3. 95 formal statements attacking the “pardon-merchants”. Nailed on the door of Castle church in Wittenberg. (2 words)
5. The exclusion of religious considerations from civic affairs. Additionally, the social movement toward a greater emphasis on the non-religious elements of human existence.
7. An Italian author of a famous political text that modeled its protagonist on King Ferdinand II of Spain. It was written in the vernacular.
9. A person faithful to the Roman Catholic religion, but compelled to express his views not in accord with papal policy. (2 words)
12. Benefactor, supporter, or role model for an artist.
13. A movement spearheaded by an office of the Catholic Church. Its purpose was to address the spread of heresy within Catholic Europe.
17. Sculptor and painter. Great works include “David”, “Moses”, and the Sistine Chapel.
19. This is also known as the “Catholic Reformation”. This movement was inspired and led by the Reforming Popes. It’s goal was to address the excesses of Church officials. (2 words)
21. A painter, sculptor, and scientist. Credited with such works as “The Last Supper”, the “Mona Lisa”, and the “Sforza Horse”.
22. This pope was a patron of the Arts. He commissioned works by artists like Raphael and Michelangelo. (2 words)
23. Philosophical and artistic movement emphasizing the centrality of humanity (Man).
24. A priest with a zeal to establish a fundamental Christian lifestyle in Florence. He successfully led a rebellion to overthrow the Medici. He was the organizer of “The Bonfires of the Vanities”.
25. Spanish novelist credited with writing one of the greatest novels of all time- Don Quixote.
North – South
1. Italian author of The Divine Comedy.
2. This four-armed, four-legged drawing of a man represents the Renaissance’s obsession with measuring (quantifying) nature. (2 words)
4. Author of “In Praise of Folly”.
6. An artistic technique that creates the illusion of a three-dimensional space on a two-dimensional surface.
8. This movement, accelerated by the Protestant Reformation, resulted in the establishment of non-Catholic Christian churches.
10. A category of painting employing wet plaster as a medium.
11. Patriarch of the most powerful banking family in Florence and Europe in the 15th C.
12. A category of painting whose subject and emphasis is an individual.
14. A period in European History distinguished by the reinvigorated interest in the arts and sciences of the Classical period.
15. This pope issued a papal bull endorsing the authority of the Vatican to sell indulgences. (2 words)
16. This Florentine banking family is credited for funding much of the creativity of Italian Renaissance artists and thinkers.
18. Pardons from the Pope, often in the form of a certificate, that released the holder from performing the penance prescribed for a sin.
20. A literary form focusing on the life and exploits of its author.
During a time of religious and economic instability, monarchs ruled with a strong hand. The developing world view of Renaissance Europe impacted much more than art and science. Creative expression transcended the new scientific theories and artistic masterpieces and entered into the world of governance. Monarchs and philosophers questioned the role of government and ruler. Sometimes, both arrived at conclusions that were mutually supportive. Others generated ideas that were revolutionary and confrontational. All sought clues to the answers in nature, but supported by faith whenever possible.
Ponder:“Absolute Power Corrupts Absolutely”
I. Origins of Absolutism
A.Absolutism:A term used by historians to describe a form of monarchical power that is not restrained by other institutions, such as churches, legislatures, or aristocracy. B. Characteristics of Absolutist Monarchies C. Historical Precedent There are numerous examples throughout world history that monarchs justified their exercise of power using religion. Among these we can include:
– Ancient Egypt – Mesopotamians – Roman Empire – China’s Dynastic Period – Medieval Europe: The Church exercised its influence when it crowned kings of the Franks (eg. Charlemagne) and the Holy Roman Emperors.
D. Philosophy
From the time of the Pax Mongolica, and with increased vigor during the commercial revolution of the High Middle Ages and Renaissance, Europe was on the receiving end of a philosophical exchange with the Asians. During this period European thinkers were able to express their understanding of the human experience through an understanding of the natural world.
