CHAPTER 20 • OBJECTIVE The Atlantic World, Analyze the impact of European exploration and colonization of 1492–1800 the Americas. Previewing Main Ideas Previewing Main Ideas CULTURAL INTERACTION The voyages of Columbus prompted a Note that the main ideas focus on the worldwide exchange of everything from religious and political ideas to new variety of ways that the Europeans inter- foods and plants. acted with the native inhabitants of the Geography According to the map, what lands were included in the viceroyalty of New Spain in 1700? Americas. While there was some mutual exchange, generally the Europeans ECONOMICS The vast wealth to be had from colonizing the Americas exploited the native people and natural sealed the fate of millions of Native Americans and Africans who were forced resources for economic and political gain. to work in mines and on plantations. Geography On which coast of the Americas would enslaved persons from Accessing Prior Knowledge Africa have arrived?

Ask students what they know about EMPIRE BUILDING Over the span of several centuries, Europeans Columbus. Then ask them if they know conquered the Americas’ native inhabitants and built powerful American empires. about controversies over the impact of Geography What two major Native American empires did the Spanish Columbus’s voyages to the Americas. conquer in the sixteenth century? Why is it inaccurate to say that Columbus discovered America? (Many indigenous people already lived here.) INTERNET RESOURCES Geography Answers • Interactive Maps Go to classzone.com for: • Interactive Visuals • Research Links • Maps CULTURAL INTERACTION The viceroy- • Interactive Primary Sources • Internet Activities • Test Practice Primary Sources Current Events VIDEO Patterns of • • alty of New Spain included Mexican lands Chapter Quiz Interaction: The Impact of • stretching into the current American Potatoes and Sugar Southwest and into Central America, modern Florida, most of the West Indies, and a small section of South America.

ECONOMICS Enslaved Africans arrived on the eastern coast.

EMPIRE BUILDING The Spanish conquered the Aztec and Incan empires.

550

TIME LINE DISCUSSION

The time line reflects the competition among 2. What was the first Spanish conquest in 4. About how long after they had established Spain, France, and Britain to claim the Americas. the Americas? (Cortés conquered the Aztecs colonies were the British and French engaged Spain was the first to establish permanent settle- in 1521.) in a major war for control of much of eastern ments, but Britain and France quickly followed. 3. When and where did Britain and France estab- North America? (147 years between 1. When did Columbus make his first voyage and lish their first colonies in the Americas? Jamestown’s founding and the beginning of what other important event happened at (Britain—1607, Jamestown; France—1608, the French and Indian War) about that time? (1492; Spain and Portugal Quebec) Approximately how long was this signed the Treaty of Tordesillas in 1494) after Spain conquered the Aztecs? (86 years)

550 Chapter 20 CHAPTER 20

History from Visuals

Interpreting the Map Have students name and identify the two major continents and the two regions labeled on the map. (North and South America; Central America, the West Indies) Point out that the Spanish con- quered Central America after establishing settlements in the West Indies. Besides the wealth the Spanish found in Central America, what else made this region a highly strategic location for the con- querors? (Possible Answers: It was close to West Indies’ supply routes to Spain; it gave the Spanish a base for striking into North and South America by land or sea; it offered relatively easy access to the Pacific and Atlantic Oceans.) Extension Ask students to name the modern countries where the cities shown on the map are located. Students can use the atlas maps of North and South America to check their answers. (Santa Fe—United States; Mexico City— Mexico; Santo Domingo—Dominican Republic; Cajamarca, Lima, Cuzco— Peru; Santiago—Chile; Buenos Aires—Argentina)

551

RECOMMENDED RESOURCES

Books for the Teacher Books for the Student Millar, Heather. Spain in the Age of Exploration Dor-Ner, Zvi, and William Scheller. Columbus McDougal Littell Nextext. (Cultures of the Past). Tarrytown, NY: Marshall and the Age of Discovery. Native American Cavendish, 1999. Written for the young adult, New York: William Morrow, 1991. Perspectives. The Age of this book covers Spanish culture, literature, the- ater, and the role of religion in society. Marks, Richard Lee. Cortés: The Great Exploration from the Native Adventurer and the Fate of Aztec Mexico. New American viewpoint. Video York: Knopf, 1993. Dodge, Stephen C. Christopher Columbus: Explorer of the New Walvin, James. Making the Black Atlantic: Christopher Columbus and World. VHS. Library Video Company, 1995. Britain and the African Diaspora. London the First Voyages to the 800-843-3620. Examines why Columbus was and New York: Cassell Academic, 2000. An New World. Broomall, PA: nearly forgotten in his own time. excellent summary of Britain’s role in the Chelsea, 1991. A well- African slave trade. researched chronicle of the life and times of Christopher Columbus. Teacher’s Edition 551 CHAPTER 20 • INTERACT What might you gain or lose by joining the fight? Interact History with You are a Native American living in central Mexico in 1520. Suddenly you are faced with a decision that may change your life forever. Invaders, known as the Objectives Spanish, are engaged in a fierce battle with the nearby Aztecs, who are cruel • Set the stage for the Spanish conquest and harsh rulers. Like many of your people, you hate the powerful Aztecs and of the Americas. hope for their defeat. The newcomers, however, are equally frightening. They • Help students understand some of the ride on large beasts and fire loud, deadly weapons. You wonder whether you should follow the example of your friends and join the fight, or not fight at all. reasons for exploration and conquest. • Help students connect with the people and events they will study in this chapter.

EXAMINING the ISSUES

Answers • Advantages—not picking the losing side; possibly avoiding the conflict. Disadvantages—being considered the enemy by both sides; failing to receive any benefits of victory. • Students might think about whether they would join a group of people like themselves, or one whose members were different.

Discussion Ask students to discuss the issue of choosing sides in situations involving conquest. Conquered peoples often do not have much choice in how they respond. Ask students to discuss This 16th-century painting by an Indian artist depicts a battle on the left between the Aztecs and Spanish. The right side shows the Spanish with their main Indian allies, the Tlaxcalans. situations they recall from their study of history. EXAMINING the ISSUES

• What are the advantages and disadvantages of not fighting? • Which might be the lesser of two evils—supporting the Aztecs, whom you know as oppressors, or the fierce invaders, about whom you know almost nothing? Discuss these questions with your classmates. In your discussion, examine whether invading armies throughout history have made life better or worse for people in the areas they conquer. As you read about colonization in the Americas, learn the outcome of the battle between the Aztecs and the Spanish. 552 Chapter 20

WHY STUDY THE ATLANTIC WORLD?

• People are still debating the legacy of • Today Native American peoples are revitalizing Columbus’s voyages to the Americas (see the their cultures. Different Perspectives feature on page 560). • Enslaved Africans contributed culture and labor • Throughout the Americas, Spanish culture, to the Americas. Their descendants are a language, and descendants are legacies of significant part of the population of the this period. Americas today. • English settlers left a legacy of law and • The Columbian Exchange permanently changed government that guides the United States today. diets, economies, and lives in Europe, Asia, Africa, and the Americas (see the Global Impact feature on page 572).

552 Chapter 20 wh10te-042001-0553-0560 8/22/03 11:29 AM Page 553

LESSON PLAN 1 Colored engraving of colonists landing Letter from Christopher Columbus to his son OBJECTIVES at Jamestown, Virginia Diego, discussing Amerigo Vespucci • Describe the voyages of Columbus and Spain Builds an American Empire his contemporaries. • Describe the Spanish conquests of the Aztecs and the Inca.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Identify the effects of Spanish coloniza- tion on the Americas. EMPIRE BUILDING The voyages Throughout the Americas, • Christopher • conquistador of Columbus prompted the Spanish culture, language, and Columbus • Francisco • Trace the level of resistance to Spanish Spanish to establish colonies in descendants are the legacy of • colony Pizarro rule by indigenous people. the Americas. this period. • Hernando • Atahualpa Cortés • mestizo • encomienda FOCUS & MOTIVATE SETTING THE STAGE Competition for wealth in Asia among European nations was fierce. This competition prompted a Genoese sea captain named Ask students how they have experienced Christopher Columbus to make a daring voyage for Spain in 1492. Instead of Spanish influence in the Americas. sailing south around Africa and then east, Columbus sailed west across the (Possible Answers: Mexican food, salsa Atlantic in search of an alternate trade route to Asia and its riches. Columbus music, language, architecture) never reached Asia. Instead, he stepped onto an island in the Caribbean. That event would bring together the peoples of Europe, Africa, and the Americas. INSTRUCT The Voyages of Columbus TAKING NOTES The Voyages of Columbus Following Chronological The Niña, Pinta, and Santa María sailed out of a Spanish port around dawn on Order Use a diagram to August 3, 1492. In a matter of months, Columbus’s fleet would reach the shores trace the major events in Critical Thinking of what Europeans saw as an astonishing new world. the establishment of Spain’s empire in the • Why were the Spanish interested in First Encounters In the early hours of October 12, 1492, the long-awaited cry Americas. establishing colonies in the Americas? came. A lookout aboard the Pinta caught sight of a shoreline in the distance. (influence, prestige, to gain wealth) “Tierra! Tierra!” he shouted. “Land! Land!” By dawn, Columbus and his crew Columbus arrives were ashore. Thinking he had successfully reached the East Indies, Columbus in Americass, 1492 • What actions showed that Columbus called the surprised inhabitants who greeted him, los indios. The term translated had an interest in empire even on his into “Indian,” a word mistakenly applied to all the native peoples of the Americas. first voyage? (He wanted to take pos- In his journal, Columbus recounted his first meeting with the native peoples: session of every island he passed and claim it for Spain.) PRIMARY SOURCE I presented them with some red caps, and strings of glass beads to wear upon the In-Depth Resources: Unit 4 neck, and many other trifles of small value, wherewith they were much delighted, and • Guided Reading, p. 86 (also in Spanish) became wonderfully attached to us. Afterwards they came swimming to the boats where we were, bringing parrots, balls of cotton thread, javelins, and many other things which they exchanged for articles we gave them . . . in fact they accepted anything and gave what they had with the utmost good will. TEST-TAKING RESOURCES CHRISTOPHER COLUMBUS, Journal of Columbus Test Generator CD-ROM Columbus had miscalculated where he was. He had not reached the East Indies. Strategies for Test Preparation Scholars believe he landed instead on an island in the Bahamas in the Caribbean Sea. The natives there were not Indians, but a group who called themselves the Test Practice Transparencies, TT71 Taino. Nonetheless, Columbus claimed the island for Spain. He named it San Online Test Practice Salvador, or “Holy Savior.”

The Atlantic World 553

SECTION 1 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS Electronic Library of Primary Sources In-Depth Resources: Unit 4 In-Depth Resources: Unit 4 • “On the Destruction of the Indies” • Guided Reading, p. 86 • Guided Reading, p. 86 • from Letter to King Charles V of Spain • History Makers: Ferdinand Magellan, p. 101; • Building Vocabulary, p. 90 Hernando Cortés, p. 102 • Reteaching Activity, p. 104 eEdition CD-ROM Formal Assessment Reading Study Guide, p. 183 Voices from the Past Audio CD • Section Quiz, p. 315 Reading Study Guide Audio CD Power Presentations CD-ROM ENGLISH LEARNERS GIFTED AND TALENTED STUDENTS World Art and Cultures Transparencies In-Depth Resources in Spanish In-Depth Resources: Unit 4 • AT43 Meeting of Cortés and Montezuma • Guided Reading, p. 138 • Primary Sources: from The Journal of Christopher Patterns of Interaction Video Series Reading Study Guide (Spanish), p. 183 Columbus, p. 94; from The Broken Spears, p. 96 • The Spread of Epidemic Disease Reading Study Guide Audio CD (Spanish) • Literature: from The Feathered Serpent, p. 98 classzone.com Teacher’s Edition 553 wh10te-042001-0553-0560 8/22/03 11:30 AM Page 554

CHAPTER 20 • Section 1 Columbus, like other explorers, was interested in gold. Finding none on San Salvador, he explored other islands, staking his claim to each one. “It was my wish to bypass no island without taking possession,” he wrote. In early 1493, Columbus returned to Spain. The reports More About . . . he relayed about his journey delighted the Spanish monarchs. Spain’s rulers, who had funded his first voy- Magellan age, agreed to finance three more trips. Columbus Although Balboa was the first European embarked on his second voyage to the Americas in to see the Pacific Ocean, Magellan named September of 1493. He journeyed no longer as an it. After sailing through the stormy explorer, but as an empire builder. He commanded a fleet Atlantic, Magellan rounded the tip of of some 17 ships that carried over 1,000 soldiers, crew- men, and colonists. The Spanish intended to transform the South America and sailed into a quiet islands of the Caribbean into colonies, or lands that are sea, which he named Pacific, controlled by another nation. Over the next two centuries, meaning “peaceful.” other European explorers began sailing across the In-Depth Resources: Unit 4 Atlantic in search of new lands to claim. • History Makers: Ferdinand Magellan, p. 101 Other Explorers Take to the Seas In 1500, the ▲ Portrait of a Portuguese explorer Pedro Álvares Cabral reached the Man Called shores of modern-day Brazil and claimed the land for his country. A year later, Christopher Amerigo Vespucci (vehs•POO•chee), an Italian in the service of Portugal, also trav- Columbus eled along the eastern coast of South America. Upon his return to Europe, he (1519) by Sebastiano del claimed that the land was not part of Asia, but a “new” world. In 1507, a German Piombo mapmaker named the new continent “America” in honor of Amerigo Vespucci. In 1519, Portuguese explorer Ferdinand Magellan led the boldest exploration yet. Several years earlier, Spanish explorer Vasco Núñez de Balboa had marched through modern-day Panama and had become the first European to gaze upon the Pacific Ocean. Soon after, Magellan convinced the king of Spain to fund his voy- age into the newly discovered ocean. With about 250 men and five ships, Magellan sailed around the southern end of South America and into the waters of the Pacific. The fleet sailed for months with- A. Answer It was out seeing land, except for some small islands. Food supplies soon ran out. the first voyage Spanish Conquests in Mexico around the globe. After exploring the island of Guam, Magellan and his crew eventually reached the Philippines. Unfortunately, Magellan became involved in a local war there and Critical Thinking was killed. His crew, greatly reduced by disease and starvation, continued sailing Making Inferences • What fate was shared by the Aztecs and west toward home. Out of Magellan’s original crew, only 18 men and one ship What was the the natives who fought with the arrived back in Spain in 1522, nearly three years after they had left. They were the significance of Spanish against them? (Both died from first persons to circumnavigate, or sail around, the world. Magellan’s voyage? European diseases.) • Why might Montezuma have thought Spanish Conquests in Mexico Cortés was a god? (Possible Answers: In 1519, as Magellan embarked on his historic voyage, a Spaniard named His white skin made him seem other- Hernando Cortés landed on the shores of Mexico. After colonizing several worldly. European weapons seemed to Caribbean islands, the Spanish had turned their attention to the American mainland. Cortés marched inland, looking to claim new lands for Spain. Cortés and the many work by magic.) other Spanish explorers who followed him were known as conquistadors (con- In-Depth Resources: Unit 4 querors). Lured by rumors of vast lands filled with gold and silver, conquistadors • Primary Source: from The Broken Spears, carved out colonies in regions that would become Mexico, South America, and the p. 96 United States. The Spanish were the first European settlers in the Americas. As a • Literature: from The Feathered Serpent, result of their colonization, the Spanish greatly enriched their empire and left a mark p. 98 on the cultures of North and South America that exists today. • History Makers: Hernando Cortés, p. 102

554 Chapter 20

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CHAPTER PRIMARY SOURCE from The Journal of Christopher 20 Columbus DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 1 Columbus kept a ship’s log, or journal, of his historic voyage from Spain to the Americas. When he returned to Spain in 1493, he presented the journal to King Ferdinand and Queen Isabella. The version printed here was originally copied by the missionary Bartolomé de Las Casas and refers to Columbus in the third per- son as “admiral” unless quoting him directly. As you read, think about the reactions of Columbus, his crew, and the Taino when they first encountered one another.

