the age exploration -...

The Age ofExploration

1400 1475 1550 16251400 1475 1550 16251420 Portugal beginsmapping Africascoast

1492Columbusreaches theAmericas

1520Magellans crew sails around the world

1588England defeatsthe SpanishArmada

A lighthouse stands among the ruins of Prince Henry the Navigators schoolof navigation in Algarve, Portugal.

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Chapter Overview Visitca.hss.glencoe.com for a preview of Chapter 10.

483

Europe Explores the WorldThe interaction of different societies brings about the development of

new ideas, art, and technology. In the 1400s, many trade routescollapsed. At the same time, Europeans learned new technologiesfrom Asia and the Arab world and invented some of their own.This led to an age of exploration.

Trade and EmpireThe interaction of different societies brings about the development of

new ideas, art, and technology. Exploration led to the creation ofnew empires. It also encouraged the development of new ideas incommerce.

A Global ExchangeExploration and trade spread ideas and goods. European exploration

and trade spread new goods and ideas throughout the world. Thishad both positive and negative effects.

View the Chapter 10 video in the Glencoe Video Program.

Organizing Information Make this foldable to help you organize and analyzeinformation by asking yourself questions about the Age of Exploration.

Reading and WritingAs you read the chapter,write the main ideas foreach section under theappropriate tabs of yourfoldable. Then write one statement for eachtab that summarizes allof the main ideas in that tab.

Step 1 Fold three sheets of paperin half from top to bottom.

Step 2 On each folded paper, make acut 1 inch from the side on the top flap.

Step 3 Place the folded papers oneon top of the other. Staple thethree sections together and labelthe top three tabs: Europe Exploresthe World, Trade and Empire,A Global Exchange.

Cut 1 inch fromthe edge through the

top flap only.

Europe Explores the World

Staple here.

http://ca.hss.glencoe.com

A useful monitoring

strategy is to slow

down

or speed up your re

ading,

depending on the t

ext.

A key strategy to help you improve your reading is monitoring,or finding your reading strengths and weaknesses. As you read,monitor yourself to make sure that the text makes sense. Discoverdifferent monitoring techniques that you can use at different times,depending on the type of text and situation. Read the followingparagraph and the examples of monitoring.

If the text does not make sense, rereadwhat you do not understand. Readingthe text before or after the passage mayhelp.

Look at related graphs, charts, illustra-tions, or photographs on the page.

Think about what you already knowabout the text, based on what you mayhave read, seen, or experienced.

Sometimes readingahead will help youunderstand themeaning.Cartography isdefined in the textimmediately follow-ing the term.

What do youremember about theemergence of print-ing? Check back inthe book to helpyou remember.

Do you recognizethese terms? Haveyou ever used longi-tude and latitude toread a globe ormap?

Do you know whoPtolemy was? Theindex may showyou where to findmore informationabout him.

Monitoring

With the invention of the print-ing press, books like Ptolemyscould be printed and sold all overEurope. Ptolemys theories about cartography, or the science of mapmaking, were very influential.His basic system of longitude andlatitude is still used today.

from page 488

The paragraph below appears in Section 2. Read the passage andanswer the questions that follow. Discuss your answers with otherstudents to see how they monitor their reading. As you reread a

section from thischapter, monitoryourself to see howwell you understand.Then describe in ashort paragraph whatkind of strategies aremost helpful to youbefore, during, andafter you read.

Read to Write

Mercantilism encouraged Europeansto set up trading posts and colonies inAsia and North America. By the end ofthe 1500s, Spain had set up a colony inthe Philippines. The Spanish shipped sil-ver to the Philippines from America andthen used it to buy Asian spices and silkfor sale in Europe.

from page 497

What questions do you still have afterreading?

Do you understand all the words in thepassage?

Did you read the passage differently thanyou would have read a short story or anewspaper article? How do you read var-ious types of text differently?

Did you have to stop reading often? Is thereading the appropriate level for you?

Ships of the Dutch East India Company

Identify one paragraph in each sec-tion of the chapter that is difficult tounderstand. Discuss each paragraphwith a partner to improve your under-standing.

485

Europe Exploresthe World

1420 Portugal begins

mapping Africas coast

1492Columbusreaches theAmericas

1520Magellans crew sails around the worldAFRICA

EUROPE

SOUTHAMERICA

NORTHAMERICA CHINA

INDIA

1400 1475 15501400 1475 1550

486 CHAPTER 10 The Age of Exploration

Looking Back, Looking AheadYou have learned how Italys cities

grew rich from trade. In the 1400s,other European states began exploringthe world in search of wealth.

Focusing on the In the 1400s, trade, technology, and

the rise of strong kingdoms led to anew era of exploration.(page 487)

While the Portuguese explored Africa,the Spanish, English, and Frenchexplored America.(page 489)

Locating PlacesAzores (AYZOHRZ)Madeira (muhDIHRuh)Hispaniola (HIHSpuhNYOH luh)Strait of Magellan (muh JEH luhn)Newfoundland (NOO fuhn luhnd)St. Lawrence River (LAWRuhns)

Meeting PeopleVasco da Gama (VASkoh duh

GAmuh)Christopher Columbus

Magellan (muh JEH luhn)John Cabot (KAbuht)Jacques Cartier

(ZHAHK kahrTYAY)

Content Vocabularyastrolabe (AStruhLAB)compass (KUHMpuhs)caravel (KARuhVEHL)cartography (kahrTAHgruhfee)

Academic Vocabularyfund

locate

Reading StrategyCause and Effect Complete adiagram like the one below showingwhy Europeans began to explore.

HistorySocial ScienceStandardsWH7.11 Studentsanalyze political andeconomic change in thesixteenth, seventeenth,and eighteenthcenturies (the Age ofExploration, theEnlightenment, and theAge of Reason).

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

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

Europe Gets Ready to ExploreIn the 1400s, trade, technology, and

the rise of strong kingdoms led to a new era ofexploration. Reading Connection Do you like traveling to placesthat you have never been to? Read to learn whyWestern Europeans set off to explore the world.

In the 1400s and 1500s, nations inWestern Europe began exploring the world.They soon gained control of the Americasand parts of India and Southeast Asia aswell. Why did they begin exploring in the1400s? Many events generated just the rightconditions for exploration.

Trade With Asia As you have read, in theMiddle Ages, Europeans began buying vastamounts of spices, silks, and other goodsfrom Asia. In the 1400s, however, it becameharder to get those goods.

First of all, the Mongol Empire had col-lapsed. The Mongols had kept the Silk Roadrunning smoothly. When their empire col-lapsed, local rulers along the Silk Roadimposed new taxes on merchants. Thismade Asian goods more expensive.

Next, the Ottoman Turks conqueredthe Byzantine Empire and blocked Italianmerchants from entering the Black Sea.The Italians had trading posts on the coastof the Black Sea where they bought goodsfrom Asia. Now, they could no longerreach them. They had to trade with theTurks instead, and this drove prices evenhigher.

Europeans still wanted the spices andsilks of East Asia. Anyone who could find away to get them cheaply would make a lotof money. Merchants began looking for aroute to East Asia that bypassed the MiddleEast. If they could not get there by land,maybe they could get there by sea.

CHAPTER 10 The Age of Exploration 487

New Technology Even though the Euro-peans wanted to go exploring, they could notdo it without the right technology. TheAtlantic Ocean was too dangerous and diffi-cult to navigate.

By the 1400s, they had the technologythey needed. From the Arabs, Europeanslearned about the astrolabe and the com-pass. The astrolabe (AS truh LAB) was anancient Greek device that could be used tofind latitude. The compass (KUHM puhs),invented by the Chinese, helped navigatorsfind magnetic north.

