timesaving tools teaching transparencies

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Chapter 13 ResourcesTimesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

Use GlencoesPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint you can customize the presentations to create your ownpersonalized lessons.

The following videotape programs are available from Glencoe as supplements to Chapter 13:

Christopher Columbus: Explorer of the NewWorld (ISBN 156501667X)

Ponce de Leon: The First Conquistador (ISBN 1565016696)

To order, call Glencoe at 18003347344. To findclassroom resources to accompany many of thesevideos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 13 L2

Graphic Organizer StudentActivity 13 Transparency L2

CHAPTER TRANSPARENCY 13

Spanish Imports of Gold and Silver From the Americas, 15031660

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The Age of Exploration (15001800)What I Know What I Wantto Find Out What I Learned

How Can ILearn More

Graphic Organizer 2:K-W-L-H Chart

Map OverlayTransparency 13 L2

Triangular Trade Routes, 1730

NORTHAMERICA

SOUTHAMERICA

AFRICA

EUROPE

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45 W60 W 30 W75 W90 W

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TRADE ROUTESGreat BritainColoniesEurope

Manufactured goods

Dried fish,whale oil, lumber, tobacco, wheat

oliv

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Map Overlay Transparency 13

Enrichment Activity 13 L3

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As European explorers made discoverieson their ocean voyages, many writers beganto consider the proper way to relate to newpeople and different ways of life. A lawyerby profession, Michel Montaigne(15331592) retired to his estate in the

Enrichment Activity 13

Bordeaux region of France in 1571 to writea collection of essays that was first pub-lished in 1580. In his Essais, Montaignegives his personal opinion on a range ofissues of the day. Read the followingexcepts from his essay On Cannibals.

The European View of the Americas

DIRECTIONS: Answer the questions below in the space provided.

1. Why does Montaigne hesitate to guess whether there are additional new countries to bediscovered?_____________________________________________________________________

2. How might Montaignes observation that our eyes are bigger than our stomachs berelated to the European conquest of the Americas? __________________________________

3. How does Montaigne characterize the people who live in the Americas? _______________

4. In what does Montaigne find fault with the way Europeans perceive their own socialcustoms? _______________________________________________________________________

5. Ethnocentrism is the attitude that ones own ethnic group, culture, or nation is superiorto all others. It is the belief that one has the best religion, the best political system, andthe most accomplished way of doing things. How far have people come sinceMontaignes time in acknowledging and exploring other peoples differences as poten-tially equal or superior to their own? ______________________________________________

I had with me for a long time a man who had lived ten or twelve years in that other world whichhas been discovered in our time, in the place where Villegaignon landed [Brazil], and which hecalled Antarctic France. This discovery of so vast a country seems to me worth reflecting on. Ishould not care to pledge myself that another may not be discovered in the future, since so manygreater men than we have been wrong about this one. I am afraid that our eyes are bigger thanour stomachs, and that we have more curiosity than understanding. We grasp at everything, butcatch nothing except wind. . . .

I do not believe, from what I have been told about this people, that there is anything barbarous orsavage about them, except that we call barbarous anything that is contrary to our own habits. Indeed weseem to have no other criterion of truth and reason than the type and kind of opinions and customscurrent in the land where we live. There we always see the perfect religion, the perfect political system,the perfect and most accomplished way of doing everything.

Primary Source Reading 13 L2

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A Letter by Christopher Columbus

As you know, Christopher Columbus was trying to reach China whenhe discovered America and the islands of the Caribbean. OnFebruary 13, 1493, he wrote a letter to Santangel, the Spanish gov-ernment official who had persuaded Queen Isabella to finance his expedition.Below is part of Columbuss letter, followed by an interpretation by modernhistorian Daniel J. Boorstin.

Guided Reading In this selection, read to learn Columbuss account of the voyage and compare it toBoorstins interpretation.

When I reached Juana [Cuba], I followed itscoast to the westward, and found it so large thatI thought it must be the mainland,the provinceof Cathay [China]; and, as I found neither townsnor villages on the seacoast, but only a few ham-lets, with the inhabitants of which I could nothold conversation because they all immediatelyfled, I kept on the same route. . . .

. . . The lands are high and there are manyvery lofty mountains. . . . [The islands] are allmost beautiful, of a thousand different shapes,accessible, and covered with trees of a thousandkinds of such great height that they seemed toreach the skies. . . . The nightingale was singingas well as other birds of a thousand differentkinds; and that, in November, the month in whichI myself was roaming amongst them. There arepalm-trees of six or eight kinds, wonderful intheir beautiful variety; but this is the case withall the other trees and fruits and grasses; trees,plants, or fruits filled us with admiration. It con-tains extraordinary pine groves, and very exten-sive plains. There is also honey, a great variety ofbirds, and many different kinds of fruits. In theinterior there are many mines of metals and apopulation innumerable. . . . The inhabitants ofthis and of all the other islands I have found orgained intelligence of, both men and women, go

as naked as they were born. . . . They have nei-ther iron, nor steel, nor arms, nor are they com-petent to use them, not that they are not well-formed and of handsome stature, but becausethey are timid to a surprising degree.

On my reaching the Indies, I took by force,in the first island that I discovered, some of thesenatives that they might learn our language andgive me information in regard to what existed inthese parts; and it so happened that they soonunderstood us and we them, either by words or signs, and they have been very serviceable tous. . . . I find that they . . . believe that I comefrom heaven. . . .

They assure me that there is another island. . . in which the inhabitants have no hair. It isextremely rich in gold. . . . Finally, and speakingonly of what has taken place in this voyage . . .their Highnesses may see that I shall give themall the gold they require, if they will give me buta little assistance; spices also, and cotton, asmuch as their Highnesses shall command to beshipped; and mastic [resin used in varnishes],hitherto found only in Greece . . . slaves, asmany of these idolators as their Highnesses shallcommand to be shipped. I think also I havefound rhubarb and cinnamon, and shall find athousand other valuable things.

Boorstins Interpretation

On shipboard off the Azores in mid-February 1493, returning from his first voyage,Columbus wrote his own report of what hethought, and wanted others to think, that he hadaccomplished. . . .

Columbus, having convinced himself that atrip across the Western Ocean would take him to

the Indies, now set about convincing a wideraudience. He had a heavy vested interest in hisdestination actually being the Indies. . . .Columbus was careful not to mention disastersor near disastersthe loss of the flagship, SantaMaria, the insubordination of Martn AlonsoPinzn, the commander of the Pinta, or the muti-

P R I M A R Y S O U R C E R E A D I N G 13

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 13 L1

Game Card 5You have encountered an unchartedplanet much like Earth, with manyresources. The inhabitants are friendlyand invite you to stay. You may be able

to set up a trading station on the planet.Stay

Your voyage is over. 5,000 points Continue

15,000 points

Game Card 6Food is running very low. Each crewmember is rationed to two slices ofbread each day. Some crew membersare becoming ill from a lack ofvitamins in their diet.

Turn BackYour voyage is over. 500 points

Orflip a coin:HEADS, no one becomes seriously ill. 3,000 pointsTAILS, some crew members are incapacitated.

3,000 points

Game Card 4You are approaching an asteroid belt.If you attempt to navigate through it,your ship will almost surely becrushed.


Orflip a coin:HEADS, you survive. 3,000 pointsTAILS, your ship is damaged. 3,000 points

Game Card 3The fuel regenerator has broken andmight not be repairable. You have fuelfor two weeks, after which your shipwill drift aimlessly in space. If you turn

back now, you will reach home before fuel runs out.Turn Back

Your voyage is over. 500 pointsOrflip a coin:

HEADS, you fix the regenerator. 3,000 pointsTAILS, it cant be fixed. Sail on and cross your

fingers. 3,000 points

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HANDOUT MATERIAL

The Search for AndroniaGame Cards

Game Card 1You have been traveling for more thantwo months and should have reachedAndronia long ago. You may benearing the edge of the Great Void.


Orflip a coin:HEADS, you recheck your map and figure out

where you are. 15,000 pointsTAILS, you wander for five years before returning

to familiar territory. 2,000 points

Game Card 2You have drifted into fierce solarwinds from a nearby star. If you con-tinue, your ship may break apart.


