HIST102: Early Globalizations: East Meets West (1200s-1600s) « Saylor.org

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Readings

1.1 Reading: University of Pennsylvania: Professor David Ludden’s “A Quick Guide to the World History of Globalization”

Link: University of Pennsylvania: Professor David Ludden’s “A Quick Guide to the World History of Globalization”(HTML)

Instructions:Please read Professor Ludden’s linked article. Consider the way in which he argues that globalization has changed over time. As you will find, several of the events that Professor Ludden calls “landmarks in the history of globalization” are covered in our course.

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2.1.1 Reading: Boise State University: Professor E.L.S. Knox’s “The Fall of Rome”

Link: Boise State University Professor: E.L.S. Knox’s “The Fall of Rome” (HTML)

Instructions: Please read links 1-7 on the left hand-side of the page. These texts describe the events surrounding the division of the Roman Empire, the eastern half of which later became known as the Byzantine Empire, and the collapse of Roman power in the west. In addition to providing an overview of the major events of the era, Professor Knox describes some of the ongoing debates between historians concerning the factors most responsible for the fall of the Roman Empire.

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2.1.2 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Byzantine Civilization” Lecture 17

Link: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Byzantine Civilization” Lecture 17 (HTML)

Instructions: Please read the entirety of the webpage in order to get a good overview and the historical context of the Byzantine Empire.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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2.1.3 Reading: University of Oregon: Professor Robert Kimball’s “Olga, Anna and the Christianization of the Rus”

Link: University of Oregon: Professor Robert Kimball’s “Olga, Anna and the Christianization of the Rus” (HTML)

Instructions: Please read all of this text, which describes the key roles played by the Russian princess Olga and the Byzantine Princess Anna in the spread of Orthodox Christianity among the Rus. In addition to providing an introduction to the lives and experiences of these interesting figures and the “nuptial diplomacy” of the day, the author describes the larger geo-political context in which this important episode of cultural transfer took place. Finally, please give some thought to the manner in which the events described here reflect the processes or patterns of globalization described in the resources from Unit 1.

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2.2 Reading: California Institute of Technology: Professor Warren C. Brown’s “What’s ‘Middle’ About the Middle Ages?”

Link: California Institute of Technology: Professor Warren C. Brown’s “What’s ‘Middle’ about the Middle Ages?” (PDF)

Instructions: We turn now from Byzantium to Western Europe and consider developments in that part of the continent during the so-called “middle ages.” Please use the pdf link to the article at the center of the page and read all of this text. As you will find, the author provides an engaging introduction to medieval European history, as well as the manner in which our perceptions of the era often conflict with what scholars have learned through careful research and analysis of the surviving sources.

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2.2.1 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Charlemagne and the Carolingian Renaissance” Lecture 20

Link: Dr. Steven Kreis’s The History Guide: “Charlemagne and the Carolingian Renaissance” Lecture 20 (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of Charlemagne’s rule and the period known as the “Carolingian Renaissance.”

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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2.2.2 Reading: Virginia Tech: Joseph J. Duggan’s “The Hero Roland and the Question of Intentionality”

Link: Virginia Tech: Joseph J. Duggan’s “The Hero Roland and the Question of Intentionality” (PDF)

Instructions: Charlemagne’s efforts to expand his power into the Iberian Peninsula were the inspiration for The Song of Roland, one of the most famous works of literature from the medieval era. In this article, Joseph Duggan provides some valuable context for the events portrayed in the poem, as well as the manner in which Charlemagne’s actions and campaigns were “remembered” or heralded by succeeding generations of Europeans.

Terms of Use: This resource is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. It is attributed to Joseph J. Duggan and the original version can be found here.

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2.2.3 Reading: Dr. Steven Kreis’s The History Guide: Lectures in Ancient and Medieval European History: “Heretics, Heresies, and the Church” Lecture 27

Link: Dr. Steven Kreis’s The History Guide: “Heretics, Heresies, and the Church” Lecture 27 (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of how the medieval Church defined “heretic” and why heresy was such an important feature of early European Catholicism.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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2.2.3 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Early Medieval Monasticism” Lecture 19

Link: Dr. Steven Kreis’s The History Guide: “Early Medieval Monasticism” Lecture 19 (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of the central role that monasticism played in shaping early European civilization.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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2.2.3 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “The Holy Crusades” Lecture 25

Link: Dr. Steven Kreis’s The History Guide: “The Holy Crusades” Lecture 25 (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of the intended and unintended consequences of the Crusades—rescuing the Holy Land from Islamic encroachment and coming into contact with Islamic technologies, goods, and commerce.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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2.2.4 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Feudalism and the Feudal Relationship” Lecture 21

Link: Dr. Steven Kreis’s The History Guide: “Feudalism and the Feudal Relationship” Lecture 21 (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of how and why feudalism developed in western Europe.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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2.2.4 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and European History: “European Agrarian Society: Manorialism” Lecture 22

Link: Dr. Steven Kreis’s The History Guide: “European Agrarian Society: Manorialism” Lecture 22 (HTML).

Instructions: Please read the entirety of the lecture in order to better understand the importance of system of manorialism, also known as serfdom, to the economy and society of western Europe.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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2.2.5 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Satan Triumphant: The Black Death” Lecture 29

Link: Dr. Steven Kreis’s The History Guide: “Satan Triumphant: The Black Death” Lecture 29 (HTML)

Instructions: Please read the entirety of the lecture in order to get a sense of the devastation unleashed in Europe as a result of the onset of the Black Death, also known as the bubonic plague.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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3.1 Reading: Boundless: “Tenoctitlan”

Link: Boundless: “Tenoctitlan” (PDF)

Instruction: This article discusses the emergence of the Aztec Empire in Mexico and describes its great capital city of Tenochtitlan.

Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. It is attributed to Boundless and the original version can be found here.

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3.1.1 Reading: Connexions: Jack E. Maxfield’s “A Comprehensive Outline of World History: America: AD 1401 - 1500”

Link: Connexions: Jack E. Maxfield’s “A Comprehensive Outline of World History: America: AD 1401 - 1500” (PDF)

Instructions: Please read this select section and study the culture of the Aztec Empire of Mexico at its greatest extent.

Terms of Use: This resource is licensed under a Creative Commons Attribution 2.0 Generic license. It is attributed to Jack E. Maxfield and the original version can be found here.

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3.1.2 Reading: Metropolitan Museum of Art: Heidi King’s “Tenochtitlan”

Link: Metropolitan Museum of Art: Heidi King’s “Tenochtitlan” (HTML)

Instructions: Please read the entirety of this webpage in order to get a sense of the scale and sophistication of this prominent Aztec city.

Note on the Text: This article is written by Heidi King, who is the Research Associate in the Department of the Arts of Africa, Oceania, and the Americas at the Metropolitan Museum of Art.