Even with these new tools, the Europeansneeded better ships. In the 1400s, they beganusing triangular sails developed by the Arabs.These sails let a ship zigzag into the wind.

Early compass

Astrolabe

European explorersand traders began touse smaller, fasterships called caravels in the 1400s. Whatadvantage did tri-angular sails offer a ship?

(t)Peabody Essex Museum, Salem, MA, (c)SuperStock, (b)Michael Holford


The rise of towns and trade helped makegovernments stronger. Rulers could tax thetrade in their kingdom and then use themoney to build armies and navies. Usingtheir new power and resources, they wereable to build strong central governments.

By the end of the 1400s, four strongkingdomsPortugal, Spain, France, andEnglandhad been built in Europe. Theyhad harbors on the Atlantic Ocean and wereanxious to find a sea route to Asia. Thequestion was where to go.

Did Maps Encourage Exploration? By the1400s, most educated people in Europe knewthe world was round, but they only hadmaps of Europe and the Mediterranean.When the Renaissance began, however, peo-ple began to study ancient maps as well asbooks written by Arab scholars.

Twelve hundred years earlier, a Greek-educated Egyptian geographer namedClaudius Ptolemy had drawn maps of theworld. His book Geography was discoveredby Europeans in 1406 and printed in 1475.

With the invention of the printingpress, books like Ptolemys could beprinted and sold all over Europe. Ptolemystheories about cartography (kahr TAH gruh fee), or the science of mapmaking,were very influential. His basic system oflongitude and latitude is still used today.

European cartographers also beganreading a book written by al-Idrisi, an Arabgeographer. Al-Idrisi had published a bookin 1154 showing the parts of the worldknown to Muslims. By studying the worksof al-Idrisi and Ptolemy, Europeans learnedthe geography of East Africa and the IndianOcean. If they could find a way aroundAfrica, they could get to Asia.

Summarize What were themain reasons the Europeans began exploring theworld in the 1400s?

They also began building ships withmany masts and smaller sails to make their ships go faster. A new type of ruddermade steering easier. In the 1400s, theseinventions came together in a Portugueseship called the caravel. With ships like thecaravel (KAR uh VEHL), Europeans couldbegin exploring the world.

The Rise of Strong Nations Even withnew technology, exploration was stillexpensive and dangerous. For most of theMiddle Ages, Europes kingdoms wereweak and could not fund exploration. Thissituation began to change in the 1400s.

Prince Henrys school for navigation helpedmake possible the discovery of new waterroutes and new lands. Here, Prince Henry isshown watching for the return of his ships.What types of professionals did Prince Henryinvite to his research center?

Bettmann/CORBIS

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

Upper DeckSailors slept and

cooked their meals on the upper deck.

Captains CabinThis room served

as Columbuss dining room, bedroom, and

study.

HoldFood, fresh water,

and supplies for the voyage filled the

ships hold.

Crows NestThe crows nest served as a platform for a lookout.

Santa MaraSanta Mara

The Santa Mara, Columbuss flagship, waslarger and slower than the other twoships on the voyage. What islands mightColumbus have explored on his firstvoyage to the Americas?

Exploring the WorldWhile the Portuguese explored Africa,

the Spanish, English, and French explored America.Reading Connection Have you ever done something dar-ing or tried something new not knowing how it would turnout? Read to learn how European explorers took chancesand went places no Europeans had ever been before.

By the early 1400s, Europeans wereready to explore. England and France werestill fighting each other, however, and Spainwas still fighting the Muslims. This gavePortugal the chance to explore first.

Who Was Henry the Navigator? In 1419Prince Henry of Portugal, known as Henrythe Navigator, set up a research center in southern Portugal. He invited sailors,cartographers, and shipbuilders to comeand help him explore the world.

In 1420 Portugal began mappingAfricas coastline and trading with Africaskingdoms. It also seized the Azores (AY ZOHRZ), Madeira (muh DIHR uh), and CapeVerde islands. Soon after, the Portuguesediscovered sugarcane would grow on theislands.

Sugar was very valuable in Europe. To work their sugarcane fields, thePortuguese began bringing enslavedAfricans to the islands. This was the begin-ning of a slave trade that would eventuallybring millions of enslaved people to theAmericas as well.

In 1488 the Portuguese explorerBartolomeu Dias reached the southern tipof Africa. Nine years later, Vasco da Gama(VAS koh duh GA muh) rounded the tipof Africa, raced across the Indian Ocean,and landed on Indias coast. A water routeto East Asia had at last been located.


N

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Mercator projection2,000 km0

2,000 mi.0

Death ofMagellanApril 1521

60W

60E 120E

180120W

0

0

60N

60S

EQUATOR

180D

ias 1487

Elcano (for M

agellan) 152

2

ElcanoMa

gellan

1519

Magellan 1521

Cortes 1519 Columbus 1492

Verrazano 15

24

da Gama

Cabr

al 15

00

Cabral

daG

am

a 1497

Cartier 1534

Cabot

1497

Hudson 1610

Hudson 1609

nallegaM

Pizarro1531-1532

da Gama da GamaATLANTICOCEAN

INDIANOCEAN

PACIFICOCEAN

HudsonBay

CaribbeanSea

PACIFICOCEAN

Strait of Magellan

Strait ofMalacca

A S I A

AFRICA

EUROPE

AUSTRALIASOUTH

AMERICA

NORTHAMERICA

Philippines

Greenland

HispaniolaBahamasCuba

Spice Islands(Moluccas)

SPAIN

PORTUGAL

NETHERLANDSFRANCE

PERU

CHINAINDIA

JAPANMEXICO

ENGLAND

Lima

Tenochtitlan(Mexico City)

MelakaCalicutGoa

Christopher Columbus While the Port-uguese explored Africa, an Italian navigatornamed Christopher Columbus came upwith a daring plan to get to Asia. He wouldsail across the Atlantic Ocean.

Columbus needed someone to financethe trip. The rulers of Portugal, England,and France all turned him down. Finally in1492 Ferdinand and Isabella of Spain saidyes. Earlier that year, they had finallydriven the Muslims out of Spain. Theycould now afford to pay for exploration.

Columbus outfitted three ships: theSanta Mara, the Nia, and the Pinta. In 1492they left Spain and headed west. As theweeks passed, the crew grew desperate.Finally they sighted land, probably theisland of San Salvador. Columbus claimedthe land for Spain and then explored Cubaand Hispaniola (HIHS puh NYOH luh).

Columbus thought he was in Asia. Heconducted three more voyages to the region but never realized he had arrived in theAmericas. Eventually, Europeans realizedthey had found two huge continents.

Who Was Magellan? Many Spaniardsexplored the Americas in the 1500s, butonly Ferdinand Magellan (muh JEH luhn)tried to finish what Columbus had set outto do. In 1520 he left Spain and headed westto sail around the Americas and then all theway to Asia.

Magellan sailed south along SouthAmerica. Finally, he found a way around thecontinent. The passage he found is namedthe Strait of Magellan (muh JEH luhn).

DutchEnglishFrenchPortugueseSpanish

KEY

For more than 100 years, Europeans undertookvoyages of exploration.1. Location Based on this map, which continents

were not visited by European explorers?2. Regions What general region did the English

explore?Find NGS online map resources @www.nationalgeographic.com/maps

European Exploration of the World

http://www.nationalgeographic.com/maps


After passing through the stormy strait, hisship entered a vast sea. It was so peaceful, orpacific, that he named the sea the PacificOcean.

