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Quick Study Guide

CHAPTER Progress Monitoring Online 3 3 For: Self-test with vocabulary practice Quick Study Guide Web Code: nba-1561

I Have students use the Quick Study I Key Elements of Europe’s I Major European Settlements/ Guide to prepare for this chapter’s Colonies in the Americas tests. Students may wish to refer to • Columbian Exchange Foods, ideas, and technologies the following pages as they review: are exchanged between the hemispheres, resulting in Date Region Settled Country Purpose population growth. 1520s Spain Find Key Elements of Europe’s Commercial • Inflation Rising prices occur along with an increase 1530s Spain Find gold Revolution in the money supply. 1530s Brazil Portugal Establish settlements Section 5, pp. 130–133 • Price Revolution Rising prices are coupled with and plantations inflation. Early New France France Take part in fur trade 1500s (eastern Canada) and fishing Triangular Trade Routes • People invest money to make a profit. • Mercantilism European countries adopt mercantilist Early 13 colonies England Various reasons including Section 4, pp. 125–127 1600s (present-day eastern establishing settlements policies—such as establishing colonies, increasing United States) and escaping religious exports, and limiting imports—to compete for trade persecution Major European Settlements/Colonies in the and empire. Americas Section 1, pp. 111–113; Section 2, p. 119; I Triangular Trade Routes I The Native American Population Section 3, pp. 120–122 Declines Miller Projection GREAT 0 1000 mi BRITAIN The Native American Population Declines oods London d G tton Native American Population of Central Mexico 0 1000 km ure o, Co ct acc s EUROPE Section 1, pp. 111–112, 114; Section 2, fa ob d nu , T o ry a m o o NORTH M Ru G Iv 28 , pp. 116, 119 New York d s AMERICA e e Lisbon r v n u a 24 o t l Charleston tt c S o a , C f ses u 20 R las n Europe and the Americas, 1492–1750 o a Havana WEST um M INDIES M o 16 Section 1, pp. 110–114; Section 2, c c SENEGAMBIA Slave a s, G b 12 old o pp. 115–119; Section 3, pp. 120–124; T Goree Sl GOLD AFRICA ave COAST N s, G 8 Section 4, pp. 125–128; Section 5, old Elmina 4 pp. 129–133 0° W E KONGO BRAZIL S Millions of people (estimated) 0 SOUTH Bahia acco Luanda 1500 1540 1580 1620 I Pacific Ocean Tob For additional review, remind L3 AMERICA Atlantic Year 20° S Rio de Janeiro students to refer to the Ocean SOURCE: Nicolás Sánchez-Albornoz, The Population of 100° W 80° W 40° W 20° W 0° Latin America Reading and Note Taking Study Guide I Europe and 1492 1521 1530s 1607 Note Taking Study Guide, pp. 137, 139, the Americas, Columbus lands Cortés completes Cartier explores the British 141, 143, 145 in the Americas. conquest of the St. Lawrence River, colonists found Section Summaries, pp. 138, 140, 142, 144, 1492–1750 . claiming eastern Jamestown, 146 Canada for France. Virginia. Chapter Events I Have students access Web Code nbp- Global Events 1500 1550 1600 1561 for this chapter’s 1498 1526 timeline, which includes expanded Portuguese The Mughal dynasty entries and additional events. explorer da Gama is founded in India. rounds Africa and I If students need more instruction on reaches India. analyzing timelines, have them read the Skills Handbook, p. SH32.

I When students have completed their study of the chapter, distribute Chapter Solutions for All Learners Tests A and B. L1 Special Needs L2 Less Proficient Readers L2 English Language Learners Teaching Resources, Unit 1, For students acquiring basic skills: For Spanish-speaking students: pp. 42–47 Adapted Reading and Note Taking Spanish Reading and Note Taking Study Guide Study Guide For Progress Monitoring Online, Adapted Note Taking Study Guide, pp. 137, 139, Spanish Note Taking Study Guide, pp. 137, 139, refer students to the Self-test with 141, 143, 145 141, 143, 145 vocabulary practice at Web Code Adapted Section Summaries, pp. 138, 140, 142, Adapted Section Summaries, pp. 138, 140, 142, nba-1561. 144, 146 144, 146

