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Bridging the gap towards the New Junior Cycle, this new edition of The Past Today includes a focus on key skills and assessment. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ The Past Today together with its companion The Past Today Skills & Resources book provides students with their essential texts for Junior Certificate History. FREE eBook with this textbook! Turn to the inside front cover to get your code. Teacher Resources THE PAST TODAY ■ Complete Junior Certificate text for both Ordinary and Higher Levels (including options) Promotes the idea of the student as an historian New and updated! content to reflect recent historical research New! What You Will Learn lists focus student learning at the start of each topic New! Assessing Your Learning panels allow regular self-assessment New! Key Terms feature throughout promotes student literacy New! Factfiles provide extra information on topics to engage the student New! Focus Tasks promote independent learning, research and groupwork New! Visit sections suggest places to go to bring History alive New and updated! People in History sections put information in context Updated end-of-chapter exam questions reflect the latest exams Revision plan helps prepare for house and state exams Valuable guidance in Answering Junior Certificate History Questions section Updated! Glossary focuses on key terms relevant to the exam Third Edition Third Edition THE PAST TODAY Complete Junior Certificate History Online resources for teachers on GillExplore.ie, our smart, reliable and easy-to-use resources platform. New! PowerPoint presentations, using illustrations from the textbook, assist in presenting key topics ● New! Worksheets for student analysis of video clips ● New! Sample exam papers for extra exam practice Updated online testing for homework and revision available on eTest.ie The FREE eBook blends resources available for the textbook in one place, saving you valuable time in class. These include: ✓ Videos ✓ Weblinks ✓ eTests The Author Dermot Lucey is an experienced teacher of History and an active member of the Cork History Teachers’ Association. He is the author of a number of History textbooks, including Modern Europe and the Wider World and Shortcuts to Success History Exam Guide for Leaving Certificate. Dermot Lucey ● www.gilleducation.ie ISBN 978-0-7171-6520-9 9 780717 165209 The Past Today FULL COVER.indd 1 Cover design by Martin O’Brien www.obriencreative.ie Cover image © Dan Huntley Photography/Getty Images Dermot Lucey 15/07/2016 12:00 The Past Today prelims.indd 1 11/02/2016 16:55 Gill Education Hume Avenue Park West Dublin 12 www.gilleducation.ie Gill Education is an imprint of M.H. Gill & Co. © Dermot Lucey 2015 978 07171 6520 9 Design by Lyn Davies and setting by Carole Lynch Artwork by Oxford Designers & Illustrators The paper used in this book is made from the wood pulp of managed forests. For every tree felled, at least one tree is planted, thereby renewing natural resources. All rights reserved. No part of this publication may be copied, reproduced or transmitted in any form or by any means without written permission of the publishers or else under the terms of any licence permitting limited copying issued by the Irish Copyright Licensing Agency. Any links to external websites should not be construed as an endorsement by Gill Education of the content or view of the linked material. Furthermore it cannot be guaranteed that all external links will be live. The author and publisher have made every effort to trace all copyright holders, but if any has been inadvertently overlooked we would be pleased to make the necessary arrangement at the first opportunity. The Past Today prelims.indd 2 11/02/2016 16:55 Contents Introduction ................................................................................................................................. ix Year 1 How We Find Out About the Past Historians at Work – How We Find Out About the Past 1 The Job of the Historian ..................................................................................................... 2 2 The Work of the Archaeologist ........................................................................................ 12 Our Roots in Ancient Civilisation 1: Ancient Ireland 3 The Mesolithic Period (Middle Stone Age) .................................................................... 23 4 The Neolithic Period (New Stone Age) . ......................................................................... 27 5 The Bronze Age .................................................................................................................. 36 6 The Iron Age and the Celts . ............................................................................................. 42 7 Early Christian Ireland ...................................................................................................... 52 Our Roots in Ancient Civilisation 2: Ancient Rome 8 Ancient Rome . .................................................................................................................. 60 The Story of Rome . ...................................... 60 The Romans at Work .................................. 66 Roman Towns and Houses . ...................... 61 Roman Art and Architecture ................... 68 Family and Food . .......................................... 63 Funerals and Burial Customs . ................. 69 Leisure and Entertainment ...................... 64 The Decline of the Roman Empire ........ 71 iii Medieval Society 9 Medieval Society: Castle, Church and City . ................................................................... 74 What were the Middle Ages? . ................. 74 Medieval Cities and Towns . ..................... 84 Medieval Society . ......................................... 75 Monastery and Parish ................................. 87 Medieval Castles ........................................... 76 The Decline of the Middle Ages . ............ 91 The Manor and Village Life ...................... 81 Renaissance Art and Society 10 The Renaissance ............................................................................................................... What was the Renaissance? ..................... 94 Changes in Art and Architecture ........... 96 Renaissance Lives: Lorenzo de Medici (1448–91) and Patronage . .................................................. 99 Gutenberg (1398–1468) and the Printing Press . ........................................ 100 Leonardo da Vinci (1452–1519) – Painter, Sculptor, Scientist: The ideal ‘Renaissance Man’ ................................. 101 94 Michelangelo (1475–1564) – Sculptor, Painter, Poet and Architect ................ 103 Dürer (1471–1528) – Artist of the Northern Renaissance ......................... 106 Galileo (1564–1642) – Scientist, Astronomer: The ‘Father of Modern Science’ . .................................................... 108 William Shakespeare (1564–1616) – Dramatist and Poet ............................... 110 Year 2 Studies of Change Ordinary Level students may concentrate on the Special Studies in Second Year Changes in the European View of the World: Exploration 11 The Age of Exploration .................................................................................................... 116 Why People Wanted New Sea Routes . 116 The Voyage of Magellan . ......................... 128 What Made the Voyages Possible . ....... 118 The Spanish Conquest of the New World . ............................................. 130 The Portuguese Voyages .......................... 121 Special Study – A Voyage of Exploration: The First Voyage of Christopher Columbus ................................................ 124 iv The Results of the Age of Exploration . ............................................ 134 Religious Change: Reformation 12 The Reformation . ............................................................................................................ 139 What was the Reformation? .................. 139 The Reformation in England and Ireland ....................................................... 147 Special Study – The Life of a Reformer: Martin Luther ........................................ 141 The Catholic Counter-Reformation .... 150 Calvin’s Reformation in Geneva . ......... 145 The Results of the Reformation ............ 