Magellan then headed west. His sailorsnearly starved and had to eat leather, saw-dust, and rats. Finally, after four months atsea, they reached the Philippines. After localpeople killed Magellan, his crew continuedwest across the Indian Ocean, around Africa,and back to Spain. They became the first

known people to circumnavigate (SUHRkuhmNA vuh GAYT), or sail around, the world.

The First English and French ExplorersAs the news spread about Columbuss journey, England decided to search for anorthern route to Asia. In 1497 an Englishship commanded by John Cabot (KA buht)headed across the Atlantic.

Cabot encountered a large island henamed Newfoundland (NOO fuhn luhnd).

Christopher Columbus

Voyages: 1492, 1493,1498, 1502

First European to sailwest searching for awater route to Asia

Vasco da Gama

Voyage: 14971499

First European tosail around thesouth of Africa and reach India

Ferdinand Magellan

Voyage: 15191522

Led the firstexpedition to sail

completely aroundthe world

Jacques Cartier

Voyages: 1534,1535, 1541

Explored the St.Lawrence River

Henry Hudson

Voyages: 1607, 1608,1609, 1610

Explored theHudson River and

Hudson Bay

Important European ExplorersImportant European Explorers

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S

W E

500 km0Mercator projection

500 mi.0

Cartier

153442

Champlain 160315

Verrazano 1524

Marquetteand Joliet

1673

La Salle167982

Hudson 160

9

60W30N

ATLANTICOCEAN

Gulf of Mexico

Ohio R.

Mississippi R

.

Mis souri R.Ark ansas R.

NORTHAMERICA

QuebecMontreal

Plymouth

Jamestown

French explorationDutch exploration

KEY

N

S

W E1,000 km0

Mercator projection

1,000 mi.0Balboa1513

De Soto153842

Ponce De

Leon 1513

Narvaez 1528

Cabezade Vaca 152 836

Coro

na

do 154042

Cabrillo154243

Cortes

1519

90W120W 60W

30N

0

ATLANTICOCEAN

PACIFIC OCEAN

Caribbean Sea

Ohio R.

Mississippi R

.

Misso uri R.

Arkans as R.

Co l

orad

o R.

Ri o Grande

Snake R.

NORTHAMERICA

SOUTHAMERICA

Santa Fe

St. Augustine

Tenochtitlan(Mexico City)

Spanish explorationKEY

(l)The Metropolitan Museum of Art, Gift of J. Pierpont Morgan, 1900(00.18.2), (cl)Stock Montage, (c)Collection of The New-York Historical Society, (cr)Reunion des Musees Nationaux/Art Resource, NY, (r)North Wind Picture Archives

He then traveled southalong the coast of present-day Canada but did notfind a path through to Asia.Cabot disappeared on hissecond trip and was neverheard from again.

In 1524 France sentGiovanni da Verrazano tomap Americas coast andfind a route through toAsia. Verrazano mappedfrom what is today North Carolina north toNewfoundland but found no path to Asia.

Ten years later, the French tried again.This time they sent Jacques Cartier (ZHAHKkahr TYAY). Cartier sailed past Newfound-land and entered the St. Lawrence River(LAWR uhns). After two more trips, Francestopped exploring. By the mid-1500s,

French Protestants and Catholics werefighting a civil war. There was no moreexploring until it was settled.

Identify Who was the firstEuropean to sail to India? Whose crew was first tosail around the world?


The St. Lawrence River today

Reading SummaryReview the Rising prices of Asian goods,

increased wealth from trade,strong central governments, newsailing technology and maps, andRenaissance attitudes causedEuropeans to begin exploring theworld in the 1400s.

Portugal found a route aroundAfrica to India, Spain began build-ing an empire in America, andEngland and France sent explor-ers to America and Asia.

1. What was a caravel, and whywas it important?

2. Describe the accomplishments ofFerdinand Magellan.

Critical Thinking3. Organize Information Draw

a chart like the one below. Useit to name the explorers dis-cussed in this section, thecountry they sailed for, and theplaces they explored.

4. Persuasive Writing Whichexplorer do you think accom-plished the most? Why? Writean essay defending your posi-tion.

5. What knowledgeand inventions of other culturesdid Europeans use in their explo-rations? How did they help theexplorers?

6. MonitoringWrite a 10-question multiplechoice test to help you reviewthe important information inthis section. Exchange testswith a classmate. CA HR1.

CA HI2.

CA 7WA2.4

CA 7RC2.0

What Did You Learn?

Study Central Need help understandingEuropean explorers? Visit ca.hss.glencoe.comand click on Study Central.

Country AreaExplorer Sailed For Explored

National Maritime Museum, London


Trade and Empire

Looking Back, Looking AheadOne effect of European

exploration was the creation of newempires. At the same time, acommercial revolution occurred ascompanies engaged in early forms ofcapitalism.

Focusing on the The Spanish and Portuguese built

world empires by establishing coloniesin the Americas. (page 494)

To increase trade, Europeans set upcolonies and created joint-stockcompanies. (page 497)

Locating PlacesNetherlands (NEHthuhr luhnz)Moluccas (muhLUHkuhz)

Meeting PeopleHenry VIII

Elizabeth I

Pedro Alvares Cabral (PAYthroo AHLvahr ihs kuhBRAHL)

Content Vocabularymercantilism (MUHRkuhnTUH

LIHzuhm)export (EHKSPOHRT)import (IHMPORHT)colony (KAH luhnee)commerce (KAHmuhrs)invest (ihnVEHST)capitalism (KApuhtuhl IHZuhm)

Academic Vocabularyprimary (PRYMEHRee)aid

anticipate (anTIHsuhPAYT)

Reading StrategyCause and Effect Complete a diagramlike the one below showing what led tothe rise of modern capitalism.


c. 1550Portuguese

plantations set up in Brazil

1500Cabral takescontrol of IndianOcean trade

1588England

defeats theArmada

1619Dutcharrive in Java

1500 1550 16001500 1550 1600

AFRICA

EUROPE

SOUTHAMERICA

NORTHAMERICA CHINA

INDIA


Ideas of ModernCapitalism

WH7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age ofExploration, the Enlightenment, and the Age of Reason). WH7.11.3 Examine the origins of modern capitalism; the influence ofmercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changinginternational trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.

Europes EmpiresThe Spanish and Portuguese built new

empires by establishing colonies in the Americas.

Reading Connection Have you ever been to a storethat did not have what you wanted and then boughtsomething else instead? Read to learn how the Spanishhoped to find spices and silk in the Americas but foundgold and silver instead.

As you have learned previously, Spainand Portugal built vast empires by estab-lishing colonies in the Americas and trad-ing posts in Asia in the 1500s. To create

these empires, they first had to conquer theAztec and Inca.

The Fall of the Aztec and Inca As you read in Chapter 9, when the Spanishconquistadors arrived, both the Aztec andInca ruled large empires. The Aztec empireruled more than five million people. To sup-port this population, they designed com-plex farming methods, built irrigationsystems, and drained swamps. They alsohad made advances in science, developed acalendar, and built impressive buildingsand bridges.

As you have learned, the Inca also ruleda vast empire, stretching thousands of milesthrough the Andes. To govern effectively,they built a huge network of roads coveringabout 25,000 miles. Their buildings revealhighly advanced engineering skills. Theyused no mortar to hold their stone blockstogether, yet their buildings could surviveearthquakes.

Both the Inca and the Aztec were expertmetalworkers and had great quantities ofprecious metals. These included silver andgold. They also commanded large, well-organized armies. Nonetheless, neithercould fight well against the steel swordsand guns of the Spanish troops led byCorts and Pizarro.

