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O u r Wo r l d v i e w s Chapter 3 CHAPTER 3 How Did the Western Worldview Grow Out of the Renaissance? As Western Europeans experienced changes to their political, economic, and social systems during the Renaissance, their values and beliefs about life on this Earth also changed. Individuals became open to examining new ideas about religion and about national identity and citizenship. A focus on exploration also grew. The modern Western worldview, from which the worldview of many Canadians comes, is considered to be similar to that held by Western Europeans towards the end of the Renaissance. In this chapter, you will explore information to help you answer these questions: * () +* () +* () +* () + How Did New Religious Views Become Part of the Western Worldview? How Did Ideas of National Identity and Citizenship Begin to Develop During the Renaissance? * () +* () +* () +* () + * () +* () +* () +* () + * () +* () +* () +* () + * () +* () +* () +* () + * () +* () +* () +* () + * () +* () +* () +* () + * () +* () +* () +* () + How Did a Spirit of Exploration Become Part of the Western Worldview? How Did the Age of Exploration Begin? How Did the Age of Exploration Lead to Imperialism? How Did the Exchange of Goods and Products Change the World? How Did Imperialism Affect European Worldviews? Focus on Inquiry: How Do Thoughts and Feelings Affect Research? 88 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Worldview Investigation pluralistic: Many people from other countries have made Canada their home. Think describing a about a family of newcomers. What languages do they speak? What do society in which you know about the country they came from and the worldviews they members of minority groups brought with them? maintain their What must it be like for a new immigrant family to fit into Canadian different cultural society? What details about our society would be valuable for this family traditions to know to be successful in Canada? How would you describe Canada’s pluralistic worldviews? How have Canada’s First Nations, Métis, and Inuit determined who Canadians are? What would you say about the political and economic systems? What are Canadian beliefs about how we should act as citizens? What do we value in our social systems? How would you describe the culture? Canadians are so diverse that the elements of our society might be described in many different ways. Think of the worldview models: how have geography, contact with other people, and ideas and Social knowledge shaped our worldview? systems Use a Roundtable Discussion (see below) to create a summary of life in Canada for a new immigrant. Decide how your group will share your information — a brochure, poster, mind map, or other product. You Worldview: might use a model such as the one at the right to organize your Values and Beliefs information, adding specific details to each circle. Political This investigation helps you to think about the Western Culture and economic worldview as we experience it in Canada. As you read this chapter, systems think about how the ideas and events of the Renaissance contributed to our Western worldview. Roundtable Discussion The Roundtable method of group work allows everyone in the class to participate in a discussion. Work together in groups to hold the discussion. • Sit in a circle. • Everyone in the group thinks for a few minutes about the topic for discussion and specific questions asked. • Discussion moves around the group with each student expressing an opinion or sharing an idea. A student may pass if he or she does not have anything to say at that point. Everyone in turn has the chance to express ideas. • Keep short notes of the discussion, but always keep focused on the discussion, not the notetaking. SKILLS CENTRE Turn to How to Communicate Ideas and Information in the Skills Centre to review other ways to hold a successful group discussion. 89 O u r Wo r l d v i e w s Chapter 3 How Did New Religious Views Become Part of the Western Worldview? Protestant Reformation: the 16th-century movement to reform the doctrines and practices of the Roman Catholic Church, which resulted in the formation of Protestant churches mother tongue: one’s native language from birth literate: able to read and write Humanism and other Renaissance ideas that began in Italy gradually spread to western and northern Europe towards the end of the 15th century. Although the rest of Europe experienced its Renaissance later than Italy, the effects were just as significant. As Renaissance ideas spread beyond Italy, they were changed and adapted by the citizens of other parts of Europe to reflect their societies. Two views of religion existed in the Western worldview of the time: one believed that individuals should follow the rules, rituals, and teachings of the Roman Catholic Church; one believed that individuals should question and respond to the Bible personally. Humanists and their followers questioned the behaviour of some of the popes and clergy. They also questioned the necessity of following the Church laws and rituals that the Church expected people to follow without question. Many wanted to see reforms but did not want a break from the Roman Catholic Church. This desire for reform and change within the Church became the basis of the Protestant Reformation. The Reformation began as a movement to bring about changes in the Roman Catholic Church, not to separate from it. Initially, there was no desire to form a new church. However, the reform movement created major division among Christians that led to religious wars and new religious ideas that became the basis for Protestantism. The invention of the printing press was an important factor in the Reformation because short fliers and tracts urging church reform could be easily produced and distributed. After the printing press was invented, the Bible was translated into vernacular languages, which meant more people could read it in their mother tongue. As more people became literate, there was less need for the clergy to interpret the Bible for them. The printing press led to an increase in literacy and the spread of ideas, including those of humanism. 90 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? PROFILE Martin Luther Martin Luther (1483–1546), a German priest and professor at the University of Wittenburg, was one of the most important reformers. He wanted to reform some practices of the Roman Catholic Church. Luther believed that • following the rituals of the institution of the Church was not enough to get into heaven • individuals should seek personal religious understanding • individuals should not pay the Church to receive forgiveness for their sins Some scholars supported Luther’s ideas because they promoted the importance of the individual expressed in humanism. German princes and members of the new merchant class also agreed with Luther’s calls for reform. Much of their support was based on political and economic reasons, as they wanted more power in their regions. The idea of religious reform spread throughout Germany. In fact, the calls for Church reform, printed in the German language, helped create a sense of national identity and pride among many Germans. This sense of nationalism and identity as citizens of a state was becoming an important part of the European worldview. In 1517, Luther began to speak publicly of his concerns with Church teachings and practices. He wrote a pamphlet that listed 95 Church reforms he felt were necessary. The pope at the time, Leo III, declared 41 of these to be heresy, for they did not fit with all the beliefs and rules within the Roman Catholic Church. Luther’s books were publicly burned in Rome. Luther was expelled from the Roman Catholic Church in 1521. In protest, he started a church that many Germans joined. Because they were protesting some of the practices of the Roman Catholic Church, they became known as Protestants. This Protestant movement spread across western Europe. Luther, other Reformation leaders, and many other Christians saw this movement as an opportunity for greater freedom and individual choice within Christianity. Individual freedom and choice, as well as freedom of religion, became important values in the Western worldview. In 1521, Martin Luther was forced into hiding. This portrait of him was done by his friend Lucas Cranach. Protestant: a member of any of the Western Christian churches that are not Roman Catholic Many of the southern German states remained staunchly Roman Catholic and did not participate in the Protestant movement. I wonder … what were the reasons for the Roman Catholic Church excommunicating Martin Luther? On April 17, 1521, Luther appeared before the leaders of the Roman Catholic Church and was asked whether he still believed in his writings. 