153 Changes in Land Ownership: Plantation in Ireland 13 Plantations in Ireland ..................................................................................................... Ireland in 1500 . ........................................... 158 158 Efforts to Conquer Ireland: Why the Land Changed Hands . ........................ 160 Special Study – Land and Conquest in Ireland: The Plantation of Ulster ......................................................... 166 The Plantation of Laois–Offaly ............. 161 The Cromwellian Plantation ................. 170 The Plantation of Munster . .................... 162 The Results of the Plantations . ............. 173 Political Change: Revolutionary Movements 14 The American War of Independence ............................................................................. 177 Background and Causes . ......................... 177 Special Study – The Life of a Revolutionary: George Washington and the American War of Independence ........................................ 180 15 The French Revolution .................................................................................................... 188 Background and Causes . ......................... 188 Robespierre and the Terror ..................... 194 16 The Results of the American War of Independence ......................................... 185 The Results of the French Revolution ............................................... 195 Ireland in the Age of Revolutions ................................................................................. 198 Causes of the 1798 Rising . ...................... 198 The Rising of 1798 . .................................... 201 Wolfe Tone and the United Irishmen . .. 199 The Results of the 1798 Rising .............. 206 v Social Change in 18th-and 19th-Century England and Ireland 17 From Farm to Factory . .................................................................................................... 207 18 The Agricultural Revolution ................. 207 Manufacturing Inventions ..................... 213 The Transport Revolution . ..................... 210 What Caused the Industrial Revolution in Britain? A Summary . ................ 215 Special Study – Contrasting Lifestyles c. 1850: Industrial England and Rural Ireland ..................................................................................................................... 218 Industrial England in the 1840s: Working Conditions . .......................... 218 19 Living Conditions in the Cities . ........... 222 Rich and Poor ............................................... 225 Special Study – Rural Ireland in the 1840s . ................................................................. 229 The Great Famine, 1845–50 . .................. 231 The Results of the Famine . ..................... 236 Year 3 Understanding the Modern World Ordinary Level students may study Political Developments in Ireland in the 20th Century (Chapters 20–22) or Social Change in 20th-Century Ireland (Chapter 23) Political Developments in Ireland in the 20th Century 20 Towards an Independent Ireland, 1900–22 ................................................................. 242 Political Groups in Early 20th-Century Ireland ....................................................... 242 21 vi The Rise of Sinn Féin . ............................... 257 The Home Rule Crisis, 1912–14 ............ 247 The Independence Struggle, 1919–21 . ................................................... 258 Reaction to World War I .......................... 250 The Anglo-Irish Treaty, 1921 . ................ 263 The 1916 Rising . ......................................... 253 The Irish Civil War .................................... 265 The New State ................................................................................................................. 272 Cumann na nGaedheal in Power, 1923–32 . ................................................... 272 The First Inter-Party Government, 1948–51 . ................................................... 283 Fianna Fáil in Power .................................. 276 Seán Lemass and the 1960s . ................... 285 The Emergency: Ireland during World War II ........................................... 279 Years of Uncertainty, 1966–85 ............... 286 Northern Ireland, 1920–85 22 From Foundation to Attempts at Peace, 1920–85 ...................................................... 293 The Foundation of Northern Ireland ..... 293 Northern Ireland During and After World War II ......................................................... 296 O’Neill, Civil Rights and the Troubles .................................................... 299 Attempts at Peace ....................................... 303 Social Change in 20th-Century Ireland 23 Social Change in 20th-Century Ireland ....................................................................... 308 Sources for Social Change . ..................... 308 The Status of Women ............................... 323 Rural Life . ...................................................... 309 Leisure and Entertainment .................... 329 Rural Work . .................................................. 312 Transport ....................................................... 334 Urban Life . .................................................... 315 Communications ....................................... 338 Urban Work .................................................. 318 International Relations in the 20th Century Ordinary Level students may study International Relations in the 20th Century Part 1 or 2 or 3 or 4 Higher Level students may study International Relations in the 20th Century Part 1 and Part 2 or 3 or 4 24 Part I: Peace and War in Europe, 1920–45 .................................................................... 343 World War I .................................................. 343 Versailles: The Tragic Peace .................... 344 The League of Nations .............................. 347 Democracy and Dictatorship: The Rise of Fascism, 1920–33 ........... 348 Hitler and Nazi Germany: The Rise of Nazism in Germany, 1920–33 . ................................................... 356 Hitler in Power ............................................ 360 The Drift to War in Europe, 1933–39 .... 364 Faciest Italy: Mussolini’s Rise to Power .................. 350 World War II in Europe, 1939–45: German Victories, 1939–42 . ............. 370 Mussolini’s Italy . ........................................ 352 The Allies Turn the Tables, 1942–45 . . 376 Mussolini’s Foreign Policy ...................... 353 vii 25 Part 2: The Rise of the Superpowers, 1945–91 ............................................................. 388 What Was the Cold War? . ...................... 388 Case Study 1: The Berlin Blockade, 1948–49 . ................................................... 392 Case Study 3: The Cuban Missile Crisis, 1962 . ............................................. 400 The Cold War Comes to an End . .......... 403 Case Study 2: The Korean War, 1950–53 . ................................................... 396 26 Part 3: Moves towards European Unity ...................................................................... 406 27 Origins: The Desire for European Unity .......................................................... 406 The European Economic Community . ........................................... 408 Steps to European Unity .......................... 407 The Growth of the European Union ... 409 Part 4: Asian Nationalism after 1945 – Gandhi and Indian Independence . ........... 415 European Empires: The Colonial Background ............................................. 415 The Independence Movement After 1945 . ............................................... 416 Independence Movement ....................... 416 Post-Independence Problems . ............... 417 India in World War II . .............................. 416 Decolonisation – The End of Empires ..................................................... 419 Revision Plan for the Junior Cert Examination .................................................................... 422 Answering Junior Cert History Questions ........................................................................... 424 Glossary ..................................................................................................................................... 431 Acknowledgements ................................................................................................................ 