Chapter 14

Question 1

James Cook (601)

Answer 1

Who: An explorer that made three trips throughout the Old and New World. An enlightened British voyager, he was employed by the British Government to lead three expeditions down to the South Pacific. Through his voyages he collected large amounts of data that he kept in diaries and maps. He opened up the Pacific to European colonizers
Where: the South Pacific, mostly Australia
When: Between 1768 and 1779 he made his three voyages
———————————————
• His voyages were instrumental in expanding European knowledge of the entire southern hemisphere.
• Voyages enabled the settlement of much land in the south, which led to an expansion of population
• Also led to greater resources for Britain from these lands.
•Theme of statebuilding and expansion because the government wanted to explore more land.

Question 2

Botany

Answer 2

What: The study of plants and animals, Under Cook, nearly 3,000 drawings of Pacific plants, birds, landscapes, and peoples never seen before were depicted. Using the Linnaean classification system, Cook was able to keep meticulous diaries of his records
Who: Primarily developed by Linnaeus.
Where: The South Pacific area
When: Under cooks voyages between 1768-1779
——————-
• The use of botany in many of Cook’s voyages enabled precise knowledge of species in the southern hemisphere.
• Linnaeus’ botany system was widely used by the 1700s, and enabled an explosion of plant study.
• Theme of science because botany is a branch of biology.

Question 3

Topkapi (602)

Answer 3

What: Ottoman palace constructed by Mehmed II that housed imperial household.
Where: Istanbul
When: Constructed in 1450s, used till 1800s
——————–
• Reflected Mehmed II’s vision of Istanbul as the
center of the world
• Highlighted a strong focus on education, which differentiated it from other similar empires.
•Location of training of future bureaucrats and planning of the running of the empire
• Theme of Statebuilding and Expansion and theme of Architecture

Question 4

Suleiman (601)

Answer 4

Who: An Ottoman Sultan who brought the empire to its military and political height. Created a legal code for the Ottoman Empire that included the rights and duties of citizens, how people could dress and how non-Muslims should interact with Muslims.
Where: In the Ottoman Empire, around the Mediterranean.
When: Ruled from 1520 to 1566
———————
•Allowed different cultures to exist peacefully in the Ottoman. •Allowed the Ottoman to function in a world that was becoming increasingly intertwined.
• Brought stability to various cultures and religions in the Ottoman.
• Ties into theme of justice because he was seen as a fair and just ruler.

Question 5

Shah Abbas I (604)

Answer 5

Who: The Safavid’s most energetic and successful rulers. Helped Persia enjoy a cultural revival stimulated by royal patronage and prosperity during the reign.
Where: Persia
When: Ruled from 1587 to 1629
———————————
• Moving the capital to Isfahan created the effect of designing a very prosperous and magnanimous city.
• Symbolized the Safavid intellect during his rule by creating many illustrated works.
• Fits into theme of empires

Question 6

King’s Book of Kings (606)

Answer 6

What: A book that contained 250 miniature illustrations that had mastered the 3D representation of objects. Included weaving patterns.
Who: Written by the Persian poet Firdawsi.
Where: Safavid Empire, Persia
When: 11th century
——————-
• Symbolizes flourishing Safavid culture in comparison to other cultures
• Fits into theme of arts and architecture because it is a work of art.
• It also is an example of cultural interaction because it was known of throughout the Middle East.

Question 7

Akbar (606)

Answer 7

Who: Powerful leader of Mughal Empire. Was known as a philosopher king, and created his own religion similar to Hinduism. Also a strong military leader.
Where: Mughal Empire, India
When: Ruled from 1556 to 1605
—————————
• Symbolizes Mughal intellect and cultural development
• Expanded religions in India, and also set an example for stunning architecture.
• Led to changes in many geographic areas through expansion
• Theme of Empires because he led a powerful one.

