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CHAPTER 2 The Beginnings of Our Global Age: Europe, Africa, and Asia 1415-1796 82 WITNESS HISTORY AUDIO Around the World and Into History In 1519, a fleet of five Spanish ships with more than 250 crew sailed from Spain. Ferdinand Magellan, the captain, had been commissioned to sail around the Americas to the Spice Islands. Three years later, a single battered ship limped back into a Spanish harbor. On board were just 18 malnourished, skeletal sailors, so weak they could barely walk. Magellan and all but one of the ship's officers had perished. The survivors told an amazing tale. One recorded in his journal: "From the time we left that bay ... until the present day, we had sailed 14,460 leagues [nearly 60,000 miles], and furthermore had completed the circumnavigation of the world from east to west.” Listen to the Witness History audio to hear more bout this historic voyage. A Portuguese painting from 1522 tells the story of the martyrdom of Ursula, a medieval Catholic saint. The religious story and the ;ailing ships in the background express the heroes of the age of exploration. Chapter Preview Chapter Focus Question How did European voyages of exploration lead to European !empires in the Eastern Hemisphere? Section 1 The Search for Spices Section 2 Turbulent Centuries in Africa Section 3 European Footholds in South and Southeast Asia A pottery dish in the Muslim Spanish style shows a nao, light sailing ship developed in the 1400s. Chinese silk robe from the Qing dynasty Section 4 Encounters in East Asia Note Taking Study Guide Online For: Note Taking and Concept Connector worksheets Web Code: nbd-1401 83 SECTION 1 WITNESS HISTORY AUDIO the Search Is On Cinnamon, pepper, nutmeg, cloves ... these and ether spices were a vital part of the world economy in the 1400s. Because the spice trade was controlled by Arab merchants and traders, Europeans didn't know how to get the spices they desperately wanted. Even when Europeans learned that spice plants could be obtained in Asia, they didn't have a hope of growing them in Europe. As an Indonesian ruler boasted to a European trader, “You may be able to take our plants, but you will never be able to take our rain.” Europeans knew that the only way they could take control of the spice trade would be to establish sea routes to Asia—at any cost. Focus Question How did the search for spices lead to global exploration? A French traveler in the 1400s illustrated workers harvesting pepper in southern India; a clove plant is shown at left. The Search for Spices Objectives - Understand European motivations for exploring the seas. - Analyze early Portuguese and - Describe European searches for a direct route to Asia. Terms, People, and Places Moluccas Spanish explorations. Prince Henry cartographer Vasco da Gama Christopher Columbus Line of Demarcation Treaty of Tordesillas Ferdinand Magellan circumnavigate Note Taking Reading Skill: Identify Causes and Effects Examine the text for clues that signal cause and effect. Then use a flowchart like this one to record major causes and effects of European exploration. Throughout history, groups of people—from the ancient Greeks to Muslim Arabs and the Vikings of Scandinavia—had explored the seas, trading and migrating over long distances. The European sailors of the 1400s began a dramatic new period of exploration. Motivations for Exploring the Seas Europeans traded with Asians long before the Renaissance. The Crusades introduced Europeans to many luxury goods from Asia, carried on complex overland routes through the Mongol empire of the 1200s and 1300s. The Black Death and the breakup of the Mongol empire disrupted that trade. By the 1400s, though, Europe's population was growing, along with its demand for trade goods. The most valued items were spices, used to preserve food, add flavor to meat, and make medicines and perfumes. The chief source of spices was the Moluccas, an island chain in present-day Indonesia, which Europeans then called the Spice Islands. In the 1400s, Arab and Italian merchants controlled most trade between Asia and Europe. Muslim traders brought prized goods to eastern Mediterranean ports, and Italian traders carried them to European markets. Europeans outside Italy knew that it would be more profitable to gain direct access to Asia. They were also driven by Renaissance curiosity to seek new lands. Checkpoint What factors encouraged European exploration? 84 Early Voyages of European Exploration, 1487-1609 Geography Interactive For: Audio guided tour Web Code: nbp-1 411 Map Skills Spain, England, France, and the Netherlands quickly followed Portugal's lead in exploring the world by ship 1. Locate (a) West Indies (b) East Indies (c) Line of Demarcation (d) Strait of Magellan 2. Describe Describe the route of Columbus. 3. Draw Inferences Why do you think explorers from different countries followed similar routes? Portugal Sails East Prince Henry led the way in sponsoring exploration for Portugal, a small nation next to Spain. First, Prince Henry's navigators discovered and claimed the Madeira and Azores islands to the west and southwest of Portugal. By 1415, Portugal had expanded into Muslim North Africa, seizing the port of Ceuta (SYOO tah) on the North African coast. Mapping the African Coast Prince Henry saw great promise in Africa. The Portuguese could convert the Africans—who practiced either Islam or tribal religions—to Christianity. He also believed that in Africa he would find the sources of riches the Muslim traders controlled. Finally, Prince Henry hoped to find an easier way to reach Asia, which meant going around Africa. The Portuguese felt that with their expert knowledge and technology, they could accomplish this feat. At Sagres, in southern Portugal, Henry gathered scientists, cartographers, or map-makers, and other experts. They redesigned ships, prepared maps, and trained captains and crews for long voyages. Henry's ships then slowly worked their way south to explore the western coast of Africa. Henry died in 1460, but the Portuguese continued their quest. In 1488, Bartholomeu Dias rounded the southern tip of Africa. Despite the turbulent seas around it, the tip became known as the Cape of Good Hope because it opened the way for a sea route to Asia. 85 Seeking India In 1497, Portuguese navigator Vasco da Gama followed in Dias's footsteps, leading four ships around the Cape of Good Hope, Da Gama, however, had plans to go farther. After a ten-month voyage, da Gama reached the great spice port of Calicut on the west coast of India. On the long voyage home, the Portuguese lost half their ships, and many sailors died of hunger, thirst, and scurvy, a disease caused by a lack of vitamin C in the diet. Despite the hard journey, the venture proved highly profitable. In India, da Gama had acquired a cargo of spices that he sold at an enormous profit. He quickly outfitted a new fleet, seeking greater profits. In 1502, he forced a treaty on the ruler of Calicut. Da Gama then left Portuguese merchants there whose job was to buy spices when prices were low and store them until the next fleet could return. Soon, the Portuguese had seized key ports around the Indian Ocean, creating a vast trading empire. Da Gama's voyages confirmed Portugal's status as a world power. Checkpoint How did Portuguese exploration lead to the creation of a trading empire? INFOGRAPHIC NAVIGATING THE WORLD In the 1400s, European knowledge of the world—and how to navigate it—greatly expanded. Geographers gave navigators more accurate maps, and shipmakers built ships more suitable for crossing the ocean. Navigators began to use existing instruments like the compass and astrolabe in new ways. With each voyage, they added to their knowledge, resulting in even better maps and improved technology. The portolan map Navigators used portolan maps with magnetic compasses. The lines on the portolan map radiated out from compass points, showing navigators how to find their way to key ports. A better compass The Chinese had used the compass for centuries, but the magnetic compass did not become a customary navigational tool until the 1400s. The magnetic compass uses an iron needle, magnetized by a mineral called lodestone, that aligns with Earth's north-south poles. Navigators used it to find their bearings and chart courses. 