104

CH

APT

ER

2

2

Solutions for All Learners

Quick Study Guide

■

Have students use the Quick Study Guide to prepare for this chapter’s test. Students may wish to refer to the following pages as they review:

Causes of European Exploration

Section 1, pp. 84–85, 87–89

European Footholds in the Eastern Hemisphere

Section 1, pp. 85–86; Section 2, p. 90; Section 3, pp. 95–98

Important European Explorers

Section 1, pp. 86–89

Major Asian Dynasties and Empires

Section 3, p. 98; Section 4, pp. 99–103

Europe, Africa, and Asia 1415–1796

Section 1, pp. 84–89; Section 2, pp. 90–93; Section 3, pp. 95–98; Section 4, pp. 99–103

■

For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 45, 47, 49, 51

Section Summaries, pp. 46, 48, 50, 52

■

Have students access

Web Code nbp-1451

for this chapter’s timeline, which includes expanded entries and additional events.

■

If students need more instruction on analyzing timelines, have them read the

Skills Handbook,

p. SH32.

■

When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 1,

pp. 36–41

For

Progress Monitoring

Online,

refer students to the Self-test with vocabulary practice at

Web Code nba-1451.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Note Taking Study Guide, pp. 45, 47, 49, 51Adapted Section Summaries, pp. 46, 48, 50, 52

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 45, 47, 49, 51Spanish Section Summaries, pp. 46, 48, 50, 52

L3

Quick Study Guide22

1492Christopher Columbus

reaches the Caribbean.

1498Portuguese explorer Vasco da Gama rounds Africa and reaches India.

1522Magellan’sexpeditioncircumnavigatesthe globe.

1453The Ottoman Turks take Constantinople, ending the Byzantine empire.

1500The kingdom of Kongo thrives in Africa.

1556Akbar begins the Mughal reign in India.

Chapter EventsGlobal Events 1450 1500 1550

For: Self-test with vocabulary practiceWeb Code: nba-1451

■ Important European Explorers

■ Causes of European Exploration• Desire for Asian luxury goods such as spices, gold,

and silks• Motivation to spread Christianity• Strategic need to gain more direct access to trade• Desire to gain glory for country• Renaissance curiosity to explore new lands• Competition with other European countries

■ Europe, Africa, and Asia 1415–1796

■ European Footholds in the Eastern Hemisphere

Progress Monitoring Online

■ Major Asian Dynasties and Empires

Explorer

Vasco da Gama(Portugal)

Christopher Columbus(Spain)

Vasco Núñez de Balboa(Spain)

Ferdinand Magellan (Spain)

Accomplishment

Sailed around Cape of GoodHope; established ports onIndian Ocean

Sailed west across AtlanticOcean to Caribbean

Crossed Panama, reachingPacific Ocean

Circumnavigated the globe

Country

Portugal

Portugal

Portugal

Spain

Portugal

Netherlands

Great Britain

Date

1502

1510

1511

1521

1589

1652

1757

Foothold

Calicut, India

Goa, India

Malacca, Southeast Asia

The Philippines

Mombasa, East Africa

Cape Town,southern Africa

Northeastern India

Reason for Interest

Spices

Military and commercial base

Center of sea trade

Center of sea trade

Hub of international trade

Strategic port for repairingand resupplying ships

Spices, trade goods

Ruler

Mughal empire

Ming dynasty

Qing dynasty

Choson dynasty

Tokugawashogunate

Location

India

China

China

Korea

Japan

Description

Major trading empire

Prosperous dynastythat had sponsoredoverseas exploration

Powerful dynasty thatexpanded Chinaís bordersand promotedChinese culture

Chinese-influencedConfucian state

Powerful warrior kingdom

European Contact

After two centuries of peace andprosperity, civil war between Muslimand Hindu princes weakened empire;European powers took control in 1700s

Allowed some trade with Europeansand sought out European learning;revolts in the 1600s led to overthrowby the Manchus

Increasingly restricted Europeantrading rights

Had few contacts with the outsideworld except for China and Japan

Welcomed Europeans at first but thenexpelled missionaries and most traders

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105

Solutions for All Learners

Tell students that the main concepts for this chapter are: Technology, Trade, Cul-tural Diffusion, Empire, and Conflict. Then ask them to answer the Cumulative Review questions on this page. Discuss the Connections to Today topics and ask stu-dents to answer the questions that follow.