Question 8

Damat Ibrahim Pasha (603

Answer 8

Who: The Grand Vizier of of the Ottoman Empire. He was reformist minded, and took interest in European sciences.
Where: Ottoman Empire
When: Lived until 1730
———————-
• Embodies the Ottoman quest for scientific understanding and open-mindedness
• Created shift of empire to pursue scientific education
• Ties into theme of science and technology because that is what he sought to expand.

Question 9

Kizlibash (604)

Answer 9

Who: Turkish speaking tribesman who espoused a populist and charismatic form of Islam. Also known as “red heads” because of their red turbans. They were responsible for the creation of the rise of the Safavid Empire. The Safavid opposed this charismatic type of Islam even though it was this type of Islam that gave rise to their empire.
Where: In the Safavid Empire, in the Persian area.
When: In the 1500’s.
——————
• By founding the Safavid Empire, created one of the most influential empires in Asia.
• Enabled Ottoman culture to expand as well
• Symbolized religious divide in integrating worlds.
• State building, expansion and conflict because they allowed the Safavid to grow.

Question 10

Tulip Era (604)

Answer 10

What: A prosperous period in the Ottoman empire, where wealthy classes became obsessed with the tulip. Many people, like estate owners, began to specialize in tulips. Tulips were used to decorate many things, like tiles, fabrics and public buildings. Also it was a time of Ottoman prosperity and an increase in the demand for luxury goods.
Where: In the Ottoman Empire, around the Mediterranean.
When: 1700’s.
————————–
• Peace and prosperity in this time signifies a shift to a more prosperous period in the Middle East.
• Also allowed the strengthening of the Ottoman culture.
• Theme of Cultural interaction and arts because the culture was spread, and there were developments of art.

Question 11

Danishmand Khan (607)

Answer 11

Who: A prominent intellectual who was appointed by the Emperor Aurangzeb as the governor of Delhi. Read works of French philosophers and was interested in traditions of philosophy.
Where: Mughal Empire, India
When: 1600s
——————————–
• Symbolized Mughal focus and appreciation of the arts and philosophy
• Led to expanding interest of these areas, so it ties into the themes of Arts and Science and Tech.

Question 12

Aurangzeb (607)

Answer 12

Who: A pious Mughal emperor who favored arts and science. He ordered that all non-Islamic worship places be destroyed.
Where: Mughal empire, India
When: Ruled in mid 1600s
———————–
• Symbolized ideological rift in Mughal empire and transition from open Akbar rule to a very harsh and orthodox rule.
• Enabled many women to pursue arts, and thus expanded this area in the region.
• Ties into arts and architecture because he favored these areas.

Question 13

Ming Civil Service Exams (610)

Answer 13

What: System re-established by Hongwu that tested the eligibility of all people in government to determine their ability to rule.
Where: China
When: Reinstated in late 14th century
——————————
• Part of a much larger reinstatement of older Chinese methods of government rule.
• Signified shift back to tradition ruling after a period of Mongol rule.
• System led to the enlisting of thousands of ambassadors and local rulers (like Ottomans)
• Increased cheating because of books symbolized effects of printing.
• Theme of Statebuilding and Expansion

Question 14

Footbinding (610)

Answer 14

Who: Chinese women
What: Process of binding feet and breaking toes until the woman’s feet get smaller and smaller to symbolize beauty; Usually was an emblem for respectability.
Where: China
When: 16th to 18th centuries
——————————-
• symbolized femininity and respectability
• Also symbolized irony because Women could pusure arts, but were forced to bind feet.
• This unfair treatment falls under the theme of gender relations

Question 15

Cartography (612)

Answer 15

What: the study and practice of making maps; encompassed history, literature and art; maps covered a vast expanse of territory. Differed vastly in China and Europe (culture vs geometry)
Where: China
When: 12th century onward
————————–
• Chinese focus on cultural maps and European focus on geographic accuracy symbolizes each region’s world view. Chinese were more inwards, whereas the Europeans wanted expansion.
• This difference in ideology falls under the theme of ideologies

