(t)U.S. Architect of the Capitol, (bl)Scala/Art Resource ... · PDF fileLook at the...

72

1542Cabrillo expeditionreaches San Diego Bay

1420Portuguese begin mapping Africa’s coast

1519Magellan’s crewbegins voyagearound the world

1492ChristopherColumbus reaches Americas

1521Cortés defeatsthe Aztec

For thousands of years, the rich cultures of the Americas hadremained virtually unnoticed by the rest of the world. Whenthe Europeans began to explore in the 1400s, they soon con-quered the peoples of the Americas and settled on theirlands. After facing many challenges, a great new nationemerged in North America.

• New ideas about science, exploration, and trade led Europeans toexplore and conquer the Americas.

• Britain’s North American colonies fought for and gained theirfreedom.

1533Spanish expeditionreaches peninsula ofBaja California

1400 15001400 1500

1588Englanddefeats theSpanishArmada

1517Martin Lutherposts Ninety-Five Theses

Christopher Columbus

AstrolabeDefeat of theSpanish Armada

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ATLaNTICOCEaN

EUROPE

ASIA

AFRICA

NORTHAMERICA

SOUTHAMERICA

1689English Bill ofRights is signed

1690Locke publishesTwo Treatises ofGovernment

1769Father Serrafounds firstmission atSan Diego

1776De Anza discovers trail fromSonora to SanFrancisco area

1781Americans winindependencefrom Britain

1600 1700 18001600 1700 1800

Portugal

c. 1740Great Awakeningpeaks

1607Colonistssettle atJamestown

1620Pilgrims foundcolony inMassachusetts

1776American Revolution begins

Juan Bautista de Anza

John Locke

1492 ChristopherColumbus reachesAmericas

1420 Portuguese beginmapping Africa’s coast

1776 AmericanRevolution begins

(bl)Nawrocki Stock Photo, (bc)National Portrait Gallery, (br)Bettmann/CORBIS

74

TENOCHTITLÁN

See Expanding HorizonsChapter 1

COLUMBUS AND THERULERS OF SPAIN

See Expanding HorizonsChapter 1

1632–1704English political

thinkerChapter 1, page 104

1713–1784Spanish missionaryChapter 2, page 118

1644–1718Founder of

PennsylvaniaChapter 2, page 122

1449–1492Italian ruler

Chapter 1, page 92

Lorenzo de’ MediciLorenzo de’ Medici John LockeJohn Locke Junípero SerraJunípero Serra William PennWilliam Penn

(bkgd)Worldsat International Inc. 2004, All Rights Reserved, (t)Charles & Josette Lenars/CORBIS, (c)Giraudon/Art Resource, NY, (bl)Scala/Art Resource, NY, (bcl)National Portrait Gallery, (bcr)Historical Picture Collection/Stock Montage, (br)Mary Evans Picture Library

75

SIGNING THE DECLARATIONOF INDEPENDENCE

See Road to IndependenceChapter 2

MAYFLOWER COMPACT

See Road to IndependenceChapter 2

1732–1799Leader of the Patriot

armyChapter 2, page 139

1743–1826American political

leaderChapter 2, page 150

1744–1818Patriot and supporter

of women’s rightsChapter 2, page 155

1706–1790American scientist

and patriotChapter 2, page 151

Benjamin FranklinBenjamin FranklinGeorge WashingtonGeorge Washington Thomas JeffersonThomas Jefferson Abigail AdamsAbigail Adams

(t)Jamestown Foundation, (c)Francis G. Mayer/CORBIS, (bl)Independence National Historical Park, (bcl)White House Historical Association,(bcr)National Portrait Gallery, Smithsonian Institution/Art Resource, NY, (br)Stock Montage

1521SpanishconquerAztecEmpire

1689English Billof Rightsextendsrights

NORTHAMERICA

SOUTHAMERICA

EUROPE

AFRICAINDIA

CHINA

1200 1450 1700

1492ChristopherColumbussails to theAmericas

1271Marco Polotravels toChina

Mission Santa Barbarain California

William S. Helsel/Getty Images

CHAPTER 1 • Expanding Horizons 77

Summarizing Make this foldable to help you learn about Europeanexploration of the Americas.

Reading and WritingAs you read, ask yourselfwhy England, France,and Spain were explor-ing the Americas. Writeyour questions undereach appropriate pyra-mid wall.

Step 1 Fold the paper from the topright corner down so the edges lineup. Cut off the leftover piece.

Fold a triangle.Cut off the extra

edge.

Step 3 Cut up one fold line and stopat the middle. Draw an X on one taband label the other three.

Fran

ce

England

Spain

Step 2 Fold the triangle in half. Unfold.

The foldswill form an Xdividing four

equal sections.

Step 4 Fold the X flap under the otherflap and glue together.

France

Spain

This makesa three-sided

pyramid.

Chapter Overview Visit ca.hss.glencoe.comfor a preview of Chapter 1.

Age of ExplorationExploration and trade spread ideas and goods. In the 1400s, Europeans

began to explore other areas of the world. Trade increased and goods,technology, and ideas were exchanged around the world.

Rise of Modern CapitalismHumans have created various economic systems. Our economic system is

usually referred to as free enterprise, or capitalism. Capitalism is basedon individual economic freedom. Capitalism developed graduallyfrom economic and political changes in medieval and early modernEurope over hundreds of years.

The EnlightenmentWorld history has been shaped by significant individuals, groups, ideas,

events, eras, and developments. The Scientific Revolution led to newdiscoveries. Using the scientific method, Europeans of the 1600s and1700s developed new ideas about society based on reason.

View the Chapter 1 video in the Glencoe Video Program.

http://ca.hss.glencoe.com

As you preview the chap-

ter, be sure to look over

the maps, photographs,

and charts.

Previewing

If you know what to expect before reading, it will be easier tounderstand ideas and relationships presented in the text. Followthese steps to preview your reading assignments.

78

1. Look at the title and any illustrationsthat are included.

2. Read the headings, subheadings, andanything in bold letters.

3. Skim over the passage to see how it isorganized. Is it divided into many parts?

4. Look at the graphics—pictures, maps, ordiagrams. Read their titles and captions.

5. Set a purpose for your reading. Are youreading to learn something new? Areyou reading to find specificinformation?

Christopher Columbus in the Americas

Now that you have skimmed the chapter, write a shortparagraph describing one thing you want to learn fromthis chapter.


Use the information youhave gathered throughpreviewing to write astudy outline for thechapter.

Read to Write

Take some time to preview this chapter. Skim all the mainheads and main ideas.With a partner, discuss youranswers to these questions.

• Which part of this chapter looks the most interesting to you?

• What do you think will be covered in the next chapter?

• Are there any words in the Main Ideas that areunfamiliar to you?

• Choose one of the Reading Connection questions todiscuss with your partner.

Europe Gets Ready to ExploreNew knowledge and ideas led

Europeans to explore overseas.

Reading Connection Have you ever done some-thing daring or tried something new not knowinghow it would turn out? Read to learn how explorerstook chances and went to new places.

U.S. Architect of the Capitol

80 CHAPTER 1 • Expanding Horizons

Age ofExploration

Looking Back, Looking AheadEuropeans risked dangerous oceanvoyages to discover new sea routes.Today, people continue to explore themysteries of Earth and of space.

Focusing on the • New knowledge and ideas led Europeans

to explore overseas. (page 81)

• In search of trade routes, Portugueseexplorers began an era of overseasexploration. (page 84)

• Rivalries between countries led toincreased exploration of NorthAmerica. (page 86)

Meeting PeopleMarco PoloBartholomeu Dias

(bahr•THAH• luh• MYOO DEE• AHSH)Vasco da Gama

(VAHS•koh dah GA•muh)Christopher ColumbusMontezuma (MAHN • tuh•ZOO•muh)

Locating PlacesPortugal (POHR•chih•guhl)Tenochtitlán (tay•NAWCH•teet•LAHN)

Content Vocabularytechnologyastrolabe (AS• truh• LAYB)circumnavigate

(SUHR•kuhm•NA•vuh•GAYT)conquistador (kahn•KEES• tuh• DAWR)pueblo (PWEH•bloh)missionpresidio (prih•SEE•dee• OH)encomienda (ehn•koh•mee•EHN•da)Northwest Passage

Academic Vocabularyculture (KUHL•chuhr)design (dih•ZYN)

Reading StrategyDetermining Cause and Effect Use adiagram like the one below to identifythree reasons Europeans increasedoverseas exploration.

Causes of European exploration

HistorySocial ScienceStandardsWH7.11 Students ana-lyze political and eco-nomic change in thesixteenth, seventeenth,and eighteenth centuries(the Age of Exploration,the Enlightenment, andthe Age of Reason).

NORTHAMERICA

SOUTHAMERICA

EUROPE

AFRICAINDIA

CHINA

1295Marco Poloreturns fromChina

1492ColumbusreachesAmerica

1519Magellansails thePacific Ocean

1200 1400 1600

WH7.11.1 Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the develop-ment of a new European worldview.

Europe Gets Ready to ExploreNew knowledge and ideas led

Europeans to explore overseas.

Reading Connection Have you ever done some-thing daring or tried something new not knowinghow it would turn out? Read to learn how explorerstook chances and went to new places.

In 1271 Marco Polo set off from Europe ona great trek across Asia to China. Only 17 yearsold at the time, Polo journeyed with his fatherand uncle, both merchants from the Italian cityof Venice. Traveling on camels for more thanthree years, the merchants crossed almost 7,000 miles (11,265 km) of mountains anddeserts. Finally they reached the palace ofKublai Khan (KOO • bluh KAHN), the emperorof China. There Marco Polo spent 17 yearsworking for the Khan and learning muchabout China’s advanced culture.

When Polo returned from China in 1295, hewrote an account of the marvels of Asia,describing great riches and splendid cities.Polo’s Travels was eagerly read in Europe andinspired a new age of exploration. Little didPolo realize the effect Travels would have.Nearly 200 years later his book about the East

would inspire Christopher Columbus and otherEuropean explorers to sail in the opposite direc-tion to reach the same destination.

Growth of Trade Marco Polo lived during theMiddle Ages, the period in Western Europe thatbegan with the fall of the western RomanEmpire and lasted through the 1400s. Duringthis time most Europeans knew little aboutIndia, China, or the rest of Asia. They also hadno idea that the Western Hemisphere existed.Then, a dramatic series of events occurred thatbrought Europeans out of their isolation.

