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The Age ofExploration
1400 1475 1550 16251400 1475 1550 16251420 Portugal beginsmapping Africascoast
1492Columbusreaches theAmericas
1520Magellans crew sails around the world
1588England defeatsthe SpanishArmada
A lighthouse stands among the ruins of Prince Henry the Navigators schoolof navigation in Algarve, Portugal.
654
655
Bud
dy M
ays/
CO
RB
IS
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Chapter Overview Visitca.hss.glencoe.com for a preview of Chapter 10.
483
Europe Explores the WorldThe interaction of different societies brings about the development of
new ideas, art, and technology. In the 1400s, many trade routescollapsed. At the same time, Europeans learned new technologiesfrom Asia and the Arab world and invented some of their own.This led to an age of exploration.
Trade and EmpireThe interaction of different societies brings about the development of
new ideas, art, and technology. Exploration led to the creation ofnew empires. It also encouraged the development of new ideas incommerce.
A Global ExchangeExploration and trade spread ideas and goods. European exploration
and trade spread new goods and ideas throughout the world. Thishad both positive and negative effects.
View the Chapter 10 video in the Glencoe Video Program.
Organizing Information Make this foldable to help you organize and analyzeinformation by asking yourself questions about the Age of Exploration.
Reading and WritingAs you read the chapter,write the main ideas foreach section under theappropriate tabs of yourfoldable. Then write one statement for eachtab that summarizes allof the main ideas in that tab.
Step 1 Fold three sheets of paperin half from top to bottom.
Step 2 On each folded paper, make acut 1 inch from the side on the top flap.
Step 3 Place the folded papers oneon top of the other. Staple thethree sections together and labelthe top three tabs: Europe Exploresthe World, Trade and Empire,A Global Exchange.
Cut 1 inch fromthe edge through the
top flap only.
Europe Explores the World
Staple here.
http://ca.hss.glencoe.com
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A useful monitoring
strategy is to slow
down
or speed up your re
ading,
depending on the t
ext.
A key strategy to help you improve your reading is monitoring,or finding your reading strengths and weaknesses. As you read,monitor yourself to make sure that the text makes sense. Discoverdifferent monitoring techniques that you can use at different times,depending on the type of text and situation. Read the followingparagraph and the examples of monitoring.
If the text does not make sense, rereadwhat you do not understand. Readingthe text before or after the passage mayhelp.
Look at related graphs, charts, illustra-tions, or photographs on the page.
Think about what you already knowabout the text, based on what you mayhave read, seen, or experienced.
Sometimes readingahead will help youunderstand themeaning.Cartography isdefined in the textimmediately follow-ing the term.
What do youremember about theemergence of print-ing? Check back inthe book to helpyou remember.
Do you recognizethese terms? Haveyou ever used longi-tude and latitude toread a globe ormap?
Do you know whoPtolemy was? Theindex may showyou where to findmore informationabout him.
Monitoring
With the invention of the print-ing press, books like Ptolemyscould be printed and sold all overEurope. Ptolemys theories about cartography, or the science of mapmaking, were very influential.His basic system of longitude andlatitude is still used today.
from page 488
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The paragraph below appears in Section 2. Read the passage andanswer the questions that follow. Discuss your answers with otherstudents to see how they monitor their reading. As you reread a
section from thischapter, monitoryourself to see howwell you understand.Then describe in ashort paragraph whatkind of strategies aremost helpful to youbefore, during, andafter you read.
Read to Write
Mercantilism encouraged Europeansto set up trading posts and colonies inAsia and North America. By the end ofthe 1500s, Spain had set up a colony inthe Philippines. The Spanish shipped sil-ver to the Philippines from America andthen used it to buy Asian spices and silkfor sale in Europe.
from page 497
What questions do you still have afterreading?
Do you understand all the words in thepassage?
Did you read the passage differently thanyou would have read a short story or anewspaper article? How do you read var-ious types of text differently?
Did you have to stop reading often? Is thereading the appropriate level for you?
Ships of the Dutch East India Company
Identify one paragraph in each sec-tion of the chapter that is difficult tounderstand. Discuss each paragraphwith a partner to improve your under-standing.
485
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Europe Exploresthe World
1420 Portugal begins
mapping Africas coast
1492Columbusreaches theAmericas
1520Magellans crew sails around the worldAFRICA
EUROPE
SOUTHAMERICA
NORTHAMERICA CHINA
INDIA
1400 1475 15501400 1475 1550
486 CHAPTER 10 The Age of Exploration
Looking Back, Looking AheadYou have learned how Italys cities
grew rich from trade. In the 1400s,other European states began exploringthe world in search of wealth.
Focusing on the In the 1400s, trade, technology, and
the rise of strong kingdoms led to anew era of exploration.(page 487)
While the Portuguese explored Africa,the Spanish, English, and Frenchexplored America.(page 489)
Locating PlacesAzores (AYZOHRZ)Madeira (muhDIHRuh)Hispaniola (HIHSpuhNYOH luh)Strait of Magellan (muh JEH luhn)Newfoundland (NOO fuhn luhnd)St. Lawrence River (LAWRuhns)
Meeting PeopleVasco da Gama (VASkoh duh
GAmuh)Christopher Columbus
Magellan (muh JEH luhn)John Cabot (KAbuht)Jacques Cartier
(ZHAHK kahrTYAY)
Content Vocabularyastrolabe (AStruhLAB)compass (KUHMpuhs)caravel (KARuhVEHL)cartography (kahrTAHgruhfee)
Academic Vocabularyfund
locate
Reading StrategyCause and Effect Complete adiagram like the one below showingwhy Europeans began to explore.
HistorySocial ScienceStandardsWH7.11 Studentsanalyze political andeconomic change in thesixteenth, seventeenth,and eighteenthcenturies (the Age ofExploration, theEnlightenment, and theAge of Reason).
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WH7.11.1 Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.
WH7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.
Europe Gets Ready to ExploreIn the 1400s, trade, technology, and
the rise of strong kingdoms led to a new era ofexploration. Reading Connection Do you like traveling to placesthat you have never been to? Read to learn whyWestern Europeans set off to explore the world.
In the 1400s and 1500s, nations inWestern Europe began exploring the world.They soon gained control of the Americasand parts of India and Southeast Asia aswell. Why did they begin exploring in the1400s? Many events generated just the rightconditions for exploration.
Trade With Asia As you have read, in theMiddle Ages, Europeans began buying vastamounts of spices, silks, and other goodsfrom Asia. In the 1400s, however, it becameharder to get those goods.
First of all, the Mongol Empire had col-lapsed. The Mongols had kept the Silk Roadrunning smoothly. When their empire col-lapsed, local rulers along the Silk Roadimposed new taxes on merchants. Thismade Asian goods more expensive.
Next, the Ottoman Turks conqueredthe Byzantine Empire and blocked Italianmerchants from entering the Black Sea.The Italians had trading posts on the coastof the Black Sea where they bought goodsfrom Asia. Now, they could no longerreach them. They had to trade with theTurks instead, and this drove prices evenhigher.
Europeans still wanted the spices andsilks of East Asia. Anyone who could find away to get them cheaply would make a lotof money. Merchants began looking for aroute to East Asia that bypassed the MiddleEast. If they could not get there by land,maybe they could get there by sea.
CHAPTER 10 The Age of Exploration 487
New Technology Even though the Euro-peans wanted to go exploring, they could notdo it without the right technology. TheAtlantic Ocean was too dangerous and diffi-cult to navigate.
By the 1400s, they had the technologythey needed. From the Arabs, Europeanslearned about the astrolabe and the com-pass. The astrolabe (AS truh LAB) was anancient Greek device that could be used tofind latitude. The compass (KUHM puhs),invented by the Chinese, helped navigatorsfind magnetic north.