Orflip a coin:HEADS, you survive. 2,000 pointsTAILS, your ship is damaged. 2,000 points

The Search forAndronia






13H I S T O R YS I M U L A T I O NAC T I V I T Y

Historical SignificanceActivity 13 L2

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During the period of colonial expansion,the major joint-stock companies who soughtto do business in Asia were known as theEast India Companies. These companieswere given unprecedented political author-ity by their home countries. Within their ter-ritories, they had power to pass legislation,wage war, negotiate treaties, issue their owncurrency, and administer their own justice.At its height, the Dutch East India Companymaintained more than 10,000 of its own sol-diers, 40 warships, and 150 merchant ships.Joint-stock companies, however, are not justa thing of the past.

Today, needless to say, joint-stock com-panies still function but without the samedegree of authority. Contemporary joint-stock companies are still organized by indi-

viduals who invest a specific sum of money.Each investor is given a share of stock inthe company in proportion to the amountof money he or she has invested. Althoughthe purpose of the company is to makemoney for all of the stockholders, an indi-vidual stockholder can never lose morethan he or she initially invested.

For example, if you invested $5,000 in ajoint-stock company, you might own 5 per-cent of its total stock; therefore, you wouldreceive 5 percent of the companys totalprofit for the year. If the company made aprofit of $50,000, you would receive 5 per-cent of this profit or $2,500. If the companyyou invested in failed to make a profit orlost money, the most you could lose wasyour initial $5,000 investment.

Historical Significance Activity 13

Joint-Stock Companies

!

DIRECTIONS: Answer the following questions in the space provided.

1. What might be some advantages of investing in a joint-stock company rather than starting ones own business?

2. What might be some of the disadvantages to owning stock in a joint-stock company?

3. How do you think joint-stock companies have changed since they were first started inthe age of exploration?

4. Imagine that a friend wants your advice: should he start his own business or invest hismoney in a joint-stock company? On a separate sheet of paper, write a letter to yourfriend, giving and justifying your advice. How would your answer be different if youwere writing your letter in the late 1600s?

Cooperative LearningActivity 13 L1/ELL

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The New Horizons.info New(s) Worlds Web Site

Cooperative Learning Activity 13

BACKGROUNDMany European nations became involved in overseas expansion and explorationstarting in the fifteenth century. Trade opportunities, Christianization, and anemerging spirit of nationalist adventure drove many of the nations to seek newempires and new trade windows in Asia, Africa, and the Americas. Mercantilismand increasing international trade became the basis of economic thinking. By work-ing as a group to create a New Horizons news Web site (or newspaper) to coverevents in the Age of Exploration and Expansion, you will develop a heightenedsense of the energy and motivation that surrounded the era.

GROUP DIRECTIONS1. Your group will create a news Web site (live or ready-to-post) covering events

in the Age of Exploration.

2. The group needs to select an editor and two assistant editors who will assignarticles and schedule due dates, proofreading, page layouts, and other tasks. Allquestions should be directed to this senior editorial team.

3. Each member of the group will write a news article about one or more eventsin the Age of Exploration and create an advertisement for the Web site, pluscomplete other assignments such as maps, illustrations, adding Web links, andso on as directed by the editorial group. The group should also select membersto key the articles, design the Web pages, create the graphics, and post the textand graphics files.

4. Include the following in the site: name for the site illustrations historical ads maps articles on any of the following:

causes for exploration and expansion Papal Demarcation LineBartholomeu Dias Prince Henry the NavigatorChristopher Columbus Vasco da GamaAmerigo Vespucci Ferdinand MagellanHernn Corts Francisco Pizarro

ORGANIZING THE GROUP1. Decision Making As a group, select the editorial team. Then decide on a site

name and brainstorm ideas for ads and other features for the site. The editorialteam should assign stories to the team members and determine responsibilitiesfor other editing, design, illustration, and posting tasks.

0404A-0404D C13 TE-Nat/FL05 3/11/04 8:46 AM Page 404

http://www.aande.comhttp://www.historychannel.com

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Chapter 13 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

Spanish Guided Reading Activities Spanish Reteaching Activities Spanish Quizzes and Tests Spanish Vocabulary Activities Spanish Summaries Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 13 L2

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Name ____________________________________ Date ________________ Class __________

Then During the Age of Exploration,Europeans grew more curious about the worldaround them and began to travel to distantplaces. As their view of Earth changed, theybegan to revise their concepts of the heavens.

Nicholas Copernicus (14731543), a nativeof Poland, was one of the first astronomers tochallenge the authorized theory about theplanetary system. This theory stated that Earthwas fixed in place and that all the other planetsencased in concentric crystalspheresrevolved around Earth. Copernicusfound that the paths of the planets could bebetter explained by the theory that they circlethe Sun. Religious leaders preached againstCopernicuss ideas.

In 1577 a new comet streaked across thesky. It passed through the spaces where theimpenetrable spheres were supposed to be.This event caused more scientists to questionthe Earth-centered model. As they observedthe heavens, they began to set preconceivedideas aside. This enabled scientists to collectmore objective data.

Galileo Galilei (15641642) made it possibleto observe the heavens even more closely. Heimproved the recently invented telescope sothat he could see the moons that orbit Jupiter.Partly inspired by this evidence that all heav-enly bodies do not circle Earth, he wrote abook supporting the Sun-centered model.Outraged leaders of the Catholic Churchforced Galileo to take back his assertions. Hisideas endured, however, eventually paving theway for modern space exploration.

Now Today, advanced instruments and space-craft help us explore and learn more aboutouter space. Galileo would envy the telescopesof todays astronomers. One such telescopethe Hubble space telescopeorbits Earth highabove the atmosphere. Thanks to the Hubbletelescope, large parts of the universe have beenseen for the first time.

Scientists have measured a degree of gravi-tational force in outer space not accounted forby visible masses. Scientists believe that a sub-stance known as dark matter is responsible forthis force. Using a telescope called theChandra X-ray Observatory, scientists havebeen able to make images from the x-raysemitted by the dark matter. The Chandra tele-scope can also give information about invisiblecollapsed stars called black holes.

During the 1960s when the Cold War was atits height, United States astronauts competedwith Russian astronauts to place satellites inorbit around Earth and to reach the moon.During the 1990s, these rivals began a jointproject to build an international space station.Today, scientists from many countries use thisspace station to perform experiments about theeffects of living in space.

Unmanned spacecraft now explore oursolar system and land on planets. These craftcontain robots that control flight, take pho-tographs, and collect samples from thesurfaces of planets. One such craft may someday tell us if some form of life exists or hasever existed on Mars.

Linking Past and Present Activity 13

Exploring Space: Past and Present

Critical Thinking

Directions: Answer the following questionson a separate sheet of paper.1. Drawing conclusions: Why did the

appearance of a new comet challenge theEarth-centered model of our planetary system?

2. Making inferences: How do you thinkEarths atmosphere interferes with observ-ing distant parts of the universe?

3. Synthesizing information: Why do somescientists believe life forms either exist oronce existed on Mars? Do research in thelibrary and on the Internet to learn aboutthe exploration of Mars by Pathfinder in1997. Write a brief report describing thatmission.

Time Line Activity 13 L2

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Time Line Activity 13

The Age of ExplorationDIRECTIONS: The explorations of the fifteenth and sixteenth centuries brought great changesto many civilizations. Read the time line below, then answer the questions that follow.

1522 Eighteen members ofMagellans crew return to Spain.

1400 1500 1600 1700

1. How long did it take Magellans crew to circumnavigate the world?

2. How long did it take Sir Francis Drake to complete a similar trip?

3. How many years passed between Europeans first reaching the Americas and sugarcanebeing introduced in the West Indies?

4. When did Cartier explore present-day Canada for France?

5. Who first founded a settlement in the present-day United States: the English or theDutch? What was it called?

1488 Bartholomeu Dias roundsthe southern tip of Africa.

1492 Christopher Columbusreaches the Americas.

1502 Columbus sails onhis fourth and last voyageto the Americas.

1511 Portugueseseize Melaka.

1518 First African slavescarried to the Americas.

1519 Magellan andhis men set sail tocircle the globe.

1534 Jacques Cartierexplores present-dayCanada for France.

1577 Sir Francis Drake begins hisvoyage around the world.

1580 Sir Francis Drake return to England,completing his circumnavigation.

1607 A permanent settlementis established at Jamestown.

1640 English planters introducesugarcane in the West Indies.

1626 New Amsterdamis founded.

1599 The first Dutch expeditionto East Asia returns.

Reteaching Activity 13 L1

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The Age of Exploration

During the age of European exploration, one nation after another sought to gain territory,goods, or trading partners. Keeping track of the explorers that the major powers of Europesent out can be challenging since explorers were not always born in the country that spon-sored their voyages.