The Spanish had another advantage.They carried diseases with them. Amongthese were whooping cough, smallpox, andthe measles. These diseases proved espe-cially deadly to the Native Americansbecause they had never been exposed tothem before. The result was devastating.Millions of people died, and much of theirnative culture vanished as well.

Spain and Portugals Empires After theSpanish conquered the Aztec and Inca, theyset up governments to rule the region. The


N

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W E


2,000 mi.0

60W120W

0

60N

EQUATOR

ATLANTICOCEAN

PACIFICOCEAN

West Indies

BRAZIL

MEXICO

NORTHAMERICA

SOUTHAMERICA

Empires in America

Portuguese territory c. 1500Spanish territory c. 1500

KEY

1. Location Which countrycontrolled the most territory inthe Americas?

2. Region What geographical traitsdid the territories of Spain andPortugal have in common


Aztec Empire became New Spain,and the Inca Empire became NewCastile. The Spanish appointedlocal governors who reported tothe king. The primary responsi-bility of these governors was tomine gold and silver and send asmuch as possible back home toSpain. Vast amounts of gold andsilver began to flow to Europefrom Spains empire in America.

The Spanish did not rule allof the Americas. A large portion of SouthAmerica was controlled by the Portuguese.They called this region Brazil.

Unlike the Spanish, the Portuguesecolonists focused on producing one specificcash cropsugarcane. As you learned pre-viously, sugarcane is used to produce sugar,a product that had become very popular inEurope by that time.

Beginning around 1550, the Portugueseset up large sugarcane plantations along theBrazilian coast. They then began bringingenslaved people from Africa to Brazil to workon the plantations. Soon more than half thepopulation of Brazil had come from Africa.

Spain Fights England In the meantime,England had become Spains enemy. As youhave read, in 1527 King Henry VIII ofEngland broke from the Catholic Church andmade his kingdom Protestant. By the 1560s,the Dutch had converted to Protestantismtoo, even though they were part of Spainsempire at that time. Spain was stronglyCatholic and tried to stop Protestantism inthe Netherlands (NEH thuhr luhnz).When the Dutch people rebelled againstSpain, England came to their aid.

To help the Dutch, Queen Elizabeth I ofEngland let English privateers attackSpanish ships. Privateers are privatelyowned ships that have a license from

the government to attack ships of other countries. People nicknamed the Englishprivateers sea dogs. They raided theSpanish treasure ships that were bringinggold back from America.

Englands raids frustrated Philip II, theking of Spain. In 1588 he sent a huge fleetknown as the Spanish Armada to invadeEngland. In July 1588, the Armada headedinto the English Channelthe narrow bodyof water between England and Europe.

The Spanish ships, called galleons, werelarge and had many guns, but they werehard to steer. The smaller English shipsmoved much more quickly than thegalleons. Their attacks forced the Armadato retreat north. There a great storm aroseand broke up the Armada.

The defeat of the Spanish Armada wasan important event. The Spanish were stillstrong, but England now had the power tostand up to them. This encouraged theEnglish and Dutch to begin exploring bothAsia and North America. Soon afterwardthey begin establishing colonies in NorthAmerica as well.

Explain How did the arrivalof the Spanish change the Americas?

To defeat the Spanish Armada, the Englishsent ships that had been set on fire towardthe Spanish warships. Why was the defeat ofthe Spanish Armada important?

Nicholas Devore III/Photographers/Aspen/PictureQuest

ELIZABETH I15331603Elizabeth I was one of the most popular

British rulersbut she was more loved by thepeople of England than by her father, KingHenry VIII. Elizabeths young life was filledwith change and sadness. She was born toHenry VIII and his second wife, Anne Boleyn.The king was upset when Elizabeth was born,because he wanted a boy to inherit thethrone.

When Elizabeth became queen, shesurrounded herself with intelligent advisers.Together they turned England into a strong,prosperous country. Elizabeth supportedProtestantism in England and in the rest ofEurope. She sent aid to the French Huguenots andProtestants in Scotland and the Netherlands. Sheworked well with Parliament but called fewsessions during her reign. She was a skilled writerand speaker and won the love and support of theEnglish people.

Elizabeth never married, which was unusual at that time. Many men were interestedin marrying her, but she turned down their proposals. One reason Elizabeth probablyremained single was to maintain control of the government at a time when most rulerswere men. She also used her status to the advantage of England. Many prominent menwanted to marry her, and she sometimes threatened to marry someones enemy in orderto get him to do what she wanted.

Elizabeths personality also influenced Englands society. She loved horse riding,dances, parties, and plays. Her support of the arts resulted in the development of new English literature and music. Elizabeth was so popular by the time of her death that the date she became queen was celebrated as a national holiday for 200 years.

496

Even though Queen Elizabeth I had an unhappychildhood, she overcame it to become one ofEnglands most popular leaders. Today EnglandsQueen Elizabeth II has also faced sad situations.Research her life and write a short essaycomparing her life to the life of Elizabeth I.

WH7.11 Students analyze political andeconomic change in the sixteenth,seventeenth, and eighteenth centuries(the Age of Exploration, theEnlightenment, and the Age of Reason).

Queen Elizabeth I

I have the heart andstomach of a king and ofa king of England, too.

Elizabeth I, Armada Speech

(l)Private Collection, Paul Freeman/Bridgeman Art Library, (r)Keren Su/CORBIS

WH7.11.2 Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent. WH7.11.3 Examine the origins ofmodern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy inseventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; andthe influence of explorers and map makers.

The Commercial RevolutionTo increase trade, Europeans set up

colonies and created joint-stock companies.Reading Connection Do you know anyone who worksat home? Read to learn how merchants in the 1600s gavepeople jobs at home and changed the world trade system.

While Spain built its empire in America,Portugal began building a trading empire inAsia. In 1500, shortly after Vasco da Gamastrip, the Portuguese sent 13 ships back to India. Led by Pedro Alvares Cabral(PAY throo AHL vahr ihs kuh BRAHL), thePortuguese fought a war against the Muslimmerchants in the Indian Ocean.

After defeating the Arab fleet, thePortuguese built trading posts in India,China, Japan, the Persian Gulf, and in theMoluccas (muh LUH kuhz), or Spice Islandsof Southeast Asia. From these bases, theycontrolled most of southern Asias sea trade.

What Is Mercantilism? As Europeanswatched Spain and Portugal grow wealthyfrom their empires, they tried to figure outhow they had become rich. They came upwith the idea of mercantilism (MUHR kuhn TUH LIH zuhm). Mercantilism is the idea thata country gains power by compiling a largesupply of gold and silver.

Mercantilists believe the way to do thisis to export (EHK SPOHRT), or sell to othercountries, more goods than you import(IHM POHRT), or buy from them. If you exportmore than you import, more gold and silverflows in from other countries than goes out.

Mercantilists also thought countriesshould set up colonies. A colony (KAH luh nee) is a settlement of people living in a newterritory controlled by their home country.Colonists are supposed to produce goodstheir country does not have at home. That

way, the home country will not have toimport those goods from other countries.

Trade Empires in Asia Mercantilismencouraged Europeans to set up tradingposts and colonies in Asia and NorthAmerica. By the end of the 1500s, Spain hadset up a colony in the Philippines. TheSpanish shipped silver to the Philippinesfrom America and then used it to buy Asianspices and silk for sale in Europe.

In the 1600s, English and French mer-chants landed in India and began tradingwith the people there. In 1619 the Dutchbuilt a fort on the island of Java, in what isnow Indonesia. They slowly excluded thePortuguese from the spice trade.

