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World History II
Robert Taggart
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Table of Contents
To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Unit 1: A Rebirth in Europe
Lesson 1: The Renaissance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson 2: A New Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 3: The Reformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit 2: Asia’s Empires
Lesson 4: China Enters the Modern Age . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 5: India Under Mogul Rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 6: The Feudal State of Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 3: European Exploration and the New World
Lesson 7: The Need for New Trade Routes . . . . . . . . . . . . . . . . . . . . . . 89
Lesson 8: Columbus Finds a “New World” . . . . . . . . . . . . . . . . . . . . . 101
Lesson 9: Europeans Explore the Americas . . . . . . . . . . . . . . . . . . . . . 112
Lesson 10: European Conquest and Colonization . . . . . . . . . . . . . . . 123
Unit 4: Europe Colonizes the Globe
Lesson 11: A New Global Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 12: The Response of China and Japan
to European Expansionism . . . . . . . . . . . . . . . . . . . . . . . . 148
Lesson 13: Expansionism in India . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Lesson 14: Expansionism in Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Unit 5: New Ideas Lead to Revolution
Lesson 15: The Age of Reason in Europe . . . . . . . . . . . . . . . . . . . . . . . 177
Lesson 16: Revolutions in British America and France . . . . . . . . . . . 191
Lesson 17: The Napoleonic Era in Europe . . . . . . . . . . . . . . . . . . . . . 202
Lesson 18: Revolution in Latin America . . . . . . . . . . . . . . . . . . . . . . . 210
Unit 6: The Industrial Revolution
Lesson 19: Revolutions in Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . 225
Lesson 20: The Industrial Revolution in Britain . . . . . . . . . . . . . . . . 229
Lesson 21: Life in Britain During the Industrial Revolution . . . . . . . 243
Lesson 22: The Spread of the Industrial Revolution . . . . . . . . . . . . . 251
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Table of Contents
Unit 7: Nationalism and Social Reform
Lesson 23: Social Reform and Socialism . . . . . . . . . . . . . . . . . . . . . . . 267
Lesson 24: Nationalism and Liberalism in Europe . . . . . . . . . . . . . . . 280
Lesson 25: Nationalism and Expansionism in the United States . . . 290
Lesson 26: Slavery and Suffrage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Unit 8: Imperialism
Lesson 27: The Age of Imperialism and Imperialism in Africa . . . . . 311
Lesson 28: Empire-Building in Southern Asia . . . . . . . . . . . . . . . . . . 325
Lesson 29: China and Japan Respond to European Imperialism . . . 334
Lesson 30: Imperialism Around the World . . . . . . . . . . . . . . . . . . . . 344
Appendixes
A. Names to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
B. Places to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
C. Events to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
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UNIT 4
Europe Colonizes the Globe
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LESSON 12: The Response of China and
Japan to European Expansionism
GOAL: To explain expansionism; to discuss how China and
Japan responded to European nations’ attempts to trade
with them
WORDS TO KNOW
expansionism
trading station
porcelain
PLACES TO KNOW
Guangzhou
Macao
Nagasaki
European Expansionism
Expansionism is the term for a country’s policy of expanding its territory
and influence. All of the great European trading nations you have been
reading about—Spain, France, England, Portugal, and the Netherlands—
were following expansionist polices during the 1500s, 1600s, and 1700s.
The countries were expanding in many ways. They were expanding
economically as they traded more and more goods in more and more
places. They were expanding geographically as they established colonies
and trading posts around the world. And they were expanding their
influence as their peoples and their ideas came to these places.
TIP
You know that when something expands, it grows larger.
This gives you a clue to what expansionism means.
It is important to remember that the Europeans never went into
“uninhabited lands.” There were already native peoples nearly everywhere
they went. After all, the Europeans were seeking trade—trade with other
people. In the New World, the great tracts of lands the Europeans claimed
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for themselves were already inhabited by Native Americans. Whenever a
nation expands, it usually does so at the cost of other peoples. This was
certainly true in the case of European expansionism in the 1500s, 1600s,
and 1700s.
In this lesson, you will see how two nations—China and Japan—coped
with the European desire to trade with them.
■ PRACTICE 77: European Expansionism
Circle the letter of the correct answer to each of the following questions.
