90

The Beginnings of Our Global Age: Europe, Africa, and Asia

Vocabulary Builder

2

2

SECTION

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Describe how the Portuguese estab-lished footholds on Africa’s coasts.

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Analyze how European actions affected the slave trade and the rise of African states.

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Understand how the European presence in Africa expanded.

Prepare to Read

Build Background Knowledge

Remind students that when Europeans began to explore Africa, the continent contained many different states and king-doms. Have students preview the section and predict what the European impact on Africa would be.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Great Seabirds Arrive

Ask

What view of Europeans do the quotation and the photograph sug-gest?

(that they are powerful and per-haps unpleasant; that they are not very familiar to Africans)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 2 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the chart with the effects of European exploration in Africa.

Reading and Note Taking Study Guide,

p. 47

Use the information below and the following resources to teach the high-use words from this section.

Teaching Resources, Unit 1,

p. 26;

Teaching Resources, Skills Handbook,

p. 3

High-Use Words Definitions and Sample Sentences

dominate, p. 92

v.

to rule or control by superior powerThe highest-ranked team

dominated

the other teams in the playoffs.

unify, p. 92

v.

to combine into oneThe two countries were

unified

into a single nation.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

22

Turbulent Centuries in AfricaObjectives• Describe how the Portuguese established

footholds on Africa’s coasts.• Analyze how European actions affected the

slave trade and the rise of African states.• Explain how the European presence in Africa

expanded.

Terms, People, and PlacesMombasaMalindiplantationAffonso ImissionaryAsante kingdom

Osei TutumonopolyOyo empireCape TownBoers

European encounters with Africa had occurred for hundreds ofyears. Yet the European explorers who arrived in the 1400sbrought great and unforeseen changes to Africa’s peoples and cul-tures.

Portugal Gains FootholdsAs you have read, the Portuguese who explored Africa’s coasts inthe 1400s were looking for a sea route to Asia that bypassed theMediterranean. They also wanted to buy goods directly from theirsource, rather than trading through Arab middlemen.

The Portuguese began carrying out their strategy in WestAfrica, building small forts to collect food and water and to repairtheir ships. They also established trading posts to trade muskets,tools, and cloth for gold, ivory, hides, and slaves. These were notcolonies peopled by settlers. Instead, the Portuguese left justenough men and firepower to defend their forts.

From West Africa, the Portuguese sailed around the continent.They continued to establish forts and trading posts, but they alsoattacked existing East African coastal cities such as Mombasaand Malindi, which were hubs of international trade. With can-nons blazing, they expelled the Arabs who controlled the EastAfrican trade network and took over this thriving commerce forthemselves. Each conquest added to their growing trade empire.

Great Seabirds ArriveA Portuguese captain named Alvise Cadamosto reached West Africa in the mid-1400s. He described the reaction of the West Africans to the sight of his ship:

“ It is said that the first time they saw sails . . . they believed they were great seabirds with white wings, which were flying and had come from some strange place. . . . Some thought the ships were fishes, others that they were ghosts that went by night, at which they were terrified.”—Alvise Cadamosto, 1455

Focus Question What effects did European exploration have on the people of Africa?

A Benin ivory carving (right) depicts a Portuguese sailor in a ship. Iron weights (top) were used in western Africa to weigh gold.

Reading Skill: Identify Effects As you read, record effects of European exploration in Africa in a chart like the one below.

Effects of European Exploration

EuropeanFootholds

SlaveTrade

New AfricanStates

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Chapter 2 Section

2

91

Solutions for All Learners

Teach

Portugal Gains Footholds/The African Slave Trade Explodes

Instruct

■

Introduce: Key Terms

Have students find the key term

plantation

(in blue) in the text. Ask them what they know about this term. Explain that the plan-tation system, which was just begin-ning to develop during this period, would have an enormous impact on the slave trade and on the global economy.

■

Teach

Discuss Europe’s expansion into Africa. Ask

Why did Europeans set up posts along Africa’s coasts?

(as bases to repair and resupply ships)

Why did the European presence in Africa expand?

(As Europeans real-ized they could take part in profitable trade, they expanded their trading posts and took over established cities.)

How did this expansion affect the Afri-can slave trade?

(It greatly encour-aged the slave trade.)

■

Quick Activity

Display

Color Trans-parency 85: African Art.