91 O u r Wo r l d v i e w s Chapter 3 Religious Reform Religious change spread throughout western Europe. Religion became more individualized and influenced both the formation of new churches and reforms to the Roman Catholic Church itself. The Roman Catholic Church looked seriously at its practices and made changes to ensure the proper behaviour of its clergy and that it was doing everything according to Christian principles. Statue of John Knox, St. Giles Cathedral, Edinburgh, Scotland. John Knox (1505–1572) led the Protestant rebellion in Scotland. Knox created Presbyteries, or councils of men, to govern the Church. This change in Church structure and hierarchy developed into the Presbyterian Church. Family of Henry VIII, 1570–1575. The Reformation in England, which resulted in the Church of England (the Anglican Church), developed from King Henry VIII’s (1509–1547) desire to control the property of the Church in England and to have his marriage to Catherine of Aragon annulled. Henry VIII is shown seated with his son Edward VI to his right and Edward’s mother, Jane Seymour, to his left. Seymour had already died when this picture was painted. KINGDOM OF SCOTLAND Huguenot cross. French humanists were interested in Luther’s works; some left the Roman Catholic Church to become a Protestant group, the Huguenots. A series of religious wars between Catholics and Huguenots lasted for almost 40 years. The Roman Catholic Church supported persecution and massacres of the dissidents. In the end, France granted freedom of worship to Protestants in 1598. KINGDOM OF ENGLAND KINGDOM OF FRANCE SWITZERLAND K I N G D O M O F S PA I N Virgin of the Catholic King and Queens, Spanish School, 1490. The Spanish monarchy did not allow the practice of any religion other than Roman Catholicism, making it the state religion. In 1492, Queen Isabella and King Ferdinand reinstituted the Inquisition, a religious court that was ordered to find heretics or disbelievers. Thousands of Jews and Muslims were persecuted and expelled from the country. Heretics and unbelievers were often jailed, tortured, or put to death. 92 John Calvin (1509–1564) introduced a strict form of Protestantism based on a single ideal — believe and practise only what is written in the Bible. Calvin believed people should conduct their lives according to a strict moral code and that church and state should not be separated. H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? The Protestant Reformation is an example of the rapid flow of ideas across Europe, from Germany, to France, to Switzerland, and to the northern reaches of the British Isles. Reformation leaders shared ideas back and forth across the continent through travel, diplomacy, and the use of printed materials. The hostility between Roman Catholics and Protestants in western Europe was often used for political purposes. Leaders appealed to citizens’ beliefs to increase support for their political causes. Protestant and Catholic states were often at war during the late Renaissance, as political leaders used citizens’ religious beliefs to help build their political power. The Renaissance began with most Europeans practising one common religious belief, Roman Catholicism, tied together through a common language, Latin. By the end of the Renaissance, Europe was a patchwork of differing Christian denominations. Differences of religious belief often created splits among people and frequently led them to follow different leaders. The fight for religious freedom created a sense of solidarity and common identity among people that influenced the formation of countries. REFLECT AND RESPOND 1. Today, the Western worldview values personal rights and the freedom to have personal views. During the Renaissance, the idea that people with different religious beliefs could live in one country was quite unusual. Today, in Canada’s pluralistic society, individuals and groups with widely different religious faiths and spiritual practices live together peacefully. a. What makes this possible? b. Are there difficulties or problems that come from this? c. Brainstorm how Canadian society is enriched by this situation. 2. Pick one topic to discuss. a. Why did the religious reform movement begin in western Europe? b. How did the printing press enable religious reform? c. How does a citizen’s questioning of established social structures play a part in today’s Western worldview? d. How did Luther’s beliefs and actions show how an individual can initiate change and reshape worldviews? 93 O u r Wo r l d v i e w s Chapter 3 How Did Ideas of National Identity and Citizenship Begin to Develop During the Renaissance? nation: a group of people, mainly of common descent, history, and language, often forming a state or inhabiting a territory mercenary: selling services for money, especially military services If you were to examine a political map of today’s world, what words would you use to describe the major areas that divide up the continents? You would most likely use words such as countries or nations. The idea of nation began to develop in the Renaissance and became part of the way we see the world — part of our Western worldview. Towards the end of the Renaissance, small political units joined together to form larger states. There are many reasons why these states began to develop into countries: • Societies became more urban; power was shifting to the cities rather than rural areas. Monarchs supported the growth of the cities by improving trade laws and lifting trade barriers and, in turn, the cities gave them allegiance and even more wealth. • Citizens developed new identities of belonging to a state as well as to their local communities, recognizing such common elements as language, religion, and beliefs in what life should be. • Gunpowder was introduced from China, which changed the nature of the battles between monarchs and the nobles who owned feudal properties. Monarchs used taxes from the cities to purchase gunpowder and to hire mercenary soldiers, which meant they could overpower the nobles. Eventually, the kings gained control of the nobles’ lands and formed increasingly larger states. • The invention of the printing press and the use of local languages helped create national identities. Books were written on the histories of the countries, providing common histories and heroes for people. • Exploration of new lands also led to a sense of greater national identity. Citizens developed collective pride in these discoveries of new parts of the world. Explorations often led to the establishment of colonies, which brought prestige and wealth to the founding country. No single factor led to the formation of countries. Individual states developed because all these factors came into play in Europe at approximately the same time — a result of changes in ideas and thinking that came out of the Renaissance. 94 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Same Time, Different Place Formation of Nations, 1800s Although the seeds of nations were present by the end of the Renaissance, true nation-states did not appear until the 18th and 19th centuries. Italy In the Middle Ages and for most of the Renaissance, the peninsula known today as Italy consisted of a number of independent city-states. It was not unified as the Kingdom of Italy until 1861. The province of Venezia, which includes Venice, joined the nation in 1866. Rome joined in 1870 to create the modern state of Italy. Germany Germany also did not form a unified nation until the 1870s. Previously, this area consisted of several sovereign states with their own history, distinct regional dialects, culture, and religious beliefs. The largest were Prussia and Austria, who were in competition over control of the others. Otto von Bismarck became president of Prussia and worked to unify the smaller states. The Franco-Prussian war convinced many of them to join together with Prussia to form the German state. Canada French traders, explorers, and early settlers had been in Canada since the early 1500s; the English followed in the next century. By the mid-1800s, the Europeans had settled most of the areas of present-day southern Ontario, Québec, and the Maritimes. The separate colonies decided that in order to protect themselves from the expanding United States and be in charge of their own economic and political futures, they would join to form the new country, Canada. 