1. What is expansionism?
a. when a country’s policy is to expand its territory and influence
b. when a country trades with other countries
c. when a country thinks its culture is the best
d. all of the above
2. What European nations participated in expansionism?
a. Spain, France, and Portugal
b. England and the Netherlands
c. Japan and China
d. both a and b
Trade with China
Europeans had traded with China on a limited basis for centuries. Ever
since Marco Polo returned from his voyage there, Europeans had been
fascinated with China—and with Chinese goods. One of the trade goods
that so fascinated Europeans was porcelain, or “china.” It was not available
anywhere else in the world. How it was made remained a mystery to the
Europeans until about 1700.
But China was not an easy nation with which to trade. Within China,
merchants were members of the lowest social class. Merchants did not
produce anything, as craftspeople and peasant farmers did. Because they
made their living selling the results of the labor of others, they were held
in low regard. Moreover, the Chinese had long considered agriculture, not
trade, to be the basis of their economy.
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Chinese rulers had a similar outlook on foreign trade. They did not
believe that foreign trade would increase the wealth of the empire. Instead,
they were used to receiving tribute, or taxes, from outlying nations that
they had conquered. Furthermore, foreign trade might mean foreign
influence. Such influence might corrupt Chinese culture and turn the
peasants against the Chinese government.
Despite these obstacles, Europeans were determined to open a
maritime, or sea-based, European-Chinese trade.
■ PRACTICE 78: Trade with China
T) or false (FF). Write the correct
Decide if each statement below is true (T
letter on the line before each statement.
____ 1. China was an easy nation with which to trade.
____ 2. The Chinese held merchants in low regard.
____ 3. Chinese rulers were afraid of foreign influence.
Portuguese and Dutch Trade with China
The first European nation to open maritime trade with China was
Portugal. Portuguese ships first reached Chinese shores in 1514. But, it
wasn’t until 1557—some 43 years later—that the Chinese agreed to trade
with the Portuguese. After decades of negotiation, they allowed the
Portuguese to establish a tiny trading station at Macao. (A trading station
was a small group of buildings where traders lived, goods were stored, and
trades took place.) Over time, many similar trading stations would spring
up around eastern Asia.
As you have already learned, Chinese rulers feared that foreigners
would change Chinese culture. And, as you’ve also read, Europeans
continually sent missionaries to other lands in hopes of spreading
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Christianity. The Chinese fear and the European hope collided when
Portugal opened trade with China.
The Portuguese sent Christian missionaries to their trading station
in Macao. The missionaries, who were educated men, impressed the
Chinese emperor and his court. They added to Chinese knowledge about
astronomy and the calendar. Because of this contribution, they were
allowed to stay. Many even served in important posts in the Chinese
government.
Over time, however, many powerful Chinese began to resent the
missionaries. They thought foreigners had no role in the Chinese
government. They were concerned that the missionaries would spread
their religion. As a result, in the 1700s, all Portuguese were forced to
withdraw from China.
Another reason for the Portuguese withdrawal was the growth of Dutch
trade in the region. The Dutch were coming in greater numbers, and they
provided stiff competition for the Portuguese.
■ PRACTICE 79: Portuguese and Dutch Trade with China
Match each description with a term from the list below. Write the letter of
the correct term on the line before each description.
a. missionaries
b. Macao
c. trading station
____ 1. a small compound of buildings where traders lived, goods were
stored, and trades took place.
____ 2. the Portuguese trading station in China
____ 3. learned men who impressed the Chinese emperor and his court
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British Trade with China
The British established maritime trade with China in 1699. They built a
small trading station at Guangzhou (formerly known as Canton). The
company that traded with China was the British East India Company.
Like the Portuguese before them, the British faced severe restrictions in
China. They were not allowed to leave the trading station, which was built
outside of the city. They could only trade with a few merchants, who were
handpicked by the Chinese government. And their ships were only allowed
to dock at Guangzhou. Goods had to be carried hundreds of miles to the
coast, adding to the cost.
Why would the British sail so far for such limited trade? The answer is
tea. The Europeans—especially the British—had developed a tremendous
thirst for this new drink. Chinese tea was the best, and it commanded a
handsome price in the markets back in England. Chinese silk was also
in demand.
Over the next two centuries, British trade with China continued to
grow. Hundreds of ships, loaded with tea and other goods, brought a taste
of China to England.
■ PRACTICE 80: British Trade with China
Circle the letter of the correct answer to each of the following questions.
