Unit 1: Renaissance and Exploration
AP European History Topic 1 10:05 English narration · English + 中文 subtitles burned in
Chapters
Transcript
Two words in the CED tell you how this entire course is marked, and they appear in Unit 1. Varying degrees.
课程大纲里的两个词 告诉你整门课是怎么评分的， 而它们出现在第一单元。
The struggle for sovereignty within and among states produced varying degrees of political centralisation.
程度不同。 国家内部与国家之间的主权之争 产生了程度不同的政治集权。
That is a standing instruction for the whole course.
这是贯穿整门课程的一条常设指令。
European History rewards answers that say how far a change went in one place compared with another.
欧洲史奖励那些说明 一项变化在某地比在另一地走了多远的答案。
Not whether. How far.
不是有没有， 而是走了多远。
Contextualizing Renaissance and discovery means holding four changes at once.
为文艺复兴与地理大发现建立背景，就是同时把握四种变化。
Four changes run through this unit at once, and the CED states them as its key concepts.
有四项变化同时贯穿本单元， 课程大纲把它们列为核心概念。
The rediscovery of classical works from ancient Greece and Rome, and observation of the natural world, changed how many Europeans saw their world.
对古希腊与古罗马古典著作的重新发现， 以及对自然世界的观察， 改变了许多欧洲人看待世界的方式。
Europeans explored and settled overseas territories, encountering and interacting with Indigenous populations.
欧洲人探索并定居海外领土， 与原住民相遇并互动。
European society and everyday life were increasingly shaped by commercial and agricultural capitalism, though older traditions persisted alongside it.
欧洲社会与日常生活 日益受商业与农业资本主义塑造， 尽管更早的传统仍与之并存。
And the struggle for sovereignty produced varying degrees of political centralisation.
而主权之争 产生了程度不同的政治集权。
Almost every question in this unit draws on at least two of those, so knowing which two a prompt is about is half the planning done.
本单元几乎每一道题 都会用到其中至少两项， 所以判断出一道题是关于哪两项， 构思就已经做了一半。
Italian Renaissance humanists, including Petrarch, promoted a revival of classical literature and created new philological approaches to ancient texts — reading them critically, in their original languages, as historical documents.
包括彼特拉克在内的 意大利文艺复兴人文主义者， 推动古典文学的复兴， 并创造了处理古代文本的新语文学方法， 以原文批判性地阅读它们， 把它们当作历史文献。
That method matters more than the reading list.
这一方法比书单更重要。
And the revival had three effects the CED names separately.
这场复兴产生了 课程大纲分别列出的三项影响。
Spread by the printing press, the recovery of Greek and Roman texts challenged the institutional power of universities and the Catholic Church.
在印刷机的传播下， 对希腊与罗马文本的复原 挑战了大学与天主教会的制度权力。
Admiration for Greek and Roman political institutions supported a revival of civic humanism in the Italian city-states.
对希腊与罗马政治制度的推崇 支持了意大利城邦公民人文主义的复兴。
And rulers and popes concerned with enhancing their prestige commissioned paintings and architecture on classical models.
而关心提升自身声望的统治者与教皇 委托创作以古典为范式的 绘画与建筑。
That third one is the point students underuse.
第三项正是学生用得最少的一点。
Renaissance art is examinable as political evidence: patronage was a claim to legitimacy, not only a taste in pictures.
文艺复兴艺术 是可考的政治证据： 赞助是一种正当性主张， 而不只是对图画的品味。
As Renaissance ideas moved north, they changed, and saying how they changed is the mark.
文艺复兴的观念北传时发生了变化， 而说明它如何变化正是得分点。
The Northern Renaissance retained a more religious focus, producing a human-centred naturalism that treated individuals and everyday life as proper subjects for art.
北方文艺复兴保留了更强的宗教关切， 产生了以人为中心的自然主义， 把个人与日常生活 视为艺术的正当题材。
Intellectually the key development is Christian humanism, embodied in the writings of Erasmus, which put Renaissance learning at the service of religious reform.
在思想上， 关键发展是基督教人文主义， 体现在伊拉斯谟的著作中， 它把文艺复兴的学问 用于宗教改革。
Hold that link and Unit 2 becomes far easier, because the Reformation did not arrive from nowhere.
记住这一联系， 第二单元就会容易得多， 因为宗教改革不是凭空出现的。
It arrived out of a scholarly method applied to scripture.
它出自一种被应用于圣经的学术方法。
The CED gives printing a topic of its own for a reason: the invention of printing promoted the dissemination of new ideas.
课程大纲给印刷术 单列一个主题是有原因的： 印刷术的发明 促进了新思想的传播。
But here is the framing that answers most printing questions.
但这里有一个框架 能回答多数关于印刷的题目。
Printing is best understood as an amplifier rather than a cause.