95 O u r Wo r l d v i e w s Chapter 3 Changes in European Societies S h o w C h a n g i n g Wo r l d v i e w s As people became accustomed to living in a country or state, instead of a feudal property or city, their worldviews began to change. Worldviews changed in terms of the social systems, political and economic systems, and culture of each country. Social Systems • People began to see themselves as citizens of a country and became more willing to give their allegiance to the monarchs. • Exploration of new lands promoted personal feelings of optimism and the importance of exploring all the possibilities that the world had to offer. These ideas became part of European worldviews. • Citizens were more free to move out of their class, although serfdom continued for centuries in some parts of Europe. • Some public services began to be provided by central government. • The growth and power of the modern states put them in competition with the authority of the Church. Political and Economic Systems • Rulers headed strong central governments. They were very powerful, but limited by custom and the necessary support of their nobles. By the 1600s, monarchs began to centralize their government structures and clearly defined lines of authority. • Government policies were set up to ensure political and economic independence. • Permanent armies were established, paid for by taxes levied by the government. • Resources were provided for large projects of national importance, such as war or voyages of exploration. Social systems • Centralized laws and rules were set in place by the king and his court for the entire country. • National economic policies, such as Worldview: Values and trade rules and tax Beliefs rules, controlled trade and Culture business. Political and economic systems 96 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Culture • Common national languages unified the citizens. • More middle and upper class people became literate and could read works in their own language. They became more conscious of their society’s history. • Religious literature was published in the vernacular languages and this, too, advanced the development of a national identity. • A single, unified language chosen from the various dialects became the national language of each country. These national languages expressed a shared culture. Language and Culture The Francophones, one of Canada’s founding peoples, know the central role the French language plays in ensuring the vitality of their identities, cultures, and worldviews. Rights providing for the use of French and English as Canada’s official languages, as well as education for official language minorities, are enshrined in the Canadian constitution. Francophone schools and communities are present across Canada. First Nations, Métis, and Inuit are revitalizing their languages through programs in schools across Canada. They recognize that many concepts in a culture cannot be expressed in another language. In order to preserve their culture, they must ensure the continued use of their languages. Many Albertans believe that a diversity of languages provides cultural as well as economic benefits. The government believes knowing more than one language is valuable and has supported language programs across the province. School districts in Alberta have developed language programs such as Arabic, Blackfoot, Cree, German, Hebrew, Japanese, Mandarin, Punjabi, Russian, Spanish, and Ukrainian. REFLECT AND RESPOND 1. a. How would the establishment of countries affect the worldview of those societies? b. How do Canada’s social systems compare to those of European states in the Renaissance? c. What do Canada’s and Alberta’s policies about language education show about our worldview? 2. Explore the variety of languages students in your classroom (or your school) study or speak. Take a survey of as many students as you can. Record the languages studied and spoken. Present your findings in graph form. Are your results representative of languages spoken across Alberta? across Canada? 97 O u r Wo r l d v i e w s Chapter 3 How Did a Spirit of Exploration Become Part of the Western Worldview? expansionism: a government policy encouraging territorial or economic expansion to other countries, often by force 98 By the Renaissance, Europeans had traded with peoples beyond their borders for thousands of years. During the Greek and Roman Empires, land trade routes were expanded, so more exotic goods from societies beyond the edges of the empires made their way back to Europe. Throughout the Middle Ages, city-states such as Genoa and Venice expanded their trading areas in the Eastern Mediterranean and the Black Sea. They traded with Islamic and Asian civilizations for luxury goods desired by consumers in Europe’s growing wealthy middle and upper classes. Trade was becoming increasingly profitable. During the Renaissance, city-states in Italy gained power and wealth. Both the governments and the traders worked to expand their control of trade around the Mediterranean. In the rest of Europe, the feudal system declined and larger centralized states came under the control of monarchs who also wanted the wealth that came from trade with the East. This competition spurred the need for new trade routes. With increasing geographic knowledge and new sailing technologies, the Age of Exploration, sometimes called the Age of Discovery, arrived. The Age of Exploration began during the Renaissance in the early 15th century and continued into the 17th century. A European desire to expand their influence to other areas of the world became a major part of their worldview. European expansionism would spread the Western worldview to all the inhabited continents of the world. H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Factors Affecting Expansionism T h e N e e d f o r N e w Tr a d e R o u t e s For centuries, Europeans had used the Silk Road to trade with the Far East. But the trade was limited and did not meet the demand for goods in Europe. Ways of doing business were changing. Several merchants would form a company and pool their money to fund trading trips to bring back spices and other goods. They would share the profits from the sale of these goods. Making a profit through trade became a more important part of the European worldview. In fact, many Italian merchants often wrote “In the Name of God and of Profit” on the top of their account books. Some countries in western Europe — Portugal, Spain, France, and England — were too far from the East to deal directly with the producers of these exotic products. Instead, they had to deal through Italian or Muslim traders on the Mediterranean Sea who had control over the trade. As the focus on making a profit increased, merchants no longer wanted to deal with these Mediterranean traders (or middlemen). They wanted to deal directly with the regions supplying the goods. As Portugal, Spain, France, and England became more centralized states, their rulers became more powerful. Monarchs and wealthy merchants paid for voyages of exploration to find new sea trade routes to the East. When Constantinople was conquered by the Turks in 1453, they gained control of the straits that connected the Mediterranean to the Black Sea. Traders from Venice and Genoa were no longer allowed to pass through the straits. The flow of goods from Asia was nearly halted. As a result, finding new direct sea routes to India and China became even more important for Western European countries. Riva degli Schiavoni, Venice, gondolier market, Leandro da Ponte Bassano 99 O u r Wo r l d v i e w s Chapter 3 New Ideas and Knowledge Geography Sir Francis Bacon (1561–1626) was an English philosopher who promoted ideas of scientific experimentation, observation, and critical thinking. As taught centuries earlier, by the Greek philosopher Aristotle, many people still believed that the world was round and flat, like a circular dish or plate. Others followed the teachings of Ptolemy, an Egyptian geographer, and believed the world was shaped like a sphere or ball and that there was only one ocean. Sailors and others thought that if ships sailed west, they would eventually reach the eastern shores of Asia. Ptolemy had miscalculated the circumference of the Earth, which led European explorers to greatly underestimate the time it would take to sail westward to Asia. Knowledge gathered by Islamic scientists, and then European scientists such as Copernicus, seemed to confirm that the Earth was spherical. This gave sailors confidence to sail westward across the unknown ocean, believing that they would not fall off the edge of the world. It is not known how much knowledge Western European explorers had of the earlier voyages of the Vikings to the New World. The world’s earliest surviving maps, starting with ancient Babylonian clay tablets from the 6th century BCE through early Greek maps of the 3rd century BCE, typically show the world as a small land mass entirely encircled by a ribbon of water. This clay tablet map, 700 to 500 BCE, was found in southern Iraq. Map of Ptolemaic world, 1486 100 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? I n t e r e s t i n L e a r n i n g M o r e A b o u t t h e Wo r l d Humanism was a new way of thinking that encouraged individuals to question and to explore their ideas, lives, and worlds. It brought about a renewed interest in geography and a willingness to challenge older geographical beliefs. Travel writers during the 16th century also created interest in trade and exploration. The travel writers promoted the idea that one should experience and observe the world as much as possible. There was a desire to learn more about