hursday, October 11th/. . .Two hours after mid- was a wonder to see. Afterwards they came swim- Tnight land appeared, at a distance of about two ming to the ships’ boats, where we were, and leagues from them. They took in all sail, remaining brought us parrots and cotton thread in balls, and Eyewitness to History spears and many other things, and we exchanged with the mainsail, which is the great sail without bonnets, and kept jogging, waiting for day, a Friday, for them other things, such as small glass beads and on which they reached a small island of the Lucayos, hawks’ bells, which we gave to them. In fact, they which is called in the language of the Indians took all and gave all, such as they had, with good “Guanahaní.” Immediately they saw naked people, will, but it seemed to me that they were a people and the admiral went ashore in the armed boat, very deficient in everything. They all go naked as Class Time 45 minutes Have students create a short news report on this breaking their mother bore them, and the women also, and Martin Alonso Pinzón and Vicente Yañez, his brother, who was captain of the Ninã. The admiral although I saw only one very young girl. And all brought out the royal standard, and the captains those whom I did see were youths, so that I did not went with two banners of the Green Cross, which see one who was over thirty years of age; they were story. Students may write for any medium they the admiral flew on all the ships as a flag with an very well built, with very handsome bodies and very Task Researching and reporting the news of a historical F [for Ferdinand] and a Y [for Isabella], and over good faces. Their hair is coarse almost like the hairs each letter their crown, one being on one side of of a horse’s tail and short; they wear their hair down the [cross] and the other on the other. When they over their eyebrows, except for a few strands behind, had landed, they saw very green trees and much which they wear long and never cut. Some of them choose—print, radio, or television. Have them think about water and fruit of various kinds. The admiral called are painted black, and they are the colour of the event from primary sources people of the Canaries, neither black nor white, the two captains and the others who had landed, and Rodrigo de Escobedo, secretary of the whole and some of them are painted white and some red fleet, and Rodrigo Sanchez de Segovia, and said and some in any colour that they find. Some of how to include quotations from their sources and visuals that they should bear witness and testimony how them paint their faces, some their whole bodies, he, before them all, took possession of the island, some only the eyes, and some only the nose. They Purpose To deepen understanding of the age as in fact he did, for the King and Queen, his do not bear arms or know them, for I showed to Sovereigns, making the declarations which are them swords and they took them by the blade and required, as is contained more at length in the tes- cut themselves through ignorance. They have no such as illustrations or maps. They could write a straight timonies which were there made in writing. Soon iron. Their spears are certain reeds, without iron, many people of the island gathered there. What and some of these have a fish tooth at the end, All rights reserved. of exploration while others are pointed in various ways. They are follows are the actual words of the admiral, in his book of his first voyage and discovery of these all generally fairly tall, good looking and well pro- Indies. portioned. I saw some who bore marks of wounds factual report; an investigative report on some aspect of on their bodies, and I made signs to them to ask “I,” he says, “in order that they might feel great amity towards us, because I knew that they were a how this came about, and they indicated to me that people to be delivered and converted to our holy people came from other islands, which are near, Instructions Have students read the excerpt from © McDougal Littell Inc. faith rather by love than by force, gave to some and wished to capture them, and they defended the story, such as who is profiting from the discovery of among them some red caps and some glass beads, themselves. And I believed and still believe that which they hung round their necks, and many they come here from the mainland to take them for other things of little value. At this they were greatly slaves. They should be good servants and of quick Columbus’s journal contained in In-Depth Resources: intelligence, since I see that they very soon say all gold; or an editorial expressing an opinion about the con- pleased and became so entirely our friends that it Unit 4 to get a feel for Columbus’s writing. Then have 94 Unit 4, Chapter 20 sequences of this event. Another angle is to write about them use the Internet or books to find other primary how news of Columbus’s discoveries was spreading In-Depth Resources: Unit 4 sources, such as Columbus’s letters. across Europe and the impact the story was having. Have students present their reports to the class. 554 Chapter 20 wh10te-042001-0553-0560 8/22/03 11:32 AM Page 555

European Exploration of the Americas, 1492–1682 CHAPTER 20 • Section 1

GREENLAND

ICELAND History from Visuals

Hudson H Interpreting the Map udson Bay 1610 Hudson 1609 Have students trace with a finger the Cabot 1497 route of one explorer at a time. ENGLAND Cartier 1534–35 Extension Have students speculate on EUROPE NORTH 73 why the English and French explorers 16 wer 1620 te , Mayflo FRANCE et 06–07 AMERICA u h 16 q mit stayed so much farther north than the r Plymouth S a

M 2 PORTUGAL 168 Spanish. (Possible Answer: The Spanish 40˚ N lle SPAIN aSa Coronado L De Soto Jamestown had already laid claim to parts of South 1540–42 1539–42 ATLANTIC Santa Fe OCEAN America and the Caribbean.) Cabrillo 1542–43 Ponce de León CANARY MADEIRA St. Augustine 1512–13 ISLANDS Gulf HISPANIOLA Verrazzano 1524 SKILLBUILDER Answers of Mexico Columbus 1492 AFRICA 1. Movement four Cabeza de Vaca 1 és 5 CUBA 1535–36 rt 19 Co 2. Region The Spanish and Portuguese Veracruz 95 Santo Domingo 3– 49 Tenochtitlán s 1 bu explored South and Central America; (Mexico City) Caribbean Sea olum PACIFIC C 03 2– the English, Dutch, French, and 150 OCEAN s 0 u 0 9 b 1 m 5 lu 1 5 o 1 Spanish explored North America. Balboa C l a n 1510–13 r a l C b l M o a e lu C a m g g Pizarro b a e us l 1530–33 1 M la 49 n 0˚ Equator 8 's C re Vespucci w 1 1499 52 0 1,000 Miles 2 SOUTH Interactive An interactive version of 0 2,000 Kilometers Explorers’ Routes AMERICA this map is available on the eEdition. Spanish Students may trace the routes of each Portuguese explorer separately, see all the voyages French English for individual countries simultaneously, Dutch or see all the voyages together. Ma gellan 1519 120˚ W 80˚W 40˚W 0˚

40˚ S

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Movement How many different voyages did Columbus make to the Americas? 2. Region Which general region did the Spanish and Portuguese explore? Where did the English, Dutch, and French explore?

The Atlantic World 555

Name Group

PROCESS ASSESSMENT Standards for Evaluating a Cooperative Activity Assigned Role recorder reporter materials manager discussion leader other ______COOPERATIVE LEARNING (circle one)

Group Cooperation Exceptional Acceptable Poor

1. Helps resolve conflicts to maintain agreement

2. Shares responsibility for the activity

Displaying Explorers’ Sailing Ships 3. Uses group time productively

4. Helps the group stay on task Class Time 30 minutes water, harsh work, stormy weather—and uncertainty about 5. Helps the group complete the activity Individual Performance where they were going) 6. Communicates ideas and concerns clearly Task Researching and creating a classroom display 7. Cooperates with other group members Help students design a space in the classroom for the 8. Fulfills assigned role Purpose To learn what life was like for explorers 9. Contributes ideas and effort to the group mockups or graphics of these ships as well as the accom- 10. Is comfortable working with peers 500 years ago 11. Demonstrates ability to motivate others

panying information. Some students may want to share All rights reserved. Instructions Divide students into groups. Have them use Comments ______photos of re-creations of the Niña and the Pinta on ______

the Internet, encyclopedias, or library resources to find out © McDougal Littell Inc. display in Corpus Christi, Texas. ______about the design of ships and conditions on board during Overall rating ______

the time period shown on the map. Then have them draw To evaluate this activity, use the Standards for Evaluating 6 Chapter 2 Process Assessment pictures or make mockups of the ships. Ask them to think a Cooperative Activity chart in the Integrated Integrated Assessment about why there were frequent mutinies on the ships. Assessment book. (terrible conditions—tight quarters, bad food, lack of fresh Teacher’s Edition 555 wh10te-042001-0553-0560 8/22/03 2:42 PM Page 556

CHAPTER 20 • Section 1 Cortés Conquers the Aztecs Soon after landing in Mexico, Native Population of Cortés learned of the vast and wealthy Aztec Empire in the Central Mexico, 1500–1620 region’s interior. (See Chapter 16.) After marching for weeks

30 through difficult mountain passes, Cortés and his force of 1519: 25.3 million roughly 600 men finally reached the magnificent Aztec capi- History from Visuals NAWCH 25 tal of Tenochtitlán (teh• •tee•TLAHN). The Aztec emperor, Montezuma II, was convinced at first that Cortés Interpreting the Graph was a god wearing armor. He agreed to give the Spanish 20 Help students read the graph by 1523: 16.8 million explorer a share of the empire’s existing gold supply. The con- explaining the horizontal axis, showing quistador was not satisfied. Cortés admitted that he and his 15 comrades had a “disease of the heart that only gold can cure.” periods of time in 20-year increments, 1548: 6.3 million In the late spring of 1520, some of Cortés’s men killed and the vertical axis, showing population 10

Population (in millions) Population many Aztec warriors and chiefs while they were celebrating in millions. 1605: 1.0 million a religious festival. In June of 1520, the Aztecs rebelled Extension Ask why the rate of popula- 5 against the Spanish intruders and drove out Cortés’s forces. tion loss might have started out very high The Spaniards, however, struck back. Despite being and then slowed somewhat over time. 1500 1540 1580 1620 greatly outnumbered, Cortés and his men conquered the (Possible Answer: death from disease Year Aztecs in 1521. Several factors played a key role in the stun- ning victory. First, the Spanish had the advantage of supe- highest at first encounter, declined as Source: The Population of Latin America: A History rior weaponry. Aztec arrows were no match for the natives developed immunity) SKILLBUILDER: Interpreting Graphs Spaniards’ muskets and cannons. 1. Drawing Conclusions By what Second, Cortés was able to enlist the help of various SKILLBUILDER Answers percentage did the native population native groups. With the aid of a native woman translator 1. Drawing Conclusions 96 percent decrease between 1519 and 1605? named Malinche, Cortés learned that some natives resented 2. Making Inferences How did the sharp the Aztecs. They hated their harsh practices, including 2. Making Inferences The natives offered decline in the native population, due little resistance. greatly to disease, affect the Spaniards’ human sacrifice. Through Malinche, Cortés convinced attempts to conquer the region? these natives to fight on his side. B. Answer superior Finally, and most important, the natives could do little to weaponry, help stop the invisible warrior that marched alongside the from other natives, More About . . . and the spread of Spaniards—disease. Measles, mumps, smallpox, and typhus were just some of the European diseases diseases Europeans were to bring with them to the Americas. Native Americans had Smallpox never been exposed to these diseases. Thus, they had developed no natural immu- The video explains the effect smallpox nity to them. As a result, they died by the hundreds of thousands. By the time Cortés Summarizing What factors had in the Americas. launched his counterattack, the Aztec population had been greatly reduced by small- enabled the Patterns of Interaction Video Series pox and measles. In time, European disease would truly devastate the natives of cen- Spanish to defeat tral Mexico, killing millions of them. the Aztecs? • The Spread of Epidemic Disease: Bubonic Plague and Smallpox Spanish Conquests in Peru In 1532, another conquistador, Francisco Pizarro, marched a small force into Spanish Conquests in Peru South America. He conquered the Incan Empire, as you learned in Chapter 16. Pizarro Subdues the Inca Pizarro and his army of about 200 met the Incan ruler, Critical Thinking Atahualpa (AH•tuh•WAHL•puh), near the city of Cajamarca. Atahualpa, who com- • What might the Inca have thought of manded a force of about 30,000, brought several thousand mostly unarmed men for the meeting. The Spaniards waited in ambush, crushed the Incan force, and kid- the Spaniards’ character? (Possible napped Atahualpa. Answers: brutal, untrustworthy) Atahualpa offered to fill a room once with gold and twice with silver in • What comparisons and contrasts can exchange for his release. However, after receiving the ransom, the Spanish stran- you make between the Spanish and the gled the Incan king. Demoralized by their leader’s death, the remaining Incan force Portuguese? (Possible Answer: Both retreated from Cajamarca. Pizarro then marched on the Incan capital, Cuzco. He established colonies and exploited peo- captured it without a struggle in 1533. ple to gain wealth—Spanish from gold, Portuguese from sugar.) 556 Chapter 20

AT MCDOUGAL LITTELL 43 Meeting of Cortés and Montezuma DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Expressing Opinions Visually Class Time 20 minutes some of the ways the natives might have seen things Task Analyzing a painting and creating an differently. (The Aztec and Incan civilizations were editorial cartoon advanced, with great cities and much wealth. They saw Purpose To understand the conquest of the Americas their offers of friendship met with betrayal. They saw their people dying.) from the Aztec and Incan points of view All rights reserved. Then ask students to imagine they are Aztec and Incan

Instructions Show students Meeting of Cortés and © McDougal Littell Inc. Montezuma, a European painting found in World Art and artists at the time of the conquest of the Americas. Ask

Michel Zabé/Art Resource, New York. Cultures Transparencies AT43. Ask them if they think there students to draw editorial cartoons that depict the explorers and their actions from the point of view of the is any bias in the painting. (The painter favored the World Art and Cultures people already living in the Americas. The cartoons may Spanish because he showed the Aztecs as submissive, Transparencies with Montezuma kneeling in front of Cortés.) Discuss be funny or angry, as long as each one expresses an opinion. Display the cartoons in the classroom. 556 Chapter 20 wh10te-042001-0553-0560 8/22/03 11:33 AM Page 557

As Cortés and Pizarro conquered the civilizations of the Americas, fellow con- CHAPTER 20 • Section 1 quistadors defeated other native peoples. Spanish explorers also conquered the Maya in Yucatan and Guatemala. By the middle of the 16th century, Spain had cre- ated an American empire. It included New Spain (Mexico and parts of Guatemala), as well as other lands in Central and South America and the Caribbean. More About . . . Spain’s Pattern of Conquest In building their new American empire, the Spaniards drew from techniques used during the reconquista of Spain. When con- The Reconquista quering the Muslims, the Spanish lived among them and imposed their Spanish culture upon them. The Spanish settlers to the Americas, known as peninsulares, Literally meaning “reconquest,” the were mostly men. As a result, relationships between Spanish settlers and native reconquista began in the eighth century women were common. These relationships created a large mestizo—or mixed shortly after the Muslims conquered most Spanish and Native American—population. of the Iberian Peninsula. The movement Although the Spanish conquerors lived among the native people, they also peaked in the 11th to 13th centuries. The oppressed them. In their effort to exploit the land for its precious resources, the last state to fall was Granada, defeated Spanish forced Native Americans to work within a system known as encomienda. under Ferdinand and Isabella in 1492. Under this system, natives farmed, ranched, or mined for Spanish landlords. These landlords had received the rights to the natives’ labor from Spanish authorities. The holders of encomiendas promised the Spanish rulers that they would act fairly and respect the workers. However, many abused the natives and worked many laborers Tip for Gifted and Talented to death, especially inside dangerous mines. Students The Portuguese in Brazil One area of South America that remained outside of Spanish control was Brazil. In 1500, Cabral claimed the land for Portugal. During Peninsulares were Spanish colonists born the 1530s, colonists began settling Brazil’s coastal region. Finding little gold or sil- in Spain, so called because they came ver, the settlers began growing sugar. Clearing out huge swaths of forest land, the from the Iberian Peninsula. In the Portuguese built giant sugar plantations. The demand for sugar in Europe was colonies they occupied the highest rank great, and the colony soon enriched Portugal. In time, the colonists pushed farther on the social scale and discriminated west into Brazil. They settled even more land for the production of sugar. against those of Spanish descent born in the Americas.

