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UNIT 1 TOPIC 2

The Italian Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE 1: Explain how the revival of classical texts contributed to the development of the Renaissance in Italy.
LEARNING OBJECTIVE 2: Explain the political, intellectual, and cultural effects of the Italian Renaissance.

THE RENAISSANCE
Renaissance means , and so the Renaissance was a European movement that grew out of the
rediscovery of .

The Renaissance began in , and it was mostly a phenomenon that occurred among the
of that society.

The father of the Renaissance was and he developed the philosophy of which
focused on the .

Petrarch’s model of eloquent Latin was .

A new discipline called , which was an inquiry into the history and development of language,
especially Latin, was developed.

Lorenzo Valla’s philological work was important because

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 2

The Italian Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE 1: Explain how the revival of classical texts contributed to the development of the Renaissance in Italy.
LEARNING OBJECTIVE 2: Explain the political, intellectual, and cultural effects of the Italian Renaissance.

HUMANISM AND THE PUBLIC SPHERE

The two themes of the Renaissance were:
1.
2.

Some Renaissance humanists continued to believe in God, but others championed which
refers to the decoupling of religious belief from society, and , which emphasized the
triumph of the individual as opposed to the Community.

The invention of the enabled Renaissance ideas to spread rapidly.

Education in the Renaissance changed with the emphasis on which included subjects like:
.

The result of applying humanism to the public sphere became known as .

whose book The Courtier argued that an educated man should be skilled in all the
humanistic disciplines, write and speak with eloquence, be physically strong, and most of all, mentally awake.

wrote The New Cicero in which he argued that the intellectual man was duty bound to
deploy his education in service to the state.

preoccupation with the proper method of wielding political power was laid out in a book
called .

Machiavelli argued that a ruler’s main goal ought to be: .

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UNIT 1 TOPIC 2

The Italian Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE 1: Explain how the revival of classical texts contributed to the development of the Renaissance in Italy.
LEARNING OBJECTIVE 2: Explain the political, intellectual, and cultural effects of the Italian Renaissance.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

RENAISSANCE ART
Artists in the Middle Ages portrayed almost exclusively themes rich with symbolism.
Renaissance artists also portrayed religious themes, but also branched out into and
and themes as well.

Renaissance artists emphasized , which was a style that portrayed the world as it was, not in
the mysteries of symbolic figures.

A new artistic technique, was a way to portray realistic depth in a scene.

Important Artists of the Renaissance:

1.
2.
3.

One of the most significant patrons the arts was the family.

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UNIT 1 TOPIC 2

The Italian Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE 1: Explain how the revival of classical texts contributed to the development of the Renaissance in Italy.
LEARNING OBJECTIVE 2: Explain the political, intellectual, and cultural effects of the Italian Renaissance.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE 1: Explain how the revival of classical texts contributed to the development of the Renaissance in Italy.

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UNIT 1 TOPIC 2

The Italian Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE 1: Explain how the revival of classical texts contributed to the development of the Renaissance in Italy.
LEARNING OBJECTIVE 2: Explain the political, intellectual, and cultural effects of the Italian Renaissance.

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE 2: Explain the political, intellectual, and cultural effects of the Italian Renaissance.

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UNIT 1 TOPIC 3

The Northern Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE : Explain how Renaissance ideas were developed, maintained, and changed as the Renaissance
spread to northern Europe.

INTRODUCTION

In Italy, some Renaissance thinkers championed and ,

but thinkers in the Northern Renaissance retained a more , framework for their thought.

Northern Renaissance art was still , but a key distinguishing feature of it was that it
was more .

A significant painter of the Dutch and Flemish Renaissance was .

One of the greatest artists of the Dutch Renaissance was .

Northern Renaissance artists also depicted Biblical scenes, but there was much more of an emphasis on

in their depictions.

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 3

The Northern Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE : Explain how Renaissance ideas were developed, maintained, and changed as the Renaissance
spread to northern Europe.

CHRISTIAN HUMANISM

Once humanism reached the Low Countries and France, and Germany and England, people took pains to
synthesize with traditions.

Northern Renaissance thinkers sought out early writings as well. And what they
discovered in those ancient writings was a Christianity that seemed and more
than the complex church hierarchy of their own days.