Even with these new tools, the Europeansneeded better ships. In the 1400s, they beganusing triangular sails developed by the Arabs.These sails let a ship zigzag into the wind.
Early compass
Astrolabe
European explorersand traders began touse smaller, fasterships called caravels in the 1400s. Whatadvantage did tri-angular sails offer a ship?
(t)Peabody Essex Museum, Salem, MA, (c)SuperStock, (b)Michael Holford
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488 CHAPTER 10 The Age of Exploration
The rise of towns and trade helped makegovernments stronger. Rulers could tax thetrade in their kingdom and then use themoney to build armies and navies. Usingtheir new power and resources, they wereable to build strong central governments.
By the end of the 1400s, four strongkingdomsPortugal, Spain, France, andEnglandhad been built in Europe. Theyhad harbors on the Atlantic Ocean and wereanxious to find a sea route to Asia. Thequestion was where to go.
Did Maps Encourage Exploration? By the1400s, most educated people in Europe knewthe world was round, but they only hadmaps of Europe and the Mediterranean.When the Renaissance began, however, peo-ple began to study ancient maps as well asbooks written by Arab scholars.
Twelve hundred years earlier, a Greek-educated Egyptian geographer namedClaudius Ptolemy had drawn maps of theworld. His book Geography was discoveredby Europeans in 1406 and printed in 1475.
With the invention of the printingpress, books like Ptolemys could beprinted and sold all over Europe. Ptolemystheories about cartography (kahr TAH gruh fee), or the science of mapmaking,were very influential. His basic system oflongitude and latitude is still used today.
European cartographers also beganreading a book written by al-Idrisi, an Arabgeographer. Al-Idrisi had published a bookin 1154 showing the parts of the worldknown to Muslims. By studying the worksof al-Idrisi and Ptolemy, Europeans learnedthe geography of East Africa and the IndianOcean. If they could find a way aroundAfrica, they could get to Asia.
Summarize What were themain reasons the Europeans began exploring theworld in the 1400s?
They also began building ships withmany masts and smaller sails to make their ships go faster. A new type of ruddermade steering easier. In the 1400s, theseinventions came together in a Portugueseship called the caravel. With ships like thecaravel (KAR uh VEHL), Europeans couldbegin exploring the world.
The Rise of Strong Nations Even withnew technology, exploration was stillexpensive and dangerous. For most of theMiddle Ages, Europes kingdoms wereweak and could not fund exploration. Thissituation began to change in the 1400s.
Prince Henrys school for navigation helpedmake possible the discovery of new waterroutes and new lands. Here, Prince Henry isshown watching for the return of his ships.What types of professionals did Prince Henryinvite to his research center?
Bettmann/CORBIS
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WH7.11.1 Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.
Upper DeckSailors slept and
cooked their meals on the upper deck.
Captains CabinThis room served
as Columbuss dining room, bedroom, and
study.
HoldFood, fresh water,
and supplies for the voyage filled the
ships hold.
Crows NestThe crows nest served as a platform for a lookout.
Santa MaraSanta Mara
The Santa Mara, Columbuss flagship, waslarger and slower than the other twoships on the voyage. What islands mightColumbus have explored on his firstvoyage to the Americas?
Exploring the WorldWhile the Portuguese explored Africa,
the Spanish, English, and French explored America.Reading Connection Have you ever done something dar-ing or tried something new not knowing how it would turnout? Read to learn how European explorers took chancesand went places no Europeans had ever been before.
By the early 1400s, Europeans wereready to explore. England and France werestill fighting each other, however, and Spainwas still fighting the Muslims. This gavePortugal the chance to explore first.
Who Was Henry the Navigator? In 1419Prince Henry of Portugal, known as Henrythe Navigator, set up a research center in southern Portugal. He invited sailors,cartographers, and shipbuilders to comeand help him explore the world.
In 1420 Portugal began mappingAfricas coastline and trading with Africaskingdoms. It also seized the Azores (AY ZOHRZ), Madeira (muh DIHR uh), and CapeVerde islands. Soon after, the Portuguesediscovered sugarcane would grow on theislands.
Sugar was very valuable in Europe. To work their sugarcane fields, thePortuguese began bringing enslavedAfricans to the islands. This was the begin-ning of a slave trade that would eventuallybring millions of enslaved people to theAmericas as well.
In 1488 the Portuguese explorerBartolomeu Dias reached the southern tipof Africa. Nine years later, Vasco da Gama(VAS koh duh GA muh) rounded the tipof Africa, raced across the Indian Ocean,and landed on Indias coast. A water routeto East Asia had at last been located.
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490 CHAPTER 10 The Age of Exploration
N
S
W E
Mercator projection2,000 km0
2,000 mi.0
Death ofMagellanApril 1521
60W
60E 120E
180120W
0
0
60N
60S
EQUATOR
180D
ias 1487
Elcano (for M
agellan) 152
2
ElcanoMa
gellan
1519
Magellan 1521
Cortes 1519 Columbus 1492
Verrazano 15
24
da Gama
Cabr
al 15
00
Cabral
daG
am
a 1497
Cartier 1534
Cabot
1497
Hudson 1610
Hudson 1609
nallegaM
Pizarro1531-1532
da Gama da GamaATLANTICOCEAN
INDIANOCEAN
PACIFICOCEAN
HudsonBay
CaribbeanSea
PACIFICOCEAN
Strait of Magellan
Strait ofMalacca
A S I A
AFRICA
EUROPE
AUSTRALIASOUTH
AMERICA
NORTHAMERICA
Philippines
Greenland
HispaniolaBahamasCuba
Spice Islands(Moluccas)
SPAIN
PORTUGAL
NETHERLANDSFRANCE
PERU
CHINAINDIA
JAPANMEXICO
ENGLAND
Lima
Tenochtitlan(Mexico City)
MelakaCalicutGoa
Christopher Columbus While the Port-uguese explored Africa, an Italian navigatornamed Christopher Columbus came upwith a daring plan to get to Asia. He wouldsail across the Atlantic Ocean.
Columbus needed someone to financethe trip. The rulers of Portugal, England,and France all turned him down. Finally in1492 Ferdinand and Isabella of Spain saidyes. Earlier that year, they had finallydriven the Muslims out of Spain. Theycould now afford to pay for exploration.
Columbus outfitted three ships: theSanta Mara, the Nia, and the Pinta. In 1492they left Spain and headed west. As theweeks passed, the crew grew desperate.Finally they sighted land, probably theisland of San Salvador. Columbus claimedthe land for Spain and then explored Cubaand Hispaniola (HIHS puh NYOH luh).
Columbus thought he was in Asia. Heconducted three more voyages to the region but never realized he had arrived in theAmericas. Eventually, Europeans realizedthey had found two huge continents.
Who Was Magellan? Many Spaniardsexplored the Americas in the 1500s, butonly Ferdinand Magellan (muh JEH luhn)tried to finish what Columbus had set outto do. In 1520 he left Spain and headed westto sail around the Americas and then all theway to Asia.
Magellan sailed south along SouthAmerica. Finally, he found a way around thecontinent. The passage he found is namedthe Strait of Magellan (muh JEH luhn).
DutchEnglishFrenchPortugueseSpanish
KEY
For more than 100 years, Europeans undertookvoyages of exploration.1. Location Based on this map, which continents
were not visited by European explorers?2. Regions What general region did the English
explore?Find NGS online map resources @www.nationalgeographic.com/maps
European Exploration of the World
http://www.nationalgeographic.com/maps
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CHAPTER 10 The Age of Exploration 491
After passing through the stormy strait, hisship entered a vast sea. It was so peaceful, orpacific, that he named the sea the PacificOcean.
