Eastern Hemisphere In The 1500’S

For Lesson 14, please make a Google Slide or PowerPoint Presentation on the Historical, Geographical, Political, and Cultural Highlights of the 1500s of The Western Hemisphere. Please use at least 3 outside sources. This assignment is worth 25 points. Please turn it in by Sunday evening at 11:59 pm Eastern Time.

Slide #1 – Title Page (The Western Hemisphere in The 1500s, Your Name, World Civilization I, Today’s Date)

Slides #2-#9 – Information and pictures, graphs, etc. on the Historical, Geographical, Political, and Cultural Highlights of the 1500s of The Western Hemisphere.

Slide #10 – Reference Page (at least 3 sources)

Expansion And Isolationism In Eurasia | Honors

Processing Assignment

A eulogy is a speech or written work that praises a person or thing, especially a deceased person.

Decide which empire in this lesson you think was the most impressive.  Create a eulogy praising the empire.

Your eulogy must:

  • contain references to how each of the five types of factors (military, cultural, political, economic, and social) helped the empire rise and thrive.
  • sorrowfully explain two reasons why the empire declined
  • include at least one illustration and other appropriate decorative touches.
  • contain correct spelling and grammar.

Honors Assignment

Exploring the Essential Question: How did approaches to cultural interaction shape empires in Eurasia?

The way empires responded to outside powers affected their rise and decline.  Some empires decided to embrace outside ideas and cultures.  Others tried to isolate themselves from foreign influences.

Suppose you are an adviser to an emperor.  The emperor is trying to decide whether to focus his attention on contact with other cultures or to look inward and increase his country’s isolation.  Write a letter to the emperor in which you examine the pros and cons of each position and decide what to advise him.

Use what you have learned from the lesson to:

  • write a short paragraph citing at least one specific historical example when contact with the outside world has benefited an empire or isolation has harmed it.
  • write a short paragraph citing at least one specific example when isolation has benefited an empire or when contact with the outside world has hurt it.
  • write a conclusion telling the emperor what you think he should do and why

    Expansion and Isolationism in Eurasia

    How did approaches to cultural interaction shape empires in Eurasia?

    Introduction

    In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty

    and completed their conquest of China. As they

    took control, they established the Yuan dynasty,

    with Kublai Khan serving as emperor. However,

    Mongol rule over China was relatively short lived.

    Within 100 years, the Yuan dynasty would be

    forced out by Chinese rebels.

    Under Mongol rule, the Chinese became

    increasingly angered by policies that favored

    Mongols and foreigners. This anger and resentment

    eventually resulted in unrest. Around 1350, small

    states in China began to emerge to fight the

    Mongols. Chinese leaders turned to military force to

    advance their interests and establish regional

    power. Some leaders were members of the upper class, and others were religious

    leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese

    powers were united in their campaign to get rid of Mongol rule.

    The years of ongoing warfare spurred military innovation among the Chinese.

    Although the Mongols had access to gunpowder weapons, they did not develop new

    technologies. In contrast, the first large cannons in China were manufactured by the

    Chinese rebels. While the term “Gunpowder Empire” is often associated with the

    Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese

    advancements in gunpowder weaponry has led some historians to regard Ming China

    as the world’s first gunpowder empire.

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    In this lesson, you will learn about three countries in Eurasia that used gunpowder

    to expand and maintain their control: China, Japan, and Russia. You will consider the

    rise and fall of the Ming and Qing dynasties in China. You will examine the unification of

    Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire

    during the Romanov dynasty.

     

    Section 1. China Under the Ming and Qing

    Between the 14th and the early 20th centuries,

    two dynasties governed China: the Ming and the Qing.

    Both dynasties took power during times of upheaval.

    To restore order, they established strong, centralized

    rule and revived traditional Chinese values, including

    Confucian ideals.

    The Ming Revival​ ​By the mid-1300s, China was in

    turmoil. The Mongols’ hold on power had became

    unstable. Disease and natural disasters had weakened

    the Mongol grip. Additionally, feuds broke out within the government, leaving the

    countryside unprotected against bandits and rebels.

    As life became more dangerous and difficult, Chinese peasants grew increasingly

    frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant

    uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder

    weapons, Zhu and his army captured the city of Beijing, the Mongol capital in China.