From the late 1000s to the early 1300s,Europeans fought a series of crusades, or holywars, to free the Holy Land where Jesus hadlived from the Muslims. The Muslims were fol-lowers of Islam, a religion that arose in theMiddle East during the A.D. 600s. The Crusadesachieved very little for Europeans, but they didincrease trade between Europe and the lands tothe east. During the time of the Crusades, MarcoPolo made his journey. As Polo’s story spreadand exotic goods from the East appeared inEurope’s marketplaces, more people becameinterested in distant lands. Merchants realizedthat they could make a fortune selling goodsfrom Asia.


Kublai Khan presents golden tablets to Marco Polo.Detail of historic map showingMarco Polo’s journey

(l)Hulton Archive, (r)The Bodleian Library, Oxford, Ms. Bodl. 264, fol.219R

Centers of Trade Wealthy Europeans clam-ored for spices, perfumes, silks, and preciousstones. Merchants bought goods from Arabtraders in the Middle East and sent them over-land by caravan to the Mediterranean Sea, thenby ship to Italian ports. The cities of Venice,Genoa, and Pisa prospered and became centersof the growing East-West trade. The expansion oftrade with Asia made Italian merchants wealthy.

The Rise of Strong Nations During the1400s, Italian merchants found it harder to getthe fabled goods of the East. Political changes inAsia hindered trade between East and West.This made Asian goods more expensive. Inareas of western Europe close to the AtlanticOcean, merchants wanted to expand their busi-nesses through foreign trade. If they could buyspices and silks from the East directly, withoutgoing through the Arab and Italian cities, theycould earn huge profits. They looked for newroutes to East Asia that would bypass theMediterranean Sea and the Middle East.

Meanwhile, a new type of centralized statewas emerging in western Europe. Strong mon-archs had come to power in Spain, Portugal,England, and France. They began to establishnational laws, courts, taxes, and armies toreplace those of local lords. These ambitiouskings and queens sought ways to increase tradeand make their countries stronger and wealth-ier. They played an important role in expandingtrade and interest in overseas exploration.

New Technology Advances in technology—the use of scientific knowledge for practicalpurposes—paved the way for European voy-ages of exploration. Maps were a problem forearly navigators. By the 1400s, most educatedpeople in Europe knew the world was round,but they only had maps of Europe and theMediterranean. Most of these maps were inac-curate because they were drawn from the often-mistaken impressions of traders and travelers.Over time, cartographers, or mapmakers, grad-ually improved their skills.

Using the reports of explorers and informa-tion from Arab geographers, mapmakers mademore accurate land and sea maps. These mapsshowed the direction of ocean currents andlines of latitude, which measured the distancenorth and south of the Equator. Only as sailorsbegan to move beyond the coasts of Europe didthey gain information about the actual shape ofthe earth. By 1500, cartography had reached thepoint where Europeans had fairly accuratemaps of the areas they had explored.


The Compass, c. 1086European technology improved navigation,

but it was the Chinese who invented one ofthe more important tools for navigation: thecompass. Evidence of this technology includesa Chinese document from the year 1086 thattells of sea captains relying on a “south-pointing needle” to help them find their wayin foggy weather. The date on the document ismore than 100 years earlier than the firstrecorded use of the compass in Europe.

How does a compass work? It uses a lodestone—a magnetic ore that always pointsin a north-south direction if allowed to freelyrotate. If you know which way is north, youcan determine the other directions.

Compasses come in manyshapes and sizes.

(l)National Museum of American History, Smithsonian Institution, Behring Center, (r)Photograph Courtesy Peabody Essex Museum

Better Tools and Ships Better instrumentswere developed for navigating the seas. Sailorscould determine their latitude while at sea withan astrolabe (AS • truh • LAYB), an instrument thatmeasured the position of the stars. Europeansalso improved the magnetic compass, a Chineseinvention the Arabs had passed on to Europe inthe 1200s. The compass allowed sailors to deter-mine their ship’s location when they were farfrom land.

Advances in ship design allowed ship-builders to build sailing vessels capable of long

ocean voyages. The stern rudder and the trian-gular sail made it possible for ships to sail intothe wind. Both of these new features came fromthe Arabs. In the late 1400s, the Portuguesedeveloped the three-masted caravel. The car-avel was a small vessel that sailed faster thanearlier ships and carried more cargo and foodsupplies. It also could float in shallow water,which allowed sailors to explore inlets and tosail their ships up to the beach to make repairs.

Analyze Why were MarcoPolo’s travels to China important?


”Land ho!” The tools that earlyexplorers used to sail the uncharted seas weremuch different from the instruments used today.One early navigation tool was the astrolabe. Asailor held the astrolabe vertically, located astar through its sights, and measured thestar’s elevation above the horizon. A ship’sapproximate location could be identifiedthis way.

PPast

Today navigation satellitesdo the work of an astrolabe—and more! The

Navstar Global Positioning System (GPS) is aconstellation of orbiting satellites that provides

navigation information. Developed by the military,Navstar allows a traveler to find out his or her posi-tion anywhere on or above the planet. What aresome items that help you navigate?

Present

Navigation Tools

Astrolabe

Navstar Global PositioningSystem satellite being launched

(l)National Maritime Museum, (r)CORBIS

Exploring the WorldIn search of trade routes, Portuguese

explorers began an era of overseas exploration.

Reading Connection Do you like traveling toplaces that you have never been? Read to see whyEuropeans set off to explore the Americas.

By the mid-1400s, the Italian ports facedincreased competition for foreign trade.Powerful countries like Portugal (POHR •chih •guhl) and Spain began searching for sea routesto Asia, launching a new era of exploration.These new voyages took sailors down the westcoast of Africa, which Europeans had never vis-ited before.

Portugal Leads the Way Prince Henry ofPortugal laid the groundwork for a new era ofexploration. In about 1420, he set up a center forexploration on the southwestern tip of Portugal.Prince Henry brought astronomers, geogra-phers, and mathematicians to share their knowl-edge with Portuguese sailors and shipbuilders.

In early 1488, the Portuguese explorerBartholomeu Dias (bahr• THAH• luh• MYOO DEE•AHSH) reached the southern tip of Africa. As Diasapproached the area, he ran into a terrible stormthat carried him off course and around thesouthern tip of Africa. Dias wrote that he hadbeen around the “Cape of Storms.” On learningof Dias’s discovery, King John II renamed thissouthern tip of land the Cape of Good Hope—he hoped that the passage around Africa mightlead to a new route to India.

The first Portuguese voyages to India weremade years later. In July 1497, Vasco da Gama(VAHS • koh dah GA • muh) set out from Portugalwith four ships. Da Gama rounded the Cape ofGood Hope and visited cities along the coast ofEast Africa. In 1498 he reached the port ofCalicut, completing the long-awaited easternsea route to Asia.

Events moved quickly after that. PedroAlvares Cabral, following Da Gama’s route,swung so wide around Africa that he touchedBrazil. By claiming land for his king, he gavePortugal a stake in the Americas. Meanwhile,Portuguese ships began to make voyages toIndia, returning with cargoes of goods.

Columbus Sets Sail While the Portugueseexplored Africa, an Italian navigator namedChristopher Columbus came up with a daringplan to get to Asia. He would sail west acrossthe Atlantic Ocean. At the time, nobody knewthat a great landmass blocked the route to Asia.

Desperate for money to make the trip,Columbus obtained support from QueenIsabella of Spain in 1492. The Spanish had beenwatching the seafaring success of neighboringPortugal with envy. They, too, wanted to sharein the riches of Asian trade. Earlier in 1492, theSpanish had driven the Muslims out of Spain.They could now afford to pay for exploration.

Columbus outfitted three ships: the Niña,the Pinta, and a larger one, the Santa María. In1492 they left Spain and headed west. As theweeks passed, the crew grew desperate. Finallythey sighted land—a small island, part of thegroup now called the Bahamas.


Financed by Spain’s Queen Isabella, thevoyages of Columbus led to an exchange ofgoods between Europe and the Americas.On what island of the Americas didColumbus first land?84

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Two or three sails on the fore-mast and mainmast allowedthe ship to “catch the wind.”

1 Strong hands wereneeded to climb therigging into thecrow’s nest, orlookout platform.

3 Stones and bricks pro-vided ballast to keep theship from tipping over.These stones would bereplaced with cargo inthe Americas. Many colonial streets and sidewalks were pavedwith ballast stones.

4

Food and waterwere stored inthe hold.

5

Spanish galleonswere about 140 feet(43 meters) long.

crow’s nestcrow’s nest

foremast

The crow’s nest servedas a lookout.

Elaborate living quarters for the captain were placed within the high sterncastle.The rest of the crew slept on deck.

2

1mainmast1

2

3

4

sterncastle

ballast

hold5

ballast

hold

sterncastle

SpanishGalleonIn the late 1500s and early1600s, Spanish galleonscarried gold and silver fromthe West Indies to Spain.That is not all these shipscarried, however. The threatof pirates prompted theSpanish galleons to carryweapons as part of theircargo. What powered the Spanish galleons?

Columbus went ashore, claimed the islandfor Spain, and named it San Salvador. Columbusreturned to Spain in triumph. Columbus thoughthe was in Asia. He made three voyages to theregion but never realized he had arrived in theAmericas. Eventually, Europeans realized theyhad found two huge continents.

Magellan’s Voyage The Spanish wanted tofind a sea route through or around SouthAmerica that would lead them to Asia. In 1519 they employed Ferdinand Magellan, aPortuguese mariner, to lead an expedition.Magellan headed west to sail around theAmericas and then all the way to Asia. He sailedsouth along South America. Finally, he found away around the continent—a narrow passage

that today bears his name: the Strait of Magellan.After passing through the stormy strait,Magellan’s expedition entered a vast sea. It wasso peaceful, or pacific, that Magellan named thesea the Pacific Ocean. Magellan then headedwest. His sailors nearly starved and had to eatleather, sawdust, and rats. Magellan was killedin a skirmish in the Philippines, but some of hiscrew continued west across the Indian Ocean,around Africa, and back to Spain. Only 18 of themore than 200 crew members completed the dif-ficult journey. These men were the first tocircumnavigate (SUHR • kuhm • NA • vuh • GAYT), orsail around, the world.

Explain How did the suc-cess of Portugal’s voyages of exploration influ-ence Spain?

Dou

g M

artin

Building EmpiresRivalries between countries led to

increased exploration of North America.

