AP®︎ World History: Unit 4 Flashcards

Master key terms and definitions for Unit 4 of AP World History – Transoceanic Interconnections to help you prep for quizzes and the AP exam.


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Term

Magnetic Compass

Definition

Chinese-origin navigational tool whose magnetized needle indicated direction, helping sailors maintain a heading when landmarks or celestial bodies were unavailable

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Magnetic Compass
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Chinese-origin navigational tool whose magnetized needle indicated direction, helping sailors maintain a heading when landmarks or celestial bodies were unavailable

Unit 4: Learning Objective AKC-4.1.II.A
Astrolabe
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Classical instrument refined in the Islamic world and adapted for mariners to measure a celestial body’s altitude and estimate latitude

Unit 4: Learning Objective AKC-4.1.II.A
Lateen Sail
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Triangular sail widely used in the Islamic Mediterranean and Indian Ocean worlds that increased maneuverability and enabled ships to tack partly into the wind

Unit 4: Learning Objective AKC-4.1.II.A
Sternpost Rudder
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Rudder mounted at a ship’s rear that improved steering over a side-mounted steering oar

Unit 4: Learning Objective AKC-4.1.II.A
Caravel
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Small, fast, maneuverable Iberian vessel with a shallow draft and lateen or mixed rigging, especially useful for exploration and coastal reconnaissance

Unit 4: Learning Objective AKC-4.1.II.A
Carrack / Nau
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Large, deep-hulled ocean-going vessel with multiple masts and mixed rigging that carried substantial cargo, provisions, crews, and weapons

Unit 4: Learning Objective AKC-4.1.II.A
Fluyt
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Late-sixteenth-century Dutch cargo ship with a capacious hull and small crew that lowered shipping costs and efficiently carried bulk goods

Unit 4: Learning Objective AKC-4.1.II.A
Cartography
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The science and practice of making maps and maritime charts, which improved European knowledge of coastlines, ports, and ocean routes

Trade Winds
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Prevailing tropical winds that generally blow from east to west and helped determine Atlantic sailing routes

Unit 4: Learning Objective AKC-4.1.II.A
Volta do Mar
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Portuguese “turn of the sea”: sailing west or northwest into the Atlantic before turning east to use favorable currents and westerlies on the return to Europe

Unit 4: Learning Objective AKC-4.1.II.A
Prince Henry the Navigator
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Portuguese prince who provided sustained royal patronage for African expeditions, geographic knowledge, and commerce, though he did not lead the major voyages

Unit 4: Learning Objective CKC-4.1.III.A
Bartolomeu Dias
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Portuguese explorer who rounded southern Africa in 1488, proving that the Atlantic connected to the Indian Ocean around the continent

Unit 4: Learning Objective CKC-4.1.III.A
Vasco da Gama
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Portuguese explorer who rounded Africa and reached Calicut, India, in 1498, giving Portugal direct maritime access to Indian Ocean trade

Unit 4: Learning Objective CKC-4.1.III.A
Christopher Columbus
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Genoese mariner sponsored by Spain who reached the Caribbean in 1492 while seeking Asia, initiating a permanent state-supported Europe-Americas connection

Unit 4: Learning Objective CKC-4.1.III.B
Ferdinand Magellan
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Portuguese navigator under Spanish sponsorship who led the 1519 expedition around South America and across the Pacific but died in the Philippines

Unit 4: Learning Objective CKC-4.1.III.B
John Cabot
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Venetian mariner sponsored by Henry VII who reached northeastern North America in 1497 while seeking a shorter route to Asia

Unit 4: Learning Objective CKC-4.1.III.C
Jacques Cartier
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French explorer who entered the Gulf and River of St. Lawrence beginning in 1534 while seeking a passage to Asia

Unit 4: Learning Objective CKC-4.1.III.C
Henry Hudson
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Explorer who searched for northern routes under Dutch and English sponsorship, exploring the Hudson River in 1609 and Hudson Bay in 1610

Unit 4: Learning Objective CKC-4.1.III.C
Northwest Passage vs. Northeast Passage
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The Northwest Passage was a proposed route through or around northern North America; the Northeast Passage followed northern Eurasia

Unit 4: Learning Objective CKC-4.1.III.C
Treaty of Tordesillas
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The 1494 agreement dividing overseas claims: Portugal received lands east of a line west of Cape Verde, while Spain received lands west of it