Francisco Pizarro Atahualpa History Makers 1475?–1541 1502?–1533 Pizarro was the son of an Atahualpa was the last ruler Pizarro and Atahualpa infantry captain and a young of the Incan empire in Peru. peasant woman. His parents After Atahualpa was What character qualities did Pizarro never married. Raised by his captured and held for exhibit in his treatment of Atahualpa? mother’s poor family, he ransom by the Spanish, the never learned to read. Incan people throughout the (ambition and ruthlessness) Atahualpa Ambitious, brave, and empire brought gold and also had these characteristics. He had ruthless, he determined to make his fortune as an silver that the Spanish then had melted down shared the throne with his half-brother explorer and conqueror. into bullion and ingots. They accumulated 24 tons Embarked on a voyage of conquest down the of gold and silver, the richest ransom in history. until Atahualpa went to war against him west coast of South America, Pizarro was ordered The Spanish executed Atahualpa despite the and had him murdered shortly before by the governor of Panama to abandon the ransom paid by his people. As he was about to Pizarro came to Peru. expedition to prevent the loss of lives. Pizarro took be burned at the stake, the Spanish offered him a his sword and drew a line in the dust, inviting more merciful death by strangulation if he agreed those of his followers who desired wealth and to convert to Christianity, which he did. Thus died fame to cross the line and follow him. Thus began the last emperor of the Inca. the conquest of Peru. Pizarro founded the city of Lima, Peru’s capital, Rubric Posters should in 1535. He became governor of Peru and INTERNET ACTIVITY Create a poster about the • describe the size and contents of encouraged settlers from Spain. ransom paid by the Incan people to rescue Atahualpa. Go to classzone.com for your research. the ransom. • reflect the results of research. The Atlantic World 557

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Understanding English Words That Have Spanish Origins Class Time 30 minutes see if the original Spanish word is the same as or different from the form Task Tracing the origins of certain English words used today and what the word originally meant. Have them also enter this Purpose To discover the etymology of English words that come information on the chart. Ask students to identify the kinds of words that from Spanish came into English from Spanish. Instructions Use the Spanish words on this page as a springboard to con- sider the many English words that come from Spanish. Beginning with the English Word/Definition Spanish Word Meaning words mestizo and encomienda, students can use a Spanish-English dic- tionary to find the meaning of each and then write each on a word chart Mustang: half-wild horse mestengo untamed like the one shown to the right. Then suggest that they consider words that are identified with the American Southwest—corral, mesa, lariat, mustang, canyon, arroyo, machete, tortilla, patio, fiesta, stampede, burro, adobe, padre, plaza, and others. Have them look up each word in a dictionary to Teacher’s Edition 557 CHAPTER 20 • Section 1

More About . . .

Coronado Coronado came to New Spain in 1535. He was lured to explore the north in This U.S. postage L stamp was 1540 by reports of the fabled wealth of issued in 1940 the Seven Golden Cities of Cibola. to celebrate the Instead, he found the Zuni Pueblo. One 400th anni- versary of the of the members of Coronado’s expedition Coronado was the first European to see the Grand expedition. Canyon in Arizona.

Spain’s Influence Expands Spain’s Influence Expands Spain’s American colonies helped make it the richest, most powerful nation in the Critical Thinking world during much of the 16th century. Ships filled with treasures from the • How were conquistadors and Spanish Americas continually sailed into Spanish harbors. This newfound wealth helped missionaries similar? (Both wanted to usher in a golden age of art and culture in Spain. (See Chapter 21.) Throughout the 16th century, Spain also increased its military might. To protect convert native peoples to Christianity.) its treasure-filled ships, Spain built a powerful navy. The Spanish also strengthened • In what way was Coronado’s journey their other military forces, creating a skillful and determined army. For a century pivotal in Spain’s settlement of the and a half, Spain’s army seldom lost a battle. Meanwhile, Spain enlarged its southwestern United States? (His American empire by settling in parts of what is now the United States. failure to find gold caused the Conquistadors Push North Dreams of new conquests prompted Spain to back a Spanish to assign more priests than series of expeditions into the southwestern United States. The Spanish actually had soldiers there.) settled in parts of the United States before they even dreamed of building an empire on the American mainland. In 1513, Spanish explorer Juan Ponce de León landed on the coast of modern-day Florida and claimed it for Spain. More About . . . By 1540, after building an empire that stretched from Mexico to Peru, the Spanish once again looked to the land that is now the United States. In 1540–1541, Spanish Missions Francisco Vásquez de Coronado led an expedition throughout much of present-day Arizona, New Mexico, Texas, Oklahoma, and Kansas. He was searching for C. Possible Answer Most of the Spanish missions were New Mexico offered another wealthy empire to conquer. Coronado found little gold amidst the dry located in the area between Texas and little in the way of deserts of the Southwest. As a result, the Spanish monarchy assigned mostly priests wealth, so the California. The priests tried to persuade to explore and colonize the future United States. Spanish were more local Indians from miles around to move Catholic priests had accompanied conquistadors from the very beginning of concerned there to these agricultural settlements and American colonization. The conquistadors had come in search of wealth. The with spreading the Catholic religion. adopt Spanish ways, including priests who accompanied them had come in search of converts. In the winter of Christianity. As was true elsewhere, 1609–1610, Pedro de Peralta, governor of Spain’s northern holdings, called New Contrasting most natives died from European Mexico, led settlers to a tributary on the upper Rio Grande. They built a capital called Santa Fe, or “Holy Faith.” In the next two decades, a string of Christian mis- How did diseases. The more well-known and sions arose among the Pueblo, the native inhabitants of the region. Scattered mis- Spain’s colony in successful California missions were New Mexico differ sions, forts, and small ranches dotted the lands of New Mexico. These became the from its colonies in established in the 18th century. Several headquarters for advancing the Catholic religion. New Spain? became the basis for later cities, including Los Angeles. 558 Chapter 20

Name Date CONNECTIONS TO SCIENCE North America: Physical

Gold Deposits and Plate Tectonics Class Time 40 minutes sources of gold lie along the Sierra Nevada in the western Task Conducting research and drawing a map United States and along the Sierra Madre and Andes Purpose To learn more about geology and its relation to ranges in Mexico and South America, just where the the 16th-century search for gold in North America Aztecs and Inca lived.

Instructions Explain to students that if Coronado and his Have students work in pairs to research the geology of the All rights reserved.

Sierra Nevada. Ask them to locate gold mines in this 2,000 Kilometers 1,000 Miles men had had a modern understanding of plate tectonics, © McDougal Littell Inc. region. (It was the center of the 19th-century gold rush.) 0 they might have found gold in the United States. 0 Then have them research the route of Coronado’s expedi- Geologists have learned that many gold deposits are at Outline Maps 31 tion. Have them use the physical map of North America in the present or former boundaries of the earth’s slowly Geography Skills and Outline Maps moving plates. The reason for this is not fully known. But the Geography Skills and Outline Maps book to compare a look at a gold distribution map shows that major Coronado’s route and the location of gold. 558 Chapter 20 Opposition to Spanish Rule CHAPTER 20 • Section 1 Spanish priests worked to spread Christianity in the Americas. They also pushed for better treatment of Native Americans. Priests spoke out against the cruel treat- ment of natives. In particular, they criticized the harsh pattern of labor that emerged under the encomienda system. “There is nothing more detestable or more Opposition to Spanish Rule cruel,” Dominican monk Bartolomé de Las Casas wrote, “than the tyranny which the Spaniards use toward the Indians for the getting of pearl [riches].” Critical Thinking African Slavery and Native Resistance The Spanish government abolished the • How did the end of the encomienda encomienda system in 1542. To meet the colonies’need for labor, Las Casas suggested system lead to the use of enslaved Africans. “The labor of one . . . [African] . . . [is] more valuable than that of four Indians,” he said. The priest later changed his view and denounced African slavery. Africans? (Indians could not be However, others promoted it. forced to work, so the Spaniards Opposition to the Spanish method of colonization came not only from Spanish imported Africans.) priests, but also from the natives themselves. Resistance to Spain’s attempt at dom- • Why was the Pueblo victory over the ination began shortly after the Spanish arrived in the Caribbean. In November of Spaniards in 1680 significant? (showed 1493, Columbus encountered resistance in his attempt to conquer the present-day that Spain was not invincible and that island of St. Croix. Before finally surrendering, the inhabitants defended them- even after 70 years the Spanish had selves by firing poison arrows. not subdued the natives) D. Possible Answer As late as the end of the 17th century, natives in New Mexico fought Spanish Spanish attempts to rule. Although they were not risking their lives in silver mines, the natives still felt destroy their culture the weight of Spanish force. In converting the natives, Spanish priests and soldiers and repressive burned their sacred objects and prohibited native rituals. The Spanish also forced More About . . . measures, including natives to work for them and sometimes abused them physically. beatings In 1680, Popé, a Pueblo ruler, led a well-organized rebellion against the Spanish. Pueblo Resistance The rebellion involved more than 8,000 warriors from villages all over New The Pueblo Indians sought to wipe out Analyzing Causes Mexico. The native fighters drove the Spanish back into New Spain. For the next Why did the 12 years, until the Spanish regained control of the area, the southwest region of the all traces of Spanish religion and culture. natives of New future United States once again belonged to its original inhabitants. Popé had his followers burn Christian Mexico revolt against Spanish By this time, however, the rulers of Spain had far greater concerns. The other images, churches, rosaries, and crosses. settlers? nations of Europe had begun to establish their own colonies in the Americas. He did not allow the teaching of the Spanish language, and he destroyed SECTION1 ASSESSMENT Spanish agriculture.

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Christopher Columbus • colony • Hernando Cortés • conquistador • Francisco Pizarro • Atahualpa • mestizo • encomienda

USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING ASSESS 2. Which of these events do you 3. What process did Columbus 6. ANALYZING PRIMARY SOURCES Reread the primary think had the greatest impact? and his followers begin? source on page 553. How might Columbus’s view of the SECTION 1 ASSESSMENT Taino have led the Spanish to think they could take Columbus arrives 4. Why were most of the Spanish Have students work in pairs, asking each in Americass, 1492 explorers drawn to the advantage of and impose their will on the natives? Americas? 7. COMPARING What might have been some similarities in other the questions. 5. Which country was the richest character between Cortés and Pizarro? Formal Assessment and most powerful in the 16th 8. CLARIFYING Through what modern-day states did century, and why? Coronado lead his expedition? • Section Quiz, p. 315 9. WRITING ACTIVITY EMPIRE BUILDING Write a dialogue in which a Native American and a conquistador debate the merits of Spain’s colonization of the Americas. RETEACH Review the main ideas of the section CONNECT TO TODAY MAKING A DATABASE using the Reteaching Activity. Use library resources to compile a database of places and geographical features In-Depth Resources: Unit 4 in the Americas named after Columbus. Display your list in the classroom. • Reteaching Activity, p. 104 The Atlantic World 559

ANSWERS

1. Christopher Columbus, p. 553 • colony, p. 554 • Hernando Cortés, p. 554 • conquistador, p. 554 • Francisco Pizarro, p. 556 • Atahualpa, p. 556 • mestizo, p. 557 • encomienda, p. 557

2. Sample Answer: Most important—Columbus’s 6. Possible Answer: the Taino’s generosity and CONNECT TO TODAY arrival. Other events—Cortés defeats the peacefulness perhaps seen as gullibility Rubric Databases should Aztecs; Pizarro conquers the Inca; conquista- and docility • list a variety of locations. dors colonize the southwest United States. 7. ambitious, adventurous, ruthless • include such places as Colombia; Columbus, 3. bringing together the peoples of Europe, 8. Arizona, New Mexico, Texas, Oklahoma, Kansas Ohio; the Columbia River; and the District Africa, and the Americas 9. Rubric Dialogues should of Columbia. 4. lured by gold, silver, and land • present both points of view. See Skillbuilder Handbook page R33 for help 5. Spain, because of its colonies and the wealth • use specific examples. creating a database. they provided • be clear and concise.

Teacher’s Edition 559 CHAPTER 20 • Section 1 Using Primary and Secondary Sources

Different Perspectives The Legacy of Columbus In the years and centuries since Christopher Columbus’s historic journeys, people still debate the legacy of his voyages. Some argue they were the heroic first steps in the OBJECTIVE creation of great and democratic societies. Others claim they were the beginnings of an era of widespread cruelty, bloodshed, and epidemic disease. • Explore the legacy of Columbus’s voyages from different points of view.

A SECONDARY SOURCE B PRIMARY SOURCE C SECONDARY SOURCE INSTRUCT Samuel Eliot Morison Bartolomé de Las Suzan Shown Harjo Encourage students to look at the Morison, a strong supporter of Casas Harjo, a Native American, disputes the sources to understand their points of Columbus, laments that the sea captain Las Casas was an early Spanish benefits that resulted from Columbus’s view. Notice how the creators of each died without realizing the true missionary who watched fellow voyages and the European colonization greatness of his deeds. of the Americas that followed. piece reflect their own cultures. Ask stu- Spaniards unleash attack dogs on Native Americans. dents to summarize each of the written One only wishes that the Admiral Columbus Day, never on Native sources in their own words. (Possible might have been afforded the sense of Their other frightening weapon after America’s list of favorite holidays, Answers: Morison believes Columbus is a fulfillment that would have come from the horses: twenty hunting became somewhat tolerable as its foreseeing all that flowed from his greyhounds. They were unleashed and significance diminished to little more hero. De las Casas strongly criticizes his discoveries; that would have turned all fell on the Indians at the cry of than a good shopping day. But this fellow Spaniards’ massacre of Native the sorrows of his last years to joy. The Tómalo! [“Get them!”]. Within an hour next long year [1992] of Columbus Americans. Harjo finds it hard to cele- whole history of the Americas stems they had preyed on one hundred of hoopla will be tough to take amid the from the Four Voyages of Columbus; spending sprees and horn blowing to brate Columbus Day because of the suf- them. As the Indians were used to and as the Greek city-states looked going completely naked, it is easy to tout a five-century feeding frenzy that fering Native Americans have endured.) back to the deathless gods as their imagine what the fierce greyhounds has left Native people and this red Electronic Library of Primary Sources founders, so today a score of did, urged to bite naked bodies and quarter of Mother Earth in a state of independent nations and dominions emergency. For Native people, this half • “On the Destruction of the Indies” skin much more delicate than that of unite in homage to Christopher, the the wild boars they were used to. . . . millennium of land grabs and one-cent stout-hearted son of Genoa, who This tactic, begun here and invented by treaty sales has been no bargain. carried Christian civilization across the the devil, spread throughout these Ocean Sea. Indies and will end when there is no more land nor people to subjugate and destroy in this part of the world. Interactive This feature is available

in an expanded interactive format on D PRIMARY SOURCE the eEdition. The primary source image Anonymous is enlarged, and hyperlinks provide Contemporary 1. Based on Source A, was the more information. with the Spanish legacy of Columbus a positive or conquest of the negative thing? Americas, this 2. In what ways do Sources B and C illustration agree about Columbus? Inclusion Tip depicts a 3. Which aspect of the legacy of Students who have difficulty reading medicine man Columbus does the illustration in tending to an Source D show? may benefit from the dramatic reading Aztec suffering 4. If you had to construct a balance of the de las Casas excerpt, available on from smallpox, sheet on Columbus, would you the eEdition. which killed come up with a positive or millions of Native negative balance? On a poster board, make up a list of positive Americans. and negative elements, and display your chart in the classroom. 560

DOCUMENT-BASED QUESTIONS: ANSWERS

1. According to Samuel Eliot Morison, the legacy of 4. Rubric Lists should Columbus was unreservedly positive. • include positive elements such as new ideas, 2. Both of these sources see the legacy of new food sources, new livestock, and contact Columbus as disastrous for Native Americans. with the wider world. 3. The illustration shows the effect of smallpox—a • include negative elements such as loss of disease brought by Europeans to the Americas— population, loss of land, and loss of many upon Native Americans. aspects of culture. • be based on factual information. • show understanding of both sides of the issue.

