Download Making Inferences and Drawing Conclusions

Chapter Introduction
Section 1 Exploration and Expansion
Section 2 Africa in an Age of Transition
Section 3 Southeast Asia in the Era of
the Spice Trade
Chapter Summary
Chapter Assessment
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Key Events
As you read this chapter, look for the key
events of the Age of Exploration. 
• Europeans risked dangerous ocean
voyages to discover new sea routes. 
• Early European explorers sought gold
in Africa, then began to trade slaves. 
• Trade increased in Southeast Asia, and
the Dutch built a trade empire based on
spices in the Indonesian Archipelago.
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The Impact Today
The events that occurred during this time
period still impact our lives today. 
• European trade was a factor in producing
a new age of commercial capitalism that
was one of the first steps toward today’s
world economy. 
• The consequences of slavery continue to
impact our lives today. 
• The Age of Exploration led to a transfer
of ideas and products, many of which are
still important in our lives today.
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Chapter Objectives
After studying this chapter, you should be
able to: 
• explain the three main motives for
exploration. 
• trace the development and decline of
Portugal’s trading empire and Spanish
exploration. 
• describe the impact of Europeans on the
people of Africa. 
• describe traditional African political
systems.
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Chapter Objectives
After studying this chapter, you should be
able to:
• discuss the shift in power from Portuguese
to Dutch in the control of the spice trade. 
• contrast the impact of Europeans on
mainland states of Southeast Asia with
their impact on the Malay world. 
• describe the four main political systems
in Southeast Asia.
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Exploration and Expansion
Main Ideas
• In the fifteenth century, Europeans began to
explore the world. 
• Portugal, Spain, the Dutch Republic, and
England reached new economic heights
through worldwide trade. 
Key Terms
• conquistador 
• mercantilism 
• colony 
• balance of trade
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Exploration and Expansion
People to Identify
• Vasco da Gama 
• Amerigo Vespucci 
• Christopher Columbus 
• Francisco Pizarro 
• John Cabot 
• Ferdinand
Magellan 
Places to Locate
• Portugal 
• Melaka 
• Africa 
• Cuba
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Exploration and Expansion
Preview of Events
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Motives and Means
• Europeans had long been attracted to Asia.
• Europeans were fascinated by Marco Polo’s account
of his travels to the court of Kublai Khan in Asia.
• 14th-century conquests by the Ottoman Empire made
traveling to the East by land difficult.
• Europeans wanted a route by sea.
God, Glory & Gold
• God – the desire to spread the Catholic faith to the
people of the world
• Glory – fame & glory served as a motivator for some
explorers
• Gold – Merchants & government officials hoped to
find precious metals and expand trade with the East.
(pages 189–191)
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Motives and Means (cont.)
• Europeans had also reached a level of technology
that made a series of regular, long voyages possible
•
Europeans acquired much of this technology from
Arabs.
• Arab navigators had drawn charts, called portolani
(records) showing coastlines and distances between
ports.
• By 1500 – cartography (the art and science of
mapmaking) had developed to where Europeans had
fairly accurate maps of where they wanted to explore.
• The compass showed the ship’s direction, and the
astrolabe (also developed by Arabs) showed its
latitude, information needed for such long voyages.
• Europeans also were able to build ships that could
sail against the wind.
(pages 189–191)
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The Portuguese Trading Empire
• Portugal took the lead in European exploration.
• 1420 - Prince Henry the Navigator sponsored
Portuguese fleets that sailed along the western
coast of Africa.
•
they found gold & led Europeans to call the
southern coast of West Africa the Gold
Coast.
• 1488 - Bartholomeu Dias 1st to round tip of Africa
in search of a route to India.
• 1498 - Vasco da Gama made the trip to the port
of Calcutta in India.
•
returned with a cargo of spices & made a
huge profit
(pages 191–192)
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The Portuguese Trading Empire
(cont.)
• Portuguese fleets took control of the spice trade
from the Muslims by force.
• 1510 - Admiral Alfonso de Albuquerque set up a
Portuguese port at Melaka a thriving port for the
spice trade on the Malay Peninsula.
•
from Melaka, Portugal made expeditions to the
Spice Islands.
• In the Spice Islands they signed a treaty with a
local ruler for the purchase and export of cloves
to Europe.
•
This treaty gave Portugal control of the spice
trade.
