splash screen contents chapter introduction section 1exploration and expansion section 2africa in an...

Chapter Introduction

Section 1 Exploration and Expansion

Section 2Africa in an Age of Transition

Section 3Southeast Asia in the Era of the Spice Trade

Chapter Summary

Chapter Assessment

Click on a hyperlink to view the corresponding slides.Click on a hyperlink to view the corresponding slides.

Click the Speaker button to listen to the audio again.


Key EventsAs you read this chapter, look for the key events of the Age of Exploration.

Click the mouse button or press theSpace Bar to display the information.Click the mouse button or press the

Space Bar to display the information.

• Europeans risked dangerous ocean voyages to discover new sea routes.

• Early European explorers sought gold in Africa, then began to trade slaves.

• Trade increased in Southeast Asia, and the Dutch built a trade empire based on spices in the Indonesian Archipelago.

The Impact Today



The events that occurred during this time period still impact our lives today.

• European trade was a factor in producing a new age of commercial capitalism that was one of the first steps toward today’s world economy.

• The consequences of slavery continue to impact our lives today.

• The Age of Exploration led to a transfer of ideas and products, many of which are still important in our lives today.

Chapter Objectives



After studying this chapter, you should be able to:

• explain the three main motives for exploration.

• trace the development and decline of Portugal’s trading empire and Spanish exploration.

• describe the impact of Europeans on the people of Africa.

• describe traditional African political systems.

Chapter Objectives



After studying this chapter, you should be able to:

• discuss the shift in power from Portuguese to Dutch in the control of the spice trade.

• contrast the impact of Europeans on mainland states of Southeast Asia with their impact on the Malay world.

• describe the four main political systems in Southeast Asia.

• In the fifteenth century, Europeans began to explore the world.

Main Ideas



Exploration and Expansion

Key Terms• conquistador • mercantilism

• balance of trade• colony

• Portugal, Spain, the Dutch Republic, and England reached new economic heights through worldwide trade.

• Vasco da Gama

People to Identify• Amerigo Vespucci • Francisco Pizarro • Ferdinand

Magellan

• Portugal

Places to Locate• Melaka

• Cuba




• Africa

• Christopher Columbus

• John Cabot

Preview of Events


Motives and Means



• Europeans had long been attracted to Asia.

• Europeans were fascinated by Marco Polo’s account of his travels to the court of Kublai Khan in Asia.

• 14th-century conquests by the Ottoman Empire made traveling to the East by land difficult.

• Europeans wanted a route by sea.

God, Glory & Gold

• God – the desire to spread the Catholic faith to the people of the world

• Glory – fame & glory served as a motivator for some explorers

• Gold – Merchants & government officials hoped to find precious metals and expand trade with the East.

(pages 189–191)(pages 189–191)



Motives and Means (cont.) • Europeans had also reached a level of technology

that made a series of regular, long voyages possible

• Europeans acquired much of this technology from Arabs.

• Arab navigators had drawn charts, called portolani (records) showing coastlines and distances between ports.

• By 1500 – cartography (the art and science of mapmaking) had developed to where Europeans had fairly accurate maps of where they wanted to explore.

• The compass showed the ship’s direction, and the astrolabe (also developed by Arabs) showed its latitude, information needed for such long voyages.

• Europeans also were able to build ships that could sail against the wind.

(pages 189–191)(pages 189–191)



The Portuguese Trading Empire

(pages 191–192)(pages 191–192)

• Portugal took the lead in European exploration.

• 1420 - Prince Henry the Navigator sponsored Portuguese fleets that sailed along the western coast of Africa.

• they found gold & led Europeans to call the southern coast of West Africa the Gold Coast.

• 1488 - Bartholomeu Dias 1st to round tip of Africa in search of a route to India.

• 1498 - Vasco da Gama made the trip to the port of Calcutta in India.

• returned with a cargo of spices & made a huge profit



• Portuguese fleets took control of the spice trade from the Muslims by force.

• 1510 - Admiral Alfonso de Albuquerque set up a Portuguese port at Melaka a thriving port for the spice trade on the Malay Peninsula.

• from Melaka, Portugal made expeditions to the Spice Islands.