436 viii Year 2 Studies of Change Chapter 11 | How we find out about the past | 115 Changes in the European View of the World: Exploration 11 The Age of Exploration what you will learn At the end of this chapter you should understand . . . • The causes (or reasons for) the Age of Exploration. • The changes in navigation which made this possible. • The Portuguese voyages to India and the East. • • • • The first voyage of Columbus. Magellan’s voyage. The Spanish conquest of the New World. The results of the Age of Exploration. In the 15th and 16th centuries, Europeans began to explore other parts of the world. In doing so, they spread European culture to other continents. Why People Wanted New Sea Routes What Was the Age of Exploration? Over a period of 350 years – from about 1400 to 1750 – the European view of the world changed. This happened because of the Age of Exploration. During that time, Europeans explored many areas of the world for the first time. Europeans had certain ideas about the world before explorations began. Many believed: (i) The earth was flat. (ii) It had people with strange shapes. (iii) The seas further south were boiling. (iv) The seas were full of monsters. (v) The world was smaller than it is. All of these views changed because of the Age of Exploration. 116 | Year 2 | Studies of Change A drawing from the Travels of Sir John Mandeville, which led people to believe there were strange people living in faraway lands. How do we know about the Age of Exploration? Letters of the explorers such as Columbus and those who went on the voyages with them. Agreements between explorers and the rulers, for example, between Columbus and Ferdinand and Isabella of Spain. Logbooks of the voyages. Government records. Books written at the time about the treatment of the native people. Artefacts and buildings of the time. Why did the Age of Exploration begin at this time? 1 NEW TRADE ROUTES There were trade links for many centuries between Europe and Asia. Silk and jewels came from China and spices from the Spice Islands. The spices were very important in Europe for preserving and flavouring food, for some medicines and for making perfume. The silk and jewels came overland along the Great Silk Road from China to Turkey. Spices came to ports along the Mediterranean coast. Arabs controlled this part of the trade. The silk, jewels and spices were brought by Italian merchants to Italy and transported to other parts of Europe. Since the Arabs and Italians controlled the trade (had a monopoly), other countries, such as Portugal and Spain, wanted to find new routes to Asia to break the Arab and Italian control (see map on p. 96). 2 WEALTH FOR COUNTRIES WEALTH AND FAME The voyages of exploration were funded mainly by governments in Portugal, Spain, England, France and the Netherlands. The rulers hoped that the new lands would add to the wealth and power of their countries, create glory for themselves and increase their own power. Causes of the Age of Exploration 3 FOR THE EXPLORERS The leaders of the voyages hoped that they would gain new riches and titles for themselves. Examples of these leaders include Vasco da Gama and Columbus, whom you will read about later. 4 MARCO POLO Marco Polo was the son of a Venetian trader. He spent almost twenty years in China in the 13th century, where he was employed by the Emperor Kublai Khan. When Marco Polo returned to Europe, his story was published as The Travels of Marco Polo. He mentioned great palaces and empires. His book encouraged explorers to find new routes to the great wealth of the East. 6 THE INFLUENCE OF THE RENAISSANCE People questioned old ideas during the Renaissance. Ptolemy’s Geographia, which was a compilation of the geographical knowledge of ancient Greece and Rome, was rediscovered in the 14th century. It became more widely available when the printing press was invented in the 15th century. The information it provided encouraged explorers to learn new ideas and discover new information. The Renaissance spirit led Europeans to explore other parts of the world. 5 RELIGION Europeans wanted to defeat and conquer the Muslims, who controlled North Africa and the trade routes, and who had also invaded Europe. The explorers also wanted to convert people of the new lands to Christianity. The explorers often took priests with them to convert the native people. Chapter 11 | The Age of Exploration | 117 Asses sing Your Learn ing Age of Exploration? 1. What ideas did Europeans have about the world before the of Exploration? 2.What part did each of the following play in causing the Age s (iii) Marco Polo (i) The influence of the Renaissance (ii) New trade route Religion (iv) Wealth for countries (v) Wealth for explorers (vi) s during the Age of Exploration. 3. Give two reasons why rulers were prepared to sponsor voyage What Made the Voyages Possible Improvements in Ships and Navigation We know why the explorers wanted to find new sea routes. But they could not have gone on voyages of exploration without improvements in ships and methods of navigation. Ships New ships called caravels were built. These ships brought together the best qualities of ships that sailed in the Atlantic Ocean and the Mediterranean Sea: (i) They were carvel-built. The boards on the side of the ship (hull) were fitted edge-toedge. Carvel-built ships could be made longer than clinker-built ships (with overlapping boards), and carry more masts. (ii) They used both square sails and lateen (triangular) sails. Square sails were used to sail faster with the wind following behind. Lateen sails were used to sail against the wind. They were also useful for exploring bays and river mouths. (iii) The caravels were steered by rudders. This gave more control over the steering. skills & resources Square sail Lateen sail Bow sail (iv) They had castles (raised structures) on the decks at the front and back. From the castles, sailors could sight enemy ships more easily and take defensive action. A larger ship, the carrack or nao, was later developed to undertake longer voyages along the coast of Africa and across the Atlantic Ocean. Rudder Castle Carvel-built A caravel. Navigation Compasses Compasses were used to tell sailors which direction they were sailing in. But the compasses were often unreliable because iron objects on the ship affected them. 118 | Year 2 | Studies of Change A compass for finding direction. Quadrants were pointed at the sun or the North Star to tell the latitude. Astrolabes were pointed to the North Star to tell the latitude. Latitude and Longitude Sailors could work out the latitude of the ship, that is, how many degrees north or south of the Equator it was. They used astrolabes, quadrants and cross-staffs to do this. But longitude – degrees east and west – could not be worked out, because explorers did not have an accurate clock, called a chronometer, until the 18th century. Maps The earliest maps used by sailors were called portolan charts. They showed places along the coasts joined by straight lines. These lines gave the course or direction, which the sailors followed by compass. Soon mapmakers had to develop new ways of drawing maps that included the whole world. They developed maps to show true direction, correct area and the shape of land masses, which helped later discoveries. The cross-staff was used to work out latitude. Lead and line used for measuring depth. Log and line used for measuring speed. Speed Speed was measured using a log and line and a sand-glass. The line, with a log tied to the end of it, was thrown out of the ship. The line was marked by knots, with an equal distance between each knot. The speed of the ship was calculated (worked out) Portolan chart based on compass directions. Chapter 11 | The Age of Exploration | 119 by measuring the time it took the knots on the line to pass through a sailor’s hand. Today, a ship’s speed is given in ‘knots’ (nautical miles). Depth When ships were sailing in the shallow water of sea inlets or around islands, the sailors needed to check the depth of the water. This was done using a line with a lead weight at the end. The line was dropped into the water and the depth called out. The Logbook The logbook was used to record details of the voyage – the direction, distances, winds and currents. This information could be used again on later voyages. Improvements in Ships and Navigation Direction Compass Latitude Quadrant, astrolabe, cross-staff Speed Log and line Depth