1. Where was the British trading station in China?
a. Macao
b. Beijing
c. Shanghai
d. Guangzhou
2. What did the British want to buy from the Chinese?
a. corn
b. tobacco
c. tea
d. coffee
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Trade with Japan
As you learned in Lesson 6, Japan remained isolated from other countries
for centuries. This began to change in the mid-1500s with the arrival of
European traders. The first to arrive were the Portuguese.
Many Japanese noblemen, called daimyos, welcomed the Portuguese
traders. Here was a chance for the daimyos to increase their wealth. For
decades, Portugal engaged in successful trade with Japan.
But, not surprisingly, the traders were followed by the Christian
missionaries. These missionaries concentrated on converting the daimyos.
Then newly Christian daimyos encouraged the people they led to adopt
the religion. The tactic worked well. Half a million Japanese converted
to Christianity.
The rulers of Japan viewed the spread of Christianity as a threat to
Japanese culture and their rule. They also felt that the foreign traders were
influencing Japanese culture in other ways.
Meanwhile, the Dutch—Portugal’s constant rival for trade in eastern
Asia—also began to trade with the Japanese. The Dutch set up a small
trading station in the port city of Nagasaki. Spain and Britain also set up
trading posts.
Now there were people from several foreign countries on Japanese soil.
This, combined with the spread of Christianity brought by the foreigners,
was too much for the Japanese rulers. They decided to stop all foreign
trade, despite the wealth it brought.
And stop it they did, in a dramatic fashion. In about 1640, the leaders
of Japan simply closed the country to foreigners. Under the new rules,
no foreigner was allowed into Japan. No Japanese were allowed to leave
the country.
The years of isolation were also years of peace in Japan. A rich Japanese
culture was formed. The type of drama called Kabuki developed. It
included exciting plots and lively action on the stage. Another art form
that developed in these years was the woodblock print. These prints could
be made cheaply enough to reach a wide audience. They quickly became
popular, and have stayed popular ever since.
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Even without foreign trade, the economy was healthy. More and more,
Japan’s economy moved from farming to manufacturing and trade. This
was good news for the growing merchant class. But it was bad news for the
daimyos and samurai. Their wealth was based on land. As the economy
changed, their wealth grew less. Also, the clear class lines began to blur.
Rich merchants bought the rank of samurai. Some samurai and farmers
went to cities and became merchants themselves. The rigid structure of
Japanese society was starting to fall apart.
IN REAL LIFE
Even today Japan remains relatively “closed” to outside
trade. American businesses often complain about how the
Japanese government makes it difficult for Americans to
conduct business there. In part, this is a result of Japan’s
long-standing preference for isolation.
■ PRACTICE 81: Trade with Japan
T) or false (FF). Write the correct
Decide if each statement below is true (T
letter on the line before each statement.
____ 1. Portuguese traders arrived in Japan in the mid-1500s.
____ 2. Japan closed itself to European traders in about 1640.
____ 3. The Japanese rulers closed Japan because they were afraid of
foreign influence.
____ 4. Without foreign influence, Japanese culture grew weak.
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World History II
Teacher’s Guide
WALCH
PUBLISHING
Table of Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Application Activity Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Use Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Unit 1: A Rebirth in Europe
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Unit 2: Asia’s Empires
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 3: European Exploration and the New World
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 4: Europe Colonizes the Globe
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Unit 5: New Ideas Lead to Revolution
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Unit 6: The Industrial Revolution
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Unit 7: Nationalism and Social Reform
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Unit 8: Imperialism
Unit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Additional Activity Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Student Book Appendixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Student Book Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
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© 2005 Walch Publishing
Teacher’s Guide • World History II
Unit 4: Europe Colonizes the Globe
Unit 4 covers the outcome of European exploration. Lesson 11 examines the major European trading
nations of the 1500s through the 1700s and what and where they traded. Lesson 12 explains
expansionism and discusses how China and Japan responded to European trade attempts. Lesson 13
explores the role of the British East India Company in India after the downfall of the Mogul Empire.
Finally, Lesson 14 introduces the European slave trade in Africa as part of the triangular trade.
