Download First Global Age: Explorations, Encounters and Imperialism

First Global Age: Explorations, Encounters and Imperialism
I) Spain on the Eve of the Encounter
A) Reconquista (reconquest) of lands in Spain that had been in the hands
of Muslims since 700AD.
1) Ferdinand and Isabella married and united their two kingdoms and
strengthened the monarchy in Spain
2) In 1492 their armies were able to defeat the last of the Muslims in
Granada in southern Spain.
B) Expulsion of Moors (Spanish Muslims) and Jews
1) Ferdinand and Isabella forced all citizens to become Catholic or
leave Spain
2) This was the end of religious tolerance in Spain and caused much
hardship for those Muslim and Jewish families who had made their
home here for centuries.
3) The king and queen also set up the Spanish Inquisition to enforce
Catholic teachings in an attempt to remove all religions other than
Roman Catholic from Spain
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C) Exploration and Overseas Expansion
1) In 1492, Ferdinand and Isabella agreed to fund the expedition of
Christopher Columbus who wanted to sail west to reach the east
(India).
2) Landing in the Bahamas, Columbus felt he had discovered a new
route to India and called the inhabitants of the island Indians.
3) Line of Demarcation- imaginary line drawn down the Atlantic
Ocean by the pope-all land to the West belonged to Spain, all land
to the east belonged to Portugal
4) European countries are now competing for colonies in both the
Americas and Asia
Impact and use of technology
D) Gutenberg’s printing press
1) Able to spread ideas and discoveries quickly
2) Printed maps do not lose accuracy as copied maps would
E) Cartography- new and improved accurate maps aid in exploration
1) The work of the Egyptian astronomer Ptolemy reappears
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(a) (We still use his grid system based on the coordinates of
latitude and longitude)
F) Gunpowder
1) Used in guns and cannons
2) Able to defeat civilizations who lacked this advanced technology
G) Naval Engineering- the use of triangular shaped sails helped sail not
only with the wind but also into it.
1) Multiple masts for speed and stability
H) Navigational Devices:
1) Compass- determined geographical direction
2) Astrolabe - determined altitude of the sun
(a) Using Geometry and carefully recorded charts, you can use the
angle of the sun to determine your latitude – relative location)
III Case Study: The Columbus Exchange (Exchange of flora, fauna and
diseases) as Columbus sails for Spain and discovers the Americas
A. Cultural diffusion on a continental scale
a. Potatoes, corn and tomatoes from America
b. Horses and small pox, measles and influenza from Europe.
B. The population of the Americas decreased rapidly due to these new
diseases and the harsh treatment by the Spanish and Portuguese conquerors.
C. To replace dying Native American workers, the Europeans looked
elsewhere for a new source of laborAfrica.
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D. Triangular Trade and Slavery
The Africans were a good source for labor because they had
knowledge of planting and harvesting.
While a small portion of enslaved Africans went to the southern
colonies of North America, most of the slave trade was in South America
and the Caribbean.
Columbian Exchange
From Old World to New
World
From New World to Old
World