Reading Connection Have you ever competedagainst someone for something you both wanted?Read to learn how nations competed to claim landin the Americas.

Long before the arrival of Europeans in theearly 1500s, several great Native Americancivilizations, or highly developed societies,arose in present-day Mexico and in Central andSouth America. Among the largest and mostadvanced of these civilizations were the Aztecand Inca. Each civilization spread out over hun-dreds of miles, included millions of people, andestablished trading networks that linked differ-ent parts of the Americas.

Spanish Conquistadors Stories of gold,silver, and kingdoms wealthy beyond beliefgreeted the early Spanish explorers in theAmericas. The reports led them far and wide insearch of fabulous riches.

Known as conquistadors (kahn •KEES • tuh •DAWRS), these explorers received grants from theSpanish rulers. They had the right to explore inthe Americas. In exchange, they agreed to givethe Spanish crown part of any gold or treasurethey discovered.

Who Was Cortés? In 1519 the Spanish con-quistador Hernán Cortés landed on the eastcoast of what we now know as Mexico. Hecame with about 500 soldiers, some horses, anda few cannons. Cortés soon learned about thegreat Aztec Empire and the capital ofTenochtitlán (tay • NAWCH • teet •LAHN).

Cortés formed alliances with neaby citiesagainst the Aztec. Then he marched intoTenochtitlán with his small army and NativeAmerican allies. The emperor Montezuma(MAHN • tuh • ZOO • muh)—also spelled Mocte-zuma—welcomed Cortés and his soldiers.However, Cortés took advantage of the Aztec’shospitality and made Montezuma his prisoner.

Cortés attacked and destroyed the Aztec capitalin 1521. The Aztec Empire disintegrated, andSpain seized control of the region.

Who Was Pizarro? Another conquistador,Francisco Pizarro, sailed down the Pacific coastof South America with about 180 Spanish sol-diers. Pizarro had heard tales of the incrediblywealthy Inca Empire in present-day Peru. In1532 Pizarro captured the Incan ruler, Atahualpa(ah • tuh • WAHL • puh), and destroyed much ofthe Incan army. Within a few years, Pizarro con-trolled most of the Inca Empire.

Why Were the Empires Conquered? Theconquistadors’ victories in Mexico and Peruwere quick and lasting. How could Cortés andPizarro, with only a few hundred Spanish sol-diers, conquer such mighty empires?

First, the Spanish arrived with strangeweapons—guns and cannons—and fearsomeanimals. They rode horses and had huge, fero-cious dogs. To the Native Americans, theSpanish seemed almost like gods. Second,many Native Americans hated their Aztec over-lords and assisted the conquistadors.

Finally, disease played an extremely impor-tant role in the Spanish conquest. NativeAmericans had no immunity to the diseases theEuropeans had unknowingly brought withthem. Epidemics of smallpox and other dis-eases wiped out entire communities in theAmericas and did much to weaken theresistance of the Aztec and Inca.

Searching for Gold Mexico and Peru wererich in silver and gold. Hoping to find similarwealth to the north, conquistadors explored thesoutheastern and southwestern parts of NorthAmerica. Juan Ponce de León made the firstSpanish landing on the mainland of NorthAmerica, arriving on the east coast of present-day Florida in 1513. Ponce de León failed tofind gold and the legendary fountain of youth.However, his exploration led to the firstSpanish settlement in what is now the UnitedStates. In 1565 the Spanish established a fort atSt. Augustine, Florida.



Who Was de Vaca? Many other conquista-dors led expeditions to search for quick riches.One who did was Álvar Núñez Cabeza de Vaca(kuh •BAY • zuh day VAH •kuh). De Vaca and hiscrew were shipwrecked on an island near present-day Texas. Stranded, Cabeza de Vacaand his companions survived by adopting theways of the Native Americans. After severalyears, they set off on foot on a great 1,000-milejourney across the Southwest. Arriving inMexico in 1536, Cabeza de Vaca related tales hehad heard of seven cities with walls of emeraldand streets of gold.

De Soto and Coronado In search of the cities,Hernando de Soto took a large expedition intothe region north of Florida. De Soto’s expeditionexplored parts of what are today NorthCarolina, Tennessee, Alabama, Arkansas, andTexas. De Soto crossed the Mississippi River in1541, describing it as “swift, and very deep.”The fabled cities of gold, however, were not tobe found. Francisco Vásquez de Coronado alsowanted to find the legendary “Seven Cities ofGold.” After traveling through the present-daysouthwestern United States, the expedition real-ized that there was no gold.


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1,000 miles030°N

45°N

15°N0°

15°S

30°S

15˚W30˚W60˚W75˚W90˚W 0˚45˚W

Gulf ofMexico

pacificOcean Caribbean Sea

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ENGLAND

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Into the Unknown, 1492September 6 Columbus's ships set sail from the Canary Islands.September 20–24 Winds force Columbus to change course.October 10 Columbus will turn back if they do not sight land.October 12 Land is sighted. Columbus names it San Salvador.

Verrazano explored the Atlanticcoast from present-day Cape Fear,North Carolina, to perhaps as farnorth as Newfoundland.

John Cabot suggested that a voyageacross the Atlantic could be quickenedby sailing at a more northerly latitudethan Columbus's route.

SPANISH Christopher Columbus (1492–1504) Amerigo Vespucci (1499–1500)

PORTUGUESE Pedro Cabral (1500)

ENGLISH John Cabot (1497–98) Martin Frobisher (1576–78)

FRENCH Giovanni da Verrazano (1524) Jacques Cartier (1535)

DUTCH Henry Hudson (1609)

European Voyages of Exploration

1.Movement Who was the first Englishexplorer to sail to the Americas?

2.Evaluate John Cabot’s suggestionwas true. Explain why.

Spain’s American Empire Meanwhile, theSpanish pressed forward with establishing set-tlements in their new American empire.Pueblos (PWEH • bloh), or towns, were estab-lished as centers of trade. Missions were reli-gious communities that usually included asmall town, surrounding farmland, and achurch. A presidio (prih •SEE •dee • OH), or fort,was usually built near a mission.

In the 1500s, the Spanish governmentgranted each conquistador who settled in theAmericas an encomienda (ehn •koh •mee •EHN •da). An encomienda is the right to demand taxesor labor from Native Americans living on theland. This system turned the Native Americansinto slaves. Grueling labor in the fields and inthe gold and silver mines took its toll. ManyNative Americans died from malnutrition anddisease.

A Spanish priest, Bartolomé de Las Casas,condemned the cruel treatment of the NativeAmericans. He pleaded for laws to protectthem. Because of Las Casas’s reports, in 1542the Spanish government passed the New Laws,which forbade making slaves of NativeAmericans. Although not always enforced, thelaws did correct the worst abuses.

French, Dutch, and English ExplorationsEngland, France, and the Netherlands wanted toprofit from trade and colonization. The voyageto Asia––either around the southern tip of Africaor around South America––was long and diffi-cult. For this reason, the three countries hoped todiscover a Northwest Passage to Asia—a moredirect water route through the Americas.

In 1497 England hired John Cabot, anItalian-born sailor, to look for a northern routeto Asia. Cabot probably landed on the coast ofpresent-day Newfoundland. England usedCabot’s voyage as the basis for its claims toNorth America.

In 1524 France hired an Italian, Giovanni daVerrazano, to map America’s coast and find aroute to Asia. Verrazano mapped from what istoday North Carolina north to Newfoundlandbut found no path to Asia.


The HispanicHeritage The Spanish

empire in the Americasincluded more thanone-half the continen-tal United States. Theoldest surviving build-ing in the UnitedStates is located in St. Augustine, Florida.

In what is today the southwestern UnitedStates, the Spanish founded the city of SantaFe at about the same time the EnglishPilgrims were crossing the Atlantic on theMayflower. By the time the United Stateswon its independence from England, theSpanish had founded Tucson, Albuquerque,San Antonio, and San Diego.

Many elements of the Spanish culturebecame part of America’s heritage. Spanishart forms mixed with Native American cul-tures to produce new styles in arts andcrafts. The architecture of the Spanish mis-sions combined the flat-roofed adobe, or sun-dried mud brick, buildings made by NativeAmericans with the Spanish designs of opencourtyards, covered arcades, and tiled roofs.

Another important element of Spanishculture in the United States is the Spanish lan-guage. Spanish is the second most widely spo-ken language in the country. Many Spanishterms, such as canyon and fiesta, have beenincorporated into the English language. Spanishnames––Los Angeles, Mesa Verde, El Paso––fillthe maps of the West and Southwest.

The Spanish also introduced horses,sheep, pigs, and beef cattle into the AmericanSouthwest. The Spanish were expert ranchersand horse breeders. The first cowboys wereSpanish vaqueros.

St. Augustine,founded in 1565

Florida State Archives

Age of Exploration? Visit ca.hss.glencoe.comand click on Study Central.

Study Central Need help understanding the

About ten years later, the French triedagain. This time, they sent the French explorerJacques Cartier (kahr •TYAY). Cartier sailed pastNewfoundland and entered the St. LawrenceRiver. Hoping he had found a passage to Asia,Cartier made two more trips to map the St.Lawrence River. Cartier had heard stories aboutgold, but he found neither gold nor a sea routeto Asia.

The Netherlands also wanted to find a pas-sage through the Americas. They hired HenryHudson, an English sailor, to explore. In 1609 hefound a wide river in present-day New York,today known as the Hudson River. On a secondvoyage, sponsored by England, Hudson and hiscrew discovered a huge bay, now calledHudson Bay. However, he found no outlet tothe Pacific.

A Trade Rivalry England and Spain alsobegan to compete for trade. Attacks on Spanishships and ports by such English adventurers asSir Francis Drake angered King Philip II ofSpain. He thought that Queen Elizabeth ofEngland should punish Drake for his raids.Instead, she honored Drake with knighthood.Philip sent the Spanish Armada to conquerEngland, but it failed completely.

Although war between England and Spaincontinued until 1604, the defeat of the armadamarked the end of Spanish control of the seas.Now the way was clear for England and othernations to start colonies in North America.

Explain How were theSpanish able to defeat the mighty Aztec and Incaempires?


Reading SummaryReview the • By the late 1400s, technological

and economic changes in Europemade long sea voyages possible.

• Christopher Columbus sought asea route to Asia. Instead, helanded in the Americas.

• Spain, England, France, and theNetherlands sent explorers tothe Americas in search of tradeand colonies.