Lesson 11—A New Global Age
Goal: To identify the major European trading nations of the 1500s, 1600s, and
1700s, and to discuss what and where they traded
WORDS TO KNOW
British East India Company
East Indiaman
missions
cultural exchange
ethnocentrism
racism
Dutch
First Global Age
sea dogs
Dutch East India Company
galleon
trading nations of Europe
Dutch West India Company
mercantilism
viceroys
NAME TO KNOW
Robert de La Salle
PLACE TO KNOW
Amsterdam
Lesson 12—The Response of China and Japan to European
Expansionism
Goal: To explain expansionism; to discuss how China and Japan responded to
European nations’ attempts to trade with them
WORDS TO KNOW
expansionism
porcelain
trading station
11
© 2005 Walch Publishing
Teacher’s Guide • World History II
PLACES TO KNOW
Guangzhou
Macao
Nagasaki
Lesson 13—Expansionism in India
Goal: To explain the role the British East India Company played in India after
the downfall of the Mogul Empire
WORDS TO KNOW
British India
NAMES TO KNOW
Warren Hastings
PLACES TO KNOW
Bombay
Calcutta
Madras
EVENT TO KNOW
Battle of Plassey
Lesson 14—Expansionism in Africa
Goal: To discuss the European slave trade in Africa as part of the triangular trade;
to define Europeanization
WORDS TO KNOW
Europeanization
slave trade
plantations
triangular trade
NAMES TO KNOW
Cape Town
Ceuta
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Teacher’s Guide • World History II
© 2005 Walch Publishing
Notes on Application Activity in Student Text
Activity
Skills Applied
Product
European Place-names
in North America
making decisions, gathering information
chart
Additional Activity Suggestions
■
Assign students to locate and bring to class several pictures of the galleons, East Indiamen, and
other sailing ships used by the Europeans during the First Global Age.
■
If appropriate, invite students of African heritage to share their family histories, guiding them
and the rest of the class into making specific connections between their heritage and the
European slave trade.
■
Draw a simple world map on the board and shade the areas that have been deeply influenced
by Europe to demonstrate the global extent of Europeanization.
■
Students might enjoy taking “virtual tours” of some early settlements in the New World. To do
this, invite them to visit the following web sites:
Plymouth Plantation: www.plimoth.org/visit/virtual/#
Jamestown: www.historyisfun.org
San Antonio: www.lsjunction.com/facts/missions.htm
Fascinating Facts
■
Students may be interested in knowing that typical merchant ships of the First Global Age could
carry only about 400 tons of cargo. Today, huge cargo ships can carry more than 100,000 tons of
cargo. Put another way, that means a modern ship can carry the equivalent of 250 ships of the
First Global Age!
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© 2005 Walch Publishing
Teacher’s Guide • World History II
Event Map
Write the event in the circle. Write a few words or a phrase in each box to show what happened, when it
happened, where it happened, how it happened, why it happened, and who was involved.
Who
Why
Event
What
How
______________________
When
Where
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© 2005 Walch Publishing
Teacher’s Guide • World History II
World History II
Workbook
WALCH
PUBLISHING
Table of Contents
To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Unit 1: A Rebirth in Europe
Activity 1
Activity 17
Geography of India . . . . . . . . . . . . . . . . . . . . . . 17
Activity 18
The Age of Invasions . . . . . . . . . . . . . . . . . . . . . 18
The Manor System . . . . . . . . . . . . . . . . . . . . . . . 1
Activity 2
Activity 19
Sikhism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Humanism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Activity 3
Activity 20
Japanese Vocabulary . . . . . . . . . . . . . . . . . . . . . 20
Artists of the Renaissance . . . . . . . . . . . . . . . . . . 3
Activity 4
Activity 21
Japanese Shogunates . . . . . . . . . . . . . . . . . . . . . 21
The Sistine Chapel . . . . . . . . . . . . . . . . . . . . . . . . 4
Activity 5
Activity 22
The Closing of Japan . . . . . . . . . . . . . . . . . . . . . 22
Views of the Universe . . . . . . . . . . . . . . . . . . . . . 5
Activity 6
Activity 23
Contact or No Contact? . . . . . . . . . . . . . . . . . . 23
The Scientific Method . . . . . . . . . . . . . . . . . . . . . 6
Unit 3: European Exploration and the New World
Activity 7
The Trial of Galileo . . . . . . . . . . . . . . . . . . . . . . . 7