DIRECTIONS: Use the chart below to record the names of the early explorers next to the coun-try each represented.

Reteaching Activity 13

Name Date Class

European Nations and TheirExplorers

European Nations andTheir Explorers

(list 1)

Spain

(list 4) (list 3)

Spain Portugal

England

Vocabulary Activity 13 L1

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The Age of Exploration: 15001800DIRECTIONS: Match each term with its definition by writing the correct letter on the blank.

Vocabulary Activity 13f

1. imaginary division of Spains and Portugals spheres of influence

2. theory that a states power depends on its wealth

3. formed by ships that sailed from Europe to Africa, from Africa to the Americas,and from the Americas back to Europe

4. tortuous journey of enslaved people from Africa to the Americas

5. countries or regions that are part of the continent

6. considered favorable when a country exports more goods than it imports

7. large agricultural estate

8. Spanish conqueror

DIRECTIONS: Identify the sponsoring country for each explorer and write the correct letter inthe blank. Letters can be used more than once.

A. England B. Spain C. Portugal

9. Hernn Corts

10. Vasco da Gama

11. Christopher Columbus

12. John Cabot

13. Francisco Pizarro

A. balance of trade

B. conquistador

C. mainland states

D. plantation

E. line of demarcation

F. mercantilism

G middle passage

H. triangular trade

Chapter 13 TestForm A L2

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. southern coast of West Africa

2. established a line of demarcation between Spanish andPortuguese territories

3. Venetian seaman who explored the coastline of New England

4. the right for Spanish settlers to use Native Americans aslaborers

5. the journey of slaves from Africa to America

6. king of Congo

7. African society that was ruined because of the slave trade

8. English influence on the spice market was reduced to asingle port located here

9. Dutch established a fort here in 1619

10. extremely profitable trade item from Southeast Asia

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Vasco de Gamas discovery of a route to India by sea proved to beA. very profitable, since de Gama returned with a cargo of spices and made a profit

of several thousand percent.B. far too costly to be sailed on a regular basis.C. the only time any Portuguese vessel sailed the route, as Muslims later attacked

any ship that attempted the journey.D. much longer than the route to India by land.

12. went to his grave believing he had discovered a westward passageto Asia, when in fact hed actually discovered the Americas.A. Amerigo Vespucci C. Christopher ColumbusB. John Cabot D. Alfonso de Albuquerque

13. What was the name of the set of principles that dominated economicthought in the seventeenth century?A. commercial capitalism C. speculationB. consumerism D. mercantilism

Name Date Class

Score ScoreChapter 13 Test, Form A

Column B

A. Afonso

B. spice

C. John Cabot

D. Benin

E. encomienda

F. Java

G. Gold Coast

H. Sumatra

I. Treaty ofTordesillas

J. Middle Passage

Chapter 13 TestForm B L2

Performance AssessmentActivity 13 L1/ELL

Name Date Class

Use with Chapter 13.


BACKGROUNDIt is said that on their first Thanksgiving in Plymouth, Massachusetts, the

Pilgrims were assisted by their Native American friend Squanto in preparing theirmeal. This story is probably somewhat fictional, but it is interesting to speculate onwhat the first meetings between non-Western cultures and Europeans must havebeen like. Since the time of the Pilgrims, historians and anthropologists (scientistswho study different cultures and their living habits) from around the world haveused historical documents and other evidence to reconstruct such first encounters.Their work gives a clearer picture of how humans relate to one another when theyare separated by vast cultural differences.

TASKPerform a play in which Europeans arrive in an Asian country and are enter-

tained by their Asian hosts with a short drama depicting some aspects of their cul-ture. In response, the Europeans thank the Asians and present a short speechdescribing their culture and outlining their goals in Asia.

AUDIENCEYour audience will be your teacher and classmates.

PURPOSEThe purpose of the play is to inform your audience about the merits of both Asian

and European cultures, and the goals of the European travelers in the early modernperiod.

PROCEDURES

1. In a group, choose the Asian country you want to use as the background for the play.

2. Divide the group in half; one half will play the part of the Asians, the other willassume the roles of the European travelers.

3. Each subgroup then determines which cultural aspects they want to include inthe drama. Examples may include: technology, religion, government, and art andarchitecture.

4. The subgroups then write their short dramas and practice them until they feelwell-rehearsed and convincing.

5. Both subgroups then plan together how each of their parts will function smoothlyas part of the overall interaction between the Europeans and the Asians.

6. Try to perform the play before a test audience, such as your family, before youperform it in front of the class.

7. Incorporate any suggestions your test audience makes with which the group as awhole agrees.

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Performance Assessment Activity 13

ExamView ProTestmaker CD-ROM

Mapping History Activity 13 L2

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Who Took What?As European explorers arrived in the Americas, they took land from NativeAmericans and claimed it for their home countries. The map below shows the locations of Native American peoples before the arrival of Europeans.

DIRECTIONS: Use the map to complete the activities that follow.

Mapping History Activity 13

1. Choose three colors to represent theSpanish, English, and French holdings inNorth America. Add this information tothe map key.

2. Use the following information to indicateon the map the lands held by Spain, England, and France:

By the mid-A.D. 1600s, England controlled most ofNew England and all but the westernmost tip ofLong Island, as well as the eastern shore ofChesapeake Bay. Spain had northern SouthAmerica, Central America, Mexico, and the entirecoast of Florida. France controlled the St.

Lawrence River, Nova Scotia, Prince EdwardIsland, and the eastern portion of New Brunswick.

3. From which Native American peoplesdid the Spanish take land?

4. From which Native American peoplesdid the English take land?

5. From which Native American peoplesdid the French take land?

RO

CK

YM

OU

NT

AI N

S

PACIFICOCEAN

HudsonBay

ARCTICOCEAN

ATLANTICOCEAN

Gulf ofMexico

60N

40N

Mississippi

River

Ohio R

iver

150W 120W 90W 60W

Albers Azimuthal Equal-Area Projection

0 500

500

1,000 miles

0 1,000 kilometer

Arctic

Subarctic

Northwest Coast

California-Great Basin

Southwest

Great Plains

EasternWoodlands

North AmericanPeoples

N

S

EW

Native American Cultures of North America

World Art and MusicActivity 13 L2

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WoWorld Art andMusic Activity

(continued)

Masks are not unique to Africa. Paleolithic cave paintings show huntingscenes with masked dancers. Masks were used in Chinese theater, in JapaneseNo drama, and in devil-dancing ceremonies and theatrical performances inIndia, Ceylon, and Java. North American Indians all used face masks. Maskswere used in Mexico and South America, as well as by some aboriginal tribesin Australia. Masks are used for theater and dance, religious ceremonies, andtribal rituals of fertility, hunting, and agriculture.

DIRECTIONS: Read the passage below about the use of African tribal masks.Then answer the questions in the space provided.

bers into a secret society. (4) Other related cere-monies were celebrated or solemnized with masks,such as healing, divination, exorcism, protection,presenting petitions, averting disaster, welcomingchiefs and visitors, and law enforcement and

judging disputes.Most masks were made of wood

because it was abundantly availablein the forests in Africa. A small per-centage were carved in ivory fromelephant tusks; however, most ofthe ivory harvested was used fortrading instead. Some masks weremade of brass or gold, but thesewere small and used primarily asornaments. Other masks were madeof knitted material, basketwork, ortwigs and painted bark. Additionalmaterials, such as teeth, hair, fur,shells, bone, berries, seeds, andpieces of metal or cloth, were

added to many wooden masks. Mask carvers served a period of apprenticeship

to a master carver. Often the knowledge of carvingwas transmitted from father to son through manygenerations, but sometimes a young man wasselected because he showed talent in carving. Maskcarvers were usually given high status in the tribe;however in a few tribes, such as the Bambara orSenufo, the mask carver was either feared or froma low caste, and lived isolated from the village. The

African Tribal Masks

13

A frican tribal rituals celebrate religious and culturalevents. The dancer who wears the mask may beintroducing a spirit or transmitting the genealogy ofthe ancestors of the tribe, showing the history of themigration, the institution of ceremonies, or the tech-niques of agriculture or hunting. Theimage on the mask therefore mightbe a mythic or grotesque human rep-resentation, an animal, or a spirit.