the world and explore what it had to offer. During the Renaissance, interest in navigation increased as Italian traders, and then others, sailed the Mediterranean and Black Seas. Their voyages made them, the merchants, and the city-states in which they lived, fabulously wealthy. To remain competitive in trade, sailors and ships had to have better technologies and knowledge than their rivals. Technological advances in cartography, navigation, and shipbuilding meant that ships could travel further. The carrack and the caravel were two new ships that combined the navigational and design technologies of the Arabs with European design. Knowledge about navigational tools also improved. Although the compass was brought from China to Europe in the 12th century, it was only used for land travel, not sailing. During the 15th century, European sailors began to use the astrolabe, an instrument developed by Islamic inventors that allowed navigation by stars at night. Previously, sailors used landmarks and the sun for navigation, so they could not travel any distance during the night or anywhere too far from land. The astrolabe allowed journeys farther from the sight of land, leading to the discoveries and explorations of new worlds. The invention of the printing press spurred wide distribution of maps and navigational tables. This made it possible for new sailing knowledge and charts to be easily shared across Europe. cartography: the science of mapmaking circumnavigate: to go around the whole of the Earth’s circumference The carrack was the beast of burden of the Age of Exploration. Magellan had an all-carrack fleet with which he set out to circumnavigate the globe in 1519. The vessels, cramped and crowded by today’s standards, offered room for a large crew and provisions, as well as for cargo to be brought back home. Did you know that West Edmonton Mall, in Edmonton, has a full-size replica of the world’s most famous carrack, Columbus’s Santa Maria? Christopher Columbus’s flagship, the Santa Maria, was also a carrack. His two other ships, the Pinta and the Niña, were caravels, which were designed to take advantage of wind from any direction. The shallower hull and better lines of the caravel made them easier to sail than the bulky carracks, but they could not carry as many provisions, which created hardship for the sailors. 101 O u r Wo r l d v i e w s Chapter 3 INFLUENCE Henry the Navigator Henry the Navigator (1394–1460) was a Portuguese prince who set up a school of navigation in 1419 in Portugal. Under his direction, scholars came from all over Europe and the Middle East and perfected sailing techniques, instruments, designs for sails, and mapping, including the idea of latitude. New navigational tools such as the quadrant, which could be used to determine a ship’s location during the day, were developed. New mathematical tables for determining latitude were made. The caravel, far more sea worthy than earlier ships, was also developed in his school. Henry is credited with establishing many practices used by explorers: Henry the Navigator, • He was the first to require his captains to keep logs, or diaries, detail from the of their journeys. He believed that information learned and Polyptych of documented from one expedition should be used in the St. Vincent, 1465. planning of the next expedition. This process continues to be Henry did not go used today by sea captains and other travellers. on any expeditions, but he was a patron • He also required his captains to conscript speakers of the of expeditions to languages of the explored areas. Local inhabitants became the African coast. interpreters and helped the explorers learn how to interact appropriately with the colonized people. The interpreters conscript: to also provided information about their land and its products force someone to and resources. join or enlist in an enterprise REFLECT AND RESPOND 1. The desire for wealth was the main reason for the Age of Exploration. For what other reasons did Europeans explore? 2. a. In what ways did Henry the Navigator help spread ideas and knowledge among nations? b. How did his ideas and work impact the Age of Exploration? 3. Use the Roundtable method to discuss the following: The importance of trade and making a profit became a part of the Renaissance worldview. What evidence is there that they are still a part of the modern Western worldview? 4. Although the reasons were mainly economic, there was a desire during the 16th and 17th centuries to explore unknown and uncharted lands. This encouraged scientific and technological advances that enabled explorers to move far beyond their homelands. The spirit and fearlessness of these famous explorers have inspired men and women of today to explore new worlds. Travelling the frontiers of space has led to many inventions: the personal computer, the microwave, new fabrics, the Internet. List both the positive and negative influences the need to explore has had on your daily life. 102 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? How Did the Age of Exploration Begin? As Portugal, France, Spain, and England became more powerful united countries, many factors set them up to become the leading players in the Age of Exploration: • Each had an Atlantic coastline, which put them in the best position to explore unknown parts of the world to the west. • The monarchs of these countries financed overseas explorations, hoping to establish independent connections with the Far East. • The new ship designs, navigational tools, and navigational information they gathered enabled explorers to sail to the New World and other far-off lands. New values favouring travel and exploration, increased consumerism, and accumulation of wealth, fueled the race for new trade routes. Portugal and Spain were especially anxious to find new trade routes to the East. Their willingness to fund large expeditions provided the motivation for wealthy merchants to do the same. England and France joined the race to the New World after hearing about the great wealth being accumulated by Portugal and Spain. Portugal In the early 1400s, Portuguese sailors headed south and east along the western coast of Africa in hopes of finding a new route that would allow ships to sail around Africa to India and China. They were so successful in finding new trading areas that Lisbon became Europe’s new trade capital. Portuguese and Spanish Explorations, 1480–1550 PORTUGAL SPAIN Macau Pacific Ocean Atlantic Ocean Indian Ocean Pacific Ocean consumerism: focusing on collecting and using material goods or products Navigational Astrolabe. This simplified astrolabe was further developed in Portugal in the 15th century, allowing ships to sail anywhere, day or night. Portugal controlled and administered the colony of Macau, situated on a narrow peninsula and two islands off the southeastern coast of China, for 442 years, before handing control to China in 1999. I wonder … why did Portugal hand control of Macau back to China? N E W 0 5000 km SCALE AT EQUATOR S Southern Ocean Explorers from Portugal and Spain began the European Age of Exploration. 103 O u r Wo r l d v i e w s Chapter 3 In 1487, Bartholomew Diaz sailed along the coast of Africa and was the first European to reach the Cape of Good Hope, the continent’s southern tip. About ten years later, another Portuguese explorer, da Gama, was the first European to cross the Indian Ocean to India. He returned to Portugal with his ships full of valuable jewels and spices. A sea route to the wealth of the East was now established. Portugal defeated Arab strongholds in the area and set up trading posts stretching along the coasts of Africa and into India. The Portuguese gradually expanded eastward to China, establishing the famous port city of Macau. Spain Vasco da Gama, 1524 Cristóbal Colón (Spanish), or Cristoforo Colombo (Italian), was born in Genoa, Italy, and is best known in the English-speaking world as Christopher Columbus. In 1476, Columbus led his first commercial sailing expedition into the Atlantic Ocean. His ship was attacked by French pirates off the coast of Portugal and burned. Some sources say he swam ten kilometres back to shore. King Ferdinand and Queen Isabella of Spain Bidding Farewell to Christopher Columbus at His Departure for the Indies in 1492, Theodore de Bry, 1596. 