• In the Spice Islands they signed a treaty with a local ruler for the purchase and export of cloves to Europe.

• This treaty gave Portugal control of the spice trade.

• Portugal had neither the power, people, or desire to colonize Asia, however.

The Portuguese Trading Empire(cont.)

(pages 191–192)(pages 191–192)

Click the mouse button or press theSpace Bar to display the answer.


Why was the spice trade so lucrative?

Possible answers: The spice trade was lucrative because the European diet was fairly uniform and bland, and the spices preserved and flavored the foods. The scarcity of spices in Europe made them very valuable.

The Portuguese Trading Empire(cont.)

(pages 191–192)(pages 191–192)



Voyages to the Americas

(pages 192–194)(pages 192–194)

• As the Portuguese sailed east to reach the source of the spice trade, the Spanish sailed west to find it.

• Spain had more resources & people than Portugal

• focused more on establishing an overseas empire instead of trading posts.

Christopher Columbus

• Italian, but sailed for Spain

• Calculated the circumfrence of the Earth to be roughly 5,000 miles shorter than scholars believed

• believed he could reach Asia by sailing west

• Oct 10, 1492 – reached & explored the coastline of Cuba & Hispaniola

• thought he had reached Asia until he died

• In his four voyages, he explored many Caribbean Islands and Honduras–all of which he called the Indies



Voyages to the Americas (cont.) • 1494 - Treaty of Tordesillas signed.

• Imaginary north-to-south line through the Atlantic Ocean and the easternmost part of South America.

• Portugal claimed the unexplored territories east of the line, Spain to the west.

• Explorers from many countries joined the race to the Americas.

• John Cabot explored the New England coastline for England.

• Amerigo Vespucci went on several voyages and wrote letters describing what he saw.

• led to the name America for the new lands.(pages 192–194)(pages 192–194)



The Spanish Empire

(page 194)(page 194)

• The Spanish conquistadors (conquerors of the Americas) had incredible success due to guns and determination.

• 1532 - Francisco Pizarro took control of the Incan Empire in the Peruvian Andes.

• Spanish governors had the power, called encomienda, to use the Native Americans as laborers.

• European diseases ravaged the native populations, who lacked immunity to such diseases as smallpox.

• Hispaniola – 1492 pop. -250,000; By 1538 – 500

• Mexico’s pop. dropped from 25 million to 3 million.



Economic Impact and Competition

(pages 194–195)(pages 194–195)

• Europeans sought silver and gold wherever they went in the Americas. (Mexico & Bolivia)

• Native agricultural products such as sugar, cotton, vanilla, potatoes, cocoa, corn, and tobacco were shipped to Europe.

• Portugal challenged the Italian states as the chief entry point for eastern spices, jewels, silk, and perfumes.

• 1600s - England established trade on the northwestern coast of India.

• Late 1500s - the Spain established in the Philippine Islands, where Ferdinand Magellan had landed earlier.



• The English seized New Netherlands from the Dutch and renamed it New York.

• established the Massachusetts Bay Colony during the 1600s.

• By 1700, England had established a colonial empire along North America’s eastern seaboard.

• European nations in the 1500s and 1600s established many colonies in the Americas and the East.

• colony - a settlement of people living in a new territory, linked with the parent country by trade and governmental control.

Economic Impact and Competition(cont.)

(pages 194–195)(pages 194–195)

• Colonies played an important role in the theory of mercantilism.

• (a nation’s prosperity depended on a large supply of bullion --- gold and silver)

• Nations wanted a favorable balance of trade, which means that the value of exported goods is greater than the value of imported goods.

• Colonies were important as sources of raw materials & markets for the parent country’s finished goods.

Economic Impact and Competition(cont.)

(pages 194–195)(pages 194–195)

__ 1. a set of principles that dominated economic thought in the seventeenth century; it held that the prosperity of a nation depended on a large supply of gold and silver

__ 2. a Spanish conqueror of the Americas

__ 3. the difference in value between what a nation imports and what it exports over time

__ 4. a settlement of people living in a new territory, linked with the parent country by trade and direct government control

A. conquistador

B. colony

C. mercantilism

D. balance of trade

Define Match each definition in the left column with the appropriate term in the right column.