    After destroying the Mongol palaces and forcing the Mongol rulers to retreat north, Zhu

    took power and established the Ming dynasty. This name comes from the Chinese

    word Ming, which means “brilliant.”

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    The new Ming emperor set out to restore traditional Chinese rule. He revived the

    state examination system used to select officials for the​ ​civil service​. This system of

    tests was based on the Chinese classics, especially the works of the philosopher

    Confucius. Under Ming rule, Confucian scholars were again elevated in Chinese society.

    Classical art and literature were held up as models for artistic expression.

    The emperor also reformed the tax system and distributed land to Chinese

    peasants. Under the Ming, agriculture prospered. New crops such as sweet potatoes

    and corn, brought from the Americas in the 1500s, increased the food supply. As a

    result, the Chinese population doubled under the almost three centuries of Ming rule.

    Trade and commerce also increased, although Ming rulers—in traditional Confucian

    style—favored agriculture over business.

    During his 30-year reign, Zhu Yuanzhang, also known as Emperor Taizu, brought

    stability to China. However, he was also a​ ​despot​ ​who ruled with an iron fist. While he

    recognized Confucian scholars’ role in administering effective government, Zhu viewed

    the scholar class as dangerous and sought to curb scholars’ power and ensure that

    they were working exclusively on

    his behalf. Fearing threats to his

    power, he had thousands of officials

    executed for suspected

    wrongdoing. In one instance, he had

    the prime minister and 30,000 of his

    followers executed for a plot to

    overthrow him. He described his

    actions this way: “In the morning I

    punish a few; by evening others

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    commit the same crime. . . . Day and night I cannot rest. . . . To be a ruler is indeed

    difficult.”

    Ming Expansion​ ​In 1402, the emperor’s son, Yong Le, took power. Like his father, Yong

    Le continued to strengthen the Chinese state. He also built a new capital at Beijing,

    which was enclosed by high walls and featured a great palace—called the Forbidden

    City—at its heart. In its grand design, the new capital symbolized the power of the

    Chinese empire. Beijing’s location also allowed the emperor to focus on the ongoing

    Mongol threat to the north.

    Later Ming emperors also rebuilt the Great Wall, an ancient defense against

    nomadic invaders from the north. Construction of the wall represented a major change

    in Ming military strategy, from offence to defense. In the past, Ming military campaigns

    to the Mongolian steppe had been costly and failed, despite the Ming’s advanced

    gunpowder weapons.

    In addition, Yong Le expanded China’s influence overseas. He sponsored a series of

    great ocean voyages under the command of Admiral Zheng He. Between 1405 and

    1433, Zheng He led a large fleet on seven voyages to Southeast Asia, India, Arabia, and

    Africa. He met with foreign rulers and brought back exotic goods, including zebras and

    giraffes. The main purpose of the voyages was to increase the flow of ​tribute​ to China.

    For the Ming, the tribute system demonstrated Chinese power. It bolstered their

    age-old belief that China, which they called the “Middle Kingdom,” was the center of

    the world.

    Although the Ming voyages were great successes, the government ended sea travel

    in the 1430s. The expeditions were expensive, and China decided to focus attention on

    defending its northern border against Mongol invasions. The decision also reflected the

    conservative Chinese view that other cultures were inferior and had little to offer China.

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    Increasingly, the Ming rulers looked inward and isolated China from the rest of the

    world.

    The Qing Dynasty​ ​Ming rule lasted for nearly three centuries. By the early 1600s,

    however, the Ming dynasty had grown weak and corrupt. Famine and peasant

    rebellions ravaged the country. To the Chinese people, the Ming had lost the ​Mandate

    of Heaven​, the traditional right to govern.

    In 1644, rebels invaded Beijing and overthrew the last Ming emperor. Ming officials

    sought assistance from the Manchus, a confederation of tribes from Manchuria, to fight

    the rebellion. However, the Manchus took advantage of the Ming dynasty’s weakness

    and seized the capital instead. They established a new dynasty, the Qing, which means

    “pure.”

    The Manchus’ rise to power was anything but sudden. In the 1610s, they had

    begun to raid Ming territory. At the time, the Manchus depended largely on cavalry

    forces, whereas the Ming fought with firearms. Despite this, the Manchus were able to

    defeat the Ming in battle thanks to their tactical maneuvering and the Ming’s ineffective

    use of gunpowder weapons.