1. What was the goal ofChristopher Columbus’s voyage in 1492?

2. What was the purpose ofJohn Cabot’s voyage?

Critical Thinking3. Taking Notes Re-create the

diagram below. List techno-logical innovations mentionedin this section, and describethe effect of each onexploration.

4. Explainwhy exploration accelerated inthe 1400s and 1500s.

5. Drawing Conclusions Whydo you think the Caribbeanislands that Columbusreached are often referred toas the West Indies?

6. Analyze Were the French orSpanish explorations moresuccessful? Why?

7. Descriptive Writing Take onthe role of a sailor onColumbus’s first voyage tothe Americas. Write a journalentry about the Caribbeanislands.

8. PreviewingRead the main ideas forSection 2. Write a paragraphdescribing what you think youwill learn. CA 8RC2.3

CA 8WA2.0

CA HI2.

CA HI4.

CA CS1.

Technology Innovation

Effect on Exploration

What Did You Learn?



Rise of ModernCapitalism

Looking Back, Looking AheadYou read how the voyages of explorationled to setting up colonies and openingnew areas for trade. These changes alsoled to a new way of doing business andfinancing expeditions.

Focusing on the • New ways of doing business developed

to raise money to finance trade.(page 91)

• Nations competed to establishcolonies in the Americas. (page 94)

• Exploration and trade led to a world-wide exchange of products, people, andideas. (page 95)

Locating PlacesVenice (VEH•nuhs)Genoa (JEH•noh•uh)

Meeting PeopleThe Medici Family (MEHD•ee•chee)The Fugger Family (FUG•uhr)Bartolomé de Las Casas (bahr•TOH•

loh•may day lahs KAHS•ahs)

Content Vocabularycapitalismjoint-stock companyentrepreneur (AHN • truh•pruh•NUHR)mercantilism

(MUHR•kuhn• tuh• LIH • zuhm)bullion (BUL•yuhn)colonyColumbian Exchange

Academic Vocabularyassistfinance (FY• NANTS)fundsexport

Reading StrategySummarizing Complete a chart like theone below identifying changes in trade,banking, and settlement that occurredduring this period.

Changes

Trade

Banking

Settlement

1600sJoint-stockcompaniesbegin operation

NORTHAMERICA

SOUTHAMERICA

EUROPE

AFRICAINDIA

CHINA

HistorySocial ScienceStandardsWH7.11 Students ana-lyze political and eco-nomic change in thesixteenth, seventeenthand eighteenth centuries(the Age of Exploration,the Enlightenment, andthe Age of Reason).

1300 1500 1700

Mid-1300sRenaissancebegins

1500sColumbianExchangeextends trade tonew regions

WH7.11.3 Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements andimportance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns,including their locations on a world map; and the influence of explorers and map makers.

The Commercial RevolutionNew ways of doing business devel-

oped to raise money to finance trade.

Reading Connection Have you ever come up witha plan to raise money when you want to make anexpensive purchase? Read on to find out what newways were developed to raise money for explorationand colonization.

In 1587 17-year-old David Baker admiredthe magnificent view of London from theThames River. However, he could not begin totake pleasure in the city without walkingdown its busy streets. No street offered moreto delight the eye or tongue than Cheapside,the city’s broadest avenue, located north ofLondon Bridge. Cheapside was filled withstalls sheltered by canopies and stocked witha tempting array of local goods as well asexotic imports such as scarves, spices, andeven peacocks and apes.

How Did Capitalism Develop? London,England, was among the cities of Europe thatgrew wealthy as a result of the Age ofExploration. Building empires and overseastrade expanded Europe’s economy. Europe’sgrowing population demanded more goodsand services. This demand was met byEurope’s increasing contacts with the rest ofthe world. This search for wealth led to therise of modern capitalism, an economic sys-tem in which money is invested in business tomake profits.

By the 1600s, the nation had replaced thecity and village as the basic economic unit inEurope. Nations began competing for marketsand trade goods. New business methods weredeveloped to invest money, speed the flow ofwealth, and reduce risks in commercial ven-tures. These changes, which came to be knownas the Commercial Revolution, formed the rootsof modern financial and business life.

Growth of Banking Launching an overseastrading venture was a major undertaking. Totrade goods long distance, merchants needed alot of money. They had to buy many goods,store them in warehouses, and ship them overland and sea. They had to know what peoplein distant lands wanted to buy and what priceswere like there. Often several years passedbefore a fleet finished trading overseas andreturned home. Only then could the initialinvestment pay off. Generally, only govern-ments and rich merchants had enough moneyto back such trading voyages, and even theyneeded financial assistance.

At first, merchants turned to bankers forthe money to finance their ventures. Familieslike the Medici (MEHD • ee • chee) of Florence,Italy, and the Fuggers (FUG • uhrz) of Augsburg,Germany, loaned money as part of their busi-nesses. By the 1500s, these families were sowealthy that they accepted deposits, madeloans, and transferred funds over long dis-tances. They set up branches in severalEuropean cities and made loans to Europeanmonarchs.


European towns and cities grew and prosperedduring the 1500s and 1600s.

Bibliotheque Nationale, Paris

92

LORENZO DE’ MEDICI1449–1492

Renaissance means “rebirth.” The years from about

1350 to 1550 in European history are called the

Renaissance because a rebirth of interest in art and

learning took place.

During the Renaissance, many European nations

were ruled by a king or queen. However, Italy did not

have a single strong monarch. The lack of a single strong

ruler made it possible for a number of city-states in

northern and central Italy to remain independent. Three

city-states––Milan, Venice, and Florence—expanded and

played important roles in Italy’s political, economic, and

social life.

The Medici family controlled the city of Florence.

The Medicis had acquired great wealth through banking

and trade. Using their wealth and personal influence,

Cosimo, and later Lorenzo de’ Medici, his grandson,

dominated the city at a time when Florence was the

cultural center of Italy.

Lorenzo de’ Medici supported the arts, literature, and

learning. Renaissance artists worked at his court, includ-

ing Leonardo da Vinci and Michelangelo. Lorenzo helped

build the Medici Library. He spent huge sums of money to

buy Greek and Latin manuscripts and to have them

copied. Lorenzo also worked to beautify Florence and the

many Medici lands and palaces.

In political affairs, Lorenzo tried to maintain a balance

of power between the Italian city-states so that no single

state became too strong. He also tried to cre-

ate a more unified Italy, but this effort was not

successful.Italy’s wealth supported new art forms. In whatway do bankers and businesspeople support thearts today?

WH7.11.4 Explain how the main ideas ofthe Enlightenment can be traced back tosuch movements as the Renaissance, theReformation, and the Scientific Revolutionand to the Greeks, Romans, and Christianity.

“Lorenzo took thegreatest delight inarchitecture, music,and poetry.”

—Niccolò Machiavelli

Scala/Art Resource, NY

Changes in Banking Meanwhile, many Jewsfleeing persecution in Spain settled in port citiesin Holland, France, and Germany. There theywere granted freedom of worship and offeredeconomic opportunities. Many Jews becamefinanciers and investors as well as importersand shipbuilders.

By the 1600s, governments began to charter,or legally support, banks in return for the banksloaning them money. These government-backed banks accepted deposits of money andcharged interest on loans. Before long, thebanks began to provide other services. Theyissued banknotes and checks, making largepayments in heavy coins a thing of the past.They acted as money changers, exchanging cur-rencies from other countries.

What Are Joint-Stock Companies? In the1600s, new ways of doing business developed inEurope. Individual merchants who wanted toinvest in exploration often raised money by com-bining their resources in joint-stock companies,organizations that sold stock, or shares, in theventure. This enabled large and small investorsto share the profits and risks of a trading voyage.If a loss occurred, investors would lose only theamount they had invested in shares. This sharingof risk provided a stable way of raising funds forvoyages.

A few joint-stock companies became richand powerful through government support.For example, the Netherlands entered an era ofcommercial prosperity upon gaining independ-ence from Spain in 1648. Its government gavethe Dutch East India Company a monopoly, orthe sole right, to carry out Dutch trade withAfrica and the East Indies. The Dutch govern-ment also gave the company the power to makewar, to seize foreign ships, to coin money, andto set up colonies and forts. In return, the gov-ernment received customs duties, or taxes onimported goods, from the company’s trade.

A New Business Class As gold and silverflowed into Europe from abroad, the supply ofcoined money increased. At the same time, the

nature and goals of business changed. It nowcame to be seen that the goal of business was to make profits. Individuals known as entrepreneurs (AHN•truh•pruh•NUHRZ) com-bined money, ideas, raw materials, and labor tomake goods and profits. Profits were then used toexpand the business and develop new ventures.

An entrepreneur in the cloth industry, forexample, would buy wool and employ spinnersto make the wool into yarn. Weavers and dyerswould then be hired to turn the yarn into cloth.Because these tasks were done in the workers’homes, this system became known as the “cot-tage industry.”

The entrepreneur would then sell the clothon the open market for a price that brought aprofit. Of course, entrepreneurs took risks whenthey put up capital for businesses. They couldlose their investment if prices fell or if workerscould not produce goods at a specified time orfor a specific market.

Explain What was theadvantage of investing in a joint-stock company?


This picture shows a money changer and hiswife at work. Trade often meant the transferof money from place to place. How didbanks help finance trading voyages?

Réunion des Musées Nationaux /Art Resource, NY

WH7.11.3 Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements andimportance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns,including their locations on a world map; and the influence of explorers and map makers.

Government and TradeNations competed to establish

colonies in the Americas.

Reading Connection Suppose your family is think-ing about moving to another state. What factorswould influence your decision to move? Read on tofind out why many Europeans migrated to theAmericas.

Governments became closely involved intrade. They believed that a nation’s power restedon the wealth obtained from trade. They devel-oped national economic policies to advancetrade and become as wealthy as possible.

In the 1600s, the greatest increase in tradetook place in the countries bordering theAtlantic Ocean—Portugal, Spain, England,and the Netherlands—in large part because

they had the largest overseas empires. Italiancities, such as Venice (VEH • nuhs) and Genoa(JEH • noh • uh), formerly the leading trade cen-ters in Europe, found themselves cut out ofoverseas trade as trade routes and fortunesgradually moved westward toward theAtlantic Ocean and the Americas.