The Enlightenment is a period of philosophical expansion. It is nurtured within the Renaissance and is, in essence, Europe’s version of the nature-based philosophies of the Far East. A few of the great Enlightenment thinkers were Thomas Hobbes, John Locke, and Voltaire. These men looked to nature to find answers that will allow them to explain how nature shapes the relationship between ruler and ruled.
1. Thomas Hobbes (wrote The Leviathan, a philosophical response to the English Civil War).
a.Nature, originally, made everyone mentally and physically equal and with freedom to choose. Nature has also elevated in Man his own self-interests.
b.The goal of “Absolutism” is to control the natural evil (base nature) of people. It exists to benefit the people and the state which are bound together by the national identity.
2. Niccolo Machiavelli (The Prince)
II. Absolutist Monarchs of Renaissance Europe
A. France: Louis XIV (Sun King) B. England: Henry VIII (16th C.), Elizabeth I (Virgin Queen, 16th C.), James I (James VI of Scotland, 17th C.)
As daughter of Henry VIII, Elizabeth recognizes the importance of securing power and wielding it when necessary to entrench her position. Elizabeth never married (“The Virgin Queen”) and she reinforced the bond between her and the fortunes of the nation-state. Whether her decision to not marry was one based on love or unwillingness to share power, she did expend effort in making it appear publicly that she was “married to the state” (As priests of the Catholic Church are forbidden to marry a woman, they are expected to conduct themselves as if “married” to the The Church.
The Arthurian Legends proclaim Arthur as “The once and future king” because “He and the land are one.” In reality as in legend, the unity of the state depends a great deal on the ability of the monarch to make the destiny of the people, land, and monarch => One! Her efforts in the defeat of the Spanish Armada (1588) opened avenues to the wealth of the Americas that before were limited to raids of Spanish galleons by privateers (you might say “hired pirates”). As great as American specie wealth was, the monarchy’s financial needs were in keeping with other absolute monarchs and it often brought her in conflict with the nobility upon whom she depended for funds. The monarch’s need for funding and the aristocracy’s increasing resentment would take England’s succeeding monarchs on a path toward civil war.
C. Russia: Peter the Great (Czar)
In keeping with other Renaissance monarchs, Peter the Great organized the Russian nation-state by clarifying the Russian national identity. As the state formed, he was able to amass the power that came with it. As monarchs, popes, and businessmen of the period exhibited, Peter the Great used art to reflect the values of the nation-state while glorifying his reign (St. Petersburg).
D. Holy Roman Empire, Spain, Netherlands: Emperor Charles V
III. Summary: Why It Matters Now.
When faced with crises, many heads of government take on additional economic or political powers.
Resources – World History: Patterns of Interaction – Assorted materials
Bushido is the unwritten code of conduct of the Samurai. Literally, Bushido means “warrior – samurai – ways”. Bushi is a term for warrior, but directly infers a more prestigious or higher class warrior. The “ways” or “way” is a term used by most “do-martial arts” (such as: Judo, Kendo, Aikido, and Iaido), which means “the way to … “
Bushido is comprised of a system or standards of moral principles that became the soul of the Samurai, during the feudal periods of Japan. It developed over the centuries from the influences of Zen Buddhism, Confucianism, Shintoism, and the expression of these affectations, had their medium in the visual and literary arts such as painting, poetry, and living the way of life (Bushido) they chose to take. Each of these gifts molded and shaped Bushido, as a moral standard of conduct to follow.
Influencing Bushido, Zen Buddhism lent to the Samurai a very Stoic disposition. This Stoicism was realized out of a genuine respect for life and also for death. Death, an inevitable eventuality of our own lives, is as much a part of nature as is life. It gives us an added level of thought and meaning to our existence. With the advent of death, there is the introduction of life. There are strong human emotions of anger, remorse, and detachment, etc., that are associated with death that complicate its understanding. However we are gifted by these very same feelings, that allow us to appreciate life and the things we enjoy and love. We most notably appreciate the things we take for granted once they are gone forever. The Samurai trust and faith in nature was because of the great admiration and respect for both life and death.
