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Quick Study Guide
CHAPTER
2
Quick Study Guide
■
Page 104 Thursday, February 15, 2007 3:06 PM
Progress Monitoring Online
For: Self-test with vocabulary practice
Web Code: nba-1451
■ Causes of European Exploration
Have students use the Quick Study
Guide to prepare for this chapter’s
test. Students may wish to refer to
the following pages as they review:
■ European Footholds in the Eastern
Hemisphere
• Desire for Asian luxury goods such as spices, gold,
and silks
• Motivation to spread Christianity
• Strategic need to gain more direct access to trade
• Desire to gain glory for country
• Renaissance curiosity to explore new lands
• Competition with other European countries
Causes of European Exploration
Section 1, pp. 84–85, 87–89
Country
European Footholds in the Eastern
Hemisphere
Section 1, pp. 85–86; Section 2,
p. 90; Section 3, pp. 95–98
■ Important European Explorers
Important European Explorers
Section 1, pp. 86–89
Explorer
Major Asian Dynasties and Empires
Section 3, p. 98; Section 4, pp. 99–103
Europe, Africa, and Asia 1415–1796
Section 1, pp. 84–89; Section 2,
pp. 90–93; Section 3, pp. 95–98;
Section 4, pp. 99–103
■
For additional review, remind
students to refer to the
Vasco da Gama
(Portugal)
Christopher Columbus
(Spain)
Vasco Núñez de Balboa
(Spain)
Crossed Panama, reaching
Pacific Ocean
Ferdinand Magellan (Spain)
Circumnavigated the globe
■
Have students access Web Code nbp1451 for this chapter’s
timeline, which includes
expanded entries and additional
events.
■
If students need more instruction on
analyzing timelines, have them read
the Skills Handbook, p. SH32.
■
When students have completed their
study of the chapter, distribute Chapter
Tests A and B.
Teaching Resources, Unit 1,
pp. 36–41
■ Europe, Africa, and Asia
1415–1796
Chapter Events
Global Events
104
Spices
Military and commercial base
Center of sea trade
Spain
Portugal
1521
1589
The Philippines
Mombasa, East Africa
Center of sea trade
Hub of international trade
Netherlands
1652
Great Britain
1757
Cape Town,
southern Africa
Northeastern India
Strategic port for repairing
and resupplying ships
Spices, trade goods
Ruler
Location
Mughal empire
India
Major trading empire
Ming dynasty
China
Prosperous dynasty
that had sponsored
overseas exploration
Qing dynasty
China
Powerful dynasty that
expanded Chinaís borders
and promoted
Chinese culture
Increasingly restricted European
trading rights
Choson dynasty
Korea
Chinese-influenced
Confucian state
Had few contacts with the outside
world except for China and Japan
Tokugawa
shogunate
Japan
Powerful warrior kingdom
Welcomed Europeans at first but then
expelled missionaries and most traders
1492
Christopher Columbus
reaches the Caribbean.
1450
Description
1498
Portuguese explorer
Vasco da Gama
rounds Africa and
reaches India.
1500
1453
The Ottoman Turks take
Constantinople, ending
the Byzantine empire.
European Contact
After two centuries of peace and
prosperity, civil war between Muslim
and Hindu princes weakened empire;
European powers took control in 1700s
Allowed some trade with Europeans
and sought out European learning;
revolts in the 1600s led to overthrow
by the Manchus
1522
Magellan’s
expedition
circumnavigates
the globe.
1550
1500
The kingdom
of Kongo
thrives in
Africa.
1556
Akbar begins
the Mughal
reign in India.
Solutions for All Learners
L1 Special Needs
For Progress Monitoring Online,
refer students to the Self-test with
vocabulary practice at Web Code
nba-1451.
Reason for Interest
Calicut, India
Goa, India
Malacca, Southeast Asia
L3
Reading and Note Taking
Study Guide
Note Taking Study Guide, pp. 45, 47,
49, 51
Section Summaries, pp. 46, 48, 50, 52
Foothold
1502
1510
1511
■ Major Asian Dynasties and Empires
Accomplishment
Sailed around Cape of Good
Hope; established ports on
Indian Ocean
Sailed west across Atlantic
Ocean to Caribbean
Date
Portugal
Portugal
Portugal
L2 Less Proficient Readers
Use the following study guide resources to help
students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Note Taking Study Guide, pp. 45, 47, 49, 51
Adapted Section Summaries, pp. 46, 48, 50, 52
L2 English Language Learners
Use the following study guide resources to help
Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Note Taking Study Guide, pp. 45, 47, 49, 51
Spanish Section Summaries, pp. 46, 48, 50, 52
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■ Cumulative Review
■ Connections to Today
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.
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?
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 1700s, they frequently came into
conflict. This was not the first time that these two nations
had opposed each other. List other examples of FrenchBritish 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 perceptions of the people and their religion
• the technological achievements of the people
1602
The Dutch establish the Dutch East
India Company.
1641
The Dutch take
Malacca from the
Portuguese.
1600
1650
1603
The Tokugawas come
to power in Japan.
1642
The English Civil
War begins.
L1 Special Needs
L2 Less Proficient Readers
Cumulative Review
1. Answers should reflect an understanding that the Manchus were much more
accepting of Chinese people, culture,
and government, and were therefore
not resented by Chinese the way the
Mongols of the Yuan had been. On the
other hand, the Yuan dynasty was
much more accepting of foreigners.
2. Early examples include: Normandy’s
(then part of France) conquest of
England in 1066 and the Hundred
Years’ War from 1337 to 1453. From
Renaissance times, the two nations
competed in terms of exploration,
trade, and colony-building.
1736
China’s emperor
Qianlong begins
his reign.