What Are Joint-Stock Companies? In the1600s, new ways of doing business devel-oped in Europe. Historians call this thecommercial revolution. Commerce (KAH muhrs) is the buying and selling of goods inlarge amounts over long distances.

To trade long distance, merchantsneeded a lot of money. They had to buygoods, store them in warehouses, and trans-port them over land and sea. They had to


These ships sailed for the Dutch East IndiaCompany. Which European nation did theDutch replace in the spice trade?

(l)T. Iwamiya/Photo Researchers, (r)Werner Forman/Art Resource, NY

(t)M

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(b)P

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Art

Lib

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where prices were high. This processenabled them to make a profit on the trade.

The rise of commerce created a new typeof businessperson called an entrepreneur.Entrepreneurs invest (ihn VEHST), or putmoney into a project. Their goal is to makeeven more money when the project is done.

Many projects were so large that agroup of entrepreneurs had to cometogether and form a joint-stock company. Ajoint-stock company is a business that peo-ple can invest in by buying a share of thecompany. These shares are called stocks.

What Was Cottage Industry? To tradeover a long distance, merchants need alarge supply of goods. They also have tobuy goods at low prices so they can makemoney selling them at higher prices.

By the 1600s, merchants had becomefrustrated with artisans who charged too

know what people in distant lands wantedto buy and what prices were like there.

In other words, European merchantswere making decisions based on the con-cept of supply and demand. Demand refersto what people want to buy and how muchthey are willing to pay for it. Supply refersto things people want to sell and the pricethey can afford to sell it.

If people want a certain good verymuch, the demand is high, and if there isvery little of the good available, the pricewill be high toobecause people will pay alot of money to get it. If manufacturersmake a lot of a particular good and peopledo not want it, the price will be low to getpeople to purchase the surplus.

Merchants usually tried to find goodsthat were cheap in one place and in highdemand in another place. They then movedthe goods from where they were cheap to

CHAPTER 18 Enlightenment and Revolution 498

N

S

W E1,000 km0Two-Point Equidistant projection

1,000 mi.0

Mekong

R.

Ganges R.

PACIFICOCEAN

INDIAN OCEAN

SouthChina

Sea

Bay ofBengal

CAMBODIA

INDIA

CHINA

THAILAND

Ceylon(Sri Lanka)

PhilippinesV IETNAM

Java

Borneo

Sumatra

MalayPeninsula

SpiceIslands

(Moluccas)

ROTAUQE

20N

0

80E 100E 120E

140E

20S

Daman

Pondicherry

Macao

Manila

Batavia(Jakarta)

Melaka

Madras

Bombay

Colombo

Goa

Calcutta

CalicutCochin

Europeans set up trading posts inIndia and Southeast Asia.1. Movement Which countries had

trading posts along the coasts ofIndia?

2. Movement Which countrycontrolled the most ports?

Port city controlled by:KEY

EnglandFranceNetherlands

PortugalSpain

European Trade in Asia c. 1700


Reading SummaryReview the The Spanish and Portuguese built

large empires in the Americaswhere they used NativeAmericans and enslaved Africansto grow sugarcane and mine goldand silver.

Europeans built trading posts inAsia following the ideas of mer-cantilism while a commercial rev-olution led to the rise ofjoint-stock companies and cot-tage industry.

1. What contributed to the fall ofthe Aztec and Incan people?

2. How did mercantilism lead tothe establishment of colonies?

Critical Thinking3. Organizing Information

Use a graphic organizer like theone below to identify thecauses of the commercial revo-lution.

4. What new eco-nomic ideas encouraged coun-tries to build trade empires?

5. Persuasive Writing Write anessay in which you support orreject the decision by QueenElizabeth I to use privateers tofight Spanish ships.

6. EconomicsConnection How did joint-stock companies help mer-chants overcome the highcosts of overseas trade?

CA HI6.

CA 7WA2.4

CA HI2.

CA CS2.

What Did You Learn?

much and worked too slowly. So merchantsbegan asking peasants to make goods forthem. In particular, they asked the peasantsto make wool cloth.

The peasants were happy to make extramoney and glad to find jobs they could doin their homes. Merchants would buy wooland give it to the peasants. This system isoften called the cottage industry, becausethe small houses where peasants lived werecalled cottages.

The rise of joint-stock companies andthe cottage industry were important contri-butions to early capitalist society. Capitalism(KA puh tuhl IHZ uhm) is a system in whichpeople, rather than governments, ownproperty and make goods. Individuals andprivate companies owned by individualsdecide what products to buy and sell.

Although these early ventures in capi-talism were directed by individuals and companies, they were supported by

governments. This was especially true inEngland and Holland, where merchantswere particularly active in creating newcommercial opportunities. Governmentsanticipated that helping entrepreneursgrow their business would bring in moretax money to the government. As a result,northern European seaports became verysuccessful as trade expanded commercialopportunities.

By the mid-1600s, both England andHolland began supporting Jewish entrepre-neurs. Many European Jews had becomemerchants because they were not allowedto own land. As you recall, many cities inEurope had expelled Jews during theMiddle Ages. By allowing them to return toEngland and Holland, these countries ben-efited from the experience and wealth theseJewish entrepreneurs had to offer.

Explain How did merchantsraise the money for overseas trade?

Study Central Need help understanding thecommercial revolution? Visit ca.hss.glencoe.comand click on Study Central.

CommercialRevolution

Erich Lessing/Art Resource, NY


WH7.11.2 Discuss theexchanges of plants, animals,technology, culture, andideas among Europe, Africa,Asia, and the Americas in thefifteenth and sixteenthcenturies and the majoreconomic and social effectson each continent.

Exploration and Trade:Good or Bad for the World?

Beginning in the 1400s, Eur

opeans

began exploring Africa, Asia

, and the

Americas and greatly increased

their trade

with other parts of the world.

Was this

exploration and trade good for t

he world?

YesMany historia

ns and economists

believe that European trade an

d explo-

ration was good for the worl

d. They

argue that people in one part of t

he world

often had solutions to problems th

at peo-

ple in other parts of the world w

ere still

struggling to solve. Some of th

e major

benefits and advantages of explo

ration

and trade include the following:

Exploration led to more accur

ate

maps. This made travel safer an

d

increased knowledge of the

worlds geography.

Trade led to a sharing of techn

ology.

The Europeans obtained the com

-

pass, gunpowder, porcelain, and

silk

from Asia. The Asians received g

lass

products, woolen cloth, wine, te

le-

scopes, and eyeglasses from

Europe.

Foods such as the potato from

the

Americas and rice from Asia

helped reduce famine in the

world. Salt from Africa helped

preserve food so it could be

shipped long distances.

European ideas about democ-

racy and individual rights even-

tually spread to the world and

helped improve many societies.

Trade produced more wealth

for all societies involved.

Although only a few people

became rich, trade improved

the standard of living for

many people in each society.

Exploration and trade

brought more cultures into

contact with each other. It

increased peoples knowl-

edge of other people in the

world. Although it took

many centuries, this

helped promote tolerance

and acceptance of

diversity.

500

Columbus arriving in the Americas

Gira

udon

/Art

Res

ourc

e, N

Y

501

NoWhile many historia

ns and econ-

omists think that European explo-

ration and trade was good for the

world, many others argue that the

problems and costs outweigh the

benefits. Some of the major problems

include the following:

Exploration and trade spread

many diseases to parts of the

world where the people had no

resistance. These diseases killed

millions of people.

Trade in sugarcane and explo-

ration of Africa led to the rise of

the European slave trade.