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3.2.1 Reading: Boundless: “The Incas”

Link: Boundless: “The Incas” (PDF)

Instructions: This article will discuss three important aspects of Incan culture: Machu Picchu, which was the administrative and religious center for the Inca Empire; the production of textiles among the Inca and the influence of earlier cultures on Inca art; and the Inca craft production and the cultural significance of metals.

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3.2.2 Reading: Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of Pedro de Cieza de Léon’s Chronicles of the Incas, 1540

Link: Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of Pedro de Cieza de Léon’s Chronicles of the Incas (HTML)

Instructions: Please read the entire excerpt to get a sense of Léon’s descriptions of the Incas.

Note on the text: In this 1540 text, the conquistador Pedro de Cieza de Léon describes the nature of the Inca economy. Less directly, the author illustrates the hierarchy of Inca society.

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4.2 Reading: Columbia University: Asia for Educators: “The Song Dynasty in China.”

Link: Columbia University: Asia for Educators: “The Song Dynasty in China” (HTML)

Instructions: In this section of the unit we begin a study of the Song dynasty in China. In doing so, we will make particularly heavy use of a course of readings on Columbia University’s Asia for Educators site. Please use the link below to access and read the entire first page in this program. As you will find, the authors provide some key dates in Song history, a geographical depiction of the dynasty’s power, and a few reflections on its historical “significance,” subjects that will be explored in greater depth in the sections that follow. Please give some thought throughout to matters of continuity and change in the social, economic and political affairs of Song and Tang era China.

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4.2.1 Reading: Columbia University: Asia for Educators: The Song Dynasty in China: “Economic Revolution.”

Link: Columbia University: Asia for Educators: The Song Dynasty in China: “Economic Revolution” (HTML)

Instructions: Please read this page on the “population boom” coinciding with the economic development of China during the Song era before continuing on to the pages entitled “Commercialization,” “Paper Money,” “Iron & Steel,” “Textiles & Silk,” and “Ceramics.”

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4.2.2 Reading: Columbia University: Asia for Educators: The Song Dynasty in China: “Technical Advances during the Song”

Link: Columba University: Asia for Educators: “Technical Advances during the Song” (HTML)

Instructions: Please read this page on rice cultivation in the section on “Technical advances during the Song” before continuing on to the pages entitled “Printing & Movable Type,” “Shipbuilding & the Compass,” “Gunpowder,” and “Scientific Experimentation.”

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4.2.3 Reading: Columbia University: Asia for Educators: The Song Dynasty in China: “Cities”

Link: Columbia University: Asia for Educators: The Song Dynasty in China: “Cities” (HTML)

Instructions: Please read this page on the growth of cities during the Song period before continuing on to the pages entitled “Hangzhou & the Urban Elite,” “Temples & Religious Life,” and “The Rainbow Bridge.”

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4.2.4 Reading: Columbia University: Asia for Educators: The Song Dynasty in China: “Confucianism”

Link: Columbia University: Asia for Educators: The Song Dynasty in China: “Confucianism” (HTML)

Instructions: Read all of this text on the Scholar-Officials whose training provides an important illustration of what the authors have called the “Song Confucian Revival.” Continue on from here to the pages entitled “The Three Perfections & Su Shi,” and “Neo-Confucianism: Family, Women, Children.”

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4.2.5 Reading: Columbia University: Asia for Educators: The Song Dynasty in China: “Song Engagement with the Outside World”

Link: Columbia University: Asia for Educators: The Song Dynasty in China: “Song Engagement with the Outside World” (HTML)

Instructions: Please read all of this text on the Song’s “Northern Rivals” before continuing on to the page entitled “International Trade, Overland and Maritime.”

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4.3.1 Reading: Pennsylvania State University’s East Asian History Textbooks: Topics in Pre-Modern Chinese History: “Chapter 8: The Middle Dynasties”

Link: Pennsylvania State University’s East Asian History Textbooks: Topics in Pre-Modern Chinese History: “Chapter 8: The Middle Dynasties” (HTML)

Instructions: Click the link on the left marked “Rise of the Scholar-Gentry Class.” Please read the section entitled “Rise of the Scholar-Gentry Class” in this chapter to get a sense of the “scholars” of the Middle Dynasties period in China and why they were designated a distinct social class.

Note on the Text: This website is authored and maintained by Dr. Gregory James, who teaches History and East Asian Studies at Penn State University.

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4.3.2 Reading: Pennsylvania State University’s East Asian History Textbooks: Topics in Pre-Modern Chinese History: “Chapter 8: The Middle Dynasties”

Link: Pennsylvania State University’s East Asian History Textbooks: Topics in Pre-Modern Chinese History: “Chapter 8: The Middle Dynasties” (HTML)

Instructions: Click on the link on the left entitled “Structure of Government.” Please read the section entitled “Structure of Government” in this chapter to learn about the hierarchy of government officials during the Middle Dynasties period in China.

Note on the Text: This website is authored and maintained by Dr. Gregory James, who teaches History and East Asian Studies at Penn State University.

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4.3.3 Reading: Pennsylvania State University’s East Asian History Textbooks: Topics in Pre-Modern Chinese History: “Chapter 8: The Middle Dynasties”

Link: Pennsylvania State University’s East Asian History Textbooks: Topics in Pre-Modern Chinese History: “Chapter 8: The Middle Dynasties” (HTML)

Instructions: Click the link on the left entitled “Demographic Changes.” Please read the section entitled “Demographic Changes” in this chapter to get a sense of the population and migration patterns during the Middle Dynasties period in China.

Note on the Text: This website is authored and maintained by Dr. Gregory James, who teaches History and East Asian Studies at Penn State University.

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4.3.4 Reading: Washington State University: Arthur Waley’s version of Li Po's "Drinking Along by Moonlight"

Link: Washington State University: Arthur Waley’s version of Li Po's "Drinking Along by Moonlight" (HTML)

Instructions: Please read the entire poem, paying attention to the poet’s emphasis on nature—a hallmark of Tang poetry.

Note on the text: This poem is thought to be Li Po’s most famous work. Li Po wrote over a thousand poems during the Tang era and is considered one of China’s most famous poets. However, he was a Daoist and received criticism from Confucian supporters during the Tang and Song eras. His poetry influenced many later Western artists, including Gustav Mahler and Ezra Pound.