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I Cumulative Review I Connections to Today Tell students that the main concepts for Record the answers to the questions below on your Con- 1. Cultural Diffusion During the Columbian Exchange, peo- this chapter are Empire, Trade, Genocide, cept Connector worksheets. In addition, record information ple were exposed to goods, ideas, and diseases that changed and Economic Systems, and then ask them from this chapter about the following concept: their lives forever. Many of these exchanges were positive, to answer the Cumulative Review ques- • Genocide: Native Americans such as the introduction of the horse to the Americas. Some were negative, such as the introduction of European diseases tions on this page. Discuss the Connec- 1. Empire Compare the establishment of the to the Americas. Think about similar exchanges that have tions to Today topics and ask students to in the Americas with the establishment of the Roman empire. happened in recent times. Research and write about a posi- answer the questions that follow. How were they similar and different? Think about the role of tive exchange and a negative exchange. To direct your • imperialism research, consider topics such as disease, new technology, • technology the introduction of fish or animals into non-native regions, • disease and the availability of new foods. • methods of rule • religion 2. Trade Throughout history, Cumulative Review people and governments have 1. Sample: Both depended on wealth from 2. Trade The slave trade reached its height after the age of worked to establish profitable conquered lands; both were imperial, exploration, when overseas colonies established by Europe- trade methods. Some very suc- ans required huge numbers of laborers to grow cash crops. cessful trade methods have had though Rome allowed local peoples to However, the slave trade had existed long before this time terrible consequences for other retain their own religions and cultures period. Think about the early slave trade that occurred in people. Consider how Europe’s as long as they did not conflict with ancient Egypt, Greece, and Rome, as well as in the Muslim commercial revolution was Roman rule. The Spanish, on the other world. Compare those examples with the Atlantic slave trade achieved in large part because hand, tried to impose Christianity and of the 1700s and 1800s. of the Atlantic slave trade. Then Spanish culture. Superior technology 3. Economic Systems In the 1700s, European nations think about trade practices gave both empires advantages over adopted the economic policy of mercantilism in order to gain today that, though profitable, might hurt some people. Write other societies. Disease, which aided wealth and build empires. Mercantilism depended heavily on Spain, was not a factor for Rome. the establishment of overseas colonies. How did mercantil- two to three para- ism differ from the manorialism practiced in medieval times? graphs describing the 2. Sample: The Atlantic slave trade was Consider the following: pros and cons of mod- unprecedented because of its global • the roles of colonists and serfs ern trade practices. Con- sider the following: scale, the huge number of people • the purposes of self-sufficiency and profit-making involved, and the enormous cultural • the global impact • trade pacts like NAFTA and racial differences between slaves • voluntary labeling and captors. of products such as Fair Trade 3. Differences: Serfs were tied to the land • practices such as and had much less freedom than colo- child labor nists; manorialism aimed for self- sufficiency, while mercantilism aimed to make a profit. Similarities: 1619 1750s 1763 Nations’ strict rules against trade with First cargo of Olaudah Equiano writes The Treaty of Paris African slaves a book about his experiences is signed, ending the other nations kept colonists beholden arrives in Virginia. during the Atlantic slave trade. French and Indian War. to the parent countries, much as serfs were beholden to nobles.

1650 1700 1750 Connections to Today For: Interactive timeline 1630s 1687 1735 Web Code: nbp-1561 1. Student research should be supported Japan bars foreign Englishman Isaac The reign of with specific examples and details. merchants from Newton publishes Chinese emperor 2. Samples: Trade pacts can facilitate the country. his book explaining Qianlong begins. the laws of gravity. trade and lower prices but can also cause the loss of jobs; product labeling can affect consumers’ buying habits; practices such as child labor can allow businesses to cut costs, but damage people’s lives. Solutions for All Learners

L1 Special Needs L2 Less Proficient Readers L2 English Language Learners For additional review of this L3

Use the following study guide resources to help Use the following study guide resources to help chapter’s core concepts, remind students acquire basic skills: Spanish-speaking students: students to refer to the Adapted Reading and Note Taking Spanish Reading and Note Taking Reading and Note Taking

Study Guide Study Guide Study Guide Adapted Concept Connector, pp. 264, 270, 279, Spanish Concept Connector, pp. 264, 270, 279, 319 Concept Connector, pp. 256, 260, 267, 297 319

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Chapter Assessment Chapter Assessment