Magellan then headed west. His sailorsnearly starved and had to eat leather, saw-dust, and rats. Finally, after four months atsea, they reached the Philippines. After localpeople killed Magellan, his crew continuedwest across the Indian Ocean, around Africa,and back to Spain. They became the first
known people to circumnavigate (SUHRkuhmNA vuh GAYT), or sail around, the world.
The First English and French ExplorersAs the news spread about Columbuss journey, England decided to search for anorthern route to Asia. In 1497 an Englishship commanded by John Cabot (KA buht)headed across the Atlantic.
Cabot encountered a large island henamed Newfoundland (NOO fuhn luhnd).
Christopher Columbus
Voyages: 1492, 1493,1498, 1502
First European to sailwest searching for awater route to Asia
Vasco da Gama
Voyage: 14971499
First European tosail around thesouth of Africa and reach India
Ferdinand Magellan
Voyage: 15191522
Led the firstexpedition to sail
completely aroundthe world
Jacques Cartier
Voyages: 1534,1535, 1541
Explored the St.Lawrence River
Henry Hudson
Voyages: 1607, 1608,1609, 1610
Explored theHudson River and
Hudson Bay
Important European ExplorersImportant European Explorers
N
S
W E
500 km0Mercator projection
500 mi.0
Cartier
153442
Champlain 160315
Verrazano 1524
Marquetteand Joliet
1673
La Salle167982
Hudson 160
9
60W30N
ATLANTICOCEAN
Gulf of Mexico
Ohio R.
Mississippi R
.
Mis souri R.Ark ansas R.
NORTHAMERICA
QuebecMontreal
Plymouth
Jamestown
French explorationDutch exploration
KEY
N
S
W E1,000 km0
Mercator projection
1,000 mi.0Balboa1513
De Soto153842
Ponce De
Leon 1513
Narvaez 1528
Cabezade Vaca 152 836
Coro
na
do 154042
Cabrillo154243
Cortes
1519
90W120W 60W
30N
0
ATLANTICOCEAN
PACIFIC OCEAN
Caribbean Sea
Ohio R.
Mississippi R
.
Misso uri R.
Arkans as R.
Co l
orad
o R.
Ri o Grande
Snake R.
NORTHAMERICA
SOUTHAMERICA
Santa Fe
St. Augustine
Tenochtitlan(Mexico City)
Spanish explorationKEY
(l)The Metropolitan Museum of Art, Gift of J. Pierpont Morgan, 1900(00.18.2), (cl)Stock Montage, (c)Collection of The New-York Historical Society, (cr)Reunion des Musees Nationaux/Art Resource, NY, (r)North Wind Picture Archives
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He then traveled southalong the coast of present-day Canada but did notfind a path through to Asia.Cabot disappeared on hissecond trip and was neverheard from again.
In 1524 France sentGiovanni da Verrazano tomap Americas coast andfind a route through toAsia. Verrazano mappedfrom what is today North Carolina north toNewfoundland but found no path to Asia.
Ten years later, the French tried again.This time they sent Jacques Cartier (ZHAHKkahr TYAY). Cartier sailed past Newfound-land and entered the St. Lawrence River(LAWR uhns). After two more trips, Francestopped exploring. By the mid-1500s,
French Protestants and Catholics werefighting a civil war. There was no moreexploring until it was settled.
Identify Who was the firstEuropean to sail to India? Whose crew was first tosail around the world?
492 CHAPTER 10 The Age of Exploration
The St. Lawrence River today
Reading SummaryReview the Rising prices of Asian goods,
increased wealth from trade,strong central governments, newsailing technology and maps, andRenaissance attitudes causedEuropeans to begin exploring theworld in the 1400s.
Portugal found a route aroundAfrica to India, Spain began build-ing an empire in America, andEngland and France sent explor-ers to America and Asia.
1. What was a caravel, and whywas it important?
2. Describe the accomplishments ofFerdinand Magellan.
Critical Thinking3. Organize Information Draw
a chart like the one below. Useit to name the explorers dis-cussed in this section, thecountry they sailed for, and theplaces they explored.
4. Persuasive Writing Whichexplorer do you think accom-plished the most? Why? Writean essay defending your posi-tion.
5. What knowledgeand inventions of other culturesdid Europeans use in their explo-rations? How did they help theexplorers?
6. MonitoringWrite a 10-question multiplechoice test to help you reviewthe important information inthis section. Exchange testswith a classmate. CA HR1.
CA HI2.
CA 7WA2.4
CA 7RC2.0
What Did You Learn?
Study Central Need help understandingEuropean explorers? Visit ca.hss.glencoe.comand click on Study Central.
Country AreaExplorer Sailed For Explored
National Maritime Museum, London
http://ca.hss.glencoe.com
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Trade and Empire
Looking Back, Looking AheadOne effect of European
exploration was the creation of newempires. At the same time, acommercial revolution occurred ascompanies engaged in early forms ofcapitalism.
Focusing on the The Spanish and Portuguese built
world empires by establishing coloniesin the Americas. (page 494)
To increase trade, Europeans set upcolonies and created joint-stockcompanies. (page 497)
Locating PlacesNetherlands (NEHthuhr luhnz)Moluccas (muhLUHkuhz)
Meeting PeopleHenry VIII
Elizabeth I
Pedro Alvares Cabral (PAYthroo AHLvahr ihs kuhBRAHL)
Content Vocabularymercantilism (MUHRkuhnTUH
LIHzuhm)export (EHKSPOHRT)import (IHMPORHT)colony (KAH luhnee)commerce (KAHmuhrs)invest (ihnVEHST)capitalism (KApuhtuhl IHZuhm)
Academic Vocabularyprimary (PRYMEHRee)aid
anticipate (anTIHsuhPAYT)
Reading StrategyCause and Effect Complete a diagramlike the one below showing what led tothe rise of modern capitalism.
HistorySocial ScienceStandardsWH7.11 Studentsanalyze political andeconomic change in thesixteenth, seventeenth,and eighteenthcenturies (the Age ofExploration, theEnlightenment, and theAge of Reason).
c. 1550Portuguese
plantations set up in Brazil
1500Cabral takescontrol of IndianOcean trade
1588England
defeats theArmada
1619Dutcharrive in Java
1500 1550 16001500 1550 1600
AFRICA
EUROPE
SOUTHAMERICA
NORTHAMERICA CHINA
INDIA
CHAPTER 10 The Age of Exploration 493
Ideas of ModernCapitalism
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WH7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age ofExploration, the Enlightenment, and the Age of Reason). WH7.11.3 Examine the origins of modern capitalism; the influence ofmercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changinginternational trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.
Europes EmpiresThe Spanish and Portuguese built new
empires by establishing colonies in the Americas.
Reading Connection Have you ever been to a storethat did not have what you wanted and then boughtsomething else instead? Read to learn how the Spanishhoped to find spices and silk in the Americas but foundgold and silver instead.
As you have learned previously, Spainand Portugal built vast empires by estab-lishing colonies in the Americas and trad-ing posts in Asia in the 1500s. To create
these empires, they first had to conquer theAztec and Inca.
The Fall of the Aztec and Inca As you read in Chapter 9, when the Spanishconquistadors arrived, both the Aztec andInca ruled large empires. The Aztec empireruled more than five million people. To sup-port this population, they designed com-plex farming methods, built irrigationsystems, and drained swamps. They alsohad made advances in science, developed acalendar, and built impressive buildingsand bridges.
As you have learned, the Inca also ruleda vast empire, stretching thousands of milesthrough the Andes. To govern effectively,they built a huge network of roads coveringabout 25,000 miles. Their buildings revealhighly advanced engineering skills. Theyused no mortar to hold their stone blockstogether, yet their buildings could surviveearthquakes.