104 Spain was envious of Portugal’s wealth and power and decided to send its own expeditions to the Far East. The pope had already given Portugal the coasts of Africa and India, so Spain decided to find more direct routes to Asia by sailing west across the Atlantic to China and India. Spain and the rest of Europe, however, were unaware that two continents, the Americas, lay between them and the Far East. The Roman Catholic Church was very involved in the exploration of the new lands since it wanted to spread Christianity. In 1493, the pope divided the world outside of Europe between Portugal and Spain. Spain and Portugal did not agree with the decision and reached their own agreement on how to divide the world between them. It later proclaimed that the Roman Catholic faith was the only Christianity allowed in the new lands. H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Columbus Voyages of Christopher Columbus M In 1492, Columbus set sail from Spain and after almost ten weeks at sea, sighted an island that he believed was close to Japan. In fact, it was an island in the Caribbean. Columbus made CUBA three more trips to the Caribbean HISPANIOLA between 1494 and 1504, but never Ca rib bea reached mainland North America. n Sea ES O He still believed he had sailed all the AM ER ICA way to Asia. Explorations by others convinced Europeans that Columbus Pacific Ocean had, in fact, discovered a world 0 2000 km previously unknown to Europeans. He first asked the Portuguese king in 1485 to sponsor him on a westward voyage to reach Asia, but was turned down. No one in the Portuguese court believed that the Earth was spherical, so they did not believe it was possible to sail westward to the other side of the Earth. He next approached Queen Isabella and King Ferdinand of Spain for support. After many years of lobbying, he finally convinced them to support his venture in 1492. SPAIN Atlantic Ocean Voyages 1492–1493 1493–1496 1498–1500 1502–1504 N E W S Amerigo Vespucci (1451–1512) Although Columbus is credited as the European discoverer of the Americas, North America and South America are named after Amerigo Vespucci, an Italian merchant and mapmaker who, in 1501, was part of an expedition that explored what is now the coast of Brazil. Cartographer Martin Waldseemüller first used Vespucci’s name for the new continents. 105 O u r Wo r l d v i e w s Chapter 3 Magellan indigenous: referring to the original inhabitants of a region Ferdinand Magellan fighting Indigenous people on Mactan Island in 1521 106 In 1519, Ferdinand Magellan explored the east coast of South America. He discovered a passageway at the tip of South America, now known as the Strait of Magellan, that led to another ocean, as he had predicted. He named it the Pacific Ocean because of its calm, pacifying waters. He continued sailing west across the South Pacific until he finally reached some islands in Indonesia. There, he learned other Europeans had already visited and realized that he had reached the eastern part of Asia. Although Magellan was killed in the Philippines, one of his five ships finally returned to Spain, the first to successfully circumnavigate the globe. H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? England At the beginning of the 16th century, England was more interested in trade within Europe and did not rush to fund exploration. One of the few voyages supported by the monarchy was Giovanni Caboto’s visit to Newfoundland in 1497, where he claimed parts of North America for England. Known in English as John Cabot, he was the first explorer since the Vikings, 400 years earlier, to reach North America. It was not until the reign of Queen Elizabeth I in the last half of the 16th century that the English showed any great interest in exploration. Because Spain and Portugal had become so wealthy from their claims in the New World, England decided it was time to focus on expansionism — getting involved in exploration and conquest. In 1560, a group of English merchants funded Martin Frobisher to search for a northwest passage through the islands of northern Canada to India and China because Spain and Portugal controlled the other sea routes to the East. Between 1576 and 1578, Frobisher and another explorer, John Davis, explored the North Atlantic coast. Queen Elizabeth then sponsored colonies in the New World. By the beginning of the 17th century, England had established more colonies along the North American Atlantic Coast and in the West Indies than any other European power. Canada is becoming more focused on its northern waterways. Each summer, Arctic sea ice is melting more than in the past and the Northwest Passage, searched for by Frobisher, Davis, and other explorers, may be open for ship traffic. Canada wants to maintain control over ship traffic through its territory. Martin Frobisher sails down the Thames, passing Greenwich Palace on his expedition in search of a northwest passage. 107 O u r Wo r l d v i e w s Chapter 3 France In the early Renaissance, France was distracted by its ongoing war with England and, for the first half of the 16th century, its wars in Italy. However, after Portugal and Spain found wealth in the Americas, France decided it also wanted some of the riches from the new lands. After a French expedition to Florida was defeated by the Spanish, the French monarchy decided to finance expeditions to areas farther north and west. In 1534, Jacques Cartier sailed to the New World and explored the St. Lawrence River as far as the Haudenosaunee settlement of Hochelaga (the location of present-day Montréal). He set the stage for France’s future exploration and colonization in the New World. Jacques Cartier claiming land along the St. Lawrence River for the king of France in 1534 REFLECT AND RESPOND 1. What values and beliefs were shown in the fact that Europeans thought it was acceptable to divide the world and its inhabitants outside Europe between Spain and Portugal? 2. How do you think Europeans reacted to their discovery that there were entire continents that they had known nothing about? How would that knowledge change their worldviews? 3. Use the Roundtable method to discuss one of the following: a. How does the modern space program reflect a spirit of exploration? Do you think there are also expansionist motives to the space program? b. Is there evidence that modern governments have expansionist worldviews similar to those of Western Europe during the Renaissance? 108 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? How Did the Age of Exploration Lead to Imperialism? Greek, Roman, Islamic, and other historical Empires expanded their territories to protect their original home areas, but also to exert control over more and more land and its resources. They established systems of government to maintain control and, often, they spread their religions and philosophies to all peoples in the empire. During the Age of Discovery, European nations reached Roman ruins in Tipasa, Algeria, North Africa lands and societies around the world that they previously had not known about. They soon recognized the wealth these lands imperialism: the policy of a country or empire to extend and peoples could provide and began to establish control over them. its authority or domination Over time, some countries, such as Spain and Britain, had built so by political, economic, or many colonies around the world that they had their own empires. military means It was a natural progression that policies of expansionism would lead to imperialism. Through their policies of imperialism, these countries maintained control of the new lands and their inhabitants. Imperialism has existed The imperialism of the Western European countries was built on as part of human the desire to increase their wealth and power. Their view was that the civilization from early colonies and lands they controlled were to further the interests and times, but historians increase the wealth of the controlling country. The countries became did not use this word until the 19th century. very competitive, each wanting superior economic power. European Empires in Early 1700s ENGLAND PORTUGAL NETHERLANDS FRANCE SPAIN Pacific Ocean Pacific Ocean Atlantic Ocean Indian Ocean Portuguese Spanish French English Dutch N E W S 0 5000 km SCALE AT EQUATOR Southern Ocean European imperialism grew out of the Renaissance and the Age of Exploration. By the 1700s, Western European countries dominated the globe. 