The dancer who wore the maskhad to have exceptional strength andspecial skill. The dances were techni-cally complicated and the dancerhad to undergo special training tolearn the dance. The masks werealso heavy and had an uncomfort-able structure. The dancer was alsousually wrapped in a costume thatcovered his body and the warm cli-mate would sap the dancersstrength.

Ritual masks were used in four different kindsof ceremonies. (1) Rituals of myth transmitted his-tory of the tribe or celebrated legendary heroesand animals. (2) Fertility rituals celebrated orencouraged spirits to provide fertility in crops andhuman births; masks were also used in the oppo-site end of fertility ritualsfunerals or burials.(3)Initiations or rites of passage included celebra-tions of different stages of life, such as the passageof a boy into manhood or the initiation of mem-

Two masks of the Congo Bakwele tribe,known for highly abstract face masks

History and GeographyActivity 13 L2

European claims to land inNorth America led to a varietyof settlement patternsfromrough wilderness camps tosprawling coastal plantations.

English claimsFrench claimsSpanish claims

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HISTORY AND GEOGRAPHY ACTIVITY 13

European explorers set sail with dreamsof glory and discovery in the late 1400s. Thevast wilderness of the Americas held thepromise of great riches. What form theseriches tookgold, furs, or land forsettlementdepended on the perception ofthe adventurer. How did the adventurersviews reflect the goals of the countries theysailed for?

Spanish explorers searched for land-scapes in the Americas similar to those oftheir European homeland. Spaniards hadlearned to mine the mineral ores fromSpains low mountainous terrain. Knowingthe importance of metallurgy to the Spanisheconomy, the earliest Spanish explorerswere drawn to the mountainous areas ofMexico and what is today the southwestUnited States, where mining operationscould be established quickly. They weremore eager to make quick profits from

mining than to develop self-sufficientcolonies based on an agricultural economy.

The French, too, were eager for the prof-its they could make from North Americasnatural resources, but they were forced tosearch in northern North America, becausethe Spanish had already claimed much ofCentral America and South America.French explorers Jacques Cartier andSamuel de Champlain had explored theSt. Lawrence River system and the northernAppalachian area, claiming those places forFrance. Finding a region teeming withbeaver, muskrat, and deer, the Frenchturned to trading metal knives, tools, andguns for furs from animals hunted byNative Americans. The French built a fur-trading monopoly that brought them greatwealth without the problems of clearing,farming, and settling the rocky lands ofnorthern New England and Canada.

Looking at the Land

The Spanish PerceptionThe discovery of the South

Sea would lead to the discoveryof many islands rich in gold,pearls, precious stones . . . andother unknown and wonderfulthings.

Hernn Corts, 1533

The English PerceptionThere are valleys and plainsstreaming with the sweetsprings. . . . The land is full ofminerals and plenty of woods,of which we have a lack inEngland. There are growinggoodly oaks and elms, beech andbirch . . . and fir trees in greatabundance. The soil is strongand lusty of its own nature.

Anonymous English writer,early 1600s

The French PerceptionThere is a great number ofstags, deer, bears, rabbits, foxes,otters, beavers, weasels, badgersand . . . many other sorts of wildbeasts.

Jacques Cartier, 1530s

People in World History Activity 13 L2

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There lies Peru with its riches here, Panama and itspoverty. Choose, each man, what best becomes a braveCastilian. For my part, I go to the South.

Francisco Pizarro, tracing a line on the sand andlooking South

Raised in Spain by poor relatives of hismother, Francisco Pizarro never learned toread and write. Service in the Spanishinfantry, however, taught him about fight-ingand conquering. The Spanish infantrywas noted for three things: courage, cruelty,and greed.

Pizarro set out for the West Indies in1502, when he was in his early twenties. Heserved as Vasco Nez de Balboas chieflieutenant and was at Balboas side whenhe marched across the Isthmus of Panamato the Pacific Ocean in 1513. Years laterPizarro heard stories of an incredibly richempire to the south. He wanted to find itand take its wealth for himself.

Pizarro and his business manager, Diegode Almagro, organized an expedition in1524. After battling bad weather and attacksby native populations, the voyagersreached their goal in what is now Peru.Pizarro and his followers were the firstEuropeans to set foot in Peru. The first peo-ples they encountered wore shiny yellowornamentsgold! Peru had more silver andgold than any other part of the Americas.

Pizarro returned to Spain and reportedhis findings to King Charles I, who appoint-ed him governor of Peru. Returning from

Spain, Pizarrofounded the cityof San Miguel deTangarara (nowPiura) in northernPeru. Althoughthe Inca civil warwas over, theland was still inturmoil. HadPizarro tried to invade Peru earlier, hewould have been met by a united empire;but now the Inca were split, giving him theopportunity to play one side against theother. In a surprise attack, Pizarros mencaptured the Inca ruler, Atahualpa, slaugh-tering between 3,000 and 4,000 Inca in theprocess. Pizarro held Atahualpa captive,promising to spare his life if a ransom werepaid. After receiving the ransom, Pizarroand his men executed Atahualpa anyway.

Eight years after reaching Peru, Pizarrofounded the city of Lima as Perus capital,setting himself up as the governor. Whilehe was governor, many Spaniards settled inPeru. They mined great amounts of silverand gold and built many cities. With Peruas its base, Spain conquered most of the restof South America. In the late 1530s, warbroke out over who was to rule the areaaround CuscoPizarro or his old allyAlmagro. Pizarros forces won the conflictand executed Almagro. In 1541 followers ofAlmagros son killed Pizarro. It was a deathperhaps in keeping with his violent life.

Francisco Pizarro (1478?1541)

People in WoWorld History: Activity 13 Profile 1

REVIEWING THE PROFILE

Directions: Answer the following questions on a separate sheet of paper.1. How was Pizarro associated with Balboa?

2. How did Pizarro conquer the Inca?

3. Critical Thinking Making Inferences. What do you think was the Inca peoples opinion

Critical Thinking SkillsActivity 13 L2

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Critical Thinking Skills Activity 13 Analyzing Information

1. What does Mary Prince say about how enslaved people really feel?

2. What are three reasons Prince gives to support her position on how enslaved peoplereally feel?

3. In what way do the English change when they arrive in the West Indies, according toPrince? Why might these people change in this way?

4. Does the fact that the speaker has escaped from slavery make her argument more or lesseffective? Explain your answer.

Analyzing the information an authorpresents involves reading carefully to try tounderstand the authors argument. The fol-lowing firsthand account is by Mary Prince,a woman who managed to escape slavery

in 1828. Prince made her way from the WestIndies to England, where she was helpedby members of the Society of Friends(Quakers). Her story was first publishedin 1831.

DIRECTIONS: Read the passage, then answer the questions that follow.

Iam often much vexed, and I feel great sorrow when I hear some people inthis country say, that the slaves do not need better usage, and do notwant to be free. They believe the foreign people [West Indians], who deceivethem, and say slaves are happy. I say, Not so. How can slaves be happywhen they have the halter round their neck and the whip upon their back?and are disgraced and thought no more of than beasts?and are separatedfrom their mothers, and husbands, and children, and sisters, just as cattle aresold and separated? Is it happiness for a driver in the field to take down hiswife or sister or child, and strip them, and whip them in a disgracefulmanner?women that have had children exposed in the open field toshame! There is no modesty or decency shown by the owner to his slaves;men, women, and children are exposed alike. Since I have been here I haveoften wondered how English people can go out into the West Indies and actin such a beastly manner. But when they go to the West Indies, they forgetGod and all feeling of shame, I think, since they can see and do such things.They tie up slaves like hogsmoor them up like cattle, and they lick them, soas hogs, or cattle, or horses never were flogged;and yet they come homeand say, and make some good people believe, that slaves dont want to getout of slavery. But they put a cloak about the truth. It is not so. All slaveswant to be freeto be free is very sweet.

Standardized Test PracticeWorkbook Activity 13 L2

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Standardized Test Practice

Name __________________________________ Date ____________________ Class ____________

Reading Objective 6: The student will recognize points of view, propaganda, and/or statements of fact andnonfact in a variety of written texts.

Learning to distinguish fact from nonfact can help you make reasonable judgments about whatothers say. A fact is a statement that can be proven by evidence such as records, documents,government statistics, or historical sources. A nonfact, often expressed as an opinion, is a statementthat may contain some truth but also contains a personal view or judgment.

Practicing the SkillRead the following information and complete the activity that follows.

Learning to Distinguish Fact from NonfactUse the following guidelines to help you sift facts from nonfacts, or opinions, and to judge the reliabilityof what you read or hear.