•
Portugal had neither the power, people, or
desire to colonize Asia, however.
(pages 191–192)
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The Portuguese Trading Empire
(cont.)
Why was the spice trade so lucrative?
Possible answers: The spice trade was
lucrative because the European diet was
fairly uniform and bland, and the spices
preserved and flavored the foods. The
scarcity of spices in Europe made them
very valuable.
(pages 191–192)
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Voyages to the Americas
• As the Portuguese sailed east to reach the source of
the spice trade, the Spanish sailed west to find it.
• Spain had more resources & people than Portugal
•
focused more on establishing an overseas empire
instead of trading posts.
Christopher Columbus
• Italian, but sailed for Spain
• Calculated the circumfrence of the Earth to be roughly
5,000 miles shorter than scholars believed
•
believed he could reach Asia by sailing west
• Oct 10, 1492 – reached & explored the coastline of Cuba &
Hispaniola
• thought he had reached Asia until he died
• In his four voyages, he explored many Caribbean Islands
and Honduras–all of which he called the Indies (pages 192–194)
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Voyages to the Americas (cont.)
• 1494 - Treaty of Tordesillas signed.
•
Imaginary north-to-south line through the
Atlantic Ocean and the easternmost part of
South America.
•
Portugal claimed the unexplored territories east
of the line, Spain to the west.
• Explorers from many countries joined the race to
the Americas.
• John Cabot explored the New England coastline
for England.
• Amerigo Vespucci went on several voyages
and wrote letters describing what he saw.
•
led to the name America for the new lands.
(pages 192–194)
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The Spanish Empire
• The Spanish conquistadors (conquerors of the
Americas) had incredible success due to guns
and determination.
• 1532 - Francisco Pizarro took control of the
Incan Empire in the Peruvian Andes.
• Spanish governors had the power, called
encomienda, to use the Native Americans as
laborers.
• European diseases ravaged the native
populations, who lacked immunity to such
diseases as smallpox.
•
Hispaniola – 1492 pop. -250,000; By 1538 – 500
•
Mexico’s pop. dropped from 25 million to 3
million.
(page 194)
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Economic Impact and Competition
• Europeans sought silver and gold wherever
they went in the Americas. (Mexico & Bolivia)
• Native agricultural products such as sugar,
cotton, vanilla, potatoes, cocoa, corn, and
tobacco were shipped to Europe.
• Portugal challenged the Italian states as the
chief entry point for eastern spices, jewels,
silk, and perfumes.
• 1600s - England established trade on the
northwestern coast of India.
• Late 1500s - the Spain established in the
Philippine Islands, where Ferdinand
Magellan had landed earlier.
(pages 194–195)
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Economic Impact and Competition
(cont.)
• The English seized New Netherlands from the
Dutch and renamed it New York.
• established the Massachusetts Bay Colony
during the 1600s.
• By 1700, England had established a colonial
empire along North America’s eastern
seaboard.
• European nations in the 1500s and 1600s
established many colonies in the Americas and
the East.
•
colony - a settlement of people living in a
new territory, linked with the parent country
by trade and governmental control.
(pages 194–195)
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Economic Impact and Competition
(cont.)
• Colonies played an important role in the
theory of mercantilism.
•
(a nation’s prosperity depended on a large
supply of bullion --- gold and silver)
• Nations wanted a favorable balance of
trade, which means that the value of
exported goods is greater than the value
of imported goods.
• Colonies were important as sources
of raw materials & markets for the parent
country’s finished goods.
(pages 194–195)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
C 1. a set of principles that
dominated economic
thought in the seventeenth
century; it held that the
prosperity of a nation
depended on a large supply
of gold and silver
A. conquistador
B. colony
C. mercantilism
D. balance of trade
__
A 2. a Spanish conqueror of the Americas
__
D 3. the difference in value between what a nation
imports and what it exports over time
__
B 4. a settlement of people living in a new territory,
linked with the parent country by trade and direct
government control
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Checking for Understanding
Explain why the Spanish were so
hungry for gold.
The Spanish were so hungry for gold
because mercantilism measured a
nation’s prosperity in bullion.
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Close
How was life in Europe changed by
exploration in Africa, Asia, and the
Americas? What might the impact of
expanded trade have been on
Europeans’ daily lives? Explain the
political, economic, cultural, and
technological influences of European
expansion on Europeans.