印刷术最好被理解为一台放大器， 而不是一个原因。
It did not create humanism, religious dissent or political argument.
它并没有创造人文主义、 宗教异见或政治争论。
It changed their speed, their reach and their cost — and that is what allowed ideas to escape the control of the institutions that had previously governed which texts circulated.
它改变的是它们的速度、 触及范围与成本， 而这正是使思想 得以摆脱那些 此前控制着哪些文本能够流通的机构的 掌控的原因。
The new monarchies laid the foundation for the centralised modern state in three ways: establishing monopolies on tax collection, employing military force under royal control, and taking increasing control of law and administration.
新君主国以三种方式 为中央集权的现代国家奠定基础： 确立征税垄断权， 掌握由王室控制的军事力量， 以及日益掌控法律与行政。
Learn those three as a set, because they are what centralisation actually means.
把这三项作为一组来记， 因为它们就是集权的实际含义。
But two counterweights are also examinable.
但另有两项制衡同样是考点。
Commercial and professional groups gained power across Europe and played a greater role in political affairs.
商业与专业群体 在欧洲各地获得权力， 在政治事务中扮演更大的角色。
And continued political fragmentation in Renaissance Italy provided the background for new concepts of the secular state — the theory came from the place where centralisation had failed, not where it had succeeded.
而文艺复兴时期意大利持续的政治分裂 为世俗国家的新观念提供了背景， 理论来自集权失败的地方， 而不是成功的地方。
Some monarchs, including Henry the Eighth and Elizabeth the First, also initiated religious reform from the top down to strengthen royal control, a point that belongs to this unit and the next.
一些君主， 包括亨利八世与伊丽莎白一世， 也自上而下发起宗教改革 以加强王权， 这一点既属于本单元，也属于下一单元。
Advances in navigation, cartography and military technology enabled Europeans to establish overseas colonies and empires.
航海、制图与军事技术的进步 使欧洲人得以 建立海外殖民地与帝国。
Technology is the enabling condition, and the CED then gives the motives separately.
技术是使之可能的条件， 课程大纲随后分别给出动机。
European states sought direct access to gold, spices and luxury goods to enhance personal wealth and state power.
欧洲国家寻求直接获取 黄金、香料与奢侈品， 以增加个人财富与国家权力。
The rise of mercantilism gave the state a new role in promoting commercial development and acquiring colonies.
重商主义的兴起 赋予国家推动商业发展 与获取殖民地的新角色。
And Christianity was a stimulus, as governments and religious authorities sought to spread the faith — and for some it also served as a justification.
而基督教是一种动因， 政府与宗教权威力图传播信仰， 对一些人来说 它也充当了辩护理由。
Keep enablers and motives apart, because questions ask for one or the other and reward you for not confusing them.
要把使之可能的条件与动机分开， 因为题目问的是其中之一， 并会因为你不混淆两者而给分。
Now the highest-value point in the unit, and the one most often missed.
现在讲本单元价值最高、 也最常被忽略的一点。
The same commercial pressure produced opposite outcomes in the two halves of Europe.
同样的商业压力 在欧洲的两半 产生了相反的结果。
Western Europe moved toward a free peasantry and commercial agriculture.
西欧走向自由农民与商业化农业。
In the east, serfdom was codified as nobles continued to dominate the rural economy.
在东欧，农奴制被法典化， 贵族继续主导农村经济。
One cause, two opposite outcomes — and that is exactly why it is examinable, because it forces an explanation rather than a description.
一个原因，两个相反的结果， 而这正是它成为考点的原因， 因为它迫使你去解释， 而不是去描述。
Two related consequences follow.
随之而来的是两项相关后果。
Landlords attempting to increase revenues by restricting traditional peasant rights provoked revolt.
地主试图通过限制传统农民权利 来增加收入， 引发了反抗。
And migrants to the cities strained resources and challenged the ability of merchant elites and craft guilds to govern.
而迁入城市的移民 使资源紧张， 并挑战了商人精英与行会的治理能力。
One more piece of unusual evidence: from the late sixteenth century, Europeans responded to economic and environmental pressure, including the Little Ice Age, by delaying marriage and childbearing.
还有一项不寻常的证据： 从十六世纪后期起， 欧洲人为应对经济与环境压力， 包括小冰期， 推迟结婚与生育。
Rivals on the world stage, next.
接下来是世界舞台上的对手。
Europeans established overseas empires and trade networks through coercion and negotiation — both, not one.
欧洲人通过强制与谈判 建立海外帝国与贸易网络， 是两者，不是其一。
Where local states were strong, Europeans negotiated for trading rights; where they were not, coercion followed.
当地国家强大时，欧洲人谈判贸易权； 当地国家不强时，强制随之而来。
Competition among European states for these networks reshaped relations at home.