Use the les-son suggestion in the transparency book to guide a student discussion about African art.

Color Transparencies,

85

Independent Practice

Have students take the role of either King Affonso or an African leader who assisted in the slave trade. Have them write a short argument for or against the slave trade. Then have students present their views to the class.

Monitor Progress

As students fill in their flowcharts, circu-late to make sure they understand the effects of European exploration on the people and societies of Africa. For a com-pleted version of the flowchart, see

Note Taking Transparencies,

120

Answers

They were interested in trade, which was mainly concentrated along the coast, and they lacked the resources to explore the interior.

PRIMARY SOURCE

Sample: He was saddened.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Ask students to identify the items that Europeans sought during this time that students still use today. Write their responses on the board. Then list the items that Europeans had to offer in exchange. Discuss how the Europeans’ lack of tradable goods helped contrib-ute to conflict and European military action.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 17

■

Adapted Section Summary, p. 18

L3

AUDIO

Over the next two centuries, some Portuguese explorers managed toreach parts of present-day Congo, Zambia, and Zimbabwe, establishinglimited trade. In general, however, the Portuguese did not venture farfrom the coasts. They knew little about Africa’s interior, and they lackedaccurate maps or other resources to help them explore there. Further-more, Africans in the interior, who wanted to control the gold trade,resisted such exploration. As a result of all these factors, when the Portu-guese empire declined in the 1600s, the Portuguese did not leave a stronglegacy in Africa.

Why did the Portuguese establish a presence mainly along the African coast?

The African Slave Trade ExplodesIn the 1500s and 1600s, Europeans began to view slaves as the mostimportant item of African trade. Slavery had existed in Africa, as else-where around the world, since ancient times. Egyptians, Greeks,Romans, Persians, Indians, and Aztecs often enslaved defeated foes. TheEnglish word slave comes from the large number of Slavs taken fromsouthern Russia to work as unpaid laborers in Roman times.

The Arab empire also used slave labor, often captives from East Africa.In the Middle East, enslaved Africans often worked on farming estates.Others became artisans, soldiers, or merchants. Some rose to prominencein the Muslim world even though they were slaves.

Europeans Enter the Slave Trade Portuguesetraders quickly joined the profitable slave trade,followed by other European traders. Europeansbought large numbers of slaves to perform labor ontheir plantations—large estates run by an owneror an owner’s overseer—in the Americas and else-where. Rich Europeans also bought slaves asexotic household servants. By the 1500s, Europeanparticipation had encouraged a much broaderAtlantic slave trade.

Europeans seldom went into Africa’s interior totake part in slave raids. Instead, they relied onAfrican rulers and traders to seize captives in theinterior and bring them to coastal trading postsand forts. There, the captives were exchanged fortextiles, metalwork, rum, tobacco, weapons, andgunpowder. Over the next 300 years, the slave trade grew into a hugeand profitable business to fill the need for cheap labor. Each year, tradersshipped tens of thousands of enslaved Africans across the Atlantic towork on sugar, rice, tobacco, and other plantations in the Americas.These slaves were considered to be property, and they had no hope of bet-tering their situations.

African Leaders Resist Some African leaders tried to slow down orstop the transatlantic slave trade. But in the end, the system that sup-ported the trade was simply too strong for them. An early voice raisedagainst the slave trade was that of Affonso I, ruler of Kongo in west-central Africa. As a young man, Affonso had been tutored by Portuguesemissionaries, who hoped to convert Africans to Christianity.

A Valuable CommoditySince ancient times, gold was a valuable trade good in western Africa. Beginning in the 1500s, it became an important part of the slave trade. Europeans melted down African gold jewelry like the pieces above to make gold coins.

A Portuguese observer described the first ship of African slaves arriving in Portugal in 1444 from West Africa. Judging from the writer’s words, what was his opinion of what he saw?

Primary Source

“ Some kept their heads low and their faces bathed in tears, looking at each other . . . others struck themselves in the face and threw themselves to the ground; and others sang sad songs—although we did not understand their words, the sound told of their great sorrow. . . . The mothers threw them-selves flat on the ground. They were beaten but they refused to give up their children.”—From Chronicle of the Discovery and Conquest of Guinea

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The Beginnings of Our Global Age: Europe, Africa, and Asia

History Background

New African States/The European Presence Expands

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder terms and definitions. Ask stu-dents to suggest ways that the two terms are related.