    As the Manchus conquered Ming territory, they took gunpowder weapons from

    Chinese arsenals and recruited Chinese soldiers who knew how to use them. Over time,

    and after some defeats, the Manchus began to develop a method of fighting that

    incorporated their highly skilled cavalry as well as gunpowder weapons. Combining

    these different forms of fighting was essential in helping the Manchus ultimately

    overcome the Ming.

    By the time the Manchus officially formed the Qing dynasty in 1644, they had been

    gradually building their power in China. Though the Manchus had long been influenced

    by Chinese culture and had adopted many Chinese customs, the Chinese still saw them

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    as foreign barbarians. Because of this, the Manchus met strong resistance to their rule.

    Over subsequent decades, however, they brought all of China under their control.

    To remain in power, the Manchus adopted policies that were both tough and

    generous. On the one hand, they forced Chinese men to submit to their rule by wearing

    their hair in the Manchu style, with a shaved forehead and braided hair. They also kept

    control of the military by reserving the top positions for Manchus.

    At the same time, the Manchus showed

    respect for Chinese traditions. They preserved the

    overall structure of Ming government and ruled

    according to Confucian principles. They supported

    the state exam system and allowed Chinese

    officials to hold high positions in government. They

    upheld the values of classical Chinese culture. In

    this way, the Manchus gradually won acceptance

    from the Chinese people.

    The Qing dynasty also benefited from having

    two outstanding emperors. The first, Kangxi, ruled

    from 1661 to 1722. Under Kangxi, the Qing defeated the last of the Ming dynasty in

    1683. His grandson, Qianlong, gained the throne in 1735 and held power just as long.

    Both men were wise and capable rulers. They expanded the boundaries of the empire

    and brought peace and prosperity to China. Qing China became the largest and richest

    empire in the world.

    Isolation and Decline​ ​As in the past, most of China’s wealth came from agriculture. But

    trade and commerce also played an important role. Like good Confucian rulers, the Qing

    officially discouraged trade, while allowing it in limited form. They restricted European

    traders to the port of Canton, in southern China, and showed little interest in European

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    goods. In 1793, Emperor Qianlong

    wrote to King George III of

    England: “Our Celestial Empire

    possesses all things in

    abundance. We have no need for

    barbarian products.”

    Nevertheless, the Qing agreed to

    exchange Chinese

    goods—including silk and

    tea—for silver from the Americas.

    As a result, China’s economy

    continued to grow, and so did its population. Between 1650 and 1800, the population

    rose from 150 million to 350 million, more than one-third of humanity. However, China

    could not sustain such growth forever. In the 1800s, it began to experience food

    shortages and famine. Once again, rebellions broke out and the dynasty faltered.

    In some ways, China’s success under Qing rule also contained the seeds of its

    decline. For centuries, China had relied on its traditions to ensure stability, prosperity,

    and power. But as global interaction increased and the world began to change, this

    conservative approach hindered progress. China rejected new ideas in science,

    technology, and economics that might have brought increased productivity and wealth.

    Similarly, because China entered a period of sustained peace in 1760, there was no

    drive or need for military innovation, and the strength of its armed forces declined.

    This reluctance to change left China vulnerable to the growing power of Europe.

    The Qing dynasty lasted until 1912, but as a result of its policies, it was increasingly

    dominated by Western powers in the late 1800s.

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    Section 2. Tokugawa Japan

    While the Ming dynasty ruled China, another strong dynasty—the Tokugawa—took

    power in Japan. In the 1600s, the Tokugawa unified Japan and brought a long period of

    peace and stability to the country.

    A Feudal System​ ​For centuries, Japan had been a feudal society, much like

    medieval Europe. Local lords, known as​ ​daimyo​, controlled large landed estates. They

    relied on armies of​ ​samurai​ ​warriors to defend their land and settle disputes with other

    lords.

    At the top of this feudal structure was the emperor, who claimed descent from a

    mythical sun goddess. But real power rested in the hands of the ​shogun​, a military

    leader who ruled on behalf of the emperor and demanded the allegiance of the daimyo.

    In theory, the daimyo respected the shogun’s authority, but the system was unstable.

    Because power was decentralized and allegiance based on military strength, a lord

    who grew strong enough might challenge the shogun and seize power himself.

    In the late 1400s, civil war broke out when a series of weak shoguns lost control of

    the state. For the next century, the daimyo, backed by their samurai armies, battled

    each other for power. This period of warfare was known as the Age of the Warring

    States. It was during this era that gunpowder weapons were widely introduced in

    Japan.

