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The Age of Exploration
CHAPTER 13
SECTION 1: Exploration and Expansion
I. Motives and Means
a. Europeans began exploring the world in the 1400s, and several nations
experienced economic heights through worldwide trade.
b. Five European powers, led by Portugal and Spain, engaged in an age of
exploration. All rose to new economic heights.
c. Motives for European exploration include “God, glory, and gold”
d. Economic interests – Europeans wanted to expand trade and locate spices and
precious metals.
e. Religious zeal – Explorers such as Hernán Cortés were interested in sharing the
Catholic faith with native peoples.
i. There was an increased desire for grandeur, glory, and the spirit of
adventure
II. A Race for Riches
a. Portuguese and Spanish explorers took the lead in discovering new lands.
b. Portugal took the lead in European exploration under the leadership of Prince
Henry the Navigator.
c. Portuguese ships traveled along the western coast of Africa, finding gold and
other goods.
d. Vasco de Gama traveled around the Cape of Good Hope, the southern tip of
Africa, and landed in India in 1498.
e. The Portuguese captured the important port city of Melaka on the Malay
Peninsula, which enabled the Portuguese to control the spice trade that had been
dominated by Arab traders.
f. The Portuguese used seamanship, guns, and treaties to control the spice trade.
However, they did not have the people, wealth, or desire to expand their empire
in Asia.
g. Christopher Columbus was an explorer who sailed for Spain. Columbus
searched for a western route to Asia and landed at Cuba and Hispaniola in 1492.
Believed he had reached Asia
h. The Spanish explorer Ferdinand Magellan sailed around the tip of South
America and into the Pacific Ocean. Magellan is credited with being the first
person to circumnavigate the globe.
i. In 1494, Portugal and Spain signed the Treaty of Tordesillas, separating control of
the newly discovered lands.
j. John Cabot, a Venetian, explored the New England coastline of the Americas for
England.
k. The writings of Amerigo Vespucci, a Florentine mapmaker, led to the use of the
name “America” for the newly discovered lands in the western hemisphere.
III. The Spanish Empire
a. The great Aztec and Inca civilizations succumbed to the Spanish.
b. The Spanish conquistadors established an overseas empire in the Americas.
c. In 1519 Hernán Cortés and his Spanish allies were welcomed by the Aztec
monarch Montezuma. The Spanish were expelled from the city one year later.
d. When the Spaniards left, smallpox devastated the Aztec capital. The Spanish
returned and captured the city, and the Aztec Empire was destroyed.
e. In 1530 Francisco Pizarro led an expedition into the Inca Empire. Like the
Aztec, the Incas were no match for Spanish disease, guns, and horses.
f. Pizarro established a new capital for the Spanish colony at Lima.
g. The Spanish used a system of colonial administration called the encomienda
system— the right of landowners to use Native Americans as laborers.
h. Spanish landowners could use Native Americans for labor in return for protection
and converting them to Christianity.
i. Native American political and social structures were torn apart and replaced by
European systems of religion, language, and government.
j. The exchange of plants, animals, and disease between Europe and the Americas is
known as the Columbian Exchange.
IV. European Rivals
a. The Portuguese and Spanish found new rivals in the Dutch, French, and English
for trading rights and for
new lands.
b. The Dutch formed the East India Company to compete with the English and
Portuguese for the Indian Ocean trade.
c. The Dutch also formed the West India Company to compete with the Spanish and
Portuguese in the Americas.
d. By the early seventeen century, the Dutch established settlements in North
America such as New Netherland.
e. In the 1600s, the French colonized parts of present-day Louisiana and regions of
Canada.
f. The English began to settle the eastern seaboard of North America and islands in
the Caribbean Sea.
g. In 1664, the English seized the harbor of New Netherland from the Dutch and
renamed it New York.
Chapter 13
Section 2: The Atlantic Slave Trade
Main Idea :
Human Rights - European expansion affected Africa with the dramatic increase of the slave
trade.
I. Trade, Colonies, and Mercantilism
a. The nations of Europe created trading empires and established colonies in the
Americas and in the East.
b. Colonies were an integral part of mercantilism, an economic theory based on
gold and a limited amount of wealth in
the world.
c. To bring in more gold, nations tried to have a favorable balance of trade and
export more goods than they imported.
d. To encourage exports, governments granted subsidies and improved
transportation systems.
e. Slavery had existed since ancient times, and African slaves served as domestic
servants in Southwest Asia.
f. The demand for slaves changed dramatically with the introduction of sugarcane.
Labor was needed to work the plantations where sugarcane was grown.
g. Slaves became an important commodity in the triangular trade that connected
Europe, Africa, and the Americas.
h. As many as 10 million African slaves may have been brought to the Americas
between 1500 and the late 1800s.
i. One reason for the high number of exported slaves was the high mortality rate,
especially during the Middle Passage, the journey across the Atlantic Ocean.
j. The slave trade devastated the population of African communities near the coastal
regions.
k. Some African rulers, such as King Afonso, protested but were ignored by African
and European slave traders.
1. What caused the demand for slaves to increase?
A.
The Treaty of Tordesillas
B.
The need to populate the Americas
C.
The introduction of sugarcane
D.
To maintain a balance of trade between Africa and Europe
II. Effects of the Slave Trade
a. The slave trade led to depopulation, increased warfare, and devastation for many
African states.
b. Effects of the slave trade in Africa
1. depopulated areas
2. increased warfare
3. loss of the strongest and youngest men and women
c. Benin was transformed from a brilliant society into a brutal, war-ravaged region
following the introduction of slavery
d. The use of enslaved Africans was widely accepted until the Society of Friends
began to condemn it in the 1770s.
e. The French abolished slavery in the 1790s; the English abolished slavery in 1807;
and slavery continued in the United States until the 1860s.
1 . Which group condemned slavery and began an anti-slavery movement in
Europe?
A.
Beninnites
B.
French Revolutionary Society
C.
Society of Friends
D.
European Anti-Slavery Coalition
Section 3: Colonial Latin America
The BIG Idea
Competition Among Countries: Portugal and Spain reaped profits from the natural resources
and products of their Latin American colonies.
I.
Colonial Empires in Latin America
a. The Portuguese and Spanish built colonial empires in Latin America and
profited from the resources and trade of their colonies.
b. In the 1500s, Portugal controlled Brazil, while Spain’s colonial
possessions included parts of North America, Central America, and most
of South America.
c. The area of Central and South America became known as Latin America,
and a unique social class system emerged.
II.
Colonial Latin America Social Order:
i. Peninsulares: Spanish and Portuguese officials born in Europe;
they held all important government positions.
ii. Creoles: Descendants of Europeans who were born in Latin
America; they controlled business and land.
iii. Mestizos: The offspring of European and Native American
intermarriage.
iv. Mulattoes: The offspring of Africans and Europeans.
v. Conquered Native Americans and enslaved Africans.
III. Colonial Empires in Latin America (cont.)
a. Europeans utilized the Native Americans as labor. They used the encomienda
system and mita to sustain a viable labor force.
b. Gold and silver from the colonies offered immediate wealth to the Europeans.
Products, such as tobacco, sugar, and animal hides were traded to Europe in
return for finished products.
c.
To control their colonial possessions in the Americas, Portugal and Spain used
governor-generals to develop a bureaucracy and carry out imperial policies.
d. Catholic missionaries were also instrumental in converting and maintaining order
within the colonial territories.
e. The Catholic Church provided an outlet other than marriage for women. Many
nuns like Juana Inés de la Cruz, urged convents to educate women on subjects
beyond religion