In tune with this level of consciousness, Shintoism also influenced the Bushido of the Samurai. To seek honor by first looking inside the soul and confront the intimate fears that we hide from ourselves, and that plague our psyche in everyday life. This is the purification of one’s soul — “… to know thyself “. In addition, Shintoism brought a sense of filial piety and loyalty to the family and homeland. When you “… know yourself, you know your weaknesses and strengths, and most of all – you know where you belong.” This sense of belonging has been attributed to the patriotic and nationalistic culture of Japaneven to this day.
Another factor in the backbone of the code of Bushido was Confucianism. It bonded community and family relationships. These relationships had several different moral priorities or qualities to them. In feudal Japan, the samurai served various different lords and their loyalty was given to them. This association was that of servant and master. The samurai himself was the head of his family. The safety and well-being depended upon him. His role was that of head of the house, husband, father, brother, or son.
The Bushido of the samurai had very deep roots in the philosophies of Zen Buddhism, Confucianism and Shintoism. With such historical origins, it is understandable why Bushido was not just a mere belief, but a culture that became the hallmark of the samurai for centuries. And this lifestyle was not forced on the samurai, but was chosen of free will. It was a serious choice to be sure, and one that they were very proud to follow.
Author Sources: – J. Sasamori, G.Warner. This is Kendo, the Art of the Japanese, 1989 – I. Nitobe. Bushido: The Warrior’s Code. 1979. – T. Deshimaru. The Zen Wayto the Martial Arts. 1982. – M. Musashi. The Book of Five Rings. – I. Takahashi. Class sessions and private talks about the Samurai and Bushido. 1965 – 1971
About the Author:
Cheryl Matrasko started Aikido in 1965, studying under Isao Takahashi as her first instructor. She enjoyed working out under many well known Aikido instructors during her tenure with Takahashi Sensei and thereafter following his death in 1971. Cheryl has dedicated time with instructors in Northern Shaolin Long-Fist, Seven Stars Praying Mantis, and Daito-Ryu Aikijujitsu. Currently, she is instructing Aikido at NorthwesternUniversity’s Chicago Campus, Associate Instructor at NorthShore Aikido in Skokie, and supporting Aikido World Journal.
Teacher Note: This text was edited for brevity and clarity for classroom use by Mr.V.
1. What has contributed to the development of the Bushido Code? 2. Which principle or value did each contribute to this code? 3. Why would “knowing oneself” be an important part of a warrior’s training?
AN01bc_Ch.02,03: Americas Beginnings To 1783- Transplanted Rivalries
FQ: How did ‘Old World’ rivalries transplant themselves in the ‘New World’ after 1492?
I. Colonization of ‘New World’ by Europeans. (15th – 17th C.)
A. Spain/ Portugal: Spanish Viceroyalties/ Brazil (1494-Treaty of Tordesillas)
B. English: Jamestown VA., Puritan New England.
C. Dutch: New York Coast, Northern coastal area of South America.
D. France: Mississippi mouth, future Canadian territory.
The manner and methods of colonization reflected and aggravated religious & commercial rivalries existing in Europe at the time.
II. Religious Rivalry
A. Protestant Reformation (Worms, 1521- Martin Luther Excommunicated by Pope Leo X).
B. Catholic Reformation (1540, Ignatius Loyola and the Jesuit Order)
C. La Reconquista: 1492, one of two successful (major) Crusades since the 11th C.
D. Nature-based faiths of Africa and Native America.
III. Commercial Rivalry (15th – 17th C.)
A. Mercantilism
B. Joint Stock Company (East India Company)
C. Labor Supply: Shortage results from poor treatment and disease (small pox).
– Encomienda System
– Repartimiento
– Slavery (Spain & Portugal=> Dutch=> English=> Smugglers)
– Indentured Servitude
IV. Political Rivalry
A. France vs. Britain=> Conflict over the thrones of England & France leads to an American expression of the European conflict=> French & Indian War (1754)
B. Dutch Gain Independence from Spain=> Dutch Revolt, mid-16th to mid-17th C.
V. Environmental Impact: The Columbian Exchange
Wide variety of fauna and flora are exchanged between ‘Old’ and ‘New’ Worlds.