Activity 8
Activity 24
New Ship Designs . . . . . . . . . . . . . . . . . . . . . . . 24
Inventors and Ideas . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 9
Activity 25
New Trade Routes . . . . . . . . . . . . . . . . . . . . . . . 25
Religious Differences . . . . . . . . . . . . . . . . . . . . . . 9
Activity 10
Activity 26
School for Navigators . . . . . . . . . . . . . . . . . . . . 26
Reformation Geography . . . . . . . . . . . . . . . . . . 10
Activity 11
Activity 27
Columbus’s Four Voyages . . . . . . . . . . . . . . . . . 27
Ignatius of Loyola . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 2: Asia’s Empires
Activity 12
The Forbidden City . . . . . . . . . . . . . . . . . . . . . . 12
Activity 13
Foot Binding . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Activity 14
The Art of the Ming Dynasty . . . . . . . . . . . . . . 14
Activity 15
Matteo Ricci . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Activity 16
Hindu Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Activity 28
The People of the West Indies . . . . . . . . . . . . . 28
Activity 29
The Columbian Exchange . . . . . . . . . . . . . . . . . 29
Activity 30
The Explorers . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Activity 31
European Nations Explore the Americas . . . . . 31
Activity 32
An Explorer’s Biography . . . . . . . . . . . . . . . . . . 32
Activity 33
Cortés and the Aztec Empire . . . . . . . . . . . . . . 33
Activity 34
Pizarro and the Inca Empire . . . . . . . . . . . . . . . 34
iii
© 2005 Walch Publishing
World History II
Table of Contents, continued
Activity 35
Conquistador Recruiting Poster . . . . . . . . . . . . 35
Unit 4: Europe Colonizes the Globe
Activity 36
The Age of Exploration . . . . . . . . . . . . . . . . . . . 36
Activity 37
Mercantilism . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Activity 38
Founding a Colony . . . . . . . . . . . . . . . . . . . . . . 38
Activity 39
Response of China to Colonization . . . . . . . . . 39
Activity 40
Response of Japan to Colonization . . . . . . . . . 40
Activity 41
The British East India Company . . . . . . . . . . . 41
Activity 42
Warren Hastings Interview . . . . . . . . . . . . . . . . 42
Activity 43
The Triangular Trade . . . . . . . . . . . . . . . . . . . . 43
Activity 44
The Middle Passage . . . . . . . . . . . . . . . . . . . . . . 44
Unit 5: New Ideas Lead to Revolution
Activity 45
Enlightenment Philosophers . . . . . . . . . . . . . . 45
Activity 46
Enlightenment Ideas . . . . . . . . . . . . . . . . . . . . . 46
Activity 47
John Locke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Activity 48
Causes of the American Revolution . . . . . . . . . 48
Activity 49
Opinions About the American Revolution . . . 49
Activity 50
Benjamin Franklin . . . . . . . . . . . . . . . . . . . . . . . 50
Activity 51
Causes of the French Revolution . . . . . . . . . . . 51
Activity 52
Opinions About the French Revolution . . . . . . 52
Activity 53
The Reign of Terror . . . . . . . . . . . . . . . . . . . . . . 53
Activity 54
Napoleon Debate . . . . . . . . . . . . . . . . . . . . . . . . 54
Activity 55
Revolutionary Geography . . . . . . . . . . . . . . . . . 55
Unit 6: The Industrial Revolution
Activity 56
Population Explosion . . . . . . . . . . . . . . . . . . . . 56
Activity 57
The Enclosure Movement . . . . . . . . . . . . . . . . . 57
Activity 58
The Textile Industry . . . . . . . . . . . . . . . . . . . . . 58
Activity 59
The Cotton Gin . . . . . . . . . . . . . . . . . . . . . . . . . 59
Activity 60
Inventors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Activity 61
Working Conditions . . . . . . . . . . . . . . . . . . . . . 61
Activity 62
Urban Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Activity 63
Reform Movements . . . . . . . . . . . . . . . . . . . . . . 63
Activity 64
Industrialization in Belgium . . . . . . . . . . . . . . . 64
Activity 65
Industrialization in France . . . . . . . . . . . . . . . . 65
Activity 66
Industrialization in Germany . . . . . . . . . . . . . . 66
Unit 7: Nationalism and Social Reform
Activity 67
Understanding Laissez-Faire Economics . . . . . 67
Activity 68
Romanticism—Music . . . . . . . . . . . . . . . . . . . . 68
iv
World History II
© 2005 Walch Publishing
Table of Contents, continued
Activity 69
Activity 78
Romanticism—Poetry . . . . . . . . . . . . . . . . . . . 69
Activity 70
The Berlin Conference . . . . . . . . . . . . . . . . . . . 79