Cumulative Review

1.

Answers should reflect an understand-ing that the Manchus were much more accepting of Chinese people, culture, and government, and were therefore not resented by Chinese the way the Mongols of the Yuan had been. On the other hand, the Yuan dynasty was much more accepting of foreigners.

2.

Early examples include: Normandy’s (then part of France) conquest of England in 1066 and the Hundred Years’ War from 1337 to 1453. From Renaissance times, the two nations competed in terms of exploration, trade, and colony-building.

3.

Answers should suggest that when Europeans perceived a region to be strong, as in China, India, and Japan, they worked to establish trade rela-tions. As those regions were farthest from Europe, they also may have thought they would be harder to con-quer by force. In contrast, when Euro-peans perceived a region to be weak, they used force. Racism probably played a role: Africans were seen by Europeans as inferior. Technology played a role: China, India, and Japan were more advanced than the other regions.

Connections to Today

1.

Students might say that in today’s world of multinational companies, it is not always clear where major trade centers are located.

2.

Answers should be supported with evi-dence and show a clear impact.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 237, 245, 260, 293, 297

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Use the following study guide resources to help students acquiring basic skills:

Adapted Reading and Note Taking Study Guide

Adapted Concept Connector, pp. 238, 249, 270, 313, 319

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 238, 249, 270, 313, 319

L3

1602The Dutch estab-lish the Dutch East India Company.

1641The Dutch take Malacca from the Portuguese.

1736China’s emperor Qianlong begins

his reign.

1603The Tokugawas come to power in Japan.

1642The English Civil War begins.

1756The Seven Years’ War

breaks out between Britain and France.

1600 1650 1700 1750

■ Cumulative ReviewRecord the answers to the questions below on your Concept Connector worksheets. In addition, record infor-mation from this chapter about the following concepts:• Technology: the compass• Trade: Dutch trading empire; Indian trade in Southeast Asia• Cultural Diffusion: Indian influence on Southeast Asia

1. Empire With the founding of the Qing empire, the Manchus established one of China’s most successful dynasties. One reason for the Manchus’ success was their adoption of Chi-nese customs and inclusion of Chinese in their government structure. The Yuan dynasty, established by the Mongols, was another foreign-ruled Chinese dynasty. Compare the Qing and the Yuan dynasties. Consider the following:• culture and language• approaches to trade• involvement of Chinese in the government

2. Conflict As the French and British began to establish global empires in the 1600s and 1700s, they frequently came into conflict. This was not the first time that these two nations had opposed each other. List other examples of French-British conflict from European history. Consider the factors that seem to have made them historic enemies.

3. Trade In the 1500s and 1600s, Europeans took different approaches to establishing trade in the Eastern Hemisphere. In some regions, Europeans established posts and took over cities without regard to the people who lived there. In other regions, Europeans worked hard to establish legitimate trade relations. Compare these two approaches, using specific examples from the text. Think about the following:• the region’s geography and European knowledge of it• the government of the people in the region• European perceptions of the people and their religion• the technological achievements of the people

■ Connections to Today1. Trade: The Dutch Trading Empire In the 1500s, the

Dutch began establishing an overseas trade empire in South-east Asia, using the tools of sea power and monopolistic trade policies. Today, the Dutch are not known for their sea power or overseas domination, yet the strong economy of the Netherlands still depends heavily on trade. Research Dutch trade, including its global rank in exports, the number and types of companies owned by the Dutch in the United States, and the role of multinational companies in the economy of the Netherlands. Write two paragraphs summa-rizing the importance of trade to the Netherlands today.

2. Technology: The Compass European exploration would not have been possible without the compass. The compass allowed navigators to find direction accurately, rather than relying on the sun, stars, and moon. Consider the events and discoveries that the compass made possible. Then think of recent technological inventions that have had profound impacts on the world today. Which technology do you con-sider to be equivalent in its impact to the compass? Why?