Identify the facts. Ask yourself the following:Can these statements be proved? Where canI find information to verify them?

Check the sources for the facts. Reliablesources include almanacs, encyclopedias, andvarious scholarly works.

Identify the nonfacts or opinions. Sometimesopinions contain phrases such as I believe, inmy view, it is my conviction, I think.

Identify the purpose. What does the speakeror author want you to believe or do?

ACTIVITY 13Distinguishing Between Fact and Nonfact

The year 1992 was the 500th anniversary of the arrival of Christopher Columbus in theAmericas. Some people saw Columbuss landing as a positive event and celebrated it withfestivals and parades. Others, however, viewed the anniversary in a negative light. To them,the arrival of Columbus was the first step in the European conquest and destruction ofNative American cultures. Two vastly different viewpoints are expressed below.

Columbus and the Americas

Viewpoint AColumbuss arrival in the Americas was the

greatest event in history. I believe it deliveredNative American peoples from cultural darknessand brought them the benefits of Europesmagnificent civilization, especially its religion,culture, and technology. As a result ofColumbuss landing, two continents provided ahome for millions of people from all parts of theglobe. American lands produced gold, silver, andnew foods, giving European countries even morewealth and power.

Viewpoint BColumbuss arrival led to a total disaster that

forever altered the history of the Americas. In theyears after his coming, European explorers andsettlers destroyed Native American cultures, killedNative American leaders, and greedily seizedNative American lands. The Europeans, believingin the superiority of their own culture, cruellytreated Native Americans, forcing many of theminto a form of slavery. Exposed to diseases fromEurope for the first time, millions of NativeAmericans died.

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. discovered a route to India by sailing around the Cape ofGood Hope

2. believed he had found a westward route to Asia, butactually discovered the Americas

3. wrote many letters describing his voyages to the New World

4. the English seized it and renamed it New York

5. the pattern of trade that connected Europe, Africa andAsia, and the American continents

6. this society produced more slaves than practically anyother in the continent

7. known to Europeans as the Spice Islands

8. African slaves were originally brought to the Americas tosupply labor for them

9. originally controlled the Spice Islands until driven out bythe Dutch

10. formed the East India Company and West India Company

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. To Portuguese explorers, the southern coast of West Africa becameknown as theA. Cape of Good Hope, because it fulfilled all their hopes for wealth.B. Jewel of Portugal, because the land was lush and beautiful.C. Gold Coast, because they discovered a new source of gold there.D. Burning Land, because it was much hotter there than the sailors had ever

experienced.

12. The Treaty of Tordesillas, signed in 1494, A. put an end to the war between Portugal and the combined forces of Turkey and

India.B. established a line of demarcation between territories controlled by Portugal and

those controlled by Spain.C. ended the violence between Portuguese and Muslim traders near the coast of

Africa.D. gave Portugal complete control over the Atlantic Ocean.

Name Date Class

Score ScoreChapter 13 Test, Form B

Column B

A. AmerigoVespucci

B. Moluccas

C. Portuguese

D. Vasco de Gama

E. sugar caneplantations

F. ChristopherColumbus

G. Ibo

H. triangular trade

I. Dutch

J. New Netherlands


404C

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1Exploration and Expansion1. Discuss how in the fifteenth century,

Europeans began to explore theworld.

2. Summarize how Portugal, Spain, the Dutch Republic, and Englandreached new economic heightsthrough worldwide trade.

Reproducible Lesson Plan 131Daily Lecture and Discussion Notes 131Guided Reading Activity 131*Section Quiz 131*Reading Essentials and Study Guide 131*

Daily Focus Skills Transparency 131Interactive Tutor Self-Assessment CD-ROMExamView Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3Southeast Asia in the Era of theSpice Trade1. Summarize the Portuguese occupa-

tion of the Moluccas in search ofspices and how the Dutch pushedthe Portuguese out.

2. Relate how the arrival of theEuropeans greatly affected theMalay.

Reproducible Lesson Plan 133Daily Lecture and Discussion Notes 133Guided Reading Activity 133*Section Quiz 133*Reteaching Activity 13*Reading Essentials and Study Guide 133*


SECTION 2Africa in an Age of Transition1. Explain how European expansion

affected Africa with the dramaticincrease of the slave trade.

2. Characterize the traditional politicalsystems and cultures that continuedto exist in most of Africa.

Reproducible Lesson Plan 132Daily Lecture and Discussion Notes 132Guided Reading Activity 132*Section Quiz 132*Reading Essentials and Study Guide 132*


Assign the Chapter 13 Reading Essentials and Study Guide.



404D


Teachers Corner

The following articles relate to this chapter:

La Salles Last Voyage, by Lisa Moore LaRoe, May 1997. San Diego: An Account of Adventure, Deceit, and Intrigue,

by Frank Goddio, July 1994. African Slave Trade: The Cruelest Commerce, by Colin

Palmer, September 1992. Portugals Sea Road to the East, by Merle Severy,

November 1982. La Isabela: Europes First Foothold in the New World, by

Kathleen A. Deagan, January 1992. Pizarro: Conqueror of the Inca, by John Hemming,

February 1992. Track of the Manila Galleons, by Eugene Lyon, September

1990.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Activities that are suited to use within the blockscheduling framework are identified by:

Scott Shephard Watertown Senior High SchoolWatertown, South Dakota

Why We ExploreEncourage students to think about the general

reasons humans explore. This activity also encour-ages students to compare the motives of explorersfrom the Age of Exploration with those of explorersfrom other eras of investigation.

On the board, write the following headings:Motives, Risks, and Significant Gains. Ask studentswhat they know about Christopher Columbus and fill in the chart with facts about his explorations.

Next, give students a list of famous explorers suchas Neil Armstrong, Lewis and Clark, Yury Gagarin,Marco Polo, and Edmund Hillary. Have students useclassroom resources to find out about these people,then add facts about them to the chart on the board.

As a follow-up activity, ask students to draw somegeneralizations about the following: Why do weexplore? Do the risks of exploration ever outweighthe gains? Was Columbuss voyage riskier than theApollo 11 moon mission? As a final evaluation, youmight ask students to write an essay that comparesand contrasts the motives, risks, and gains ofColumbus with another explorer.

From the Classroom of

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

Chapter Overviews Self-Check Quizzes

Student Web Activities Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

ExamView Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.


http://wh.glencoe.com

404

The Impact TodayToday, people continue to explore themysteries of Earth (oceans, jungles) andof space. Have students discuss how present-day exploration has benefitedareas such as medicine and technology.

Hernn Corts

404


15001800

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

Europeans risked dangerous ocean voyages to discover new sea routes. Early European explorers sought gold in Africa then began to trade slaves.

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

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

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

The consequences of slavery continue to impact our lives today. The Age of Exploration led to a transfer of ideas and products, many of which are still

important in our lives today.

World History Video The Chapter 13 video, Magellans Voyage,chronicles European exploration of the world.

1480 1510 1540 1570 1600

1497John Cabot andAmerigo Vespucciexplore theAmericas

1519Spanish beginconquest ofMexico

1492ChristopherColumbusreaches theAmericas

1518First boatloadof slavesbrought directlyfrom Africa tothe Americas

1520Magellan sailsinto PacificOcean

Amerigo Vespucci

1595First Dutch fleetarrives in India

Shackled African slaves

IntroducingCHAPTER 13


Refer to Activity 13 in thePerformance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about the age ofexploration students can view theChapter 13 video, Magellans Voyage, from The World HistoryVideo Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 13 content.

Available in VHS.

STUDENT EDITIONSUNSHINE STATE STANDARDS

PURPOSE FOR READING

Free Writes Have students read the Christopher Columbus quotation on page 189 and write aresponse to the letter. Emphasize that there are no wrong answersit is important that all ideasare accepted. Have them discuss their responses with a partner and then with the whole class.After class discussion, have students add to or modify what they wrote. Tell students that Columbus symbolized the European motivations to explore the world. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

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HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 13ChapterOverview to preview chapter information.

wh.glencoe.com1630 1660 1690 1720 1750

1767Burmese sackThai capital

1630English foundMassachusettsBay Colony

World map, 1630

Ships of the Dutch East India Company

c. 1650Dutch occupyPortuguese fortsin Indian Oceantrading areas

c. 1700English establishcolonial empire inNorth America



Dutch Shipping In 1602, the Dutch parliament granted a charter to the Dutch East India Company.As this company prospered, Dutch merchants increasingly replaced Portuguese traders in India and Southeast Asia. By the middle of the seventeenth century, the Netherlands was the primarycommercial power in Europe. During this same period, the Dutch experienced a Golden Age in art.Wealthy Dutch merchants became patrons of the arts and encouraged artists to paint pictures thatdepicted the sea and shipping. This oil painting of the Dutch East India Company captures the commercial spirit that made the Netherlands such a powerful force in seventeenth-century trade.

