AP WORLD HISTORY

UNIT THREE: 1450-1750

HOMEWORK SHEET #7

B Block
Monday Tuesday Wednesday Thursday Friday
14 15 16 17 18
Periodization Worlds at 1400 Chinese v. Dutch Traders
HW#36 Due No Class European HW#38
Exploration
HW#37
21 22 23 BREAK UNTIL
DBQ Impact of JANUARY 5th
European No Class
Exploration on
Americas
HW#39 Due
4 5 6 7 8
Sugar, Silver,
No School Slaves: Inner-
Parent-Teacher Outer
Conferences HW#40 Due

F Block
Monday Tuesday Wednesday Thursday Friday
14 15 16 17 18
Periodization No Class Worlds at 1400 Chinese v. Dutch Traders
HW#36 Due European HW#38
Exploration
HW#37
21 22 23 BREAK UNTIL
Impact of JANUARY 5th
No Class European
DBQ Exploration on
Americas
HW#39 Due

4 5 6 7 8
No School No Class Sugar, Silver,
Parent-Teacher Slaves
Conferences HW#40 Due

HW#36: Read packet “The Material and Trading Worlds circ 1400.” Annotate.

HW#37: As you read the following articles, create a chart comparing Chinese and European
motives for exploration.
1. Read pages 1-12 in Reilly reader, volume 2.
2. In WTTC, read 1.14, 2.1, 2.2
3. If you need additional information, see the Stearns textbook, 384-388.
AP WORLD HISTORY
UNIT THREE: 1450-1750
HOMEWORK SHEET #7
HW#38:
1. Read the following sources:
a. In WTTC, read 1.9, 1.12, 2.8
b. Read pages 58-61 in Reilly reader, volume 2.
2. Answer the following questions as you read:
a. How did the Dutch establish an overseas empire? Meaning, what
methods/strategies did they use to create an overseas empire?
b. What mechanisms did the Dutch use to administer their overseas empire?
c. What problems did they encounter in administering in overseas empire?
d. What else do these reading reveal about the nature of Dutch exploration and
colonization?

HW#39: Read blue packet “The Early Modern World” pages 4-11.
1. Answer question #2 on page 18.
2. Explain the significance of the following terms:
a. “the great dying”
b. Columbian exchange
c. Peninsulares
d. Mestizo
e. Mulattoes
f. Plantation complex
g. Settler colonies
3. Create a chart comparing settler colonies, sugar colonies and Spanish colonies.

HW#40: See Attached “Sugar, Silver, Slaves” Readings

AP WORLD HISTORY
UNIT THREE: 1450-1750
HOMEWORK SHEET #7

HW #40: Sugar, Silver and Slaves Reading

Study Guide

This is a lengthy reading so this study guide should assist in making it more manageable.
Complete your answers on separate pieces of paper. I will check to see that you have completed it
but will not be collecting it. (It will be a check grade—complete sentences and typing NOT
required.) You will be graded through an Inner-Outer Seminar. This study guide can serve as the
notes you take on the readings.

The BIG QUESTION we will be discussing is:

What is the inter-relationship between social inequity, violence and economic
development?
We will be looking primarily at the theme of social structure.

Readings:
Pomeranz and Topik, The World the Trade Created
Stearns, World Civilizations
Reilly, v. 2, Worlds of History

Overview: Sugar, Silver and Slaves

“The Economics of Violence” Introduction pp. 147- 154 (P & T)

Summarize the interconnection between violence and money (as well as violence and invention)
using at least five examples.

“Slavery and Human Society” Stearns, p. 492- 494

Answer the questions on p. 494.

“The Logic of an Immoral Trade” pp. 154- 156 (P & T)

Explain the “logic” of why African slave labor was transported to the Americas.

“The Atlantic Slave Trade” Stearns, pp. 478- 490.

What numbers/ statistics do you believe are important in talking about the slave trade? Explain.
How were both Africans and Europeans involved in the trade?

“West Indian Slaveholding” Stearns, p. 392

Use the questions to help explain the table.

Readings on Slavery --- Reilly, v. 2 pp. 61 – 76 (Nzinga, Bosman, Equiano)

Compare perspective, audience and significance of each of these three readings. Which reading
provides you with the most detailed look at slavery? What further questions do you have about
slavery that these primary sources do not provide?

“The Silver Heart of the Empire” Stearns, p.434.

Explain Figure 19.6 in light of the text written here.

“As Rich as Potosi” pp. 156- 158 (P & T)

Apply the theme of Social structure to Potosi.
Describe how Potosi was a global, cosmopolitan city.
AP WORLD HISTORY
UNIT THREE: 1450-1750
HOMEWORK SHEET #7
“A Vision from the Vanquished” Stearns, pp 424- 425
How does point of view matter in this document? Respond to the questions on p. 425.

“Ongoing Change in Commerce and Manufacturing” Stearns, pp. 377- 380 (not 378)
What were the causes of rapid population growth by the mid 18th century?