The term describing the blending of Christian and humanistic thought is .

Christian humanism taught that human beings were far more capable than previously believed, and with a healthy
dose of religious enthusiasm, then that would lead to efforts to from a
Christian posture.

The most significant Christian humanist to know is .

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 3

The Northern Renaissance H E I M L E R S H I S T O R Y. C O M

THEME : Cultural and Intellectual Developments

LEARNING OBJECTIVE : Explain how Renaissance ideas were developed, maintained, and changed as the Renaissance
spread to northern Europe.

NOTES

Erasmus believed that education in the classics and the Bible was the first step in lasting
, and that such renewal should be based not on secular principles but on what he
called the which emphasized individual morality and spirituality.

SUMMARIZE the notes above in your own words. (2-4 sentences)

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE : Explain how Renaissance ideas were developed, maintained, and changed as the Renaissance
spread to northern Europe.

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UNIT 1 TOPIC 4

The Printing Press H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE : Explain the influence of the printing press on cultural and intellectual developments in modern
European history.

INTRODUCTION

The father of humanism was .

The father of Christian humanism was .

The technological innovation that influenced how many people could be reached with their ideas was the
.

SUMMARIZE the notes above in your own words. (2-4 sentences)

WHAT WAS THE PRINTING PRESS?

The first figure to develop the printing press in Europe was .

Gutenberg’s method for printing was called .

The three factors that contributed to the increase in the demand for printed books were:
1.
2.
3.

The first major work Gutenberg printed on his press was a Bible, known as the in 1456.

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UNIT 1 TOPIC 4

The Printing Press H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE : Explain the influence of the printing press on cultural and intellectual developments in modern
European history.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

EFFECTS OF THE PRINTING PRESS

Because printing was easy and far cheaper than copying by hand, ideas were able to
as a result of this new technology.

Since printing provided people with of books, which wasn’t something that was
guaranteed in the age of hand-copied books, they were able to more easily contained
in the writing.

And yet another effect of mass printing was an increase in .

The last effect of printing you should know is the increasing demand for literature, which means
.

Through vernacular literature, people were able to get a better sense of and
from every other group.

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UNIT 1 TOPIC 4

The Printing Press H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE : Explain the influence of the printing press on cultural and intellectual developments in modern
European history.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE : Explain the influence of the printing press on cultural and intellectual developments in
modern European history.

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UNIT 1 TOPIC 5

New Monarchies H E I M L E R S H I S T O R Y. C O M

THEME : States and Other Institutions of Power

LEARNING OBJECTIVE : Explain the causes and effects of the development of political institutions from 1450 to 1648.

NEW MONARCHS CONSOLIDATE POWER & METHODS OF CONTROL

In this period we see the rise of what became known as the , and what made
them new was that took power away from the other entities like the or the , and
consolidated that power under themselves.

One way new monarchs consolidated power was through religious reform.

, the king of England, established himself as head of the .

The was passed which made it a capital crime to refuse to recognize the Church of
England as the official state church.

After became queen and tried to wrench England back to Catholicism,

rose to the throne. Elizabeth ended the persecution of Anglican bishops that occurred
during her predecessor’s reign, and steered England back to .

Elizabeth also consolidated power through top-down religious reform with the
under which English subjects had to attend Anglican church services once a week or pay a fine.

Another way new monarchs consolidated power was by being the only entities responsible for
and the extension of power.

In Spain, promptly began their consolidation of power by

establishing on the sale or exchange of property and creating a massive
which was responsible for collecting taxes and deciding questions of justice.

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UNIT 1 TOPIC 5

New Monarchies H E I M L E R S H I S T O R Y. C O M

THEME : States and Other Institutions of Power

LEARNING OBJECTIVE : Explain the causes and effects of the development of political institutions from 1450 to 1648.

NEW MONARCHS CONSOLIDATE POWER & METHODS OF CONTROL cont’d.

The was an agreement between Francis I and Pope Leo X concerning

taxation and the church in France.

The third way new monarchs consolidated power was by assuming the right to determine the
of their subjects.