Unit 4: Learning Objective BKC-4.1.III
Columbian Exchange
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Post-1492 transfer of plants, animals, diseases, vectors, and people between the Americas and Afro-Eurasia, causing Indigenous depopulation, ecological change, and expanded Afro-Eurasian food supplies

Unit 4: Learning Objective DKC-4.1.V
Indigenous American Depopulation
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Catastrophic post-contact population decline caused primarily by smallpox, measles, malaria, and other diseases, with warfare, forced labor, famine, and displacement worsening mortality

Unit 4: Learning Objective DKC-4.1.V.A
Plantation Agriculture
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Large-scale, export-oriented farming that commonly used monoculture and coerced labor, especially for labor-intensive sugar production

Unit 4: Learning Objective DKC-4.1.V.B
Cash Crop
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A crop grown mainly for sale rather than subsistence; sugar and tobacco were produced on American plantations for export to Europe and the Middle East

Unit 4: Learning Objective DKC-4.1.V.B
Trading-Post Empire
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A maritime empire based on fortified coastal ports and control of trade routes rather than extensive inland conquest

Unit 4: Learning Objective EKC-4.3.II.A.i
Cartaz
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A Portuguese naval pass that Indian Ocean ships could be required to purchase, generating revenue and pressuring merchants

Unit 4: Learning Objective EKC-4.3.II.A.i
Portuguese Maritime Empire
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A hybrid empire of fortified trading posts across Africa and Asia and a territorial plantation colony in Brazil

Unit 4: Learning Objective EKC-4.3.II.C
Spanish Maritime Empire
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A territorial empire centered in the Americas, created through Indigenous conquest and colonization, with the Philippines as its major Asian base

Unit 4: Learning Objective EKC-4.3.II.C
Dutch Maritime Empire
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An empire of selected ports, islands, and colonies centered in Asia on Batavia and aimed partly at controlling the spice trade

Unit 4: Learning Objective EKC-4.3.II.C
French Maritime Empire
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An empire combining a fur-trading North American network dependent on Indigenous alliances with Caribbean plantations and Indian trading posts

Unit 4: Learning Objective EKC-4.3.II.C
English/British Maritime Empire
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An empire combining settler colonies in North America, Caribbean plantations, and commercial footholds in India

Unit 4: Learning Objective EKC-4.3.II.C
Conquistadors
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Spanish conquerors who used weapons, Indigenous allies, disease, and political divisions to overthrow American empires and claim territory for Spain

Hernán Cortés
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Spanish conquistador who used Indigenous allies and the effects of disease to defeat the Aztec Empire and capture Tenochtitlán in 1521

Unit 4: Learning Objective EKC-4.3.II.C
Francisco Pizarro
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Spanish conquistador who exploited divisions and disease within the Inca Empire and began its conquest in the 1530s

Unit 4: Learning Objective EKC-4.3.II.C
Tokugawa Restrictions on Foreign Contact
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Selective policies that suppressed Christianity, expelled the Portuguese, and confined foreign commerce to controlled channels such as Nagasaki

Unit 4: Learning Objective EKC-4.3.II.A.i
Ming Restrictions on Maritime Trade
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Policies limiting foreign commerce to approved ports and procedures to control piracy, smuggling, unauthorized merchants, and foreign influence

Unit 4: Learning Objective EKC-4.3.II.A.i
Asante State
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West African state centered on Kumasi that expanded through centralized rule, control of gold and slave-trading routes, and imported firearms

Unit 4: Learning Objective EKC-4.3.II.A.ii
Kingdom of the Kongo
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Central African kingdom whose rulers gained influence through Portuguese diplomacy, Christianity, and Atlantic trade but suffered disruption from slave trading

Unit 4: Learning Objective EKC-4.3.II.A.ii
Indian Ocean Trade
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An established commercial system that continued to flourish despite European disruption, with Asian and African merchants remaining central to intra-Asian trade

Unit 4: Learning Objective FKC-4.3.II.A.iii
Inca Mit’a vs. Colonial Mita
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The Inca mit’a supplied rotational community labor for state projects; the Spanish colonial mita adapted it to compel Indigenous labor for colonial extraction, especially at Potosí.