Lead and line Ships Caravels, carracks (naos), carvel-built Sails Lateen, square Steering Rudder Time Sand-glass/hour-glass The sand-glass for measuring time at sea. Life on Board Ship Life on board ship was difficult. Officers came from the better-off classes, while the sailors came from the poorer classes. At the start of a voyage, more sailors were taken on board than were needed because the captain knew that many would die. Food was mainly dry and salted. Sailors ate ship’s biscuit – a flat loaf that was baked slowly until it was hard. Cooking was done in a firebox on deck if the weather was suitable. There were prayers in the morning and in the evening. The sailors spent the day mending sails, repairing the ship or helping with navigation. In the early voyages they slept on deck or with the cargo in the hold. On later voyages sailors used hammocks, which Europeans saw for the first time in the New World. Food was cooked in a firebox. Discipline was strict, and punishment was severe. Sailors could be flogged or put in chains, and some were executed. But one of the rn in g As se ss in g Yo ur Lea and how did these greatest dangers they faced was scurvy. ts were made to ships en em ov pr im t ha W 1. This was a disease of sore gums, vomiting e Age of Exploration? improvements help th asure and weakness due to lack of vitamin C. how did sailors: (i) me n, tio ra plo Ex of e Ag 2. In the e depth of the It often resulted in death. It was not until itude; (iii) measure th lat t ou rk wo (ii) d; ee sp the 18th century that a cure for scurvy – water? s of exploration? citrus fruit – was proposed. for sailors on voyage 3. What was life like g the Age of faced by sailors durin 4. Give two dangers Exploration. r in 1550 than it y sea travel was easie wh on as re e on e Giv 5. had been in 1300. 120 | Year 2 | Studies of Change The Portuguese Voyages Reasons for the Voyages 1. Wealth: The Portuguese led the way in the Age of Exploration, which began in the 15th century when they drove the Muslims out of their country. They attacked Muslim strongholds in Africa and heard about gold mines further south. 2. Myths and religion: They also heard about a great Christian kingdom in Africa, led by a king called Prester John. The Portuguese thought that if they could join forces with Prester John, then the two Christian armies would defeat the Muslims. 3. Trade: The Portuguese believed that if they found ‘any harbours where men could enter without peril [danger]’, they would profit from trade ‘because there would be no other persons to compete with them’. Prince Henry the Navigator Prince Henry the Navigator, who organised the early Portuguese voyages of discovery. The leader of the Portuguese explorations was Prince Henry the Navigator, third son of the King of Portugal. He believed in the legend of Prester John and he wanted to conquer the Muslims. Henry set up a school for navigation in Sagres in southern Portugal. He invited mapmakers, shipbuilders and astronomers to plan the voyages along the coast of Africa. They gathered information on the navigation instruments – the astrolabe, the quadrant and the crossstaff – and contributed to the development of the caravel. FactFile The Monument to the Discoveries (Padrão dos Descobrimentos) looking out on the river Tagus in Lisbon. At the front of the monument is the figure of Henry the Navigator carrying a carrack. Chapter 11 | The Age of Exploration | 121 Prince Henry sent ships south along the African coast. The captains kept records of their voyages. They kept these records secret from other European countries that also wanted to find a sea route to the east. The captains set up stone pillars on the coasts, called padrãos, to mark the end of each voyage. They returned with slaves and gold to help pay for the voyages. When Prince Henry died in 1460, the Portuguese had sailed beyond Cape Bojador in modern-day Morocco, and gone as far as Sierra Leone. The Portuguese also discovered the Azores, the Canary Islands and the Cape Verde Islands. However, they still had a long way to go before rounding the southern tip of Africa. But in two great voyages led by Bartholomew Diaz and Vasco da Gama, the Portuguese rounded Africa and sailed on until they reached India. source analysis: picture This picture is an artist’s impression for Expo Lisbon 1998 of the Court of Prince Henry the Navigator. (i) From the picture, identify one aid to navigation which made voyages of discovery possible during the 15th and 16th centuries. (ii) What name is given to the type of boat marked X? (iii) Mention two features of this boat which made it faster and stronger than other sailing ships of its time. x (iv) Is this a primary or a secondary source for studying Henry the Navigator? Explain your answer. Diaz Rounds the Cape Bartholomew Diaz was about thirty years of age when he left Lisbon in 1487 with two caravels and a store ship. He followed the coast of Africa until he reached the mouth of the Orange River. Soon afterwards his ships were caught in a fierce storm that blew them southwards for nearly two weeks. When the storm stopped, Diaz sailed eastwards to reach the African coast. But it was not there. Instead he turned northwards until he reached Africa. He knew then that he had rounded the continent. He called the great headland in southern Africa the Cape of Storms after his experiences and erected a padrão (stone pillar) there. King John of Portugal gave the cape a new name – the Cape of Good Hope – because the Portuguese had turned the southern coast of Africa. They hoped to reach India and the Spice Islands. Da Gama Reaches India It was another ten years before the Portuguese eventually reached India. The man chosen to lead the expedition was Vasco da Gama. On 8 July 1497, da Gama and 122 | Year 2 | Studies of Change 170 men walked in procession through the streets of Lisbon to the docks. Priests, friars and the people of Lisbon walked with them. Da Gama sailed with four ships: his flagship, the San Gabriel, and three others. After reaching the Cape Verde Islands, he sailed southwards into the Atlantic Ocean and far away from the coast of Africa to avoid the northerly current and winds. He was out of sight of land for ninety-six days before he reached the African coast. He used the lines of latitude to work out when he should sail eastwards to reach the coast. Portugal Azores Lisbon Sagres Canary Islands Cape Bojador Slave Coast Cape Verde Ivory Coast Islands Gold Coast Calicut Malindi Equator Indian Ocean To India Da Gama then rounded the Cape of Good Hope. He stayed close to land as he sailed northwards along the east coast of Africa. At Malindi, in presentday Kenya, he hired an Arab pilot, who guided him across the Indian Ocean to Calicut. The Portuguese said, ‘We come in search of Christians and spices.’ India Africa Sofala Orange River Atlantic Ocean Cape of Good Hope Bartholomew Diaz Vasco da Gama The voyages of Diaz and da Gama. Da Gama returned to Portugal after a two-year voyage. He was given a title, pension and lands by the king. Very soon the Portuguese sailed all the way to the Spice Islands. Now the Portuguese could gain from trade with the East. Results of the Portuguese Voyages 1. They set up trading posts and forts in Africa, India and the Spice Islands. 2. They defeated the Arabs and took Bartholomew Diaz. control of the spice trade between Asia and Europe. 3. There was an increased supply of spices in Europe which reduced the price of the spices; as an example, the price of pepper in Lisbon fell to one-fifth that in Venice. 4. Portugal established a large empire in Africa, Asia and Brazil and grew rich and powerful (see map p. 133). Vasco da Gama. Chapter 11 | The Age of Exploration | 123 5. The Portuguese language and culture spread to parts of Africa and to Brazil. 