    Gunpowder weapons had been used in Japan previously— albeit by the Mongols

    during their failed invasions in the late 13th century. During the 1400s and early 1500s,

    merchants and travelers brought some guns from China to Japan. However,

    gunpowder weapons, particularly guns, did not gain wider attention—or use—until the

    arrival of the Portuguese in 1543.

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    In September 1543, a Chinese ship with a few Portuguese men onboard landed on

    the Japanese island of Tanegashima. The men were introduced to the island’s lord and

    demonstrated how to use the strange oblong objects they were carrying called

    muskets. Intrigued, the lord bought one or two guns and then decided that they should

    be manufactured on iron-rich Tanegashima. A local blacksmith was tasked with

    creating copies of the musket.

    News of this weapon spread around Japan.

    Muskets were soon manufactured in many parts

    of the country, and saltpeter for gunpowder

    became an important import from China. Within

    decades of the musket’s introduction, thousands

    of guns were being produced annually in Japan.

    Daimyo eagerly sought these new weapons as

    the conflicts of the Age of the Warring States

    intensified.

    By the late 1500s, a series of powerful

    daimyo had emerged. Aided by muskets and

    field artillery, the first two each defeated their

    rivals, consolidated their power, and worked to

    unify Japan. But it was a third lord, Tokugawa

    Ieyasu, who finally ended the wars and united Japan. In 1603, he became shogun. He

    created a dynasty and a government that ruled Japan for the next 250 years.

    Tokugawa Rule​ ​To ensure stability, the Tokugawa rulers formed a strong, centralized

    government. They established controls on the daimyo and on Japanese society that

    allowed them to govern effectively. Scholars have referred to the Tokugawa system as

    centralized feudalism.

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    To curb the power of the daimyo, the Tokugawa rulers created a secret police force

    to root out opposition. They restricted the production of gunpowder weapons,

    prohibited their import, and controlled the production of gunpowder and ammunition.

    They banned the construction of new castles. They also restricted the movement of

    samurai and forced the daimyo and their families to live as virtual hostages in Edo, the

    capital city now known as Tokyo. This arrangement placed a great financial burden on

    the daimyo while curbing their power and helping ensure their loyalty.

    The Tokugawa also established a rigid social structure, consisting of four social

    classes. At the top was the warrior class of lords and samurai, which made up about 7

    percent of the population. Next came

    farmers, considered the most productive

    part of society. Artisans made up the

    third social class. At the bottom were

    merchants. An elaborate code of

    etiquette laid out rules for the dress and

    behavior of each class.

    In principle, social mobility was rare in

    Japan. This rigid structure was designed

    to ensure social order and respect for

    authority. In this way, it helped reinforce Tokugawa rule.

    Chinese Influence​ ​Long before the rise of the Tokugawa, Japanese society and culture

    had reflected Confucian values from China. As an island nation, Japan had never been

    conquered by China. However, Japan was still heavily influenced by Chinese civilization

    and culture.

    As early as 500 C.E., Chinese culture was making its mark on Japan. However, the

    Japanese did not simply adopt Chinese culture; rather, they had their own interpretation

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    of it. Over time, the Japanese combined Chinese customs with their own traditions to

    form a unique Japanese culture. For example, in the mid-500s, some Japanese adopted

    Buddhism, which arrived from Korea via China. Yet they did not abandon their original

    religion, Shinto. Instead, each religion thrived and embraced elements of the other.

    China’s influence on Japan greatly increased after Empress Suiko and Prince

    Shotoku came to power in 593. In particular, Shotoku encouraged the Japanese to

    embrace cultures from mainland Asia, especially from China and Korea, and subsequent

    rulers did as well. Knowledge of mainland culture came from Japanese travelers

    returning from China, as well as from items sent from the mainland to Japan.

    Sometimes, it came from Korean workers who settled in Japan, bringing their

    knowledge and skills with them.

    In addition to Confucian thought, the Japanese borrowed their political structures

    from China. Previously, Japanese rulers shared power with the leaders of clans

    throughout the nation and depended on them to govern. This began to change under

    Shotoku. He created ranks for government officials based on Confucian ideas. In 604,

    he issued a set of guidelines called the Seventeen Article Constitution, which stated

    that the emperor was the supreme ruler. Later in the 600s, the emperor took control of

    the land from the clans and redistributed it. By the 700s, Japan’s government was very

    much like China’s, with centralized leadership supported by a large bureaucracy.