What Is Mercantilism? During the 1600s,Europe’s trading nations based their policies onan economic theory known as mercantilism(MUHR • kuhn • tuh • LIH • zuhm). This theory heldthat a nation became powerful by building up itssupply of bullion (BUL•yuhn), or gold and silver.One merchant summed up the general feelingabout bullion: “[It is] the sinews of all govern-ment, it gives it its pulse, its movement. . . .”Under mercantilism, nations could gain wealthby mining gold or silver at home or overseas.

The Wealth of NationsMany nations tried to increase their

wealth and power by following the ideas ofmercantilism. Putting mercantilism intopractice demanded a large amount of gov-ernment control.

Some economists and writers criticizedmercantilism. In his book The Wealth ofNations (1776), economist Adam Smithdescribed a system in which governmenthad little to do with a nation’s economy. Hesaid individuals left on their own wouldwork for their own self-interest:

“Every man, as long as he does not vio-late the laws of justice, is left perfectlyfree to pursue his own interest his ownway, and to bring both his industry andcapital into competition with those ofany other man, or order of men.”

Smith set forth thebasic principles ofcapitalism—that peopleare free to buy, sell, andproduce what they wantwith little or no govern-ment restriction. Smith’sideas influenced theFounders of the UnitedStates, who limited therole of governmentmainly to nationaldefense and keeping thepeace.

Does Smith say that there are no limits on aworker “pursuing his own interest”? Explain.

Gold bullion

Jack

Fie

lds/

CO

RB

IS

WH7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and theAmericas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.

How Did Mercantilism Work? Spain sentconquistadors to the Americas to seize the silverand gold mines of the Aztec and Inca Empires.Nations, however, primarily wanted to gainwealth through trade. They wanted to create afavorable balance of trade by exporting moregoods than they imported. If a nation exportedmore goods than it imported, more gold and sil-ver flowed in from other nations than went out.This greater wealth meant greater nationalpower and more influence in the world.

Mercantilism provided great opportunitiesfor individual merchants to make money. Toincrease national wealth, governments oftenaided businesses that produced export goods.They sold monopolies, which is the total controlof an operation free of competition, to produc-ers in certain key industries. They also set tar-iffs, or taxes on imported goods, to protect localindustries from foreign competition.

Quest for Colonies Mercantilism also led toincreased rivalry between nations. Mercantilistsbelieved that nations should set up overseascolonies. A colony is a settlement of people liv-ing in a new territory controlled by their homecountry. According to mercantilists, colonies aresupposed to produce goods that their homecountry does not have. That way, the homecountry will not have to import those goodsfrom other countries.

During the 1600s, several countries inEurope, such as England and Spain, competedfor overseas territory that could producewealth. They wanted to acquire colonies in the Americas that could provide valuableresources, such as gold and silver, or raw materials. The colonies would also serve as aplace to sell European products.

Analyze How did mercan-tilism increase the wealth of countries like Spain?

Global ExchangeExploration and trade led to a world-

wide exchange of products, people, and ideas.

Reading Connection Think back to the last timeyou tried a new food or a new way of doing some-thing.Who introduced this new food or idea to you?Read on to find out what happened when new cul-tures came into contact with one another.

As Europe traded with the world, a globalexchange of people, goods, technology, ideas,and even diseases began. We call this transferthe Columbian Exchange, after ChristopherColumbus.

Trade in Goods This transfer of productsfrom continent to continent brought changes inways of life throughout the world. Europeansplanted many European and Asian grains, suchas wheat, oats, barley, rye, and rice, in theAmericas. They also brought new animals, suchas pigs, sheep, cattle, chickens, and horses.Chickens changed the diet of many people inthe Americas, and horses changed the lives ofNative Americans. Horses provided a fasterway to move from place to place. As a result,Native Americans in North America beganhunting buffalo as their main food source.

From Native Americans, Europeans acquiredfood items such as corn, potatoes, tomatoes,beans, and chocolate, which they brought backto Europe. Corn was used to feed animals.Larger, healthier animals resulted in more meat,leather, and wool. The potato was also impor-tant. Europeans discovered that if they plantedpotatoes instead of grain, about four times asmany people could live off the same amount of land.

Other American foods, such as squash, beans,and tomatoes, also made their way to Europe.Tomatoes greatly changed cooking in Italy, wheretomato sauces became common. Chocolate was apopular food from Central America. By mixing itwith milk and sugar, Europeans created a sweetthat is still enjoyed today.


Student Web Activity Visit ca.hss.glencoe.comand click on Chapter 1—Student Web Activitiesfor an activity on economic systems.


Trade Grows The voyages of Columbus andother explorers brought together two parts ofthe world that previously had no contact: thecontinents of Europe, Asia, and Africa in onehemisphere and the Americas in the other.

Some American foods, such as chili peppersand peanuts, were taken to Europe, but they alsomade their way to Asia and Africa where theybecame popular. Both Europeans and Asiansalso began smoking tobacco, an American plant.

Foods, such as corn, spread to Asia andAfrica, boosting population growth there. FromAsia and Africa, Europeans brought to Europeand the Americas tropical products—bananas,coffee, tea, and sugarcane—as well as luxurygoods, such as ivory, perfumes, silk, and gems.

Movement of Peoples and Cultures Newglobal trading links increased the movement ofpeople and cultures from continent to conti-nent. Europeans seeking wealth or fleeing eco-nomic distress and religious persecution movedto the Americas and other parts of the world.They exchanged food, ideas, and practices withthe people living in these areas.

European influences profoundly affectedlocal cultures. European traders spreadEuropean languages, and European missionar-ies taught Christianity and European values.Wealthy Europeans, in turn, developed aninterest in the arts, styles, and foods of Asia,especially Chinese porcelain, Indian textiles,and Southeast Asian spices.

With their guns and powerful ships, theEuropeans easily defeated Arab fleets and Indianprinces. Across Asia, the Europeans forced localrulers to let them set up trading posts. Within ashort time, England’s East India Company hadbuilt an empire in India, and the Dutch East IndiaCompany had built an empire in Indonesia.

Not everything exchanged between Europeand America was good. When Europeansarrived in America, they were carrying germsthat Native Americans had not previously beenexposed to. Many diseases, including smallpox,measles, and malaria, swept across theAmericas, killing millions of people.


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1,000 kilometers0Mercator projection

1,000 miles0

90°W 60°W 30°W 0°

ATLaNTICOCEaN

SquashQuinine

SweetPotatoes

Avocados

PineapplesPeppers

Turkeys

Corn

Pumpkins

Cassava Peanuts

Potatoes

TomatoesTobacco

CocoaBeans

Beans

Vanilla

CoffeeBeans

Onions Olives

CitrusFruits

Bananas

Grapes

Turnips Peaches &Pears

Sugarcane

Grains

Livestock

Honeybees

Diseases- Wheat- Rice- Barley- Oats

- Cattle- Sheep- Pigs- Horses

AMERICAS TO EUROPE, ASIA, AND AFRICA

EUROPE, AFRICA, AND ASIA TO AMERICAS

Diseases

EUROPE

AFRICA

NORTHAMERICA

The Columbian Exchange

Trade between the continents, known asthe Columbian Exchange, changed life onboth sides of the Atlantic.1.Movement What, besides food, was

part of the Columbian Exchange?2.Movement Which continent do you

think benefited the most from theColumbian Exchange? Explain.

the rise of modern capitalism?Visitca.hss.glencoe.com and click on Study Central.

Study Central Need help understanding

Beginnings of Slave Trade A huge move-ment of people also took place after Europeansobtained sugarcane from Asia and begangrowing it in the Caribbean. To plant and har-vest the sugarcane, they enslaved millions ofAfricans and moved them to the Americas.

Some Spanish settlers made large profits byexporting crops and raw materials back toSpain. In the West Indies, the main exports weretobacco and sugarcane. To raise these crops, theSpanish developed the plantation system. Aplantation was a large estate.

The Spanish used Native Americans towork their plantations. The Spanish priestBartolomé de Las Casas (bahr • TOH • loh • mayday lahs KAHS • ahs) suggested replacing themwith enslaved Africans—a suggestion he bit-terly regretted later. He thought the Africanscould endure the labor better than the NativeAmericans.

By the mid-1500s, the Spanish were bring-ing thousands from West Africa to theAmericas. The Portuguese did the same inBrazil. For enslaved Africans, the voyage toAmerica usually began with a march to aEuropean fort on the West African coast. Tiedtogether with ropes around their necks andhands, they were traded to Europeans,branded, and forced to board a ship. An esti-mated 10 to 12 million Africans were forciblytransported to the Americas between 1450 and 1870.

The Africans who survived the brutalocean voyage were sold to plantation owners.By the late 1500s, plantation slave labor wasan essential part of the economy of theSpanish colonies.

Describe How did the slavetrade come into being?

Reading SummaryReview the • The introduction of banking and

capitalism allowed countries toincrease their wealth by financ-ing trading ventures abroad.

• The growth of mercantilism and trade led to the creation of colonies.

• Trade between Europe and Asia and the Americas led toexchanges of people, ideas,and products.

1. What was the CommercialRevolution?

2. What were some of thethings Europeans introducedto Native Americans?

Critical Thinking3. Explaining Draw a chart like

the one below and explainhow each economic conceptor action increased the wealthof European nations.

4. Explainhow exploration broughtabout great change in Europeand the Americas.

5. Creative Writing Imagineyou are a member of a trad-ing company on an expeditionto the Americas. Describe thepeople and things you seewhen you arrive in theAmericas.

6. AnalyzingEconomics Write a briefessay about joint-stock com-panies. Include a definitionand an example from thechapter, as well as a modern-day company. Discuss thestrengths and weaknesses ofthis business model. CA HI6.

CA 8WA2.1

CA CS1.

What Did You Learn?


Joint-stock company

Mercantilism

Effect on European Wealth

Slave trade



TheEnlightenment

Looking Back, Looking AheadIn Section 2, you learned how Europegained wealth from overseas territories.In this section, you will learn how pastcivilizations contributed to our scientific,religious, and political thinking today.

Focusing on the • Ancient cultures laid the foundation

of many modern ideas. (page 99)

• Religious and philosophical thinkerschanged the way people viewedChristianity and the government.(page 102)

• Science and the influence of reason led to new innovations in politicalthought. (page 105)

Meeting PeopleThomas Aquinas (uh• KWY• nuhs)Martin LutherJohn CalvinThomas Hobbes (HAHBZ)John LockeCharles de Montesquieu

(MAHN • tuhs• KYOO)

Locating PlacesGreeceRome

Content Vocabularyrule of lawcovenant (KUH•vuh•nuhnt)theology (thee•AH• luh• jee)Renaissance (REH • nuh• SAHNTS)scientific methodphilosophe (FEE • luh•ZAWF)

Academic Vocabularypursue (puhr•SOO)document (DAH• kyuh•muhnt)contractmajor

Reading StrategyOrganizing Information Re-create thediagram below. List changes in politics,religion, and science mentioned in thissection.