Both the Inca and the Aztec were expertmetalworkers and had great quantities ofprecious metals. These included silver andgold. They also commanded large, well-organized armies. Nonetheless, neithercould fight well against the steel swordsand guns of the Spanish troops led byCorts and Pizarro.
The Spanish had another advantage.They carried diseases with them. Amongthese were whooping cough, smallpox, andthe measles. These diseases proved espe-cially deadly to the Native Americansbecause they had never been exposed tothem before. The result was devastating.Millions of people died, and much of theirnative culture vanished as well.
Spain and Portugals Empires After theSpanish conquered the Aztec and Inca, theyset up governments to rule the region. The
494 CHAPTER 10 The Age of Exploration
N
S
W E
Mercator projection2,000 km0
2,000 mi.0
60W120W
0
60N
EQUATOR
ATLANTICOCEAN
PACIFICOCEAN
West Indies
BRAZIL
MEXICO
NORTHAMERICA
SOUTHAMERICA
Empires in America
Portuguese territory c. 1500Spanish territory c. 1500
KEY
1. Location Which countrycontrolled the most territory inthe Americas?
2. Region What geographical traitsdid the territories of Spain andPortugal have in common
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CHAPTER 10 The Age of Exploration 495
Aztec Empire became New Spain,and the Inca Empire became NewCastile. The Spanish appointedlocal governors who reported tothe king. The primary responsi-bility of these governors was tomine gold and silver and send asmuch as possible back home toSpain. Vast amounts of gold andsilver began to flow to Europefrom Spains empire in America.
The Spanish did not rule allof the Americas. A large portion of SouthAmerica was controlled by the Portuguese.They called this region Brazil.
Unlike the Spanish, the Portuguesecolonists focused on producing one specificcash cropsugarcane. As you learned pre-viously, sugarcane is used to produce sugar,a product that had become very popular inEurope by that time.
Beginning around 1550, the Portugueseset up large sugarcane plantations along theBrazilian coast. They then began bringingenslaved people from Africa to Brazil to workon the plantations. Soon more than half thepopulation of Brazil had come from Africa.
Spain Fights England In the meantime,England had become Spains enemy. As youhave read, in 1527 King Henry VIII ofEngland broke from the Catholic Church andmade his kingdom Protestant. By the 1560s,the Dutch had converted to Protestantismtoo, even though they were part of Spainsempire at that time. Spain was stronglyCatholic and tried to stop Protestantism inthe Netherlands (NEH thuhr luhnz).When the Dutch people rebelled againstSpain, England came to their aid.
To help the Dutch, Queen Elizabeth I ofEngland let English privateers attackSpanish ships. Privateers are privatelyowned ships that have a license from
the government to attack ships of other countries. People nicknamed the Englishprivateers sea dogs. They raided theSpanish treasure ships that were bringinggold back from America.
Englands raids frustrated Philip II, theking of Spain. In 1588 he sent a huge fleetknown as the Spanish Armada to invadeEngland. In July 1588, the Armada headedinto the English Channelthe narrow bodyof water between England and Europe.
The Spanish ships, called galleons, werelarge and had many guns, but they werehard to steer. The smaller English shipsmoved much more quickly than thegalleons. Their attacks forced the Armadato retreat north. There a great storm aroseand broke up the Armada.
The defeat of the Spanish Armada wasan important event. The Spanish were stillstrong, but England now had the power tostand up to them. This encouraged theEnglish and Dutch to begin exploring bothAsia and North America. Soon afterwardthey begin establishing colonies in NorthAmerica as well.
Explain How did the arrivalof the Spanish change the Americas?
To defeat the Spanish Armada, the Englishsent ships that had been set on fire towardthe Spanish warships. Why was the defeat ofthe Spanish Armada important?
Nicholas Devore III/Photographers/Aspen/PictureQuest
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ELIZABETH I15331603Elizabeth I was one of the most popular
British rulersbut she was more loved by thepeople of England than by her father, KingHenry VIII. Elizabeths young life was filledwith change and sadness. She was born toHenry VIII and his second wife, Anne Boleyn.The king was upset when Elizabeth was born,because he wanted a boy to inherit thethrone.
When Elizabeth became queen, shesurrounded herself with intelligent advisers.Together they turned England into a strong,prosperous country. Elizabeth supportedProtestantism in England and in the rest ofEurope. She sent aid to the French Huguenots andProtestants in Scotland and the Netherlands. Sheworked well with Parliament but called fewsessions during her reign. She was a skilled writerand speaker and won the love and support of theEnglish people.
Elizabeth never married, which was unusual at that time. Many men were interestedin marrying her, but she turned down their proposals. One reason Elizabeth probablyremained single was to maintain control of the government at a time when most rulerswere men. She also used her status to the advantage of England. Many prominent menwanted to marry her, and she sometimes threatened to marry someones enemy in orderto get him to do what she wanted.
Elizabeths personality also influenced Englands society. She loved horse riding,dances, parties, and plays. Her support of the arts resulted in the development of new English literature and music. Elizabeth was so popular by the time of her death that the date she became queen was celebrated as a national holiday for 200 years.
496
Even though Queen Elizabeth I had an unhappychildhood, she overcame it to become one ofEnglands most popular leaders. Today EnglandsQueen Elizabeth II has also faced sad situations.Research her life and write a short essaycomparing her life to the life of Elizabeth I.
WH7.11 Students analyze political andeconomic change in the sixteenth,seventeenth, and eighteenth centuries(the Age of Exploration, theEnlightenment, and the Age of Reason).
Queen Elizabeth I
I have the heart andstomach of a king and ofa king of England, too.
Elizabeth I, Armada Speech
(l)Private Collection, Paul Freeman/Bridgeman Art Library, (r)Keren Su/CORBIS
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WH7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent. WH7.11.3 Examine the origins ofmodern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy inseventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; andthe influence of explorers and map makers.
The Commercial RevolutionTo increase trade, Europeans set up
colonies and created joint-stock companies.Reading Connection Do you know anyone who worksat home? Read to learn how merchants in the 1600s gavepeople jobs at home and changed the world trade system.
While Spain built its empire in America,Portugal began building a trading empire inAsia. In 1500, shortly after Vasco da Gamastrip, the Portuguese sent 13 ships back to India. Led by Pedro Alvares Cabral(PAY throo AHL vahr ihs kuh BRAHL), thePortuguese fought a war against the Muslimmerchants in the Indian Ocean.
After defeating the Arab fleet, thePortuguese built trading posts in India,China, Japan, the Persian Gulf, and in theMoluccas (muh LUH kuhz), or Spice Islandsof Southeast Asia. From these bases, theycontrolled most of southern Asias sea trade.
What Is Mercantilism? As Europeanswatched Spain and Portugal grow wealthyfrom their empires, they tried to figure outhow they had become rich. They came upwith the idea of mercantilism (MUHR kuhn TUH LIH zuhm). Mercantilism is the idea thata country gains power by compiling a largesupply of gold and silver.
Mercantilists believe the way to do thisis to export (EHK SPOHRT), or sell to othercountries, more goods than you import(IHM POHRT), or buy from them. If you exportmore than you import, more gold and silverflows in from other countries than goes out.
Mercantilists also thought countriesshould set up colonies. A colony (KAH luh nee) is a settlement of people living in a newterritory controlled by their home country.Colonists are supposed to produce goodstheir country does not have at home. That
way, the home country will not have toimport those goods from other countries.
Trade Empires in Asia Mercantilismencouraged Europeans to set up tradingposts and colonies in Asia and NorthAmerica. By the end of the 1500s, Spain hadset up a colony in the Philippines. TheSpanish shipped silver to the Philippinesfrom America and then used it to buy Asianspices and silk for sale in Europe.