    Between the 600s and 900s, China continued to influence Japan culturally. Japan

    sent officials, students, translators, and monks on ships across the sea to China. These

    people often remained in China for years before returning home with what they had

    learned. As a result of these contacts, the Japanese acquired new ideas about

    government, the arts, architecture, and writing.

    During the Tokugawa era, various art forms native to Japan flourished.​ ​Kabuki​ ​is a

    form of theater that combines elaborate costumes, music, and dance. It became ​popular

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    in Japanese cities. Visual artists created beautiful woodblock prints showing scenes

    from urban and rural life. Writers and poets explored new forms of literature, including

    short verse called​ ​haiku​.

    A Policy of Isolation Leads to Decline​ Not long before the Tokugawa took power,

    European traders and missionaries had arrived in Japan. At first, the Tokugawa rulers

    remained open to foreign influence. They took an interest in Western goods and

    welcomed new ideas in science, mapmaking, and

    shipbuilding. They even allowed Catholics to set up

    missions. They became alarmed, however, when the

    Japanese began to convert to Catholicism. Religious

    intolerance spread in the form of expelling the

    missionaries and cracking down on Christian converts.

    This​ ​xenophobia​, or fear of foreigners, started to

    affect commercial exchange when the government also

    began to restrict trade. By 1638, it had expelled most

    European traders, limiting trade to just one port. Only the

    Dutch were allowed to visit, and only once or twice a year.

    The government also prohibited the Japanese from traveling abroad and outlawed the

    building of large ships.

    For the next two centuries, Japan was effectively isolated from the rest of the world.

    This policy of isolation was beneficial in that it helped the Tokugawa rulers preserve

    Japanese traditions and maintain control. But the negative impact was that it also

    prevented Japan from gaining useful knowledge from abroad. Like China under the

    Qing, Japan did not benefit from developing ideas in science, technology, and other

    fields that would have helped the country develop. Ultimately, this lack of progress left

    Japan vulnerable to foreign powers.

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    Additionally, Japan did not have modern weaponry to defend itself. After restricting

    production of firearms to prevent the daimyo from obtaining them, the Tokugawa

    government had minimal need for such weapons. Restricting access to information

    about new gunpowder technology from abroad became a priority. The government

    maintained a monopoly on firearms, but over time, production more or less ceased.

    By the 19th century, many, including the shogun, began to worry about Japan’s lack

    of modern weaponry. They feared that another country would try to gain control of

    Japan. Attempts to restart weapon production were made but largely failed because

    the weakened Tokugawa government could not obtain the necessary funds. In the

    mid-1800s, foreign powers,

    including the Dutch, French, and

    English, repeatedly attempted to

    open the country and develop

    commercial relations. Then, in

    1853, lacking the defenses to

    resist, Japan was forced to open

    up to foreign trade by U.S.

    warships.

    Subsequently, violence erupted over whether Japan should expel foreigners or

    continue to open. However, those seeking to rid the country of foreigners realized that

    they did not have adequate means to do so by force. Some then turned to overthrow

    the Tokugawa government. As this movement gained power, the last shogun resigned,

    ending the Tokugawa period.

     

     

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    Section 3. The Russian Empire

    In the 1500s, Russia formed a powerful state and began to expand its territory.

    Over the next few centuries, it built a great empire that stretched across Eurasia. Unlike

    China or Japan, however, Russia made efforts to modernize by adopting Western ideas.

    The Rise of Russia​ ​The origins of the Russian

    state go back to the late 1400s and the rise of

    Prince Ivan III of Moscow. At the time, the

    Mongols still controlled Russia, but they were

    divided and their power was waning. To

    maintain control, the Mongols allowed Russian

    princes to govern their own cities in return for

    tribute payments. They also allowed Russians

    to practice their Orthodox Christian faith,

    which helped bolster Russian identity under

    Mongol rule.

    Ivan III—also known as Ivan the

    Great—came to power in 1462 and began to

    conquer lands around Moscow and build up

    his strength. At this time, Ivan III was a

    tributary of the Mongols. However, the Mongols were in decline. Their population had

    been reduced by disease, and their military remained dependent on cavalry forces and

    failed to effectively employ guns. These weaknesses enabled the Russians to take large

    portions of Mongol territory. By 1480, Ivan III had thrown off Mongol control, although

    some Mongol elements remained a threat until 1502.