MORE ABOUT THE ART

Time Line Activity

As they read this chapter, have stu-dents examine the time line on thesepages. Ask students to explain the sig-nificance of the date 1492. L1

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview13 at .wh.glencoe.com

Chapter ObjectivesAfter studying this chapter, students should be able to:1. explain the three main

motives for exploration;2. trace the development and

decline of Portugals tradingempire and Spanish explo-ration;

3. describe the impact of Euro-peans on African peoples;

4. describe traditional Africanpolitical systems;

5. discuss the shift from Por-tuguese to Dutch control ofthe spice trade;

6. contrast the impact of Euro-peans on mainland states ofSoutheast Asia with theirimpact on the Malay world;

7. describe the four main politi-cal systems in Southeast Asia.

SS.A.3.4.3

Dinah Zikes Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZikes Reading and Study Skills Foldables booklet.

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Strait of Magellan

ATLANTICOCEAN

PACIFICSEA

SOUTHAMERICA

406

onvinced that he could find a sea passage to Asia throughthe Western Hemisphere, the Portuguese explorer Ferdi-

nand Magellan persuaded the king of Spain to finance his voy-age. On September 20, 1519, Magellan set sail on the AtlanticOcean with five ships and a Spanish crew of about 250 men.

After reaching South America, Magellans fleet moveddown the coast in search of a strait, or sea passage, thatwould take them through America. His Spanish ship captainsthought he was crazy: The fool is obsessed with his searchfor a strait, one remarked.

At last, in November 1520, Magellan passed through a nar-row waterway (later named the Strait of Magellan) andemerged in the Pacific Ocean,which he called the Pacific Sea.Magellan reckoned that itwould be a short distance from there to the Spice Islandsof the East.

Week after week he and hiscrew sailed on across the Pacificas their food supplies dwindled. At last they reached thePhilippines (named after the future King Philip II of Spain).There, Magellan was killed by the native peoples. Only one ofhis original fleet of five ships returned to Spain, but Magellanis still remembered as the first person to sail around the world.

CMagellan Sails Around the World

FerdinandMagellan

Discovery of Magellan Strait by an unknown artist

Why It MattersAt the beginning of the sixteenthcentury, European adventurerslaunched their small fleets into thevast reaches of the Atlantic Ocean.They were hardly aware that theywere beginning a new era, not onlyfor Europe but also for the peoplesof Asia, Africa, and the Americas.These European voyages markedthe beginning of a process that ledto radical changes in the political,economic, and cultural life of theentire non-Western world.

History and You Create a mapto scale that shows Spain, SouthAmerica, and the Philippines. Drawthe route Magellan took from Spainto the Philippines. If the voyage tookabout 20 months, how many mileseach day, on average, did Magellantravel? How long would it taketoday?

Introducing A Story That MattersDepending on the ability level ofyour students, select from the fol-lowing questions to reinforce thereading of A Story That Matters. What was Magellans goal

when he set sail on August10, 1519 (passage to Asia bygoing west)

Given the details of the story,what words would studentsuse to describe the voyage?(dangerous, scary, miserable)

Why do students think sailorsagreed to such voyagesthrough unknown waters?(fame, wealth, adventure) L1 L2

About the ArtThe picture shows Magellansships carefully navigating theirway through the rocky islandsthat were scattered through thenarrow passageway now calledthe Strait of Magellan. The Straitis narrow and experiences highwinds, fog, and rain throughoutthe year. Until the opening of thePanama Canal in 1914, the Straitof Magellan remained an importroute for sailing ships.

HISTORY AND YOUThe discovery that one could sail around the southern tip of South America had a great impact on exploration andtrade. Magellan himself did not actually complete this journey but died in the Philippines. Have students researchthe crews journey from the Philippines to the Spice Islands and back to Spain. Who made it home safely? Whathappened to the other ships? What route did they take back to Spain? Students should also discuss how this voy-age impacted commercial trade for the next several hundred years. Students should use primary and secondarysources and prepare a brief written report. L2

SS.D.2.4.6


1

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1494The Treaty of Tordesillasdivides the Americas

1500Pedro Cabral lands in South America

Guide to Reading

Exploration and Expansion

Preview of Events

1550Spanish gain controlof northern Mexico

1480 1495 1510 1525 1540 1555

In a letter to the treasurer of the king and queen of Spain, Christopher Columbusreported on his first journey:

Believing that you will rejoice at the glorious success that our Lord has granted mein my voyage, I write this to tell you how in thirty-three days I reached the Indies withthe first fleet which the most illustrious King and Queen, our Sovereigns, gave me,where I discovered a great many thickly-populated islands. Without meeting resistance,I have taken possession of them all for their Highnesses. . . . When I reached [Cuba], Ifollowed its coast to the westward, and found it so large that I thought it must be themainlandthe province of [China], but I found neither towns nor villages on the sea-coast, save for a few hamlets.

Letters from the First Voyage, edited 1847

To the end of his life, despite the evidence, Columbus believed he had found a newroute to Asia.

Motives and MeansThe dynamic energy of Western civilization between 1500 and 1800 was most

apparent when Europeans began to expand into the rest of the world. First Portu-gal and Spain, then later the Dutch Republic, England, and France, all rose to neweconomic heights through their worldwide trading activity.

Voices from the Past

Main Ideas In the fifteenth century, Europeans

began to explore the world. Portugal, Spain, the Dutch Republic, and

England reached new economic heightsthrough worldwide trade.

Key Termsconquistador, colony, mercantilism,balance of trade

People to IdentifyVasco da Gama, Christopher Columbus,John Cabot, Amerigo Vespucci, FranciscoPizarro, Ferdinand Magellan

Places to LocatePortugal, Africa, Melaka, Cuba

Preview Questions1. Why did Europeans travel to Asia?2. What impact did European expansion

have on the conquerors and theconquered?

Reading StrategySummarizing Information Use a chartlike the one below to list reasons whyMelaka, a port on the Malay Peninsula,was important to the Portuguese.

CHAPTER 13 The Age of Exploration 407

Importance of Melaka

1488Bartholomeu Dias roundsthe Cape of Good Hope

CHAPTER 13Section 1, 407413CHAPTER 13Section 1, 407413

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 13-1

Copyright by The McGraw-Hill Companies, Inc. ANSWERS1. Atlantic and Pacific 2. 52 30 S latitude 3. CapePilar, south


UNIT

3Chapter 13

What two great oceans areconnected by the Strait ofMagellan?

What line of latitude marksthe two ends of the strait?

If you were traveling thestrait from east to west, atwhat point would you beleaving the strait? WouldDesolation Island be southor north of you?

1 2 3

DesolationIsland

Santa InessIsland

ClarenceIsland

Dungeness Point

Cape Horn

Cape Pilar Catalina Point

ATLANTIC OCEAN

PACIFIC OCEAN

PuntaArenas

Tierra del FuegoN

E

S

W

5230'S

The Strait of Magellan

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 131

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters Reproducible Lesson Plan 131 Daily Lecture and Discussion Notes 131 Guided Reading Activity 131 Section Quiz 131 Reading Essentials and Study Guide 131

Transparencies Daily Focus Skills Transparency 131

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1 FOCUSSection OverviewAfter reading this section, stu-dents should know the majorEuropean explorers and under-stand their accomplishments.