In the 1600s, English and French mer-chants landed in India and began tradingwith the people there. In 1619 the Dutchbuilt a fort on the island of Java, in what isnow Indonesia. They slowly excluded thePortuguese from the spice trade.
What Are Joint-Stock Companies? In the1600s, new ways of doing business devel-oped in Europe. Historians call this thecommercial revolution. Commerce (KAH muhrs) is the buying and selling of goods inlarge amounts over long distances.
To trade long distance, merchantsneeded a lot of money. They had to buygoods, store them in warehouses, and trans-port them over land and sea. They had to
CHAPTER 10 The Age of Exploration 497
These ships sailed for the Dutch East IndiaCompany. Which European nation did theDutch replace in the spice trade?
(l)T. Iwamiya/Photo Researchers, (r)Werner Forman/Art Resource, NY
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498 CHAPTER 10 The Age of Exploration
where prices were high. This processenabled them to make a profit on the trade.
The rise of commerce created a new typeof businessperson called an entrepreneur.Entrepreneurs invest (ihn VEHST), or putmoney into a project. Their goal is to makeeven more money when the project is done.
Many projects were so large that agroup of entrepreneurs had to cometogether and form a joint-stock company. Ajoint-stock company is a business that peo-ple can invest in by buying a share of thecompany. These shares are called stocks.
What Was Cottage Industry? To tradeover a long distance, merchants need alarge supply of goods. They also have tobuy goods at low prices so they can makemoney selling them at higher prices.
By the 1600s, merchants had becomefrustrated with artisans who charged too
know what people in distant lands wantedto buy and what prices were like there.
In other words, European merchantswere making decisions based on the con-cept of supply and demand. Demand refersto what people want to buy and how muchthey are willing to pay for it. Supply refersto things people want to sell and the pricethey can afford to sell it.
If people want a certain good verymuch, the demand is high, and if there isvery little of the good available, the pricewill be high toobecause people will pay alot of money to get it. If manufacturersmake a lot of a particular good and peopledo not want it, the price will be low to getpeople to purchase the surplus.
Merchants usually tried to find goodsthat were cheap in one place and in highdemand in another place. They then movedthe goods from where they were cheap to
CHAPTER 18 Enlightenment and Revolution 498
N
S
W E1,000 km0Two-Point Equidistant projection
1,000 mi.0
Mekong
R.
Ganges R.
PACIFICOCEAN
INDIAN OCEAN
SouthChina
Sea
Bay ofBengal
CAMBODIA
INDIA
CHINA
THAILAND
Ceylon(Sri Lanka)
PhilippinesV IETNAM
Java
Borneo
Sumatra
MalayPeninsula
SpiceIslands
(Moluccas)
ROTAUQE
20N
0
80E 100E 120E
140E
20S
Daman
Pondicherry
Macao
Manila
Batavia(Jakarta)
Melaka
Madras
Bombay
Colombo
Goa
Calcutta
CalicutCochin
Europeans set up trading posts inIndia and Southeast Asia.1. Movement Which countries had
trading posts along the coasts ofIndia?
2. Movement Which countrycontrolled the most ports?
Port city controlled by:KEY
EnglandFranceNetherlands
PortugalSpain
European Trade in Asia c. 1700
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CHAPTER 10 The Age of Exploration 499
Reading SummaryReview the The Spanish and Portuguese built
large empires in the Americaswhere they used NativeAmericans and enslaved Africansto grow sugarcane and mine goldand silver.
Europeans built trading posts inAsia following the ideas of mer-cantilism while a commercial rev-olution led to the rise ofjoint-stock companies and cot-tage industry.
1. What contributed to the fall ofthe Aztec and Incan people?
2. How did mercantilism lead tothe establishment of colonies?
Critical Thinking3. Organizing Information
Use a graphic organizer like theone below to identify thecauses of the commercial revo-lution.
4. What new eco-nomic ideas encouraged coun-tries to build trade empires?
5. Persuasive Writing Write anessay in which you support orreject the decision by QueenElizabeth I to use privateers tofight Spanish ships.
6. EconomicsConnection How did joint-stock companies help mer-chants overcome the highcosts of overseas trade?
CA HI6.
CA 7WA2.4
CA HI2.
CA CS2.
What Did You Learn?
much and worked too slowly. So merchantsbegan asking peasants to make goods forthem. In particular, they asked the peasantsto make wool cloth.
The peasants were happy to make extramoney and glad to find jobs they could doin their homes. Merchants would buy wooland give it to the peasants. This system isoften called the cottage industry, becausethe small houses where peasants lived werecalled cottages.
The rise of joint-stock companies andthe cottage industry were important contri-butions to early capitalist society. Capitalism(KA puh tuhl IHZ uhm) is a system in whichpeople, rather than governments, ownproperty and make goods. Individuals andprivate companies owned by individualsdecide what products to buy and sell.
Although these early ventures in capi-talism were directed by individuals and companies, they were supported by
governments. This was especially true inEngland and Holland, where merchantswere particularly active in creating newcommercial opportunities. Governmentsanticipated that helping entrepreneursgrow their business would bring in moretax money to the government. As a result,northern European seaports became verysuccessful as trade expanded commercialopportunities.
By the mid-1600s, both England andHolland began supporting Jewish entrepre-neurs. Many European Jews had becomemerchants because they were not allowedto own land. As you recall, many cities inEurope had expelled Jews during theMiddle Ages. By allowing them to return toEngland and Holland, these countries ben-efited from the experience and wealth theseJewish entrepreneurs had to offer.
Explain How did merchantsraise the money for overseas trade?
Study Central Need help understanding thecommercial revolution? Visit ca.hss.glencoe.comand click on Study Central.
CommercialRevolution
Erich Lessing/Art Resource, NY
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WH7.11.2 Discuss theexchanges of plants, animals,technology, culture, andideas among Europe, Africa,Asia, and the Americas in thefifteenth and sixteenthcenturies and the majoreconomic and social effectson each continent.
Exploration and Trade:Good or Bad for the World?
Beginning in the 1400s, Eur
opeans
began exploring Africa, Asia
, and the
Americas and greatly increased
their trade
with other parts of the world.
Was this
exploration and trade good for t
he world?
YesMany historia
ns and economists
believe that European trade an
d explo-
ration was good for the worl
d. They
argue that people in one part of t
he world
often had solutions to problems th
at peo-
ple in other parts of the world w
ere still
struggling to solve. Some of th
e major
benefits and advantages of explo
ration
and trade include the following:
Exploration led to more accur
ate
maps. This made travel safer an
d
increased knowledge of the
worlds geography.
Trade led to a sharing of techn
ology.
The Europeans obtained the com
-
pass, gunpowder, porcelain, and
silk
from Asia. The Asians received g
lass
products, woolen cloth, wine, te
le-
scopes, and eyeglasses from
Europe.
Foods such as the potato from
the
Americas and rice from Asia
helped reduce famine in the
world. Salt from Africa helped
preserve food so it could be
shipped long distances.
European ideas about democ-
racy and individual rights even-
tually spread to the world and
helped improve many societies.
Trade produced more wealth
for all societies involved.
Although only a few people
became rich, trade improved
the standard of living for
many people in each society.
Exploration and trade
brought more cultures into
contact with each other. It
increased peoples knowl-
edge of other people in the
world. Although it took
many centuries, this
helped promote tolerance
and acceptance of
diversity.
500
Columbus arriving in the Americas
Gira
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/Art
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501
NoWhile many historia
ns and econ-
omists think that European explo-
ration and trade was good for the
world, many others argue that the
problems and costs outweigh the
benefits. Some of the major problems
include the following:
Exploration and trade spread
many diseases to parts of the
world where the people had no
resistance. These diseases killed
millions of people.