C

Checking for Understanding

Click the mouse button or press theSpace Bar to display the answers.Click the mouse button or press theSpace Bar to display the answers.

A

D

B

Explain why the Spanish were so hungry for gold.


The Spanish were so hungry for gold because mercantilism measured a nation’s prosperity in bullion.



Close

How was life in Europe changed by exploration in Africa, Asia, and the Americas? What might the impact of expanded trade have been on Europeans’ daily lives? Explain the political, economic, cultural, and technological influences of European expansion on Europeans.



• European expansion affected Africa with the dramatic increase of the slave trade.

Main Ideas

Africa in an Age of Transition

Key Terms• plantation

• triangular trade

• Middle Passage

• Traditional political systems and cultures continued to exist in most of Africa.



• King Afonso

People to Identify

• Brazil

Places to Locate

• South Africa

• Mozambique

• Ibo


Preview of Events




The Slave Trade (cont.) • Demand for slaves rose dramatically with

the European voyages to the Americas and the planting of sugar cane there.

• Plantations (large agricultural estates) were set up on the eastern coast of Brazil & in the Caribbean to grow sugar cane.

• Growing cane is labor intensive.• Small native populations, devastated by

European diseases, could not provide the labor.

• African slaves were imported to meet the need.

(pages 197–199)(pages 197–199)



The Slave Trade (cont.) • A Spanish ship carried the first boatload of

African slaves to the Americas in 1518.

Triangular Trade

• This pattern of triangular trade connected Europe, Africa and Asia, and the Americas.

• European merchants carried goods to Africa, where they traded for slaves.

• Slaves shipped to & sold in the Americas.

• European merchants then bought tobacco, molasses, sugar, & cotton for sale in Europe

(pages 197–199)(pages 197–199)



The Slave Trade (cont.) • 275,000 African slaves exported in16th cent.

• over 1 million were shipped in the 17th cent.

• 6 million in the 18th cent.

• It’s believed that up to 10 million slaves were shipped from Africa to the Americas.

• Many slaves died on the Middle Passage (the journey to the Americas)

• Succeeding generations developed immunities to European diseases, so death rates were higher for newly arrived slaves than for those who were born and raised in the Americas.

(pages 197–199)(pages 197–199)



The Slave Trade (cont.) • Before the Europeans entered the scene,

most slaves in Africa were war captives.

• Europeans bought slaves in return for guns, gold, and other European goods.

• Some local rulers became concerned about the impact of the slave trade on their societies.

• 1526 - In a letter to the king of Portugal King Afonso of Congo said, “so great is the corruption that our country is being completely depopulated.”

• These protests were ignored, and many other local rulers profited from the slave trade. (pages 197–199)(pages 197–199)



The Slave Trade (cont.) • Some African states, such as the brilliant

and creative Benin, were devastated by the slave trade.

• As their population declined and warfare increased, the people lost faith in their gods, their art deteriorated, and human sacrifice increased.

• Benin became brutal and corrupt.

• Later, it took years to discover the brilliance of the earlier culture destroyed by slavery.

(pages 197–199)(pages 197–199)



Political and Social Structures

(pages 199–200)(pages 199–200)

• Generally, European influence did not extend beyond slave trade in the coastal regions.

• In general, traditional African political systems continued.

• Monarchy was common by the sixteenth century.

• Some were highly centralized, and the king was considered almost divine.



Political and Social Structures (cont.) • Generally, European influence did not extend

beyond slave trade in the coastal regions.

• Some African states were collections of small principalities tied by kinship or other loyalties.

• Ashanti on the Gold Coast is a good example.

• Each local ruler had a ceremonial stool of office that symbolized the kinship ties linking the rulers together.

• The king had an exquisite golden stool to symbolize the unity of the entire state.

(pages 199–200)(pages 199–200)



Political and Social Structures (cont.) • In such societies as the Ibo of eastern

Nigeria, Africans lived in small political units with authority vested in a village leader.

• The Ibo region produced more slaves than almost any other area of Africa.