Millions of Africans were

enslaved and transported to the

Americas to work on plantations.

European ideas and technology

greatly changed traditional soci-

eties in America, Asia, and Africa.

Many people lost their traditional

ways of life.

European trade led to the rise of

colonies and empires. Many local

people were conquered by the

Europeans and forced to work for

European landowners.

European colonies and trade changed

the economy in many societies. Local

people made goods for trade and no

longer produced goods they needed

for themselves.

One historian wrote:

Just twenty-one years after Columbu

s first

landing in the Caribbean, the vastly pop

ulous

island that the explorer had ren

amed

Hispaniola was effectively desolate; n

early

8,000,000 people .. . had been killed b

y vio-

lence, disease, and despair. [W]hat hap

pened

on Hispaniola was the equivalent of

more

than fifty Hiroshimas. And Hispaniola

was

only the beginning.David E. Stannard

American Holocaust

What do you think? Did the Age of

Exploration benefit the world or caus

e

more problems than it solved?

Checking for Understanding

1. Which benefit from explorationand trade do you think is themost important? Explain youranswer.

2. What does Stannard mean whenhe compares the impact ofColumbuss visit on Hispaniola tomore than fifty Hiroshimas?

3. What arguments would aEuropean have used to defendexploration? What argumentswould an Asian or African havemade against it? Write two fic-tional narratives one from aEuropean viewpoint and onefrom an African or Asian view-point that show the two sides.

CA HR5.CA 7WA2.1

CA HR4.; HR5.

CA 7RC2.3

501

French explorers battling natives

Eric

h Le

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g/A

rt R

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A Global Exchange


Looking Back, Looking AheadEuropean exploration and trade

led to an exchange of goods andideas throughout the world. This hadboth positive and negativeconsequences.

Focusing on the Exploration and trade led to a

worldwide exchange of products,people, and ideas.(page 503)

While the global exchange had apositive impact in many ways, it alsocreated problems.(page 504)

Locating PlacesArgentina (AHR juhnTEEnuh)Great Plains

Caribbean (KARuhBEEuhn)

Content VocabularyColumbian Exchange

pampas (PAMpuhz)East India Company

Dutch East India Company

Academic Vocabularytransfer (transFUHR)positive (PAHzuhtihv)

Reading StrategyOrganizing Information Create achart like the one below showing thepositive and negative effects of theglobal exchange.

The Global Exchange

Positive NegativeEffects Effects

502

1492Columbus bringsgoods fromAmerica to Europe

1657First chocolateshop opens inEngland

c. 1668Coffee plantsarrive inAmerica

1500 1600 17001500 1600 1700

AFRICA

EUROPE

SOUTHAMERICA

NORTHAMERICA CHINA

INDIA

Richard Bickel/CORBIS


had a significant impact. Europeans discov-ered that if they planted potatoes instead ofgrain, about four times as many peoplecould live off the same amount of land.

Other American foods, such as squash,beans, and tomatoes, also made their wayto Europe. Tomatoes greatly changed cook-ing in Italy, where tomato sauces becamevery popular. Chocolate was a popular foodfrom Central America. By mixing it withmilk and sugar, Europeans created a sweetthat is still popular today. The first choco-late shop in England opened in 1657.

Some American foods, such as chili pep-pers and peanuts, were taken to Europe,but they also made their way to Asia andAfrica where they became popular. BothEuropeans and Asians also began smokingtobacco, an American plant.

Many European and Asian grains, suchas wheat, oats, barley, rye, and rice, wereplanted in the Americas. Many tropicalfruits, such as bananas, were brought toAmerica, as was coffee. Coffee, which

The Columbian ExchangeExploration and trade led to a world-

wide exchange of products, people, and ideas.Reading Connection Have you ever eaten rice orwheat bread? Neither rice nor wheat grew in Americawhen Columbus arrived here. Read to learn how themovement of goods and people between America andthe rest of the world caused great changes.

After the Age of Exploration, theeconomies of Europe, Africa, Asia, andAmerica changed. As Europe traded withthe world, a global exchange of people,goods, technology, ideas, and even diseasesbegan. We call this transfer the ColumbianExchange, after Christopher Columbuswho began it by bringing back goods fromAmerica to Europe in 1492.

Two important foodscorn and pota-toeswere taken to Europe from NorthAmerica. Corn was used to feed animals.Larger, healthier animals resulted in moremeat, leather, and wool. The potato also

N

S

W E

1,000 km0Mercator projection

1,000 mi.0

60W 30W

0

30N

ATLANTICOCEAN

SquashQuinine

SweetPotatoes

Avocados

PineapplesPeppers

Turkeys

Corn

Pumpkins

CassavaPeanuts

Potatoes

TomatoesTobacco

CocoaBeans

Beans

Vanilla

CoffeeBeans

Onions Olives

CitrusFruits

Bananas

Grapes

Turnips Peaches &PearsSugarcane

Grains

Livestock

Honeybees

Disease- Wheat- Rice- Barley- Oats

- Cattle- Sheep- Pigs- Horses

AMERICAS

TO EUROPE, ASIA, AND AFRICA

EUROPE, AFRICA, AND ASIA TO A

MERICAS

Disease

EUROPE

AFRICA

NORTHAMERICA

30E

The Columbian Exchange

1. Movement Which grains weretaken to the Americas?

2. Movement Besides food, whatelse was exchanged?

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Gre

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Res

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, (b

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comes from southwest Asia, was firstplanted in the Americas about 1668.Eventually, large coffee and banana farmsemployed thousands of workers in Centraland South America.

New animals, including pigs, sheep, cat-tle, and chickens were brought to NorthAmerica. The Europeans began raising cat-tle on the plains of North America and thepampas (PAM puhz), or grassy plains, ofArgentina (AHR juhn TEE nuh). Europeanhorses changed the lives of NativeAmericans on the Great Plains of NorthAmerica. Horses provided a faster way tomove from place to place. As a result,Native Americans began hunting buffalo astheir main food source.

The great exchange of food productsdramatically increased the worlds foodsupply. This, in turn, helped increase theworlds population.

Describe Describe theColumbian exchange.

Problems With the ExchangeWhile the global exchange had a posi-

tive impact in many ways, it also created problems.Reading Connection Have you heard about insectsfrom other countries that hurt American crops? Read tolearn how the global exchange created many new prob-lems for people around the world.

Not everything exchanged betweenEurope and America was positive. You readearlier that Europeans carried germs thatcould kill Native Americans. European dis-eases caused widespread outbreaks in thePacific islands as well. Between 1500 and1800, historians estimate that as many as 100million people died from European diseases.

In addition to disease, Europeans intro-duced new species of plants and animals. Insome instances this hurt the local environ-ment. Many species do not cause problemsin their native habitat. However, when

N

S

W E


2,000 mi.0

60W 60E 120E 180120W 0

0

60N

60S

EQUATOR

ATLANTICOCEAN INDIAN

OCEAN

PACIFICOCEAN

PACIFICOCEAN

Europe

South

America

Asia

Africa

NothAmerica

Acapulco

Lima

Havana

Boston

Baha

CapeTown

Calcutta(Kolkata)

Bombay(Mumbai)

Goa

Macao

Nagasaki

Manila

Trade Routes of the Global Exchange

EnglandFranceNetherlandsPortugalSpain

KEY1. Movement Which country had

trade routes that went to fivedifferent continents?

2. Location Which continent(s) hadall five European trading nationstravel to it?

(l)Stapleton Collection, UK/Bridgeman Art Library, (r)David Turnley/CORBIS

introduced to a new region, some plants andanimals can damage the area.