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5.1.1 Reading: Columbia University’s “The Mongols in World History: The Mongol Conquests”: “What Led to the Conquests?”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquests”: “What Led to the Conquests?” (HTML)

Also available in:
PDF (p. 7-8) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 7)

Instructions: Please read the entirety of this section to get a sense of what motivated the Mongol conquest of Asia.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.1.2 Reading: Selections from Columbia University’s “The Mongols in World History: The Mongol Conquests”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquests”:
Tribal Group vs. Mongol Identity under Chinggis Khan (HTML)
Chinggis’s Mastery of Organization and Military Tactics (HTML)
Three Invasions Led by Chinggis (HTML)
Chinggis’s Successor and Further Expansion of the Empire (HTML)

Also available in:
PDF (p.8-10) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 8)

Instructions: Please read the entirety of these four sections in order to get a sense of Chinggis Khan’s vision of Mongol identity, his military strategy, the many battles he fought, and those Mongol leaders who succeeded him.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.1.3 Reading: Columbia University’s “The Mongols in World History: The Mongol Conquest”: “How a Small Group of Mongols Conquered Such a Vast Domain”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquest”: “How a Small Group of Mongols Conquered Such a Vast Domain” (HTML)

Also available in:
PDF (p.10-11) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 10)

Instructions: Please read the entirety of this section to learn of how and why the Mongols were able to bring so much territory under their control.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.1.4 Reading: Silkroad Foundation: Professor Daniel C. Waugh’s “The Pax Mongolica”

Link: Silkroad Foundation: Professor Daniel C. Waugh’s The Pax Mongolica (HTML)

Instructions: Please read the entirety of this webpage, which discusses Waugh’s contention that relative peace characterized the Mongol Empire in the wake of their military conquests.

Note on the Text: Author, Daniel C. Waugh, is a professor at the University of Washington, Seattle.

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5.1.5 Reading: Columbia University: “The Mongols in World History: The Mongol Conquests”: “The Collapse of the Empire”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquest”: “The Collapse of the Empire” (HTML)

Also available in:
PDF (p.11-12) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 11)

Instructions: Please read the entirety of this section in order to get a sense of how the struggles among Mongol leaders led to a breakdown in power in the empire.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.2.1 Reading: Columbia University’s “The Mongols in World History: The Mongol Conquest”: “What was the Mongols’ Influence on China?”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquest”: “What was the Mongols’ Influence on China?” (HTML)

Also available in:
PDF (p. 12-13) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 12)

Instructions: Please read the entirety of this section, which questions whether the Mongols’ influence on imperial China was destructive or beneficial.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.2.2 Reading: Columbia University’s “The Mongols in World History: The Mongol Conquest”: “Kubilai Khan in China”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquest”: “Kubilai Khan in China”(HTML)

Also available in:
PDF (p. 13) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 13)

Instructions: Please read the entirety of this section on Kubilai Khan’s rule in China.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.2.3 Reading: Columbia University’s “The Mongols in World History: The Mongol Conquest”: Selections from “Life in China under Mongol Rule”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquest”: Selections from “Life in China under Mongol Rule”:

For Peasants (HTML)
For Artisans (HTML)
For Merchants (HTML)
Legal Codes (HTML)
Civilian Life (HTML)
Religion (HTML)
Culture(HTML)

Also available in:
PDF (p. 13-18) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 13)

Instructions: Please read all of these links to get a sense of the way of life in China during Mongol rule.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.2.4 Reading: Columbia University’s “The Mongols in World History: The Mongol Conquest”: Selections from “Beginnings of Mongol Collapse”

Link: Columbia University’s “The Mongols in World History: The Mongol Conquest”: Selections from “Beginnings of Mongol Collapse”:
Military Successes and Failures (HTML)
Public Works Failures (HTML)

Also available in:
PDF (p. 18-19) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 18)

Instructions: Please read both of these links to learn about the internal and external pressures that drove the Mongol Empire toward collapse.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.3.1 Reading: Selections from Columbia University’s “The Mongols in World History: The Pastoral-Nomadic Life”; John Masson Smith, Jr.’s “Dietary Decadence and Dynastic Decline in the Mongol Empire”; and Morris Rossabi, “All the Khan’s Horses”

Link: Selections from Columbia University’s “The Mongols in World History: The Pastoral Nomadic Life”
Introduction (HTML)
Sheep: A Source of Bounty (HTML)
Goats (HTML)
Survival of the Flocks (HTML)
Yaks and Oxen (HTML)
Camels (HTML)
Horses (HTML)
Mare’s Milk (HTML)
Traditional Clothing and Jewelry (HTML)
The Portable Home: The Ger (HTML)

Also available in:
PDF (p. 25-29) (At the bottom of the right column, select link "Transcript (PDF)" and scroll down to page 18)

John Masson Smith, Jr., “Dietary Decadence and Dynastic Decline in the Mongol Empire,”Journal of Asian History, vol. 34, no. 1, 2000 (PDF)

Also available in:
HTML

Morris Rossabi, “All the Khan’s Horses,”Natural History, 1994 (PDF)

Also available in:
HTML

Instructions: Please read all of these links to get a sense of the features that defined Mongol nomadic life. You will need to download the PDFs of the two articles by John Masson Smith, Jr. and Morris Rossabi, respectively. Click the link on the title of each article to download these. Please read these articles, one about the Mongol diet and one about the importance of the horse in Mongol culture.

Note on the Text: This text was created by the Asia for Educators Program at Columbia University under the direction of Professor Morris Rossabi, who teaches Chinese History at both CUNY and Columbia University. This project was funded by The Freeman Foundation.

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5.4.1 Reading: Michigan State University: David Morgan’s "Persian Perceptions of Mongols and Europeans”

Link: Michigan State University: David Morgan’s “Persian Perceptions of Mongols and Europeans” (HTML)

Also available in:
Google Books

Instructions: Please read this entire text for information on how the Persians perceived Mongol invaders.

Note on the Text: This excerpt is from Chapter VI of Stuart B. Schwartz’ (ed) Implicit Understandings: Observing, Reporting, and Reflecting on the Encounters Between Europeans and Other Peoples in the Early Modern Era, which is published by Cambridge University Press (1994).

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5.4.2 Reading: Michigan State University: Robert Marshall’s Selections from Storm from the East: from Genghis Khan to Khubilai Khan

Link: Michigan State University: Robert Marshall’s Selections from Storm from the East: from Genghis Khan to Khubilai Khan (HTML)

Instructions: Please read the entire webpage to get a sense of how medieval European Christians perceived the Mongol conquests of Asia and the Middle East.

Note on the Text: These selections from “Chapter 5: From Prester John to Cultural Strangers” comes from Marshall’s textbook Storm from the East: from Genghis Khan to Khubilai Khan, which is published by University of California Press (1993).

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5.4.2 Reading: Stetson University: “Correspondence between Roman Pope and Great Khan”

Link: Stetson University: “Correspondence between Roman Pope and Great Khan” (HTML)

Instructions: By the middle of the Thirteenth Century Mongol armies had penetrated into Central Europe. These events inspired a response from Pope Innocent IV who dispatched emissaries to the Great Khan in 1245. As you will find in the subsequent exchange of letters included on this page, Pope and Khan appeared to have very different views on how one should interpret the“commands of Heaven.”