Trade in sugarcane and explo-
ration of Africa led to the rise of
the European slave trade.
Millions of Africans were
enslaved and transported to the
Americas to work on plantations.
European ideas and technology
greatly changed traditional soci-
eties in America, Asia, and Africa.
Many people lost their traditional
ways of life.
European trade led to the rise of
colonies and empires. Many local
people were conquered by the
Europeans and forced to work for
European landowners.
European colonies and trade changed
the economy in many societies. Local
people made goods for trade and no
longer produced goods they needed
for themselves.
One historian wrote:
Just twenty-one years after Columbu
s first
landing in the Caribbean, the vastly pop
ulous
island that the explorer had ren
amed
Hispaniola was effectively desolate; n
early
8,000,000 people .. . had been killed b
y vio-
lence, disease, and despair. [W]hat hap
pened
on Hispaniola was the equivalent of
more
than fifty Hiroshimas. And Hispaniola
was
only the beginning.David E. Stannard
American Holocaust
What do you think? Did the Age of
Exploration benefit the world or caus
e
more problems than it solved?
Checking for Understanding
1. Which benefit from explorationand trade do you think is themost important? Explain youranswer.
2. What does Stannard mean whenhe compares the impact ofColumbuss visit on Hispaniola tomore than fifty Hiroshimas?
3. What arguments would aEuropean have used to defendexploration? What argumentswould an Asian or African havemade against it? Write two fic-tional narratives one from aEuropean viewpoint and onefrom an African or Asian view-point that show the two sides.
CA HR5.CA 7WA2.1
CA HR4.; HR5.
CA 7RC2.3
501
French explorers battling natives
Eric
h Le
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g/A
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esou
rce,
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A Global Exchange
HistorySocial ScienceStandardsWH7.11 Studentsanalyze political andeconomic change in thesixteenth, seventeenth,and eighteenthcenturies (the Age ofExploration, theEnlightenment, and theAge of Reason).
Looking Back, Looking AheadEuropean exploration and trade
led to an exchange of goods andideas throughout the world. This hadboth positive and negativeconsequences.
Focusing on the Exploration and trade led to a
worldwide exchange of products,people, and ideas.(page 503)
While the global exchange had apositive impact in many ways, it alsocreated problems.(page 504)
Locating PlacesArgentina (AHR juhnTEEnuh)Great Plains
Caribbean (KARuhBEEuhn)
Content VocabularyColumbian Exchange
pampas (PAMpuhz)East India Company
Dutch East India Company
Academic Vocabularytransfer (transFUHR)positive (PAHzuhtihv)
Reading StrategyOrganizing Information Create achart like the one below showing thepositive and negative effects of theglobal exchange.
The Global Exchange
Positive NegativeEffects Effects
502
1492Columbus bringsgoods fromAmerica to Europe
1657First chocolateshop opens inEngland
c. 1668Coffee plantsarrive inAmerica
1500 1600 17001500 1600 1700
AFRICA
EUROPE
SOUTHAMERICA
NORTHAMERICA CHINA
INDIA
Richard Bickel/CORBIS
-
WH7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.
had a significant impact. Europeans discov-ered that if they planted potatoes instead ofgrain, about four times as many peoplecould live off the same amount of land.
Other American foods, such as squash,beans, and tomatoes, also made their wayto Europe. Tomatoes greatly changed cook-ing in Italy, where tomato sauces becamevery popular. Chocolate was a popular foodfrom Central America. By mixing it withmilk and sugar, Europeans created a sweetthat is still popular today. The first choco-late shop in England opened in 1657.
Some American foods, such as chili pep-pers and peanuts, were taken to Europe,but they also made their way to Asia andAfrica where they became popular. BothEuropeans and Asians also began smokingtobacco, an American plant.
Many European and Asian grains, suchas wheat, oats, barley, rye, and rice, wereplanted in the Americas. Many tropicalfruits, such as bananas, were brought toAmerica, as was coffee. Coffee, which
The Columbian ExchangeExploration and trade led to a world-
wide exchange of products, people, and ideas.Reading Connection Have you ever eaten rice orwheat bread? Neither rice nor wheat grew in Americawhen Columbus arrived here. Read to learn how themovement of goods and people between America andthe rest of the world caused great changes.
After the Age of Exploration, theeconomies of Europe, Africa, Asia, andAmerica changed. As Europe traded withthe world, a global exchange of people,goods, technology, ideas, and even diseasesbegan. We call this transfer the ColumbianExchange, after Christopher Columbuswho began it by bringing back goods fromAmerica to Europe in 1492.
Two important foodscorn and pota-toeswere taken to Europe from NorthAmerica. Corn was used to feed animals.Larger, healthier animals resulted in moremeat, leather, and wool. The potato also
N
S
W E
1,000 km0Mercator projection
1,000 mi.0
60W 30W
0
30N
ATLANTICOCEAN
SquashQuinine
SweetPotatoes
Avocados
PineapplesPeppers
Turkeys
Corn
Pumpkins
CassavaPeanuts
Potatoes
TomatoesTobacco
CocoaBeans
Beans
Vanilla
CoffeeBeans
Onions Olives
CitrusFruits
Bananas
Grapes
Turnips Peaches &PearsSugarcane
Grains
Livestock
Honeybees
Disease- Wheat- Rice- Barley- Oats
- Cattle- Sheep- Pigs- Horses
AMERICAS
TO EUROPE, ASIA, AND AFRICA
EUROPE, AFRICA, AND ASIA TO A
MERICAS
Disease
EUROPE
AFRICA
NORTHAMERICA
30E
The Columbian Exchange
1. Movement Which grains weretaken to the Americas?
2. Movement Besides food, whatelse was exchanged?
(t)J
eff
Gre
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rg/P
hoto
Res
earc
hers
, (b
)The
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Arc
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/Har
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Col
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Pub
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WH7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.
comes from southwest Asia, was firstplanted in the Americas about 1668.Eventually, large coffee and banana farmsemployed thousands of workers in Centraland South America.
New animals, including pigs, sheep, cat-tle, and chickens were brought to NorthAmerica. The Europeans began raising cat-tle on the plains of North America and thepampas (PAM puhz), or grassy plains, ofArgentina (AHR juhn TEE nuh). Europeanhorses changed the lives of NativeAmericans on the Great Plains of NorthAmerica. Horses provided a faster way tomove from place to place. As a result,Native Americans began hunting buffalo astheir main food source.
The great exchange of food productsdramatically increased the worlds foodsupply. This, in turn, helped increase theworlds population.
Describe Describe theColumbian exchange.
Problems With the ExchangeWhile the global exchange had a posi-
tive impact in many ways, it also created problems.Reading Connection Have you heard about insectsfrom other countries that hurt American crops? Read tolearn how the global exchange created many new prob-lems for people around the world.
Not everything exchanged betweenEurope and America was positive. You readearlier that Europeans carried germs thatcould kill Native Americans. European dis-eases caused widespread outbreaks in thePacific islands as well. Between 1500 and1800, historians estimate that as many as 100million people died from European diseases.
In addition to disease, Europeans intro-duced new species of plants and animals. Insome instances this hurt the local environ-ment. Many species do not cause problemsin their native habitat. However, when
N
S
W E
Mercator projection2,000 km0
2,000 mi.0
60W 60E 120E 180120W 0
0
60N
60S
EQUATOR
ATLANTICOCEAN INDIAN
OCEAN
PACIFICOCEAN
PACIFICOCEAN
Europe
South
America
Asia
Africa
NothAmerica
Acapulco
Lima
Havana
Boston
Baha
CapeTown
Calcutta(Kolkata)
Bombay(Mumbai)
Goa
Macao
Nagasaki
Manila
Trade Routes of the Global Exchange
EnglandFranceNetherlandsPortugalSpain
KEY1. Movement Which country had
trade routes that went to fivedifferent continents?