Terms, People, and Places Section 5 (pp. 129–133) Terms, People, and Places 15. What impact did American gold and have on European 1. encomienda 4. privateer Match the following terms with the definitions listed economies? below. 16. How did the policy of mercantilism affect global economies? 2. revenue 5. immunity Chapter Focus Question 3. inflation 6. mutiny immunity inflation 17. How did European colonization of the Americas shape global revenue encomienda economies and societies? Main Ideas privateer mutiny Critical Thinking 7. They conquered societies of great 1. the right to demand labor from Native Americans wealth, plundered them, and set the 2. income from taxes 18. Compare Points of View You read that many Native stage for colonization and more profits 3. rise in prices linked to an increase in the money supply Americans saw the Spanish takeover as a sign that their gods based on the labor of those they con- 4. pirate operating under government approval were less powerful than those of the Spanish. How did the Spanish likely interpret their victory? quered or enslaved. 5. resistance to disease 6. revolt 19. Predict Consequences How would society in the United 8. It decimated the Native American States today be affected if mysterious diseases wiped out population through deadly diseases, Main Ideas 90 percent or more of the population? killing, and brutalization of Indian 20. Analyzing Visuals The painting below, titled First Landing Section 1 (pp. 110–114) of Columbus, was painted in 1803. Consider what you have workers. 7. How did the explorations of such as Hernán learned in this chapter. Do you think this painting accurately 9. Spain divided up its empire into prov- Cortés and contribute to the Spanish empire shows that event? Explain your answer. inces and set up the Council of the in the Americas? 8. What effect did European exploration have on Native Ameri- Indies to oversee its viceroys in the can populations? provinces. They in turn oversaw local Section 2 (pp. 115–119) officials and audiencias. 9. How did Spain structure its American empire? 10. Peninsulares, people from Spain, were 10. Write a sentence or two explaining the role of each of the at the top of the social structure, fol- following in Spanish colonial society: peon, peninsulare, lowed by creoles, or people of Spanish creole, mulatto, and mestizo. descent born in the Americas. Mulat- Section 3 (pp. 120–124) toes were people of mixed African and 11. Why did the Pilgrims make a compact when they arrived in North America? European descent, while mestizos 12. What was the result of the British and French struggle in were of mixed Indian and European North America? descent; these groups were in the mid- Section 4 (pp. 125–128) dle. At the bottom were peons, forced 13. How did triangular trade affect Africans? to labor to pay debt, and slaves. 14. How did the slave trade benefit Europeans? 11. They had landed outside the jurisdic- tion of any government and so created G Writing About History • Create graphic organizers, such as tables or Venn dia- a compact to govern themselves. grams, to help you see similarities and differences. 12. Britain gained dominance in North Writing a Compare and Contrast Essay The Drafting America, including much of present- European nations that settled the Americas all wanted • Write an introduction and a thesis statement. Your day Canada and the United States, wealth and empire—but went about getting them in thesis statement should summarize the main different ways. Write a compare and contrast essay that while France retained land in the points you want to make about the things you are discusses two of the European powers involved in set- comparing. Caribbean. tling the Americas. Consult page SH10 of the Writing • Write the body text, introducing details and evidence 13. It devastated African society, causing Handbook for additional help. that support your thesis statement. Organize your the enslavement and exportation of Prewriting text by subject or by point. Then write a conclusion. millions of men, women, and children. • Choose a topic that lends itself to comparison and Revising contrast. Possibilities include important leaders, eco- • Use the guidelines for revising your essay on page 14. Merchants made large profits buying nomic goals, interactions with Native Americans, or SH12 of the Writing Handbook. and selling slaves and the other religious goals. commodities of the triangular trade. European plantation owners profited from free slave labor. 17. It fostered trade and led to a global econ- 19. Sample: Knowledge would be lost, disease omy, and it plundered the enormous wealth would probably run rampant, governmen- 15. They stimulated European economies, and resources of the Americas and trans- tal and societal institutions would break creating a price revolution, inflation, ferred them to Europe. It changed societies down, and the horror of the situation and eventually new economic policies by making valuable foods and technologies might breed violence; certainly there such as mercantilism. available and by imposing European reli- would be widespread disorder. 16. It increased global trade as nations gion and culture around the globe. 20. Student answers should show careful strove to produce and export more examination of the details of the painting. than they imported and to collect trea- Critical Thinking Answers should show an understanding suries full of gold and silver. 18. The Spanish probably believed they were that the painting shows bias in depicting victorious because God was on their side. the Europeans as civilized victors and the Native Americans as backward and groveling. 138