Africa in an Age of Transition
Main Ideas
• European expansion affected Africa with the
dramatic increase of the slave trade.
• Traditional political systems and cultures
continued to exist in most of Africa.
Key Terms
• plantation
• triangular trade
• Middle Passage
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Africa in an Age of Transition
People to Identify
• King Afonso
• Ibo
Places to Locate
• Brazil
• South Africa
• Mozambique
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Africa in an Age of Transition
Preview of Events
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The Slave Trade (cont.)
• Demand for slaves rose dramatically with
the European voyages to the Americas
and the planting of sugar cane there.
• Plantations (large agricultural estates)
were set up on the eastern coast of Brazil
& in the Caribbean to grow sugar cane.
• Growing cane is labor intensive.
• Small native populations, devastated by
European diseases, could not provide the
labor.
• African slaves were imported to meet
the need.
(pages 197–199)
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The Slave Trade (cont.)
• A Spanish ship carried the first boatload of
African slaves to the Americas in 1518.
Triangular Trade
• This pattern of triangular trade connected
Europe, Africa and Asia, and the Americas.
• European merchants carried goods to Africa,
where they traded for slaves.
•
Slaves shipped to & sold in the
Americas.
• European merchants then bought tobacco,
molasses, sugar, & cotton for sale in Europe
(pages 197–199)
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The Slave Trade (cont.)
• 275,000 African slaves exported in16th cent.
• over 1 million were shipped in the 17th cent.
• 6 million in the 18th cent.
• It’s believed that up to 10 million slaves were
shipped from Africa to the Americas.
• Many slaves died on the Middle Passage
(the journey to the Americas)
• Succeeding generations developed
immunities to European diseases, so death
rates were higher for newly arrived slaves
than for those who were born and raised in
the Americas.
(pages 197–199)
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The Slave Trade (cont.)
• Before the Europeans entered the scene,
most slaves in Africa were war captives.
•
Europeans bought slaves in return for guns,
gold, and other European goods.
• Some local rulers became concerned about
the impact of the slave trade on their
societies.
• 1526 - In a letter to the king of Portugal King
Afonso of Congo said, “so great is the
corruption that our country is being
completely depopulated.”
• These protests were ignored, and many other
local rulers profited from the slave trade.
(pages 197–199)
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The Slave Trade (cont.)
• Some African states, such as the brilliant
and creative Benin, were devastated by
the slave trade.
• As their population declined and warfare
increased, the people lost
faith in their gods, their art deteriorated,
and human sacrifice increased.
• Benin became brutal and corrupt.
• Later, it took years to discover the
brilliance of the earlier culture
destroyed by slavery.
(pages 197–199)
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Political and Social Structures
• Generally, European influence did not
extend beyond slave trade in the coastal
regions.
• In general, traditional African political
systems continued.
• Monarchy was common by the sixteenth
century.
• Some were highly centralized, and the
king was considered almost divine.
(pages 199–200)
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Political and Social Structures (cont.)
• Generally, European influence did not extend
beyond slave trade in the coastal regions.
• Some African states were collections of small
principalities tied by kinship or other loyalties.
• Ashanti on the Gold Coast is a good
example.
• Each local ruler had a ceremonial
stool of office that symbolized the
kinship ties linking the rulers together.
• The king had an exquisite golden
stool to symbolize the unity of the
entire state.
(pages 199–200)
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Political and Social Structures (cont.)
• In such societies as the Ibo of eastern
Nigeria, Africans lived in small political units
with authority vested in a village leader.
•
The Ibo region produced more slaves than
almost any other area of Africa.
• Foreigners also influenced African religious
life.
• Islam became dominant in North Africa and
spread southward into the states of West
Africa.
• Christianity was established only in South
Africa and Ethiopia.
(pages 199–200)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A. plantation
B 1. a pattern of trade that
connected Europe, Africa
B. triangular trade
and Asia, and the American
C. Middle Passage
continents; typically,
manufactured goods from
Europe were sent to Africa, where they were
exchanged for slaves, who were sent to the
Americas, where they were exchanged for raw
materials that were then sent to Europe
__
A 2. a large agricultural estate
__
C 3. the journey of slaves from Africa to the Americas,
so called because it was the middle portion of the
triangular trade route
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Checking for Understanding
Explain how the Europeans obtained
access to slaves. To what port cities in
Europe and the Americas were the
African slaves shipped?
