why then is so little known about Zheng He? • Zheng He’s ships were burned after his lost

voyage and the Confucianists in the Imperial court made every effort to “systematically destroy all official records of the voyages” (Wu 2005).

• Why? • Political motives

– Confucianism revived – Civil service exams reinstated, expanded – Return to scholar‐gentry dominance

• Foreign relations: Most dynamic dynasty – 1300s‐1400s: active in conquering neighbors – Population growth based on new American crops

• • • •

– Chinese/European POVs on Trade • Chinese:

– Great Wall – Ming porcelain

• Rougher, more durable pieces sold to foreigners • For • American silver gave Europeans much

greater access to Chinese markets – Europeans began arriving

• Portuguese, then Spanish • China was too big to conquer

• Established trading houses = Jesuit priest & scholar

• Europeans: wide support

The Voyages of Zheng He • Under the order of emperor Yongle and his successor, Xuande,

Zheng He commanded seven expeditions – The first in 1405 and the last in 1430 – Sailed west from China, reaching as far as the Cape of Good

Hope – The object of these voyages was to display the glory and the

might of the Chinese Ming dynasty and to collect tribute from the “barbarian from beyond the seas.

– Merchants also accompanied Zheng’s voyages bringing with them silk and porcelain to trade for foreign luxuries and tropical woods.

• Zheng He’s Ships – Treasure Ships (feats of engineering)

• 400 li (1 li = 1.2 feet) long • Were large enough to bring giraffes back

from Africa

• Specialized vessels • Equine ships

• Warships • Supply ships • Water tankers

• Zheng He’s Fleet

Fall of Ming

– Poor leadership – Internal corruption – Peasant revolts – Manchu (Northern nomads) invaded – Founded Qing dynasty

PRIMARY SOURCE: The Journals of Matteo Ricci

Assignment: Read the document and answer the question below.

Matteo Ricci (1552‐1610) was an Italian Jesuit missionary who lived in China during the Ming Dynasty and served as the court astronomer and mathematician. During his 27‐year stay in China, he kept journals that were posthumously published in Rome in 1615. What do you learn about Chinese culture from these journal entries?

This country is so thoroughly covered by anintersecting network of rivers and canals that it is possible to travel almost anywhere by water. Hence, an almost incredible number of boats of every variety pass hither and thither. Indeed there are so many of them that one of the writers of our day does not hesitate to affirm that there are many people living on the water as there are dwellers on land. This may sound like an exaggeration and yet it all but expresses the truth, as it would seem, if one were to travel here only by water. In my opinion it might be said with greater truth and without fear of exaggeration, that there are as many boats in this kingdom as can be counted up in all the rest of the world.

This statement is true if we restrict our count to the number of boats sailing on fresh water. As to their ships that pass out into the sea, they are very few and not to be compared with ours either in number or in structure. Two or three things are entirely unknown to Europeans of which I must give a brief account. First, there is a certain bush from the leaves of which is decocted that celebrated drink, known to the Chinese, the Japanese, and to their neighbors as tea. Its use cannot be of long duration among the Chinese, as no ideography in their old books designates this particular drink and their writing characters are all ancient. Indeed it might be that this same plant can be found in our own fields.

Here they gather its leaves in the springtime and place them in a shady place to dry and from the dried leaves they brew a drink which they use at meals and which is served to friends when they come to visit. On such occasions it is served continually as long as they remain together engaged in conversation.

Matteo Ricci wearing "Chinese scholar" robes.