Guide to Reading

Answers to Graphic: strategicallylocated, control could destroy Arabspice trade, gave Portuguese a waystation en route to Spice Islands

Preteaching VocabularyHave students find the meaning ofthe Latin root of the word mercantil-ism and come up with two otherwords that come from the same root.(mercarito trade; merchant, merchandise) L1

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2 TEACH

Lambert Azimuthal Equal-Area projection2,000 kilometers0

2,000 miles0

N

S

EW

Death ofMagellanApril 1521

30E60W 60E 90E 120E 150E 180120W 90W150W 030W

0

30S

30N

60N

60S

EQUATOR

TROPIC OFCAPRICORN

TROPIC OF CANCER

Dias 14

87 Elcano (for

Magellan) 1

522

Elcano

Mag

ellan

1519-

1520

Magellan 1521

Cortes 1519 Columbus 149

2

Verrazano

1524

da Gam

a

Cabr

al 15

00

Cabral

daG

am

a 1497

Cartier 1534

Cabot

1497

Hudson 1610

Hudson 1609

Magellan

Pizarro

1531-1532 AtlanticOcean

INDIanOcean

pacificOcean

HudsonBay

CaribbeanSea

pacificOcean

Strait of Magellan

Strait ofMalacca

A S I A

AFRICA

EUROPE

AUSTRALIASOUTHAMERICA

NORTHAMERICA

Philippines

Greenland

HispaniolaBahamasCuba

Spice Islands(Moluccas)

SPAINPORTUGAL

NETHERLANDSFRANCE

PERU

CHINAINDIA

JAPAN

HONDURAS

MEXICO

ENGLAND

Lima

Tenochtitlan(Mexico City)

MelakaCalicut

Goa

For almost a thousand years, Europeans hadmostly remained in one area of the world. At the endof the fifteenth century, however, they set out on aremarkable series of overseas journeys. What causedthem to undertake such dangerous voyages to theends of the earth?

Europeans had long been attracted to Asia. In thelate thirteenth century, Marco Polo had traveled withhis father and uncle to the Chinese court of the greatMongol ruler Kublai Khan. He had written anaccount of his experiences, known as The Travels. Thebook was read by many, including Columbus, whowere fascinated by the exotic East. In the fourteenthcentury, conquests by the Ottoman Turks reduced theability of westerners to travel by land to the East.People then spoke of gaining access to Asia by sea.

Economic motives loom large in European expan-sion. Merchants, adventurers, and state officials hadhigh hopes of expanding trade, especially for thespices of the East. The spices, which were needed topreserve and flavor food, were very expensive afterbeing shipped to Europe by Arab middlemen. Euro-peans also had hopes of finding precious metals. OneSpanish adventurer wrote that he went to the Amer-icas to give light to those who were in darkness, andto grow rich, as all men desire to do.

This statement suggests another reason for theoverseas voyages: religious zeal. Many people sharedthe belief of Hernn Corts, the Spanish conqueror ofMexico, that they must ensure that the natives areintroduced into the holy Catholic faith.

There was a third motive as well. Spiritual andsecular affairs were connected in the sixteenth cen-tury. Adventurers such as Corts wanted to convertthe natives to Christianity, but grandeur, glory, and aspirit of adventure also played a major role in Euro-pean expansion.

God, glory, and gold, then, were the chiefmotives for European expansion, but what made thevoyages possible? By the second half of the fifteenthcentury, European monarchies had increased their

408 CHAPTER 13 The Age of Exploration

DutchEnglishFrenchPortugueseSpanish

European Voyages of Discovery

For more than a hundred years European explorers sailedthe globe searching for wealth and glory.

1. Interpreting Maps Which continents were leftuntouched by European explorers?

2. Applying Geography Skills Create a table that orga-nizes the map information. Include the explorer, date,sponsoring country, and area explored.


Answers:1. Based on map, Australia and

Antarctica2. Tables will vary, should include

explorer, date, sponsoring coun-try, and area explored.

EnrichHave students discuss whyspices were especially prized byEuropeans. (needed to keep foodfrom rotting; desired adding flavor)

Science Have students researchEuropeans understanding of windcurrents, which helped them makelong voyages. Ask them to draw orbring in diagrams explaining exactlyhow the compass and astrolabework. L2

Daily Lecture and Discussion Notes 131

I. Motives and Means (pages 407409)

A. Europeans had long been attracted to Asia. Many people, including ChristopherColumbus, were fascinated by Marco Polos account of his travels to the court ofKublai Khan and the exotic East. Fourteenth-century conquests by the OttomanEmpire made traveling to the East by land difficult. Europeans wanted a route by sea.

B. The desire for wealth was a large part of European expansion. Merchants, adventurers,and government officials hoped to find precious metals in and expand trade with theEast especially trade in spices Another motive was religious wanting to spread the

Daily Lecture and Discussion Notes

Chapter 13, Section 1

Did You Know? The captain of the only ship from Magellansvoyage that actually encircled the globe and returned to Spainreceived from the Spanish ruler a globe with the inscriptionPrimus circumdedisti meYou were the first to encircle metoadd to his coat of arms.

Copyright by The McGraw-Hill Companies, Inc.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography Using a world map or globe, have students locate Portugal, Spain, the Netherlands,England, France, North and South America, the islands of the Caribbean, Africa, the East Indies(now Indonesia), India, and the Philippines. Into what three major oceans are the great waters ofthe world divided? Which ocean is the largest and which the smallest? (Pacific, Atlantic, Indian; ThePacific is the largest and the Indian is the smallest.) Have students note the distance from Europeto India, the islands of Indonesia, and the coast of the Americas. L1 ELL

FCAT SC.E.2.4.6

FCAT MA.B.1.4.3


21

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409

Critical Thinking Although Europeans made voy-ages in part to destroy Muslimshipping and to convert hea-thens, most of their sailingknowledge came from the Arabs.Ask students to research Arabtechnology. How did the Euro-peans acquire it? Did the Arabsmake any effort to keep theirknowledge secret? Did theythemselves use what they dis-covered? L2

Writing ActivityHave students write a brief essayin which they identify the causesof European expansion begin-ning in the sixteenth century. L1

Sea Travel in an Age of Exploration

European voyagers acquired much of theirknowledge about sailing from the Arabs. Forexample, sailors used charts that Arab navigatorsand mathematicians had drawn in the thirteenthand fourteenth centuries. Known as portolani,these charts recorded the shapes of coastlines anddistances between ports. They were very valuable inEuropean waters. Because the charts were drawnon a flat scale and took no account of the curvatureof the earth, however, they were of little help onoverseas voyages.

Only as sailors began to move beyond the coastsof Europe did they gain information about theactual shape of the earth. By 1500, cartographythe art and science ofmapmakinghad reached the point where Europeans had fairly accuratemaps of the areas they had explored.

Europeans also learned new navigational techniques from the Arabs. Pre-viously, sailors had used the position of the North Star to determine their lat-itude. Below the Equator, though, this technique was useless. The compassand the astrolabe (also perfected by the Arabs) greatly aided exploration.The compass showed in what direction a ship was moving. The astrolabeused the sun or a star to ascertain a ships latitude.

Finally, European shipmakers learned how to use lateen (triangular) sails,which were developed by the Arabs. New ships, called caravels, were moremaneuverable and could carry heavy cannon and more goods.

Evaluating Which one advance was the most important for earlyexplorers? Why?

power and their resources. They could now turn theirenergies beyond their borders. Europeans had alsoreached a level of technology that enabled them tomake a regular series of voyages beyond Europe. Anew global age was about to begin.

Explaining What does the phraseGod, glory, and gold mean?

The Portuguese Trading EmpirePortugal took the lead in European exploration.

Beginning in 1420, under the sponsorship of PrinceHenry the Navigator, Portuguese fleets began prob-ing southward along the western coast of Africa.There, they discovered a new source of gold. The

Reading Check

southern coast of West Africa thus became known toEuropeans as the Gold Coast.

Portuguese sea captains heard reports of a route toIndia around the southern tip of Africa. In 1488,Bartholomeu Dias rounded the tip, called the Cape ofGood Hope. Later, Vasco da Gama went around thecape and cut across the Indian Ocean to the coast ofIndia. In May of 1498, he arrived off the port of Cali-cut, where he took on a cargo of spices. He returnedto Portugal and made a profit of several thousandpercent. Is it surprising that da Gamas voyage wasthe first of many along this route?

Portuguese fleets returned to the area to destroyMuslim shipping and to gain control of the spicetrade, which had been controlled by the Muslims. In

409CHAPTER 13 The Age of Exploration

Early compass

Map of the world, 1571

Caravel (small fifteenth- and sixteenth-century ship)

Cargo hold


Answer: Answers will vary.

Guided Reading Activity 131

Name Date Class


DIRECTIONS: Fill in the blanks below as you read Section 1.