560 Chapter 20 wh10te-042002-0561-0565 8/22/03 11:35 AM Page 561

LESSON PLAN 2 Colored engraving of colonists landing Letter from Christopher Columbus to his son OBJECTIVES at Jamestown, Diego, discussing • Summarize competing claims in Virginia European Nations Settle Amerigo Vespucci North America. • Identify English colonial activities in North America North America.

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe the Native American response to land claims made by Europeans. EMPIRE BUILDING Several The English settlers in North • New France • New European nations fought for America left a legacy of law and • Jamestown Netherland control of North America, and government that guides the • Pilgrims • French and FOCUS & MOTIVATE England emerged victorious. United States today. • Puritans Indian War • Metacom Ask students to list some of the ways they know that the English once con- Spain’s successful colonization efforts in the Americas SETTING THE STAGE trolled much of North America. (Possible did not go unnoticed. Other European nations, such as England, France, and the Netherlands, soon became interested in obtaining their own valuable colonies. Answers: English language, place names, The Treaty of Tordesillas, signed in 1494, had divided the newly discovered lands system of law and government) between Spain and Portugal. However, other European countries ignored the treaty. They set out to build their own empires in the Americas. This resulted in INSTRUCT a struggle for North America. Competing Claims in Competing Claims in North America TAKING NOTES Clarifying Use a chart to North America Magellan’s voyage showed that ships could reach Asia by way of the Pacific record information about Ocean. Spain claimed the route around the southern tip of South America. Other early settlements. Critical Thinking European countries hoped to find an easier and more direct route to the Pacific. • How would you compare and contrast If it existed, a northwest trade route through North America to Asia would Name of General become highly profitable. Not finding the route, the French, English, and Dutch Settlement Location New France and New Spain? (both instead established colonies in North America. New France found wealth, converted natives—New Explorers Establish New France The early French explorers sailed west with New Spain: south, gold, cities; New France: dreams of reaching the East Indies. One explorer was Giovanni da Verrazzano Netherland north, furs, scattered)

(VEHR•uh•ZAHN•noh), an Italian in the service of France. In 1524, he sailed to Massachusetts • Why were the Mississippi and St. North America in search of a sea route to the Pacific. While he did not find the Bay Lawrence Rivers important to the route, Verrazzano did discover what is today New York harbor. Ten years later, French? (allowed them to transport the Frenchman Jacques Cartier (kahr•TYAY) reached a gulf off the eastern coast furs from the interior and get supplies of Canada that led to a broad river. Cartier named it the St. Lawrence. He fol- lowed it inward until he reached a large island dominated by a mountain. He from Europe) named the island Mont Real (Mount Royal), which later became known as In-Depth Resources: Unit 4 Montreal. In 1608, another French explorer, Samuel de Champlain, sailed up the • Guided Reading, p. 87 (also in Spanish) St. Lawrence with about 32 colonists. They founded Quebec, which became the base of France’s colonial empire in North America, known as New France. Then the French penetrated the North American continent. In 1673, French TEST-TAKING RESOURCES Jesuit priest Jacques Marquette and trader Louis Joliet explored the Great Lakes Test Generator CD-ROM and the upper Mississippi River. Nearly 10 years later, Sieur de La Salle explored the lower Mississippi. He claimed the entire river valley for France. He named it Strategies for Test Preparation Louisiana in honor of the French king, Louis XIV. By the early 1700s, New France Test Practice Transparencies, TT72 covered much of what is now the midwestern United States and eastern Canada. Online Test Practice The Atlantic World 561

SECTION 2 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide (Spanish), p. 185 GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 4 Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources • Guided Reading, p. 87 • “The French Lose Quebec” • Skillbuilder Practice: Comparing and Contrasting, STRUGGLING READERS p. 91 In-Depth Resources: Unit 4 Formal Assessment • Guided Reading, p. 87 eEdition CD-ROM • Building Vocabulary, p. 90 • Section Quiz, p. 316 Power Presentations CD-ROM • Skillbuilder Practice: Comparing and Contrasting, ENGLISH LEARNERS p. 91 Electronic Library of Primary Sources • “The French Lose Quebec” In-Depth Resources in Spanish • Reteaching Activity, p. 105 • Guided Reading, p. 139 Reading Study Guide, p. 185 classzone.com • Skillbuilder Practice: Comparing and Contrasting, Reading Study Guide Audio CD p. 142 Teacher’s Edition 561 wh10te-042002-0561-0565 8/22/03 11:35 AM Page 562

CHAPTER 20 • Section 2 A Trading Empire France’s North American empire was immense. But it was sparsely populated. By 1760, the European population of New France had grown to only about 65,000. A large number of French colonists had no desire to build towns or raise families. These settlers included Catholic priests who sought to con- Summarizing vert Native Americans. They also included young, single men engaged in what had Why were France’s North More About . . . become New France’s main economic activity, the fur trade. Unlike the English, the American holdings French were less interested in occupying territories than they were in making The Fur Trade so sparsely money off the land. populated? From the 1600s to the 1800s, the beaver A. Answer because was hunted until the species was almost most of the settlers The English Arrive in North America were priests or fur extinct. In the late 1600s, one beaver pelt The explorations of the Spanish and French inspired the English. In 1606, a com- trappers who had could buy a cooking kettle or a pound of pany of London investors received from King James a charter to found a colony in no desire to build tobacco, and 12 pelts could buy a rifle. North America. In late 1606, the company’s three ships, and more than 100 settlers, towns or start families Both Canada and the United States have pushed out of an English harbor. About four months later, in 1607, they reached the passed laws regulating the hunting sea- coast of Virginia. The colonists claimed the land as theirs. They named the settle- son for beavers. ment Jamestown in honor of their king. The Settlement at Jamestown The colony’s start was disastrous. The settlers were more interested in finding gold than in planting crops. During the first few years, seven out of every ten people died of hunger, disease, or battles with the The English Arrive in Native Americans. North America Despite their nightmarish start, the colonists eventually gained a foothold in their new land. Jamestown became England’s first permanent settlement in North Critical Thinking America. The colony’s outlook improved greatly after farmers there discovered • Why was the presence of families tobacco. High demand in England for tobacco turned it into a profitable cash crop. such a crucial factor in the success of Puritans Create a “New England” In 1620, a group known as Pilgrims founded ▼ Henry Hudson’s a second English colony, Plymouth, in Massachusetts. Persecuted for their reli- a settlement? (larger population, more ship arrives in the gious beliefs in England, these colonists sought religious freedom. Ten years later, stable lifestyle) bay of New York on September 12, a group known as Puritans also sought religious freedom from England’s Anglican • How would you compare and contrast 1609. Church. They established a larger colony at nearby Massachusetts Bay. French and Dutch colonies? (Both— settled along waterways, fur trade; vast French territory, smaller Dutch area)

More About . . .

Jamestown Captain John Smith, one of the original Jamestown colonists, wrote about the lust for gold among the settlers: “No talke, no hope, no worke, but dig gold, wash gold, refine gold, load gold.” This was unfortunate, for the colonists found no gold in Virginia.

Tip for Struggling Readers Explain that the Puritans took their name from their desire to “purify” the English church. 562

Name Date

CHAPTER 20 SKILLBUILDER PRACTICE Comparing and Contrasting Comparing and contrasting means looking for similarities and differences SKILLBUILDER PRACTICE: COMPARING AND CONTRASTING Section 2 between events, places, institutions, ideas, or people. In this section you read about conflicts between Native Americans and English settlers. By comparing and contrasting Native American views with those held by Europeans, you can begin to understand some of the reasons for these conflicts. Read the passage and answer the questions that follow. (See Skillbuilder Handbook)

Disputes Over Land and Religion Similar misunderstandings existed over religion. Disputes between the Puritans and Native Americans Puritans considered Native Americans heathens— arose over two issues—land and religion. For every people without a faith. At first, Puritans tried Comparing and Contrasting English Colonies acre a colonial farmer needed to support life, a earnestly to convert them, which many Native Native American needed 20 for hunting, fishing, Americans resisted. Over time as hostility between and agriculture. To Native Americans, no one the two groups grew, many Puritans tended to view owned the land—it was there for everyone to use. the Native Americans as agents of the devil who Native Americans saw land treaties with Europeans presented a constant threat to their godly society. as mere agreements in which they received gifts— Rather than convert the Native Americans, the Class Time 35 minutes Then ask the following questions: blankets, guns, iron tools, or whatever—to share the New England colonists set out to remove or destroy land for a limited time. Europeans, however, saw the native societies. For their part, Native Americans treaties as a one-time deal in which Native Americans developed a similarly hard view toward the white permanently sold their land to new owners. invaders. Task Reading to discover similarities and differences 1. Who settled Jamestown, why did they come, and what 1. Why did the Native Americans need more land than European colonists? ______was their experience? (mostly single males; to make 2. How did Native American and European views of land ownership differ? ______Purpose To understand historical readings using the skills ______money; hard times) 2. How did these differences affect how both groups viewed land treaties? ______of comparing and contrasting ______

3. Why were the Puritans at first so interested in converting the Native Americans? ______Instructions Explain that finding the differences among 2. Who founded New England, why did they settle there, All rights reserved. ______2. How did Native Americans react to attempts to convert them?______and what kind of community did they seek? ______

ideas, institutions, behaviors, and events helps us under- © McDougal Littell Inc. 4. What differences would you say finally led to war between the two groups? ______(Puritans, many families; religious freedom; to build a ______stand historical events more clearly. Often one concept is ______

easier to grasp if its features can be contrasted with simi- model community) The Atlantic World 91 lar features of something else. Have students review the Then have students answer the Main Idea question on In-Depth Resources: Unit 4 text and answer this question: How did the colonies at page 563. For more comparing and contrasting, use the Jamestown and Massachusetts Bay differ? Skillbuilder Practice activity in In-Depth Resources: Unit 4 (also available in Spanish). 562 Chapter 20 wh10te-042002-0561-0565 8/22/03 11:36 AM Page 563

The Puritans wanted to build a model community that would set an example for CHAPTER 20 • Section 2 other Christians to follow. Although the colony experienced early difficulties, it gradually took hold. This was due in large part to the numerous families in the colony, unlike the mostly single, male population in Jamestown. The Dutch Found New Netherland Following the English and French into North More About . . . America were the Dutch. In 1609, Henry Hudson, an Englishman in the service of the Netherlands, sailed west. He was searching for a northwest sea route to Asia. The Dutch Hudson did not find a route. He did, however, explore three waterways that were When the English took over New B. Answer The later named for him—the Hudson River, Hudson Bay, and Hudson Strait. English colonies The Dutch claimed the region along these waterways. They established a fur Netherland, the English language quickly were more popu- trade with the Iroquois Indians. They built trading posts along the Hudson River at outpaced the Dutch. However, many lated and begun for Fort Orange (now Albany) and on Manhattan Island. Dutch merchants formed the familiar English words are borrowed from religious reasons. Dutch West India Company. In 1621, the Dutch government granted the company Dutch and French Dutch, including cookie, boss, and crib. permission to colonize the region and expand the fur trade. The Dutch holdings in Colonies were begun mainly for North America became known as New Netherland. commerce. Although the Dutch company profited from its fur trade, it was slow to attract Dutch colonists. To encourage settlers, the colony opened its doors to a variety of The Struggle for Contrasting peoples. Gradually more Dutch, as well as Germans, French, Scandinavians, and North America How were the other Europeans, settled the area. Dutch and French Colonizing the Caribbean During the 1600s, the nations of Europe also colo- colonies different Critical Thinking nized the Caribbean. The French seized control of present-day Haiti, Guadeloupe, from the English • How did the Netherlands and France colonies in North and Martinique. The English settled Barbados and Jamaica. In 1634, the Dutch react differently to English expansion? America? captured what are now the Netherlands Antilles and Aruba from Spain. (Dutch colony was smaller, caught On these islands, the Europeans built huge cotton and between English colonies and chose to sugar plantations. These products, although profitable, surrender; France fought Britain demanded a large and steady supply of labor. Enslaved fiercely, realizing that its vast American Pirates Africans eventually would supply this labor. The battle for colonial supremacy empire was at stake.) occurred not only on land, but also The Struggle for North America on the sea. Acting on behalf of their As they expanded their settlements in North America, the government, privately owned armed nations of France, England, and the Netherlands battled each ships, known as privateers, attacked Historyin Depth merchant ships of enemy nations other for colonial supremacy. and sank or robbed them. Pirates The English Oust the Dutch To the English, New Also patrolling the high seas were Netherland separated their northern and southern colonies. pirates. They attacked ships for their A British navy crew finally trapped In 1664, the English king, Charles II, granted his brother, valuables and did not care what Blackbeard in 1718 in an inlet of nation the vessels represented. Okracoke Island, off North Carolina. It is the Duke of York, permission to drive out the Dutch. When One of the best-known pirates was the duke’s fleet arrived at New Netherland, the Dutch sur- Edward B. Teach, whose prominent said of Blackbeard’s last battle that he rendered without firing a shot. The Duke of York claimed beard earned him the nickname fought with a pistol in one hand and a the colony for England and renamed it New York. Blackbeard. According sword in the other, before dying with With the Dutch gone, the English colonized the Atlantic to one account, more than 25 wounds. Ask students to coast of North America. By 1750, about 1.2 million English Blackbeard attempted to frighten his victims find more information about Blackbeard’s settlers lived in 13 colonies from Maine to Georgia. by sticking “lighted last battle and to bring copies of the England Battles France The English soon became hungry matches under his for more land for their colonial population. So they pushed hat, which appeared accounts they find to class. farther west into the continent. By doing so, they collided on both sides of his face and eyes, naturally with France’s North American holdings. As their colonies fierce and wild.” expanded, France and England began to interfere with each other. It seemed that a major conflict was on the horizon. In 1754 a dispute over land claims in the Ohio Valley led to a war between the British and French on the North The Atlantic World 563

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

European Colonies in the 17th Century Class Time 20 minutes 1. How were the Dutch situated relative to the English colonies? Task Locating information on a map (between Virginia and New England) Purpose To strengthen understanding of colonization patterns 2. In what modern country is Hudson Bay located? (Canada) Instructions Pair a struggling reader with a more proficient reader. Have 3. What country controlled Jamaica in the 17th century? (Britain) them read this page together, listing all the place names that are men- 4. The Ohio Valley was located along the Ohio River. What tioned. Then have them use the maps on page 564 and in the textbook French-controlled river did the Ohio flow into? (Mississippi) atlas to find where they are located. Ask students to share what they learned from this exercise. Then ask the following questions: Encourage them to consult an atlas when reading information that has geographical references.