• Foreigners also influenced African religious life.

• Islam became dominant in North Africa and spread southward into the states of West Africa.

• Christianity was established only in South Africa and Ethiopia.

(pages 199–200)(pages 199–200)

__ 1. a pattern of trade that connected Europe, Africa and Asia, and the American continents; typically, manufactured goods from Europe were sent to Africa, where they were exchanged for slaves, who were sent to the Americas, where they were exchanged for raw materials that were then sent to Europe

__ 2. a large agricultural estate

__ 3. the journey of slaves from Africa to the Americas, so called because it was the middle portion of the triangular trade route

A. plantation

B. triangular trade

C. Middle Passage

Define Match each definition in the left column with the appropriate term in the right column.

B



A

C

Explain how the Europeans obtained access to slaves. To what port cities in Europe and the Americas were the African slaves shipped?


Europeans obtained access to slaves by buying them from African merchants. The map on page 416 of your textbook lists the port cities where the African slaves were shipped.






Identify the effects of the slave trade on the culture of Benin.

The slave trade caused a decline in population and an increase in warfare. It also caused people to lose faith in gods, it deteriorated art, and human sacrifice became more common.

Examine the picture of the inside of a slave ship shown on page 199 of your textbook. From looking at this picture, what conclusions can you draw about the conditions that slaves endured during their voyage to the Americas?

Analyzing Visuals

Possible answers: During their voyage to America, slaves were chained, had little room, and were tormented by slave handlers.



Close

Identify the causes of European expansion in the sixteenth century and discuss them with the class.

Chapter Summary

Listed below are the major European explorers of the fifteenth and sixteenth centuries. Marco Polo is the one explorer listed who predates the Age of Exploration.

1. A set of principles that dominated economic thought in the seventeenth century was called _______________.

2. _______________ were Spanish conquerors who were motivated by religious zeal and the desire for glory and riches.

3. A body of nonelective government officials is called a _______________.

4. Many Africans were removed from their homes and shipped to large landed estates in the Americas called _______________.

5. _______________ is the route between Europe, Africa, and America.

Insert the key term that best completes each of the following sentences.

Using Key Terms


mercantilism

Conquistadors

bureaucracy

plantations

Triangular trade

History What did the Europeans want from the East?

Reviewing Key Facts

Europeans wanted spices from the East.



Reviewing Key Facts



History How did most Africans become slaves?

Most Africans became slaves because they were prisoners of war, and taking prisoners was a reward to the victors.

Reviewing Key Facts



Science and Technology How did the Portuguese make effective use of naval technology?

The Portuguese used the compass and astrolabe, allowing then to navigate and to determine in what direction they were moving. They used lateen sails that made ships more maneuverable and allowed them to carry heavy cannons and more goods.

Reviewing Key Facts



Geography What did Christopher Columbus believe about the size and shape of Earth?

Christopher Columbus knew the world was round but underestimated the circumference.

Reviewing Key Facts



History Why were European diseases devastating to the peoples of America?

Native Americans had little or no resistance to European diseases.

Critical Thinking



Drawing Conclusions What might have resulted from the fact that many slave owners believed it was more economical to buy a new slave than to raise a child to working age?

Possible answers: Because slave owners believed it was more economical to buy a new slave than raise a child to working age, they may have killed newborns, discouraged or forbade marriage, and kept the sexes apart.

Critical Thinking



Making Generalizations Describe the impact on history of the voyages of Christopher Columbus.

Possible answers: The impact of Columbus’s voyages included bringing the people of Europe, Asia, the Americas, and Africa into direct contact for the first time, which led to a transfer of ideas and products. However, the European colonization took a great toll in human life and often had a negative impact on cultures that were conquered.

Analyzing Maps and ChartsStudy the chart below and answer the questions on the following slides.

Approximately how many years separated the explorations of Marco Polo and those of Vasco da Gama?



Analyzing Maps and Charts

Approximately two hundred years separated the explorations of Marco Polo and Vasco da Gama.





Which countries sponsored the most explorations?


Spain, followed by Portugal, sponsored the most explorations.


The voyages of discovery began in Europe. What continents did the explorers visit?