A significant document to know in this regard is the which gave individual

rulers in the Holy Roman Empire the right to decide whether their subjects would be or
.

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 5

New Monarchies H E I M L E R S H I S T O R Y. C O M

THEME : States and Other Institutions of Power

LEARNING OBJECTIVE : Explain the causes and effects of the development of political institutions from 1450 to 1648.

OTHER GROUPS GAINING POWER & NEW CONCEPTS OF A SECULAR STATE

In addition to monarchs gaining power, and groups

were gaining power as well, the chief examples being the family in Florence and the
family in Augsburg.

They were able to gain power because of the rise of the . And that fostered a
close alliance between those groups and the which allowed these bankers to exercise
increased power.

A is a state in which the church has little to no political influence.

In Italy Machiavelli championed as the best form of government, while Jean

Bodin of France argued that kings ought to rule by .

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 5

New Monarchies H E I M L E R S H I S T O R Y. C O M

THEME : States and Other Institutions of Power

LEARNING OBJECTIVE : Explain the causes and effects of the development of political institutions from 1450 to 1648.

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE : Explain the causes and effects of the development of political institutions from 1450 to 1648.

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UNIT 1 TOPIC 6

The Age of Exploration H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE 1: Explain the technological factors that facilitated European exploration and expansion from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain the motivations for and effects of European exploration and expansion from 1450 to 1648.

MOTIVATIONS FOR EUROPEAN EXPANSION

The three motivations for European exploration were:

1.
2.
3.

was the dominant economic system of Europe during this period. The controlling
idea behind mercantilism is that it saw the world’s wealth like a .

Mercantilist states measure wealth in terms of and .

In order to get as much wealth as possible, mercantilist states needed to maintain a favorable
which means .

During this period European states began to recognize that establishing colonies was a sure means to getting more
.

who was France’s controller general, was the poster child for mercantilist policies.

Colbert abolished domestic and enacted steep tariffs on imported goods, which boosted French
industry.

Additionally, under Colbert’s guidance, France claimed territory in North America, the most significant of which
was and the Territory.

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UNIT 1 TOPIC 6

The Age of Exploration H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE 1: Explain the technological factors that facilitated European exploration and expansion from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain the motivations for and effects of European exploration and expansion from 1450 to 1648.

MOTIVATIONS FOR EUROPEAN EXPANSION cont’d.

Elite Europeans had a craving for eastern and and . But the
problem was that the Muslim Ottoman Empire controlled the over which those luxury
goods would travel into Europe.

The second motivation for European exploration was .

By 1492 Spain had completed the in which they were able to drive Jews
and Muslims from their land, and by the time of the Protestant Reformation, there was a desire to see
in the ascendant position over Protestantism, and that provided a motivation for
exploration via the sea.

One way Spain sought to convert the natives of the Americas was by sending Missionaries.

Jesuit priest mounted elaborate defenses on behalf of American Indians and

worked to make their life under the imperial regime less harsh.

The third motivation for exploration was . The idea here is that European states were in
competition with one another in terms of .

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UNIT 1 TOPIC 6

The Age of Exploration H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE 1: Explain the technological factors that facilitated European exploration and expansion from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain the motivations for and effects of European exploration and expansion from 1450 to 1648.

SUMMARIZE the notes from the previous two pages in your own words. (2-4 sentences)

HOW THEY DID IT: NEW TECHNOLOGY

empires were sea-based, and not land-based.

The first technology that made exploration possible was advancements in .

The Spanish and Portuguese developed a new kind of ship called the which was very fast and
highly navigable.

A new kind of sail known as the sail could take wind from any side and thus made ships faster
and more reliable in the wind.

Europeans adopted the and the from Muslim and Chinese

navigators. The compass helped sailors keep their direction true while the astrolabe helped give them an accurate
reckoning of .

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UNIT 1 TOPIC 6

The Age of Exploration H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE 1: Explain the technological factors that facilitated European exploration and expansion from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain the motivations for and effects of European exploration and expansion from 1450 to 1648.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE 1: Explain the technological factors that facilitated European exploration and expansion from
1450 to 1648.