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    Over the next two decades, Ivan the Great continued his conquests. With the aim of

    uniting Slavic peoples, he tripled the size of Moscow’s territory and made it the

    dominant power in Russia. He also began to call himself​ ​czar​, the Russian form of

    “caesar.” He saw Russia as the “Third Rome”: the heir to the Roman and Byzantine

    empires and the defender of Christianity.

    Ivan the Great’s successors continued to expand the Russian state. The most

    powerful of the early czars was his grandson, Ivan IV, who gained the throne as a child

    in 1533. During his reign of about 50 years, Ivan IV took three steps to strengthen the

    central government and modernize Russia. First, he conquered Mongol lands to the

    south and east, incorporating them into Russian territory. Second, he instituted reforms,

    including a uniform code of laws, to make the state more efficient. This was especially

    important given the difficulty of controlling Russia’s expanding territory. Third, he

    fought feudalism and took steps to curb the power of the​ ​boyars​, Russia’s landed

    nobility. In turn, he increased the power of military leaders who were loyal to him.

    In centralizing power, Ivan IV also worked to strengthen the military. When he

    ascended the throne, the army was largely a cavalry force. To support a more modern

    military, Ivan IV expanded the training of Russian soldiers to include skills such as

    engineering and gunsmithing. These developments laid the groundwork that enabled

    the formation a permanent infantry force, field artillery force, and combat engineer

    corps.

    Ivan is best remembered, however, as a cruel tyrant who terrorized Russian society.

    Midway through his reign, he became obsessed with threats to his rule. Suspecting that

    the boyars were plotting against him, Ivan established an oprichnina, territory directly

    under his control, in an attempt to further reduce their power. The oprichnina enabled

    him to force boyars from their land, reducing their political and economic power.

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    Within the oprichnina, Ivan had a personal bodyguard of up to 6,000 men drawn

    from the lower gentry. Known as the oprichniki, this bodyguard was loyal to Ivan. It

    functioned as a secret police force that arrested, tortured, and killed those suspected of

    resisting or challenging his authority, including its own members. For example, in 1570,

    Ivan and the oprichniki sacked the city of Novgorod and executed people of all classes

    because he questioned the city’s loyalty. Ivan and the oprichniki conducted a reign of

    terror, earning him the nickname Ivan the Terrible.

    Rule of the Romanovs​ ​After Ivan’s death in 1584, his son Fyodor became czar. Fyodor

    was a weak ruler, however, who failed to

    mend the divisions caused by his father. In the

    early 1600s, after Fyodor’s death, Russia was

    engulfed in a 15-year period of civil war

    known as the Time of Troubles.

    In 1613, however, a new czar, Michael

    Romanov, came to power. Gradually, Russia

    began to recover from the social divisions Ivan

    had created. The Romanov family would rule

    Russia for the next 300 years.

    Under the Romanovs, Russia continued to

    expand its empire. It moved east, taking in the

    lands of Siberia—a huge portion of the Asian

    continent—and extending Russia’s borders to the Pacific Ocean. Siberia was rich in

    resources, including furs. During the 1600s, Russian colonizers settled in Siberia and

    established a lucrative fur trade.

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    The Modernizing Czars​ ​The Romanovs continued to reform and modernize the Russian

    state. The leaders in this effort were Peter I, also known as Peter the Great, and

    Catherine the Great. Their rule marked the golden age of Russia’s enlightenment.

    When Peter took power in 1682, Russia was still largely isolated from Europe. But

    Peter was determined to open Russia up to the West. He took a long journey through

    England and France to absorb new ideas. He visited factories and museums, and even

    worked for a time in a shipyard. He returned home with plans to transform Russia into

    a modern nation.

    Peter also sought to gain access to a coastline. At this time, Russia’s only seaport

    was at Archangel on the White Sea, along the northern coast. Gaining access to ports

    on the Black Sea, the Caspian Sea, and especially the Baltic Sea was seen as crucial for

    Russian trade. In 1696, he defeated Ottoman-backed forces to gain access to the Black

    Sea, and in 1723, Persia ceded Caspian coastline in exchange for military aid. However,

    it was taking territory from Sweden on the Baltic Sea in 1721 that changed Russia. It

    emerged as a European power.

