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Chapter 13 Resources Timesaving Tools Use Glencoe’s Presentation Plus! multimedia teacher tool to easily present dynamic lessons that visually excite your students. Using Microsoft PowerPoint® you can customize the presentations to create your own personalized lessons. ™ Teacher Edition Access your Teacher Wraparound Edition and • Interactive your classroom resources with a few easy clicks. Lesson Planner Planning has never been easier! Organize your • Interactive week, month, semester, or year with all the lesson helps you need to make teaching creative, timely, and relevant. TEACHING TRANSPARENCIES Graphic Organizer Student Activity 13 Transparency L2 Chart CHAPTER TRANSPARENCY 13 How Can I Learn More What I Learned The Age of Exploration (1500–1800) Triangular Trade Routes, 1730 Map Overlay Transparency Spanish Imports of Gold and Silver From the Americas, 1503—1660 13 105° W 90° W 75° W 60° W 30° W 15° W 15° E 0° GREAT BRITAIN N S oods Manufactured g 9 8 BRITISH COLONIES 30° N 7 E W NORTH AMERICA 10 Millions of Pounds 45° W 45° N 11 e, Win fruit oil, What I Want to Find Out What I Know Map Overlay Transparency 13 L2 Dr ie d fis h , 6 w h ale EUROPE ve oli Graphic Organizer 2: K-W-L-H Chapter Transparency 13 L2 oil, lum ber, tobacco, wheat 5 4 3 WEST INDIES 2 15° N 1641—1660 1621—1640 1601—1620 1581—1600 1561—1580 1541—1560 1521—1540 1503—1520 1 ATLANTIC OCEAN AFRICA Caribbean Sea Years 0° TRADE ROUTES Great Britain–Colonies–Europe SOUTH AMERICA 0 1,000 0 1,000 2,000 mi. 2,000 km APPLICATION AND ENRICHMENT Date Class Name Name ★ Enrichment Activity 13 ★ Date A I Guided Reading In this selection, read to learn Columbus’s account of the voyage and compare it to Boorstin’s interpretation. DIRECTIONS: Answer the questions below in the space provided. I M U L AT I O N CTIVITY Name Class When I reached Juana [Cuba], I followed its coast to the westward, and found it so large that I thought it must be the mainland,—the province of Cathay [China]; and, as I found neither towns nor villages on the seacoast, but only a few hamlets, with the inhabitants of which I could not hold conversation because they all immediately fled, I kept on the same route. . . . . . . The lands are high and there are many very lofty mountains. . . . [The islands] are all most beautiful, of a thousand different shapes, accessible, and covered with trees of a thousand kinds of such great height that they seemed to reach the skies. . . . The nightingale was singing as well as other birds of a thousand different kinds; and that, in November, the month in which I myself was roaming amongst them. There are palm-trees of six or eight kinds, wonderful in their beautiful variety; but this is the case with all the other trees and fruits and grasses; trees, plants, or fruits filled us with admiration. It contains extraordinary pine groves, and very extensive plains. There is also honey, a great variety of birds, and many different kinds of fruits. In the interior there are many mines of metals and a population innumerable. . . . The inhabitants of this and of all the other islands I have found or gained intelligence of, both men and women, go as naked as they were born. . . . They have neither iron, nor steel, nor arms, nor are they competent to use them, not that they are not wellformed and of handsome stature, but because they are timid to a surprising degree. On my reaching the Indies, I took by force, in the first island that I discovered, some of these natives that they might learn our language and give me information in regard to what existed in these parts; and it so happened that they soon understood us and we them, either by words or signs, and they have been very serviceable to us. . . . I find that they . . . believe that I come from heaven. . . . They assure me that there is another island . . . in which the inhabitants have no hair. It is extremely rich in gold. . . . Finally, and speaking only of what has taken place in this voyage . . . their Highnesses may see that I shall give them all the gold they require, if they will give me but a little assistance; spices also, and cotton, as much as their Highnesses shall command to be shipped; and mastic [resin used in varnishes], hitherto found only in Greece . . . slaves, as many of these idolators as their Highnesses shall command to be shipped. I think also I have found rhubarb and cinnamon, and shall find a thousand other valuable things. Boorstin’s Interpretation On shipboard off the Azores in midFebruary 1493, returning from his first voyage, Columbus wrote his own report of what he thought, and wanted others to think, that he had accomplished. . . . Columbus, having convinced himself that a trip across the Western Ocean would take him to the Indies, now set about convincing a wider audience. He had a heavy vested interest in his destination actually being the Indies. . . . Columbus was careful not to mention disasters or near disasters—the loss of the flagship, Santa Maria, the insubordination of Martín Alonso Pinzón, the commander of the Pinta, or the muti- During the period of colonial expansion, the major joint-stock companies who sought to do business in Asia were known as the East India Companies. These companies were given unprecedented political authority by their home countries. Within their territories, they had power to pass legislation, wage war, negotiate treaties, issue their own currency, and administer their own justice. At its height, the Dutch East India Company maintained more than 10,000 of its own soldiers, 40 warships, and 150 merchant ships. Joint-stock companies, however, are not just a thing of the past. Today, needless to say, joint-stock companies still function but without the same degree of authority. Contemporary jointstock companies are still organized by indi- The Search for Andronia—Game Cards The Search for Andronia Game Card 2 You have drifted into fierce solar winds from a nearby star. If you continue, your ship may break apart. Turn Back Your voyage is over. 500 points Or—flip a coin: HEADS, you survive. 2,000 points TAILS, your ship is damaged. –2,000 points ✃ Game Card 3 The fuel regenerator has broken and might not be repairable. You have fuel for two weeks, after which your ship will drift aimlessly in space. If you turn back now, you will reach home before fuel runs out. Turn Back Your voyage is over. 500 points Or—flip a coin: HEADS, you fix the regenerator. 3,000 points TAILS, it can’t be fixed. Sail on and cross your fingers. –3,000 points The Search for Andronia The Search for Andronia Game Card 4 You are approaching an asteroid belt. If you attempt to navigate through it, your ship will almost surely be crushed. Turn Back Your voyage is over. 500 points Or—flip a coin: HEADS, you survive. 3,000 points TAILS, your ship is damaged. –3,000 points ✃ Game Card 5 You have encountered an uncharted planet much like Earth, with many resources. The inhabitants are friendly and invite you to stay. You may be able to set up a trading station on the planet. Stay The Search for Andronia Your voyage is over. 5,000 points Continue 15,000 points The Search for Andronia Class ! 404A ★ Date Class Cooperative Learning Activity 13 ★ Game Card 6 Food is running very low. Each crew member is rationed to two slices of bread each day. Some crew members are becoming ill from a lack of vitamins in their diet. Turn Back Your voyage is over. 500 points Or—flip a coin: HEADS, no one becomes seriously ill. 3,000 points TAILS, some crew members are incapacitated. –3,000 points The New Horizons.info New(s) Worlds Web Site BACKGROUND Many European nations became involved in overseas expansion and exploration starting in the fifteenth century. Trade opportunities, Christianization, and an emerging spirit of nationalist adventure drove many of the nations to seek new empires and new trade windows in Asia, Africa, and the Americas. Mercantilism and increasing international trade became the basis of economic thinking. By working as a group to create a New Horizons news Web site (or newspaper) to cover events in the Age of Exploration and Expansion, you will develop a heightened sense of the energy and motivation that surrounded the era. GROUP DIRECTIONS 1. Your group will create a news Web site (live or ready-to-post) covering events in the Age of Exploration. 2. The group needs to select an editor and two assistant editors who will assign articles and schedule due dates, proofreading, page layouts, and other tasks. All questions should be directed to this senior editorial team. DIRECTIONS: Answer the following questions in the space provided. 3. Each member of the group will write a “news” article about one or more events in the Age of Exploration and create an advertisement for the Web site, plus complete other assignments such as maps, illustrations, adding Web links, and so on as directed by the editorial group. The group should also select members to key the articles, design the Web pages, create the graphics, and post the text and graphics files. 1. What might be some advantages of investing in a joint-stock company rather than starting one’s own business? 2. What might be some of the disadvantages to owning stock in a joint-stock company? 3. How do you think joint-stock companies have changed since they were first started in the age of exploration? 4. Imagine that a friend wants your advice: should he start his own business or invest his money in a joint-stock company? On a separate sheet of paper, write a letter to your friend, giving and justifying your advice. How would your answer be different if you were writing your letter in the late 1600s? R • Christopher Columbus: Explorer of the New World (ISBN 1–56501–667–X) • Ponce de Leon: The First Conquistador (ISBN 1–56501–669–6) Name viduals who invest a specific sum of money. Each investor is given a share of stock in the company in proportion to the amount of money he or she has invested. Although the purpose of the company is to make money for all of the stockholders, an individual stockholder can never lose more than he or she initially invested. For example, if you invested $5,000 in a joint-stock company, you might own 5 percent of its total stock; therefore, you would receive 5 percent of the company’s total profit for the year. If the company made a profit of $50,000, you would receive 5 percent of this profit or $2,500. If the company you invested in failed to make a profit or lost money, the most you could lose was your initial $5,000 investment. R The following videotape programs are available from Glencoe as supplements to Chapter 13: Cooperative Learning Activity 13 L1/ELL Joint-Stock Companies HANDOUT MATERIAL The Search for Game Card 1 Andronia You have been traveling for more than two months and should have reached Andronia long ago. You may be nearing the edge of the Great Void. Turn Back Your voyage is over. 500 points Or—flip a coin: HEADS, you recheck your map and figure out where you are. 15,000 points TAILS, you wander for five years before returning to familiar territory. 2,000 points Date Historical Significance Activity 13 13 Copyright © by The McGraw-Hill Companies, Inc. 5. Ethnocentrism is the attitude that one’s own ethnic group, culture, or nation is superior to all others. It is the belief that one has the best religion, the best political system, and the most accomplished way of doing things. How far have people come since Montaigne’s time in acknowledging and exploring other people’s “differences” as potentially equal or superior to their own? ______________________________________________ Copyright © by The McGraw-Hill Companies, Inc. 1. Why does Montaigne hesitate to guess whether there are additional new countries to be discovered?_____________________________________________________________________ 4. In what does Montaigne find fault with the way Europeans perceive their own social customs? _______________________________________________________________________ 13 s you know, Christopher Columbus was trying to reach China when he “discovered” America and the islands of the Caribbean. On February 13, 1493, he wrote a letter to Santangel, the Spanish government official who had persuaded Queen Isabella to finance his expedition. Below is part of Columbus’s letter, followed by an interpretation by modern historian Daniel J. Boorstin. had with me for a long time a man who had lived ten or twelve years in that other world which has been discovered in our time, in the place where Villegaignon landed [Brazil], and which he called Antarctic France. This discovery of so vast a country seems to me worth reflecting on. I should not care to pledge myself that another may not be discovered in the future, since so many greater men than we have been wrong about this one. I am afraid that our eyes are bigger than our stomachs, and that we have more curiosity than understanding. We grasp at everything, but catch nothing except wind. . . . I do not believe, from what I have been told about this people, that there is anything barbarous or savage about them, except that we call barbarous anything that is contrary to our own habits. Indeed we seem to have no other criterion of truth and reason than the type and kind of opinions and customs current in the land where we live. There we always see the perfect religion, the perfect political system, the perfect and most accomplished way of doing everything. 3. How does Montaigne characterize the people who live in the Americas? _______________ EADING A Letter by Christopher Columbus Bordeaux region of France in 1571 to write a collection of essays that was first published in 1580. In his Essais, Montaigne gives his personal opinion on a range of issues of the day. Read the following excepts from his essay “On Cannibals.” 2. How might Montaigne’s observation that “our eyes are bigger than our stomachs” be related to the European conquest of the Americas? __________________________________ Date HS A Historical Significance Activity 13 L2 ISTORY PRIMARY SOURCE R Copyright © by The McGraw-Hill Companies, Inc. Class ★ The European View of the Americas As European explorers made discoveries on their ocean voyages, many writers began to consider the proper way to relate to new people and different ways of life. A lawyer by profession, Michel Montaigne (1533–1592) retired to his estate in the History Simulation Activity 13 L1 Copyright © by The McGraw-Hill Companies, Inc. Name Primary Source Reading 13 L2 To order, call Glencoe at 1–800–334–7344. To find classroom resources to accompany many of these videos, check the following home pages: A&E Television: www.aande.com The History Channel: www.historychannel.com Copyright © by The McGraw-Hill Companies, Inc. Enrichment Activity 13 L3 4. Include the following in the site: • name for the site • illustrations • historical “ads” • maps • articles on any of the following: causes for exploration and expansion Bartholomeu Dias Christopher Columbus Amerigo Vespucci Hernán Cortés Papal Demarcation Line Prince Henry the Navigator Vasco da Gama Ferdinand Magellan Francisco Pizarro ORGANIZING THE GROUP 1. Decision Making As a group, select the editorial team. Then decide on a site name and brainstorm ideas for ads and other features for the site. The editorial team should assign stories to the team members and determine responsibilities for other editing, design, illustration, and posting tasks. ★ Chapter 13 Resources REVIEW AND REINFORCEMENT Linking Past and Present Activity 13 L2 Time Line Activity 13 L2 Name Name ____________________________________ Date ________________ Class __________ Date Reteaching Activity 13 L1 Name Class ‘ Time Line Activity 13 Date Critical Thinking Skills Activity 13 L2 Vocabulary Activity 13 L1 Class Name f Reteaching Activity 13 Date Name Class Date Class Critical Thinking Skills Activity 13 Vocabulary Activity 13 Analyzing Information Linking Past and Present Activity 13 The Age of Exploration DIRECTIONS: The explorations of the fifteenth and sixteenth centuries brought great changes to many civilizations. Read the time line below, then answer the questions that follow. Now Today, advanced instruments and spacecraft help us explore and learn more about outer space. Galileo would envy the telescopes of today’s astronomers. One such telescope— the Hubble space telescope—orbits Earth high above the atmosphere. Thanks to the Hubble telescope, large parts of the universe have been seen for the first time. Scientists have measured a degree of gravitational force in outer space not accounted for by visible masses. Scientists believe that a substance known as dark matter is responsible for this force. Using a telescope called the Chandra X-ray Observatory, scientists have been able to make images from the x-rays emitted by the dark matter. The Chandra telescope can also give information about invisible collapsed stars called black holes. During the 1960s when the Cold War was at its height, United States astronauts competed with Russian astronauts to place satellites in orbit around Earth and to reach the moon. During the 1990s, these rivals began a joint project to build an international space station. Today, scientists from many countries use this space station to perform experiments about the effects of living in space. Unmanned spacecraft now explore our solar system and land on planets. These craft contain robots that control flight, take photographs, and collect samples from the surfaces of planets. One such craft may some day tell us if some form of life exists or has ever existed on Mars. 1502 Columbus sails on his fourth and last voyage to the Americas. 1492 Christopher Columbus reaches the Americas. 1511 Portuguese seize Melaka. 1518 First African slaves carried to the Americas. DIRECTIONS: Match each term with its definition by writing the correct letter on the blank. A. try each represented. 1522 Eighteen members of Magellan’s crew return to Spain. 1519 Magellan and his men set sail to circle the globe. 1534 Jacques Cartier explores present-day Canada for France. Spain Spain Portugal (list 4) (list 3) E. balance of trade line of demarcation B. conquistador F. mercantilism C. mainland states G middle passage D. plantation H. triangular trade DIRECTIONS: Read the passage, then answer the questions that follow. am often much vexed, and I feel great sorrow when I hear some people in this country say, that the slaves do not need better usage, and do not want to be free. They believe the foreign people [West Indians], who deceive them, and say slaves are happy. I say, Not so. How can slaves be happy when they have the halter round their neck and the whip upon their back? and are disgraced and thought no more of than beasts?—and are separated from their mothers, and husbands, and children, and sisters, just as cattle are sold and separated? Is it happiness for a driver in the field to take down his wife or sister or child, and strip them, and whip them in a disgraceful manner?—women that have had children exposed in the open field to shame! There is no modesty or decency shown by the owner to his slaves; men, women, and children are exposed alike. Since I have been here I have often wondered how English people can go out into the West Indies and act in such a beastly manner. But when they go to the West Indies, they forget God and all feeling of shame, I think, since they can see and do such things. They tie up slaves like hogs—moor them up like cattle, and they lick them, so as hogs, or cattle, or horses never were flogged;—and yet they come home and say, and make some good people believe, that slaves don’t want to get out of slavery. But they put a cloak about the truth. It is not so. All slaves want to be free—to be free is very sweet. I 1. imaginary division of Spain’s and Portugal’s spheres of influence 2. theory that a state’s power depends on its wealth 1400 1500 1577 Sir Francis Drake begins his voyage around the world. 