Unit 4: Learning Objective FKC-4.2.II.D
Encomienda
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A Spanish Crown grant allowing a colonist to collect tribute or labor from an Indigenous community in exchange for protection and Christian instruction

Unit 4: Learning Objective FKC-4.2.II.D
Hacienda
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A large Spanish American landed estate using wage labor, tenancy, coercion, or debt peonage to produce food or commercial crops

Unit 4: Learning Objective FKC-4.2.II.D
Indentured Servitude
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Temporary contract labor, often exchanged for Atlantic transportation, used especially in early English colonial economies

Unit 4: Learning Objective FKC-4.2.II.D
Earlier African Slavery vs. Atlantic Chattel Slavery
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Earlier African slavery was varied and sometimes allowed incorporation into households or communities; Atlantic slavery became more racialized, hereditary, permanent, and plantation-centered

Unit 4: Learning Objective G
Atlantic Slave Trade
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The commercial system that bought, sold, and forcibly transported enslaved Africans, chiefly to meet plantation labor demand in the Americas

Unit 4: Learning Objective GKC-4.2.II.C
Middle Passage
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The forced transatlantic voyage that transported enslaved Africans to the Americas under brutal and deadly conditions

Unit 4: Learning Objective GKC-4.2.II.C
Mercantilism
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European policies that used trade regulation, bullion accumulation, protected manufacturing, colonies, and naval power to increase state wealth and power

Unit 4: Learning Objective HKC-4.1.IV.C
Joint-Stock Company
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A company in which investors pooled capital, purchased shares, and divided profits and risks to finance expensive overseas ventures

Unit 4: Learning Objective HKC-4.1.IV.C
Chartered Monopoly Company
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A company granted exclusive trade rights and governmental powers by a ruler in return for advancing the state’s commercial and imperial interests

Unit 4: Learning Objective HKC-4.1.IV.C
Dutch East India Company (VOC)
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Dutch company founded in 1602 that used Batavia, armed force, and monopoly policies to dominate parts of the Southeast Asian spice trade

Unit 4: Learning Objective HKC-4.1.IV.C
English East India Company
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English company chartered in 1600 that traded in Asian goods and operated trading posts, armed forces, and political privileges

Unit 4: Learning Objective HKC-4.1.IV.C
Triangular Trade
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A simplified model of European goods going to Africa, enslaved Africans to the Americas, and American commodities to Europe

Unit 4: Learning Objective IKC-4.1.IV.D.i
Atlantic Trading System
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The interconnected movement of commodities, capital, manufactured goods, and labor, including enslaved people, among Europe, Africa, and the Americas

Unit 4: Learning Objective IKC-4.1.IV.D.i
Global Silver Trade
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The circulation of American silver across the Atlantic and Pacific to Europe and Asia, especially China, in exchange for Asian goods

Unit 4: Learning Objective IKC-4.1.IV
Potosí
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Major Spanish American silver-mining center in the Andes that relied heavily on Indigenous labor supplied through the colonial mita

Unit 4: Learning Objective FKC-4.2.II.D
Manila Galleons
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Spanish ships that carried American silver from Acapulco to Manila and returned with Chinese and other Asian goods

Unit 4: Learning Objective IKC-4.1.IV
Price Revolution
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Sixteenth- and seventeenth-century European inflation caused largely by population growth and the influx of American silver, which raised prices and reduced real wages

Single-Whip Reform
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Ming tax reform that consolidated many labor and tax obligations into a single payment in silver, increasing Chinese demand for imported silver

Commercial Revolution
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Early modern expansion of global trade, banking, credit, joint-stock investment, and market-oriented production that strengthened European commercial capitalism

Putting-Out System
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A system in which merchants supplied raw materials to rural households that spun or wove goods at home for payment

Unit 4: Learning Objective IKC-4.2.II.A
African Diaspora
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The forced dispersal of Africans, especially through the Atlantic slave trade, which spread African peoples and cultural traditions throughout the Americas

Cultural Synthesis
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The creation of new languages, foods, music, customs, and beliefs from African, Indigenous American, and European traditions

Unit 4: Learning Objective JKC-4.1.IV.D.ii
Religious Syncretism
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The blending or accommodation of beliefs and practices from different religions into a new or locally adapted tradition

Unit 4: Learning Objective KKC-4.1.VI
Haitian Vodou
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A syncretic Haitian religious tradition with colonial roots combining West and Central African sacred practices with elements of Catholicism