VI. Colonial Development
A. Colonies mature into societies reflecting European social norms, geography, Renaissance ideals (Enlightenment).
B. Northern Colonies: Manufacturing and Sea Trade
C. Southern Colonies: Plantation Cash Crops, Food crops
D. Western Lands (Interior): French and Native American Allies dominate.
Resources:
Chapter 1-3: The Americans. Houghton Mifflin Harcourt, 2012.
AN01a- America’s Beginnings Up to 1783: Three Worlds Collide
FQ:How did conditions in the Western and Eastern hemispheres contribute to an eventual ‘Collision’ of three worlds starting in 1492?
I. “1492, Columbus Sails the Ocean Blue”
Native America + West Africa + Western Europe proceed on a collision course resulting in a major shift in human historical development.
II. Native America
A. Populating the Americas via the Berings Strait land bridge. ~40,000 BP.
B. Inhabit a diverse terrain. Adaptations lead to a variety of cultures. A few are…
1. Plains: Lakota Sioux
2. Woodlands: Iroquois
3. Central Mexican Valley: Mexica (Aztec)
4. Yucatan Peninsula: Maya
5. Mississippi River Valley: Mound Builders (Mississippian Culture)
III. West Africa
A. Songhai: West African Trading Empire
1. High population Density
2. Wealth accumulated via trade (Ex. Gold – Salt)
B. The Trans-Saharan Caravan Trade feeds the accumulation of wealth and knowledge. Cultural diffusion is powerful influencer.
IV. Europe
The Renaissance fuels change in a variety of areas within society.
A. Intellectual Revolution- “Asking the tough questions”
B. Political Revolution- The birth of the “Nation-State” and modern political thought.
C. Religious Revolution- Protestant Reformation, Catholic Reformation.
D. Commerical Revolution
Inter-Oceanic Travel (C. Columbus, V. DaGama) and the birth of Pre-modern Capitalism -> Mercantilism.
A01_HUS-Unit 01: American Beginnings to 1783 (Ch.01-Ch.04)
Purpose:
Along with class lessons and activities, these assignments for Chapter 01 to Chapter 04 will help us understand the time, place, and circumstances contributing to the formation of the United States.
The Essential Question is…
How did the convergence of ‘New World’ peoples, environment, and resources with ‘Old World’ economic needs, Renaissance/ Enlightenment concepts, and rivalries set the stage for the birth of a new nation and its experiment in governance?
Given:
Use the The Americans textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.
Task:
We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.
The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. YOU DO NOT HAVE TO INDIVIDUALLY DEFINE THE TERMS.
These notes (as Cornell Notes) are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.
There are four chapters within Unit01. The chapter vocabulary listed below are divided into their respective sections. Your notes (as Cornell Notes) should be compiled for each section. Example: Your first reading Assignment will be from Unit01, Chapter01(a) Section01. We call this first assignment A01aS01. Therefore, you should compile notes (as Cornell Notes) for each section and label that file accordingly. Submit each assignment as separate files. Label each submitted file in the format 2-digit Pd#_LastNameFirstName-FileLabel (Example: 09_SmithJohn-A01aS01). In this example 9th period student, John Smith, submitted his notes (as Cornell Notes) for A01aS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.