Explorers visited the continents of Asia, Africa, North America, and South America.

Directions: Use the map below and your knowledge of world history to answer the question on the following slide.

Standardized Test Practice

The Dutch established Batavia as a fort in 1619 to help them edge the Portuguese traders out of the area now called Indonesia. Today, which city is located where Batavia was established?

A New Delhi

B Jakarta

C Phnom Penh

D Beijing

Test-Taking Tip If a test question involves reading a map, make sure you read the title of the map and look at the map carefully for information before you try to answer the question.



Directions: Choose the best answer to the following question.

Standardized Test Practice

How would the world be different if the age of exploration had never occurred?

If the age of exploration had never occurred, there would be only local or regional economies. Native Americans would constitute the entire population of North and South America. Also, without the age of exploration, products and ideas would not have spread, and geographical knowledge would have been limited.



Explore online information about the topics introduced in this chapter.

Click on the Connect button to launch your browser and go to the Glencoe World History: Modern Times Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://wh.mt.glencoe.com

http://glencoe.com/sec/socialstudies/worldhistory/gwhmt2005/index.php4

Science–Wind Currents

Literature

Science–Contagious Diseases

Click on a hyperlink to view the corresponding slide.Click on a hyperlink to view the corresponding slide.

Science Research Europeans’ understanding of wind currents, which helped them make long voyages. Draw or bring in diagrams explaining exactly how the compass and astrolabe work.

Literature Read an excerpt from one of Columbus’s journals. Discuss what the excerpt reveals about Columbus and his times. Read historical accounts of Columbus’s journey that were written during differing time periods. Share what you learned and explore reasons for differences in these accounts.

Science Research the impact of contagious diseases on Native American populations. How is immunity to such diseases built up? Were Europeans affected by American diseases?

Music and Sociology The composer of the hymn “Amazing Grace” was a former slave trader. Research the composition of the song. Watch Bill Moyers’ program “Amazing Grace,” produced for public television. Analyze how the hymn reflects the history of the culture in which it was produced.

Geography Create a thematic map of exploration in Asia. Share your map with the class. Create a bulletin board with the theme “Age of Exploration.”

How did governments respond to the new age of commercial capitalism? How did international trade resulting from the Age of Exploration differ from earlier trade along the Silk Road?

While driving, you hear a news report about a fire downtown. As you approach downtown, traffic is very heavy. You cannot see any smoke, but you infer that the traffic is caused by the fire.

Making Inferences and Drawing Conclusions

Why Learn This Skill?

This feature can be found on page 205 of your textbook.Click the mouse button or press the Space Bar to display the information.


To infer means to evaluate information and arrive at a conclusion. When you make inferences, you draw conclusions that are not stated directly.

Follow the steps below to help make inferences and draw conclusions:

Learning the Skill

• Read carefully to determine the main facts and ideas. • Write down the important facts. • Consider any information you know that relates to this

topic.

• Determine how your own knowledge adds to or changes the material.




Learning the SkillFollow the steps below to help make inferences and draw conclusions:

• What inferences can you make about the material that are not specifically stated in the facts that you gathered from your reading?

• Use your knowledge and reason to develop conclusions about the facts.

• If possible, find specific information that proves or disproves your inference.




Practicing the Skill

This feature can be found on page 205 of your textbook.This feature can be found on page 205 of your textbook.

Read the passage on the next slide, then answer the questions that follow.


Practicing the SkillIn 1511, the Portuguese seized Melaka and soon occupied the Moluccas. Known to Europeans as the Spice Islands, the Moluccas were the chief source of the spices that had originally attracted the Portuguese to the Indian Ocean.

The Portuguese, however, lacked the military and financial resources to impose their authority over broad areas. Instead, they set up small settlements along the coast, which they used as trading posts or as way stations en route to the Spice Islands.

The situation changed with the arrival of the English and Dutch traders, who were better financed than were the Portuguese. The shift in power began in the early 1600s, when the Dutch seized a Portuguese fort in the Moluccas and drove out the Portuguese.