86 A more accurate world map In the 1400s, world maps showed Europe accurately (far left) but the rest of the world as one giant landmass. By 1560, the geographer Abraham Ortelius had produced a map (left) that showed all of the continents with accurate shapes. A faster ship The light, fast caravel was developed in the 1400s. Unlike most heavy European ships, it was easily maneuvered along coasts and could travel long distances. A new use for an old tool Astronomers had used astrolabes in ancient times. Renaissance sailors found them useful for navigation. Navigators looked through the astrolabe at the sun or a star, and determined its angle using the degrees marked on the instrument. The angle of the sun or star helped them to determine their ships' latitude as well as the local time. Thinking Critically 1. Synthesize Information Why would a portolan map be inappropriate as a resource for a geography class? 2. Draw Inferences What limitations did the astrolabe have that the magnetic compass did not? Columbus Sails West News of Portugal's successes spurred other people to look for a sea route to Asia. An Italian navigator from Genoa, named Christopher Columbus, wanted to reach the East Indies—a group of islands in Southeast Asia, today part of Indonesia—by sailing west across the Atlantic. Like most educated Europeans, Columbus knew that Earth was a sphere. A few weeks sailing west, he reasoned, would bring a ship to eastern Asia. His plan made sense, but Columbus greatly underestimated Earth's size. And he had no idea that two continents lay in his path. Reaching Faraway Lands Portugal refused to sponsor him, but Columbus persuaded Ferdinand and Isabella of Spain to finance his voyage. To increase their authority, the Spanish rulers had taken radical measures, including expelling Jews from Spain. They hoped their actions would strengthen Catholicism. However, the loss of some of Spain's most affluent and cultured people weakened the nation. The rulers hoped Columbus's voyage would bring wealth and prestige. Vocabulary Builder authority—(uh THAWR uh tee) n. the power to give commands and enforce obedience 87 BIOGRAPHY Henry the Navigator All of the European explorers owed a debt to Prince Henry (1394-1460), whose Christian faith, curiousity, and national pride ushered in the great age of European exploration. The English nicknamed Henry "the Navigator." Yet Henry himself, who sponsored and encouraged navigators, geographers, and merchants, never traveled the seas. Henry's work required financial risks, and his enthusiasm motivated his navigators to take great personal risks. Henry also inspired generations of later explorers. What characteristics does the artist ascribe to Henry (center figure in black)? On August 3, 1492, Columbus sailed west with three small ships, the Nina, the Pinta, and the Santa Maria. Although the expedition encountered good weather and a favorable wind, no land came into sight for many weeks. Provisions ran low, and the crew became anxious. Finally, on October 12, land was spotted. Columbus spent several months cruising the islands of the Caribbean. Because he thought he had reached the Indies, he called the people of the region "Indians." In 1493, he returned to Spain to a hero's welcome. In three later voyages, Columbus remained convinced that he had reached the coast of East Asia. Before long, though, other Europeans realized that Columbus had found a route to previously unknown continents. Dividing the Globe in Half In 1493 Ferdinand and Isabella appealed to the Spanish-born Pope Alexander VI to support their claim to the lands of the new world. The pope set a Line of Demarcation, dividing the non-European world into two zones. Spain had trading and exploration rights in any lands west of the line. Portugal had the same rights east of the line. The specific terms of the Line of Demarcation were agreed to in the Treaty of Tordesillas, signed between the two countries in 1494. The actual line was unclear, because geography at the time was imprecise. However, the treaty made it obvious to both Spain and Portugal—and to other European nations, eager to defy what they saw as Spain and Portugal's arrogance—that they needed to build their own empires quickly. Naming the Western Hemisphere An Italian sea captain named Amerigo Vespucci wrote a journal describing his voyage to Brazil. In 1507, a German cartographer named Martin Waldseemuller used Vespucci's descriptions of his voyage to publish a map of the region, which he labeled "America." Over time, the term "Americas" came to be used for both continents of the Western Hemisphere. The islands Columbus had explored in the Caribbean became known as the West Indies. Checkpoint How did Columbus influence the Treaty of Tordesillas? 88 The Search for a Direct Route Continues Though Europeans had claimed vast new territories, they had not yet found a direct route to Asia. The English, Dutch, and French explored the coast of North America unsuccessfully for a "northwest passage," or a route from the Atlantic Ocean to the Pacific through the Arctic islands. Meanwhile, in 1513 the Spanish adventurer Vasco Nunez de Balboa, helped by local Indians, hacked a passage westward through the tropical forests of Panama. From a ridge on the west coast, he gazed at a huge body of water. The body of water that he named the South Sea was in fact the Pacific Ocean. On September 20, 1519, a minor Portuguese nobleman named Ferdinand Magellan set out from Spain with five ships to find a way to reach the Pacific. Magellan's ships sailed south and west, through storms and calms and tropical heat. At last, his fleet reached the coast of South America. Carefully, they explored each bay, hoping to find one that would lead to the Pacific. In November 1520, Magellan's ships entered a bay at the southern tip of South America. Amid brutal storms, rushing tides, and unpredictable winds, Magellan found a passage that later became known as the Strait of Magellan. The ships emerged into Balboa's South Sea. Magellan renamed the sea the Pacific, from the Latin word meaning peaceful. Their mission accomplished, most of the crew wanted to return to Spain the way they had come. Magellan, however, insisted that they push on across the Pacific to the East Indies. Magellan underestimated the size of the Pacific. Three more weeks, he thought, would bring them to the Spice Islands. Magellan was wrong. For nearly four months, the ships plowed across the uncharted ocean. Finally, in March 1521, the fleet reached the Philippines, where Magellan was killed. On September 8, 1522, nearly three years after setting out, the survivors—one ship and 18 sailors—reached Spain. The survivors had been the first people to circumnavigate, or sail around, the world. Antonio Pigafetta, one of the few survivors of the expedition, observed: "I believe of a certainty that no one will ever again make such a voyage." Checkpoint What was the significance of Balboa's discovery? SECTION 1 Assessment Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: nba-1411 Terms, People, and Places 1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance. Note Taking 2. Reading Skill: Identify Causes and Effects Use your completed flowchart to answer the Focus Question: How did the search for spices lead to global exploration? Comprehension and Critical Thinking 3. Recognize Cause and Effect How did the Renaissance motivate European explorers? 4. Recognize Ideologies How did Prince Henry's Christian faith shape his role as a sponsor of exploration? 5. Identify Alternatives If Columbus had understood the real geography of the world, would he still have made his voyage? Why or why not? 6. Predict Consequences What effect might Magellan's circumnavigation of the world have on English, Dutch, and French explorers? Writing About History Quick Write: Gather Information Choose one of the following people from this section for a biographical essay: Prince Henry, Christopher Columbus, or Ferdinand Magellan. Gather information about the person you chose. Note events that were both directly and indirectly influenced by this person. 