wheat

corn

sugar

potato

bananas

beans

rice

peanuts

grapes

squash

horses

pumpkin

pigs

tomatoes
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
cattle

avocados

sheep

chili pepper

chickens

pineapple

smallpox

cocoa

measles

tobacco

typhus

quinine (a medicine for
malaria)
IV)
European Expansionism becomes Global
A) Mercantilism (economic imperialism)
1) Mother countries imported raw materials from their colonies and
sold expensive, manufactured goods to the colonies.
2) This is considered a favorable balance of trade for the European
countries (export more than you import).
3) Spheres of influence/colonial territories
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(a) Spain and Portugal controlled Latin America and the islands in
the Caribbean
(b) England, France and the Dutch have colonies in North America.
(i) England is beginning colonial control of India
(ii) Dutch are bidding for total control of present day Indonesia
B) Spanish Colonization and the Introduction of the Ecomienda System
to Latin America
1) Treaty of Tordesilla - improved upon the Line of Demarcation Portugal received all land east of the line and Spain got the land
west of the line
2) The Spanish treated the natives like slaves, forcing them to work
the mines and on the farms-this was known as the ecomienda or
hacienda system
3) The Spanish colonies had their own hierarchy:
(a) Peninsulares- highest class-officials sent from Spain to rule
colonies
(i) Guaranteed jobs in government and the church
(b) Creoles- American born descendants of Spanish settlers-
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(i) They were not guaranteed any high ranking jobs
(c) Mestizos- A mix of European and Indian descent-they held jobs
as shop owners, artisans and farmers
(d) Mulattos-Caucasian and African mix in Brazil
(e) African Slaves-Sent from Africa by slave trade to Latin
America- worked for colonists
(f) Native Americans- lowest ranking- worked for colonists on
their farms and were forced to become Christian.
C) The Dutch Colonization of Indonesia
1) The Dutch East Indies (Indonesia) were rich in natural resources
and fertile soil
2) The Dutch used a method called the culture system or forced labor
to get the raw material
3) Variety of crops grown including: coffee, pepper, cinnamon, sugar,
indigo and tin
(a) Tin and copper were mined and loggers cut down hardwoods
such as ebony and teak
4) The Dutch discouraged westernization in their colonies
(a) Why?
V) Political Ideologies: Global Absolutism
A) Background:
1) Absolutism- political system in which a monarch has complete
control over the country and its people
2) Examples of Absolute Rulers:
(a) Akbar the Great (Mogul Empire-Northern India)
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(i) Expanded the Mogul empire that his grandfather, Babur,
established
(ii) Muslim ruler who practiced religious tolerance.
 Worked to end fighting among the Muslims and Hindus
of northern India
 Repealed the tax on Hindus
(iii)
Brought order and peace to his empire
(iv)
Encouraged education and the arts
(b) Charles V-Holy Roman Emperor
(i) Used his power to make the pope dependent on him
(ii) Influenced the pope to refuse to grant Henry VIII a divorce
from Catherine of Aragon who was his aunt.
(iii)
He wanted Catherine to remain Queen of England so that
his own interests would be served.
(c) Spain: Philip II: (1556-1598)
(i) Son of Charles V
(ii) Staunch defender of the Catholic faith- he was in favor of
the inquisition and even attended sentencing
(iii)
Worked to increase his family’s (Hapsburg) power
throughout Europe.
(iv)
Involved in costly wars
 Religious war with the Netherlands-he wanted to impose
Catholicism and they wanted to be Protestant
 Went to war with England because they supported the
Netherlands
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 In 1588, after two years of planning and spending Philip’s Spanish Armada set sail for England
 Within three months they were defeated and lost 40
ships and 15,000 men.
(d) France: Louis XIV - (1638-1715)
(i) Known as the “Sun King”
(ii) Became king at age 5 and ruled for 73 years
(iii)
Ruled absolutely by divine right
 Famous quote-“I am the state”
(iv)
Waged many wars during his reign which depleted the
French economy
(v) When so many of his subjects went without- he built the
Palace of Versailles- a lavish and ornate palace outside of
Paris
http://commons.wikimedia.org/wiki/Parc_et_ch%C3%A2teau_de_Versailles
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(vi)
During his reign, France does became a center of culture
and trade
(vii) When he died in 1715, Louis left a legacy of absolute
rule, social unrest and economic debt that would eventually
lead to revolution (French Revolution)
(e) Russia
(i) Ivan III (aka the Terrible or the Great)- (1462-1505)
 Organized a personal police force
 These agents of terror slaughtered rebellious nobles and
destroyed towns suspected of disloyalty
(ii) Peter the Great-Russia (1682-1725)
 Goal: Modernize Russia along western lines and to
achieve czarist absolutism
 Peter was nearly 7 feet tall, very intelligent, handsome
and subject to violent blind rages.
 Wanted to break the semi-oriental Russian customs by
introducing western culture and technology
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 He traveled throughout Europe to gain knowledge on
western European ideals
 Had Europeans move to Russia to work and teach
(engineers, surgeons, artists, goldsmiths, etc.)
 Accomplishments
 Peter reforms Russia-“Westernizing”
a. Beards were forbidden
b. Western clothes adopted
c. Seclusion of women ended
d. Calendar and alphabet were reformed
e. Modern army and navy formed
f. Killed anyone who stood in his way