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6.1.1 Reading: Hartford Web Publishing: Andre Gunder Frank’s “Asian-based World Economy 1400-1800: A Horizontally Integrative Macrohistory”

Link: Hartford Web Publishing: Andre Gunder Frank’s “Asian-based World Economy 1400-1800: A Horizontally Integrative Macrohistory” (HTML)

Instructions: Please read this entire article and consider the arguments given by the author concerning the prominence of Asia in the world economy during the period 1400-1800 and the manner in which he believes this subject has been obscured by subsequent historians. The author provides critical reflections here on the sources of economic wealth and power in the early modern era and the way in which European states and traders ultimately succeeded in obtaining a larger measure of both.

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6.1.2 Reading: Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s “Summary of Wallerstein on World System Theory”

Link: Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s “Summary of Wallerstein on World System Theory” (HTML)

Instructions: Instructions: Please read the entirety of this selection to get a sense of Immanuel Wallerstein’s world system theory. Give particular thought to how his arguments compare and contrast with those of Andre Gunder Frank above. Finally, which of the events and developments featured thus far in our course loom particularly large in Wallerstein’s explanation of Asia’s downfall and the subsequent rise of Europe?

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6.2 Reading: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600”

Link: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600” (PDF)

Instructions: Please read the sections titled “Introduction” and “The First Atlantic Encounters” in their entirety. These readings will help you gain an understanding of the circumstances that led to one of the momentous times in history, the opening of the Atlantic World, and the subsequent discovery of the New World.

Terms of Use: The linked material above has been reposted by the kind permission of Concepcion Saenz-Camba. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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6.2.1 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “The Age of Discovery”

Link: Dr. Steven Kreis’s The History Guide: “The Age of Discovery” (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of why European explorers took to the high seas in the fifteenth and sixteenth centuries.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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6.2.2 Reading: University of Calgary: Applied History Research Group: The European Voyages of Exploration: “Portugal”

Link: University of Calgary: Applied History Research Group: The European Voyages of Exploration: “Portugal” (HTML)

Instructions: Portugal was one of the major powers in the European Age of Discovery. Please read this page, which describes the state of kingdom at the beginning of this period. At the bottom of the page, use the “proceed with tutorial” link to read the sections on “Prince Henry the Navigator,” “Prince Henry the Navigator: The Lure of Trade,” and “Prince Henry the Navigator: An Assessment.” We will return to the subject of Portuguese exploration and empire-building in section 8.2 of the course when we deal with the colonization of Brazil.

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6.2.3 Reading: University of Calgary: Applied History Project: The European Voyages of Exploration: “Spain”

Link: University of Calgary: Applied History Project: The European Voyages of Exploration: “Spain” (HTML)

Instructions: Please read the entire text, which describes the political situation in Spain during the first stages of the “Age of Discovery” and, specifically, the unification of Aragon and Castile. Use the “proceed with the tutorial” link at the bottom of the page to read about early Spanish exploration in the Western Hemisphere (do not continue beyond this page). We will return to this subject in section 8.1 when dealing with the rise of the Spanish empire in the Americas.

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6.2.3 Reading: The Gilder Lehrman Institute of American History: Laurence Bergreen’s “Magellan: Missing in Action” “Magellan: Missing in Action.”

Link: The Gilder Lehrman Institute of American History: Laurence Bergreen’s “Magellan: Missing in Action” (HTML)

Instructions: Please read the entire article, which describes the exploits of Ferdinand Magellan—a native of Portugal whose voyages were nevertheless sponsored by the Spanish monarchy. In addition to providing some basic facts about Magellan’s aims and experiences, the author offers further reflection on the factors that have affected the way he has been treated in history.

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6.2.4 Reading: Connexions: James Ross-Nazzal’s “Ch. 3 British Colonial America (1588 – 1701)”

Link: Connexions: James Ross-Nazzal’s “Ch. 3 British Colonial America (1588 – 1701)” (PDF)

Instructions: This article concerns the establishment of the first English colonies in North America in the early 17^th century.

Terms of Use: This resource is licensed under a Creative Commons Attribution 3.0 Unported license. It is attributed to James Ross-Nazzal and the original version can be found here.

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6.2.4 Reading: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600”

Link: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600” (PDF)

Instructions: Please read the section titled “The English in North America” in its entirety. This reading will offer you an overview of the early English exploration and their “fledging settlements” in North America.

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6.2.5 Reading: Boundless: “The Dutch Empire”

Link: Boundless: “The Dutch Empire” (PDF)

Instruction: This article examines the establishment of Dutch colonies in North America.

Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. It is attributed to Boundless and the original version can be found here.

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6.2.6 Reading: Boundless: “Englishmen and Native Americans”

Link: Boundless: “Englishmen and Native Americans” (PDF)

Instructions: The European exploration and settlement of North America devastated the Native American population. This article examines the impact of English colonization on the Native Americans living along the Atlantic seaboard in North America.

Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. It is attributed to Boundless and the original version can be found here.

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6.2.6 Reading: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600”

Link: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600” (PDF)

Instructions: Please read the section titled “The Columbian Exchange: Humanity, Identity, and the Loss of Indigenous Naivety” in its entirety. This reading will address how the Opening of the Atlantic changed the lives of the Native Americans and Europeans forever.

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6.3 Reading: Boundless: “The Clash of Culture”

Link: Boundless: ““The Clash of Culture” (PDF)

Instructions: This article discusses the impact of the introduction of new epidemic diseases to native populations with the European colonization of the New World.

Terms of Use: This resource is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License. It is attributed to Boundless and the original version can be found here.

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6.3 Reading: University of Minnesota’s James Ford Bell Library: Carol Urness’s “Trade Products in Early Modern History”

Link: University of Minnesota’s James Ford Bell Library: Carol Urness’s “Trade Products in Early Modern History” (HTML)

Instructions: Please click on each of the links at the left-hand side of the webpage; read each link in its entirety.

Note on the Text: Each of these short articles offers an excellent overview of specific trade goods that became centrally important in linking Europe to the Americas, Asia, and the Far East. Goods, such as brazilwood, cod, tobacco, and tea, became valuable trading products that rapidly transformed the world economy.

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6.3 Reading: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600”

Link: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600” (PDF)

Instructions: Please read the sections “Disease” and “Ecological Impact” under the heading “The Columbian Exchange” in their entirety. These readings will address the importance of the “Columbian Exchange,” arguably, the starting point of real worldwide globalization. Pay special attention to the different ways the consequences of this global exchange still affect our world today.