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UNIT 1 TOPIC 6

The Age of Exploration H E I M L E R S H I S T O R Y. C O M

THEME : Technological and Scientific Innovation

LEARNING OBJECTIVE 1: Explain the technological factors that facilitated European exploration and expansion from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain the motivations for and effects of European exploration and expansion from 1450 to 1648.

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE 2: Explain the motivations for and effects of European exploration and expansion from 1450
to 1648.

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UNIT 1 TOPIC 7

Rivals on the World Stage H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE : Explain how and why trading networks and colonial expansion affected relations between and
among European states.

MARITIME EMPIRES

was the first state to attempt maritime empire building.

Under the leadership of , Portuguese ships began to make their way around the
African coast. Eventually an explorer by the name of made it all the way around
the southern tip of Africa and into the Indian Ocean.

The Portuguese empire was known as a empire.

Spain hired to sail west across the Atlantic to gain access to the
.

The most significant reason Spaniards were able to conquer large civilizations in the Americas was the introduction
of European like and .

France claimed large parts of North America and Canada. Explorer

founded France’s first permanent settlement at Quebec in 1608.

In the Americas, the French were mainly interested in and therefore forged alliances with indigenous
groups like the .

England was more interested in establishing colonies, which are colonies where English people
moved into and settled to find a new life.

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UNIT 1 TOPIC 7

Rivals on the World Stage H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE : Explain how and why trading networks and colonial expansion affected relations between and
among European states.

MARITIME EMPIRES cont’d.

One of the biggest contributions to England’s economic competition was the trade.

The Dutch also established colonies in North America during this time, but they, like the French and Portuguese,
were mainly interested in .

SUMMARIZE the notes above in your own words. (2-4 sentences)

RIVALRIES AMONG EUROPEAN STATES

This new push to establish empires all over the world eventually led to arising between
several European states.

The most significant tensions would eventually erupt into wars like the War of
and the War.

Portugal and Spain settled their tensions diplomatically with the .

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UNIT 1 TOPIC 7

Rivals on the World Stage H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE : Explain how and why trading networks and colonial expansion affected relations between and
among European states.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE : Explain how and why trading networks and colonial expansion affected relations between
and among European states.

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UNIT 1 TOPIC 8

The Columbian Exchange H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain the economic impact of European colonial expansion and development of trade networks.
LEARNING OBJECTIVE 2: Explain the social and cultural impact of European colonial expansion and development of
trade networks.

THE COLUMBIAN EXCHANGE

The Columbian Exchange describes the of goods, flora, fauna, cultural practices, and
disease between the Old World and the New World as a result of .

First, were exchanged.

The main disease you ought to know for the Columbian Exchange came from Europeans to the Americas, namely,
.

When natives of the Americas encountered diseases like smallpox it created the occasion for what became
known as the in which indigenous populations plummeted, in some cases, by 90%.
The Arawak and Taino lost and the Incas, a hundred years after the Spanish arrived, had only
people.

Second, was exchanged between the Old World and the New World.

Food going from the Americas into Europe included , , , and

.

Coming from Europe and Africa into the Americas were foods like and .

The third thing exchanged was .

After the Incan and Aztec empires were conquered, the Spanish plundered them for their vast quantities of
and and that made Spain wealthy beyond belief.

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UNIT 1 TOPIC 8

The Columbian Exchange H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain the economic impact of European colonial expansion and development of trade networks.
LEARNING OBJECTIVE 2: Explain the social and cultural impact of European colonial expansion and development of
trade networks.

THE COLUMBIAN EXCHANGE cont’d.

The flow of wealth transformed the Americas by increasingly attracting growing numbers of
.

Prior to the age of exploration, the social, political, and economic system of Europe was known as
.

The influx of wealth into Europe hastened the end of the and what came to replace it was
an early form of which is an economic system based on private ownership and a free
and open exchange of goods between property owners.

The fourth major transfer was .

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 8

The Columbian Exchange H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain the economic impact of European colonial expansion and development of trade networks.
LEARNING OBJECTIVE 2: Explain the social and cultural impact of European colonial expansion and development of
trade networks.

THE EFFECTS OF THE COLUMBIAN EXCHANGE

Prior to this period, a lot of the economic power of Europe was focused in states around the
and the robust trade ports that had arisen over centuries of trade.