6. In the 17th century, a series of wars between the Portuguese and the Dutch resulted in the Dutch taking over the spice trade in Indonesia, including the Moluccas or Spice Islands. rn in g As se ss in g Yo ur Lea in of the following play What part did each ges of exploration?: the Portuguese voya e Navigator (i) Prince Henry th az (ii) Bartholomew Di ma Ga (iii) Vasco da FactFile special study A Voyage of Exploration: The First Voyage of Christopher Columbus The Spanish Voyages of Exploration While the Portuguese sailed around Africa to reach India and the Spice Islands, the Spanish sailed west across the Atlantic Ocean. The inspiration for this came from Christopher Columbus. Christopher Columbus was born in Genoa in Italy. He became a sailor and gained experience in many voyages along the Atlantic coast. He sailed as far north as Ireland and Iceland, and south along the African coast. Why Columbus Sailed West On his voyages he heard stories that led him to believe that there was land to the west. He studied the writings of Ptolemy, the Greek geographer, and Marco Polo. He believed that this land was Asia or islands off Asia. He believed that the world was round, and he thought that if he sailed west, he would reach Cathay (China) or Cipango (Japan). He worked out the distance as 4,500 kilometres, when it is really more than three times as long as that. Ferdinand and Isabella Columbus tried to persuade the kings of Portugal and England to support him in a voyage of discovery, but he failed. Instead he won the support of King Ferdinand and Queen Isabella of Spain. They had just defeated the Muslims in Spain and now wanted to compete with the Portuguese for the rich spice trade. They sponsored ships and provided men and supplies. They also said that Columbus would become governor of all the lands he discovered and would receive the title of Admiral of the Ocean Sea. 124 | Year 2 | Studies of Change Christopher Columbus. ‘In 1492, Columbus Sailed the Ocean Blue’ On 3 August 1492, Columbus set sail with a carrack and two caravels, the Santa María, the Niña and the Pinta, from the port of Palos in Spain ‘half an hour before sunrise’. The Santa María was the flagship. The ships carried about ninety sailors, including a surgeon, cooks and servants. There were no women or priests on board. JAPAN NORTH AMERICA North Pole North Pole ‘Japan’ ASIA Atlantic Ocean Col u mb us 149 2 EUROPE AFRICA Columbus’s world ASIA We st Ind ies Col um b us The actual world Atlantic Ocean 149 2 EUROPE AFRICA Columbus’s Ships and Crew Columbus’s three ships were small. The Santa María was the largest of them, but it was only about 18 metres in length. It had two square sails and a lateen sail. The ships travelled slowly, averaging about 160 kilometres a day. The crew of almost ninety came mostly from around Palos. Many were experienced seamen. The rest of the crew were freemen attracted by promises of fame, riches and the sight of ‘gold-roofed’ houses. Ferdinand and Isabella offered freedom to any convicts who would sign up for the voyage, but only four did so. Columbus thought the world was smaller than it actually is. He believed that by going west he would reach the east. He thought he had discovered the islands off Asia. Instead he had discovered a new continent. The crew were fed one hot meal a day, which was cooked in the firebox on deck. They also had wine or water. The ships also carried gunpowder and cannonballs, as well as mirrors, beads and pins that could be used for trading. Across the Atlantic Columbus stopped at the Canary Islands for repairs and fresh supplies of water and food. Then, in September, he headed out into the unknown waters of the Atlantic Ocean. However, Columbus was lucky because he was helped by the following winds (now called the trade winds). Chapter 11 | The Age of Exploration | 125 Reaching San Salvador, Columbus kneeled to thank God. Columbus needed to calm his crew, who feared that if they travelled too far they would not be able to find their way back. So he kept two logbooks – one recorded the true distance he had travelled, while the other recorded a shorter version of the distance covered. When land was still not in sight after four weeks at sea, he told his crew that the birds they saw were proof that land was nearby. Eventually, Columbus was forced to promise to return home if he did not reach land within a few days. San Salvador On the morning of 12 October 1492, the Pinta fired a cannon shot – this was a pre-arranged signal that land was in sight. Columbus and his crew landed on San Salvador in the Bahama Islands. ‘The Admiral went ashore in the ship’s boat with the royal flag displayed … Having given thanks to Our Lord, kneeling on the ground … the Admiral arose and gave the island the name San Salvador.’ He later explored Cuba and Hispaniola (now divided into Haiti and the Dominican Republic). He thought he had found Cipango, but he was puzzled that there were no great cities similar to the ones written about by Marco Polo. The Santa María ran aground and was badly damaged. With the help of native people, Columbus and his men unloaded the ship. The timber of the ship was then used to build a fort called La Navidad in Hispaniola. A cross-section of the Santa Maria, Columbus’s flagship, showing the main mast, the lateen sail and storage below deck. Atlantic Ocean WI N Azores NORTH AMERICA 126 | Year 2 | Studies of Change Lisbon Palos Sargasso Sea San Salvador SPAIN Canary Islands AFRICA Jamaica Hispaniola D CUBA W IN Columbus left about forty officers and men behind to man the fort, and he set sail for Spain in January 1493. After a stormy voyage, he returned to Palos and later to the court of Ferdinand and Isabella in Barcelona. He and his sailors brought back gold, pineapples, parrots and six of the men whom Columbus now called Indians. He was honoured and praised by the king and queen. D Return Home The first voyage of Columbus. Later Voyages Columbus made three more voyages to ‘the Indies’, as he called them. On his second voyage, he found that the men he had left in the fort in Hispaniola had all been killed in clashes with the islanders. He explored Jamaica, Puerto Rico and the coast of South America, but he still thought that he had found Asia. FactFile He brought settlers to live in Hispaniola and sugar cane to grow on the islands. The settlers were often very cruel to the Indians. They forced the Indians to search for gold, and tortured and killed many of them. Columbus was a poor ruler, and after his third voyage he was brought back to Spain in chains. Even though he returned to the new continent once more, he died a bitter and disappointed man. The new continent that he found is now named after another Italian explorer, Amerigo Vespucci, who stated that this was not Asia. Gradually, Europeans realised that they had discovered a New World. The Treaty of Tordesillas The discoveries of Columbus led to conflict with the Portuguese. To prevent a war, the pope persuaded the Spanish and Portuguese monarchs to sign the Treaty of Tordesillas in 1494. This drew a line on the globe from north to south. Land discovered to the west of this line was Spanish, and land to the east was Portuguese. In this way most of South America became Spanish, while Brazil was given to the Portuguese. The Line of Tordesillas which divided the world between the Spanish and Portuguese. Results of Columbus’s First Voyage • Columbus discovered a new continent, later called America. • Spain created a great empire and grew rich and powerful. • Spanish culture was spread to the new continent. • The Treaty of Tordesillas was agreed. Line of Tordesillas West Indies Cape Verde Islands Spanish rn in g As se ss in g Yo ur Lea bu s’s Fir st Ch ri st op he r Co lu m Vo ya ge want to explore? 1. Why did Columbus 2. Who helped him? ? 3. What were his ships 4. Where did he sail? sults of his voyage? 5. What were the re Portuguese Chapter 11 | The Age of Exploration | 127 The Voyage of Magellan Ferdinand Magellan was born in Portugal. He became a soldier in the king’s service and went on many expeditions to the new Portuguese empire in Asia and Africa. When he had a dispute with the Portuguese government, he looked to Spain for support. He proposed to King Charles V that the Spice Islands were in the Spanish half of the world. He promised he would find a new route by sailing south around the new continent of America. He believed that there was a strait – ‘El Paso’ – which would take him into the great South Sea, which the Spanish had seen from Panama. King Charles gave him five ships. He appointed Magellan captaingeneral of the expedition (fleet), made him governor of all the lands he would discover, and promised him 5 per cent of the profits of the voyage. The Voyage Begins: From Spain to the Straits In 1519, Magellan sailed from Seville with the five ships – the flagship, Trinity, as well as the San Antonio, the Conception, the Victoria and the Santiago. He had a crew of 260 men, mostly Spanish. There was tension between Magellan and three of the other captains, who were Spanish. Antonio Pigafetta, a crew member who later wrote an account of the voyage, said, ‘The captains of the other ships did not love him.’ Emperor Charles V, who sponsored Magellan’s voyage. Magellan headed for the Canary Islands for fresh supplies of water and food. He then decided to sail along the coast of Africa before heading across the Atlantic Ocean. When he reached the coast of South America, he began his search for ‘El Paso’. He was forced to spend the winter in Port St Julian on the coast of present-day Argentina. He was faced with a mutiny, which he put down, and with the desertion of one ship which headed back to Spain. Soon after beginning his voyage again, he found ‘El Paso’, which ran between the mainland of South America and an island, Tierra del Fuego (‘Land of Fire’). The Peaceful Ocean After sailing through ‘El Paso’, now called the Straits of Magellan, Magellan headed in a north-west direction towards the Spice Islands. But the voyage took three months in the calm and peaceful waters that Magellan named the Pacific Ocean. The food ran out, and the water went bad. The sailors ate whatever they could, including insect-infested biscuits, sawdust and rats. Many died from scurvy. 128 | Year 2 | Studies of Change Ferdinand Magellan, who was born in Portugal but sailed for Spain. Seville 1519 Seville 1522 End The Philippines, the death of Magellan Victoria reaches Cape Verde islands Indian Ocean Spice Islands Atlantic Ocean Start Pacific Ocean 1521 many sailors die from hunger and disease (scurvy) Rio de Janeiro Pacific Ocean Cape of Good Hope Rio de la Plata ‘El Paso’ March 1520 St Julian’s Bay 1520 Straits of Magellan Magellan’s voyage. Llama, penguins and hammocks seen on Magellan’s voyage along the coast of South America. Hammocks were later used on ships. Magellan cleaned the hulls of his ships at low tide. Death of Magellan Eventually Magellan reached the Philippine Islands, where he converted one of the chiefs to Christianity. But Magellan was killed when he helped the chief in a war with another island. The remaining crew headed for the Spice Islands with two ships, the Trinity and the Victoria. Only the Victoria, now captained by Sebastian del Cano, was in good enough condition to sail for Spain. Del Cano sailed round the southern tip of Africa in Portuguese-controlled waters. Food and water were scarce, and many of the sailors died of hunger and scurvy. Finally, on 7 September 1522, eighteen exhausted sailors and four Indians, ‘weaker than men have ever been before’, reached Spain with a ship full of spices. Death of Magellan in the Philippine Islands. Chapter 11 | The Age of Exploration | 129 Results Magellan and his crew had sailed west to reach the East. In doing so, they made the first complete voyage around the world (circumnavigation). This gave full proof that the earth was round. Magellan’s voyage extended the Spanish empire to include the Philippine Islands (called after King Philip II). But the voyage also proved that the Spice Islands were in the Portuguese half of the world. rn in g As se ss in g Yo ur Lea Magellan East? go west to reach the 1. Why did Magellan hat were his ships? 2. Who helped him? W What was ‘El Paso’? 3. Where did he sail? the Pacific Ocean? 4. What happened in ? 5. How was he killed after Magellan? 6. Who was captain yage? sults of Magellan’s vo re e th re we t ha W 7. The Spanish Conquest of the New World According to the Treaty of Tordesillas, all the land of the new continent, except Brazil, belonged to Spain. Spanish adventurers now began the conquest of these lands. These adventurers were known as conquistadors (conquerors). They were seeking gold and silver. Hernando Cortés was responsible for the defeat of the Aztec Empire in Mexico, and Francisco Pizarro for the defeat of the Incas in Peru. Cortés and the Aztecs Hernando Cortés was born in Spain in 1485. He was a soldier and adventurer who settled in Cuba. He volunteered to head an expedition to the mainland of South America. He was put in charge of an expedition of Aztec sacrifices of captured enemy tribesmen. Cortés, conqueror of the Aztecs. Pizarro, conqueror of the Incas. 130 | Year 2 | Studies of Change eleven ships and 500 men to Mexico in 1519. He landed at Vera Cruz, where he destroyed his ships to show he was not turning back. As he marched inland, he was helped by native tribes who had been conquered by the Aztecs. They did not like the heavy taxes and slavery imposed on them by the Aztecs. Many were also sacrificed to the Aztec gods. The Aztecs believed that one day their god, Quetzocoatl, would return. When Cortés landed, many Aztecs believed that this was the return of their god. They thought that the Spaniards on horses were six-legged and two-headed gods. As Cortés came near the Aztec capital, Tenochtitlán, the Aztec emperor, Montezuma, came to greet him. Cuba Expedition of Cortés (1519) Tenochtitlán (Mexico City) Expedition of Pizarro (1531–33) Amazon Cajamarca Cuzco The Spaniards were allowed into the city, but soon trouble broke out between them and the Aztecs. Montezuma was taken prisoner. But his own people, who thought he had Aztec Empire of Mexico betrayed them, killed him. Cortés and the Spaniards then Inca Empire of Peru escaped from Tenochtitlán and got help from neighbouring tribes. He led 100,000 people against the Aztecs and captured the city. The city was destroyed, and the Aztecs were forced to work as slaves in mines or in the fields. Cortés later rebuilt Tenochtitlán as Mexico City. Soon the Spaniards The conquests of Cortés and Pizarro which brought cattle, plants, ploughs and hundreds of priests to created a Spanish empire in the New World. establish a colony in the Aztec lands, and renamed them New Spain. Pizarro and the Incas Francisco Pizarro was sixty years of age when he set out to conquer the Inca Empire in Peru. He left Panama in 1531 with two ships and 170 men. He also had horses, two cannon and three muskets. FactFile After landing, Pizarro and his men headed further south into the Inca Empire. At Cajamarca, they met the Inca emperor, Atahualpa, and his army. The Spaniards attacked by surprise and captured Atahualpa. The captured emperor offered to fill a room full of gold and silver if they would free him. Very quickly, Inca people brought gold and silver and filled the room. But the Spaniards killed Atahualpa, who was looked upon as a god by his own people. Pizarro and his men then marched south into the Andes Mountains and captured the city of Cuzco, the Inca capital. They seized the Inca treasures and melted them down for gold. But the Spaniards also fought among themselves, and Pizarro was killed by his own soldiers. Chapter 11 | The Age of Exploration | 131 The Spaniards later discovered gold and silver mines. For the next 100 years, gold and silver was mined by Incas, who died in their thousands. Peru and Bolivia supplied about 65% of the gold and silver sent to Spain in the 16th century. As a result, Spain became very wealthy. Spanish ships sailing between the New World and Spain were attacked by English ships, eventually leading to war between the two countries. 1489 Diaz rounded the Cape of Good Hope 1492 Columbus’s first voyage A Wider World By the middle of the 16th century, France, Britain and Holland were also exploring the world. Some explorers wanted to find a north-west passage, north of Canada, to reach the East. Others wanted to find a north-east passage, north of Russia. Great voyages by Cartier for France, Drake and Cook for England and Tasman for Holland led to the exploration of most of the world by Europeans by the middle of the 17th century. Europeans had also begun to explore the interior (inside) of the continents and to settle in (or colonise) some parts of the world, especially North America (see map opposite). New foods brought to Europe from America in the Age of Exploration. Turkey Tomatoes 132 | Year 2 | Studies of Change 1497–8 John Cabot, an Italian, explored the coast of North America on behalf of England 1498 Da Gama reached India 1519 Magellan’s voyage began Coffee Tea 1519 Cortes and the Aztecs 1532 Pizarro and the Incas Potatoes Sugar 1494 Treaty of Tordesillas 1502 First shipment of African slaves to Cuba and the New World Pepper Maize c.1420 Prince Henry the Navigator began organised voyages down the coast of Africa 1434 The Portuguese rounded Cape Bojador rn in g As se ss in g Yo ur Lea Conquistadors uistadors? 1. Who were the conq re the conquer and what we 2. Where did Cort¶s sts? results of his conque nquer the Incas? 