1. Why was land travel from Europe to Asia reduced in the fourteenth century?

2. What three motives prompted adventurers to begin seeking a better sea route to Asia?

3. Which country took the lead in European exploration?

4. Why were traders ready to duplicate the voyage of da Gama to the coast of India?

5. How did the Spanish differ from the Portuguese in searching for a route to Asia?

Guided Reading Activity 13-1

EXTENDING THE CONTENTCreating a Research Report Early Spanish and Portuguese explorers encountered many differentcultures in the Americas (including Arawak, Carib, Maya, Aztec, Inca). Organize the class into smallgroups and have each group research and report on one of the indigenous American cultures.Each student should be assigned one of the following areas to research: geographic location andmethod of subsistence, arts and crafts, religious beliefs, customs, and the effect of European con-tact on the culture. Reports should be graded on how well students explain the political, economic,cultural and technological influence of European expansion on American cultures. One or morestudents may illustrate the report. L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Answer: chief motives for Europeanexpansion: to convert the natives, foradventure, and for the riches thatcould be obtained

SS.A.3.4.3

SS.A.3.4.3

SS.A.2.4.6

L1


31 2

4

0404-0425 C13 TE-860703 3/11/04 11:29 AM Page 409

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Have students work in pairs or small groups to summarize in pictures on posterboard the achievements of Portugal and Spain described in this section. Try to pair competent illus-trators with verbally proficient students. Tell students to discuss how the pictures should best con-vey the information. After the picture or pictures have been sketched and colored in, the groupsshould write labels summarizing the information the pictures convey. Display completed posters in the classroom. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

ELL

410

Answer: It would help destroy Arabcontrol of the spice trade and pro-vide the Portuguese a way station onthe way to the Spice Islands.

1509, a Portuguese fleet of warships defeated a com-bined fleet of Turkish and Indian ships off the coastof India. A year later, Admiral Afonso de Albu-querque set up a port at Goa, on the western coast of India.

The Portuguese then began to range more widelyin search of the source of the spice trade. Soon, Albu-querque sailed into Melaka on the Malay Peninsula.Melaka was a thriving port for the spice trade. ForAlbuquerque, control of Melaka would help todestroy Arab control of the spice trade and providethe Portuguese with a way station on the route to theMoluccas, then known as the Spice Islands.

From Melaka, the Portuguese launched expedi-tions to China and the Spice Islands. There, theysigned a treaty with a local ruler for the purchase andexport of cloves to the European market. This treatyestablished Portuguese control of the spice trade. ThePortuguese trading empire was complete. However,it remained a limited empire of trading posts. The

Portuguese had neither the power, the people, northe desire to colonize the Asian regions.

Why were the Portuguese the first successfulEuropean explorers? Basically it was a matter of gunsand seamanship. Later, however, the Portuguesewould be no match for other European forcestheEnglish, Dutch, and French.

Explaining Why did Afonso deAlbuquerque want control of Melaka?

Voyages to the AmericasThe Portuguese sailed eastward through the

Indian Ocean to reach the source of the spice trade.The Spanish sought to reach it by sailing westwardacross the Atlantic Ocean. With more people andgreater resources, the Spanish established an over-seas empire that was quite different from the Por-tuguese trading posts.

Reading Check

What Was the Impact of Columbuson the Americas?Historians have differed widelyover the impact of Columbuson world history. Was he ahero who ushered in eco-nomic well being through-out the world? Or, was he a prime mover in thedestruction of the peo-ple and cultures ofthe Americas?

The whole history of the Americas stems fromthe Four Voyages of Columbus. . . . Today a core ofindependent nations unite in homage to Christo-pher, the stout-hearted son of Genoa, who carriedChristian civilization across the Ocean Sea.

Samuel Eliot Morison, 1942Admiral of the Ocean Sea,

A Life of Christopher Columbus

Just twenty-one years after Columbuss first land-ing in the Caribbean, the vastly populous islandthat the explorer had re-named Hispaniola waseffectively desolate; nearly 8,000,000 people. . .had been killed by violence, disease, and despair.[W]hat happened on Hispaniola was the equivalentof more than fifty Hiroshimas.* And Hispaniola wasonly the beginning.

David E. Stannard, 1992American Holocaust: Columbus

and the Conquest of the New World*The atom bomb dropped on Hiroshima, Japan, killed at least130,000 people.

410 CHAPTER 13 The Age of Exploration


Literature Have students read anexcerpt from one of Columbussjournals. Discuss what the excerptreveals about Columbus and histimes. You might wish to ask othervolunteers to read historical accountsof Columbuss journey that werewritten during differing time periods.Have students share what theylearned and explore reasons for dif-ferences in these accounts with theclass. L2

Critical ThinkingHave students identify and dis-cuss the changes that resultedfrom the European age of explo-ration. Ask students to takenotes as they read the chapter.From their notes have studentsdescribe the defining characteris-tics of this era. L1

Turning Points in World HistoryThe ABC News videotapeincludes a segment on theAge of Exploration.

SS.A.1.4.3

SS.A.3.4.3


12

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411

EnrichHave students use libraryresources to research the expedi-tions of one of the famous Euro-pean explorers. Then have themprepare a script about theexplorers expedition. L3

The Voyages of Columbus An important figure inthe history of Spanish exploration was an Italian,Christopher Columbus. Educated Europeans knewthat the world was round, but had little understand-ing of its circumference or of the size of the continentof Asia. Convinced that the circumference of Earthwas not as great as others thought, Columbusbelieved that he could reach Asia by sailing westinstead of east around Africa.

Columbus persuaded Queen Isabella of Spain tofinance an exploratory expedition. In October 1492,he reached the Americas, where he explored thecoastline of Cuba and the island of Hispaniola.

Columbus believed he had reached Asia.Through three more voyages, he sought in vain tofind a route through the outer islands to the Asianmainland. In his four voyages, Columbus reachedall the major islands of the Caribbean and Hondurasin Central Americaall of which he called theIndies.

A Line of Demarcation By the 1490s, then, the voy-ages of the Portuguese and Spanish had alreadyopened up new lands to exploration. Both Spain andPortugal feared that the other might claim some of itsnewly discovered territories. They resolved their con-cerns by agreeing on a line of demarcation, an imag-inary line that divided their spheres of influence.

According to the Treaty of Tordesillas (TAWRduhSEEyuhs), signed in 1494, the line wouldextend from north to south through the AtlanticOcean and the easternmost part of the South Ameri-can continent. Unexplored territories east of the linewould be controlled by Portugal, and those west ofthe line by Spain. This treaty gave Portugal controlover its route around Africa, and it gave Spain rightsto almost all of the Americas.

Race to the Americas Other explorers soon real-ized that Columbus had discovered an entirely newfrontier. Government-sponsored explorers frommany countries joined the race to the Americas. AVenetian seaman, John Cabot, explored the NewEngland coastline of the Americas for England. ThePortuguese sea captain Pedro Cabral landed in SouthAmerica in 1500. Amerigo Vespucci (vehSPOOchee), a Florentine, went along on several voyagesand wrote letters describing the lands he saw. Theseletters led to the use of the name America (afterAmerigo) for the new lands.

411CHAPTER 13 The Age of Exploration

Columbus petitions Queen Isabella for financial support of hisexplorations.

When the two races first met on the easterncoast of America, there was unlimited potentialfor harmony. The newcomers could have adaptedto the hosts customs and values. . . . But this didnot happen . . . [Columbus] viewed the natives ofAmerica with arrogance and disdain . . . Colum-bus wrote of gold, . . . and of spices, . . . andslaves, as many as they shall order to beshipped. . . .

George P. Horse Capture, 1992An American Indian Perspective, Seeds of Change

1. Using information from the text and outsidesources, write about Columbuss voyages from hispoint of view. If he were to undertake his voyagestoday, would he do anything differently?

2. Using the information in the text and your ownresearch, evaluate these three excerpts. Whichcorroborates the information of the other? Whatmight account for the difference in theseviewpoints?


Citrus Floridas citrus industry can betraced back to Columbuss secondvoyage to the Americas in 1493. Thecitrus seeds the navigator brought tothe West Indies took root there andeventually made their way to Mexicoand Florida.

Science Ask interested students toresearch the impact of contagiousdiseases on Native American popula-tions. How is immunity to such dis-eases built up? Were Europeansaffected by American diseases? L2

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTNavigation In ancient times, sailors used the constellations and seasonal wind directions to navi-gate their ships. In the Middle Ages, sailors drew up charts that included sample calculations ofwind directions for the different seasons. The invention of both the astrolabe and the compass had a combined impact on late medieval European civilization that somewhat mirrors the impactof radio on modern civilization. Sailors at last found an accura

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