欧洲国家对这些网络的竞争 重塑了国内关系。
Commercial rivalry became a standing cause of European war, which is a continuity that runs all the way to Unit 7.
商业对抗成了欧洲战争的常设原因， 这一连续性一直延伸到第七单元。
Colonial expansion and the Columbian Exchange followed.
随之而来的是殖民扩张与哥伦布大交换。
The Portuguese established a commercial network along the African coast and in South and East Asia in the late fifteenth and sixteenth centuries; other states followed.
葡萄牙人在十五世纪末与十六世纪 沿非洲海岸以及南亚与东亚 建立了商业网络；其他国家随后跟进。
The Columbian Exchange — the exchange of new plants, animals and diseases — is presented by the CED with deliberate double vision, and both halves are examinable. It created economic opportunities for Europeans. It facilitated European subjugation and the destruction of Indigenous societies, chiefly through disease.
哥伦布大交换——新植物、动物与疾病的交换—— 课程大纲有意用双重视角来呈现， 两半都是考点。
Economically, the exchange of goods shifted the centre of economic power in Europe from the Mediterranean to the Atlantic states.
它为欧洲人创造了经济机会。 它也促成了欧洲对原住民社会的征服与毁灭， 主要是通过疾病。
That shift explains why the leading powers of Unit 3 are not the leading powers of Unit 1. Give both sides. A one-sided Columbian Exchange answer is a half-mark answer.
在经济上，货物交换把欧洲经济权力的中心 从地中海转到了大西洋国家。
The exam tip is the same sentence as the CED: two sides, European opportunity and Indigenous destruction.
这一转移解释了为什么第三单元的主导强国 并不是第一单元的主导强国。
Then the slave trade.
然后是奴隶贸易。
Europeans expanded the trade of enslaved Africans in response to the establishment of a plantation economy in the Americas and to demographic collapse among Indigenous populations.
欧洲人扩大了对被奴役非洲人的贸易， 是为了回应美洲种植园经济的建立， 以及原住民人口的崩溃。
The causal chain is explicit in the CED and should be reproduced as a chain: plantation agriculture demanded labour on a scale the Americas' devastated population could not supply, and that demand was met by an expanded Atlantic trade in enslaved people.
因果链在课程大纲里是写明的， 答题时也要按链条来写： 种植园农业需要的劳动力规模， 美洲被摧毁的人口无法供给， 这一需求由扩大的大西洋奴隶贸易来满足。
And the Commercial Revolution.
再是商业革命。
Innovations in banking and finance promoted the growth of urban financial centres and a money economy.
银行与金融的创新 推动了城市金融中心与货币经济的成长。
Economic change produced new social patterns, while traditions of hierarchy and status continued — the two coexisted, which is the CED's own framing.
经济变化产生了新的社会模式， 而等级与身份的传统仍在继续—— 两者并存，这正是课程大纲自己的框架。
Most Europeans still derived their livelihood from agriculture and organised life around the seasons, the village, or the manor.
多数欧洲人仍以农业为生， 生活围绕季节、村庄或庄园组织。
The east-west split sits on top of that continuity, not instead of it.
东西欧分化叠在这一连续性之上， 而不是取代它。
The unit's reasoning skill is causation.
本单元的推理技能是因果关系。
A typical short-answer here asks students to explain one way in which the development of printing affected European intellectual life in the period 1450 to 1648.
这里一道典型的简答题，要求学生解释 印刷术的发展在一四五〇到一六四八年 如何影响了欧洲的思想生活。
A full-mark answer gives the mechanism, not the fact.
满分答案给出机制，而不是事实。
Printing allowed humanist editions of Greek and Roman texts to be reproduced cheaply and identically, so scholars across Europe could read and compare the same critical editions.
印刷使人文主义者校订的希腊与罗马文本 能够廉价且一模一样地复制， 于是欧洲各地的学者可以阅读并比较同一批校勘本。
This weakened the control that universities and the Church had exercised over which texts circulated.
这削弱了大学与教会 对哪些文本能够流通的控制。
Affected requires a consequence traced through a process.
"影响了"要求把后果顺着一个过程推出来。
Five things to carry out.
带走五件事。
First, "varying degrees" means compare how far, not whether.
第一，"程度不同"意味着 比较走了多远，而不是有没有。
Second, Renaissance art is political evidence — patronage is a claim to legitimacy.
第二，文艺复兴艺术是政治证据， 赞助是一种正当性主张。
Third, printing is an amplifier, not a first cause.
第三，印刷术是放大器，不是首要原因。
Fourth, separate technological enablers from motives for exploration.
第四，把技术条件 与探索的动机分开。
Fifth, the east-west divergence in serfdom is one cause with two opposite outcomes.
第五，东西方农奴制的分化 是一个原因带来两个相反的结果。