Question 16

Matteo Ricci (612)

Answer 16

Who: A jesuit missionary who was astounded by Chinese capital of Nanjing and described its grandeur as incomparable. He also brought many maps to prove to the Chinese that Europeans had more knowledge.
Where: Nanjing
When: Came to China in the 1580s
————————
•Represented European amazement at Chinese grandeur.
• Highlights Europeans ideologies that Europe was superior to Chinese knowledge.
• Theme of Arts and architecture because this is what most likely dazzled Ricci

Question 17

Ukiyo (615)

Answer 17

What: Pleasure oriented culture of Japanese urbanites. Included heavy focus on the arts, plays, and popular entertainment.
Where: Japan
When: 1600s
——————-
• Led to a shift in culture to a more free, and less rigid atmoshperec
• Started an eventual shift from a bushido culture of Japan
• Created new systems of actors and playwrights
• Fits into Cultural Integration because it was a new way of living

Question 18

Japanese Native Learning (614)

Answer 18

Who: those who studied Japanese tradition and culture
What: the study of Japanese (native) traditions and culture (literally native learning); Included integration with other countries to further knowledge of Japan’s own identity.
Where: Japan
When: late 17th and 18th centuries
—————————–
• Led to greater sense of Japanese identity and furthered local knowledge
• Allowed an increase in cultural influence of Japanese
• Symbolized a time of Japanese cultural shift to learning instead of warrior life
• This shift allows it to fit the theme of cultural development

Question 19

Dutch Learning (617)

Answer 19

What: The study of European ideas in Japan, that was accompanied by a time of increase integration with Dutch traders, merchants, and scholars in Japan
Where: Japan
When: Early 1700s
———————————-
• Signified a difference between Japanese and Chinese worldview; Chinese viewed foreign cultures as embarrassing, but Japanese were more receptive and open
• Enabled greater interaction between Japan and European nations
• Theme of Cultural interaction because the Japanese soon became knowledgeable of European learning and culture.

Question 20

Candomblé - vodun‐ santería (628)

Answer 20

What: Mix of religions between indigenous and Islamic influences with Catholicism, created after slaves were converted by Christian missionaries. Yoruba religion in Brazil; Vodun- religion practiced by slaves and free blacks; Santeria- cuban religion
When: 1500s through 1600s
Where: New World Territories
————————————
• Symbolized that these groups maintained a cultural identity in spite of forceful conversion
• Fits theme of cultural integration because both Christian and other religions were practiced side by side in these areas by slaves.

Question 21

Peninsulares - criollos‐ mestizos‐mulatos (628)

Answer 21

What: Peninsular- women/men born in Portugal/Spain who resided in the new world; Creoles: persons of European descent born in the Americas; Mulato- black mother, Spanish father (hybrid of the two)
Where: Europe, New World
When: 1500-1700s
—————————————–
• Demonstrates new uniting of cultures and expanding interaction between various races in the New World
• Established long-term systems of race division and discrimination.
• Falls under theme of Social Relations because these different groups of people interacted based on class.

Question 22

Adam Smith’s The Wealth of Nations (628)

Answer 22

What: An english text that had a reformist spirit and explained that mercantilism was flawed, and favored an economic system rooted in human nature and solial dynamics. Encouraged a laissez-faire economy and also maintained that there wasn’t much difference between a beggar and a philosopher besides education.
Where: England
When: 1776
Who: Adam Smith
———————————-
• Contributed to Creole antipathy to Iberian merchants as laggards
• Enabled the ushering of a new global understanding of economics, and interaction.
• Ties into theme of ideologies because it was an important part of the enlightenment and also contributed to a new economic thinking.