Teacher’s Edition 563 wh10te-042002-0561-0565 8/22/03 11:36 AM Page 564

CHAPTER 20 • Section 2 Europeans in North America

40°W 40°W 1754 Arctic Circle 1763 60°W 60°W Arctic Circle

° °

W 100 100 ° 80 W 140°W 80 W

History from Visuals °W ST-PIERRE

W °

120°W ° AND 60°N 60 N 120 Hudson Hudson MIQUELON Interpreting the Map Bay NEW- UNCLAIMED Bay FOUNDLAND Have students examine the map legend UNCLAIMED Lake Lake Winnipeg Winnipeg to see which colors are used for the vari- . . R R e e G Quebec c G c r n r Quebec e e ACADIA e n a r at e ous European claims and how these col- t L L r a w a w S k a k a E e L e I s . s L M t . N S M t ored areas shift, grow, or shrink from the Boston S O Boston i s i L s s o s u o O r ° u C first map to the second. Great i 40 N Great ri R New York R 3 New York Salt L. . Salt L. . 40°N R R 1 . io . . io . L R h ATLANTIC R h ATLANTIC o o A Extension Ask students to read the map d O d O ra a o or N ol OCEAN l I OCEAN C . Co . G R R I to see which national group had claims i i R p p Santa Fe p p i i O s Disputed s s s Charleston in 1754 but had lost most of them by i i s s

s s i St. Augustine English i 1763 (the French) and which national M FLORIDA French M R New R í o Orleans ío G Spanish G r group had no claims in 1754 but a ra nd Gulf of n Gulf of NEW e Tropic of Cancer de Mexico HAITI NEW Mexico HAITI had entered the picture by 1763 Tropic of Cancer SPAIN CUBA SPAIN CUBA JAMAICA Santo 20°N (the Russians). 20°N Domingo JAMAICA C C a Mexico City aribbean Sea English Mexico City ribbean Sea French 0 500 Miles SKILLBUILDER Answers Russian 0 500 Miles Spanish 1. Region France 0 1,000 Kilometers 0 1,000 Kilometers

2. Place It increased greatly as the GEOGRAPHY SKILLBUILDER: Interpreting Maps British seized most of the French 1. Region Which nation claimed the largest area of the present-day United States in 1754? territory and took control of nearly the 2. Place How did Britain’s North American empire change by 1763? entire eastern half of the continent. Electronic Library of Primary Sources American continent. The conflict became known as the French and Indian War. The • “The French Lose Quebec” war became part of a larger conflict known as the Seven Years’ War. Britain and France, along with their European allies, also battled for supremacy in Europe, the West Indies, and India. In North America, the British colonists, with the help of the British Army, defeated Native Americans Respond the French in 1763. The French surrendered their North American holdings. As a result of the war, the British seized control of the eastern half of North America. Critical Thinking C. Possible Answer • Why did many Native Americans ally Native Americans Respond Both groups bene- with the French against the British? As in Mexico and South America, the arrival of Europeans in the present-day fited from the fur trade: the Indians (history of better relations between United States had a great impact on Native Americans. European colonization did the trapping and them, wanted to limit settlers on brought mostly disaster for the lands’ original inhabitants. then traded the furs their land) A Strained Relationship French and Dutch settlers developed a mostly cooperative to the French and Dutch for goods. • What was the overriding attitude of the relationship with the Native Americans. This was due mainly to the mutual benefits of the fur trade. Native Americans did most of the trapping and then traded the furs British toward the Native Americans? to the French for such items as guns, hatchets, mirrors, and beads. The Dutch also Analyzing Issues (that British civilization was superior, cooperated with Native Americans in an effort to establish a fur-trading enterprise. Why were the and that they were therefore entitled The groups did not live together in complete harmony. Dutch settlers fought Dutch and French able to coexist in to take and use native land as they with various Native American groups over land claims and trading rights. For the relative peace with saw fit) most part, however, the French and Dutch colonists lived together peacefully with the Native their North American hosts. Americans?

564 Chapter 20

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Researching the French and Indian War Class Time 45 minutes Possible topics include: Task Researching and preparing a presentation • graphic organizer of causes and effects Purpose To expand knowledge of this important historical event • terms of the Treaty of Paris of 1763 Instructions Ask individual students to do research on the Internet, in an • overview of the phases of the war encyclopedia, or in books to learn more about the French and Indian War. • significance of the fall of Quebec Have each student choose a particular aspect of the war to present to the • why most Native Americans chose to ally with France class. Topics can depend on the student’s interest. Presentations might be • what the Iroquois Confederacy was and why it allied with Britain in the form of an oral report, a graphic organizer, a display board, a skit or dialogue, or any other form appropriate to the topic. Students may collabo- rate on presentations of compatible topics.

564 Chapter 20 wh10te-042002-0561-0565 8/22/03 11:37 AM Page 565

The same could not be said of the English. Early relations between English settlers CHAPTER 20 • Section 2 and Native Americans were cooperative. However, they quickly worsened over the issues of land and religion. Unlike the French and Dutch, the English sought to pop- ulate their colonies in North America. This meant pushing the natives off their land. The English colonists seized more land for their population—and to grow tobacco. Religious differences also heightened tensions. The English settlers considered More About . . . Native Americans heathens, people without a faith. Over time, many Puritans viewed Identifying Metacom Problems Native Americans as agents of the devil and as a threat to their godly society. Native Why did the Americans developed a similarly harsh view of the European invaders. Like his father, Metacom wanted to main- issues of land and Settlers and Native Americans Battle The hostility between the English settlers tain peace with the Europeans, but he religion cause strife between Native and Native Americans led to warfare. As early as 1622, the Powhatan tribe attacked found it difficult when he saw native land Americans and colonial villages around Jamestown and killed about 350 settlers. During the next being sold. The uneasy truce of 13 years settlers? few years, the colonists struck back and massacred hundreds of Powhatan. was shattered when the government of D. Answer Settlers One of the bloodiest conflicts between colonists and Native Americans was Plymouth executed three natives for wanted more land known as King Philip’s War. It began in 1675 when the Native American ruler for growing popula- killing a man who had informed on the Metacom (also known as King Philip) led an attack on colonial villages through- tion and crops; they tribe. Metacom led a coalition of tribes also viewed natives out Massachusetts. In the months that followed, both sides massacred hundreds of as godless devils. victims. After a year of fierce fighting, the colonists defeated the natives. During for more than a year before he died in the 17th century, many skirmishes erupted throughout North America. battle. To celebrate their victory over Natives Fall to Disease More destructive than the Europeans’ weapons were their Metacom, the Puritans cut off his head diseases. Like the Spanish in Central and South America, the Europeans who set- and displayed it at Plymouth for tled North America brought with them several diseases. The diseases devastated many years. the native population in North America. In 1616, for example, an epidemic of smallpox ravaged Native Americans liv- ing along the New England coast. The population of one tribe, the Massachusett, dropped from 24,000 to 750 by 1631. From South Carolina to Missouri, nearly whole tribes fell to smallpox, measles, and other diseases. One of the effects of this loss was a severe shortage of labor in the colonies. In order to meet their growing labor needs, European colonists soon turned to another group: Africans, whom they would enslave by the million

SECTION2 ASSESSMENT ASSESS

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 2 ASSESSMENT • New France • Jamestown • Pilgrims • Puritans • New Netherland • French and Indian War • Metacom Have students answer the questions USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING and write down the page number(s) 2. What did these settlements 3. What was a basic difference 6. MAKING INFERENCES What may have been one reason for each answer. have in common? between French and English the English eventually beat the French in North America? attitudes about the land they 7. DRAWING CONCLUSIONS What need drove the English Formal Assessment Name of General Reasons acquired in North America? farther west into the North American continent? Settlement Location Settled • Section Quiz, p. 316 4. What was the main result of New France 8. COMPARING In what ways did the colonies at Jamestown the French and Indian War? and Massachusetts Bay differ? New 5. What were some of the results EMPIRE BUILDING Netherland 9. WRITING ACTIVITY What were some of RETEACH for Native Americans of the grievances of Native Americans toward English Massachusetts European colonization of North colonists? Make a bulleted list of Native American Review students’ charts for question 2 Bay America? complaints to display in the classroom. in the section assessment. Based on the information, ask them to write a letter encouraging someone to settle in one INTERNET ACTIVITY of the colonies. Use the Internet to research French Cajun culture in Louisiana. Make a INTERNET KEYWORD poster displaying your findings. Cajun In-Depth Resources: Unit 4 • Reteaching Activity, p. 105 The Atlantic World 565

ANSWERS

1. New France, p. 561 • Jamestown, p. 562 • Pilgrims, p. 562 • Puritans, p. 562 • New Netherland, p. 563 • French and Indian War, p. 564 • Metacom, p. 565 2. Sample Answer: New France—St. Lawrence 3. English wanted to farm; French wanted to 9. Rubric Lists should mention and Mississippi Rivers, fur trade. New take part in fur trade. • colonists seizing land. Netherland—Hudson River and Hudson 4. The British controlled most of the eastern half • diseases brought by colonists. Bay, fur trade. Massachusetts Bay—Coastal of North America. • missionary activities of colonists. Massachusetts, religious freedom. 5. Native Americans lost their land and their lives Similarities—New France and New Netherland from disease and warfare. had fur-trading posts; New France had 6. Possible Answer: English had more settlers. Rubric Posters should feature missionaries, and Massachusetts Bay had 7. more land for growing population • Cajun food. religious refuge. 8. Jamestown—Mostly single males, seeking • Cajun words. financial gain. Massachusetts Bay—Numerous • Cajun music. families, fleeing religious persecution. Teacher’s Edition 565 wh10te-042003-0566-0570 8/22/03 11:40 AM Page 566

LESSON PLAN 3 OBJECTIVES Colored engraving of colonists landing Letter from Christopher Columbus to his son • Identify the causes of African slavery. at Jamestown, Virginia Diego, discussing Amerigo Vespucci • Trace the spread of slavery throughout The Atlantic Slave Trade the Americas. • Explain the triangular trade. • Describe the life of enslaved Africans in MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES the colonies. CULTURAL INTERACTION To Descendants of enslaved • Atlantic • middle • Identify the consequences of the meet their growing labor needs, Africans represent a significant slave trade passage Atlantic slave trade. Europeans enslaved millions of part of the Americas’ population • triangular Africans in the Americas. today. trade FOCUS & MOTIVATE SETTING THE STAGE Sugar plantations and tobacco farms required a large Ask students to name some well-known supply of workers to make them profitable for their owners. European owners African Americans. (Possible Answers: had planned to use Native Americans as a source of cheap labor. But millions of Dr. Martin Luther King, Jr., Malcolm X, Native Americans died from disease, warfare, and brutal treatment. Therefore, Jesse Jackson, Michael Jordan) the Europeans in Brazil, the Caribbean, and the southern colonies of North America soon turned to Africa for workers. This demand for cheap labor resulted INSTRUCT in the brutalities of the slave trade. TAKING NOTES The Causes of African Slavery The Causes of African Slavery Recognizing Effects Use a diagram like the one Beginning around 1500, European colonists in the Americas who needed cheap below to list effects of the labor began using enslaved Africans on plantations and farms. Critical Thinking Atlantic slave trade. Slavery in Africa Slavery had existed in Africa for centuries. In most regions, it • How had Africans built up immunity to Consequences of the was a relatively minor institution. The spread of Islam into Africa during the sev- European diseases? (Possible Answer: slave trade enth century, however, ushered in an increase in slavery and the slave trade. trading with Europeans for more than I. in Africa Muslim rulers in Africa justified enslavement with the Muslim belief that non- 100 years) A. Muslim prisoners of war could be bought and sold as slaves. As a result, between • Why were Spain and Portugal the early B. 650 and 1600, Muslims transported about 17 million Africans to the Muslim leaders in the slave trade? (Possible II. in the Americas lands of North Africa and Southwest Asia. A. Answer: They were the first colonizers In most African and Muslim societies, slaves had some legal rights and an B. opportunity for social mobility. In the Muslim world, a few slaves even occu- and needed labor to work mines and pied positions of influence and power. Some served as generals in the army. In plantations in the Caribbean and African societies, slaves could escape their bondage in numerous ways, includ- in South America.) ing marrying into the family they served. In-Depth Resources: Unit 4 The Demand for Africans The first Europeans to explore Africa were the • Guided Reading, p. 88 (also in Spanish) Portuguese during the 1400s. Initially, Portuguese traders were more interested in trading for gold than for captured Africans. That changed with the coloniza- TEST-TAKING RESOURCES tion of the Americas, as natives began dying by the millions. Europeans saw advantages in using Africans in the Americas. First, many Test Generator CD-ROM Africans had been exposed to European diseases and had built up some immu- Strategies for Test Preparation nity. Second, many Africans had experience in farming and could be taught plan- tation work. Third, Africans were less likely to escape because they did not know Test Practice Transparencies, TT73 their way around the new land. Fourth, their skin color made it easier to catch Online Test Practice them if they escaped and tried to live among others. 566 Chapter 20

SECTION 3 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 4 In-Depth Resources: Unit 4 eEdition CD-ROM • Guided Reading, p. 88 • Guided Reading, p. 88 Power Presentations CD-ROM Formal Assessment • Building Vocabulary, p. 90 World Art and Cultures Transparencies • Section Quiz, p. 317 • Reteaching Activity, p. 106 • AT44 Meynell’s Slaves Below the Deck Reading Study Guide, p. 187 ENGLISH LEARNERS of the Albanez Reading Study Guide Audio CD Critical Thinking Transparencies In-Depth Resources in Spanish • CT20 The Atlantic Slave Trade, 1451–1870 • Guided Reading, p. 140 GIFTED AND TALENTED STUDENTS Electronic Library of Primary Sources Reading Study Guide (Spanish), p. 187 In-Depth Resources: Unit 4 • Letter to the King of Portugal Reading Study Guide Audio CD (Spanish) • Primary Source: from The Life of Olaudah Equiano, p. 97 classzone.com Electronic Library of Primary Sources 566 Chapter 20 • Letter to the King of Portugal wh10te-042003-0566-0570 8/22/03 11:40 AM Page 567

In time, the buying and selling of Africans for work in the Americas—known as the CHAPTER 20 • Section 3 Atlantic slave trade—became a massive enterprise. Between 1500 and 1600, nearly 300,000 Africans were transported to the Americas. During the next century, that num- Analyzing Motives ber climbed to almost 1.3 million. By the time the Atlantic slave trade ended around What advan- 1870, Europeans had imported about 9.5 million Africans to the Americas. tages did Europeans More About . . . Spain and Portugal Lead the Way The Spanish took an early lead in importing see in enslaving Africans? Africans to the Americas. Spain moved on from the Caribbean and began to colo- Slavery on Plantations A. Answer Slaves nize the American mainland. As a result, the Spanish imported and enslaved thou- had built up immu- sands more Africans. By 1650, nearly 300,000 Africans labored throughout Plantation owners in the British nity to many dis- Spanish America on plantations and in gold and silver mines. Caribbean colony of Barbados eases, they were By this time, however, the Portuguese had surpassed the Spanish in the impor- determined that it was more profitable experienced in tation of Africans to the Americas. During the 1600s, Brazil dominated the farming, they were to buy new slaves to replace those who in an alien environ- European sugar market. As the colony’s sugar industry grew, so too did European died from disease and overwork than to colonists’ demand for cheap labor. During the 17th century, more than 40 percent ment that made institute measures to provide for a more them less likely to of all Africans brought to the Americas went to Brazil. escape. humane life for slaves. Slavery Spreads Throughout the Americas As the other European nations established colonies in the Americas, their demand Slavery Spreads Throughout for cheap labor grew. Thus, they also began to import large numbers of Africans. the Americas England Dominates the Slave Trade As England’s presence in the Americas grew, it came to dominate the Atlantic slave trade. From 1690 until England abolished the slave trade in 1807, it was the leading carrier of enslaved Africans. By the time the Critical Thinking slave trade ended, the English had transported nearly 1.7 million Africans to their • Why does the number of slaves trans- colonies in the West Indies. ported by the British to the United African slaves were also brought to what is now the United States. In all, nearly States understate the scope of slavery 400,000 Africans were sold to Britain’s North American colonies. Once in North there? (number transported was only America, however, the slave population steadily grew. By 1830, roughly 2 million about 20 percent of the total) slaves toiled in the United States. • How was British involvement in the slave trade similar to that of the Spanish? (Both transported huge numbers of Africans.) Slavery Slavery probably began with the development of farming about 10,000 years ago. Farmers used Historyin Depth prisoners of war to work for them. Slavery has existed in societies Slavery around the world. People were enslaved in civilizations from Egypt The slave trade was as old as the institu- to China to India. The picture at the tion of slavery. Prisoners of war were right shows slaves working in a Roman coal mine. often sent far away to keep them sepa- Race was not always a factor in rate from their families. In addition to slavery. Often, slaves were captured Africans, large populations that were prisoners of war, or people of a different nationality or religion. sources of slaves included the Slavs of However, the slavery that eastern Europe and farmers in what is developed in the Americas was now Iran. The Vikings raided for slaves based largely on race. Europeans viewed black people as naturally throughout northern Europe during the inferior. Because of this, slavery in Middle Ages. While some Europeans the Americas was hereditary. opposed slavery in the 16th century, most did not begin to think of it as immoral The Atlantic World 567 until the mid-1700s.