89 SECTION 2 A Benin ivory carving (right) depicts a Portuguese sailor in a ship. Iron weights (top) were used in western Africa to weigh gold. WITNESS HISTORY AUDIO Great Seabirds Arrive A Portuguese captain named Alvise Cadamosto reached West Africa in the mid-1 400s. He described the reaction of the West Africans to the sight of his ship: “It is said that the first time they saw sails .. . they believed they were great seabirds with white wings, which were flying and had come from some strange place.... Some thought the ships were fishes, others that they were ghosts that went by night, at which they were terrified” —Alvise Cadamosto, 1455 Focus Question What effects did European exploration have on the people of Africa? Turbulent Centuries in Africa Objectives - Describe how the Portuguese established footholds on Africa's coasts. - Analyze how European actions affected the slave trade and the rise of African states. - Explain how the European presence in Africa expanded. Terms, People, and Places Mombasa Malindi plantation Affonso I missionary Asante kingdom Osei Tutu monopoly Oyo empire Cape Town Boers Note Taking Reading Skill: Identify Effects As you read, record effects of European exploration in Africa in a chart like the one below. European encounters with Africa had occurred for hundreds of years. Yet the European explorers who arrived in the 1400s brought great and unforeseen changes to Africa's peoples and cultures. Portugal Gains Footholds As you have read, the Portuguese who explored Africa's coasts in the 1400s were looking for a sea route to Asia that bypassed the Mediterranean. They also wanted to buy goods directly from their source, rather than trading through Arab middlemen. The Portuguese began carrying out their strategy in West Africa, building small forts to collect food and water and to repair their ships. They also established trading posts to trade muskets, tools, and cloth for gold, ivory, hides, and slaves. These were not colonies peopled by settlers. Instead, the Portuguese left just enough men and firepower to defend their forts. From West Africa, the Portuguese sailed around the continent. They continued to establish forts and trading posts, but they also attacked existing East African coastal cities such as Mombasa and Malindi, which were hubs of international trade. With cannons blazing, they expelled the Arabs who controlled the East African trade network and took over this thriving commerce for themselves. Each conquest added to their growing trade empire. 90 Over the next two centuries, some Portuguese explorers managed to reach parts of present-day Congo, Zambia, and Zimbabwe, establishing limited trade. In general, however, the Portuguese did not venture far from the coasts. They knew little about Africa's interior, and they lacked accurate maps or other resources to help them explore there. Furthermore, Africans in the interior, who wanted to control the gold trade, resisted such exploration. As a result of all these factors, when the Portuguese empire declined in the 1600s, the Portuguese did not leave a strong legacy in Africa. Checkpoint Why did the Portuguese establish a presence mainly along the African coast? The African Slave Trade Explodes In the 1500s and 1600s, Europeans began to view slaves as the most important item of African trade. Slavery had existed in Africa, as elsewhere around the world, since ancient times. Egyptians, Greeks, Romans, Persians, Indians, and Aztecs often enslaved defeated foes. The English word slave comes from the large number of Slays taken from southern Russia to work as unpaid laborers in Roman times. The Arab empire also used slave labor, often African captives. In the Middle East, enslaved Africans worked on farming estates or large-scale irrigation projects. Others became artisans, soldiers, or merchants. Some rose to prominence in the Muslim world even though they were slaves. Europeans Enter the Slave Trade Portuguese traders quickly joined the profitable slave trade, followed by other European traders. Europeans bought large numbers of slaves to perform labor on their plantations—large estates run by an owner or an owner's overseer—in the Americas and elsewhere. Europeans also bought slaves as exotic servants for rich households. By the 1500s, European participation had encouraged a much broader Atlantic slave trade. Europeans seldom went into Africa's interior to take part in slave raids. Instead, they relied on African rulers and traders to seize captives in the interior and bring them to coastal trading posts and forts. There, the captives were exchanged for textiles, metalwork, rum, tobacco, weapons, and gunpowder. Over the next 300 years, the slave trade grew into a huge and profitable business to fill the need for cheap labor. Each year, traders shipped tens of thousands of enslaved Africans across the Atlantic to work on sugar, rice, tobacco, and other plantations in the Americas. These slaves were considered to be property, and they had no hope of bettering their situations. African Leaders Resist Some African leaders tried to slow down or stop the transatlantic slave trade. But in the end, the system that supported the trade was simply too strong for them. An early voice raised against the slave trade was that of Affonso I, ruler of Kongo in westcentral Africa. As a young man, Affonso had been tutored by Portuguese missionaries, who hoped to convert Africans to Christianity. A Valuable Commodity Since ancient times, gold was a valuable trade good in western Africa. Beginning in the 1500s, it became an important part of the slave trade. Europeans melted down African gold jewelry like the pieces above to make gold coins. A Portuguese observer described the first ship of African slaves arriving in Portugal in 1444 from West Africa. Judging from the writer's words, what was his opinion of what he saw? Primary Source “Some kept their heads low and their faces bathed in tears, looking at each other ... others struck themselves in the face and threw themselves to the ground; and others sang sad songs—although we did not understand their words, the sound told of their great sorrow.... The mothers threw themselves flat on the ground. They were beaten but they refused to give up their children.” —From Chronicle of the Discovery and Conquest of Guinea 91 Map Skills By about 1700, many of Africa's states and kingdoms were involved in the slave trade. 1. Locate (a) Malindi (b) Kongo (c) Asante (d) Bornu 2. Describe Which states were part of a major slave trading region? 3. Synthesize Information In general, where were most slave trading regions located? Explain. Geography Interactive For: Audio guided tour Web Code: nbp-1421 Vocabulary Builder dominate—(DAHM uh nayt) v. to rule or control by superior power Vocabulary Builder unified—(YOO null fyd) u. combined into one After becoming king in 1505, he called on the Portuguese to help him develop Kongo as a modern Christian state. But he became alarmed as more and more Portuguese came to Kongo each year to buy slaves. Affonso wanted to maintain contact with Europe but end the slave trade. His appeal failed, and the slave trade continued. In the late 1700s, another African ruler tried to halt the slave trade in his lands. He was the almany (from the Arabic words meaning "religious leader") of Futa Toro, in present-day Senegal. Since the 1500s, French sea captains had bought slaves from African traders in Futa Toro. In 1788, the almany forbade anyone to transport slaves through Futa Toro for sale abroad. However, the inland slave traders simply worked out a new route to the coast. Sailing to this new market, the French captains easily purchased the slaves that the almany had prevented them from buying in Futa Toro. Checkpoint How did the African slave trade expand? New African States Arise The slave trade had major effects on African states in the 1600s and 1700s. In West Africa, for example, the loss of countless numbers of young women and men resulted in some small states disappearing forever. At the same time, there arose new states whose way of life depended on the slave trade. The rulers of these powerful new states waged war against other Africans to dominate the slave trade. The Asante Kingdom The Asante kingdom (uh SAHN teh) emerged in the area occupied by present-day Ghana. In the late 1600s, an able military leader, Osei Tutu, won control of the trading city of Kumasi. From there, he conquered neighboring peoples and unified the Asante kingdom. The Asante faced a great challenge in the Denkyera, a powerful neighboring enemy kingdom. Osei Tutu realized that in order to withstand the Denkyera, the people of his kingdom needed to be firmly united. To do this, he claimed that his right to rule came from heaven, and that people in the kingdom were linked by spiritual bonds. This strategy paid off when the Asante defeated the Denkyera in the late 1600s. Under Osei Tutu, government officials, chosen by merit rather than by birth, supervised an efficient bureaucracy. They managed the royal monopolies on gold mining and the slave trade. A monopoly is the exclusive control of a business or industry. The Asante traded with Europeans on the coast, exchanging gold and slaves for firearms. They also played rival Europeans against one another to protect themselves. In this way, they built a wealthy, powerful state. 