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7.1.1 Reading: Boise State University Professor E.L. S. Knox’s “History of the Idea of the Renaissance”

Link: Boise State University Professor E.L. S. Knox’s “History of the Idea of the Renaissance” (HTML)

Instructions: The Renaissance represents one of the most celebrated and written about subjects in European history. Please read all of this text, in which Professor Knox discusses the history of how the Renaissance emerged as a concept in European literature and the many meanings that have been attributed to it over time.

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7.1.2 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “The Medieval Synthesis and the Discovery of Man: the Renaissance” Lecture 4

Link: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “The Medieval Synthesis and the Discovery of Man: the Renaissance” Lecture 4 (HTML)

Instructions: Please read the entire lecture about how and why the medieval period paved the way for the emergence of the Renaissance.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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7.1.3 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “Renaissance Portraits”

Link: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “Renaissance Portraits” (HTML)

Instructions: Please read the entire lecture in order to get a sense of how Renaissance thinkers and modern-day scholars interpret the period known as the age of “rebirth.”

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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7.2.1 Reading: University of Massachusetts, Lowell: Dr. Liana Cheney’s “Humanism and the Renaissance”

Link: University of Massachusetts, Lowell: Dr. Liana Cheney’s “Humanism and the Renaissance” (HTML)

Instructions: Please read the entirety of this webpage in order to better understand one of the defining characteristics of Renaissance thought—humanism.

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7.2.2 Reading: University of Massachusetts, Lowell: Dr. Liana Cheney’s “Neo-Platonism”

Link: University of Massachusetts, Lowell: Dr. Liana Cheney’s “Neo-Platonism” (HTML)

Instructions: Please read the whole article on this webpage, which provides a working definition of “Platonism” and discusses how Renaissance philosophers inflected Platonic principles to develop their own ideas.

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7.2.3 Reading: University of Massachusetts, Lowell: Dr. Liana Cheney: “Pico della Mirandolla”

Link: University of Massachusetts, Lowell: Dr. Liana Cheney: “Pico della Mirandola” (HTML)

Instructions: Please read the whole webpage in order to get a sense of Pico della Mirandola’s philosophy, which synthesized classical, medieval, and Renaissance ideas.

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7.2.4 Reading: Columbia University: The Institute for Learning Technologies’ version of Niccoló Machiavelli’s The Prince

Link: Columbia University: The Institute for Learning Technologies’ version of Niccoló Machiavelli’s The Prince(HTML)

Also available in:
Google Books
PDF

Instructions: Please read the entire text, paying special attention to the manner in which Machiavelli separates ethics from political pragmatism. See, for example, chapters 15 to 21 for the author’s specific advice on the principles that should guide “the prince’s” exercise of state power.

Note on the text: This political treatise was written by Niccolò Machiavelli, a Florentine political theorist, in the sixteenth century. In an era of constant conflict among Italian city-states, Machiavelli asserts that the greatest moral good is a virtuous and stable state. Even if actions taken to preserve the state are immoral, Machiavelli argues, they remain justified. The text, with its “end justifies the means” pragmatism, had a deep impact on Western philosophy.

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7.2.4 Reading: Stanford University Encyclopedia of Philosophy: “Machiavelli”

Link: Reading: Stanford University Encyclopedia of Philosophy: “Machiavelli” (HTML)

Instructions: Please read the opening paragraph on this page followed by the sections entitled “1. Biography” and “2. The Prince: Analyzing Power.” These passages will give you an introduction to the life and work of the Florentine philosopher Machiavelli, author of one of the most influential and widely read treatises on government, The Prince.

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7.2.5 Reading: University of Rochester Library Bulletin: “The Life of Leonardo da Vinci”

Link: University of Rochester Library Bulletin: “The Life of Leonardo da Vinci” (HTML)

Instructions: Please read the whole article on this webpage in order to get a sense of the famed Renaissance thinker, artist, inventor, writer, and scientist.

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7.3.1 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “The Protestant Reformation” Lecture 3

Link: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “The Protestant Reformation” Lecture 3 (HTML)

Instructions: Please read the entire lecture on the Protestant Reformation—one of the most pivotal events in European history.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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7.3.2 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “The Impact of Luther and the Radical Reformation” Lecture 4

Link: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “The Impact of Luther and the Radical Reformation” Lecture 4 (HTML)

Instructions: Please read the whole lecture, which outlines the struggles between Luther (and his followers) and other radical groups during the Reformation.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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7.3.3 Reading: Boise State University: Professor E.L. S. Knox’s “The Council of Trent”

Link: Boise State University: Professor E.L. S. Knox’s “The Council of Trent” (HTML)

Instructions: Please read all of this text in which Boise State Professor E.L. S. Knox describes the Council of Trent (1545-1563), an event that the author terms “one of the foundations of the Counter Reformation.” Professor Knox goes on to identify some of the steps taken by those participating in the Council to reform the Catholic Church.

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7.4.1 Reading: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “The Scientific Revolution, 1543-1600”

Link: Dr. Steven Kreis’s The History Guide: Lectures on Early Modern European History: “The Scientific Revolution, 1543-1600” (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of how scientific revolutionaries attempted to explain man’s role in the natural world, which was a major shift from the former medieval emphasis on man’s role in God’s world.

Note on the Text: This online text was developed by Dr. Steven Kreis as an open educational resource for use in undergraduate history courses. Dr. Steven Kreis teaches history at American Public University.

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7.4.2 Reading: Columbia University: Department of Art History and Archaeology: “Renaissance Architecture”

Link: Columbia University: Department of Art History and Archaeology: “Renaissance Architecture” (Adobe Flash)

Instructions: Please read the introduction to Renaissance architecture on this site and then proceed to the extensive photo gallery on the right-hand side of the screen. These images will illustrate the points made in the introduction concerning the northern and southern European iterations of Renaissance architecture as well as provide panoramic views of some of the most iconic structures from the period.

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8.1.1 Reading: MexConnect: Dale Hoyt Palfrey’s “The Spanish Conquest (1519-1521)”

Link: MexConnect: Dale Hoyt Palfrey’s “The Spanish Conquest (1519-1521)” (HTML)

Instructions: Please read the entirety of this webpage in order to get a sense of the Spanish conquistadores’ defeat of the Aztec Empire.

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8.1.1 Reading: Canadian Libraries Internet Archive’s version of Bernal Diaz del Castillo’s True History of the Conquest of Mexico

Link: Canadian Libraries Internet Archive’s version of Bernal Diaz del Castillo’s True History of the Conquest of Mexico(HTML)

Also available in:
Kindle
Google Books
eBook
PDF

Instructions: Please read chapters seven and eight for Castillo’s description of the Aztec capital city as well as the course of negotiations between Montezuma and the Spanish force.