This beverage is sipped rather than drunk and it is always taken hot. It is not unpleasant to the taste, being somewhat bitter, and it is usually considered to be wholesome even if taken frequently.... Finally we should say something about the salt peter, which is quite

plentiful but which is not used extensively in the preparation of gunpowder because the Chinese are not expert in the use of guns and artillery and make but little use of these in warfare. Saltpeter, however, is used in lavish quantities in making fireworks for display at public games and on festival days. The Chinese take great pleasure in such exhibitions and make them the chief attraction of all their festivities. Their skill in the

manufacture of fireworks is really extraordinary, and there is scarcely anything which they cannot cleverly imitate with them. They are especially adept in reproducing battles and in making rotating spheres of fire, fiery trees, fruit, and the like, and they seem to have no regard for expensive fireworks are concerned. When I was in Nanking I witnessed a pyrotechnic display for the celebration of the first month of the year, which is their great festival, and on this occasion I calculated that they consumed enough powder to carry on a sizable war for a number of years. The art of printing was practiced in China at a date somewhat earlier than that assigned to the beginning of printing in Europe, which was about 1405. It is quite certain that the Chinese knew the art of printing at least five centuries ago, and some of them assert that printing was known to their people before the beginning of the Christian era, about 50 B.C.

Their method of making printed books is quite ingenious. The text is written in ink, with a brush made of very fine hair, on a sheet of paper which is inverted and pasted on a wooden tablet. When the paper has become thoroughly dry, its surface is scraped off quickly and with great skill, until nothing but a fine tissue bearing the characters remains on the wooden tablet. Then, with a steel graver, the workman cuts away the surface following the out limes of the characters until these alone stand out in low relief. From such a block a skilled printer can make copies with incredible speed, turning out as many as fifteen hundred copies in a single day. Chinese printers are so skilled in engraving these blocks, that no more time is consumed in making one of them than would be required by one of our printers in setting up a form of type and making the necessary corrections.

What does Mateo Ricci teach us about Chinese culture? A. B. C.

ZhengHeInscription

Assignment:Readthedocumentbelowandlist5thingswelearnfromZhengHeabouttheworldatthetimeofhisvoyages.Giveanexampleofbiasfoundinthisdocument.

ThisinscriptionwascarvedonasteleerectedatatempletothegoddesstheCelestialSpouseatChangleinFujianprovincein1431.

Recordofthemiraculousanswer(toprayer)ofthegoddesstheCelestialSpouse:

TheImperialMingDynastyunifyingseasandcontinents,surpassingthethreedynastiesevengoesbeyondtheHanandTangdynasties.Thecountriesbeyondthehorizonandfromtheendsoftheearthhaveallbecomesubjectsandtothemostwesternofthewesternorthemostnorthernofthenortherncountries,howeverfartheymaybe,thedistanceandtheroutesmaybecalculated.Thusthebarbariansfrombeyondtheseas,thoughtheircountriesaretrulydistant,"withdoubletranslation"havecometoaudiencebearingpreciousobjectsandpresents.

TheEmperor,approvingoftheirloyaltyandsincerity,hasorderedus(Zheng)Heandothersattheheadofseveraltensofthousandsofofficersandflag‐troopstoascendmorethanonehundredlargeshipstogoandconferpresentsontheminordertomakemanifestthetransformingpowerofthe(imperial)virtueandtotreatdistantpeoplewithkindness.FromthethirdyearofYongle(1405)tillnowwehaveseventimesreceivedthecommissionofambassadorstocountriesofthewesternocean.Thebarbariancountrieswhichwehavevisitedare:bywayofZhancheng(Champa),Zhaowa(Java),Sanfoqi(Palembang)andXianlo(Siam)

crossingstraightovertoXilanshan(Ceylon)inSouthIndia,Guli(Calicut),andKezhi(Cochin),wehavegonetothewesternregionsHulumosi(Hormuz),Adan(Aden),Mugudushu(Mogadishu),altogethermorethanthirtycountrieslargeandsmall.Wehavetraversedmorethanonehundredthousandliofimmensewaterspacesandhavebeheldintheoceanhugewaveslikemountainsrisingsky‐high,andwehaveseteyesonbarbarianregionsfaraway

hiddeninabluetransparencyoflightvapours,whileoursailsloftilyunfurledlikecloudsdayandnightcontinuedtheircourse(rapidlikethat)ofastar,traversingthosesavagewavesasifweweretreadingapublicthoroughfare.TrulythiswasduetothemajestyandthegoodfortuneoftheCourtandmoreoverweoweittotheprotectingvirtueofthedivineCelestialSpouse.