This problem still exists today. For exam-ple, in the early 2000s the Asian carp hadescaped the ponds where it had been kept inthe United States. It quickly grew out of con-trol and threatened to overwhelm other fishspecies located along major rivers and lakes.

You have also read about the destructionthat occurred among the Aztec and Inca fol-lowing the Spanish conquests. Although theSpanish established new governments andnew societies, their presence weakened oreliminated many native cultures.

European empires also caused a hugeshift of people throughout the world.Many of them were colonists moving fromEurope to America. Millions of people,however, were forcibly moved. AfterEuropeans began growing sugarcane in the Caribbean (KAR uh BEE uhn), they en-slaved millions of Africans and movedthem to the Americas.

Europeans also changed Asian society.With their guns and powerful ships, theEuropeans easily defeated Arab fleets andIndian princes. Across Asia, the Europeansforced local rulers to let them set up tradingposts. Within a short time, the East IndiaCompany of England had built an empire inIndia, and the Dutch East India Companyhad built an empire in Indonesia.

European contact with Japan alsochanged that society. Using guns and can-nons imported from Europe, a new shogunwas finally able to defeat the daimyo, or thefeudal lords, and reunite Japan. In addition,Europeans spread their religion and theirpolitical and economic philosophies. Thishelped create unity and cooperation inmany areas, especially those underEuropean control.

Explain How did the globalexchange create problems?


Reading SummaryReview the European exploration and trade

brought about a global exchangeof goods and other items, includ-ing plants, animals, technology,and diseases.

While the global exchange hadmany positive affects on theworld, it also caused many prob-lems.

1. Name two important foodsthat come from the Americas.Why were they important?

2. What sometimes happenswhen new plants and animalsare introduced in an area?

Critical Thinking3. Organize Information Draw

a diagram showing itemstraded between Europe and therest of the world.

4. Pick a food orgood from the global exchange.Use your local library and theInternet to research how itspread around the world.

5. Analyze How did foodsimported from the Americasbenefit Europe? Identify someof those foods.

6. Persuasive Writing Write anessay explaining whether ornot you think the ColumbianExchange was beneficial to theworld. CA 7WA2.4

CA 7RC2.0

CA 7WA2.3

CA 7RC2.2

What Did You Learn?

Study Central Need help understanding theglobal exchange? Visit ca.hss.glencoe.com and click on Study Central.

Africa

Europe

AsiaThe

Americas

(t)R & S Michaud/Woodfin Camp & Assoc., (b)Paul Dupuy Museum, Toulouse, France/Lauros-Giraudon, Paris/SuperStock



Columbus in AmericaOn returning from his voyage to theAmericas, Christopher Columbus wrote a let-ter describing the island of Hispaiola.

[The people of this island] refuse nothingthat they possess, if it be asked of them; onthe contrary, they invite any one to share itand display as much love as if they wouldgive their hearts. They are content withwhatever trifle of whatever kind that maybe given to them, whether it be of value orvalueless. I forbade that they should begiven things so worthless as fragments ofbroken crockery, scraps of broken glass andlace tips, although when they were able toget them, they fancied that they possessedthe best jewel in the world. So it was found

that for a [leather strap] a sailor receivedgold to the weight of two and a half castel-lanos, and others received much more forother things which were worth less. . . . Igave them a thousand handsome goodthings, which I had brought, in order thatthey might conceive affection for us and,more than that, might become Christiansand be inclined to the love and service ofYour Highnesses [king and queen of Spain]. . . and strive to collect and give us of thethings which they have in abundance andwhich are necessary to us.

They do not hold any creed nor are theyidolaters; but they all believe that powerand good are in the heavens and were veryfirmly convinced that I, with these shipsand men, came from the heavens.

The Journals of Christopher Columbus,Cecil Jane, trans.

European ExplorersIn the 1400s and 1500s, several European countries sent

out explorers to map the world and find sea routes to Asia.They soon found a sea route around Africa to India andlearned that two continents lay to the west across theAtlantic. With this knowledge, European goals changed. Theybegan sending out ships to trade with Asia, to build empires,and to spread Christianity.

Read the passages on pages 506 and 507, and thenanswer the questions that follow.

conceive: gainidolater (eyeDAHluhtuhr): person

who worships idols

samorin: ambassador to the king

Readers Dictionary

European explorersused caravels totravel the world.

WH7.11.1 Know the greatvoyages of discovery, thelocations of the routes, andthe influence of cartographyin the development of a newEuropean worldview.


Columbus in the Americas1. List several of the most likely reasons that the

natives of Hispaniola were so pleasant to theSpaniards.

2. How did the Spanish soldiers take advantageof the natives?

Vasco da Gama Sails to India3. What can you conclude about the economic

status of the people of Mozambique? Explain.

4. After his visit to Mozambique, do you thinkda Gama wanted to continue on to findIndia? Why or why not?

Portugals Empire5. According to the Portuguese court, why do

the people of Calicut deserve to have warwaged against them?

Read to Write6. The readings suggest that spreading religion

was a reason for journeying to new lands, andfor going to war. Based on these passages, doyou think this was the main goal? Explain.

CA HR4.

Vasco da Gama in AfricaIn 1497 King Manuel I of Portugal sent Vascoda Gama to find a sea route to India. Below, DaGama describes the land of Mozambique in east-ern Africa, where his fleet stopped briefly on theway to India.

The men of the land are copper-colored,well-built, and follow the religion ofMohammed. They speak the language of theMoors. Their clothes are made of fine cottonand linen fabric with many brightly coloredand richly embroidered stripes. . . . They aretraders and do business with the white Moors,including four ships that were anchored at portand loaded with gold, silver, fabrics, nutmeg,pepper, ginger, silver rings adorned with manypearls, seed pearls, and rubiesthings alsoworn by the men of this country. It appeared tous, according to what they told us, that all thesethings had been imported, that it was theMoors who brought them, except for the gold;and that farther on, in the direction we wereheading, there was more. Stones, seed pearls,and spices were so abundant, they said, that itwasnt even necessary to barter for them: youcould gather them by the basketful.

Francois Bellec, Unknown Lands

Portugals EmpireVasco da Gama did indeed find India andreturned to Portugal triumphant with his shipsfull of valuable goods. The Portuguese immedi-ately set out to establish a trade empire based onthe following plan.

If Pedro Alvares Cabral does not manage toobtain the friendship and proof of loyalty fromthe samorin of Calicut, he should declare warand then pursue it. . . . [If] these people are sodetermined to follow their errors, by refusingto accept the words of the [true] Faith, denyingthe law of peace that must unite men and existamong them to conserve the human race, andcreating obstacles and hindrances to the exer-cise of trade and exchange, we must then, byfire and sword, wage a cruel war. The captainshave abundant and clear instructions on thesepoints.

Francois Bellec, Unknown Lands

Vasco de Gama

Review Content VocabularyWrite the key term that completes each sen-tence in the blank.a. export

b. astrolabe

c. Columbian Exchange

d. mercantilism

e. cartography

1. Rulers who supported _______________tried to get gold and build colonies.

2. European explorers used a(n) ____________to help them find latitude.

3. The art of mapmaking is ____________.

4. Goods were traded from the Americas toEurope and back in the ____________.

5. Wealthy traders wanted to _______________more than they imported.

Review the Section 1 Europe Explores the World

6. What caused Europeans to explore otherparts of the world?

7. Which European nations were first toexplore and conquer other parts of theworld?

Section 2 Trade and Empire8. How were the Americas divided between

Spain and Portugal?9. How did the Europeans increase trade?

