Unit 4: Transoceanic Interconnections
AP World History: Modern Topic 4 6:37 English narration · English + 中文 subtitles burned in
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Transcript
Ask most students why Europeans sailed and you get a name — Columbus, da Gama, Magellan.
问大多数学生欧洲人为什么出海， 得到的是一个名字： 哥伦布、达伽马、麦哲伦。
The explorer is the least useful answer available.
探险家是所有可能答案中最没用的一个。
What actually made the voyages possible is borrowed technology plus state support, and both halves are needed.
真正让这些航行成为可能的， 是借来的技术加上国家支持， 两半都不可少。
Borrowed, because almost none of the technology was European in origin.
说"借来的"， 是因为这些技术几乎没有一样源自欧洲。
State support, because a voyage of that length is a public investment, not a private adventure.
说"国家支持"， 是因为这样长度的航行是一项公共投资， 而不是私人冒险。
Learning and technology from the Classical, Islamic and Asian worlds was gathered and applied in Europe: new tools, innovations in ship design, and a better understanding of navigation — the caravel, the astrolabe, the magnetic compass, and knowledge of wind patterns.
来自古典、伊斯兰与亚洲世界的知识与技术 在欧洲被汇集并加以应用： 新的工具、船舶设计的创新， 以及对航海更好的理解， 卡拉维尔帆船、星盘、磁罗盘， 还有对风向规律的认识。
Then state-supported maritime exploration followed.
随后是国家支持的海上探索。
Portuguese development of maritime technology and navigational skill produced the sea route around Africa to the Indian Ocean.
葡萄牙在航海技术与导航能力上的发展 开辟了绕非洲通往印度洋的海路。
Spanish sponsorship of Columbus opened the Atlantic to the Americas.
西班牙资助哥伦布， 打开了通往美洲的大西洋。
English, French and Dutch crossings of the northern Atlantic followed.
英国、法国与荷兰 随后横渡北大西洋。
And the motives combined the search for wealth, competition between states, and religious mission — three motives, not one.
动机则结合了对财富的追求、 国家之间的竞争， 以及宗教使命， 是三个动机，不是一个。
And it was two-directional.
而且它是双向的。
New connections between the hemispheres produced the Columbian Exchange, and the CED spells out four consequences.
两个半球之间的新联系 产生了哥伦布大交换， 课程大纲明确列出四项后果。
European colonisation led to the unintentional transfer of disease to the Americas, causing catastrophic population loss.
欧洲殖民导致疾病 非蓄意地传入美洲， 造成灾难性的人口损失。
American foods — maize, potatoes, cassava — became staple crops in parts of Europe, Asia and Africa.
美洲作物， 玉米、马铃薯、木薯， 成为欧洲、亚洲与非洲部分地区的主粮。
Afro-Eurasian fruit trees, grains, sugar and domesticated animals were brought to the Americas, reshaping its landscapes and economies.
欧亚非的果树、谷物、 糖与驯化动物被带到美洲， 重塑了那里的景观与经济。
And populations in Afro-Eurasia benefited nutritionally from a more diverse diet, contributing to population growth.
而欧亚非的人口 因饮食更加多样 在营养上获益， 促成了人口增长。
Now hold those four together, because the asymmetry is the examinable point.
现在把这四点放在一起看， 因为不对称正是考点。
The same exchange raised population in Afro-Eurasia and destroyed it in the Americas.
同一场交换， 在欧亚非提高了人口， 在美洲则摧毁了人口。
Europeans established trading posts in Africa and Asia, which proved profitable, and pursued colonisation in the Americas driven by political, religious and economic rivalries.
欧洲人在非洲与亚洲建立商站， 事实证明有利可图， 并在政治、宗教与经济对抗的驱动下 在美洲推进殖民。
But look at the difference, because it is the single most useful contrast in the unit.
但要注意其中的差别， 因为这是本单元最有用的一个对照。
Where existing states were strong, Europeans traded rather than conquered: despite disruption caused by Portuguese arrival, existing trade networks in the Indian Ocean continued, and Asian states largely dictated the terms.
在既有国家强大的地方， 欧洲人是贸易而非征服： 尽管葡萄牙人的到来造成扰动， 印度洋的既有贸易网络得以延续， 条件在很大程度上由亚洲国家决定。
In the Americas the pattern was different, because disease had already shattered the societies that would have set those terms.
在美洲，模式则不同， 因为疾病已经摧毁了 本可以设定这些条件的社会。
Colonial economies there depended on agriculture and on coerced labour.
那里的殖民经济 依赖农业与强制劳动。
That contrast answers many questions: Europeans traded where they had to and conquered where they could.
这一对照能回答许多题目： 欧洲人在不得不贸易的地方贸易， 在能够征服的地方征服。
Coerced labour in this period is three separate things and the exam expects them distinguished.