Note on the text: You may view this text online, or you may choose to download the PDF version, by clicking on the links on the left side of the page. This account, written around 1568, describes the invasion of Mexico by Don Hernando Cortes and his 600 Spanish conquistadors in 1519. Despite their advanced society, the Aztecs were no match for European disease and warfare; three years later, in 1521, the Aztec capital surrendered to Cortes. Written from the perspective of the European conquerors, this document is one of only a few texts that elucidates the collision of Spanish and Aztec cultures in the New World.

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8.1.2 Reading: MexConnect: Dale Hoyt Palfrey’s “Mexico’s Colonial Era, Part 1”

Link: MexConnect: Dale Hoyt Palfrey’s “Mexico’s Colonial Era, Part 1” (HTML)

Instructions: Please read the entirety of this webpage.

Note on the Text: This article will help you get a better sense of the establishment of the Spanish colony of New Spain.

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8.1.3 Reading: MexConnect: Dale Hoyt Palfrey’s “Mexico’s Colonial Era, Part 2”

Link: MexConnect: Dale Hoyt Palfrey’s “Mexico’s Colonial Era, Part 2” (HTML)

Instructions: Please read the entirety of this webpage.

Note on the text: This article will help you get a sense of how and why the Spanish crown’s wanted to convert the indigenous inhabitants of New Spain to the Catholic faith.

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8.1.4 Reading: MexConnect: Dale Hoyt Palfrey’s “Mexico’s Colonial Era, Part 3”

Link: MexConnect: Dale Hoyt Palfrey’s “Mexico’s Colonial Era, Part 3” (HTML)

Instructions: Please read the entirety of this webpage in order to get a sense of New Spain’s raw materials—predominantly silver and gold—that fueled the wealth of the Spanish Empire.

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8.1.5 Reading: Swarthmore College: Bartoleme de Las Casas’ Brief Account of the Devastation of the Indies (1542)

Link:Swarthmore College: Bartoleme de Las Casas’ Brief Account of the Devastation of the Indies (1542) (HTML)

Instructions: Please read the entirety of this webpage.

Note on the Text: Reading this primary source will help you gain an understanding of the conquistadores’ system of oppression and exploitation of native peoples—encomienda—and how the Spanish missionary Bartholomé de las Casas worked to eradicate it.

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8.2.1 Reading: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “The Indigenous Population”

Link: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “The Indigenous Population” (HTML)

Instructions: Please read the entirety of this excerpt in order to get a sense of the indigenous peoples who made Brazil their home on the eve of the Portuguese invasion.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998.

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8.2.2 Reading: Yale-New Haven Teachers Institute: Jeannette Gaffney's "Dividing the Spoils: Portugal and Spain in South America"

Link: Yale-New Haven Teachers Institute: Jeannette Gaffney’s “Dividing the Spoils: Portugal and Spain in South America” (HTML)

Instructions: Please read Part I, Part II, Part III, and Part IV in order to get a sense of how and why Spain and Portugal vied for control of South America in the fifteenth century.

Note on the Text: This webpage provides an excellent overview of the reasons for and consequences of Spanish and Portuguese colonization of the Americas.

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8.2.2 Reading: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “Frontier Expansion that Shaped Brazil”

Link: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “Frontier Expansion that Shaped Brazil” (HTML)

Instructions: Please read the entirety of this webpage in order to learn about Portugal’s early exploration of Brazil.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998.

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8.2.3 Reading: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “Early Colonization”

Link: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “Early Colonization” (HTML)

Instructions: Please read the whole excerpt in order to get a sense of early contact between indigenous peoples and the Portuguese settlers.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998.

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8.2.4 Reading: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “French and Dutch Incursions”

Link: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “French and Dutch Incursions” (HTML)

Instructions: Please read the entirety of this webpage, which explains how Portugal fended off military and commercial threats from the Dutch and French in Brazil.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998.

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8.2.5 Reading: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “Gold Mining Displaces Cane Farming”

Link: Country Studies US: Rex A. Hudson’s (ed.) Brazil: A Country Study: “Gold Mining Displaces Cane Farming” (HTML)

Instructions: Please read this whole section for information on how the discovery of gold in colonial Brazil began supplanting the sugar economy.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998.

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9.1 Reading: University of Calgary: Applied History Project: Rise of the Great Islamic Empires: “The Ottoman Empire”

Link: University of Calgary: Applied History Project: Rise of the Great Islamic Empires: “The Ottoman Empire” (HTML)

Instructions: The Ottoman Empire played a dominant role in the history of the Middle East, Caucasus, Asia Minor and parts of Europe from the period covered here to the twentieth century. Please read all of this text which describes events in the 13th Century before continuing on to the links entitled “Empire Building, 1301-1402,” “Recovery and Renewed Conquest, 1402-1480,” “Relations with the Islamic World, 1480-1520” and “Suleyman I.” These readings will provide you with an introduction to some of the major milestones in the early history of the Ottoman Empire and the lands brought under its rule.

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9.1.1 Reading: VirginiaTech: Bryan Gilkerson’s “The Siege of Constantinople”

Link: VirginiaTech: Bryan Gilkerson’s “The Siege of Constantinople” (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of the Ottomans’ siege of the city of Constantinople.

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9.1.2 Reading: Michigan State University: Steven S. Sowards’ Twenty-Five Lectures on Modern Balkan History: Lecture 3: “The Principles of Ottoman Rule in the Balkans”

Link: Michigan State University: Steven S. Sowards’ Twenty-Five Lectures on Modern Balkan History: Lecture 3: “The Principles of Ottoman Rule in the Balkans” (HTML)

Instructions: The Ottoman Empire encompassed a diverse population of subjects. Please read all of this text, which provides greater detail on the Ottoman conquest of the Balkans and proceeds from here to discuss the empire’s policy towards the non-Muslim inhabitants of the region.

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9.2 Reading: Selections from The Applied History Research Group’s “The Islamic World to 1600”: “The Safavid Empire”

Link: Selections from The Applied History Research Group’s “The Islamic World to 1600”: “The Safavid Empire”:
Beginnings to 1501 (HTML)
Shah Ismail 1501-1526 (HTML)
Chaos in the Empire, 1524-1587 (HTML)
Abbas I, 1587-1629 (HTML)

Instructions: Please read all of the above webpages to get a good overview of the Safavid Empire and its main leaders. Please also read the links embedded in the text; they will provide you with good historical context of the period.

Note on the Text: The Applied History Research Group is affiliated with the University of Calgary.

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9.2.1 Reading: Iran Chamber Society’s “History of Iran”: Shapour Ghasemi’s “Safavid Empire, 1502-1736”

Link: Iran Chamber Society’s “History of Iran”: Shapour Ghasemi’s “Safavid Empire, 1502-1736” (HTML)

Instructions: Please read the entirety of the webpage to learn about the Safavid Empire’s origins, the significance of Sufism and Shi’a Islam, and
the nature of Safavid society and government.