Thepowerofthegoddesshavingindeedbeenmanifestedinprevioustimeshasbeenabundantlyrevealedinthepresentgeneration.Inthemidstoftherushingwatersithappenedthat,whentherewasahurricane,suddenlytherewasadivinelanternshininginthemast,andassoonasthismiraculouslightappearedthedangerwasappeased,sothateveninthedangerofcapsizingonefeltreassuredthattherewasnocauseforfear.Whenwearrivedinthedistantcountrieswecapturedalivethoseofthenativekingswhowerenotrespectfulandexterminatedthosebarbarianrobberswhowereengagedinpiracy,so

thatconsequentlythesearoutewascleansedandpacifiedandthenativesputtheirtrustinit.Allthisisduetothefavoursofthegoddess.…

I.InthethirdyearofYongle(1405)commandingthefleetwewenttoGuli(Calicut)andothercountries.AtthattimethepirateChenZuyihadgatheredhisfollowersinthecountryofSanfoqi(Palembang),whereheplunderedthenativemerchants.Whenhealsoadvancedtoresistourfleet,supernaturalsoldierssecretlycametotherescuesothatafteronebeatingofthedrumhewasannihilated.Inthefifthyear(1407)wereturned.…

III.IntheseventhyearofYongle(1409)commandingthefleetwewenttothecountries(visited)beforeandtookourroutebythecountryofXilanshan(Ceylon).ItskingYaliekunaier(Alagakkonara)wasguiltyofagrosslackofrespectandplottedagainstthefleet.Owingtothemanifestanswertoprayerofthegoddess(theplot)wasdiscoveredandthereuponthatkingwascapturedalive.Intheninthyear(1411)onourreturnthekingwaspresented(tothethrone)(asaprisoner);subsequentlyhereceivedtheImperialfavourofreturningtohisowncountry.…

V.InthefifteenthyearofYongle(1417)commandingthefleetwevisitedthewesternregions.ThecountryofHulumosi(Ormuz)presentedlions,leopardswithgoldspotsandlargewesternhorses.ThecountryofAdan(Aden)presentedqilinofwhichthenativenameisculafa(giraffe),aswellasthelong‐hornedanimalmaha(oryx).ThecountryofMugudushu(Mogadishu)presentedhuafulu("striped"zebras)aswellaslions.ThecountryofBulawa(Brava)presentedcamelswhichrunonethousandliaswellascamel‐birds(ostriches).ThecountriesofZhaowa(Java)andGuli(Calicut)presentedtheanimalmiligao.Theyallviedinpresentingthemarvellousobjectspreservedinthemountainsorhiddenintheseasandthebeautifultreasuresburiedinthesandordepositedontheshores.Somesentamaternaluncleoftheking,othersapaternaluncleorayoungerbrotherofthekinginordertopresentaletterofhomagewrittenongoldleafaswellastribute.…Wehaveanchoredinthisportawaitinganorthwindtotakethesea,andrecallinghowpreviouslywehaveonseveraloccasionsreceivedthebenefitsoftheprotectionofthedivineintelligencewehavethusrecordedaninscriptioninstone.

Sources:TeobaldoFilesi.DavidMorisontrans.ChinaandAfricaintheMiddleAges.(London:FrankCass,1972).57‐6 List 5 things learned about the world: Exampleofbias:

