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Chapter SummaryRefer to page 236 for asummary of Chapter 15.

216 Chapter 15

Key Blacklines

Biography—Charlemagne

CD Extension

Encourage students to usethe reading comprehension,vocabulary reinforcement,and interactive timelineactivities on the studentCD.

RelatedTransparencies

T-1 World Map

T-7 Trade Routes of Asia

T-8 Spanish America

T-19 Venn Diagram

Getting FocusedYou may wish to have studentschange partners several timesso that all students can reviewthe earlier civilizations and fixthem firmly in their minds.Before a quiz or test, considerdividing the class into teamsand playing games to reviewthe ideas.

Pre-Reading Discussion

1 Discuss with students currentU.S. exports and imports, usingalmanacs or other sources to locatekey facts and figures. Considergraphing the data to start thediscussion.

2 Ask students to look around theroom and quickly jot a list of itemsthat they think were not made in theUnited States. Use this exercise as away to talk about globalinterdependence.

Picturing History

Columbus’ three ships, shown in thesketch on page 216, sailed from Spainin August 1492, with a crew of90 men. Columbus had a letter fromKing Ferdinand to the Grand Khanof China. A man on his ship couldspeak both Hebrew and Arabic;Columbus expected these languagesto help them communicate once theyreached China. These languages didnot help with the Taino natives hefound on the island he named SanSalvador, in what are now theCaribbean islands.

217Age of European Explora t ions

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ropean Explorations, 1415–1800


L E S S O N 1

Thinking on Your OwnTurn each subheading in this lesson into a question. Write themin your notebook. As you study each section of the lesson, writethe answers to the questions.

The Renaissance wasmarked by a spirit of

adventure and curiosity. Thisspirit was the result of anumber of influences. Inturn, it created an outcome ofhuge importance: thebeginning of the global age.During the 1400s, for thefirst time, Europeans haddirect contact with Africans,Asians, and by the end of thecentury, Americans.

The Time Is RightA number of developments took place that made the 1400s theright time for the global age to begin. The first development, orinfluence, was the Crusades. Large numbers of Europeanswent to the Holy Land to fight the Muslims. Their travelsshowed them the marvels of other places. When they returnedhome, they told stories of what they had seen. The ships thatreturned from the Holy Land carried luxury goods like spicesand silks. These goods were sold in European markets. MarcoPolo’s journal also told Europeans about life outside Europe.

But it was more than excitement about new lands that movedEuropeans. For many, it was riches. Merchants in northern andwestern Europe wanted to sell goods like silks and spices withouthaving to pay Arab and Italian merchants. Goods from Asia

Discuss what promptedEuropeans to explore theworld.

What successes did thePortuguese have in theirvoyages of exploration?

What European nations setup trading routes in Asia?

global age astrolabe

compass cargo

vocabulary

focus your reading

Lesson SummaryWorldwide exploration beganin the fifteenth century. PrinceHenry encouraged Portuguesesailors to explore the Africancoast and beyond. ThePortuguese began trading ingold and slaves. They were thefirst to round the Cape ofGood Hope (Africa) and thefirst to reach India. Theyeventually gained control ofthe spice trade.

Lesson ObjectiveStudents will learn about earlyexplorations, particularly thoseof the Portuguese.

Focus YourReading Answers1 Europeans began exploringthe world because of curiosityabout faraway places and thehope of riches. In addition,technology had advanced farenough to allow exploration.

2 Portuguese successesincluded establishing a tradingnetwork in West Africa, beingthe first nation to round theCape of Good Hope, andarriving first in India.

3 European nations withtrading networks in Asiaincluded Portugal, England,Spain, France, and theNetherlands.

Lesson VocabularyIntroduce each of the following vocabulary terms to students.

Explain that a global age is one in which all civilizations can be in contact with theothers around the world. The first global age began during the 1400s.

A compass is an instrument that tells direction. The compass was one of the innovationsthat made European exploration possible. Astrolabe is explained in Chapter 9 Lesson 2on page 129.

The goods carried in a ship or plane are its cargo. The cargo of spices that Vasco daGama brought back to Europe repaid him 60 times.

Extension

Arab traders tried to protecttheir monopoly on spices bydisguising both the locationand cultivation of thosespices. One story claimedthat cinnamon grew in glensthat were also home topoisonous snakes. Anotherspice, cassia, was said to beprotected by wingedanimals as it grew inshallow lakes.

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traveled through either Southwest Asia or the Ottoman Empire.In both regions, they were sold to Arab merchants, who movedthe goods along the trade routes to Europe. Merchants in theItalian city-states usually bought them. It took a long time forgoods to reach merchants in northern and western Europe.

Each time the goods changed hands, the price went up. Each merchant took a share of the profits. If merchants inPortugal, England, or the Netherlands could buy goods direct

from merchants in India, China, or Southeast Asia, the priceswould be cheaper. The Europeans could then make more

money. But to get to Asia, the merchants had to sail aroundAfrica. No one had ever done that before.

Even if Europeans had wanted to explore beyondEurope by sea before the 1400s, they would not have beenable to get very far. The technology that would allow them tomake long sea voyages had not been invented in Europe.Four innovations made European exploration possible:accurate maps, the compass, the astrolabe, and a new typeof triangular sail called the lateen sail. This new sail design

allowed ships to sail into the wind.

The fourth reason that caused Europeans to want toexplore new lands was to bring religion to nonbelievers.

Specifically, Europeans wanted to bring and expand theinfluence of Christianity. Spreading Christianity became an important factor in exploration in most regions around the world.

Prince Henry and Portuguese Explorers

Beginning in 1420, the first Europeans to explore alongAfrica’s west coast were the Portuguese. Prince Henry, theson of Portugal’s king, encouraged Portuguese sea captains tomake these voyages. He wanted Portugal to become rich fromthe spice trade. Prince Henry, known as Henry the Navigator,even set up a school that taught skills related to sailing.

The first trips were short voyages along the west coast ofAfrica. The captains were trying to determine the size of theAfrican continent. Wherever they stopped, the captains

Europeanslearned the useof the compass(above) andastrolabe fromthe Arab traders.

Europeans alsolearned a newdesign oftriangular sailsfrom Arabs thatresulted in thedevelopment ofthe caravel, asmall, more easilymaneuverableship that couldhold cannon andmore cargo. Thesails made itpossible to sailfarther out to sea.

Picturing History

The image on page 218 is acompass. Ask students tonote the elaborate face ofthe compass and the goldcase. The use of a compassaided fifteenth-centuryexplorations.

Time Box Extension

Have students look at theTime Box on page 219 andanswer the followingquestions:

• How many years werethere between Dias’voyage and the foundingof Quebec? (120 years)

• What three nations hadpermanent settlements inthe New World by 1608?(Spain, England, France)

Extension

Students interested in culinary careersmay wish to investigate the use ofspices as preservatives and flavorings.They may create displays of the mostcommonly available spices, or those ofa particular culture, or providesamples for the class. (If so, be awareof the possibility of allergies.) Havestudents present their findings tothe class by using the StudentPresentation Builder on thestudent CD.

Map Extension

Ask students to use the map on page 219 to answer the followingquestions:

• Which nation claimed the tradecenter farthest east? (Spain)

• Which European power controlledCalcutta? (England)

• What areas did the Frenchcontrol? (Calicut, Pondicherry,Melaka, Batavia (Jakarta) )


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established trading posts. This was thebeginning of Portugal’s trading empire inAfrica. One of the goods they traded forwas gold. They tapped into the existinggold network in West Africa. ThePortuguese also began to take enslavedAfricans back to Portugal to use asservants.