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Document-Based Assessment Document-Based The Impact of Piracy Document C Assessment “To Lima we came the 13th of February; and, being entered the In 1580, Admiral Francis Drake returned to England after circum- I To help students understand the docu- navigating the globe. A delighted Queen Elizabeth I knighted the haven, we found there about twelve sail of ships lying fast moored at an anchor, having all their sails carried on shore; for ments on this page, give them the fol- commander when she visited his ship, the Golden Hind, in 1581. lowing TIP: Read the documents The British queen had good reason to be grateful. Drake’s voyage the masters and merchants were here most secure, having never brought huge revenues to the royal treasury and dealt a blow to been assaulted by enemies, and at this time feared the approach several times to make sure you her enemy, King Philip II of Spain. The documents below give dif- of none such as we were. Our general rifled these ships, and understand them. ferent views of Drake’s activities. found in one of them a chest full of reals of plate, and good store of silks and linen cloth. . . . In which ship he had news of another I Document A ship called the Cacafuego, which was gone toward Payta, and To provide students with further “Passing the Straits of Magellan, untraversed as yet by any that the same ship was laden with treasure. Whereupon we practice in answering Document- Englishman, [Drake] swept the unguarded coast of [Chile] and stayed no longer here, but cutting all the cables of the ships in Based Assessment Questions, go to Peru, loaded his bark with the gold-dust and silver-ingots of the haven, we let them drive whither they would, either to sea or Document-Based Assessment, Potosí, and with the pearls, emeralds, and diamonds which to the shore; and with all speed we followed the Cacafuego pp. 41–53 formed the cargo of the great galleon that sailed once a year which was gone toward Payta. . . .“ from Lima to Cadiz. With spoils of above half-a-million in value —From Sir Francis Drake’s Famous Voyage I If students need more instruction on the daring adventurer steered undauntedly for the Moluccas, Round the World, 1580 by Francis Pretty rounded the Cape of Good Hope, and after completing the circuit synthesizing information, have them of the globe dropped anchor again in Plymouth harbour. . . . The Document D read the Skills Handbook, p. SH35. welcome he received from Elizabeth on his return was accepted by Philip as an outrage which could only be expiated [atoned for] by war. . . . She met a request for Drake’s surrender by knighting the freebooter, and by wearing in her crown the jewels he had offered her as a present.“ —From A Short History of the English People by J.R. Green Document B “[The Ambassador urged his king] . . . that no foreign ship be spared, in . . . the . . . Indies, but that every one should be sent to the bottom, and not a soul on board of them allowed to live. This will be the only way to prevent the English and French from going to these parts to plunder, for at present there is hardly an Englishman who is not talking of undertaking the voyage, so encouraged are they by Drake’s return.“ —Don Bernardino de Mendoza, Philip II’s ambassador to London, around 1580

Analyzing Documents Use your knowledge of American colonial history and Documents A, B, C, and D to answer questions 1–4. 1. According to Document A, Drake’s exploits in Chile and Peru 3. Document D shows Queen Elizabeth I with Francis Drake. A were not commercially successful. Which of the other documents does this one support? B were done impulsively, without Queen Elizabeth’s consent A Document A or approval. B Document B C gave King Philip II a reason to start a war against England. C Document C D met with outrage and anger from Queen Elizabeth and the D Documents A, B, and C English-speaking world. 4. Writing Task Write a news article about Drake’s exploits 2. According to Document B, what was Don Bernardino de that might have appeared in a Spanish newspaper around Mendoza’s main concern regarding Drake? 1580. Use the documents along with information from the A that Drake would return to the West Indies soon chapter to support your article. B that other seamen would copy Drake’s exploits C that Spanish seamen would join future Drake expeditions D that other nations would join with England against Spain

G Writing About History As students begin the assignment, refer them to Students’ essays should have a clear thesis with Answers page SH10 of the Writing Handbook for help in supporting detail and contain an introduction, a writing a compare and contrast essay. Remind them body, and a conclusion. They should show evidence 1. C of the steps they should take to complete their of thoughtful analysis and valid comparison of the 2. B 3. A assignment, including prewriting, drafting, and European powers they chose. Essays should be free 4. Students’ news articles should show a clear revising. For help in revising, remind them to use the of grammatical and spelling errors. For scoring understanding of Spain’s response to Drake’s guidelines on page SH12 of the Writing Handbook. rubrics for writing assignments, see Assessment exploits and use specific evidence from the Rubrics, p. 8. documents and the chapter to support their conclusions.

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