1600 1599 The first Dutch expedition to East Asia returns. 1700 3. formed by ships that sailed from Europe to Africa, from Africa to the Americas, and from the Americas back to Europe 4. tortuous journey of enslaved people from Africa to the Americas 1626 New Amsterdam is founded. 5. countries or regions that are part of the continent 1580 Sir Francis Drake return to England, completing his circumnavigation. 1607 A permanent settlement is established at Jamestown. 1640 English planters introduce sugarcane in the West Indies. 6. considered favorable when a country exports more goods than it imports 7. large agricultural estate 1. 8. Spanish conqueror European Nations European Nations andand Their Their Explorers Explorers How long did it take Magellan’s crew to circumnavigate the world? 3. Synthesizing information: Why do some scientists believe life forms either exist or once existed on Mars? Do research in the library and on the Internet to learn about the exploration of Mars by Pathfinder in 1997. Write a brief report describing that mission. 2. How long did it take Sir Francis Drake to complete a similar trip? 3. How many years passed between Europeans first reaching the Americas and sugarcane Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. DIRECTIONS: Identify the sponsoring country for each explorer and write the correct letter in Critical Thinking Directions: Answer the following questions on a separate sheet of paper. 1. Drawing conclusions: Why did the appearance of a new comet challenge the Earth-centered model of our planetary system? 2. Making inferences: How do you think Earth’s atmosphere interferes with observing distant parts of the universe? The Age of Exploration: 1500–1800 During the age of European exploration, one nation after another sought to gain territory, goods, or trading partners. Keeping track of the explorers that the major powers of Europe sent out can be challenging since explorers were not always born in the country that sponsored their voyages. DIRECTIONS: Use the chart below to record the names of the early explorers next to the coun- 1488 Bartholomeu Dias rounds the southern tip of Africa. being introduced in the West Indies? 4. 5. When did Cartier explore present-day Canada for France? Who first founded a settlement in the present-day United States: the English or the Dutch? What was it called? the blank. Letters can be used more than once. A. England B. Spain C. Portugal 9. Hernán Cortés England 10. Vasco da Gama (list 1) 1. What does Mary Prince say about how enslaved people really feel? 11. Christopher Columbus 12. John Cabot 13. Francisco Pizarro 2. What are three reasons Prince gives to support her position on how enslaved people really feel? 3. In what way do the English change when they arrive in the West Indies, according to Prince? Why might these people change in this way? 4. Does the fact that the speaker has escaped from slavery make her argument more or less effective? Explain your answer. Copyright © by The McGraw-Hill Companies, Inc. Then During the Age of Exploration, Europeans grew more curious about the world around them and began to travel to distant places. As their view of Earth changed, they began to revise their concepts of the heavens. Nicholas Copernicus (1473–1543), a native of Poland, was one of the first astronomers to challenge the authorized theory about the planetary system. This theory stated that Earth was fixed in place and that all the other planets—encased in concentric crystal spheres—revolved around Earth. Copernicus found that the paths of the planets could be better explained by the theory that they circle the Sun. Religious leaders preached against Copernicus’s ideas. In 1577 a new comet streaked across the sky. It passed through the spaces where the impenetrable spheres were supposed to be. This event caused more scientists to question the Earth-centered model. As they observed the heavens, they began to set preconceived ideas aside. This enabled scientists to collect more objective data. Galileo Galilei (1564–1642) made it possible to observe the heavens even more closely. He improved the recently invented telescope so that he could see the moons that orbit Jupiter. Partly inspired by this evidence that all heavenly bodies do not circle Earth, he wrote a book supporting the Sun-centered model. Outraged leaders of the Catholic Church forced Galileo to take back his assertions. His ideas endured, however, eventually paving the way for modern space exploration. in 1828. Prince made her way from the West Indies to England, where she was helped by members of the Society of Friends (Quakers). Her story was first published in 1831. Analyzing the information an author presents involves reading carefully to try to understand the author’s argument. The following firsthand account is by Mary Prince, a woman who managed to escape slavery Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. Exploring Space: Past and Present The Age of Exploration ASSESSMENT AND EVALUATION Chapter 13 Test Form A L2 Chapter 13 Test Form B L2 ExamView® Pro Testmaker CD-ROM Performance Assessment Activity 13 L1/ELL Standardized Test Practice Workbook Activity 13 L2 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ ★ Performance Assessment Activity 13 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ Score Chapter 13 Test, Form A Name __________________________________ Date ____________________ Class ____________ Standardized Test Practice Score Chapter 13 Test, Form B Use with Chapter 13. A CTIVITY 13 The Age of Exploration DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (4 points each) DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (4 points each) Column A Column A Column B 1. southern coast of West Africa A. Afonso 2. established a line of demarcation between Spanish and Portuguese territories C. John Cabot 3. Venetian seaman who explored the coastline of New England D. Benin B. spice 5. the journey of slaves from Africa to America E. encomienda F. Java 7. African society that was ruined because of the slave trade 8. English influence on the spice market was reduced to a single port located here 9. Dutch established a fort here in 1619 H. Sumatra I. Treaty of Tordesillas J. Middle Passage B. Moluccas C. Portuguese 3. wrote many letters describing his voyages to the New World D. Vasco de Gama 4. the English seized it and renamed it New York E. sugar cane plantations F. G. Ibo 7. known to Europeans as the Spice Islands H. triangular trade 8. African slaves were originally brought to the Americas to supply labor for them I. Dutch J. New Netherlands 9. originally controlled the Spice Islands until driven out by the Dutch DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of the sentence. (4 points each) Copyright © by The McGraw-Hill Companies, Inc. went to his grave believing he had discovered a westward passage to Asia, when in fact he’d actually discovered the Americas. A. Amerigo Vespucci C. Christopher Columbus B. John Cabot D. Alfonso de Albuquerque Use the following guidelines to help you sift facts from nonfacts, or opinions, and to judge the reliability of what you read or hear. • Identify the facts. Ask yourself the following: Can these statements be proved? Where can I find information to verify them? • Check the sources for the facts. Reliable sources include almanacs, encyclopedias, and various scholarly works. ★ AUDIENCE Your audience will be your teacher and classmates. • Identify the nonfacts or opinions. Sometimes opinions contain phrases such as I believe, in my view, it is my conviction, I think. • Identify the purpose. What does the speaker or author want you to believe or do? ★ PURPOSE DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of the sentence. (4 points each) 13. What was the name of the set of principles that dominated economic thought in the seventeenth century? A. commercial capitalism C. speculation B. consumerism D. mercantilism others say. A fact is a statement that can be proven by evidence such as records, documents, government statistics, or historical sources. A nonfact, often expressed as an opinion, is a statement that may contain some truth but also contains a personal view or judgment. ★ Learning to Distinguish Fact from Nonfact Perform a play in which Europeans arrive in an Asian country and are entertained by their Asian hosts with a short drama depicting some aspects of their culture. In response, the Europeans thank the Asians and present a short speech describing their culture and outlining their goals in Asia. 10. formed the East India Company and West India Company 11. Vasco de Gama’s discovery of a route to India by sea proved to be A. very profitable, since de Gama returned with a cargo of spices and made a profit of several thousand percent. B. far too costly to be sailed on a regular basis. C. the only time any Portuguese vessel sailed the route, as Muslims later attacked any ship that attempted the journey. D. much longer than the route to India by land. Learning to distinguish fact from nonfact can help you make reasonable judgments about what ★ TASK Christopher Columbus 6. this society produced more slaves than practically any other in the continent Reading Objective 6: The student will recognize points of view, propaganda, and/or statements of fact and nonfact in a variety of written texts. 11. To Portuguese explorers, the southern coast of West Africa became known as the A. Cape of Good Hope, because it fulfilled all their hopes for wealth. B. Jewel of Portugal, because the land was lush and beautiful. C. Gold Coast, because they discovered a new source of gold there. D. Burning Land, because it was much hotter there than the sailors had ever experienced. The purpose of the play is to inform your audience about the merits of both Asian and European cultures, and the goals of the European travelers in the early modern period. ★ Practicing the Skill Read the following information and complete the activity that follows. ★ PROCEDURES Columbus and the Americas 1. In a group, choose the Asian country you want to use as the background for the play. The year 1992 was the 500th anniversary of the arrival of Christopher Columbus in the Americas. Some people saw Columbus’s landing as a positive event and celebrated it with festivals and parades. Others, however, viewed the anniversary in a negative light. To them, the arrival of Columbus was the first step in the European conquest and destruction of Native American cultures. Two vastly different viewpoints are expressed below. 2. Divide the group in half; one half will play the part of the Asians, the other will assume the roles of the European travelers. 3. Each subgroup then determines which cultural aspects they want to include in the drama. Examples may include: technology, religion, government, and art and architecture. Viewpoint A Columbus’s arrival in the Americas was the greatest event in history. I believe it delivered Native American peoples from cultural darkness and brought them the benefits of Europe’s magnificent civilization, especially its religion, culture, and technology. As a result of Columbus’s landing, two continents provided a home for millions of people from all parts of the globe. American lands produced gold, silver, and new foods, giving European countries even more wealth and power. 4. The subgroups then write their short dramas and practice them until they feel well-rehearsed and convincing. 5. Both subgroups then plan together how each of their parts will function smoothly as part of the overall interaction between the Europeans and the Asians. 12. The Treaty of Tordesillas, signed in 1494, A. put an end to the war between Portugal and the combined forces of Turkey and India. B. established a line of demarcation between territories controlled by Portugal and those controlled by Spain. C. ended the violence between Portuguese and Muslim traders near the coast of Africa. D. gave Portugal complete control over the Atlantic Ocean. 6. Try to perform the play before a test audience, such as your family, before you perform it in front of the class. 7. Incorporate any suggestions your test audience makes with which the group as a whole agrees. Viewpoint B Columbus’s arrival led to a total disaster that forever altered the history of the Americas. In the years after his coming, European explorers and settlers destroyed Native American cultures, killed Native American leaders, and greedily seized Native American lands. The Europeans, believing in the superiority of their own culture, cruelly treated Native Americans, forcing many of them into a form of slavery. Exposed to diseases from Europe for the first time, millions of Native Americans died. Copyright © by The McGraw-Hill Companies, Inc. INTERDISCIPLINARY ACTIVITIES World Art and Music Activity 13 L2 Mapping History Activity 13 L2 Date History and Geography Activity 13 L2 Class Name Mapping History Activity 13 World Art and Date Music Activi Name Class ty 13 ★ Who Took What? As European explorers arrived in the Americas, they took land from Native Americans and claimed it for their home countries. The map below shows the locations of Native American peoples before the arrival of Europeans. Native American Cultures of North America 120°W 60°W 90°W 60 °N ARCTIC OCEAN CKY MOU CaliforniaGreat Basin NS Great Plains Eastern Woodlands 500 500 1,000 miles 1,000 kilometer Albers Azimuthal Equal-Area Projection 1. Choose three colors to represent the Spanish, English, and French holdings in North America. Add this information to the map key. 2. Use the following information to indicate on the map the lands held by Spain, England, and France: By the mid-A.D. 1600s, England controlled most of New England and all but the westernmost tip of Long Island, as well as the eastern shore of Chesapeake Bay. Spain had northern South America, Central America, Mexico, and the entire coast of Florida. France controlled the St. ssippi River Missi NTAI Southwest 0 0 N 40° Oh er Riv io ATLANTIC OCEAN N Gulf of Mexico E W S Lawrence River, Nova Scotia, Prince Edward Island, and the eastern portion of New Brunswick. 3. From which Native American peoples did the Spanish take land? 4. From which Native American peoples did the English take land? 5. From which Native American peoples did the French take land? Copyright © by The McGraw-Hill Companies, Inc. Northwest Coast (continued) “There are valleys and plains streaming with the sweet springs. . . . The land is full of minerals and plenty of woods, of which we have a lack in England. There are growing goodly oaks and elms, beech and birch . . . and fir trees in great abundance. The soil is strong and lusty of its own nature.” There lies Peru with its riches here, Panama and its poverty. Choose, each man, what best becomes a brave Castilian. For my part, I go to the South. Francisco Pizarro, tracing a line on the sand and looking South The French Perception 1713 “There is a great number of stags, deer, bears, rabbits, foxes, otters, beavers, weasels, badgers and . . . many other sorts of wild beasts.” —Jacques Cartier, 1530s The Spanish Perception —Anonymous English writer, early 1600s European claims to land in North America led to a variety of settlement patterns—from rough wilderness camps to sprawling coastal plantations. Date Class ld History: Activity People in Wor 13 P r o f i le 1 Francisco Pizarro (1478?–1541) English claims French claims Spanish claims MULTIMEDIA Vocabulary PuzzleMaker CD-ROM Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Audio Program World History Primary Source Document Library CD-ROM Name mining than to develop self-sufficient colonies based on an agricultural economy. The French, too, were eager for the profits they could make from North America’s natural resources, but they were forced to search in northern North America, because the Spanish had already claimed much of Central America and South America. French explorers Jacques Cartier and Samuel de Champlain had explored the St. Lawrence River system and the northern Appalachian area, claiming those places for France. Finding a region teeming with beaver, muskrat, and deer, the French turned to trading metal knives, tools, and guns for furs from animals hunted by Native Americans. The French built a furtrading monopoly that brought them great wealth without the problems of clearing, farming, and settling the rocky lands of northern New England and Canada. The English Perception Copyright © by The McGraw-Hill Companies, Inc. RO Subarctic bers into a secret society. (4) Other related cerefrican tribal rituals celebrate religious and cultural monies were celebrated or solemnized with masks, events. The dancer who wears the mask may be such as healing, divination, exorcism, protection, introducing a spirit or transmitting the genealogy of presenting petitions, averting disaster, welcoming the ancestors of the tribe, showing the history of the chiefs and visitors, and law enforcement and migration, the institution of ceremonies, or the techjudging disputes. niques of agriculture or hunting. The Most masks were made of wood image on the mask therefore might because it was abundantly available be a mythic or grotesque human repin the forests in Africa. A small perresentation, an animal, or a spirit. centage were carved in ivory from The dancer who wore the mask elephant tusks; however, most of had to have exceptional strength and the ivory harvested was used for special skill. The dances were technitrading instead. Some masks were cally complicated and the dancer made of brass or gold, but these had to undergo special training to were small and used primarily as learn the dance. The masks were ornaments. Other masks were made also heavy and had an uncomfortof knitted material, basketwork, or able structure. The dancer was also twigs and painted bark. Additional usually wrapped in a costume that materials, such as teeth, hair, fur, covered his body and the warm cliTwo masks of the Congo Bakwele tribe, shells, bone, berries, seeds, and mate would sap the dancer’s known for highly abstract face masks pieces of metal or cloth, were strength. added to many wooden masks. Ritual masks were used in four different kinds Mask carvers served a period of apprenticeship of ceremonies. (1) Rituals of myth transmitted histo a master carver. Often the knowledge of carving tory of the tribe or celebrated legendary heroes was transmitted from father to son through many and animals. (2) Fertility rituals celebrated or generations, but sometimes a young man was encouraged spirits to provide fertility in crops and selected because he showed talent in carving. Mask human births; masks were also used in the oppocarvers were usually given high status in the tribe; site end of fertility rituals—funerals or burials. however in a few tribes, such as the Bambara or (3)Initiations or rites of passage included celebraSenufo, the mask carver was either feared or from tions of different stages of life, such as the passage a low caste, and lived isolated from the village. The of a boy into manhood or the initiation of mem- A Hudson Bay North American Peoples Arctic Class European explorers set sail with dreams of glory and discovery in the late 1400s. The vast wilderness of the Americas held the promise of great riches. What form these riches took—gold, furs, or land for settlement—depended on the perception of the adventurer. How did the adventurers’ views reflect the goals of the countries they sailed for? Spanish explorers searched for landscapes in the Americas similar to those of their European homeland. Spaniards had learned to mine the mineral ores from Spain’s low mountainous terrain. Knowing the importance of metallurgy to the Spanish economy, the earliest Spanish explorers were drawn to the mountainous areas of Mexico and what is today the southwest United States, where mining operations could be established quickly. They were more eager to make quick profits from DIRECTIONS: Read the passage below about the use of African tribal masks. Then answer the questions in the space provided. PACIFIC OCEAN Date HISTORY AND GEOGRAPHY ACTIVITY 13 Looking at the Land African Tribal Masks Masks are not unique to Africa. Paleolithic cave paintings show hunting scenes with masked dancers. Masks were used in Chinese theater, in Japanese No drama, and in devil-dancing ceremonies and theatrical performances in India, Ceylon, and Java. North American Indians all used face masks. Masks were used in Mexico and South America, as well as by some aboriginal tribes in Australia. Masks are used for theater and dance, religious ceremonies, and tribal rituals of fertility, hunting, and agriculture. DIRECTIONS: Use the map to complete the activities that follow. 