S02 – John Smith – Joint-Stock companies – Jamestown – Indentured servant – Royal colony
S03 – Puritans – John Winthrop – Separatist – Plymouth Colony – Massachusetts Bay Colony – Roger Williams – Anne Hutchinson – Pequot War – King Philip’s War
S04 – William Penn – New Netherland – Quakers
A01c (Ch.03) The Colonies Come of Age 1650 – 1765
Terms, Names, Phrases
S01 – Mercantilism – Parliament – Navigation Acts – Dominion of New England – Glorious Revolution – Salutary Neglect
S03 – Enlightenment – Benjamin Franklin – Great Awakening
S04 – New France – George Washington – French and Indian War – William Pitt – Pontiac – Royal Proclamation of 1763 – Sugar Act
A01d (Ch.04) The War for Independence 1765 – 1783
Terms, Names, Phrases
-S01 – Stamp Act – Samuel Adams – Townshend Acts – Boston Massacre – Committees of Correspondence – Boston Tea Party – King George III – Intolerable Acts – Martial Law – Minutemen
S02 – Second Continental Congress – Olive Branch Petition – Common Sense – Thomas Jefferson – Declaration of Independence – Patriots – Loyalists
AN04b_Ch17: Florence, Italy. Birthplace of the Renaissance
Timeline: 14th – 17th C.
FS: Europe looks to Italy for a ‘Rebirth’ and a new ‘World View’.
Main Idea:\ Relative freedom from the feudal norms of Europe along with peculiar geographic, political, & economic circumstances, permit northern Italian communities to form city-states with heavy dependence on commerce. These cities lead Europe toward a commercial resurgence that contributes to a philosophical and material transformation. The Italian Renaissance was a rebirth of learning that produced many great works of art and literature.
CCSS/ NYSS…
I. Feudalism Declines and Commercial Interests Rise
Ponder: Why were financial institutions necessary for trade to improve?
II. Vocabulary: Refer to Crossword Puzzle
III. Case Study: Florence, Italy.
A. Fine Textiles
B. River Access
C. City-State (Republic)
D. Wealth and Power
1. Merchants inter-marry w/ nobility. (eg. Lorenzo di Medici’s marriage into a Roman aristocratic family).
2. Medici Banker Family (The Sforza family in Milan)
a. Cosimo => Filippo Brunelleschi and contest to build dome for Santa Maria del Fiore church.
b. Lorenzo => Cared for and nurtured prodigies- eg. Michelangelo Buonarroti
3. Political Theory => Niccolo Machiavelli
4. Patronage of the Arts
IV. The Arts
A. Literary
1. Poetry (verse)
2. Prose
3. Latin vs. Vulgate/ Vernacular (Ex. Italian, Spanish, etc.)
B. Performing
1. Theatre
2. Music
3. Dance
C. Visual
1. Sculpture
2. Painting
V. General Themes
A. Celebration of the Individual (Humanism).
1. Physical
a. Portraits (Mona Lisa), Autobiographies
b. “David” (Sculpture)
2. Spiritual/ Intellectual
a. Reformation and Counter Reformation (Catholic Reformation)
b. Classical Learning Expands/ Philosophical
* Ideal Man (Ancient Greece => Arete; Ancient Rome => Gravitas and Cincinnatus; Sung Dynasty => Universal Man; Renaissance => Renaissance Man)
* Ideal Woman
c. Scientific Method: Astronomy, Anatomy, Physics. (1)
B. Rise of Secularism (Societal Focus)
1. Materialism (Rise of Standard of Living)
a. Accumulation of Wealth for Worldly Pursuits.
b. Rise of Merchant Class
2. Political
a. Centralized Government
b. Increasing Authority of Monarchs
VI. Summary: Why it matters now.
Renaissance art and literature still influence modern thought and modern art.
A05_HGS-Absolute Monarchs in Europe 1500 to 1800 CE (Ch.21)
Purpose
Along with class lessons and activities, this assignment will help us address this essential question…
What were the causes and effects of absolute monarchies in Europe from 1500 until 1800?
Theme
Economics
Power and Authority
Revolution
Given
Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.
Task
We will be using aCornell NotesTemplate to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.