Activity 79
Karl Marx and Socialism . . . . . . . . . . . . . . . . . 70
Activity 71
The Sepoy Rebellion . . . . . . . . . . . . . . . . . . . . .80
Activity 80
The Metternich System . . . . . . . . . . . . . . . . . . . 71
Activity 72
Imperialism in South Asia . . . . . . . . . . . . . . . . 81
Activity 81
Time Line of U.S. Expansion . . . . . . . . . . . . . . 73
Activity 73
The Opium War . . . . . . . . . . . . . . . . . . . . . . . . . 82
Activity 82
The Trail of Tears . . . . . . . . . . . . . . . . . . . . . . . . 74
Activity 74
Comparing China and Japan . . . . . . . . . . . . . . 83
Activity 83
Lewis and Clark . . . . . . . . . . . . . . . . . . . . . . . . . 75
Activity 75
Spheres of Influence . . . . . . . . . . . . . . . . . . . . . 84
Activity 84
Women’s Suffrage . . . . . . . . . . . . . . . . . . . . . . . 76
Unit 8: Imperialism
Activity 76
Theodore Roosevelt . . . . . . . . . . . . . . . . . . . . . . 85
Activity 85
Advantages and Disadvantages
of Imperialism . . . . . . . . . . . . . . . . . . . . . . . . . . 86
The Scramble for Africa . . . . . . . . . . . . . . . . . . 77
Activity 77
The Zulu War . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
v
© 2005 Walch Publishing
World History II
NAME:
UNIT 4 • ACTIVITY 40
Response of Japan to Colonization
One of the best ways to record, remember, and understand information is to use the five W ’s
method. This involves asking Who, What, When, Where, and Why. Use this method to record and
remember information about how the Japanese reacted to the attempted expansion of European
influence inside their country. Use the information provided in your student book to fill in the
chart below.
WHO
ANSWER
Who were the European nations
that were involved in trying to
expand in Japan?
WHEN
ANSWER
When did these Europeans first
make an attempt to expand their
influence in Japan?
WHERE
ANSWER
Where were the European
trading stations located?
WHAT
ANSWER
What was the reaction of the
Japanese to European traders?
WHY
ANSWER
Why did the Japanese react the
way they did?
40
Unit 4: Europe Colonizes the Globe • World History II
© 2005 Walch Publishing
NAME:
UNIT 4 • ACTIVITY 41
The British East India Company
The British East India Company was a unique organization in the history of the world. It was allowed
by the British government to engage in wars with local rulers in order to increase its profits.
Sometimes soldiers and sailors from the regular British army or navy would help the troops of the
East India Company in their battles.
When the British East India Company first arrived in India it had powerful rivals. The Portuguese
were in control of many areas and did not want to face any competition from the British. A large area
of India was also ruled by the powerful Mogul Empire at the time. The Moguls were not interested in
letting the British have any land.
Yet, within a short period of time, the British East India Company was the most powerful force in
India. It ruled the country for over 200 years. How did this come about? A particular event often has
more than one cause. This is called multiple causation. Read the chapter in your student book about
expansion in India. Then answer the following questions. Write your answers on the lines provided.
1. Portugal was the first nation to establish trading stations in India. Over time, the influence and
power of the Portuguese declined. Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. During the 1700s the Mogul Empire began to lose its control over large areas of India. This
allowed the British to take over areas of the country. Why did the Mogul Empire begin to lose
control of India?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How did the British East India Company divide and conquer the many local Indian rulers who
were in charge of cities and states inside India?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
41
© 2005 Walch Publishing
Unit 4: Europe Colonizes the Globe • World History II
NAME:
UNIT 4 • ACTIVITY 44
The Middle Passage
The journey of African slaves to the West Indies is often called the Middle Passage because it was the
second leg of the triangular trade. This journey was a long, brutal process for the slaves who were on
board a ship. Food and water were kept to a minimum because the ship captains did not want to
spend money on people they were about to sell. The slaves were tightly packed into the ships. The
more bodies to sell, the more money that could be made.