HistorySocial ScienceStandardsWH7.11 Students ana-lyze political and eco-nomic change in thesixteenth, seventeenth,and eighteenth centuries(the Age of Exploration,the Enlightenment andthe Age of Reason).

Politics

Changes

Religion

Science

AFRICAINDIA

CHINAEUROPE

1200 1500 1800

1215Magna Cartalimits power ofEnglish king

1689English Bill of Rights guarantees basic rights

1748Montesquieupublishes Spirit of Laws

WH7.11.4 Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, theReformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity.

Europe’s Heritage of IdeasAncient cultures laid the founda-

tion of many modern ideas.

Reading Connection Do you chew gum, use analarm clock to get up for school, or carry an umbrellawhen it rains? All of these things were originally cre-ated by ancient peoples. Read on to see which ideasand inventions originated in ancient cultures.

Anton van Leeuwenhoek (LAY • vuhn •hook), a Dutch merchant in the late 1600s, hadan unusual hobby that unlocked the door toan unknown world. By carefully grindingvery small lenses out of clear glass, vanLeeuwenhoek discovered that he could makethings look much bigger than they appearedto the naked eye. His most remarkable findwas a multitude of tiny microorganisms,which he described as “wretched beasties”with “incredibly thin feet” swimming througha tiny universe.

Leeuwenhoek’s microscope captured theimagination of Europeans in the 1600s. Hisinvention was part of the rich heritage of ideasthat shaped the course of European historysince ancient times. These ideas eventuallyspread to North America, where they helpedshape the English colonies that were arisingalong the Atlantic seaboard.

The Greeks and Romans The ancientGreeks developed philosophy, or “love of wis-dom,” because they believed the human mindcould understand everything. Greek philoso-phy led to the study of history, mathematics,and political science. During the 400s B.C., theidea of democracy developed in Athens, one ofGreece’s powerful city-states. The Athenianshad a direct democracy, in which people gath-ered at mass meetings to decide governmentmatters. Every citizen could vote firsthand onlaws and policies.

Rome was the next important ancientEuropean civilization. Early Rome began as arepublic, a form of government in which the cit-izens elect their leaders to office. In a republic,the citizens have power. The idea of a republiclater shaped the founding of the U.S. govern-ment. Another of Rome’s chief gifts was theidea of the “rule of law.” This means that thelaw should apply to everyone equally and thatall people should be treated the same. Thisunderstanding of justice is at the basis of theAmerican legal system today.

Judaism and Christianity The Jews were aunique group among the peoples who made upRome’s empire. Most religions of the ancientworld worshipped many gods, but the Jewsgave their allegiance to one God. The HebrewBible describes a covenant (KUH • vuh • nuhnt),or agreement between the Jews and their God.In the agreement, God promises to protect theIsraelites if they follow his laws. The idea of acovenant, or binding agreement, later influ-enced the American colonists when they set uptheir societies in North America.

A major Jewish contribution to the West wasthe Ten Commandments. Jews believed thatGod revealed the Ten Commandments to aprophet called Moses. These moral principlesfound in the Hebrew Bible helped shape themoral laws of many nations.

The Torah,the first fivebooks of theHebrew Bible

99The Jewish Museum, NY/Art Resource

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A F R I C A

Sicily

ASIAMINOR

Corsica

Sardinia

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JUDAEA

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GAUL

SPAIN

BRITAIN

Rome

Alexandria

Tarsus Antioch

DamascusTyre

NazarethJerusalem

Constantinople

Carthage

Milan

Athens

The Ten Commandments told people not tosteal, murder, or tell lies about others. They toldpeople to avoid jealousy and to honor theirparents. Like the Roman laws, the TenCommandments reflect the idea of the “rule oflaw,” that laws should apply to everyone equally.

About the A.D. 30s, a Jewish teacher namedJesus of Nazareth preached to Jews living in theRoman provinces of Judaea and Galilee. Hismessage of love and forgiveness helped shapethe values many people hold today. Reports ofJesus’ resurrection, or rising from the dead, ledto a new religion called Christianity.

Christianity soon spread to the Europeanpart of the Roman Empire. By A.D. 400,Christianity had become Rome’s official reli-gion. After the Roman government fell apart,

Christianity survived to shape the civilizationof the Middle Ages, the period between Rome’sfall and the 1500s.

Advance of Learning While Christianityexpanded in Europe, the religion of Islam beganin the Arabian Peninsula with the preaching ofMuhammad. Islam spread throughout theMiddle East, North Africa, and Central Asia. LikeJews and Christians, Muslims––the followers ofIslam—believe in one God.

During the Middle Ages, Muslim andJewish scholars in Islamic lands made signifi-cant contributions to the culture of Europe. Theysaved much of the learning of the ancient world.Europeans in the West had lost this knowledgeafter the western Roman Empire fell.

Spread of Christianity

By A.D. 600, Christianity was well established in theRoman Empire and spreading quickly.

1.Region Which close grouping of cities makes upa main area of Christian growth up to A.D. 325?

2.Analyze Why do you think Christianity firstflourished in this region?

Main areas of Christian growthto A.D. 325

Areas largely Christian by A.D. 600

100

Islamic Influence The Muslims also mademany advances in the study of mathematicsand medicine, and they introduced the systemof Arabic numerals that we use today.

Islamic influences were part of a new waveof learning that shaped Europe during theMiddle Ages. Another influence came fromuniversities, which first arose in Europe duringthe 1100s and 1200s. Universities were self-governing groups of scholars who, in turn,educated and trained new scholars. Becauseuniversities enjoyed independence from politi-cal and church officials, they could freely inves-tigate knowledge in a wide range of fields,such as theology, law, and medicine.

The first European university appeared inBologna (boh• LOH•nyah), Italy. A great teachernamed Inerius, who taught Roman law,attracted students to Bologna from all overEurope. The first university in northern Europewas the University of Paris. In the late 1100s, a

number of students and teachers left Paris andstarted a university at Oxford, England. Kings,popes, and princes thought it honorable tofound new universities. By 1500, there were 80universities in Europe.

Development of Scholasticism Beginningin the 1100s, a new way of thinking calledscholasticism began to change theology(thee •AH • luh • jee), or the study of religion andGod. Its followers used reason to explore ques-tions of faith.

A Catholic priest named Thomas Aquinas(uh •KWY •nuhs) was scholasticism’s best-knownchampion. In the 1200s, Aquinas wrote severalworks explaining that the Greek philosopherAristotle would have agreed with manyChristian teachings.

What Is Natural Law? Aquinas wroteabout government as well as theology, with anemphasis on the idea of natural law. Peoplewho believe in natural law think there aresome laws that are simply part of humannature. These laws do not have to be made bygovernments.

Aquinas claimed that natural law gave peo-ple certain rights that the government shouldnot take away. These included the right to live,to learn, to worship, and to reproduce.Aquinas’s writings on natural law have influ-enced governments to the present day. Ourbelief that people have rights can partly betraced to the ideas of Aquinas.

The Latin Language Roman writers influ-enced later writers in Europe and America, butthe language of the Romans, Latin, had a greatimpact on future generations. Latin becameEurope’s language for government, trade, andlearning until about 1500. Latin became thebasis of many modern European languages,including Italian, French, and Spanish.

Describe What was theimportance of the Ten Commandments?


Muslim doctors’ discoveries helpeddevelop European medicine. How didMuslim scholars contribute to theculture of Europe?

Archivo Iconografico, S.A./CORBIS

WH7.11.5 Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke,Charles-Louis Montesquieu, American founders).

New IdeasReligious and philosophical thinkers

changed the way people viewed Christianityand the government.

Reading Connection Does your family or some-one you know attend a church or other place ofworship? Read on to find out how religious sectsformed in Christianity.

From the 1400s to the 1700s, Europeansgained new knowledge, explored lands over-seas, and spread Christianity. Meanwhile, cul-tural, religious, and political changes took placein their homeland that would have profoundeffects on the rest of the world.

The Renaissance From about 1350 to 1550, apowerful new spirit emerged in the city-statesof Italy and spread throughout Europe. Thedevelopment of banking and the expansion oftrade with Asia made Italian merchantswealthy. These citizens were able to pursue aninterest in the region’s past and learn moreabout the glorious civilizations of ancient Romeand Greece.

Because they wanted to improve theirknowledge of people and the world, Italiansstudied the classical—ancient Greek andRoman—works with new interest. Scholarstranslated Greek manuscripts on philosophy,poetry, and science. Influenced by the classicaltexts, a great many authors began to writeabout the individual and the universe. Artistsstudied the sculpture and architecture of theclassical world. They especially admired theharmony and balance in Greek art, with its real-istic way of portraying people.

This period of intellectual and artistic cre-ativity became known as the Renaissance(REH • nuh • SAHNTS). A French word meaning“rebirth,” it refers to the renewed interest inclassical Greek and Roman learning. Over thenext two centuries, the Renaissance spreadnorth, south, and west, reaching Spain andnorthern Europe in the 1400s.

The Rise of Protestantism Protests againstchurch abuses soon led to a split in westernChristianity. In 1517 a German monk namedMartin Luther criticized the authority of thepope, the leader of the Roman Catholic Church,and many Catholic teachings and practices.Within a few years, Luther had many followers.They broke away from Catholicism to begintheir own Christian churches. Martin Luther’sprotests were the start of a new form ofChristianity known as Protestantism.

During the next few years, Luther’s reli-gious movement grew. Luther was able to gainthe support of many of the German rulersamong the numerous states that made up theHoly Roman Empire.

From Germany, Luther’s ideas spread rap-idly. John Calvin, a French religious thinker,also broke away from the Catholic Church. LikeLuther, Calvin rejected the idea that goodworks would ensure a person’s salvation. Hebelieved that God had already chosen thosewho would be saved.


Martin Luther and his fol-lowers broke away fromCatholicism to begin theirown Christian churches.What new form ofChristianity did Lutherand his followers start?

SuperStock

To prove they were saved, Calvin’s follow-ers worked hard, behaved well, and obeyed thelaws of their towns. In this way, Calvin’s ideas,which became known as Calvinism, became apowerful tool in society. His ideas encouragedpeople to work hard at their business and tobehave themselves.