But in this period, economic power in Europe shifted from Mediterranean states toward the
states that were busy building empires across the sea.

During the globalization of the economy and exploration, one of the primary trade ports in Europe became
which grew exceedingly prosperous due to its central location to Spanish, Portuguese, French,
and English trade routes. Later, would replace it as the major trading port of Europe, and
other Atlantic trading cities prospered as well, like and .

The second effect of the Columbian Exchange, this time in the Americas, was the
of peoples.

The Spanish imposed an entirely new societal structure on the Americas called the which
organized their societies hierarchically based on race and origin of birth.

Additionally, the Spanish established a system of coerced labor known as . This was an
economic and social system in which Spaniards could by law exact and from
indigenous Americans.

The encomienda system really degenerated into something akin to .

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UNIT 1 TOPIC 8

The Columbian Exchange H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain the economic impact of European colonial expansion and development of trade networks.
LEARNING OBJECTIVE 2: Explain the social and cultural impact of European colonial expansion and development of
trade networks.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE 1: Explain the economic impact of European colonial expansion and development of trade
networks.

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UNIT 1 TOPIC 8

The Columbian Exchange H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain the economic impact of European colonial expansion and development of trade networks.
LEARNING OBJECTIVE 2: Explain the social and cultural impact of European colonial expansion and development of
trade networks.

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE 2: Explain the social and cultural impact of European colonial expansion and development of
trade networks.

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UNIT 1 TOPIC 9

The Slave Trade H E I M L E R S H I S T O R Y. C O M

THEME : Interaction of Europe and the World

LEARNING OBJECTIVE : Explain the causes for and the development of the slave trade.

CAUSES OF THE AFRICAN SLAVE TRADE

The main cause for the rise and acceleration of the African slave trade was the establishment of a
economy in the colonies of the New World.

The economic system known as majored on getting as much mineral wealth, which is to
say gold and silver, into the national coffers as possible.

Eventually, it became clear that because of the climate in the Caribbean and the Americas, growing
on plantations for export would be more profitable than mineral extraction.

The plantation economy was ordered around , which means that a plantation would
focus on growing only one or two crops, and that purpose of those crops was to be for profit.
and were among the major crops

Spain’s first solution was to force the to do the farming for them.

Not only did the natives of that land know the better than the colonizers did, which
meant they were able to in respectable numbers, they also kept dying because of European
.

In order to solve the problem of their dwindling indigenous labor force, the Spanish turned to and
the abundance of people they could buy there.

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UNIT 1 TOPIC 9

The Slave Trade H E I M L E R S H I S T O R Y. C O M

THEME : Interaction of Europe and the World

LEARNING OBJECTIVE : Explain the causes for and the development of the slave trade.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

EFFECTS OF THE AFRICAN SLAVE TRADE

As imperial European states got richer and richer, the for enslaved people from Africa began
to spike.

Enslaved Africans were made to endure the brutal across the Atlantic. Depending
on the weather, it would take between and weeks to cross and the conditions were inhuman.

Africans were , treated , and if they made it alive to the New

World, a life of brutal awaited them.

But over the course of the next two centuries the plantation economy would become more and more
, and the for enslaved people from Africa would only continue to spike along
with it.

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UNIT 1 TOPIC 9

The Slave Trade H E I M L E R S H I S T O R Y. C O M

THEME : Interaction of Europe and the World

LEARNING OBJECTIVE : Explain the causes for and the development of the slave trade.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

RESPOND to the learning objective with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE : Explain the causes for and the development of the slave trade.

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UNIT 1 TOPIC 10

The Commercial Revolution H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

THE RISE OF BANKS

In 16th century Europe, a massive economic shift occurred which was known as the
. The short way to define this revolution is that became the most desirable commodity in Europe, and
not .

The Bank of was established because Europe was undergoing a massive economic shift
into what’s called a .

A money economy is an economy in which goods and services and wages for work were paid with .

With the rise of this new kind of money economy, became a practical necessity.

Since so much money was flowing in and out of the Bank of Amsterdam and other banking centers in Genoa and
London, they developed what’s called . The idea here is that all the went
into one column and all the went into another.