Europeans obtained access to slaves
by buying them from African merchants.
The map on page 416 of your textbook
lists the port cities where the African
slaves were shipped.
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Checking for Understanding
Identify the effects of the slave trade
on the culture of Benin.
The slave trade caused a decline in
population and an increase in warfare.
It also caused people to lose faith in
gods, it deteriorated art, and human
sacrifice became more common.
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Analyzing Visuals
Examine the picture of the inside of a
slave ship shown on page 199 of your
textbook. From looking at this picture,
what conclusions can you draw about
the conditions that slaves endured
during their voyage to the Americas?
Possible answers: During their voyage
to America, slaves were chained, had
little room, and were tormented by slave
handlers.
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Close
Identify the causes of European
expansion in the sixteenth century
and discuss them with the class.
Chapter Summary
Listed below are the major European
explorers of the fifteenth and sixteenth
centuries. Marco Polo is the one explorer
listed who predates the Age of Exploration.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
1. A set of principles that dominated economic thought
in the seventeenth century was called
_______________.
mercantilism
Conquistadors were Spanish conquerors who
2. _______________
were motivated by religious zeal and the desire for
glory and riches.
3. A body of nonelective government officials is called
a _______________.
bureaucracy
4. Many Africans were removed from their homes and
shipped to large landed estates in the Americas
plantations
called _______________.
Triangular trade is the route between Europe,
5. _______________
Africa, and America.
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Reviewing Key Facts
History What did the Europeans want
from the East?
Europeans wanted spices from the
East.
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Reviewing Key Facts
History How did most Africans
become slaves?
Most Africans became slaves because
they were prisoners of war, and taking
prisoners was a reward to the victors.
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Reviewing Key Facts
Science and Technology How did
the Portuguese make effective use of
naval technology?
The Portuguese used the compass and
astrolabe, allowing then to navigate and
to determine in what direction they were
moving. They used lateen sails that
made ships more maneuverable and
allowed them to carry heavy cannons
and more goods.
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Reviewing Key Facts
Geography What did Christopher
Columbus believe about the size
and shape of Earth?
Christopher Columbus knew the world
was round but underestimated the
circumference.
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Reviewing Key Facts
History Why were European diseases
devastating to the peoples of America?
Native Americans had little or no
resistance to European diseases.
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Critical Thinking
Drawing Conclusions What might
have resulted from the fact that many
slave owners believed it was more
economical to buy a new slave than
to raise a child to working age?
Possible answers: Because slave
owners believed it was more
economical to buy a new slave
than raise a child to working age,
they may have killed newborns,
discouraged or forbade marriage,
and kept the sexes apart.
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Critical Thinking
Making Generalizations Describe
the impact on history of the voyages
of Christopher Columbus.
Possible answers: The impact of
Columbus’s voyages included bringing
the people of Europe, Asia, the
Americas, and Africa into direct
contact for the first time, which led to a
transfer of ideas and products.
However, the European colonization
took a great toll in human life and
often had a negative impact on
cultures that were conquered.
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Analyzing Maps and Charts
Study the chart below and answer the questions on the
following slides.
Analyzing Maps and Charts
Approximately how many years
separated the explorations of Marco
Polo and those of Vasco da Gama?
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Analyzing Maps and Charts
Approximately two hundred years
separated the explorations of Marco
Polo and Vasco da Gama.
Analyzing Maps and Charts
Which countries sponsored the most
explorations?
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Analyzing Maps and Charts
Spain, followed by Portugal,
sponsored the most explorations.
Analyzing Maps and Charts
The voyages of discovery began in
Europe. What continents did the
explorers visit?
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Analyzing Maps and Charts
Explorers visited the continents of
Asia, Africa, North America, and
South America.
Standardized Test Practice
Directions: Use the map below and your knowledge of world
history to answer the question on the following slide.
Standardized Test Practice
Directions: Choose the best answer to the following
question.
The Dutch established Batavia as a fort in 1619 to help them
edge the Portuguese traders out of the area now called
Indonesia. Today, which city is located where Batavia was
established?
A New Delhi
B Jakarta
C Phnom Penh
D Beijing
Test-Taking Tip If a test question involves reading a
map, make sure you read the title of the map and look
at the map carefully for information before you try to
answer the question.