For: Interactive timelineWeb Code: nbp-1451

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Chapter Assessment

Terms, People, and Places

1.

A cartographer is a mapmaker. Henry the Navigator sponsored cartogra-phers at Sagres.

2.

Circumnavigating the globe took many months, during which time sailors often got scurvy from a lack of fresh fruits and vegetables.

3.

Europeans used large numbers of slaves to raise labor-intensive cash crops on their plantations.

4.

An outpost is a distant area under a country’s control. Europeans used outposts as bases for trade, merging them into an empire.

5.

They needed the support of local Indian troops to succeed.

6.

By maintaining power over key indus-tries, it was able to play European rivals off against each other.

Main Ideas

7.

Europeans’ desire to eliminate mid-dlemen encouraged them to sail to the Spice Islands themselves; in doing so, they made discoveries.

8.

As Europeans followed new sea routes, they established outposts that they later used to expand their presence.

9.

African towns and cities were taken over; European exploration and its role in trade increased the slave trade.

10.

By leading Europe in exploration, Por-tugal was able to establish footholds earlier than other European nations.

11.

They turned it into a permanent col-ony with large numbers of settlers, making it a geographical and eco-nomic base for an overseas empire.

12.

It had little impact at first, but over time it weakened the empire.

13.

Europeans established missions in China with little success, and in Japan with greater success. Euro-peans gained very limited trade con-cessions in China and in Japan, until they were restricted.

14.

They did not feel that Europeans had much to offer them.

Chapter Focus Question

15.

They brought great advances in geog-raphy, navigation, and technology, and made Europeans aware of the world’s resources. Europeans used the knowl-

edge and skills they gained to establish outposts, take over profitable trade routes, and create empires.

Critical Thinking

16.

Students might suggest that Asians could not have had the same impact because they lacked firepower and unity. Euro-peans at least had similar languages, a common religion (Christianity), and a well-established history of diplomacy.

17.

It was an island nation and the eastern-most Asian country, the farthest from Europe.

18.

They often roused hostility that hurt trade efforts, especially in East Asia.

19.

that it was limited, relying mainly on myth

20.

It stimulated exploration as nations com-peted to control trade. It also encouraged conquest as nations competed to gain land and territory.

Chapter AssessmentTerms, People, and Places1. Define cartographer. How did Prince Henry encourage the

work of cartographers?2. Write a sentence or two that shows why scurvy was a prob-

lem for sailors who circumnavigated the globe.3. What was the role of European plantations in the growth of

slavery?4. Define outpost. Why were European outposts important in

the development of overseas empires?5. Why did European trading companies organize armies of

sepoys in India?6. How did the Asante kingdom use monopolies to keep its

power?

Main IdeasSection 1 (pp. 84–89)7. How did the European interest in the spice trade lead to the

discovery of new routes and lands?

Section 2 (pp. 90–93)8. How did new sea routes lead to an expanded European pres-

ence in Africa?9. What impact did Portuguese exploration have on the people

of Africa?

Section 3 (pp. 95–98)10. How did Portugal gain dominance of the spice trade?11. How did the Dutch use their foothold in Cape Town to

develop an overseas trade empire?12. What effect did European trade have on the Mughal empire?

Section 4 (pp. 99–103)13. Summarize European attempts to establish trade and mis-

sions in East Asia.14. Why were the Dutch able to maintain a presence in Japan

even when other Europeans were kicked out?

Chapter Focus Question15. How did European voyages of exploration lead to European

empires in the Eastern Hemisphere?

Critical Thinking16. Predict Consequences What might have happened if

Asian explorers, rather than Europeans, had first reached the Americas?

17. Geography and History How did Japan’s geography allow the Tokugawas to maintain a long period of isolation?

18. Draw Conclusions Did missionaries hurt or help European attempts to establish trade in Asia? Explain your answer.

19. Analyze Visuals The woodcut below was made in 1555 by a Swedish geographer. What does it tell you about European knowledge of the world before the age of exploration?

● Writing About History

Writing a Biographical Essay Many great Europeans, Africans, and Asians shaped the history of our global age. Write about one of the following important people in a biographical essay: Ferdinand Magellan, Affonso I, Afonso de Albuquerque, Emperor Qianlong, or Matteo Ricci. Consult page SH18 of the Writing Handbook for additional help.