■

Teach

Ask

How did kingdoms like the Asante and Oyo respond to the growing slave trade?

(They gained power by conquering other Africans and by increasing their involvement with European traders.)

Why did many Africans at this time turn against other Africans?

(Many Africans felt that if they did not gain power for them-selves, they might be obliterated.)

Using the Numbered Heads strategy (TE, p. T23), ask students to predict how the expansion of European power in Africa would affect the slave trade.

■

Quick Activity

Point out the sentence in the text: “The Boers held to a Calvin-ist belief that they were the elect, or cho-sen, of God.” Have small groups discuss why this belief may have caused the Boers to view Africans as inferiors. Students may want to review the sec-tion in an earlier chapter on the Protes-tant Reformation.

Independent Practice

Have students access

Web Code nbp-1421

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions.

Monitor Progress

■

Check answers to map skills questions.

■

Check Reading and Note Taking Study Guide entries for student understand-ing. Ask students to summarize how European countries affected the African states.

Answers

Map Skills

1.

Review locations with students.

2.

Asante, Oyo, Dahomey, Benin, Bornu, Darfur, and Kongo.

3.

Most were located in coastal areas because that is where the Europeans were based.

Europeans became involved in the slave trade, seeking larger numbers of slaves for their plan-tations; African states expanded the slave trade to meet European needs and gain wealth.

L3

Cape Town

Mombasa

Porto-NovoMalindi

Azores

Madeira

CanaryIslands

Cape VerdeIslands

Madagascar

HAUSASTATESSEGU

BORNU

BENIN

DARFUR

KONGO

RWANDABURUNDI

ETHIOPIA

LUNDA

SWAHILICOASTALSTATES

ASANTE

FUTATORO

OYODAHOMEY

IndianOcean

Atlant icOcean

0°

0° Equator

20°S

20°N

40°N

20°E20°W 40° E 60° E

N

S

EW

Major slave trading regionAfrican state about 1700City

5000 1000 mi

5000 1000 km

Miller Projection

After becoming king in 1505, he calledon the Portuguese to help him developKongo as a modern Christian state. Buthe became alarmed as more and morePortuguese came to Kongo each year tobuy slaves. Affonso wanted to maintaincontact with Europe but end the slavetrade. His appeal failed, and the slavetrade continued.

In the late 1700s, another African rulertried to halt the slave trade in his lands.He was the almany (from the Arabicwords meaning “religious leader”) of FutaToro, in present-day Senegal. Since the1500s, French sea captains had boughtslaves from African traders in Futa Toro.In 1788, the almany forbade anyone totransport slaves through Futa Toro forsale abroad. However, the inland slavetraders simply worked out a new routeto the coast. Sailing to this new market,the French captains easily purchased theslaves that the almany had preventedthem from buying in Futa Toro.

How did the African slave trade expand?

New African States AriseThe slave trade had major effects on African states in the 1600s and 1700s.In West Africa, for example, the loss of countless numbers of young womenand men resulted in some small states disappearing forever. At the sametime, there arose new states whose way of life depended on the slave trade.The rulers of these powerful new states waged war against other Africans todominate the slave trade.

The Asante Kingdom The Asante kingdom (uh SAHN teh) emergedin the area occupied by present-day Ghana. In the late 1600s, an ablemilitary leader, Osei Tutu, won control of the trading city of Kumasi.From there, he conquered neighboring peoples and unified the Asantekingdom. The Asante faced a great challenge in the Denkyera, a powerfulneighboring enemy kingdom. Osei Tutu realized that in order to with-stand the Denkyera, the people of his kingdom needed to be firmlyunited. To do this, he claimed that his right to rule came from heaven, andthat people in the kingdom were linked by spiritual bonds. This strategypaid off when the Asante defeated the Denkyera in the late 1600s.

Under Osei Tutu, government officials, chosen by merit rather than bybirth, supervised an efficient bureaucracy. They managed the royalmonopolies on gold mining and the slave trade. A monopoly is theexclusive control of a business or industry. The Asante traded with Euro-peans on the coast, exchanging gold and slaves for firearms. They alsoplayed rival Europeans against one another to protect themselves. Inthis way, they built a wealthy, powerful state.