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Understanding the African Slave Trade 600 Class Time 20 minutes 650—Muslims transport about 17 million Africans to North Africa and Southwest Asia. Task Creating a time line 700 – Purpose To understand the growth of the slave trade over time 1400 1400 1500—Portuguese explore Africa. Instructions Pair a struggling reader with a more proficient reader. 1500 1500–1600—Spain and Portugal colonize Americas, Explain to students that historians have various ways of expressing time begin enslaving Africans. 1600 periods. For example, “the 15th century” is another way of saying “the 1600–1700—Atlantic slave trade grows dramatically 1400s.” Point out that sometimes students need to infer dates by looking 1700 under Spain and Portugal. at a comparison that an author uses, such as “during the next century” or 1800 “with the colonization of the Americas.” Have them reread pages 566 and 1690—England increases Atlantic slave trade. 567, noting all chronological references. Then have them make a time line 1900 1870—Atlantic slave trade ends. using the earliest and latest dates mentioned (650 and 1870) as the range. Their time lines might look like this: Teacher’s Edition 567 wh10te-042003-0566-0570 8/22/03 11:41 AM Page 568

CHAPTER 20 • Section 3 African Cooperation and Resistance Many African rulers and merchants played a willing role in the Atlantic slave trade. Most European traders, rather than travel inland, waited in ports along the coasts of Africa. African merchants, with the help of local rulers, captured Africans to be enslaved. They then deliv- Analyzing Issues ered them to the Europeans in exchange for gold, guns, and other goods. Why did many A Forced Journey As the slave trade grew, some African rulers voiced their opposition to the prac- African rulers partic- tice. Nonetheless, the slave trade steadily grew. Lured by its profits, many African ipate in the Atlantic Critical Thinking slave trade? rulers continued to participate. African merchants developed new trade routes to B. Answer It was • What pivotal role did the West Indies avoid rulers who refused to cooperate. profitable, and they play in the triangular trade? (principal received valuable goods in return. market for slaves who worked on the A Forced Journey plantations, producing sugar and After being captured, African men and women were shipped to the Americas as molasses used in making rum that part of a profitable trade network. Along the way, millions of Africans died. was traded for slaves) The Triangular Trade Africans transported to the Americas were part of a transat- • In what ways did the conditions of lantic trading network known as the triangular trade. Over one trade route, the middle passage work against the Europeans transported manufactured goods to the west coast of Africa. There, traders exchanged these goods for captured Africans. The Africans were then trans- interests of the European merchants? ported across the Atlantic and sold in the West Indies. Merchants bought sugar, cof- (contributed to an increased death fee, and tobacco in the West Indies and sailed to Europe with these products. rate, lowering profits) On another triangular route, merchants carried rum and other goods from the New England colonies to Africa. There they exchanged their merchandise for Africans. The traders transported the Africans to the West Indies and sold them for sugar and molasses. They then sold these goods to rum producers in New England. History from Visuals 80 ° E Interpreting the Map Triangle Trade System, 1451–1870 40 ° E Have students read the map and the GREAT Africans Enslaved in the BRITAIN Americas, 1451–1870 res circle graph and compare and contrast ctu London ufa an 80 ° W 120 ° W M Paris Total Number Imported: 9.5 Million* the information presented in each. co bac n, To NORTH Cotto EUROPE (The map shows the routes and the AMERICA Rum 40% Caribbean Islands New York (Dutch, French, British) products and human cargo of the 40°N

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o m sage. Note that the routes are different OCEAN ld Source: The Atlantic Slave Trade: A Census depending on the destination. 0° Equator KONGO INDIAN OCEAN SOUTH Luanda SKILLBUILDER Answers Primary slave ATLANTIC trade routes AMERICA OCEAN Benguela 1. Movement tobacco, rum, manufac- Other trade routes Mozambique tured goods, guns Rio de Janeiro Tropic of Capricorn 2. Region Caribbean islands; Brazil o Slaves acc Tob GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Movement What items were transported to Africa and traded for captured

Africans? 0 2,000 Miles 2. Region According to the graph, which region of the Americas imported the Interactive An interactive version of this most Africans? Which imported the second most? 0 4,000 Kilometers map is available on the eEdition. 568 Chapter 20

CT MCDOUGAL LITTELL Critical Thinking: 20 World History: Patterns of Interaction Interpreting Charts and Graphs

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS The Atlantic Slave Trade, 1451–1870 Number of Slaves Transported (in thousands)

1451–1600 1601–1700 1701–1810 1811–1870 Totals British North America 348.0 51.0 399.0

Spanish America Interpreting Charts and Graphs (Including the 75.0 292.5 578.6 606.0 1552.1 Sp. Caribbean)

Caribbean Islands (Dutch, British 463.5 3,233.7 96.0 3,793.2 Class Time 20 minutes North America is the number represented by 4 percent and French) Portuguese Brazil 50.0 560.0 1,891.4 1,145.4 3,646.8 of the total slaves transported. Then point out that each Europe, Africa, Task Interpreting a chart and a graph and Asia 149.9 25.1 175.0

Totals 274.9 1,341.1 6,051.7 1,898.4 9,566.1 Purpose To understand the impact of the Atlantic column represents a particular time period. By reading down the column, students can see the numbers going to Percentage of African Slaves Transported to the Americas, 1451–1870 slave trade Total Number of Slaves Transported: 9.5 million* 40% Other Caribbean each region as well as the total for the time period. Ask Islands (Dutch, Instructions Show students Critical Thinking Transparency All rights reserved. French, British) 4% British students when the largest number of slaves was trans- North America 38% Europe, 16% 2% Portuguese Africa, Asia Spanish

CT20. Point out that the graph shows the percentage of © McDougal Littell Inc. Brazil America and Spanish ported. (1701–1810) What are the reasons for the growth Caribbean

slaves arriving in a given region over the whole period. *Estimated Source: The Atlantic Slave Trade: A Census in this period compared with the previous and following Tell students that each row shows the number of slaves periods? (Possible Answer: England’s colonial presence for each region. The totals shown at the end of each row grew in the 18th century, but Great Britain abolished its Critical Thinking Transparencies relate to the percentages shown in the circle graph. For slave trade in 1807.) example, the 399,000 slaves transported to British 568 Chapter 20 wh10te-042003-0566-0570 8/22/03 11:42 AM Page 569

CHAPTER 20 • Section 3

The Horrors of the Middle Passage This diagram of a One African, Olaudah Equiano, recalled the inhumane British slave ship conditions on his trip from West Africa to the West Indies at shows how slave age 12 in 1762. traders packed Analyzing Primary Sources Africans onto PRIMARY SOURCE slave ships in the The Horrors of the hold below decks I was soon put down under the decks, and there I for the brutal Middle Passage received such a salutation [greeting] in my nostrils middle passage. Have students read the primary source as I never experienced in my life; so that, with by Olaudah Equiano. Ask them why he the loathsomeness of the stench, and crying together, I became so sick and low that I was did not feel like eating. (terrible smells not able to eat . . . but soon, to my grief, two and feelings of sadness) of the white men offered me eatables; and on my refusing to eat, one of them held me fast Answers to Document-Based Questions by the hands, and laid me across . . . the 1. Making Inferences He was windlass, while the other flogged me severely. OLAUDAH EQUIANO, quoted in valuable property that they wished Eyewitness: The Negro in American History to keep alive. 2. Drawing Conclusions Conditions were intolerably crowded and likely to DOCUMENT-BASED QUESTIONS 1. Making Inferences Why might the white men have forced Equiano to eat? spread disease. 2. Drawing Conclusions What does the diagram of the slave ship suggest about conditions on board? More About . . . Various other transatlantic routes existed. The “triangular” trade encompassed a The Middle Passage network of trade routes crisscrossing the northern and southern colonies, the West Indies, England, Europe, and Africa. The network carried a variety of traded goods. The captain of a slave ship was either a The Middle Passage The voyage that brought captured Africans to the West “tight packer” or a “loose packer,” refer- Indies and later to North and South America was known as the middle passage. ring to the number of slaves he jammed It was considered the middle leg of the transatlantic trade triangle. Sickening cru- into the ship’s hold. Tight packers elty characterized this journey. In African ports, European traders packed Africans arranged people in spoon style, lying into the dark holds of large ships. On board, Africans endured whippings and beat- on top of one another. ings from merchants, as well as diseases that swept through the vessel. Numerous Africans died from disease or physical abuse aboard the slave ships. Many others World Art and Cultures Transparencies committed suicide by drowning. Scholars estimate that roughly 20 percent of the • AT44 Slaves Below the Deck of the Albanez Africans aboard each slave ship perished during the brutal trip.

Slavery in the Americas Slavery in the Americas Africans who survived their ocean voyage faced a difficult life in the Americas. Forced to work in a strange land, enslaved Africans coped in a variety of ways. Critical Thinking A Harsh Life Upon arriving in the Americas, captured Africans usually were auc- • In what ways were enslaved Africans tioned off to the highest bidder. After being sold, slaves worked in mines or fields treated as property? (They were or as domestic servants. Slaves lived a grueling existence. Many lived on little food bought and sold and owned for life; in small, dreary huts. They worked long days and suffered beatings. In much of the their children were slaves.) Americas, slavery was a lifelong condition, as well as a hereditary one. • How did the preservation of their Resistance and Rebellion To cope with the horrors of slavery, Africans devel- cultures help people cope with slavery? oped a way of life based on their cultural heritage. They kept alive such things as (Possible Answer: It reminded them of their musical traditions as well as the stories of their ancestors. their life as humans apart from their current condition.) The Atlantic World 569

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CHAPTER PRIMARY SOURCE from The Life of Olaudah Equiano 20 Olaudah Equiano (1745?–1797) grew up in the West African kingdom of Benin in what is now eastern Nigeria. Kidnapped by African slave traders, he was trans- DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 3 ported to Barbados in 1756, then to colonial Virginia. His autobiography, The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, was published in 1789. As you read this excerpt from his autobiography, think about the horrors of his voyage from Africa to the West Indies.

hile we stayed on the coast I was mostly on circumstance I met with, served only to render my Wdeck; and one day, to my great astonishment, state more painful, and heightened my apprehen- I saw one of these vessels coming in with the sails sions, and my opinion of the cruelty of the whites. up. . . . At last, she came to an anchor in my sight, One day they had taken a number of fishes; and Understanding Primary Sources and when the anchor was let go, I and my country- when they had killed and satisfied themselves with men who saw it, were lost in astonishment to as many as they thought fit, to our astonishment observe the vessel stop—and were now convinced who were on deck, rather than give any of them to it was done by magic. . . . us to eat, as we expected, they tossed the remaining At last, when the ship we were in, had got in all fish into the sea again, although we begged and her cargo, they made ready with many fearful noises, prayed for some as well as we could, but in vain . . . . Class Time 45 minutes suited for heavy work. They said slaves were well treated and we were all put under deck, so that we could One day . . . two of my wearied countrymen who not see how they managed the vessel. But this dis- were chained together, preferring death to such a appointment was the least of my sorrow. The life of misery, somehow made through the nettings stench of the hold while we were on the coast was and jumped into the sea: immediately, another so intolerably loathsome, that it was dangerous to quite dejected fellow . . . followed their example; and that since they could not read or write, they did not and I believe many more would very soon have Task Reading and paraphrasing a primary source remain there for any time . . . but now that the whole ship’s cargo were confined together, it became done the same, if they had not been prevented by absolutely pestilential. The closeness of the place, the ship’s crew. . . . There was such a noise and and the heat of the climate, added to the number confusion amongst the people of the ship as I never need to be free. Equiano wanted to show these argu- in the ship, which was so crowded that each had heard before, to stop her, and get the boat out to scarcely room to turn himself, almost suffocated us. go after the slaves. However, two of the wretches Purpose To gain greater knowledge of slavery This produced copious perspirations, so that the air were drowned, but they got the other, and after- soon became unfit for respiration, from a variety of wards flogged him unmercifully, for thus attempt- loathsome smells, and brought on a sickness among ing to prefer death to slavery. ments for the lies that they were. He also wanted to pro- the slaves, of which many died—thus falling victims from Olaudah Equiano, The Life of Olaudah Equiano (New to the improvident avarice, as I may call it, of their York: Negro Universities Press, 1969), 46–49. Instructions Explain to students that Olaudah Equiano purchasers. This wretched situation was again aggravated by the galling of the chains . . . and the Research Options vide a model for other black people. Ask students to read filth of the necessary tubs, into which the children 1. Writing Expository Paragraphs Use print or

All rights reserved. often fell, and were almost suffocated. The shrieks of the women, and the groans of the dying, rendered on-line resources to find out more about the life told his story in his autobiography, The Interesting the whole a scene of horror almost inconceivable. of Olaudah Equiano. Then present your findings Happily perhaps, for myself, I was soon reduced so to the class in the form of a brief biographical the additional primary source excerpt in the In-Depth low here that it was thought necessary to keep me sketch. almost always on deck; and from my extreme youth 2. Using Research in Writing Olaudah Equiano’s I was not put in fetters. In this situation I expected account was one of the earliest American slave

Narrative of the Life of Olaudah Equiano, which was pub- © McDougal Littell Inc. every hour to share the fate of my companions, narratives. Research the characteristics of slave some of whom were almost daily brought upon narratives and write a brief definition. Then find Resources book. Then ask them to find additional excerpts titles of other slave narratives and share your list deck at the point of death, which I began to hope lished in 1789 and soon became a bestseller. It is the first would soon put an end to my miseries. . . . Every with classmates. from his autobiography using the Internet or library of a genre of world literature written by African slaves, for- The Atlantic World 97 resources. If time permits, have students prepare a pres- mer slaves, and postslavery African Americans who have entation for the class, with each student reading and In-Depth Resources: Unit 4 described their struggles for freedom. Equiano wrote his explaining a short excerpt. story for several reasons. Many white people tried to defend slavery by saying that black people were well Teacher’s Edition 569 wh10te-042003-0566-0570 8/22/03 11:42 AM Page 570

CHAPTER 20 • Section 3 Slaves also found ways to resist. They made themselves less productive by break- ing tools, uprooting plants, and working slowly. Thousands also ran away. Some slaves pushed their resistance to open revolt. As early as 1522, about 20 slaves on Hispaniola attacked and killed several Spanish colonists. Larger revolts occurred throughout Spanish settlements during the 16th century. More About . . . Occasional uprisings also occurred in Brazil, the West Indies, and North America. In 1739, a group of slaves in South Carolina led an uprising known as the Slave Resistance Stono Rebellion. Uprisings continued into the 1800s. Slave resistance also included ways to supplement a slave’s meager food Consequences of the Slave Trade rations. Some took their masters’ pigs, The Atlantic slave trade had a profound impact on both Africa and the Americas. In buried the hides, and pretended they Africa, numerous cultures lost generations of their fittest members—their young were eating opossum, which was avail- and able—to European traders and plantation owners. In addition, countless African able to slaves. families were torn apart. Many of them were never reunited. The slave trade devas- tated African societies in another way: by introducing guns into the continent. While they were unwilling participants in the growth of the colonies, African slaves contributed greatly to the economic and cultural development of the Consequences of the Americas. Their greatest contribution was their labor. Without their back-breaking Slave Trade work, colonies such as those on Haiti and Barbados may not have survived. In addition to their muscle, enslaved Africans brought their expertise, especially in agriculture. They also brought their culture. Their art, music, religion, and food Critical Thinking continue to influence American societies. • In what ways were slaves a source The influx of so many Africans to the Americas also has left its mark on the very of profit for Europeans? (slave population itself. From the United States to Brazil, many of the nations of the trade—wealth for merchants; slave Western Hemisphere today have substantial African-American populations. Many labor—wealth for owners) Latin American countries have sizable mixed-race populations. • What made enslaved Africans more As the next section explains, Africans were not the only cargo transported across attractive than Native Americans to the Atlantic during the colonization of the Americas. The settlement of the Americas brought many different items from Europe, Asia, and Africa to North and plantation owners? (agricultural exper- South America. It also introduced items from the Americas to the rest of the world. tise versus many Native Americans’ hunting-gathering expertise) SECTION3 ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 3 ASSESSMENT • Atlantic slave trade • triangular trade • middle passage