150°W People in World History Activity 13 L2 MindJogger Videoquiz Presentation Plus! CD-ROM TeacherWorks CD-ROM Interactive Student Edition CD-ROM The World History Video Program “The discovery of the South Sea would lead to the discovery of many islands rich in gold, pearls, precious stones . . . and other unknown and wonderful things.” —Hernán Cortés, 1533 Copyright © by The McGraw-Hill Companies, Inc. Name Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. 10. extremely profitable trade item from Southeast Asia 12. 2. believed he had found a westward route to Asia, but actually discovered the Americas 5. the pattern of trade that connected Europe, Africa and Asia, and the American continents G. Gold Coast 6. king of Congo Copyright © by The McGraw-Hill Companies, Inc. 4. the right for Spanish settlers to use Native Americans as laborers A. Amerigo Vespucci Distinguishing Between Fact and Nonfact ★ BACKGROUND It is said that on their first Thanksgiving in Plymouth, Massachusetts, the Pilgrims were assisted by their Native American friend Squanto in preparing their meal. This story is probably somewhat fictional, but it is interesting to speculate on what the first meetings between non-Western cultures and Europeans must have been like. Since the time of the Pilgrims, historians and anthropologists (scientists who study different cultures and their living habits) from around the world have used historical documents and other evidence to reconstruct such “first encounters.” Their work gives a clearer picture of how humans relate to one another when they are separated by vast cultural differences. Column B 1. discovered a route to India by sailing around the Cape of Good Hope Raised in Spain by poor relatives of his mother, Francisco Pizarro never learned to read and write. Service in the Spanish infantry, however, taught him about fighting—and conquering. The Spanish infantry was noted for three things: courage, cruelty, and greed. Pizarro set out for the West Indies in 1502, when he was in his early twenties. He served as Vasco Núñez de Balboa’s chief lieutenant and was at Balboa’s side when he marched across the Isthmus of Panama to the Pacific Ocean in 1513. Years later Pizarro heard stories of an incredibly rich empire to the south. He wanted to find it and take its wealth for himself. Pizarro and his business manager, Diego de Almagro, organized an expedition in 1524. After battling bad weather and attacks by native populations, the voyagers reached their goal in what is now Peru. Pizarro and his followers were the first Europeans to set foot in Peru. The first peoples they encountered wore shiny yellow ornaments—gold! Peru had more silver and gold than any other part of the Americas. Pizarro returned to Spain and reported his findings to King Charles I, who appointed him governor of Peru. Returning from Spain, Pizarro founded the city of San Miguel de Tangarara (now Piura) in northern Peru. Although the Inca civil war was over, the land was still in turmoil. Had Pizarro tried to invade Peru earlier, he would have been met by a united empire; but now the Inca were split, giving him the opportunity to play one side against the other. In a surprise attack, Pizarro’s men captured the Inca ruler, Atahualpa, slaughtering between 3,000 and 4,000 Inca in the process. Pizarro held Atahualpa captive, promising to spare his life if a ransom were paid. After receiving the ransom, Pizarro and his men executed Atahualpa anyway. Eight years after reaching Peru, Pizarro founded the city of Lima as Peru’s capital, setting himself up as the governor. While he was governor, many Spaniards settled in Peru. They mined great amounts of silver and gold and built many cities. With Peru as its base, Spain conquered most of the rest of South America. In the late 1530s, war broke out over who was to rule the area around Cusco—Pizarro or his old ally Almagro. Pizarro’s forces won the conflict and executed Almagro. In 1541 followers of Almagro’s son killed Pizarro. It was a death perhaps in keeping with his violent life. REVIEWING THE PROFILE Directions: Answer the following questions on a separate sheet of paper. 1. How was Pizarro associated with Balboa? 2. How did Pizarro conquer the Inca? 3. Critical Thinking Making Inferences. What do you think was the Inca people’s opinion SPANISH RESOURCES The following Spanish language materials are available: • Spanish Guided Reading Activities • Spanish Reteaching Activities • Spanish Quizzes and Tests • Spanish Vocabulary Activities • Spanish Summaries • Spanish Reading Essentials and Study Guide 404B Chapter 13 Resources SECTION RESOU RCES Daily Objectives SECTION 1 Exploration and Expansion 1. Discuss how in the fifteenth century, Europeans began to explore the world. 2. Summarize how Portugal, Spain, the Dutch Republic, and England reached new economic heights through worldwide trade. SECTION 2 Africa in an Age of Transition 1. Explain how European expansion affected Africa with the dramatic increase of the slave trade. 2. Characterize the traditional political systems and cultures that continued to exist in most of Africa. SECTION 3 Southeast Asia in the Era of the Spice Trade 1. Summarize the Portuguese occupation of the Moluccas in search of spices and how the Dutch pushed the Portuguese out. 2. Relate how the arrival of the Europeans greatly affected the Malay. Reproducible Resources Multimedia Resources Reproducible Lesson Plan 13–1 Daily Lecture and Discussion Notes 13–1 Guided Reading Activity 13–1* Section Quiz 13–1* Reading Essentials and Study Guide 13–1* Daily Focus Skills Transparency 13–1 Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM* Presentation Plus! CD-ROM Reproducible Lesson Plan 13–2 Daily Lecture and Discussion Notes 13–2 Guided Reading Activity 13–2* Section Quiz 13–2* Reading Essentials and Study Guide 13–2* Daily Focus Skills Transparency 13–2 Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM* Presentation Plus! CD-ROM Reproducible Lesson Plan 13–3 Daily Lecture and Discussion Notes 13–3 Guided Reading Activity 13–3* Section Quiz 13–3* Reteaching Activity 13* Reading Essentials and Study Guide 13–3* Daily Focus Skills Transparency 13–3 Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM* Presentation Plus! CD-ROM Assign the Chapter 13 Reading Essentials and Study Guide. *Also Available in Spanish 404C Blackline Master Transparency CD-ROM DVD Poster Music Program Audio Program Videocassette Chapter 13 Resources Teacher’s Corner INDEX TO NATIONAL GEOGRAPHIC MAGAZINE The following articles relate to this chapter: • “La Salle’s Last Voyage,” by Lisa Moore LaRoe, May 1997. • “San Diego: An Account of Adventure, Deceit, and Intrigue,” by Frank Goddio, July 1994. • “African Slave Trade: The Cruelest Commerce,” by Colin Palmer, September 1992. • “Portugal’s Sea Road to the East,” by Merle Severy, November 1982. • “La Isabela: Europe’s First Foothold in the New World,” by Kathleen A. Deagan, January 1992. • “Pizarro: Conqueror of the Inca,” by John Hemming, February 1992. • “Track of the Manila Galleons,” by Eugene Lyon, September 1990. MEETING SPECIAL NEEDS In addition to the Differentiated Instruction strategies found in each section, the following resources are also suitable for your special needs students: • • • ExamView® Pro Testmaker CD-ROM allows teachers to tailor tests by reducing answer choices. The Audio Program includes the entire narrative of the student edition so that less-proficient readers can listen to the words as they read them. The Reading Essentials and Study Guide provides the same content as the student edition but is written two grade levels below the textbook. KEY TO ABILITY LEVELS Teaching strategies have been coded. L1 L2 L3 ELL BASIC activities for all students AVERAGE activities for average to above-average students CHALLENGING activities for above-average students ENGLISH LANGUAGE LEARNER activities WORLD HISTORY Use our Web site for additional resources. All essential content is covered in the Student Edition. You and your students can visit www.wh.glencoe.com , the Web site companion to Glencoe World History. This innovative integration of electronic and print media offers your students a wealth of opportunities. The student text directs students to the Web site for the following options: • Chapter Overviews • Self-Check Quizzes • Student Web Activities • Textbook Updates Answers to the Student Web Activities are provided for you in the Web Activity Lesson Plans. Additional Web resources and Interactive Tutor Puzzles are also available. From the Classroom of… Scott Shephard Watertown Senior High School Watertown, South Dakota Why We Explore Encourage students to think about the general reasons humans explore. This activity also encourages students to compare the motives of explorers from the Age of Exploration with those of explorers from other eras of investigation. On the board, write the following headings: Motives, Risks, and Significant Gains. Ask students what they know about Christopher Columbus and fill in the chart with facts about his explorations. Next, give students a list of famous explorers such as Neil Armstrong, Lewis and Clark, Yury Gagarin, Marco Polo, and Edmund Hillary. Have students use classroom resources to find out about these people, then add facts about them to the chart on the board. As a follow-up activity, ask students to draw some generalizations about the following: Why do we explore? Do the risks of exploration ever outweigh the gains? Was Columbus’s voyage riskier than the Apollo 11 moon mission? As a final evaluation, you might ask students to write an essay that compares and contrasts the motives, risks, and gains of Columbus with another explorer. Activities that are suited to use within the block scheduling framework are identified by: 404D Introducing CHAPTER 13 The Age of Exploration Performance Assessment Refer to Activity 13 in the Performance Assessment Activities and Rubrics booklet. 1500–1800 Key Events As you read this chapter, look for the key events of the Age of Exploration. • Europeans risked dangerous ocean voyages to discover new sea routes. • Early European explorers sought gold in Africa then began to trade slaves. • Trade increased in Southeast Asia, and the Dutch built a trade empire based on spices in the Indonesian Archipelago. The Impact Today Today, people continue to explore the mysteries of Earth (oceans, jungles) and of space. Have students discuss how present-day exploration has benefited areas such as medicine and technology. The Impact Today The events that occurred during this time period still impact our lives today. • European trade was a factor in producing a new age of commercial capitalism that was one of the first steps toward today’s world economy. • The consequences of slavery continue to impact our lives today. • The Age of Exploration led to a transfer of ideas and products, many of which are still important in our lives today. The World History Video Program World History Video The Chapter 13 video, “Magellan’s Voyage,” chronicles European exploration of the world. To learn more about the age of exploration students can view the Chapter 13 video, ”Magellan’s Voyage,” from The World History Video Program. Hernán Cortés Amerigo Vespucci MindJogger Videoquiz Use the MindJogger Videoquiz to preview Chapter 13 content. 1497 John Cabot and Amerigo Vespucci explore the Americas 1519 Spanish begin conquest of Mexico 1510 1540 1595 First Dutch fleet arrives in India Available in VHS. 1480 1492 Christopher Columbus reaches the Americas 1518 First boatload of slaves brought directly from Africa to the Americas 1570 1600 1520 Magellan sails into Pacific Ocean Shackled African slaves 404 STUDENT EDITION SUNSHINE STATE STANDARDS PURPOSE FOR READING Free Writes Have students read the Christopher Columbus quotation on page 189 and write a response to the letter. Emphasize that there are no wrong answers— it is important that all ideas are accepted. Have them discuss their responses with a partner and then with the whole class. After class discussion, have students add to or modify what they wrote. Tell students that Columbus symbolized the European motivations to explore the world. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 404 Introducing CHAPTER 13 Chapter Objectives After studying this chapter, students should be able to: 1. explain the three main motives for exploration; 2. trace the development and decline of Portugal’s trading empire and Spanish exploration; 3. describe the impact of Europeans on African peoples; 4. describe traditional African political systems; 5. discuss the shift from Portuguese to Dutch control of the spice trade; 6. contrast the impact of Europeans on mainland states of Southeast Asia with their impact on the Malay world; 7. describe the four main political systems in Southeast Asia. Ships of the Dutch East India Company HISTORY 1630 English found Massachusetts Bay Colony 1630 c. 1650 Dutch occupy Portuguese forts in Indian Ocean trading areas 1660 1690 1720 Chapter Overview HISTORY c. 1700 English establish colonial empire in North America Chapter Overview 1750 World map, 1630 1767 Burmese sack Thai capital Visit the Glencoe World History Web site at wh.glencoe.com and click on Chapter 13–Chapter Overview to preview chapter information. Introduce students to chapter content and key terms by having them access Chapter Overview 13 at wh.glencoe.com . Time Line Activity As they read this chapter, have students examine the time line on these pages. Ask students to explain the significance of the date 1492. L1 405 MORE ABOUT THE ART Dutch Shipping In 1602, the Dutch parliament granted a charter to the Dutch East India Company. As this company prospered, Dutch merchants increasingly replaced Portuguese traders in India and Southeast Asia. By the middle of the seventeenth century, the Netherlands was the primary commercial power in Europe. During this same period, the Dutch experienced a Golden Age in art. Wealthy Dutch merchants became patrons of the arts and encouraged artists to paint pictures that depicted the sea and shipping. This oil painting of the Dutch East India Company captures the commercial spirit that made the Netherlands such a powerful force in seventeenth-century trade. SS.A.3.4.3 Dinah Zike’s Foldables are threedimensional, interactive graphic organizers that help students practice basic writing skills, review key vocabulary terms, and identify main ideas. Have students complete the foldable activity in the Dinah Zike’s Reading and Study Skills Foldables booklet. 405 Introducing A Story That Matters Depending on the ability level of your students, select from the following questions to reinforce the reading of A Story That Matters. • What was Magellan’s goal when he set sail on August 10, 1519 (passage to Asia by going west) • Given the details of the story, what words would students use to describe the voyage? (dangerous, scary, miserable) • Why do students think sailors agreed to such voyages through unknown waters? (fame, wealth, adventure) L1 L2 Ferdinand Magellan Discovery of Magellan Strait by an unknown artist Magellan Sails Around the World C onvinced that he could find a sea passage to Asia through the Western Hemisphere, the Portuguese explorer Ferdinand Magellan persuaded the king of Spain to finance his voyage. On September 20, 1519, Magellan set sail on the Atlantic Ocean with five ships and a Spanish crew of about 250 men. After reaching South America, Magellan’s fleet moved down the coast in search of a strait, or sea passage, that would take them through America. His Spanish ship captains thought he was crazy: “The fool is obsessed with his search for a strait,” one remarked. At last, in November 1520, Magellan passed through a narrow waterway (later named the Strait of Magellan) and emerged in the Pacific Ocean, ATLANTIC which he called the Pacific Sea. SOUTH OCEAN Magellan reckoned that it AMERICA would be a short distance Strait of Magellan from there to the Spice Islands of the East. PACIFIC SEA Week after week he and his crew sailed on across the Pacific as their food supplies dwindled. At last they reached the Philippines (named after the future King Philip II of Spain). There, Magellan was killed by the native peoples. Only one of his original fleet of five ships returned to Spain, but Magellan is still remembered as the first person to sail around the world. About the Art The picture shows Magellan’s ships carefully navigating their way through the rocky islands that were scattered through the narrow passageway now called the Strait of Magellan. The Strait is narrow and experiences high winds, fog, and rain throughout the year. Until the opening of the Panama Canal in 1914, the Strait of Magellan remained an import route for sailing ships. SS.D.2.4.6 Why It Matters At the beginning of the sixteenth century, European adventurers launched their small fleets into the vast reaches of the Atlantic Ocean. They were hardly aware that they were beginning a new era, not only for Europe but also for the peoples of Asia, Africa, and the Americas. These European voyages marked the beginning of a process that led to radical changes in the political, economic, and cultural life of the entire non-Western world. History and You Create a map to scale that shows Spain, South America, and the Philippines. Draw the route Magellan took from Spain to the Philippines. If the voyage took about 20 months, how many miles each day, on average, did Magellan travel? How long would it take today? 