Unit 4: Learning Objective KKC-4.1.VI
Cuban Santería
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A syncretic Cuban religious tradition combining African sacred beings and rituals with Catholic saints and observances

Unit 4: Learning Objective KKC-4.1.VI
Brazilian Candomblé
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A syncretic Brazilian religious tradition preserving African-derived spirits and rituals alongside elements of Catholic practice

Unit 4: Learning Objective KKC-4.1.VI
Virgin of Guadalupe
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Mexican Catholic devotion associated with 1531 apparitions that expressed Christianity through an Indigenous Nahua cultural setting

Unit 4: Learning Objective KKC-4.1.VI
Jesuits
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Catholic religious order whose educated missionaries spread Christianity through schools, scholarship, and cultural accommodation in the Americas and Asia

Pueblo Revolt
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1680 Indigenous uprising in New Mexico that expelled the Spanish for about twelve years and led Spain, after reconquest, to tolerate more Pueblo religious practices

Unit 4: Learning Objective LKC-4.3.III.iii
The Fronde
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French rebellions from 1648–1653 against royal taxation and centralization; their failure helped Louis XIV strengthen the monarchy and control the nobility

Unit 4: Learning Objective LKC-4.3.III.iii
Cossack Revolts
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Seventeenth-century Cossack uprisings such as the Khmelnytsky and Razin revolts resisted Polish-Lithuanian or Russian authority and challenged expanding state control over frontier communities

Unit 4: Learning Objective LKC-4.3.III.iii
Maratha Resistance
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Regional struggle against Mughal expansion in western India whose prolonged Deccan warfare drained Mughal resources and contributed to imperial fragmentation and rising Maratha power

Unit 4: Learning Objective LKC-4.3.III.iii
Ana Nzinga / Njinga Mbande / Ana de Sousa
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Ruler of Ndongo and Matamba who used warfare, diplomacy, conversion, and a Dutch alliance to resist Portuguese expansion; Portugal recognized her Matamba rule in 1656

Unit 4: Learning Objective LKC-4.3.III.iii
Metacom’s War / King Philip’s War
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1675–1678 New England war over English settlement, land loss, and sovereignty; colonial victory devastated Native communities and accelerated English territorial expansion

Unit 4: Learning Objective LKC-4.3.III.iii
Maroon Societies (Quilombos in Brazil)
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Independent communities founded by escaped enslaved people that defended autonomy, aided fugitives, and challenged colonial governments through settlement, trade, raids, and guerrilla warfare

Unit 4: Learning Objective LKC-5.3.III.C
Millet System
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Ottoman arrangement granting Christian and Jewish communities limited religious, legal, and communal autonomy under Muslim rule

Unit 4: Learning Objective MKC-4.3.I.B
Devshirme
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Ottoman recruitment of Christian boys who were converted, educated, and trained for military or administrative service

Unit 4: Learning Objective MKC-4.3.I.B
Akbar
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Mughal emperor who abolished the jizya, allied with Rajputs, and broadly accommodated non-Muslims

Unit 4: Learning Objective MKC-4.3.I.B
Qing Dynasty
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Manchu-ruled Chinese dynasty established in 1644 that retained Confucian institutions while preserving Manchu identity and political and military privileges

Queue Order
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Qing requirement that Han Chinese men wear the Manchu hairstyle as a public sign of submission

Unit 4: Learning Objective MKC-4.3.I.B
Casta System
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Spanish American hierarchy that connected perceived ancestry and birthplace to status, labor obligations, and access to office

Unit 4: Learning Objective MKC-4.2.III.A
Peninsulares vs. Creoles
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Peninsulares were Spain-born colonists favored for high offices; creoles were American-born Europeans who formed a wealthy local elite

Unit 4: Learning Objective MKC-4.2.III.A
Mestizos
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People of combined European and Indigenous American ancestry who occupied an intermediate but unequal position in Spanish America’s casta hierarchy

Mulattoes
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People of combined European and African ancestry who occupied an intermediate but unequal position in colonial Latin America’s casta hierarchy

Boyars
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Russia’s hereditary landowning aristocrats, whose political independence declined as tsars required greater state service

Unit 4: Learning Objective MKC-4.2.III.B
European Nobility
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Hereditary landed elites who retained titles and privileges, though their political influence varied as monarchies centralized

Unit 4: Learning Objective MKC-4.2.III.B