Portuguese sea captainscontinued their explorationslong after Prince Henry’sdeath. In 1488, BartholomeuDias finally rounded thesouthern tip of Africa. The Portuguese named the area the Cape of GoodHope. The wealth of thespice trade was almost intheir hands.

In 1497, Vasco da Gama set out tobecome the first Portuguese explorer toactually make the trip to India. He sailed

south around the Cape of Good Hope and then across theIndian Ocean to southern India. He filled his ship with spicesand set sail for Portugal. The round-trip took two years. Hiscargo of spices sold for 60 times the cost of his trip.

Vasco da Gamain Calicut, India

stop and think

Why did European

nations send out

voyages of

exploration in the

1400s? Check your

ideas with a partner.

Then write a

paragraph to explain

your reasoning.

INDIA

CHINA

AFRICA

BURMACalcutta

Madras

BombayDaman

Goa

Macao

CalicutPondicherry

Melaka

Batavia(Jakarta)

CochinColombo

Manila

Cape ofGood Hope

Mozambique

Zanzibar

European Trade Routes, 1700

Spain

Portugal

Trade routeNetherlands

France

England

0 2000 miles

Areas controlled by

1488

Dias rounds tip of

South Africa

1487

da Gama sails to India

1492

Columbus sails to

the Americas

1564

first permanent Spanish

settlement in North

America at St. Augustine

1607

first permanent English

settlement in North

American at Jamestown

1608

first permanent French

settlement in North

America at Quebec

Time Box

Picturing History

Vasco da Gama, shown inthe illustration on page 219,set sail from Lisbon,Portugal, on July 8, 1497,with four ships, one of themin his brother’s command.They rounded the Cape ofGood Hope on November22, arriving at Calicut,India, in May of thefollowing year. By the timethey returned to Lisbon insummer 1499, only 55 ofthe 170 original crewmembers remained. Mosthad died of scurvy, acommon fate for seafarersof the time. Da Gamareturned to India in 1502.Both trips brought himwealth and honor. In 1524,he was sent as viceroy toIndia to reform the colonialgovernment, but he died afew months later.

Extension

Prince Henry was onlytwenty-one when he foughtin a campaign in which thePortuguese capturedMorocco’s fort, Cueta. Itwas across the Strait ofGibraltar from Portugal.Henry’s time in Cuetasparked the beginning of alifelong interest in theAfrican continent. Henryestablished a small courtnear the port of Lagos onPortugal’s southwest tip.There, scholars pioneeredwork in astronomy,mapmaking, ship design,and navigation. Henryspent most of his fortune onthese explorations andprojects, dying in debt.

Stop and ThinkStudents’ paragraphs will varybut should be supported withreasons from the lesson. Ideasmight include: Marco Polo’sjournal, stories of theCrusaders, excitement aboutnew lands, rich goods,inventions, and the desire tobring religion to non-believers.

Extension

King John II of Portugal,disappointed in earlier voyages thatfailed to find the southernmost pointof Africa, sent Bartolomeu Dias andthree ships to do so. Dias roundedthe Cape of Good Hope, but did notsee it until the ships were on theirway back to Portugal. Dias alsojoined da Gama’s 1497 voyage forpart of the journey. He was part ofCabral’s fleet, which sighted Brazil.When that voyage reached the Capeof Good Hope, Dias was lost at sea.

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Trading in India,Southeast Asia, and China

Europeans were able to reach India to purchase spices, but Indiawas not the source of the spices. Muslim merchants in Indiabought them from other merchants farther to the east. Many ofthe spices came from the Melaka islands in the East Indies.Europeans called these islands the “Spice Islands.”

The Portuguese set out to gain control of the spicetrade. First, they destroyed Muslim and Indian shipping

along the coast of India. Then the Portuguese movedfarther east and seized the Strait of Melaka in what istoday Malaysia. By controlling this waterway, theycould keep other Europeans out of the area. Finally,the Portuguese forced the ruler of the Spice Islandsto sell them all its spices. In their dealings with the

people of Asia, the Portuguese set the model for howEuropeans dealt with non-Europeans. They used guns

and cannon to get what they wanted.

In the meantime, the Portuguese tried to expand theirtrade with China. However, in 1535 China limited Europeantraders to two ports. The Portuguese and other Europeansalso failed in Japan. The Japanese, like the Chinese, thoughtthe Europeans were uncivilized. Their trade goods had littleappeal to either the Chinese or Japanese people. The rulers ofChina and Japan feared that the Europeans would use theirweapons to seize land. Also, the missionaries who came withthe traders raised suspicion among the rulers.

In time, more powerful European nations seized Portugal’strading empire in Asia. In 1595, the Netherlands began acampaign to capture Portuguese trading posts in the EastIndies. The Dutch were able to end Portuguese control andalso to keep France and England out of the East Indies.

Putting It All TogetherChoose two events described in this lesson and write aparagraph about each event. Exchange your paragraphs with apartner. Review each other's paragraphs to see if you can makethem more interesting by adding action words.

Afonso deAlbuquerque,governor andcommander ofthe Portugueseempire in Asia,gained controlof Melaka, onthe MalayPeninsula,in 1511.

Picturing History

Afonso de Albuquerque,pictured on page 220, had adistinguished militarycareer in Africa beforebeing sent to India.Albuquerque built the firstPortuguese fort in Asia andestablished a trading post in1503. He returned toLisbon, Portugal, thenexplored Africa’s east coast,building a fortress near themouth of the Red Sea,designed to cut off Arabtrade with India. Sent backto India in 1508, heconquered Goa, a Muslimstronghold, in 1510. Itremained in Portuguesehands until 1961. Thevictory over the Muslimsenabled Hindu rulers toaccept the Portuguesepresence in India. Duringthe next five years, whichwere his last, Albuquerqueconquered Malacca,explored the coasts ofArabia and Abyssinia, andconquered Calicut.

Chapter 15

Putting It All TogetherStudents’ paragraphs will varybut should describe two eventsfrom the lesson. Possible topicsare rounding the Cape of GoodHope, explorations of da Gamaand Dias, and founding ofcolonies in Asia. Map Extension

Ask students to use the map on page 221 to answer the following questions:

• On which voyage did Columbus go farthest west? (fourth)

• Which voyage took place between 1493 and 1496? (second)

• How could you describe the third voyage using compass directions? (They took amore southerly route before turning west, landing in South America.)

• Where did three of the voyages stop before going farther west? (Canary Islands)

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L E S S O N 2

Thinking on Your OwnWrite the name Christopher Columbus in your notebook. List atleast five facts that you know about him. Discuss these with apartner. As you read this lesson, add five new facts to your list.

While the Portuguesewere exploring the

African coast, the Spanishwere busy fighting Muslims.The armies of King Ferdinandand Queen Isabella drove thelast Muslim invaders out ofSpain in 1492. WhenChristopher Columbus cameto them asking for help, thetime was right. The Spanishwere ready to think about anoverseas empire.

Columbus andthe Spanish Monarchs

Columbus’ plan was to sail westto go east. He believed that hecould reach Asia and the EastIndies by sailing west. For manycenturies, common peoplebelieved the earth was flat. If aship sailed too far, it would fall offthe edge. By the 1400s, educatedpeople knew that this was nottrue. However, they could onlyestimate the true size of the earth.They did not know how far westthe East Indies were located.

Explain why Columbuswanted to sail west to find Asia.

How did the Spanishconquer the Aztec Empire?