Question 23

Montesquieu- The Spirit of the Laws (629)

Answer 23

Who: French political thinker during the Enlightenment (1689 -1755) who influenced founding fathers (like James Madison) and politics of early America
What: Most important document he wrote was the Spirit of Laws, which was banned by the Catholic church, but received praise and spread throughout the rest of Europe
When: 1689- 1755
Where: Lived in France
————————–
• Had major influence on founding fathers
• Many political writings influenced how structure of government should be. Included delegation/separation of powers.
•This allows it in the theme of political structures, because they were affected by his works.

Question 24

Locke - Two Treatises (629)

Answer 24

What: increased producing and consuming of political pamphlets, treatises, and critiques; inspired Declaration of independence and gave way for ideas of equality
Where: England
When: 1689
Who: genteel philosopher- intellectual who inspired the Declaration of Independence
——————————
•Increased Creole knowledge overseas as information spread
• Allowed the ideas of freedom to spread to New World, even to slaves
• Theme of ideologies because this was a new thinking by John Locke

Question 25

Rousseau- The Social Contract (629)

Answer 25

Who: Political philosopher in France who influenced French Revolution & modern political thought. Created works such as the Social Contract, which stated that man must give up a few of his natural rights and freedoms in order to be governed and protected under institutions of law.
Where: France/influence in Americas
When: During the French Revolution (lived 1722 - 1728)
——————
• Ideas such as social contract continue to be useful today in governmental structures in America and around the world.
• Works also shaped how founding fathers set up governmental responsibilities and citizens’ duties.
• Ideas of freedom shaped America’s approach to liberty.
• Falls under theme of Political Structures because those are what his works shaped.

Question 26

Declaration of Independence (629)

Answer 26

What: A document announcing that all men are created equal and explains the unalienable rights. Formal declaration of United States being a separate state from Britain.
Where: Philadelphia, Pennsylvania
When: 1776
Who: Founding fathers of USA
—————————
• Played role in Creole identity and esteem of being unique powerful humans, not subject to slavery
• Established the basis for American freedom, and pursuit of equality for all humans in the world.
• Fits into theme of ideologies because it ushered a new way for thinking in terms of equality of humans.

Question 27

Jizya (602)

Answer 27

What: A tax implemented by the Ottoman Empire on non-Muslims that established Islamic rule in the state; Muslims were exempt, people of the book paid some, and those of other religions paid the most
Where: Ottoman Empire in central Asia and eastern Europe
When: Used from 11th century onwards
———————————–
•Showed the religious tolerance of Muslim leaders
• established social groups and hierarchies with the Muslims at the top, then people of the book, then other groups
•Fits into themes of religious systems and statebuilding, because through a system of accepting many religions, the states were able to expand and control more groups, while still centralizing power.

Question 28

Galileo Galilei (619)

Answer 28

Who: An Italian astronomer. Who made monumental findings in mathematics, physics, and astronomy. His ideas contradicted traditional beliefs. One major finding was that the Earth revolved around the sun. He published Dialogue on the Two Chief Systems of the World and was given a trial in court from it.
Where: Italy.
When: Lived from 1564-1642.
—————————-
• Proposal of revolutionary scientific ideas allowed a new science to flourish in Europe
• Prosecution from the church symbolized old world unwillingness to accept unorthodox views of the world.
• Theme of belief systems and science because advanced astronomy while challenging the church’s belief system

Question 29

Francis Bacon (619)

Answer 29

Who: An English philosopher who essentially made guidebooks to scientific discovery ie. the scientific method. Made books such as The Advancement of Learning and Novum Organum. Believed that scientist had to actually test nature through controlled experiments. Believed classical and medieval authorities should not be trusted.
Where: England.
When: Lived 1561-1626.
——————————
• New ideas of the scientific method created a new way for scientists to conduct experiments, and advanced the entire field forever.
• Theme of science and tech because his new methods of experimentation caused a permanent change in the area.