92 The Oyo Empire The Oyo empire arose from successive waves of settlement by the Yoruba people of present-day Nigeria. It began as a relatively small forest kingdom. Beginning in the late 1600s, however, its leaders used wealth from the slave trade to build up an impressive army. The Oyo empire used the army to conquer the neighboring kingdom of Dahomey. At the same time, it continued to gain wealth by trading with European merchants at the port city of Porto-Novo. Checkpoint What caused some African states to grow? The European Presence Expands Following the Portuguese example, by the 1600s several European powers had established forts along the western coast of Africa. As Portuguese power declined in the region, British, Dutch, and French traders took over their forts. Unlike the Portuguese, they established permanent footholds throughout the continent. In 1652, Dutch immigrants arrived at the southern tip of the continent. They built Cape Town, the first permanent European settlement, to supply ships sailing to or from the East Indies. Dutch farmers, called Boers, settled around Cape Town. Over time, they ousted, enslaved, or killed the people who lived there. The Boers held a Calvinist belief that they were the elect, or chosen, of God. They looked on Africans as inferiors and did not respect their claims to their own land. In the 1700s, Boer herders and ivory hunters began to push north from the Cape Colony. Their migrations would eventually lead to battle with several African groups. By the mid-1600s, the British and French had both reached present-day Senegal. The French established a fort in the region around 1700. In the late 1700s, stories about British explorers' search for the source of the Nile River sparked an interest in Africa among Europeans, especially the French and British. In 1788, the British established the African Association, an organization that sponsored explorers to Africa. Over the next century, European exploration of Africa would explode. Checkpoint How did the European presence in Africa expand? Elmina Castle European traders called the places where they held and traded slaves "castles." Built by the Portuguese in 1482, Elmina Castle in present-day Ghana was used as a base for trading slaves, gold, and imported European products. SECTION 2 Assessment Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: nba-1421 Terms, People, and Places 1. What do many of the key terms and people listed at the beginning of the section have in common? Explain. Note Taking 2. Reading Skill: Identify Effects Use your completed chart to answer the Focus Question: What effects did European exploration have on the people of Africa? Comprehension and Critical Thinking 3. Determine Relevance How did the Portuguese strategy of building forts instead of permanent colonies affect Portugal's history in Africa? 4. Recognize Cause and Effect How did Europeans change the nature of African slavery? 5. Analyze Information Why did the Asante and Oyo need to trade with Europeans to maintain power? 6. Predict Consequences Would the Europeans have taken the same course in Africa if the people there had been Christian like themselves? Writing About History Quick Write: Write a Thesis Statement Write a thesis statement that will support a biographical essay about either Osei Tutu or Affonso I. Remember that the facts and events you cite in your essay should support your thesis statement. For example, the following thesis statement is not supported by the facts in the text: Affonso was instrumental in slowing the slave trade in Africa. 93 PRIMARY SOURCE King Affonso I: Letter to King John III of Portugal In 1490, the Portuguese converted the son of a Kongo king to Christianity and then helped him take his father's throne. The new king, born Nzinga Mbemba, was renamed Affonso. King Affonso soon realized that his relationship with Portugal had extremely negative consequences, as can be seen from his letter to King John III of Portugal in 1526. In this letter, the king of Kongo appeals to the king of Portugal to end the slave trade. Sir, Your Highness of Portugal should know how our Kingdom is being lost in so many ways. This is caused by the excessive freedom given by your officials to the men and merchants who are allowed to come to this Kingdom to set up shops with goods and many things which have been prohibited by us. Many of our vassals, whom we had in obedience, do not comply 1 because they have the things in greater abundance than we ourselves. It was with these things that we had them content and subjected under our jurisdiction 2, so it is doing a great harm not only to the service of God, but to the security and peace of our Kingdoms and State as well. And we cannot reckon how great the damage is, since the mentioned merchants are taking every day our natives, sons of the land and the sons of our noblemen and vassals and our relatives. The thieves and men of bad conscience grab them wishing to have the things and wares of this Kingdom which they are ambitious of; they grab them and get them to be sold. And so great, Sir, is the corruption and licentiousness 3 that our country is being completely depopulated, and your Highness should not agree with this nor accept it as in your service. And to avoid it we need from those your Kingdoms no more than some priests and a few people to teach in schools, and no other goods except wine and flour for the holy sacrament. That is why we beg of Your Highness to help and assist us in this matter, commanding your factors 4 that they should not send here either merchants or wares, because it is our will that in these kingdoms there should not be any trade of slaves nor outlet for them. Concerning what is referred to above, again we beg of Your Highness to agree with it otherwise we cannot remedy such an obvious damage. 1. comply (kum PLY) v. agree to a request 2. jurisdiction (joor is D1K shun) n. area of authority or power 3. licentiousness (ly SEN shun nis) n. lack of morality 4. factors (FAK turs) n. agents A Congolese brass and wood crucifix dating from the 1 500s blends Christian and traditional African symbols. Thinking Critically 1. Identify Causes What does King Affonso believe has caused his vassals to become disobedient? 2. Analyze Information What specifically does King Affonso say he still needs from the Portuguese? 94 SECTION 3 WITNESS HISTORY AUDIO Gunfire Over Malacca In 1511, a Portuguese fleet commanded by Afonso de Albuquerque (AL buh kur kee) dropped anchor off Malacca, a rich Islamic trading port that controlled the sea route linking India, Southeast Asia, and China. The fleet remained at anchor for several weeks before opening fire. According to a Malaysian account: "The cannon balls came like rain. And the noise of the cannon was as the noise of thunder in the heavens and the flashes of fire of their guns were like flashes of lightning in the sky: and the noise of their matchlocks [guns] was like that of groundnuts [peanuts] popping in the frying pan.” —From the Malay Annals Focus Question How did European nations build empires in South and Southeast Asia? European Footholds in South and Southeast Asia Objectives - Summarize how Portugal built a trading empire in South and Southeast Asia. - Analyze the rise of Dutch and Spanish dominance in the region. - Understand how the decline of Mughal India affected European traders in the region. Terms, People, and Places Afonso de Albuquerque Mughal empire Goa Malacca outpost Dutch East India Company sovereign Philippines sepoys Note Taking Reading Skill: Identify Causes and Effects As you read this section, fill in a chart like the one below with the causes and effects of European exploration in South and Southeast Asia. Portugal was the first European power to gain a foothold in Asia. The Portuguese ships were small in size and number, but the firepower of their shipboard cannons was unmatched. In time, this superior firepower helped them win control of the rich Indian Ocean spice trade and build a trading empire in Asia. Portugal Builds an Eastern Empire After Vasco da Gama's voyage, the Portuguese, under Afonso de Albuquerque's command, burst into the Indian Ocean. By that time, Muslim rulers, originally from central Asia, had established the Mughal empire throughout much of India. The southern regions of India, however, were still controlled by a patchwork of local princes. The Portuguese won these princes to their side with promises of aid against other Europeans. With these southern footholds, Albuquerque and the Portuguese hoped to end Muslim power and turn the Indian Ocean into a "Portuguese lake." A Rim of Trading Outposts In 1510, the Portuguese seized the island of Goa off the coast of India, making it their major military and commercial base. Albuquerque burned coastal towns and crushed Arab fleets at sea. The Portuguese took the East Indies port of Malacca in 1511, massacring the city's Muslims. 