406 HISTORY AND YOU STUDENT EDITION SUNSHINE STATE STANDARDS 1 406 The discovery that one could sail around the southern tip of South America had a great impact on exploration and trade. Magellan himself did not actually complete this journey but died in the Philippines. Have students research the crew’s journey from the Philippines to the Spice Islands and back to Spain. Who made it home safely? What happened to the other ships? What route did they take back to Spain? Students should also discuss how this voyage impacted commercial trade for the next several hundred years. Students should use primary and secondary sources and prepare a brief written report. L2 CHAPTER 13 Exploration and Expansion Section 1, 407–413 1 FOCUS Guide to Reading Section Overview Main Ideas People to Identify Reading Strategy • In the fifteenth century, Europeans began to explore the world. • Portugal, Spain, the Dutch Republic, and England reached new economic heights through worldwide trade. Vasco da Gama, Christopher Columbus, John Cabot, Amerigo Vespucci, Francisco Pizarro, Ferdinand Magellan Summarizing Information Use a chart like the one below to list reasons why Melaka, a port on the Malay Peninsula, was important to the Portuguese. Places to Locate BELLRINGER Preview Questions conquistador, colony, mercantilism, balance of trade Skillbuilder Activity 1. Why did Europeans travel to Asia? 2. What impact did European expansion have on the conquerors and the conquered? Preview of Events ✦1480 ✦1495 1488 Bartholomeu Dias rounds the Cape of Good Hope Importance of Melaka Portugal, Africa, Melaka, Cuba Key Terms After reading this section, students should know the major European explorers and understand their accomplishments. ✦1510 1494 The Treaty of Tordesillas divides the Americas Project transparency and have students answer questions. ✦1525 ✦1540 ✦1555 Daily Focus Skills Transparency 13–1 1550 Spanish gain control of northern Mexico 1500 Pedro Cabral lands in South America Copyright © by The McGraw-Hill Companies, Inc. UNIT 3 ANSWERS 1. Atlantic and Pacific Pilar, south 2. 52 30’ S latitude 3. Cape DAILY FOCUS SKILLS Chapter 13 TRANSPARENCY 13-1 Exploration and Expansion 1 Voices from the Past What two great oceans are connected by the Strait of Magellan? 2 What line of latitude marks the two ends of the strait? The Strait of Magellan 3 If you were traveling the strait from east to west, at what point would you be leaving the strait? Would Desolation Island be south or north of you? Dungeness Point Desolation Island ATLANTIC OCEAN Punta Arenas Santa Iness Island In a letter to the treasurer of the king and queen of Spain, Christopher Columbus reported on his first journey: 52°30'S Catalina Point Cape Pilar Tierra del Fuego N Clarence Island W E S PACIFIC OCEAN Cape Horn “ Believing that you will rejoice at the glorious success that our Lord has granted me in my voyage, I write this to tell you how in thirty-three days I reached the Indies with the first fleet which the most illustrious King and Queen, our Sovereigns, gave me, where I discovered a great many thickly-populated islands. Without meeting resistance, I have taken possession of them all for their Highnesses. . . . When I reached [Cuba], I followed its coast to the westward, and found it so large that I thought it must be the mainland—the province of [China], but I found neither towns nor villages on the seacoast, save for a few hamlets. ” Guide to Reading Answers to Graphic: strategically located, control could destroy Arab spice trade, gave Portuguese a way station en route to Spice Islands —Letters from the First Voyage, edited 1847 To the end of his life, despite the evidence, Columbus believed he had found a new route to Asia. Motives and Means The dynamic energy of Western civilization between 1500 and 1800 was most apparent when Europeans began to expand into the rest of the world. First Portugal and Spain, then later the Dutch Republic, England, and France, all rose to new economic heights through their worldwide trading activity. CHAPTER 13 The Age of Exploration Preteaching Vocabulary Have students find the meaning of the Latin root of the word mercantilism and come up with two other words that come from the same root. (mercari—to trade; merchant, merchandise) L1 407 SECTION RESOURCES Reproducible Masters • Reproducible Lesson Plan 13–1 • Daily Lecture and Discussion Notes 13–1 • Guided Reading Activity 13–1 • Section Quiz 13–1 • Reading Essentials and Study Guide 13–1 Transparencies • Daily Focus Skills Transparency 13–1 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM 407 CHAPTER 13 Section 1, 407–413 European Voyages of Discovery Greenland Hu d so n 0° 24 o 15 razan Ver MEXICO Cuba Bahamas Tenochtitl´an Hispaniola 92 (Mexico City) Cort´es 1519 Caribbean bus 14 Colum HONDURAS Sea EQUATOR ell an 15 21 Daily Lecture and Discussion Notes 13–1 150 0 an ell 20 ag 15 M 1915 Copyright © by The McGraw-Hill Companies, Inc. 120°W 90°W 60°W 30°W 0° Strait of Malacca C JAPAN TROPIC OF CANCER Philippines Death of Magellan April 1521 Melaka Spice Islands (Moluccas) M agellan 22 n) 15 gella r Ma o (fo Elcan AUSTRALIA INDIan Ocean N 60°S 150°W d Dutch English French Portuguese Spanish Strait of Magellan Daily Lecture and Discussion Notes a 14 7 9 Calicut ma ral b a 87 ag no M CHINA a aG Atlantic Ocean Elca SOUTH AMERICA TROPIC OF CAPRICORN 30°S pacific Ocean AFRICA 14 Dias Lima PERU da G a m pacific Ocean ASIA INDIA Goa Cab ral 30°N EUROPE NETHERLANDS FRANCE PORTUGAL SPAIN ENGLAND ier 15 3 4 P iza r r o 2 1 5 3 1 -1 5 3 Answers: 1. Based on map, Australia and Antarctica 2. Tables will vary, should include explorer, date, sponsoring country, and area explored. Hudson 16 97 Cart NORTH AMERICA Cab ot 1610 14 Hudson Bay 60°N 09 2 TEACH E W 2,000 miles 0 S 2,000 kilometers 0 Lambert Azimuthal Equal-Area projection 30°E 60°E 90°E 120°E 150°E 180° Chapter 13, Section 1 Did You Know ? The captain of the only ship from Magellan’s voyage that actually encircled the globe and returned to Spain received from the Spanish ruler a globe with the inscription “Primus circumdedisti me”—“You were the first to encircle me”—to add to his coat of arms. I. For more than a hundred years European explorers sailed the globe searching for wealth and glory. Motives and Means (pages 407–409) A. Europeans had long been attracted to Asia. Many people, including Christopher Columbus, were fascinated by Marco Polo’s account of his travels to the court of Kublai Khan and the exotic East. Fourteenth-century conquests by the Ottoman Empire made traveling to the East by land difficult. Europeans wanted a route by sea. 1. Interpreting Maps Which continents were left untouched by European explorers? 2. Applying Geography Skills Create a table that organizes the map information. Include the explorer, date, sponsoring country, and area explored. B. The desire for wealth was a large part of European expansion. Merchants, adventurers, and government officials hoped to find precious metals in and expand trade with the East especially trade in spices Another motive was religious wanting to spread the Enrich Have students discuss why spices were especially prized by Europeans. (needed to keep food from rotting; desired adding flavor) Science Have students research Europeans’ understanding of wind currents, which helped them make long voyages. Ask them to draw or bring in diagrams explaining exactly how the compass and astrolabe work. L2 FCAT SC.E.2.4.6 For almost a thousand years, Europeans had mostly remained in one area of the world. At the end of the fifteenth century, however, they set out on a remarkable series of overseas journeys. What caused them to undertake such dangerous voyages to the ends of the earth? Europeans had long been attracted to Asia. In the late thirteenth century, Marco Polo had traveled with his father and uncle to the Chinese court of the great Mongol ruler Kublai Khan. He had written an account of his experiences, known as The Travels. The book was read by many, including Columbus, who were fascinated by the exotic East. In the fourteenth century, conquests by the Ottoman Turks reduced the ability of westerners to travel by land to the East. People then spoke of gaining access to Asia by sea. 408 CHAPTER 13 Economic motives loom large in European expansion. Merchants, adventurers, and state officials had high hopes of expanding trade, especially for the spices of the East. The spices, which were needed to preserve and flavor food, were very expensive after being shipped to Europe by Arab middlemen. Europeans also had hopes of finding precious metals. One Spanish adventurer wrote that he went to the Americas “to give light to those who were in darkness, and to grow rich, as all men desire to do.” This statement suggests another reason for the overseas voyages: religious zeal. Many people shared the belief of Hernán Cortés, the Spanish conqueror of Mexico, that they must ensure that the natives “are introduced into the holy Catholic faith.” There was a third motive as well. Spiritual and secular affairs were connected in the sixteenth century. Adventurers such as Cortés wanted to convert the natives to Christianity, but grandeur, glory, and a spirit of adventure also played a major role in European expansion. “God, glory, and gold,” then, were the chief motives for European expansion, but what made the voyages possible? By the second half of the fifteenth century, European monarchies had increased their The Age of Exploration INTERDISCIPLINARY CONNECTIONS ACTIVITY STUDENT EDITION SUNSHINE STATE STANDARDS 1 408 2 Geography Using a world map or globe, have students locate Portugal, Spain, the Netherlands, England, France, North and South America, the islands of the Caribbean, Africa, the East Indies (now Indonesia), India, and the Philippines. Into what three major oceans are the great waters of the world divided? Which ocean is the largest and which the smallest? (Pacific, Atlantic, Indian; The Pacific is the largest and the Indian is the smallest.) Have students note the distance from Europe to India, the islands of Indonesia, and the coast of the Americas. L1 ELL FCAT MA.B.1.4.3 power and their resources. They could now turn their energies beyond their borders. Europeans had also reached a level of technology that enabled them to make a regular series of voyages beyond Europe. A new global age was about to begin. Reading Check Explaining What does the phrase “God, glory, and gold” mean? The Portuguese Trading Empire Portugal took the lead in European exploration. Beginning in 1420, under the sponsorship of Prince Henry the Navigator, Portuguese fleets began probing southward along the western coast of Africa. There, they discovered a new source of gold. The CHAPTER 13 southern coast of West Africa thus became known to Europeans as the Gold Coast. Portuguese sea captains heard reports of a route to India around the southern tip of Africa. In 1488, Bartholomeu Dias rounded the tip, called the Cape of Good Hope. Later, Vasco da Gama went around the cape and cut across the Indian Ocean to the coast of India. In May of 1498, he arrived off the port of Calicut, where he took on a cargo of spices. He returned to Portugal and made a profit of several thousand percent. Is it surprising that da Gama’s voyage was the first of many along this route? Portuguese fleets returned to the area to destroy Muslim shipping and to gain control of the spice trade, which had been controlled by the Muslims. In Section 1, 407–413 Answer: chief motives for European expansion: to convert the natives, for adventure, and for the riches that could be obtained Answer: Answers will vary. L1 Sea Travel in an Age of Exploration Caravel (small fifteenthand sixteenth-century ship) Guided Reading Activity 13–1 Name Date Class Guided Reading Activity 13-1 E uropean voyagers acquired much of their knowledge about sailing from the Arabs. For example, sailors used charts that Arab navigators and mathematicians had drawn in the thirteenth and fourteenth centuries. Known as portolani, these charts recorded the shapes of coastlines and distances between ports. They were very valuable in European waters. Because the charts were drawn on a flat scale and took no account of the curvature of the earth, however, they were of little help on overseas voyages. Only as sailors began to move beyond the coasts of Europe did they gain information about the actual shape of the earth. By 1500, cartography—the art and science of mapmaking—had reached the point where Europeans had fairly accurate maps of the areas they had explored. Europeans also learned new navigational techniques from the Arabs. Previously, sailors had used the position of the North Star to determine their latitude. Below the Equator, though, this technique was useless. The compass and the astrolabe (also perfected by the Arabs) greatly aided exploration. The compass showed in what direction a ship was moving. The astrolabe used the sun or a star to ascertain a ship’s latitude. Finally, European shipmakers learned how to use lateen (triangular) sails, which were developed by the Arabs. New ships, called caravels, were more maneuverable and could carry heavy cannon and more goods. Exploration and Expansion DIRECTIONS: Fill in the blanks below as you read Section 1. 1. Why was land travel from Europe to Asia reduced in the fourteenth century? Cargo hold 2. What three motives prompted adventurers to begin seeking a better sea route to Asia? 3. Which country took the lead in European exploration? 4. Why were traders ready to duplicate the voyage of da Gama to the coast of India? 5. How did the Spanish differ from the Portuguese in searching for a route to Asia? Critical Thinking Although Europeans made voyages in part to “destroy Muslim shipping” and to convert “heathens,” most of their sailing knowledge came from the Arabs. Ask students to research Arab technology. How did the Europeans acquire it? Did the Arabs make any effort to keep their knowledge secret? Did they themselves use what they discovered? L2 SS.A.2.4.6 Early compass Evaluating Which one advance was the most important for early explorers? Why? Writing Activity Map of the world, 1571 CHAPTER 13 The Age of Exploration 409 Have students write a brief essay in which they identify the causes of European expansion beginning in the sixteenth century. L1 SS.A.3.4.3 COOPERATIVE LEARNING ACTIVITY EXTENDING THE CONTENT Creating a Research Report Early Spanish and Portuguese explorers encountered many different cultures in the Americas (including Arawak, Carib, Maya, Aztec, Inca). Organize the class into small groups and have each group research and report on one of the indigenous American cultures. Each student should be assigned one of the following areas to research: geographic location and method of subsistence, arts and crafts, religious beliefs, customs, and the effect of European contact on the culture. Reports should be graded on how well students explain the political, economic, cultural and technological influence of European expansion on American cultures. One or more students may illustrate the report. L2 SS.A.3.4.3 STUDENT EDITION SUNSHINE STATE STANDARDS 1 3 4 2 409 CHAPTER 13 1509, a Portuguese fleet of warships defeated a combined fleet of Turkish and Indian ships off the coast of India. A year later, Admiral Afonso de Albuquerque set up a port at Goa, on the western coast of India. The Portuguese then began to range more widely in search of the source of the spice trade. Soon, Albuquerque sailed into Melaka on the Malay Peninsula. Melaka was a thriving port for the spice trade. For Albuquerque, control of Melaka would help to destroy Arab control of the spice trade and provide the Portuguese with a way station on the route to the Moluccas, then known as the Spice Islands. From Melaka, the Portuguese launched expeditions to China and the Spice Islands. There, they signed a treaty with a local ruler for the purchase and export of cloves to the European market. This treaty established Portuguese control of the spice trade. The Portuguese trading empire was complete. However, it remained a limited empire of trading posts. The Section 1, 407–413 Answer: It would help destroy Arab control of the spice trade and provide the Portuguese a way station on the way to the Spice Islands. Turning Points in World History The ABC News videotape includes a segment on the Age of Exploration. Portuguese had neither the power, the people, nor the desire to colonize the Asian regions. Why were the Portuguese the first successful European explorers? Basically it was a matter of guns and seamanship. Later, however, the Portuguese would be no match for other European forces—the English, Dutch, and French. Reading Check Explaining Why did Afonso de Albuquerque want control of Melaka? Voyages to the Americas The Portuguese sailed eastward through the Indian Ocean to reach the source of the spice trade. The Spanish sought to reach it by sailing westward across the Atlantic Ocean. With more people and greater resources, the Spanish established an overseas empire that was quite different from the Portuguese trading posts. “ The whole history of the Americas stems from the Four Voyages of Columbus. . . . Today a core of independent nations unite in homage to Christopher, the stout-hearted son of Genoa, who carried Christian civilization across the Ocean Sea. Literature Have students read an excerpt from one of Columbus’s journals. Discuss what the excerpt reveals about Columbus and his times. You might wish to ask other volunteers to read historical accounts of Columbus’s journey that were written during differing time periods. Have students share what they learned and explore reasons for differences in these accounts with the class. L2 SS.A.1.4.3 What Was the Impact of Columbus on the Americas? Historians have differed widely over the impact of Columbus on world history. Was he a hero who ushered in economic well being throughout the world? Or, was he a prime mover in the destruction of the people and cultures of the Americas? Critical Thinking Have students identify and discuss the changes that resulted from the European age of exploration. Ask students to take notes as they read the chapter. From their notes have students describe the defining characteristics of this era. L1 SS.A.3.4.3 410 CHAPTER 13 ” —Samuel Eliot Morison, 1942 Admiral of the Ocean Sea, A Life of Christopher Columbus “ Just twenty-one years after Columbus’s first landing in the Caribbean, the vastly populous island that the explorer had re-named Hispaniola was effectively desolate; nearly 8,000,000 people. . . had been killed by violence, disease, and despair. [W]hat happened on Hispaniola was the equivalent of more than fifty Hiroshimas.* And Hispaniola was only the beginning. ”—David E. Stannard, 1992 American Holocaust: Columbus and the Conquest of the New World *The atom bomb dropped on Hiroshima, Japan, killed at least 130,000 people. The Age of Exploration DIFFERENTIATED INSTRUCTION STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 Reading Support Have students work in pairs or small groups to summarize in pictures on poster board the achievements of Portugal and Spain described in this section. Try to pair competent illustrators with verbally proficient students. Tell students to discuss how the pictures should best convey the information. After the picture or pictures have been sketched and colored in, the groups should write labels summarizing the information the pictures convey. Display completed posters in the classroom. L1 ELL Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. 410 CHAPTER 13 The Voyages of Columbus An important figure in the history of Spanish exploration was an Italian, Christopher Columbus. Educated Europeans knew that the world was round, but had little understanding of its circumference or of the size of the continent of Asia. Convinced that the circumference of Earth was not as great as others thought, Columbus believed that he could reach Asia by sailing west instead of east around Africa. Columbus persuaded Queen Isabella of Spain to finance an exploratory expedition. In October 1492, he reached the Americas, where he explored the coastline of Cuba and the island of Hispaniola. Columbus believed he had reached Asia. Through three more voyages, he sought in vain to find a route through the outer islands to the Asian mainland. In his four voyages, Columbus reached all the major islands of the Caribbean and Honduras in Central America—all of which he called the Indies. Section 1, 407–413 Answers: 1. Answers will vary, but should be supported by logical arguments. 