The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. Your notes should focus on the historical significance of the vocabulary term.
These notes are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.
The vocabulary listed below are divided into their respective sections. Your notes should be compiled for each section and submitted as separate assignments.
To see an example of how to label and submit the file containing your Cornell Notes, refer to the instructions for A03.
A05a (Section 01) Spain’s Empire and European Absolutism
Terms, Names, Phrases
Philip II
Absolute Monarch
Divine Right
A05b (Section 02) The Reign of Louis XIV
Terms, Names, Phrases
Edict of Nantes
Cardinal Richelieu
Louis XIV
A05c (Section 03) Central European Monarchs Clash
Terms, Names, Phrases
Thirty Years’ War
Frederick the Great
Seven Years’ War
A05d (Section 04) Absolute Rulers of Russia
Terms, Names, Phrases
Ivan the Terrible
Boyar
Peter the Great
Westernization
A05e (Section 05) Parliament Limits the English Monarchy
FilmQ04b_Florence, Italy: Birthplace of the Renaissance
How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.
Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.
As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.
Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.
Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.
Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).
Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. Europe emerges from the Medieval period led by the Northern Italian city-states. The accumulation of wealth from commercial activities coupled with the civic pride that ran very high among these cities, provided the kindling to set Europe’s creativity ablaze. As the mind is illuminated, old notions are increasingly challenged. A major funding source for this creative explosion is a merchant family => The Medici.
1. At the start of the 15th C., treasure hunters scoured the dead entombed in graves belonging to The Church. They sought a ‘treasure’ that became the source of their illicit trade.
a. What did they seek? b. Why do you suppose it was buried among the dead?
2. Why was Florence, among the cities of Europe in the 15th C., unique?
3. Why was Giovanni di Medici appropriately labeled a ‘Patron’?
4. How did Medici patronage lead to the family becoming “Bankers of God”?
5. Civic pride being what it was in 15th C. Northern Italy, the citizenry was embarrassed by an ‘eyesore’.
a. What was that eyesore? b. Why had it become an eyesore? c. Why would the Medici put their finances and reputation behind the effort to repair this eyesore? d. Who did the Medici select to address this problem? e. In 1434, this person invented a technique that changed art for all time. What was it and what did it do? f. How was the eyesore converted into a testament to human ingenuity?
6. The Medici were exiled after a political conflict, but their absence led to a commercial collapse in Florence. Why? How was the economic vitality of the city restored?
7. How did the Medici run a government that was supposed to be a republic?
8. Explain why anyone would spend enormous sums of money for artistic patronage in 15th C. Florence? (Ex. The Medici spent the equivalent of six times the annual gov’t budget of Florence just for this type of patronage)
AN04d_Ch.19: China Limits European Contacts: The Ming Dynasty
Timeline: 14th-17th C.
FQ: How were Cheng He’s voyages, and treatment, reflective of Ming Policy?
Main Idea: While Europe was recovering from the calamity of the plague, breaking the bonds of feudalism, and nurturing a mercantile spirit, China was attempting to revive an economy devastated by decades-long war. China flexed its ‘economic, political, cultural, and technological muscle’ in and out of its region. Very few were China’s equal in these areas and the emperors of the Ming dynasty formulated policy that reflected such a view. However, as later emperors became entrenched and self assured, the mid-15th Century witnessed the end of this short-lived, but awesome, display of Chinese global presence. A world view evolved based on Confucian principles that failed to capitalize on this opportunity, as nations today would. Advances during the Ming dynasty left China uninterested in European contact. Others aspire to, and will, enter the “world scene” if China will not.
CCSS/ NYSS…
I. Context
A. Time: 14th – 17th C. B. Place: Ming Dynastic China (1368 – 1644) C. Circumstance:
1. Ming emperors reestablished Confucian Philosophy as the state philosophy=> ‘Inward Looking’ (e.g. That which is vital to China is near or in China; The family is the building block.). An attempt to recreate Han Dynastic policies.