2. Location Which continent(s) hadall five European trading nationstravel to it?
(l)Stapleton Collection, UK/Bridgeman Art Library, (r)David Turnley/CORBIS
-
introduced to a new region, some plants andanimals can damage the area.
This problem still exists today. For exam-ple, in the early 2000s the Asian carp hadescaped the ponds where it had been kept inthe United States. It quickly grew out of con-trol and threatened to overwhelm other fishspecies located along major rivers and lakes.
You have also read about the destructionthat occurred among the Aztec and Inca fol-lowing the Spanish conquests. Although theSpanish established new governments andnew societies, their presence weakened oreliminated many native cultures.
European empires also caused a hugeshift of people throughout the world.Many of them were colonists moving fromEurope to America. Millions of people,however, were forcibly moved. AfterEuropeans began growing sugarcane in the Caribbean (KAR uh BEE uhn), they en-slaved millions of Africans and movedthem to the Americas.
Europeans also changed Asian society.With their guns and powerful ships, theEuropeans easily defeated Arab fleets andIndian princes. Across Asia, the Europeansforced local rulers to let them set up tradingposts. Within a short time, the East IndiaCompany of England had built an empire inIndia, and the Dutch East India Companyhad built an empire in Indonesia.
European contact with Japan alsochanged that society. Using guns and can-nons imported from Europe, a new shogunwas finally able to defeat the daimyo, or thefeudal lords, and reunite Japan. In addition,Europeans spread their religion and theirpolitical and economic philosophies. Thishelped create unity and cooperation inmany areas, especially those underEuropean control.
Explain How did the globalexchange create problems?
CHAPTER 10 The Age of Exploration 505
Reading SummaryReview the European exploration and trade
brought about a global exchangeof goods and other items, includ-ing plants, animals, technology,and diseases.
While the global exchange hadmany positive affects on theworld, it also caused many prob-lems.
1. Name two important foodsthat come from the Americas.Why were they important?
2. What sometimes happenswhen new plants and animalsare introduced in an area?
Critical Thinking3. Organize Information Draw
a diagram showing itemstraded between Europe and therest of the world.
4. Pick a food orgood from the global exchange.Use your local library and theInternet to research how itspread around the world.
5. Analyze How did foodsimported from the Americasbenefit Europe? Identify someof those foods.
6. Persuasive Writing Write anessay explaining whether ornot you think the ColumbianExchange was beneficial to theworld. CA 7WA2.4
CA 7RC2.0
CA 7WA2.3
CA 7RC2.2
What Did You Learn?
Study Central Need help understanding theglobal exchange? Visit ca.hss.glencoe.com and click on Study Central.
Africa
Europe
AsiaThe
Americas
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http://ca.hss.glencoe.com
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506 CHAPTER 10 The Age of Exploration
Columbus in AmericaOn returning from his voyage to theAmericas, Christopher Columbus wrote a let-ter describing the island of Hispaiola.
[The people of this island] refuse nothingthat they possess, if it be asked of them; onthe contrary, they invite any one to share itand display as much love as if they wouldgive their hearts. They are content withwhatever trifle of whatever kind that maybe given to them, whether it be of value orvalueless. I forbade that they should begiven things so worthless as fragments ofbroken crockery, scraps of broken glass andlace tips, although when they were able toget them, they fancied that they possessedthe best jewel in the world. So it was found
that for a [leather strap] a sailor receivedgold to the weight of two and a half castel-lanos, and others received much more forother things which were worth less. . . . Igave them a thousand handsome goodthings, which I had brought, in order thatthey might conceive affection for us and,more than that, might become Christiansand be inclined to the love and service ofYour Highnesses [king and queen of Spain]. . . and strive to collect and give us of thethings which they have in abundance andwhich are necessary to us.
They do not hold any creed nor are theyidolaters; but they all believe that powerand good are in the heavens and were veryfirmly convinced that I, with these shipsand men, came from the heavens.
The Journals of Christopher Columbus,Cecil Jane, trans.
European ExplorersIn the 1400s and 1500s, several European countries sent
out explorers to map the world and find sea routes to Asia.They soon found a sea route around Africa to India andlearned that two continents lay to the west across theAtlantic. With this knowledge, European goals changed. Theybegan sending out ships to trade with Asia, to build empires,and to spread Christianity.
Read the passages on pages 506 and 507, and thenanswer the questions that follow.
conceive: gainidolater (eyeDAHluhtuhr): person
who worships idols
samorin: ambassador to the king
Readers Dictionary
European explorersused caravels totravel the world.
WH7.11.1 Know the greatvoyages of discovery, thelocations of the routes, andthe influence of cartographyin the development of a newEuropean worldview.
-
CHAPTER 10 The Age of Exploration 507
Columbus in the Americas1. List several of the most likely reasons that the
natives of Hispaniola were so pleasant to theSpaniards.
2. How did the Spanish soldiers take advantageof the natives?
Vasco da Gama Sails to India3. What can you conclude about the economic
status of the people of Mozambique? Explain.
4. After his visit to Mozambique, do you thinkda Gama wanted to continue on to findIndia? Why or why not?
Portugals Empire5. According to the Portuguese court, why do
the people of Calicut deserve to have warwaged against them?
Read to Write6. The readings suggest that spreading religion
was a reason for journeying to new lands, andfor going to war. Based on these passages, doyou think this was the main goal? Explain.
CA HR4.
Vasco da Gama in AfricaIn 1497 King Manuel I of Portugal sent Vascoda Gama to find a sea route to India. Below, DaGama describes the land of Mozambique in east-ern Africa, where his fleet stopped briefly on theway to India.
The men of the land are copper-colored,well-built, and follow the religion ofMohammed. They speak the language of theMoors. Their clothes are made of fine cottonand linen fabric with many brightly coloredand richly embroidered stripes. . . . They aretraders and do business with the white Moors,including four ships that were anchored at portand loaded with gold, silver, fabrics, nutmeg,pepper, ginger, silver rings adorned with manypearls, seed pearls, and rubiesthings alsoworn by the men of this country. It appeared tous, according to what they told us, that all thesethings had been imported, that it was theMoors who brought them, except for the gold;and that farther on, in the direction we wereheading, there was more. Stones, seed pearls,and spices were so abundant, they said, that itwasnt even necessary to barter for them: youcould gather them by the basketful.
Francois Bellec, Unknown Lands
Portugals EmpireVasco da Gama did indeed find India andreturned to Portugal triumphant with his shipsfull of valuable goods. The Portuguese immedi-ately set out to establish a trade empire based onthe following plan.
If Pedro Alvares Cabral does not manage toobtain the friendship and proof of loyalty fromthe samorin of Calicut, he should declare warand then pursue it. . . . [If] these people are sodetermined to follow their errors, by refusingto accept the words of the [true] Faith, denyingthe law of peace that must unite men and existamong them to conserve the human race, andcreating obstacles and hindrances to the exer-cise of trade and exchange, we must then, byfire and sword, wage a cruel war. The captainshave abundant and clear instructions on thesepoints.
Francois Bellec, Unknown Lands
Vasco de Gama
-
Review Content VocabularyWrite the key term that completes each sen-tence in the blank.a. export
b. astrolabe
c. Columbian Exchange
d. mercantilism
e. cartography
1. Rulers who supported _______________tried to get gold and build colonies.
2. European explorers used a(n) ____________to help them find latitude.
3. The art of mapmaking is ____________.
4. Goods were traded from the Americas toEurope and back in the ____________.
5. Wealthy traders wanted to _______________more than they imported.
Review the Section 1 Europe Explores the World
6. What caused Europeans to explore otherparts of the world?
7. Which European nations were first toexplore and conquer other parts of theworld?
Section 2 Trade and Empire8. How were the Americas divided between
Spain and Portugal?9. How did the Europeans increase trade?