Note on the Text: This article is hosted by the Iran Chamber Society, which is a good resource for historical and cultural information about Iran.

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9.2.1 Reading: Country Studies US: Helen Chapin Metz’s (ed.) Iran: A Country Study: “The Safavids, 1501-1722”

Link: Country Studies US: Helen Chapin Metz’s (ed.) Iran: A Country Study: “The Safavids, 1501-1722”(HTML)

Instructions: Please read the entirety of this webpage to get a sense of the internal and external challenges that faced the Safavid Empire.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998. This particular text was printed in 1987.

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9.2.2 Reading: Country Studies US: Helen Chapin Metz’s (ed.) Iran: A Country Study: “Shi’a Islam”

Link: Country Studies US: Helen Chapin Metz’s (ed.) Iran: A Country Study: “Shi’a Islam” (HTML)

Instructions: Please read the whole webpage to get a better understanding of the tenets of Shi’a Islam—the official religion of the Safavid dynasty.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998. This particular text was printed in 1987.

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9.3.1 Reading: Country Studies US: James Heitzman’s and Robert L. Worden’s (editors) India: A Country Study: “The Mughals”

Link: Country Studies US: James Heitzman’s and Robert L. Worden’s (editors) India: A Country Study: “The Mughals” (HTML)

Instructions: Please read the entirety of the website in order to get a good overview of the Mughal Empire.

Note on the Text: This website contains electronic texts of previous publications printed by the Library of Congress and sponsored by the U.S. Department of the Army from 1986-1998. This particular text was printed in 1995.

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9.3.2 Reading: University of Washington: Daniel C. Waugh’s “Mughal India’s Timurid Heritage”

Link: University of Washington: Daniel C. Waugh’s “Mughal India’s Timurid Heritage” (HTML)

Instructions: Please read the entire webpage in order to get a sense of the influence of Central Asia—including the Silk Road—on the Mughal Empire. Please also click on the Mughal art featured on the far left-hand side of the webpage and read the descriptions.

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9.3.3 Reading: Columbia University: Professor Frances Pritchett’s “The Mughals and the Arts”

Link: Columbia University: Professor Frances Pritchett’s “The Mughals and the Arts” (HTML)

Instructions: Please read this entire webpage to get a sense of how the unified political environment of Mughal India created the conditions for artistic achievement.

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9.3.4 Reading: Columbia University: Professor Frances Pritchett’s “Religion at Akbar’s Court”

Link: Columbia University: Professor Frances Pritchett’s “Religion at Akbar’s Court” (HTML)

Instructions: Please read this webpage in order to get a sense of the religious policy of the Mughal emperor Akbar.

Note on the Text: Islam was central to the Mughal kingdom, but the manner in which leaders embraced it or imposed it on the population was constantly changing, as this article shows.

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9.3.5 Reading: Country Studies US: James Heitzman’s and Robert L. Worden’s (editors) India: A Country Study: “The Marathas” and “The Sikhs”

Link: Country Studies US: James Heitzman’s and Robert L. Worden’s (editors) India: A Country Study: “The Marathas” (HTML) and “The Sikhs” (HTML)

Instructions: Please read the entirety of these two links to get a sense of two challengers to Mughal rule—the Sikhs and the Marathas.

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9.3.6 Reading: Fordham University’s Internet Indian History Sourcebook: Paul Halsall’s version of François Bernier’s Travels in the Mughal Empire

Link: Fordham University’s Internet Indian History Sourcebook: Paul Halsall’s version of François Bernier’s Travels in the Mughal Empire (HTML)

Instructions: Please read the entire excerpt to get a sense of Europeans’ perceptions and impressions of the Mughal Empire.

Note on the Text: Written in the mid-seventeenth century by a French doctor, this text gives a detailed account of the powerful and extensive Mughal Empire. Bernier was the first European to describe the region of Kashmir and his position as a medical doctor in the court of Aurangzeb, the last of the great Mughal emperors, provided an unprecedented window into Mughal culture and customs.

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9.3.6 Reading: James Country Studies US: James Heitzman’s and Robert L. Worden’s (editors) India: A Country Study: “The Coming of the Europeans”

Link: James Country Studies US: James Heitzman’s and Robert L. Worden’s (editors) India: A Country Study: “The Coming of the Europeans” (HTML)

Instructions: Please read the entirety of this link to get a sense of the relationship between European traders and Mughal rulers.

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9.3.7 Reading: Columbia University: Professor Frances Pritchett’s “A Century of Political Decline: 1707-1803”

Link: Columbia University: Frances Pritchett’s “A Century of Political Decline: 1707-1803” (HTML)

Instructions: Please read this webpage in order to get a sense of the reasons for political decline of the Mughal Empire during the eighteenth century.

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10.1 Reading: HowStuffWorks, Inc.: “Assignment Discovery: The Atlantic Slave Trade”

Link: HowStuffWorks, Inc.: “Assignment History: The Atlantic Slave Trade” (HowStuffWorks Video)

Instructions: Please enter Atlantic Slave Trade in the search field and watch all of this video (approximately 4 minutes) in order to get an overview of the complex and exploitative nature of the African slave trade.

Note on the Media: This video segment was produced by Cosmeo, which is a website containing educational videos as supplemental resources. Cosmeo is a division of Discovery Communications, Inc., which produces the Discovery Channel.

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10.1 Reading: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600”

Link: Concepcion Saenz-Camba’s “The Atlantic World, 1492-1600” (PDF)

Instructions: Please read the sections titled “The Atlantic Slave Trade: Logic of Enslavement” and “The Atlantic Slave Trade: Global Consequences of the Atlantic Slave Trade” in their entirety. Pay special attention to how the Slave Trade affected not only the Americas but also Europe, Africa, and Asia.

Terms of Use: The linked material above has been reposted by the kind permission of Concepcion Saenz-Camba. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

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10.1.1 Reading: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “The Development of the Trade”

Link: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “The Development of the Trade” (HTML)

Instructions: Please read the entirety of the webpage plus the links embedded in the text; these sources will provide you with a good overview of the beginnings of the slave trade.

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10.1.2 Reading: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “Traders and Trade”

Link: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “Traders and Trade” (HTML)

Instructions: Please read the entirety of the webpage plus the links embedded in the text; this material will introduce you to the motivations of European traders and nature of the African trade.

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10.1.2 Reading: University of Houston’s “Digital History”: Fray Tomas de Mercado’s A Critique of the Slave Trade

Link: University of Houston’s Digital History: Fray Tomas de Mercado’s “A Critique of the Slave Trade” (HTML)

Also available in:
Google Books

Instructions: Please read the entire excerpt on the webpage in order to get a sense of early opposition to the trade in human beings on the African coast.