Prewriting• Choose the person who interests you the most. Take notes

about this person and his role in shaping the age of global exploration.

• Draw conclusions about the person you have chosen. Think about how you can turn these conclusions into main points for your essay.

Drafting• Write an introduction and a thesis statement. Your thesis state-

ment should summarize the main point you want to make about the person you chose.

• Write the body text, introducing details and evidence that sup-port your thesis statement. Then write a conclusion.

Revising• Use the guidelines for revising your essay on page SH19 of the

Writing Handbook.

20. Recognize Cause and Effect How did competition among European countries affect overseas exploration and conquest?

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Document-Based Assessment

■

To help students understand the docu-ments on this page, give them the fol-lowing

TIP:

As you read, think about causes and effects. Ask yourself, What happened (effect)? Why did it happen (cause)?

■

To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment,

pp. 41–53

■

If students need more instruction on drawing inferences and conclusions, have them read the

Skills Handbook,

p. SH38.

Answers

1.

C

2.

D

3.

A

4.

Responses should emphasize Europeans’ motivations for wealth and control of trade, and should be supported with specific evidence from the documents and the chapter. Motivations not included here could be competition among European nations, Renaissance curiosity, or scientific inquiry.

●

Writing About History

As students begin the assignment, refer them to page SH18 of the

Writing Handbook

for help in writing a biographical essay. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on page SH19 of the

Writing Handbook.

Students’ biographical essays should have a clear thesis statement, supported with specific facts. Essays should end with a broad summary statement that relates directly to the thesis. For scoring rubrics for writing assignments, see

Assessment Rubrics,

p. 8.

Document-Based Assessment

3. What does Document D suggest about how European monarchs viewed exploration?A They saw it as vitally important to their nations.B They viewed exploration as interesting but unnecessary.C They saw it as important but not worth spending

money on.D They had no opinion about exploration.

4. Writing Task Using information from the chapter, assess the various motivations for exploration. Are there any that are not shown in these documents? Choose the motivation you think was the most compelling for Europeans. Use spe-cific evidence from the chapter and documents to support your argument.

Why Did Europeans Explore the Seas?In the 1400s, Europeans began to embark on long and dangerous voyages to unknown destinations. Why did this age of exploration begin? In Documents A and B, a contemporary observer and a modern-day historian describe the impetus behind these early expeditions.

Document A

“The discovery of the new Western World followed, as an inciden-tal consequence, from the long struggle of the nations of Europe for commercial supremacy and control of the traffic with the East. In all these dreams of the politicians and merchants, sailors and geographers, who pushed back the limits of the unknown world, there is the same glitter of gold and precious stones, the same odour of far-fetched spices.“

—Sir Walter Raleigh, 1509

Document B

“The starting point for the European expansion out of the Mediterranean and the Atlantic continental shelf had nothing to do with, say, religion or the rise of capitalism—but it had a great deal to do with pepper. . . . . [Pepper] comprised more than half of all the spice imports into Italy over a period of more than a century. No other single spice came within one-tenth of the value of pepper. . . . However, since about 1470 the Turks had been impeding the overland trade routes east from the Mediterranean. As a result the great Portuguese, Italian, and Spanish explorers all sailed west or south in order to reach the Orient. The Americas were discovered as a by-product in the search for pepper.“

—From Seeds of Change by Henry Hobhouse

Document C

Analyzing Documents

Use your knowledge of European exploration and Documents A, B, C, and D to answer questions 1–4.

1. Documents A and B both make the point that the discovery of new lands was motivated byA religious fanaticism.B adventurous dreams.C wanting to make money.D Renaissance ideals.

2. What motivation for exploration is implied in Document C?A the search for spicesB the desire to please king or countryC the desire to spread ChristianityD both B and C

� This fifteenth-century painting depicts Henry the Navigator, standing at right in round black hat. A Portuguese prince, Henry did much to advance mari-time exploration and the fields of navigation and cartography.

This page from a sixteenth-century book about navigation depicts England’s Queen Elizabeth in the ship at the right. �

Document D

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