2. The Morison viewpoint is the traditional eurocentric viewpoint that sees the arrival of the Europeans as a positive “civilizing” influence; the other two focus primarily on the negative effects of Columbus’s discovery on the civilizations he found in the Americas. Columbus petitions Queen Isabella for financial support of his explorations. A Line of Demarcation “ When the two races first met on the eastern coast of America, there was unlimited potential for harmony. The newcomers could have adapted to the hosts’ customs and values. . . . But this did not happen . . . [Columbus] viewed the natives of America with arrogance and disdain . . . Columbus wrote of gold, . . . and of spices, . . . and ‘slaves, as many as they shall order to be shipped. . . .’ ” —George P. Horse Capture, 1992 “An American Indian Perspective,” Seeds of Change 1. Using information from the text and outside sources, write about Columbus’s voyages from his point of view. If he were to undertake his voyages today, would he do anything differently? 2. Using the information in the text and your own research, evaluate these three excerpts. Which corroborates the information of the other? What might account for the difference in these viewpoints? By the 1490s, then, the voyages of the Portuguese and Spanish had already opened up new lands to exploration. Both Spain and Portugal feared that the other might claim some of its newly discovered territories. They resolved their concerns by agreeing on a line of demarcation, an imaginary line that divided their spheres of influence. According to the Treaty of Tordesillas (TAWR• duh•SEE•yuhs), signed in 1494, the line would extend from north to south through the Atlantic Ocean and the easternmost part of the South American continent. Unexplored territories east of the line would be controlled by Portugal, and those west of the line by Spain. This treaty gave Portugal control over its route around Africa, and it gave Spain rights to almost all of the Americas. Citrus Florida’s citrus industry can be traced back to Columbus’s second voyage to the Americas in 1493. The citrus seeds the navigator brought to the West Indies took root there and eventually made their way to Mexico and Florida. Science Ask interested students to research the impact of contagious diseases on Native American populations. How is immunity to such diseases built up? Were Europeans affected by American diseases? L2 Race to the Americas Other explorers soon realized that Columbus had discovered an entirely new frontier. Government-sponsored explorers from many countries joined the race to the Americas. A Venetian seaman, John Cabot, explored the New England coastline of the Americas for England. The Portuguese sea captain Pedro Cabral landed in South America in 1500. Amerigo Vespucci (veh•SPOO• chee), a Florentine, went along on several voyages and wrote letters describing the lands he saw. These letters led to the use of the name America (after Amerigo) for the new lands. CHAPTER 13 The Age of Exploration FCAT SC.F.2.4.3; SC.F.1.4.1 Enrich 411 EXTENDING THE CONTENT Navigation In ancient times, sailors used the constellations and seasonal wind directions to navigate their ships. In the Middle Ages, sailors drew up charts that included sample calculations of wind directions for the different seasons. The invention of both the astrolabe and the compass had a combined impact on late medieval European civilization that somewhat mirrors the impact of radio on modern civilization. Sailors at last found an accurate way to measure the angle and movement of stars. Now, if a ship were blown off course by a storm, the astrolabe could show sailors how far they had drifted. The sextant, a device still used in modern-day navigation, was developed from the astrolabe. Have students use library resources to research the expeditions of one of the famous European explorers. Then have them prepare a script about the explorer’s expedition. L3 SS.A.3.4.3 STUDENT EDITION SUNSHINE STATE STANDARDS 1 3 4 5 2 411 CHAPTER 13 Europeans called these territories the New World, but the lands were hardly new. They already had flourishing civilizations made up of millions of people when the Europeans arrived. The Americas were, of course, new to the Europeans, who quickly saw opportunities for conquest and exploitation. Section 1, 407–413 Answer: Each was afraid that the other might try to claim some of its newly discovered territories. Reading Check Examining Why did the Spanish and Portuguese sign the Treaty of Tordesillas? The Spanish conquerors of the Americas—known International trade was crucial in as conquistadors—were individuals whose guns and creating a new age of commercial capitalism, one of the determination brought them incredible success. The first steps in the development of the world economy. forces of Hernán Cortés took only three years to overSpanish conquests in the Americas affected throw the mighty Aztec Empire in Central Mexico not only the conquered but also the conquerors. (see Chapter 11). By 1550, the Spanish had gained This was especially true in the economic arena. control of northern Mexico. In South America, an Wherever they went, Europeans sought gold and silexpedition led by Francisco Pizarro took control of ver. One Aztec commented that the Spanish conthe Incan Empire high in the Peruvian Andes. Within querors “longed and lusted for gold. Their bodies 30 years, the western part of Latin America, as these swelled with greed; they hungered like pigs for lands in Mexico and Central and South America were that gold.” Rich silver deposits were found and called, had been brought under Spanish control. (The exploited in Mexico and southern Peru (modern Portuguese took over Brazil, which fell on their side Bolivia). of the line of demarcation.) Colonists established plantations and ranches to By 1535, the Spanish had created a system of coloraise sugar, cotton, vanilla, livestock, and other prodnial administration in the Americas. Queen Isabella ucts introduced to the Americas for export to Europe. declared Native Americans (then called Indians, after Agricultural products native to the Americas, such as the Spanish word Indios, “inhabitants of the Indies”) potatoes, cocoa, corn, and tobacco, were also shipped to be her subjects. She granted the Spanish encomienda, to Europe. The extensive exchange of plants and anior the right to use Native Americans as laborers. mals between the Old and New Worlds—known as The Spanish were supposed to protect Native Amerthe Columbian Exchange—transformed economic icans, but the settlers were far from Spain and largely activity in both worlds. ignored their rulers. Native Americans were put to At the same time, Portuguese expansion in the work on sugar plantations and in gold and silver mines. East created its own economic impact. With their Asian Few Spanish settlers worried about protecting them. trading posts, Portugal soon challenged the Forced labor, starvation, and especially disease Italian states as the chief entry point of the took a fearful toll on Native American lives. With liteastern trade in spices, jewels, silk, and perfumes. Other tle natural resistance to European European nations soon sought diseases, the native peoples were similar economic benefits. ravaged by smallpox, measles, and typhus, and many of them New Rivals Enter the Scene By the end of the sixteenth died. Hispaniola, for example, had century, several new Euroa population of 250,000 when pean rivals had entered the Columbus arrived. By 1538, only scene for the eastern trade. 500 Native Americans had surThe Spanish established vived. In Mexico, the population themselves in the Philippine dropped from 25 million in 1519 to Islands, where Ferdinand 1 million in 1630. Magellan had landed earlier. In the early years of the conThey turned the Philippines quest, Catholic missionaries conIncan mask into a major Spanish base for verted and baptized hundreds of Answer: The majority of the natives quickly died off as a result of violence, forced labor, starvation, and disease. How did governments respond to the new age of commercial capitalism? (granted subsidies, improved transportation, higher taxes) Ask students how international trade resulting from the Age of Exploration differed from earlier trade along the Silk Road. L1 SS.D.2.4.6 3 ASSESS Assign Section 1 Assessment as homework or as an in-class activity. Have students use Interactive Tutor Self-Assessment CD-ROM. L2 Section Quiz 13–1 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Score Chapter 13 Section Quiz 13-1 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. Spanish conquerors of the Americas A. colony 2. the right to use native Americans as slaves B. mercantilism 3. settlement in a new territory linked to a parent country by trade C. conquistadors 4. economic theory of the 17th century E. encomienda D. balance of trade 5. difference in value between imports and exports over time DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6. European expansion was driven by all of the following EXCEPT A. wealth and trade. C. political ambition. B. religious zeal. D. fear of African empires. mpanies, Inc. 7. Portugal maintained a colonial or trade interest in all of the following EXCEPT A. North America. C. West Africa. B. South America. D. India. Reading Check Evaluating What was the impact of the Spanish settlement on the Native Americans? Economic Impact and Competition The Spanish Empire ✔ thousands of native peoples. With the arrival of the missionaries came parishes, schools, and hospitals— all the trappings of a European society. Native American social and political structures were torn apart and replaced by European systems of religion, language, culture, and government. 412 CHAPTER 13 The Age of Exploration 8. The Treaty of Tordesillas in 1494 gave Spain control of almost all of A. Africa. C. Europe. B. Asia. D. the Americas. READING THE TEXT STUDENT EDITION SUNSHINE STATE STANDARDS 1 3 412 2 4 Reading Maps, Graphs, and Charts Have students refer to the world map in the Reference Atlas section of this text. Then ask students to study the historical map on page 409. Ask students to describe as many differences as they can between the two maps. Have students explain why the maps are different (tools and knowledge available to create the map, purpose of the map, cost of producing the map). Have students interpret the maps to identify and explain the geographic factors that influenced the people and events of the Age of Exploration. To illustrate how difficult it was for explorers to create accurate maps, have your students create a map of the classroom. Encourage students to make scale and proportion as exact as possible. L1 ELL FCAT MA.B.3.4.1 trade across the Pacific. Spanish ships carried silver from Mexico to the Philippines and returned to Mexico with silk and other luxury goods. At the beginning of the seventeenth century, an English fleet landed on the northwestern coast of India and established trade relations with the people there. Trade with Southeast Asia soon followed. The first Dutch fleet arrived in India in 1595. Shortly after, the Dutch formed the East India Company and began competing with the English and the Portuguese. The Dutch also formed the West India Company to compete with the Spanish and Portuguese in the Americas. The Dutch colony of New Netherland stretched from the mouth of the Hudson River north to Albany, New York. Present-day names such as Staten Island and Harlem are reminders that it was the Dutch who initially settled the Hudson River Valley. During the 1600s, the French also colonized parts of what is now Canada and Louisiana. In 1608 Samuel de Champlain founded Quebec, the first permanent French settlement in the Americas. Meanwhile, English settlers were founding Virginia and the Massachusetts Bay Colony. After 1660 the English-French rivalry brought about the fall of the Dutch commercial empire in the Americas. The English seized the colony of New Netherland, renaming it New York. By 1700 the English had established a colonial empire along the eastern seaboard of North America. They had also set up sugar plantations on several Caribbean islands. CHAPTER 13 Trade, Colonies, and Mercantilism Led by Portugal and Spain, European nations in the 1500s and 1600s established many trading posts and colonies in the Americas and the East. A colony is a settlement of people living in a new territory, linked with the parent country by trade and direct government control. With the development of colonies and trading posts, Europeans entered an age of increased international trade. Colonies played a role in the theory of mercantilism, a set of principles that dominated economic thought in the seventeenth century. According to mercantilists, the prosperity of a nation depended on a large supply of bullion, or gold and silver. To bring in gold and silver payments, nations tried to have a favorable balance of trade. The balance of trade is the difference in value between what a nation imports and what it exports over time. When the balance is favorable, the goods exported are of greater value than those imported. To encourage exports, governments stimulated export industries and trade. They granted subsidies, or payments, to new industries and improved transportation systems by building roads, bridges, and canals. By placing high tariffs, or taxes, on foreign goods, they tried to keep these goods out of their own countries. Colonies were considered important both as sources of raw materials and markets for finished goods. Section 1, 407–413 Answer: silver, dyes, gold, cotton, vanilla, hides, potatoes, cocoa, corn, tobacco L1 Reading Essentials and Study Guide 13 –1 Name Date Class Reading Essentials and Study Guide Chapter 13, Section 1 For use with textbook pages 407–413 EXPLORATION AND EXPANSION KEY TERMS conquistadors Spanish conquerors of the Americas (page 412) colony a settlement of people living in a new territory, linked with the parent country by trade and direct government control (page 413) mercantilism a set of principles that dominated economic thought in the seventeenth century, which emphasized the accumulation of bullion through government involvement in the promotion of industries and trade (page 413) balance of trade the difference in value between what a nation imports and what it exports over time (page 413) Connecting Across Time Ask students to research the Dutch East India Company and business strategies of multinational corporations. How has foreign trade changed since the seventeenth century? L3 Reading Check Identifying What products were sent from the Americas to Europe? SS.D.2.4.6 Reteaching Activity Checking for Understanding 1. Define conquistador, colony, mercantilism, balance of trade. 2. Identify Vasco da Gama, Christopher Columbus, John Cabot, Amerigo Vespucci, Francisco Pizarro, Ferdinand Magellan. 3. Locate Portugal, Africa, Melaka, Cuba. 4. Explain why the Spanish were so hungry for gold. Critical Thinking 6. Describe Identify and briefly describe the negative consequences of the Spanish encomienda system. Were there any positive consequences? 7. Identifying Information Use a web diagram like the one below to list motives for European exploration. Have students work in pairs to outline this section. L1 Analyzing Visuals 8. Examine the photograph of the Incan mask shown on page 412 of your text. How could artifacts such as this have increased the European desire to explore and conquer the Americas? 4 CLOSE 9. Descriptive Writing Research one of the expeditions discussed in this section. Write a journal entry describing your experiences as a sailor on the expedition. Provide details of your daily life on the ship and what you found when you first reached land. Motives for Exploration 5. List the institutions of European society that were brought to the Americas by European missionaries. CHAPTER 13 The Age of Exploration 413 Ask students how life in Europe was changed by exploration in Africa, Asia, and the Americas. What might the impact of expanded trade have been on Europeans’ daily lives? Have students explain the political, economic, cultural, and technological influences of European expansion on Europeans. L2 SS.A.3.4.3 1. Key terms are in blue. 2. Vasco da Gama (p. 409); Christopher Columbus (p. 411); John Cabot (p. 411); Amerigo Vespucci (p. 411); Francisco Pizarro (p. 412); Ferdinand Magellan (p. 412) 3. See chapter maps. 4. mercantilism measured a nation’s prosperity in bullion 5. parishes, schools, hospitals; also religion, language, culture, government 6. allowed the Spanish to use Native Americans as laborers, majority of the native population soon killed by forced labor, starvation, disease; positive: Spanish were supposed to protect the Native Americans 7. opportunities for riches, religious zeal, spirit of adventure 8. The mask is made of gold, which was highly desired by European explorers. 9. Students will create a journal entry. STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 413 TEACH Columbus Lands in the Americas Analyzing Primary Sources Based on this letter, how would students describe the attitude of the natives of Hispaniola toward Columbus and his men? (Answers will vary.) To whom was Columbus writing this letter? (Spanish king and queen) How do you know? (Addresses “Your Highnesses”) How does the fact that he was writing to his sponsors explain why Columbus claims to have given the natives “good things,” rather than worthless things? (says he hoped natives would become Christian subjects of Spain, willing to give Spain what it wanted) L2 ON RETURNING FROM HIS VOYAGE TO THE Americas, Christopher Columbus wrote a letter describing ATLANTIC his experience. In OCEAN this passage from CUBA Hispaniola the letter, he tells of his arrival on the island of HAITI DOMINICAN Hispaniola. Caribbean Sea REPUBLIC The people of this island and of all the other “ islands which I have found and of which I have information, all go naked, men and women, as their mothers bore them. They have no iron or steel or weapons, nor are they fitted to use them. This is not because they are not well built and of handsome stature, but because they are very marvelously timid. They have no other arms than spears made of canes, cut in seeding time, to the end of which they fix a small sharpened stick. They refuse nothing that they possess, if it be asked of them; on the contrary, they invite any one to share it and display as much love as if they would give their hearts. They are content with whatever trifle of whatever kind they may be given to them, whether it be of value or valueless. I forbade that they should be given things so worthless as fragments of broken crockery, scraps of broken glass and lace tips, although when they were able to get them, they fancied that they possessed the best jewel in the world. So it was found that for a leather strap a soldier received gold to the weight of two and half castellanos, and others received much more for other things which were worthless. . . . I gave them a thousand handsome good things, which I had brought, in order that they might conceive affection for us and, more than that, might become Christians and be inclined to the love and service of Your Highnesses [king and queen of Spain], and strive to collect and give us of the things which they have in abundance and what are necessary to us. FCAT LA.A.2.4.1 Critical Thinking Ask students to speculate why Columbus assumed the natives of Hispaniola were “very marvelously timid.” L2 Connecting Across Time During the Age of Exploration, most explorers were financed by their governments or by their monarchs. Guide students in a discussion of the ways contemporary explorers obtain financing for their work. L2 Columbus landing in the Americas They practice no kind of idolatry, but have a firm belief that all strength and power, and indeed all good things, are in heaven, and that I had descended from thence with these ships and sailors, and under this impression was I received after they had thrown aside their fears. Nor are they slow or stupid, but of very clear understanding; and those men who have crossed to the neighbouring islands give an abominable description of everything they observed; but they never saw any people clothed, nor any ships like ours. —Christopher Columbus, The Journal of Christopher Columbus ” Analyzing Primary Sources 1. Why did Columbus give the peoples of Hispaniola “a thousand handsome good things”? 