“Westernization” was aimed at the upper class serfs still suffered
(iii)
Built the new capital of St. Petersburg to be a “window
on the west”
(iv)
Transformed Russia into a strong national state under
absolute power of the czar (tsar) -serfs constructed roads,
canals, ports, bridges and the city of St. Petersburg.
3) The English Exception
(a) MAGNA CARTA- (1215) England: Guaranteed nobles certain
rights over the monarch.
(i) King had to respect the law
(ii) Limited his power
(b) James I and Divine Right Monarchy: England
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(i) Background: With the death of Elizabeth I (who did not
marry or have children) the throne of England passed to her
CATHOLIC Scottish cousin, James I
(ii) James clashed with Parliament over money and foreign
policy
(iii)
He would not let Parliament infringe on his absolute
power.
(iv)
Being Catholic and he was frequently involved in
religious disputes with Puritans
(c) Charles I: 1625 takes throne of England
(i) Charles I succeeded his father (James I) as king and absolute
monarch of England
(ii) He imprisoned his enemies without trial and squeezed the
nation for tax money
(iii)
Charles I was involved in wars with both France and
Spain and called on Parliament for money (1628)
(iv)
Before Parliament gave him the money, they forced
Charles to sign the Petition of Right:
 Limited the power of the king
 The king was forbidden to collect taxes without the
consent of Parliament (power of the purse)
 The king could not imprison anyone without just cause
 Troops could not be housed in private homes without the
consent of the owner
 The king could not declare martial (military) law unless
the country was at war
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(v) Charles I does not follow Petition of Rights
 Result: English Civil War: (1642-1649) Charles and
Parliament continued to be at odds and civil war broke
out
 Cavaliers - supporters of the king (Charles I)
a. Wealthy nobles trained in warfare
 Roundheads-supporters of Parliament (Oliver
Cromwell)
a. Countrymen, town manufacturers and Puritan
clergy
b. Fought tough and hard with little training
 Charles was defeated, tried and executed (BEHEADED)
 Oliver Cromwell took control of the country as a military
dictator
 He then goes to Ireland and seizes land- throws Irish
off their land and kills them
a. Gives land to rich English – Protestant - Nobles
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 In England: Declares drinking, dancing, gambling and
swearing - forbidden
 1658 Cromwell dies- son is weak ruler and can't keep
the Commonwealth going
(vi)
Charles II (Charles’ son) was returned to the throne
(1660)
 This was known as the “Restoration” - Monarch brought
back to throne of England
 Charles II tried to stay out of everyone’s way - he did not
want to go the way his father did
(vii) James II and the GLORIOUS REVOLUTION
 James II (1685) succeeds his brother Charles II
 James II is a Catholic and absolute, divine right monarch
 The people and Parliament drove James II from power
and offered the throne to his daughter, Mary and her
Protestant husband, William
 James II flees to France to escape persecution: NO
BLOOD IS SHED: Hence the name - GLORIOUS
REVOLUTION
(viii) William of Orange and Mary Stewart: (1688)
 Before they were allowed to take the throne, they had to
agree to certain conditions
 English Bill of Rights (1689): again set up to limit power
of the Monarch:
 Monarchs had to summon Parliament regularly
 House of Commons had power of taxation
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 Monarch could not interfere with Parliamentary laws
or suspend laws
 Banned Catholics from sitting on the throne
 Limited monarchy (aka Constitutional Monarchy)
 Trial by jury and eliminate cruel and unjust
punishment
 Habeas Corpus-no one could be kept in prison without
being charged with a crime
(ix)
Result of Glorious Revolution:
 Protestant Monarch takes the throne, and a Catholic
Monarch has not sat on the throne of England since
James II
 Constitutional (Limited) Monarchy is set up: Monarch
has to work with Parliament and follow the rules
 People of England were granted new freedoms
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