109 O u r Wo r l d v i e w s Chapter 3 T h e E u r o p e a n Vi e w o f t h e R e s t o f t h e Wo r l d ethnocentrism: a belief that one’s own race or culture is superior to others I wonder … do some people today still have attitudes that other cultures are inferior to their own? Tapestry showing Vasco da Gama in Calcutta, May 20, 1498 110 European discovery and colonization of lands around the world has traditionally been recorded from the European perspective. Areas in Africa, Asia, North America, and South America were called new lands, despite the fact that people had been living in those regions for tens of thousands of years. Europe’s imperialist nations thought that they had the right to control their colonies based on a belief of cultural and political superiority. They believed they had a right to exploit both the peoples and the resources of the areas they discovered. Indigenous peoples and their cultures were usually not viewed as their equals. Although they had established diverse and complex societies, the Europeans often had little regard for these indigenous peoples and their cultures. Within European societies, there were strict guidelines and belief systems that were followed by “civilized” people. Those who did not follow these guidelines were considered to be savage and barbarous. This belief in the superiority of one’s own culture is not limited to European countries. Most societies practise some degree of ethnocentrism — feeling their beliefs, values, and ways of life are better than those of other societies. Some say this is a basic part of human nature. • The Aztec and Inca of the Americas, who had highly developed and sophisticated societies and cities much larger and greater than many in Europe, were treated as inferiors. • The Chinese and Indian civilizations, thousands of years older than any European civilization, were thought to be barbarous. H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? • Traditional methods of governance were replaced with the European system, as were other social structures. European culture was often imposed on the colony. • In many places, colonists completely took over the land as their own, displacing the indigenous population who either had to stay to work the land or move on to find other ways of supporting themselves. • In many colonies, European colonists used the original inhabitants as slave labour to work on farms and in construction and mining; after most of the indigenous population died off, Timucuan Indian slaves searching for gold in Florida. and as demand for labour increased, Indigenous peoples were the first slaves of the Europeans Europeans brought Africans to the in the New World. New World. • Ancient African civilizations were almost wiped out through the slave trade. • Christians believed that Christianity was the only true religion and it was their religious duty to carry the faith around the world and convert those who followed other religious and spiritual practices. REFLECT AND RESPOND 1. What beliefs in the Western European worldview led to European imperialism over much of the world? 2. It has been written that European countries pursued exploration and imperialism under the motto “For God, Glory, and Gold.” Explain how the motto was appropriate. 3. The United Nations’ Draft Declaration on the Rights of Indigenous Peoples states the following: SKILLS CENTRE Turn to How to Interpret and Make Maps in the Skills Centre to review how information is shown in maps. Indigenous peoples have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural development. How does this statement compare with European views that imperialism was acceptable? How does it show that some worldviews have changed from then to now? 111 O u r Wo r l d v i e w s Chapter 3 How Did the Exchange of Goods and Products Change the World? Many crops and animals now raised in North America were brought over from Europe, Asia, or Africa. Corn, potatoes, tomatoes, beans, and other crops from the New World transformed European ways of life. European exploration, discovery, and colonization led to the redistribution of plants and animals around the world. It also had beneficial and destructive effects on the populations and ecosystems of Europe, Asia, Africa, and the New World. The exchange of foodstuffs, metals, plants, animals, and diseases affected economies and changed traditional ways of life of people around the world. Europeans transformed the Americas with the introduction of their metals, the wheel, work animals (such as the horse and ox), and their firearms and war technologies. Products of the Americas also impacted cultures around the world: rubber, canoes, snowshoes, toboggans, chewing gum, new dyes and woods, and pharmaceutical plants. citrus fruits, pears, apples, peaches, cattle, horses, bananas, wheat, pigs, sheep, and chickens from barley, and oats from Asia and Europe Europe olives and grapes from the Mediterranean sugar cane, coffee, and tea from Asia corn, potatoes, tomatoes, beans, peppers, peanuts, pineapple, chocolate, squash, pumpkin, vanilla, avocado, tobacco, and turkey from the Americas 112 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? The exchange of diseases had, perhaps, the greatest impact on indigenous societies of the Americas. European diseases had devastating effects on the local populations. Never having had contact with Europeans, indigenous populations from the Arctic to the tip of South America lacked immunities to the diseases brought by the Europeans. Smallpox, measles, and tuberculosis were especially destructive. It is estimated that between 75% and 90% of the Aboriginal population died as a result of exposure to European diseases. Many of their political and spiritual leaders and Elders died, resulting in the loss of many of their traditions and the shattering of families. In some cases, whole cultures were destroyed. Their weakened societies could not defend themselves against the European imperialists. It is believed that the common bean originated in southern Mexico and Central America over 7000 years ago. It has been found in the ruins of prehistoric dwellings. Today, beans and other legumes form the main protein component of many diets around the world. Corn was first domesticated in Meso-America about 9000 years ago. It spread across the American continents and became a staple food for many Aboriginal peoples. European explorers spread corn around the world. Corn is an important part of the diet of today’s Meso-American people, who eat it in tortillas, tamales, and many other dishes. REFLECT AND Meso-America: a region stretching from central Mexico to Nicaragua, usually used in terms of the region’s ancient civilizations and Aboriginal cultures Europeans saw Aboriginal team sports for the first time. They watched the Aztec play a game using a ball and hoops and North Americans playing lacrosse. RESPOND 1. How do you think European society was changed by the new plants from the Americas being taken back to Europe? Horses came to the New World on the ships of the Spanish conquistadors. Horses revolutionized the culture of the First Nations on the Great Plains. 113 O u r Wo r l d v i e w s Chapter 3 How Did Imperialism Affect European Worldviews? Ideas and Knowledge Astronauts often say how flying on the space shuttle and viewing the Earth from space has forever changed their perspective of the planet and its people. They recognize the Earth’s beauty and the oneness of humanity. The explorations of new lands and new peoples altered European knowledge of geography and history. Europeans realized that there were people with entirely different civilizations and histories than their own. Although the European worldviews led them to consider their way of life superior to other cultures, European leaders and scholars were impressed by aspects of the North American indigenous peoples’ ways of life: • their personal liberty • their ideas about leadership and consensus government • their lack of emphasis on individual property ownership The First Nations way of life led some European thinkers to question the inequalities of their own government systems. These ideas of personal freedom and leadership became a part of the Western worldview and were later incorporated into the French and American constitutions after their revolutions in the late 1700s. The traders and colonists who lived with the First Nations peoples understood that their societies were much more complex than philosophers such as Montaigne imagined. Their societies had structures and systems in place to deal with all aspects of life, just as to e f i l European states did. Like all societies, they of l way peoples a n i were not utopias. g i Abor igenous not e h t d Many European citizens saw the new t in red te had mpa ough se they igne wro o h c t lands offering new opportunities to live e e ecau ric onta ty. H taign independent lives, not held back by the Mon an socie d pure b ways. M ng barba at an pe thi an wh Euro nnocent traditional restraints of European society. rope re is any rding to u E i o e were xposed t d that th tion, acco rism Many chose to take the offer of free e a in ba been I do not f out this n o call bar stoms. land in the colonies in order to escape f cu … ab ard o ss t n d e e l w n g n a a o v religious persecution in their homelands. u r st ms or sa en told, from ou o other custo d e n s n r b Some settlers set up religious a e e s ff av I’ve st nion er di em to h i o v p e m o t communities of only one faith, while e e ey wha e se n th them th … Th ed, w son tha e e v n others lived together in communities i I d l a n a y I or re ountry … lities are ly slightl tate h t where everyone had the freedom to u c i s n tr own s and ab l laws, o ch a the r u s u o n e i a worship as they wished. This belief of by tur irtu till y na ral v are s addened rlier, in religious freedom was eventually natu l ruled b s. They a s em e til imes ur are s ted by o m somet scover th ave made into law in the Canadian p a di dh corru ty that I did not ho woul n we … and American constitutions. The a ri e w igne: er th of pu t that w people a t t t n importance of individual choice e o ) M re gh mb el de als (1580 thou here we dge the h c i of religion is a key part of the —M nt annib o ju whe On C ow t h modern Western worldview. 