One of the major effects of the rise of banking centers is the shift of power in Europe to places
like Amsterdam, Genoa, and London.

Private investors created the Company in order to oversee their trade ventures in the
Indian Ocean.

The Dutch East India Company was what was known as a company. All that means is that it
was a company, not a sponsored company.

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UNIT 1 TOPIC 10

The Commercial Revolution H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

SUMMARIZE the notes from the previous page in your own words. (2-4 sentences)

AGRICULTURAL DEVELOPMENTS
As from Potosi was sent back to Spain and flooded the European economy it had a couple major effects.

First, this influx of silver caused what’s known as the , which is a phenomenon in
which steadily rose for about a century and a half.

A rise in prices is known as .

Before the 16th century, most of European agriculture was organized according to the system called
.

In this system, a king granted land to who then employed to work the land. And
these peasants’ lives were oriented around the , which was the agricultural estate under a noble’s
control.

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UNIT 1 TOPIC 10

The Commercial Revolution H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

AGRICULTURAL DEVELOPMENTS cont’d.

And on those manors, the peasants engaged mainly in what’s known as farming which means
they grew what they needed to survive. In that system, was a constant threat with
which they contended.

Their solution to soil exhaustion was .

In Mediterranean Europe, crop rotation took the form of the which meant that half
the land would be planted each season while the other half would not be planted, or lie .

In Northern Europe, they had the in which they divided their land into
sections, planted two each season and let one lie fallow.

Large landowners and capitalist investors began to see the open-field system as and desired to
available land so that crop yields would increase.

In England, legislation was passed to allow investors to purchase public land, which became known as the
Movement, and it benefitted the large landowners tremendously but seriously disrupted the
way of life of the peasantry and also, in many cases, increased their .

Power was shifting to the and the , and with this increasing
influence of , many places in Europe began to shift towards and away
from mercantilism.

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UNIT 1 TOPIC 10

The Commercial Revolution H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

AGRICULTURAL DEVELOPMENTS cont’d.

is an economic system in which the means of production are owned by

individuals as opposed to the .

As capitalism made some Europeans rich, they spent money on , which led directly to the
of agriculture. The idea here is that land was now seen not as a way to
, but as a means to earn more for the one who owned it.

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 10

The Commercial Revolution H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

EFFECTS OF THE COMMERCIAL REVOLUTION

The first effect of the commercial revolution was the rise of a new .

In France, you saw the rise of the who didn’t have nobility in their blood but could afford to
their way into nobility.

The second effect of the commercial revolution was the increasing freedom of .

Freedom for serfs was mainly a phenomenon in Europe while in the serfdom became
more entrenched.

In the east clamped down on serfdom and even went so far as to restrict the of
serfs in order to consolidate their power. This led in many cases to .

The third effect of the commercial revolution was .

As migrants poured into cities, they put on the cities’ resources.

Old buildings were subdivided into small apartments and those conditions caused deadly diseases like the
and to spread rapidly. Additionally, with all these new people, there
were not enough jobs for everyone and so urban became a real problem.

The fourth effect of the commercial revolution was a change in patterns.

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UNIT 1 TOPIC 10

The Commercial Revolution H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

EFFECTS OF THE COMMERCIAL REVOLUTION cont’d.

After the Black Death, the rate of rose.

However, during the , the malnutrition and disease caused by of

food caused many in the agricultural class to have families and to wait to become financially
stable later in life before marrying.

As a result of late marriages, women had fewer years, more

and stillbirths, and higher rates of infant .

SUMMARIZE the notes above in your own words. (2-4 sentences)

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UNIT 1 TOPIC 10

The Commercial Revolution H E I M L E R S H I S T O R Y. C O M

THEME : Economic and Commercial Developments

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.
LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

RESPOND to the learning objectives with an evidence-based, argumentative thesis.

LEARNING OBJECTIVE 1: Explain European commercial and agricultural developments and their economic effects
from 1450 to 1648.

LEARNING OBJECTIVE 2: Explain European commercial and agricultural developments and their social effects from
1450 to 1648.

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*Advanced Placement® and AP® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.