Have students work in pairs and use USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING a quiz-show format to ask each other 2. What seems to have been the 3. What effect did the spread of 6. COMPARING AND CONTRASTING How was slavery in the most important consequence? Islam have on the slave trade? Americas different from slavery in Africa? the questions and then check each Explain. 4. How did enslaved Africans 7. SYNTHESIZING What does the percentage of enslaved other’s answers. Consequences of the resist their bondage? Africans imported to the Caribbean Islands and Brazil slave trade 5. How did African slaves suggest about the racial makeup of these areas? Formal Assessment I. in Africa contribute to the development 8. MAKING INFERENCES Why do you think the slave trade A. • Section Quiz, p. 317 of the Americas? flourished for so long? B. II. in the Americas 9. WRITING ACTIVITY CULTURAL INTERACTION Imagine you A. are an African ruler. Write a letter to a European leader in RETEACH B. which you try to convince him or her to stop participating Go over the key terms to help in the slave trade. students understand the main CONNECT TO TODAY MAKING A MAP concepts in this section. Research which of the original 13 colonies had the greatest numbers of slaves in the late 18th In-Depth Resources: Unit 4 century. Then make a map of the colonies in which you show the numbers for each state. • Reteaching Activity, p. 106 570 Chapter 20

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1. Atlantic slave trade, p. 567 • triangular trade, p. 568 • middle passage, p. 569 2. Sample Answer: In Africa—Loss of population, 5. through labor, knowledge of • show an understanding of the injustices of the families torn apart, and cultures lost. In the agriculture, culture slave trade. Americas—Slave traders benefited, slave own- 6. Africa—Slaves could escape their bondage. • be well written and engaging. ers benefited, enslaved Africans forced to Americas—Most slaves worked for life; slavery CONNECT TO TODAY adapt to brutal conditions, African cultures was hereditary. Rubric Maps should show spread. Most important consequence—Loss 7. great racial diversity • the original 13 colonies. of cultures, because they are difficult or 8. Slaves and slavery were sources of wealth. • the number of enslaved persons in impossible to reconstruct today. 9. Rubric Letters should each colony. 3. increase in the slave trade • present a thoughtful, logical argument. 4. broke tools, uprooted plants, worked slowly, • be supported by facts. escaped, revolted

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LESSON PLAN 4 Colored engraving of colonists Letter from Christopher Columbus to his OBJECTIVES landing at son Diego, • Explain the Columbian Exchange. Jamestown,The Columbian Exchange and discussing Virginia Amerigo Vespucci • Identify factors that led to the development of global trade. Global Trade • Describe the effects of new economic MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES policies on European society.

ECONOMICS The colonization This global exchange of goods • Columbian • mercantilism of the Americas introduced new permanently changed Europe, Exchange • favorable FOCUS & MOTIVATE items into the Eastern and Asia, Africa, and the Americas. • capitalism balance of Western hemispheres. • joint-stock trade Ask students to think about things they company own that come from other countries. (Possible Answers: consumer The colonization of the Americas dramatically changed SETTING THE STAGE electronics, clothes) the world. It prompted both voluntary and forced migration of millions of peo- ple. It led to the establishment of new and powerful societies. Other effects of European settlement of the Americas were less noticeable but equally important. INSTRUCT Colonization resulted in the exchange of new items that greatly influenced the lives of people throughout the world. The new wealth from the Americas resulted The Columbian Exchange in new business and trade practices in Europe. Critical Thinking The Columbian Exchange TAKING NOTES • Why is the Columbian Exchange so Recognizing Effects Use The global transfer of foods, plants, and animals during the colonization of the a chart to record called? (because it resulted from Americas is known as the Columbian Exchange. Ships from the Americas information about the Christopher Columbus’s initial contact Columbian Exchange. brought back a wide array of items that Europeans, Asians, and Africans had with the Americas) never before seen. They included such plants as tomatoes, squash, pineapples, • How did the introduction of European tobacco, and cacao beans (for chocolate). And they included animals such as the Food/ Place Effect Livestock/ of livestock change the lives of Native turkey, which became a source of food in the Eastern Hemisphere. Disease Origin Americans? (Possible Answer: Horses Perhaps the most important items to travel from the Americas to the rest of the Potato world were corn and potatoes. Both were inexpensive to grow and nutritious. allowed them to travel farther and Potatoes, especially, supplied many essential vitamins and minerals. Over time, Horse faster and were valuable property.) both crops became an important and steady part of diets throughout the world. Smallpox In-Depth Resources: Unit 4 These foods helped people live longer. Thus they played a significant role in boosting the world’s population. The planting of the first white potato in Ireland • Guided Reading, p. 89 (also in Spanish) and the first sweet potato in China probably changed more lives than the deeds of 100 kings. Traffic across the Atlantic did not flow in just one direction, however. Europeans introduced various livestock animals into the Americas. These TEST-TAKING RESOURCES included horses, cattle, sheep, and pigs. Foods from Africa (including some that Test Generator CD-ROM originated in Asia) migrated west in European ships. They included bananas, Strategies for Test Preparation black-eyed peas, and yams. Grains introduced to the Americas included wheat, rice, barley, and oats. Test Practice Transparencies, TT74 Some aspects of the Columbian Exchange had a tragic impact on many Native Online Test Practice Americans. Disease was just as much a part of the Columbian Exchange as goods and food. The diseases Europeans brought with them, which included smallpox and measles, led to the deaths of millions of Native Americans.

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SECTION 4 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 4 In-Depth Resources: Unit 4 eEdition CD-ROM • Guided Reading, p. 89 • Guided Reading, p. 89 Power Presentations CD-ROM • Geography Application: The Potato Impacts • Building Vocabulary, p. 90 Electronic Library of Primary Sources the World, p. 92 • Geography Application, p. 92 • “Concerning the Dearness of All Things” Formal Assessment • Reteaching Activity, p. 107 Geography Transparencies • Section Quiz, p. 318 Reading Study Guide, p. 189 • GT20 Spain’s Colonies Provide Wealth, 1600–1790 Reading Study Guide Audio CD ENGLISH LEARNERS Critical Thinking Transparencies In-Depth Resources in Spanish GIFTED AND TALENTED STUDENTS • CT56 Chapter 20 Visual Summary • Guided Reading, p. 141 In-Depth Resources: Unit 4 Patterns of Interaction Video Series • Geography Application, p. 143 • Connections Across Time and Cultures, p. 103 • The Impact of Potatoes and Sugar Reading Study Guide (Spanish), p. 189 classzone.com Reading Study Guide Audio CD (Spanish) Teacher’s Edition 571 CHAPTER 20 • Section 4

The Columbian Exchange Global Impact Few events transformed the world like the Columbian Exchange. This global transfer of plants, animals, disease, and especially food brought “The culinary life we owe together the Eastern and Western hemispheres and touched, in some Columbus is a progressive OBJECTIVES way, nearly all the peoples of the world. dinner in which the whole • Describe the scope and impact of the Columbian food exchange. Frightening Foods human race takes part but Several foods from the Americas that we now take for granted at first amazed no one need leave home to • Describe the specific items that and terrified Europeans. Early on, people thought the tomato was harmful to eat. moved in each direction as a result of One German official warned that the tomato “should not be taken internally.” In sample all the courses.” the Columbian Exchange. 1619, officials in Burgundy, France, banned potatoes, explaining that “too Raymond Sokolov frequent use of them caused the leprosy.” In 1774, starving peasants in Prussia refused to eat the spud. INSTRUCT Tell students that in the United States The Columbian Exchange today, about one-third of the annual harvest is of food crops that had been cultivated by Native Americans prior to Peanut Potato Tomato Corn Cassava EUROPE the arrival of European settlers. The fol- NORTH ICAS TO EUROPE, AMERICA AMER AFRIC A, AND lowing six crops each have yearly sales ASIA Avocado Peppers totaling more than $1 billion: corn, cot- Vanilla Beans Sweet Potato Disease ton, tobacco, potatoes, tomatoes, and Cacao Bean • Smallpox peanuts. Have students create a class • Influenza Squash Pineapple • Typhus cookbook of their favorite meals that Livestock • Measles • Cattle contain one or more of the four food Turkey A TLANTIC OCEAN • Malaria • Sheep • Diphtheria Quinine • Pig items in this group. Grains • Whooping Honeybee • Horse Cough • Wheat Viewing the Video Sugar Cane • Rice Pumpkin S Tobacco Citrus Fruits A • Barley Show the video to examine how people Grape Banana RIC AFRICA ME • Oats EUR TO A have brought foods from one part of the OPE, AFRICA, AND ASIA globe to another with positive and nega- tive effects. Onion Peach, Pear Olive Coffee Bean Patterns of Interaction Video Series Turnip • The Geography of Food: The Impact of Potatoes and Sugar 1. Forming Opinions Have students work in small groups to pose In-Depth Resources: Unit 4 Patterns of Interaction and answer questions about the • Geography Application: The Potato Impacts The Geography of Food: The Impact of Potatoes and Sugar beneficial and harmful aspects of the Columbian Exchange. the World, p. 92 Think about your favorite foods. Chances are that at least one originated in a • Connections Across Time and Cultures: distant land. Throughout history, the introduction of new foods into a region See Skillbuilder Handbook, page R20. has dramatically changed lives—for better and worse. Dependence on the Impact of the Columbian Exchange, p. 103 2. Comparing and Contrasting Find out potato, for example, led to a famine in Ireland. This prompted a massive what major items are exchanged or migration of Irish people to other countries. In the Americas, the introduction traded between the United States and of sugar led to riches for some and enslavement for many others. either Asia, Africa, or Europe. How do the items compare with those of the Columbian Exchange? Report your findings to the class. 572 Chapter 20

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1. Forming Opinions 2. Comparing and Contrasting Possible Answers: What was beneficial about the Suggest that students use various resources Columbian Exchange? Both sides received many to find information about trade between the new foods. What was harmful? European dis- United States and Asia, Africa, or Europe. For eases killed millions of Native Americans. Who example, students might consult magazines benefited the most? Europeans. (by means of the Readers’ Guide to Periodical Literature), newspapers, current encyclopedias (in book, CD-ROM, and online form), almanacs (such as Information Please), and the Statistical Abstract of the United States, as well as the Internet.

572 Chapter 20 A Spanish missionary in Mexico described the effects of Three Worlds Meet, CHAPTER 20 • Section 4 smallpox on the Aztecs: 1492–1700

PRIMARY SOURCE 1492 (Europeans) There was a great havoc. Very many died of it. They could not Columbus embarks walk. . . . They could not move; they could not stir; they could on voyage. History from Visuals not change position, nor lie on one side; nor face down, nor Making 1500 1511 (Africans) Inferences on their backs. And if they stirred, much did they cry out. Interpreting the Time Line Great was its destruction. Africans begin working Why is the as slaves in the Americas. Help students understand the time line Columbian BERNARDINO DE SAHAGUN, quoted in Seeds of Change 1521 (Americans) Exchange consid- by pointing out that each event includes Other diseases Europeans brought with them included The Aztec Empire in ered a significant the name of the affected group. event? influenza, typhus, malaria, and diphtheria. Mexico is conquered by Hernando Cortés. A. Possible Answer Extension Ask students to make a list of It greatly improved Global Trade 1533 (Americans) additional events from the chapter that diets and lifestyles The Inca Empire in affected each of the three groups. in Europe and Asia The establishment of colonial empires in the Americas influ- South America falls and helped prompt enced the nations of Europe in still other ways. New wealth to Francisco Pizarro. an increase in the from the Americas was coupled with a dramatic growth in 550 world’s population; overseas trade. The two factors together prompted a wave of 1 it also led to the Global Trade death of millions of new business and trade practices in Europe during the 16th and 17th centuries. These practices, many of which served as Native Americans Critical Thinking from disease. the root of today’s financial dealings, dramatically changed • How did capitalism change the balance the economic atmosphere of Europe. of power in European countries? (Some The Rise of Capitalism One aspect of the European eco- nomic revolution was the growth of capitalism. individuals and some governments had Capitalism is an economic system based on private owner- great wealth.) ship and the investment of resources, such as money, for • How did joint-stock companies reflect profit. No longer were governments the sole owners of the capitalist system? (individuals great wealth. Due to overseas colonization and trade, invested their wealth, shared risk 1600 numerous merchants had obtained great wealth. These and reward) merchants continued to invest their money in trade and overseas exploration. Profits from these investments 1630 (Europeans) enabled merchants and traders to reinvest even more Puritans establish the money in other enterprises. As a result, businesses across Massachusetts Bay Colony More About . . . Europe grew and flourished. in North America. The increase in economic activity in Europe led to an overall increase in many nations’ money supply. This in Spanish Gold turn brought on inflation, or the steady rise in the price of Spain may have been too rich for its own goods. Inflation occurs when people have more money to good. Other nations and individuals spend and thus demand more goods and services. Because 1650 (Africans) 1650 began to attack Spanish ships and hold- The number of Africans the supply of goods is less than the demand for them, the ings to get some of the gold for them- goods become both scarce and more valuable. Prices then toiling in Spanish America reaches 300,000. selves and to limit Spain’s power. In rise. At this time in Europe, the costs of many goods rose. Spain, for example, endured a crushing bout of inflation Spain the desire for gold meant that fewer people invested in skilled work, during the 1600s, as boatloads of gold and silver from the 1675 (Americans) Americas greatly increased the nation’s money supply. Native Americans farming, and trade. Joint-Stock Companies Another business venture that battle colonists in Electronic Library of Primary Sources King Philip’s War. developed during this period was known as the joint-stock • “Concerning the Dearness of All Things and company. The joint-stock company worked much like the the Remedy Therefor” modern-day corporation, with investors buying shares of stock in a company. It involved a number of people com- 1700 Geography Transparencies bining their wealth for a common purpose. • GT20 Spain’s Colonies Provide Wealth, 1600–1790 The Atlantic World 573

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Vocabulary Activity: “Interviewing” Words Class Time 20 minutes An example interview question is, “Who are you?” For capitalism, the Task Developing strategies for remembering definitions answer might be, “I am an economic system based on private ownership Purpose To learn the meaning of key terms and the investment of wealth for profit.” For joint-stock company, students might ask, “What do you want?” The answer might be, ”I want to pool the Instructions Pair a struggling reader with a more proficient reader and ask wealth of a number of different people for a common purpose, such as them to help each other learn the key terms in Section 4. One strategy colonization of the Americas.” By asking, “When did you begin?” or “When they might use to remember a term’s meaning is to “interview” the term, were you popular?” students can discover a term’s historical context. playing the part of journalists investigating the who, what, where, when, how, and why of a situation. Have students apply this strategy to other key terms in the section: Columbian Exchange, mercantilism, and favorable balance of trade.

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CHAPTER 20 • Section 4 Mercantilism As you have read, mercantilism was an economic theory practiced in Analyzing Key Concepts Europe from the 16th to the 18th centuries. Economists of the period believed that a country’s power came from its wealth. Thus, a country Mercantilism would do everything possible to acquire more gold, preferably at the Under the mercantilist system, the econ- expense of its rivals. A mercantilist country primarily sought gold in omy was strictly regulated by the govern- two ways: establishing and exploiting colonies, and establishing a 1 ment. This regulation extended to a favorable balance of trade with a rival country. In the example to the England wants gold. right, England is the home country, America is England’s colony, and country’s colonies. For instance, Britain France is England’s rival. forbade American colonies to manufac- ture certain items. Later it required that all American ships pass through British 2 ports on the way to their final destina- England establishes a colony: America. tions. This practice allowed Britain to col- 3 6 America does not lect a duty on American shipping. England gets have gold, but can gold and depletes produce cotton. France’s gold SKILLBUILDER Answer reserves. Identifying Problems and Solutions by establishing a colony that could pro- vide gold or a raw material that France 5 could turn into a manufactured item and England sells finish- sell to other countries ed cloth to America, 4 and to England’s England buys cotton rival, France. cheap and does not SKILLBUILDER: Interpreting Charts allow America to Identifying Problems and Solutions Under the Tip for Struggling Readers produce cloth. mercantilism model, how might France try to acquire Mercantilism comes from the word gold and become more powerful than England? mercantile, which refers to anything having to do with merchants.