Question 30

Isaac Newton (620)

Answer 30

Who: English philosopher, physicist, astronomer, mathematician, scientist who created the new universal laws such as motion, and gravitation. These laws unseated older perceptions.
Where: 1642-1727
When: England
—————————–
• Enabled the expansion of science throughout Europe and answered many questions of “why”
• This diverted some attention from truly religious answers and led flow of ideas of science in Renaissance.
• Theme of science because his ideas changed how people perceived movement and gravity.

Question 31

British Royal Society (620)

Answer 31

What: An official group of scholars created to increase scientific research and discovery. Created to show that the king supported science, and scientists supported king.
Who: Created Charles II
When: Founded in 1662
Where: England
————————
• Symbolized increasing support of science from English government.
• Enabled many scientific discoveries
• Led to scientific interest expanding to upper-class of society, and eventually even to the upper middle class.
• Fits into theme of science because the society was formed to advance the area.

Question 32

Voltaire- Candide (621)

Answer 32

Who: A French Enlightenment thinker who believed in human reason and opposed the belief of God being in control of man. He critiqued the torture of criminals. He wrote Candide to point out that the world was stupid, greedy and unjust, and warned against optimism. Candide was a French satire and was widely banned because of its “blasphemy.”
Where: In Europe, mainly France.
When: Lived from 1694-1778 during the Enlightenment.
——————
• Symbolized the enlightenment ideal of simply trusting human nature and doubting the institutions or even society as a whole.
• Non-conformist and rebellious ideas enabled other future similar satirical works to be published and received in a positive light.
• Theme of belief systems because it was his own belief that the world was stupid, greedy, and unjust.

Question 33

JJ Rousseau - Emile (621)

Answer 33

Who: A French Enlightenment thinker.
What: He was an Enlightenment thinker that believed in the innate goodness of man and distrusted traditional ways and institutions. In Emile he wrote about man’s goodness and how the reason men were bad was society corrupts them. Also explained the importance of education.
Where: France.
When: lived from 1712-1778
——————————-
• Symbolized the enlightenment ideal of simply trusting human nature and doubting the institutions or even society as a whole.
•Allowed society to view its darker side, and also provided a harsh critique, with guidelines on improvement.
• Theme of belief systems because it was his own distrust of societal institutions and that man is corrupted by society.

Question 34

Mary Wollstonecraft (622)

Answer 34

Who: An 18th century writer and philosopher who protested gender inequalities during the Enlightenment in terms of philosophy and how authors viewed women. This was in response to a consensus that women were not independent, or rational actors as men were.
Where: England
When: Lived from 1759 - 1797
———————————
• Symbolized that women were indeed rational and individual in spite of the views of many prominent thinkers at the time.
• Acts as the indicator that in spite of great advances in science and the arts, men had not fully developed an understanding of human nature.
• Theme of gender relations because she was protesting how Enlightenment authors viewed women.

Question 35

Encyclopedia (623)

Answer 35

What: A comprehensive volume created by Denis Diderot that included contributions from nearly 200 intellectuals including Voltaire, and whose goal was to be the “collection of knowledge from the earth.” Was a favorite of elites.
Where: Published in France orignally
When: First in 1751, printed in 28 volumes until 1772
—————————–
• Was the first of any kind of knowledge featuring many different viewpoints of subjects
• Symbolized expansion of international knowledge in arts, science to the extent that it could fill massive volumes.
• Led the way for other works claiming to encompass universal knowledge.
• Theme of Cultural Integration because there were many different viewpoints from many authors on nearly any subject from different parts of the world.

Question 36

Omai (632)

Answer 36

Who: A highly skilled Polynesian navigator who was captured by Capt. Cook and brought to England for study. . He was returned to Polynesia, displaying Cook’s colossal generosity.
Where: England and Polynesia
When: In 1774 during his major voyages
———————
• Demonstrated a continuity of past voyages to capture natives and bring them back to the main country
• Allowed a greater knowledge of foreign cultures in Europe.
• symbolized the innocence and beauty that was being lost as Europe developed new complicated machines and economic systems
• Fits into theme of cultural interaction because the British saw the Southern Islander.