95 In less than 50 years, the Portuguese had built a trading empire with military and merchant outposts, or distant areas under their control, rimming the southern seas. They used the cities they had seized on the east coast of Africa to resupply and repair their ships. For most of the 1500s, Portugal controlled the spice trade between Europe and Asia. A Limited Impact Despite their sea power, the Portuguese lacked resources and faced too much resistance to make great inroads into the region. They made harsher efforts to convert local people to Christianity than they had in Africa, attacking Muslims and destroying Hindu temples. Still, by 1600 the Portuguese had converted fewer than a million people to Christianity. The conversion rate was especially low among Asian Muslims. Checkpoint How did the Portuguese control the spice trade? Rise of the Dutch The Dutch were the first Europeans to challenge Portuguese domination of Asian trade. The land we know today as the Netherlands included a group of provinces and prosperous trading cities on the North Sea. In the early 1500s it was part of the Holy Roman Empire, but later the Protestant northern provinces won independence. The independent Netherlands entered vigorously into competition for overseas influence. Building a Mighty Sea Power In 1599, a Dutch fleet returned to Amsterdam from Asia after more than a year's absence. It carried a cargo of pepper, cloves, and other spices. The success of this voyage led to a frenzy of overseas activity. Soon Dutch warships and trading vessels had made the Netherlands a leader of European commerce. Dutch power set up colonies and trading posts around the world. With their strategic settlement at Cape Town, the Netherlands had a secure foothold in the region. A Powerful Dutch Company In 1602, a group of wealthy Dutch merchants formed the Dutch East India Company. From the beginning, this company had an unusual amount of power. Unlike Portuguese and Spanish traders, whose expeditions, were tightly controlled by government, the Dutch East India Company had full sovereign powers. With its power to build armies, wage war, negotiate peace treaties, and govern overseas territory, it came to dominate the region. Vocabulary Builder strategic—(struh TEE jik) adj. important to carrying out a plan of action Different Perspectives A European artist (right) shows the king of Sri Lanka and a Dutch explorer meeting as equals. In the Indian painting to the left, Europeans are shown as vassals bringing gifts to India's ruler. How did European and Asian artists bring their own perspectives to early encounters? 96 Symbols of the Dutch Empire The Dutch painting Jacob Mathieusen and His Wife (c. 1650) shows a senior official in the Dutch East India Company overlooking the Dutch fleet in Batavia, Indonesia. A slave holds a parasol, an Asian symbol of power. How can you tell that the artist was European? Asserting Dutch Dominance In 1641, the Dutch captured Malacca from the Portuguese and opened trade with China. Soon they were able to enforce a monopoly in the Spice Islands, controlling shipments to Europe as well as much of the trade within Southeast Asia. Like the Portuguese, the Dutch used military force to further their trading goals. Yet they forged closer ties with local rulers than the Portuguese had. Many Dutch merchants married Asian women. In the 1700s, the growing power of England and France contributed to the decline of the Dutch trading empire in the East. Still, the Dutch maintained an empire in Indonesia until the 1900s. Checkpoint How did the Dutch build up a strong presence in Southeast Asia? Spain Seizes the Philippines While the Portuguese and Dutch set up bases on the fringes of Asia, Spain took over the Philippines. Magellan had claimed the archipelago for Spain in 1521. Within about 50 years, Spain had conquered and colonized the islands, renaming them for the Spanish king Philip II. Unlike most other peoples of Southeast Asia, the Filipinos were not united. As a result, they could be conquered more easily. In the spirit of the Catholic Reformation, Spanish priests set out to convert the Filipino people to Christianity. Later, missionaries from the Philippines tried to spread Catholic teachings in China and Japan. The Philippines became a key link in Spain's overseas trading empire. The Spanish shipped silver mined in Mexico and Peru across the Pacific to the Philippines. From there, they used the silver to buy goods in China. In this way, large quantities of American silver flowed into the economies of East Asian nations. Checkpoint Why was Spain able to conquer the Philippines easily? 97 An Indian Sepoy An Indian officer in the British army poses with his wife in this Indian painting dating from the 1700s. Mughal India and European Traders For two centuries, the Mughal empire had enjoyed a period of peace, strength, and prosperity. European merchants were dazzled by India's splendid Mughal court and its many luxury goods. A Center of Valuable Trade Mughal India was the center of the valuable spice trade. It was also the world leader in textile manufacturing, exporting large quantities of silk and cotton cloth. The Mughal empire was larger, richer, and more powerful than any kingdom in Europe. When Europeans sought trading rights, Mughal emperors saw no threat in granting them. The Portuguese—and later the Dutch, English, and French—thus were permitted to build forts and warehouses in Indian coastal towns. A Great Empire Shatters Over time, the Mughal empire weakened. Conflicts between Hindu and Muslim princes rekindled. Years of civil war drained Mughal resources. Rulers then increased taxes, sparking rebellions. Corruption became widespread, and the central government collapsed. As Mughal power faltered, French and English traders fought for power. Like the Dutch, both the British and the French had established East India companies. These companies made alliances with local officials and independent rajahs, or local chiefs. Each company organized its own army of sepoys, or Indian troops. By the mid-1700s, the British and the French had become locked in a bitter struggle for global power. The fighting involved both nations' lands in Asia and the Americas. In India, the British East India Company used an army of British troops and sepoys to drive out the French. The company then forced the Mughal emperor to recognize its right to collect taxes in the northeast. By the late 1700s, it had used its great wealth to dominate most of India. Checkpoint How did Britain gain control of India? SECTION 3 Assessment Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: nba-1431 Terms, People, and Places 1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance. Note Taking 2. Reading Skill: Identify Causes and Effects Use your completed flowchart to answer the Focus Question: How did European nations build empires in South and Southeast Asia? Comprehension and Critical Thinking 3. Draw Inferences You read that the Portuguese did not attempt to conquer inland territory. What does that tell you about their assessment of the inland empires? 4. Analyze Information Why did the leaders of the Netherlands give so much power to the Dutch East India Company? 5. Identify Central Issues What about the location of the Philippines made it a valuable asset for Spain? 6. Identify Assumptions The Mughal empire gave trading rights to several European countries. What assumptions about the power of those countries does this show? Writing About History Quick Write: Present Evidence to Support a Thesis Write a biographical essay about Afonso de Albuquerque. First, think of a thesis statement that describes the main points you want to make. Then write the main body text, referring frequently to your thesis statement. The details in a biographical essay should directly support your main point. For example, if your thesis is that Albuquerque was a violent man, you would include details about his takeover of Malacca. 