这一时期的强制劳动是三件不同的事， 考试要求把它们区分开。
Enslavement in Africa continued in its traditional forms, including incorporation into households — that is a continuity, and it predates the Atlantic system.
非洲的奴役以其传统形式延续， 包括被纳入家户之中， 这是一种延续， 而且早于大西洋体系。
The growth of the plantation economy increased demand for enslaved labour, and the Atlantic slave trade expanded enormously to supply it — that is the change, and it is driven by demand.
种植园经济的增长 提高了对奴隶劳动的需求， 大西洋奴隶贸易 为满足这一需求而大规模扩张， 这是变化，而且由需求驱动。
And systems such as the encomienda and mita compelled Indigenous labour, which is a third thing again, applied to a different population under a different legal form.
而像监护征赋制与米塔制这样的制度 强征原住民劳动， 这又是第三件事， 针对不同的人群， 采用不同的法律形式。
How maritime empires maintained themselves, from 1450 to 1750, has a name: mercantilism.
海洋帝国在一四五〇到一七五〇年间如何维持自身，有一个名字：重商主义。
Mercantilist policies were used by European rulers to expand and control their economies: colonies existed to supply raw materials and to buy finished goods, and trade was directed through the mother country.
欧洲统治者用重商主义政策 来扩张并控制自己的经济： 殖民地的存在是为了提供原材料 并购买制成品， 贸易被引导经由宗主国。
The Atlantic trading system moved goods, wealth and people between Europe, Africa and the Americas — the pattern usually taught as triangular trade, though real routes were more complex.
大西洋贸易体系 在欧洲、非洲与美洲之间 运送货物、财富与人， 通常被教作三角贸易， 尽管真实的航线更为复杂。
Economic disputes led to rivalries and conflict between states, so commercial competition became a standing cause of European war.
经济争端引发国家之间的对抗与冲突， 商业竞争因此成为 欧洲战争的长期原因。
And colonial societies developed new social hierarchies defined by ancestry and by place of birth, the Spanish casta system being the most formally codified.
而殖民地社会形成了新的社会等级， 由血统与出生地界定， 西班牙的卡斯塔体系 是其中最正式成文的。
Internal and external challenges arrived everywhere.
内部和外部的挑战到处都有。
Rulers everywhere faced resistance.
各地的统治者都面临抵抗。
Enslaved people resisted through rebellion and maroon communities; Indigenous peoples resisted colonial demands; and peasants and religious groups challenged state power across Eurasia.
被奴役者通过起义 与逃奴社群进行抵抗； 原住民抵抗殖民索求； 农民与宗教团体 在欧亚各地挑战国家权力。
Then the unit's reasoning skill, which is continuity and change, and the strongest answers hold both.
接着是本单元的推理技能， 也就是延续与变化， 最好的答案两者兼顾。
Connection between hemispheres was genuinely new.
两个半球之间的连接确实是全新的。
The dominance of agriculture, coerced labour and land empires continued.
农业、强制劳动 与陆基帝国的主导地位则在延续。
Saying only the new part is the commonest way to lose the point.
只讲新的那一半， 是最常见的失分方式。
Five exam moves.
考试里的五个动作。
First, explain the voyages with borrowed technology plus state support, never with explorers.
第一，用借来的技术加国家支持解释航行，绝不要写探险家。
Second, keep the Columbian Exchange two-directional and asymmetrical: population fell in the Americas and rose in Afro-Eurasia.
第二，哥伦布大交换是双向且不对称的：美洲人口下降，亚非欧上升。
Third, Europeans traded where states were strong and conquered where disease had shattered them.
第三，欧洲人在国家强大处贸易，在疾病摧毁处征服。
Fourth, always include resistance — rebellion, maroon communities, Indigenous refusal.
第四，一定要写抵抗——叛乱、逃亡社群、原住民拒绝。
Fifth, on effect questions, trace the mechanism: a named change with no why is half a mark.
第五，谈影响时要写出机制：只点名变化不说为什么，只得一半分。
Five things to carry out.
带走五件事。
First, explain the voyages with borrowed technology plus state support, never with explorers.
第一，用借来的技术加国家支持 解释这些航行， 绝不要用探险家。
Second, the Columbian Exchange runs both ways and its effects are asymmetrical.
第二，哥伦布大交换是双向的， 而其影响是不对称的。
Third, Europeans traded where states were strong and conquered where disease had shattered them.
第三，欧洲人在国家强大的地方贸易， 在疾病摧毁了社会的地方征服。
Fourth, keep the three coerced-labour systems distinct.
第四，把三种强制劳动制度区分开。
Fifth, on continuity and change, the new connection sits alongside old agriculture, coerced labour and land empires.
第五，谈延续与变化时， 新的连接与旧的农业、 强制劳动与陆基帝国并存。