3. How did Pizarro co nquests? sults of Pizarro’s co 4. What were the re Pineapple Timeline of the Age of Exploration Chocolate 1545 Silver discovered at Potosi, Bolivia GREENLAND Northwest Passage North-east Passage ICELAND Bristol Amsterdam St Malo Lisbon Palos NEW SPAIN Cortés Tenochtitlán Vera Cruz Pacific Ocean CHINA ARABIA San Salvador WEST INDIES INDIA Cape Verde Calicut Indian Ocean JAPAN PHILIPPINES SPICE ISLANDS Atlantic Ocean Cape of Good Hope Spanish explorations Christopher Columbus (1492–93) Ferdinand Magellan Strait of Magellan Portuguese explorations Bartholomew Diaz (1487) Vasco da Gama (1497) Spanish possessions Portuguese possessions French explorations Jacques Cartier (1534) English explorations John Cabot (1497) French possessions European voyages of exploration and the growth of empires. Effects on the Colonies Effects on Europe • Destruction of empires – Aztecs, Incas • Rise of European empires – Portugal, Spain, England, France • Destruction of cultures • Decline of Mediterranean Sea/ rise of Atlantic trade and ports • Slavery • Spread of European diseases/ decline of native population • Spread of European languages/ culture Key Terms William Barents (1596–97) English possessions Impact of the Age of Exploration • Spread of Christianity Dutch explorations • Diseases from new lands • New foods and raw materials rn in g As se ss in g Yo ur Lea pean countries, 1. What other Euro se and Spanish, besides the Portugue here did they explored the world? W explore? ct of the Age of 2. What was the impa rope; (ii) on Exploration (i) on Eu a? America and/or Afric Chapter 11 | The Age of Exploration | 133 1 Rise of Empires Portugal and Spain were the first European countries to establish great empires. But they were soon followed by England, France and Holland. Over the next few centuries, thousands of Europeans migrated to the colonies and settled there. Wars between the countries decided which were the most powerful countries in the world: Anglo-Spanish War 1585–1604; FrancoSpanish War 1595–98; Dutch– Portuguese War 1602–63; Seven Years’ War (Britain & France) 1756–63. The Results of the Age of Exploration 2 Decline of Mediterranean/Rise of the Atlantic The Arab and Italian control of trade was broken. The Mediterranean Sea declined in importance, and Italian cities such as Venice and Genoa lost their wealth. Most trade now shifted to the Atlantic Ocean. England, Holland and France became great trading countries. Cities such as London, Seville and Amsterdam traded with their empires. New foods – such as maize and potatoes – and raw materials – such as dyes, wood and cotton – were brought from the explored lands. 3 Decay of Empires The great empires of the Aztecs in Mexico and the Incas in Peru were destroyed. The European settlers used the native Indian people as slaves on their estates or in mines. Thousands of Indians were worked to death or, more likely, died from the spread of European diseases, such as the cold or influenza (flu) and smallpox from which they had no immunity (protection). 4 7 Europeans imposed their culture on the new lands. The settlers, or colonisers, of the new empires brought their language, laws, art and architecture with them. In Spanishcontrolled south and central America, Spanish became the main language and remains so today; Roman Catholicism became the dominant faith; Spanish-style churches and public buildings were built in the main cities and towns; the Spanish land system based on the hacienda – a very large estate – was used to control and tax the native people. 6 134 | Year 2 | Studies of Change Slavery Shortages of native people to work on the estates of the Europeans in the New World led to slaves being brought from Africa. Portuguese, Spanish and, later, English and French ships transported African slaves to work on cotton and sugar estates or plantations, in mines or as domestic servants in central, south and later north America. This slave trade continued for over 300 years. European culture Spanish-style architecture in the cathedral in Mexico city. Death from smallpox. Spread of Christianity All the European countries were Christian. Spain, Portugal and France spread the Catholic faith. England and Holland spread Protestant faiths. In this way, Christianity took root among the native peoples of North and South America and Africa. 5 Geographical Knowledge All the main land areas of the world were explored. New continents were discovered. Soon better maps, showing all the new lands, were produced. The old ideas Europeans had about the world (p. 116) were shown to be wrong. people in history A named explorer during the Age of Exploration Christopher Columbus was an explorer in the Age of Exploration. He was born in Genoa and got experience sailing in the Mediterranean Sea and Atlantic Ocean. He wanted to sail west to reach Asia. He believed that the world was round. He wanted to convert the native people to Christianity. He got three ships from the rulers of Spain, Ferdinand and Isabella. These were the Niña, the Pinta and the Santa María. Two were caravels and the Santa Maria was a carrack, each with a rudder, carvel-built hull, square sails and lateen sails. He set sail from Palos in Spain and headed for the Canary Islands, where he got fresh supplies of water and food. He used the wind and currents of the Atlantic to sail westwards. The crew were fed one hot meal a day, which was cooked in the firebox on deck. Their food consisted of ship’s biscuit, meat, dried peas, cheese and fish. He used a compass for direction, a quadrant for latitude, a log and line for speed and an hourglass (or sand-glass). He also kept two logbooks – one recorded the true events of the voyage and one gave a false account. He did this because he did not want to frighten his crew, who were afraid that if they travelled too far they would not be able to find their way back. He said that birds they saw at sea were a sign that land was near. But he had to promise to return home if they didn’t reach land within a few days. Read More Marc Aronson, The World Made New: Why the Age of Exploration Happened and How It Changed the World, National Geographic Society, 2007. Peter Crisp, Christopher Columbus, Explorer of the New World, Dorling Kindersley, 2006. Rupert Matthews, Explorer, Eyewitness Guide, Dorling Kindersley, 2012. On the Web The Columbus Navigation 1492. He later explored Cuba and Hispaniola. Columbus thought he had Homepage – www. columbuslandfall.com/ccnav/ found Cipango (Japan), but he was puzzled that there were no great index.shtml cities, which Marco Polo had described. Columbus landed on San Salvador in the Bahama Islands in October The Santa María ran aground and was wrecked. The timber from the ship was used to build a fort, La Navidad. Columbus left forty men in the fort and headed back to Spain. He returned to Palos and later to the court of Ferdinand and Isabella in Barcelona. His great voyage had found a new continent, which made Spain a wealthy empire and led to the spread of Christianity and Conquistadors – www.pbs.org/ opb/conquistadors/mexico/ mexico.htm The Story of the Conquistadors – www.bbc.co.uk/history/british/ tudors/conquistadors_01.shtml Spanish culture. Chapter 11 | The Age of Exploration | 135 The Age of Exploration – Assessment exam questions people in history 1. A sailor on a voyage of discovery during the Age of Exploration. 2. A native of a land discovered by Europeans during the Age of Exploration. 3. A named leader of a voyage of discovery during the Age of Exploration. longer questions – higher level 4. Study the map below and answer the questions that follow. (i) (a) Name the leader of each of the voyages of exploration marked at A, B and C. (b) Identify the straits marked X; Identify the cape marked Y; Identify the islands marked Z. (c) Name the civilisation in the area marked 1 that was conquered by Hernando Cortés in 1521. (d) Name the civilisation in the area marked 2 that was conquered by Francisco Pizarro in 1531. (ii) (a) Give one reason why the voyage of exploration marked C took place some years after the voyage of exploration marked B. 136 | Year 2 | Studies of Change (b) Name the rulers of Spain who sponsored the voyage of exploration marked B. (iii) Select one of the voyages of exploration A, B or C above, or any other exploration of your choice, and discuss: (a) Why the exploration was undertaken. (b) The main consequences/results of the exploration. 