98 SECTION 4 A Chinese watercolor portrays Matteo Ricci with European objects, including a model of the universe. A geography book that Ricci translated into Chinese is shown at the top. WITNESS HISTORY A Jesuit in China In 1583, a young Jesuit priest arrived in China. He had studied Chinese and immediately impressed Chinese rulers with his fluency as well as his knowledge of European science. Matteo Ricci recognized that the Chinese would not accept a European religion "unless it be seasoned with an intellectual flavoring." In his nearly 30 years in China, Ricci translated five European books into Chinese. Ricci adopted Chinese dress and established friendships with Confucian scholars. When he died in 1610 at age 58, he was buried near the emperor. Much of Europe's knowledge about China came from Ricci's writings. Focus Question How were European encounters in East Asia shaped by the worldviews of both Europeans and Asians? Encounters in East Asia Objectives - Describe European - Understand contacts with Ming China. the Manchu conquest and its impact on European trade. - Analyze the factors that led Korea to isolate itself from other nations. - Summarize Japan's attitudes toward foreign trade and how they changed over time. Terms, People, and Places Macao Guangzhou Matteo Ricci Manchus Qing Qianlong Lord Macartney Nagasaki Note Taking Reading Skill: Understand Effects Fill in a chart like the one below with effects of European contacts in East Asia. Portuguese ships first reached China from their base in Malacca in 1514. To the Chinese, the Portuguese, like other foreigners, were barbarians. Europeans, by contrast, wrote enthusiastically about China. In 1590, a visitor described Chinese artisans "cleverly making devices out of gold, silver and other metals," and wrote with approval: "They daily publish huge multitudes of books." European Contact With Ming China European interest in China and other parts of East Asia continued to grow. The Ming, however, had no interest in Europe—since, as a Ming document proclaimed, "our empire owns the world." The Ming Limit Trade The Portuguese wanted Chinese silks and porcelains, but had little to offer in exchange. European textiles and metalwork were inferior to Chinese products. The Chinese therefore demanded payment in gold or silver. The Ming eventually allowed the Portuguese a trading post at Macao near Canton, present-day Guangzhou (GWAHNG joh). Later, they let Dutch, English, and other Europeans trade with Chinese merchants. Foreigners could trade only at Canton under the supervision of imperial officials. When each year's trading season ended, they had to sail away. 99 Vocabulary Builder imperial—(im PIHR ee ul) adj. relating to an emperor or empire Seeking Converts Portuguese missionaries arrived in China along with the traders. In later years the Jesuits—from Spain, Italy, and Portugal—arrived. Most Jesuits had a broad knowledge of many subjects, and the Chinese welcomed the chance to learn about Renaissance Europe from these scholars. The brilliant Jesuit priest Matteo Ricci (mah TAY oh REE thee) made a particularly strong impression on the Chinese. Still, Ricci and other priests had little success spreading their religious beliefs in China. They did, however, become important sources of information for Europeans who knew little about China. Checkpoint Why did Ming China demand that Europeans pay for goods with gold or silver? The Manchu Conquest By the early 1600s, the aging Ming dynasty was decaying. Revolts erupted, and Manchu invaders from the north pushed through the Great Wall. The Manchus ruled a region in the northeast, Manchuria, that had long been influenced by Chinese civilization. In 1644, victorious Manchu armies seized Beijing and made it their capital. INFOGRAPHIC TRADE AMONG EUROPE, AFRICA, AND ASIA Merchants and traders followed on the heels of the European explorers, establishing trading posts and ports throughout the Eastern Hemisphere. Within a few years, European ships carrying valuable goods were crisscrossing the waters of Europe, Africa, and Asia. Africa Divers in the 1990s exploring a European shipwreck off the southwestern coast of England found these African objects. Dating from the 1600s, the objects point to a thriving trade relationship between 4frica and Europe at the time. 100 China The Chinese prized silk, using it to make elaborate clothes like the imperial robe below. Europeans eagerly became involved in the silk trade in the 1600s. India Indians turned cotton into clothes, wall hangings (left), and household goods. Though cotton had been grown in India, Egypt, and China since ancient times, it was not known to most Europeans until the 1 600s. The Spice Islands Cloves and other spices originated in the Moluccas, later called the Spice Islands. Asians used such spices for centuries before Europeans began to import them. Japan Japanese blue-and-white porcelain, like this dish made in the 1600s, was prized by Europeans. Later Dutch pottery known as delftware was an imitation of this Japanese style. Thinking Critically 1. Analyze Information Which European country most likely monopolized the Indian cotton trade? 2. Make Predictions What impact would important goods like cotton have on European struggles for power in the Americas? Founding the Qing Dynasty The Manchus set up a new dynasty called the Qing (ching). The Manchus won the support of Chinese scholar-officials because they adopted the Confucian system of government. For each top government position, the Qing chose two people, one Manchu and one Chinese. Local government remained in the hands of the Chinese, but Manchu troops stationed across the empire ensured loyalty. Two rulers oversaw the most brilliant age of the Qing. Kangxi (kahng shee), who ruled from 1661 to 1722, was an able administrator and military leader. He extended Chinese power into Central Asia and promoted Chinese culture. Kangxi's grandson Qianlong (chyahn lung) had an equally successful reign from 1736 to 1796. He expanded China's borders to rule the largest area in the nation's history. Qianlong retired after 60 years because he did not want to rule longer than his grandfather had. Spreading Peace and Prosperity The Chinese economy expanded under both emperors. New crops from the Americas, such as potatoes and corn, had been introduced into China. These crops boosted farm output, which in turn contributed to a population boom. China's population rose from 140 million in 1740 to over 300 million by 1800. The silk, cotton, and porcelain industries expanded. Internal trade grew, as did the demand for Chinese goods from all over the world. WITNESS HISTORY VIDEO Watch Manchu China and the Weston the Witness History Discovery School™ video program to learn more about the interactions between two very different cultures. History Interactive For: Interactive trade route Web Code: nbp-1431 101 Emperor Qianlong wrote a letter to King George III denying Britain's request for more trading rights and permanent ambassadors. How does Emperor Qianlong's language express his view that China is superior to Britain? Primary Source "As to your entreaty to send one of your nationals ... to my Celestial Court, this request is contrary to all usage of my dynasty and cannot possibly be entertained... I have but one aim in view, namely, to maintain a perfect governance and to fulfill the duties of the State: strange and costly objects do not interest me.... Our dynasty's majestic virtue has penetrated unto every country under Heaven, and Kings of all nations have offered their costly tribute by land and sea. As your Ambassador can see for himself, we possess all things. I set no value on objects strange or ingenious, and have no use for your country's manufactures.” Rejecting Contact With Europeans The Qing maintained the Ming policy of restricting foreign traders. Still, Europeans kept pressing to expand trade to cities other than Guangzhou. In 1793, Lord Macartney arrived in China at the head of a British diplomatic mission. He brought samples of British-made goods to show the Chinese the advantages of trade with Westerners. The Chinese, who looked on the goods as rather crude products, thought they were gifts offered as tribute to the emperor. Further misunderstandings followed. Macartney insisted on an audience with the emperor. The Chinese told Macartney he would have to perform the traditional kowtow, touching his head to the ground to show respect to the emperor. Macartney refused. He also offended the Chinese by speaking of the natural superiority of the English. The negotiations faltered. At the