Below is a diagram of the interior of a slave ship. Study the diagram. What conclusions can you
draw about the conditions on board the slave ship? Write your conclusions below.
Store Room
Store Room
Store
Room
Gun
WOMEN
BOYS
MEN
Room
Store
Room
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
44
Unit 4: Europe Colonizes the Globe • World History II
© 2005 Walch Publishing
World History II
Test Pack
WALCH
PUBLISHING
Table of Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Testing Students Who Do Not Test Well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Test-Taking Strategies for Power Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit 1 Test: A Rebirth in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Unit 2 Test: Asia and the Middle East . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 3 Test: European Exploration and the New World . . . . . . . . . . . . . . . 23
Unit 4 Test: Europe Colonizes the Globe . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 5 Test: New Ideas Lead to Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Unit 6 Test: The Industrial Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Unit 7 Test: Nationalism and Social Reform . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 8 Test: Imperialsim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Student Record-Keeping Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Strategies for Standardized Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
iii
© 2005 Walch Publishing
World History II Test Pack
NAME:
DATE:
WORLD HISTORY II • PRETEST
Circle the letter of the correct answer to each of the following questions.
1. What does renaissance mean?
a. “humanism”
b. “rebirth”
c. “to paint”
d. “to close”
2. Where did the Renaissance begin?
a. France
b. Italy
c. Germany
d. Spain
3. Who was the first humanist painter?
a. Leonardo da Vinci
b. Michelangelo
c. Giotto
d. Boccaccio
4. What field did Copernicus work in?
a. business
b. literature
c. art
d. science
5. What German man developed the methods of modern printing?
a. Johannes Kepler
b. Johannes Gutenberg
c. Tycho Brahe
d. Leonardo da Vinci
1
© 2005 Walch Publishing
Pretest • World History II Test Pack
NAME:
DATE:
UNIT 4 TEST • EUROPE COLONIZES THE GLOBE
Circle the letter of the correct answer the each of the following questions.
1. What were East Indiamen?
a. people in the New World
b. spices
c. ships
d. a group of explorers
2. What were galleons?
a. government officials
b. ships
c. spices
d. Spanish explorers
3. What nation governed its settlements in the New World through viceroys?
a. Portugal
b. Spain
c. the Netherlands
d. England
4. What is the term for the tendency to view one’s own culture as the best?
a. humanism
b. racism
c. cultural exchange
d. ethnocentrism
5. What nation built missions in the New World?
a. Portugal
b. Spain
c. the Netherlands
d. England
28
Unit 4 Test • World History II Test Pack
© 2005 Walch Publishing
NAME:
DATE:
21. Which of the following was an important African trade good?
a. ivory
b. gold
c. slaves
d. all of the above
22. In the triangular trade, what was brought to Africa?
a. cotton
b. cheap manufactured goods
c. sugar (rum)
d. tobacco
23. In the triangular trade, what was brought to America?
a. slaves
b. cotton
c. sugar (rum)
d. cheap manufactured goods
24. In the triangular trade, what was brought to Europe?
a. tobacco
b. cheap manufactured goods
c. slaves
d. all of the above
25. What is Europeanization?
a. the travels of European traders
b. a European trading station
c. the process of people from around the world moving to Europe
d. the worldwide spread of European influence
32
Unit 4 Test • World History II Test Pack
© 2005 Walch Publishing
NAME:
DATE:
WORLD HISTORY II • POSTTEST
Circle the letter of the correct answer to each of the following questions.
1. When was the Renaissance?
a. 500 to 1000
b. 1492
c. 1300 to 1600
d. 1600 to 1800
2. Along with Boccaccio, who is called “the first humanist”?
a. Raphael
b. Petrarch
c. Giotto
d. Michelangelo
3. What Renaissance artist painted the ceiling of the Sistine Chapel?
a. Raphael
b. Giotto
c. Leonardo da Vinci
d. Michelangelo
4. Who is called “the father of printing and publishing”?
a. Johannes Gutenberg
b. Galileo Galilei
c. Andreas Vesalius
d. Nicolaus Copernicus
5. Who put forth the idea that planetary orbits are elliptical?
a. Galileo Galilei
b. Nicolaus Copernicus
c. Johannes Kepler
d. Tycho Brahe
53
© 2005 Walch Publishing
Posttest • World History II Test Pack