2. How did the explorers take advantage of Native Americans? 414 ANSWERS TO ANALYZING PRIMARY SOURCES STUDENT EDITION SUNSHINE STATE STANDARDS 1 414 1. Columbus wanted to win the affection of the people of Hispaniola, to encourage them to become Christians, to win their loyalty for the Spanish monarchs, and to encourage them to give things to him in return. 2. In trade transactions, Native Americans unwittingly exchanged disproportionate sums of gold for items of little worth that the explorers had brought with them. CHAPTER 13 Africa in an Age of Transition Section 2, 415–418 1 FOCUS Guide to Reading Section Overview Main Ideas People to Identify Reading Strategy • European expansion affected Africa with the dramatic increase of the slave trade. • Traditional political systems and cultures continued to exist in most of Africa. King Afonso, Ibo Cause and Effect Use a table like the one below to identify economic and political factors that caused the slave trade to be profitable. List the economic and political effects of the trade. Key Terms 1. How did European expansion affect Africa’s peoples and cultures? 2. How were the African states structured politically? Places to Locate Brazil, Benin, South Africa, Mozambique Preview Questions plantation, triangular trade, Middle Passage Preview of Events ✦1510 ✦1525 ✦1540 ✦1555 Economic/ Political Factors This section explains the impact of European expansion on Africa and the cultures of Africa. BELLRINGER Economic/ Political Effects Skillbuilder Activity Project transparency and have students answer questions. ✦1570 ✦1585 1518 A Spanish ship carries the first boatload of African slaves to the Americas ✦1600 Daily Focus Skills Transparency 13–2 1591 Moroccan forces defeat the Songhai army Copyright © by The McGraw-Hill Companies, Inc. UNIT 3 ANSWERS 1. the need for labor increased 2. corruption and depopulation 3. African leaders used guns obtained by trading slaves to raid neighboring peoples Africa in an Age of Transition 1 Why did the planting of sugar cane in the Americas increase the demand for slaves? Local African rulers’ view of slave trade as an income Voices from the Past Demand for labor to grow sugar cane in the Americas “ As the slaves come down to Fida [a port on the west coast of Africa] from the inland country, they are put into a booth, or prison, built for that purpose, near the beach, all of them together; and when the Europeans are to receive them, they are brought out into a large plain, where the surgeons examine every part of them, men and women being all stark naked. Such as are found good and sound are set on one side. Each of those which have passed as good is marked . . . with a red-hot iron, imprinting the mark of the French, English, or Dutch companies, so that each nation may distinguish its own and prevent their being changed by the natives for worse. How did the demand for slaves affect some African countries? Cause Effect Depopulation of some African countries 3 Describe how the demand for slaves increased warfare among African peoples. Demand for domestic servants in southwest Asia Demand for domestic servants in Europe Guide to Reading Answers to Graphic: Factors: market for African slaves in the Middle East, planting of sugarcane, demand for slaves increased; Effects: depopulation of some areas, increased warfare and violence ” —Documents Illustrative of the Slave Trade to America, Elizabeth Dorman, ed.,1930 The exchange of slaves became an important part of European trading patterns. The Slave Trade Traffic in slaves was not new, to be sure. As in other areas of the world, slavery had been practiced in Africa since ancient times. In the fifteenth century, it continued at a fairly steady level. The primary market for African slaves was Southwest Asia, where most slaves were used as domestic servants. Slavery also existed in some European countries. The Age of Exploration 2 Increased warfare among African peoples Early European explorers sought gold in Africa but were soon involved in the slave trade. One Dutch trader noted: CHAPTER 13 DAILY FOCUS SKILLS Chapter 13 TRANSPARENCY 13-2 Preteaching Vocabulary To understand triangular trade, have students draw a triangle and label the three points as Europe, Africa and Asia, and the Americas. Have them use arrows to indicate the shipping patterns of goods and slaves. L1 415 SECTION RESOURCES Reproducible Masters • Reproducible Lesson Plan 13–2 • Daily Lecture and Discussion Notes 13–2 • Guided Reading Activity 13–2 • Section Quiz 13–2 • Reading Essentials and Study Guide 13–2 Transparencies • Daily Focus Skills Transparency 13–2 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM STUDENT EDITION SUNSHINE STATE STANDARDS 1 415 Atlantic Slave Trade, 1500s–1600s CHAPTER 13 Section 2, 415–418 Slave-gathering areas Major concentrations of slaves Gold Coast Ivory Coast Slave Coast Routes of slave traders NORTH AMERICA M 2 TEACH iss iss i p pi R. New Orleans Atlantic Ocean Savannah TROPIC OF CANCER AFRICA The Slave Trade (pages 415–417) A. In the fifteenth century the primary market for African slaves was Southwest Asia, where they were used principally as domestic servants. Some European countries also had slaves, used as servants for wealthy families. B. The demand for slaves rose dramatically with the European voyages to the Americas and the planting of sugar cane there. Plantations, large agricultural estates, were set up on the eastern coast of Brazil and on islands in the Caribbean to grow sugar cane. Growing cane is labor intensive. The small native population, much of which had died from European diseases, could not handle the work. African slaves were imported to meet the need. C. A Spanish ship carried the first boatload of African slaves to the Americas in 1518. The L1 Guided Reading Activity 13–2 n Co Mozambique Rio de Janeiro 2,000 miles 60°W 30°W 0° Growth of the Slave Trade In 1518, a Spanish ship carried the first boatload of African slaves directly from Africa to the Americas. During the next two centuries, the trade in slaves grew dramatically and became part of the triangular trade that marked the emergence of a new world economy. The pattern of triangular trade connected Europe, Africa and Asia, and the American continents. European merchant ships carried European manufactured goods, such as guns and cloth, to Africa, where they were traded for a cargo of slaves. The slaves were then shipped to the Americas and sold. European merchants then bought tobacco, molasses, sugar, and raw cotton and shipped them back to Europe to be sold in European markets. Class Guided Reading Activity 13-2 Africa in an Age of Transition DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if the statement is true or F if the statement is false. For all false statements write a corrected statement. 1. The primary market for African slaves was Southwest Asia, where most slaves were used as field hands. 2. The demand for slaves changed dramatically with the discovery of the Americas and the planting of sugarcane there. 3. In 1518, a Spanish ship carried the first boatload of African slaves directly from Africa to Spain. Enrich 416 . Historians define a slave as having the following characteristics: a slave is a form of property, either movable or immovable; a slave is the object of law, not its subject, and is not able to enter into contracts; a slave has fewer rights than his or her owner; few, if any, limits exist on how slaves may be abused; the product of the slave’s labor belongs to someone else; a slave has few, if any, political rights. 1 2 . Chapter 13, Section 2 STUDENT EDITION SUNSHINE STATE STANDARDS 0° Salvador During the last half of the fifteenth century, for example, about a thousand slaves were taken to Portugal each year. Most wound up serving as domestic servants. The demand for slaves changed dramatically, however, with the discovery of the Americas in the 1490s and the planting of sugarcane there. Cane sugar was introduced to Europe from Southwest Asia during the Middle Ages. During the sixteenth century, plantations, large agricultural estates, were set up along the coast of Brazil and on islands in the Caribbean to grow sugarcane. Growing cane sugar demands much labor. The small Native American population, much of which had died of diseases imported from Europe, could not provide the labor needed. Thus, African slaves were shipped to Brazil and the Caribbean to work on the plantations. ? Guide students in a discussion of how the European discovery of the Americas and the planting of sugarcane in South America and the Caribbean changed African slavery. L1 SS.D.2.4.6 go R 30°S Daily Lecture and Discussion Notes Date BRAZIL SOUTH AMERICA 0 Copyright © by The McGraw-Hill Companies, Inc. Name Timbuktu Ni ge Fida (Whydah) 2,000 kilometers 0 Lambert Azimuthal Equal-Area projection Daily Lecture and Discussion Notes 13–2 I. Lisbon rR TROPIC OF CAPRICORN 90°W Did You Know S Am a z o n R . pacific Ocean E W 30°N Caribbean Sea EQUATOR Nantes EUROPE MOROCCO West Indies Answers: 1. the west coast, closest to ships from North and South America 2. They would have to wear more clothing, since both Europe and North America have cooler climates than the regions of Africa from which they came. N Liverpool 416 CHAPTER 13 30°E From 1450 to 1600, about 275,000 Africans were exported as slaves to the Americas. 1. Interpreting Maps What part of Africa was the greatest source of slaves? Why? 2. Applying Geography Skills What climate adjustments would African slaves have to make in North America and Europe? An estimated 275,000 African slaves were exported during the sixteenth century. Two thousand went every year to the Americas alone. In the seventeenth century, the total climbed to over a million and jumped to six million in the eighteenth century. By then the trade had spread from West Africa and central Africa to East Africa. Altogether, as many as ten million African slaves were brought to the Americas between the early sixteenth and the late nineteenth centuries. One reason for these astonishing numbers, of course, was the high death rate. The journey of slaves from Africa to the Americas became known as the Middle Passage, the middle portion of the triangular trade route. Many slaves died on the journey. Those who arrived often died from diseases to which they had little or no immunity. Death rates were higher for newly arrived slaves than for those born and raised in the Americas. The new generation gradually developed at least a partial immunity to many diseases. Owners, however, rarely encouraged their slaves to have children. Many slave owners, especially on islands in the Caribbean, believed that buying a new slave was less expensive than raising a child from birth to working age. Sources of Slaves Before the coming of Europeans in the fifteenth century, most slaves in Africa were prisoners of war. When Europeans first began to take part in the slave trade, they bought slaves from local African merchants at slave markets on the coasts in return for gold, guns, or other European goods. The Age of Exploration READING THE TEXT Making Inferences Slavery in Europe was well entrenched in the later Middle Ages. The bubonic plague, famine, and other epidemics created a severe labor shortage. This encouraged Italian bankers and merchants to buy slaves from the Balkans, southern Russia, and central Anatolia. Profits were considerable and papal threats of excommunication failed to stop the slave trade. Genoese traders set up colonial stations in the Crimea and along the Black Sea for the needs of plantation agriculture in the Mediterranean area and the Americas. This form of slavery had nothing to do with race; almost all slaves were white. Have students discuss how black African slaves began to be traded in Europe. L1 SS.B.2.4.2 At first, local slave traders obtained their supplies of slaves from the coastal regions nearby. As demand increased, however, they had to move farther inland to find their victims. Local rulers became concerned about the impact of the slave trade on the well-being of their societies. In a letter to the king of Portugal in 1526, King Afonso of Congo (Bakongo) said, “so great is the corruption that our country is being completely depopulated.” Protests from Africans were generally ignored by Europeans, however, as well as by other Africans. As a rule, local rulers who traded slaves viewed the slave trade as a source of income. Many sent raiders into defenseless villages in search of victims. Effects of the Slave Trade The effects of the slave trade varied from area to area. Of course, it always had tragic effects on the lives of individual victims and their families. The slave trade led to the depopulation of some areas, and it deprived many African communities of their youngest and strongest men and women. The desire of local slave traders to provide a constant supply of slaves led to increased warfare in Africa. Coastal or near-coastal African leaders and their followers, armed with guns acquired from the trade in slaves, increased their raids and wars on neighboring peoples. CHAPTER 13 Only a few Europeans lamented what they were HISTORY doing to traditional African societies. One Dutch slave Web Activity Visit trader remarked, “From us the Glencoe World History Web site at they have learned strife, wh.glencoe.com and quarrelling, drunkenness, click on Chapter 13– trickery, theft, unbridled Student Web Activity desire for what is not one’s to learn more about the own, misdeeds unknown Age of Exploration. to them before, and the accursed lust for gold.” The slave trade had a devastating effect on some African states. The case of Benin in West Africa is a good example. A brilliant and creative society in the sixteenth century, Benin was pulled into the slave trade. As the population declined and warfare increased, the people of Benin lost faith in their gods, their art deteriorated, and human sacrifice became more common. When the British arrived there at the end of the nineteenth century, they found a corrupt and brutal place. It took years to discover the brilliance of the earlier culture destroyed by slavery. Section 2, 415–418 Answer: it provided a market for manufactured goods from Europe (Africa), for slaves from Africa (the Americas), and for raw materials from the Americas (Europe) Critical Thinking Have students speculate on the effects of the slave trade on European traders and sailors. How might they justify their livelihoods? How might they rationalize the conditions on slave ships? How might Europeans develop a “comfort level” in thinking about African slavery? Remind students that views about the differences between races were very different three hundred years ago. L2 Reading Check Describing Describe the purpose and path of the triangular trade. Political and Social Structures The slave trade was one of the most noticeable effects of the European presence in Africa between 1500 and 1800. Generally, European influence did not extend beyond the coastal regions. Only in a few areas, such as South Africa and Mozambique, were there signs of a permanent European presence. Slaves were kept in the ship’s cargo deck, called the hold. Music and Sociology The composer of the hymn “Amazing Grace” was a former slave trader. Ask students to research the composition of this song. Students might wish to watch Bill Moyers’ program “Amazing Grace,” produced for public television. Have students analyze how the hymn reflects the history of the culture in which it was produced. L2 Traditional Political Systems In general, traditional African political systems continued to exist. By the sixteenth century, monarchy had become a common form of government throughout much of the continent. Some states, like the kingdom of Benin in West Africa, were highly centralized, with the king regarded as almost divine. Other African states were more like collections of small principalities knit together by ties of kinship or other loyalties. The state of Ashanti on the Gold Coast was a good example. The kingdom consisted of a number of previously independent small states linked together by kinship ties and subordinated to the king. To provide visible evidence of this unity, each local ruler was given a ceremonial stool of office as a symbol of the kinship ties that linked the rulers CHAPTER 13 The Age of Exploration 417 COOPERATIVE LEARNING ACTIVITY EXTENDING THE CONTENT Creating a Newspaper By now, students have done a lot of thinking about and discussing the issue of slavery and its impact on the various people involved. Have students work in groups to prepare a one or two-page report for a Dutch newspaper of this era. Have the students write articles covering both sides of the slavery issue. Students might have an eyewitness account of a slaveship; a comparison of Dutch slaveships to those of Portugal or Spain; an interview with a slave (where he or she is from, what has happened, how he or she feels); or an interview with a ship’s captain. Encourage students to be creative in both their writing and newspaper layout. Consider “publishing” the various newspapers for the entire class, or post them. L3 FCAT LA.A.2.4.4 3 ASSESS Assign Section 2 Assessment as homework or as an in-class activity. Have students use Interactive Tutor Self-Assessment CD-ROM. STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 417 CHAPTER 13 Section 2, 415–418 King Afonso I c.1456–c.1545—African king Afonso I was the greatest king of Answer: monarchy; collections of small principalities, political units led by village leader L2 Section Quiz 13–2 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ Chapter 13 Score Section Quiz 13-2 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. trade route connecting Europe, Africa and the Americas A. sugar cane 2. the journey of slaves form Africa to America B. middle passage 3. large agricultural estates C. triangular trade 4. crop introduced to Europe from Southwest Asia D. Ashanti 5. Gold Coast state E. plantations DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6. Early African political systems were mainly A city states C Congo (present-day Angola and the Democratic Republic of the Congo). He was born Mvemba Nzinga, son of the king of Congo. After the Portuguese arrived in the kingdom, Mvemba converted to Catholicism and changed his name to Afonso. After he became king in 1506, Afonso sought friendly relations with the Portuguese. In return for trade privileges, the Portuguese sent manufactured goods, missionaries, and craftspeople to Congo. Afonso soon found, however, that the Portuguese could not be trusted. They made more and more raids for African slaves and even attempted to assassinate King Afonso when they thought that the king was hiding gold from them. Afonso remained a devout Christian, building churches and schools. purely