Section 3 A Global Exchange10. What new goods entered Europe after the
establishment of the Columbian Exchange?11. What were some of the problems with the
global exchange?
Critical Thinking12. Analyze Do you think the Portuguese or
the Spanish found the better route to EastAsia by sea? CA 7RC2.0
508 CHAPTER 10 The Age of Exploration
Standard WH7.11
13. Predict How do you think the success ofcolonies would have been without the useof enslaved people?
14. Making Connections How did the intro-duction of horses into the Americaschange the way the native people lived?Do you think this was a change for thebetter? Why or why not?
Geography SkillsStudy the map below and answer the follow-ing questions.15. Place Which city in Europe was the first
to receive the potato as part of theColumbian Exchange?
16. Movement Why do you think so muchtime passed before the potato arrived inSweden and Finland?
17. Movement Does it appear from the mapthat trade between nations followed astrict pattern? Why or why not? CA CS3.
CA CS3.
CA CS3.
CA 7RC2.3
CA HI2.
N
S
WE
Lambert Azimuthal Equal-Area projection300 km0
300 mi.0
40N
50N
10E 20E0
10W
20W 60N
ATLANTICOCEAN
Mediterranean Sea
NorthSea
Ba
ltic
Sea
SWEDEN1726
FINLAND1735
HUNGARY1654
BELGIUM1566
from C
hile158
0
fromPeru 1565
1625
Dublin
Madrid
Paris
Lyon1600 Milan
Rome1566
Venice
Frankfurt1580
London
BudapestVienna1580
Wroclaw1708
1599
Spread of the Potato
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Read to Write18. Writing Research Reports
Write a report describing the ideas andinventions European explorers used tomap the world and establish the globalexchange. How did the exchange of ideasshape the worldwide trade system? Useinformation from the text as well as otherresearch to support your report.
19. Using Your Work with yourclassmates to create a quiz that tests yourknowledge of the Age of Exploration. Usethe information from your foldables to cre-ate questions about European exploration,trade and the building of empires, and theglobal exchange.
Using Academic VocabularyReplace each of the underlined words with theword that best fits in its place.20. It is not always easy to locate something
that you have lost.a. forget b. find c. remember
21. His primary job as a chef was to makepeople dinner.a. main b. only c. easiest
22. The Red Cross offers aid to sick and hurtpeople.a. medicine b. help c. money
23. He reacted positively when he received anA on the test.a. sadly b. eagerly c. happily
Economic Connections24. Summarizing Write a detailed summary
describing the development of the eco-nomic systems that helped to increasetrade and profit in Europe.
Reviewing Skills25. Understanding Problems
and Solutions Write a brief essay describ-ing the problems facing Europeans in the1400s and how they overcame those prob-lems through inventions and exploration.The essay should trace the development ofexploration and trade from the 1400s to theglobal exchange of the 1600s.
26. Monitoring Write five ques-tions you would ask to help you betterunderstand the information in the follow-ing paragraph.
To help the Dutch, Queen Elizabeth I ofEngland let English privateers attackSpanish ships. Privateers are privatelyowned ships that have a license from thegovernment to attack ships of othercountries. People nicknamed the Englishprivateers sea dogs. They raided theSpanish treasure ships bringing gold backfrom America.
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CHAPTER 10 The Age of Exploration 509
Use the map below to answer thefollowing question.
The Spanish controlled whicharea of North America by 1750?
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Self-Check Quiz To help you prepare forthe Chapter Test, visit ca.hss.glencoe.com
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http://ca.hss.glencoe.com
Discovering Our Past: Medieval and Early Modern TimesTable of ContentsA Guide to California StandardsCorrelation to the California StandardsAt-Home Standards ReviewPreviewing Your TextbookScavenger HuntReading Skills HandbookNational Geographic Reference AtlasWorld: PoliticalWorld: PhysicalEurope: PoliticalEurope: PhysicalMiddle East: Physical/PoliticalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalNorth America: PoliticalNorth America: PhysicalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalPacific Rim: Physical/PoliticalWorld's PeopleWorld: Land UsePolar Regions
National Geographic Geography HandbookHow Do I Study Geography?How Do I Use Maps and Globes?Understanding Latitude and LongitudeFrom Globes to MapsCommon Map ProjectionsParts of MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic Dictionary
Tools of the HistorianMeasuring TimeOrganizing TimeHistory and GeographyWhat Is a Historical Atlas?How Does a Historian Work?Making Sense of the PastLinks Across Time
Unit 1: New Empires and New FaithsChapter 1: Roman CivilizationReading Skill: PreviewingSection 1: Life in Ancient RomeSection 2: The Fall of RomeSection 3: The Byzantine EmpireChapter 1 Assessment
Chapter 2: Islamic CivilizationReading Skill: Making PredictionsSection 1: The Rise of IslamSection 2: Islamic EmpiresSection 3: Muslim Ways of LifeChapter 2 Assessment
Chapter 3: Medieval AfricaReading Skill: SummarizingSection 1: The Rise of African CivilizationsSection 2: Africa's Religion and GovernmentSection 3: African Society and CultureChapter 3 Assessment
Unit 1 Review
Unit 2: The Middle AgesChapter 4: China in the Middle AgesReading Skill: Making ConnectionsSection 1: China ReunitesSection 2: Chinese SocietySection 3: The Mongols in ChinaSection 4: The Ming DynastyChapter 4 Assessment
Chapter 5: Medieval JapanReading Skill: VisualizingSection 1: Early JapanSection 2: Shoguns and SamuraiSection 3: Life in Medieval JapanChapter 5 Assessment
Chapter 6: Medieval EuropeReading Skill: Making InferencesSection 1: The Early Middle AgesSection 2: FeudalismSection 3: Kingdoms and CrusadesSection 4: The Church and SocietySection 5: The Late Middle AgesChapter 6 Assessment
Unit 2 Review
Unit 3: A Changing WorldChapter 7: The RenaissanceReading Skill: QuestioningSection 1: The Renaissance BeginsSection 2: New Ideas and LiteratureSection 3: Renaissance ArtChapter 7 Assessment
Chapter 8: The ReformationReading Skill: Identifying Cause and EffectSection 1: The Reformation BeginsSection 2: The Reformation SpreadsSection 3: The Counter-ReformationChapter 8 Assessment
Chapter 9: The AmericasReading Skill: Comparing and ContrastingSection 1: The First AmericansSection 2: Life in the AmericasSection 3: The Fall of the Aztec and Inca EmpiresChapter 9 Assessment
Chapter 10: The Age of ExplorationReading Skill: MonitoringSection 1: Europe Explores the WorldSection 2: Trade and EmpireSection 3: A Global ExchangeChapter 10 Assessment
Chapter 11: The Age of EnlightenmentReading Skill: Taking NotesSection 1: The Scientific RevolutionSection 2: The Ideas of the EnlightenmentSection 3: Politics and the EnlightenmentChapter 11 Assessment
Unit 3 Review
AppendixWhat Is an Appendix?SkillBuilder HandbookCalifornia Standards HandbookGlossarySpanish GlossaryGazetteerIndexAcknowledgements and Photo Credits
Feature ContentsPrimary SourceAnalyzing Primary SourcesWorld LiteratureBiographySkillBuilder HandbookYou Decide . . .Linking Past & PresentNational Geographic: The Way It WasPrimary Source QuotesMaps, Charts, Graphs, and Diagrams
Student WorkbooksActive Reading Note-Taking GuideCalifornia Standards Practice WorkbookReading Essentials and Study GuideSpanish Reading Essentials and Study Guide
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