Summarize how theSpanish conquered theInca Empire.

overseas

Line of Demarcation

conquistadores

vocabulary

focus your reading

NORTHAMERICA

ENGLAND

PORTUGAL

AFRICA

SOUTHAMERICA

ATLANTICOCEAN

Hispaniola

CanaryIslands

Cape VerdeIslands

Gulf ofMexico

PACIFICOCEAN

San Salvador

Fourth Voyage, 1502–1504

Third Voyage, 1498–1500

Second Voyage, 1493–1496

First Voyage, 1492–1493

The Voyages of Columbus 0 1000 miles

Lesson SummaryKing Ferdinand and QueenIsabella supported Columbusas he sailed west to find theEast Indies. Instead, Columbusfound Hispaniola and Cuba.Spain and Portugal divided theNew World between them.

Hernán Cortés overthrew theAztec Empire in CentralAmerica.

Francisco Pizarro conqueredthe Inca Empire in the Andesof South America.

Lesson ObjectiveStudents will learn about theSpanish explorations andconquests in the Caribbeanand Latin America.

Focus YourReading Answers1 Columbus thought he couldreach Asia faster by sailingwest, not realizing there weretwo continents in his path.

2 The Spanish conquered theAztec Empire with trickeryand guns.

3 The Spanish conquered theInca Empire by trickery andby taking advantage of the civilwar going on at the time.

Age of European Explora t ions

Lesson VocabularyDiscuss each of the vocabulary terms with students.

If something is overseas, it is across the sea or abroad. The Spanish were ready toconsider an overseas empire when Columbus came to court.

The Line of Demarcation divided the so-called New World between Spain and Portugal.The 1494 Treaty of Tordesillas established the Line of Demarcation.

The Spanish word for conquerers is conquistadores. Cortés and Pizarro wereconquistadores.

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For years, Columbus tried to persuadethe rulers of Portugal and then Spain tofinance his plan. When he tried again in1492, Queen Isabella agreed. He persuadedher by telling her of the riches that wouldcome to Spain. Perhaps more important toher, however, were the non-Europeans thatcould be converted to Catholicism.

Columbus and 90 sailors set sail in threecaravels on August 3, 1492. They foundland slightly more than two months later, onOctober 12. However, the land they found was not Asia; it wasthe islands of Hispaniola and Cuba. Columbus returned three

more times to the Caribbean looking for the Asianmainland. Because he thought he had reached the EastIndies, he called the people he met Indios, or Indians.

It did not take long for Spain and other nations torealize Columbus’ mistake. He had not found Asia.He had found two unknown continents thatEuropeans called the New World. The Spanish and thePortuguese, who had discovered what is now Brazil,decided that the wealth and people of these continentsbelonged to them. To prevent disputes between thetwo nations, Pope Alexander VI divided the NewWorld in 1494. The Treaty of Tordesillas establishedthe Line of Demarcation at 38° west longitude. It separated Spanish lands from Portuguese lands.Everything west of the line belonged to Spain;everything east of the line belonged to Portugal.

Overthrowing the Aztec EmpireBy 1515, the Spanish controlled most of the islands in theCaribbean. From their base in Cuba, they set out to explorethe mainland of Central America. One of the first conquerors,or conquistadores, was Hernán Cortés.

In 1519, Cortés, 500 soldiers, some horses, and a fewcannon landed on the Yucatán Peninsula. They began a marchinland. Early on their journey, they met Malinche, an Aztec

Ferdinandand Isabellaof Spainfunded thevoyages ofColumbusin 1492.

stop and think

The phrase “for God,

glory, and gold” is

sometimes used to

describe why

Europeans set out to

find new lands. What

information in this

lesson supports the

reasons given in this

phrase? Check your

ideas with a partner.

Then write a three-

paragraph essay to

explain the phrase.

Picturing History

Ferdinand and Isabella ofSpain, depicted on page222, were typical rulers oftheir time, believing that thepeople Columbus hadencountered were now theirsubjects. Fifty years afterColumbus first landed onHispaniola, their grandson,King Charles I, decreed thatIndians could not beenslaved, thus inadvertentlybeginning the importationof African slaves.

Stop and ThinkStudents’ essays will vary butshould include the search forriches, the desire for empires,and the desire to spreadreligion.

Extension

Suggest to interested students thatthey use library resources or theInternet to find out more about theways in which the cultures of Brazil(Portuguese influence) and the rest ofSouth America (Spanish influence)are alike and different. Ask them tocreate a Venn diagram or other visualto share their findings with the class.

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who had been captured byMayans. Cortés took Malinchealong as interpreter.

While Cortés continued his march to the city ofTenochtitlán, the Aztec ruler, Montezuma, waited.

He had learned that the Spanish were on their way, and hewas fearful. According to an ancient prophecy, a white god,Quetzalcoatl, had once lived among the Aztec. He hadreturned home, but would one day come back. When he did,the Aztec Empire would end.

Montezuma decided to welcome the Spanish. He showeredthem with food and riches. He gave them a palace where theycould live. In a short time, however, Cortés tricked Montezumainto becoming his prisoner. Cortés and the Spanish were thenin control of the city. In 1520, the Aztec rebelled against theSpanish. Montezuma died in the fighting. The Spanish fledTenochtitlán.

Thisillustration,from anAzteccodex,showsnativeleadersmeeting todiscuss thearrival ofCortés.

A Spanish AttackMost records of the Aztecs and Incas were destroyed by the Spanish. A few survived.The following excerpt is from an Aztec description of a battle to capture Tenochtitlán.

“On one occasion, four Spanishcavalrymen entered the marketplace. They rode through it in agreat circle, stabbing and killingmany of our warriors andtrampling everything under theirhorses’ hooves. This was the firsttime the Spaniards had enteredthe market place, and our warriorswere taken by surprise. . . .

“It was at this time that theSpaniards set fire to the templeand burned it to the ground. The flames and smoke leaped high into the air with a terrible roar.The people wept when they saw their temple on fire. . . .

“The battle lasted for many hours and extended to almost everycorner of the market place.”

Why were the Aztecs taken by surprise?

Why do you think the Spanishburned the temple?

Discuss why fighting onhorseback was an advantage to the Spanish.

reading for understanding

Picturing History

The Aztec codex on page 223 pictures aconversation about theSpanish invaders. Theirarrival seemed toMontezuma just one ofmany signs, including acomet, that pointed to thefulfillment of a prophecy.Trying to forestall trouble,Montezuma sent gifts,including a costume ofQuetzalcoatl, to Cortés.Quetzalcoatl was the god oflightning and thunder. Inresponse, Cortés first placedthe emissaries in chains,then had a cannon fired thatdestroyed a tree on theshore. Two of the Aztecfainted, believing they hadwitnessed the god’s power.


Reading forUnderstanding1 The Spanish had not enteredthe market place before.

2 The Spanish may haveburned the temple to assert thestrength of their God and todestroy the worship of whatthey considered false gods.

3 From horseback, thesoldiers could strike harderand were harder to hit. Thehooves of the horses could alsobe used as weapons.

Extension

The Aztec considered theSpanish invasion afulfillment of an ancientprophecy of their empire’send and were uncertainwhat to do. Cortés trickedMontezuma, the leader, intobecoming a prisoner; helater killed the ruler.

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The following year Cortés returned with more soldiers.Reinforcements had been sent from Cuba. The new Spanishforce, fully equipped with horses and guns, defeated the Aztec.They destroyed Tenochtitlán and built Mexico City in its place.The Aztecs’ temple was replaced by a Catholic Church.

Overthrowing the Inca EmpireDuring the 1520s, the Spanish moved throughoutCentral America. They took land and began buildingsettlements. Native Americans were consideredsubjects of Spain but had no rights. As the Spanishmoved farther south, they heard stories of a richkingdom somewhere in the Andes Mountains. Thiswas the Empire of the Inca.