tribal clans L1 together. The king had an exquisite golden stool to symbolize the unity of the entire state. Many Africans continued to live in small political units in which authority rested in a village leader. For example, the Ibo society of eastern Nigeria was based on independent villages. The Ibo were active traders, and the area produced more slaves than practically any other in the continent. Reading Essentials and Study Guide 13–2 Name Date Class Reading Essentials and Study Guide Chapter 13, Section 2 For use with textbook pages 415–418 AFRICA IN AN AGE OF TRANSITION KEY TERMS Foreign Influences plantations large agricultural estates that often depended on slavery to provide the labor they needed (page 416) Many African political systems, then, were affected little by the European presence. triangular trade a pattern of trade that connected Europe, Africa and Asia, and the American continents (page 416) Middle Passage the journey of slaves from Africa to the Americas (the middle portion of the triangular trade route) (page 416) Nevertheless, the Europeans were causing changes, sometimes indirectly. In the western Sahara, for example, trade routes shifted toward the coast. This led to the weakening of the old Songhai trading empire and the emergence of a vigorous new Moroccan dynasty in the late sixteenth century. Morocco had long hoped to expand its influence into the Sahara in order to seize control over the trade in gold and salt. In 1591, after a 20-week trek across the desert, Moroccan forces defeated the Songhai army and then occupied the great trading center of Timbuktu. Eventually, the Moroccans were forced to leave, but Songhai was beyond recovery. Its next two centuries were marked by civil disorder. Foreigners also influenced African religious beliefs. Here, however, Europeans had less impact than the Islamic culture. In North Africa, Islam continued to expand. Muslim beliefs became dominant along the northern coast and spread southward into the states of West and East Africa. Although their voyages centered on trade with the East, Europeans were also interested in spreading Christianity. The Portuguese engaged in some missionary activity, but the English, the Dutch, and the French made little effort to combine their trading activities with the Christian message. Except for a tiny European foothold in South Africa and the isolated kingdom of Ethiopia, Christianity did not stop the spread of Islam in Africa. Reading Check Describing What was the most common form of government throughout Africa? What other political systems existed? DRAWING FROM EXPERIENCEII Have you ever visited a plantation? How did the plantation owners live? How did Reteaching Activity Have students create an outline of the information contained in this section. L1 4 CLOSE Guide students in a discussion identifying the causes of European expansion in the sixteenth century. L2 Checking for Understanding 1. Define plantation, triangular trade, Middle Passage. Critical Thinking 6. Analyze Why did Africans engage in slave trade? Did they have a choice? 2. Identify King Afonso, Ibo. 7. Compare and Contrast Use a table like the one below to compare and contrast the political systems of Benin, the state of Ashanti, and the Ibo peoples. 3. Locate Brazil, Benin, South Africa, Mozambique. 4. Explain how the Europeans obtained access to slaves. To what port cities in Europe and the Americas were the African slaves shipped? 1 3 418 2 Ashanti Ibo 5. Identify the effects of the slave trade on the culture of Benin. 418 STUDENT EDITION SUNSHINE STATE STANDARDS Benin CHAPTER 13 Analyzing Visuals 8. Examine the picture of the inside of a slave ship shown on page 417. From looking at this picture, what conclusions can you draw about the conditions that slaves endured during their voyage to the Americas? 9. Persuasive Writing Does the fact that Africans participated in enslaving other Africans make the European involvement in the slave trade any less wrong? Write an editorial on your position. The Age of Exploration 1. Key terms are in blue. 6. sale of enemies profitable, groups 2. King Afonso (p. 417); Ibo (p. 418) not engaged in slave trade likely to 3. See chapter maps. be victims; answers will vary 4. bought them from African mer7. Benin: highly centralized, king chants; see cities noted on map almost divine; Ashanti: small states 5. population declined, warfare linked by kinship ties subordinated increased, people lost faith in gods, to king; Ibo: independent villages art deteriorated, human sacrifice 8. slaves chained, had little room, became more common tormented by slave handlers 9. Students will write an editorial. Encourage students to use other examples from history to support their position. CHAPTER 13 Southeast Asia in the Era of the Spice Trade Section 3, 419–422 1 FOCUS Guide to Reading Section Overview Main Ideas People to Identify Reading Strategy • The Portuguese occupied the Moluccas in search of spices but were pushed out by the Dutch. • The arrival of the Europeans greatly impacted the Malay Peninsula. Khmer, Dutch Summarizing Information Use a chart like the one below to list reasons why, unlike in Africa, the destructive effects of European contact in Southeast Asia were only gradually felt. Key Terms 1. How did the power shift from the Portuguese to the Dutch in the control of the spice trade? 2. What religious beliefs were prevalent in Southeast Asia? Places to Locate Moluccas, Sumatra, Java, Philippines Preview Questions mainland states, bureaucracy Preview of Events ✦1510 ✦1530 ✦1550 ✦1570 1511 Portuguese seize Melaka BELLRINGER European Contact in Southeast Asia Skillbuilder Activity Project transparency and have students answer questions. ✦1590 ✦1610 c. 1600 Dutch enter spice trade ✦1630 Daily Focus Skills Transparency 13–3 1619 Dutch establish a fort at Batavia (present-day Jakarta) Copyright © by The McGraw-Hill Companies, Inc. UNIT 3 ANSWERS 1. cinnamon, mace, nutmeg, and pepper 2. for baking pound cakes and all yellow cakes 3. mustard DAILY FOCUS SKILLS Chapter 13 TRANSPARENCY 13-3 Southeast Asia in the Era of the Spice Trade Voices from the Past After establishing control of the island of Java, the Dutch encountered a problem in ruling it. One observer explained: “ The greatest number of the Dutch settlers in Batavia [present-day Jakarta, Indonesia], such as were commonly seen at their doors, appeared pale and weak, and as if laboring with death. . . . Of the fatal effects of the climate upon both sexes, however, a strong proof was given by a lady there, who mentioned, that out of eleven persons of her family who had come to Batavia only ten months before, her father, brotherin-law, and six sisters had already died. The general reputation of the unhealthiness of Batavia for Europeans, deter most of those, who can reside at home with any comfort, from coming to it, notwithstanding the temptations of fortunes to be quickly amassed in it. ” This section discusses the impact of the European trade on Southeast Asia. 1 Which of these spices are found in Southeast Asia? 2 What are some uses for mace? 3 Which of these spices is found in the United States? SPICE Cinnamon SOURCE SOME USES Southeast Asia Baked goods, puddings Ginger Jamaica, India Gingerbread, other baked goods, ginger ale Mace Southeast Asia, West Indies Pound cakes, all yellow cakes Mustard United States, Canada Meats, sauces, mustard spread Nutmeg Southeast Asia, West Indies Baked goods, puddings, egg nog Pepper Southeast Asia, India, Sri Lanka Adds spicy tang to foods Guide to Reading Answers to Graphic: cohesive character of the mainland states, Europeans did not colonize in Southeast Asia Preteaching Vocabulary Have students look up the word bureaucracy and explain its meaning. L1 —Lives and Times: A World History Reader, James P. Holoka and Jiu-Hwa L. Upsher, eds., 1995 Such difficult conditions kept Southeast Asia largely free of European domination. Emerging Mainland States In 1500, mainland Southeast Asia was a relatively stable region. Throughout mainland Southeast Asia, from Burma in the west to Vietnam in the east, kingdoms with their own ethnic, linguistic, and cultural characteristics were being formed. CHAPTER 13 The Age of Exploration 419 SECTION RESOURCES Reproducible Masters • Reproducible Lesson Plan 13–3 • Daily Lecture and Discussion Notes 13–3 • Guided Reading Activity 13–3 • Section Quiz 13–3 • Reading Essentials and Study Guide 13–3 Transparencies • Daily Focus Skills Transparency 13–3 Multimedia Interactive Tutor Self-Assessment CD-ROM ExamView® Pro Testmaker CD-ROM Presentation Plus! CD-ROM 419 CHAPTER 13 Conflicts did erupt among the emerging states on the Southeast Asian mainland. The Thai peoples had secured their control over the lower Chao Phraya River valley. Conflict between the Thai and the Burmese was bitter until a Burmese army sacked the Thai capital in 1767, forcing the Thai to create a new capital at Bangkok, farther to the south. Across the mountains to the east, the Vietnamese had begun their “March to the South.” By the end of the fifteenth century, they had subdued the rival state of Champa on the central coast. The Vietnamese then gradually took control of the Mekong delta from the Khmer. By 1800, the Khmer monarchy (the successor of the old Angkor kingdom—see Chapter 8) had virtually disappeared. The situation was different in the Malay Peninsula and the Indonesian Archipelago. The area was gradually penetrated by Muslim merchants attracted to the growing spice trade. The creation of an Islamic trade network had political results as new states arose along the spice route. Islam was accepted first along the coast and then gradually moved inland. The major impact of Islam, however, came in the fifteenth century, with the rise of the new sultanate at Section 3, 419–422 2 TEACH Answer: The growing spice trade resulted in the creation of an Islamic trade network; Islam was accepted first along the coast and gradually moved inland. Answer: Answers will vary, but should be backed by logical arguments. Encourage students to read Guns, Germs, and Steel, by Jared Diamond. Daily Lecture and Discussion Notes 13–3 Gunpowder and Gunpowder Empires Gunpowder and guns were invented in China in the tenth century and spread to Europe and Southwest Asia in the fourteenth century. However, the full impact of gunpowder was not felt until after 1500. Between 1500 and 1650, the world experienced a dramatic increase in the manufacture of weapons based on gunpowder. Large-scale production of cannons was especially evident in Europe, the Ottoman Empire, India, and China. By 1650, guns were also being made in Korea, Japan, Thailand, Iran, and, to a lesser extent, in Africa. Firearms were a crucial element in the creation of new empires after 1500. Spaniards armed with firearms devastated the civilizations of the Aztec and Inca and carved out empires in Central and South America. The Spanish galleon Ottoman Empire, the Mogul with cannons Copyright © by The McGraw-Hill Companies, Inc. Daily Lecture and Discussion Notes Chapter 13, Section 3 Did You Know ? General Phraya Chakkri became the Thai monarch in 1782 and founded the royal dynasty that still rules Thailand today. Chakkri built a new capital called Bangkok, still Thailand’s capital, after the Burmese army sacked the previous Thai capital in 1767. He renamed the Thai kingdom Siam. I. Emerging Mainland States (pages 419–420) A. In 1500 mainland Southeast Asia was relatively stable. From Burma to Vietnam kingdoms with their own ethnic, linguistic, and cultural characteristics were being formed. B. Conflicts then did erupt between the emerging states. Burma and Thailand clashed. The Vietnamese began their “March to the South.” By the end of the fifteenth century, they subdued the rival state of Champa. They then took control of the Mekong delta from the Khmer, a monarchy that virtually disappeared by 1800. Geography Ask students to create a thematic map of exploration in Asia. Have students share their maps with the class. You might wish to create a bulletin board with the theme “Age of Exploration.” L2 420 CHAPTER 5 13 Melaka. Melaka owed its new power to its strategic location astride the strait of the same name, as well as to the rapid growth of the spice trade itself. Within a few years, Melaka had become the leading power in the region. Reading Check Examining How did Muslim merchants affect the peoples of Southeast Asia? The Arrival of Europeans In 1511, the Portuguese seized Melaka and soon occupied the Moluccas. Known to Europeans as the Spice Islands, the Moluccas were the chief source of the spices that had originally attracted the Portuguese to the Indian Ocean. The Portuguese, however, lacked the military and financial resources to impose their authority over broad areas. Instead, they set up small settlements along the coast, which they used as trading posts or as way stations en route to the Spice Islands. A Shift in Power The situation changed with the arrival of the English and Dutch traders, who were better financed than were the Portuguese. The shift in SeventeenthEmpire in India, and the Safavid century Empire in Persia also owed much pistol of their success in creating and maintaining their large empires to the use of the new weapons. Historians have labeled these empires the “gunpowder empires.” The success of Europeans in creating new trade empires in the East owed much to the use of cannons as well. Portuguese ships, armed with heavy guns that could sink enemy ships at a distance of 100 yards (91 m) or more, easily defeated the lighter fleets of the Muslims in the Indian Ocean. Although gunpowder was invented in China, it was the Europeans who used it most effectively to establish new empires. Evaluate the reasons why this occurred. In your explanation, be sure to include the historical impact of European expansion throughout the world. Rome The Age and of theExploration Rise of Christianity READING THE TEXT STUDENT EDITION SUNSHINE STATE STANDARDS 1 420 2 Identifying the Main Idea Students should identify main ideas as they read. Text features, such as headings, subheadings, boldfaced terms, and graphics, are good indicators of main or key ideas. As students read, have them make a list of ideas by creating an outline using the headings, subheadings, and boldfaced terms. Some students may prefer to represent the outline by drawing a graphic organizer. L1 Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR. CHAPTER 13 European Trade in Southeast Asia, 1700 N W Madras Calicut Pondicherry Cochin Ceylon Colombo (Sri Lanka) LA OS A THAILAND M Chao Phraya R. TN Bay of Bengal °N 20 Pacific Ocean °N 10 Philippines V IE . gR INDIA Section 3, 419–422 ER Macao n eko . BURMA Calcutta Goa TR C AN M Ganges R S Daman Bombay CHINA E FC CO OPI Answers: 1. Netherlands 2. Maps made by students will vary; Suez Canal Manila South China CAMBODIA Sea Mekong River Malay Delta Peninsula Ayutthaya Bangkok Spice Islands (Moluccas) AT E QU ° OR 0 Replica of a Dutch ship. Melaka Port city controlled by: Portugal England Spain France Netherlands 70°E 80°E 90°E Borneo Sumatra Batavia (Jakarta) 100°E 0 Java 110°E S 10° 1,000 miles L1 Guided Reading Activity 13–3 1,000 kilometers 0 Two-Point Equidistant projection 120°E Name Date Class Guided Reading Activity 13-3 Southeast Asia in the Era of the Spice Trade DIRECTIONS: Fill in the blanks below as you read Section 3. Trading forts were established in port cities of India and Southeast Asia. 1. Interpreting Maps According to this map, which country controlled the most ports? 2. Applying Geography Skills Do outside research to create your own map of European trade. Show the trade routes each country used. What route do ships take today between Europe and Southeast Asia? power began in the early 1600s when the Dutch seized a Portuguese fort in the Moluccas and then gradually pushed the Portuguese out of the spice trade. During the next 50 years, the Dutch occupied most of the Portuguese coastal forts along the trade routes throughout the Indian Ocean, including the island of Ceylon (today’s Sri Lanka) and Melaka. The aggressive Dutch traders drove the English traders out of the spice market, reducing the English influence to a single port on the southern coast of Sumatra. The Dutch also began to consolidate their political and military control over the entire area. They tried to dominate the clove trade by limiting cultivation of the crop to one island and forcing others to stop growing and trading the spice. Then the Dutch turned their attention to the island of Java, where they established a fort at Batavia in 1619. The purpose of the fort was to protect Dutch possessions in the East. Gradually the Dutch brought the entire island under their control. Impact on the Mainland Portuguese and then Dutch influence was mostly limited to the Malay Peninsula and the Indonesian Archipelago. I. In 1500, mainland southeast Asia was a relatively The arrival of the Europeans had less impact on mainland Southeast Asia. The Portuguese established limited trade relations with several mainland states (part of the continent, as distinguished from peninsulas or offshore islands), including Thailand, Burma, Vietnam, and the remnants of the old Angkor kingdom in Cambodia. By the early seventeenth century, other European nations had begun to compete actively for trade and missionary privileges. In general, however, the mainland states were able to unite and drive the Europeans out. In Vietnam, a civil war temporarily divided the country into two separate states, one in the south and one in the north. After their arrival in the midseventeenth century, the European powers began to take sides in local politics. The Europeans also set up trading posts for their merchants. By the end of the seventeenth century, however, it had become clear that economic opportunities were limited. Most of the posts were abandoned at that time. French missionaries tried to stay, but their efforts were blocked by the authorities, who viewed converts to Catholicism as a threat to the prestige of the Vietnamese emperor. Why were the mainland states better able to resist the European challenge than the states in the Malay Peninsula and the Indonesian Archipelago? The mainland states of Burma, Thailand, and Vietnam had begun to define themselves as distinct political entities. They had strong monarchies that resisted foreign intrusion. In the non-mainland states, there was less political unity. Moreover, these states were victims of their own CHAPTER 13 The Age of Exploration A. The Thai people created a region. at Bangkok in the south. B. By the end of the fifteenth century, the took over the central coast and Mekong delta. C. The Peninsula and Indonesian archipelago were less stable. II. Europeans arrived in the area in 1511 with the A. Well-financed . and 1. In the early 1600s the traders soon followed. pushed the Portuguese out of the spice trade. 2 The Dutch began to consolidate their and Writing Activity After they have read the chapter, have students write an essay in which they explain the political, economic, cultural, and technological influences of European expansion on both Europeans and non-Europeans. L2 SS.A.3.4.3 Enrich Discuss with the students why Europeans had less impact on mainland Southeast Asia than they did on the islands along the spice route. (strong monarchies, internal cohesion) 3 ASSESS Assign Section 3 Assessment as homework or as an in-class activity. 