    The territory gained from Sweden became “Russia’s window into the West.” There,

    Peter built a modern new capital named after himself—St. Petersburg—based on

    European designs. He brought in European advisers and specialists, set up schools to

    teach technical subjects, and established an academy of sciences to promote new

    learning. Under his rule, Russia built factories and roads and established a professional

    army and civil service on the European model. The government required officials to

    dress in the Western style and to shave off their beards.

    Russia’s modernizing efforts continued under another ruler, Catherine II, who led

    from 1762 to 1796. She was also known as Catherine the Great. Like Peter the Great,

    Catherine also founded schools and supported the arts and sciences. She promoted

    Enlightenment principles of justice and good government. But like her predecessors,

    17

     

     

    Expansion and Isolationism in Eurasia

    How did approaches to cultural interaction shape empires in Eurasia?

    she was an absolute ruler who governed with an iron fist, allowing few freedoms and

    forcing Jews into a limited area called the Pale of Settlement.

    The End of Monarchy​ ​By the time of Catherine’s reign, Russia faced a looming crisis

    that would eventually bring down the czars. For more than a century, Russia’s serf

    population had been growing. When Catherine came to power, there were about 10

    million serfs serving the crown, the state, the church, private owners, and industrial and

    mining enterprises.

    Although this system had ceased to exist in western Europe by the 14th century,

    serfdom first emerged in Russia during the Time of Troubles. Fleeing famine, peasants

    went to towns and cities to find food. With a decreasing number of laborers to tend to

    the fields, Russian leaders decided to tie peasants to the land.

    Initially, serfs had some rights, but as landowners gained power, serfs lost what

    little they had. Ultimately, they had no rights

    and lived in terrible poverty. By the

    mid-1700s, they were regarded as property.

    Those who worked in industry were treated

    like machinery that belonged to the

    business. Sometimes serfs revolted, but their

    uprisings were brutally repressed. For

    example, in 1762, Catherine sent troops

    with cannons to force serfs to end an

    industrial strike. In 1800, around half of all

    Russian peasants—around 10 million

    people—were tied to the soil.

    Although Russia was taking steps to modernize, its social system was still mired in

    the past. Russia was the last European country to outlaw serfdom, in 1861, and by

    18

     

     

    Expansion and Isolationism in Eurasia

    How did approaches to cultural interaction shape empires in Eurasia?

    then it was too late. In 1917, a revolution erupted and brought an end to the Russian

    monarchy as a result. The Romanovs’ attempt to modernize Russia had been too

    concentrated on science and technological developments and ignored socio-political

    developments. This unbalance brought about the last of the European revolutions.

    Summary

    In this lesson, you learned about three powerful empires that ruled in Eurasia during

    the period from 1400 to 1800. These empires responded to outside influences in

    different way.

    Cultural Interaction​ The Russians modernized by opening up to the West. The

    Chinese and Japanese held fast to their own traditions and resisted cultural change.

    Political Structures​ All three empires built strong, centralized states to govern their

    territory. They created official bureaucracies and codes of law to make government

    more effective. Nevertheless, most rulers—such as the Russian czars—held absolute

    power.

    Economic Structures​ Trade and commerce became increasingly important across

    Eurasia. However, both China and Japan turned toward isolation. In doing so, they

    greatly restricted foreign trade. They also lacked access to new ideas and innovations

    that would support development.

    Social Structures​ Eurasian states imposed class structures designed to maintain

    social and political order. But rigid social systems, such as those in Japan and Russia,

    left empires unprepared for change.

     

    19

Signature Essay Prompt

Signature Essay Prompt

PROMPT: 

During the mid 18th Century, English colonists appealed to the metropole for redress of various grievances. In this essay, I want you to consider the ethics and civics of those seeking change (later known to us as the Patriots). Who were these Patriots? What methods did they use to further their goals through civic engagement? What ethical considerations did they take into account in seeking redress of their grievances? Did the new United States (under either the Articles or Constitution) address their grievances?

Note 1:  Successful responses will consider a broad range of evidence in support of arguments.  Take a few moments to consider how you would respond by making a list of both “ethics” and “civics” related to the colonists and their grievances.  Be sure to have a mixture of big/broad ideas and specific/detailed evidence in your Must be in Rule of Three format with a introduction and strong thesis statement, 3 paragraphs of the body (each with their own thesis statement – one for each of the three key points of your overall thesis), and conclusion. So a minimum of 5 paragraphs.