114 n ow kn H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Economic System The economy of most European countries ended up being thrown into turmoil by the wealth flowing in from the colonies. Before they had gained control of the new colonies, there had been a steady, limited supply of gold and silver in Europe. After they conquered other lands, especially the Aztec and Incan Empires, Spain used the vast amounts of gold and silver coming from its colonies to purchase goods and supplies from the rest of Europe. As more gold and silver came into Europe, its buying power was reduced. The more money in circulation (gold and silver), the less it was worth. As a result, inflation occurred across Europe: more money was needed to purchase everyday goods. The price of goods and supplies rose for all Europeans, not just the Spanish. This resulted in hardship for the common people who did not have the wealth coming from the colonies. Since they had taken so much gold and silver from Central America and South America, Portugal and Spain had no need to develop industries or manufacturing facilities; they chose to purchase all the supplies they needed from other countries. England, Germany, and the Netherlands developed manufacturing facilities to provide goods not only for their own countries and colonies, but for those of Spain and Portugal as well. This initial industrial development in northern countries set the situation up so that by the end of the 17th century, financial power shifted to them from Spain and Portugal. REFLECT AND Gold and silver from the Americas were shipped back to Spain and Portugal. They lost some of their riches to pirates, whose ships sailed faster and were more maneuverable. Elizabeth I of England sent Sir Francis Drake (above), one of the most successful of the privateers, or pirates, to the Caribbean to raid and destroy Spanish ships. inflation: an increase in prices and a decrease in the purchasing power of money Cerro Rico, a mountain at Potosi, Bolivia, was so rich in silver that it produced enough silver to triple what was already in circulation in Spain. RESPOND 1. a. What attitudes and worldview does Montaigne present in his description of First Nations? b. How do you think people of the First Nations might have felt about his description of them? 2. In groups, discuss the changes in American and European societies that came about because of European imperialism. Present these changes in an appropriate graphic organizer. 115 O u r Wo r l d v i e w s Chapter 3 FOCUS ON INQUIRY How Do Thoughts and Feelings Affect Research? I wonder … what are some other values and beliefs in today’s Western worldview? I wonder … how are the values and beliefs of the Renaissance worldview reflected in Canada today? I wonder … is there just one Canadian worldview? During this case study, you learned how the exchange of ideas and knowledge during the Renaissance shaped the worldview of the Western world. Today, the Western worldview is considered to be the values and beliefs about life held by Europeans, by the descendants of European settlers in the Americas, Australia, and New Zealand, and by those who have adopted that way of thinking. It developed from the Renaissance Geography worldview and includes many of the same basic values. Like most worldviews, the Western worldview Worldview: Values and undergoes changes because of Beliefs • geography Contact Ideas and • ideas and knowledge with other knowledge groups • contact with other groups As you learned about people, places, events, and ideas during this case study, you probably thought of additional things that would be interesting to know. For example, the I wonder … questions are ones that other students might ask. When you ask questions like these, you are involved in inquiry. You have also learned and practised how to • use an Inquiry Model to plan a research project to answer important questions • use key words to locate information in print and online sources • search the Internet for suitable sites, such as museums and art galleries 116 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? To reflect is to think carefully about something you are doing, why you are doing it, and what you are learning. Reflection involves both thoughts and feelings. During inquiry, you should think about the process and how well it is working. You should also think about how well you are working to answer the inquiry questions and how you feel about it. People who know how to reflect talk to themselves (by thinking, not out loud) as they work. Phase Thoughts Feelings Planning • I need to get a picture of the whole project and all phases of inquiry (visualize). • I wonder if my topic is okay. • I need more questions. • I have made a schedule to complete the work. • I feel optimistic about my project, but a little uncertain and worried. Retrieving • • • • I need to brainstorm for possible sources. I have listed key words. I remember different ways to find information. I need to revise my topic because of the resources I found. • I feel excited, but confused. • I wonder if I will be able to do this project. Processing • I need to find information related to my topic. • I have organized ideas and information. • I need to ask different questions and find more resources to answer them. • I feel confident and interested, but a bit overwhelmed. Creating and Sharing • I was pretty creative when I made my product. • I know my product is finished. • I have some ideas for ways to improve the next time. • I have imagined giving my presentation ahead of time. • I have thought about the audience. • I feel satisfied to have my product completed. • I feel pressured to finish my project. • I feel excited or nervous about presenting my information. Does this sort of self-talk sound familiar? • What do I know about this topic or question already? • What do I want to know about this topic? What questions are related to my topic question? This chart lists some of the thoughts and feelings you may have during the phases of an inquiry project. • How well did I do that? What do I need to learn or practise so that I can do better next time? • Am I asking the right questions? Perhaps I should change the focus of my research. • I’m feeling a little confused because I have too much information. What should I do next? • Wow! That’s something that I have never before considered. 117 O u r Wo r l d v i e w s Planning Creating Reflecting Retrieving and and Sharing Evaluating Processing Chapter 3 U s i n g Yo u r I n q u i r y S k i l l s In this activity, you will learn more about and practise the core phase of the Inquiry Model — Reflecting and Evaluating. Review and use what you learned about the first two phases of the inquiry process — Planning and Retrieving — to plan a research project to answer one of your own I wonder … questions. You can work alone, in pairs, or in groups. Talking to others about your ideas is a good way to think through your plan. Planning Phase Step 1 — Select a topic Review all the I wonder … questions that you recorded during this case study. Select one question that you want to explore by using strategies such as one of these: • Use a highlighter pen to mark the most interesting questions you recorded in your notebook. • Conduct a Think–Pair–Share discussion where you talk about which questions you find most interesting. • Select an interesting question and revise it based on what you know now. • Finally, pick one inquiry question to focus on and write about why you are interested in this topic. Reflecting on the process: What were you thinking and feeling as you selected a topic? S t e p 2 — Wr i t e a r e s e a r c h p l a n First, write the topic of your plan and the inquiry questions that will guide your research. Include the following in your plan: • where you might find information to explore your questions • a schedule for the project • what your final product or presentation will be • how you will evaluate your work • how you will know if your inquiry was successful Reflecting on the process: What were you thinking and feeling as you made a research plan? 118 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Retrieving Phase Step 3 — List key words Write a list of key words that you can use to begin your search for information. Ask yourself questions like these to generate ideas: • Is there another way to say or spell this topic? • Is there a larger subject that might include this topic, or a smaller one? • Does this topic overlap with another one? What key words would I use for that topic? • When and where did this occur? Reflecting on the process: What were you thinking and feeling as you brainstormed for key words? Reflecting and Evaluating Phase Step 4 — Think about reflecting Reflecting on the process is part of every phase of inquiry. Look back at the notes you made about your thoughts and feelings for Steps 1, 2, and 3. Think about what you can learn about yourself and about the process of inquiry. • What have I done well? What could I have done better? • How did I feel during each step? Why did I have those feelings? How did they affect my work? • What skills and strategies did I learn, practise, or use? • What are my personal goals for the next time I do a research project? • What have I learned about inquiry from this experience? 