Question 37

Carolus Linnaues (633)

Answer 37

Who: Swedish botanist and zoologist in the eighteenth century known for starting science of taxonomy, developed binomial nomenclature: ex. the definition of “human” is technically the species to which Carolus Linnaeus belongs (lectotype for homo sapiens)
When: Age of Exploration
Where: Sweden
————————-
• By classifying humans, he was one of the first to create a racial system, spurring centuries of this thought process
• Enabled many new easy classification of palnts and animals, and set the entire feild of botany into motion.
•Started the first kind of evolutionary theory, enabling future such ideas.
• Theme of science because he worked heavily in botany.

Question 38

De Generis Humani Natura

Answer 38

What: A book by the father of physical anthropology, Johann Blumenbach, that divided humanity into four races based largely on physical characteristics. It was here that the word Caucasian was used to denote Europeans. He also stated that all races had the potential to be beautiful, not just white people.
Where: Published in England
When: During the Enlightenment Period in 1775
———————–
• In a time of increasing racism, he was able to be the sole voice arguing that many races were equal and equally beautiful.
• Still, the ideas were new, and allowed the greater expansion of European “knowledge” of cultural affairs around the world.
• Theme of ideologies because he created a new way to classify humans and had novel ideas.

Question 39

Kanun (602

Answer 39

What: A system of administrative law created by the Ottomans. Entailed the hiring of new, young boys who were trained as bureaucrats. Was created because sharia law did not suffice as the law of the land.
Where: Ottoman Empire
When: Began during the 1450s in Mehmed II’s rule.
————————————-
• Create a homogeneous, unified ruling structure throughout the empire.
• Allowed the empire to gain many powerful, and wise leaders who were highly skilled.
• Fits into theme of state-building and expansion because it was a move from the central government to strengthen the empire.

Question 40

Olympe de Gouges (622)

Answer 40

Who: A French contemporary of Mary Wollstonecraft who was also a playwright and political activist who strongly advocated for women’s rights.
Where: France
When: The Enlightenment, during the 1780s
——————————
• Symbolized that women were indeed rational and individual in spite of the views of many prominent thinkers at the time.
• Acts as the indicator that in spite of great advances in science and the arts, men had not fully developed an understanding of human nature.
• Being French highlights that the feelings of feminism were strong in various parts of Europe during this time.
• Theme of gender relations because she was protesting how Enlightenment authors viewed women.

Question 41

Millets (602)

Answer 41

What: Minority religious communities in the Ottoman Empire like Christians, Greek Orthodox Christians and Jews. Ottoman law allowed dhimmis to establish these communities. They were allowed freedom in society with little restrictions due to their belief. Dhimmis would have to pay a the jizya for being non-Muslim. The millets had to acknowledge political superiority of the Sunni and Sufi Muslims.
Where: Ottoman Empire
When: Began around the early 1400s
————————-
•Represented a more tolerant Ottoman government, which allowed many groups to migrate and strengthen the region.
• Contrasts heavily with other intolerant governments such as Safavids, who discriminated against non-Muslims.
• Themes of cultural integration and state-building and expansion because it was a move to strengthen the empire, but also created more cultural identity in the region.

Question 42

Mestizos & metis

Answer 42

What: Mestizos -The first mixed-blood Mexicans. Created first under the Spanish conquistadors who began to classify the locals. Received special treatment over the natives, but under the whites. Metis- Same thing, but had a French father and Indian mother. Created mostly by French settlers in Canada.
Where: Mexico, Latin America, and Canada
When: 16th century
————————
• Signified a dangerous gender imbalance in the new world, where many foreign explorers and crews started marrying out of their race.
• Represents the integration of new cultures, and a new cultures caused by expansion of European nations.
• The creation of groups such as Metis also enabled stronger trade relations with the indigenous peoples.
• Fits into theme of ethnic relations because that is how these people were created.