Francisco Pizarro, another conquistador, set out tofind the Inca. In 1531, he reached the Incan capital ofCuzco. He had only 180 soldiers with him, but theywere enough. The Empire was torn by civil war. Rivalforces of Atahualpa and Huascar, half-brothers, werefighting for power over the Empire.

Atahualpa asked Pizarro for help in defeatingHuascar. Instead, Pizarro made Atahualpa hisprisoner. To save himself, Atahualpa arranged forenough gold and silver to fill two rooms to be given to

Pizarro. Atahualpa also had to arrange for the murder ofHuascar. Rather than set Atahualpa free, Pizarro seized theransom. He then had Atahualpa tried, convicted, and executedfor Huascar’s death.

The Inca were leaderless. Without a ruler, the Empirebegan to fall apart. Pizarro seized much of the territory and itsvast wealth of gold and silver for Spain.

Putting It All TogetherWhat did the Spanish overthrow of the Aztec and Inca Empireshave in common? Create a Venn diagram to decide whether theSpanish tactics were the same or different against the twoempires. Work with a partner to complete the diagram. Thenwrite a paragraph that explains the tactics of the Spanish.

Atahualpa

Picturing History

Atahualpa, shown on page 224, was apparentlyhis father’s favorite son,although illegitimate.Atahualpa ruled thenorthern part of the IncaEmpire from Quito whenhis father died in 1527. Civilwar with his older half-brother led to problemseconomically. Still, whenPizarro demanded gold, theemperor’s subjects filled aroom with gold and silverobjects. When melted downinto ingots and bullion, thetreasure weighed 24 tons.

Pizarro followed theexample of Cortés, takingAtahualpa prisoner. TheSpanish gained much goldfrom these conquests.

Putting It All TogetherStudents’ diagrams andparagraphs will vary but maysuggest that in both cases theSpanish used trickery andfirepower to achieve theirconquests.

Extension

Spain created the Viceroyalty of New Grenada in 1739 and the Viceroyalty of the Riode la Plata in 1776. These new viceroyalties stripped territory from Peru, which wasamong the most valuable Spanish colonies because of the silver mines. Lima, thecapital, was a wealthy city for the Spanish ruling class. The Andes Mountains madecommunication and government difficult, however. After a series of uprisings, Perudeclared independence in 1821, capturing the viceroy and his generals in 1824.Present-day Peru and Chile, all that was left of the viceroy of Peru, becameindependent nations.

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L E S S O N 3

Thinking on Your OwnWhat do you know about the Spanish in the Americas? Create aT-chart. Label one side “Spanish Government.” Label the otherside “Spanish Society.” List at least three facts on each side ofyour chart. As you read the lesson, add to your chart.

The Spanish quicklyexpanded their territory

in the Americas. By the mid-1500s, they claimed Mexicoand much of Central andSouth America. They werealso moving north into whatwould become the UnitedStates. How would theSpanish control this vast newterritory? How would theygovern it?

GoverningSpanishAmerica

The Spanish decided to set up colonies. The Spanish monarchsencouraged their citizens to sail to the Americas and buildsettlements. The more wealth the colonies created, the wealthierthe monarchs became. Part of every shipment of gold, silver,and other goods from the colonies went to the monarchs.

To govern Spanish America, Spain set up viceroyalties.Each viceroyalty was an area governed by a viceroy—or agovernor who represented the monarch. By 1535, there weretwo viceroyalties: the Viceroyalty of New Spain and theViceroyalty of Peru. In the 1700s, the latter was split intothree units.

How did Spain govern itscolonies in the Americas?

Explain how the encomiendaaffected Native Americansand Africans.

How was Spanish societyorganized in the colonies?

viceroyalties creoles

encomienda mestizos

immunity mulattos

peninsulares

vocabulary

focus your reading


Lesson SummaryThe Spanish set up colonies inthe New World, which weregoverned by viceroyalties.Although converting theNative Americans toChristianity was an objective,the Spanish also used them asslaves in the encomiendasystem. Efforts to help theNative Americans led to theimporting of African slaves towork on sugar plantations.

Spanish society in the NewWorld was headed by thepeninsulares, followed bycreoles, the Spanishdescendants of the originalcolonists, with mestizos andmulattos at the bottom. NativeAmericans and Africans wereoutside the system.

The Spanish created beautifulcapital cities such as Lima,Peru, and Mexico City, Mexico.

Lesson ObjectiveStudents will learn about theSpanish colonization of Centraland South America.

Focus YourReading Answers1 Spain governed its coloniesin the Americas by a system ofviceroyalties. Governors whorepresented the monarch wereplaced in charge of New Spainand Peru.

2 Encomienda led to thedeath of many NativeAmericans who were workedto death in the mines, fields, orprivate homes. It also led to theimporting of Africans for laborafter a priest urged kindertreatment for the NativeAmericans.

3 From top to bottom,Spanish society was organizedinto peninsulares, creoles,mestizos, and mulattos, withNative Americans and enslavedAfricans outside the system.


Viceroyalties are areas governed by a representative of the monarch. Spain set up theviceroyalties of New Spain and Peru.

The system of encomienda allowed the Spanish to enslave Native Americans. QueenIsabella granted Spanish colonists encomienda.

An immunity to a disease means you are protected from it. The Native Americans hadno immunity against diseases the Spanish brought.

Native-born Spanish sent to run the colonies were called peninsulares. The peninsulares

were at the head of the social classes. The descendants of the original Spanish settlerswere creoles. Creoles had little power but owned mines, plantations, and businesses.Children of Spanish and Native Americans were mestizos. Mestizos were part of thelowest social class. Children of Spanish and Africans were called mulattos. Mulattos

also were part of the lowest social class.

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Converting Native Americans to Christianity, however,remained an important goal. Missionaries came with the coloniststo Christianize Native Americans. They burned native books andtore down native temples and statues. Their mission was to turnNative Americans into Spaniards. Native Americans were to giveup their native dress, customs, language, and religion.

Enslaving Native Americans and AfricansWhen colonists began settling theislands in the Caribbean, QueenIsabella granted them encomienda.This was the right to demand laborfrom Native Americans living on theland. The queen had intended toprotect Native Americans. However,the colonists used the encomienda toenslave them. When the Spanishdiscovered gold and silver in Peru andMexico, the Spanish forced NativeAmericans to work in their mines.

The Spanish worked hundreds of thousands of NativeAmericans to death. Hundreds of thousands more starved todeath. European diseases caused even moredeaths. Native Americans had no immunity todiseases such as smallpox and measles. Theisland of Hispaniola is an example. Expertsbelieve that 250,000 Native Americans lived onthe island when Christopher Columbus landedthere in 1492. By 1538, only 500 NativeAmericans remained. Experts estimate thatbetween 1519 and 1630, some 24 millionNative Americans died in Central Mexicoalone.

In an effort to save Native Americans,Bartolomé de Las Casas, a priest, urged usingAfricans as workers. As early as 1518, a fewAfricans had been shipped to the Caribbean.The Spanish replaced Native American

Slaves workingon a sugarplantation onthe island ofHispaniola

stop and think

“Two wrongs don't

make a right” is an old

saying. Write an essay

of two or three

paragraphs to support

the idea of the saying.

Use the enslaving of

Africans to save

Native Americans as

your example. Ask a

partner to read your

essay and suggest

ways to make it

stronger and clearer.

Picturing History

Sugar plantations, such asthe one pictured on page226, formed a major part ofthe economy of Cuba andHispaniola for centuries. Incolonial days, both enslavedNative Americans andAfricans worked theplantations.