119 O u r Wo r l d v i e w s Chapter 3 End-of-Chapter Conclusion By the 16th century, the ideas of the Renaissance had spread throughout Europe and into European colonies. These ideas began to change the way that people in western Europe thought about religion and their homelands. New churches were formed. Freedom of religious choice began to become valued in the Western worldview. The boundaries within Europe changed as small political units joined to form states. People began to identify as citizens of their countries. Economic and political power moved from the Mediterranean Italy to Western European countries such as Portugal, Spain, England, and France. Expansionist values were part of the worldviews of the newly established states. They looked to exploration as a way of increasing their power and wealth. As the merchant class grew larger and richer, new attitudes developed towards trade and profit that spurred the desire to seek new trade routes to the East. The Age of Exploration was accompanied by the rise of imperialism. European governments claimed lands along the coast of Africa, the Middle East, South Asia, the Far East, and in the New World. Western Europeans felt their culture was superior to other cultures. They believed that they had the right to impose their ways and worldviews on peoples around the world and to claim the world’s riches. New ideas and knowledge about geography, religion, citizenship, national identities, and food crops changed the way Western Europeans lived and thought about life. Many societies of today, including Canada, have worldviews that developed out of the worldview of Europe at the end of the Renaissance. These Western worldviews include these beliefs and values: • the importance of the individual • a high material standard of living • the importance of education • governments based on democracy • laws that guarantee the rights and freedoms of citizens 120 H o w D i d t h e We s t e r n Wo r l d v i e w G r o w O u t o f t h e R e n a i s s a n c e ? Review and Synthesize S h o w W h a t Yo u K n o w 1. Make a list of the new ideas, knowledge, and discoveries that were made during the Renaissance. Hold a Roundtable Discussion to reach consensus about which ones were the most important. What criteria will you use to decide which are important? Create a poster or display of your selection to add to the Renaissance Hall of Fame. 5. Make a concept poster to define imperialism that clearly explains what the concept means. Include examples from the Renaissance and other historical times. Use words, pictures, colours, textures, or other artistic strategies. Use definitions, examples, stories, or other ways of communicating the idea of imperialism. 2. Exploration in the Renaissance had both positive and negative effects. Write a script of two people discussing whether the monarch should support a mission to new lands. Present the pros and cons of the mission. With a partner, present the discussion to your class. 6. Explain how religious reform in Europe changed the Western worldview. Begin by describing in general terms what happened and how the Western worldview was affected. Then, pick one aspect to describe in detail. 3. Think about the Worldview Investigation in this chapter. Share what you have learned about the Western worldview in a Roundtable Discussion. To prepare, create a summary that describes the Western worldview, in particular, values and beliefs from the Renaissance. Use an appropriate organizer to organize your facts and ideas. Highlight those values and beliefs that are present in today’s Western worldview. Inquiry 4. Create a research plan to compare the effects of the printing press on the Western worldview during the Renaissance with the effects of the Internet on the Western worldview today. In what ways were the effects of the printing press similar to the effects of the Internet? In what ways were they different? You do not have to carry out the research plan; you should show that you can plan effectively and reflect on the process of inquiry. 7. Select one key value or belief that is part of the Western worldview today. Explain how this idea began during the Renaissance and how it affected the lives of the people at that time. How does it affect the lives of people today? Closure 8. Share: Create a classroom display called Influences on the Renaissance. Add posters, reports, or cards about new ideas, knowledge, or discoveries. On each, identify who, what, when, and where, and list the influences this person or knowledge had on the Renaissance. 9. Discuss: Conduct a Roundtable Discussion to choose an example of modern imperialism presented in the media. Create a list of details to support the argument that this is imperialism. 10. Reflect: Spend a few minutes in personal reflection. What has this chapter shown about how to treat other people? Do you think your culture or country is superior to some others? How can you become more understanding of others? Record your thoughts in your journal. 121 O u r Wo r l d v i e w s CASE STUDY ONE Conclusion W h o A r e Yo u ? A C a n a d i a n diversity: variety Think about what you have learned throughout Case Study One that can affect you in your daily life. In this case study, you learned that the Western worldview developed from the ideas and beliefs of people who lived in Europe during the Renaissance. Canadians with European ancestry have inherited the Western worldview from their ancestors — people with British, French, German, Greek, Italian, and other Western European backgrounds. Much of our Canadian way of life — the social systems, political and economic systems, and culture — are based on this Western worldview. There are many groups of people in Canada with non-European origins whose ancestors had other worldviews. There are many different First Nations, Métis, and Inuit groups. There are people from many other countries. As well, many Canadians have ancestors from more than one area of the world and culture. Canadians pride themselves on their multicultural country that includes people of many different origins with differing values, beliefs, and worldviews. Think about the diversity of people in Canada and what it means to you. • Throughout your life, you will meet many people with backgrounds and worldviews that are different from yours. Be open-minded about the differences and show respect for their values and beliefs. • Try to learn more about the cultures and worldviews of other groups of people. If you understand what they value and believe, you can be considerate of their needs, ideas, and perspectives. Cultural Groups in Canada 122 Languages in Canada Religions in Canada H o w D i d t h e E x c h a n g e o f I d e a s a n d K n o w l e d g e D u r i n g t h e R e n a i s s a n c e S h a p e t h e Wo r l d v i e w s o f t h e We s t e r n Wo r l d ? This is a typical group of Canadian teenagers who have different origins and may have differing worldviews. THINK ABOUT IT 1. Learn more about others. • Invite guest speakers to class who represent the diversity of groups in Canada. Develop powerful questions to ask that will help you understand their beliefs, values, and worldviews. Listen carefully to their perspectives with an open mind. Think about what you learn from each person. • Take a field trip to a church, mosque, synagogue, or other place of worship. Think about how religion reflects the values and beliefs of a group of people. • Invite Aboriginal Elders to class. They can help you to learn more about the diversity of Aboriginal cultures in Canada. • Conduct a Roundtable Discussion in which each person shares something of his or her culture or background that will help other students understand what he or she values and believes. 2. Think about diversity by discussing ideas with others. Conduct a Think–Pair–Share discussion. • Are there some values and beliefs that are common to all people, regardless of their worldviews? • How does diversity in Canada enrich our lives? • How do new Canadians adapt to life in Canada? Do they feel a need to change some of their values and beliefs in order to fit in? 3. Think about your worldview. • Continue to develop the picture of your worldview that you started during the Introduction to this text. Perhaps your thinking has grown and changed. Add to it and make changes to show what you now understand about your worldview. • What does it mean to be a Canadian? Write in your notebook or journal. 123