Name________________________________ Chapter 17 Study Guide: The Diversity of American Colonial Societies 1530‐1770 The Columbian Exchange 1. Define Columbian Exchange. (466) 2. Why were Amerindian peoples so susceptible to the diseases brought by Europeans? Which diseases were the most deadly? (466) 3. Explain the types of plants and animals that were exchanged between the Old and New Worlds. Which animals made the biggest impact on the New World? (466‐468) Spanish America and Brazil 8. Explain viceroyalties and why they were necessary. (469) 9. Describe the importance of Christianity to the Spanish and Portuguese colonies. Include drawbacks and benefits that Christianity brought to the indigenous people. (469‐471) 10. Who was Bartolomé de Las Casas and what was his major achievement? (471‐472) 11. Explain how Christianity blended with indigenous customs. (472) 12. Describe the process of silver extraction and the effects that this process had on the environment. (472) 13. Describe the mita system. Why did this system eventually evolve and ultimately decline? (472‐474) 14. Read pages 475‐479. Describe the following: Dominant social group: (475) Indigenous people: (475) Slaves: (477‐478) Mestizos: (479) Mulattos: (479) English and French Colonies in North America 19. Identify similarities and differences between the colonies of England/France and the colonies of Spain/Portugal. (479) 20. Why were the Virgina Company and Jamestown a failure? (479‐480) 21. Explain the differences between indentured servants and slaves. (480)

22. Explain the irony associated with the creation of the House of Burgesses. (480) 23. Explain how the prevalence of slavery affected the economy, culture and social hierarchy of South Carolina. (481) 24. What was the difference between Pilgrims and Puritans? How did immigration to Massachusetts differ from immigration to South Carolina and Virginia? (481‐482) 25. Describe the reasons for the success of New York and Pennsylvania. (482) 26. Explain the relationship between French colonists and the Amerindian people. (483‐484) Colonial Expansion and Conflict 27. What were the reasons for Amerindian uprisings in the Spanish colonies? Who was Tupac Amaru II, what happened to him, and why was he important? (486‐487) 28. Explain the conflicts that existed in the British colonies leading up to the American Revolution. (487‐488)

Name________________________________

Chapter 18 Study Guide: The Atlantic System and Africa, 1550‐1800

Plantations in the West Indies

1. What were the primary crops grown in the West Indies? What were some major problems faced by these

colonies? (494)

2. What are chartered companies? Describe the rise of the Dutch West India Company. (494)

3. Describe the environmental effects of sugar plantations. (495)

4. Why were indentured Europeans preferable to slaves? If this is true, why did Caribbean planters switch to using

exclusively slaves instead? (496)

Plantation Life in the Eighteenth Century

5. How did new species of plants and animals introduced to the Caribbean affect the environment? (498)

6. Define the following terms:

a. plantocracy (498)—

b.great gang (498)—

c. grass gang (498)—

d. driver (499)—

7. Describe the primary reasons behind the short life expectancy of slaves. What is seasoning? (500‐501)

8. How did European planters seek to limit the numbers of rebellions by slaves? (502)

9. Describe the racial ideologies of the Caribbean during this time period. (502)

10. Define the following terms:

a. Manumission (502)—

b. Maroons (503)—

Creating the Atlantic Economy

11. Describe the development of capitalism in connection with the growth of the Atlantic economy. (504)

12. Define and explain the goals of mercantilism. (504‐505)

13. Describe the three sides of the Atlantic Circuit. (505)

14. Describe the conditions on slave ships and explain how the mortality rate of transporting slaves contributed to

profitability. (507‐508)

Africa, The Atlantic, and Islam

15. Other than slaves what were the main products exported out of Africa? What were the main imports that

Africans were interested in acquiring? (509)

16. How did African kings and merchants obtain their slaves? (510‐511)

17. Explain the link between droughts and the development of the slave trade in Angola. (511)

18. Compare and contrast slavery in the Americas with slavery in the Islamic world. (513)

19. How did Muslims justify slavery? (516)

20. What were the effects of the slave trade on Africa’s population? (516)

Summary questions:

1. Explain the effects that the slave trade had on Europe, the Americas, Africa, and the environment.

2. Compare and contrast the Atlantic slave trade with the trans‐Saharan slave trade. Focus on methods and

profitability.