  • This is a fact based essay, you must provide specific and detailed evidence for your hypotheses.
  • You must utilize a minimum of three primary sources from the assigned materials (primary sources posted in the Blackboard course module OR found under the primary source section of each chapter in American Yawp only; you may not utilize sources linked to in the reference section of American Yawp) as evidence in your essay
  • You must utilize a minimum of three secondary sources from the assigned materials as evidence in your essay
  • You may only use materials assigned in this course for your essay (we have vetted all the materials utilized in this course, other materials may not be appropriate or accurate). If you use outside sources your grade will be docked.
  • DO NOT QUOTE sources, paraphrase in your own words and cite
  • You must consider ethics/ethical decision making in this essay
  • Don’t forget about historical geography, where something takes place matters and it may be important to your argument.
  • You must use Turabian citation style in this essay; all citations must be footnote style citations (no parenthetical cites allowed, no endnotes/works cited at the end, you need footnotes).  Be sure to review how to properly cite a primary source that may be contained in another work and be sure to use page numbers where possible.
  • 12 pt type, 1 inch margins, double-spaced

Reflection Following 5R’s Framework

In accordance with the 5Rs of Reflection Framework, reflect on your reactions (feeling and thoughts) to the learning materials (required and recommended readings, videos, lectures and tutorial material). Reportrespondrelatereason and reconstruct your perception of:

a) Aboriginal and Torres Strait Islander health and well-being; (250 words).

b) your role in ensuring cultural safe nursing care for Aboriginal and Torres Strait Islander peoples (250 words).

Need 6 references – APA 6th edition

References must be related to Aboriginal and Torres Strait Islander peoples

As this is reflection so must be followed 5R’s framework …

Reflective Framework

This framework will enhance the quality of your reflections, the personal entries that you choose to elaborate on in your assessment, your thinking skills, your learning and your practice.

There are several different reflection models that can be used to guide the writing of your reflections. One of the most popular reflection models is the 5 R’s framework.

Reporting | Responding | Relating | Reasoning | Reconstructing

 

The table below provides exemplars that apply each of the Rs of the 5Rs Reflection Framework.

Steps Content of Exemplar

reflection Reporting What happened, what did I’ve been going to the lecture and tutorials for

the situation /issue 2 Aboriginal and Torres Strait Islander A brief descriptive involve? . It’s not what I was account of a expecting. situation/issue (i.e. the reflective trigger)

Responding Your observations, Concepts like ‘racism’ and ‘cultural safety’ Your emotional/ feelings, questions about promote ideas that are unknown to me, which the situation/ issue makes me feel that they are not real issues. As personal response to for ‘whiteness’ and ‘white privilege’, these are the situation issue etc. concepts that make me feel uncomfortable.

 

Relating Making connections I thought that this unit was about learning Personal and/or between the about the cultures of Aboriginal and Torres

 

situation/issue and your

Strait Islander peoples in order to help them theoretical

experience, skills,

better once I am a registered nurse. Instead understandings relevant to the situation/ issue knowledge and there is consistent emphasis on learning my

 

understanding

own culture. I didn’t think that my culture was an important factor to consider.

Reasoning Explaining the situation/ I hadn’t thought about how powerful the Your explanation of the issue in terms of the medical profession is in Australia and how significant factors, much their perspective influences nursing and situation/ issue relevant theory and/or what I will have to do at work (Willis & Elmer

experience 2011).

Reconstructing Your deeper level of Apparently my culture and that of biomedicine Drawing conclusions understanding about the and the health care system has strong impacts situation/issue that is on people’s health outcomes (Willis & Elmer and developing a future used to 2011). Importantly, Aboriginal and Torres action plan reframe/reconstruct your Strait Islander peoples are often

future practice and further disadvantaged by these due to the inherent develop your systemic/institutional racism (Sherwood & understanding of Geia, 2014). When I think about it I can see professional practice that the system is set up and benefits those who control it and have the most power within it.

Adapted from NSB102 Assignment 1 (Cox, 2017). Source of the 5 Rs: Bain, J.D., Ballantyne, R., Mills, C., and Lester, N. C., (2002). Reflecting on practice: Student teachers’ perspectives. Post Pressed, Flaxton, Qld.

 

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