1700
For: Interactive timeline
Web Code: nbp-1451
1750
1756
The Seven Years’ War
breaks out between
Britain and France.
3. Answers should suggest that when
Europeans perceived a region to be
strong, as in China, India, and Japan,
they worked to establish trade relations. As those regions were farthest
from Europe, they also may have
thought they would be harder to conquer by force. In contrast, when Europeans perceived a region to be weak,
they used force. Racism probably
played a role: Africans were seen by
Europeans as inferior. Technology
played a role: China, India, and Japan
were more advanced than the other
regions.
Connections to Today
1. Students might say that in today’s
world of multinational companies, it is
not always clear where major trade
centers are located.
2. Answers should be supported with evidence and show a clear impact.
Solutions for All Learners
Use the following study guide resources to help
students acquiring basic skills:
Adapted Reading and Note Taking
Study Guide
Adapted Concept Connector, pp. 238, 249, 270,
313, 319
Tell students that the main concepts for
this chapter are: Technology, Trade, Cultural Diffusion, Empire, and Conflict.
Then ask them to answer the Cumulative
Review questions on this page. Discuss the
Connections to Today topics and ask students to answer the questions that follow.
L2 English Language Learners
Use the following study guide resources to help
Spanish-speaking students:
Spanish Reading and Note Taking
Study Guide
Spanish Concept Connector, pp. 238, 249, 270,
313, 319
For additional review of this chapter’s L3
core concepts, remind students to
refer to the
Reading and Note Taking
Study Guide
Concept Connector, pp. 237, 245, 260,
293, 297
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Chapter Assessment
Chapter Assessment
Terms, People, and Places
Terms, People, and Places
1. A cartographer is a mapmaker. Henry
the Navigator sponsored cartographers at Sagres.
1.
2. Circumnavigating the globe took
many months, during which time
sailors often got scurvy from a lack
of fresh fruits and vegetables.
3.
3. Europeans used large numbers of
slaves to raise labor-intensive cash
crops on their plantations.
4. An outpost is a distant area under a
country’s control. Europeans used
outposts as bases for trade, merging
them into an empire.
5. They needed the support of local
Indian troops to succeed.
6. By maintaining power over key industries, it was able to play European
rivals off against each other.
Main Ideas
7. Europeans’ desire to eliminate middlemen encouraged them to sail to the
Spice Islands themselves; in doing so,
they made discoveries.
8. As Europeans followed new sea routes,
they established outposts that they
later used to expand their presence.
9. African towns and cities were taken
over; European exploration and its
role in trade increased the slave trade.
10. By leading Europe in exploration, Portugal was able to establish footholds
earlier than other European nations.
11. They turned it into a permanent colony with large numbers of settlers,
making it a geographical and economic base for an overseas empire.
12. It had little impact at first, but over
time it weakened the empire.
13. Europeans established missions in
China with little success, and in
Japan with greater success. Europeans gained very limited trade concessions in China and in Japan, until
they were restricted.
14. They did not feel that Europeans had
much to offer them.
Chapter Focus Question
15. They brought great advances in geography, navigation, and technology, and
made Europeans aware of the world’s
resources. Europeans used the knowl-
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2.
4.
5.
6.
Define cartographer. How did Prince Henry encourage the
work of cartographers?
Write a sentence or two that shows why scurvy was a problem for sailors who circumnavigated the globe.
What was the role of European plantations in the growth of
slavery?
Define outpost. Why were European outposts important in
the development of overseas empires?
Why did European trading companies organize armies of
sepoys in India?
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?
● 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.
edge and skills they gained to establish
outposts, take over profitable trade
routes, and create empires.
Critical Thinking
16. Students might suggest that Asians could
not have had the same impact because
they lacked firepower and unity. Europeans at least had similar languages, a
common religion (Christianity), and a
well-established history of diplomacy.
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?
• 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.
17. It was an island nation and the easternmost Asian country, the farthest from
Europe.
18. They often roused hostility that hurt
trade efforts, especially in East Asia.
19. that it was limited, relying mainly on myth
20. It stimulated exploration as nations competed to control trade. It also encouraged
conquest as nations competed to gain
land and territory.
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Document-Based Assessment
Why Did Europeans Explore the Seas?
Document-Based
Assessment
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.
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.“
Document D
■
To help students understand the documents on this page, give them the following TIP: As you read, think about
causes and effects. Ask yourself,
What happened (effect)? Why did it
happen (cause)?
■
To provide students with further
practice in answering DocumentBased Assessment Questions, go to
Document-Based Assessment,
pp. 41–53
■
If students need more instruction on
drawing inferences and conclusions,
have them read the Skills Handbook,
p. SH38.
—From Seeds of Change by Henry Hobhouse
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.
2.
Documents A and B both make the point that the discovery of
new lands was motivated by
A religious fanaticism.
B adventurous dreams.
C wanting to make money.
D Renaissance ideals.
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.
Answers
● Writing About History
As students begin the assignment, refer them to
page SH18 of the Writing Handbook for help in
writing a biographical essay. Remind them of the
steps they should take to complete their assignment,
including prewriting, drafting, and revising. For help
in revising, remind them to use the guidelines on
page SH19 of the Writing Handbook.
Students’ biographical essays should have a clear
thesis statement, supported with specific facts.
Essays should end with a broad summary statement
that relates directly to the thesis. For scoring rubrics
for writing assignments, see Assessment Rubrics,
p. 8.
1. C
2. D
3. A
4. Responses should emphasize Europeans’
motivations for wealth and control of trade,
and should be supported with specific evidence
from the documents and the chapter.
Motivations not included here could be
competition among European nations,
Renaissance curiosity, or scientific inquiry.
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