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How would the world be different if the
age of exploration had never occurred?
If the age of exploration had never
occurred, there would be only local or
regional economies. Native Americans
would constitute the entire population
of North and South America. Also,
without the age of exploration, products
and ideas would not have spread, and
geographical knowledge would have
been limited.
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Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History: Modern Times Web site. At this site,
you will find interactive activities, current events information, and
Web sites correlated with the chapters and units in the textbook.
When you finish exploring, exit the browser program to return to
this presentation. If you experience difficulty connecting to the
Web site, manually launch your Web browser and go to
http://wh.mt.glencoe.com
Science–Wind Currents
Literature
Science–Contagious Diseases
Click on a hyperlink to view the corresponding slide.
Science Research Europeans’ understanding
of wind currents, which helped them make long
voyages. Draw or bring in diagrams explaining
exactly how the compass and astrolabe work.
Literature Read an excerpt from one of Columbus’s
journals. Discuss what the excerpt reveals about
Columbus and his times. Read historical accounts of
Columbus’s journey that were written during differing
time periods. Share what you learned and explore
reasons for differences in these accounts.
Science Research the impact of contagious
diseases on Native American populations.
How is immunity to such diseases built up?
Were Europeans affected by American diseases?
Music and Sociology The composer of the hymn
“Amazing Grace” was a former slave trader.
Research the composition of the song. Watch Bill
Moyers’ program “Amazing Grace,” produced for
public television. Analyze how the hymn reflects
the history of the culture in which it was produced.
Geography Create a thematic map of exploration
in Asia. Share your map with the class. Create a
bulletin board with the theme “Age of Exploration.”
How did governments respond to the new age of
commercial capitalism? How did international trade
resulting from the Age of Exploration differ from
earlier trade along the Silk Road?
Making Inferences and
Drawing Conclusions
Why Learn This Skill?
While driving, you hear a news report about a fire downtown.
As you approach downtown, traffic is very heavy. You cannot
see any smoke, but you infer that the traffic is caused by the
fire. 
To infer means to evaluate information and arrive at a
conclusion. When you make inferences, you draw
conclusions that are not stated directly.
This feature can be found on page 205 of your textbook.
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Making Inferences and
Drawing Conclusions
Learning the Skill
Follow the steps below to help make inferences and draw
conclusions: 
• Read carefully to determine the main facts and ideas. 
• Write down the important facts. 
• Consider any information you know that relates to this
topic. 
• Determine how your own knowledge adds to or changes
the material.
This feature can be found on page 205 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Making Inferences and
Drawing Conclusions
Learning the Skill
Follow the steps below to help make inferences and draw
conclusions: 
• What inferences can you make about the material that
are not specifically stated in the facts that you gathered
from your reading? 
• Use your knowledge and reason to develop conclusions
about the facts. 
• If possible, find specific information that proves or
disproves your inference.
This feature can be found on page 205 of your textbook.
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Making Inferences and
Drawing Conclusions
Practicing the Skill
Read the passage on the next slide, then answer the
questions that follow.
This feature can be found on page 205 of your textbook.
Making Inferences and
Drawing Conclusions
Practicing the Skill
In 1511, the Portuguese seized Melaka and soon occupied the Moluccas. Known
to Europeans as the Spice Islands, the Moluccas were the chief source of the
spices that had originally attracted the Portuguese to the Indian Ocean.
The Portuguese, however, lacked the military and financial resources to impose
their authority over broad areas. Instead, they set up small settlements along the
coast, which they used as trading posts or as way stations en route to the Spice
Islands.
The situation changed with the arrival of the English and Dutch traders, who were
better financed than were the Portuguese. The shift in power began in the early
1600s, when the Dutch seized a Portuguese fort in the Moluccas and drove out
the Portuguese.
During the next fifty years, the Dutch occupied most of the Portuguese coastal
forts along the trade routes throughout the Indian Ocean. The aggressive Dutch
traders also drove the English traders out of the spice market, reducing the
English influence to a single port on the southern coast of Sumatra.
This feature can be found on page 205 of your textbook.
Making Inferences and
Drawing Conclusions
Practicing the Skill
What events does the writer describe?
The writer describes the European takeover
of the spice market.