2. Focus on fortifying borders with nomadic peoples of the northern steppes.
3. Expanding view of China as the ‘Celestial Kingdom’/ Middle Kingdom. A re-assertion of the ‘Chinese’ identity.
4. Initial emphasis on contacting ‘others’ and expanding the number of tributary states. The policy is altered \~Mid 15th C. to limiting ‘outside’ contact and maintaining the current number of tributary states.
II. Vocabulary (1)
III. Imperial Leadership
A. The third Ming Emperor, and considered among the greatest of all Chinese emperors, was emperor Yongle (1402 – 1424). He usurped the dragon throne from his nephew and this is sometimes called the “Second Founding” of the Ming. He became known as Chengzu of the Ming Dynasty after becoming emperor following the civil war. He moved the capital from Nanjing (Southern Capital) to Beijing (Northern Capital).
He commissioned most of the exploratory sea voyages of Cheng He and was the driving force behind a Ming policy of foreign contact and communication (not unlike the Han Dynasty). During his reign, the Yongle Encyclopedia was completed. This monumental literary endeavor reflected the reverence for the past and respect for its contemporary impact that was fundamental to exercising Confucian philosophical values. Emperor Yongle is buried in the central and largest mausoleum of the Ming Dynasty tombs in Beijing.
B. The fifth emperor of the Ming was Xuande (1425 – 1435). Though he reigned during a period that could be classified as a “Ming Golden Age”, he did encounter difficulties that would change future foreign policy. Cheng He was permitted to conduct one more voyage, but all such voyages ceased by 1434.
During Emperor Xuande’s reign, former tributary states (eg. Annam) successfully asserted their independence and northern nomadic peoples continued cross-border raids. Increasingly, funds to meet these internal needs would draw from ventures like that of Cheng He. Aggravating the issue was the poor administration that plagued the feudal military structure. In this Chinese brand of feudalism, administration of the provinces was integrated into the system that raised troops and provided officers for the army. Therefore, like Europe, administration of estates was reserved to the class that would also provide officers in time of war. Those working the land would provide soldiers for the rank & file of the army. Unlike the European model, China had a strong, central government headed by a recognized and accepted ruler. An administration that mixed military and civilian roles led to inefficiency that translated into decreasing revenues for the central government.
The foreign policy of Emperor Yongle was replaced by one of global isolation (not regional) by the end of the 15th century.
Table 1: Reasons for Policy Change. From ‘Outward’ to ‘Inward’ Looking
IV. Ming Tributary System (2)
The Chinese world view during the Ming dynastic period, particularly the first third, reflected that of earlier dynasties (e.g. Han). This view is best represented in the images evoked by terms like Celestial Kingdom and Middle Kingdom. These terms reflect the position or ‘condition’ of China as it relates to the rest of the world. The tributary system was a ‘ritualization’ of China’s superior stance in every relationship with other peoples.
V. Cheng He and his Voyages (3)
Ming China was exhibiting all the cultural and technological advances of its dynastic predecessors and reaching new heights. Trade contacts with neighboring peoples and its own manufacturing processes made Chinese goods accessible and desirable.
Despite China’s technological advantage and visionary sailors, it failed to pursue a maritime ‘future’ that Europe did not ignore.
VI. Summary: Why It Matters Now.
China’s independence from the West continues today, even as it forges new economic ties with the outside world.
A. View film, respond to select questions, discuss responses.
B. Compare/ Contrast Ming Tributary System with Feudal Japan’s Seclusion Laws [vis-a-vis response to Europeans]
Footnotes:
1. Refer to FilmQ04\_The Ming Dynasty and Cheng He
2. Refer to handout readings focusing on the Tributary System and China’s view of Europeans.
3. Refer to handout readings and film questions for details on Cheng He’s fleet, his accomplishments, and the political environment of the time. Additional resources can be found at and .
US Citizenship 