During the next fifty years, the Dutch occupied most of the Portuguese coastal forts along the trade routes throughout the Indian Ocean. The aggressive Dutch traders also drove the English traders out of the spice market, reducing the English influence to a single port on the southern coast of Sumatra.



What events does the writer describe?Practicing the Skill

The writer describes the European takeover of the spice market.

This feature can be found on page 205 of your textbook.Click the mouse button or press the Space Bar to display the answer.



What facts are presented?Practicing the Skill

Among the facts presented are the date of the original European takeover, identities of the conquerors, territories conquered, date of beginning of the shift of power, and the duration of the takeover.




What can you infer about the Dutch traders during this period?


Dutch traders wanted to control the spice market.




What conclusion can you make about the spice market, other than those specifically stated by the author?


Possible answer: The spice market was very lucrative.




Read Magellan Sails Around the World on page 188 of your textbook. Then answer the questions on the following slides.


(left) Ferdinand Magellan, (right) Discovery of Magellan Strait by an unknown artist

What was Magellan’s goal when he set sail on August 10, 1519?

Magellan’s goal was to find a passage to Asia by going west.

This feature can be found on page 188 of your textbook. Click the mouse button or press the Space Bar to display the answer.


Given the details of the story, what words would you use to describe the voyage?

Possible answers: Words to describe Magellan’s voyage include dangerous, scary, and miserable.



Why do you think sailors agreed to such voyages through unknown waters?

Possible answers: Sailors agreed to such voyages for fame, wealth, and adventure.



Click an image on the right to listen to an excerpt from page 196 of your textbook. Read the information on page 196 of your textbook. Then answer the questions on the following slides.

This feature can be found on page 196 of your textbook. Click the Speaker button to listen to the audio again.

This feature can be found on page 196 of your textbook. Click the Speaker button to listen to the audio again.

Why did Columbus give the peoples of Hispaniola “a thousand handsome good things”?

Columbus wanted to win the affection of the people of Hispaniola, to encourage them to become Christians, to win their loyalty for the Spanish monarchs, and to encourage them to give things to him in return.



How did the explorers take advantage of Native Americans?

In trade transactions, Native Americans unwittingly exchanged disproportionate sums of gold for items of little worth that the explorers had brought with them.



Sea Travel in an Age of ExplorationEuropean voyagers acquired much of their knowledge about sailing from the Arabs. For example, sailors used charts that Arab navigators and mathematicians had drawn in the thirteenth and fourteenth centuries. Known as portolani, these charts recorded the shapes of coastlines and distances between ports. They were very valuable in European waters. Because the charts were drawn on a flat scale and took no account of the curvature of the earth, however, they were of little help on overseas voyages.

Read the excerpt on page 191 of your textbook and answer the question on the following slide.


Evaluating Which one advance was the most important for early explorers? Why?


Magellan’s Voyage

After viewing “Magellan’s Voyage,” you should:

Objectives

• Understand that exploration and discovery of new lands was a major goal of Europeans during the Renaissance.

• Appreciate the obstacles faced by 16th-century explorers as they sailed into uncharted waters.

• Recognize the importance of Magellan's voyage to the history of exploration.

Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of The World History–Modern Times video.

Click the mouse button or press the Space Bar to display the information. Click in the window above to view a preview of The World History–Modern Times video.

Magellan’s Voyage

What are some navigational tools that Magellan lacked, making his journey more difficult?

Magellan had no accurate map of the world, no compass, no clock, and no knowledge of longitude.

Click the mouse button or press the Space Bar to display the answer.




What obstacles and hardships hindered Magellan's voyage?

Magellan's voyage was hindered by rivalries among his crew, the men's fear of mythical sea monsters and of being lost at sea, illness, and hostile attacks.

Magellan’s Voyage

Click the mouse button or press theSpace Bar to display the answers.

Atlantic and Pacific52°30’S latitude

Cape Pilar, south


The demand for labor increased because the need for laborincreased.

The demand for slaves led to corruption and depopulation.

African leaders used guns obtained by trading slaves to raid

neighboring peoples.


Cinnamon, mace, nutmeg, and pepper are found in Southeast Asia.

Mace is used for baking pound cakes and all yellow cakes.

Mustard is found in the United States.

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