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Making Inferences and
Drawing Conclusions
Practicing the Skill
What facts are presented?
Among the facts presented are the date of
the original European takeover, identities of
the conquerors, territories conquered, date
of beginning of the shift of power, and the
duration of the takeover.
This feature can be found on page 205 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Making Inferences and
Drawing Conclusions
Practicing the Skill
What can you infer about the Dutch traders
during this period?
Dutch traders wanted to control the spice
market.
This feature can be found on page 205 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Making Inferences and
Drawing Conclusions
Practicing the Skill
What conclusion can you make about the spice
market, other than those specifically stated by
the author?
Possible answer: The spice market was very
lucrative.
This feature can be found on page 205 of your textbook.
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(left) Ferdinand Magellan, (right) Discovery of Magellan Strait by an unknown artist
Read Magellan Sails Around the World on page 188
of your textbook. Then answer the questions on the
following slides.
This feature can be found on page 188 of your textbook.
What was Magellan’s goal when he set sail on
August 10, 1519?
Magellan’s goal was to find a passage to Asia
by going west.
This feature can be found on page 188 of your textbook.
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Given the details of the story, what words would
you use to describe the voyage?
Possible answers: Words to describe Magellan’s
voyage include dangerous, scary, and miserable.
This feature can be found on page 188 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Why do you think sailors agreed to such voyages
through unknown waters?
Possible answers: Sailors agreed to such
voyages for fame, wealth, and adventure.
This feature can be found on page 188 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Click an image on the
right to listen to an
excerpt from page 196
of your textbook. Read
the information on page
196 of your textbook.
Then answer the
questions on the
following slides.
This feature can be found on page 196 of your textbook.
Click the Speaker button to listen to the audio again.
Why did Columbus give the peoples of
Hispaniola “a thousand handsome good things”?
Columbus wanted to win the affection of the
people of Hispaniola, to encourage them to
become Christians, to win their loyalty for the
Spanish monarchs, and to encourage them
to give things to him in return.
This feature can be found on page 196 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How did the explorers take advantage of
Native Americans?
In trade transactions, Native Americans
unwittingly exchanged disproportionate
sums of gold for items of little worth that
the explorers had brought with them.
This feature can be found on page 196 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Sea Travel in an
Age of Exploration
European voyagers acquired much
of their knowledge about sailing from
the Arabs. For example, sailors used
charts that Arab navigators and
mathematicians had drawn in the
thirteenth and fourteenth centuries.
Known as portolani, these charts
recorded the shapes of coastlines
and distances between ports. They
were very valuable in European
waters. Because the charts were
drawn on a flat scale and took no
account of the curvature of the
earth, however, they were of little
help on overseas voyages.
Read the excerpt on page 191
of your textbook and answer the
question on the following slide.
This feature can be found on page 191 of your textbook.
Evaluating Which one advance was the most
important for early explorers? Why?
This feature can be found on page 191 of your textbook.
Magellan’s Voyage
Objectives
After viewing “Magellan’s Voyage,” you should: 
• Understand that exploration and discovery of new lands was
a major goal of Europeans during the Renaissance. 
• Appreciate the obstacles faced by 16th-century explorers as
they sailed into uncharted
waters. 
• Recognize the importance of
Magellan's voyage to the
history of exploration.
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Click in the window above to view a preview of The World History–Modern Times video.
Magellan’s Voyage
What are some navigational tools that Magellan
lacked, making his journey more difficult?
Magellan had no accurate map of the world,
no compass, no clock, and no knowledge of
longitude.
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Space Bar to display the answer.
Magellan’s Voyage
What obstacles and hardships hindered
Magellan's voyage?
Magellan's voyage was hindered by rivalries
among his crew, the men's fear of mythical sea
monsters and of being lost at sea, illness, and
hostile attacks.
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Atlantic and Pacific
52°30’S latitude
Cape Pilar, south
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The demand for labor increased
because the need for labor
increased.
The demand for slaves
led to corruption and
depopulation.
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Space Bar to display the answers.
African leaders used
guns obtained by
trading slaves to raid
neighboring
peoples.
Cinnamon, mace,
nutmeg, and
pepper are found
in Southeast Asia.
Mace is used for
baking pound
cakes and all
yellow cakes.
Mustard is
found in the
United States.
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Space Bar to display the answers.
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