Name________________________________

Chapter 19 Study Guide: Between Europe and China 1500‐1750

The Ottoman Empire, to 1750

1. Explain the 3 primary reasons for the growth of the Ottoman Empire. (524)

2. Explain why the fall of Constantinople is seen as a turning point in history. (524)

3. Explain why you think Suleiman was given the title “the Magnificent.” (524)

4. Why did the Ottomans withdraw from commitments outside the Mediterranean Sea? (524‐526)

5. Who were the Janissaries? How did the devshirme change the recruitment process? (526‐527)

6. Discuss Ottoman social structure. Be sure to mention cavalrymen, askeri, and raya. (527)

7. Describe the effects of the crisis of the military state on cavalrymen and Janissaries. (527‐530)

8. Explain 2 economic changes that occurred following the military crisis. (530)

9. Explain the Ottoman Empire’s “Tulip Period”. (531)

10. How did the sultan and central government lose power following the Tulip Period? (531)

The Safavid Empire, 1502‐1722

11. How was the Safavid Empire similar to the Ottoman Empire? (532)

12. Which sect of Islam was favored by Ismail, Shah of Iran, and how did this decision compare with Iran’s neighbors? (533)

13. Who was the Hidden Imam and what are the two different interpretations of this figure? (533)

14. What were some key differences between Isfahan and Istanbul? (534‐535)

15. What were some key similarities between Isfahan and Istanbul? (535)

16. Describe the role of women in Istanbul and Isfahan. (535)

17. What were the key trade products of Iran? (535‐536)

18. What were the reasons behind the decline and eventual collapse of the Safavid Empire? (536)

The Mughal Empire, 1526‐1739

19. Identify the following: (536)

Babur: Akbar:

mansabs:

20. Why is Akbar’s Indian empire considered the most prosperous empire of the 16th century? (536)

21. How did Akbar incorporate the beliefs of both Muslims and Hindus into his government? (537)

22. Describe the “Divine Faith” and the meaning of the phrase “Allahu Akbar”. (537)

23. Describe the decline of the Mughal Empire. How did the French create a presence in India? (537‐538)

The Russian Empire, 1500‐1725

24. Who were the Cossacks and why are they important to Russian history? (540)

25. How did Peter the Great try to make Russia more European? (541)

26. Justify the “Great” in Peter the Great’s name. Does he deserve to be labeled as “Great”? Why or why not? (541‐542)

The Maritime Worlds of Islam, 1500‐1750

1. Explain how it was possible for Islam to spread extensively to East Africa and Southeast Asia despite European control over

the Indian Ocean trade routes. (542‐543)

For the Quickwrite:

Compare and contrast the Ottoman, Safavid, and Mughal Empires. What were some key similarities and differences between

these empires? Why were these empires not more successful?

Name___________________________________ Chapter 20 Study Guide: Ming/Qing China

(pages 404‐406 AND 560‐568) Mind Map

Ming Economic Growth

Indian Ocean Exploration and Zheng He

Kangxi

Qing rise to power and imperial diplomacy

Change and Continuity over Time (CCOT) Ming/Qing China

Directions: fill in the chart below with specific evidence ( use facts/names/people/places) that explains a MAJOR or

SIGNIFICANT change that was covered in this chapter(s) and also 3 themes that remained unchanged (or slowly changed)

during this time.

3 major changes 1

2

3

3 Continuities Governmental systems

Women’s roles

Belief Systems

Name______________________________________________ Ch. 20 Study Guide: Tokugawa Japan

(pages 550‐560)Mind Map

European influences on Japan (specifically missionaries and traders)

Japanese Unification

Tokugawa Shogunate

Change and Continuity over Time (CCOT) Tokugawa Japan

Directions: fill in the chart below with specific evidence ( use facts/names/people/places) that explains a MAJOR or

SIGNIFICANT change that was covered in this chapter(s) and also 3 themes that remained unchanged (or slowly changed)

during this time.

3 major changes 1

2

3

3 Continuities Governmental systems

Women’s roles

Belief Systems

A day in the life of Louis XIV - Omaha Burke High School

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