Extension

Bartolomé de Las Casas left his native Spain for Hispaniola in 1502. After taking partin several expeditions, he received an encomienda. After being ordained as aDominican priest in 1512 or 1513, perhaps the first person in America to be receivedinto holy orders, he began evangelizing the Native Americans. In 1515, he returned toSpain to plead the cause of the Native Americans, having given his encomienda backto the governor of Cuba. For the rest of his long life, he traveled back and forth fromNew Spain to old Spain, serving as court advisor and writing several importantworks detailing the harsh treatment of Native Americans.

Extension

Ask students with aninterest in medicine to uselibrary resources or theInternet to find out moreabout smallpox, whichkilled many of the peoplesof the New World. Havethem report on the vaccinedeveloped and the currentstatus of smallpox.

Stop and ThinkStudents’ essays will vary butshould give reasons thatsupport the statement “twowrongs don’t make a right” asit applies to enslaving Africans.


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laborers on sugar plantations. After 1542, the Spanish wereforbidden to enslave Native Americans. As a result, the trans-Atlantic trade in enslaved Africans became big business forthe Spanish—and later for the English. It is estimated that atleast 10 million Africans came to the Americas in chains.Perhaps twice that many died on the journey.

Society in Spanish AmericaThe most important posts in colonial government were heldby peninsulares. These were native-born Spanish who weresent from Spain, which was a peninsula, to run the colonies.They consisted of a very small number of people, but theymade up the highest social class.

The next social class were creoles. Their ancestors hadbeen the original Spanish colonists. Creoles usually owned

plantations, mines, and trading businesses. They hadlittle power in the colonies.

Mestizos were descended from Spanish andNative Americans. Mulattos had ancestors whowere Spanish and African. The two groupsmade up the lowest social classes. NativeAmericans and enslaved Africans were belowthe social system.

The big cities of Spanish America such asMexico City and Lima, Peru, were designed

like European cities. They had wide avenues andhuge churches and government buildings. The

homes of the wealthy were decorated with beautifulfurniture and paintings. Universities were built to

educate young men of the upper classes. Wealthy young womenwere educated at home or by Catholic nuns at local convents.Spanish influence could be seen in all aspects of daily life.

Putting It All TogetherCreate a diagram to illustrate the social system in SpanishAmerica. Work with a partner to decide on the shape of thediagram. Include the details about government and society from the T-chart you created.


The adobe missionin Picuria Pueblo,New Mexico, showsthe blending ofSpanish and NativeAmerican cultures.

Goldwasused topraiseGod in LaCompaniaChurch inQuito,Ecuador.

Putting It All TogetherStudents’ diagrams will varybut should include thefollowing information:

from the top level of society tothe bottom—peninsulares,creoles, mestizos, and mulattos,with Native Americans andenslaved Africans outside thesystem

Picturing History

The New Mexican adobemission, shown in thephotograph on page 227, isan example of Spanishcolonial architecture. ThisBaroque style sometimesmixed with indigenousstyles. In the twentiethcentury, the missionchurches of New Mexicobecame inspirations for thepainter Georgia O’Keeffe.

Picturing History

Quito is one of the premiersites of Spanish colonialarchitecture, asdemonstrated by LaCompania, the churchshown on page 227. Quitois the oldest capital of SouthAmerica; its old townbecame a UNESCO WorldHeritage Site in 1978.Quito was also the site ofthe first art school in SouthAmerica, established in1552. The art schoolsupported a religious artmovement in Quito.Baroque in style, its hugealtars are covered with goldleaf.

Extension

One of the most famous Catholic nuns was the seventeenth century’s Sor Juana Inésde la Cruz, a brilliant Mexican who entered the convent of San Jerónimo at eighteenyears of age to dedicate her life to learning. She had already begged to be disguised asa boy so she could study at the University of Mexico, where she learned Latin. Notedfor her poetry and defense of women’s ability to learn, she gave up her scholarly workand devoted herself to the poor and to her religious duties. She died during anepidemic, nursing the nuns of her convent.

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Thinking on Your OwnCreate a concept web to help you remember information aboutthe colonization of North America. Label the large circle“Colonizing North America.” Add a circle for each Europeannation that built colonies in North America. Add smaller circlesfor the most important information about the colonies.

By the 1500s, Europeannations were competing

for land and power inEurope. As their explorersfound “new” lands, Europeanmonarchs often transferredtheir rivalry to these parts ofthe globe. For example,Queen Elizabeth I madeFrancis Drake a knight forsailing around the world. He and the crew of his shipGolden Hind chased downSpanish treasure ships ontheir way back to Spain fromthe Americas. The Englishseized the Spanish cargoes ofgold and silver. To theEnglish, Drake was a hero.To the Spanish, he was a pirate.

This rivalry among European nations was behind the desireto claim territory and set up colonies in the Americas. It wasnot only the Spanish and Portuguese who wanted to buildempires. The French, English, Dutch, and Swedes alsoclaimed land in North America.

L E S S O N 4

Describe the Spanishsettlements in what istoday the United States.

How did people make theirliving in New France?

How did Sweden and theNetherlands lose theircolonies in North America?

Explain why people cameto the English colonies.

mission

joint-stock company

proprietary colonies

royal colonies

vocabulary

focus your reading


A mission was a place where priests lived. The original goal of the mission was toconvert Native Americans to Christianity.

A joint-stock company was one in which groups of English merchants funded voyagesand settlements in North America, hoping for a return on their investment.Jamestown was a joint-stock venture. Proprietary colonies were owned by privatecompanies or individuals. About half of the colonies were proprietary colonies. Coloniesbelonging to the English monarch were royal colonies. The royal colonies made up therest of the 13 colonies.

Lesson SummaryEuropean nations wanted ashare in the North Americancontinent. The Spanish claimedland in Florida, Texas, andCalifornia. The area now calledCanada was known as NewFrance. It was a region of furtrappers and traders. For ashort time, Dutch and Swedishcolonies existed in parts ofwhat are now New York, NewJersey, Connecticut, andDelaware. These, along withother colonies along theeastern seaboard, becameEnglish colonies. Most Englishcolonies were eitherproprietary or royal. Thecolonists drove NativeAmericans from their landthrough several wars.

Lesson ObjectiveStudents will learn about theEuropean colonies in NorthAmerica.

Focus YourReading Answers1 Spanish settlements weremostly forts or missions, withfew families. Missions housedpriests and the NativeAmericans who were forced towork for them.

2 Most people in New Francemade a livelihood by trappingor trading furs.

3 Sweden and theNetherlands lost their coloniesin North America because theylacked strong armies. TheDutch took over the Swedishsettlements and were in turnovertaken by the English.

4 The English settlers hopedfor gold, religious freedom, orland to farm.


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New Spain By 1513, Spanish explorerswere moving into what istoday the United States. Inthat year, Juan Ponce deLeon explored Florida.The first permanentSpanish settlement was

built in Florida in 1564. St. Augustine was settled to keep theFrench out of the area. In 1598, Spanish colonists moved intowhat is today the Southwest United States. In 1682, the Spanishbuilt two missions and forts in Texas. By the mid-1700s, theSpanish also had settlements in modern day California, Arizona,and New Mexico.

Spanish priests, soldiers, and farmersplayed an important part in settling theSouthwest. Many settlements were fortsor missions. The missions housed a priestand Native Americans who had beenconverted to Catholicism. Spanishfarmers in New Mexico settled next toPueblo villages. At first, they fought forcontrol. In time, they became goodneighbors. Both had to protect theirhomes from raids by unfriendly NativeAmerican warriors from the Great Plains.

Trappers, Traders, and New FranceThe French attempted to build forts and claim territory all alongthe Atlantic coast. However, the Spanish drove them out.