In Europe during the 1500s and 1600s, that common purpose was American colonization. It took large amounts of money to establish overseas colonies. The Growth of Mercantilism Moreover, while profits may have been great, so were risks. Many ships, for instance, never completed the long and dangerous ocean voyage. Because joint- Making Critical Thinking stock companies involved numerous investors, the individual members paid only a Inferences fraction of the total colonization cost. If the colony failed, investors lost only their Why would a • Why were strong navies important joint-stock company small share. If the colony thrived, the investors shared in the profits. It was a joint- to European mercantilism? be popular with stock company that was responsible for establishing Jamestown, England’s first (Possible Answer: They protected ships investors in over- North American colony. seas colonies? engaged in trade or the transporting of B. Answer because wealth from colonies.) The Growth of Mercantilism they paid only a • Why was self-sufficiency so important fraction of the total During this time, the nations of Europe adopted a new economic policy known as colonization cost to a country practicing mercantilism? (It mercantilism. The theory of mercantilism (shown above) held that a country’s minimized the amount a country had power depended mainly on its wealth. Wealth, after all, allowed nations to build to import, contributing to a favorable strong navies and purchase vital goods. As a result, the goal of every nation became balance of trade.) the attainment of as much wealth as possible. 574 Chapter 20

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Principles of Mercantilism Class Time 30 minutes editorial in that person’s voice outlining the reasons mercantilism is good Task Researching and writing a newspaper op-ed piece for their country. Purpose To understand the thinking of 17th-century mercantilists Editorials should reflect an understanding of the basic principles of mer- Instructions Tell students that in addition to Thomas Mun, the British cantilism, incorporate the ideas and style of that historical figure, and be mercantilist quoted on page 575, other leading economic thinkers of the well organized and persuasive. time included the Frenchman Jean-Baptiste Colbert and the Italian Antonio Have students compare the ideas of the three thinkers to see how they all Serra. Ask individual students to research one of these three thinkers on express a similar theory. Ask students if they see any significant differences. the Internet or in encyclopedias or books. Ask the students to learn enough about their chosen person to be able to write a newspaper

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Balance of Trade According to the theory of mercantilism, a nation could CHAPTER 20 • Section 4 increase its wealth and power in two ways. First, it could obtain as much gold and silver as possible. Second, it could establish a favorable balance of trade, in which it sold more goods than it bought. A nation’s ultimate goal under mercantil- ism was to become self-sufficient, not dependent on other countries for goods. An English author of the time wrote about the new economic idea of mercantilism: More About . . .

PRIMARY SOURCE Colonies Although a Kingdom may be enriched by gifts received, or by purchases taken from Colonies were considered, in part, a some other Nations . . . these are things uncertain and of small consideration when they dumping ground for Europeans who happen. The ordinary means therefore to increase our wealth and treasure is by Foreign Trade, wherein we must ever observe this rule: to sell more to strangers yearly than we did not fit in at home. The British poet consume of theirs in value. John Donne told the Virginia Company, THOMAS MUN, quoted in World Civilizations a joint-stock company, in 1622, Mercantilism went hand in hand with colonization, for colonies played a vital role “[Jamestown] shall redeem many a in this new economic practice. Aside from providing silver and gold, colonies pro- wretch from the jaws of death, from the vided raw materials that could not be found in the home country, such as wood or hands of the executioner . . . It shall Summarizing furs. In addition to playing the role of supplier, the colonies also provided a market. sweep your streets and wash your doors What role did The home country could sell its goods to its colonies. from idle persons and the children of idle colonies play in Economic Revolution Changes European Society The economic changes that mercantilism? persons, and employ them.” swept through much of Europe during the age of American colonization also led to C. Answer They changes in European society. The economic revolution spurred the growth of towns provided gold and silver, as well as and the rise of a class of merchants who controlled great wealth. raw materials, and The changes in European society, however, only went so far. While towns and cities were a market for grew in size, much of Europe’s population continued to live in rural areas. And ASSESS the home country although merchants and traders enjoyed social mobility, the majority of Europeans to sell its goods. remained poor. More than anything else, the economic revolution increased the wealth SECTION 4 ASSESSMENT of European nations. In addition, mercantilism contributed to the creation of a national identity. Also, as Chapter 21 will describe, the new economic practices helped expand Have students take turns leading the the power of European monarchs, who became powerful rulers. class. They can ask individual classmates to answer the questions in the Assessment and have other students SECTION4 ASSESSMENT determine whether the answers are correct. TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Columbian Exchange • capitalism • joint-stock company • mercantilism • favorable balance of trade Formal Assessment • Section Quiz, p. 318 USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which effect do you think had 3. What were some of the food 6. MAKING INFERENCES Why were colonies considered so the greatest impact on history? items that traveled from the important to the nations of Europe? RETEACH Americas to the rest of the 7. DRAWING CONCLUSIONS Why might establishing Food/ Place Effect world? Have students make a two-column chart Livestock/ of overseas colonies have justified high profits for those Disease Origin 4. What food and livestock from who financed the colonies? listing the various items that passed Potato the rest of the world traveled 8. COMPARING What were some of the positive and from west to east and from east to west to the Americas? negative consequences of the Columbian Exchange? Horse in the Columbian Exchange. Then use the 5. What were some of the effects 9. WRITING ACTIVITY ECONOMICS Do you think the Smallpox on European society of the economic changes in Europe during the era of American Visual Summary to review this section economic revolution that took colonization qualify as a revolution? Why or why not? and chapter. place in the 16th and 17th Support your opinions in a two-paragraph essay. centuries? Critical Thinking Transparencies

CONNECT TO TODAY MAKING A POSTER • CT56 Chapter 20 Visual Summary Research one crop that developed in the Americas (such as corn or potatoes) and its impact In-Depth Resources: Unit 4 on the world today. Show your findings in a poster. • Reteaching Activity, p. 107 The Atlantic World 575

ANSWERS

1. Columbian Exchange, p. 571 • capitalism, p. 573 • joint-stock company, p. 573 • mercantilism, p. 574 • favorable balance of trade, p. 575 2. Sample Answer: Potato, Americas, nourished 6. Possible Answer: provided precious metals, 9. Rubric Essays should millions; Horse, Europe, transformed trans- raw materials, and markets for European • include examples of economic changes. portation; Smallpox, Europe, killed millions. goods, promoting favorable balance of trade • provide facts to support opinions. Greatest impact—Potatoes, because people for European nations CONNECT TO TODAY still eat them. 7. Investors took on many risks. Rubric Posters should provide 3. Possible Answers: potatoes, corn, 8. Positive—different foods, both plant • relevant illustrations. tomatoes, peppers and animal, that increased variety of • supporting captions and text. 4. Possible Answers: bananas, coffee, onions, diet and improved nutrition. • statistics about the crop’s impact. cattle, sheep, pigs, horses Negative—warfare, disease. 5. growth of towns and rise of the merchant class; more social mobility; European nations wealthier Teacher’s Edition 575 wh10te-0420-ca-0576-0577 8/22/03 11:37 AM Page 576

CHAPTER 20 ASSESSMENT Chapter 20 Assessment

TERMS & NAMES TERMS & NAMES The Columbian Exchange and Global Trade Section 4 For each term or name below, briefly explain its connection to (pages 571–575) 1. conquistador, 5. Atlantic slave the Atlantic world from 1492 to 1800. 17. Why was the introduction of corn and potatoes to Europe p. 554 trade, p. 567 1. conquistador 5. Atlantic slave trade and Asia so significant? 2. encomienda, 6. triangular trade, 2. encomienda 6. triangular trade 18. What was the economic policy of mercantilism? p. 557 p. 568 3. Jamestown 7. Columbian Exchange 3. Jamestown, 7. Columbian 4. French and Indian War 8. mercantilism CRITICAL THINKING p. 562 Exchange, p. 571 1. USING YOUR NOTES 4. French and 8. mercantilism, Explorer Nation Regions MAIN IDEAS Use the chart to Indian War, p. 574 identify which nation Cabral p. 564 Spain Builds an American Empire Section 1 sponsored each Magellan (pages 553–560) explorer and the Cartier MAIN IDEAS 9. Why did Columbus set sail westward? regions he explored. 10. What were three goals of the Spanish in the Americas? 2. DRAWING CONCLUSIONS Answers will vary. 11. Why did Popé lead a rebellion against the Spanish? EMPIRE BUILDING What factors helped the Europeans conquer the Americas? Which was the most important? Why? 9. to seek an alternative trade route European Nations Settle North America Section 2 to Asia (pages 561–565) 3. RECOGNIZING EFFECTS 10. to enrich Spain, to colonize the 12. What did the Europeans mostly grow in their Caribbean ECONOMICS Explain the statement, “Columbus’s voyage colonies? began a process that changed the world forever.” Consider all land, to convert Native Americans 13. What was the result of the French and Indian War? the peoples and places American colonization affected to Christianity economically. The Atlantic Slave Trade Section 3 (pages 566–570) 4. COMPARING AND CONTRASTING 11. The Spanish abused the natives and 14. What factors led European colonists to use Africans to resupply their labor force? CULTURAL INTERACTION What might have been some of the tried to destroy their culture. differences in the Europeans’ and Native Americans’ views of 15. What were the conditions on board a slave ship? 12. sugar and tobacco colonization? 16. What were several ways in which enslaved Africans 13. The English took control of the resisted their treatment in the Americas? 5. SYNTHESIZING eastern half of the United States. How did enslaved Africans help create the societies in the New World? 14. Native Americans dying; Africans experienced at farming, had built up some immunity to disease, were unfamiliar with the land and could The Atlantic World not blend in with the white popula- tion, so were less likely to escape Global 15. Slaves were crammed into the bottom Interaction of the boat, where they lived amid their own waste and suffered from disease, beatings, and poor food. Europeans Africans 16. African slaves resisted by preserving • Beginning around 1500, the Spanish Native Americans • Beginning around 1500, millions their cultural heritage, sabotaging and Portuguese colonize Central of Africans are taken from their and South America and establish • Between 1521 and 1533, the once homeland and forced to labor as work efforts, running away, and prosperous overseas empires. mighty Aztec and Incan empires slaves in the Americas. forming armed rebellions. • Throughout the 1600s and 1700s, fall to the invading Spanish. • Africans eventually become an the English, French, and Dutch battle • Throughout the Americas, the important part of the Americas, as 17. inexpensive and nutritious and thus for control of North America, with native population is devastated by they populate the various regions improved diets throughout Europe the English emerging victorious. European conquests and diseases. and share aspects of their culture. and Asia 18. Mercantilism held that a country’s true power was measured by its 576 Chapter 20 wealth, which it acquired by obtaining as much gold and silver as possible and by establishing a favorable balance of trade. CRITICAL THINKING Answers will vary. 3. After Columbus, Native American civilizations 1. Cabral—Portugal/Brazil. Magellan—Spain/Pacific declined while Europeans prospered. New foods, Ocean, Philippines, crew circled the globe. plants, animals, and diseases spread to peoples Cartier—France/St. Lawrence River, Montreal. of both hemispheres. 2. Factors—disease, superior weaponry, aid 4. Europeans probably positive—they gained land from native allies. Most important—Disease, and property and the opportunity to start a new because it wiped out much of the native life with more than they had in Europe. Native population of the Americas. Americans probably negative—it deprived them of their property, freedom, and even, in some cases, health and life. 5. Enslaved Africans made economic, political, cultural, and religious contributions to American societies. 576 Chapter 20 wh10te-0420-ca-0576-0577 8/22/03 11:37 AM Page 577

CHAPTER 20 ASSESSMENT

Use the quotation and your knowledge of world history to Use the Aztec drawing below and your knowledge of world answer questions 1 and 2. history to answer question 3. Additional Test Practice, pp. S1–S33 STANDARDS-BASED ASSESSMENT Where there is a vacant place, there is liberty for . . . [Christians] to come and inhabit, though they neither buy it nor ask their leaves. . . . Indeed, no nation is to drive out 1. Letter C is correct. Letter A is another without special commission from Heaven . . . incorrect because millions of Native unless the natives do unjustly wrong them, and will not Americans inhabited the land. Letter B recompense the wrongs done in a peaceable fort [way]. And then they may right themselves by lawful war and is incorrect because neither side was subdue the country unto themselves. inclined to cooperate. Letter D is JOHN COTTON, quoted in The Annals of America incorrect because Native Americans did not believe that land could be 1. What do you think Native Americans might have said about privately owned. Cotton’s statement that America was a “vacant place”? 3. How does the artist depict the clash of Aztec and Spanish A. agreed that the continent was largely empty cultures? 2. Letter A is correct. Letter B is incorrect B. discussed development plans with him A. meeting to negotiate peace because if the Native Americans had C. pointed out that they inhabited the land B. meeting as warriors been wronged, this would hardly D. offered to sell the land to him C. engaging in a sports competition justify Puritans seizing their land. 2. How might the last part of Cotton’s statement have helped D. meeting as friends Letter C is incorrect because there is the Puritans justify taking land from the Native Americans? nothing in the passage that suggests A. Puritans could claim natives had wronged them. Puritans believed war could never be B. Natives could claim Puritans had wronged them. TEST PRACTICE Go to classzone.com justified. Letter D is incorrect because C. Puritans believed war was wrong in all circumstances. • Diagnostic tests • Strategies if Native Americans had been willing D. Native Americans were willing to negotiate their grievances. • Tutorials • Additional practice to negotiate their grievances, then the Puritans would not have been justified. 3. Letter B is correct. Letter A is incorrect because both sides are ALTERNATIVE ASSESSMENT armed. Letter C is incorrect because 1. Interact with History Participating in a WebQuest both sides are clearly about to fight. On page 552 you examined the choices some Native Introduction The Columbian Exchange marked the Americans faced during the invasion by Spanish conquistadors. beginning of worldwide trade. Imagine that you are an Letter D is incorrect because friends Now that you have read the chapter, rethink the choice you exporter of a product and want to know how tariffs will don’t use weapons against each other. made. If you chose to side with the Spaniards, would you now affect your sales in various countries. change your mind? Why? If you decided to fight with the Aztecs, Task Collect and organize data about a particular what are your feelings now? Discuss your thoughts and opinions product, including how much of the product various with a small group. Formal Assessment countries import and the tariff each country imposes. • Chapter Test, Forms A, B, and C, pp. 319–330 2. WRITING ABOUT HISTORY Process and Resources With a team of four other An English colony would have looked strange and different to a students, use the Internet to research your product. Test Generator Native American of the time. Write a paragraph describing an Internet keyword: customs tariffs various countries. English colony of the 17th century. In your paragraph, provide Identify at least five countries that import the product. • Form A in Spanish details about the following: Organize your findings in a spreadsheet. • clothes Evaluation and Conclusion How did this project • food contribute to your understanding of global trade? How do you think tariffs will affect demand for your product in • shelter each country? • weapons

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ALTERNATIVE ASSESSMENT 1. Possible Answers: Students who originally 2. Rubric Paragraphs should Rubric Spreadsheets should chose to side with the Spaniards may now • provide details about clothes, food, shelter, • clearly mark the journey of the product around say that the Spaniards were cruel and unjust and weapons. the world. in their treatment of Native Americans. • use standard grammar and punctuation. • note which countries export and which import Others may say their decision to fight for the product. the Aztecs was unwise, because they • note the tariffs imposed on the product. were doomed, in any event, by European diseases.

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