Section 3 A Global Exchange10. What new goods entered Europe after the

establishment of the Columbian Exchange?11. What were some of the problems with the

global exchange?

Critical Thinking12. Analyze Do you think the Portuguese or

the Spanish found the better route to EastAsia by sea? CA 7RC2.0


Standard WH7.11

13. Predict How do you think the success ofcolonies would have been without the useof enslaved people?

14. Making Connections How did the intro-duction of horses into the Americaschange the way the native people lived?Do you think this was a change for thebetter? Why or why not?

Geography SkillsStudy the map below and answer the follow-ing questions.15. Place Which city in Europe was the first

to receive the potato as part of theColumbian Exchange?

16. Movement Why do you think so muchtime passed before the potato arrived inSweden and Finland?

17. Movement Does it appear from the mapthat trade between nations followed astrict pattern? Why or why not? CA CS3.

CA CS3.

CA CS3.

CA 7RC2.3

CA HI2.

N

S

WE

Lambert Azimuthal Equal-Area projection300 km0

300 mi.0

40N

50N

10E 20E0

10W

20W 60N

ATLANTICOCEAN

Mediterranean Sea

NorthSea

Ba

ltic

Sea

SWEDEN1726

FINLAND1735

HUNGARY1654

BELGIUM1566

from C

hile158

0

fromPeru 1565

1625

Dublin

Madrid

Paris

Lyon1600 Milan

Rome1566

Venice

Frankfurt1580

London

BudapestVienna1580

Wroclaw1708

1599

Spread of the Potato

Read to Write18. Writing Research Reports

Write a report describing the ideas andinventions European explorers used tomap the world and establish the globalexchange. How did the exchange of ideasshape the worldwide trade system? Useinformation from the text as well as otherresearch to support your report.

19. Using Your Work with yourclassmates to create a quiz that tests yourknowledge of the Age of Exploration. Usethe information from your foldables to cre-ate questions about European exploration,trade and the building of empires, and theglobal exchange.

Using Academic VocabularyReplace each of the underlined words with theword that best fits in its place.20. It is not always easy to locate something

that you have lost.a. forget b. find c. remember

21. His primary job as a chef was to makepeople dinner.a. main b. only c. easiest

22. The Red Cross offers aid to sick and hurtpeople.a. medicine b. help c. money

23. He reacted positively when he received anA on the test.a. sadly b. eagerly c. happily

Economic Connections24. Summarizing Write a detailed summary

describing the development of the eco-nomic systems that helped to increasetrade and profit in Europe.

Reviewing Skills25. Understanding Problems

and Solutions Write a brief essay describ-ing the problems facing Europeans in the1400s and how they overcame those prob-lems through inventions and exploration.The essay should trace the development ofexploration and trade from the 1400s to theglobal exchange of the 1600s.

26. Monitoring Write five ques-tions you would ask to help you betterunderstand the information in the follow-ing paragraph.

To help the Dutch, Queen Elizabeth I ofEngland let English privateers attackSpanish ships. Privateers are privatelyowned ships that have a license from thegovernment to attack ships of othercountries. People nicknamed the Englishprivateers sea dogs. They raided theSpanish treasure ships bringing gold backfrom America.

from page 495

CA HR1.CA 7RC2.0

CA HI1.

CA 7WA2.5

CA HR1.

CA 7WA2.3


Use the map below to answer thefollowing question.

The Spanish controlled whicharea of North America by 1750?

A JB KC LD M

27

Self-Check Quiz To help you prepare forthe Chapter Test, visit ca.hss.glencoe.com

N

S

W E

J

K

L

M

North America


Discovering Our Past: Medieval and Early Modern TimesTable of ContentsA Guide to California StandardsCorrelation to the California StandardsAt-Home Standards ReviewPreviewing Your TextbookScavenger HuntReading Skills HandbookNational Geographic Reference AtlasWorld: PoliticalWorld: PhysicalEurope: PoliticalEurope: PhysicalMiddle East: Physical/PoliticalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalNorth America: PoliticalNorth America: PhysicalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalPacific Rim: Physical/PoliticalWorld's PeopleWorld: Land UsePolar Regions

National Geographic Geography HandbookHow Do I Study Geography?How Do I Use Maps and Globes?Understanding Latitude and LongitudeFrom Globes to MapsCommon Map ProjectionsParts of MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic Dictionary

Tools of the HistorianMeasuring TimeOrganizing TimeHistory and GeographyWhat Is a Historical Atlas?How Does a Historian Work?Making Sense of the PastLinks Across Time

Unit 1: New Empires and New FaithsChapter 1: Roman CivilizationReading Skill: PreviewingSection 1: Life in Ancient RomeSection 2: The Fall of RomeSection 3: The Byzantine EmpireChapter 1 Assessment

Chapter 2: Islamic CivilizationReading Skill: Making PredictionsSection 1: The Rise of IslamSection 2: Islamic EmpiresSection 3: Muslim Ways of LifeChapter 2 Assessment

Chapter 3: Medieval AfricaReading Skill: SummarizingSection 1: The Rise of African CivilizationsSection 2: Africa's Religion and GovernmentSection 3: African Society and CultureChapter 3 Assessment

Unit 1 Review

Unit 2: The Middle AgesChapter 4: China in the Middle AgesReading Skill: Making ConnectionsSection 1: China ReunitesSection 2: Chinese SocietySection 3: The Mongols in ChinaSection 4: The Ming DynastyChapter 4 Assessment

Chapter 5: Medieval JapanReading Skill: VisualizingSection 1: Early JapanSection 2: Shoguns and SamuraiSection 3: Life in Medieval JapanChapter 5 Assessment

Chapter 6: Medieval EuropeReading Skill: Making InferencesSection 1: The Early Middle AgesSection 2: FeudalismSection 3: Kingdoms and CrusadesSection 4: The Church and SocietySection 5: The Late Middle AgesChapter 6 Assessment

Unit 2 Review

Unit 3: A Changing WorldChapter 7: The RenaissanceReading Skill: QuestioningSection 1: The Renaissance BeginsSection 2: New Ideas and LiteratureSection 3: Renaissance ArtChapter 7 Assessment

Chapter 8: The ReformationReading Skill: Identifying Cause and EffectSection 1: The Reformation BeginsSection 2: The Reformation SpreadsSection 3: The Counter-ReformationChapter 8 Assessment

Chapter 9: The AmericasReading Skill: Comparing and ContrastingSection 1: The First AmericansSection 2: Life in the AmericasSection 3: The Fall of the Aztec and Inca EmpiresChapter 9 Assessment

Chapter 10: The Age of ExplorationReading Skill: MonitoringSection 1: Europe Explores the WorldSection 2: Trade and EmpireSection 3: A Global ExchangeChapter 10 Assessment

Chapter 11: The Age of EnlightenmentReading Skill: Taking NotesSection 1: The Scientific RevolutionSection 2: The Ideas of the EnlightenmentSection 3: Politics and the EnlightenmentChapter 11 Assessment

Unit 3 Review

AppendixWhat Is an Appendix?SkillBuilder HandbookCalifornia Standards HandbookGlossarySpanish GlossaryGazetteerIndexAcknowledgements and Photo Credits

Feature ContentsPrimary SourceAnalyzing Primary SourcesWorld LiteratureBiographySkillBuilder HandbookYou Decide . . .Linking Past & PresentNational Geographic: The Way It WasPrimary Source QuotesMaps, Charts, Graphs, and Diagrams

Student WorkbooksActive Reading Note-Taking GuideCalifornia Standards Practice WorkbookReading Essentials and Study GuideSpanish Reading Essentials and Study Guide

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