Note on the Text: In this 1587 document, a Spanish cleric proclaims that “a thousand acts of robbery and violence are committed in the course of bartering and carrying off Negroes” in the slave trade. As European powers were becoming increasingly involved in buying and selling Africans, Mercado dismisses the trade as the product of robbery, deception, and violence.

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10.1.3 Reading: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “The Middle Passage”

Link: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “The Middle Passage” (HTML)

Instructions: Please read the entirety of the webpage plus the links embedded in the text.

Note on the Text: This material will provide you with modern-day analyses and first-person accounts of the slaves’ horrific journey from Africa to the New World.

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10.1.3 Reading: University of North Carolina Library’s “Documenting the American South”: Boyrereau Brinch’s and Benjamin F. Prentiss’s (Benjamin Franklin’s) “The Blind African Slave, or Memoirs of Boyrereau Brinch, Nick-named Jeffrey Brace”

Link: University of North Carolina Library’s “Documenting the American South”: Boyrereau Brinch’s and Benjamin F. Prentiss’s (Benjamin Franklin’s) “The Blind African Slave, or Memoirs of Boyrereau Brinch, Nick-named Jeffrey Brace (HTML)

Instructions: Please read Pages 1-94 of this incisive tale of Brinch’s horrific journey from his native Africa to the New World.

Note on the Text: This slave narrative, while published in 1810, is Boyrereau Brinch’s description of his journey across the Atlantic in 1758 and 1759. Originally from Mali in western Africa, Brinch arrived in the port of Barbados aboard a slave ship and lived as a slave in the Caribbean and the United States for most of his life. Although not often read by modern day readers, Brinch’s memoir offers a horrifying view of the Middle Passage that other writers merely gesture toward.

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10.1.4 Reading: University of Calgary: The Applied History Research Group’s “African Migration to the New World”: “Resistance to Slavery, the Anti-Slavery Movement, and Abolition”

Link: University of Calgary: The Applied History Research Group’s “African Migration to the New World”: Resistance to Slavery, the Anti-Slavery Movement, and Abolition (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of Africans’ resistance to the slave trade and slavery as well as Euro-American efforts to end the trade.

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10.1.5 Reading: University of Calgary: The Applied History Research Group’s “African Migration to the New World”: “The Impact of the Slave Trade”

Link: University of Calgary, “Forced African Migration,” “The Impact of the Slave Trade”:
Demographic Impact (HTML)
Economic Impact (HTML)
Cultural Impact (HTML)

Instructions: Please read all sections: “4.5a Demographic Impact,” “4.5b “Economic Impact,” and “4.5c Cultural Impact.”

Note on the Text: These articles will help you gain a better understanding of how the slave trade affected Africa and the world.

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10.2.1 Reading: History World International: R.A. Guisepi (ed.) “Africa and Africans in the Age of the Atlantic Slave Trade”

Link: History World International: R.A. Guisepi (ed.) “Africa and Africans in the Age of the Atlantic Slave Trade” (HTML)

Instructions: Please read the entire webpage to get a sense of the political environment in Africa and the highly varied nature of slaving practices within Africa.

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10.2.2 Reading: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “Capture and Enslavement”

Link: Schomburg Center for Research in Black Culture’s “The Transatlantic Slave Trade”: “Capture and Enslavement” (HTML)

Instructions: Please read the entirety of the webpage plus the links embedded in the text.

Note on the Text: Reading this material will give you a sense of the nature of the process of enslavement of Africans within Africa.

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10.3.1 Reading: University of Calgary: The Applied History Group’s “African Migration to the New World”: “The Nature of the African Diaspora”

Link: University of Calgary: The Applied History Group’s “African Migration to the New World”: “The Nature of the African Diaspora” (HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of the diaspora created by European traders through the slave trade.

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10.3.2 Reading: History World International: Peter N. Stearns’, Michael Adas’ and Stuart B. Schwartz’s “Africa and Africans in the Age of the Atlantic Slave Trade”: “African Diaspora”

Link: History World International: Peter N. Stearns’, Michael Adas’ and Stuart B. Schwartz’s “Africa and Africans in the Age of the Atlantic Slave Trade”: “African Diaspora”(HTML)

Instructions: Please read the entirety of the webpage in order to get a sense of where African slaves landed in the New World as well as what kind of lives they led there.

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11.1.1 Reading: History World’s “History of the Portuguese Empire”

Link: History World’s “History of the Portuguese Empire” (HTML)

Instructions: Please read the entirety of this article to get a sense of Portugal’s efforts to insert itself into Asia’s lucrative trading networks.

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11.1.1 Reading: Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of Vasco de Gama’s “Round Africa to India, 1497-1498 CE”

Link: Fordham University’s Internet Modern History Sourcebook: Paul Halsall’s version of Vasco de Gama’s “Round Africa to India, 1497-1498 CE” (HTML)

Instructions: Please read the entire excerpt of Vasco de Gama’s account of his voyage around the Cape of Good Hope to the port city of Calicut, in what is now present-day India.

Note on the text: In this account, the Portuguese explorer Vasco de Gama describes his journey to the cosmopolitan port of Calicut. Sent by the Portuguese crown, Vasco de Gama’s discoveries opened up the east to European trading interests.

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11.1.2 Reading: Internet Archive: Shafaat Ahmed Khan’s The East India Trade in the XVIIth Century

Link: Internet Archive: Shafaat Ahmed Khan’s The East India Trade in the XVIIth Century (HTML)

Also available in:
Google Books

Instructions: Please read Chapter I, pages 1-92, in order to get a sense of Dutch, Portuguese, and then English efforts to cultivate trade networks with Asian merchants in the sixteenth and seventeenth centuries.

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11.2.2 Reading: Asia Society: “Chinese Trade in the Indian Ocean”

Link: Asia Society: “Chinese Trade in the Indian Ocean” (HTML)

Instructions: Please read this article, which describes the remarkable efforts made by Ming rulers, beginning in 1403, to expand the empire’s maritime trading capacity and network. The author provides an overview of the motivating factors as well as several of the great “voyages” that followed from these initiatives.

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11.2.4 Reading: University of Oregon: China: The Ming and Qing Dynasties: “From Ming to Qing”

Link: University of Oregon: China: The Ming and Qing Dynasties: “From Ming to Qing” (HTML)

Instructions: Please read this text, which provides an overview of the internal and external factors that played a role in the final crises and collapse of the Ming state.

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11.3.1 Reading: Japan 101’s “Sengoku Period: Japan 1467 AD to 1615 AD”

Link: Japan 101’s “Sengoku Period: Japan 1467 AD to 1615 AD” (HTML)

Instructions: Please read this short article to get a sense of the Sengoku or “warring states” era in Japan.

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