Who Were the Puritans? King Henry VIIIreplaced the pope as head of the Church inEngland in 1534. His daughter, Queen ElizabethI, later made this English, or Anglican, ChurchProtestant with some Catholic features. SomeEnglish Protestants, however, were dissatisfiedwith Elizabeth’s reforms. Known as Puritans,they wanted to “purify” the Anglican Church ofits remaining Catholic beliefs and rituals.

Queen Elizabeth I tolerated the Puritans,but when James I became king in 1603, thePuritans faced harder times. James I and theking who came after him, Charles I, persecutedthe Puritans. They shut down Puritan churchesand jailed Puritan leaders. Many Puritansdecided to move to America to practice theirreligion freely. There they founded colonies thateventually became the American states ofMassachusetts, Connecticut, New Hampshire,and Rhode Island.

Royal Power and Citizens’ Rights Duringthe 1600s and 1700s, powerful kings and queensruled most of Europe. Under a system known asabsolutism, monarchs held absolute, or total,power. They claimed to rule by divine right, orby the will of God. This meant that rulers didnot answer to their people but to God alone.

During the late 1600s, however, politicalchanges began that steadily limited the power ofmonarchs. In 1688 the English Parliament tookaction. It forced out King James and placed hisdaughter Mary and her husband William on thethrone. This change, which showed the powerof the elected representatives over the monarch,came to be known as the Glorious Revolution.

William and Mary signed an English Bill ofRights in 1689 guaranteeing certain basic rights

to all citizens. This document became part ofthe heritage of English law that the Americancolonists would share. It later inspired theAmerican political leaders who created theAmerican Bill of Rights.

Hobbes and Locke During the 1600s, thesepolitical changes sparked a great deal ofthought and debate about the purpose of gov-ernment. Two major English thinkers—ThomasHobbes (HAHBZ) and John Locke—developedvery different ideas about how England’s gov-ernment should work.

In his book, Leviathan, Hobbes argued thatabsolute monarchy was the best form of gov-ernment. According to Hobbes, humans werenaturally selfish and violent. They could not betrusted to make decisions on their own. Left tothemselves, people would make life “nasty,brutish, and short.” Therefore, Hobbes said,they needed to obey a government that had thepower of a leviathan, or sea monster. ToHobbes, that meant the rule of a king, becauseonly a strong ruler could give people direction.

Another English thinker, John Locke,thought differently. He affirmed citizens’ rightsand stated that government was answerable tothe people. In 1690 he explained many of theideas of the Glorious Revolution in a bookcalled Two Treatises of Civil Government. Lockestated that government should be based on nat-ural law. This law, said Locke, gave all peoplefrom their birth certain natural rights. Amongthem were the right to life, the right to liberty,and the right to own property.

Locke believed that the purpose of govern-ment was to protect these rights. All govern-ments, he said, were based on a social contract,or an agreement between rulers and the people.If a ruler took away people’s natural rights, thepeople had a right to revolt and set up a newgovernment.

Explain How did religiouschanges affect the governments of Europe?


JOHN LOCKE1632–1704

Born in England, John Locke was a doctor, a philosopher,

and a writer. Locke spelled out his political ideas in Two

Treatises of Civil Government, first published in 1690.

Locke’s writings were widely read and discussed in

both Europe and America. His ideas deeply influenced the

American colonists. Colonial leaders such as Benjamin

Franklin, Thomas Jefferson, and James Madison read

Locke’s writings and discussed his ideas.

Locke and many Enlightenment thinkers believed that

God had created an orderly universe governed by estab-

lished laws. These laws were called natural laws and could

be discovered by human reason. By using reason, for

example, Sir Isaac Newton, the English physicist, discov-

ered the law of gravity. Natural laws governed not only

the physical universe, but also human relations.

The idea that human relations are governed by a set

of established laws laid the foundation for the philosophy

of natural rights. Locke believed that people in a “state of

nature,” or a time before the organization of government,

had certain basic rights. These included rights to life, lib-

erty, and property.

According to Locke, good government is based on a

social contract between the people and the rulers. The

people agree to give up some of their freedom and

abide by the decisions of their government. In return,

the government promises to protect the lives, property,

and liberty of the people.

The American colonists accepted Locke’s

idea that government was legitimate only as

long as people continued to consent to it. Both

the Declaration of Independence and the

Constitution, written nearly a century after

Locke lived, reflect Locke’s revolutionary ideas.

104

WH7.11.5 Describe how democraticthought and institutions were influencedby Enlightenment thinkers (e.g., JohnLocke, Charles-Louis Montesquieu,American founders).

Compare the political thought of John Locke tothe American form of government. What wouldLocke support? What would he not support?

“All peacefulbeginnings ofgovernment havebeen laid in theconsent of thepeople.”

—John Locke,Second Treatise ofCivil Government

National Portrait Gallery, London, copyright Snark/Art Resource, NY

WH7.11.5 Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke,Charles-Louis Montesquieu, American founders). WH7.11.6 Discuss how the principles in the Magna Carta were embodied insuch documents as the English Bill of Rights and the American Declaration of Independence.

A New View of the WorldScience and the influence of reason

led to new innovations in political thought.

Reading Connection Does your school have a stu-dent council? This is usually a group of studentswho lobby the administration on behalf of the stu-dent body. Read on to find out how citizens’ rightsplayed a role in governmental reform.

While religious and political changes cameto Europe, many European thinkers began totake a more experimental approach to science.They tested new and old theories and evaluatedthe results. They also began applying reasonand scientific ideas to government. Theyclaimed that there was a natural law, or a lawthat applied to everyone and could be under-stood by reason. This law was the key to under-standing government.

Triumph of Reason During the 1500s,European thinkers began to break with old sci-entific ideas. They increasingly understood thatadvances in science could come only throughmathematics and experimentation. Scientists,such as Nicolaus Copernicus and GalileoGalilei, disagreed with the ancient view that theearth was the center of the universe. Instead,they held to the idea that the sun was the centerof the universe and that the planets moved inorbits around the sun.

Sir Isaac Newton further claimed that thephysical universe followed natural laws. Hebelieved that the force of gravity held the entiresolar system together by keeping the sun andthe planets in their orbits.

The Scientific Method Scientific thought wasalso influenced by the English thinker FrancisBacon, who lived from 1561 to 1626. Baconbelieved that ideas based on tradition should beput aside. He developed the scientific method,an orderly way of collecting and analyzing evi-dence. It is still the process used in scientificresearch today.

The scientific method is made up of severalsteps. First, a scientist begins with careful observation of facts and then tries to find ahypothesis, or explanation of the facts. Throughexperiments, the scientist tests the hypothesisunder all possible conditions to see if it is true.Finally, after repeated experiments show thatthe hypothesis is true, then it is considered ascientific law.

Enlightenment Thinkers As the ScientificRevolution advanced, many educated Europeanscame to believe that reason was a much betterguide than faith or tradition. To them, reason wasa light that revealed error and showed the way totruth. As a result, the 1700s became known as theAge of Enlightenment.

France was the major center of the Enlight-enment. As the Enlightenment spread, thinkersin France and elsewhere became known by the French word philosophe (FEE • luh • ZAWF),which means “philosopher.” Most philosopheswere writers, teachers, journalists, and observersof society.

The philosophes wanted to use reason tochange society. They attacked superstition, orunreasoned beliefs. They also disagreed withChurch leaders who opposed new scientificdiscoveries. The philosophes believed in theindividual’s right to liberty. They used theirskills as writers to spread their ideas acrossEurope.

Who Were Voltaire and Diderot? One of thegreatest thinkers of the Enlightenment wasFrançois-Marie Arouet, known as Voltaire (vohl • TAR). Voltaire blamed Catholic Churchleaders for keeping knowledge from people inorder to maintain the Church’s power. Voltairealso opposed the government supporting onereligion while forbidding others. He thoughtpeople should be free to choose their own beliefs.

Denis Diderot was the French philosophewho did the most to spread Enlightenmentideas. He published a 28-volume encyclopedia.His project, which began in the 1750s, took about20 years to complete.


The Encyclopedia included a wide range oftopics, such as science, religion, government,and the arts. It became an important weapon inthe philosophes’ fight against traditional ways.

Who Was Montesquieu? In 1748 BaronCharles de Montesquieu (MAHN • tuhs • KYOO)published a book called Spirit of Laws. In thisbook, Montesquieu said that England’s govern-ment was the best because it had a separation ofpowers. Separation of powers means thatpower should be divided equally among thebranches of government: executive, legislative,and judicial.

The legislative branch would make the laws,and the executive branch would enforce them.The judicial branch would interpret the laws andjudge when they were broken. By separatingthese powers, government could not become toopowerful and threaten people’s rights.

Who Was Rousseau? By the late 1700s, someEuropean thinkers were starting to criticizeEnlightenment ideas. One of these thinkers wasJean-Jacques Rousseau (zhahn zhak ru • SOH).Rousseau claimed that supporters of theEnlightenment relied too much on reason.Instead, people should pay more attention totheir feelings.

What Is a Social Contract? According toRousseau, human beings were naturally good,but civilized life corrupted them. He thoughtpeople could improve themselves by livingsimpler lives closer to nature. In 1762 Rousseaupublished a book called The Social Contract. Inthis work, Rousseau wrote that a workable gov-ernment should be based on a social contract.This is an agreement in which everyone in asociety agrees to be governed by the generalwill, or what the people as a whole want.


Guarantees of RightsThe Magna Carta and the English Bill of

Rights are two important documents thatwere integral in forming American politicalthought. Each contributed an essential build-ing block for the American political principlesfound in the Declaration of Independence,the Bill of Rights, and the Constitution.

The rights of English citizens, referred toin the Magna Carta, is an important princi-ple of American government. This excerptfrom the Magna Carta describes the right toa trial by jury:

“No free man shall be taken, imprisoned,[seized], outlawed, banished, or in any waydestroyed, . . . except by the lawful judg-ment of his peers and by the law of theland.”

The English Bill of Rights assured the peo-ple of certain basic rights. Among these are:

“That the freedom of speech and debatesor proceedings in Parliament ought notto be impeached or questioned in any court or place out of Parliament.”

The founding documentsof our nation expressthese freedoms and theprinciple of limitedgovernment—a govern-ment on which strictlimits are placed, usu-ally by a constitution.