Major African States About 1700

Vocabulary Builderdominate—(DAHM uh nayt) v. to rule or control by superior power

Map Skills By about 1700, many of Africa’s states and kingdoms were involved in the slave trade.1. Locate (a) Malindi (b) Kongo

(c) Asante (d) Bornu2. Describe Which states were

part of a major slave trading region?

3. Synthesize Information Ingeneral, where were most slave trading regions located? Explain.

For: Audio guided tourWeb Code: nbp-1421

Vocabulary Builderunified—(YOO nuh fyd) v. combined into one

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Chapter 2 Section

2

93

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 1,

p. 23

■

To further assess student understand-ing, use

Progress Monitoring Transparencies,

59

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 48

Adapted Reading and Note Taking Study Guide,

p. 48

Spanish Reading and Note Taking Study Guide,

p. 48

Extend

Ask students to scan the news for articles about turbulence or economic difficulties in Africa. Have students consider whether any of these problems may have stemmed from events that occured during the age of European exploration. Have them write reports expressing their opinions.

Answers

The slave trade gave some states the resources to expand and conquer their neighbors.

Various Europeans took over the forts of the declining Portuguese, and worked to establish more permanent footholds.

Section 2 Assessment

1.

Most of the terms relate to European explo-ration or to African leaders and places with which Europeans had contact.

2.

Some Africans grew wealthy from trade with Europeans. However, European exploration had mainly negative effects on Africans, including the takeover of African cities and the loss of people to the slave trade.

3.

Portugal was unable to establish a long-term presence in the region.

4.

The slave trade grew and slaves became commodities with little hope of receiving better treatment.

5.

Without wealth from the European trade, they could not have defeated their neighbors.

6.

Answers will vary. Some students may sug-gest that Europeans would have treated Africans better if they were Christians. Others may suggest that even people of

the same religion can come into conflict if their interests are not the same.

●

Writing About History

Thesis statements should express a clear and distinctive perspective about either Osei Tutu or Affonso I.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-1421.

L3

L3

L1 L2

L2

L4

22 Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-1421

Terms, People, and Places

1. What do many of the key terms and people listed at the beginning of the section have in common? Explain.

2. Reading Skill: Identify Effects Useyour completed chart to answer the Focus Question: What effects did Euro-pean exploration have on the people of Africa?

Comprehension and Critical Thinking

3. Determine Relevance How did the Portuguese strategy of building forts instead of permanent colonies affect Portugal’s history in Africa?

4. Recognize Cause and Effect Howdid Europeans change the nature of African slavery?

5. Analyze Information Why did the Asante and Oyo need to trade with Europeans to maintain power?

6. Predict Consequences Would the Europeans have taken the same course in Africa if the people there had been Christian like themselves?

● Writing About History

Quick Write: Write a Thesis StatementWrite a thesis statement that will support a biographical essay about either Osei Tutu or Affonso I. Remember that the facts and events you cite in your essay should sup-port your thesis statement. For example, the following thesis statement is not sup-ported by the facts in the text: Affonso I was instrumental in slowing the slave trade in Africa.

The Oyo Empire The Oyo empire arose from successive waves ofsettlement by the Yoruba people of present-day Nigeria. It began as arelatively small forest kingdom. Beginning in the late 1600s, however,its leaders used wealth from the slave trade to build up an impressivearmy. The Oyo empire used the army to conquer the neighboring king-dom of Dahomey. At the same time, it continued to gain wealth bytrading with European merchants at the port city of Porto-Novo.

What caused some African states to grow?

The European Presence ExpandsFollowing the Portuguese example, by the 1600s several Europeanpowers had established forts along the western coast of Africa. As Por-tuguese power declined in the region, British, Dutch, and French trad-ers took over their forts. Unlike the Portuguese, they establishedpermanent footholds throughout the continent.

In 1652, Dutch immigrants arrived at the southern tip of the conti-nent. They built Cape Town, the first permanent European settle-ment, to supply ships sailing to or from the East Indies. Dutchfarmers, called Boers, settled around Cape Town. Over time, theyousted, enslaved, or killed the people who lived there. The Boers helda Calvinist belief that they were the elect, or chosen, of God. Theylooked on Africans as inferiors and did not respect their claims to theirown land. In the 1700s, Boer herders and ivory hunters began to pushnorth from the Cape Colony. Their migrations would eventually lead tobattle with several African groups.