In 1608, Samuel de Champlain founded Quebec in what istoday Canada. By the late 1600s, the French had a line of

trading settlements in NewFrance from Canada all theway to the Gulf of Mexico.Most of the settlers werefur trappers and traders.They hunted animals likebeaver for their fur or


Map of St.Augustinefrom 1588

Quebecduringthe 17thcenturywas asmall, butgrowing,frontiertown.

European Claims inNorth America, c. 1700

13 English Colonies

Unclaimed byEuropeans

0 500 miles

ATLANTICOCEAN

PACIFICOCEAN

Picturing History

St. Augustine, shown inan etching at the top ofpage 229, is widelyacclaimed as the oldestcontinuous settlement inNorth America. St. Augustine was foundedin 1565. In 1586, FrancisDrake looted and burnedthe town. In 1672, theSpanish began to buildCastillo de San Marcos,now the oldest masonry fortin the United States. Spainceded Florida to Britain in1763 as part of the Treaty ofParis. Twenty years later, itwas returned to Spanishcontrol and then given tothe United States in 1819.

Map Extension

Ask students to use the mapon page 229 to answer thefollowing questions:

• What European powerclaimed the land justsouth of the 13 colonies?(Spain)

• Where was France’sprimary land claim?(central North Americaand the northeast ofCanada)

• In what geographicregion was land stillunclaimed? (northwestNorth America)

• In addition to the 13colonies, where else didBritain claim land?(Canada)

Picturing History

Quebec, depicted at the lower left onpage 229, was a site of decisivebattles in both the French and IndianWar and the Revolutionary War.

Extension

Invite students interested in militarystrategy to use library resources orthe Internet to find out about theBattle of Quebec during the Frenchand Indian War. Allow time for themto report their findings to the class.

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traded with Native Americans for animal skins. The furs andskins were shipped to France where they sold for high prices.

New Netherlands and New Sweden

The Netherlands was a rich and powerful nation in Europe.They financed the exploration of North America. As a result,the Netherlands claimed a large part of what is today NewYork, Connecticut, New Jersey, and Delaware.

The Dutch founded trading posts along theHudson River. They tried to take the NativeAmerican fur trade away from New France.The Dutch did not have a powerful army inthe colony. In 1664, the English sailed severalships into the New Amsterdam harbor, what isnow New York Harbor. They demanded thatthe Dutch surrender. With no way to defenditself, the colony gave up.

Sweden had also grown wealthy from trade. It sentcolonists to settle along the Delaware River in what is todaysouthern New Jersey. The Dutch seized the settlements in1655. They, too, became English territory in 1664.

English Colonies England’s first permanent colony in North America wasJamestown, settled in 1607. A group of merchants set up ajoint-stock company to pay for the voyage and the settlement.In return, they expected to make a fortune on the gold thecolonists would find. However, there was no gold and many ofthe early colonists starved to death.

In 1620, a religious group known as Pilgrims settledPlymouth Colony. They fled religious persecution in England.Ten years later, another group of English Protestants, thePuritans, settled nearby. They came voluntarily to set up acommunity based on their Puritan religious views. They foundedthe Massachusetts Bay Colony, which was a church-state. Likethe Pilgrims and Puritans, Quakers, Catholics, and Jews cameto the colonies for religious freedom.

New Amsterdamduring the 1600s

Extension

The English and Dutch each formed companies at the beginning of the seventeenthcentury to explore Asia and exploit the spice trade. Privately owned and funded asjoint-stock companies, without government oversight, their charters gave thesecompanies the right to buy, sell, construct trading posts, and even wage war if it werein the company’s best interest. Their cheaper, faster, and more powerful ships gavethem a military advantage, as well as an economic one, over other European nations.They realized huge profits. In one two-year voyage, an English ship began with30,000 pounds sterlings’ worth of silver and gold, returning with spices worth morethan one million pounds sterling.

Picturing History

In 1625, the Dutch foundedNew Amsterdam, shown onpage 230, on ManhattanIsland. The next year,Dutch West India Companyrepresentative Peter Minuitbought Manhattan withbaubles worth about $24.00.That year, the Dutch builtabout 30 houses on theisland. The first colonistswere either indenturedservants who had to workon farms owned by theDutch West India Companyor free citizens. The lattergroup received two years offree provisions and wereable to own homesteads. Toprotect the settlement fromNative American attacks,the Dutch walled the lowerisland. This is the wall ofWall Street, now thefinancial center of theUnited States.

Extension

Invite students to uselibrary resources or theInternet to learn about thedifferences betweenPuritans and Pilgrims. Havethem present their findingsto the class, perhaps in adrama or a radio play.

Putting It All TogetherStudents’ questions andanswers will vary but shouldrelate to lesson content.


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People came to the English colonies tomake a better life for themselves. Theylooked for economic opportunities asfarmers, fishers, and crafts people. Manypeople in the New England and MiddleColonies were the owners of small farms.However, a plantation system developed inthe Southern Colonies. The climate and soilwere well suited to growing crops like riceand indigo. Eventually, tobacco became amajor crop. To work their plantations,owners began to import enslaved Africans.As a result, the colonies became part of thetrans-Atlantic slave trade.

As more colonists immigrated, they wantedmore land. The only way to get land was to

push the Native Americans off. This resulted in a number ofwars between colonists and Native Americans. By the 1700s,most Native Americans had been killed or forced west.

While taking away the freedomof Africans and killing NativeAmericans, the colonists wereworking to keep and enlarge theirown rights. About half thecolonies were proprietarycolonies. They were owned byindividuals or private companies.The other colonies were royalcolonies. They belonged to theEnglish monarch.

Putting It AllTogetherPlay “Ten Questions” with a partner.Write ten questions and answersabout the information in thislesson. Then take turns asking and answering the questions.

stop and think

The Spanish, French,

Dutch, and English

settlers in North

America were not

alike in how they

treated the Native

Americans. How

and why were they

different? With a

partner, look for

information to answer

this question. Write

a one-paragraph

answer.

Tennessee R.

Ohio R

.

Cumber

land R

.

L. Erie

L. Superior

L. M

ichi

gan

L. Huron

L. Ontario

St. L

awre

nce

R.

SPANISH

FR

EN

CH

TE

RR

IT

OR

YMA

c. 1620

NY1624

NH1630

CT1635 RI

1636

GA1733

NCc. 1660s

MD1634

PA1682

DE1638

NJ1638

Ap

pa

lach

ian

Mo

un

tain

s

VA1607

SC1670

EW

N

S

The 13 OriginalEnglish Colonies

New England Colonies

Middle Colonies

Southern Colonies

Stop and Think Students’ paragraphs will varybut should include

Spanish—enslaved the NativeAmericans, tried to convertthem to Christianity

French—traded with NativeAmericans, tried to convertthem to Christianity

Dutch—traded with NativeAmericans

English—fought with NativeAmericans

Extension

Joint-stock companies initiated thesettlements of Virginia, Plymouth,and Massachusetts Bay. Proprietarycolonies included Maryland andPennsylvania. The remainder of theEnglish colonies were royal colonies.

Map Extension


• Where were the NewEngland colonies locatedgeographically? (Theywere the farthest north.)

• In what group wasPennsylvania? (MiddleColonies)

• What natural barrierprevented furthersettlement to the west?(AppalachianMountains)

• In which region were thelargest colonies?(southern)

Lesson SummaryFour major changes markedthe effects of the first globalage. The Columbian Exchangewas the transfer of goods andideas from the Old and NewWorlds. Mercantilism was aneconomic theory stating that anation’s wealth was dependenton its gold and silver supplies.The death and dislocation ofNative Americans due to warsand disease was a third change.Finally, the African slave tradeaffected colonies and homecountries alike.