421 Have students use Interactive Tutor Self-Assessment CD-ROM. INTERDISCIPLINARY CONNECTIONS ACTIVITY Science and Technology Have students research and write a brief illustrated report on one of the following: developments in ship design and construction from antiquity through the age of exploration; the history of cartography from antiquity (beginning with Babylonian maps on clay tablets) through the age of exploration; the locations of various spices that Europeans sought. Ask the students to explain exactly what a spice is, why certain ones were especially prized, and why they were concentrated in certain parts of Asia. L2 FCAT SC.H.3.4.6 STUDENT EDITION SUNSHINE STATE STANDARDS 1 3 2 For grading this activity, refer to the Performance Assessment Activities booklet. 421 CHAPTER 13 resources. The spice trade there was enormously profitable. European merchants and rulers were determined to gain control of the sources of the spices. Section 3, 419–422 Reading Check Evaluating Why were Europeans so interested in Southeast Asia? Answer: the spice trade Religious and Political Systems Religious beliefs changed in Southeast Asia during the period from 1500 to 1800. Particularly in the nonmainland states and the Philippines, Islam and Christianity were beginning to attract converts. Buddhism was advancing on the mainland, where it became dominant from Burma to Vietnam. Traditional beliefs, however, survived and influenced the new religions. The political systems in Southeast Asian states evolved into four styles of monarchy. Buddhist kings, Javanese kings, Islamic sultans, and Vietnamese emperors all adapted foreign models of government to local circumstances. The Buddhist style of kingship became the chief form of government in the mainland states of Burma, Thailand, Laos, and Cambodia. In the Buddhist model, the king was considered superior to other human beings, and served as the link between human society and the universe. The Javanese style of kingship was rooted in the political traditions of India and shared many of the characteristics of the Buddhist system. Like Buddhist rulers, Javanese kings were believed to have a sacred quality, and they maintained the balance between the Answer: Buddhist king considered superior; Javanese kings shared characteristics of the Buddhist system, both had a sacred quality. L2 Section Quiz 13–3 Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 ✔ Score Chapter 13 Section Quiz 13-3 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) Column A Column B 1. the Spice Islands A. Melaka 2. Islamic sultanate in the Malay Peninsula B. mainland states 3. portion of Southeast Asia comprised of Thailand, Burma, Vietnam, and Cambodia C. the Moluccas 4. dominant new religion from Burma to Vietnam E. Buddhism D. bureaucracy 5. body of non-elective government officials DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each) 6. In the Malay Peninsula and small coastal states of Southeast Asia the L1 Reading Essentials and Study Guide 13–3 Name Date Class Reading Essentials and Study Guide Thai king sacred and the material world. The royal palace was designed to represent the center of the universe. Rays spread outward to the corners of the realm. Islamic sultans were found on the Malay Peninsula and in the small coastal states of the Indonesian Archipelago. In the Islamic pattern, the head of state was a sultan. He was viewed as a mortal, although he still possessed some special qualities. He was a defender of the faith and staffed his bureaucracy (a body of nonelective government officials) mainly with aristocrats. In Vietnam, kingship followed the Chinese model. Like the Chinese emperor, the Vietnamese emperor ruled according to the teachings of Confucius. He was seen as a mortal appointed by Heaven to rule because of his talent and virtue. He also served as the intermediary between Heaven and Earth. Reading Check Comparing How did the Javanese style of kingship compare to the Buddhist style of kingship? Chapter 13, Section 3 For use with textbook pages 419–422 SOUTHEAST ASIA IN THE ERA OF THE SPICE TRADE KEY TERMS mainland states states that are part of a continent, as distinguished from peninsulas or offshore islands (page 421) bureaucracy a body of nonelective government officials (page 422) DRAWING FROM EXPERIENCEII Have you ever thought what life would be like if you did not have spices for your food? What spices do you like best? How much would you be willing to pay for your favorite spices? In the last section, you learned about the impact of Europeans and the slave trade on Checking for Understanding 1. Define mainland states, bureaucracy. 2. Identify Khmer, Dutch. Reteaching Activity Ask students to prepare a quiz, complete with answers, for this section. L1 ELL 4 CLOSE Ask students to discuss whether or not they believe that Southeast Asia became part of “the age of Western Dominance” during the years covered by this chapter. L1 SS.A.3.4.3 STUDENT EDITION SUNSHINE STATE STANDARDS 1 422 3. Locate Moluccas, Sumatra, Java, Philippines. 4. Explain why the Portuguese decided to set up only small settlements in the Moluccas. 5. List the places where the Dutch established their forts. What were the major objectives of the Dutch? How did they go about accomplishing their objectives? 422 CHAPTER 13 Critical Thinking 6. Evaluate Why did the Malay world fall to foreign traders, while the countries of mainland Southeast Asia retained their independence? 7. Categorizing Information Use a table like the one below to describe the four types of political systems that developed in Southeast Asia. Region Political System Analyzing Visuals 8. Examine the picture of the Thai king shown above. How does this picture reflect the Buddhist model of kingship practiced in Southeast Asian states such as Thailand? 9. Expository Writing Pretend that you are a Portuguese merchant trying to establish trade relations with Southeast Asia. Write a letter to the authorities in Portugal explaining the particular difficulties you are encountering in Southeast Asia. The Age of Exploration 1. Key terms are in blue. 2. Khmer (p. 420); Dutch (p. 420) 3. See chapter maps. 4. lacked military and financial resources 5. Moluccas, Ceylon, Melaka, Batavia; to control trade by limiting cultivation, establishing military and political control, driving out competition 6. less political unity 7. Burma, Thailand, Laos, Cambodia: Buddhist style of kingship; Java: kingship based on Indian political traditions; Malay Peninsula, Indonesian Archipelago: Islamic sultanates; Vietnam: emperor, rule according to teachings of Confucius 8. king elevated and isolated, reflecting his divine status and superiority over all other human beings 9. Students will compose a letter from the point of view of a Portuguese merchant. TEACH Making Inferences and Drawing Conclusions Making Inferences and Drawing Conclusions Bring to class a short news story from the local newspaper or, if appropriate, from the school newspaper. Duplicate and circulate the story, or read it aloud to the class. Have students summarize the facts as stated, review what they already know about the situation, and then form one or more conclusions about the topic. If time permits, have the class follow up later if additional information appears to support or refute the conclusions. L1 Why Learn This Skill? While driving, you hear a news report about a fire downtown. As you approach downtown, traffic is very heavy. You cannot see any smoke, but you infer that the traffic is caused by the fire. To infer means to evaluate information and arrive at a conclusion. When you make inferences, you draw conclusions that are not stated directly. Bags of spices for sale Learning the Skill Follow the steps below to help make inferences and draw conclusions: • Read carefully to determine the main facts and ideas. • Write down the important facts. • Consider any information you know that relates to this topic. • Determine how your own knowledge adds to or changes the material. • What inferences can you make about the material that are not specifically stated in the facts that you gathered from your reading? • Use your knowledge and reason to develop conclusions about the facts. • If possible, find specific information that proves or disproves your inference. Practicing the Skill Read the passage below, then answer the questions that follow. In 1511, the Portuguese seized Melaka and soon occupied the Moluccas. Known to Europeans as the Spice Islands, the Moluccas were the chief source of the spices that had originally attracted the Portuguese to the Indian Ocean. The Portuguese, however, lacked the military and financial resources to impose their authority over broad areas. Instead, they set up small settlements along the coast, which they used as trading posts or as way stations en route to the Spice Islands. The situation changed with the arrival of the English and Dutch traders, who were better financed than were the Portuguese. The shift in power began in the early 1600s, when the Dutch seized a Portuguese fort in the Moluccas and drove out the Portuguese. During the next fifty years, the Dutch occupied most of the Portuguese coastal forts along the trade routes throughout the Indian Ocean. The aggressive Dutch traders also drove the English traders out of the spice market, reducing the English influence to a single port on the southern coast of Sumatra. FCAT LA.A.2.4.8 Additional Practice L1 1 What events does the writer describe? Skills Reinforcement Activity 13 2 What facts are presented? 3 What can you infer about the Dutch traders during this period? Name ✎ 4 What conclusion can you make about the spice market, other than those specifically stated by the author? Class Making Inferences and Drawing Conclusions Many Italians ventured north to further trade and share their learning among the Europeans. As they did so, many sent back letters and kept journals of their impressions. DIRECTIONS: Read the following observations of life among the English by an Italian from about 1500, then answer the questions below in the space provided. Applying the Skill . . . the English are great lovers of themselves, and of everything belonging to them; they think that there are no other men than themselves, and no other world but England; and whenever they see a handsome foreigner, they say that “he looks like an Englishman,” and that “it is a great pity that he should not be an Englishman”; and when they partake of any delicacy with a foreigner, they ask him “whether such a thing is made in their country?” . . . Scan the newspaper or a magazine for a political cartoon. Paste the cartoon on a piece of paper or poster board. Underneath, list three valid inferences based on the work. They have an antipathy to foreigners, and imagine that they never come into their island but to make themselves masters of it, and to usurp their goods; neither have they any sincere and solid friendships amongst themselves, insomuch that they do not trust each other to discuss either public or private affairs together, in the confidential manner we do in Italy. —From A Relation . . . of the Island of England, trans. C.A. Sneyd Glencoe’s Skillbuilder Interactive Workbook, Level 2, provides instruction and practice in key social studies skills. CD-ROM Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 423 ANSWERS TO PRACTICING THE SKILL 1. The writer describes the European takeover of the spice market. 2. Among the facts presented are the date of the original European takeover, identities of the conquerors, territories conquered, date of beginning of the shift of power and the duration of the takeover. Date Skills Reinforcement Activity 13 This interactive CD-ROM reinforces student mastery of essential social studies skills. 3. Dutch traders wanted to control the spice market. 4. Among conclusions that students may draw is the fact that the spice market was very lucrative. Applying the Skill: Answers will vary. STUDENT EDITION SUNSHINE STATE STANDARDS 1 423 CHAPTER 13 Assessment and Activities MJ Using Key Terms MindJogger Videoquiz Use the MindJogger Videoquiz to review Chapter 13 content. Available in VHS. Using Key Terms 1. mercantilism 2. conquistadors 3. bureaucracy 4. plantations 5. mainland states 6. balance of trade 7. colony 8. triangular trade 9. Middle Passage Reviewing Key Facts Reviewing Key Facts 1. A set of principles that dominated economic thought in the seventeenth century was called . 2. were Spanish conquerors who were motivated by religious zeal and the desire for glory and riches. 3. A body of nonelective government officials is called a . 4. Many Africans were removed from their homes and shipped to large landed estates in the Americas called . 5. States that form part of a continent are called . 6. The is the difference in value between what a nation imports and what it exports. 7. A settlement in a new territory, linked to the parent country, is called a . 8. is the route between Europe, Africa, and America. 9. The journey of slaves from Africa to America on the worst portion of the triangular trade route was called the . 10. History What did the Europeans want from the East? 11. History Who was the conquistador who overthrew the Aztec Empire? Who conquered the Inca? 12. Economics What did Europeans want from the Americas? 13. Geography What was the name of the city located on the Malay Peninsula that was the central point in the spice trade? 14. Economics When Vasco da Gama reached India, what cargo did he bring back? How profitable was his voyage? 15. History How did most Africans become slaves? 16. History What European country conquered Brazil? 17. Science and Technology How did the Portuguese make effective use of naval technology? 18. Geography What did Christopher Columbus believe about the size and shape of Earth? 19. History Why were European diseases devastating to the peoples of America? 10. spices 11. Cortés; Pizarro 12. gold, silver, and agricultural products Listed below are the major European explorers of the fifteenth and sixteenth centuries. Marco Polo is the one explorer listed who predates the Age of Exploration. 13. Melaka 14. a cargo of spices; the profit was several thousand percent 15. prisoners of war; rewards of victors 16. Portugal 17. the compass and astrolabe aided in exploration, allowing them to determine what direction they were moving and to navigate; lateen sails made ships more maneuverable and allowed them to carry heavy cannon and more goods 18. He knew the world was round but underestimated the circumference. 19. They had little or no resistance to European diseases. Critical Thinking 20. Answers will vary, but may include: may have killed newborns, discouraged or forbade marriage, kept the sexes apart. 21. Answers may include: the age of exploration brought the people of Europe, Asia, the Americas, and Africa into direct contact for the first time and led to a transfer of ideas and products. However, the European colonization took a great toll in 424 Explorer Marco Polo Bartholomeu Dias Christopher Columbus John Cabot Vasco da Gama Amerigo Vespucci Pedro Cabral Afonso de Albuquerque Vasco de Balboa Juan Ponce de León Hernán Cortés Ferdinand Magellan Giovanni da Verrazano Francisco Pizarro Jacques Cartier Hernando de Soto Francisco de Coronado João Cabrilho Samuel de Champlain Henry Hudson 424 CHAPTER 13 Date Sponsoring Country Discovery Late 13th cent. 1488 1492 1497 1498 1499 1500 1511 1513 1513 1519 1520 1524 1531 1534 1539 1540 1542 1603 1609 Italy Portugal Spain England Portugal Portugal, Spain Portugal Portugal Spain Spain Spain Spain France Spain France Spain Spain Spain France Netherlands, England Asia Cape of Good Hope Bahamas, Cuba, Hispaniola New England coastline India South American coast Brazil Melaka Pacific Ocean Florida Mexico Sailed around the world East coast of North America Peru St. Lawrence River North America’s southeast North America’s southwest California Great Lakes and Quebec Hudson River, Hudson Bay The Age of Exploration human life and often had a negative impact on cultures that were conquered. Writing About History 22. Answers will vary, but should be supported by logical arguments. Analyzing Sources 23. Answers will vary but might include a discussion of morals and values. 24. Answers will vary, depending on how students interpret the words used. CHAPTER 13 Assessment and Activities HISTORY Self-Check Quiz Visit the Glencoe World History Web site at wh.glencoe.com and click on Chapter 13–Self-Check Quiz to prepare for the Chapter Test. Critical Thinking 20. Drawing Conclusions What might have resulted from the fact that many slave owners believed it was more economical to buy a new slave than to raise a child to working age? 21. Making Generalizations Describe the impact on history of the voyages of Christopher Columbus. Study the chart on the opposite page to answer the following questions. 27. Approximately how many years separated the explorations of Marco Polo and those of Vasco da Gama? 28. Which countries sponsored the most explorations? 29. The voyages of discovery began in Europe. What continents did the explorers visit? Writing About History 22. Informative Writing Write an essay in which you analyze the reasons why Native Americans in both North and South America might be offended by the term New World. What does the use of the term suggest about European attitudes toward the rest of the world? Refer to the Treaty of Tordesillas and use other specific examples. HISTORY Analyzing Maps and Charts Standardized Test Practice Standardized Test Practice Spice Islands, Early Seventeenth Century PACIFIC OCEAN Read the following comment by an Aztec describing the Spanish conquerors: N W “[They] longed and lusted for gold. Their bodies swelled with greed, and their hunger was ravenous; they hungered like pigs for that gold. ” 23. Based on this quote, what might the Aztec have inferred about the Spaniards and their civilization? 24. What do you think is meant by “they hungered like pigs for that gold”? Melaka 25. Using the Internet Search the Internet for additional information about early European explorers and their achievements. Organize your information by creating a spreadsheet. Include headings such as name, regions of exploration, types of technology used, and contributions. Making Decisions 26. Pretend that you are the leader of a country and must decide whether or not to explore outer space. What are the benefits and risks involved in undertaking space exploration? Compare and contrast modern space explorations with European voyages of exploration. Consider the technologies used, the ways explorations were funded, and the impact of these ventures on human knowledge. Spice Islands E S Batavia Java INDIAN OCEAN 750 0 mi. 0 km Applying Technology Skills Answer: B Answer Explanation: confirmed by modern map; students should start by eliminating the answers that are obviously incorrect based on their knowledge of world geography Directions: Use the map and your knowledge of world history to choose the best answer to the following question. Analyzing Sources Have students visit the Web site at wh.glencoe.com to review Chapter 13 and take the Self-Check Quiz. 750 The Dutch established Batavia as a fort in 1619 to help them edge the Portuguese traders out of the area now called Indonesia. Today, which city is located where Batavia was established? A New Delhi B Jakarta C Phnom Penh D Beijing Test-Taking Tip: If a test question involves reading a map, make sure you read the title of the map and look at the map carefully for information before you try to answer the question. CHAPTER 13 The Age of Exploration Applying Technology Skills Analyzing Maps and Charts 25. Students will create a spreadsheet. 27. 200 years 425 28. Spain, followed by Portugal Making Decisions 26. Answers will vary. 29. Asia, Africa, North America, South America STUDENT EDITION SUNSHINE STATE STANDARDS 1 2 425