By the mid-1600s, the British and French had both reached present-day Senegal. The French established a fort in the region around 1700. Inthe late 1700s, stories about British explorers’ search for the source ofthe Nile River sparked an interest in Africa among Europeans, especiallythe French and British. In 1788, the British established the AfricanAssociation, an organization that sponsored explorers to Africa. Over thenext century, European exploration of Africa would explode.

How did the European presence in Africa expand?

Elmina CastleEuropean traders called the places where they held and traded slaves “castles.” Builtby the Portuguese in 1482, Elmina Castle in present-day Ghana was used as a base for trading slaves, gold, and imported European products.

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History Background

Objectives

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Understand Affonso’s reasons for ask-ing Portugal to help end the slave trade in Africa.

■

Analyze the language Affonso uses in hopes of convincing King John.

Build Background Knowledge

Have students recall what they have learned about Portuguese efforts to win converts to Christianity in Africa. As stu-dents read the selection, have them con-sider whether Affonso’s conversion to Christianity made any difference in his relations with King John of Portugal.

Instruct

■

As students read the selection, have them list each of the negative effects that Affonso says Portugal’s involvement in the slave trade has produced. When students have finished, have them write a master list on the board.

(Lists should include: weakening of Affonso’s power over vassals; lessening of Kongo’s security and peace; corruption; depopulation)

■

Point out that Affonso uses religious language that he hopes will appeal to the Portuguese king. Ask

What are some examples of this language?

(He refers to God, priests, and the holy sacrament.)

What does he hope to accomplish by using such language?

(He wants to appeal to King John’s responsibility as a Christian king.)

Monitor Progress

Have students return to the Build Back-ground Knowledge exercise. Ask them to use specific quotations from the selection to write a paragraph that answers the question they were to consider:

Does Affonso’s status as a Christian make any difference in his relations with King John of Portugal?

Thinking Critically

1.

Affonso believes they no longer respect him as a ruler, because they can get the things they want directly from the Europeans.

2.

priests and teachers, and wine and flour for religious sacraments

L3

L3

King Affonso I:

Letter to King John of Portugal

King Affonso I:Letter to King John III of Portugal

In 1490, the Portuguese converted the son of a Kongo king to Christianity and then helped him take his father’s throne. The new king, born Nzinga Mbemba, was renamed Affonso. King Affonso soon realized that his relationship with Portugal had extremely negative consequences, as can be seen from his letter to King John III of Portugal in 1526. In this letter, the king of Kongo appeals to the king of Portugal to end the slave trade.

Thinking Critically1. Identify Causes What does King

Affonso believe has caused his vassals to become disobedient?

2. Analyze Information Whatspecifically does King Affonso say he still needs from the Portuguese?

ir, Your Highness of Portugal should know how our Kingdom is beinglost in so many ways. This is caused by the excessive freedom given by

your officials to the men and merchants who are allowed to come to thisKingdom to set up shops with goods and many things which have beenprohibited by us. Many of our vassals, whom we had in obedience, do notcomply1 because they have the things in greater abundance than weourselves. It was with these things that we had them content andsubjected under our jurisdiction2, so it is doing a great harm not only tothe service of God, but to the security and peace of our Kingdoms andState as well.

And we cannot reckon how great the damage is, since the mentionedmerchants are taking every day our natives, sons of the land and the sonsof our noblemen and vassals and our relatives. The thieves and men of badconscience grab them wishing to have the things and wares of thisKingdom which they are ambitious of; they grab them and get them to besold. And so great, Sir, is the corruption and licentiousness3 that ourcountry is being completely depopulated, and your Highness should notagree with this nor accept it as in your service. And to avoid it we needfrom those your Kingdoms no more than some priests and a few people toteach in schools, and no other goods except wine and flour for the holysacrament.

That is why we beg of Your Highness to help and assist us in thismatter, commanding your factors4 that they should not send here eithermerchants or wares, because it is our will that in these kingdoms thereshould not be any trade of slaves nor outlet for them. Concerning what isreferred to above, again we beg of Your Highness to agree with it otherwisewe cannot remedy such an obvious damage.

S

1. comply (kum PLY) v. agree to a request2. jurisdiction (joor is DIK shun) n. area of authority or power3. licentiousness (ly SEN shus nis) n. lack of morality4. factors (FAK turs) n. agents

� A Congolese brass and wood crucifix dating from the 1500s blends Christian and traditional African symbols.

� King John III of Portugal

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