Lesson ObjectiveStudents will learn about theresults of European interactionwith the New World.

Focus YourReading Answers1 The Columbian Exchangewas the sharing of goods andideas between Europe and theAmericas.

2 The colonies sent rawmaterials to the home countriesand became markets for thegoods produced by the homecountries.

3 Native Americans died inhuge numbers because ofEuropean colonization. Theywere enslaved, worked todeath, and exposed to diseasesagainst which they had noimmunity. They were forced togive up their lands.

4 Many areas of West Africalost their youngest, strongest,and healthiest people toslavery, leaving no one to carryon the line. The importance ofWest Africa declined as newkingdoms near the coastbecame important. Individualslived in fear and under threat;those who were enslaved faceda miserable life if they managedto survive the Middle Passage.

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Thinking on Your OwnLook at the vocabulary words. Write them in your notebook.Write a definition for the words that you think you know. Thencheck the meaning as you read and rewrite your definitions.

The first global age beganwith Christopher

Columbus’ voyage in 1492.By the late 1700s, theinteractions of Europeanswith Asians, Africans, andAmericans greatly changedthe world. Four of the mostimportant changes occurredbetween 1492 and 1800.These four changes affectedall parts of the world.

ColumbianExchange

The Columbian Exchange isnamed for ChristopherColumbus who began all thechanges. It refers to thesharing of goods and ideas

thatbegan with Columbus’ first voyage. Thediagram on this page shows just some ofthe foods and animals that Europeanscarried from region to region as theymoved around the world. They alsointroduced their own ideas about religion,government, the arts, and language. TheSpanish, for example, forced Native

L E S S O N 5

What was the ColumbianExchange?

Explain how mercantilismaffected European colonies.

What effects did Europeancolonization have onNative Americans?

Summarize how the trans-Atlantic slave trade affectedboth African nations andindividual Africans.

Columbian Exchange

mercantilism

favorable balance of trade

exports

imports

ethnocentric

vocabulary

focus your reading

wheat, sugar, banan

a, ri

ce, p

ig

mai

ze, p

otato, sweet potato, beans

horse, dandelion, cow, g

oat,

chic

ken

pean

ut, s

quash, pumpkin, peppers

pine

apple, tomato, cocoa

From the Americas to

Europe, Africa and Asia

From Europe, Africa and Asia to the Americas

The Columbian Exchange

wheat, sugar, banan

a, ri

ce, p

ig,

mai

ze

, potato, sweet potato, beans,

horse, dandelion, cow, g

oat,

chic

ken

pean

ut, s

quash, pumpkin, peppers,

pine

apple, tomato, cocoa,

From the Americas to

Europe, Africa, and Asia

From Europe, Africa, and Asia to the Americas

The Columbian Exchange


The sharing of goods and ideas between Europe and the Americas was known as theColumbian Exchange. The Columbian Exchange was named for Christopher Columbus.Mercantilism is the theory that a nation’s wealth is based on how much gold and silverit has. Mercantilism played an important role in the relationship of colonies and homecountries. A favorable balance of trade occurs when the value of a nation’s exports ishigher than the value of its imports. Having a favorable balance of trade is one way tokeep gold and silver in the country. What a country sells to other nations is its exports.Raw materials were common exports from the colonies to the home countries. What acountry buys from other nations is its imports. The colonies received imports from thehome countries.

Europeans during the colonial period felt they were far superior to people in the restof the world. This is called an ethnocentric view.


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Americans to convert to Catholicism and learn Spanish. NativeAmericans had to give up their own religions and languages.

The exchange was not all one-sided, however. Europeanstaught Native Americans how to make iron and copper.Native Americans taught Europeans how to farm unfamiliarland in unfamiliar climates. They also introduced Europeansto corn and tobacco. The early colonists would have starvedwithout corn. It became the major part of their diets. Tobaccobecame the chief crop in Virginia Colony. Its farmers grewwealthy growing and selling tobacco to European markets.

Mercantilism European governmentsencouraged global trade fortheir own reasons. AcrossEurope, governments adoptedthe policy of mercantilism.According to mercantilism,the wealth of a nationdepends on how much goldand silver it has. One way to

keep goldand silverin acountry isto keep a favorable balance of trade. Thisoccurs when the value of the goods that anation exports, or sells to other nations, isgreater than the value of the goods that itimports, or buys from other nations.

Colonies played an important role inmercantilism. Colonies provided their homecountries with raw materials to be used formanufacturing. In return, colonies weremarkets for finished goods from their homecountries. Home countries passed laws tokeep their colonists from buying goodsfrom other nations.


stop and think

With a partner, read

the diagram about the

Columbian Exchange.

Choose two items

from the diagram.

Discuss how life in the

United States would

be different if these

two items were not

exchanged. Make

notes as you discuss

your ideas. Then write

two paragraphs, one

for each item, to

explain how life would

be different without it.

Dutch fur tradersalong the HudsonRiver

Stop and ThinkStudents’ choices andparagraphs will vary butshould involve two items fromthe Columbian Exchangediagram on page 232.

Extension

Have students who are interested ineconomics use library resources orthe Internet to investigate the currentU.S. balance of trade. If possible,have them gather historic data andpresent the information in a graphshowing the changes over the past20 years.

Diagram Extension

Ask students to formulategeneralizations about each side of theColumbian Exchange, shown onpage 232. For example, Europe’scontributions included animals, butthe Americas’ contributions includedfood items only.

Picturing History

Founded in 1621, the DutchWest India Company,whose representative isdepicted on page 233,existed to undermine theSpanish and Portuguesecolonial empires in SouthAmerica, the West Indies,and the west coast ofAfrica. Never terriblysuccessful against its morepowerful rivals, theNetherlands dissolved thecompany in 1794.

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Native American DefeatsInteractions between Native Americans and Europeans resultedin the deaths of millions of Native Americans. Some expertsestimate that 70 million Native Americans lived in the Americaswhen Christopher Columbus landed on Hispaniola in 1492.About 5 million lived in what is today the United States. Lessthan 400 years later, there were only 340,000 Native Americansin the United States.

European colonists throughout theAmericas murdered, worked to death, and starved to death NativeAmericans. What European guns didnot do, their diseases did. Europeanswanted Native-American labor,wealth, and lands. After the end ofthe encomienda, Spanish colonistscould no longer enslave NativeAmericans. In various parts ofSpanish America, Native Americanswere forced to live at missions.

English colonists had less concern for Christianizing NativeAmericans. They wanted Native American land and foughtdeadly wars to gain it. After the American Revolution, thenew United States continued the policy of taking NativeAmerican land—usually at gunpoint.

The African Slave TradeMany Europeans did not think that there was anything wrongin enslaving Africans. Slaves had been used by the ancientEgyptians, Greeks, Romans, and Gauls. Europeans thought ofthemselves as far superior to everyone else in the world.Africans’ languages and customs were very different fromEuropean ways. Therefore, Africans must be greatly inferiorto Europeans. This ethnocentric view developed because ofthe slave trade. It also made the slave trade possible.Otherwise, it would not be possible to enslave another person.

In addition to this attitude toward Africans, the slave tradehad many other effects. First, slave raiders kidnapped the

King Philip’s War wasfought between theWampanoag and NewEngland colonists inthe 1670s.