time, Qianlong's attitude seemed justified by China's successes. After all, he already ruled the world's greatest empire. Why should he negotiate with a nation as distant as Britain? In the long run, however, his policy proved disastrous. In the 1800s, China would learn that its policy of ignoring Westerners and their technology would have undesired consequences. Checkpoint How did the Qing respond to Britain's diplomatic mission? Korea: The "Hermit Kingdom" Before the 1500s, Korean traders had far-ranging contacts across East Asia. A Korean map from the 1300s accurately outlines lands from Japan to the Mediterranean. Koreans probably acquired this knowledge from Arab traders who had visited Korea. Like China, however, Korea restricted contacts with the outside world in the 1500s and 1600s. The Choson dynasty firmly embraced Confucian ideas. The low status of merchants in Confucianism led Koreans to look down on foreign traders. In the 1590s, a Japanese invasion devastated Korea. Then in 1636, the Manchus conquered Korea. When the Manchus set up the Qing dynasty in China, Korea became a tributary state, run by its own government but forced to acknowledge China's supremacy. The two invasions left Korea feeling, according to a Korean proverb, like "a shrimp among whales." In response, the Koreans chose isolation, excluding all foreigners except the Chinese and a few Japanese. When European sailors were shipwrecked on Korean shores, they were imprisoned or killed. As a result, Korea became known in the West as the "Hermit Kingdom." Though Korea had few contacts with the world for about 250 years, this period was a great age for Korean arts and literature. Checkpoint Why did Korea become a "hermit kingdom"? Foreign Traders in Japan Unlike the Chinese or Koreans, the Japanese at first welcomed Westerners. In 1543, the Portuguese reached Japan, followed by the Spanish, Dutch, and English. They arrived at a turbulent time, when Japanese daimyo were struggling for power. The daimyo quickly adopted Western firearms which may have helped the Tokugawa shoguns centralize power and impose order. 102 Jesuits, such as the Spanish priest Francis Xavier, found the Japanese curious about Christianity. A growing number of Japanese adopted the new faith. The Japanese also welcomed the printing press the Jesuits brought. The Tokugawa shoguns, however, grew increasingly hostile toward foreigners. After learning that Spain had seized the Philippines, they may have seen the newcomers as threats. They also worried that Japanese Christians—who may have numbered as many as 300,000—owed their allegiance to the pope, rather than to Japanese leaders. In response, the Tokugawas expelled foreign missionaries. They brutally persecuted Japanese Christians, killing many thousands of people. By 1638, the Tokugawas had turned against European traders as well. Japan barred all European merchants and forbade Japanese to travel abroad. To further their isolation, they outlawed the building of large ships, thereby ending foreign trade. In order to keep informed about world events, they permitted just one or two Dutch ships each year to trade at a small island in Nagasaki harbor. Japan remained isolated for more than 200 years. Art and literature flourished, and internal trade boomed. Cities grew in size and importance, and some merchant families gained wealth and status. By the early 1700s, Edo (present-day Tokyo) had a million inhabitants, more than either London or Paris. Checkpoint Why did the Tokugawas turn against Europeans? Bringing Trade and Christianity This 1600s decorative screen shows Japanese people meeting a Portuguese ship carrying European goods and missionaries. Did the presence of missionaries help or hurt EuropeanJapanese trade relations? Vocabulary Builder allegiance—(uh LEE juns) n. loyalty or devotion to a cause or person SECTION 4 Assessment Progress Monitoring Online For: Self-quiz with vocabulary practice Web Code: nba-1441 Terms, People, and Places 1. Place each of the key terms, people, or places listed at the beginning of the section into one of the following categories: politics, culture, government, or geography. Write a sentence for each term explaining your choice. Note Taking 2. Reading Skill: Understand Effects Use your completed chart to answer the Focus Question: How were European encounters in East Asia shaped by the worldviews of both Europeans and Asians? Comprehension and Critical Thinking 3. Analyze Credibility Reread the quotation from the Ming document on page 461. Do you think its characterization of China is credible? Explain. 4. Draw Inferences What do Qing China's trade policies with Europeans in the 1700s tell you about the state of the Qing economy? 5. Make Comparisons Why did both Japan and Korea respond to increased European contact by going into isolation? 6. Synthesize Information Why did Japan allow limited contact with the Dutch, but not with the Spanish or Portuguese? Writing About History Quick Write: Write a Conclusion Write a sentence to conclude a biographical essay about Matteo Ricci. Read the information about Ricci in this section. Then construct a broad summary sentence that covers the main point you want to make about his life. For example, if your thesis is that Ricci believed Chinese culture to be superior to European culture, you would include that point in your summary sentence. 103 CHAPTER 2 Quick Study Guide Progress Monitoring Online For: Self-test with vocabulary practice Web Code: nba-1451 Causes of European Exploration - Desire for Asian - Motivation luxury goods such as spices, gold, and silks to spread Christianity - Strategic need to gain more direct access to trade - Desire to gain glory for country - Renaissance curiosity to - Competition explore new lands with other European countries Important European Explorers Explorer / Accomplishment Vasco da Gama (Portugal) / Sailed around Cape of Good Hope; established ports on Indian Ocean Christopher Columbus (Spain) / Sailed west across Atlantic Ocean to Caribbean Vasco Nunez de Balboa (Spain) / Crossed Panama, reaching Pacific Ocean Ferdinand Magellan (Spain) / Circumnavigated the globe European Footholds in the Eastern Hemisphere Country / Date / Foothold / Reason for Interest Portugal / 1502 / Calicut, India / Spices Portugal / 1510 / Goa, India / Military and commercial base Portugal / 1511 / Malacca, Southeast Asia / Center of sea trade Spain / 1521 / The Philippines / Center of sea trade Portugal / 1589 / Mombasa, East Africa / Hub of international trade Netherlands / 1652 / Cape Town, southern Africa / Strategic port for repairing and resupplying ships Great Britain / 1757 / Northeastern India / Spices, trade goods Major Asian Dynasties and Empires Ruler / Location / Description / European Contact Mughal empire / India / Major trading empire / After two centuries of peace and prosperity, civil war between Muslim and Hindu princes weakened empire; European powers took control in 1700s Ming dynasty / China / Prosperous dynasty that had sponsored overseas exploration / Allowed some trade with Europeans and sought out European learning; revolts in the 1600s led to overthrow by the Manchus Qing dynasty / China / Powerful dynasty that expanded China's borders and promoted Chinese culture / Increasingly restricted European trading rights Choson dynasty / Korea / Chinese-influenced Confucian state / Dominated by China and Japan; responded by becoming a "hermit kingdom” Tokugawa shogunate / Japan / Powerful warrior kingdom / Welcomed Europeans at first but then expelled missionaries and most traders 1453 The Ottoman Turks take Constantinople, ending the Byzantine empire. 1492 Christopher Columbus reaches the Caribbean. 1498 Portuguese explorer Vasco da Gama rounds Africa and reaches India. 1500 The kingdom of Kongo thrives in Africa. 1522 Magellan's expedition circumnavigates the globe. 1556 Akbar begins the Mughal reign in India. 104 1602 The Dutch establish the Dutch East India Company. 1603 The Tokugawas come to power in Japan. 1641 The Dutch take Malacca from the Portuguese. 1642 The English Civil War begins. 1736 China's emperor Qianlong begins his reign. 