5. (i) Give two reasons why rulers were prepared to sponsor voyages of exploration. (ii) Give one reason why the development of the caravel helped to make voyages of discovery possible. (iii) Name two instruments that helped sailors to navigate while at sea during the Age of Exploration. (iv) Write an account of Portugal’s contribution to the Age of Exploration. (v) ‘Europe benefited, while the newly discovered lands and their peoples were exploited terribly.’ Do you agree? Write an account explaining your answer. Explain the purpose of two of these aids to navigation: Astrolabe; Logbook; Log and Line; Sand-Glass. Identify two features of the caravel, which made it better than other sailing ships. (iii) Write an account of the contribution to the Age of Exploration of two of the following: (a) Portugal’s contribution to the Age of Exploration. (b) Hernando Cortés and the conquest of Mexico. (c) The main effects of the voyages of exploration. 6. (i) (ii) 7. This is an extract from an account written by Amerigo Vespucci (1452–1512). It is about his first voyage in 1497. It describes one of the tribes in the land that he had discovered. Read the extract and then answer the questions that follow. that they had any Amongst those people we did not learn , and they are Jews nor rs Moo d calle be law, nor can they not observe that they worse than pagans: because we did a house of prayer: they offered any sacrifice: nor even had rious: their luxu be to e their manner of living I judg ses made in the style hou r thei and : mon com dwellings are in tructed with very large of huts, but strongly made, and cons es, secure against -leav trees, and covered over with palm y are] of so great [the es plac e som storms and winds: and in le house we found there breadth and length, that in one sing of thirteen houses were 600 souls: and we saw a village s: every eight or ten soul where there were four thousand when asked why and ns: tatio habi years they change their soil which, from the of use beca ] was it said they did so: [they upted, and that corr y and its filthiness, was already unhealth us a good to ed seem ch it bred aches in their bodies, whi that which with d ente cont are and reason ... in fine, they live our this we enjoy in nature gives them. The wealth that other and ls, pear ls, , jewe Europe and elsewhere, such as gold them have they ough alth riches, they hold as nothing: and ur to obtain them, nor do in their own lands, they do not labo they value them. Give one reason why source analysis: document Vespucci said that the people whom he had discovered were ‘worse than pagans’. Why did they change ‘their habitations’ every eight to ten years? (iii) What is the difference in attitude to wealth between the Europeans and the people described in the extract? (iv) Is Vespucci’s account biased? Explain your answer. (v) What would Europeans think of the people of the New World after reading that account? B. Select one named voyage that you have studied and answer the following questions about that voyage. Write the name of the voyage at the top of your answer. (i) Name the ruler(s) who sponsored the voyage. (ii) Name the sailor(s) who led the voyage. (iii) Describe the consequences (results) of the voyage. 8. Study the documents and answer the questions below. SOURCE A olic Majesties Privileges Granted by Their Cath mbus, 30th of April FERDINAND and ISABELLA to Colu 1492. some of our vessels You, Christopher Columbus, with discover and subdue (ships) and men, are commanded to ocean … Therefore it is but some Islands and Continent in the expose yourself to such just and reasonable, that since you rded for it. danger to serve us, you should be rewa mbus, shall be our Colu r phe isto Chr , Our will is, that you the Islands and Continent Admiral, Viceroy, and Governor in for the future, your sons you discover and conquer … and that Dons, Admirals, Viceroys, and successors may call themselves may freely decide all and Governors of them; and that you l think fit in justice, and causes, civil and criminal, as you shal nders. that you have power to punish offe SOURCE B source analysis: document A. (i) (ii) x Christopher Columbus returns to the Spanish Court, 1493. A. Source A (i) What command was given to Columbus? (ii) What rewards did the King and Queen grant Columbus? (iii) Why were rulers such as Ferdinand and Isabella of Spain willing to sponsor voyages of exploration? Chapter 11 | The Age of Exploration | 137 (iv) Mention two dangers faced by sailors on voyages such as these. (v) Name two instruments which helped sailors to navigate while at sea during the age of exploration. B. Source B (i) Columbus returned to Spain with some inhabitants of the land he discovered (marked X). Why did Columbus call these men Indians? (ii) Name two new products brought from the New World to Europe by explorers or traders. (iii) Suggest two effects which voyages of exploration had on the native people of the New World. C. Write an account of one of the following topics: (i) Achievements of the Portuguese voyages of exploration. (ii) The conflict between European powers as a result of the voyages of exploration. (iii) The Spanish conquest of either Mexico or Peru. FOCUS TASK 1 Summarise Draw up a table in a page of your copybook with the heading ‘Columbus’s First Voyage’ or ‘Magellan’s Voyage’. Fill in the information in short note form opposite each of the categories. columbus’s first voyage Reasons Sponsors Ships Incidents on the voyage Results of the voyage Origins – Research Write one sentence on each of the following, explaining the origin of the names and their connection to the Age of Exploration: (i) Amazon (ii) New York (iii) San Francisco (iv) Tasmania FOCUS TASK 2 Historical Investigation and Analysis rk up wo < Gro < Class debate Who was the greater explorer, Columbus or Magellan? Use your textbook and the internet to present the case, for and against, both Columbus and Magellan. 138 | Year 2 | Studies of Change Bridging the gap towards the New Junior Cycle, this new edition of The Past Today includes a focus on key skills and assessment. ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ The Past Today together with its companion The Past Today Skills & Resources book provides students with their essential texts for Junior Certificate History. FREE eBook with this textbook! Turn to the inside front cover to get your code. Teacher Resources THE PAST TODAY ■ Complete Junior Certificate text for both Ordinary and Higher Levels (including options) Promotes the idea of the student as an historian New and updated! content to reflect recent historical research New! What You Will Learn lists focus student learning at the start of each topic New! Assessing Your Learning panels allow regular self-assessment New! Key Terms feature throughout promotes student literacy New! Factfiles provide extra information on topics to engage the student New! Focus Tasks promote independent learning, research and groupwork New! Visit sections suggest places to go to bring History alive New and updated! People in History sections put information in context Updated end-of-chapter exam questions reflect the latest exams Revision plan helps prepare for house and state exams Valuable guidance in Answering Junior Certificate History Questions section Updated! Glossary focuses on key terms relevant to the exam Third Edition Third Edition THE PAST TODAY Complete Junior Certificate History Online resources for teachers on GillExplore.ie, our smart, reliable and easy-to-use resources platform. New! PowerPoint presentations, using illustrations from the textbook, assist in presenting key topics ● New! Worksheets for student analysis of video clips ● New! Sample exam papers for extra exam practice Updated online testing for homework and revision available on eTest.ie The FREE eBook blends resources available for the textbook in one place, saving you valuable time in class. These include: ✓ Videos ✓ Weblinks ✓ eTests The Author Dermot Lucey is an experienced teacher of History and an active member of the Cork History Teachers’ Association. He is the author of a number of History textbooks, including Modern Europe and the Wider World and Shortcuts to Success History Exam Guide for Leaving Certificate. Dermot Lucey ● www.gilleducation.ie ISBN 978-0-7171-6520-9 9 780717 165209 The Past Today FULL COVER.indd 1 Cover design by Martin O’Brien www.obriencreative.ie Cover image © Dan Huntley Photography/Getty Images Dermot Lucey 15/07/2016 12:00