The idea of limited government is an impor-tant principle of American government. Whymust government be limited?

King John signsthe Magna Carta.

Stock Montage

and click on Study Central.

Study Central Need help understandingthe Enlightenment? Visit ca.hss.glencoe.com

The Magna Carta In the 1600s and 1700s,ideas of political change spread back and forthacross the Atlantic Ocean. The pattern startedwith the arrival of the first English colonists inNorth America. They carried with them ideasborn of the political struggles in England. Bythe time the first colonists reached NorthAmerica, the idea of limited government hadbecome an acceptable part of the English system.The Magna Carta of 1215 had limited royalpower and protected nobles from unlawful lossof life, liberty, and property. During the next fewcenturies, these rights were extended to moreand more English people.

The English Bill of Rights In 1689 theEnglish Bill of Rights stated that the monarchcould not tax people without Parliament’s con-sent. People had a right to a fair and speedy trialby a jury of their peers. People could also peti-tion the king without fear of being punished.The English colonists in North America shared abelief in these rights with the people of England.

Representative Government From Englandthe American colonists also brought the idea ofrepresentative government in which peopleelect delegates to make laws and conduct gov-ernment affairs for them. Parliament was a rep-resentative assembly that had made laws forEngland since the mid-1200s. In America colo-nial legislatures grew directly out of this prac-tice of having representatives pass laws.

For political ideas, the colonists also lookedto thinkers of the Enlightenment. John Locke’sideas seemed to fit the colonial experience.Although most had probably never heard ofLocke himself, the ideas of natural rights andgovernment responsible to the people becamethe basis of protest and revolt in the colonies.Colonial leaders, such as Benjamin Franklin,Thomas Jefferson, and James Madison, regardedthese ideas as political truths. Locke’s ideasbecame so influential that they have been calledthe “textbook of the American Revolution.”

Summarize What were theideas of Charles de Montesquieu?

Reading SummaryReview the • Rome and Greece became the

basis for much political andscientific thought.

• The Renaissance brought aboutreligious and political changesthat sought to increase therights of human beings.

• Political thinkers argued thatcitizens had religious, political,and social rights.

1. What was the purpose of theEnglish Parliament?

2. What is the ScientificMethod?

Critical Thinking3. Contrast How did the ideas

of Hobbes and Locke differ?

4. Identifying Who were three of the Enlightenmentthinkers?

5. How didpolitical, technological, andreligious changes affect theformation of the Americangovernment? Write a para-graph describing your conclusions.

6. Persuasive Writing Imagineyou are an English noble infavor of the Magna Carta.Write a letter to the kingexplaining why he should signthe document. CA 8WA2.4

CA HI2.

CA HR3.

What Did You Learn?


EnlightenmentThinkers


Columbus Crosses the Atlantic

Christopher Columbus left Spain in August 1492 with about 90 sailors on three ships. On October 11 he wrote this in his log:

The crew of the Pinta spotted some . . .reeds and some other plants; they alsosaw what looked like a small board orplank. A stick was recovered that looksmanmade, perhaps carved with an irontool . . . but even these few [things] madethe crew breathe easier; in fact, the menhave even become cheerful.

Other entries in Columbus’s log describethe islanders that he met.

They are [a] friendly and well-dispositioned people who [bear] no armsexcept for small spears, and they have no iron. I showed one my sword, andthrough ignorance he grabbed it by theblade and cut himself. . . .

They traded and gave everything theyhad with good will, but it seems to methat they have very little. . . .

[They] came swimming to our shipsand in boats made from one log. Theybrought us parrots, balls of cotton thread,spears, and many other things, . . . Forthese items we swapped them little glassbeads and hawks’ bells.

—from The Log of Christopher Columbus

reeds: tall grasses with slim stemsthat grow in wet areas

bear arms: carry or possess weapons

hawks’ bells: small, lightweight bellsattached to a trained hawk to help anowner find a lost bird

causeway: a raised road across wetground or water

Mexico: Tenochtitlán

cues (KYOOS): temples

vein (VAYN): way of thinking

Reader’s Dictionary


WH7.11.1 Know the great voyages ofdiscovery, the locations of the routes, andthe influence of cartography in the devel-opment of a new European worldview.

Cultures in ContactBefore the 1400s, Native Americans had little contact with people from other continents. Improved

methods of sea travel and the desire for goods led to the growth of overseas trade in the 1400s and1500s. During this time, people from Europe came into direct contact with people from the Americas.

Read the passages on pages 108 and 109 and answer the questions that follow.

Columbus lands on SanSalvador in October 1492.

The City of Plainfield, NJ

Columbus Crosses the Atlantic1. What item did the crew take from the sea

and examine?2. How did Columbus’s crew react when they

saw the objects in the sea?3. According to Columbus, why did the

islander cut himself on the sword?4. What items did Columbus and his crew

exchange with the islanders?

Cortés Encounters the Aztec5. What surprised Castillo and Cortés’s army

about the land of the Aztec?

6. Why did some soldiers compare what theysaw with a dream?

Read to Write7. Imagine you are one of the Native Americans

who has just met Columbus or Cortés. Whatdo you notice about him? What do you thinkof him? How do you feel about this meeting?Write a journal entry describing what youobserved and how you reacted to thisencounter. CA 8WA2.1


Cortés Encounters the Aztec

The soldier and writer Bernal Díaz de Castillowas part of Hernán Cortés’s army. TheseSpaniards fought their way across the Aztec empireto the capital at Tenochtitlán. Castillo wrote the following about what he saw:

And when we saw all those cities and villages built in the water, and other great towns on dry land, andthat straight and level causeway leading to Mexico,we were astounded. Thesegreat towns and cues andbuildings rising from thewater, all made of stone,seemed like an enchantedvision. . . . Indeed, some ofour soldiers asked whether itwas not all a dream. It is notsurprising therefore that Ishould write in this vein. Itwas all so wonderful that I donot know how to describe thisfirst glimpse of things neverheard of, seen or dreamed of before. . . .

[In the marketplace], we were astoundedat the great number of people and the quanti-ties of merchandise, and at the orderlinessand good arrangements that prevailed, forwe had never seen such a thing before. . . .

[In the market] they have a building therealso in which three judges sit, and there areofficials like constables who examine themerchandise. . . .

—from The Conquest of New Spain

Montezuma and Cortés meet after Cortés entered Tenochtitlán.

1997 Suzanne-Murphy-Larronde

Review Content VocabularyWrite the vocabulary word that completeseach sentence. Write a sentence for each wordnot used.

a. technology d. entrepreneurb. Renaissance e. rule of lawc. Northwest f. mercantilism

Passage1. The ___ states that all people are equal

under the law and should be treated assuch.

2. England, France, and the Netherlandshoped to find a ___ to Asia.

3. During the ___, many political and reli-gious changes took place.

4. The theory of ___ stated that a countrycould become prosperous by mining silverand gold found in other countries.

Review the Section 1 • Age of Exploration

5. What led to the European era of exploration?

6. What were English, French, and Dutchexplorers searching for while charting thecoast of North America?

Section 2 • Rise of Modern Capitalism

7. What made trading ventures in differentcountries so difficult?

8. What were the benefits of establishingoverseas colonies?

Section 3 • The Enlightenment

9. What is the rule of law?10. How did John Calvin contribute to reli-

gious changes in Europe?11. What did Copernicus and Galileo believe

about the universe?

Critical Thinking12. Describe What was the Columbian

Exchange? How did it change Europe andthe Americas?

13. Cause and Effect Re-create the diagrambelow. Identify three reasons for the voy-ages of exploration and three effects thatresulted from the exploration.

14. Contrast How did Judaism differ frommost other religions during the Romanera?

Geography SkillsStudy the map below and answer the ques-tions that follow. CA CS3.

CA HI2.

CA HI2.

CA CS1.

600 kilometers0Albers Conic Equal-Area projection

600 miles0

N

S

EW

80°W

70°W

60°W

30°N

20°N

10°N

Hispaniola PuertoRico

Jamaica

Cuba

BahamaIslands

ATLaNTICOCEaN

Gulf ofMexico

Caribbean Sea

NORTHAMERICA

FLORIDA

CENTRALAMERICA

SOUTH AMERICA


Standard WH7.11

Voyages ofexploration

Taino lands

The Taino, About 1492

15. Place What are some of the islands onwhich the Taino lived?

16. Location Between which continents wasthe Taino homeland located?

17. Movement If you traveled from Cuba toPuerto Rico, in what direction would yoube going?

Read to Write18. Descriptive Writing

Choose an event mentioned in the chapterthat had an impact on the Americas.Describe how that event influenced life inthe Americas.

19. Using Your Use the informationfrom your completed chapter opener fold-able to create a compare-contrast chart ofthe three countries that were exploring theAmericas. Include in the chart their rea-sons for embarking on explorations, theareas they explored, and the goods andideas they obtained from the regions.

Using Academic VocabularyRead the following sentences and in your ownwords, write the meaning of the underlinedacademic vocabulary word. 20. The Magna Carta is an important

document.21. Venice and Genoa became major trading

cities.22. Christopher Columbus hoped that the king

and queen of Spain would finance hisexploration.

23. Traders wanted to export goods to Chinaand to other areas of the world.

Linking Past and Present24. Science Connection Sir Francis Bacon

was the first person to describe theScientific Method. Describe this method inyour own words. Then, describe a modern-day scenario in which scientists are usingthis method.

Reviewing Skills

25. Previewing Take a lookat the Big Ideas on page 113. Select oneand write a paragraph describing the rela-tionship between that idea and somethingyou learned in this chapter.

26. Summarize DescribeMontesquieu’s theories on government.Contrast these with views held by ThomasHobbes. CA 8WS1.1CA HI2.

CA 8WA2.2

CA CS1.

CA HI3.

CA CS3.

CA 8WA2.3

Self-Check Quiz Visit ca.hss.glencoe.com

to prepare for the Chapter 1 test.


Read the passage below and answerthe following questions.

According to Locke, what branchof government makes the laws?

A judicialB executiveC legislativeD state governments

Who gives government its power?

A the legislatureB the presidentC the Supreme CourtD the people

28

27

The Legislative cannot transfer thePower of Making Laws to any otherhands. For it being but a delegatedPower from the People, they whohave it, cannot pass it over to others.The People alone can appoint theForm of the Commonwealth, whichis by Constituting the Legislative,and appointing in whose hands thatshall be.

—from Second Treatise of Civil Government by John Locke


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