1756 The Seven Years' War breaks out between Britain and France. Concept Connector Cumulative Review Record the answers to the questions below on your Concept Connector worksheets. In addition, record information from this chapter about the following concepts: - Technology: the compass - Trade: Dutch trading empire; Indian trade in Southeast Asia - Cultural Diffusion: Indian influence on Southeast Asia 1. Empire With the founding of the Qing empire, the Manchus established one of China's most successful dynasties. One reason for the Manchus' success was their adoption of Chinese customs and inclusion of Chinese in their government structure. The Yuan dynasty, established by the Mongols, was another foreign-ruled Chinese dynasty. Compare the Qing and the Yuan dynasties. Consider the following: - culture and language - approaches to trade - involvement of Chinese in the government 2. Conflict As the French and British began to establish global empires in the 1600s and 1 700s, they frequently came into conflict. This was not the first time that these two nations had opposed each other. List other examples of French-British conflict from European history. Consider the factors that seem to have made them historic enemies. 3. Trade In the 1500s and 1600s, Europeans took different approaches to establishing trade in the Eastern Hemisphere. In some regions, Europeans established posts and took over cities without regard to the people who lived there. In other regions, Europeans worked hard to establish legitimate trade relations. Compare these two approaches, using specific examples from the text. Think about the following: - the region's geography and European knowledge of it - the government of the people in the region - European - the perceptions of the people and their religion technological achievements of the people Connections to Today 1. Trade: The Dutch Trading Empire In the 1500s, the Dutch began establishing an overseas trade empire in Southeast Asia, using the tools of sea power and monopolistic trade policies. Today, the Dutch are not known for their sea power or overseas domination, yet the strong economy of the Netherlands still depends heavily on trade. Research Dutch trade, including its global rank in exports, the number and types of companies owned by the Dutch in the United States, and the role of multinational companies in the economy of the Netherlands. Write two paragraphs summarizing the importance of trade to the Netherlands today. 2. Technology: The Compass European exploration would not have been possible without the compass. The compass allowed navigators to find direction accurately, rather than relying on the sun, stars, and moon. Consider the events and discoveries that the compass made possible. Then think of recent technological inventions that have had profound impacts on the world today. Which technology do you consider to be equivalent in its impact to the compass? Why? History Interactive For: Interactive timeline Web Code: nbp-1451 105 Chapter Assessment Terms, People, and Places 1. Define cartographer. How did Prince Henry encourage the work of cartographers? 2. Write a sentence or two that shows why scurvy was a problem for sailors who circumnavigated the globe. 3. What was the role of European plantations in the growth of slavery? 4. Define outpost. Why were European outposts important in the development of overseas empires? 5. Why did European trading companies organize armies of sepoys in India? 6. How did the Asante kingdom use monopolies to keep its power? Main Ideas Section 1 (pp. 84-89) 7. How did the European interest in the spice trade lead to the discovery of new routes and lands? Section 2 (pp. 90-93) 8. How did new sea routes lead to an expanded European presence in Africa? 9. What impact did Portuguese exploration have on the people of Africa? Section 3 (pp. 95-98) 10. How did Portugal gain dominance of the spice trade? 11. How did the Dutch use their foothold in Cape Town to develop an overseas trade empire? 12. What effect did European trade have on the Mughal empire? Section 4 (pp. 99-103) 13. Summarize European attempts to establish trade and missions in East Asia. 14. Why were the Dutch able to maintain a presence in Japan even when other Europeans were kicked out? Chapter Focus Question 15. How did European voyages of exploration lead to European empires in the Eastern Hemisphere? Critical Thinking 16. Predict Consequences What might have happened if Asian explorers, rather than Europeans, had first reached the Americas? 17. Geography and History How did Japan's geography allow the Tokugawas to maintain a long period of isolation? 18. Draw Conclusions Did missionaries hurt or help European attempts to establish trade in Asia? Explain your answer. 19. Analyze Visuals The woodcut below was made in 1555 by a Swedish geographer. What does it tell you about European knowledge of the world before the age of exploration? 20. Recognize Cause and Effect How did competition among European countries affect overseas exploration and conquest? Writing About History Writing a Biographical Essay Many great Europeans, Africans, and Asians shaped the history of our global age. Write about one of the following important people in a biographical essay: Ferdinand Magellan, Affonso I, Afonso de Albuquerque, Emperor Qianlong, or Matteo Ricci. Consult page SH18 of the Writing Handbook for additional help. Prewriting - Choose the person who interests you the most. Take notes about this person and his role in shaping the age of global exploration. - Draw conclusions about the person you have chosen. Think about how you can turn these conclusions into main points for your essay. Drafting - Write an introduction and a thesis statement. Your thesis statement should summarize the main point you want to make about the person you chose. - Write the body text, introducing details and evidence that support your thesis statement. Then write a conclusion. Revising - Use the guidelines for revising your essay on page SH19 of the Writing Handbook. 106 Document-Based Assessment Why Did Europeans Explore the Seas? In the 1400s, Europeans began to embark on long and dangerous voyages to unknown destinations. Why did this age of exploration begin? In Documents A and B, a contemporary observer and a modern-day historian describe the impetus behind these early expeditions. Document A "The discovery of the new Western World followed, as an incidental consequence, from the long struggle of the nations of Europe for commercial supremacy and control of the traffic with the East. In all these dreams of the politicians and merchants, sailors and geographers, who pushed back the limits of the unknown world, there is the same glitter of gold and precious stones, the same odour of far-fetched spices." —Sir Walter Raleigh, 1509 Document B "The starting point for the European expansion out of the Mediterranean and the Atlantic continental shelf had nothing to do with, say, religion or the rise of capitalism—but it had a great deal to do with pepper [Pepper] comprised more than half of all the spice imports into Italy over a period of more than a century. No other single spice came within one-tenth of the value of pepper.... However, since about 1470 the Turks had been impeding the overland trade routes east from the Mediterranean. As a result the great Portuguese, Italian, and Spanish explorers all sailed west or south in order to reach the Orient. The Americas were discovered as a by-product in the search for pepper." —From Seeds of Change by Henry Hobhouse Document C This fifteenth-century painting depicts Henry the Navigator, standing at right in round black hat. A Portuguese prince, Henry did much to advance maritime exploration and the fields of navigation and cartography. Document D This page from a sixteenth-century book about navigation depicts England's Queen Elizabeth in the ship at the right. Analyzing Documents Use your knowledge of European exploration and Documents A, B, C, and D to answer questions 1-4. 1. Documents A and B both make the point that the discovery of new lands Wd5 motivated by A religious fanaticism. B adventurous dreams. C wanting to make money. D Renaissance ideals. 2. What motivation for exploration is implied in Document C? A the search for spices B the desire to please king or country C the desire to spread Christianity D both B and C 3. What does Document D suggest about how European monarchs viewed exploration? A They saw it as vitally important to their nations. B They viewed exploration as interesting but unnecessary. C They saw it as important but not worth spending money on. D They had no opinion about exploration. 4. Writing Task Using information from the chapter, assess the various motivations for exploration. Are there any that are not shown in these documents? Choose the motivation you think was the most compelling for Europeans. Use specific evidence from the chapter and documents to support your argument. 107