Picturing History

During King Philip’s War,the effects of which areshown in the painting onpage 234, the NativeAmericans were led byMetacom, whom thecolonists called King Philip.The son of Massasoit, thechief who aided Pilgrimsettlers, Metacom had seenhis father’s generosity illrewarded and his brotherWamsutta, or Alexander,killed by the colonists,whether from poison ordisease. Metacom hoped toforge an alliance to removethe colonists but could notprevail against the superiornumbers and firepower ofthe colonists. Metacom waskilled; his wife and son,along with many others,were sold into slavery in theWest Indies.

Extension

Students interested in the NativeAmerican wars may wish to uselibrary resources or the Internet tofind out more about the centuries ofconflict. Suggest they use anillustrated timeline to present theirfindings to the class.

Extension

Students interested in the slave trademay wish to use the Internet orlibrary sources to find out moreabout the Amistad. Have studentspresent their findings to the class.


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youngest and healthiest Africans. This meantthat large areas of West Africa were leftwithout young people to have families.

Second, the empires of West Africa becameless important. New kingdoms, closer to thecoast, rose in importance. These kingdoms werebased on trading people inexchange for guns.

Third, the more wealth aruler had, the more hewanted. A cycle of warfare to

gain captives to sell to slavers developedamong many African kingdoms. People livedin a state of constant warfare and fear.

Putting It All TogetherImagine you have to teach about Europeanactions either toward Native Americans ortoward Africans. Choose one of the two. Makenotes to help you explain what happened andwhy. Review Lessons 2, 3, and 4 if necessary.Present your ideas to a partner as though youwere teaching. Ask if your presentation wasclear and how you might make it clearer.


A tunnelled slavesto ships atthe Houseof Slaveson GoreeIsland offthe coastof Dakar.

A diagramof the cargohold in aslave ship.

Picturing History

Declared a World HeritageSite, the 88-acre GoreeIsland is a touristdestination for many,particularly those of Africandescent. One of its tunnelsis shown on page 235. Someexperts doubt that GoreeIsland was a major slavecenter and charge that it isbeing exploited for thetourist dollars it will bringthe country of Senegal.Others estimate that some40 million slaves wentthrough the so-called doorof no return.

Map Extension


• Where did sugar comefrom? (West Indies)

• What goods went fromthe colonies to London?(tobacco, fish, flour,wood, indigo, iron, navalstores)

• What goods went fromLondon to Africa? (iron,cloth, weapons)

• What did the coloniessend to the West Indies?(wood, food)

Picturing History

The diagram on page 235 depicts a slave ship used during the Middle Passage, thehorrific journey across the Atlantic Ocean. The trip took between 21 and 90 days.Ships carried 150–600 people. To prevent a mutiny, male slaves were shackledto each other or to the deck. Still, between 1699 and 1845, there were at least55 recorded accounts of mutiny. Slaves had an average of 6 feet by 16 inches for anindividual space allotment. The death rate on the Middle Passage is estimated at13 percent. Sharks followed the slave ships, having seen the Africans tossedoverboard after succumbing to illness or starvation.

Putting It All TogetherStudents’ presentations willvary but should be based onEuropean actions towardeither Africans or NativeAmericans.

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• The first global age began with Christopher Columbus’voyage of exploration in 1492.

• Four factors caused Europeans to begin overseasexploration in the 1400s: the Crusades; the desire forriches from trade with Asia; inventions including bettermaps, the compass, the astrolabe, and a new type of sail;and the desire to expand Christianity.

• China and Japan limited cargo trade with Europeans. • The Portuguese and Spanish divided the New World

between them by the Line of Demarcation.• Conquistadores set out to explore and conquer the

Americas for Spain. • Spain divided its territory into viceroyalties to govern.• The encomienda gave Spanish landholders the right to

the labor of Native Americans. Millions died from alack of immunity to European diseases.

• Society in the Spanish colonies was made up ofpeninsulares, creoles, mestizos, and mulattos.

• The Spanish forced Native Americans to live atmissions and convert to Spanish ways.

• Joint-stock companies paid the expenses to set upsome proprietary colonies. Other colonies were royalcolonies.

• The effects of the first global age included the ColumbianExchange and mercantilism. Mercantilism required afavorable balance of trade between exports and imports.

• The slave trade supported ethnocentrism.

Chapter Review1 Imagine you are a Native American. Write two-line headlines

for the following events: (a) Columbus lands in the Caribbean,(b) Cortés lands in Mexico, (c) Pizarro marches toward Cuzco.

2 Now write headlines for these events as though you werewriting for a Spanish newspaper.

236 Chapter 15

Chapter Review1 Students’ headlines will

vary; possible responsesinclude(a) Foreign Invaders

Arrive/Strange Menwith a Thirst for Gold

(b) Prophecy Fulfilled?/White Men andWeapons Arrive

(c) Foreigners March toCapital/Citizens Urgedto Hide All Gold

2 Students’ headlines willvary. Possible responsesinclude(a) Columbus’ Hunch Pays

Off/Triumphs inCaribbean

(b) Cortés QuestsGold/Natives Ready toRebel

(c) Pizarro Unstoppable/Troops Headed forCuzco in Triumph

Novel Connections

Below is a list of books that relate to the time period covered in this chapter. The numbers in parentheses indicate therelated Thematic Strands of the National Council for the Social Studies (NCSS).

Michael Cadnum. Ship of Fire. VikingChildren’s Books, 2004. (V)

Waldtraut Lewin. Freedom Beyond the

Sea. Random House Children’s Books,2003. (I, IV, V)

Janet Taylor Lisle. The Crying Rocks.Jackson Books/Atheneum Books forYoung Readers, 2004. (I, II, IV)

Virginia Schomp. Around the World

in . . . 1500. Benchmark Books, 2004.(I, III, V, VI)

Michele Torrey. To the Edge of the

World. Alfred A. Knopf, 2003. (I, VIII)

Stuart Waldman. We Asked for Nothing:

The Remarkable Journey of Cabeza de

Vaca. Mikaya Press, 2004. (I, II, VI)


Eu

ropean Explorations, 1415–1800Analyzing a Line Graph

A line graph shows information about a topic over a period oftime. Usually, the quantity, or amount, is listed along the leftside, or vertical axis, of the graph. Time is shown along thebottom, or horizontal axis. A line on the graph shows the upsand downs of the amounts. Sometimes, a graph will haveseveral lines. Each line stands for a separate item.

By reading a line graph, you can see atrend, or pattern, over time. Understandinga trend can help you decide if something isimportant. For example, a line graphshows increasing shipments of tobaccofrom Virginia to England between 1650and 1700. You can decide that tobacco wasbecoming more and more important to theeconomy of Virginia.

To read a line graph:

• Read the title of the graph to seewhat it is about.

• Examine the vertical axis todetermine the quantity.

• Examine the horizontal axis todetermine the time period.

• Read the key for the graph.• Examine the lines on the graph.

1 What is the title of the graph?

2 What do the lines represent?

3 When do imports become greaterthan exports?

4 What trends do the two lines show?

5 What conclusions can be drawnbased on the information on the graph?


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Trade Between the 13 Colonies and Great Britain

Exports to Great Britian

Imports from Great Britain

Skill Builder1 Trade Between the

13 Colonies and GreatBritain

2 Exports to Great Britain arein green; imports fromGreat Britain are in red.

3 About 1735, the importsbecome greater than theexports.

4 The colonies becameincreasingly dependent ongoods from Great Britain.Although exports to GreatBritain increased nearlyevery year from 1710 on,the level of imports rosemore quickly.

5 The colonies were in anunfavorable balance of tradewith Great Britain.

Classroom Discussion

Discuss with students some of the broader topics covered in this chapter.

• What are some of the challenges of life in a global society?

• In what ways could descendants of Native Americans and African Americans becompensated for past injustices?

• What kinds of government best foster good trade relationships?

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