Download Chapter 13: The Age of Exploration, 1500-1800

Chapter 13 Resources
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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